LESSON PLANS IN ENGLISH
Motive Question:
VI USING THE FOUR
PRONGED APPROACH
1ST GRADING PERIOD
LESSON NO I:
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Distinguish changes in meaning
of sentences caused by stress.
TS: 4. Decode meaning of unfamiliar
words using structural analysis.
(Prefixes)
II. Subject Matter:
GLR: Green Dreams
GOLD: Distinguishing Changes in
Meaning caused by shift in
intonation
TS: Using Prefixes
References: 2002 BEC Handbook in English
PELC Listening 1; Reading 1.1
Reading for Meaning 5 p. 158; p 103
Materials: strip of cartolinas, pictures,
III. Procedure:
GLR; (Genuine Love for Reading)
A. Pre-reading Activities:
1. Drill: Pronunciation drill:
Have the pupils recite the
following:
Should she sell sheers sheets or
should she sell shaggy shawls?
2. Motivation:
Recite the poem “Twinkle,
twinkle, little stars” with a little
modification using jazz chant.
3. Vocabulary Development:
Have the pupils identify the
meaning of the following words:
1. Big Dipper (through pictures)
2. tent (through picture)
3. snuggle (action)
4. scares (through action)
4.
Have the pupils ask questions
about the story.
The teacher will write all the
questions to be asked by the pupils.
B. During Reading Activities:
Have the pupils listen as the
teacher reads the story.
Green Dreams
It was a beautiful night. Henry and his
parents lay on their backs by the fire and
looked at the sky.
Henry didn’t know there were so many
stars in the sky.
“There’s the Big Dipper,” Henry’s
mother said.
“There’s the Little Dipper,” said Henry.
“There’s E.T. ,” said Henry’s dad.
Mudge wasn’t looking at the stars. He
was chewing on a log. He couldn’t get
logs this good at home. Mudge loved
camping.
Henry’s father sang one more sappy love
song. Then everyone went inside the tents
to sleep.
Henry’s father and mother snuggled.
Henry and Mudge snuggled.
It was as quiet as quiet could be.
Everyone slept safe and sound and there
were no bears, no scares.
Just the clean smell of trees…and
wonderful green dreams.
(Adapted)
C. Post Reading Activities:
1. Answering the motive questions.
2. Comprehension Check:
Have the pupils answer the
following questions:
a. Who are the characters in the
story?
b. When does the story happen?
1
 c. What details in the story tell about
the time the story happens?
d. Where does the story take place?
e. What details tell about the place
the story takes place?
f. What happens in the story?
g. How does the setting affect the
events or happenings in the story?
3. Engagement Activities:
Have the pupils perform
the following activities under time
limit.
GROUP 1: LIGHTS, CAMERA, ACTION
Choose the part that you liked best in
the story. Then make a script and
dramatize the chosen part.
GROUP 2: DRAW ME
Pretend the story is a movie and
you are supposed to advertise it. Make a
movie poster of the story and then explain
to the class your poster.
GROUP 3: WRITE ME A LETTER
Choose your most liked character
or most disliked character and write a letter
to the character expressing your feelings to
him/her.
GROUP 4: SING ME A SONG
Identify the lesson in the story and
compose a song that tells the lesson.
Prepare to sing your song to the class.
GOLD: (Grammar, Oral,
Language, Development)
1. Drill: Pronunciation drill:
Betty bought a bit of butter but she
found the butter bitter/
So she bought a bit of butter to
make the bitter butter better.
2. Review: Stress
3. Motivation:
Have the pupils read the following
sentences putting heaviest stress with the
underlined words:
2
1. Miss Magalona is absent today.
2. This is simple but exquisite gown.
3. A nuclear plant is expensive.
4. Hospitality is a national trait of
Filipinos.
5. Liza turned twelve last
Wednesday.
4. Presentation:
In real speaking situations, a
person puts the heaviest stress on the
word(s) which s/he wants to emphasize
in order to express her/his particular
meaning.
Have the pupils read the
following sentences giving stress on
the underlined words:
1. Miss Magalona is absent today.
(The speaker wants to emphasize
Miss Magalona’s absence.)
2. It is impolite to eavesdrop.
(The speaker wants to emphasize
the impoliteness of
eavesdropping.)
3. This is a simple but exquisite
gown.
(The speaker wants to emphasize
the exquisiteness of the gown.)
4. A nuclear plant is expensive.
(The speaker wants to emphasize
that it is the nuclear power plant,
not any other kind of power plant,
which is expensive.)
5. Hospitality is a national trait of
Filipinos.
(The speaker wants to emphasize
that hospitality is a Filipino trait
not only in some areas of the
Philippines but all over the
country.)
5. Discussion:
What does the first sentence mean?
2 sentence? 3rd? 4th? 5th?
nd
How does emphatic sentence stress
change the meaning of the sentence?
How do we read emphatic stress?
Discuss further.
6. Fixing Skills:
Have the pupils read the following
sentences putting stress on the
underlined words.
 1. Liza turned twelve last Wednesday. She wanted his fire/ and she
2. Success is never accidental. wanted to fly. //
3. When are you going to have your An elf said, / “The fair fairy is
interview? being funny, //
4. Winners and losers deserve to be She can make fire/ and she can fly/
congratulated. Even without a firefly!”/
5. A hobby can be both profitable and
relaxing. 2. Motivation:
What are some other ways
7. Generalization: by which we can learn the meaning
How does intonation affect of a new word?
the meaning of a word in a
sentence? 3. Presentation:
How do we distinguish Have the pupils read the
changes in the meaning of a sentence? following words:

8. Application: Incomplete incapable

A. Guided Practice: Have the pupils Insoluble insufficient
read the following intonation drill. Unclean illogical
Irregular impossible
1. Is Miss Milan a nurse?
2. Are you going to the concert? 4. Discussion:
3. Did you do your homework? What do we mean when we say
4. Can you do me a favor? incomplete? (not complete)
5. Have you met our new parish priest? What is the root word of the word
incomplete? (complete)
B. Independent practice: What is added at the beginning of
Have the pupils give the meaning the word complete? (in)
of the following sentences by putting What does “in” mean? (not)
stress on the underlined words. Where did we add the word in? (at
the beginning)
1. Dina bought a new calendar. How do we call this word part
2. Michael wants to learn karate. added at the beginning of a word to
3. Ben’s favorite sport is table tennis. make new word? (prefix)
4. Tina plays the ukulele. Discuss further.
5. Judy’s score is perfect.
5. Fixing Skill:
IV. Evaluation: Have the pupils read the prefixes
A. GOLD: What does the speaker given on the hearts. Decide which one
wants to imply with the following goes with each of the root words
sentences? below.

1. I ate a cheese sandwich. Pre Mis Un- Re-

2. This is Nora’s needle. - -
3. Everybody will join the parade. in Dis
4. My mother is beautiful. sup -
5. An aardvark is a piglike animal. er
Tri-

TS (Transfer Stage)
Tie honest print
1. Drill: Have the pupils read the Play market angle
following verse drill: Heat woman cycle
Correct
A fairy fell in love/ with a beautiful
firefly 6. Generalization:
What is the word part added at
the beginning of a word?

3
 A. GOLD: Direction: Identify the
meaning of the following sentences.
Remember:
Affixes are letters or syllables added at the
beginning or end of a root word. Prefixes are 1. There are many books about the
word part added at the beginning of a root word Philippines.
or the base form of a word. A root word is the 2. Girls are interested in dresses,
form of a word after all affixes are removed. make-up, parties and boys.
3. Mr. Francisco teaches gardening.
Prefix Meaning Example 4. Rosa loves to study.
Im- Not Impossible 5. Please lend me your pencil.
In- Not Inexpensive
Un- Not Unclean B. TS. Direction: Read the following
Dis- Not Dishonest sentences. Complete each sentence
Il- Not Illogical using a word with a prefix im-, in-,
Ir- Not Irregular un-, dis-, il-, ir-, mis- or non-.
Non- Not or nonfat
without 1. Juan Tamad is a lazy, ______ and
good-for-nothing fellow. (not
7. Application: responsible)
Have the pupils answer the following 2. Using dynamite fishing is ______
questions: (not legal)
3. How many words did you ______
Using Prefixes: in the test? (wrongly spell)
4. We did not want to listen to his
1. If correct means right, what does talk because the reasons he gave
incorrect mean? were _______. (not logical)
2. If approval means giving permission, 5. The flood victims are hungry
what does disapproval mean? because there is _____ food for all.
3. If connect means to link, what does (not sufficient)
disconnect mean?
4. If a conformist is someone who
follows accepted rules, what is a
nonconformist? LESSON NO 2:
5. If regular means the usual, what does
irregular mean? I. OBJECTIVES:

IV. Evaluation: GLR: 1. Enjoy listening to a story

TS. Direction: Complete each sentence CT: 2. Answer questions from
with a word corresponding to the the story listened to.
meaning in the parentheses. GOLD: 3. Relay information accurately
using different discourse:
1. I had to turn in my assignment statement; questions;
_________ because I was sick last commands; Exclamatory
night. (not finished) TS: 4. Decode meaning of
2. It was __________ for Kyle to turn unfamiliar words using
me down because I am not wearing structural analysis. (Suffixes)
red shirt at that day. (not reasonable)
3. The boys sounded _________ when II. Subject Matter:
they gave their alibis to their teacher. GLR: The Sampaguita
(not honest) GOLD: Relaying Information
4. The writing was ____ and hard to Accurately Using Different
read. (not clear) Discourse: Statements
5. It is best to avoid saying ______ Questions; Commands;
words to others. (not kind) Exclamatory
TS: Using Suffixes
V. Assignment:

4
References: 2002 BEC Handbook in English
PELC Speaking 1.1.1; Reading 1.1
Across Border through Language pp 266 -
269
Materials: strip of cartolinas, pictures,
III. Procedure:
GLR: (Genuine Love for Reading)
Pre- reading Activities:
1. Drill: Pronunciation Drill:
Tongue Twister:
Jack Sprat will eat no fat,
And Jill will eat no lean;
And yet between them both you see;.
They lick the platter clean.
2. Motivation:
What is our national flower?
Describe a sampaguita.
3. Unlocking of Difficulties:
Have the pupils know the
meaning of the underlined words using
the context clues given.
1. She held the garland, that long
strand of pure, sweet sampaguita
flowers, close to her heart.
2. The visitors gave the sick luscious
fruits, those sweet, delicious fruits
from Laguna, after praying for his
recovery.
3. Society thinks that the parents of
street children are mean for letting
their children work for them. They
are by scorned by the people.
4. Dawn, with its soft diffused light,
gives me so much pleasure.
4. Motive Question:
Why did Lakan Galing have to leave
soon?
B. During Reading Activities:
Have the pupils listen to the story.
Have them take down important
details about the story listened to.
THE SAMPAGUITA
Long time ago when Spain was just
beginning to spread her rule by force upon
the islands, Masamyo, with the surrounding
villages, was under the rule of a good native
chieftain, Lakan Bungabong. His only
daughter, Liwayway, meaning dawn, was
5
slim and beautiful. Her skin was
kayumangging-kaligatan, golden brown
with light touches of rose. She was
attractive with her black dreamy eyes.
One bright morning when the
orchids and ferns were still sparkling with
dew drops, Liwayway went to the woods.
She went with her maids to gather wild
flowers and luscious fruits.
In the woods, however, Liwayway
got lost. As she searched for her maids,
she came face –to-face with a wild beast.
It was the same animal that scared the
maids away. Liwayway was confused. She
did not know what to do. She was so
frightened that she, too, took to her heels.
She ran as fast as he could until she fell
into a deep ravine and lay unconscious.
When she awoke, she saw a
handsome young man beside her. He
looked sad; sitting there silently. He sat
quietly as if guarding her. The handsome
young man was Lakan Galing. He was the
son of a neighboring lakan who was
known far and wide as a brave warrior.
Liwayway, upon waking up, smiled
shyly at Lakan Galing. He smiled, too, and
helped her sit down on the thick grass.
After telling each other the stories
of their lives and their homes, Lakan
Galing led Liwayway to her home. By
then, they had come to know each other
even if they went on without saying any
word. Galing, on his part, did not express
his love for LIwayway, fearing that he
might be scorned. On the other hand,
LIwayway, who was a modest maiden,
simply kept her feelings to herself.
Lakan Galing stopped walking
when they were near Lakan Bungabong’s
house. Liwayway waved her hand in
parting. The she turned away and walked
on towards her home. But as she did so,
she sighed loudly. It escaped heer lips and
Lakan Galing heard it. It meant that
Liwayway loved him and was sorry to part
from him. He rushed forward excitedly
and in a moment she was in her arms.
They sang sweetly together and
promised to be true to each other no
matter what happened. For some time,
they were happy in the company of each
other.
One day, Lakan Galing told
Liwayway he was leaving soon. He must
help Gat Maytan fight Legaspi’s men who
have made friends with Lakandula. He
must help in order to send away the white
men who want to get their land by force. In
his absence, he made Liwayway promise to
remember him always.
“Oh, must you go right away?”
cried Liwayway
“Yes, duty calls and we must be
courageous. Will you promise to be true to
me forever?” asked her lover.
“I promise to remember you always
and to be true to you till the end. Even in
death, I shall still remember you!” the youth
dais filled with emotion.
“And may Bathala protect you!”
Liwayway added.
The Lakan Galing clasped
Liwayway’s hand and as he did so, she said,
“Sumpa kitang di lilimutin.” She swore
never to forget.
Sadly, Lakan Galing was killed in
the fight. When Liwayway learned that he
had been killed, she become lonely. She was
so broken-hearted that she soon died. Even
on her death-bed, she whispered his name.
Many months passed. One day, a
plant with small, white, fragrant flowers was
seen growing on her grave. The flowers
filled the air with a sweet scent.
“Those sweet white flowers are
reminders of pure love for Lakan Galing ,”
said the people.
Soon the young men and young
women began pledging their love by
exchanging garlands made of these flowers.
And as they exchanged garlands, they said,
“Sumpa kita” to each other.
Later, the flowers came to be called
“Sampaguita.”
-Adapted-
C. Post Reading Activities:
1. Answering the motive question:
Why did Lakan Galing have to leave
soon?
2. Comprehension Check:
Have the pupils answer the
following questions:
1. Who was the daughter of the
chieftain? How did she look?
2. Who was Lakan Galong? How did
he look like?
3. How did they become closer? Did
they fall in love?
4. What happened to Lakan Galing in
his figt against Legaspi’s men?
5. How did Liwayway feel about what
happened?
6
6. What grew out of her grave as
months passed by? What did they
symbolize?
7.
3. Engagement Activities:
Have the pupils perform the different
activities assigned to them.
GROUP 1: LIGHTS, CAMERA, ACTION
Choose the part that you liked best in
the story. Then make a script and
dramatize the chosen part.
GROUP 2: DRAW ME
Pretend the story is a movie and
you are supposed to advertise it. Make a
movie poster of the story and then explain
to the class your poster.
GROUP 3: WRITE ME A LETTER
Choose your most liked character
or most disliked character and write a letter
to the character expressing your feelings to
him/her.
GROUP 4: SING ME A SONG
Identify the lesson in the story and
compose a song that tells the lesson.
Prepare to sing your song to the class.
Allow the pupils to perform the
activities under time
GOLD (Grammar, Oral
Language Development)
1. Drill: Pronunciation Drill:
Have the pupils read the rhymes:
I woke with a start
When I heard my dog bark.
He was out in the storm,
Alone in the dark.
With a short sleep cry,
I jumped to the floor,
And patted his coat
As he came through the door.
2. Motivation:
Present a picture of a boy playing
basketball.
 What does the boy doing in the
picture?
3. Presentation:
Have the pupils read the dialogue
given.
Mother: Goodness! We’ve run out of
groceries!
Allyson: That’s not a problem,
Mother! Use my automated
teller machine card.
Mother: But sometimes the ATM is
off-line.
Allyson: Don’t worry. I have a credit
card.
Mother: Well, okay. But my problem
isn’t over yet. Our electric
and water bills are due for
payment. What shall I do if
the collectors come today?
Allyson: Please stop fretting. We’ll
use the express phone for
that. We just dial a number
and tell the responding
computer to pay those bills
and charge the payment to
our savings account.
4. Discussion:
Have the pupils identify the sentence
that states a fact.
Have them identify the sentence that
asks question. Have them also identify the
sentence that expresses a command or
request.
Have them read the sentence that
expresses a strong feeling.
What punctuation marks are used for
each kind of sentence?
What are the different kinds of
sentences?
How do these sentences help in relaying
information?
Discuss further.
Use the information given under
GENERALIZATION about the different
kinds of discourse.
5. Fixing Skills:
Direction: Write D if the sentence states
a fact; I if it is interrogative; Ip for
imperative and E for exclamatory.
1. Unbelievable! Today we have a
cashless society and a wireless
world.
7
2. People using credit cards and
ATMs are a common sight.
3. How do we use the credit card?
4. You use it instead of cash to pay
for products you have bought.
5. Use a telephone and a fax machine
to fax message.
6. GENERALIZATION:
What are the different kinds
of sentences?
REMEMBER:
There are four kinds of sentences.
These are:
a. Declarative sentence – states a
fact. It ends with a period. (.)
b. Interrogative sentence – asks a
question. It ends with a question
mark. (?)
c. Imperative sentence – gives or
expresses a command or request. It
ends with a period.
d. Exclamatory sentence – expresses
a strong feeling such as joy,
surprise, anger, excitement or other
strong feeling. It ends with an
exclamation point. (!)
7. Application:
A. Guided Practice:
Have the pupils study the picture
given Based on each pictures, write two
declarative sentences, two interrogative
sentences, two imperative sentences and
two exclamatory sentences. (The teacher
will provide the pictures for each group.)
B. Independent Practice:
1. Direction: Identify whether the
following sentences are declarative,
interrogative, imperative or exclamatory/
1. May I borrow your pen?
2. Bring those books to the library.
3. I feel so nervous!
4. They do not want to get involve
with the projects of the city.
5. Call me at 8:00 in the morning
tomorrow.
2. Direction: Punctuate the following
sentences. Then write D for declarative, I
for interrogative, IM for imperative and E
for exclamatory.
 1. The dancers wear toe shoes
2. Please wait for me Cora
3. What a nice movie
4. Would you like to go with me in
Tagaytay
5. Life is very mysterious
IV. EVALUATION:
Direction: Place the correct punctuation
at the end of each sentence.
Then identify the kind of
sentence.
1. The girls are chatting aloud even
though classes are going on
2. That was a fast horse
3. Is the whale a mammal
4. You should plan to take a trip this
summer
5. How sweet this perfume is
TS – TRANSFER STAGE
1. Drill: Pronunciation drill:
Have the pupils recite the
following verses:
If a shipshape ship shop stocks
Six shipshape shop-soiled ships,
How many shipshape shop-soiled ships
Would six shipshape ship shops stock?
2. Review: Using Prefixes
Direction: Read the following
sentences. Complete each sentence using
a word with a prefix im-, in-, un-, dis-,
il-, ir-, mis- or non-.
1. Juan Tamad is a lazy, ______ and good-
for-nothing fellow. (not responsible)
2. Using dynamite fishing is ______ (not
legal)
3. How many words did you ______ in the
test? (wrongly spell)
4. We did not want to listen to his talk
because the reasons he gave were
_______. (not logical)
5. The flood victims are hungry because
there is _____ food for all. (not
sufficient)
3. Motivation:
Game: Have the pupils form a word
out of the given clues.
Play dance
- able
perform teach
8
magic music
-
history mathematics
4. Presentation:
Direction: Complete each
sentence with the correct form of the
word in the brackets.
1. Mr. Lee is an ________ cook.
(excel)
2. Do you have any ________ of
accounting? (know)
3. It is _______ how he manages to
stay underwater for so long. (remark)
4. It is not _______ to wear a tie to a
picnic. (practice)
5. He invested quite a ______ amount
of money in the business venture.
(substance)
6. The _________of dinosaurs have
been widely accepted. (exist)
7. Napoleon was an ______ general
who wanted to conquer the world.
(ambition)
8. He is a _____ artist from China.
(fame)
9. The __________ disappearance of
the billionaire baffled the police.
(mystery)
10. Children are usually very ________
when they watch television. (attend)
(Answer: 1. excellent 2.knowledge
3. remarkable 4. practical
5. substantial 6. existence
7. ambitious 8. famous
9. mysterious 10. attentive)
5. Discussion:
Were you able to form the words?
What is the root word of the
excellent?
What is added to its root words?
How do we call this word?
Where did we add this word?
Discuss further.
6. Fixing Skills:
Connect the suffix to the correct
word to make a new word.
ful er
or
less
1. The birthday party last night was 8. in a brave way - ______________
wonder_____. 9. without fear - _________________
2. John Lloyd Cruz is a very good act____.
3. The farm_____ began planting rice in IV. Evaluation:
May. Answer the following questions.
4. Reck____ drivers are likely to cause Choose the letter of the correct answer.
accidents in the superhighway.
5. Hermie is friendly, outgoing and 1. What does the suffix –ed in
approach______. camped mean in this sentence?
She never camped before.
7. Generalization:
What are suffixes? A. The action will happen in the
future.
Remember: B. The action is happening now.
Affixes are letters or syllables added C. The action happened in the past.
at the beginning or end of a root word. A
root word is the form of a word after all 2. Star watching is a ________ activity.
affixes are removed. A. wonderful
B. wondering
Suffixes are letters or syllables C. wondered
added at the end or after the stem or the root
word. 3. What does brightly mean in the
(Note: These may be written on charts. sentence: Stars twinkle brightly in the
Include also the different prefixes and night sky.
suffixes and their meanings.) A. in a bright way
B. full of brightness
Root Suffix New Meaning C. without bright
Word Word
care Ful careful full of 4. Boy scouts love to go ______.
care A. camped
friend Ly friendly in a B. camper
friendly C. camping
way
help Er helper one who 5. What is the root word in painting?
helps A. tiny
home Less homeless without B. paint
home C. pain

8. Application: V. Assignment:
Write the word that goes with each A. GOLD: Write a simple dialogue of
definition. Use the words in the box. participating in a club meeting.

