CPGLanguage 6 2nd Quarter

CANOSSA COLLEGE
San Pablo City

Grade School Department
Subject/Level: Language 6 Quarter: Second
Teacher: Ms. Jensen M. Maghirang
UNIT TOPIC: PRONOUNS
GRADUATE ATTRIBUTES: SUB GAs:

 Independent, Creative and Lifelong
 Academically Competent Learner Learner
 Responsible Agent of Social  Competency and Skills
Transformation  Effective Communicator
 Sharer of God’s Love
 JPIC Promoter
ESTABLISHED GOALS: STANDARDS OF LEARNING (SOLs)

(Learning competencies, content standards,
course or program objectives)
1. Recognize pronouns and the different kins
of pronouns.
2. Recognize the antecedent of pronouns and
determiners
3. Recognize and use indefinite pronouns
and demonstrative pronouns correctly in
sentences.
4. Recognize and use reflexive, intensive,
and interrogative pronouns correctly in
sentences.
ENDURING UNDERSTANDING: ESSENTIAL QUESTIONS: (Provocative

1. A noun is a word used in place of questions that will foster inquiry,
words, phrases, or clauses used as understanding and transfer of learning)
nouns. 1. Why should one recognize the different
2. There are several kinds of pronouns kinds of pronouns?
namely: 2. Why should a person observe correct
Subject Demonstrative usage of pronouns in communicating?
Object Compound Personal 3. Why should a person observe
Possessive Reflexive agreement of pronoun and its
Indefinite Intensive antecedent?
3. Pronouns have antecedents which are 4. Why should a person consider purpose
the words the pronouns refer to. and audience as he or she listens,
4. The pronoun or determiner agrees with reads, speaks and writes?
its antecedent in person and number.
KNOWLEDGE: The pupils will know … SKILLS: The pupils will be able to…
1. Pronouns and its different kinds;  Recognize the different kinds of
2. Subject, object and possessive pronouns;
pronouns;  Use pronouns correctly in sentences;
3. Pronouns and its antecedents;  Recognize the correct usage of
4. Indefinite pronouns; pronouns in sentences;
5. Demonstrative pronouns;  Write phrases, sentences and
6. Compound personal pronouns; paragraphs using pronouns; and
7. Reflexive pronouns;  Share ideas freely and accurately.
8. Intensive pronouns.
PERFORMANCE TASKS (GRASPS) OTHER EVIDENCES of LEARNING:
GOAL: To create a grammar poster  The pupils will answer the 85% of the
about pronouns exercises and assignments correctly.
ROLE: writer  80% of the pupils will answer correctly 80
AUDIENCE: % of the quiz
SITUATION: Each pupil will create his/her
own grammar poster showing the different
kinds of pronouns
STANDARDS FOR SUCCESS:
In creating the poster, the pupils must
consider the correct information about
pronouns.
CURRICULUM PACING GUIDE
SY. 2012-2013
Teacher: Ms. Jensen M. Maghirang Subject: Language 6

Quarter: Second Week: 12
Session: 1-2 Time Frame: September 3,4,5
GA: Academically Competent Learner

Sharer of God’s Love
Sub-GA: Effective Communicator (EC)
EC1: Gathers, organizes and expresses ideas and information clearly and fluently in
both oral and written forms at least in English and Filipino
VI: Express oneself clearly and fluently
TOPIC/ CONTENT PRONOUN : Subject, Object and Possessive

OBJECTIVES: 1. Identify what are pronouns;
2. Identify the pronouns in the selection;
3. Classify the pronouns as subject, object or possessive;
4. Participate actively in classroom discussion.
RESOURCES Across Borders Through Language 6 p.48-50
Grammar in Focus p. 30
MATERIALS Board and chalk, LCD Projector, laptop, speakers
VENUE Classroom; AVR
STRATEGIES
1. Prayer
2. Greetings
3. Checking of attendance
4. Giving of Spelling Words # 1
a. BANDWIDTH (n)--information measure
b. OXYMORON (n)--a figure of speech combining contradictory words
c. PSEUDONYM (n)--a false name by a person to hide his/her identity
Hook
d. LIAISON (n) -- a channel for communication between groups
e. ARCHIPELAGO (n) --a group of many islands in a large
body of water
f. EXTRATERRITORIALITY (adj) --outside territorial limits or
jurisdiction
g. USURP (v) --take control of with force
h. ISOSCELES (adj) --(of a triangle) having two sides of equal length
i. FROLIC (v) --play in a carefree manner
j. OBSCURE (v) -- make less visible or unclear
1. Ask pupils to give the titles of some fairy tales they have read, or
Engage viewed on film
2. Read the tale on p 48.
3. Discussion on comprehension questions
Activity
1. Let them choose the pronouns found in the tale.
2. Ask what kinds of words are they.
3. Ask what a pronoun is.
a. Subject
b. Object
c. Possessive
4. Class and group activity:

a. Listening to a song/ watching a video of a song.
b. Pupils will take note of the pronouns in the song.
c. Pupils will be grouped.
d. Each group will use pronouns (Subject, Object, and
Possessive) in writing a dialog script based on the song.
e. Each group will present the dialog.
Explain the following:
Reflection
1. Why is it important for us to be determined in everything we do?
Practice:
p. 52 Exercise 3: Telephone Conversation
Identify the pronouns used in the dialog
Exercise: Grammar in Focus p. 30

Identify the correct pronoun.
1. Every pupil should try to do (his/her, their, our) best in the
examinations.
Transfer 2. We shall soon meet (my, our, mine) new DILG Secretary.
Assignment: Across Borders Through Language 6 p. 50

Exercise 1 (1-10)
Underline the pronoun/s in each sentence. Then, on the blank before each
number, write S it is a subject pronoun, O if it is an object pronoun, and P if it
is a possess pronoun. If no pronoun is used in a sentence, write an asterisk
on the blank. Choose 3 abstract nouns from the list and use it in sentences.
SY. 2012-2013

Quarter: Second Week: 13-14
Session: 3-4 Time Frame: September 6,13

Responsible Agent of Social Transformation
Sub-GA: Effective Communicator (EC)
Family Oriented Person
Show appreciation of the good deeds of our national heroes
TOPIC/ CONTENT ANTECEDENTS OF PRONOUNS and Pronoun-Antecedent

Agreement
OBJECTIVES: 1. Recognize the pronouns and its antecedent in a sentence;
2. Identify sentences which have mismatch between pronoun and its
antecedent;
3. Revise sentences to make the pronoun agree with its antecedent; and
4. Participate actively in classroom discussion.
RESOURCES Across Borders Through Language 6 p.50
STRATEGIES
1. Prayer
2. Greetings
Hook 3. Checking of attendance
4. Post-test of Spelling Words # 1
5. Giving of brain teaser question.
Ask:
1. Who is Gen. Antonio Luna?
Engage 2. What is his contribution to Philippine democracy?
3. Read the sentences on p. 50
General Antonio Luna wanted his soldiers to follow orders strictly.
Ask: What have you noticed with the given sentences?
What is/are the pronouns in each sentence?
Where does the pronoun “his” refer to? What about him and they?
Activity
What is a pronoun? What is an antecedent of a pronoun?
How are the pronoun and antecedent related?
In what ways should the pronoun agree with its antecedent?

