GRADE 6 School Grade Level VI

Teacher Learning Area ENGLISH

DAILY LESSON LOG
Teaching Dates And Time OCTOBER 28-31, 2019 (WEEK 1) Quarter 3RD QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards  Demonstrates understanding of various linguistics nodes to comprehend various texts.
 Demonstrates understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose and
audience
 Demonstrates command of the conventions of standard English grammar and usage when writing or speaking
 Demonstrates understanding of different formats to write for a variety of audiences and purpose.
 Demonstrates understanding of verbal and non verbal elements of communication to respond back
B. Performance Standards Analyzes text types to effectively understand information/message(s)

Prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their own
clearly and persuasively

Uses linguistic cues to appropriately construct meaning from a variety of purposes.

Speaks and writes using good command of the conventions of standard English

Edit texts using appropriate text types for a variety of audiences and purpose.

Uses a variety of strategies to provide appropriate feedback

C. Learning Competencies/ Listening Comprehension Reading Comprehension Study Strategies/Research Writing and Composition Attitude
Objectives Oral Language Show tactfulness when
Distinguish text type according Use a particular kind of Plan a composition using an communicating with others
Note significant details in the to purpose and language sentence for a specific outline/other graphic
story features through enumeration purpose and audience organizers
Provide evidences using -asking permission
opinion
Write the LC code for each EN6LC-IIIa-2.2 EN6RC-IIIa-3.2.8 EN6SS-IIIa-1.8.1 EN6Wc-IIIa-1.1.6.1 EN6A-IIIa-17
EN6OL-IIIa-1.27
II.CONTENT Noting significant details in the Distinguishing text type Relaying Commands and Organizing Ideas Using Show tactfulness when
story and express opinions according to purpose and Request Using Indirect Graphic Aids communicating with others.
using evidences. language features through Discourse
“The Boastful Shrimp” enumeration
“The Fox in the Well”
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide/Pages Elementary English Elementary English
Elementary English pp.303-307 Elementary English p. 309
pp.239-244 pp.423-429
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from A copy of the story “The A copy of the story, The Fox in Comic strips, flash cards, Graphics organizer, map or Pictures, copy of the selection
Learning Boastful Shrimp”, a tablespoon, the Well, short stories, charts Show Me Boards globe
Resource(LR)portal charts
B. Other Learning tarpapel
Resources
IV.PROCEDURES
A. Reviewing previous Recapitulation of the previous Review the summary of the Recapitulation on the -What is the difference -What is a graphic organizer?
lesson or presenting the lesson on the Varieties of story that was read yesterday. characteristics of a fable. between a command and a
new lesson Sentences; request? -How does it help the
-Compound Sentence -What important values did What is the purpose of the - The command plainly gives beginners to write a selection?
-Simple Sentence you get from the story? fable? an order while a request asks
-Complex Sentence a favor to do or act at a Why should we be familiar with
With the use of proper What is the most important certain task. graphic organizers?
conjunctions. lesson you learned from the
selection? -What is a direct and indirect
discourse?

1. John said, “wash the dishes

Anna.”
-John ordered Anna to wash
the dishes.

2. “Please give me a piece of

advice.” Jay said.
-Jay asked me to give him a
piece of advice.

How do you deliver a direct

and indirect discourse?

In the reported command,

the verb “said” is not used,
 instead, “told”. The word “to”
is added before the verb.

