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Date: ____________

I. Objective:
 Infer the general mood of the selection/poem read.

Value: Self confidence

II. Subject Matter:

Inferring the general Mood of the Selection

References: PELC III 8-1, p. 24 Growing in English (Reading) pp. 197-198 Mastering
Communication Skills pp. 188-189
Materials: chart, sentence/phrase strips, pocket chart

III. Learning Activities:

A. Preparatory Activities:
1. Pronunciation Drill
Read the following phrases with correct pronunciation.
On top of the hill
In the valley
By the side of the rill
Can’t be a tree

2. Review:
The sun is behind the mountains. The flowers are all in bloom. Birds are chirping. The
children are laughing.
 What word best describes the mood of the passage?
a. funny b. romantic c. gay

3. Motivation:
 Have you done your best before? How did you feel?
 The poem in today’s lesson challenges you to be your best in anything.

B. Presentation:
1. Read the poem with expressions by the teacher while the pupils listen.
2. Comprehension Check-up:
 Do your best when given a task?
 How does it feel to dot he best and be the best?
 How can you be best in anything?

3. Generalization:
What is meant by mood?
How would you determine the mood of the selection?

4. Practice Exercises:
a. Guided Practice:
Identify the mood expressed in each .stanza below and write the correct answer.
1. Lord, let the rain water the plain! Lord, let the sun ripen the grain!
a. forgiving c. envying
b. pleading d. exciting
b. Independent Practice:
Infer the mood of the following passages.
1. These past several weeks when you had not written, I realized how much you mean
to me.
2. “What a beautiful picturesque! It deserved a price,” cried Zeny.

IV. Evaluation:
Choose the answer the best express the mood in the paragraph.
1. Robert was driving along the highway when his front tire went flat. He walked to the nearest
telephone and called mechanic for help. They were very busy at the garage. Nearly an hour went
by before help arrived.
a. hopelessness
b. restlessness
c. tiredness

V. Assignment:
Read again the poem "Be the Best of Whatever You Are" Write the general mood on your

Date: ____________

I. Objective:
 Use the expressions about the future plans, hope-can and wish could, would

Value: Attentive listening, openness in writing one’s hopes and wishes

II. Subject Matter:

Using Hope-Can, Wish-Could, Would Expressing Hopes and Wishes

References: PELC Growing in English Language TM, pp. 152-154, Txt, pp. 196-203
Materials: word cards, cassette, song “When You Wish Upon a Star”

III. Learning Activities:

A. Preparatory Activities:
1. Word Study:
Study the spelling and meaning of each word.
Astronaut Pilot Architect
Engineer Astronomer Analyst

2. Motivation:
Have you ever seen a star shoot across the sky one starry night? What did you do?

B. Presentation:
1. Listening Activity
 What does the song tell about making a wish?
 What does the line “Makes no difference who you are” mean?
 Do you believe in wishing upon a star.

2. Discussion:
a. Who among Loren’s well wishers tell what is/are likely to happen? Go over their
 What expression of desire or want is used in these sentence?
 What form of the verb follows the expression hope?

3. Fixing Skills:
Read the following sentences. Choose wish sentences tell about (a) thins that are likely to
happen (b) things that are not likely to happen. Write a or b for each sentence.
1. I wish I were the President of the Philippines
2. Father hopes Natalie can make the best decision for herself.

4. Generalization:
When is hope used?
When is wish used?

6. Practice Exercises:
Read this dairy entry written by David. Be able to point out his hopes and wishes.
Be able to point out his hopes and wishes.
I often dream of flying to mass with my friends. I wish a large spaceship could take all
of us here. I also wish that the spaceship were fast enough to bring us back and forth to the
earth. I hope I can find evidences showing that life is possible there. I hope I can do it as
soon as possible so that some people on earth can migrate there. The population on earth has
increased very much. Mother earth is already suffering from destruction. I wish I council do
this to save her.
 What does David wish?
 What are is hopes?

IV. Evaluation:
Write your own dictionary entry telling about your own hopes and wishes.

V. Assignment:
Interview five classmates about their hopes and wishes. Chart the information
you will gather.
Name Hopes Wishes
1. Ex. Aminah Can finish her studies and can She were a strong tree

Date: ____________

I. Objective:
 Tell how the story would turn out if some episodes were changed

Value: Greedy people will not be rewarded

II. Subject Matter:

Inferring How the Story Would Turn Out if Some Episodes were Changed.
“Defining a Poor Man”
References: PELC 8.2 (Reading) p. 24
Growing in English - Reading TX pp. 204-212, TM pp. 193-195
Materials: charts

III. Learning Activities:

A. Preparatory Activities:
1. Drill:
Pronounce the /j/ in the following words:
gypsy apologize janos majesty just

2. Motivation:
"Lawyers defend anyone who is treated unjustly. Anyone can play "lawyer" to anybody
as the need arises. In the story, find out how a gypsy acted as a "lawyer" to save a poor man
from a big trouble."