Give your opinion for the following questions:
Reflection 1. Which of the national heroes do you consider as your favourite?
2. How will you consider yourself as a hero even in your young age?
Transfer Practice:
p. 52 (1-5)
Exercise: Complete each sentence with the correct pronoun to show

pronoun-antecedent agreement.
1. Mrs. Bayola returned to her students _____ corrected test papers.
2. A good pilot inspects ___ plane before flying.
Assignment: Across Borders Through Language 6 p. 57

Lesson Check-Up A.(1-5), B (1-5)
SY. 2012-2013

Session: 6 Time Frame: September 17-19

Sub GA: Person of Character
CV: Uprightness and Self-discipline
TOPIC/ CONTENT INDEFINITE PRONOUNS

OBJECTIVES: 1. Identify indefinite pronouns;
2. Recognize indefinite pronouns;
3. Identify the correct verb to agree with the indefinite pronoun; and
4. Use the indefinite pronouns correctly in sentences.
STRATEGIES
1. Prayer
2. Greetings
4. Review of Pronoun-Antecedent Agreement
5. Checking of Assignment
1. Giving of Spelling Words # 2
a. HYSTERICAL (adj)-uncontrollably emotional
b. CIRCUMFERENCE (n)-the distance around a circle
c. JUNCTION (n)-the state of being joined together
d. AISLE (n)-a long narrow passage
e. VIGOROUS (adj)-strong and active physically or mentally
f. VIGILANT (adj)-carefully observant or attentive
g. CONTINGENCY (n)-something set aside for a possible future
emergency
h. AFFORESTATION (n)-the conversion of bare or cultivated land
into forest (originally for the purpose of hunting)
i. MNEMONICS (n)-a method or system for improving the memory
j. CONCENTRIC (adj)-used to describe circles that have the same
Engage
center
2. Motivation
Reading a narrative account about Gabriel “Flash” Elorde p. 58-59.
Ask: What made Gabriel Elorde win, other than his skill in boxing?
What do you mean by the idiomatic expression “rags-to-riches”?
If you were Flash Elorde, at the point when his face was already
bleeding, would you have given up the fight? Why?
3. The teacher will present the following sentences taken from the
selection.
a. Almost everybody in the crowd screamed and stamped his feet.
b. It seemed everyone was wondering what would happen next.
c. But Elorde was someone who wouldn’t just give up.
Activity Ask: What have you noticed with the given sentences?
What are the underlined pronouns?
Does each one name a particular person, place or thing?
What do we call these pronouns?
The teacher will give the list of the common indefinite pronouns on pp.59-60.
Writing Activity:
Reflection Narrate one event when you showed an act of kindness to the poor.
How can you give joy and life to those who have less in life?
Oral Practice:
A. Identify whether the underlined indefinite pronoun is singular or plural.
1. Neither of the offices is open today.
2. Several of my classmates have seen the movie.
B. Identify the correct verb that should be used in each sentence.
1. Everyone (wear, wears) dresses for the formal occasion.
2. Several (say, says) that they would come early for the party.
Transfer
Exercise: Write the indefinite pronoun in each sentence and identify the
correct verb.
1. Very few (is, are) needed by the company.
2. Everyone ( appears, appear) preoccupied with grave concerns.
3. Nothing (seems, seem) to matter now except the safety of the victims.
Assignment: Across Borders Through Language 6 p. 60 (1-10)

SY. 2012-2013


CV: Social Responsibility
Sub GA: JPIC Promoter
JPICP4: Conserves resources and preserves ecological balance
VI: State the importance of proper garbage disposal
Express oneself clearly and fluently
TOPIC/ CONTENT DEMONSTRATIVE PRONOUNS and Demonstrative Determiners

OBJECTIVES: 1. Recognize the demonstrative pronouns in the examples given;
2. Use demonstrative pronouns in sentences correctly;
3. Differentiate a demonstrative pronoun and a demonstrative determiner;
4. State the importance of proper garbage disposal;
5. Give examples of ways to properly dispose waste.
STRATEGIES
1. Prayer
2. Greetings
Hook
4. Review of Indefinite Pronouns
5. Checking of Assignment
6. Post-test on Spelling Words #2
Motivation
Reading a selection about problems on garbage disposal on p. 61
Ask: Compare and contrast the given town in the selection with our
school community here.
Engage
The teacher will present the following sentences.
a. This is a big problem in many communities.
b. This class learned all they could about recycling.
c. That is collecting used bottles, cans, and papers.
d. These were placed in the classrooms.
What are the underlined pronouns? Italicized pronouns?
Does each one point out specific persons, places, things or ideas?
Activity Is it followed by a noun?
The teacher will give the list of the demonstrative pronouns on pp.61.
Explain/Give your opinion on the following:
Reflection
How will you help in the proper garbage disposal of your community?
Transfer Oral Practice: Write DP: Demonstrative Pronoun; DD: Demonstrative
Determiner
1. These are collectors’ items.
2. Those pancakes here are delicious.
3. Is that right?
Exercise: Write DP if the italicized word is a demonstrative pronoun and DD if

it is a determiner. (p. 63 A: 1-10)
1. Benjamin Franklin made eight voyages across the Atlantic Ocean.
These long journeys gave him a lot of time to learn about ships.

SY. 2012-2013

GA: Responsible Agent of Social Transformation

CV: Patriotism & Cultural Integration
Sub GA: Patriotic and Culturally Integrated
PPCIP5: Emulates the virtues of the heroes of our country
VI: Show appreciation of the good deeds done by our heroes
Pupils will think of ways on how to be like our heroes
TOPIC/ CONTENT INTERROGATIVE PRONOUNS

OBJECTIVES: 1. Identify interrogative pronouns in the given sentences;
2. Use interrogative pronouns correctly in sentences;
3. Give ways on how to be like our heroes.
RESOURCES Across Borders Through Language 6 p.72.
STRATEGIES
1. Prayer
2. Greetings
4. Review of Demonstrative Pronouns
5. Giving of brain teasers
Motivation
Ask: (refer to questions on p. 72)
Who founded the Katipunan?
Engage
What is the full name of the Katipunan?
What are the two factions of the Katipunan?

What are italicized pronouns?
Are they used in asking questions?
Activity
Ask pupils to give titles of songs with interrogative pronouns in its title.
The teacher will give the list of the interrogative pronouns on pp.72.
Explain/Give your opinion on the following:
Reflection What are the most remarkable deeds of our heroes that you would like to
imitate? Why?
Practice: p. 73 A (1-5)
Exercise: Choose the correct interrogative pronoun.

Transfer
1. (Who, Whose) inspired you to be a painter?
2. (What, Whom) was your first painting?
CANOSSA COLLEGE
San Pablo City
Subject/Level: Language 6 Quarter: Second
UNIT TOPIC: VERBS

 Social Responsibility
 Academically Competent Learner
 Responsible Agent of Social  JPIC Promoter
Transformation
 Sharer of God’s Love  Effective Communicator

1. Form derived verbs by adding affixes;
2. Identify the different verb forms;
3. Identify the 3 simple tenses of verbs;
4. Identify the 3 perfect tenses of verbs;
5. Enumerate the rules of subject-verb
agreement
6. Change passive to active voice and
vice versa.
questions that will foster inquiry,
1. Derived verbs can be formed by adding understanding and transfer of learning)
suffixes and prefixes; 1. Why should one recognize the different
2. Verbs have 5 forms needed to form the suffixes and prefixes to form derived
different tenses; verbs?
3. The simple tenses of verbs are simple 2. Why should one recognize the correct verb
present, simple past and simple future forms in communicating?
tense; 3. Why should a person learn the simple and
4. The perfect tenses are present perfect perfect tenses of verbs?
tense, past perfect tense, and future 4. Why should one observe agreement of
perfect tense; subject and its verb?
5. There are certain rules to for subject- 5. Why should one be observant in the use of
verb agreement; voices of verbs in communicating?
6. Verbs can be in passive or active 6. Why should a person consider purpose
voice. and audience as he or she listens, reads,
speaks and writes?
1. the affixes needed to form derived verbs;  form derived verbs;
2. the five verb forms in English;  use the verb forms correctly in
3. the simple and perfect tenses of verbs; sentences;
4. the basic grammatical rules of subject-verb  use the correct tenses in sentences
agreement;  apply the rules on subject-verb
5. the differences of sentences in the active agreement both orally and in writing;
and passive voice;  use active and passive voice correctly;
6. the verb forms appropriate to specific
setting, purposes, and audiences.
GOAL: To create a rap song about  The pupils will answer the 85% of the
subject verb agreement exercises and assignments correctly.
ROLE: writer  Given the objective type of test, the pupils
AUDIENCE: class answer the items with 80% as the cut-off
SITUATION: Each group will create their rap point for acceptable performance.
song about subject verb agreement
STANDARDS FOR SUCCESS:
The group should consider and apply the
rules in subject verb agreement. The
members should also observe clarity of voice,
rhythm and cooperation during their
presentation.