-In reporting request, the

verb “asked” or “requested”
is used instead of “told”
. The word “please” is
dropped.
B. Establishing a purpose The teacher shows a spoon Recall an instance in your life Use flash cards/show me Show a video clip about the Show a picture of a true friend.
for the lesson -It is used for eating. Aside when you did a certain thing boards. Write R if the children from the different
from it is used as eating utensil, without thinking of the statement states request parts of the world. -Do you have a friend?
it can be used in several ways. consequences. and C if it shows Command. Let them share opinion.
Give some of its uses. 1. Listen attentively. -Compare the Filipino -What do you like most about
Examples: ice cream scooper, What do you think will happen 2. Please keep your things in Children with the Children of your friend?
taking in medicines, can if you did a certain thing order. the world.
opener, as a pestle etc. without thinking of the 3. Avoid making too much -The teacher presents a -What do you dislike about
consequences? noise. semantic web. What word him/ her?
4. Stop going around please. can you associate with the
Have the pupils relate their 5. Observe silence. word CHILDREN? If you want to say an honest
experiences. mistake of your friend how do
CHILDREN
Answers may vary. you do it?
N
Enhance vocabulary words -Play a game: Simon says. Unlock vocabulary words.
through body language. (Teacher uses command or Match column A with column
request. B and write the letter of the
correct answer.
-Read the words aloud 1. Go to the wash room.
2. Keep right! A B
Hind legs
A. 3. Kindly speak in a sof 1rebozos a. a pendant
voice. 2. kimono braid of hair at
4. Please lend me your ears. 3. queue the back of
B. Fore legs 5. Come with us. 4. igloo the head.
5. fleet b. an Eskimo
leap 6. hut house
C. c. boat house
Without the second d. cottage
thought e. a Japanese
D. lose robe fastened with a
sash.
f. a long scarf of
 silk worn wrapped about
the head and shoulder and
sometimes over face.
B. Do you have a pet? Share a -Have you seen a fox? Ask the pupils to read and A. Motive Questions: A. Motive Question:
C. Presenting examples/ heroic deed it has done for you (Yes/ Not yet analyze the comic strip. 1. How do children from Why do we need to be tactful
instances of the new lesson or for others. around the world differ from all the time?
Unlocking of Difficulties: each other?
Synonym hunt through -What are the qualities of the Mother: “Lock your room 2. How do children differ in
multiple choice. Encircle the fox in some common stories? before leaving, Jim”. complexion.
letter of the correct answer (Ofen times fox is wise and 3. How do you compare the
1. The sharp protrusion of a bad) Jim: “Yes, Mother”. clothing’s of the children
shrimp is used to fight against from around the world?
its enemies. -Let us find out if the fox is still Rina: Mother told Jim to 4. Can you make distinctions
a. a part of the body that is the fox we have known before. lock his door before leaving. as the types of houses in
pointed which children from around
b. a part of the body that is Ms.Aguila: “Please polish the world lives?
hidden. the floor, Mang Ambo.” 5. What do they have in
c. a part of the that is plain. common?
d. a part of the body that is Mang Ambo: “Yes Maám”.
dull.
Ricky: Ms. Aguila requested
2. Nothing can pierce an iron Mang Ambo to polish the
shield even an iron sword. floor.
a. to rip of c. to crush
b. to spin d. to go through

3. The beautiful white pearl is

glistening under the rays of the
sun.
a. shine c. flash
b. bright d. all the above

4. The boastful man shows off

his knowledge about martial
arts.
a. humble c. naughty
b. overly confident d. shy