B. TS. Think of a word that will be

Word Box formed from the given suffixes. Use
these words in a meaningful
Bravely cheerful fearless sentence.
Loudness sadly slowly 1. less
Useless hopeful kindness 2. ful
3. able
4. ness
1. being loud - ________________ 5. ly
2. in a slow way - ______________
3. full of cheer - ________________
4. in a sad way - ________________
5. without use - _________________
6. being kind - __________________
7. full of hope - _________________

9
 LESSON # 3:
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the
story listened to.
GOLD: 3. Use the correct intonation for
a Yes – No Questions
TS 4. Decode meaning of unfamiliar
words using the dictionary.
II. SUBJECT MATTER:
GLR: Gelert
CT: Answering questions from the story
listened to.
GOLD: Using the Correct Intonation for a
Yes – No Questions
TS: Decoding meaning of unfamiliar
words using the dictionary.
Reference: 2002 BEC Handbook in English
PELC Speaking 1.2; PELC Reading 1.1.3
English Lesson: The Animal World p. 7
English For You and Me Reading p. 9 - 12
Materials: picture of a dog; strips of
cartolina; index cards;
III.PROCEDURE:
GLR: (Genuine Love for Reading)
A. Pre- reading Activities:
1. Drill: Pronunciation Drill:
Tongue Twister:
Jack Sprat will eat no fat,
And Jill will eat no lean;
Yet between them both,
They lick the dishes clean.
2. Motivation:
Who is your best friend?
What is your favorite pet? How do
you take care of your pet?
Present a picture of a dog.
Ask: How does man consider a dog?
(The dog is considered as man’s best
friend.)
3. Unlocking of Difficulties:
Have the pupils know the meaning
of the following words by answering the
puzzle below: (Group Work)
a. willing
b. gift
10
c. mounted
d. scooped
e. grief
f. devoured
1. eager -
2. Present –
3. got on –
4. picked up swiftly with the arms-
5. very sad –
6. ate greedily –
4. Motive Question:
Who was Gelert? What was
Gelert doing while the prince was
away?
B. During Reading Activities:
1. Have the pupils listen as the
teacher reads the story:
GELERT
When his daughter Princess Joan
married Prince Llewelyn of Wales, King
John gave the royal couple his favorite
haunting dog, Gelert, as a wedding
present. Llewelyn, who was a keen
huntsman, was pleased to have a well-
trained dog as a gift. About a year after
his marriage, he was blessed with a baby
boy.
One morning, as Llewelyn mounted
his horse to go hunting, he noticed that
Gelert was missing. An impatient man, he
rode off without his dog. When the hunt
ended, he returned to the castle and was
about to enter his room when Gelert came
rushing out excitedly to greet him. The
prince froze in horror when he saw that
the dog had bloodstains on his jaws.
(Pause for awhile then ask: Why do you
think Gelert had bloodstains on his jaw?)
 “Has it gone mad?” the horrified
prince thought to himself. “is my son all
right?”
(Why do you think the prince asked
himself, “is my son all right?”)
Rushing into the room, Llewelyn was
shocked to see the baby’s cradle overturned.
There were several patches of dried blood
on the floor. (What do you think happened
with the baby? What do you think did the
prince do with Gelert?)
Overcame by grief and blinded with
fury, he drew his sword from its sheath and
rained several blows on Gelert, crying,
“Monster! You have devoured my son!”
As Gelert collapsed and lay dying on
the floor, Llewelyn heard a cry from under
the overturned cradle. (What do you think
did the prince see under the overturned
cradle?)
It was his little baby who lay
unharmed. His head was resting on the body
of a dead wolf. As he scooped up his son,
Llewelyn realized that while he had been out
hunting, his faithful dog had been protecting
the baby.
With the baby safe in one arm, he
held the dying dog in the other. Gelert
looked at him with doleful eyes and lied
without a whimper in its master’s arm.
Filled with remorse, Llewelyn buried
Gelert at a place that he named Beth-Gelert.
To this day, there is still a pile of stones
marking the grave of the unfortunate dog.
Source: English Lesson Book 6 p. 7
C. Post Reading Activities:
1. Answering the motive question:
Who was Gelert? What was Gelert
doing while the prince was away?
(Answer: Gelert was a well-trained
dog given by King John to Princess Joan
and Prince Llewelyn. Gelert had been
protecting the baby while Prince Llewelyn
had been out hunting.)
CT (Critical Thinking)
1. Comprehension Check:
a. Who were the royal couple?
b. Why did the prince ask himself
“is my son all right?”
c. Why couldn’t Llewelyn see his
son when he first rushed into the
room?
11
(Divide the class into 4 groups. Then
give each group the task assigned to
them.)
d. Can the prince trust Gelert? Prove
that Gelert could be trusted. Group
one present your work.
e. What is the moral lesson of the
story? Group two present your
work.
f. If you will be Prince Llewelyn,
what would you do when you saw
that Gelert had bloodstains on his
jaw? Express your feeling through
writing a letter. Group three
present your work.
g. How will you take care of your
pet? Group four present your work.
2. Engagement Activities:
GROUP 1: LIGHTS, CAMERA, ACTION!
Prove that Gelert could be trusted. Make a
script and dramatize the part to prove that
Gelert could be trusted.
GROUP 2: I WRITE A SONG!
Identify the lesson of the story and compose
a song that tells the moral lesson of the story.
Prepare to sing your song to the class.
GROUP 3: WRITE ME A LETTER!
If you will be given a chance to write to
Prince Llewelyn, what will you say to him after
what he had done to Gelert?
GROUP 4: CREATE ME A POEM!
Compose a poem about your favorite pet.
Describe your pet.
Allow the pupils to perform their task
under time limit.
GOLD: (Grammar Oral,
Language Development)
1. Drill: Pronunciation drill:
Say: Peter Piper picked a
peck of pickled pepper.
A peck of pickled pepper
Peter Piper picked.
 If Peter Piper picked a peck of 7. Generalization:
pickled pepper,
Where’s the peck of pickled pepper Remember:
Peter Piper picked? The rise and fall of the voice when
speaking or reading is called intonation.
2. Review: The rising intonation is used with
Kinds of sentences. questions answerable by Yes or No.
What are the kinds of sentences? The falling intonation is used in
What is the intonation when we are statements or questions not answerable by
asking questions? Yes or No.
What is the intonation when we are
stating a fact? 8. Application:
Divide the pupils into four. Have
3. Motivation: them perform the different task
Have the pupils read the following assigned to them.
sentences:
a. I am new here. GROUP I:
b. Are you new here? Work with your group. Make a question –
and - answer game with the topic:
A. Favorite Fruit
What kind of sentence is sentence
A? Sentence B?
How did you read sentence a? GROUP 2: Read the dialog with your group.
Observe the correct intonation.
Sentence B?
Pupil A: I am thinking of my favorite
4. Presentation: flower which is white in
Have the pupils listen as the teacher color, having a sweet
reads the following sentences. fragrant.
Pupil B: Is it a sampaguita?
A.1. Have you been in Cebu? Pupil A: No, it isn’t.
2. Yes, I have been in Cebu. Pupil B: Is it a rose?
B. 1. It’s an amazing creature, isn’t it? Pupil A: No, it isn’t.
2. Yes, it is. Pupil B: Is it a dahlia?
Pupil A: Yes, it is. I really love that
5. Discussion: flower.
Which utterances are statements? (No. 2
sentences for A & B) GROUP 3: Put an arrow to show a rising or
How did I read the statements? (Falling falling intonation. Put the correct punctuation
mark for each sentence.
intonation)
Which utterances are questions? (No. 1 1. The baby is crying
sentences for A & B) 2. Do we have a new teacher
How did I read the questions? (Rising 3. Does a crocodile give a thundering roar
intonation) 4. Did you used the talents given to you by
Are these questions answerable by yes God
or no? (Yes) 5. Sherwin will join the field trip tomorrow

6. Fixing Skills:
Have the pupils read the dialog.
Have them observe the correct
intonation.
Jazzer: Are you looking for something,
Karl?
Karl: Yes, I am. I am looking for my new
ball pen.
Jazzer: Is this the one you’re looking for?
Karl: Yes, it is. Thank you very much.
Jazzer: You’re welcome.
IV. EVALUATION:
Direction: Write whether the following
sentences have a rising or falling
intonation. Put the correct punctuation
after each sentences.
Ex. Is this your book? Rising
1. Is a rainbow an unexciting sight
2. Do people in organizations work
together for a common cause

12
3. When seeds are beginning to grow,
they are sprouting
4. Plants that are used for seasoning food
are called herbs
5. Would a public notice be kept hidden
TS (Transfer Stage)
1. Drill: Pronunciation Drill:
Please place the pleated pressed
pants on the plain pressing plank. (3x)
2. Review: Checking of assignment.
Think of a word that will be
formed from the given suffixes. Use
these words in a meaningful sentence.
1. less
2. ful
3. able
4. ness
5. ly
3. Motivation:
What reference are we going to use if we
want to know the meaning of a certain
word? (Dictionary)
4. Presentation:
Have the pupils open their own
dictionary. (This must be assigned one day
before the topic)
What can you see in a dictionary?
5. Discussion:
How are the words in the dictionary
arranged?
What are the different information
presented in a dictionary?
Discuss further. (You can be guided
with the information given in the
generalization under Remember.)
6. Fixing Skills:
A. Read the dictionary entry for the
word reverse. It gives three definitions for
reverse. Then read the sentences and write
the number of the definition that fits the
way reverse is used in each sentence.
reverse (ri – vurs) adj., n., v.
1. the opposite or contrary
2. the back
3. to turn the other way; to
turn inside out or upside
down
13
1. What is engraved on the reverse side
of your watch? _____
2. I can reverse my jacket so that the
outside is red instead of blue. _____
3. Why do you always want the reverse
of what I want? _____
7. Generalization:
What are the different information
that we could get from a
dictionary?
REMEMBER:
A dictionary contains alphabetical entries
that tell how to pronounce the entry word and what
the word means. A dictionary entry is shown on
the left-hand column in heavy black type.
Pronunciation is shown in sound symbols
between slant lines after each entry word. The
primary accent is shown by the darker accent
mark (‘). The secondary accent is shown by the
lighter accent mark. The word division or
syllabication of an entry word is also given. The
part or parts of speech for an entry word are
shown by abbreviations. A plural of noun is shown
if it does not form the plural regularly by adding s or
es to the singular. The past tense and ing verb
forms are shown if the spelling of an entry word
changes before the ending are added and if the
verb is irregular. The origin of an entry word is
shown in brackets at the end of the entry.
Example:
 pennant /pen’ent/ n. A flag,
usually long and narrow, used for
signaling on ships; a school
banner. [fr L penne feather]
In looking for the meaning of a word in
a dictionary, remember to:
 Use the guide words found on the
top left hand or the top right hand
of the page;
 Follow the alphabetical order of
words; and
 Read the first few pages that
contain the directions on how to
use it.
8. Application:
Use the definition to answer questions
1 -3.
_________________________________
be*lu*ga (ba lyoo’ga) n. A small white
whale of Arctic waters.
 ca*jo*ler*y (ka jo’ le re) n. Persuasion by (1) loss of (2) waste in
flattery and false words. (3) dose of (4) lack of
found*er (foun’der) n., v. 1. One who
helps to establish something. 2. To ____5. The floor looked new and glossy
stumble after we waxed it.
man*a*tee (man e te’) n. A plant-eating (1) smooth (2) clean
sea creature of the tropical Atlantic coast. (3) bright (4) shiny
thread*bare (thred’ber) adj. 1. So worn
and frayed that the threads show. 2. Answer: 1. (3) 2. (2) 3. (4)
Overused and commonplace or stale. 4. (4) 5. (4)
_________________________________

1. In what way is a beluga and a manatee V. ASSIGNMENT:

alike? ___________________________ 1. A. GOLD:
Make a question – and –
2. Is a person who uses cajolery an answer game talking about your
honest person? Why or why not? favorite subject.
_______________________________
B. TS. Read each set of guide words.
3. Write the number of the meaning of Then write the words from the box that
the underlined word in each sentence. would appear on a page with those
a. Emma’s old shirt was almost guide words.
threadbare. ____
b. The puppy foundered in the Capture cardboard
mud. ___ Chisel Chores
Compass compose
IV. EVALUATION:
TS.
A. Direction: Arrange the following calico – career chilled –
words in alphabetical order. circuit
personal pencil ____________
dream birthday ____________
paper production ____________
decoration accidental ____________
tired commotion – conductor
___________________
B. Direction: Replace the underlined ___________________
word (s) with another of similar meaning
and write its number on the space
provided.
LESSON # 4
_____1. Beavers are known to be
industrious animals.
(1) fierce (2) timid I. OBJECTIVES:
(3) hardworking (4) GLR: 1. Enjoy listening to a story
cunning CT: 2. Answer questions from the story
listened to.
_____2. The children love the famous story GOLD: 3.Ask questions with appropriate
of Robin Hood and his merry men. interrogatives.
(1) fact (2) legend TS: 4. Write a composition showing
(3) novel (4) theory introduction, body and
conclusion.
____3. I have no confidence in his promise.
(1) belief (2) worth II. SUBJECT MATTER:
(3) value (4) faith GLR: The Parable of the Division
GOLD: Asking questions with appropriate
____4. Night blindness is caused by a interrogatives.
deficiency in Vitamin A.

14
TS: Writing a composition Showing
introduction, Body and Conclusion
Reference: 2002 BEC
PELC Speaking 1.2.2; PELC Writing 1
New Dynamic Series in English 6 p. 56
English for all Times Language p. 3 – 9
Reading Links pp 23 - 34
Materials: strips of cartolina, index cards
III. Procedure:
GLR:
A. Pre-Reading Activities:
1. Drill: Pronunciation drill:
Have the pupils read the following:
The f and p in a word
f p
friend piece
Filipino puzzle
flipper prisoner
flippant put
fifty profane
fan people
Read: Captain Philip’s four ships/
suffered fearfully in the conflict/ / Philip
refused to accept his defeat / as final// for
five years / off and on, / he had fought his
defiant foe/ with only brief intervals for
refitting his fleet. / Being a philosopher as
well as fighter./ Philip reflected / that if he
could raised funds, / he could still carry on
effective warfare.
2. Motivation:
Is it good to share things equally
with your brother/sister? Why? Why not?
3. Unlocking of Difficulties:
Try to draw out the meaning of the
underlined words through context clues.
1. A system evolved in which one does the
dividing and the other gets the selecting
first.
a. run away from
b. produced by natural means
c. go around
2. To guarantee means the same as _____.
a. answer joyfully a question
b. to answer for something as in loan
or pledge
c. announce something
3. Equitable would mean _____.
a. a bank
b. fair and equal
c. unfair
4. “Kuya” is an appellation for older
brother.
a. a court appeal
b. a friendly greeting
c. a title
5. To be disappointed is to ____.
a. be unhappy
b. fail in expectation
c. be fatigued
6. The refreshing fluid eddied out down
into his throat.
a. chicken out
b. flow away like a whirlpool
c. fail in something
4. Motive Question:
Why did the younger brother drink
all the contents of the whole bottle?
B. During Reading
Activities:
1. Have the pupils listen to
the story. Let them take down notes about
the story listened to.
THE PARABLE OF THE DIVISION
The young boy and his older
brother were taught by their parents to
divide material things equally and fairly.
This they tried to follow.
A system evolved in which one
does the dividing and the other gets the
selecting first. This guaranteed an
equitable cutting. Otherwise, the one who
divided would be in the losing end.
One day, the two boys had a pair
of fish for lunch. One big fish and the
other a small one. The young boy thought
his older brother would give in
(magparaya) to him as a younger and
weaker sibling so he said, “Kuya
(appellation for older brother), please go
ahead and make the first selection.”
The older brother quickly got the
bigger fish. The younger boy was
disappointed to get the much smaller fish.
“If I were you,” said the younger
boy to his older brother, “I would have
taken the smaller fish.”
“What are you complaining
about?” answered the older brother. “You
got what you want.”

15
 Next time around, the two boys had GROUP 3: WRITE ME A LETTER
to share a bottle of soft drink. They were in
the rice field with no glasses or containers Choose your most liked character
available. or most disliked character and write a letter
to the character expressing your feelings to
“Let’s just drink direct from the him/her.
bottle,” suggested the older brother. “Be
sure it is exactly half. You go ahead and
drink your share.” GROUP 4: SING ME A SONG
The younger boy took the bottle and
Identify the lesson in the story and
raised it to his mouth. The refreshing fluid
compose a song that tells the lesson.
eddied out and down his throat in successive Prepare to sing your song to the class.
big gulps. He practically held his breath
while the older brother waited.
After a minute, the content of the
whole bottle was gone. The younger brother GOLD (Grammar, Oral
had drunk all and wiped his mouth with his Language Development)
wrist. He smiled contentedly.
“Why did you drink all of it?” 1. Drill: Pronunciation Drill:
accosted the older boy. iy i e
The younger brother replied, “My
half share was at the bottom part of the leaves fish them
bottle.” jeep him get
-Juan M. Flavier reach rich wretch
heel hill hell
A. Post Reading Activities: speak spick speck
1. Answering the motive question:
Why did the younger brother Sentence Drill:
drink all the contents of the whole
bottle? 1. Place the fish inside the jeep and
cover it with leaves.
2. Comprehension Check: 2. Karl gets the clean meat in a house
Have the pupils answer the near that small hill.
following question. 3. Sit on the high seat when the table
is set.
1. What good value have the parents of
the two boys taught them? 2. Review: Checking of assignment:
2. To make sure that equitable division Making questions and answers
is guaranteed, what practiced was game.
observed by them?
3. What lesson is the parable wishing to 3. Motivation:
share? Present a picture. Have the pupils
ask questions about it. (Any picture
3. Engagement Activities: will do as long as there will be
Have the pupils perform the different questions for the pupils to formulate.
activities assigned to them:
GROUP 1: LIGHTS, CAMERA, ACTION
4. Presentation:
Have the pupils read the following
Choose the part that you liked best in questions:
the story. Then make a script and
dramatize the chosen part. Who are in the picture?
Where are the children working?
What are they doing?
GROUP 2: DRAW ME
How long have they stayed there?
Pretend the story is a movie and
What does the librarian do?
you are supposed to advertise it. Make a
movie poster of the story and then explain 5. Discussion:
to the class your poster. With what words do the questions
begin?

16
 What word is used in asking about a 8. APPLICATION:
person? Place? Thing? Manner? Degree? A. Guided Practice:
Extent or condition? Time? Place? Have the pupils perform the
What are these words? different activities assigned to
Discuss further. (Refer to the them under time limit.
generalization given for further
discussion) GROUP 1:
Look at the picture. Think of possible
questions that you would like to ask to the
6. Fixing Skills: president of the Philippines, Benigno Aquino
Independent Practice: III.. Use the different interrogatives to begin
Transform the following sentences the questions. Play the question-and-answer
into questions using the correct game.
interrogative pronoun that corresponds
to the underlined noun:
GROUP 2:
Example: Ask the correct “wh” questions
for each expected answer. Be sure to
 Edgar’s brother will hold a one- observe the proper intonation:
man painting exhibit.
 Whose brother will hold a one- Expected answers:
man painting exhibit? Swimming
December 25
To buy new t-shirt for my birthday
1. Mrs. Reyes taught him the basic Early morning
lessons in painting. Biking
2. The proceeds of his painting exhibit
will be given to the street children. GROUP 3:
3. The exhibit will be held at the Quezon Complete the following questions
Memorial Circle. with correct interrogatives:
4. He will hold his exhibit next month.
1. _____ is the name of the girl?
5. He attained success through hard 2. _____ is she from?
work and determination. 3. _____ old is she?
4. _____ did she save the old
woman?
5. _____did the incident happen?
7. GENERALIZATION:
What are interrogatives?
When do we use interrogatives? GROUP 4:
Work with your group. Study the
picture very carefully. Then agree on
REMEMBER: questions that you want to ask about the
picture. Make sure to begin with the
Words that are used in asking different interrogatives. Write the
questions are called interrogatives. questions down on a piece of paper.
These are:
Who - for persons
What - for things
Why - for reasons or causes IV. EVALUATION:
When - for time GOLD: Direction: Complete each
Where - for place question with appropriate interrogatives.
Whose - for persons; when speaking 1. ______ do you wish to talk to?
of ownership 2. ______ is he going to Davao?
Which - for person and things 3. ______ the last person to see him?
indicating one of a kind or 4. ______ number did you dial?
definite class. 5. To ____ shall I give the letter?
How - for degree, extent, condition
or manner.
Whom - for a sentence that requires a
pronoun in the objective
case.

17
 TS (Transfer Stage)
1. Drill: Pronunciation drill:
Have the pupils read the pair of
words. Note the difference in their sounds.
REMEMBER:
A good paragraph must have an
effective beginning and ending. The body
contains the details that support the topic
well.

/e/ /i/
tell till
sell sill 7. APPLICATION:
Have the pupils write the
dead did composition on a piece of paper. Be
red rid sure to apply the correct punctuation
bless bliss and capitalization. Note the indention
fell fill at the beginning paragraph. Write
spell spill neatly and clearly.
lead lid
wet wit IV. EVALUATION:
TS. Direction: Call on a volunteer to read
2. Review: aloud his/her composition in class. Guide
How do we write sentences? the pupils to evaluate it considering these
questions:
3. Motivation:
How do you feel about a storm? 1. Does it have an effective beginning
sentence?
4. Presentation: 2. Do all the supporting details keep
Present the picture of a storm and its to the topic?
effect. 3. Is the ending sentence effective?
Have the pupils talk about their
feeling about a storm. V. ASSIGNMENT:
A. GOLD: Choose the correct
5. Discussion: interrogative pronoun:
(Give each pupil a meta card for 1. (Who, What) did you say?
them to write all the answers to the 2. (Who, Whom) does she want to
questions to be given by the teacher.) see?
3. (Whose, Which) paper is this?
What do you encounter/ experience 4. (What, Which) project will we do
during and after storm? next?
What activities do you enjoy when 5. (Who, Which) do you like better, a
there is a storm? dog or a cat?
What activities can’t you enjoy?
What things delight you? B. TS. Have the pupils rewrite the
(Have the pupils paste their answers composition on their theme notebook.
on the board)

Have the pupils arrange all the details LESSON # 5

written on the board in order. Have them
also formulate sentences out of the details I. OBJECTIVES:
on the board. Then the teacher guides the
pupils in arranging them in logical sequence GLR: 1. Enjoy listening to a story
to create a meaningful body. Then the CT: 2. Answer questions from the
teacher will also guide the pupils in story listened to.
formulating the ending of the paragraph. GOLD: 3. Use courteous expressions on
appropriate situations:
6. GENERALIZATION: participate in club meetings.
What are the characteristics of a TS: 4. Decode meaning of unfamiliar
good paragraph? words using the dictionary:

18
  words with multiple meaning of
words.
II. SUBJECT MATTER:
GLR: The Vanity of the Rat
GOLD: Participating in a Club Meeting
TS: Words with Multiple meaning
Reference: 2002 BEC
PELC Speaking 2.1; PELC Reading 1.4
Effective Reading Book Lesson 2 p. 8
Effective Reading Book p. 5 – 6
Using the Dictionary; English For You and
Me, Reading p 49.
English For You and Me Language pp 8 -
13
Materials: picture of a rat, sun cloud, wind;
dictionary; strips of cartolina
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre Reading Activities:
1. Drill: Pronunciation drill:
Of all the felt I ever felt
I never felt a piece of felt
That felt the same as that I felt,
When I first felt that felt.
2. Unlocking of Difficulties:
Have the pupils identify the meaning
of the following words. Match column
with A with column B. Use the given
sentence as your clues.
A B.
1. anxious a. decent
2. high stationed b. friend
3. acquaintance c. worried
4. coyly d. most powerful
5. convinced e. shyly
6. respectable f. influenced
7. vanity g. pride
1. Mr. and Mrs. Rat were very anxious fro
their darling daughter, Rena, to marry
into a respectable family. (C)
2. They believed that the sun is the most
high stationed person they knew. (D)
3. Mr.Sun said that he was not the most
powerful person of the Rat family’s
acquaintance. (B)
4. Rena giggled coyly and tried not to let
Roger know how she felt. (E)
19
5. Mr. and Mrs. Rat were convinced with
the words of Mr. Wall. (F)
6. They want Rena to marry a respectable
man. (A)
7. The vanity of Mr. and Mrs. Rat led
them to choose a high stationed
husband for their daughter. (G)
3. Motivation:
Do you know anything about
Filipino customs/traditions about
marriage?
4. Motive Question:
Why did Mr. Sun, Mr. Cloud,
Mr. Wind and Mr. Wall refuse to
marry Rena?
B. During Reading Activities:
1. Have them take down important
details about the story.
THE VANITY OF THE RAT
In Korea, it was formerly the
custom for parents to arrange their
children’s marriages. Mr. and Mrs. Rat
were anxious for their darling daughter,
Rena to marry into a respectable family.
From the first, they had taught that
Mr. Sun was the most high-stationed and
well-descended person they knew, and
they decided that he was just the person to
marry their daughter.
“Hello, Mr. Sun,” said Mr. Rat
importantly. “I would like you to know
that my daughter is old enough to marry
now and that we would be very pleased to
welcome you into our family as Rena’s
husband. We chose you from all the men
we know because of your high position
and your great power. “(Do you think Mr.
Sun accepted the offer of Mr. Rat?)
“You offer is indeed kind, Mr.
Rat,” replied the smiling Mr. Sun, who
had no desire to marry a member of the
Rat family. “I feel that it is only fair to tell
you, however, that I am not the most
powerful person of your acquaintance. I
would like to recommend to you Mr.
Cloud, who can cover up my face and keep
me from shining.”
“Yes, of course, of course! Mr.
Cloud is certainly more powerful,” said
Mr. Rat as he and his wife went to see the
gentleman. (How about Mr. Cloud? Do you
thin he will also accept Mr. Rat’s offer?)
When Mr. Cloud heard of Mr. Rat’s
offer, he too was not eager to choose his
wife from the House of the Rats. He waved
his hands, saying, “You seem not to know
that there is one who is more worthy of your
honor than I. Though I sometimes get the
better of Mr. Sun, I am still a mere servant
of Mr. Wind. His blast and growl make me
go anywhere he pleases, whether I want or
not.”
Leaving Mr. Cloud, Mr. Rat
mumbled to his wife, Mr. Wind is indeed
much more powerful; much more powerful.
He is certainly the proper husband for our
daughter. “(Did Mr. Wind accept the offer
of Mr. Rat?)
Once again, Mr. Rat offered the
hand of his daughter in marriage, but Mr.
Wind was no more anxious than the others
to become Mr. Rat’s son-in-law. Laughing
hoarsely, he said, “I am indeed powerful
enough, for forests tremble and ships toss in
fear of me. But there is one more powerful
than I. It is Mr. Wall. He sets his strong legs
firm upon the earth and stands immovable
in my way, arms folded, eyes blinking. But
for him, how I could meddle in the lives of
families?”
So saying, Mr. Wind gave another
laughed and whizzed on.
Wondering how his wise brain could
ever have overlooked so powerful and close
a neighbor, Mr. Rat visited Mr. Wall, who
likewise apologized. “It is quite true that I,
without any sign of outward exertion, can
check the progress of the wind, which
commands the cloud, which overpowers the
sun. But what am I to you, oh, Mr. Rat?
Your prosperous race can undermine me
and make me fall in the twinkling of an eye,
if need be. Oh, Mr. Rat, I am at your
mercy.” (Who could be the best groom for
Rena?)
“How true, very true!” Mr. Rat said
proudly. “Of course the race of rats is the
most powerful of all. And my glorious race
is next to none – yes, next to none in
respectability. The only person for our
darling Rena is to marry another rat.”
“Yes,” said Mrs. Rat. “And I know
just the person: that nice Roger Rat who
seems to like Rena so much. And his parents
are such good friends of ours, too.”
“Old Roland Rat’s boy? An excellent
idea!” agreed Mr. Rat. “Let’s see if he is in
now.”
20
When Roger rat appeared, Mr. and
Mrs. Rat told him of their offer, which he
accepted immediately. They led him to
their hole, where they found Rena giggled
coyly, hanging on to her mother’s hand.
Although she tried not to let Roger know
how she felt, she was very much delighted
that her parents were arranging for her to
marry him. Like most Korean girls, she
was shy when she was with boys.
Mr. and Mrs. Rat were every bit as
pleased as Rena and Roger were about the
arrangement. And Mr. Rat was convinced
that he had made the best possible match
for his darling daughter. (Who was the
best match for Rena?)
Source: Effective Reading p. 8-10
C. Post Reading Activities:
1. Answering the motive
question:
Why did Mr. Sun, Mr. Cloud,
Mr. Wind and Mr. Wall refuse to marry
Rena?
CT. (Critical Thinking)
Have the pupils answer the
following questions:
1. What was the early Korean custom
of marriage?
2. Who were the choices of Mr. and
Mrs. Rat?
(Divide the class into 4 groups. Then
give each group the task assigned to
them.)
1.
Why did the couple choose Mr. Sun?
What did Mr. Sun do? Group one
present your work.
2. What is the moral lesson of the
story? Group two present your
work.
3. If you will be Rena, what will you
say to your parents with regards to
your marriage? Express your feeling
through writing a letter. Group three
present your work.
4.
Who was finally chosen to be the
groom of Rena? Group four present
your work.
2. Engagement Activities:

GROUP 1: LIGHTS, CAMERA, ACTION!
Why did Mr. and Mrs. Rat choose the sun for
their daughter? What did the sun do? Make a
script and dramatize the part to prove your
answer.
GROUP 2: I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson of
the story. Prepare to sing your song to the
class.
GROUP 3: WRITE ME A LETTER!
If you will be Rena, what will you say to your
parents with regards to your marriage? Express
through a letter.
GROUP 4: CREATE ME A POSTER!
Who was finally chosen to be the groom of
Rena?
Draw a poster showing Rena and his groom in
an altar.
Allow the pupils to perform their task
under time limit.
GOLD: (Grammar Oral,
Language Development)
1. Drill: Pronunciation drill:
Have the pupils read the dialog about
the club meeting on p. 8 English for You
and Me Language.
5. Discussion:
Who attended the meeting?
Who presided the meeting?
Why?
How did the chairperson start the
meeting?
What did the members do if they
wanted to speak?
What did the chairperson do to
indicate that a member was permitted to
speak?
What were discussed in the meeting?
How did the meeting end?
What does the expression “The
meeting may now come to order” mean?
Discuss further.
6. Fixing Skills:
Tell who uses the following
expressions in an election meeting.
1. The meeting will please come to
order.
2. The table is now open for
nomination.
3. I nominate ____ for President.
4. I move that the nomination for
President be closed.
5. I second the motion.
7. Generalization:
What do we have to observe in
participating in a meeting?

