Action Research Full Bloom-Truest of Them All and Latest

EFFECTIVENESS OF “A STORY A DAY (LIBRARY HUB BOOKS)”
IN IMPROVING THE READING PERFOMANCE OF GRADE SIX PUPILS
AN ACTION RESEARCH
Presented to the Schools Division Superintendent

Division of Cagayan
Lingu, Solana, Cagayan
RODEL P. AGCAOILI
Malasin Elementary School
Researcher/Proponent
Teacher III
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II. ABSTRACT
TITLE: EFFECTIVENESS OF A STORY A DAY (LIBRARY HUB BOOKS) IN

IMPROVING THE READING PERFORMANCE OF GRADE SIX PUPILS
RESEARCHER: MR. RODEL P. AGCAOILI
SCHOOL: MALASIN ELEMENTARY SCHOOL
DISTRICT: CLAVERIA EAST DISTRICT
YEAR: 2015-2016
This study attempted to determine the effectiveness of “A Story a Day (ASAD):

Library Hub Books,” as a strategy to enhance the reading performance of the Grade
VI pupils of Malasin Elementary School during the academic year 2015-2016.
At present, the condition of the Grade VI class at Malasin Elementary School in

terms of the reading performance of pupils during this School Year is very alarming.
This is reflected on the Philippine Informal Reading Inventory (PHIL-IRI) pre-test test
results. The Grade Six pupils have performed very poorly during the PHIL-IRI
conducted last July 2, 2015.
The prevailing problem in English is the poor reading performance of pupils. The
possible causes based on an initial study conducted by de la Torre (2010) are as
follows: (1) low mastery learning in English because of the poor word recognition and
comprehension level of the pupils based on the Phil-IRI pre-test results (2) lack of
concrete conceptualization of lessons brought about by the limited English vocabulary
of the pupils (3) inadequate and inappropriate reading interventions and reading
program.
Based on the aforementioned problems, the one o’clock reading habit was
conceived. A Story a Day (ASAD) is a self-learning activity which aimed to inculcate
among the pupils the value of an established reading habit. This technique upheld the
principle of conditioning formulated by Ivan Pavlov which believes that once a person
gets used of doing a desirable practice, it leads him to develop a habit. Once such
practice is religiously done, it becomes spontaneous, thus, developing a habit. The
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proposed one o’clock habit for reading invited every pupil to establish their own
reading habit and they were encouraged to read just one story a day.
All the accounts of the pupils’ reading activities were recorded on their own
Reading Journals. This journal served as a living witness of their fruitful adventure into
the world of reading. Reading references and Story Books were given to each pupil.
The Reading Journals were checked on a weekly basis.
After a thorough implementation of the one o’clock reading intervention

program, tagged as “A Story A Day (ASAD) among the Grade VI pupils for a period
of four(4) months, the following salient findings are presented: (1) Majority of the
pupils had improved their reading performance as shown on the PHIL-IRI post-test
result conducted after the reading intervention, “ASAD” (2) The significant increase
on the number of “independent readers” and the apparent decrease on the number
of pupils who were under the “Frustration Level” category is highly attributed to the
ASAD (3) The improvement difference of PHIL-IRI pre-test and post-test showed
significant results on the reading progress of the pupils, thus, the use of ASAD is
indeed effective in improving the Reading Performance of Grade VI pupils in
English.
Based on the findings of the study, it is highly recommended that the plan of
actions stipulated in this study be used by each grade level in every elementary
school to improve the reading performance of pupils in English. Moreover, the study
also recommended the conduct of other strategies and reading intervention
programs geared towards the improvement of reading performance among pupils.
The positive results of this study served as the primary consolation of the
researcher after he had painstakingly sacrificed his time and effort during the
conduct of the ASAD.
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III. ACKNOWLEDGEMENT
The researcher wishes to express his warmest thanks and gratitude to the
following persons for sharing and giving their full support in the completion of this
study:
Dr. Gilbert NaragTong, CEO VI, CESO V, the Schools Division

Superintendent for his approval to conduct this study;
Sir Jesus B. Maggay, Assistant Schools Division Superintendent for his words
of wisdom and encouragement to this study;
Dr. Rogelio H. Pacinos, Curriculum Implementation Division Chief for his

challenging comments;
Dr. Rommel L. Libang, School Governance and Operations Chief, for his
undoubted and moral support to improve this study ;
To all the Education Program Supervisors, who painstakingly shared their

time in editing the manuscript and for their concern towards the completion of this
work;
All Public Schools District Supervisors of Claveria East District for their
valuable suggestions and motivation to finish this study;
The District Research Committee, for their invaluable inputs and constructive
comments;
Mrs. Shiela R. Castillo, Principal of Malasin Elementary School for her

assistance and recommendations for the refinement of this study;
To the respondents and their parents, for their full cooperation and support
during the conduct of this study;
Those whose names the researcher failed to mention, his deepest gratitude
and sincere love.
Above all, to our Almighty Father, for His overlapping love and blessings that
served as inspiration to the researcher in making this endeavor a success.
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IV. CONTEXT AND RATIONALE
Routing the road map of Philippine Education towards excellence should start
from laying out the basic foundation of formal education - i.e., teaching the pupils not
only how to read, more so, teaching them to understand what they read, and
eventually developing in them how to love the habit of reading.
Former Department of Education Secretary Jesli Lapus (2006-2010), during

an interview, said that,
“The quality of the product is dependent upon the controlling operation

of the whole system. Our ultimate mission is to produce quality products
which are the students. We are horses running in the same direction, in
attaining the goals. Our teachers and administrative personnel must all be
empowered and geared towards that objective.”
Policy makers and technocrats are thinking of the best strategies and
methods in order to cater to the unlimited needs of students, and the changing trends
with the context of school life, notwithstanding the many hindrances to students’
effective learning such as, malling, vices, computer games and influence of bad peers
and media.
Evidently, getting pupils to read their textbooks is hard. Getting them to read
books just for the sheer pleasure of reading is especially harder since kids just don’t
seem to be interested in reading these days. Gone are the days when kids curled up
with a nice little book when it was too hot to play outside. Today, children spend any
free time they have watching TV, going to the mall, tinkering with their mobile phones
or playing video games.
Nursing up the prevailing malady of the Department of Education (DepEd) on

the deterioration of Philippine education, the researcher hypothesized that one of the
possible reasons in view of the aforesaid problem is due to the very poor reading
level of pupils which include their word recognition and comprehension skills. Indeed
reading, along with comprehension, performs a key role on the success of pupils in
their academic performance.
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Sad to note, the condition of the school in terms of the reading performance of
pupils is quite alarming. This is reflected on the Class Remedial Reading Program
(CRRP) using the Phil-Iri pre-test/post test results conducted every year. During this
school year (2015-2016), the 20 Grade Six pupils have performed very poorly during
the CRRP conducted last July 2, 2015. This is indeed due to the negative attitude of
pupils towards reading, limited vocabulary and very poor comprehension level. De la
Torre (2010) found out that the performance of pupils is significantly affected by their
attitude towards reading. Henceforth, there is a dire need to conduct remedial
interventions aimed to develop a good reading habit among pupils.
Guided by the contention that the foundation of all the academic subjects is
shaped through reading, the researcher was plunged to embark on this action
research in order to determine the EFFECTIVENESS OF “A STORY A DAY
(LIBRARY HUB BOOKS)” IN IMPROVING THE READING PERFOMANCE OF
GRADE SIX PUPILS.
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V. ACTION RESEARCH QUESTIONS
Research questions
The objectives were achieved based on finding answers to the following

research questions:
i. What is the reading performance of the respondents?
ii. Does reading a story a day has effect on academic performance?
iii. Is there a relationship between reading a story a day and academic performance?
VI. Definition of Terms

For better understanding of this action research, the following terms are
defined operationally.
Philippine Informal Reading Inventory (Phil-Iri) is a set of oral reading passages
for the elementary grades in order to get the reading level of the public elementary
school pupils.
Non-Reader is a pupil who is unable to recognize and sound out letter-sound
connections for single consonants.
Reading Level refers to the performance of pupil in reading.
Frustration refers to the lowest reading level wherein the pupil shows withdrawal
from reading situations by crying or reusing to read.
Instructional refers to the level at which the pupil can profit from instruction and the
pupil’s oral reading is rhythmical with conversational tone and correct interpretation.
Independent refers to the highest level at which pupil can read independently and
with ease without the help or guidance of the teacher.
Reading Performance refers to the reading level of the pupils as measured by Phil-
Iri pre-test and post test.
A Story a Day (ASAD) is a self-learning activity which aims to inculcate among the
pupils the value of an established reading habit.
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VII. LITERATURE REVIEW
READING
Reading is the ability to understand words contained in a document and make

use of the knowledge for personal growth and development (Dadzie, 2008). This
implies making meaning out of recorded information either printed or non-printed in
the life of an individual. People read for different reasons and purposes, some of
which include for pleasure, leisure, relaxation, information and for knowledge.
Reading is the identification of the symbols and the association of appropriate