5. His colorful lantern has

 scorched because of the
constant raining.
a. dried c. dyed
b. worn d. a and b

Motive Question: Why is that

the story titled the Boastful
Shrimp?
D. Discussion new concepts The teacher uses the popcorn Read the story. What kind of sentences Read the poem:
and practicing new skills #1 reading strategy while the were used? A. Read the dialogues.
other pupils listen very The Fox in the Well Children Around the World
carefully The Boastful -Study the charts of direct (by Jo Feniford) Joana: Hey, Susan! It smells
Shrimp A fox once fell into the well. and indirect discourse stinky, Is that you Susan!
Once there was a shrimp He tried to jump out but each Some children are brown like
who thought he was the most time he did, he fell back down. -Differentiate a direct and newly baked bread, Susan: No! (She cried and
handsome shrimp in all the By and by a goat passed by. indirect discourse. ran outside.)
world. In fact, he believed that Looking into the well, he saw Some children are yellow and
he was more handsome than the fox. “Hello,” he called. -Differentiate command some are red, Joana: Oh! I don’t mean to
any other creatures on earth. “What are you doing down from request based on their hurt you, I just want to be
“Just look at my sword,” he there?” usage. Some children are white and frank!
proudly told the other young “Drinking some water of some almost blue,
shrimps, pointing to the sharp course!” replied the fox. “Is it Point out also their
pointed protrusion at the end good?” asked the goat. similarities. Their colors are different, the B.
of his nose. Of course, as far as “Good? It is the best water I children like you. Frieda: Hi, Jenna. Can we
shrimps were concerned, the ever tasted in my whole life,” talk outside?
end of the nose was the most answered the fox, drinking a Some children wear sweaters
natural place for the sword to gulp of water. and some rebozos
be. Without a second thought, Jenna: Sure! Perhaps it is a
“And look at my thick, the goat jumped in. Afer Some children wear furs and very important matter
smooth shield,” Like other drinking some water, he some kimonos’ right?
shrimps he carried his shield,” looked about for a way to get
he would continue. “Nothing out of the well. “How do we Some children go naked, and Frieda: Yes Jenna. I am your
can pierce the shield,” like get out of here? “he asked the wear only their queue, friend and I am concern
other shrimps he carried his fox? about your wellness. Being
shield on his head. All he “I know what we can do,” a teenager we must be
needed to do to show off his said the fox. Looking at the Their clothes may be concern with our personal
head was to hold his head high. goat from the corner of his different, the children like hygiene. Taking a bath
“You are indeed a eye. “Stand on your hind legs. you. everyday will help a lot. It is
handsome shrimp,” said an old Plant your fore legs firmly more of loving and
experienced shrimp. “But you against the side of the well. I’ll Some children have houses of respecting ourselves.
are just reaching adulthood climb on your back, and I’ll stone in the streets,
and have had no experience of step on your horns. Then I can Jenna: Thank you Frieda,
the world. Do not display get out. When I’m out, I’ll help Some lived in igloos and indeed you are a true
yourself too much or else one you get out too.” some lived in fleets, friend. Thank you, and I
of those humans might grab “That’s a good idea!” said appreciate it very much.
you,” said the old shrimp the goat happily as he did Some lived in old straw huts
pointing with one of his many what the fox told him to do. and some in new,
legs to a young man swimming The fox climbed on the Comprehension Check:
nearby. goat’s back and horns. Then Their homes may be
“Grab me? Who? That he jumped out of the well and different, the children like 1. How did Susan react to
sof- skinned two – legged started on his way. you. Joana’s statement?
creature? “scoffed the young “Hey!” shouted the goat. 2. Do you think Joana’s
shrimp. “He does not even “Help me out of here. You Some children are Finnish, action is right?
have a proper shell. He has promised to help me.” and some from Japan, 3. If you were Susan, will
those funny little bits of shell “You silly goat,” said the you feel the same?
on the ends of his fingers and fox. You should have thought Some are Norwegian and 4. In the dialogue B, How
toes, which do not protect him of that before you jumped in. some from Sudan.
did Frieda approach
at all, as far as I can tell. All I Next time, look before you
Jenna?
need to do is stab him with my leap.” Oh yes, we have children in
5. Did Jenna got angry?
sharp sword, and that will be valley, or pike,
Did she feel
end of him. Someday, he and -Answer the Comprehension
other two- legged humans will Check. Their countries are different- embarrassed? Why?
look at me and admire me!” the children alike. 6. If you were Jenna, will
said the young shrimp. 1. Where did the story you get mad at Frieda?
“Well if you won’t listen to happen? Oh if they could dance and if 7. Why?
my advice,” said the old they could play 8. If you will choose
shrimp, “you will have to learn 2. Who fell into the well? between Joana and
your lessons the hard way.” Altogether what a wonderful Frieda, who will you
The young shrimp soon 3. Who jumped into the well? day! choose? Why?
forget about the old shrimp’s
advice. He continued his habit 4. Why do you think the goat Some could come sailing and
of looking for groups of other believed the fox? Explain. some could just hike!
young shrimps his age and
showing off before them. He 5. How did the fox get out of So much would be different-
would engage in shrimp the well? The children alike.
gymnastics, bending his body
this way and that, to let them 6. Why did the goat decided to -Using the Clustering
see how strong his muscles jump into the well? Organizer, discuss how
inside his beautifully glistening children from different parts
white shell, which hardly had 7. If you were the goat, will of the world differ from each
any dark dots or lines on them, you do the same? other.
unlike the other shrimps
around him. 8. If you were the fox, will you
One day, a fishing boat do the same? Color of
passed by, with fisherman on
yelloww red
the Skin