Amidst the mists and coldest frosts; Remember:

With barest wrists and stoutest boasts,
He thrusts his fists against the posts,
And still insists he sees the ghosts.
2. Review:
What is the intonation when we are
asking questions?
What is the intonation when we are
stating a fact?
3. Motivation:
Does your own class conduct
meetings and elect officers?
What are some of the courteous
expressions that you used in conducting
meetings?
4. Presentation:
To hold a club meeting, one must
observe proper behavior and must follow
the correct procedure. Courteous
expressions must also be observed. Such
expressions as:
A. The meeting may now come to
order.
b. The table is now open for
_____.
c. I suggest that _______.
d. I move that _____
e. I second the motion ________.
f. How many are in favor?
g. It has been moved and
seconded that ___________.
h. The meeting is adjourned.
i. Is there any objection?

8. Application:

21
 Divide the pupils into four
groups. Have them perform the
different activities.
GROUP 1: LIGHTS, CAMERA,
ACTION!
Do your own class meeting
and elect officers.
GROUP 2:
Make and pass a motion to
give a gift to a much-liked teacher
who is leaving the school.
GROUP 3:
Meet with the class to vote or
whether not to go on a trip to the
nearest museum.
GROUP 4:
Meet with the class to vote on
whether or not to invite parents as
judges in the forthcoming painting
contest sponsored by your club.
IV. EVALUATION:
A. GOLD: Direction: Match the
expressions used in the meeting under
Column A with its meaning under
Column B. Write your answer on the
space provided.
A Like a neckerchief, words also have
_____1. The meeting may now come to
order
_____2. The table is open ______.
_____3. I suggest that ……
_____4. The minutes of the meeting is
_____5. I move that ……
_____6. I second the motion ….
_____7. How many are in favor?
_____8. It has been moved and seconded
that…
_____9. The meeting is adjourned.
____10. Is there any objection?
B b. The bat is hanging on a branch
A. To put something forward for
consideration
C. To support the motion so that it can be
voted on
eive
22
E. Ask how many agree with the
suggestion
J. Ask for some questions
TS (Transfer Stage)
1. Drill: Pronunciation drill: Have
the pupils recite the following
verses:
If a shipshape ship shop stocks
Six shipshape shop-soiled ships,
How many shipshape shop-soiled ships
Would six shipshape ship shops stock?
2. Review: How to write a composition
correctly.
3. Motivation:
What I am holding? (a neckerchief)
What are the uses of this?
(A neckerchief is used by boy
scouts.
….. a sling if you have a broken arm
….. signal flag
….. tie on the head if you have
headache
….. tie on the waist if you have
stomachache
….. others (answer may vary)
many uses.
4. Presentation:
Have the pupils read the
following sentences:
1. a. It is hard to break the fairy’s
spell.
b. The hard glass broke when it
dropped on the floor.
2. A. The boy hits the ball with a
bat.
of a tree.
5. Discussion:
What does “hard” in the first
sentence mean? What about in the
second sentence?
 What does bat mean in the 1st
sentence? 2nd sentence? 8. Application:
Have the pupils read another A. Play the multiple-meaning
example: card game. Given is a set of
A. Cinderella lost her slipper at the ball. meanings for a certain word.
B. The center player shot the ball. Guess and win the game. Write
your answer in the lucky
What are the two different meaning card/blank card.
of the word “ball” in the given sentences?
Discuss further. 1. ..an open space ..a figure with
in the city. four equal sides.
6. Fixing Skills:
A. Which meaning of the
..to settle ..
underlined word is
used in each sentence?

track: 2. ..a large boat ..a hallow

1. A mark left by someone or something. container
2. A path.
3. A set of traits that trains move on. ..a tube that ..
carries blood.
______ The car raced around the track.
______ The railroad track cuts across the
road. 3. ..the upper body ..a card game
______ Is that a bear track in the dirt? part of the nose

dance: ..a structure for ..

crossing a river.
1. To move the body in time to music.
2. A party where people move to music.

_______ The dance started at seven o’clock. 4. …the degree

_______ Denise likes to dance to fast music. of highness …to throw
or lowness
B. Direction: Read each sentence, and of sound
then select the right definition for it.

Hand – A. part of the arm …to fix

B. keep assistance firmly on
the ground
1. When the terrorists attack, many
people offered to lend a hand.
2. Raise your hand if you want to say
something. …a bomb
…a deep hole
5. placed under
the surface of for digging
March – A. step together in rhythm out coal, etc.
the sea
B. third month of the year

1. The band will march in the Araw ng

Kalayaan celebration. ..belonging
to me
2. My birthday is on March 15.

7. GENERALIZATION:
Some words have Answer Key:
multiple meanings; the meaning 1. square
can be identified through context. 2. vessel

23
 3. bridge
4. pitch ____1. Father will sign a letter.
5. mine ____2. The artist is making a sign.

B. Read the sentences and write the letter o

the illustration that best explains the
meaning of the italicized word in each
sentence.

A B

____1. A diploma carries the seal of the

A school.
B ____2. The seal can do many tricks.

____1. The boy puts a stamp on his letter. IV. Evaluation:

____2. Stamp your foot twice
Read each sentence below and
note the definition of each underlined
word. Decide which definition gives the
meaning of the words as it is used in the
sentence. Write the letter of your
answer on the blank space on the left.

Sentences Words and their

Meaning
___1. The General
A B newly promoted
____1. The athlete hurt his foot. general a. concerned with
delivered an the main points
_____2. This ruler is one foot long.
inspirational rather than the
talk to the details
soldiers. b. something
____2. He made applicable to an
some general entire group
observations c. holding superior
regarding the a rank
peace and order
situation in the channel
country.
A B a. the bed of a
____1. The leaves are falling. ___3. The deer stream or river
tail leads b. any means of
____2. Mother leaves for work every
toward the main passage
morning. channel of the c. the proper or
Mississippi official course
River. for the
____4. The transmission of
official made hi communication
request through d. a long groove
channels. or furrow
e. a frequency
band assigned
to a single
transmitting
A B station

24
 GLR: The Proud Flower
V. Assignment: GOLD: Asking and answering questions
A. GOLD: Write a simple dialogue of about oneself/others
participating in a club meeting. TS: Learning
homonyms/homophones
TS: Read each sentence. Decide which Reference: 2002 Basic Education
meaning applies to the underlined word. Curriculum
Write the letter of your answer on the
PELC Speaking 3; PELC Reading 1.4
blank.
Reading for Meaning 6 p.78
1. Lorenzo has a firm belief in God. New Dynamic Series p 163
a. fixed in place Explore Your World Through Language
b. determined and Literature pp 34 - 35
c. a company
Materials: strips of cartolina. Index cards
2. During the summer, children
spend a lot of time wading in the pool. III. PROCEDURE:
a. a group GLR (Genuine Love for Reading)
b. a game A. Pre-Reading Activities:
c. swim tank 1. Drill: Pronunciation drill: Have
the pupils recite the verse drill
3. Above the pointed church roof given:
was a crucifix.
a. spiked Don’t lose your keys,/
b. showed Don’t lose your face.//
c. strong If you lose your keys,/ don’t fuss.//
If you lose your face./ don’t wince//
4. Tourists are entertained in the Don’t lose your lace,/
Fiesta Islands. Don’t lose your sax.//
a. considered If you lose your lace,/ don’t
b. interested gaze.//
c. received as guests If you lose your sax,/ don’t
laze.//
5. By feeling, the faith healer knows
where to apply the necessary treatment. 2. Motivation:
a. condition of being aware Did you know that long ago
b. sense of touch the rose plant did not have thorns?
c. emotion Why do you think they have
thorns now?

3. Vocabulary Development:
LESSON # 6 Have the pupils know the
meaning of the following words:
I. OBJECTIVES:
a. perched (The butterfly perched on
GLR: 1. Enjoy listening to a story a beautiful flower in the garden.)
CT: 2. Answer questions from the story b. admired (The animals that lived
listened to. during that time admired the rose
GOLD: 3. Ask and answer questions about greatly.)
oneself/others using pictures and c. dangerous (The rose plant became
or dialogues a dangerous plant to touch.)
TS: 4. Decode meaning of unfamiliar d. proud (God did not like the rose
words by learning plant to be proud.)
homonyms/homophones.
4. Motive Question:
II. SUBJECT MATTER:

25
 Have the pupils create their own
questions about the story. The teacher will GROUP 1: LIGHTS, CAMERA, ACTION!
write all the questions on the board.
Choose the part that you liked best
B. During Reading in the story. Then make a script and
dramatize the chosen part.
Activities:
Have the pupils listen to the
story. Let them take down GROUP 2: WRITE ME A LETTER
important details about the story.
Write a letter to the rose telling her
your feeling about her being proud.
The Proud Flower

Many, many years ago, when the GROUP 3: USING A TIME LINE
earth had only the sun and the moon, the
flowers and the animals, the rose was STORY GRAMMAR ORGANIZER
thought to be the most beautiful flower.
It was so beautiful that all the Have the pupils complete the story
animals that lived during that time admired grammar organizer:
it greatly.
Title: _________________________
One day, a butterfly got tired flying. Author: _______________________
It perched on the lovely rose to rest. The
rose became mad. It did not like nay Who is the main character?
butterfly or insect to perch on its petals or
leaves. It thought it should do something
about it. At last it came up with an idea. Where and when did the story take place?
Thorns! It could surround itself with thorns.
The rose plant became a dangerous
plant to touch. Many could admire it but
only a few could touch it. God did not like What is the problem or conflict?
this. He did not like the rose plant to be
proud. So He created other beautiful flower-
bearing plants. He created other flowers What did the main character do to solve
that are more beautiful than a rose. God the problem?
created orchids, tulips, chrysanthemum, and
many other more beautiful flowers.
How did the story end?
Adapted- New Dynamic Series
GROUP 4: DRAW ME
CT. CRITICL THINKING
A. Post Reading Activities: What did God do to make the rose
1. Answering the motive question. plant realize that being very proud is not
Have the pupils answer the given good? Answer this question by drawing.
questions on the board.
Allow the pupils to perform the
2. Comprehension Check: activities under limited time.
Have the pupils answer the
following questions: GOLD (Grammar Oral,
a. What was admired by all the Language Development)
animals?
b. What perched on the lovely rose 1. Drill: Pronunciation drill:
to rest? Have the pupils read the verse
c. What makes a rose harmful? drill:
3. Engagement Activities: As Daddy loses his hair,/
Have the pupils perform the And Mommy loses her maid./
following activities. I burn the toasts/ and break the eggs.//

26
 As I burn the toasts/ What information was included in
And break the eggs,/ the dialogue?
Daddy reproaches Mommy/ How did you ask questions?
And Mommy pinches me!// What words did you use in order to
ask questions?
2. Review: Checking of assignment Discuss further.

3. Motivation:
Do you help your friends in times of 6. Fixing Skills:
needs? How? A. Have the pupils
listen once again to the
4. Presentation: story “The Proud Flower.” Have them
Have the pupils read the dialogue. ask questions about the story.
Beating the Deadline B. Have the pupils study the
Sherwin, Karl and Jazzer are the best picture given. Let them ask
of friends. Whatever one does, the rest try to questions about the picture.
help.

Jazzer: I can submit my project this

afternoon. How about you,
two?
Sherwin: I’m still doing some finishing
touches. Maybe I can give it
by Monday, next week.
Karl: Well I’m ready to hand it to
Mrs. Castillo tomorrow
morning.
Sherwin: How I hope I can finish it on
Friday. 7. GENERALIZATION:
Jazzer: Why can’t you? I’ll help you, What are the important things that
now! we should remember in asking
Karl: You’re really a good friend, questions?
Jazzer.
Jazzer: Oh, that’s nothing. What are REMEMBER:
friends for? In asking questions, one should
Karl: You’ve got a true friend, remember to use the –wh questions such
Sherwin, haven’t you? as who, what, when, where, why, whom,
Sherwin: Yes, I have. You two are my and how.
real friends, aren’t you?
Karl: Of course! All for one and 8. APPLICATION:
one foe all! Have the pupils ask questions
about the following pictures:
5. Discussion:
Have the pupils study the dialogue GROUP 1:
given. Let them ask questions about the (Computers)
dialogue given. (Possible questions to be
given are:

1. What are the three boys busy about?

2. Who are the three boys?
3. Who works fast? Why?
4. Who’s the slowest? Why? GROUP 2:
5. How did they show concern for each (Coral
other? Reefs)
6. Were they able to beat the deadline?
How?

27
GROUP 3: ate eight fare fair
(Forest)

made maid meat meet

GROUP 4: 5. Discussion:
(Astronaut)
What did you notice about the
pairs of words?
What is common among these
words?
Give another word that sounds the same
as these words.
does – dash course-coarse
IV. EVALUATION: eye-I whole-hol
GOLD: Direction: Ask questions about which-witch to-too
the given pictures. and-end will-wheel
be-bee new-knew
A.
 What do you notice with these
words?
- They sound the same but they
differ in meaning and
spelling.
 How do we call words that sound
B. the same but differ in
meaning and spelling?
- Homophones
Can you give some examples of
homophones?

What are these words?

Discuss further.
TS. Transfer Stage:
6. Fixing Skills:
1. Drill: Pronunciation drill. A. Fill each blank with the correct
Have the pupils read the verse drill: word. Refer to the list of
Please, little star,/ tell me who you are,// homonyms in the box.
Why do you stay/ up there in the sky?//
Where do you stay when it rains?// 1. Father bought a _____ car for the
Where do you stay when it snows?// family.
Please, little star,/tell me who you are.// 2. The ____ for the low cost housing
was already assigned.
2. Review: Checking of assignment. 3. Mother would like to ____ her
son’s teachers.
3. Motivation: 4. Everyday, Kyle and Gabriel ____in
Present the picture of an animal hare the library.
and a woman with long hair. 5. Gale cooks adobo using pork and
How do you call this animal? chicken ______.
What does a woman have?
new - knew
4. Presentation: sight - site
Have the pupils read the pair of meet – meat
words given. ad - add
ant aunt deer dear

28
 2. We chose to visit Laoag City, the
B. Encircle the correct word in _____ of Ilocos Norte.
parentheses. 3. We drove ____ the city in ____ days.
(to, too, two)
1. (It’s, Its) never too late to change. 4. We ____ many sign and giant
2. (You’re, Your) the only person I know billboard along the way.(read, red)
who like opera. 5. It was interesting to ____ the accent
3. I bet you can’t (beat, beet) Andrei in of the Ilocanos. (here, hear)
munching carrots. C. From each pair of homophones, choose
4. The (sight, site) of the new sports center the word that fits the given meaning.
is beside the lake. Say the word and spell it out. (In this
5. You have to take your time and plan activity, encourage pupils to enjoy the
when you (right, write) a story. relay game in giving answers.)
7. GENERALIZATION:
steak - stake
HOMONYMS or HOMOPHONES rowed – road
are words that are pronounced the same but sole - soul
differ in spelling, meaning and often have way - weigh
different origins as well. vale – veil

Example: main-mane (meyn) 1. A stick or post as of wood sharpened

for driving into the ground 
a. Main – give the main idea (the most STAKE
important or the primary) 2. A slice of meat as of beef, usually
b. Mane – the mane of horse is black broiled or fried STEAK
(the hair at the back of the 3. The bottom surface of the foot
neck of a horse) SOLE
4. The rational, emotional and
8. Application: volitional faculties in man SOUL
A. Circle the homophones to make the 5. Direction; turn; route  WAY
sentence correct. 6. To determine the weight of as by
measuring on a scale or balance 
1. I think ____ is going to be a WEIGH
thunderstorm today. 7. Propelled across the surface of the
a. their b. there water with roars as a boat  ROWED
8. An open way for public passage; a
2. The rainy _____ is driving me crazy. highway  ROAD
a. weather b. whether 9. A valley; a low lying tract of land 
VALE
3. This is better ____ that. 10. A piece of thin and light fabric, worn
a. than b. then over the face or head for
concealment, protection, or ornament
4. History is all about what happened in  VEIL
the _____.
a. passed b. past IV. EVALUATION:
TS. Direction: Supply the correct word
5. You have to walk ____ the doorway to for each blank in the sentence.
go to this classroom.
a. threw b. through 1. We ____ our bikes on a very
bumpy ____. (road, rode)
B. Write the correct homophones on each 2. Father left _____ house an ____
blank. before we left for school. (hour,
our)
1. We couldn’t decide ____ to go to 3. The ____ quickly_____ the beds
Baguio or Laoag City. (weather, and dusted the furniture. (maid,
whether) made)

29
 4. Mother will ____ my dress, ____ I
can wear it tomorrow night. (sew,
so)
5. Did you ____ that? The circus is
coming _____. (here, hear)
TS: Decoding meaning of unfamiliar
words using context clues.
Reference: 2002 BEC Handbook in
English
PELC Speaking 3.1; PELC Reading 1.5
New Dynamic Series in English p. 1

Materials: picture of a sculptor, tailor,

V. ASSIGNMENT: holy man, native man, strips of cartolina,
A. GOLD: Direction: Ask questions about
the picture given. III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre – reading Activities:
1. Drill: Pronunciation drill:
Have the pupils recite the
following verse:
If many men knew,
What many men know;
If many men went,
Where many men go;
If many men did,
What many men do;
B. TS. Underline the correct word in
The world would be better,
parentheses to complete each sentence.
I think so; don’t you?
1. Do you know how birds got (their,
2. Motivation:
there) colors?
Do you perform good deeds
2. Birds (cheep, cheap) while ducks
because of the praise and honor you’ll
quack.
receive?
3. Lions eat (meet, meat) that is why they
What does greediness do to
are called carnivores.
mankind?
4. We pray for (peace, piece) on earth.
Is it good to share things with
5. Allyson cannot wait to wear her
others? Why or why not?
(knew, new) dress to church tomorrow
morning.
3. Unlocking of Difficulties:
Have the pupils read the following
words:
dense sheer
LESSON # 7: exhausted holy man
sculptor tailor
I. OBJECTIVES: incantations claim
retrieves as to set to
GLR: 1. Enjoys listening to a story do
CT: 2. Answers questions from the story
listened to. Write Yes or No before each
GOLD: 3. Change statements into statement. (can be assigned one day before
questions. (Using the linking the topic)
verbs: is, are, was, and were)
TS: 4. Decode meaning of unfamiliar ____ 1. A dense forest has too many trees
words using context clues. . standing close to one another.
_____2. One feels exhausted after a long
II. SUBJECT MATTER: and rigid exercise.
_____3. A sculptor is an artist who carves
GLR: The Parable of the Forest figures.
GOLD: Changing Statements into _____4. Sheer can also mean transparent
Questions and pure
_____5. A holy man is always praying.

30
_____6. A tailor is someone who drags a
long tail when he walks.
_____7. Incantations are prayers or charms
spoken as part of ritual; or magic.
_____8. To claim is to deny something.
_____9. When one retrieves something, he
gets it back.
____10. To plan out something is the same
as to set to do something.
4. Motive Question:
What problem confronted the three
when the work was accomplished?
B. During Reading Activities:
1. Have the pupils listen to
the story. Let them take
down important details about the story.
THE PARABLE OF THE FOREST
Three men got lost in a dense forest.
For several days, they could not find their
own way out. Exhausted, the three men
camped on a common site and discovered
that one was a sculptor, another was a
tailor, and the third was a holy man.
Out of sheer desperation, they
agreed to create native man who could then
guide them out of the thick forest to safety.
(What do you think each man did to create
a native man?)
The sculptor got a piece of trunk from
a fallen tree and carved the figure of a man.
The tailor gathered several leaves
and sewed together a coat and pants and put
them on the carved wooden structure.
Then the holy man murmured his
deepest incantations whereby life soon
began to breathe out of the wooden man.
A problem immediately arose. (What
do you think was the problem?) Each
began to claim the native as his creation.
“If not for the wooden form, this
native would not exist,” said the sculptor.
“If not for the attire, this native
would not be made!” exclaimed the tailor.
“If not for my prayers, no life would
have lived!” shouted the holy man.
Since they could not agree on who
should get the credit and the ownership of
the creation, (What do you think they did
with the native man?) the three decided to
retrieve each one’s contribution. The holy
man got back his prayers, the tailor stripped
out the clothes, and the sculptor reduced the
31
low lifeless log into a pile of flitches with
his ax. (What happened to the native
man?)
The native man who could have led the
three to safety was dead.
(Juan M. Flavier)
C. Post Reading Activities:
1. Answering the motive question:
What problem confronted the three
when the work was accomplished?
CT. (Critical Thinking)
A. Comprehension Check:
Have the pupils answer the
following questions:
1. How did the sculptor, the tailor and
the holy man meet?
2. To get out of the forest, what did
they set their minds to do?
(Divide the class into four groups.
Have them perform each group
activity)
3. What did each contribute to the plan?
Group 1, present your work.
4. When the problem confronted the
three, was the problem solved?
Group 2, present your work.
5. What is the moral of the story?
Group 3, present your work.
6. What kind of mentality was shown in
the story? How does this loosen our
progress as people? Group 4, present
your work.
B. Engagement
Activities:
GROUP 1: LIGHTS, CAMERA, ACTION!
What did the sculptor, the tailor and the
holy man contribute to the plan? Make a script
and dramatize the part to prove your answer.
GROUP 2: CREATE ME A POEM!
When the problem confronted the
three, was the problem solved? Answer the
question through a poem consisting of 2
stanzas, free verse.
GROUP 3: I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
GROUP 4: DRAW ME
What kind of mentality was shown
in the story? How does this loosen our
progress as people? Present your answer
through a poster.

