Grade 6 School: Lake Wood Central Elementary School Grade Level: VI

Reading Teacher: Chinley P. Fabriga Learning Area: READ

Lesson Plan Date and Time: January 19, 2023 (8:25 – 11:25 am) Quarter: 2nd

I.Objectives:

At the end of the lesson, the pupils are expected to:

1. Tell the effects of anger on individuals and relationships;
2. Identify key vocabulary related to the theme of anger;
3. Engage in critical thinking by answering motive questions and participating in discussions.

II. Subject Matter:

Title: The Effects of Anger

Content: Exploring how anger can impact individuals, relationships, and overall well-being.

III. Materials:

Reading passage/story about the effects of anger.

Bond papers
Manila Paper
Handouts with key vocabulary words.
Markers for group activity.

IV. Procedure:

A. Awareness:

1. Motivation:
Begin the class with a short video depicting the consequences of uncontrolled anger. Encourage pupils to
share their initial thoughts and experiences related to anger.

2. Unlocking of Difficulties:
Introduce and discuss any challenging vocabulary words related to anger. Use context real-life examples to
help pupils understand the meanings.

Vocabulary Words:
1. Clenched - Describing the tight closure of teeth or hands, often associated with anger.
2. Stiff - Referring to the rigidity or lack of flexibility in shoulder and neck muscles during anger.
3. Consequences - Outcomes or results, particularly those that follow a specific action or event.
4. Challenge - A difficult task or situation that requires effort and determination to overcome.
5. Expressing - Conveying or communicating feelings, thoughts, or emotions.
6. Source - The origin or cause of something, as in understanding the source of anger.
7. Guilty - Feeling responsible for a perceived wrongdoing, often associated with negative emotions.
8. Consequences - The effects or outcomes that follow a particular action or situation.
9. Harmful - Causing damage or negative effects.
10. Positive - Having a beneficial or constructive impact; in the context of anger, viewing it in a
constructive light.
3. Presentation:
Raising of Motive Questions:
Pose questions related to the effects of anger.
Motive Questions:
1. What physical changes occur in the body when a person experiences anger?
2. How can anger be viewed positively according to the passage?
3. Why do people often feel guilty about being angry, according to the text?
4. What is the purpose of the body's preparation for action when feeling anger?
5. How does expressing feelings of anger positively impact relationships, as mentioned in the passage?
 6. What is the challenge associated with anger, according to the passage?
7. In what ways can actions resulting from anger be helpful rather than harmful?
8. How does anger affect our relationships?
9. What are the consequences of expressing anger impulsively?"
4. Setting of Standards:
Discuss the importance of setting standards for reading comprehension, emphasizing the need to identify
main ideas, key details, and the author's purpose in the text.
Setting Standards for Silent Reading:
1. Comprehension:
Pupils should be able to understand the main ideas and key details of the text they read silently.
They should demonstrate the ability to infer information and make connections between different
parts of the text.
2. Fluency:
Pupils should read with a suitable pace, showing appropriate expression and intonation.
Silent reading should involve smooth and natural progress through the text without unnecessary
pauses.
3. Vocabulary Recognition:
Pupils should recognize and understand the meaning of key vocabulary words within the context of
the passage.
They should be able to use context clues to decipher the meanings of unfamiliar words.
4. Retention:
After silent reading, pupils should be able to recall and summarize the main points of the text
accurately.
They should remember essential details and events presented in the passage.
5. Critical Thinking:
Pupils should engage in reflective thinking about the text, considering its implications and evaluating
the author's perspective.
They should be able to identify the author's purpose and distinguish between facts and opinions.

Setting Standards for Oral Reading:

1. Fluency:
Pupils should read aloud with appropriate speed, accuracy, and expression.
Oral reading should be smooth, with proper phrasing and intonation.
2. Clarity and Pronunciation:
Pupils should articulate words clearly and pronounce them correctly.
The delivery should be such that the listener can easily understand the words being read.
3. Phrasing and Pacing:
Pupils should use appropriate phrasing, pausing at punctuation marks and using suitable pacing for
emphasis.
The oral reading should reflect the natural flow of language.
4. Expression and Tone:
Pupils should convey the appropriate emotions and tone as dictated by the content of the text.
They should be able to adjust their voice to match the mood of the passage.
5. Engagement:
Pupils should engage the listener by maintaining eye contact, varying pitch, and using gestures
appropriately.
Oral reading should captivate the audience's attention and convey the intended message effectively.
6. Comprehension:
Pupils should demonstrate understanding of the material by emphasizing key points and conveying
the intended meaning through their oral reading.
They should be able to answer questions and engage in discussions about the content.

5. Recalling of Motive Questions:

Review and discuss the motive questions to refresh pupils' memories and stimulate their thinking before
reading the story.

B. Activity
Reading Proper of the Story:
 1. Have pupils read the story individually through continuous reading, and in small groups. Encourage them
to highlight or take notes on key points related to the effects of anger.
2. Group the pupils. Let them draw a situation that shows anger/ write 10 situations showing anger.

C. Analysis:
Conduct a class discussion to explore pupils' interpretations of the story and their thoughts on the effects of
anger.

D. Abstraction:
Use open-ended questions to encourage critical thinking and different perspectives.
"How do you believe experiencing anger can impact one's overall well-being and relationships, and what
strategies do you think might be effective in managing and mitigating the negative effects of anger in various
aspects of life?"

E. Application:
Let pupils write a journal from these guide questions.
1. About Your Feelings:
Can you think of a time when you felt really, really mad? What happened to make you feel that way?
2. How Anger Feels:
When you get angry, how does it make you feel inside? Does it change the way you think or act?
3. With Friends and Family:
Have you ever been angry with a friend or family member? How did it affect your relationship or how
you talked to each other?
4. How Your Body Reacts:
When you're angry, do you notice anything happening to your body, like your heart beating faster or
your hands feeling tight? How does your body tell you that you're mad?
5.What Helps You Feel Better:
What are some things you do to calm down when you're angry? Can you think of a time when you
did something that made you feel better after being mad?

Prepared by: CHINLEY P. FABRIGA

VI-Burgos Adviser