board looking for a good catch.

The boastful shrimp saw his 9. What is the moral of the
chance to display his athletic story? hut
Sudan

form before them. He swam to

the surface of the water. The Children
Around the
fisherman saw him. They cast B. Enumerate the story
Country of Origin
Types of Shelter World

their net and in a few minutes, grammar of the selection

the boastful young shrimp was read.
caught in the net, along with fleet
Japan

other shrimps and fish. -Characters: The Fox and the

That day, at lunch time, Goat
the boastful shrimp was seen
Forms of Clothing

rebozo
kimono

on the end of a barbeque stick, -Settings: at the well

his shell now in beautiful colors
of pink, red and brown with -Plot: The goat saw the Fox
some scorched spots from the dinking at the well so the goat -Let pupils label the sub
coals over which he was did the same without giving a clusters.
roasted. second thought. In the end
“What a fine, fat shrimp!” the goat lef at the well all by Can you give reasons why
explained the persons around himself. they have different
the dining table. complexions?
“It’s the best shrimp I’ve -What does the author want (They came from different
ever tasted!” said the person us to feel? parts of the world)
who picked up the barbeque
stick and cut up the shrimp, -What do you think is the Cite countries and their skin
afer putting a little portion in purpose of the author in color.
his mouth. The boastful, young writing the story? ( Filipinos have brown
shrimp got his wish at last to complexion, China and Japan
be admired by humans. have yellow complexion,
B. Answer the Comprehension Americans have white
Check-up. complexion, Africans have
1. Describe the Shrimp based black complexions)
 on his outer and inner
appearance. -Locate using map or globe
2. Why did the old shrimp where these children are
advised the boastful shrimp found.
not to display the latter’s shell
too much?
3. Did the boastful shrimp
listen to his advice? Why?
4. What happened to him?
5. What lesson did you learn
from the selection?
-Explain answers by giving
one’s opinion and supporting
idea

Group Work What is a Fable? Present a Bubble Talk. Use your own graphic Group Work:
E. Discussing new concepts Each group will have the Teacher calls on three pupils organizer, and supply the Each group will share an
and practicing new skill #2 review of the selection listened (The Fable is a short fictional to act out the dialogue and missing details asked by each instance in their life when they
to. story that is characterized by complete the indirect sub topic. experienced the tactlessness of
A graphic organizer is used in animals and it always gives us command or request. A. SHELTER a certain person.
presenting and developing the a lesson in life.) A. B. CLOTHES How they reacted on it.
skill. The teacher asks each Grandfather: “Obey your
Children Around the
group on action taken by the -What is the purpose of a parents, Jojo”. world
boastful shrimp and later asks fable? .
for inferences on alternative Jojo: “Yes Lolo”. C. COLOR OF THE SKIN
actions. (The purpose of a fable is to D. COUNTRY ORIGIN
-What did we do to be able to entertain and to inform.) Shiella: Obey your parents,
give alternative actions to the Jojo.
action taken by the character in -What makes it unique?
the story they read. B.
-Presentation of each group (It is characterized by animals
having the attributes of Millie: “Rizza, Please help
humans.) me finish my homework”.