Allow the pupils to perform their task
under time limit.
GOLD: (Grammar, Oral,
Language Development)
1. Drill: Pronunciation drill:
A great way to break plates is
to take plates of great weight in
great height/
Facing or gazing or gaping one way
While pacing or hazing another way.
2. Review:
What do we have to observe in
participating in a meeting?
3. Motivation:
What does your family love to do
together?
4. Presentation:
Have the pupils read the following
sentences:
A. 1. It is spring when he arrived in Vienna.
2. Is it spring when he arrived in
Vienna?
B. 1. Accidents are prone to happen again
and again.
2. Are accidents prone to happen again
and again?
C. 1. Our deacon was transferred to Biñan.
2. Was our deacon transferred to
Biñan?
D. 1. Those people were our neighbors.
2. Were those people our neighbors?
5. Discussion:
Which of these sentences are
statements? Which are questions?
Have the pupils take a look on
sentence A # 1. What is the subject used
in the first sentence?
What is the verb used?
32
Take a look on sentence A #2.
What kind of sentence is it?
How did we change statement #1
into question? (Do the same questioning
for statement B, C and D #1 & #2)
6. Fixing Skills:
Change the following statement
into question:
1. Allyson is reading the book of
Harry Potter.
2. Most doctors are women.
3. Technology in the new millennium
is fast advancing.
4. The parrot was caught in Palawan.
5. Your relatives were businessmen.
7. GENERALIZATION:
How do we change statement into
question?
REMEMBER:
 To change statement into question,
invert the position of the subject and
the first word in the verb phrase in
the statement.
Ex. S: My father is coming home today.
Q: Is my father coming home today?
S: Lilia was a Franciscan novice.
Q: Was Lilia a Franciscan novice?
8. APPLICATION:
Guided Practice:
Divide the class into four groups.
Have them perform the activities given to
them.
GROUP 1:
Transform the following statements
into question:
1. Allen was happy that her mother is
now well and fine..
2. You are going to see a nice movie
tonight.
3. Marlon is leaving tonight for Canada.
4. They are going to present their report
on Monday.
GROUP II:
Change the following statements into
question. Write your answers on the shirts to
be hanged on the clothesline. (Provide 5 shirts
for the answer)
1. We are going to have a long quiz
tomorrow.
2. St. Francis was a native of Assisi.
3. Wenn Deramas is a good director.
4. Janelle was sleeping when I arrived.
 How do we find meaning of words
aside from using a dictionary?

4. Presentation:
GROUP III: Aside from using a dictionary, we
Change the following statements into can get or guess the meaning of words
question: with the help of several clues, called
1. Mother Seton, a saint, was a Catholic contextual clues.
convert.
2. The Last Front is a movie about an
Have the pupils read the following
AIDS victim. sentences:
3. Joyce is writing a poem for her friend.
4. Precious and Lei are listening to their 1. The castle was surrounded by a
favorite music. moat, which is a water canal, to
GROUP IV: keep enemies away.
Transform the following statements into 2. A moat, a water canal to keep
questions: enemies away, was built around
1. The sperm whale is the only giant
among the toothed whales. the castle.
2. They are reporting for work.
3. He was the visitor. 5. Discussion:
4. We are taught not to rely on our own What is being described in the first
interpretation of biblical passages. sentence?
(Answer: moat)
Allow the pupils to perform their task What does it tell about a moat? (have
under time limit. the pupils read the description of the
moat.)
IV. EVALUATION: Discuss the two main types of
A. GOLD: Direction: Change the contextual clues. Refer to generalization.
following statement into Discuss further.
question.
6. Fixing Skills:
1. The survivors were so weak that they
could hardly walk. Read each sentence carefully and get
2. The steak I ordered was as tough as the meaning of the underlined word as
leather. used in the sentence. Encircle the letter of
3. Jesus Christ is our Lord. your answer.
4. Aluminum is a useful metal.
5. The eyes are the windows of the soul. 1. His father’s voice startled him and made
him look back to the direction toward
the town.
TS. (Transfer Stage) a. surprised b. frightened
1. Drill: Pronunciation drill: c. anxious
Say: A twister of twist
Once twisted a twist, 2. Then they hailed a cab to take them to
And the twist that twisted, Manong Kadyo’s house near the
Was a twisted twist. butcher’s place.
a. to produced a sound
2. Review: Checking of assignment. b. to greet with shout
Think of a word that will be c. to stop
formed from the given suffixes. Use
these words in a meaningful sentence. 3. The other members of the household
1. less spilled into the cool, clean veranda.
2. ful a. furniture b. couch
3. able c. an open porch
4. ness
5. ly 4. I appreciate that you chose to come
here.
3. Motivation: a. to recognize gratefully
b. to apprehend

33
 c. to understand
5. Mang Pidong patted all the other
children on their heads.
a. to recognize
b. to strike gently
c. to look
7. GENERALIZATION:
What are the two main
types of contextual clues?
There are two main types of
contextual clues; the definition clues and
the appositive clues.
@ A definition clue gives a statement
explaining or describing.
@ An appositive clue is a word or phrase
that identifies or explains further the
word it follows.
8. APPLICATION:
A. Underline the context clue that helps
you guess the meaning of the
italicized word in each sentence. Tell
whether it is an appositive clue or a
definition clue.
1. The soldiers attack the fort, a military
enclosure that served as the
headquarters of the enemies.
2. Intramuros is actually a pentagon, a
figure with five sides.
3. Puertas are openings with elaborate
gates and were built with chambers for
the guards.
4. Sunset, the time when the sun goes
down the horizon, makes me sad.
5. Mother had a hard time ascending or
climbing a flight of stairs to reach the
5th floor.
B. Read each sentence carefully. Choose
the meaning of the underlined word by
looking for word clues in the sentence.
1. The operator in charge of the central
switch-board rang Dorothy’s telephone
number for me.
a. a bus-line owner
b. a person who makes switch
connections for telephone
callers
c. a doctor operates on a patient
34
2. Nervous and excited, I blurted out to
Dorothy on the phone, “Would you
like to go with me to a movie?”
a. said hurriedly without thinking
b. whispered softly and slowly
c. sang sweetly
3. My neck was hurting before the
movie was over.
a. twisting
b. swelling
c. painful
4. I thought it would be more sophisticated
and more elegant to order something
different.
a. refined
b. expensive
c. cheap and simple
Answer Key:
1. b 2. a 3. c 4. b
IV. EVALUATION:
TS: Direction: Underline
the word or words that give
the meaning of the underline word in
each sentence.
1. Mother gave her a pouch, a small
bag, which contained thirty gold
pieces.
2. The boys were frightened to see a
beast, a terrible – looking animal.
3. There is a possibility or a chance
that you might win the first prize.
4. His success was attained or
achieved through hard work and
dedication.
5. The old haunted house, believed to
be visited by ghosts, horrified the
children.
V. ASSIGNMENT:
GOLD: A. Change the
following statement into question:
1. The explorers were attacked by
hostile natives.
2. The pupil was punished fro his
insolent behavior.
3. She is amiable.
4. A baby’s skin is smooth.
5. Those plans are hazy.
TS. From each sentence, draw out the
meaning of the underlined word.
 2. Motivation:
1. The court where the wise judge sat Is it good to tell a lie? Why or why
was not an ecclesiastical court, a court not?
run by the church. 3. Unlocking of difficulties:
2. The courts in Ethiopia have complete Choose the letter of the right word
autonomy; in other words, they are or phrase which will complete the
independent. thought of the statement.
3. At last, the bailiff, a court’s policeman,
made them understand the judge’s 1. A person who is tardy is ___.
decision. a. prompt b. late
4. Farmer Mulugeta did not hear what c. busy d. honest
she said, for he had grown
deaf. 2. Birds nourish themselves when they
LESSON # 8: ___
a. chase each other
I. OBJECTIVES: b. fly high
c. feed on grains
GLR: 1. Enjoys listening to a story d. sleep well
CT: 2. Answers questions from the story
listened to. 3. Flowers in panicles are usually
GOLD: 3.Change statements into questions. _____.
(Using do, does and did) a. hanging b. in bunch or
TS: 4. Follow a series of direction in cluster
cooking and in written directions. c. swinging d. alone

II. SUBJECT MATTER: 4. Alibis are ____.

a. excuses b. flowers
GLR: The Parable of the Perfect Alibi c. diseases d. stories
GOLD: Changing statement into questions.
(Using Do, does and did) 5. A goner is someone with ____.
TS: Following series of direction. a. a gun b. a hopeless case
c. an animal d. a wanderer
Reference: 2002 BEC Handbook in English
PELC Speaking 3.3.1; PELC Reading 2. 6. Someone who is hapless is ___.
New Dynamic Series in English p. 25 a. not whole
Readings and Communication Skills in b. unhappy
English p.35 - 37 c. unfortunate
d. without parents
Materials: strips of cartolina, index card
7. Apprehensions comes whenever
III. PROCEDURE: ____
GLR (Genuine Love for Reading) a. we are peaceful.
A. Pre-reading Activities: b. we are afraid
c. we are well
1. Drill: Pronunciation drill: d. we are happy
Have the pupils read the following
phrases correctly: 8. A fractured leg is ___.
a. long
tardy as usual b. short
tarried along the way c. broken
flocks of bird d. dirty
length of our delay
above the newly harvested 4. Motive Question:
perfect alibi Why were the three barrio school
leftover grains on the panicles boys always tardy?
listened patiently
invariably has good alibis

35
 B. During Reading Activities:
1. Have the pupils listen to the story.
Let them take down important notes about
the story.
THE PARABLE OF THE PERFECT ALIBI
The three barrio schoolboys were
tardy as usual. Like in the past, they
tarried along the way instead of
proceeding directly to school.
A flock of birds attracted them. They
spent the better part of the morning firing
their slingshot. (What did they do with the
bird?) The birds hovered around the
newly harvested field to nourish on the left
over grains on their panicles. The boys
had fun chasing the birds. And as each
animal flew to safety, the stone from the
force of the slingshot followed them.
Now, they were late for school by
almost an hour. It was not the first time.
But somehow, they always put one over
their young city-bred teacher. They always
had good alibis. (What do you think are
some of the alibis that they say to
convince their teacher?
It was either the farm chores or
some last minute unavoidable errand or
some mishap. One time, they spent the
morning swimming in the river. Yet, they
convinced their teacher of an emergency.
A little girl was drowning so they took
time to save her.
Or the alibi of helping an old woman
carry her heavy load. Their excuses were
endless. (Do you think their teacher
believe their alibis?)
They also knew their teacher was
getting suspicious and fed up. So the three
boys made sure their next explanation was
fool-proof.
“I have a good idea,” said the fat
one of the three boys. “Let us tell the
teacher we saw this carabao in pain.”
“Yes,” the second agreed. “The
carabao was wounded.”
“No,” the third remarked. “It must
be more serious than a wound. Let us say
a leg was fractured. That way, it is
acceptable and will justify the length of
our delay.”
“Right! Brilliant. The perfect alibi,”
they chorused.
And so, in as dramatic a way they
could master, the alibi was presented. The
teacher listened patiently.(Do you think
their teacher believe on their alibis?)
36
“How pitiful is the carabao,” she
commented. “It is good the three of you
were on the spot to assist and save the
poor hapless animal.”
“That is right, Ma’am,” confirmed
the fat one with a shade of cocksureness.
“Without us, the carabao is a goner
(tepok na). It is good only one leg got
broken. Otherwise, it is the slaughter
house for the hapless animal. We should
be commended. Maybe even awarded
medals.”
“Enough of your lunacy,” she said
with a trace of anger. “Now, spread out,
one each corner of the room. Get a piece
of paper and ready your pencil.”
“Are you giving us a special
quiz?” asked the fat one with
apprehension. The three were certainly
not ready for a test. (What do you think
the teacher will do?)
“No, this is not a quiz,” she said
with a naughty and big smile. “I just
want you separately to write a short
essay indicating which of the four legs of
the carabao got fractured. And be
specific whether it is hind or front leg
and whether right or left.”
-Juan M. Flavier
C. Post Reading Activities:
1. Answering the motive question.
Why were the three barrio school
boys always tardy?
CT (Critical Thinking)
Comprehension Check:
Have the pupils
answer the following questions.
a. What alibis had been given by
these three boys before?
b. Why did the three boys want to
make sure their next explanation
was credible?
Divide the pupils into four. Have them
perform the activities that are assigned to
them.
1. What alibi about the carabao did they
agree to present? Group 1, present
your work.
2. Prove that this time, the three boys
were not able to fool or put one over
their young teacher. Group 2, present
your work.
3. How did the teacher later on prove that
the alibi presented about the carabao was
untrue? Group 3, present your work.
4. What is the moral of the story? Group 4,
present your work.
3. Engagement Activities:
(Allow the pupils to perform under time
limit)
GROUP 1: LIGHTS, CAMERA, ACTION!
What alibi about the carabao
did they agree to present? Make a script
and dramatize it to your class.
GROUP 2: CREATE ME A POEM!
Prove that this time, the three boys
were not able to fool or put one over their
young teacher. Group 2, present your
work.
GROUP 3: WRITE A LETTER
How did the teacher later on prove
that the alibi presented about the carabao
was untrue? Pretend that you are the teacher
and you are going to write a letter to your
best friend telling her the situation about the
three barrio schoolboys.
GROUP 4: I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson of
the story. Prepare to sing your song to the
class.
GOLD (Grammar Oral,
Language Development)
1. Drill: Pronunciation drill:
Have the pupils read the
following verse:
A good baker bakes good cookies.
If a good baker bakes good cookies,
How many good cookies
Can a good baker bake?
2. Review: Checking of assignment.
A. Change the following statement into
question:
1. The explorers were attacked by hostile
natives.
37
2. The pupil was punished fro his
insolent behavior.
3. She is amiable.
4. A baby’s skin is smooth.
5. Those plans are hazy.
3. Motivation:
What does your family love to do?
Where do you usually do it?
4. Presentation:
Have the pupils read the paragraph.
The Kitchen and My Family
My family loves to eat and talk.
In fact, we are often in the kitchen
together more than in any other room in
our home. In the kitchen, my sisters talk
for hours, my father gives advice to my
kuya, and my mother listens to my
stories from school. As we talk, we share
hearty food as we exchange jokes or
ghost stories. Indeed, this makes us one
happy family.
5. Discussion:
What does my family love to do?
What does my father do to kuya?
What does mother do?
Have the pupils read the following
sentences:
(To be written on strips of
cartolina)
A. 1. My family loves to eat and talk.
2. Does my family love to eat and talk?
B.1. My sisters talk for hours.
2. Do my sisters talk for hours?
C. 1. My father collected leaves and
twigs from his nature trip.
2. Did my father collect leaves and
twigs from his nature trip?
What is the verb used in the first
sentence? (loves)
What form of the verb is loves? (-s
form of the verb)
How was it change into question?
Please read.
Why did we use does? (The subject is
singular and the –s form of the verb is
used.)
Discuss further. Do the same
questioning for sentences B & C. (You
may use the information given under
REMEMBER.)
6. Fixing Skills:
Direction: Change the following
statements into questions.
1. The priest gives us the sacrament
of penance.
2. Our friends acknowledge the
GROUP 3:
roaring cheers. Transform the following statements
3. Letty fears those men. into questions:
4. We expressed our ideas in writing. 1. Mercy and Rosa dig for dirt in the
5. The postman handed over the letter empty lot.
to me. 2. Warm blooded animals produce milk
to feed their young.
7. GENERALIZATION: GROUP3. Willy
4: sailed through the Pacific
How do we change statement into Ocean
Change the on a luxury
following liner.
statements into
question? 4. Lilian saw the accident.
questions.
1. Children hear the mass every morning.
2. Warm blooded animals produce milk to
 If the statement uses the simple tense,
feed their young.
as in the example below, the question 3. Some shops advertise their products
starts with do, does, depending on the in the newspaper to attract customers.
number of the subject. 4. They choose the best orator from among
the thirty contestants.
Examples:
S: Karl goes to the library every
Tuesday. IV. EVALUATION
Q: Does Karl go to the library every A. GOLD: Change the following
Tuesday? statements into questions.
S: Sherwin and Jazzer enjoy reading
science fiction. 1. You work in school.
Q: Do Sherwin and Jazzer enjoy reading 2. Jillian works in a bank.
science fiction? 3. Prayers bring peace and
contentment to the spirit.
 If the statement uses the simple past 4. We show our gratitude by
tense, the question starts with did. our deeds.
Example: 5. You worked in a car park
S: The tsunami killed thousands of last year.
people.
Q: Did tsunami kill thousands of TS (Transfer Stage)
people? 1. Drill: Pronunciation
drill:
8. Application: If Titay can tie a tie
Divide the class into four groups. and untie a tie
Have them perform the tasks assigned to Why can’t I tie and untie a tie
them. The way Titay ties and unties a tie?
GROUP 1
Change the following statements into 2. Review:
questions: Choose the correct meaning of the
underlined word from the choices given.
1. Margie wants to attend the general
assembly. 1. The police surrounded the bank before
2. Lilian scatters the seeds for the birds. the robbers could escape.
3. The cat’s stare scares me.
4. John sings at a first class hotel.
a. set up b. get away
c. look about d. run down

2. What were the points raised at the

GROUP 2: director’s meeting?
Transform the following statements a. made up b. left out
into questions.
c. led off d. brought up
1. We bought them from a handicraft
store.
2. I brought the salad to the reunion.
3. We flew to Toronto from New York.
4. Last Wednesday, Mildred wore a 38
Malong to the party.
 3. Can you recognize the signature at the Discuss further. Discuss also
end of this letter? following directions in prescriptions.
a. own up b. point out
c. brush off d. make out 6. Fixing Skills: Listen to the
following instructions. Follow
3. Motivation: what is asked to do.
What should you do if you do not
know the procedures on how to cook 1. Draw a big circle.
spaghetti? 2. Draw two smaller circles side
by side a bit higher than the big
circle.
4. Presentation: 3. Draw a small triangle below
Life in a way is similar to cooking. If the two small circles.
we put the right ingredients, and follow 4. Put an oblong below the small
the procedure correctly, we will have a triangle.
beautiful and fruitful life. 5. Put two curve lines opposite
Have the pupils read the Recipe for each at the outer side of the big
Daily Life below. circle.
6. What did you draw?
Recipe for Daily Life

Ingredients: 7. GENERALIZATION:
1 kilo of FAITH In baking or in any other
4 cups of LOVE forms of cooking, what
1 tsp. of PRIDE must one do to come up with delicious
4 slices of CHARITY meals?
500 gms. of KNOWLEDGE
5 tbsps. of UNDERSTANDING 8. APPLICATION:
3 tbsps. of FORGIVENESS A. To prepare Philippine fruit
1 tsp of CARING cocktail, you have to follow the following
500 gms. of WISDOM steps. Number the sentences 1 – 6 to show
the steps.
Procedure: Put your 1 kilo of faith
in briskly boiling 4 cups of love. Simmer _____ Boil the “saba” bananas.
for an hour. Add your 1 tsp. of pride, _____ Boil the syrup and add the frits,
boil until tender. Then add your 4 slices stirring carefully.
of charity, 500 gms. of wisdom, 500 _____ Cook the “kaong” aand “nata de
gms. of knowledge, and 5 tbsps. of coco.”
understanding. Add 3 tbsps. of _____ Wash all the fruits and peel them.
forgiveness and mix well until blended. _____ Prepare syrup enough to cover the
Add 1 tsp. of caring to taste. Makes 2 fruits and add ½ teaspoon
servings. Then store it in your heart and calamansi juice.
serve it to your nation, especially to _____ Cut fruits into 1 centimeter cubes.
GOD.
B. Follow the directions below. Do this
5. Discussion: on a piece of cartolina/manila paper.

a. What should you do after adding 3 1. First draw a big circle in the box.
tbsps. of forgiveness? 2. Second, write a capital A at the
b. For how long would you let your center of the circle.
pride simmer? How would you know If 3. Third, draw a small diamond
it’s already done? below letter A.
c. How many servings will each 4. Fourth, draw two small circles with
recipe make? spaces between them just above the
d. What should you first add when letter A.
your pride is already tender? 5. Fifth, draw two small triangles,
e. To improve taste, what must be one attached to the right part of the
added to the mixture?

39
 big circle and the other attached to the GOLD: 3. Change questions into
left. statements.
TS: 4. Give the details that support the
What figure did you make? big idea.

IV. EVALUATION II. SUBJECT MATTER:

TS: Read the following
sentences then follow
the instructions given:
1. Write the past form of the verb in this
sentence.
2. Place a cross mark (x) over the eight
word in this sentence. Then draw a
square and write that word inside the
square.
3. One of the words below ends with the
sixth letter of the alphabet. Draw a line
across the word.
a. below b. with
c. letter d. thief
4. f I have a large box with 3 small boxes
in it and 5 very small boxes in each box,
how many boxes are there in all?
_______
5. Put an (X) over the second letter of the
word that is rat spells backward.
1. tar 2. rta
3. atr 4. tra
V. ASSIGNMENT:
GOLD: A. Change the following
statements into questions:
1. A path leads from the clearing.
2. Collection and sale of corals destroy
the habitat of many sea animals.
3. The baby turtles hatched in the sand.
4. Mary accepted her role as God’s
mother without question.
5. My story beginning provokes interest.
B.TS: Direction:
1. Make a diagram showing your
residence from your school. Write the streets
you will pass and write your address on the
spot where you will find your house.
GLR: The Power of Words
GOLD: Changing Questions into
Statements
TS: Distinguishing Changes in
Meaning of Sentence Caused by Stress
Reference: 2002 Basic Education
Curriculum
PELC Speaking 3. 3.1; PELC Reading 2.
New Dynamic Series in English p. 25
Readings and Communication Skills in
English p.35 - 37
Materials: strips of cartolina, index card
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
1. Drill: Pronunciation drill:
Have the pupils recite the tongue
twister:
A maid with a duster made a
furious bluster dusting a bust in the
hall,
Only to find when the bust was
dusted, the bust was busted, the bust
was the dust!
2. Motivation:
How do words help people?
3. Unlocking of Difficulties:
Complete the puzzle with the
meaning below.
5
M

1 R 7

LESSON # 9 6 X 8

2 M T
I. OBJECTIVES:
U
GLR: 1. Enjoys listening to a story 3 S Y 4 A
CT: 2. Answers questions from the story R S T
listened to.
ACROSS:

40
 1. to pardon 1. What is the selection all about?
2. showing disrespect 2. What are the unwholesome
3. to demolish; to ruin expressions in the passage? What
4. to cure; to mend do they do to a person?
DOWN: 3. What are the wholesome
5. to soothe in distress expressions in the passage? What
6. strength do they do to a person?
7. to utter; to represent 4. Do the unwholesome expressions
8. flaw; defect affect the speaker, too? Why? Why
not?
Have them choose the answer from the
given words: C. Engagement Activities:
1. forgive GROUP 1: DRAW ME!!
2. comfort How will a person look like if
3. contempt unwholesome expressions will be given to
4. heal him?.
5. express
6. fault
7. destroy GROUP 2: LIGHTS, CAMERA, ACTION!
8. power Prepare a skit showing appropriate
expression in any of the following scenario:
a. How to reject or refuse
4. Motive Question: b. How to disagree
What can we do to avoid uttering
unwholesome expressions?
GROUP 3: WRITE A LETTER
B. During Reading Activities:
1. Have the pupils listen to the story. Let 1. Do you think that unwholesome
them take down important details about the expressions help a person? Explain
story. your answer through a letter to a
friend.
THE POWER OF WORDS
GROUP 4: I WRITE A SONG!
“Don’t let unwholesome talk come
out of your mouths, but only what is helpful Identify the lesson of the story and
for building others up…” (Eph. 4:29) compose a song that tells the moral lesson
of the story. Prepare to sing your song to
One destroys a person (himself the class.
included) every time he says, “I’ll get even
with him!” or “I cannot forgive him!” or Allow the pupils to perform their task
“Mine is mine alone!” Yes, one destroys a under time limit.
person and himself every time he says words
that express contempt. GOLD (Grammar Oral,
On the contrary, one builds a person Language Development)
every time he says, “I’m sorry, it was my
fault.” One builds a person every time he 1. Drill: Pronunciation drill:
says, “I love you” or “May I help you?” Have the pupils read the following
Yes, one builds a person every time he verse:
expresses words that comfort and heal the
soul. A good baker bakes good cookies.
-Adapted If a good baker bakes good cookies,
How many good cookies
C. Post Reading Activities: Can a good baker bake?
1. Answering the motive question:
What can we do to avoid uttering 2. Review: Checking of assignment.
unwholesome expressions? Change the following statements into
question:
CT (Critical Thinking)
B. Comprehension Check:

41
 1. The victim begged the robbers to spare Direction: Change the following
his life. questions into statements.
2. The explorers were attacked by hostile 1. Does father join tennis
natives. tournaments regularly?
3. I showed my passport to the immigrant 2. Is winning a tournament exciting?
officer. 2. Did the boy tear a hole in his new
4. He wants to be an archaeologist jacket?
someday. 3. Did Nancy throw a cover over the
5. The pupil was punished for his animal cage and ran out?
insolent behavior. 4. Do some guests prefer
swimming?
3. Motivation:
What does technology do to people 8. GENERALIZATION:
now a day? How does it help us How do we change question into
especially the artists? statement?

