EN6-w10-day 1-3

I.
OBJECTIVES
A. Content Standards August 7, 2017
The learner demonstrates understanding…
 of various linguistics nodes to comprehend various texts
 of different formats to write for a variety of audiences and purposes
 that words are composed of different parts to know that their meaning changes depending in context
 of the conventions of standard English grammar and usage when writing or speaking
 of the oral standards of English in order to participate in various oral communication demands
(situation, purpose and audience)
 that English language is stress timed to support comprehension
 of the various forms and conventions of print, non-print, and digital materials of non-verbal
communication to communicate with others
B. Performance Standards
The learner…
 analyzes text types to effectively understand information/ message(s)
 uses linguistic cues to appropriately construct meaning from a variety of texts for a variety of purposes
 drafts texts using appropriate text types for a variety of audiences and purposes
 uses strategies to decode correctly the meaning of words in isolation and in context
 uses the correct function of nouns pronouns, verbs, adjectives, and adverbs in general and their
functions in various discourse (oral and written)
 prepares for and participates effectively in a range of conversations and collaboration with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively
 reads with sufficient accuracy and fluency to support comprehension
 evaluates effectively the message constructed and conveyed in various viewing texts
 applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and
acknowledge the message
A. Learning Competencies/ Objectives Write the LC code for each

EN6G-Ih-3.9 Compose clear and coherent sentences using appropriate grammatical structures:
Subject-Verb Agreement
EN6F-Ii-1.13 Read grade level text with 135 words correct per minute
EN6A-Ii-16 Observe politeness at all times EN6A-Ih-17 Show tactfulness when communicating with
others EN6A-Ih-18 Show openness to criticism
I. CONTENT:
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages: Activity Sheet in English 6 (Quarter 1: Week 10)
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal Activity Sheet in English 6 (Quarter 1:
Week10)
B. Other Learning Resources
III. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
Read “To The Learner”
You’re doing an amazing job finishing the previous exercises on basic rules on subject-verb agreement last
week. Now, it’s time for you to deepen your knowledge and skills in subject-verb agreement. I bet you’ll enjoy
this even more.
You will learn how to compose clear and coherent sentences using appropriate grammatical structures
following the rules in Subject-Verb Agreement. Always remember that whenever you communicate with
others and as you present your work in the class, you should always observe politeness at all times, be tactful
and open to criticism. Being open for correction shows a good attitude towards the people around you.
and “Let’s Learn This”
In this activity sheet, several exercises are prepared for you to enhance your knowledge and skills on Subject-
Verb Agreement so you can compose clear and coherent sentences.
B. Establishing a purpose for the lesson

Do “Let’s Try This”
Task 1: Choosy Me Read the paragraph below. Choose the verb inside the parentheses to complete the
sentences.
Mother (wake, wakes) up early every morning. She (prepare, prepares) breakfast for all of us. I (help, helps)
Mother prepare sandwiches for our snacks in school. Big sister (take, takes) her bath early every day. She (eat,
eats) her breakfast. Father (take, takes) Dani and me to school before going to the office. My baby brother
(sleep, sleeps) long hours every day. My elder sister (help, helps) me in doing my homework every night.
To whom does each verb refer?
Task 2: Sharing Insights Answer the following questions:
 What is the subject and the verb in the first sentence? second sentence? third sentence? fourth
sentence? fifth sentence? sixth sentence? last sentence?
 How do we form singular and plural subject? verb?
 Are you familiar with the rules on subject-verb agreement? Can you cite some?
C. Presenting Examples/Instances of the new lesson

Read: “Let’s Study This”
Review the key points on subject-verb agreement discussed in the previous week.
D. Discussing new concepts and practicing new skills #1

Answer “Let’s Do This” Task 3
Task 3: Oral Drill Identify the subject in each sentence and tell whether it is singular or plural. Then choose the
correct verb inside the parenthesis to make the statement correct. Example: The survey covering seven schools (reveal,
reveals) a growth in enrollment.
Subject: The survey Form: singular Verb: reveals
1. The price of these jeans (is, are) reasonable.

