CANOSSA COLLEGE
San Pablo City
GRADE SCHOOL DEPARTMENT
S.Y. 2013-2014
Subject/Level: Reading 6
Teacher: Ms. Jensen M. Maghirang
STAGE 1: DESIRED RESULTS
Unit Topics:
Comprehension Skills:
 Idiomatic Expressions
 Reality and Fantasy
 Fact and Opinion
 Figurative Language
ESTABLISHED GOALS:
At the end of Grade VI, the
learner is expected to
listen critically;
communicate one’s feeling
and ideas orally and in
writing with a high level of
proficiency; and read
various text types
materials to serve one’s
own learning needs in
meeting a wide range of
life’s purposes.
Source: Philippine Elementary
Learning Competencies
Content Standards:
 The learner
demonstrates
understanding of
figurative language in
word meanings to
develop word
consciousness.
Performance Standards:
 The learner uses
figurative language
appropriately in various
contexts
GRADUATE
ATTRIBUTES:
Christian Person
Sharer of God’s Love
Responsible Agent of
Social Transformation
Quarter: 4th (Fourth) Quarter
Time Frame: January 6-March 12
Unit No.: 4
Literary Appreciation:
 Imagery/Sensory Images
TRANSFER
TRANSFER GOAL:
The students, in the long term and on his/her own, will
be able to:
 Read, respond to text in various genres (literature,
non-fiction, technical), for various purposes
(entertainment, information, performance of a task).
 Communicate fluently and accurately orally and in
writing, for a variety of purposes and different social
and academic contexts at their level while carrying
our activities in everyday life.
MEANING MAKING
ENDURING ESSENTIAL QUESTION:
UNDERSTANDING: At the end of the unit,
At the end of the unit, the students will have
the students will explored the answers to
understand that: the following questions:
Proficient readers know How do proficient readers
how to distinguish fact recognize facts from
from opinion. opinion?
Proficient readers know How do proficient readers
how to distinguish reality recognize reality from
from fantasy. fantasy?
Idiomatic expressions Why do we use idioms?
makes communication
more creative and alive. How do readers of poetry
recognize and appreciate
Poets share feelings, figurative language?
experiences, or thoughts
through well-chosen How do readers of poetry
words, formats, recognize and appreciate
techniques, and poetic imagery?
elements.
ACQUISITION
KNOWLEDGE: SKILLS:
At the end of the unit, At the end of the unit,
Brother/Sister of the Poor
Academically Competent
Learner
Canossiano…Canossiana
SUB GA’s
Christ-Centered
Person of Faith
Person of Character
Patriotic and Culturally
Integrated Person
Effective Communicator
Critical thinker
Systems Thinker
Problem Solver
Independent, Creative and
Lifelong Learner
the students will know: the students shall be able
to:
 The most common
idiomatic expressions;  Recognize and explain
 How to recognize and the meaning of
explain the meaning of common idioms;
common idioms;  Interpret figurative
 How to interpret language in context.
figurative language,  Differentiate reality and
including similes, and fantasy
metaphors, in context;  Analyze fact from
 The difference between opinion
reality and fantasy;  Identify imagery
 The difference between  Analyze the imagery
fact and opinion used in a poem
 How to properly
express one’s opinion.

STANDARDS OF
LEARNING:

 Imitates the virtues of

Jesus Christ
 Remains hopeful of
God’s love and grace
even in times of trials
and difficulties
 Shows healthy
acceptance of
oneself/others.
 Respects the life,
dignity and uniqueness
of others
 Applies solutions to
problems objectively
beyond the limit of self
and interest.
 Respects properties of
others.
 Influences other
positively to make them
better persons.
 Respect/appreciates
his/her cultural
heritage.
 Gathers, organizes, and
expresses ideas and
information clearly and
fluently in both oral and
written forms at least in
English and Filipino.
 Selects and utilizes
appropriate manner
and means of
communication to
 promote understanding
and harmony.
 Practices effective
verbal sills (i.e.
pronunciation,
enunciation, diction,
articulation) for
effective oral
communication.
 Effectively uses non-
verbal language (e.g.
the use of the body
movement, gestures,
facial expressions) for
effective
communication.
 Analyzes problems from
various perspectives.
 Recognizes the
importance of the
contribution of each
member in the
realization of the
common goals.
STAGE 2: ASSESSMENT EVIDENCE
EVALUATIVE CRITERIA TRANSFER TASK:
A. As a comic book artist, you are to select a
 Format certain Filipino legend to make a comic book out of
 Cleanliness it.
 Appropriate story The comic book should be appropriate for younger
 Punctuality audiences and must be attractive for them.

B. Project integrated with PE, Computer.

Pupils will write the values they have learned and
lived with while studying here in Canossa as
graduating pupils. This will be posted on their
notebook cover. Grammar and concept will be
evaluated
OTHER EVIDENCES OF LEARNING:
 Quizzes
 Exercises
 Assignments
 Tests
 Writing prompts
 Student reflections
 Recitation

STAGE 3: LEARNING PLAN

Quarter: Fourth
Session: 1-2
Focus: Idiomatic Expressions
Date: ______________________
HOOK:
a. Routinary activities
b. Posting of EQ: Why do we use idioms?