meaning with them. It requires identification and comprehension. Comprehension
skills help the learner to understand the meaning of words in isolation and in context
(Palani, 2012). He believes reading is a process of thinking, evaluating, judging,
imagining, reasoning and problem solving.
READING AS A TOOL
Reading is an essential tool for knowledge transfer and the habit of reading is
an academic activity that increases skills in reading strategies. To know about the
world and its environment, a child helps himself through reading books, newspapers
and other magazines. Once the child has been taught to read and has developed the
love for books, he can explore for himself the wealth of human experiences and
knowledge through reading. Children, who miss the opportunity of getting in touch
with books in their early stages of life, find it hard to acquire good reading habits in
their later years (Deavers, 2000).
READING HABITS
Ogbodo (2010) further identifies three main types of reading habits. These are
Hobby, Recreational and Concentration. A hobby is an activity one does because
one derives some joy and satisfaction from doing it. After formal education’s
attainment, some people like reading as their hobby. Its purpose is to widen the
reader’s horizon areas like educational, religious, political, economic, current affairs,
fiction and non-fiction. The practice of reading as a hobby helps one to be versatile in
knowledge in many areas and the person can discuss issues knowledgeably with
others.
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Fundamentally, reading for recreation or relaxation is very common among
the educated elite. People who have gainful employment spend the whole day in the
offices trying to solve problems related to the jobs they do. When they come back
from work, they normally desire a change by reading books, newspapers and other
written materials which are different and of interest to them. Students should be
encouraged to read magazines instead of reading textbooks all the time. Students,
who read magazines at intervals learn to relax, cool their brain and avoid mental
fatigue and also makes them live a disciplined life in the school. In most cases, its
effect in inducing sleep and rest after tedious reading in the classroom or the library
adds to good health habits. The concentration reading is the most important type of
reaching the desired outcome. It is the bedrock and the result oriented reading which
makes for achievement (Ogbodo, 2010).
READING HABITS AND ACADEMIC PERFORMANCE
Reading habits are well-planned and deliberate pattern of study which has
attained a form of consistency on the part of students toward understanding
academic subjects and passing at examinations. Reading habits determine the
academic achievements of students to a great extent. Both reading and academic
achievements are interrelated and dependent on each other. Students often come
from different environments and localities with different levels of academic
achievement. Therefore, they differ in the pattern of reading habits. While some
students have good reading habits, others tend to exhibit poor reading habits.
Academic achievement means how much knowledge the individual has acquired
from the school (Bashir & Mattoo, 2012).
Books can stimulate and excite imagination as well as arousing your curiosity,
everything that exists and has ever existed is documented and can be found in a
book, reading can teach you new skills, ideas and give you a new positive outlook on
life. Books can take you out of your world and away from your personal perspectives
and difficulties for a while as they let you into the private mind, insights, the ideas
and opinions of others. Reading has many benefits and a book can serve more than
one useful purpose at the same time. It is a form of relaxation while at the same time
it can stimulate your mind, reading can help you to feel better, books can be our
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teachers, mentors and supply us with inspiration. You can learn and better your life
just by reading a book, authors and good writers can take you to places and
imaginary worlds where no other form of entertainment or technology can rival. If you
want to expand your consciousness and your awareness of reality, then reading is
still the best way of achieving this.
A creative and pragmatic education involves the habit of personal

investigation. The act of personal investigation requires self-study to be followed by
self-thinking and analysis. Self-study, otherwise referred to as reading at one’s own
accord, requires a habit, which is known as reading habit. Reading makes way for a
better understanding of one’s own experiences and it can be an exciting voyage to
self-discovery. “Reading habit is best formed at a young impressionable age in
school, but once formed it can last one’s life time (Green, 2001).
READING HABIT AND ACADEMIC ACHIEVEMENT
Reading is an intellectual action which is possible only if a man forms a habit

of reading and practices these from childhood. Reading habits, therefore, play a very
crucial role in enabling a person to achieve practical efficiency. “Laws die but books
never.” Indeed, books are the most suitable medium through which knowledge is
transmitted from generation to generation (Issa et al, 2012).
Singh (2011) examined academic achievement and study habits of higher

secondary students. The study was conducted on hundred (100) higher secondary
students randomly from two higher secondary schools. The result indicates that girls
and boys differ significantly in their study habits and academic achievement.
Bhan and Gupta (2010) on the other hand examined study habits and
academic achievement among the students belonging to scheduled caste and non-
scheduled caste group. The results revealed that sex has no significant impact on
the study habits and academic achievement of students.
Higginbotham (1999), examined the reading interests of middle school-sixth,

seventh, and eighth grade-students in a metropolitan, public school located in a
southeastern state Atlanta, Georgia. The result of this study showed differences in
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interest by gender, which are congruent with many society’s stereotypes, and
females reported a stronger interest in Romance, Friendship, Animal Stories,
Adventure, and Historical Fiction, while the males reported stronger preferences for
the categories of Sports and Science. Also, the male respondents had a stronger
preference for non-fiction than did the female respondents.
Gallo (2007) said “books, yield their best to you, if you read them at the age at
which each particular masterpiece can ideally be chewed and digested”. There is
little knowledge about the everyday reading practices of tertiary education students
and how these practices affect their academic achievement. Everyday reading
consists of individuals’ reading activities for a variety of purposes, such as for
relaxation or information (Issa. et al, 2012). They believes that from middle childhood
through adulthood, reading becomes a major component of studying, and much
information learned through studying is initially acquired through reading. Thus
everyday reading activities in which students engage may, considerably influence
their studying skills and subsequent academic performance. There is a general
sense in which one appreciates the link between good habits of reading and the
academic performance of students generally, (Issa et al, 2012).
Guthrie, Benneth & McGough, (2007) believe that “reading” is the act of
getting meaning from printed or written words, which is the basis for learning and
one of the most important skills in everyday life. (Issa et al 2012) further explain that
reading is usually associated with books as only the written words provide a
complete picture of the act of reading. It means that through reading, the individual is
able to build or fix things, enjoy stories, discover what others believe and develop
ideas or beliefs of their own. Thus, reading provides the key to all forms of
information necessary for our day-to-day survival and growth.
It follows then that if you are in the practice of reading regularly without
thinking about it because of the permanence of its continuity, one can conclude that
good reading habits have been formed. This is because a habit is formed
unconsciously when an individual does something many times, and becomes part
and parcel of such a person’s life. Incidentally, many students do not belong in the
category of those with good reading habits. Their poor or bad reading habits could
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partly be held responsible for general poor performance that the school systems
usually record in both internal and external examinations (Issa et al, 2012).
Perhaps, due to lack of good reading habits among students, academic

performance with respect to their examination result has been dismal nowadays
creating a great source of worry and concern for all stakeholders in the educational
sub-sector (Issa et al, 2012). The setting of “crashed programmes,” quite prevalent in
the school systems today has not been supportive in the development of the good
practices of reading. Thus, the enthusiasm associated with the urge to engage in
reading practices voluntarily, pleasurably and extensively is almost nearly absent
among the greater number of students in the schooling system today (Issa et al,
2012).
According to (Ogbodo, 2010) Parents send their children to school to learn. In

the school, children are exposed to various experiences which influence their
behaviour. Therefore, learning is a change in behaviour. Such a change is seen in
their mental reasoning, physical growth, manipulative skills and development of
values and interests. The change may be easy or difficult depending on the home
and the school environment.
READING A STORY A DAY AND READING PERFORMANCE
Reading a story and academic achievement are essential for research

workers and educationists to know that every child whether he or she is gifted,
average, normal or backward etc, should be educated in his or her own way but if he
or she possesses good study habits, he or she can perform well in academics and in
every situation. It is the reading habits which help the learner in obtaining meaningful
and desirable knowledge. Good reading habits act as a strong weapon for the
students to excel in life (Bashir & Mattoo, 2012).
According to Palani (2012), the habit of reading one story a day is an

essential and important aspect for creating a literate society in this world. It shapes
the personality of individuals and it helps them to develop proper thinking methods,
and creates new ideas. However, the developments in the Mass Media, had
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continued to influence interest in reading (hard copy of literatures such as…) books,
magazines and journals, among others.
Palani (2012) is of the opinion that, effective reading is important avenue of

effective learning and reading is interrelated with the total educational process and
hence, educational success requires successful reading habit. He believes reading is
the identification of the symbols and the association of appropriate meaning with
them. It requires identification and comprehension. Comprehension skills help the
learner to understand the meaning of words in isolation and in context. Before the
advent of the television, both the young and the old found enough time to read. Apart
from teachers, other professionals used to spend their leisure time in reading both
English and vernacular literature. English medium schools almost always demanded
extra reading from their students. But all these have become a thing of the past.
Palani (2012) further added that, nowadays, reading habit has lost its importance as
both the young and the old are glued to the television. As far as educational
institutions are concerned, coaching students for the examinations seems to be the
be-all and end-all of our educational system.
A lot of researchers like Ogbodo (2002), Bhan & Gupta (2010), and Singh
(2011) have done work on reading, especially how it affects the academic
performance of students. However, most of these works pertain to the international
community. Few ones such as Ward, (1997), Agbezree,(2001) conducted in Ghana
were limited to primary and secondary levels of education. It is against this backdrop
that it has become necessary to conduct similar study in Ghana to examine the
effect of reading habits on the academic performance of students in the tertiary level
of education in Ghana with particular reference to Koforidua Polytechnic.
Evidently, getting pupils to read their textbooks is hard. Getting them to read
books just for the sheer pleasure of reading is especially harder since kids just don’t
seem to be interested in reading these days. Gone are the days when kids curled up
with a nice little book when it was too hot to play outside. Today, children spend any
free time they have watching TV, going to the mall, tinkering with their mobile phones
or playing video games.
Reading a story a day gives the brain a different kind of workout than
watching TV or listening to the radio. Whether you’re absorbed in a page-turner or
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simply scanning an instruction manual for your coffee maker, “parts of the brain that
have evolved for other functions—such as vision, language, and associative learning
—connect in a specific neural circuit for reading, which is very challenging," Ken
Pugh, PhD, president and director of research of Haskins Laboratories, told Oprah
magazine. The habit spurs the brain to think and concentrate, thus improving
performance.
Stories provide life-changing perspective, says York University researchers.