2. The books borrowed from the library (is, are) on my desk.
3. The boy who won the two medals (is, are) a friend of mine.
4. Bread and butter (is, are) our daily food.
5. The famous singer and composer (has, have) arrived.
6. Collecting match-boxes (is, are) one of his favorite pastimes.
7. The quality of the candies (is, are) poor.
8. Neither his father nor his brothers (play, plays) guitar.
9. Neither of my parent (is, are) fond of watching variety shows.
10. None of my friends (is, are) there.
E. Discussing new concepts and practicing new skills#2

Answer “Let’s Do This” Task 4
Task 4: Pick-A-Boo! Pick the correct form of the verb in each of the following sentence.
1. Many students (has, have) made the same mistake.
2. Gold, as well as platinum, (has, have) recently risen in price.
3. The boss, as well as his colleagues, (has, have) been robbed.
4. Ten tons (is, are) a heavy load.
5. Fifty miles (is, are) a long distance.
6. Thirty years (is, are) a long time.
7. One of the books (has, have) been missing.
8. The poor (is, are) suffering.
9. You should decide which one of the three choices A, B, or C best (answer, answers) the question.
10. One half of the cake (is, are) left.
F. Developing mastery (leads to Formative Assessment 3)

.
G. Finding practical applications of concepts and skills in daily living

Ask: What is the importance of learning subject-verb agreement? Cite real-life situations.
H. Making generalizations and abstractions about the lesson

Read “Let’s Remember This”
 You may know something or have a meaningful experience that you want to share to others, but if you
cannot communicate effectively, your ability to share knowledge, information, or experiences is
affected.
 It is therefore necessary that you learn subject-verb agreement. In this activity sheet, you’ve learned
that in sentences, verbs must always agree with the noun or pronoun subject.
 Subjects and verbs should agree with one another in number- singular or plural.
 Thus, if the subject is singular, the verb must also be singular. If the subject is plural, the verb must also
be in plural form.
 There are different rules in subject-verb agreement and learning each of them will help you become
effective communicator of the English language.
I. Evaluating learning
J. Additional activities for application or remediation
II. REMARKS:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______
III. REFLECTION
GRADE SIX-FSA GRADE SIX-EBE GRADE SIX-MDD
No. of learners who ___Lesson carried. Move on ___Lesson carried. Move on to ___Lesson carried. Move on
earned 80% in the to the next objective. the next objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
evaluation ___% of the pupils got 80% ___% of the pupils got 80% ___% of the pupils got 80%
mastery mastery mastery
No. of learners who ___Pupils did not find ___Pupils did not find difficulties ___Pupils did not find
require additional difficulties in answering in answering their lesson. difficulties in answering their
their lesson. ___Pupils found difficulties in lesson.
activities for remediation ___Pupils found difficulties answering their lesson. ___Pupils found difficulties
in answering their lesson. ___Pupils did not enjoy the in answering their lesson.
___Pupils did not enjoy the lesson because of lack of ___Pupils did not enjoy the
lesson because of lack of knowledge, skills and interest lesson because of lack of
knowledge, skills and about the lesson. knowledge, skills and
interest about the lesson. ___Pupils were interested on interest about the lesson.
___Pupils were interested the lesson, despite of some ___Pupils were interested
on the lesson, despite of difficulties encountered in on the lesson, despite of
some difficulties answering the questions asked by some difficulties
encountered in answering the teacher. encountered in answering
the questions asked by the ___Pupils mastered the lesson the questions asked by the
teacher. despite of limited resources used teacher.
___Pupils mastered the by the teacher. ___Pupils mastered the
lesson despite of limited ___Majority of the pupils finished lesson despite of limited
resources used by the their work on time. resources used by the
teacher. ___Some pupils did not finish teacher.
___Majority of the pupils their work on time due to ___Majority of the pupils
finished their work on time. unnecessary behavior. finished their work on time.
___Some pupils did not ___Some pupils did not
finish their work on time finish their work on time
due to unnecessary due to unnecessary
behavior. behavior.
Did the remedial lessons ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned
work? No. of learners who 80% above above 80% above
have caught up with the
lesson
No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require
continue to require additional activities for additional activities for additional activities for
remediation remediation remediation remediation
Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No

