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DLL - English 6 - Q3 - W2
DLL - English 6 - Q3 - W2
DLL - English 6 - Q3 - W2
Learning Competencies EN6LC-IIIa-2.2 Note significant details EN6RC-IIIa-3.2.8 Distinguish text type EN6SS-IIIa-4 Use a particular kind of EN6WC-IIIa-1.1.6.1 Plan a CATCH-UP FRIDAY
in the story according to purpose and language sentence for a specific purpose and audience composition using an outline/other
EN6OL-IIIa-1.27 Provide evidences features through enumeration -asking permission graphic organizers
using opinion
READING ACTIVITIES
(Enhancement & Intervention)
B. Establishing a purpose for the The teacher shows a spoon Recall an instance in your life when you Use flash cards/show me boards. Write R if Show a video clip about the children
lesson -It is used for eating. Aside from it is did a certain thing without thinking of the the statement states request and C if it shows from the different parts of the world.
used as eating utensil, it can be used in consequences. Command. Let them share opinion.
several ways. Give some of its uses. 1. Listen attentively.
Examples: ice cream scooper, taking in What do you think will happen if you did a 2. Please keep your things in order. -Compare the Filipino Children with the
medicines, can opener, as a pestle etc. certain thing without thinking of the 3. Avoid making too much noise. Children of the world.
consequences? 4. Stop going around please.
5. Observe silence. -The teacher presents a semantic web.
Have the pupils relate their experiences. What word can you associate with the
word CHILDREN?
Enhance vocabulary words through body -Play a game: Simon says. (Teacher uses
language. command or request.
CHILDREN
1. Go to the wash room.
-Read the words aloud 2. Keep right!
3. Kindly speak in a soft voice.
A. Hind legs 4. Please lend me your ears.
5. Come with us.
Fore legs
B.
C. leap
A B
1. rebozos a. a pendant braid
2. kimono of hair at the head
3. queue b. an Eskimo
4. igloo house
5. fleet c. boat house
6. hut d. cottage
e. a Japanese
lose robe
fastened with a
sash
f. a long scarf of
silk worn wrapped
about the head
and shoulder and
sometimes over
face
C. Presenting examples/instances B. Do you have a pet? Share a heroic -Have you seen a fox? Ask the pupils to read and analyze the comic A. Motive Questions:
of the new lesson deed it has done for you or for others. (Yes/ Not yet strip. 1. How do children from around
Unlocking of Difficulties: Synonym hunt the world differ from each other?
through multiple choice. Encircle the 2. How do children differ in complexion.
letter of the correct answer -What are the qualities of the fox in some Mother: “Lock your room before leaving, 3. How do you compare the clothing’s
1. The sharp protrusion of a shrimp is common stories? Jim”. of the children from around the world?
used to fight against its enemies. (Often times fox is wise and bad) 4. Can you make distinctions as the
a. a part of the body that is pointed Jim: “Yes, Mother”. types of houses in which children from
b. a part of the body that is hidden. -Let us find out if the fox is still the fox we around the world lives?
c. a part of the that is plain. have known before. Rina: Mother told Jim to lock his door before 5. What do they have in common?
d. a part of the body that is dull. leaving.
2. Nothing can pierce an iron shield Ms.Aguila: “Please polish the floor, Mang
even an iron sword. Ambo.”
a. to rip of c. to crush
b. to spin d. to go through Mang Ambo: “Yes Maám”.
3. The beautiful white pearl is Ricky: Ms. Aguila requested Mang Ambo to
glistening under the rays of the sun. polish the floor.
a. shine c. flash
b. bright d. all the above
coals over which he was roasted. well so the goat did the same without
“What a fine, fat shrimp!” giving a second thought. In the end the
Childr
explained the persons around the goat left at the well all by himself. Types of en
Country
of
“It’s the best shrimp I’ve ever -What does the author want us to feel?
tasted!” said the person who picked up fl
the barbeque stick and cut up the -What do you think is the purpose of the
shrimp, after putting a little portion in his author in writing the story?
mouth. The boastful, young shrimp got kim
Forms of
Clothing
E. Discussing new concepts and Group Work What is a Fable? Present a Bubble Talk. Use your own graphic organizer, and
practicing new skills #2 Each group will have the review of the Teacher calls on three pupils to act out the supply the missing details asked by
selection listened to. (The Fable is a short fictional story that is dialogue and complete the indirect command each sub topic.
A graphic organizer is used in characterized by animals and it always or request. A. SHELTER
presenting and developing the skill. The gives us a lesson in life.) A. B. CLOTHES
teacher asks each group on action Grandfather: “Obey your parents, Jojo”. C. COLOR OF THE SKIN
taken by the boastful shrimp and later -What is the purpose of a fable? D. COUNTRY ORIGIN
asks for inferences on alternative Jojo: “Yes Lolo”.
actions. (The purpose of a fable is to entertain and Children Around
-What did we do to be able to give to inform.) Shiella: Obey your parents, Jojo.
the world
alternative actions to the action taken
by the character in the story they read. -What makes it unique? B.