3. Motive Question:
"How did the gypsy save' Janos from the big trouble of losing all his money to a greedy

B. Presentation:
1. Silent reading of the story. “Defending a Poor Man”
2. Discussion/Analysis:
a. Answering the motive question
The gypsy compared the impossibility of increasing the number of boiled corn to that
of the hard-boiled eggs being hatched into chicks.

b. Comprehension Check
 What did the poor Hungarian owe the innkeeper?
 How much did the innkeeper want the poor man to pay?
 Who defended the poor man? How?

c. Skill Development:
Tell how the story would turn out if some episodes in the story were changed.
 What would have happened if the gypsy had not appeared in court?
 What would have happened if the innkeeper had gotten all the money from Janos?

3. Practice Exercises:
Read the following stories, then fill the blanks with possible endings.
a. There was once a tired bird that was very thirsty. It saw a jar with very little water. It tried
to reach the water but could not do it.
"Aha, I know what I shall do. I shall put stones in the water." After putting stones, the
water level rose and the thirsty bird's thirst was quenched.

If the bird wasn’t witty and patient, ______________________________.

IV. Evaluation:
Read the story then complete the sentences that follow.
A. One day, Ruth planted a bean seed. She watered the seed daily. After three day, she saw a little
plant growing. There were two little leaves coming out. The next day, the little plant grew taller.
But she went to visit her grandmother in the city for three days. When she returned, she saw that
the little plant died. 1f Ruth had not watered the seed daily,

V. Assignment:
Change an incident in your favorite tele-series. Then write what could have happened had the
character took the action which you've written.

Date: ____________

I. Objective:
 Use the expressions if-were-would and if-am-will shall

Value: Having an ambition

II. Subject Matter:

Using If-Were-Would and If-Shall or Will

References: Growing in English – Language TM, pp. 159 – 162; TXT, pp. 206-213
Materials: wordcards charts, cassette tape,
Poems: “If I were, I would, if I am, I will,” “If”

III. Learning Activities:

A. Preparatory Activities:
1. Review:
Review on using hope-can and wish-could, would
 Supposing the Philippine launches a worldwide fight against all kinds of pollution,
what do you hope and wish to do to help carry it out?

2. Motivation:
What do you hope to be when you grow up?

B. Presentation:
1. Listening Activity:
 What are the animals mentioned in the song?
 Which words are presented several times in the song?

2. Discussion:
 Go over the sentences that answer the questions about he poem.
a. If I were a daily newspaper, I would hold in truth the over.
b. If I were a bubble, I could fly about the sky.
c. If I learn to fly, I will capture the earth and space.

3. Fixing Skills:
Complete the following expressions. Which express things that are likely to happen?
Which don't?
a. If I were a butterfly, ________________.
b. If Father comes home early, _________________.
c. If Mother were here today, __________________.

4. Generalization:
 When is If (I) (present tense of verb) used? What form of the verb follows it?
 When is If (I) were used? What verb follows it?

IV. Evaluation:
Write an interesting answer to each of the following questions. (complete sentences)
a. What would you do if ………………..
1. you were born deaf and mute?
2. you were the richest person in the country?
3. you were a scientist?
b. How will you react if ………….
4. you top the final examination in mathematics.
5. you meet the president of the Philippines?

V. Assignment:
Memorize the song “El Condor Pasa.”

Date: ____________

I. Objective:
 Infer alternative action taken by characters

Value: Respect Children’s Rights

II. Subject Matter:

Inferring Alternative Action Taken by Characters

References: PELC 8 (Reading) p. 24 Growing in English Reading 6, pp. 204-206; 211

Materials: charts

III. Learning Activities:

A. Preparatory Activities:
1. Review:
Listen to the following paragraphs. Give the possible effects to the given situations.
a. Allan always comes to school late.
b. Jobert listens attentively to every discussion of his subject teachers.
c. The Grade 6-C of Bambang Elementary School joins the cleanliness drive of their

2. Motivation:
At your house, what are the usual household chores that you do? Are you forced to do it
or do you do it on your own free will? Why?

3. Motive Question:
Why did the girl wanted to be with her grandmother in paradise?

B. Presentation:
1. Have the pupils listen as the teacher reads the selection, “The Little Match Girl”
2. Comprehension Check-up:
1. Answering of the motive question.
2. Who is the most important character in the story?
3. What kind of a person is the main character? Describe her in three words.

3. Analysis and Discussion:

What will happen in the story if some action of the characters or events in the story were
altered or change?

4. Fixing Skills:
Tell what would happen in the story if some action of the characters were changed.
1. What would happen if instead of living with his father, the girl lives with her mother?
2. What would happen if the stepmother sells the matchsticks?

5. Generalization:
How do we tell what would happen next in a story if we changed some actions taken by
the characters?
6. Infusion Value:
What are the rights of the children? What will you do if your rights as a child is violated
by other people?

7. Practice Exercises:
Based on the story "Defending a Poor Man" (Growing in English Reading 6, pp. 204-
206) tell what would happen to the following situation if some actions were changed:
a. The gypsy did not appear in the court.
b. The innkeeper got all the money from Janos.
c. The king decided in favor of the innkeeper.