SY. 2012-2013

Session: 10 Time Frame: October 1-3

Sub GA: Person of Character, JPIC Promoter
VI: State ways on how to prevent production of greenhouse gases
TOPIC/ CONTENT DERIVED VERBS

OBJECTIVES: 1. Recognize affixes;
2. Form derived verbs through affixes;
3. Use derived verbs correctly in sentences.
RESOURCES Across Borders Through Language 6 p. 94
STRATEGIES
1. Prayer
2. Greetings
4. Giving of Spelling Words #3
a. GULLIBLE (adj)-easily deceived or tricked
b. CONGRUENT (adj)-geometric figures that are the same in every way
Hook c. ANONYMOUS (adj)-of unknown name
d. REVERENCE (n)-a feeling of deep respect for someone or something
e. BLAME (v)-to think or say that someone has done something wrong
f. CUBOID (adj)-shaped like a cube
g. BAFFLE (v)-to confuse someone
h. ADAPT (v)-change oneself to new or different conditions
i. ATMOSPHERE (n)-the mass of air surrounding the Earth
j. DISSEMINATE (v)-to spread widely
5. Review Demonstrative and Interrogative pronouns
Motivation
Show pictures of natural disasters.
What can you say about the effects of these disasters?
Who are to blame for the effects of these disasters?
Let us find out more on p 94.

Engage
Do you agree that we are responsible for what is happening to our
surroundings? Why?
The teacher will present the following sentences:

1. Gases that people have released into the atmosphere…
1. Study the italicized words.

Ask: What is the base word of the italicized verb?
What is added to each base word?
Activity What do you call the syllable/s added to each base word?
What is a derived verb?
2. Pupils will work by pairs. Each pair will choose 5 derived verbs from
the book and use them in meaningful sentences.
Reflection Write on how you can help in reducing the use of greenhouse gases.
Transfer Practice: Write the base word of the following derived verbs.
1. Frighten
2. Liberate
Exercise: Write the derived form of the following nouns/adjectives using the
affixes.
1. Hospital-
2. Deep-
3. Beauty-
Assignment: Add affixes to the following to form derived verbs.

1. Operate-
2. Appear-
3. Connect-

SY. 2012-2013

Session: 11 Time Frame: October 3-5

CV: Competency Skills
Sub GA: Effective Communicator
JPIC Promoter
VI: State ways on how to prevent the extinction of our endangered species
Dramatization on how to prevent the extinction of our endangered species
TOPIC/ CONTENT VERB FORMS

OBJECTIVES: 1. Identify the different verb forms;
2. Recognize the forms of regular and irregular verbs;
3. Give the different verb forms of verbs;
4. Dramatize on how to prevent the extinction of our endangered species.
RESOURCES Across Borders Through Language 6 p. 126
STRATEGIES
1. Prayer
2. Greetings
Hook
4. Post-test of Spelling Words #3
Motivation
Show pictures of endangered species of birds in the Philippines.
Reading of selection on endangered species of birds on p. 126
What is a game refuge?
What has the government done to make hunters stay away from the
game refuge?
Engage
What can we do to prevent the extinction of some endangered
species?
The teacher will present the following sentences:
1. A game refuge refers to …
2. It is closed to hunting …
3. Our country is known to be very rich…
1. The teacher will present the italicized words taken from the selection.
A B C D
Refer/refers Referring Referred referred
Know/knows Knowing Knew known
2. ASK:
Activity What have you noticed with the given words?
What can you say about Column A? B? C? D?
What are the different forms of verbs?
When do we use each verb form?
3. By house, dramatize on how to prevent the extinction of endangered
species.
Reflection Why is it important to protect endangered species of animals?
Transfer Exercise: p. 128 A(1-10) Assignment: p. 129 B (1-10)
Quiz next meeting

SY. 2012-2013

Quarter: Second Week:
Session: 2 Time Frame:

JPIC Promoter
Person of Character
JPICP9: Respects and safe-guards human rights and dignity
TOPIC/ CONTENT VERB TENSES: Simple Tense

OBJECTIVES: 1. Identify the simple tenses of the verbs;
2. Distinguish whether the verb is in the past, present or future;
3. Give the different verb forms of verbs;
RESOURCES ABLA 2nd Ed. p. 110; ABLA 1st Ed. pp. 114-116
MATERIALS Board and chalk, LCD Projector, laptop
VENUE Classroom/AVR
STRATEGIES
1. Prayer
2. Greetings
4. Pre-test of Spelling Words #4
a. EPIDERMIS (n) Outer layer of the skin
b. DESERTIFICATION (n) Land degradation in arid, semi-arid, and
dry sub-humid areas
c. CARTILAGE (n) Tough elastic tissue
d. EQUILATERAL (adj) Having all sides or faces equal
Hook
e. BUTTE (n) a flat-topped rock or hill formation with
steep sides
f. ESTUARY (n) where a river meets the sea or ocean
g. ECCENTRIC (adj) Unusual, peculiar
h. LAGOON (n) A body of water separated from a larger
body by a reef of sand or coral
i. CALLIGRAPHY (n) beautiful handwriting, using ink or paint
j. EVAPOTRANSPIRATION (n) The combined process of
evaporation from the Earth's surface and transpiration from plants
Motivation
Engage
Presentation of song about Simple Tenses
1. Study the italicized words.
What is added to each base word?
What do you call the syllable/s added to each base word?
What is a derived verb? What are the underlined words?
What action does each verb indicate?
What action does the present tense indicate? the past tense? the future
Activity tense?
What action is shown by the verbs ending in –ing?
What verb comes with these –ing verbs?
2. Give 10 examples of verbs in the present tense. Write their past and future
tenses.
3. Write 3 sentences about yourself as a young child. Then write 3 sentences
about yourself now. Finally write 3 sentences about yourself as an adult.
Underline all the verbs.
1. The teacher will present a song (We are the World).
2. Ask: What insights have you gained by watching and listening to the
Reflection
song?
Why is the song still appropriate today?
Exercise: Encircle the verb in each sentence and then write if it is present,
past or future
______1. Mo frequently checks her Facebook account to chat with his mother.
Assignment: Construct sentences using the following verbs in the tenses
Transfer indicated. Write your answer on a ½ yellow paper.
1. Present- pray, buy, study
2. Past-cook, thank
3. Future-carry, move
SY. 2012-2013


CV: Competency/ Skills
VI: Share ideas freely and accurately
Giving of sentences using the three perfect tenses to be recited orally in class
TOPIC/ CONTENT Perfect Tenses- Present Perfect Tense