5. Presentation:  To change question into statement,

Have the pupils read the paragraph.
Technology means the new tools that
people develop to make their jobs and lives
easier. Artists use tools in their work. These
tolls change overtime. Writers, for example,
started with quill pens, then fountain pens,
before moving on typewriters. Now, most
writers use computers. The tolls that painters
use have also changed and in some cases
improved.
 If the question starts with do or
6. Discussion:
What are the tools used by the writers to
write their stories?
What other tools are shown in the
selection?
Have the pupils read the following
sentences:
A. 1. Do artists use tools in their work?
2. Artists use tools in their work.
B. 1. Does technology mean the new tools
that people develop to make their
jobs and lives easier?
2. Technology means the new tools that
people develop to make their jobs
and lives easier.
C. 1. Did writers start with quill pens?
2. Writers started with quill pens.
What are the interrogative/questions in
the given sentences?
How is interrogative sentence A # 1
changed into declarative sentence? (Do the
same questioning for sentence B & C # 1)
Discuss further. (You may use the
information given in generalization)
invert the position of the subject and
the first word in the verb phrase in
the question.
Ex. Are the blue whales the largest
animals in existence? (Q)
The blue whales are the largest
animals in existence. (S)
does, the statement uses the simple
tense, as in the example below,
depending on the number of the
subject.
Ex. (Q) Do butterflies love and enjoy
sunshine as they alight on flowers
with wings erect?
S) Butterflies love and enjoy
sunshine as they alight on flowers
with wings erect.
Ex. (Q) Does the dainty butterfly seek
and like unpleasant odor,
especially of decaying matter?
(S) The dainty butterfly seeks and
likes unpleasant odor, especially of
decaying matter.
 If the question starts with did,
the statement uses the simple
past tense.
Ex. (Q) Did the rain fall all day,
creating big puddles of water on the
roads?
(S) The rain fell all day, creating
big puddles of water on the roads?

9. Application:
7. Fixing Skills:

42
 Divide the class into four groups. 5. Did you work in a car park last
Have them perform the tasks assigned to year?
them.
GROUP 1:
Transform the following questions
TS (Transfer Stage)
into statements. 1. Drill:
1. Do many small creatures scamper Pronunciation
among the three? drill:
2. Did Ivy run across the wooded land? Have the pupils read the following
3. Does a walrus move fast in water?
4. Is Belinda from Mindanao?
words:
Voices th vs d
they – day
then – den
thy – die
GROUP 2: there – dare
Transform the following questions those – doze
into statement: though – dough
1. Should Allan see the doctor now? seethe – seed
2. Has Jazzer been hooked on anime
programs lately? breathe – breed
3. Is Marlon leaving tonight for Canada.
4. Are they going to present their report Voice th and d in Phrases
on Monday?
Their days dine with thee
They dare gather the seeds
GROUP 3: Those dozes bathed in bath
Change the following questions into
statements: These d’s though the dough
1. Did Chester practice with the choir this
morning? 2. Review: Checking of the
2. Do children hear the mass every assignment.
morning? Have the pupils identify the
3. Does Joyce write to her pen pal once a
month? main idea in the paragraph.
4. Are Precious and Lei listening to their
favorite music? Mary Frances loves to watch
5. Does Laurence bike around the movies. She even has DVD collection of
neighborhood? her favorite movies. On weekends, her
parents take her to the mall to see a movie.
GROUP IV: She is fond of comedy and horror films.
Transform the following statements
into questions: 3. Motivation:
1. Do Mercy and Rosa dig for dirt in the
empty lot? Have the pupils give examples for
2. Does everyone pitch in to help clean the following nouns. (You can make
the lot? this a sort of game.)
3. Do warm blooded animals produce
milk to feed their young. Name of the Game: Give Me
4. Has the whale a hole for breathing
on the top of its head. The teacher will ask the pupils
5. Is the sperm whale the only giant to give her a particular name of the
among the toothed whales? person/place/or things/ that she
will provide.

IV. EVALUATION 1. Give me 5 names of planets in the

A. GOLD: Change the solar system.
following questions 2. Give me 5 names of body parts.
into statements: 3. Give me 5 names of Asian
countries.
1. Do you work in school?
2. Does Jillian work in a bank? 4. Presentation:
3. Is Betty absent?
4. Can he swim?

43
 Study the ideas inside the box and
determine which ones are big ideas and
which ones are small ideas.
relative transport Body trees Philip
Mars Camia Earth ation parts pine
Jasmine Planets Jupiter Provi
Dama de Noche Venus nces
Flowers Ilang-ilang
1. 6. 11. 16. 21.
2. 7. 12. 17. 22.
5. Discussion: 3. 8. 13. 18. 23.
What are the big ideas in the given 4. 9. 14. 19. 24.
small ideas? 5. 10. 15. 20. 25.
What is a main idea?
What are supporting details?
What do supporting details give
about the main idea? IV. EVALUATION:
Discuss further. B. TS: Direction: Identify the main idea
and the supporting details in the
6. Fixing Skills: selection given:
Independent Practice:
Identify the main idea in the 1. Sleeping is a good way to rest.
selection and give the details that support When you sleep, your muscles relax.
the main idea. Your bodily functions slow down.
Your heart beats a little slower – it
1. Filipinos are ready to help one another odes not work so much. You feel
especially in times of need. They help refreshed after sleeping.
one another in building houses. They
help one another when there are 2. Clay can be made into many
calamities like floods, earthquakes and things. It can be made into vases, jars,
volcanic eruptions. Filipinos are very and cooking pots. It can be made into
helpful people. plates, saucers and cups. It can also be
made into figures of people, plants and
Main Idea: animals.
___________________________________
___________________________________ V. Assignment:
______________ GOLD: Change the following
Supporting Details: questions into statements:
___________________________________
___________________________________ 1. Are crabs experts at disguise?
___________________________________ 2. Do collection and sale of corals
___________________________________ destroy the habitat of many sea
________ animals?
3. Did the baby turtles hatch in the
7. GENERALIZATION: sand?
What are supporting details? 4. Has human and industrial waste
What do supporting details give about been dumped in the sea for years?
the main idea? 5. Does my story beginning provoke
interest?
8. APPLICATION:
Classify the small ideas inside the box
under the big ideas in the chart below.

Ipil-ipil Cebu head

LESSON # 10
Bacolod uncle mangrove
Neck Batangas Davao I. OBJECTIVES:
Airplane calesa hands
Sister acacia jeepney GLR: 1. Enjoy listening to a story
Boat legs mother
Arms Pampanga narra
Coconut cousin ship
Father Mindoro motorcycle
44
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use tag questions.
TS: 4. Note significant details in a
selections listened to – setting, main
and secondary characters, climax,
and ending of the story.
II. SUBJECT MATTER:
GLR: The Old Woman and the Physician
GOLD: Tag Questions
TS: Noting significant details in a
selection.
Reference: 2002 Basic Education
Curriculum
PELC Speaking 3. 3.2; PELC Reading 3
Phoenix 21st Century English 6 p. 153.
Materials: strips of cartolina, index cards
III. PROCEDURE:
A. GLR (Genuine Love for Reading)
1. Drill: Pronunciation drill:
Have the pupils recite the tongue
twister:
A maid with a duster made a furious
bluster dusting a bust in the hall,
Only to find when the bust was
dusted, the bust was busted, the bust
was the dust!
2. Motivation:
Who helps cure our illness?
What does a physician do to us?
3. Unlocking of Difficulties:
Fill in the blanks with the word that
best completes each sentence. Choose your
answer from the words inside the box.
reward neglect of
ransacked intention
restored
3. The old woman called an eye doctor and
promised him big _____.
4. The physician treated the old lady’s eyes
from time to time without the ____ of
curing her immediately.
5. When the old woman recovered her
eyesight, she realized that her house had
been _____.
6. The doctor accused the old woman of
____ payment.
45
7. The old woman promised to reward
the physician of he ____ her eyesight.
10. Motive Question:
What did the old woman promise to
the doctor if he could cure her
ailment?
B. During Reading
Activities:
1. Have the pupils listen to
the story. Let them take down important
details about the story.
THE OLD WOMAN AND THE
PHYSICIAN
An old woman, who had become blind,
called in a physician and promised him
before many people that she would reward
him most generously if he could restore
her eyesight. However, he was to receive
nothing if he did not cure her blindness.
Upon agreeing to these conditions, the
physician treated the old lady’s eyes from
time to time without the intention to make
much progress.
In the meantime, he succeeded in
carrying off all her goods little by little.
After a few weeks, he finally set about his
task in earnest and cured her, whereupon
he requested his reward. But, when the old
woman recovered her eyesight, she saw
that her house had been ransacked and
continually put off the physician with
excuses whenever he demanded payment.
Consequently, he had her
summoned before the judges of the court
and charged with neglect of payment. In
her defense, she said, “What this man says
is true enough. I promised to reward him if
he restored my sight and give him nothing
if he did not. He now maintains that I am
cured, but I say just the opposite. When I
was first struck by my disease, I could still
see all sorts of my furniture and goods in
my house. But now, even though he asserts
that he has restored my eyesight, I cannot
see even a tiny trace of my furniture or my
other possessions.
-Adapted from Aesop’s Fables
by Jack Zipes
C. Post Reading Activities:
1. Answering the motive question:
What did the old woman promise
to the doctor if he could cure her
ailment?
CT (Critical Thinking) Have the pupils read the following
A. Comprehension Check: words correctly: You may use these words
in spelling.
1. What was the old woman committee occasion
suffering from? appetizer community
2. What did the doctor do after necessity arrangement
every treatment? assembly pattern
3. Divide the class into four groups. billboard accommodate
Have them perform the task assigned occurrence disappear
to them.
2. Review: Checking of assignment.
B. Engagement Activities: Change the following questions into
statements:
1. What did the physician do when he
failed to get the payment for his 1. Are crabs experts at disguise?
service? Group 1, present your 2. Do collection and sale of corals
work. destroy the habitat of many sea
2. How did the old woman defend her animals?
side? Group 2, present your work. 3. Did the baby turtles hatch in the
3. Do you think that the old woman’s sand?
defense was right? Explain. 4. Has human and industrial waste
4. What is the moral of the story? been dumped in the sea for years?
5. Does my story beginning provoke
GROUP 1: DRAW ME interest?
What did the physician do when he
failed to get the payment for his service? 3. Motivation:
Present your answer through a poster.
Have you been a class officer
before?
GROUP 2: LIGHTS, CAMERA, ACTION!
How did the old woman defend her 4. Presentation:
side? Have the pupils read the following
Make a script and dramatize it to your questions:

 You have been a class officer before,

GROUP 3: WRITE A LETTER
2. Do you think that the old woman’s
defense was right? Explain.
Pretend that you are the old woman
and you are going to write your answer
through a letter.
GROUP 4: I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
Allow the pupils to perform their task
under time limit.
Have them comment on each group’s
presentation.
GOLD (Grammar Oral,
Language, Development)
1. Drill: Pronunciation drill:
haven’t you?
 You are willing to be a class officer,
aren’t you?
 You would like to be a Press Relations
Officer, wouldn’t you?
 You haven’t been a class officer, have
you?
 You aren’t willing to be a class officer,
are you?
 You wouldn’t like to be a Press
Relations Officer, would you?
 Marlon goes to church every Sunday,
doesn’t he?
 The children play at the park, don’t
they?
 Sherwin caught a fish yesterday, didn’t
he?
5. Discussion:
What do you notice of the question
above?
How many parts do the questions
have?

46
 What is the first part? What is the
second part?
How do we call the question part at the
end of the statement?
Discuss further. You may use the
information given in the generalization
under Remember for the discussion of
the topic.
6. Fixing Skills:
A. Give the missing parts of these tag
questions:
1. Karl is the head of the group, _____?
2. He hasn’t applied for a job, ______?
3. Some children can’t read aloud,
____?
4. We will attend the meeting, ______?
5. I have the highest score, ________?
B. Tell whether the question tags are
right or wrong.
____ 1. Filipinos are creative, aren’t
they?
____ 2. They can be great artists, can’t
they?
____ 3. Science is fascinating, is it?
____ 4. There are no plants in the
moon, aren’t there?
____ 5. Susan is an artist, isn’t he?
7. GENERALIZATION:
What are tag
questions?
When do we use tag
questions?
REMEMBER:
Tag questions are used when the
speaker wants the hearer to agree with
him/her or confirm something. A rising
intonation on the tag question implies that
he or she is not certain.
Tag Questions are questions with
two parts. The first part is a statement
followed by a question part. Tag questions
can be stated in two ways. If the statement is
affirmative, the question tag is negative. If
the statement part is negative, the question
tag is affirmative. The auxiliary is followed
by the appropriate subject pronoun.
The following auxiliaries can be
used:
am have can shall should
is has could will might
47
are had may was were
must
In cases that no auxiliary is present,
do and does are used for the simple
present depending on the number of
subject and did for the simple past.
8. Application:
Divide the class into four groups.
Have them perform the task assigned
to each.
GROUP 1:
Supply the missing tag questions.(Use a
balloon)
1. Those slippers are yours, ________?
2. My prayer was answered, _____?
3. Vincent isn’t complaining, ____?
4. The boys didn’t lose hope, ____?
5. People should continue asking help
from God, ______?
GROUP 2:
Complete the following tag questions with did
and didn’t.
1. The girls danced very well, ____?
2. Aurefe wore a beautiful dress, ____?
3. The play did not last long, _____?
4. Salie sang the song sweetly, ____?
5. The boys didn’t help at all, _____?
GROUP 3:
Rewrite these sentences with tag question
to express past time.
1. Mrs. Francisco teaches music,
doesn’t she?
2. We memorize poems in class,
don’t we?
3. Myra writes stories, doesn’t she?
4. I tell you interesting stories, don’t
I?
5. The principal sees everything
fairly, doesn’t she?
GROUP 4:
Add the appropriate tag questions to each
statement.
1. The Badjaos are sea dwellers,
______?
2. Christian recited very well, _____?
3. Narra is our national tree, _____?
4. Not all stories are interesting,
____?
5. Math is a challenging subject,
_____?
IV. EVALUATION:
GOLD: Direction: Add the appropriate tag
questions to each statement:
1. You are making cartoon strips of
outstanding woman, _____?
2. You mustn’t forget St. Joan of Arc,
_____?
3. Sherwin and Karl are brothers,
_____?
4. Plants need water, ______?
5. Toys and candies catch the attention
of the child, ______?
TS (Transfer Stage)
1. Drill: Pronunciation drill:
Have the pupils read the
following pair of words:
tin – thin tank – thank
true – through tie – thigh
taught – thought team – theme
tick – thick torn – thorn
temple – thimble
2. Review: Checking of assignment.
3. Motivation: How do you return good
things given to you?
4. Presentation: Have the pupils read the
paragraph given then answer the
questions that followed.
The Dove and the Ant
An ant once fell from the edge of a
brook in a forest when a dove stepped on it
to drink. The ant floated helplessly, for to it,
the little brook was an ocean. The dove saw
the poor ant and so she took a blade of
grass and threw it towards the ant. The ant
drifted ashore on the leaf.
One day, a hunter happened to pass by.
Seeing the pretty dove, he set his gun and
aimed at the dove. The timely bite of the ant
on his heel saved the dove from death.
The dove flew away safely as the ant
looked happily.
5. Discussion:
Have the pupils answer the following
questions:
48
1. What is the title of the story?
2. Where did the story happen?
3. Who are the characters in the
story?
4. What are the two most important
events that happened in the story?
5. What is the ending of the story?
6. Generalization:
What are the
important elements
of the story?
REMEMBER:
A good reader is skilled in noting
details and also in selecting details relevant
to the main idea. Details usually answer the
questions that begin with who, what, when,
where and why.
Noting details is determining and
identifying the specific parts of a story or
selection. To do this, you should be able to
identify the important elements of a story:
title; characters (primary and secondary);
setting; important events (climax); and the
ending.
7. Application:
Read the story carefully. Then,
answer the questions that follow.
The Learned Son
A son once returned from the city
to his father, who lived in the country.
“We’re moving today,” said the
Father. “Take a rake and come and
help me.”
But the son was so lazy and did not
want to work, so he said, “I’m a
scholar and I have forgotten all those
peasant words. What is a rake?”
As we walked across the yard, he
stepped on a rake that was lying in his
way, and it struck him on the forehead.
He suddenly seemed to recall what a
rake was and, clutching his head, he
cried, “What fool left a rake lying
here?”
Write the answers on the shirts
hanging on the clothesline. (Provide 5
shirts for the answers to the given
questions.)
3. What word did the son forget?
4. Where did the son come from?
5. How did the son recall the word?
6. Why doesn’t the son want to
work?
7. What were the father and the son
suppose to do that day?
IV. EVALUATION:
TS. Read the given short news article.
Then answer the questions that follow.
Armed robbers broke into the
Equitable Trust Bank in Calapan City
yesterday. The security guard was shot
dead while a bystander was wounded
in the chest. A witness told
investigators that four armed men
entered the bank while four others
acted as look-outs. They got away in a
red Toyota Corolla with four million
pesos in cash.
1. Who broke into the Equitable Trust
Bank?
2. Where is the bank located?
3. How many men entered the bank?
4. Who was killed by the bank robbers?
5. How much money were the robbers able
to get?
6. What getaway car did they use?
V. ASSIGNMENT:
A. GOLD: Supply the missing tag
question:
1. She opened and closed the box
repeatedly, ______?
2. Carol and Noel left for Pampanga early
in the morning, _______?
3. Adjectives and adverbs are modifiers,
_____?
4. I love reading magazines, _____?
5. The Filipinos elect their president,
______?
B. TS. Read the paragraph. Then answer
the given questions:
Planets are bodies in space which are
not luminous. In the solar system, there are
nine planets that revolve around the sun.
The planet nearest to the sun is Mercury,
49
while the farthest is Pluto (which is
considered now as dwarf planet and no
longer part of the solar system). Pluto is
the smallest planet and the largest is the
Jupiter. Earth, the third planet from the
sun, is the only planet where life exists.
1. What are planets?
2. How many planets are there in the
solar system?
3. Where do the planets revolve
around?
4. What is the smallest planet and the
farthest from the sun?
5. Which of these planets is the
largest?
LESSON # 11
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Give commands and requests.
TS: 4. Give the main idea that is
explicit or implied.
II. SUBJECT MATTER:
GLR: Latona and the Frogs
GOLD: Giving Commands and Requests
TS: Giving the main idea that is
explicit or implied.
Reference: 2002 BEC Handbook in
English PELC Speaking 3. 3.2; PELC
Reading 4.1
New Dynamic Series in English 6 p. 67
English for All Times Lang. p 14 - 23
Materials: strips of cartolina, index cards,
pictures for the activities
III. Procedure:
GLR (Genuine Love for Reading)
A. Pre – reading Activities:
1. Drill: Pronunciation drill:
Have the pupils read the following;
Three gray greedy geese,
Feeding on a weedy piece,
The piece was weedy
The geese were greedy,
Three gray greedy geese.

2. Motivation:
What are the things that you can
share with others?
3. Unlocking of Difficulties:
Have the pupils identify the
meaning of the following words by
arranging the scrambled letters.
faint alpe
greedy hnrguy
threaten bluly
pleaded bge
hasten hrury
4. Motive Question:
What favor did Latona ask of
the men beside the lake?
B. During Reading Activities:
Have the pupils listen to the story.
Let them take down important details
about the story.
LATONA AND THE FROGS
An old story is told of a Greek goddess
whose name was Latona. Once, when the
hot sun was shining fiercely upon the fields,
Latona went traveling through the land with
her two young children. The day grew
warmer and warmer, and at last, all three
were weary and faint from the heat, and
their throats were dry with thirst. The
children cried for water, and Latona
comforted them as well as she could, saying
that surely they should soon come to a
stream of fresh cold water, where they could
drink and rest.
And sure enough, before too long, they
saw in a green valley ahead of them a
beautiful lake sparkling in the light. They
hastened forward, happy to know that they
would soon wet their dry throats and rest
from the heat. But as they neared the water,
some rude countrymen, who were gathering
bushes from the banks of the lake, looked up
and saw the thirsty travelers. These
countrymen were so greedy that they did not
wish to share anything good with strangers,
not even anything as plentiful as the water
in the lake. As Latona and her two children
knelt down at the water’s edge to drink from
the sparkling lake, the rude men rushed up
to them crying in loud hoarse voices: “Go
away! Go away!”
50
The travelers raised their pale,
weary faces and Latona said:” Why do
you deny us water? Water is free to
everyone, like the sunshine, the air and the
sky.”
But the rude men raised their arms
threateningly and still cried harshly: “Go
away! Go away!”
“We do no harm to you here,”
pleaded Latona. ”We do not ask to bathe
our weary bodies in the lake. We ask only
to cool our parched throats with a drink.”
“No, no,” shouted the cruel men.
“Go away! Go away!”
“Only look at these fainting
children,” Latone begged them. “See, they
stretch out their little arms toward the
water. Their throats are so dry that they
cannot cry out. A drink will mean life to
them.”
But the men, far from pitying the
poor children, jumped into the margin of
the lake and stirred up the soil from the
bottom with their feet till the water was
too muddy for the thirstiest traveler to
drink. Then Latona in her great anger
forgot her thirst and the misery of her
children. She remembered that she was a
powerful goddess. Lifting up her hands to
heaven, she cried out, “Live you forever in
that muddy pool!”
At once, a strange change took
place in the forms of the rude men. Their
jaws grew wide, their necks disappeared,
their backs turned green, and as new-
made frogs, they went on jumping about in
the muddy water.
And its still their delight to live in
water, sometimes with their bodies entirely
under the surface, sometimes with their
heads above, sometimes swimming about,
above, or below the surface. And often,
they sit upon the bank, basking in the sun,
till with mighty leap they plunge again into
the water and stir up the mud at the
bottom of the pool. And even now, their
voices are hoarse, their throats swell up,
their mouths are wide when they cry out in
their quarrelsome tones! “Go away! Go
away!”
-An Adaptation
C. Post Reading Activities:
1. Answering the motive question:
What favor did Latona ask of
the men beside the lake?
2. Comprehension Check:
 Have the pupils answer the committee possess
following questions: really possibility
a. Who is Latona? succession appreciation
b. There are many words in the story that tomorrow accommodation
best describe those men beside the lake. beginning narrate
How will you describe those men in the
lake? What do these words have in
c. Do you think Latona was right to punish common?
them? Complete the word with the correct
d. What was the punishment of Latona to double consonants:
those men in the river? Group 2, present
your work. 1. begi__ing (opposite of ending)
e. What would you do if you meet people 2. na__ate (as in tell a story)
like those men and they do to you what 3. ba__io (synonymous to village)
they did to Latona? What punishment 4. mi__le (in between)
would you think is fitting for them? 5. fe__ow (a companion, a mate)
Group 1, present your work. 6. tomo__ow (the day after today)
f. What characteristics of frogs suggest the 7. di__atisfied (not satisfied)
acts of the rude men? Explain your 8. co__unity (as in group of
answer through a letter. Group 3, present people)
your work. 9. ha__y (opposite of lonely)
g. What is the moral lesson of the story? 10. rea__y (as in truly, certainly)
Group 4, present your work.
C. Engagement Activities: 2. Motivation:
Have the pupils play a game. Have
GROUP 1: LIGHTS, CAMERA, ACTION them guess the word by answering the
clues or meanings given. If one group
What would you do if you meet people commits an error, a consequence can be
like those men and they do to you what given by the other group. (Group
they did to Latona? What punishment Activity)
would you think is fitting for them? Make a
script and be ready to act it out.
a. R__ __ __ A four letter word that
means a contest. (RACE)
GROUP 2: DRAW ME b. __ __ Y A three letter word that
mean shed tears. (CRY)
What was the punishment given by c. __ O __ A three letter word that
Latona to these men? Draw your answer to
the question.
means this instant. (NOW)
d. D __ __ __ A four letter word that
means a singing partners. (DUET)
GROUP 3: WRITE ME A LETTER e. F __ __ A three letter word that
What characteristics of frogs suggest means not close. (FAR)
the acts of the rude men? Explain your
answer through expressing your feelings in
a letter. 3. Presentation:
Have the pupils read the following sets
GROUP 4: SING ME A SONG of sentences.
A
Identify the lesson in the story and 1. Speak up
compose a song that tells the lesson. 2. Get a glass of water.
Prepare to sing your song to the class. 3. Stand up.
4. Wait.
5. Carry my luggage.
B
GOLD (Grammar, Oral, 1. Please speak up.
Language Development) 2. Kindly get a glass of water.
3. Please stand up.
1. Drill: Pronunciation drill: 4. Can you wait?
Have the pupils read the following 5. Please carry my luggage.
words:

51
4. Discussion:
Which set of sentences express
requests?
Which set of sentences express
commands?
What polite expressions are used in
the requests?
Do the commands appear
incomplete? GROUP 2:
Do they make sense? Study the pictures given. Give five
Discuss further. (You can use the commands and five requests about the
information given under Generalization) scenes given.