Rizza: “Sure”.
The teacher reads 10
statements and the pupils will Raffy:
identify whether it is a fact or Millie____Rizza____finish__
 a bluff. (FACT OR BLUFF CARD) ___project
Answer:
Bluff 1. The animals can think.
Millie asked Rizza to help
Bluff 2. The goat is a friend to her finish her project.
the fox.

Fact 3. The fox belongs to the

dog family.

Fact 4. The goat is a hog.

Fact 5. The fable is fictional.

Fact 6. Animals have their own

ways of communicating with
one another.

Fact 7. All fables give a lesson

in life.

Bluff 8. Talking animals like

humans is true.

Bluff 9. A fox is smarter than a

goat.

Fact 10. In the story, the fox is

representing the smart
people.
F. Developing mastery Enumerate the characters in Enumerate the different The teacher gives request GROUP WORK Create a simple skit that shows
(Leads to Formative the story. purposes of a selection. and command statements. Present a Fishbone Mapping tactfulness in school.
Assessment 3) ( The Shrimp, The Old Shrimp) Graphic Organizer. Checking.
-to entertain Fill in the blanks the missing Provide the needed data or
-What line in the story tells words to complete the details to conclude the
about the characteristics of the -to inform sentences. Letters A to D general concept of children
shrimp? of the world similarities and
-to persuade A. Rico said, “Eric waters the differences.
-What part of the story you plants”. Similarities and differences
 liked best? of the Children of the World
-Rico_______ water the
Plants.

B. Liza said, “Please check

the papers for me, Annie.”

-Liza ____Annie ________

the papers for ____.

C. Mr. Mirasol said, “Jose,

submit your project early
tomorrow.”

-Mr. Mirasol ____ Jose

Each group will present each
_____ project early
work.
tomorrow.
Explain why they chose the
D. The maid said, “Please
said organizer.
stay in your room, children.”