OBJECTIVES: 1. Identify the verb in present perfect tense;
2. Use the present perfect tense in sentences;
3. Spell correctly the words which are used in the lesson;
4. State the importance of studying well.
RESOURCES ABLA 1st Ed. pp. 117-119; ABLA 2nd Ed. pp. 129
VENUE Classroom/AVR
STRATEGIES
1. Prayer
2. Greetings
Hook
4. Checking of assignment
Engage
1. The baby has been sleeping for two hours…
What kind of action is expressed in each sentence?
When do we use has? have?
Activity
What are the time expressions used?
What action is expressed by the present perfect tense?
How is the verb in the present perfect tense formed?
Reflection As a pupil, what are the importance of studying well at this present times?
Exercise: Write the correct present perfect tense of the verb in the
Transfer parentheses.
(live) 1. The Bagobos ___ in the mountains for a long time.
SY. 2012-2013


TOPIC/ CONTENT Perfect Tenses- Past Perfect Tense

OBJECTIVES: 1. Identify the verbs in past perfect tense;
2. Use the past perfect tenses in sentences;
3. State the importance of forgetting about bad past experiences.
VENUE Classroom/AVR
STRATEGIES
1. Prayer
2. Greetings
4. Post-test of Spelling #4
5. Review of past lesson
Engage
1. The program had started when I arrived…
ACTIVITIES
1. Ask: What two actions are expressed in each sentence?
Which action happened first?
What are the time expressions used?
Activity
What action is expressed in the past perfect tense?
What form of the verb is used for the past perfect tense?
2. Write 5 sentences in the past perfect tense.

Reflection What are the importance of forgetting our bad past experiences?
Exercise: Write the correct past perfect tense of the verb in the parentheses.
(spend) 1. The girls ___ almost three hours decorating the stage before they
finished it.
Transfer Assignment: p. 134 A (1-10) Write the past perfect tense of the following
verbs.
1. Sweep- ___________
2. Waste- ____________
SY. 2012-2013


TOPIC/ CONTENT Perfect Tenses- Future Perfect Tense

OBJECTIVES: 1. Identify the verbs in future perfect tense;
2. Use the future perfect tenses in sentences;
3. State the importance of preparing for the future.
VENUE Classroom/AVR
STRATEGIES
1. Prayer
2. Greetings
Hook
4. Review of past perfect tense
Engage
1. He will have written the letter before he goes to sleep…
1. Ask: How many actions are expressed in each sentence?
Which future action is expected to happen first?
What action is expressed in the future perfect tense?
How is the verb in the future perfect tense formed?
Activity What expressions introduce the time clause in the future perfect
tense?
What form of the verb is used in the time clause?
2. Write 5 sentences using verbs in the future perfect tense.

Reflection What are the importance of preparing for the future?
Practice: p. 135 A (1-10)
Exercise: Identify the tense of the verb.
LOL-present perfect
Transfer GTG-past perfect
CUL-future perfect
_____1. Both of my parents have worked all day.
_____2. My mother usually has gone back to the house first.
QUIZ next meeting

SY. 2012-2013


Sub GA: JPICP4 Promoter-Conserves resources and preserves ecological balance
TOPIC/ CONTENT ACTIVE AND PASSIVE VOICE

OBJECTIVES: 1. State when the verb is in active or passive voice;
2. Use correctly the active and passive voice;
3. Write sentences from active to passive and vice versa; and
4. State what vacationers should do before leaving camp.
RESOURCES: ABLA 1st Ed. pp. 128-132; ABLA 2nd Ed. pp. 114-117
MATERIALS: Board and chalk, LCD Projector, laptop
VENUE: Classroom/AVR
STRATEGIES
1. Prayer
2. Greetings
Hook
4. Quiz
The teacher will show picture of DENR as well as videos of garbage
disposal, vacationers or campers.
Engage The pupils will share their ideas about the functions of the DENR as a
government agency.
Volunteers read the reminders from the DENR enumerated on p 114.
Ask: Which sentences are in the active voice?
Which sentences are in the passive voice?
Activity
How do we form verbs in active and passive voice?
Write 5 sentences in the active and passive voice.
What should vacationers do before they leave camp?
Reflection What should people do to remind others about proper garbage disposal
during camping?
Practice: p. 116 A (1-8); p. 117 B (1-5), (1-5)
Exercise: Write the correct voice of the verb in the parentheses.
(speak, present) 1. More people ___ Chinese than any other language.
Transfer Assignment: p. 117 C (1-5)
Rewrite the following sentences. If the sentence is in the active voice, rewrite
it to passive and vice versa.
1. Unregulated hunting and fishing decrease wildlife population.
SY. 2012-2013


Sub GA: JPICP4 Promoter-Conserves resources and preserves ecological balance
TOPIC/ CONTENT SUBJECT-VERB AGREEMENT

OBJECTIVES: 1. State the rules in subject-verb agreement;
2. Apply the rules learned in subject-verb agreement;
3. Use the correct verb to agree with the subject;
4. Use correctly the singular form of the verb; and
5. State examples on how the wildlife is protected.
STRATEGIES
1. Prayer
2. Greetings
4. Speech Drill:
“I should like to rise and grow
Where the golden apples grow,
Where below another sky
Where in sunshine reaching out
Where no problems ever lie.”
Hook
5. Motivation:
Ask pupils to look at the animals on p. 82.
Let them choose a partner and they share their experiences about
these animals.
Ask: How do these animals look?
What is their habitat?
How do they survive in the forest?
Let them read the conversation on p. 83
Discuss the answers to the questions.
Let the students read p. 84.
Engage
- Reviewing subject-verb agreement
Ask:
1. When is a subject singular or plural?
Activity
2. What happens to the verb when the subject changes in number
(singular or plural)
Ask: Why do some wildlife animals become endangered?
Reflection
How is wildlife protected by the local community? by the government?
Practice: p. 85 A (1-8) and B (1-10)
Transfer
Exercise: p. 93 Lesson Check-up (1-10)
Quiz next meeting
SY. 2012-2013

TOPIC/ CONTENT CONDITIONAL SENTENCES

OBJECTIVES: 1. Identify a conditional sentence;
2. Use conditional sentences;
3. Use the correct verb in a conditional sentence
STRATEGIES
1. Prayer
2. Greetings
4. Reciting a Speech Drill.
“His presence is the best present
Hook to complement the compliment
on the canvas his canvasser canvassed.”
5. Motivation:
Showing a picture of an animal in a cage.
Ask: How will you feel if you are put in a cage, for example, in
your room, without anything to do?
Engage
1. If I were the animal, I would try my best to get out from here.
1. Study the sentences that begin with if-.
Ask: How many clauses does each sentence have?
What do you call these sentences?
Study again the sentences.

Ask: Are all the conditions in the if- clause possible or likely to happen?
Are all of them in present, real conditions?
Activity
What form of the verb is used in the if-clause? in the independent
clause?
What is a conditional sentence?
What form of the verb is used in a conditional sentence?
Practice: p. 147 B (1-5) Each pair of students will finish each if-clause with
a result clause.
1. If he joined the club, __________.
Ask: When do you feel like you are being put in a cage?
Reflection Does it have benefits if you feel solitude once in a while?
Identify some advantages and disadvantages of being in solitude.
Exercise: p. 147 A (1-5) and p. 151 B (1-5)
Transfer Assignment: p. 152 A (1-10)
Underline the correct verb to be used in each sentence.
October 23- 24—Theme Writing

October 25-26, 29--2nd Quarterly Test
Rechecking of Papers
CANOSSA COLLEGE
San Pablo City
Subject/Level: Language 6 Quarter: Third
UNIT TOPIC: ADJECTIVES AND ADVERBS, PREPOSITIONS

 Academically Competent Learner  JPIC Promoter
 Responsible Agent of Social  Globally competitive
Transformation  Effective Communicator
 Sharer of God’s Love