strategies worked well? ____ of Learners who ____ of Learners who caught up ____ of Learners who
caught up the lesson the lesson caught up the lesson
Why did these work
What difficulties did I ___ of Learners who ___ of Learners who continue to ___ of Learners who
encounter which my continue to require require remediation continue to require
remediation remediation
principal or supervisor can
help me solve?
What innovation or Strategies used that work Strategies used that work well: Strategies used that work
localized materials did I well: ___Metacognitive well:
use/discover which I wish ___Metacognitive Development: Examples: Self ___Metacognitive
Development: Examples: assessments, note taking and Development: Examples:
to share with other Self assessments, note studying techniques, and Self assessments, note
teachers? taking and studying vocabulary assignments. taking and studying
techniques, and vocabulary techniques, and vocabulary
assignments. ___Bridging: Examples: assignments.
Think-pair-share, quick-writes,
___Bridging: and anticipatory charts. ___Bridging:
Examples: Think-pair-share, Examples: Think-pair-share,
quick-writes, and quick-writes, and
anticipatory charts. ___Schema-Building: anticipatory charts.
Examples: Compare and contrast,
jigsaw learning, peer teaching,
___Schema- and projects. ___Schema-
Building: Examples: Building: Examples:
Compare and contrast, Compare and contrast,
jigsaw learning, peer ___Contextualization: jigsaw learning, peer
teaching, and projects. teaching, and projects.
Examples:
Demonstrations, media,
___Contextualizati manipulatives, repetition, and ___Contextualizati
on: local opportunities. on:
Examples: Examples:
Demonstrations, media, ___Text Demonstrations, media,
manipulatives, repetition, Representation: manipulatives, repetition,
and local opportunities. and local opportunities.
Examples: Student
created drawings, videos, and
___Text games. ___Text
Representation: ___Modeling: Examples: Representation:
Examples: Student Speaking slowly and clearly, Examples: Student

created drawings, videos, modeling the language you want created drawings, videos,
and games. students to use, and providing and games.
samples of student work.
___Modeling: Exa ___Modeling: Exa
mples: Speaking slowly and mples: Speaking slowly and
clearly, modeling the Other Techniques and Strategies clearly, modeling the
language you want students used: language you want students
to use, and providing ___ Explicit Teaching to use, and providing
samples of student work. ___ Group collaboration samples of student work.
___Gamification/Learning throuh
play
Other Techniques and ___ Answering preliminary Other Techniques and
Strategies used: activities/exercises Strategies used:
___ Explicit Teaching ___ Carousel ___ Explicit Teaching
___ Group collaboration ___ Diads ___ Group collaboration
___Gamification/Learning ___ Differentiated Instruction ___Gamification/Learning
throuh play ___ Role Playing/Drama throuh play
___ Answering preliminary ___ Discovery Method ___ Answering preliminary
activities/exercises ___ Lecture Method activities/exercises
___ Carousel Why? ___ Carousel
___ Diads ___ Complete IMs ___ Diads
___ Differentiated ___ Availability of Materials ___ Differentiated
Instruction ___ Pupils’ eagerness to learn Instruction
___ Role Playing/Drama ___ Group member’s ___ Role Playing/Drama
___ Discovery Method collaboration/cooperation ___ Discovery Method
___ Lecture Method in doing their tasks ___ Lecture Method
Why? ___ Audio Visual Presentation Why?
___ Complete IMs of the lesson ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to ___ Pupils’ eagerness to
learn learn
___ Group member’s ___ Group member’s
collaboration/cooperati collaboration/cooperati
on on
in doing their tasks in doing their tasks
___ Audio Visual ___ Audio Visual
Presentation Presentation
of the lesson of the lesson
I. OBJECTIVES
A. Content Standards August 8,
2017
 of the oral standards of English in order to participate in various oral communication demands (situation,
purpose and audience)
 of the various forms and conventions of print, non-print, and digital materials of non-verbal communication to
communicate with others
The learner…
 uses the correct function of nouns pronouns, verbs, adjectives, and adverbs in general and their functions in
various discourse (oral and written)
 prepares for and participates effectively in a range of conversations and collaboration with diverse partners,
building on others’ ideas and expressing their own clearly and persuasively
 applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the
message
II. Learning Competencies/ Objectives Write the LC code for each

EN6G-Ih-3.9 Compose clear and coherent sentences using appropriate grammatical structures: Subject-
Verb Agreement
EN6F-Ii-1.13 Read grade level text with 135 words correct per minute
EN6A-Ii-16 Observe politeness at all times EN6A-Ih-17 Show tactfulness when communicating with others
EN6A-Ih-18 Show openness to criticism
III. CONTENT:
IV. LEARNING RESOURCES

A. References
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal Activity Sheet in English 6 (Quarter 1: Week10)
V. PROCEDURES
Ask:
How do we form singular noun/verb? How do we form plural noun/verb?
What are the different rules in subject-verb agreement?