- The maid ____the children

_____ stay in _____ room.

Answers:
1. Rico ordered Eric to water
the plants.
2. Liza asked Annie to check
the papers for her.
3. Mr. Mirasol told Jose to
submit his project early
tomorrow.
4. The maid requested the
children to stay in their
room.
G. Finding A. FIND THE GEMS: A. ACT ME OUT: A. WORKING IN TANDEM: LET’S DO IT! Look for a tandem/ partner and
practical/applications of -Read the story of the selection Prepare an outline about think of a situation.
concepts and skills in daily The Story of the Tiny Frog. - Group the pupils into 3 to - Find a partner and how you want to spend your Deliver a one minute dialogue
living
GROUP WORK: Group the role play the selection below. create a usual Christmas using the using the tactful way of
pupils into four. -Group I to entertain scenario in class clustering of ideas. communicating with others.
-Group I is assigned to look for that shows the use Checking afer immediate The teacher checks the activity
the Characters in the story. -Group II to persuade or of a command and submission of work. immediately using the RUBRIC.
-Group II is assigned to look for convince. request in direct and
the Settings. -Group III to inform indirect discourse.
-Group III is assigned to look - Each tandem is
for the Plot by sequencing the A Raven and a Swan
expected to present
events in the story in five e
their work in one
sentences. A Raven, which you know is
minute.
- Group IV is assigned to look black as coal, was envious of
for the Theme of the Story. the Swan, because her
-Write each output in the feathers were as white as the B. The teacher checks
Manila Paper and each groupo purest snow. The foolish bird the pupils work
will assign a presentor in front got the idea that if he lived immediately. Using
of the class. like the Swan, swimming and the Rubric for
-The teacher gives the final diving all day long and eating making a dialogue.
correction/ clarification afer the weeds and plants that
each presentor. grow in the water, his feathers
would turn white like the
The Story of The Tiny Frog
Swan's. So he lef his home in
There once was a bunch of tiny the woods and fields and flew
frogs who got together to down to live on the lakes and
arrange a competition to reach in the marshes. But though he
to the top of the highest tower washed and washed all day
in town. long, almost drowning himself
at it, his feathers remained as
As the date for the competition black as ever. And as the water
was announced, the news weeds he ate did not agree
spread everywhere and crowd with him, he got thinner and
in large numbers gathered thinner, and at last he died.
around the tower to see this
interesting competition and B. The teacher uses the
cheer on the contestants. The Rubrics below for checking the
crowd did not really believe role play.
any of these little frogs were
going to make it to the top of Role-Play Rubric BLM G–17
the tower. Yet they were Name:
curious… _________________________
The competition began, the _____ Date:
frogs quickly started to ascend _____________________
and the crowd cheered! Activity:
________________________
As a few moments passed, Role played:
someone from the crowd _____________________
shouted, "Not a chance that Assessment done by:
they will succeed! The tower is _________________________
too high!" _____________________
Criteria: Rating: Speech was
Another spectator said, "Yes, clear with appropriate volume
they will never make it to the and inflection. 5 4 3 2 1 Role
top. It's way too difficult!" was played in a convincing,
consistent manner. 5 4 3 2 1
As the competition continued, Arguments and viewpoints
some of the tiny frogs began expressed fit role played. 5 4 3
collapsing. One by one… tired… 2 1 Costumes and props were
exhausted… But the race effectively used. 5 4 3 2 1
continued… as those who still Role-play was well prepared
had the fight lef, passionately and organized. 5 4 3 2 1 Role-
continued to climb higher and play captured and maintained
higher… audience interest. 5 4 3 2 1
Additional Criteria:
_________________________
In the excitement and anxiety
_________________________
the crowd continued to yell, "It
____________
is too difficult. No one will
_________________________
make it!"
_________________________
____________
More tiny frogs got tired and
_________________________
gave up. They all continued to
_________________________
give up one by one, until there
____________
was only ONE little frog lef in
_________________________
the competition who
_________________________
continued to climb higher and
____________ Comments:
higher and higher…
_________________________
_________________________
This one wouldn’t give up! ____________
_________________________
This one tiny frog who, afer a
 big effort was the only one _________________________
who reached the top! This little ____________
soul was the winner! He made _________________________
it! He got the glory! ________________

Naturally, everyone wanted to

know how this one tiny frog
managed to pull it off when
every other contestant gave
up. Everybody wanted to know
how this tiny frog had found
the strength to reach this goal
that everyone else thought it
was impossible. So, they asked
questions.

It turned out that the winner

was deaf

H. Making generalization Ask: How do we get the Pupils will state the Fable’s Ask: What is Command? Ask: What is the importance Ask; How do we show
and abstraction about the significant details in the story concepts. What is Request? of organizing ideas through tactfulness in communicating
lesson. read? -What is a direct discourse? graphic organizer? with others?
Concept Formation: -What is indirect discourse? Concept Formation: The Concept Formation:
Concept Formation: Noting the Fable is a fictional story that clustering graphic organizer 1. Be honest but always
significant detail is reading has a purpose of entertaining Concept Formation: shows and separates the consider the feelings of others.
between the lines to get the and informing the readers. It is In the reported command, developed ideas from other There are many ways in
main idea of the story, how it peopled by animals that are the verb “said” is not used, ideas. The use of the CGO communicating without hurting
started, developed and ended capable of talking and instead, “told”. The word provides the organization of the feelings of others.
with the help of the characters expressing feelings as humans “to” is added before the ideas easy to understand,
and other elements of the verb. making learning more
story. enjoyable
-In reporting request, the .
verb “asked” or “requested”
is used instead of “told”. The
word “please” is dropped.