1. State what an adjective is;
2. Form derived adjectives by adding
affixes;
3. Identify the two general classes of
adjectives;
4. Identify the kinds of descriptive
adjectives;
5. Identify the kinds of limiting adjectives;
6. Use correct adjectives in a series of
words;
7. Identify compound adjectives in a
sentence;
8. Identify participle in a sentence;
9. Differentiate adverbs from adjectives;
10. Identify the different kinds of adverbs;
11. Identify the comparison of adjectives
and adverbs;
12. Use the correct comparison of
adjectives and adverbs;
13. Identify commonly used and frequently
misused prepositions;
14. Use prepositions in sentences.
1. An adjective is a describing word. questions that will foster inquiry,
2. Derived adjectives can be formed by understanding and transfer of learning)
adjective-forming prefixes and suffixes. 1. What is an adjective?
3. Descriptive and limiting adjectives are 2. How do we form derived adjectives?
the two general classes of adjectives. 3. What are the two general classes of
4. Descriptive adjectives are attributive adjectives?
and predicative. 4. What are the kinds of descriptive
5. Limiting adjectives are classified as: adjectives?
a. Articles 5. What are the kinds of limiting
b. Numeral adjectives?
c. Pronominal Adjectives 6. How do we order adjectives in a
6. Several adjectives must be in order series?
when written in a series. 7. What are compound adjectives?
7. Compound adjectives are made up of 8. What are participles?
two words. 9. What is an adverb?
8. Participles are adjectives derived from 10. What are the different kinds of
verbs. adverbs?
9. Adverbs describe a verb, an adjective 11. How do you compare adjectives and
or another adverb. adverbs?
10. The different kinds of adverbs are:
a. Time
b. Place
c. Manner
d. Degree
e. Frequency
f. Affirmation and negation
11. The degrees of comparison for
adjectives and adverbs are:
a. Positive
b. Comparative
c. Superlative
1. the notional, functional, and structural 1. Use adjectives, adverbs, and
definition of adjectives, adverbs and prepositions in well-organized
prepositions; sentences both orally and in written;
2. the forms, kinds and uses of adjectives 2. Identify the uses, comparison, and
and adverbs; kinds of adjectives and adverbs;
3. the order of adjectives and the degrees 3. Use adjective forming suffixes and
of comparison used in adverbs and identify their meanings;
adjectives; 4. Arrange adjectives in order;
5. Identify compound adjectives and
participles
6. Identify prepositions;

GOAL: Write compositions using  The pupils will answer the 85% of the
adjectives, adverbs and prepositions. exercises and assignments correctly.
ROLE: A good writer  Given the objective type of test, the pupils
AUDIENCE: answer the items with 80% as the cut-off
SITUATION: Each student will compose a point for acceptable performance.
written piece in which they describe the future
based on their drawing.
STANDARDS FOR SUCCESS: In writing
their sentences, they must consider the use
of appropriate adjectives, adverbs, and
prepositions.
SY. 2012-2013

Quarter: Third Week:

Sub GA: JPICP4 -Conserves resources and preserves ecological balance
JPICP7- Thanks God for the gifts of creation
VI: State ways on how to take care of the protected areas
TOPIC/ CONTENT DERIVED ADJECTIVES

OBJECTIVES: 1. State what an adjective is;
2. State what a derived adjective is;
3. Use the appropriate adjective-forming affixes to form derived
adjectives;
4. Give the importance of promoting national parks like Tubbataha Reef.
STRATEGIES
1. Prayer
2. Greetings
4. Pre-test of Spelling #1:
a. ABRIDGE (v) to shorten while maintaining the essence
b. ABSURD (adj) so obviously untrue as to be laughable
c. ACRIMONY (n) bitterness, sharpness, or harshness of
speech, manner, or temper
d. AGILE (adj) able to move quickly and easily
e. BISECTOR (n) A point, line or plane that divides (a line, an
angle or a solid shape) into two equal parts.
f. CEREBRUM (n) seat of mental capacities
g. CORRELATION (n) A measure of the strength of the association
Hook between two variables.
h. INUNDATION (n) The rising of a body of water and its
overflowing onto normally dry land
i. MENSURATION (n) the process of measuring or calculating
angles, lengths, areas and volumes.
j. MITIGATE (v) make less severe or harsh
5. Review of Adjectives
6. Presentation of video of the Tubbataha Reef
7. Reading of the selection on p. 157 (The Tubbataha Reef)
Ask:
How will you describe the Tubbataha Reef?
Why does the Tubbataha reef attract destructive forces?
Is this coral reef endangered?
The teacher will present the following words
Engage
-beautiful, unsettling, valuable, wooden
Ask: What have you noticed with the given words?
What is the base word of each adjective?
What is the base word of beautiful? Valuable? And wooden?
What do we call these adjectives?
Activity What are we going to add to the base words to make them derived?
What are derived adjectives?
Practice
 This will be done by pair.
 Giving examples of derived adjectives and use them in sentences.
Reflection At your age, why is it important to promote places in the Philippines like the
Tubbataha Reef?
How can we promote these tourist spots without attracting destructive
forces?
Exercise: p. 167 B (1-10) Form adjectives out of these nouns by adding
suffixes.
Assignment: Add the appropriate affixes to the noun to form derived
Transfer
adjectives.
1. Debate- _____________
2. Courage- ___________
SY. 2012-2013


Sub GA: JPICP4 –Conserves resources and preserves ecological balance
JPICP7- Thanks God for the gifts of creation
TOPIC/ CONTENT CLASSES OF ADJECTIVES: DESCRIPTIVE AND LIMITING

OBJECTIVES: 1. Give the two general classes of adjectives;
2. Distinguish descriptive from limiting adjectives;
3. Identify the kinds of descriptive adjectives;
4. Identify the kinds of limiting adjectives;
RESOURCES: ABLA 1st Ed. pp. 149; ABLA 2nd Ed. pp. 156-160
STRATEGIES
1. Prayer
2. Greetings
4. Reciting the Tongue Twister
6. Motivation
Showing a picture of a plant.
Hook
Ask: How will you describe the picture?
What do plants need in order to grow?
Reading of a story on pp. 118-119 (ABLA 1st Ed).

Ask: Who are the characters in the story?
What are the importance of sun and rain in plants?
What else do plants need in order to grow?
The teacher will present the following phrases?
Engage
merry raindrops…
1. Ask: What have you noticed with the given phrases?
In the first phrase, what word does the adjective describe?
Ask: What do we call these adjectives?

Activity
What is the difference between descriptive and limiting adjectives?
What are the different kinds of descriptive and limiting adjectives?
2. The pupils will clap their hands if the adjective is DESCRIPTIVE and
stamp their feet if LIMITING.
Write a short paragraph on how we can take good care of the plants
Reflection
around us.
Exercise: Circle the adjective and identify whether it is descriptive or limiting.
___1. Dad has two pairs of shoes.
Transfer ___2.one pair is brown and the other pair is black.
Assignment: p. 167 Lesson Check-up (1-10)

Quiz next meeting
SY. 2012-2013


CV: Patriotism and Cultural Integration
Sub GA: PPCIP1 –Respects/appreciates his/her cultural heritage
PPCIP7-Respects our national anthem, flag, and symbols
TOPIC/ CONTENT ORDER OF ADJECTIVES

OBJECTIVES: 1. State the rules to follow in arranging adjectives in their correct order;
2. Use correct adjectives in a series of words;
3. Identify which sentence uses the correct order of adjectives;
4. State the importance of learning the different legends of our country;
5. Give suggestions on how to preserve the beauty and wonder of the
Chocolate Hills.
RESOURCES: ABLA 1st Ed. pp. 171; ABLA 2nd Ed. pp. 170-172
STRATEGIES
1. Prayer
2. Greetings
4. Reciting the Tongue Twister
Hook 5. Checking of assignment
6. Motivation
Showing a picture of a Chocolate Hills.
Ask: How will you describe the picture?
How can we preserve the beauty and wonder of the Chocolate Hills?
Read the legend again. Note that more than one adjective is used to
describe Amanda, the fairy and Teresa.
Engage NUMBER QUALITY MODIFIED NOUN

a young, unkind, lazy girl
a beautiful, kind, caring fairy
a gentle, generous,
courageous girl
1. Ask: What have you noticed with the given chart?
What is the arrangement or sequence of adjectives if there is more
than one adjective in a sentence?
Which one should come first? second?...
2. There will be a discussion of the correct sequence of adjectives. p. 171