Ask the learners to recite their own clear and coherent sentences using appropriate grammatical
structures: Subject-Verb Agreement.

Review the learners on the rules in subject-verb agreement discussed last meeting.

Do “Let’s Do More”
Task 5. Team Work: Correct the Errors You already did this last week. Did you enjoy it? Let’s do it again.
Your teacher will divide you into two teams. With your teammates, compose five sentences containing a variety of
subject-verb errors. The other team should also do the same. Then exchange your work with other team and let them
correct the errors in your sentences and vice versa. Be able to show your work to the class.

Ask: What is the importance of learning subject-verb agreement? Cite real-life situations.

Read “Let’s Remember This”
 You may know something or have a meaningful experience that you want to share to others, but if you
cannot communicate effectively, your ability to share knowledge, information, or experiences is
affected.
 It is therefore necessary that you learn subject-verb agreement. In this activity sheet, you’ve learned
that in sentences, verbs must always agree with the noun or pronoun subject.
 Subjects and verbs should agree with one another in number- singular or plural.
 Thus, if the subject is singular, the verb must also be singular. If the subject is plural, the verb must also
be in plural form.
 There are different rules in subject-verb agreement and learning each of them will help you become
effective communicator of the English language.
Answer “Let’s Test Ourselves” pp 3
Task 6: Compose Our Own Work with your partner and compose your own sentences using the
following subjects. Be sure to observe rules in subject-verb agreement to compose clear and coherent
sentences. Present your work in the class.
1. My family___________________________________.
2. Every member of our family ______________________________________.
3. My father, as well as my mother, ____________________________.
4. My siblings and I _________________________.
5. What makes us happy ___________________________________.

Answer “Let’s Test Ourselves” pp.4
Task 7. We Are the Sentence Composers Compose your own clear and coherent sentences
using the following subjects. Be sure to observe rules in subject-verb agreement. Present your work in
the class.
1. The elected president of the class _________________________________.

2. Two yards of plastic cover _______________________________________.
3. Scissors _____________________________________________________.
4. Ham and egg _________________________________________________.
5. The team ___________________________________________________.
6. The employees, as well as their supervisor, _________________________.
7. My sister and best friend ________________________________________.
8. Two pairs of skirts, ___________________________.
9. The teacher, together with the parents in a meeting, ___________________.
10. Either my Mother or my siblings ___________________________________.
VI. REMARKS:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________________________
VII. REFLECTION

behavior. behavior.
lesson
remediation remediation remediation
remediation

Why did these work
principal or supervisor can remediation remediation
help me solve?
jigsaw learning, peer ___Contextualization: jigsaw learning, peer
teaching, and projects. teaching, and projects.
Examples:
Examples: Examples:
Demonstrations, media, ___Text Demonstrations, media,
manipulatives, repetition, Representation: manipulatives, repetition,
and local opportunities. and local opportunities.
Examples: Student
Representation: ___Modeling: Examples: Representation:

play
learn learn
on on
I. OBJECTIVES
A. Content Standards August 9, 2017
 of the oral standards of English in order to participate in various oral communication demands (situation,
purpose and audience)
 of the various forms and conventions of print, non-print, and digital materials of non-verbal communication
to communicate with others
The learner…
 uses the correct function of nouns pronouns, verbs, adjectives, and adverbs in general and their functions in
various discourse (oral and written)
 prepares for and participates effectively in a range of conversations and collaboration with diverse partners,
building on others’ ideas and expressing their own clearly and persuasively
 applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge
the message
C. Learning Competencies/ Objectives Write the LC code for each

EN6VC-Ii-3.3.1 EN6VC-Ii-3.3.2 EN6VC-Ii-3.3.3 Analyze the characters used in print, non-print, and digital
materials (Age and gender, Race and nationality, Attitude and behavior)
EN6VC-Ii-3.3.4 Analyze the setting used in print, non-print and digital materials (Urban or Rural: Affluent or
Poor)
II. CONTENT:
Analyzing the Characters and Setting used in Print, Nonprint, and Digital Materials
III. LEARNING RESOURCES

A. References

3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal Activity Sheet in English 6 (Quarter 1: Week10)
IV. PROCEDURES
Ask: What have you learned about subject-verb agreement?