5. Fixing Skills: GROUP 3:

Change the following command into
Have the pupils identify whether the request.
following sentences is in the form of
1. Be careful while I’m away.
command or request. 2. Turn off the television when the
2. Get up and sell these rice cakes. program is over.
3. Please read the given sentence. 3. Replace the broken chair.
4. Kindly open your book now. 4. Talk to her now.
5. Could you clean your room? 5. Catch me if you can.
GROUP 4:
6. Unload my groceries. Write a command or request that you
7. Give me a glass of juice. might give in the following situations:
8. Please open the door. There is
1. A woman carrying a heavy basket.
somebody out there. 2. Mother cooking supper.
9. Give me a break. 3. Father planting vegetables.
10. Will you go with me to the 4. Withering plants in the garden
supermarket? 5. Sherwin sweeping the floor.
11. Please open the box for me.

6. GENERALIZATION: IV. EVALUATION:

What is a command? A. GOLD. Direction: Give
What is a request? a command or request for the given
situation:

REMEMBER: It was 6:30 in the evening. The

A sentence that tells someone to do electric lights in the neighborhood
something is called a command. It ends with
suddenly went out. Paul and Baden
a period. It begins with imperative verb.
were watching the television. Hans
A sentence that tells someone to do was in the yard talking to some of his
something using the expression please or friends. The baby was sleeping in the
won’t you at the beginning or ending of the room upstairs. Mother was cooking
sentence is called a request.
something in the kitchen. What will
Commands or requests end with a Mother tell her children to do?
period or questions mark. They may be one-
word or two-word or one or more sentences. TS (Transfer Stage)
1. Drill:
Pronunciation drill:
Have the pupils read the
7. APPLICATION: following words:
Have the pupils perform the
different activities given. Voices th vs d
they – day
GROUP 1: then – den
Supply the appropriate sentence in thy – die
the following dialog. there – dare
those – doze
Allyson: (commands Jazzer to turn on the
television.)
Jazzer: (request Allyson to open the can of 52
juice for him.)
Allyson: (strongly tells Jazzer to look for her
missing doll)
 though – dough scientific discoveries and inventions, but it
seethe – seed is more complex too. Theirs was not very
breathe – breed comfortable and easy but it was very
simple one.
Voice th and d in Phrases Our great-grandparents had no
movies or radio sets, but theirs was a life
Their days dine with thee of peace and quiet. Our grandmother had
They dare gather the seeds no electric stoves. Hers was only a clay
Those dozes bathed in bath stove, but she cooked good meals in it.
These d’s though the dough Our grandfather had no tractor and
modern farming tools. His were only the
2. Review: Checking of the plow and the carabao, but he did all
assignment. right.
Now, we have electric stoves,
Have the pupils identify the main refrigerators and electric fans but the
idea in the paragraph. problem of earning enough to pay for them
is ours. Now, we have radio, movie and TV
Mary Frances loves to watch movies. sets, but ours is difficulty of not having
She even has DVD collection of her favorite enough time for all of these.
movies. On weekends, her parents take her Sometimes, I wonder. Which life is
to the mall to see a movie. She is fond of better - our great-grandparents or ours?
comedy and horror films. Do you also wonder if yours is a better life
than your grandparents?
3. Motivation: Adapted from:
Harnessing English Arts Today p. 102
Crossword Puzzle

ACROSS DOWN 5. Discussion:

What does paragraph 1 says?
1. not simple 1. clear in text Paragraph 2? Paragraph 3? Paragraph 4?
2. long time ago 2. at this time
3. suggested idea 3. desire to know Are all the paragraphs have the
topic sentence that tells the whole message
Answers: of the writer?
1. complex 1. explicit What is a main idea?
2. past 2. now What are supporting details?
3. implied 3. wonder What do supporting details give about
the main idea?
1 1 Discuss further.
3
2 6. Fixing Skills:
Independent Practice:
Identify the main idea in the
3 selection and give the details that support
2
the main idea.

1. Filipinos are ready to help one another

especially in times of need. They help
one another in building houses. They
help one another when there are
4. Presentation calamities like floods, earthquakes
Have the pupils read the given and volcanic eruptions. Filipinos are
paragraph. very helpful people.

Then and Now Main Idea:

__________________________________
Our world is completely different __________________________________
from that of our great-grandparents! Ours is ________________
more pleasant and comfortable because of

53
Supporting Details:
___________________________________
___________________________________
___________________________________
___________________________________
________
7.GENERALIZATION:
What are supporting
details?
What do supporting
details give about the main idea?
(Main idea of a paragraph tells us
what the paragraph is all about. It may be
stated in the paragraph or explicit and it
may not be stated or implied)
8. APPLICATION:
What main idea do the following
paragraphs imply? Underline the right
word in the parenthesis.
1. Sgt. Cruzado was about to enter his
tent when he saw one of his comrades
lying flat near his post. He quickly
reached him. He asked for water and
he gave him his reserve water.
(merciful, forgiving, brave, friendly)
2. A young soldier volunteered to walk
ahead of the troop to check if the way
was safe to pass through. When he
spotted a troop of enemies, he quickly
made a signal to pass other way and
they reach their camp safely.
(merciful, kind, forgiving, brave)
3. A soldier carried to safety a wounded
companion through continuous firing
from the enemies.
(merciful, brave, sacrificing,
reckless)
2. Activity 2
Choose the main idea of the following
paragraphs. Put a check before the right
sentence.
1. Plant pests and disease are the worst
enemies of cultivated crops for food and
seed production. Municipal pest control
officers may be consulted as soon as
these pests and diseases are observed in
the farm. For more protection, clean
54
cultural practices should be observed.
Removing and destroying all possible
breeding places of plant pests and
diseases around the vicinity of the
garden is suggested.
Municipal pest control officers
may be consulted about pests.
_______Plant pests and diseases are the
worst enemies of cultivated
crops.
_______Plants pests and diseases need to
be controlled.
2. Soil is very important to plants. Plants
depend heavily on the soil for root
anchorage and for essential nutrients
such as nitrogen, phosphorous and
potash. They also depend upon the soil
for water and other mineral nutrients
Plants depend heavily in soil.
Soil has nutrients needed by plants.
Soil is very important to plants.
3. Many farm crops are very specific in
their temperature requirements.
Examples are melons, squash, sweet
potatoes and beans. They grow best in
warm temperatures. Slight rain can
destroy them. Pechay, mustard,
Kangkong, and radish, on the other
hand, grow well during summer and
can also withstand rain.
Many farm crops are very specific
in their temperature
requirements.
Plants can grow in warm
temperature.
Slight rain can destroy plants.
IV. EVALUATION:
B. TS: Direction: Identify the main idea
and the supporting details in the
selection given:
1. Sleeping is a good way to rest.
When you sleep, your muscles relax.
Your bodily functions slow down.
Your heart beats a little slower – it
odes not work so much. You feel
refreshed after sleeping.
4. Clay can be made into many
things. It can be made into vases, jars,
and cooking pots. It can be made into
plates, saucers and cups. It can also be
 made into figures of people, plants and
animals.
V. ASSIGNMENT:
A. Give a command or request for
the following situation:
1. Faye was left alone in the house with
Adriel, his younger brother. Her baby sister
was asleep so she started cleaning up the
kitchen and at the same time boiling the
water for her baby sister’s milk. Adriel is
busy cleaning the yard. After a while, Faye
heard her baby crying but she was not able
to attend to her because the water was
boiling. What will she tell to Adriel?
B. Underline the main idea twice and once
the supporting details.
Precious and Allyson hang out together
all the time. In school, you hardly ever see
one of them without the other. I often see
them at the mall. They also love to play
volleyball and tennis.
LESSON # 12
I. OBJECTIVES:
GLR: 1. Enjoys listening to a
story
CT: 2. Answers questions from the story
listened to.
GOLD: 3. Report commands and requests.
TS: 4. Learn some common idioms.
II. SUBJECT MATTER:
GLR: Mangosparos and the Monkeys
GOLD: Reporting Commands and
Requests
TS: Learning some Common Idioms.
Reference: 2002 Basic Education
Curriculum
PELC Speaking 3. 3.2; PELC Reading 1.1
New Dynamic Series in English 6 p. 120; p.
188 - 192
English for All Times Lang. p 14 -
Materials: strips of cartolina, index cards
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre-reading Activities
1. Drill: Pronunciation drill
55
Have the pupils recite the
following verse:
Amidst the mists and coldest frosts,
With barest wrists and stoutest
boasts,
He thrusts his fists against the
posts,
And still insists he sees the ghosts.
2. Motivation:
What do monkeys love to eat?
3. Unlocking of Difficulties:
A. Match the words in column A
with their proper meanings in column B.
A B
___1. affected a. hopelessness
___2. plea b. rigid, numb
___3. spare c. bothered
___4. desperation d. request
___5. stiff e. reserve
B. Select the right word in Set A to
complete the sentence.
1. President Aquino made a _______ for
peace during Christmas Season.
2. Baguio and Nueva Ecija were mostly
______ by the July 16, 1990
earthquake.
3. Mr. Francisco asked the receptionist to
_____ a seat for him in the convention
hall.
4. People began to evacuate their homes
out of ______.
5. He tried to move his _____ hands.
5. Motive Question:
What did Mangosparos ask the
monkeys to do?
B. During Reading Activities:
1. Have the pupils listen to the story
using the DRTA (Direct reading
thinking activity)
MANGOSPAROS AND THE
MONKEYS
Once there was a man named
Mangosparos. He and his wife lived near
a forest. Mangosparos grew bananas. You
could find many kinds of bananas in his
yard – such as yellow bananas, green
bananas and even red bananas.
His banana plantation attracted the
monkeys living in the forest. They trooped
in Mangosparos yard, climbed up the
banana trees and ate all the ripe fruits.
At first, Mangosparos and his wife
were not affected by the monkeys. They
could still keep some fruits for themselves.
But somehow, more monkeys came and
feasted upon the bananas. Soon enough, the
couple could hardly have bananas for
themselves.
One morning, while the monkeys
were eating bananas, Mangosparos
approached them and politely requested
them to leave some bananas for himself and
his wife. But the animals laughed at him.
They ignored his request by saying;”You
may have planted the banana trees but does
not mean that you should also eat their
fruit.”
Mangosparos continued to plead the
monkeys to spare some bananas for him and
his wife, but his plea was ignored all the
time.
In his anger, Mangosparos started
setting traps for the animals. He threw
stones at them and shot them with bows and
arrows. But still, the monkeys came and
stole bananas. Out of desperation, the
couple thought of a plan on how to save the
bananas and get rid of the monkeys.
One early morning, the monkeys
were awakened from their sleep by the loud
wailing of Mangosparos’ wife. “Ai!
Mangosparos is dead! Poor Mangosparos is
dead! – Gone is the planter of banana! –
Neighbors, come and see his body, for you
will never see him again – Hu! Hu! Hu!”
The monkeys talked among
themselves. “Listen! The old woman says
that Mangosparos is dead – His wife is
crying over him!” Another hush of noise
started within them. “Come, let’s go and see
for ourselves. If he is dead, no one will ever
bother us again.”
They all rushed to Mangosparos’
place and found the windows shut and
bolted. They climbed up the ladder and
entered through the narrow door. They saw
the woman crying over the husband, who lay
stiff and still on a straw mat. The monkeys
were overjoyed at this, “We will never be
bothered by that cruel man again. We now
all have the bananas for ourselves.”
Little did they know that
Mangosparos was still alive and breathing.
He and his wife were just acting as if he was
really dead.
As soon as all the monkeys gathered
inside the house, Mangosparos’ wife quickly
56
bolted the door. At that instant,
Mangosparos rose and took a bolo which
he hid at his side. His wife brought out
another bolo and in a few moments, all the
monkeys trapped inside their house were
dead.
Mangosparos and his wife finally got
rid of the abusive monkeys.
-Adapted
B. Post Reading Activities:
1. Answering the motive question:
What did Mangosparos ask the
monkeys to do?
2. Comprehension Check:
a. What did Mangosparos grow in
his yard?
b. What was the reaction of the
monkey when Mangosparos
asked them to spare some
bananas for him and his wife?
c. How did Mangosparos initially
deal with the monkeys?
d. How did Mangosparos and his
wife finally get rid of the
monkeys?
e. Would you justify the killing of
the monkeys? Why or why not?
3. Engagement Activities:
Have the pupils perform the
different activities assigned to them.
GROUP 1: LIGHTS, CAMERA, ACTION
Choose the part that you liked best in
the story. Then make a script and
dramatize the chosen part.
GROUP 2: DRAW ME
Pretend the story is a movie and
you are supposed to advertise it. Make a
movie poster of the story and then explain
to the class your poster.
GROUP 3: WRITE ME A LETTER
Choose your most liked character
or most disliked character and write a letter
to the character expressing your feelings to
him/her.
GROUP 4: I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.

Allow the pupils to perform the
activities under time limit.
GOLD (Grammar Oral
Language Development)
1. Drill: Pronunciation drill:
Have the pupils recite the following verse:
She sells seashells in the seashore,
If she sells seashells in the seashore,
Where’s the seashells she sells in the
seashore?
2. Review: Checking of assignment:
Give a command or request for the
following situation:
Faye was left alone in the house with
Adriel, his younger brother. Her baby
sister was asleep so she started cleaning
up the kitchen and at the same time
boiling the water for her baby sister’s
milk. Adriel is busy cleaning the yard.
After a while, Faye heard her baby crying
but she was not able to attend to her
because the water was boiling. What will
she tell to Adriel?
3. Motivation:
Play the game: I pass the
message.
The teacher will give each group a
passage and then one by one, they are
going to pass the message to the group.
The last pupil of the group will be the
one to echo the message given. The
group with the correct message relayed
will win the game.
4. Presentation:
Have the pupils read the following
sentences. (To be written on strips of
cartolina)
a. Mother said, “Replace the broken
bulb, Kyle.”
b. Mother told Kyle to replace the
broken bulb.
c. Miss Castro said, “Please erase the
writings on the board, Tricia.”
d. Miss Castro asked Tricia to erase the
writings on the board.
5. Discussion:
57
What are the exact words of
mother?
What are the punctuation marks
used?
What happened to the exact words
of the speaker in sentence A when it
was reported in sentence B?
What word is used instead of said?
(Do the same questioning in
sentence C and D.)
Discuss further. (You may use the
information given under
GENERALIZATION)
6. Fixing Skills:
Can you change the following into
reported commands or requests?
1. Mother said,” Alex, fetch some
water for the hogs.”
2. Mrs. Pedraza said, “Class, bring
some nails for your picture frames
tomorrow.”
3. “Cook banana cue for our snack,
Dianna,” Father said.
4. “Please help me with this heavy
load, Karl,” the old woman said.
5. “Class, please arrange your chairs
now,” said Mrs. Francisco.
7. GENERALIZATION:
How do we change command into
a reported one?
How do we change request into a
reported one?
REMEMBER:
The exact words of the speaker are
enclosed in quotation marks. They are
introduced by the quotation tag. Told is
used when the sentence being reported is a
command. It is also called a reported
command. In a reported command or
request, the quotation marks and commas
are dropped. The infinitive to introduces
the imperative verb.
The exact words of a speaker in a
request tell someone to do something
using the expressions please or won’t you.
They are also enclosed in quotation marks.
Asked is used when the sentence being
reported is a request. It is also called a
reported request. The “infinitive to”
introduces the imperative verb.
8. APPLICATION:
 Group Activity:
Have the pupils do the following
activities: IV. EVALUATION:
A. GOLD: Write a reported
GROUP 1: command or request for the
Write a reported command or request for following:
each of the following reminders.
1. Agnes said, “Dan, be home before
six.” 1. Myra said, “Read the story
2. The bill collector said, “Give the carefully, Jane.”
electric bill to your mother, Rio.” 2. Ramona said, “Take care of your
3. Mrs. Merano said, “Please pay the brother, James.”
bill for me John.”
4. Jamaica said, “Please take our
3. Lisa said, “Please stop playing
computer to the repair shop, Jester.” with your guitar, Serj.”
5. Aurefe said, “Please move the 4. Mrs. Tolentino said, “Children, be
electric fan to the left, Bong.” alert wherever you are.”
5. Mona said, “Girls, please put the
baby to sleep.

TS (Transfer Stage)

GROUP 2:
Write a reported command or
request.
1. The doctor said, “Mr. Castillo, avoid
staying in air conditioned rooms.”
2. Mr. Sison said, “Mike, have your
father’s transistor radio fixed.”
3. Mother said, “Please give me some
of your orange juice, Gale.”
4. Donna said, “Please take your
medicine now, Mr. Garcia.”
GROUP 3:
Being the youngest in the family, John is
always reminded by his brothers and sisters
to do some things. Here are some of their
reminders. Change each reminder into a
reported form.
1. Dave: “Sweep the floor, John.”
2. Ingrid: “Please do your Science
experiment right away.”
3. Marlyn: “Please dust the furniture.”
4. Jillian: “Stop playing with the switch.”
5. Vince: “Please be careful in cleaning
the electric appliances.”
1. Drill: Pronunciation
drill: Have the pupils
recite the following verses:
If a shipshape ship shop stocks
Six shipshape shop-soiled ships,
How many shipshape shop-soiled ships
2. Motivation
Children, listen how I speak to
you!
(The teacher speaks with a very loud
voice saying: Children, listen to me! Then
in a gentle manner, say again the same
words.) Which way do you like me to
speak? Why?
Let us say it together in two ways.
Which way do like to say it?
Why?
3. Unlocking of Difficulties
- Hidden Words -
Find the word described by the phrases
from the row of letters at the left. Encircle
the word you find within.

a. raharshlmo – irritating; offensive

b. daccentson - a modulation of the
GROUP 4: voice
Write three commands which are c. caremaingep – to remember; to
likely to be given in the situation: stay
d. msgrievetlos - fail; cause pain;
Bert and his father were on their way
to school in a bus. They were suddenly
sadness
caught in a traffic jam. A jeepney, few meters e. thecare-wornte - harassed with
ahead of them broke down. A policeman was troubles or
directing the jeepney drivers, bus drivers, worries
and the car owners on what to do.

58
 f. meatdepartment – to leave; to go
away
g. reneternityork – endless or limitless
time
h. armarke – to inflict serious bodily
harm on; destroy
(Answer: harsh; accent; grieve; worn;
depart; eternity; mark)
B. Development of Lesson
1. Presentation
Reading of the poem by the
teacher/pupils
What is the message of the poem?
(on a chart)
SPEAK GENTLY
David Bates
Speak gently; it is better far
To rule by love than fear,
Speak gently; let no harsh word mar
The good we may do here.
Speak gently to the little child;
It’s love be sure to gain;
Teach it in accents soft and mild,
It may not long remain.
Speak gently to the aged one;
Grieve not the care-worn heart,
Whose sands of life are nearly run;
Let such in peace depart.
Speak gently; it’s a little thing
Dropped in the heart’s deep well;
The good the joy that it may bring
Eternity shall tell.
2. Discussions:
a.What is the poem all about?
b. What do the following phrases
mean?
…‘Tis a little thing dropped in the
heart’s deep well
… rule by love; rule by fear
… it’s love be sure to gain
… teach in accents soft and mild
… care-worn heart
… sands of life are nearly run
… let such in peace depart
… heart’s deep well
… eternity shall tell
c. How do we learn the meaning of each
phrase? What help us understand it?
59
d. We learn the meaning of phrases
through the context of the poem. These
phrases are called idioms.
e. What are the importances of idioms?
3. Generalization
What are idioms?
Idioms are words/phrases
used in a way that is different from the
usual dictionary meaning of each word
that makes it up. Idioms can liven up
your writing. To figure out the meaning
of idioms, use context clues and
individual word meanings.
4. Application
 Activity 1
Read and analyze the sentences.
Underline the idioms used in each.
1. The foreigner can easily get along with
the native.
2. The sampaguita in your car gives off a
sweet smell.
3. Eden has a very attractive getup.
4. My mother looks forward to the
coming of my sister from Hawaii.
5. We have to look up to our parents.
 Activity 2:
Read each of the sentences and put
an (x) mark on the blank beside the phrase
which fit the underlined part of the
sentence.
1. Francis ran from third base to home
plate like a flash.
__angrily
__in bright light
__with great speed
2. Edgar’s heart was in his mouth while
the votes were being counted.
__ Edgar’s stomach felt angry
__ Edgar’s heart had a pain
__ Edgar felt very anxious
3. “That is big talk for a little boy”, said
the father.
__a long speech
__bold talk
__ using long words
4. Thomas inched his way across the raft
to the rope.
__ moved an inched at a time
 __ counted each inch of the way A. GOLD: Change the following into
__ crept very slowly a reported command or request.

5. Evelyn is counting on her friends to 1. Mrs. Ante said, “Submit your

finish the project. project on time, Ralph.”
__ is numbering 2. Marlon said, “Please call me when
__ is adding the number of you reach your destination, Adie.”
__ is depending upon 3. Vic said, “Give me the guitar,
Boyet.”
2. Enrichment Activity 4. Karl said, “Please turn off the
Complete the sentences radio, Andrei.”
with the appropriate idiom 5. Father said, “Paint the walls white,
in the box. Jessie.”

raining cats and dogs B. TS. Give the meaning of the idioms
well-to-do family in each sentence and use it in a
call on sentence.
come to light
cleared the air 1. The fatal blow of Kid Kidlat
rubbed elbows killed his opponent.
2. The cold war between the
1. The truth will always girls was reported by the
___________. boys to their teacher.
2. The streets are flooded, it’s 3. Our teacher put end to the
___________. negative relationship of the
3. She was born to a ___________. She girls.
never had any problem with money. 4. Her beauty made her standout
4. My sister will ___________ me for a in the crowd.
visit. 5. My allowance was cut down
5. The president ____________ by my mother because I
between Jose de Venecia and overspent my pocket money.
Benjamin Abalos.

IV. Evaluation LESSON # 13

Put your “heart” on the right place.
I. OBJECTIVES:
T wears his heart on his
sleeve
GLR: 1. Enjoy listening to a story
R heart to heart
CT: 2. Answer questions from the story
E have hearts of stone
listened to.
H to lose heart
GOLD: 3. Give accurate announcements.
A by heart
TS: 4. State the main idea of a
paragraph that is explicit or
1. When you try and fail, it is easy
implied.
___________.
2. They must ___________ to say
II. SUBJECT MATTER:
no to the kitten’s cries.
3. Good actors know their lines
GLR: The Story of Our Flag
____________, so their acting is
GOLD: Giving Accurate
great.
Announcements
4. Moon and I had a
TS: Stating the main idea of a
____________ talk about the
paragraph that is explicit or
problem.
implied.
5. Todd cares so much for Jill that
he _____________.
Reference: 2002 Basic Education
Curriculum
V. Assignment
PELC Speaking 2; PELC Reading 4.2

60
Reading for Meaning 5 p. 27 Have the pupils listen to the story.
Reading Links p. Let them take down important details
English for You and Me Reading about the story.

Materials: strips of cartolina. Index cards The Story of Our Flag

If our flag could talk, this is the

III. PROCEDURE: story that it would tell.
GLR (Genuine Love for Reading)
A. Pre-Reading Activities: I am the Philippine Flag. My life
1. Drill: Pronunciation drill: Have the has been both sad and happy. I
pupils pronounce the following symbolize the many struggles
words. undergone by the country to be free.
My ardent hope is to remain a symbol
The Vowel /ey/ of unity of all the Filipino in the whole
archipelago. If there is unity among
gate steak Filipinos, then there will be progress
cake break throughout the nation.
bass great
flake weight I was sewn in Hongkong by
radio freight Marcela Agoncillo, Lorenza Agoncillo
tail reign and Delfina Natividad. Then I was
plain prey brought home to the country.
stay they
pray gauge I was first raised in Kawit, Cavite
. on June 12, 1898 when Philippine
2. Motivation: Independence was declared. General
Do you know where our flag Emilio Aguinaldo was named first
started? President of the Philippine Republic.
Do you know who made our first But this did not last long because the
flag? Americans took over the country.
During the early part of the American
3. Vocabulary Development: Occupation, I was not allowed to fly
Have the pupils know the again.
meaning of the following words:
I flew together with the American
t
a. symbolize r p r s flag when the Commonwealth
government was declared in 1935.
b. struggle f h President Manuel L. Quezon became
President of the Philippine
c. freedom l i e r y Commonwealth.

On December 8, 1941, World War

d. progress g r w h II broke out and I flew with my red
field up. I was hauled together with the
American flag. The Japanese flag was
e. hauled d d raised and this marked the Japanese
a g g rule in the country. This lasted for
almost five years.
4. Motive Question:
On what event was our flag made to The American liberation forces
fly with its red field up? under General Douglas MacArthur
landed in Leyte on October 20, 1944. I
was taken out of my hiding place and
B. During Reading Activities: was raised again in Tacloban, side by
side with the American flag.