The quotation marks are

dropped.
 Necessary changes are
made in the pronouns.

Examples:
Direct:

1. “Put down your bag,”

mother said to Leo.

2. “Please try the other

button,” Lyka said.

I. Evaluating Learning Number each statement The teacher will read the Read the short paragraph Use a graphic aid to organize Write T if it shows tactfulness
according on how the story selections orally and the pupils below. Follow what you are the ideas in the given for each situation.
happened. will identify its purpose. asked to do. paragraph.
_____The old shrimp advised 1. Ultra was lying down on the ______1. Kindly do your work
the handsome shrimp not to back porch when suddenly his It was vacation time. Provide a Title to the on time because it can help in
show off too much. friend Kitten went to him and Being the eldest, Lina was paragraph. our performance rating.
_____When one day a she invited him to visit their assigned by her mother to pp.428-429
fisherman was looking for a friend Sky at the pen. clean the house. In order to _______2. Work fast, you
good catch. 2. The Frog went out for she finish early, she called her 1. The Filipino is a very waste our time.
_____The handsome Shrimp hate himself for being useless. brothers and sisters to help respectful person. He shows
starts to brag about his He couldn’t croak and jump. her. due respect to his parents, _______3. We can finish the
handsomeness and athletic Afer he fell into a deep well elders and to people in task on time if we will help
figure. and was about to face his Identify her statement if it is authority. He never misses each other.
_____He was caught by fishing death, he was able to bring his a command or request then saying the word “po” and _______4. It is much better if
net of the fisherman. best and did even better. He is transform each into a “opo”. This is a Filipino way we are a help than a burden to
_____The boastful shrimp was certain that no one could help reported form. Of showing respect, which other,
cooked and eaten at lunch. us except our own self. we are very proud of. He
3. The Free Bird cried, “My _______1. “Kevin, please kisses the hands of parents _______5. Speak like no one is
Darling sing the song of the dust the furniture”. and grandparents as a unique listening to you.
woodlands.” _______2. “Susie, arrange way of showing respect to
The caged bird said, “Sit by my the books and magazines”. elders. He calls his older
side; I’ll teach you the speech _______3. “Husk the floor, brother “Kuya and his older
of the learned.” Ruben.” sister “ate”.
4. There was a turtle that _______4. “Help me put
couldn’t stop talking and the some plants inside, Roy”.
geese made a challenge to _______5. “Please be
bring her to the nice place if careful with the plates,
 she could promise not to talk Susie”.
because she will be carrying a
stick on her mouth. The turtle
agreed and so they flew to the
place. They heard people
saying something about them
and the turtle spoke. She fell
dead on the ground.
5. The monkey who was so
wise ate all the bananas and
went down without noticing
the thorns planted by his
friend turtle. His selfishness
ruined him.
J. Additional activities for Read a short story or dialogue. Read another fable and fill up Read and tell what the Write a paragraph from the Cut out a comic strip and
application or remediation Write the plot in 5 sentences. the SWBS Chart meeting the person in each sentence given topics and present it to compose a comic balloon for
details in the story. said. the class using a graphic each conversation. Always use
-Be ready to share it in class. SWBS: Plot AUTHOR:__________ organizer. a tactful way of communicating
Chart 1. Father said, “Avoid playing
PURPOSE:_________ A. Effect of Smoking on One’s your thoughts and feelings.
TITLE:____ near the pool, John”. Health
S- 2. “Please help me with my B. Students’ Addiction to
Somebody toy, Sandy”, Sam said. Internet Gaming
W- Wanted 3. “Pray before sleeping Ela”, C. How Do You Celebrate
B- But aunt Norma said. Christmas?
S- So 4. Estella said, “Please allow
me to visit my friend,
Grandma.”
5. “Proceed to my office”
the Principal said.

V.REMARKS
VI. REFLECTION
A.No of learners who
earned 80% in the
evaluation
B. No of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these works?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?