Activity
Ask: What is the pattern of sequencing adjectives?
3. Practice
The teacher will ask the pupils to pick adjectives in a box then she will
ask them to arrange them properly.
Reflection Ask: Why is it important that we know the legends of our country?
Exercise: p. 172 A (1-10) Rearrange the adjectives in each number in the
correct sequence. The italicized word is the noun being modified.
1. white hens four big ________________________
Transfer
Assignment: p. 177 Lesson Check-up (A)

SY. 2012-2013

CV: Patriotism and Cultural Integration
Sub GA: PPCIP1 –Respects/appreciates his/her cultural heritage
PPCIP7-Respects our national anthem, flag, and symbols
TOPIC/ CONTENT COMPOUND ADJECTIVES AND PARTICPLES

OBJECTIVES: At the end of the lesson, the students must be able to:
1. identify compound adjectives in a sentence;
2. identify participles in a sentence;
3. distinguish participle from a verb;
4. give examples on how to share blessings with others.
RESOURCES: ABLA 1st Ed. pp. 162-167; 168-170; ABLA 2nd Ed. pp. 178-180
STRATEGIES
1. Prayer
2. Greetings
5. Giving of Spelling #2
a. AGRARIAN (adj) relating to land in general
b. ARACHNOLOGY (n) study of arachnids or spiders
c. BEAUTEOUS (adj) (poetic )beautiful, especially to the sight
d. BEGUILE (v) to influence by trickery, flattery, etc.mislead
e. CRANIOLOGY
(n)the science that deals with the size, shape, and other
characteristics of human skulls.
f. ENTROPY(n) a measure of the energy that is not available for
Hook
mechanical work
g. FLORICULTURE (n) the cultivation of flowers or flowering plants,
especially for ornamental purposes
h. ISOTOPE (n)One of two or more atoms with the same
atomic number but with different numbers of neutrons
i. PARTIAL (adj) Being or affecting only a part, not total
j. UNBELIEVABLE (adj) Beyond belief or understanding
6. Motivation
Reading a diary entry.(p.178))
Ask: What new learning did the girl gain from her class?
How did she feel about it?
With whom did she share her blessings to others?
1. Students study the phrases in Column A and Column B.
A B
Engage
Underwater treasures treasured valuables
I’m June-born pearling banks
Activity 1. Ask: What have you noticed with the given phrases in Column A? in
Column B?
How many words make up the words in Column A?
What noun does each adjective modify in Column B?
What do you notice about the form of adjectives?
2. Say:
 The words in Column A are compound adjectives made up of two
words.
 Note that the adjectives have –ing and –en endings. They are
derived from verbs. These adjectives are called Adjectival
Participles.
Study these other Adjectival Participles. What is the form of each
participle?
taken food shooting star blowing wind
written story shaking arms singing bird…
Note that both the past participle and the present participle forms
may be used as adjectives.
3. Ask:
What are other examples of compound adjectives?
How may a participle be distinguished from a verb?
Reflection Ask: How do you share your blessings to others?

Exercise: p. 181 C (1-5), D (1-5)
 Underlined the compound adjectives in each sentence
1. Australia has well-known gardens under the sea.
 Write P if the underlined word is a participle and V if it is a verb.
___1. Whales have been dwelling in the Philippines for a long time…
Transfer
Assignment: p. 185 A (1-5), B (1-5)
 Complete each sentence with a compound adjective.
 Circle the participle and underline the noun it describes.
SY. 2012-2013

TOPIC/ CONTENT COMPARISON OF ADJECTIVES

1. Identify the different degrees of comparison of adjectives;
2. Use the correct degree of comparison;
3. Compare adjectives correctly;
4. Give ways in which you can help the victims of calamities such as
typhoons
RESOURCES: ABLA 1st Ed. pp. 150-152; ABLA 2nd Ed. pp. 161
STRATEGIES
1. Prayer
2. Greetings
7. Motivation
Hook The teacher will show a picture of children who are helping the calamity
victims.
Ask: What have you noticed with the given picture?
Are you one of them?
Reading of a dialog.
Ask: What club did Justin join?
Why did he join the club?
The teacher will present the following sentences taken from the dialog.
Engage
1. The recent typhoon was the strongest to hit the country…
1. Ask: What have you noticed with the given sentences?
Are there something being compared in each number? What are
those?
How are adjectives being compared?
2. The teacher and students will have a discussion of the different rules in
comparing adjectives.
3. Ask: What are the three degrees of comparison of adjectives?

Activity
How will you differentiate the three?
4. Practice
a. Write R if the comparison is correctly stated. If not, revised the
italicized expressions.
__________1. A jet travels more faster than a plane.
b. The teacher will show different objects. She will ask the pupils to
compare the different objects using the correct degrees of comparison of
adjectives.
Ask: In what ways can you help the victims of calamities such as
Reflection
typhoons?
Exercise: p. 215 C (21-30)
Transfer  Write C if the form of adjective used is correct. If not, write the
correct form.
Quiz next meeting
SY. 2012-2013

TOPIC/ CONTENT ADVERBS

1. Identify adverbs;
2. Identify the different kinds of adverbs;
3. Give ways on how to share happy moments with someone;
4. Realize the value of friendship.
STRATEGIES
1. Prayer
2. Greetings
Motivation
Have the students listen to humorous stories.
Hook
Ask: Have you ever listened to a funny conversation?
Reading of a funny conversation.

Ask: Do you have a best friend?
How do you spend your free moments together?
What do you feel when you are with your good friend?
The teacher will post the following words taken from the story
Engage
--completely, suddenly, quietly, swiftly, hard, sincerely, still, hardly
1. Ask: What have you noticed with the given words?
What part of speech can the words be classified?
What is the difference between an adjective and an adverb?
Activity
2. The teacher and students will have a discussion of the different kinds of
adverbs.
3. Ask: What are the different kinds of adverb?
Ask: How can you share happy moment with a good friend?
Reflection
Why is it important to value our friends?
Exercise: p. 189 A (1-8)
Transfer  Circle the adverb and tell its kind.
Assignment: p. 189 B (1-8)
SY. 2012-2013