61
 America granted full independence
to the country on July 4, 1946. In the
ceremony that marked this important
event, the American flag was lowered
while I was raised. From that day June 12, 1898
onward, I have always flown alone to
show that my country is free.
Reading for Meaning 5 p. 27 GROUP 2: LIGHTS, CAMERA, ACTION!

CT. CRITICAL THINKING: Choose the part that you liked best
in the story. Then make a script and
C. Post Reading Activities: dramatize the chosen part.

1. Answering the motive question.

On what event was our flag GROUP 3: WRITE ME A LETTER
made to fly with its red field up?
Write a letter to Gen Emilio
2. Comprehension Check: Aguinaldo for bringing freedom to the
Have the pupils answer the Philippines.
following questions:
a. Where was the Philippine flag GROUP 4: DRAW ME
made?
b. Who sewed it? Draw the Philippine Flag. Color it correctly.
c. Where and when the Philippine
flag was first raised?
d. What was the occasion?
e. How many years had the Allow the pupils to perform the
Philippine flag not been allowed to activities under limited time.
fly?
f. Give the number of years that the GOLD (Grammar
Philippine flag flew with the Oral, Language
American flag. Development)
g. How many years have the
Philippine flag been flying alone? 1. Drill: Pronunciation drill:
Have the pupils listen as the
3. Engagement Activities: teacher says the following words and
Have the pupils perform the phrases. Note that both –p and –t are
following activities. sounded.
GROUP 1: USING A TIME LINE
kept slept adopt
Below are significant dates in “The apt adapt crept
Story of our Flag.” Use a vertical time line to wept abrupt accept
show the important dates and historical events
mentioned in the selection. in rapt attention
wept and slept
June 12, 1898 October 20, 1944 adapt to the environment
July 4, 1946 December 8, 1941 an apt quotation
kept some souvenirs
1912 1935 accept the abrupt chnages

Dates Events 2. Review:

Change the following into a
reported command or request.

1. Mrs. Ante said, “Submit your

project on time, Ralph.”

62
 2. Marlon said, “Please call me
when you reach your destination,
Adie.”
3. Vic said, “Give me the guitar,
Boyet.”
4. Karl said, “Please turn off the
radio, Andrei.”
5. Father said, “Paint the walls
white, Jessie.”

3. Motivation:
Do you make it a habit to read the
bulletin board in school? Why is it
important to read the bulletin board B. Read the announcement and answer
every day? the questions that follow:

4. Presentation:
Have the pupils read the following
announcements given. Have the pupils
note the two different styles of giving
announcement.
The Grade V English Club
will hold its Spelling Contest on
February 12, Tuesday. Please
proceed to Room 103 at 3:00 P.M.

1. What is the purpose of this

What: Meeting announcement?
Who: Glee Club 2. Who is holding the contest?
Where: Rm. 201 3. What is the contest?
When: Oct. 5, 2010; 4. When and where will the meeting be
2:00 p.m. held?
Why: Discuss plans for a
benefit show. 5. Is the announcme4nt complete, clear
The National Heroes and straight to the point?
Memorial club will present a
play on the life of Jose Rizal 7. GENERALIZATION:
at the school auditorium on
Thursday, October 16, 2010
at four-thirty in the What are the important things that
afternoon. Tickets are we should remember in giving an
available at Room 101. announcement?

REMEMBER:
5. Discussion: In cases of impending disasters,
What information does each important upcoming events such as field
announcement give? trip, contest, a tryout for singing, drama ,
Why is this information necessary? or sports and other, or appeals,
What information was included in announcements should be made. Giving
the announcement? out announcements is very important. It
What is the purpose of the tells people what they should know.
announcement?
Discuss further. An announcement should be:

6. Fixing Skills:  Clear and complete with the necessary

A. Study the given announcement.
Write an announcement similar to
what is given in the example.
What’s Up?
information.
 Brief and direct to the point.
 Attractive and noticeable
 Remember to tell what, who, when,
where – and in some cases why.

The Young Writer’s Club will have a 8. APPLICATION:

filed trip to the historic Kawit, Cavite on
November 8, 2010.
Fee is P250 including transportation
63
and entrance fee.
Bring packed lunch and snacks.
Assembly place is at the school
 Have the pupils write an A good rule to remember is to keep the
announcement. -e before adding the suffix except in
words like gracious and ridiculous.
GROUP 1:
Have the pupils read and study the
Write an announcement following words. (You may use these
about an Upcoming “Dance for a words in spelling drill)
Cause” party in your school.
trace – traceable
notice - noticeable
GROUP 2: service – serviceable
change – changeable
Write an announcement manage – manageable
about the Requirements for Boy knowledge – knowledgeable
Scouts/Girl Scouts organization in outrage – outrageous
your school. hide – hideous
courage – courageous
GROUP 3: advantage - advantageous
Write an announcement
using the following important 2. Review: Checking of assignment.
details.
3. Motivation:
United Nation’s Day Parade and What does a cow give us?
Program
October 16, 2010 4. Presentation:
7:00 a.m. – 10:00 a.m. Have the pupils read the paragraph
Provincial Capitol Parade Ground given;
Attire: National costumes of
different countries A cow is a useful animal. It gives
All pupils
GROUP 4: us milk. From its flesh, we get meat.
It gives us leather from its skin.
Write an announcement in
paragraph form about a science quiz
bee. Main Idea
A cow is a useful animal.

IV. EVALUATION:
Detail Detail
GOLD: Direction: Write an
Gives us milk Gives us meat
announcement in two different styles of
giving an announcement. Choose one from
any of the following:
Detail
Gives us leather
1. an art contest
2. a fire and earthquake drill
3. a spelling contest 5. Discussion:
4. invitation for young journalists club Where is the main idea found?
What is a main idea?
TS. Transfer Stage: Discuss further.
1. Drill: Pronunciation drill.
How do you spell a 6. Fixing Skills:
word which has a root word A. Have the pupils read the paragraph
ending in –ce or –ge and has a suffix then answer the questions given:
beginning with a or o?
Hurricanes are enormous, powerful
storms. When a hurricane strikes, trees are
uprooted, buildings are flattened, and rain
falls on large areas. A hurricane can travel

64
hundreds of miles and can last eighteen or
more hours. The winds can blow at the
speed of 130 to 150 miles (209) to 241
kilometers) per hour.
1. What is the topic of the
paragraph?
2. Which sentences states the
topic of the paragraph?
Fill in the inverted pyramid on the
details of the paragraph.
Main Idea:
B. Read the paragraph and then fill the
diagram below.
Good health habits are always of service.
They keep the body in good health condition.
They ward off diseases. With their aid, the
person becomes energetic and sound in body.
Main Idea
Detail Detail
Detail
8. GENERALIZATION:
What is a main idea?
REMEMBER:
Main Idea tells what the story is
mostly about. Usually the main idea is
the key sentence of a paragraph. It is the
most important idea or the main point in
a paragraph or in the story.
9. Application:
65
Read the paragraph. Find the main
idea of the paragraph.
Trees are very important. They give
us shade. They give us food, fuel and
medicines. They make the places around us
beautiful. They also give us lumber.
Some plants can protect themselves
from people and animals. Roses protect
themselves by the thorns in their stems.
Some plants have a bad smell that keeps
children and animals away from them. Other
plants have fine hair that makes those who
touch them itchy.
IV. EVALUATION:
TS. Direction: Read the given
paragraphs. Find the main idea of each
paragraph then write it on the first
blank. Write the details on the other
lines.
1. The intelligence of the elephant has
long been known. Given a set task, it
immediately proceeds to get it done. A
single command is sufficient to make
it understand. The elephant is man’s
most reasoning friend.
Main Idea:
___________________________
Details:
1. ___________________________
2. __________________________
3. __________________________
4. __________________________
2. It pays to be kind to animals. They are
helpless and in many cases hungry. In
gratitude, they will return double love.
They become true friends.
Main Idea:
___________________________
Details:
1. ___________________________
2.__________________________
3. _______________________
4. __________________________
V. ASSIGNMENT:
A. GOLD. Direction: Make an
announcement. Choose from any of the
following suggestions:
 a. about a badminton championship
game.
b. Invitation to an art club
c. A singing contest
B.TS. Read the given paragraph. Find the
main idea of the paragraph then write it on
the first blank. Write the details on the other
lines.
Materials: strips of cartolina. Index cards
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
1. Drill: Pronunciation drill: Have
the pupils recite the verse drill
given:

The Muslims carve their furniture. The timid candidate was Nick./
They carve parts of their houses. They carve Though inarticulate he was quick/
their boats. They carve vases and jewelry. With quips of wisdom that
They carve on gold, silver, bronze and brass. intimidate/
Carving was well-developed long ago among The businessman,/ the pirate,/ and
the Muslims. the delegate!//

2. Motivation:
Main Idea: What do you do if you want to
___________________________ achieve something?
Details:
1. ___________________________ 3. Vocabulary Development:
2.__________________________ Have the pupils read the
3._________________________ following:
4._________________________
a. pot of gold (through drawing)
b. forest
c. fairy
d. firewood

4. Motive Question:
Have the pupils formulate
LESSON # 14 their own questions about the story
they will listen.
I. OBJECTIVES:
B. During Reading Activities:
GLR: 1. Enjoy listening to a story Have the pupils listen as the
CT: 2. Answer questions from the story teacher reads the story.
listened to.
GOLD: 3. Read orally poems cast for a THE POT OF GOLD
verse choir.
TS: 4. Write a composition showing Berto and his mother lived in the
introduction, body and conclusion forest. They worked hard every day. Berto
cut firewood and sold them in them
II. SUBJECT MATTER: market. He had to walk several miles to
reach the nearest village where he could
GLR: The Pot of Gold sell the firewood.
GOLD: Reading Orally Poems Cast for a “I want to play. I want to play all
Verse Choir day. I don’t want to work.” Berto said to
TS: Writing Composition Showing himself on his way home.
Introduction, Body and Conclusion
One day, Berto told his mother, “I
Reference: 2002 Basic Education want to be rich.”
Curriculum
PELC Speaking 4.1; PELC Writing 1 “Then you have to work very hard,”
New Dynamic Series p 173 answered Mother.
Explore Your World Through Language and
Literature pp 34 - 35

66
 “But I’m tired of working all day. I I cannot ask for gold. I will work. Then,
want to play,” complained Berto. I’ll be rich.”
-Adapted
“How can you become rich if you will
only play all day?” asked Mother. CT. CRITICAL THINKING:
C. POST READING ACTIVITIES:
“Oh, I wish I had a fairy friend,” he 1. Answering the motive questions.
said. “I’ll go to her and ask for some gold.”
6. Comprehension Check:
“Ask her some gold? You work, my Have the pupils answer the
son,” Mother said. “That’s the way to get following questions:
rich.”
a. Where did Berto and his
The next day, Berto went into the Mother live?
forest to gather firewood. Again, he said to b. What did he want to do?
himself, “I wish I had a fairy friend.” Just c. What did he tell his mother?
then, a lovely lady dressed in white d. What was the advice of his
appeared to him. It was a Fairy! mother?
e. Who appeared to Berto in the
“What do you want?” the Fairy asked. forest?
f. What did Berto ask from the
“Oh, good Fairy,” said Berto., “I fairy?
want a pot of gold.” g. Did the fairy give what he
wanted?
“A pot of gold? Come,” the Fairy said h. What did Berto realize after the
to Berto. fairy disappeared?
3. Engagement Activities:
Berto was very happy. “I will have a Have the pupils perform the
pot of gold. I will play. I will play all day. I following activities under limited time.
will not work,” said Berto.

“Close your eyes,” the fairy said. GROUP 1: WRITE ME A LETTER

“Now, open them.”
Suppose that you have a fairy friend,
write her a letter telling about your wish.
Berto saw many, many trees.

The Fairy pointed to a tree. GROUP 2: DRAW ME

“See that tree with a mark? It has a What do you consider to be the most
wonderful thing in this world? Draw it and
round white mark. Dig under the tree. You’ll GROUP
color LIGHTS, CAMERA, ACTION!
your3:drawing.
find your pot of gold.”
Choose the part that you liked best in
Then the fairy disappeared. the story. Then make a script and dramatize
the chosen part.
“Good fairy, where are you?” Berto
shouted. GROUP 4: WRITE A SONG!

Good Fairy was gone. Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
“How many trees there are! Why, the class.
every tree has a mark! Every tree has a
round white mark,” he wondered.
GOLD: (Grammar,
Berto could not find his tree. How sad
he was. Oral, Language
Development)
He went home to his mother. He was
very sad. Berto said, “You’re right, Mother. 1. Drill: pronunciation drill:

67
 Have the pupils read the DARK: I am he,
given verse drill.
LIGHT: I am she who has a passion
Monica Hue has a unique menu/ to build,
Says she during a museum interview/
Monica Hue’s menu wins rave DARK: who shall take this structure
reviews/ which you will someday
Its main course is humor/ bequeath to me.
That rescues and renews!//
MEDIUM: breathe into it the warmth
2. Review: Checking of assignment. of my ideals,
3. Motivation: LIGHT: build it firm and higher into
How does a baby cry? the stars until the universe
How does a youth cry? shall know of its strength,
What is the difference of the
cry of the youth to that of the cry DARK: I am he,
of a baby?
LIGHT: I am she who shall think,
4. Presentation:
Have the pupils read the poem MEDIUM: work, act, until that figure
entitled: The Cry of Youth on the ricefield,

THE CRY OF YOUTH DARK: that erect and fearless form

Raul Manglapus of dignity shall be found on
every field and every valley
MEDIUM: The cry of youth is no longer of this land.
the cry of the crib.
DARK: I am a laborer.
DARK: The cry of youth is the
summons to act, to build, to MEDIUM: I am a builder.
labor,
LIGHT: I am a dreamer.
LIGHT: to dream if you will, but it is
cry that will be heard. ALL: I AM YOUTH. HEED ME
FOR THE FUTURE IS
MEDIUM: I am youth, MINE.

DARK: I am he, 5. Discussion:

Have the pupils read the poem
LIGHT: I am she who dreams, correctly. The teacher reads first the
pupils try to imitate the correct way of
DARK: but who shall make your reading the poem cast for verse choir.
dreams come true? Discuss further how to read the
poem. The teacher models an
MEDIUM: I am he, interpretation of the poem for the
pupils. Have them glance at the poem
LIGHT: I am she who shall take the every now and then, but should
green pastures, maintain eye contact with the
audience.
DARK: the gold of your hills, the Discuss further.
might of your rivers,
6. Fixing Skills:
MEDIUM: fashion them with my hands, Have the pupils read the poem with
correct diction, pronunciation and with
LIGHT: my heart, my mind and proper interpretation.
transform them into life and
power. 7. Generalization:

68
 How do we read poem cast for a 3. Phrasing, Blending and Intonation…..
verse choir? 20
4. Diction……………………………….2
In reading poem cast for verse choir, 0
one should remember the following: 5. Posture………………………………
10
1. Pronunciation, phrasing, blending and 6. Audience Rapport (eye contact and
intonation should be as polished as ability to command attention)
possible. …………………………………10
7. Poise ( ease of manner)
2. There must be a variety of expression, ……………….10
tempo, volume, etc.
Total Points
3. The different voice groups in the choir 100%
should know their respective cues ---
where to begin and end.
TS. (Transfer Stage)
4. Gestures, kept down to minimum, 1. Drill: Pronunciation
should be meaningful and well- drill:
executed. Have the pupils read the
following word drill.
5. Music and sound effects may be used
to enhance the presentation. /ae/ and a
MAT – MART
6. A conductor should lead the choir.
(The conductor may be a pupils or the lad – lard back - bark
teacher her/himself) cat – cart mash -
marsh
8. Application: bad – bard chat - chart
The teacher forms two teams. Have hat – heart Sam - psalm
each team perform and read the same ban – barn badge -
poem correctly. barge
ham – harm shack -
IV. EALUATION: shark
Oral evaluation: Given the criteria, Pam – palm match - march
have the group read the same poem given pat – part patch - parch
correctly. Discuss thoroughly the criteria to Dan – darn stack - stark
be given to the pupils: Lads – large

POEM INTERPRETATION CAST FOR 2. Review: Checking of assignment:

VERSE CHOIR
3. Motivation:
Group:_________________ Rating: How do humans communicate with
________ each other?
General Comment: ( ) Excellent
( ) Very Good 4. Presentation:
( ) Good Have the pupils read the paragraph
( ) Fair given:
( ) Needs Intensive
Practice COMMUNICATION
Humans communicate with each
Criteria: Maximum other every day using sounds and body
Points movements. Most commonly, we share
information about the world around us
1. Volume and Quality of through spoken languages. These are
Voice…………………………………10 special sounds we make to represent
2. Expression……………………………20

69
objects, actions, numbers, colors and other
features.
We use our brains to remember
words, put them in the correct order, and
make the larynx, or voice box, produce the
correct sounds. If a person is unable to
speak, he or she can communicate in other
ways, often by using sign language. We also
have written and pictorial language, which
are signs, symbols, and squiggles that
represent spoken words.
The whole body works together to
help us convey our innermost thoughts and
feelings through language.
5. Discussion:
What is a paragraph?
What are the three parts of a
paragraph?
What does the beginning sentence
tell us?
Do the middle sentence develop the
though of the beginning sentence?
What is the ending sentence?
Discuss further.
6. Fixing Skills:
Write a short paragraph about your
ideal person. Paste the picture (or if not
available, draw him/her) inside the box.
PASTE _____________
PICTURE
____________________________
HERE
____________________________
____________________________
____________________________
__________
7. GENERALIZATION:
What is a paragraph?
What are the three parts of a
paragraph?
REMEMBER:
A paragraph is a group of closely
related sentences that develops one topic.
The paragraph is made up of three parts:
1. The beginning sentence or the
introduction attracts the attention
and gives and idea of what is to
follow.
2. The middle sentence or the body
develops the thought given in the
first sentence.
3. The ending sentence or the
conclusion either tells us the last
thing that happen or summarizes
what has been written in the middle
sentence.
8. Application:
Think of a topic of your interest.
Write a descriptive paragraph about it.
IV. EVALUATION:
Write a paragraph showing the
introduction, body and the conclusion of
your paragraph. Choose from any of the
following topics.
A. Interesting place that you have
visited.
A. Favorite food.
B. Interesting hobby.
C. Interesting person
V. Assignment:
GOLD: Have the pupils be ready to
present their oral presentation of the poem
given to them.
TS: Have the pupils write a descriptive
paragraph from the topics which were not
chosen.
LESSON # 15
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Give a report based from an
observation.
TS. 4. Write a model composition
through a diary/journal.
II. SUBJECT MATTER:
GLR: How the Turtle Saved Its Life
GOLD: Giving a report based from an
observation.
TS: Writing a model composition
through a diary/ journal.
References:
2002 Basic Education Curriculum
PELC Speaking 2.1.1; PELC Writing 3.3
70
Enjoying Workbook in English pp. 82 - 83
Explore Your World Through Language and
Literature pp 34 – 35
Materials: strips of cartolina. Index cards
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
1. Drill: Pronunciation drill: Have the
pupils recite the verse drill given:
Some cats went to a ranch,/
Wearing belts and hats/
Which belonged to the coach/
Who led a putsch.//
The coach wanted to catch the cats/
Wearing his belts and hats;/
But the cats lead a putsch/
And caught the coach instead!//
2. Motivation:
Why is it important to be smart?
Do you think being smart will
lead you to a better place?
3. Vocabulary Development:
Have the pupils identify the
meaning of the following words:
a. courtyard (patio)
b. rafts
c. delighted (happy)
d. demon
e. dreadful (terrible)
4. Motive Question:
Have the pupils organize or
create their own questions about the
story.
B. During Reading Activities:
Have the pupils listen as the teacher
reads the story.
How the Turtle Saved Its Life
A king once had a lake made in the
courtyard for the two young princess to play
in. They swam about in it, and sailed their
boats and rafts on it. One day, the king told
them he had asked the men to put some fish
in the lake.
Off the boys ran to see the fish. Now,
along with the fish was a turtle. The boys
were delighted with the fish, but they have
71
never seen a turtle. They were afraid of it;
thinking it was a demon. They ran back to
their father crying, “There is a demon on
the bank of the lake.”
The king ordered his men to catch the
demon and bring it to the palace. When
the turtle was brought in, the boys cried
and ran away.
The king was very fond of his sons, so
he ordered the men who brought the turtle
to kill it.
“How shall we kill it?” they asked.
“Pound it to powder,” said someone.
“Bake it over a bed of hot coals,” said
another.
So one plan after another was spoken
of. Then an old man who had always been
afraid of the water said, “Throw the thing
into the lake where it flows out over the
rocks into the river. Then, it will surely be
killed.”
When the turtle heard what the old
man said, he thrust out his head and
asked, “Friend, what have I done that you
should do such a dreadful things to me?
The other plans were bad enough, but to
throw me into the lake! Don’t speak of
such cruel thing!”
When the king heard what the turtle
said, he told his men to take the turtle at
once and throw it into the lake.
The turtle laughed to himself as he slid
down the river to his old home. “Good!”
he said,” those people who do not know
how safe I am in the water.”
CT. CRITICAL THINKING
A. Post Reading Activities:
1. Answering the motive questions.
2. Comprehension Check:
Have the pupils answer the
following questions:
1. Why did the king have a lake made
in the courtyard?
 2. What did he order to be placed in the ________________
lake? _
3. What did the king’s sons say when
they saw the turtle? GOLD: (Grammar,
4. Why did the king decide to have the Oral, Language
turtle killed?
Development)
5. Did the turtle die? Why?
1. Drill: Pronunciation drill:
3. Engagement Activities:
Have the pupils listen as the
Have the pupils perform the
teacher says the following words:
following activities given:
knee knife wrap wrist
GROUP 1:
knock knack write wrong
Recreate the events that took place in
knead knuckle wring wriggle
the story. Fill in the episodal web.
knight knowledge wreck wrinkle

What did you notice about these words?

1 Use the following words in spelling drill.
7
2
2. Review: Checking of assignment.

3. Motivation:
6 How many times have you been
How the Turtle
Saved Its Life 3 asked to report o your classmates on
things you have observed?

5 4. Presentation
4 Have the pupils read the given
report:

GROUP 2: Value Chart:

Fill in the value chart with the values
you may have learned from the characters in Sherwin Jhed Francisco of
the story. Grade VI St. Mark won the
Regional Spelling Contest held at
Character Values learned the Rizal Stadium in Manila on
King October 5. Sherwin Jhed will
Princess represent the region in the national
Turtle spelling contest scheduled at
Quezon City on November 8.
GROUP 3: Draw Me:
Draw a turtle. Then write a slogan
which will show the character of the turtle. 5. Discussion:
What does the news article all about?
GROUP 4: Write a short prayer. How was it reported?
What questions are answered in the
In the space, draw your favorite news article?
animal then write a short prayer for its Discuss further. Use the information
safety. given under Remember.
_________________ 6. Fixing Skills:
_________________
_________________ Think of an important event that
_________________ had happened in your school with which
_________________

72
you had observed. Report that event in the Do you have a diary?
class. What do you usually write in your
diary?
7. GENERALIZATION:
How do you make a good report? 4. Presentation:
Present an example of a diary.
REMEMBER: What is a diary?
Keeping a diary helps you express
To make a good report, one should your feelings and pour out your secrets
remember the following suggestions: without the risks of having others know
and talk about them.
1. Gather information about your topic
by reading related materials to give 5. Discussion:
you background information on the How do you keep a diary?
topic. What are the things that are written
2. Write down your observations in a diary?
regarding the matter. How does a diary help you?
3. Organize your information by What is the correct way of writing a
making an outline. Write the diary?
information in an orderly manner Discuss further.
according to what you wish to say.
4. Practice giving the report exactly as 6. GENERALIZATION:
you plan to give it in class.
5. Follow your outline when you Keeping a diary helps you express
present your report. your feelings and pour out your secrets
6. Present your report briefly. without the risks of having others know
7. Speak clearly and distinctly. and talk about them.

8. Application: The diary serves as reference when

Observe some of the pressing you want to recall some events. It also
problems in your community. Prepare a helps improve your communication
report on one of them. skills.

There is no format for writing a

IV. Evaluation: diary entry. All you do is think of your
GOLD: Direction: Write a report diary as a friend whom you can talk to
based on the effect of air pollution in the in confidence.
environment. Make the report brief and
concise. 7. Application:
Write down as a diary entry your
TS. TRANSFER STAGE: thought and feelings about a current
problem that you have observed in
1. Drill: Pronunciation your community. (e.g. Drug addiction;
drill: gambling; over-population;
Have the pupils read the given malnourished children etc…)
tongue twister:
IV. EVALUATION:
Kathy thinks it is pathetic/ TS. Write down as a diary entry your
that Theodore is apathetic;/ thought and feelings about a current
but Theodore is apathetic// situation in our environment: “The effect
That Kathy thinks it is pathetic/ of the denudation of our forest.”
That he is apathetic//
V. ASSIGNMENT:
2. Review: Checking of assignment GOLD: Observe some of the pressing
problem in your community. Be ready to
3. Motivation: report on one of them.
Have you seen a diary?