Do “Let’s Try This”
Task 1: Picture Analysis Choose your partner. Look at the picture below. Then answer the following questions.
What is the picture all about? What can you say about the character in the picture?
What do you think is the character’s gender? How old do you think he/she is?
What can you say about his/her attitude towards work? Where can you usually see this scene? Urban or rural?
Why?
Read “Let’s Study This”
Review the key points on analyzing the characters and setting used in print, non-print, and digital materials
discussed in the previous week.
Do “Let’s Do This” Task 2
Task 2: Analyzing the Characters Look at the picture below. Complete the following table by describing and analyzing
the picture in terms of age and gender, race and nationality, and attitude and behavior.
Attitude and
Characters Age and Gender Race and Nationality
Behavior

Do “Let’s Do This” Task 3
Task 3: Picture vs. Picture Analyze the pictures by answering the following questions. Discuss your
answers with your partner.
Which of the following pictures have an urban setting? rural? Describe each.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Which of the following pictures can be described as affluent? poor? Describe each.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Do “Let’s Do More”
Task 4. Viewing the Video Your teacher will let you view a video. Complete the following tables by describing
and analyzing the video in terms of the criteria in the columns. Discuss your answers with your partner.
Reference: Anasaliyar1. "I bet you will cry after watching this." YouTube. February 17, 2015. Accessed July 27,
2017. https://www.youtube.com/watch?v=57_X7Ln3WSs.
Attitude and
Characters Age and Gender Race and Nationality
Behavior
Setting Urban or Rural Affluent or Poor

Ask: Why is it necessary to learn how to analyze characters and setting in print, non-print, and digital materials?

What are the bases for analyzing the characters in in print, non-print, and digital materials?
What are the bases for analyzing the setting in in print, non-print, and digital materials?
Answer “Let’s Enrich Ourselves”
Task 5. Take A-ways and Insights
Answer the following questions. Share your answers to the class.
What can you say about the video? Explain.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
What did you feel while watching the video? Why?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
What have you learned after watching the video? Explain.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
V. REMARKS:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
___________________________________________
VI. REFLECTION
behavior. behavior.
lesson
remediation remediation remediation
remediation

Why did these work
remediation remediation
principal or supervisor can
help me solve?
jigsaw learning, peer jigsaw learning, peer
teaching, and projects. ___Contextualization: teaching, and projects.
Examples:
Examples: Examples:
Demonstrations, media, Demonstrations, media,
manipulatives, repetition, ___Text manipulatives, repetition,
and local opportunities. Representation: and local opportunities.
Examples: Student
Representation: Representation:
___Modeling: Examples:
play
learn learn
on on

EN6-w10-day 1-3

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I.

A. Learning Competencies/ Objectives Write the LC code for each

B. Other Learning Resources

B. Establishing a purpose for the lesson

Task 2: Sharing Insights Answer the following questions:

C. Presenting Examples/Instances of the new lesson

D. Discussing new concepts and practicing new skills #1

1. The price of these jeans (is, are) reasonable.

E. Discussing new concepts and practicing new skills#2

F. Developing mastery (leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

J. Additional activities for application or remediation

Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No

Examples: Student Speaking slowly and clearly, Examples: Student

II. Learning Competencies/ Objectives Write the LC code for each

IV. LEARNING RESOURCES

B. Establishing a purpose for the lesson

C. Presenting Examples/Instances of the new lesson

D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills#2

F. Developing mastery (leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

J. Additional activities for application or remediation

1. The elected president of the class _________________________________.

GRADE SIX-FSA GRADE SIX-EBE GRADE SIX-MDD

Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No

Examples: Student Speaking slowly and clearly, Examples: Student

C. Learning Competencies/ Objectives Write the LC code for each

III. LEARNING RESOURCES

1. Teacher’s Guide pages

B. Establishing a purpose for the lesson

E. Discussing new concepts and practicing new skills#2

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

What can you say about the video? Explain.

What did you feel while watching the video? Why?

What have you learned after watching the video? Explain.

Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No

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