TOPIC/ COMPARISON OF ADVERBS

CONTENT
OBJE At the end of the lesson, the students must be able to:
1. Identify the degrees of comparison of adverbs;
CTIVE
2. Differentiate the degrees of comparison of adverbs;
S: 3. Use the degrees of comparison of adverbs;
4. Realize the importance of discipline and determination.
RESO ABLA 1st Ed. pp. 194-196; ABLA 2nd Ed. pp. 194-196
URCE
S:
MATE Board and chalk, LCD Projector, laptop
RIALS:
VENU Classroom/AVR
E:
STRAT
EGIES
1. Prayer
2. Greetings
(v)Declare to be true or admit the existence or
a. ACKNOWLEDGE
reality or truth of
b. DAWDLE (v) take one’s time; proceed slowly
c. DEFUNCT (adj) no longer in force, use; inactive
d. EXAGGERATE (v) do something to an excessive degree
e. FLAMBOYANT (adj)strikingly elaborate, dashing, exuberant
f. MANEUVER (v)act in order to achieve a certain goal
Hook
g. OSTENTATIOUS (adj) intended to attract and impress others
(adj)insufficient to satisfy the demand, not
h. SCARCE
abundant
(adj) Difficult to detect or grasp by the mind or
i. SUBTLE
analyse
(adj) Marked by extreme intensity of emotions
j. VEHEMENT
or convictions; inclined to react violently; fervid
6. Motivation
Reading a Sportscast on p. 194.
Ask: Who came close to Glen?
Who runs the fastest?
How did you feel as you were reading the sportscast? Why?
Engag 1. Vince runs fast.
e 2. James runs faster than Vince.
3. Among the players, Glen runs the fastest
Activit 1. Say: Go over the sentences above lifted from the sportscast.. Notice the
italicized words.
y
2. Ask: What did you notice about the words? What are being compared?
3. Say: In an earlier lesson, you learned about adjectives and their degrees of
comparison. You may recall that adverbs are also used in describing and that, like
adjectives, they also have degrees of comparison.
4. Study these sentences.
a. the commentators delivers his sports views well.
b. I heard that he delivers sportscasts better than other commentators.
c. There are also comments that among the commentators, he delivers the best.
5. Ask: What did you notice about the comparisons made in the delivery of the
sportscast?
6. There will be a discussion of the chart containing the three degrees of
comparison of adverbs. p.195
7. Ask: What are the degrees of comparison of adverbs?
Reflect What are the different things that you can do to achieve your dreams and be the
best of what you are?
ion
Exercise: Fill in the blank in each sentence with the correct form of the adverb in
the parenthesis.
(fast) 1. Changes are coming ____________ these days than before…
Transf
er 2. Assignment
Write C if the correct form of the adverb is used. If it is not, write the correct
form.
_____________1. Norman runs faster than Jimmy…
Quiz next Meeting
SY. 2012-2013

TOPIC/ CONTENT COMMONLY USED PREPOSITIONS

1. Identify commonly used prepositions;
2. Identify frequently misused prepositions;
3. Use prepositions in sentences;
4. realize the value of honesty.
STRATEGIES
1. Prayer
2. Greetings
a. AMIABLE (adj) friendly in manner, congenial
(adj) resulting from or produced by human
b. ANTHROPOGENIC
beings
(n) a conduit that resembles a bridge but
c. AQUEDUCT
carries water over a valley
d. ARRAIGN (v) to put on trial
e. CARTOGRAPHER (n) a map maker
f. DESPONDENT (adj) without or almost without hope
(n) A long narrow inlet of the sea between
Hook g. FJORD
steep cliffs
h. HYDROSPHERE (n) the watery layer of the earth’s surface
(n) A scientific instrument that detects and
i. SEISMOGRAPH records vibrations (seismic waves) produced
by earthquakes.
j. TOPOGRAPHY (n) The physical features of a place
6. Motivation
Ask: Who likes to read comic strips?
Who are your favorite comic strips characters?
Read comic strip on p. 202.
Ask: What does the comic strip tell?
What preparations were done for the examinations?
Where does the humor lie?
The teacher will present the following words taken from the comic strip.
Engage 1. I’m overdue for a cleaning.
2. My dentist on the golf course!
1. Say: Study the italicized words.
2. Ask: What are the functions of the italicized words?
Activity
3. Say: Prepositions show relationships in time and space.
How would you use the frequently misused prepositions?
Ask: What disadvantage has lying done to you?
Reflection
Why is it important to be honest?
Transfer
Assignment p. 205 C
REVIEW QUIZ
THEME WRITING
January 21,22, 23--QUARTERLY TEST
RECHECKING OF PAPERS
CANOSSA COLLEGE
San Pablo City
Subject/Level: Language 6 Quarter: Fourth
UNIT TOPIC: INTERJECTIONS, TRANSITIONAL EXPRESSIONS, CLAUSES, AND

SENTENCES

 Academically Competent Learner  Person of Character
 Responsible Agent of Social  JPIC Promoter
Transformation  Globally competitive
 Sharer of God’s Love  Effective Communicator

1. Identify interjection in a sentence.
2. Identify transitions in sentences.
3. Distinguish a clause.
4. Distinguish an independent and
dependent clause.
5. Distinguish whether the sentence is
simple, compound, complex, or
compound-complex.
6. Identify the different basic sentence
patterns

1. An interjection expresses a strong questions that will foster inquiry,
emotion. understanding and transfer of learning)
2. There are different types of transitions 1. Why do we use interjections?
showing different relationships. 2. How can transitional expressions help
3. A clause is a group of words with a in our writing?
subject and predicate. 3. Why is a clause essential in some
4. An independent clause can stand sentences?
alone while the dependent clause has 4. How do we distinguish an independent
an incomplete thought. clause from a dependent clause?
5. There are different kinds of sentences 5. How do we distinguish the different
according to structure: kinds of sentences according to
-simple structure?
-compound 6. How do we recognize the different
-complex sentence patterns?
-compound-complex
6. There are four basic sentence patterns:
-- S-V
--S-V-DO
--S-V-IO-DO
--S-LV-SC
1. what an interjection is; 1. identify an interjection
2. the different types of transitions and 2. identify and form sentences according
the relationships they indicate; to structure and form;
3. the parts of a sentence; 3. locate independent and dependent
4. what a clause is; clauses;
5. the types of clauses; 4. identify transitional expressions and the
6. the kinds of sentences according to relationship they indicate;
structure; 5. distinguish the different sentence
7. the four basic sentence patterns. patterns
GOAL: To create a drawing of a dream  The pupils will answer the 85% of the
graduation ceremony with an accompanying exercises and assignments correctly.
write up  Given the objective type of test, the pupils
ROLE: a good writer answer the items with 80% as the cut-off
AUDIENCE: point for acceptable performance.
SITUATION: Each student will compose a
written piece in which they describe their
dream graduation ceremony based on their
drawing.
STANDARDS FOR SUCCESS: In writing
their sentences, they must consider the use
of interjections, transitions and the different
kinds of sentences.
SY. 2012-2013

Quarter: Fourth Week:
TOPIC/ CONTENT INTERJECTIONS

1. State what an interjection is;
2. Identify an interjection in a sentence;
3. Use interjection in sentences;
4. Punctuate sentences with interjections.
RESOURCES: ABLA 1st Ed. pp. 232-237
STRATEGIES
1. Prayer
2. Greetings
a. dormant inactive but capable of becoming active
b. abhorrence hate coupled with disgust
c. cadaver the dead body of a human being
d. chrysalis a pupa of a moth or butterfly enclosed in a cocoon
e. chassis the skeleton of a motor vehicle
consisting of a steel frame
Hook
f. concussion injury to the brain caused by a blow;
usually resulting in loss of consciousness
g. conglomerat a group of diverse companies under common
e ownership and run as a single organization
h. rendezvous a meeting planned at a certain time and place
i. nauseous feeling of about to vomit
j. skein a v-shaped group of geese or swans in flight
7. Motivation
Present a dialogue.
Ask: Why are the characters amazed at the movie?
The teacher will present the following words taken from the dialogue.
1. Wow!
Engage
2. Gee
3. Hey
1. Say: Study the italicized words.
Activity 2. Ask: What are the functions of the italicized words?
3. Say: Interjections express strong emotions.
Reflection Ask: Why do we need to think before saying something?
Exercise: : Identify the interjections. If there is none, write N.
1. What! A new name for our team?
2. Aha! I’ve caught you red-handed.
Transfer
Assignment Write a sentence using each of the following interjections. Make sure to
use the correct punctuation marks. (2 points each)
1. Hey
2. Ouch
SY. 2012-2013