Getting wrapped up in the lives of characters strengthens the ability to understand
others’ feelings. Seeing the world through the eyes of Jane Eyre, for example, may
make it easier to relate to other people’s viewpoint.
Burying one’s head in a book is a great way of taking focus of attention off to
everyday troubles and concerns for a while as it will transport the mind to better
places of dreamlike and fantasy worlds.
Reading can give an insight into many different cultures that one knows little
about or were not even aware they even existed. It can open the mind to new ways
of thinking, perceiving and doing things that seems impossible to do or not
achievable.
Reading is still the best source of information available and it can give a great
edge and distinct advantage in life. The secret to a successful life is information, the
answers to nearly all problems are documented in text somewhere.
As Mark Twain quoted, "The man who does not read has no advantage over
the man who cannot read".
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VIII. ACTION RESEARCH METHODS
This chapter deals with the essential elements of the research process. Such
components as Research Design, Research Locale, Research Respondents,
Sampling Procedure, Research Instrument, Administration of Research Instrument,
and Statistical Treatment of Data are hereby presented.
Research Design
This study used the one group pretest-posttest experimental design to look into
the effectiveness of the ASAD in enhancing the reading performance of the grade six
pupils of Malasin Elementary School, Claveria East District, during the academic year
2015-2016.
The activities undertaken by the researcher, the data collected and the
statistical treatments are shown as follows.
Data Analysis/statistical
Activities Data to be collected
treatment
1. Pretest/post-test results Percentage Distribution
enhancing pupils’ for two quarters
reading performance
by following these = Frequency/Total
procedures: Frequency
a. Assess the
reading level of
pupils in English
using the pre-test.
b. Prepare the class
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by orienting the
pupils on the use
of ASAD to be
recorded in their
own reading
journals.
c. Use ASAD for the

grade six class.
d. Evaluate
outcomes of the
intervention using
the post-test.
2. Determine the Results of pretest - Percentage Difference

effectiveness of posttest examinations
ASAD by comparing =Post Test – Pre-Test
the pre-test and
post-test results.
The research paradigm is shown in figure 1. The A Story a Day (ASAD):

Using Library Hub Books is a reading intervention used by the teacher in
establishing a good reading habit among grade six pupils inside and outside the
classroom. The teacher’s role was facilitative in nature while the pupils were
doing their reading activities using the ASAD. After the pupils did the ASAD, the
teacher wrapped up the selections that they had read by checking the pupils’
Reading Journal and monitored the results of the activity. Expected outcomes of
this reading intervention were improved vocabulary and comprehension level of
pupils in English, enhanced pupils’ reading level, and developed love for reading
among the grade six pupils.
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Improving Good Reading Habit  Improved vocabulary and
Reading Level comprehension level
 Improved and
Use of Independent Learning comprehension level
ASAD
 Enhanced Pupils’
Reading Level
Clear abstraction and
conceptualization of
Ideas
Teacher’s
Role
Monitoring and
Evaluation of
Results
Research Feedbacks
Figure 1. The Research Paradigm
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IX. DISCUSSION OF RESULTS AND RELECTION
This chapter presents the interpretation and analysis of data that were
statistically gathered.
The Grade VI pupils were guided on their one o’clock reading habit from a
period of three months (August 2015 – November 2015). They were borrowed from
the Library Hub of Cagayan State University-Sanchez Mira and some books were
solicited from benevolent benefactors of the school. The schedule of their Reading
Habit and Titles of Stories is shown in Table 1.
Table 1. Schedule of Reading Habit and List of Short Stories

Story
Date Title of the Story
No.
August 10, 2015 1 Juan Tamad Sells Rice Cakes
August 11, 2015 2 The Long Necked giraffe and the Humble Pullet
August 12, 2015 3 Pandora’s Box
August 13, 2015 4 The Fox and the Grapes
August 14, 2015 5 How Popsicles Came about
August 17, 2015 6 The Parable of the Hostage
August 18, 2015 7 The Tail that Saves
August 19, 2015 8 The Magic
August 20, 2015 9 Gombay and the Wild Duck
August 21, 2015 10 The Ugly Duckling
August 24, 2015 11 The Turtle and the Hare
August 25, 2015 12 The Ant and the Dove
August 26, 2015 13 The Ant and the Grasshopper
August 27, 2015 14 The Ass and His Masters
August 28, 2015 15 The Fox in the Well
August 31, 2015 16 The Ass and his Purchaser
September 1, 2015 17 The Ass in the Lion’s Skin
September 2, 2015 18 The Ass, the Fox and the Lion
September 3, 2015 19 The Ant and the Dove
September 4, 2015 20 The Ass, the Cock and the Lion
September 7, 2015 21 The Frog Prince
September 8, 2015 22 The Lark and Her Young Ones
September 9, 2015 23 The Last Flower
September 10, 2015 24 Joseph and the Pharaoh’s Dream
September 11, 2015 25 Mummy
September 14, 2015 26 The Bird Catcher and the Lark
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September 15, 2015 27 The Bird Catcher, the Partridge, and the Cock
September 16, 2015 28 The Birds, the Beasts, and the Bat
September 17, 2015 29 The Cat and the Cock
September 18, 2015 30 The Frogs & the Ox
September 21, 2015 31 Belling the Cat
September 22, 2015 32 The Town Mouse & the Country Mouse
September 23, 2015 33 The Fox and the Grapes
September 24, 2015 34 The Wolf and the Crane
September 25, 2015 35 The Lion and the Mouse
September 28, 2015 36 The Gnat and the Bull
September 29, 2015 37 The Plane Tree
September 30, 2015 38 The Owl and the Grasshopper
October 1, 2015 39 The Oaks and the Reds.
October 2, 2015 40 The Crow and the Pitcher
October 5, 2015 41 The Wild Boar and the Fox
October 6, 2015 42 The Heron
October 7, 2015 43 The Fox and the Storck
October 8, 2015 44 The Stag and His Reflection
October 9, 2015 45 The Cock and the Fox
October 12, 2015 46 The Fox and the Goat
October 13, 2015 47 The Fox and the Leopard
October 14, 2015 48 The Frog and the Mouse
October 15, 2015 49 The Eagle and the Beetle
October 16, 2015 50 The Stag, the Sheep and the Wolf
October 19, 2015 51 The Animals and the Plague
October 20, 2015 52 The Sheperd and the Lion.
October 21, 2015 53 The Bees and Wasps and the Hornet
October 22, 2015 54 The Lark and Her Young Ones
October 23, 2015 55 The Cat and the Old Rat
October 26, 2015 56 The Ass and his Shadow
October 27, 2015 57 The Miller, His Son & the Ass
October 28, 2015 58 The Wolf, the Kid & the Goat
October 29, 2015 59 The Lion, the Ass & the Fox
October 30, 2015 60 The Lion’s Share
November 2, 2015 61 The Cock and the Fox
November 3, 2015 62 The Ass in the Lion’s Skin
November 4, 2015 63 The Bear and the Two Travellers
November 5, 2015 64 The Bee and the Jupiter
November 6, 2015 65 The Blind Man and the Whelp
November 9, 2015 66 The Boy and the Filberts
November 10, 2015 67 The Boy and the Nettles
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DISCUSSION OF RESULTS
PHIL-IRI Result on Oral Reading (Pre-test)
The succeeding tables (Table 2 and Table 3) show the Pre-test result of Phil-
IRI Oral Reading conducted on July 2, 2015. The data show that majority of the
pupils have good Word Recognition Level but most of them have poor
Comprehension Level. This implies that the Grade VI pupils could hardly understand
what they read.
It is further revealed that among the twenty (20) Grade VI pupils, 40 percent
belong to the “Frustration Level bracket” and only 2 or 10 percent were found to be
“Independent Readers” as shown on Table 3.
Table 2. Pupils’ Word Recognition and Comprehension Level (Pre-test)

Word Recognition Comprehension Level
Word Frequency Comprehensi Frequency
Scores Recognition (N=20) Scores on (N=20)
f % f %
Level Level
97 - 100 Independent 14 70.0 (8) 90-100% Independent 2 10.0
90 - 96 Instructional 5 25.0 (6-7) 75-89% Instructional 10 50.0
89 - below Frustration 1 5.0 (0-5)Below 75 % Frustration 8 40.0
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Total 20 100.0 20 100.0
Table 3. PHIL-IRI Oral Reading Profile (Pre-test)

Reading Level Frequency (N=20) Percentage (%)
Independent 2 10.0
Instructional 10 50.0
Frustration 8 40.0
Total 20 100.0
PHIL-IRI Result on Silent Reading (Pre-test)
The next tables (Table 4 and Table 5) show the Pre-test result of Phil-IRI
Silent Reading conducted on July 2, 2015. It is revealed on table 4 that all the Grade
VI pupils during this school year (S.Y. 2015 – 2016) are “slow readers” and majority
of them have poor comprehension level.
During the administration of their Silent Reading Test, it was found out that 17
or 85 % of the pupils were found to have a reading level that falls under the
“Frustration” category as reflected on table 5. This is alarming on the part of the
teacher, so, the intervention program, “A Story A Day (ASAD), was conceived to
address the problem.
Table 4. Pupils’ Reading Speed and Comprehension Level (Pre-test)
Reading Speed Comprehension Level

Word Per Frequency Frequency
Comprehension
Minute Speed Level (N=20) Scores (N=20)
Level
(WPM) f % f %
190-above Fast 0 0.0 (8) 90-100% Independent 0 0.0
161-189 Average 0 0.0 (6-7) 75-89% Instructional 3 15.0
160-below Slow 20 100.0 (0-5)Below 75 % Frustration 17 85.0
Total 20 100.0 20 100.0
21
Table 5. PHIL-IRI Silent Reading Profile (Pre-test)
Reading Level Frequency (N=20) Percentage
Independent 0 0.0
Frustration 17 85.0
Total 20 100
PHIL-IRI Result on Oral Reading (Post-test)
The following tables (Tables 6 and 7) present the PHIL-IRI Result on Oral
Reading (Post-test) conducted on November 30, 2015. The data reveal that 16 or 80
percent of the Grade VI pupils have “Independent” word recognition level as shown
on table 6. It is further reflected therein that there are 12 or 60 per cent of the pupils
who have “independent” comprehension level, 7 of 35 percent of them have
“instructional” comprehension level and only one or 5 percent among the pupils has
a poor comprehension level.
In like manner, it could be seen on Table 7 that 12 or 60 percent of the pupils

are “Independent Readers,” 7 or 35 percent are “Instructional Readers” and only one
among the twenty (20) pupils is still on the “Frustration” Reading Level spot.
Table 6. Pupils’ Word Recognition and Comprehension Level (Post-test)