-Presentation of each group
(It is characterized by animals having the Millie: “Rizza, Please help me finish my
attributes of humans.) homework”.
Rizza: “Sure”.
The teacher reads 10 statements and the
pupils will identify whether it is a fact or a Raffy:
bluff. (FACT OR BLUFF CARD) Millie Rizza finish project
Answer:
Bluff 1. The animals can think.
Millie asked Rizza to help her finish her
Bluff 2. The goat is a friend to the fox. project.
H. Making generalizations and Ask: How do we get the significant Pupils will state the Fable’s concepts. Ask: What is Command? What is Request? Ask: What is the importance of
abstractions about the lesson details in the story read? -What is a direct discourse? organizing ideas through graphic
Concept Formation: -What is indirect discourse? organizer?
Concept Formation: Noting the Fable is a fictional story that has a Concept Formation: The clustering
significant detail is reading between the purpose of entertaining and informing the Concept Formation: graphic organizer shows and separates
lines to get the main idea of the story, readers. It is peopled by animals that are In the reported command, the verb “said” is the developed ideas from other ideas.
how it started, developed and ended capable of talking and expressing feelings not used, instead, “told”. The word “to” is The use of the CGO provides the
with the help of the characters and as humans added before the verb. organization of ideas easy to
other elements of the story. understand, making learning more
-In reporting request, the verb “asked” or enjoyable
“requested” is used instead of “told”. .
The word “please” is dropped.
Examples:
Direct:
1. “Put down your bag,”
mother said to Leo.
I. Evaluating learning Number each statement according on The teacher will read the selections orally Read the short paragraph below. Follow what Use a graphic aid to organize the ideas
how the story happened. and the pupils will identify its purpose. you are asked to do. in the given paragraph.
The old shrimp advised the 1. Ultra was lying down on the back porch
handsome shrimp not to show off too when suddenly his friend Kitten went to It was vacation time. Being the eldest, Provide a Title to the paragraph.
much. him and she invited him to visit their friend Lina was assigned by her mother to clean the pp.428-429
When one day a fisherman was Sky at the pen. house. In order to finish early, she called her
looking for a good catch. 2. The Frog went out for she hate himself brothers and sisters to help her. 1. The Filipino is a very respectful
The handsome Shrimp starts for being useless. He couldn’t croak and person. He shows due respect to his
to brag about his handsomeness and jump. After he fell into a deep well and Identify her statement if it is a command or parents, elders and to people in
athletic figure. was about to face his death, he was able request then transform each into a reported authority. He never misses saying the
He was caught by fishing net of to bring his best and did even better. He form. word “po” and “opo”. This is a Filipino
the fisherman. is certain that no one could help us except way
The boastful shrimp was cooked our own self. 1. “Kevin, please dust the furniture”. Of showing respect, which we are very
and eaten at lunch. 3. The Free Bird cried, “My Darling 2. “Susie, arrange the books and proud of. He kisses the hands of
sing the song of the woodlands.” magazines”. parents and grandparents as a unique
The caged bird said, “Sit by my side; I’ll 3. “Husk the floor, Ruben.” way of showing respect to elders. He
teach you the speech of the learned.” 4. “Help me put some plants inside, calls his older brother “Kuya and his
4. There was a turtle that couldn’t stop Roy”. older sister “ate”.
talking and the geese made a challenge 5. “Please be careful with the plates,
to bring her to the nice place if she could Susie”.
promise not to talk because she will be
carrying a stick on her mouth. The turtle
agreed and so they flew to the place.
They heard people saying something
about them and the turtle spoke. She fell
dead on the ground.
5. The monkey who was so wise ate all
the bananas and went down without
noticing the thorns planted by his
friend
turtle. His selfishness ruined him.
J. Additional activities for Read a short story or dialogue. Write SWBS: Plot Chart AUTHOR: Read and tell what the person in each Write a paragraph from the given topics
application or remediation the plot in 5 sentences. TITLE: sentence said. and present it to the class using a
PURPOSE graphic organizer.
-Be ready to share it in class. _ 1. Father said, “Avoid playing near the pool, A. Effect of Smoking on One’s Health
S-Somebody John”. B. Students’ Addiction to Internet
W- Wanted 2. “Please help me with my toy, Sandy”, Gaming
B- But Sam said. C. How Do You Celebrate Christmas?
S- So 3. “Pray before sleeping Ela”, aunt Norma
said.
4. Estella said, “Please allow me to visit my
Read another fable and fill up the SWBS friend, Grandma.”
Chart meeting the details in the story. 5. “Proceed to my office” the Principal said.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation who
scored below 80%.
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?