ENGAGE:
a. Present the lesson on idioms.
b. Explain the meaning of idiomatic expressions.
c. Ask some pupils some idioms that they heard from their elders and let them
explain the meaning.
d. Show some examples of idioms and let them explain the idioms literally and its
real meaning.

ACTIVITY:
a. Let the pupils read the selection (Sizzling Sisig Specialty)
b. The pupils will answer some worksheets about idioms.

REFLECTION:
a. Let the pupils give their understanding of the quote: Food is a window into
culture.

TRANSFER:
a. The pupils will answer the exercise.
b. Giving of Assign#1
c. Quiz next meeting
Session 3: Quiz 1 (Idiomatic Expressions)/ Checking of assign#1
Quarter: Fourth
Session: 4-5
Focus: Reality and Fantasy
Date: ______________________

HOOK:
a. Routinary activities
b. Posting of EQ:
How do proficient readers recognize reality from fantasy?
c. Challenge the pupils to answer the riddles.
d. Let some volunteers explain their answers to test their reasoning skills.
e. Tell the pupils to read the story (The Intelligent Woman)

ENGAGE:
a. Let the pupils read the story (by volunteers)
b. Remind them to differentiate the words knowledge, intelligence and wisdom.
c. Ask them to give examples to illustrate the distinction of each trait.
d. Present the lesson (Reality and Fantasy).
e. Introducing the performance task.
 As a comic book artist, you are to select a certain Filipino legend to
make a comic book out of it. The comic book should be appropriate for
younger audiences and must be attractive for them.

ACTIVITY:
a. Ask some pupils to distinguish reality and fantasy.
b. Discuss to them some examples of reality and fantasy.
c. Let them work on a seatwork.

REFLECTION:
a. Ask the pupils their interpretation of the quote:
 Wisdom helps you win the game. Think carefully about your next step.
b. Ask the pupils: Why is planning important in our lives?

TRANSFER:
a. Answer Exercise.
b. Giving of Assign#2.
c. Remind pupils to bring materials next meeting.
Session 6: Project Making/ Checking of assign#2
Quarter: Fourth
Session: 7-8
Focus: Fact and Opinion
Date: ______________________

HOOK:
a. Routinary activities
b. Posting of EQ:
 How do proficient readers recognize facts from opinion?
c. Ask the pupils to describe their favourite teacher by mentioning his/her best
qualities?
d. Let them read the story (Mrs. Slaton’s Magic Words)

ENGAGE:
a. Ask the pupils to describe Mrs. Slaton and compare her with their favourite
teacher.
b. Present the lesson (fact and opinion).

ACTIVITY:
a. Pupils will recall the story and answer in the textbook.

REFLECTION:
a. Ask the pupils who is the greatest teacher for them.
b. Explain to them that one of the greatest teachers is Jesus.
c. Let the pupils give reasons why Jesus is a great teacher.

TRANSFER:
a. Giving of Assign#3.
b. Review Quiz next meeting.
Session 9: Review Quiz for 4th Monthly Test
Continue Project Making
Quarter: Fourth
Session: 10-12
Focus: Figurative Language (Figures of Speech)
Date: ______________________

HOOK:
a. Routinary activities
b. Ask the class who among them have recited poetry before.
c. Let them describe a poem.
d. Explain a brief background of poetry.
e. Tell the class to read the poem (Like a Red, Red, Rose)
f. Posting of EQ:
 How do readers of poetry recognize and appreciate figurative language?

ENGAGE:
a. Present the lesson.
 b. Explain that poets use figurative language to make their poems more concise
and more colourful.

ACTIVITY:
a. Show the powerpoint presentation for Figures of Speech.
b. Let the pupils answer some drills after discussing the figures of speech one by
one.

REFLECTION:
a. Why must we learn proper communication?

TRANSFER:
a. Giving of assign#4.
b. Answer Exercise.
c. Quiz 2 next meeting.
Session 13: Quiz 2 (Figures of Speech)/checking of Assign#4
Quarter: Fourth
Session: Session 14-15
Focus: Imagery
Date: ______________________

HOOK:
a. Routinary activities
b. Posting of EQ
 How do readers of poetry recognize and appreciate imagery?
c. Let the pupils read the poem (Sarah Cynthia Sylvia Stout)
d. Ask the pupils some comprehension questions.

ENGAGE:
a. Present the lesson.
b. What makes a poem?
c. Explain the different element of poetry (which includes imagery).

ACTIVITY:
a. Discuss imagery.
b. Let the pupils refer back to the poem.
c. They will pick out 5 lines or words or phrases and they will give the sensory
description.

REFLECTION:
a. Refer back to the poem. Sarah forgot to practice waste management.
b. How will you show that you practice waste management as a SMART
Canossian?

TRANSFER:
a. Pupils will answer the exercise.
b. Giving of Assign#5.
c. Quiz 3 next meeting.
Session 16: Quiz 3 (Imagery)
Session 17: Review Quiz for 4th Quarterly Test
Session 18: Rechecking of papers/Submission of Project