Word Recognition Comprehension Level
Word Frequency Frequency
Comprehension
Scores Recognition (N=20) Scores (N=20)
Level
Level f % f %
97 - 100 Independent 16 80.0 (8) 90-100% Independent 12 60.0
90 - 96 Instructional 4 20.0 (6-7) 75-89% Instructional 7 35.0
89 - below Frustration 0 0.0 (0-5)Below 75 % Frustration 1 5.0
Total 20 100.0 20 100.0
22
Table 7. PHIL-IRI Oral Reading Profile (Post-test)
Reading Level Frequency (N=20) Percentage (%)
Independent 12 60.0
Frustration 1 5.0
Total 20 100.0
PHIL-IRI Result on Silent Reading (Post-test)
Tables 8 and 9 display the PHIL-IRI Result on Silent Reading (Post-test)

conducted on November 30, 2015. The data clearly show that the pupils are “slow
readers,” however, majority of them have improved their comprehension skills as
shown on Table 8. This implies that the pupils read the stories carefully before
answering the comprehension questions.
Table 9 presents the result of the PHIL-IRI Silent Reading Profile (Post-test)
of the Grade VI class. The data show that there are 5 or 25 percent have
“independent” reading levels , 11 or 55 percent of the pupils who have “instructional”
reading levels, and only 4 or 20 percent have poor reading levels.
Table 8. Pupils’ Reading Speed and Comprehension Level (Post-test)
Reading Speed Comprehension Level

Word Per Frequency Frequency
Comprehension
Minute Speed Level (N=20) Scores (N=20)
Level
(WPM) f % f %
190-above Fast 0 0.0 (8) 90-100% Independent 5 25.0
161-189 Average 0 0.0 (6-7) 75-89% Instructional 11 55.0
160-below Slow 20 100.0 (0-5)Below 75 % Frustration 4 20.0
Total 20 100.0 20 100.0
23
Table 9. PHIL-IRI Silent Reading Profile (Post-test)
Reading Level Frequency (N=20) Percentage
Independent 5 25.0
Frustration 4 20.0
Total 20 100
Improvement on Pupils’ Oral Reading Level
After a thorough implementation of the one o’clock reading intervention

program, tagged as “A Story A Day (ASAD) among the Grade VI pupils for a period
of three (3) months, the following outputs are presented on the subsequent table
(Table 10).
Table 10 presents the Improvement of Pupils’ Oral Reading Level as shown

on the difference of pretest and post-test results before and after the intervention
program. The data show that there is an apparent improvement on the oral reading
performance of the Grade VI pupils as reflected on the pretest – post-test difference.
The number of pupils in the frustration level category during the PHIL-IR pretest had
decreased up to 35 percent. Only one (1) among the twenty (20) pupils has
remained under the ‘Frustration Level” category. This means that the pupils had
improved their poor reading ability, thus, they were elevated to a higher reading
level.
On the other hand, there are 12 or 60 percent of the Grade VI pupils who
became “independent readers” and 7 or 35 percent of them flocked on the
“Instructional Level” spot after the reading intervention. This interesting reading
progress is further reflected on the 50 percent pre-test – post-test improvement
difference displayed on the last column of Table 10. Thus, the one o’clock reading
24
habit entitled, “A Story A Day (ASAD)” is an effective reading intervention in
improving the oral reading performance of pupils.
Table 10. Improvement (Difference of Pre-test and Post-test for Oral Reading)
READING LEVELS
Indepen
Non- Frustratio Instructio
dent
Reader n Level nal Level
Level
# % # % # % # %
Male 0 0 2 10 % 5 25 % 2 10 %
25
Female 0 0 6 30 % 5 0 0
PRE-TEST %
50
Total 0 0 8 40 % 10 2 10 %
%
15
Male 0 0 0 0 3 6 30 %
%
20
POST-TEST Female 0 0 1 5 % 4 6 30 %
%
35 1
Total 0 0 1 5 % 7 60 %
% 2
Improvement Male 0 - 10 % - 10 % 20 %
(Difference of
Female 0 - 25 % -5% 30 %
Pre-test and
Total 0 - 35 % - 15 % 50 %
Post-test)
25
Improvement on Pupils’ Silent Reading Level
The summarized result of the Pupils’ Silent Reading progress before and after
the reading intervention is shown on Table 11. It is depicted on the table that there is
a 60 percent decrease on the number of pupils who belong to the “Frustration
Level” category – i.e., from 85 percent to 25 percent. Most of the pupils improved
their silent reading ability as reflected on the 40 percent and 20 percent increase on
the number of pupils who became “instructional readers” and “independent readers”
respectively.
It is further revealed on the Table that after painstakingly conducting the

reading intervention, there are only five (5) pupils who remained to be under the
“Frustration Level” bracket. However, most of the pupils with a total number of 11
flocked under the “Instructional Level” spot and there are four (4) pupils who were
able to rise on the “Independent Level” slot. Still, there is a noticeable improvement
on the reading performance of the Grade VI pupils after religiously implementing the
one o’clock reading intervention entitled, “A Story A Day (ASAD).”
Table 11. Improvement (Difference of Pre-test and Post-test for Silent Reading)
READING LEVELS
Non- Frustrati Instructio Independent
Reader on Level nal Level Level
# % # % # % # %
PRE-TEST 40
Male 0 0 8 1 5 % 0 0
%
Female 0 0 9 45 2 10 0 0
% %
26
1 85 15
Total 0 0 3 0 0
7 % %
15 20
Male 0 0 3 4 2 10%
% %
10 35
POST-TEST Female 0 0 2 7 2 10%
% %
25 55
Total 0 0 5 11 4 20%
% %
Improvement Male 0 - 25 % 15 % 10 %
(Difference
Female 0 - 35 % 25 % 10 %
of Pre-test
and Post- Total 0 - 60 % 40 % 20 %
test)
27
VII. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
SUMMARY OF FINDINGS
The conduct of this study determined the effectiveness of the one o’clock
reading habit dubbed as “A Story A Day (ASAD),” a reading intervention which aims
to improve the reading performance of Grade VI pupils.
A Story a Day (ASAD) is a self-learning activity which aims to inculcate
among the pupils the value of an established reading habit. This technique upheld
the principle of conditioning which believes that once we get used of doing a
desirable practice, it leads us to develop a habit. Once such practice is religiously
done, it becomes spontaneous, thus, developing a habit.
During the conduct of the ASAD, the pupils considered the intervention as an
additional burden in their academic life, yet, they eventually enjoyed reading story
books as the time went on. The positive results of this study served as the primary
consolation of the researcher after he had painstakingly sacrificed his time and effort
during the conduct of the ASAD. This has become a scaffold in building up a fruitful
educational task that is self-rewarding and professionally-enriching.
CONCLUSIONS
1. The frequency and percentage distribution of pupils according to their reading

levels in English (PHIL-IRI Oral and Silent Reading) reflected the reading
performance of the Grade VI pupils before and after the one o’clock reading
intervention entitled “A Story A Day (ASAD).”
28
2. The very poor pupils’ reading level in the PHIL-IRI pre-test was indicative of their
low word recognition and comprehension levels as well as their poor vocabulary.
3. Majority of the pupils have improved their PHIL-IRI reading performance from
Frustration to Instructional and Independent types of readers after the post-test.
4. In oral reading, there was a 35% decrease of the number of pupils in the
frustration level which implies that the pupils had improved their poor reading ability
and 15% decrease in the instructional level and 50% significant increase in the
independent level.
5. In silent reading, there was a 60% decreased of the number of pupils in the
frustration level which implies that pupils improved their poor reading ability, 40%
increase in instructional level and 20% increase in the independent level.
6. The significant increase on the number of “independent readers” and the apparent
decrease on the number of pupils who were under the “Frustration Level” category is
highly attributed to the ASAD, the one o’clock reading habit which aims to improve
the reading performance of Grade VI pupils.
7. The improvement difference of PHIL-IRI pretest and post-test showed significant
results on the reading progress of the pupils, thus, the use of ASAD is indeed
effective in improving the Reading Performance of Grade VI pupils in English.
RECOMMENDATIONS
1. The positive result of the study implies that the researcher will continue to
implement the ASAD to improve the reading performance of the incoming Grade VI
pupils for the school year 2016-2017.
2. Based from the findings of the study, it is highly recommended that the plan of
actions stipulated in this study be used by each grade level in every elementary
school to improve the reading performance of pupils in English.
3. The study also recommends further conduct of other strategies and reading
intervention programs geared towards the improvement of reading performance
among pupils.
29
IX. ACTION PLAN
This study used “A Story a Day (ASAD): Library Hub Books,” as a strategy to
enhance the reading performance of the grade six pupils of Malasin Elementary
School during the academic year 2015-2016.
In a meaningful deliberation of a lesson in the teaching-learning process,
effective materials must be used as an aid to facilitate learning. Materials like
workbook, module, visual aids, pictures, graphs, and flipchart greatly help the teachers
and pupils for a meaningful output.
A Story a Day (ASAD) is a self-learning activity which aims to inculcate among

the pupils the value of an established reading habit. This technique upholds the
principle of conditioning formulated by Ivan Pavlov which believes that once we get
used of doing a desirable practice, it leads us to develop a habit. Once such practice
is religiously done, it becomes spontaneous, thus, developing a habit. This proposed
24/7 habit for reading invites every pupil to establish their own reading habit at their
most convenient time of the day. They will be encouraged to read just one story a day,
seven days a week (24/7).
All the accounts of the pupils’ reading activities were recorded on their own
Reading Journals. This journal served as a living witness of their fruitful adventure into
the world of reading. Reading references and Story Books were borrowed from
Cagayan State University-Sanchez Mira and solicited from benevolent benefactors
which were used by the pupils. The Reading Journals were checked on a weekly
basis.
The sample Reading Journal was shown in the next page.
30
MY READING JOURNAL
Title of the selection:

Author:
Reference:
Date:
Time:
Characters:
Setting:
Moral/Lesson of the Story:
Comprehension Check-up (answers to comprehension questions from the

book):
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Unfamiliar Words Encountered:

Unfamiliar words Synonym/antonym
______________ ______________
______________ ______________
______________ ______________
______________ ______________
______________ ______________
PLAN OF ACTION (POSSIBLE SOLUTIONS):

a. Objectives
31
3. To use A Story a Day (ASAD): Library Hub Books as a
strategy to enhance the reading performance of grade six pupils in
English.
4. To enhance the comprehension level and vocabulary of grade six
pupils in English.
5. To determine the effectiveness of the ASAD.
b. Time Frame:
This action research was conducted for the second quarter during the school
year 2015-2016.
c. Target Subjects:
The pupils tested were the Grade Six pupils of Malasin Elementary School,
Claveria East District, during the academic year 2015-2016.
d. Activities Undertaken:
Target Teacher
Activities Expected results
Students Involve
All pupils of  Mr. 1. Use of ASAD in
Grade Six at Rodel P. enhancing pupils’
Malasin Agcaoili (VI) reading performance
Elementary adviser, by following these
School. English procedures:
teacher 1.1 Assess the
reading level of
pupils in English
using the pre-
test.
1.2 Prepare the
class by orienting  Developed love for
the pupils on the reading
use of ASAD to
be recorded in
their own reading
journals.
32
1.3 Use ASAD for
the grade six
class.
 Improved
1.4 Evaluate vocabulary and
outcomes of the comprehension
intervention level
using post-test.  Enhanced reading
level of grade six
pupils
2. Determine the  Improved

effectiveness of comprehension
ASAD by comparing level
the pre-test and  Enhanced Pupils’
post-test results. Reading Level
33
GHANT CHART OF ACTIVITIES
TIMELINE
Jan
Sept
Oct
JUN
Nov
Dec
Mar
Apr
Jul
Aug
Feb
May
ACTIVITIES
1.Conceptualizat
ion of the action x
research
2. Prepares the
proposal and
X
present it to the
School Head
3. Presents the
checked output
to co-teachers X
during LAC
session
4. Present the X
proposed
instructional
material to
Assistant
Schools Division
Superintendent
34
of CD II
3. Secure
approval of the
X
Schools Division
Superintendent
4. Prepare all the
materials to be
used including X
letter of
requests.
5. Organize
working
committee; ask
X
assistance from
the school head
and co-teachers.
6.
Administration of
X X X
one story per
day.
7. Evaluate
x x
outputs
8. Assess
performance x
results
9. Submit
completion
x
report of action
research.
35
X. REFERENCES
Agbezree, L.(2001) Library Facilities and their Use in Ghanaian

Secondary School. Case study of St. Peters. Unpublished MA dissertation,
University of Ghana: Legon. pp 70.
Babbie, E. (2005) The Basics of Social Research. 3rd ed, Belmont:
Thomson Wadswort pp 265, 274.
Bashir , I.& Mattoo, N. H.(2012) A Study on Study Habits and Academic
Performance Among Adolescents (14-19) years. International Journal of Social
Science Tomorrow. Vol.1,No. 5, pp. 1-5.
Bhan, K. S., & Gupta, R. (2010) Study Habits and Academic Achievement
among the students belonging to scheduled caste and non scheduled caste
group. Journal of Applied Research in Education 15(1) pp. 1-9.
Dadzie, P. S. (2008) Reading for Education: The roles of Libraries. Ghana
Library Journal Vol. 20. No. 1. pp. 1-14.
Data Transcript of Former DepEd Secretary Jesli Lapus(2010-2016).
Deavers, R. (2000) The Effect of Instruction on Early Non-Word Reading
Strategies. Journal of Research in Reading. No.23, pp 267-286.
Dela Toree, Vicky Y. 2010.The Correlation Between Achievements of
Grade VI Pupils in English and their Attitudes Towards Reading. Unpublished
Master’s Thesis. Mariano Marcos State University. Batac City, Ilocos Norte.
Gallo, D. (2007) Reading Interests and Habits of Connecticut Students in
Grades Four through Twelve. The Reading Matrix. Vol. 2, No.3 pp 1-20.
Greene, B. (2001). Testing Reading Comprehension of Theoretical
Discourse with Close. Journal of Research in Reading. 24 (1) pp. 32-98.
Guthrie J.T. et. Al (2007). Concept-oriented Reading Instruction: An
Integrated Curriculum to Develop Motivations and Strategies for Reading.
http://curry.virginia.edu/go/clic/nrrc/corri_rlo.html Retrieved on November, 28 2013.
Higginbothan, S. (1999). Reading Interest of middle school students and
preferences by gender of middle school students in a South Eastern State
Atlanta Georgia. Master’s Dissertation. Mercer University. pp. 140.
36
Issa, A. O., et. al2012) Reading Interest and Habits of the Federal
Polytechnic Students. International Journal of Learning & Development.Vol.2,
No.1, pp 470-486.
Ogbodo, R.O. (2010). Effective Study Habits in Educational Sector:
Counseling Implications Edo Journal of Counseling. Vol. 3, No.2. pp. 1-11.
Palani, K. K. (2012) Promising Reading Habits and Creating Literate
Social. International Reference Research Journal Vol. III Issue 2(1) pp 91.
Pavlov, Ivan. Ivan Pavlov and Classical Conditioning Theory
Experiments and Contributions to Psychology. New York, USA . Prentice Hall
Publication Publication. Copyright 2013-2016.
Singh, Y. G. (2011). Academic Achievement and Study Habits of Higher
Secondary Students. International Referred Research Journal 3 (27) pp. 2.
Ward, M. L. (1997) Reader and Library Users: A Study of reading habits
and public library use. Unpublished MA dissertation, University of Ghana: Legon.
pp 70. West African Examination Council, (2008) Chief Examiners Report Ghana.
pp. 3.
37
ANNEXES
38
PICTORIALS
BUSY AS A BEE. The Grade 6 pupils busy reading a story and later answer comprehension
questions as manifested in their reading journal.
39
READ
ING
JOUR
NAL
40
ENGLISH VI
I. Objective:
 Give possible cause and effect to the situation heard.
Value: Save our planet from destruction
II. Subject Matter:

Giving possible Cause and Effect to the Situation Heard
References: PELC 5 English for Grade VI, pp. 37-38 Growing in English Reading, pp. 183-
185
Arguila,, Ford L. 1991. JUAN TAMAD SELLS RICE CAKES

Phil America Literary House. New Jersey, USA
Materials: chart, flashcards, strips of cartolina, Juan Tamad Sells Rice Cakes
III. Learning Activities:

A. Preparatory Activities:
1. Pronunciation Drill
/d/ and /dh/ sounds
/d/ /dh/
day they
den then
die thy
1. They traveled during the day.

2. Those passenger might doze during the trip.
2. Unlocking Difficulties:
Match each word to each meaning.
A B
1. atmosphere a. the act of clearing the forest.
2. pollutants b. the act of destroying or state of being destroyed.
3. endanger c. to expose to danger.
4. destruction d. any various harmful chemical which impair the
5. deforestation purify of water, soil or atmosphere
6. tremendous e. the mass or body of gases that surrounds the earth
or any heavenly bodies
f. dangerous; terrible
3. Motivation:
Class, I have here a real egg and a fork. I am going to strike the egg with fork, what
happened to the egg?
B. Presentation
1. Story reading.
JUAN TAMAD SELLS RICE CAKES
41
“Wake up, Juan. The sun is already high in the sky,” said Mother.
“But I am still sleepy, Mother.”

“Get up now. Don’t just sleep all day. Help your mother do some work in the house.”
“I do help you sometimes, Mother.”
‘Then, get up and go to town. Sell these rice cakes I have baked early this morning.”
With this, Juan Tamad got up. He stretched his arms and legs thinking how it would be
nice to still stay in bed.
When Mother came back, she placed a twisted towel on Juan’s head so that he could
carry a basket of rice cakes on his head.
“Now go and sell the rice cakes like how good boys do. Be sure you are paid twenty
centavos for each rice cakes,” said Mother.
And Juan went whistling gaily as he walked. The basket of cakes was on his head as he
shouted: “Rice cakes for sale! Rice cakes for sale! Come and buy my rice cakes!”
“Cheep, cheep!” said the birds.
“They are twenty centavos each,” Juan said.
“Cheep, cheep” the birds said and flew away.
“If you do not want to buy my rice cakes, somebody else will.”
Juan continued walking. The sun was hot. The basket was getting heavy. He called again,
“Rice cakes for sale! Who wants to buy rice cakes?”
Soon he came to an acacia tree. “I shall rest for a while,” he said. Juan sat under the
shade of the tree. He put the basket of cakes beside him. Soon, he began to feel hungry. He
got one of the rice cakes and ate it.
He saw some butterflies in the acacia tree. “Here, pretty ladies, are some rice cakes,” he
said.
The butterflies did not say anything.
“They are very good. See, I’ll get another one. Come and taste them.” The butterflies
flew away.
“You think you are too good for my rice cakes? I shall sell them to somebody else,” said
Juan. He got his basket of cakes and walked on.
Pretty soon, Juan came to a brook. How cool the water looked! It would be good for his
tired feet. Juan waded in the brook. He saw some green frogs on the stones. “Rice cakes for
sale! Do you want to taste my rice cakes?”
“Ko-kak! Ko-kak!” said the frogs.
“Oh, you want to taste the rice cakes. Here is one.” Juan threw a rice cake to the frogs.
They ate it up.
“You want some more? It is only twenty centavos each.”
Juan threw one more rice cake to the frogs. Then he threw another one. More frogs
came. “Ko-kak! Ko-kak,” said the frogs. Juan kept throwing his cakes until none was left.
“Now pay me.”
“What! You have no money now?”
“Ko-kak! Ko-kak!”
“You will pay me next week? All right. I shall be back next week.”
Juan was happy that he sold all the cakes. He went home, whistling gaily.
When Juan got home, his mother asked, “Did you sell the cakes?”
“Yes, Mother.”
“Where is the money?”
42
“They will pay me next week.”
The following week, Juan went to the brook to ask payment from the frogs. He said,
“Where is the money for the rice cakes? You said you will pay me this week.”
“What! You will pay me next week again? Be sure you do, “said Juan. When Juan came
home, his mother asked for the money. He said, “They will pay next week.”
Another week passed again, and still Juan went home without the money. His mother
became angry.
“I will go with you, Juan,” she said. “Let us go and get the money for the rice cakes.”
Juan leads his mother to the brook. When they were near, they heard the frogs say, “Ko-
kak! Ko-kak!”
“There is where I sold the cakes,” said Juan.
“To whom? I do not see anybody,” said Mother.
“There!” said Juan. “Here is my mother. Give her the money. Pay her for the rice
cakes.”
“They say they have no money now, Mother.”
“You foolish boy! Did you give the rice cake to the frogs?”
“Yes, Mother. They liked your rice cakes very much. They ate them all.”
With this, Juan’s mother became very angry. “How could you sell the rice cakes to the
frogs?”
Juan’s mother dragged him back home and made him do all the house chores as
punishment.
2. Comprehension Check:
Have the pupils answer the following questions:
a. Who is the main character of the story?
b. What did his mother ask him to do?
c. Where did the story happen?
d. If you were Juan’s mother, would you have reacted in the same way? Why?
e. Do you know other stories about Juan Tamad?
f. Why did the mother of Juan get angry?
g. What did Juan sells in the market?
h. What is the moral lesson of the story?
i. If you were Jun, would you still do the same (sell rice cake to a frog)?
j. What is the ending of the story?
3. Analysis and Discussion:

In the situation you have listened to, what possible causes and effects can you give?
4. Fixing Skills:
Write the four causes of the earth's danger on Column A and the effect on Column B.
select from the list below.
1. Increased heating of the earth
2. Indiscriminate cutting of trees
3. Exhaust pipes of running vehicles
4. Destruction of ozone layer
5. Spraying of plants with chemicals
(Causes) A (Effects) B
43
5. Generalization:
What is cause? What is effect?
What would you do to give possible cause/effect to the situation heard?
6. Practice Exercises:
a. Guided Practice:
Listen to these situations and be able to give the possible cause and effect.
1. Mario was very delighted over his high score in Science.
2. Your neighbor's three-year old daughter is crying.
b. Independent Practice:
Divide the class into groups of four. Each group will give the cause/effect of the
following situations.
1. The door bangs as Albert leaves the room.
2. The pupils suddenly keep quiet.
7. Valuing:
Why is it important to save our planet from destruction?
IV. Evaluation:
Listen to each situation and answer the questions that follow by selecting the letter of the
correct answer.
Kevin smelled smoke in the air. He looked down the street and saw a fire blazing in old
garage. "I have to do something fast," he said to himself.
Kevin knew that he could not fight the fire himself, so he ran to the nearest phone. He
reported the fire. Soon a fire truck was on the day to the garage. By nine-thirty, fire fighters from
5 action Five had put out the fire.
1. Kevin smelled smoke to the air. What was the effect?
a. He checked and saw fire
b. He started to feel funny
c. He bought someone was smoking.
He reported the fire.
V. Assignment:
Give three possible causes and three possible effects to this situation:
The street are flooded every time it rains.
44
ENGLISH VI
I. Objective:
 Use the verb that agrees with the singular indefinite pronouns
Value: Being respectful
II. Subject Matter:

Using the Verb that Agrees with Indefinite Pronouns
References: PELC 1.5.3.1 Building English Skills (Language) pp. 47-49 Growing in English
(Language) pp. 99-101
Arago, Quennie S. 1991. THE LONG NECKED GIRRAFE AND THE HUMBLE
Pullet. Super Teacher. New York Harper and Row Publisher. New York, USA
Materials: chart, flashcards

1. Drill:
Sentence Drill
Somebody gives me a surprise.
Everybody works hard.
I think someone is playing a joke on me.
2. Review:
What kind of pronouns are the words? What is a pronoun? What kinds of pronoun do
you know?
3. Motivation:
Read the story.
B. Presentation:
THE LONG NECKED GIRRAFE AND THE HUMBLE PULLET
There was a giraffe that was very tall. He always said, “It is good to be tall. Oh, how
good it is to be tall.”
“Oh, no. It is good to be short. Honesty, it is wonderful to be short,” said the pullet.
“Let us take a walk and see,” the giraffe answered back. They came upon a wall.
There trees near the wall. The giraffe ate and ate leaves of the trees while the pullet just
looked and looked.
“See, it is good to be tall! I told you so,” the giraffe said to the pullet in between big
bites.
“Let us walk farther and see,” said the pullet. They came upon a very high wall. The
pullet wished she could cross the tall wall, but with her size, she thought she couldn’t. All of
a sudden, she saw a hole at the bottom. The pullet squeezed herself and went into the
vegetable garden. There she ate and scratched while the giraffe waited patiently.
“See, it is good to be short,” the pullet said when she joined the giraffe again.
45
The giraffe remarked. “You know what I think? I think it is best to be what you are.”
“You are right, my friend,” cackled the pullet happily.
And then they became the best of friends.
Have the pupils answer he following questions:
a. Who was very tall? Very short?
b. Where is the setting of the story?
c. Why is it good to be tall? How was this shown in the story?
d. Why is it good to be short? How was this shown?
e. What became the giraffe and the pullet at the end of the story?
f. Do you agree with the giraffe that “it is best to be what you are?” If so, give
examples.
g. What is the moral lesson of the story?
h. What was the ending of the story?
i. How do you treat your best friend?
j. What are the qualities you are looking for a true friend?

What are the indefinite pronouns used in sentence 1 and 2?
What do the words everybody and everyone mean?
3. Generalization:
What are indefinite pronouns? What form of the verb is used with singular indefinite
pronoun?
a. Guided Practice:
Choose the correct form of verb inside the parenthesis for each indefinite
pronoun.
1. Everyone (is, are) a unique person, with or without defect.
2. Everyone at the Science Fair (is, are) curious.
Complete each sentence with a verb in the present tense.
1. A few of the contestants ____________.
2. Either of the subjects _____________.
5. Valuing:
How will you show respect to people with defects?
IV. Evaluation:
Read the paragraph below. Copy the verb that agrees with each indefinite pronoun.
Everyone in my class (has, have) a pen pal. Several write to more than one person. Nobody
(forget, forgets) to send letters every week.
Everybody (is, are) always eager to check the mail. Something usually (arrive, arrives) in the
mail for me. Each of my pen pals (is, are) special. Both of my pen pals live in America. Some of
us read the letter about the class. Many hope to visit their pen pals someday. All enjoy
communicating with new friends.
V. Assignment:
46
Use each of the following singular, indefinite pronouns in a sentence.
1. anybody
2. someone
3. everybody
4. none
5. anyone
47
ENGLISH VI
I. Objective:
 Use the verb that agrees with the plural indefinite pronouns
II. Subject Matter:

Using the Verb that Agrees with the Plural Indefinite Pronouns
References: BEC-PELC 7.1 p. 24 Growing in English Language, pp.97-100
Corel, Martin Van et. al. 1997. PANDORA’S BOX. McGraw Hill Reading.
McGraw Hill Companies. Cambridge, USA
Materials: chart, pictures

1. Drill:
Gave the plural form of the noun in the parentheses
Fishing is fun. (Man), (woman) and (child) love it both as an occupation and as a part
of sport. It does not necessarily mean catching different (species) of fish, like (tuna),
(milkfish), (salmon) or mackerel.
2. Review:
What are the indefinite pronouns?
Can you give examples of singular/plural indefinite pronouns?
3. Motivation:
Show pictures of life in the past and in the 215t century.
Compare the two pictures. Talk about to which picture do they want to live with.
B. Presentation:
1. Read the story.
PANDORA’S BOX
When man had been made, Jupiter decided that he would make woman, and send her
down to earth. He called on all the gods and goddesses to help him, and they did.
Venus gave her beauty. Apollo gave her the gift of music. Minerva gave her wisdom
and skill in spinning and weaving. The mischievous Mercury stirred in for spice a few very
human failings, curiosity among them.
When she was finished, she was lovely. Quite proud of their handiwork, the gods
named her Pandora – which means “the gift of all the gods” – and Jupiter put into her hands
a chest of ivory, quite small but intricately carved, with an odd golden clasp. He cautioned
her to keep it by her always, but never to open it. Then, he sent her down to earth and
presented her to Epimetheus.
And she made Epimetheus a very good wife. She was a good cook; she kept the house
tidy; she wove a beautiful cloth; and she obeyed her husband’s wishes in everything. In spite
of herself, however, she found her thought turning too often to that ivory box she had brought
with her. Finally, there came a time when it seemed to her that she and the box could not
possibly be in the same house any longer unless she knew what was in it. So she took the little
48
golden key that hung from it by a silken cord, and turned it in the lock. The she lifted the lid –
just a little, just for a glimpse.
Alas, poor Pandora! In an instant, the room was filled with tiny ugly winged
creatures, buzzing around the walls and streaming through the windows. What had she
done? In a panic, she shut the lid again, but it was too late. For in that box had been all the
evil things the world had not known before – Meanness and Greed, Cruelty and Pain, and a
million others – and as soon as the lid was lifted, out they flew. They have been flying about
ever since, causing all sorts of grief and misery. What a pity she ever let them loose!
But there is one thing to be said for Pandora – when, in her panic, she clapped the
box lid shut again, she did just in time. For in the chest, there with the wicked winged things
was Hope. If Hope had escaped with the rest, the world would have been far worse off than it
is. But fortunately, she was left behind. And whatever could we do without her?
1. Who is the main character of the story?

2. What did Venus, Apollo, Minerva and Mercury contribute to Pandora?
3. Why do you think Jupiter made a woman?
4. What is the character trait shown by Pandora?
5. Did Epimetheus and Pandora have a happy marriage?
6. What were inside the box?
7. What do they mean?
8. What is the moral lesson of the story?
9. What is the ending of the story?
10. If you were to change the ending of the story, what would that be?