73
TS. Write down as a diary entry your Motivate the children
thought and feelings about a pressing Decorate the altar
problem that you have observed in your Pacify the quarrelsome boys
community. Unify the different groups
Purify the water
Activate the organization
Perpetuate what is good
LESSON # 16 Verify and evaluate

I. OBJECTIVES: 2. Motivation:
What did Jesus Christ use in order to
GLR: 1. Enjoy listening to a story preach?
CT: 2. Answer questions from the story
listened to. 3. Unlocking of Difficulties:
GOLD: 3. Use nouns. Have the pupils know the meaning
TS: 4. Identify the appropriate title for a of the following words:
selection.
multitude (huge in number)
II. SUBJECT MATTER: devoured (ate greedily)
trampled (compressed)
GLR: The Parable of the Sower parable (story)
OLD: Using Nouns disciple (follower)
TS: Identifying the appropriate title for
a selection. 4. Motive question:
Among which type of soil or soils
Reference: 2002 Basic Education represent the redeemed?
Curriculum
PELC Speaking 5; PELC Reading 4.1 B. During Reading Activities:
Explore Your World Through Language and 1. Have the pupils listen to the story.
Literature p. 102 – 103. Let them take down important details
Reading Links Work text p 37 about the story.
Dynamic Series in English p. 4 - 8
Materials: strips of cartolina. Index cards
III. PROCEDURE:
GLR: (Genuine Love for Reading) THE PARABLE OF THE SOWER
A. Pre – reading Activities:
1. Drill: Pronunciation drill: Have the When a great multitude came
pupils listen as the teacher reads the together, and people from every city were
following words. Have them note the coming to him, he spoke by a parable.
pronunciation of the - ate and –ify “The farmer went out to sow his seeds. As
suffixes. he sowed, some fell along the road, and
they were trampled under foot, and the
-ate as /eyt/ birds of the sky devoured them. Other
motivate consolidate seeds fell on the rock, and as soon as they
evaluate perpetuate grew, they withered away, because they
reactivate decorate had no moisture. Others fell amid the
activate validate thorns, and the thorns grew with them, and
choked them. Others fell into the good
i. ify as /ifai/ ground, and grew, and brought forth fruit
one hundred times.”
classify signify As he said these things, he called
verify pacify out, “He who has ears to hear, let him
unify purify hear!”
clarify dignify Then his disciples asked him,
“What does this parable mean?”
Have the pupils read the phrases: He said, “To you it is given to
know the mysteries of the Kingdom of
God, but to the rest in parables; that

74
“seeing they may not see, and hearing they
may not understand.”
Now the parable is this: The seed is
the Word of God. Those along the road are
those who hear, then the devil comes, and
takes away the word from their heart that
they may not believed and saved. Those on
the rock are they who, when they hear,
receive the word with joy but these have no
root, who believe for a while, then fall away
in time of temptation. That which fell
among the thorns, these are those who have
heard, and as they go on their way they are
choked with cares, riches and pleasures of
life, and bring no fruit to maturity. That in
the good ground, these are such as in an
honest and good heart, having heard the
word, hold it tightly, and bring forth fruit
with patience.
-Matthew 13:3-23; Mark 4:2-20; Luke 8:4-15
C. Post Reading Activities:
1. Answering the motive question:
Among which type of soil or soils
represent the redeemed?
GROUP 2: DRAW ME
Pretend the story is a movie and
you are supposed to advertise it. Make a
movie poster of the story and then explain
to the class your poster.
GROUP 3: WRITE ME A LETTER
Choose your most liked character
or most disliked character and write a letter
to the character expressing your feelings to
him/her.
GROUP 4: I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
GOLD: (Grammar Oral,
Language Development)

2. Comprehension Check: 1. Drill: Pronunciation

Have the pupils answer the drill:
following questions. Have the pupils read the following
1. What do the seeds in the parable words:
represent in real life? The /d/ and /t/ Sounds
2. What is the growing process /d/ /t/
mentioned in the parable? played lost
3. Along the path: How does the devil lead but
take away the word from their sad lot
hearts? end pat
4. Among the rocks: What do the rocks dead must
represent? Why do you suppose they
fell away? Sentence Drill:
5. Among the thorns: How do these 1. The lad played lead role but lost
things choke the Christian life? the prize.
6. On good soil: What are common 2. A sad man pats the lad on the head.
characteristics of soil which is good 3. At the end of the bend, one must
for growing plants and those who do beg for the rent.
not only receive the message well, 4. One who lost a game felt sad but
but also produce fruitfulness after not dead.
much perseverance?
7. What type of soil are you growing 2. Motivation:
on? How do you know? Game: Have the pupils give a
8. How can people in the first three known brand for each of the
develop good soil? following nouns:

3. Engagement Activities: Ex. refrigerator – Westinghouse

Have the pupils do the activity 1. pen
given: 2. medicine
3. car
GROUP 1: LIGHTS, CAMERA, ACTION 4. camera
5. paint
Choose the part that you liked best in
the story. Then make a script and
dramatize the chosen part. 75
 What are nouns? What are the
3. Presentation: kinds of nouns?
Have the pupils read the following
sentences: REMEMBER:

1. Taiwan is a small island off the A noun is a name of person, place

China coast. or things. There are two main classes of
2. Durable shoes are manufactured in nouns:
Marikina. - A proper noun names a particular
3. The pyramids of Egypt are person, place, or thing. A proper noun
wonders of the world. begins with a capital letter.
4. The hospitality of Filipinos is - A common noun names things in
proverbial. general.
5. Dr. Jose P. Rizal is the greatest of
the Malay race. Proper Nouns Common Nouns
Atty. Sherwin lawyer
4. Discussion: Santos
Have the pupils underline all the The Manila Times newspaper
nouns given in the sentence. Sto. Domingo church
What are these words? Church
What are nouns?
What are the two main classes of Nouns have concrete, collective and
nouns? abstract forms.
(Discuss the two main classes of
nouns. Use the information given - Concrete nouns name persons, places
under Remember). or things that can be seen, heard,
Have the pupils read the following smelled, tasted or touched.
sentences: Ex. car radio apple tree

1. The troop of soldiers reported for the
noontime regiment.
2. The covey of geese took shelter
under the pile of old tires.
3. Will there be justice in our land?
What are the underlined words in the
sentences?
What kind of nouns are these?
Discuss further.
5. Fixing Skills:
Direction: Underline all the nouns
in the sentences. Identify its kind.
Write your answer on the space
provided.
_____1. Marinduque and Mindoro are island
provinces.
_____2. The family is the first community
to which man belongs.
_____3. He grew up to be a man of self-
control.
_____4. Are these all a dream?
_____5. Carlos P. Romulo is an orator,
soldier, diplomat and a writer.
- Collective nouns name a group of
persons, animals, or things considered
as one.
Ex. group class family fleet
- Abstract nouns name intangible
things that cannot be seen or touched
such as qualities, feelings and ideas.
Ex. bravery happiness justice
7. Application:
A. Encircle all the proper nouns in
the sentences. Underline all the
common nouns.
1. The Youth Club has met for a very
noble mission.
2. Gabriela Silang is the Ilocano’s Joan
of Arc.
3. The secret of success is constant
practice.
4. Last Sunday, my family went to Ocean
Park.
5. It was in December when they decided
to leave for Canada.

B. Write C for concrete noun and A for

6. GENERALIZATION: abstract noun before each number.
_____ 1. dignity _____6. meadow

76
 _____ 2. building _____ 7. justice Have the pupils read the following
_____ 3. trait _____ 8. freedom poem. Let them give a title for it.
_____ 4. fan _____ 9. garden
_____ 5. right ____ 10. story I look at you, and you look at me
What I do, you do, too.
IV. EVALUATION: When I smile, you smile.
A. GOLD: Direction: Underline all the When I frown, you also frown
nouns in the sentences. Then write I look at you and it’s me I see
whether the noun is proper, Oh mirror, tell me what your magic
common, collective, concrete or could be!
abstract. -Myra R.
Labay
1. John will meet his mother today after
several months working abroad. 4. Presentation:
2. Mary cannot wait to wear her new dress Have the pupils read the paragraph.
to church tomorrow morning. Then have them answer the
3. Captain Lara, a Spanish soldier wooed questions that follow:
Maria Makiling by bringing her gifts
from Europe. Sherwin is excited about the
coming Young Inventor’s Week to be held
4. The school orchestra played wonderful in their school. He has been working on his
pieces during the ball. project for many days. Much of his time is
5. The covey of geese took shelter under spent researching and putting together his
the pile of old tires. new invention – an electricity-saving
device. He wants to show how households
can save 30% on electricity by using the
TS ( Transfer Stage) device. Sherwin is hoping to win the gold
1. Drill: Pronunciation medal for his wonderful project.
drill:
Have the pupils read
the following words: 1. Which of the following is the main
idea of the paragraph?
/a/ /e/
mat – met a. Sherwin is excited to attend the
man - men Young Inventor’s Week.
rack – wreck b. Sherwin works hard on his
lad - led special project for the Young
past – pest Inventor’s Week.
batter - better c. Sherwin is eyeing the gold medal
mass – mess in the Young Inventor’s Week.
flash – flesh
2. Review: Checking of assignment. 2. Based on the main idea of the
Read each set of guide words. Then paragraph, which of the following is
write the words from the box that would the best title for it?
appear on a page with those guide a. Sherwin and the Young
words. Inventor’s Week
b. Sherwin’s Special Project
Capture cardboard c. Sherwin, The Great Inventor
Chisel Chores
Compass compose 5. Discussion:
calico – career chilled – circuit How do you go about choosing the
____________ ____________ most appropriate title for a selection?
____________ ____________ Discuss further. Use the
information given under Remember.
commotion – conductor
___________________ 6. Fixing Skills:
___________________ Identify the most appropriate title
for the following selection:
3. Motivation:

77
 Karl and Jazzer found a pool in the 1 2 3 4 5
farm. It was not deep and the two boys
swam and splashed in it happily. The next 6 7 8
day, when they returned to take another
dip in the pool, they found four carabaos 9 10 11 12
wallowing in it. It was the carabao’s
cooling off pool. 13 14 15

A. An Unhappy Discovery Supply the missing letters to

B. Taking Care of Carabaos complete the following lists of words.
C. Pools on the Farm The clues to each word are in
parentheses. Then, use the numbered
7. GENERALIZATION: letters to complete PUZZLE A and
How do we choose the come up with the “Magic Title.”
most appropriate title for a
selection? 1. R A _____ _____ ( a
REMEMBER: contest) 6 12
The most important thing to remember
is that when you read, concentrate and take 2. G __ __ S T (the spirit of a dead person
note of the main message or the main idea that 1 15
the selection wants to put across. 3. H E ___ L ___ H (one’s well-being)
Indeed, the best title for a selection is 7 13
one that was based on the main idea. It need
not be the most cute, clever or funny, but the
4. . D _____ _____ T (singing partners)
one that is most illustrative of the main idea. 10 2
5. _____ O L _____ (alone)
5 14
8. APPLICATION: 6. C A _____ (taxi)
Identify the most appropriate 4
title for the following selection: 7. _____ O W (this instant)
8
All over the world, people have been 8. _____ O P (policeman)
known to use herbs not just to improve the 9
flavor of food but also for their medicinal 9. F A _____ (not close)
value. The Philippines is abundant with 3
various herbs that have been used as 10. C _____ Y (shed tears)
alternative medicine for various ailments. 11
Lemon grass as well as guava and mimosa
leaves have been used to cure diarrhea, IV. EVALUATION:
while oregano, alagao and mansanilla leaves TS. Direction: Choose the most
are also known to be effective against appropriate title for the following
cough. Herbs commonly used as fever selection:
remedies are balimbing, ginger, lily and
camias leaves. 1. Good manners are important for
two reasons. First, good manners make
Find out the best title for the living with other people more pleasant
paragraph by completing PUZZLE A. To and comfortable. Second, good
do this however, you need to fill in the manners are contagious. If one
missing letters of the word listed in behaves well, those around him will
PUZZLE B. Your clues are in treat him with courtesy and respect.
parentheses. Although good manners may cost us
time and effort, we gain more than we
__________________________ give in the long run.
Title
A. The Importance of Living
with People
COMPLETE THE MAGIC TITLE: B. The Importance of Good
Manners

78
 C. The Importance of Friends
2. Water plants have adequate water
supply, but they do not get as much air
as other plants. Therefore, many aquatic
plants have soft tissues which hold air
while some even have special air
cavities. The leaves of some are kept
afloat where they are exposed to air by
an air bladder or because of their broad,
flat shape. Floating plants often have
waxy leaves which reduce the amount of
water they absorb.
A. Floating Plants
B. Water Plants
C. Water Supply
3. Have you ever wondered why we
look like our parents? That’s because we
carry in our bodies a mixture of their
genes. Genes contain hereditary
information. Physical characteristics
such as the color of your hair, the color
of your eyes and your height were
inherited from your parents through
genes. Genes may also transfer mental
abilities or even hereditary disorders
from parent to child.
A. It’s All In the Genes
B. Where Genes Come From
C. You and Your Parents
V. ASSIGNMENT:
A. GOLD. Direction: Underline the
noun given in each sentence and identify its
kind.
1. Jose Rizal was a model citizen of our
country.
2. As a boy, he was fond of reading
stories.
3. But his mother taught him to study his
lessons first.
4. In this way, Rizal attended to duty
first instead of pleasure.
5. He grew up to be man of great self-
control.
B. TS. Direction: Read the following
sentences. Rewrite them in a paragraph
form. Then identify the most appropriate
title for it.
Filipinos are very religious people.
They are devoted and committed to their
chosen religion.
In towns all over the country, people hold
lavish festivals in honor of their patron saint.
79
Many Filipinos also offer novenas and
special devotions to different saints.
Most importantly, Filipinos are firm
believers in miracles and the power of
prayers.
i. God and the Filipinos
ii. Religious Practices of the Filipinos
iii. The Fiesta Loving People
LESSON # 17
I. OBJECTIVES:
GLR: 1. Enjoy reading a story
CT: 2. Answer questions from the story
read.
GOLD: 3. Use plural of nouns.
TS: 4. Write from dictation.
II. SUBJECT MATTER:
GLR: The Boy Who Cried Wolf
GOLD: Using Plural of nouns.
TS: Writing from dictation.
Reference: 2002 Basic Education
Curriculum
PELC Speaking 5; PELC Writing 5
Explore Your World Through Language
and Literature p. 102 – 103.
Reading for Meaning p 45.
Across Borders through Language pp. 5 -7
Dynamic Series in English p. 4 - 8
Materials: strips of cartolina. Index cards
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre –reading Activities:
1. Drill: Pronunciation drill:
Have the pupils read the following
words:
/a/
same stay
Monday
away baby date
cave paper day
wave
2. Motivation:
How does it feel when nobody
believes in you?
3. Unlocking of Difficulties:
 Have the pupils know the meaning of
the following words.
1. wolf (picture)
2. shepherd (picture)
3. chore (action)
4. yelled loudly (action)
5. joke (action/ context clues)
4. Motive Question:
Why did the shepherd boy cry wolf?
During Reading
Activities:
1. Have the pupils read the
story. Have them take down
important notes about the story read.
The Boy Who Cried Wolf
A shepherd boy was tending his sheep
alone. He got bored with his chore and
couldn’t stand it anymore. He thought of
something to bring people quickly to him.
He blew on his horn and yelled loudly.
“Wolf! Wolf!”
Quickly a dozen men came running up to
the mountain only to find out it was a joke.
They were very angry and they told the boy
not to do it again. After a week, he got bored
once more so he cried, “Wolf!” Again, the
men ran to him and they were very, very
angry.
Soon afterwards, a wolf really came.
The shepherd was scared. “Wolf! He cried.
“Wolf! Wolf!”
He blew his horn but alas, no one come.
The wolf ate all his sheep.
B. Post Reading Activities:
1. Answering the motive question.
Why did the shepherd boy cry
wolf?
2. Comprehension Check:
Have the pupils answer the
following questions:
a. What happened when the
shepherd cried wolf?
b. How did the men react when they
learned they were tricked?
c. What did the men do about this?
80
d. What was the men’s reaction
when the boy repeated his trick?
e. If you were one those men, will
you do the same thing? Why?
f. What did the boy do when a real
wolf came?
g. Did anybody come for help?
Why?
h. How do you think the boy feel
when no one believes in him
and all his sheep were eaten by
the wolf?
3. Engagement Activities:
Have the pupils perform the
following activities:
GROUP I: LIGHTS, CAMERA ACTION!
Choose the part that you liked best in the
story. Then make a script and dramatize
the chosen part.
GROUP 2: WRITE ME A LETTER!
Choose your most liked character or most
disliked character and write a letter to the
character expressing your feelings to
him/her..
GROUP 3: I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
GROUP 4: CAUSE AND EFFECT
CHART
What effect did the incident have on the
shepherd boy? What was the cause?
Illustrate through the cause and effect
chart.
Cause Effect
GOLD (Grammar, Oral
Language
Development)
1. Drill: Pronunciation drill:
Have the pupils recite the tongue
twister:
 A. Write the plural form of the
All I want is a proper cup of coffee following nouns:
Made in a proper copper coffee pot
You can believe it or not 1. tax 11. sky
But I just want a cup of coffee 2. candy 12. roof
Made in a proper copper coffee pot 3. toy 13. loaf
Tin coffee pots 4. echo 14. moo
Or iron coffee pots 5. cello 15. boy
Are no use to me. 6. army 16. garden
7. zoo 17. 100
2. Review: Checking of assignments. 8. day 18. tongs
Direction: Underline the nouns given in 9. gas 19. cameo
each sentence and identify its kind. 10. waltz 20. man

1. Jose Rizal was a model citizen of our B. Fill in the blanks with the plural
country. of nouns in the parentheses.
2. As a boy, he was fond of reading
stories. 1. The peasants of Central Luzon
3. But his mother taught him to study his raise many _______ (goose)
lessons first. throughout the year.
4. In this way, Rizal attended to duty 2. (Sheep) _______ roam the wide
first instead of pleasure. and rolling meadows beside the
5. He grew up to be man of great self- hillsides.
control. 3. The innocent looking children ran
after the numerous and
3. Motivation: multicolored (butterfly) ________
What kind of flower do you like in the field.
best? Do rains like flowers too? 4. Many (life)_______ were lost
when the jetliner was shot down by
4. Presentation: the enemies.
Have the pupils read the 5. Malaria is carried to man by the
paragraph given. bite of some (mosquito)________.

People love rain as flowers do. Rain 7. GENERALIZATION:

makes farmers happy. It gives water and life How do nouns form their plural?
to plants, whether it’s a tree, a vegetable or
a vine. It brings health and wealth to every REMEMBER:
living creature on earth. Nouns form their plural in different
Take the case of flowers. Without ways:
rain, they wither and die. But rain makes
flowers lovely, colorful, and attractive. 1. Most nouns form their plural by
Flowers uplift the dampened spirit of sick adding –s.
people. A bouquet of beautiful red roses boy – boys tree – trees
given by a beloved can make a lady glad. 2. Nouns ending in –s, -ss, -z, -ch, -sh,
and –x form their plural by adding –es.
5. Discussion: ax – axes brush – brushes
What are the nouns used in the
paragraph? 3. Many nouns ending in –f or –fe form
Have the pupils classify the nouns as their plural by changing –f or –fe to –
singular or plural. ves.
Discuss further how nouns form their knife – knives wife – wives
plural. Some exceptions are:
(You can use the information given roof – roofs chief –
under REMEMBER. Discuss the different chiefs
ways how nouns form their plural.) belief – beliefs chef – chefs

6. Fixing Skills:

81
4. Nouns ending in –y preceded by a 16. Compound nouns form their plural by
consonant form their plural by changing adding s to the important name part.
–y to –-i and adding –es. mother – in – law - mothers –in – law
city – cities lily – lilies major general - major generals

5. Nouns ending in –y preceded by a vowel Compound nouns that end with ful
form their plural by adding –s. form their plural by adding s.
key – keys toy – toys cupful – cupfuls
teaspoonful – teaspoonfuls
6. Some nouns ending in –o preceded by a
consonant form their plural by adding – 17. Some nouns derived from Latin roots
es. form their plural by changing the last
mango – mangoes potato – potatoes letter or letters.
alumnus – alumni crisis - crises
7. Other nouns ending in –o preceded by a datum – data radius –
vowel form their plural by adding –s. radii
radio – radios igloo – igloos
18. Some nouns though plural in form
8. Some nouns form their plural by have singular meaning.
changing their whole spelling. athletics mathematics
tooth – teeth goose – geese
8. APPLICATION:
9. The following nouns have the same form Change the nouns in the
in the plural. parentheses to plural form.
sheep – sheep deer – deer 1. Our tour took us to several (ranch)
in (valley) and (mountain)
10. A few nouns form their plural by adding 2. But the exciting (rodeo) and
–en or –ren. beautiful (view) made up for all
ox – oxen child – children our (difficulty)
3. (Duck), (goose), and (turkey)
11. Some nouns are always plural. scattered their (feather) as they fled
goods proceeds to get out of the way.
scissors trousers shears 4. (Ox), (sheep) and (deer) stood and
tongs stared at the whole scene.
pliers pincers 5. Some (place) could be reached
tweezers only after passing near steep (cliff)

12. Some foreign nouns form their plural as IV. EVALUATION:

in the original language. A. GOLD: Direction:
cactus – cacti datum – data Rewrite the following
sentences by changing
13. Numbers, letters and symbols form their the plural form of each underlined
plural by adding –s. noun.
As 15s 30s Ms 1. The child and adults enjoy games.
2. The composer repeated the line
14. Mass nouns name things that cannot be several times.
counted. They need their counters to 3. My friend sang in the concert.
make their meanings complete. 4. The ditty told of life on the ranch.
A glass of milk a can of oil 5. The cloud in the sky wept for him.
A grain of salt a cube of ice

15. Proper nouns form their plural by adding TS (Transfer Stage)

–s. Those that end in s, sh, ch, x or z add 1. Drill: Pronunciation
es. drill:
Ana – Anas Reyes – Reyeses Have the pupils read
Manalo – Manalos the following rhymes.
Sanchez – Sanchezes
Jack Sprat could eat no fat

82
 His wife could eat no lean
And so between them both you see 6. Generalization:
They licked the platter clean. How do write from dictation?

Molly, my sister, and I fell out REMEMBER:

And what do you think it was all about?
She loved coffee and I loved tea The most important thing to remember
is that when you write from dictation, you
And that was the reason we could not should write legibly and neatly, observing
agree. correct letter form, capitalization, punctuation
and spelling.
2. Review: Checking of assignment:
Read the following sentences. 7. Application:
Rewrite them in a paragraph form. Then Have the pupils write the
identify the most appropriate title for it. following sentences:

Filipinos are very religious people. 1. The Greek islands are warm in the
They are devoted and committed to their summer.
chosen religion. 2. The Arabian climate is very warm.
In towns all over the country, people hold 3. What have you heard about
lavish festivals in honor of their patron saint. Icelandic weather?
Many Filipinos also offer novenas and 4. South American seasons are the
special devotions to different saints. opposite of ours.
Most importantly, Filipinos are firm 5. I do not enjoy cold European
believers in miracles and the power of winters.
prayers. 6. It is always extremely hot in the
North African deserts.
A. God and the Filipinos 7. A Mexican vacation would be nice.
B. Religious Practices of the Filipinos 8. The cold makes us dream of
C. The Fiesta Loving People Jamaican sunshine.
9. A Hawaiian holiday would bring
3. Motivation: relief.
How do we start a sentence in a 10. Canadian air will make the
paragraph? temperature fall.

4. Presentation: IV. EVALUATION:

Have the pupils read the following TS. Write the following sentences:
sentences.
1. Materials for artwork are
1. The whole village went under water everywhere.
during the typhoon. 2. The picture showed cactus,
2. I was overwhelmed with both fear pebbles, dried flowers and insects.
and apprehension. 3. Jose made a poster about lakes and
3. Maintain your poise and dignity. rivers in the Philippines.
4. The imposter again eluded the 4. Students can make a design with
arresting policemen. photographs.
5. He tried to bribe the fiscal and the 5. Cut the pictures out with scissors.
judge.
V. ASSIGNMENT:
Let the pupils know the spelling of A. GOLD: Direction:
the different words in the sentences. Write each sentence. Complete
the sentences with the correct
5. Discussion: plural form of each noun in
How do you write the beginning of the parentheses.
sentence? 1. Three ____ and three boys form a
Discuss further how to write from team. (man)
dictation. 2. Two ____ play water polo.
Have the pupils write the sentences as (woman)
the teacher dictates the sentences.

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3. A family brought their ____ so they
can play musical chairs. (radio)
4. These soccer players can run as fast
as _____. (deer)
5. The players’ voices created _____
(echo)

END OF 1ST GRADING PERIOD

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