TOPIC/ CONTENT TRANSITIONAL EXPRESSIONS

1. State the function of transitional expressions;
2. Give examples of transitional expressions;
3. Give the relationships indicated by the given transitions.
RESOURCES: ABLA 2nd Ed. pp. 274
STRATEGIES
1. Prayer
2. Greetings
5. Giving of Spelling # 2
a. ANTAGONIST (n)—one that opposes another
b. APPARATUS (n)—equipment designed to serve a specific function
c. ARTILLERY (n)—an army unit that uses big guns
d. ACCELERATE (v)—move faster
e. DILAPIDATED (adj)—partly ruined or decayed
f. MISCELLANEOUS (adj)—consisting of numerous things of different
Hook
sorts; Mixed
g. COMBUSTION (n)—the act of burning something
h. RESUSCITATION (n)—the act of reviving a person and returning
them to consciousness
i. HUMERUS (n)—bone extending from the shoulder to the elbow
j. DECIPHER (v)—convert a code into ordinary language
6. Motivation
Read an informal essay.
Ask:What was the hotline for?
How did the writer accomplish his or her own goal?
The teacher will present the following words taken from the essay.
Engage
1. First, second, finally, meanwhile
Ask: What is your idea about the words presented?
Activity Study the notes on p. 274
Ask: what relationships do the transitional expressions indicate?
Reflection Ask: What do you need so that you can accomplish your goals?
Identify the transitions and the relationship it indicates.
Transfer
Assignment: p. 276 D (1-5); p. 281 B (1-5)
Quiz next meeting

SY. 2012-2013

TOPIC/ CONTENT CLAUSES

1. Identify a clause;
2. Differentiate between an independent and dependent clause;
3. Identify the transitions connecting independent and dependent
clauses.
RESOURCES: ABLA 2nd Ed. pp. 232-237, 243-244;251
STRATEGIES
1. Prayer
2. Greetings
Hook
5. Motivation
Present a song about clauses.
The teacher will present the following words taken from a song.
Engage
1. When I see your face, there’s not a thing I would change.
Ask: What is your idea about the words presented?
Study the notes on p. 232-237, 243-244;251
Activity
Ask: What is the difference between an independent and dependent
clause?
Reflection Ask: Why is it important to use clauses in writing?
Exercise: Circle the independent clause and underline the dependent clause.
Transfer
Quiz next meeting
SY. 2012-2013

TOPIC/ CONTENT KINDS OF SENTENCES ACCORDING TO STRUCTURE

1. Identify the kinds of sentences according to structure;
2. Distinguish whether a sentence is simple, compound, complex or
compound-complex;
3. Identify independent clauses and dependent clauses in a complex and
compound-complex sentence.
STRATEGIES
1. Prayer
2. Greetings
5. Motivation
Hook
Present a picture of the ocean.
Ask: What do you know about the ocean?
What do you want to know about the ocean?
Read the selection p. 217-219.
Ask: what did you learn about the ocean after reading the selection.
Have the students read the Grammar Point on pp. 220-223
Engage
Ask: What is a simple sentence?
What is a compound sentence?
Activity What is a complex sentence?
What is a compound-complex sentence?
Practice: p. 224 A (1-5) B (1-5)
Ask: Why is it important to distinguish the different kinds of sentences
Reflection
according to structure when it comes to writing?
Exercise: Read the sentences and identify what kind of sentence is it. Write
Transfer S, C, CX or CC
p. 230 (1-10)
Quiz Next Meeting
SY. 2012-2013

TOPIC/ CONTENT SENTENCE PATTERNS

1.
STRATEGIES
1. Prayer
2. Greetings
5. Motivation
Present a picture of the people from different countries working for a
Hook
common goal or purpose.
Ask: What do you mean by volunteer?
Read selection on p. 260.
Ask: Where do volunteers come from?
What do volunteers do for other people?
What are the qualifications before a person is accepted to be a volunteer?
Present the following sentences:
SUBJECT VERB INDIRECT DIRECT LINKING SUBJECT
OBJECT OBJECT VERB COMPLIMENT
Flowers bloom
Father collected the
Engage garbage.
The gave the food.
volunteers survivors
The are safe.
children
Ask: How do we form the :
S-V pattern?
S-V-DO pattern?
Activity
S-V-IO-DO pattern?
S-LV-C pattern?
Practice: Pp. 262, 265
Reflection Ask: Why is it important to distinguish the different sentence patterns?
Exercise: p. 270 A (1-10) Identify the sentence pattern. Write
S-V
S-V-DO
Transfer
S-V-IO-DO
S-LV-C
Review Quiz
Theme Writing
March 6,7,8--4th Quarterly Test
Rechecking

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CANOSSA COLLEGE

San Pablo City

UNIT TOPIC: PRONOUNS

GRADUATE ATTRIBUTES: SUB GAs:

ESTABLISHED GOALS: STANDARDS OF LEARNING (SOLs)

ENDURING UNDERSTANDING: ESSENTIAL QUESTIONS: (Provocative

Teacher: Ms. Jensen M. Maghirang Subject: Language 6

GA: Academically Competent Learner

TOPIC/ CONTENT PRONOUN : Subject, Object and Possessive

4. Class and group activity:

Exercise: Grammar in Focus p. 30

Assignment: Across Borders Through Language 6 p. 50

Teacher: Ms. Jensen M. Maghirang Subject: Language 6

GA: Academically Competent Learner

TOPIC/ CONTENT ANTECEDENTS OF PRONOUNS and Pronoun-Antecedent

In what ways should the pronoun agree with its antecedent?

Exercise: Complete each sentence with the correct pronoun to show

Assignment: Across Borders Through Language 6 p. 57

Teacher: Ms. Jensen M. Maghirang Subject: Language 6

GA: Academically Competent Learner

TOPIC/ CONTENT INDEFINITE PRONOUNS

Assignment: Across Borders Through Language 6 p. 60 (1-10)

Teacher: Ms. Jensen M. Maghirang Subject: Language 6

GA: Academically Competent Learner

TOPIC/ CONTENT DEMONSTRATIVE PRONOUNS and Demonstrative Determiners

Exercise: Write DP if the italicized word is a demonstrative pronoun and DD if

CURRICULUM PACING GUIDE

Teacher: Ms. Jensen M. Maghirang Subject: Language 6

GA: Responsible Agent of Social Transformation

TOPIC/ CONTENT INTERROGATIVE PRONOUNS

Ask: What have you noticed with the given sentences?

Exercise: Choose the correct interrogative pronoun.

UNIT TOPIC: VERBS

GRADUATE ATTRIBUTES: SUB GAs:

ESTABLISHED GOALS: STANDARDS OF LEARNING (SOLs)

CURRICULUM PACING GUIDE

Teacher: Ms. Jensen M. Maghirang Subject: Language 6

GA: Responsible Agent of Social Transformation

TOPIC/ CONTENT DERIVED VERBS

Let us find out more on p 94.

The teacher will present the following sentences:

1. Study the italicized words.

Assignment: Add affixes to the following to form derived verbs.

CURRICULUM PACING GUIDE

Teacher: Ms. Jensen M. Maghirang Subject: Language 6

GA: Academically Competent Learner

TOPIC/ CONTENT VERB FORMS

CURRICULUM PACING GUIDE

Teacher: Ms. Jensen M. Maghirang Subject: Language 6

GA: Responsible Agent of Social Transformation

TOPIC/ CONTENT VERB TENSES: Simple Tense

Teacher: Ms. Jensen M. Maghirang Subject: Language 6

GA: Academically Competent Learner

TOPIC/ CONTENT Perfect Tenses- Present Perfect Tense

Teacher: Ms. Jensen M. Maghirang Subject: Language 6

GA: Academically Competent Learner

TOPIC/ CONTENT Perfect Tenses- Past Perfect Tense

2. Write 5 sentences in the past perfect tense.