IV. Evaluation:
Read the story below. "The Ant and the Grasshopper" then answer the questions that follow.
1. What would happen if the ant listened to the grasshopper to relax and enjoy the sunshine just like
what he is doing?
2. What would happen if the grasshopper joined the ant in collecting and saving food for the winter?
3. What would happen if the ant shared her food to the hungry grasshopper?

V. Assignment:
Watch your favorite telenovela this evening. Then write your answer what would happen if the
main character exchange role with the villain.

Date: ____________

I. Objective:
 Use descriptive words

Value: Appreciation

II. Subject Matter:

Using Descriptive Word

References: PELC II 9.1 PELC 6 p. 24 English for Grade 6 p.90 Adventure in English p. 182
Materials: pictures, charts, sentence strips real Sampaguita

III. Learning Activities:

A. Preparatory Activities:
1. Pronunciation Drill:
I remember the black wharves and the ships, and the sea-tides tossing free; And Spanish
Sailors with bearded lips, and the beauty and the mystery of the ships, and the magic of the

2. Review Guessing Game using pictures:

Divide the class into groups
a. It's bigger than a dog.
It can bite. I can't fly.
b. It's fatter than a seal.
It can swim. It can't run
c. It's thinner than a sheep.
It can't run. It can climb trees

3. Motivation:
 What is your favorite flower?
 How does it look like?
 Do you know our national flower?
 Show a real sampaguita to class. Talk about it

B. Presentation:
1. Reading of the paragraph by the teacher.
2. Analysis and Discussion:
 What word in the paragraph describes the sampaguita? Read them.
 Examine the following words.
 What do you call these words?

3. Fixing Skills:
Show pictures of other animals, people, places, and events for pupils to describe using

4. Generalization:
 What do you call words that describe nouns?
 What are adjectives?
5. Practice Exercises:
Encircle the descriptive word in each of the following sentences. Then spell the words.
1. Typhoons are disastrous to a country.
2. He has been branded as a fervid orator.
3. the cat was chary of meeting its paws
4. The mayor is noted for being sweet-tempered.
5. A soldier must play scrupulous attention to orders.

IV. Evaluation:
Select the correct adjective in the parenthesis that will finish each sentence.
1. Some modern rock bands play ________ tunes (angelic, metallic, patriotic)
2. The audience was ___________ when the announcer announced the start of the contest.
(astounded, puzzle, sleep)
3. A _________, knife cut things easily. (sharp, pointed, stainless)

V. Assignment:
Use adjective to describe the following nouns.
Eyes Perfume Bus Avocado
Melody Sleep Carabao

Date: ____________

I. Objective:
 Use descriptive phrases

Value: Appreciation of Artworks

II. Subject Matter:

Using Descriptive Phrases

References: PELC 9.1 p. 24 BEC (L) pp. 79-81, 84

Materials: chart, flashcards

III. Learning Activities:

A. Preparatory Activities:
1. Drill:
Give the opposite of the following adjectives
afraid rich slow old strong high

2. Review:
Give the synonyms of the following adjectives.
big clean fine rare fierce wide

3. Motivation:
Do you know some famous art woks? Name some paintings, sculpture, songs plays, etch.
Describe them.

B. Presentation:
1. Present the paragraph below.
Michaelangelo was a famous Italian sculptor, but he also did some paintings. He painted
the ceiling of the Sistine Chapel in Rome which took four and a half years to finish. The
ceiling was very high and curved…………..

2. Analysis and Discussion:

a. The expressions too high to paint means that it was very hard for Michaelangelo to paint
the ceiling of the Sistine Chapel because of its height. What does too wide to fill with
pictures means?
b. What words follow too? What do you call these words? What words follow to? What
kind of words are they?

3. Fixing Skills:
Form a sentence using the expressions learned for each of the following situations.
1. Jose is only five years old. He wants to ride a horse, but he simply cannot do it. What
does his father tell him?

4. Generalization:
What word order/expression is used to describe persons, places of things?

5. Valuing:
Do you appreciate artworks? How do you show your appreciation?
6. Practice Exercises:
a. Guided Practice:
Form a sentence from' the given pairs using too + adjective + to + simple form of the
1. Cora is young. She could not join the field trip.
2. At first Sonia was shy. She could not talk to anybody in school.

b. Independent Practice:
Read the following pairs of sentences. Complete the second sentence with the
appropriate expressions.
1. A symphony is long. It cannot be composed in just a day.
A symphony is __________ in just a day.
2. Grandfather is old. He cannot do heavy work.
Grandfather is __________ heavy work.

IV. Evaluation:
Form a sentence from the following pair of sentences.
1. Lita was tired. She could not join the choir practice.
2. The stage is small. It cannot accommodate all the singers.
3. Ana is sick. She cannot attend her art class.
4. My son is stout. He cannot run fast.
5. My baby is small. She cannot be left alone.

V. Assignment:
Study the following expressions carefully. Use them in meaningful sentences.
Too wonderful to believe
Too difficult to catch
Too abstract to recognize
Too tiny to see
Too high to paint
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