Let the pupils read sentences in sentence -strips.
1. Many think life is better now than before.
2. Some say it is much better to live today.
3. Few believe it is happier and more peaceful to live this time.
3. Fixing Skills:
Complete each sentence with the appropriate verb inside the parenthesis.
1. Many of the pupils (is, are) proud of their projects.
2. All of the 'students (love, loves) their projects.
3. Few (has, have) started on their science projects.
4. Generalization:
What kind of verbs do the plural indefinite pronouns take?
a. Guided Practice:
Complete each sentence with the correct form of the verb in the parenthesis.
(feel) 1. All pupils __ excited in their field trip.
(be) 2. Most of the entries __ very creative.
(be) 3. Few pupils __ witling to join the competition.
49
Group the pupils. Provide each group with a list of plural indefinite pronouns.
Have them write a sentence using each word. The answers must be written in the
newsprint.
IV. Evaluation:
Choose the correct verb form from the parentheses.
1. Few pupils (work, works) hard for the next fair.
2. Both boys and girls (neglect, neglects) responsibilities.
3. All the boys (do, does) their best today.
V. Assignment:
Construct your own sentences using the plural indefinite pronouns.
1. Few ________________________________.
2. Both ________________________________.
3. Several ______________________________.
4. Many _______________________________.
5. All _________________________________.
50
ENGLISH VI
I. Objective:
 Use possible causes and effects to news stories heard.
Value: Righteousness
II. Subject Matter:

Giving Possible Causes and Effects to News Stories Heard.
References: BEC-PELC 6 p. 24 Growing in English Reading p. 186
Grimm Brothers. The Fox and the Grapes. Complete Brothers Gimm Fairy
Tales Collection. Story Book Castle. USA.
Materials: Recorded news broadcast, charts, newspapers

1. Drill:
Match each cause and its effect.
A B
1. When the generator is turned on. a. A car stops
2. If we strike a match b. The building is dark
3. because the air is not moving c. electricity flows out of it
4. because the lights are off d. the friction produces some heat
5. because brakes are applied e. there is no wind
2. Review:
How can you distinguish cause from given effect?
3. Motivation:
What news report did you hear this morning?
B. Presentation:
1. Read the story.
The Fox and the Grapes
A hungry fox went into a vineyard one day. There he saw bunches of sun-ripened
grapes hanging high on the vine. They looked so plump and juicy he could almost taste them.
First, he jumped up to seize the nearest vine, but he found out that it was too high and he
couldn’t reach it.
Then he jumped again and again. But hard as he tried he just couldn’t reach any of
the grapes. Next, he concentrated on the lowest bunch and exerted all his effort to reach it
but still he failed. Finally, he gave up and walked away. With one last look at the grapes he
said, “Anyone can they are sour.” This just goes to show that it is easy to despise what you
cannot possess.
5. Discussion:
51
2. What was the first things happened in the story?
3. When did the fox go into the vineyard?
4. Where did the story happened?
5. What happened after the fox tried jumping several times?
6. What was the last thing happened?
3. Valuing:
If you were the daughter of the policeman, would you also do the same? Why?
4. Discussion/Analysis:
Studying the sentence taken from the news broadcast:
Two women were detained because they were peddling fake jewelry.
 What is the reason why the two women are detained?
 Which is the cause/effect?
5. Generalization:
How can you give possible cause to a given effect?
a. Guided Practice:
Work by pairs. (Think pair share) Pupil A will write a cause from the
controversial issue in the newspaper then pupil B will write the possible effect.
Listening to another news broadcast then identify cause-effect relationship.
Cause __________________________
Effect __________________________
IV. Evaluation:
Listen to the recorded news broadcast then fill up the table below.
Cause Effect
1. A total of 3780 students enrolled this school year at Manila High School. It is four percent
lower than 3933 figure last school year. This is due to change of residence and
unemployment.
2. Most failures and inability of students to hurdle the College Entrance Test are due to poor
reading ability and comprehension and deficient mathematical ability.
V. Assignment:
Read news stories in the news paper. Then list down 5 possible effects to a given cause and
vice versa.
52
ENGLISH VI
I. Objective:
 Give other events that could happen next
Value: awareness about the possible consequences of our actions
II. Subject Matter:

Giving other Events that Could Happen Next
References: PELC 5, 3, 2 Building English Skill (Reading) p. 49
Hoffman, James V. 2001. How Popsicles Came About. Trinity Publishing

House. Edinburgh, Scotland.
Materials: charts, strips of paper, flashcards

1. Review:
Give the possible outcomes to the given situations.
1. Marie study hard before the periodical exams, therefore she would surely.
2. There are dark clouds in the sky, after a while thunder and lightning followed, most
probably ...
2. Motivation:
Have the children sit quietly and listen to the sounds around them. What sounds have
you heard? What sounds have you enjoyed hearing? Which sound did you not like? Why?
Using flashcards, pick out the word that will complete each sentence.
rattle screech clutter moan murmur
1. The _________ of rain is heard on the roof.
2. The _________ of the wind is like a prowling cat.
4. Raising of Motive Question:

What will you do if you heard some noise?
B. Presentation:
1. Story reading.
HOW POPSICLES CAME ABOUT
One winter night in 1905, eleven-year old Frank Epperson from San Francisco, made
a fruit drink. First, Frank mixed the drink with a wooden stick and left it at the back porch all
night long.
The weather got very cold. Frank’s drink turned to ice and the stick would not move.
In the morning, Frank pulled out the fruit ice, held it, and tasted it. It was great!
Frank called his icy pop the “Epperson Icicle.” Soon, he changed it to “Ep-sicle.”
The next summer, he made these pops at home and sold the pops to his neighbors at
five cents each.
53
In 1923, Frank turned 29 ad started a business of making and selling ice pops. His
children called them “pop’s sicle” and later changed to “Popsicle” by Frank. He made 7
kinds of popsicles. There are now 30 kinds and orange is the best seller.
1. What happened one winter night in 1905?
3. What is the name Frank gave to the icy pop?

5. What does “losing one’s life “ mean?
6. How did Frank improved his icy pop?

Eloisa was eating her snacks in the canteen. When she looked around, she saw a
black purse lying on the table nearby. She got it and brought it to the lost-and-found
center of the school.
What do you think would probably happen?
Why do you say so?
4. Fixing Skills:
Read the following and choose the sentence that tells probably happen next.
1. In the early days, most things are made at home. Other things were made in shops.
The people did much of this work with their hands.
a. It was easy to do work.
b. Men earned much money from their work.
c. Work was done slowly.
5. Generalization:
What would you do to be able to give the events of what could happen next?
a. Guided Practice:
Write your own ideas to complete each sentence.
1. If I fix my blanket and pillow after waking up, _________.
2. If I eat good breakfast before going to school, ______________.
Divide the class into groups of 4. ask each leader of the group to pick a piece of
paper having a situation. Then, on a piece of cartolina, each group will write the
events that could probably happen next.
IV. Evaluation:
Read the situations. Then, select from the given choices the events that will happen next.
1. A band is playing in the plaza one early morning. Many people are there. All of them are well
dressed. They are standing around the flagpole. Two of them are holding the string of the big
flag.
a. The flag will be raised.
b. The flag will be changed.
c. The flag will be lowered.
54
2. Mildred is putting on a beautiful long gown. Her mother is helping her. There is a crown on a
table. There are decorated candles, too. Downstairs Mildred's father and brothers are
decorating an arch. What do you think is going to happen?
a. Mildred is going to a wedding.
b. Mildred is going to have her picture taking.
c. Mildred is going to join a Santa Cruzan.
V. Assignment:
Write the appropriate event that will happen next to each of the following situations.
1. Mina had a very beautiful voice. She joined the singing contest in school. She practices very
well for the contest.
2. Nick planted some santan cuttings/ but he forgot to water them. What do you think will
happen to the plants?
55
ENGLISH VI
I. Objective:
 Draw pictures of incidents that are possible to happen
Value: Being cautions
II. Subject Matter:

Drawing Pictures of Incidents that are Possible to Happen. “The Birthday Gift”
References: Exercises 17-18, Reading Comprehension Exercises in English VI
Gluck, Louise. 1996. The Parable of the Hostage. Harper Collins Publishers.
The Eco Press. Meadowlands, USA.
Materials: pictures, charts

/ oo /
book poor
look fool
good food
2. Motivation:
What special gift to you want to receive on your birthday? Why?
3. Unlocking of Difficulties:
Choose the meaning of the underlined words from the word box.
a. I embraced Mother tightly after she forgave me for breaking her favorite jar.
b. Hanz longed to see his father who had been abroad since he was born.
wished edge care bang hugged left
4. Motive Question:
What birthday gift did the girl in the story received?
B. Presentation:
1. Story reading.
The Parable of the Hostage
The eight-year old son of the farmer dreamt of a small bicycle almost every night. In
school, he fantasized riding the toy to and from the school. This started a year earlier when
he first saw a blue bicycle in the general store of the town shopping center. Since then, he
would do anything to join his father marketing their fruits and vegetables in town. For the
little boy, getting a glimpse of the bicycle in the store made his day wonderful.
But the family finances did not allow such an expensive luxury. The family’s priorities
were school fees, clothes, food and medical costs. A bicycle was not even in the list.
His only recourse was to pray for a bicycle. Above the bed of his mother was a
framed picture of Jesus Christ. It rested on a shelf with a vase maintained with fresh flowers
everyday. On a side table was the image of the Virgin Mary – about eight inches tall, dressed
in white, complete with blue sash.
56
The little boy prayed alternately to Jesus above the bed and the mother of Jesus on
the side table. The plea was the same. “Please send me the blue bicycle from the general
store in town. I will do anything if you give me the toy.”
Since Christmas was coming, the young lad used the occasion as leverage.
“Christmas will soon be here. Please consider a gift for me. There is only one toy I want in
the world. Nothing less matters me. All I want this Christmas is the blue bicycle.”
Night after night, he prayed with all intensity (dasal na buong taimtim) but nothing
happened. He went to bed full of hope and expectations, especially after his evening prayers.
In the morning he would run to their living room to see if the bicycle had been delivered
during the night. Then the boy would open the kapis (flat shell) window to check if the toy
was packed in the yard fronting the main barrio road.
Still nothing happened. The young lad had become desperate. Several times he heard
adults citing a proverb as follows: “Kung hindi makuha sa santong dasalan, kunin sa
santong paspasan.” (If you can’t get it through fervent prayers, get it by force.).”
The boy went to the side table and got the image of the Virgin Mary. He wrapped it in
an old newspaper and tied it with string. Carefully, he placed the bundle in an empty shoe
box and covered it properly. As double precaution, he tied the box with another piece of
string.
Then he went to the rice bin (bigasan) which was a small barrel with a wooden cover.
With his right hand, he dug out the husked rice (bigas) and put it in the shoe box. He covered
the box with rice, forming a mound.
Then the boy returned to the bedroom and talked to Jesus Christ. “now, if you want to
see your mother again, you have to send me the blue bicycle. Meanwhile, I am holding her
hostage.”
1. What was the dream of the eight-year old son of the farmer?
2. How did his dream start?
3. Why can’t he get his dream?
4. What was his only recourse then?
5. What did he do when he wasn’t able to get his dream?
6. If you were the eight year old boy, what will you do in order to get your dream?
a. Answering the motive question.
The girl received a motorbike on her birthday.
b. Comprehension Questions:
 Why was the father unhappy with the birthday gift?
 How did Theresa learn to ride a motorbike?
c. Valuing:
Why do you think did Therese meet an accident?
57
3. Skill Development:
Present a picture from the selection read. Have the pupils arrange them according to
how they happened in the story.
4. Fixing Skills:
Group Work.
After reading the selection, have the groups draw the incidents that are possible to
happen.
5. Independent Practice:
Have the pupils read the selections that follow, then draw the incidents that are
possible to happen.
The Foolish Chicken
One day a chicken stood near a pond watching the ducks swim fast. It longed to swim
like them. But its mother had warned it not to go near the pond, as it could fall into the
water and drown.
IV. Evaluation:
Draw the incidents that may happen in this story.
A fox saw a crow upon a tree with a morsel in. its beak. It wanted that bit of food very badly.
So it flattered the crow and asked her to sing.
V. Assignment:
Draw the incidents that may happen to your favorite tele-series.
58
ENGLISH VI
I. Objective:
 Analyze ideas as to cause and effect from discussions
Value: Preservation of artworks, Love for nature
II. Subject Matter:

Analyzing Ideas as to Cause and Effect
References: BEC 6 Reading pp. 80-86; pp. 88-89
Ervin, Jane. 2001. The Tail that Saves. Reading for Meaning. Educators
Publishing Service Incorporated. USA
Materials: chart, pictures, strips of cartolina

ed/t
marched sketched
discussed reached
asked surprised
2. Review:
Read each sentence. Find the error and encircle it.
a. Animals are producers in this world.
b. The sun provides water to the living things.
Pick out a leaf and match to its appropriate meaning.
monastery chapel museums model portrait
______ a building where monks live.

______ pictures
______ person who poses for an artist
4. Motivation:
Have you heard about the so called "The Tail that Saves"?
B. Presentation:
1. Let the pupils read the story " The Tail that Saves
The Tail That Saves
When an alligator lizard is attacked by an enemy, it drops its tail. The tail has a part
where the bone breaks off easily. The break closes quickly to stop the lizard from bleeding.
The tail keeps wriggling after it leaves the lizard’s body. The attacker thinks it’s still
part of the lizard and pounces on it. This gives the lizard time to get away. In time, the lizard
grows a new tail.
59
2. Comprehension Check-up:
a. What happens to the tail of an alligator-lizard when attacked by an enemy?
b. Who is the main actor in the story
c. Where did the story happen?
d. What is the theme of the selection?
e. What is the moral lesson of the story?

Read carefully the underlined sentences. Answer the questions that follow.
1. People look at "Mona Lisa" with delight because of her mysterious smile.
a. What is the effect of knowing how to paint solid and like-like?
b. Why do people look at "Mona Lisa" with delight?
4. Fixing Skills:
In each pair of sentences, which is the cause and which is the effect?
1. People need to plant more trees. Trees prevent floods.
2. Pablo found a two-peso coin. He planned to buy a yoyo.
5. Generalization:
What is cause? What is effect? What connectives are used to introduce a cause or
effect?
a. Guided Practice:
Write under each column where the sentence should be written.
Effect Connective Cause
1. The people cheered loudly for Gen. Emilio Aguinaldo because he had
announced his plan to proclaim Philippine Independence on June 12, 1898.
Do as instructed
1. List down all possible causes to flash floods in different places.
2. List down all the possible effects to big families.
IV. Evaluation:
Analyze the given ideas as to cause and effect. Complete the following sentences.
1. The pedestrian broke a traffic role so __________.
2. He studies hard, that's why __________.
3. We experience flash floods because ___________.
4. She finished her assignment in order to __________.
V. Assignment:
Write 5 sentences showing – cause and effect.
60
ENGLISH VI
I. Objective:
 Use the present perfect tense of the verb.
Value: Independence
II. Subject Matter:

Using the Present Perfect Tense of the Verb.
References: PELC 8.1.1, p. 24 (spelling) Growing in English 6 – Language pp. 163-170
Husen, Herbert. 1998. The Magic. Highlights for Children. Prentice Hall. New
York USA.

1. Drill:
Give the past participle form of the following verbs.
Break write throw bring fight
2. Motivation:
How did you feel doing a job alone? Were you able to do it alone?
B. Presentation:
1. Read the story.
What do you think will happen to Uncle Ramon?
THE MAGIC
“Mama, where’s Uncle Ramon?” Bobby asked his mom right after he woke up, one
morning.
“Son, your uncle is sick. He needs to rest in the hospital. He has been confined for
observation of his heart ailment. But his doctor said he’s all right now,” explained Mama
Rosa.
Uncle Ramon and Mama Rosa are brother and sister. Uncle Ramon has been quite
sickly even in his younger days. He was not allowed to do strenuous jobs. When Bobby
was still a year old, Mama Rosa took Uncle Ramon to look after her son because she
worked full time in their supermarket.
Now that Bobby is nine years old, he still clings to his uncle who loved his antics so
much. The two have something in common. They love magic. Uncle Ramon had an
invisible magic wand. He kept it in along blue box tied with a red ribbon. No one knew
about it except Uncle Ramon and Bobby. It was their secret.
“Did Uncle Ramon bring our magic box, Mama?” asked Bobby.
“What box, Bobby?” replied Mama Rosa.
“Oh, you don’t know about it, Mama. I guess, I’ll have to wait for Uncle Ramon to
come home so we can have our magic tricks,” whispered Bobby to his mother.
“Well, you better wait because next week, he’ll be out in the hospital. He’s okay now.
He’s just resting there,” elaborated Mama Rosa.
61
“Thanks, Mama! So, we’ll play again,” added Bobby.
Suddenly, Bobby felt happy with magical feeling. His lunch tasted better. His toys
seemed to talk to him. Crabby feelings melted away. And the sun made rainbows through
their kitchen window.
His mother prepared his lunch box and brought him to school. When his Uncle
Ramon was sick, it was his mother who took care of Bobby and his little brother.
Weeks went by. At last, Uncle Ramon came home. His laughter could be heard now
from his room. Bobby felt good and inspired to study well.
Most of the time, Uncle Ramon sat in his chair and read books. He was so quiet and
just stared at Bobby.
Bobby remembered how it used to be. They used to have fun together. Those were the
days when they stayed in a flat near the supermarket. I’ll make Uncle Ramon happy,”
Bobby said to himself.
Bobby rummaged in his closet. He got a small white box, opened it then whispered,
“Abracadabra, ssh! Boom! Make some magic for Uncle Ramon and me!”
Booby ran to his Uncle Ramon. “Looked here, Uncle,” he said and waved something
around.
“What’s that?” Uncle Ramon asked.

“It’s an invisible magic wand. I rearranged my closet and I got this box. Just like the
one that we had before, only smaller!” said Bobby.
He waved it again and touched Uncle Ramon’s chin. He made faces and tried to
wiggle his nose.
Uncle Ramon laughed.
“Oh, I made you laugh again, Uncle Ramon. You’re okay now. You’re well! Let’s
play and have fun together!”
“Yes, Bobby. I forgot about our magic. It’s good you brought it back!” said Uncle
Ramon laughing.
“It’s a new one, Uncle. I’ll tie one tonight with a string so it won’t get away.”
“Good, do it now, Bobby!” asked Uncle Ramon, as he took some pills. Bobby went to
the kitchen and looked for a piece of string. “Abracadabra, sssh! Boom!” he shouted.
The happy feeling was back again in the house. And the sun shone brighter through the
kitchen window and made rainbows.
2. Were Uncle Ramon and Bobby’s secret magic a real thing? Why?
3. Why did Uncle Ramon create it in the first place?
4. How did Bobby enjoy the magic of Uncle Ramon?
62
5. How was the magic returned?
6. How did it affect Uncle Ramon’s health?
7. Was Uncle Ramon a good uncle?
8. How did the story end?
9. How did cryptography help him escape prison?

Go ever the underlined verbs.
a. Cryptography has grown in recent years.
b. This form of communication has been known for centuries.
c. Many have seen its usefulness.
3. Fixing Skills:
Here are sentences. Which sentences are in the present perfect tense?
a. His mood grew gloomier.
b. He saw no way to escape.
c. Many people have used it.
4. Generalization:
When do we present perfect tense?
How do we form the present perfect tense of verbs?
a. Guided Practice:
Use the following present perfect tense in sentences.
1. has/have been
2. has/have felt
3. has/have looked
Form the present perfect tense of the following using has/have. Use it in
meaningful sentence.
1. are
2. break
3. choose
IV. Evaluation:
Choose the correct verb in each sentence.
1. Thess (bas forgotten, have forgotten) her books on the table.
2. My scoutmaster has (taught, teached) me raised the flag since I was a Grade Four scout.
3. My teacher (has choosen, bas chosen) our group to perform the dance tomorrow.
V. Assignment:
Give the missing forms of the verbs in the chart below. Use each present perfect tense in
sentence.
Ex. Verbs Past Form Present Perfect Tense

begin begun (has/have) begun
1. hide hid (has/have _______)
2. blow ______ (has/have) blown
3. draw drew (has/have _______)
4. freeze froze (has/have _______)
5. sink ______ (has/have) sunk
63
64
ENGLISH VI
I. Objective:
 Draw pictures of characters reaction that is possible to happen.
Value: Concern to others
II. Subject Matter:

Drawing pictures of Incidents/Characters that is Possible to Happen
References: Growing in English (Reading) pp. 120-133
Kogawa, Yoshimasa. Gombay and the Wild Duck. Childrens Educational

Books.Sitty Publishing House. Tokyo, Japan
Selections: Delia Learns a Lesson From the Teeth and the Tongue
Materials: chart, show me cards, pictures and strips of cartolina

1. Drill:
Pick out a (turn upside down) strip of cartolina and act out the message
a. writhing in pain
b. winning the declamation contest
c. offered a helping hand to the old woman
2. Review:
What do you expect when:
a. there is a continuous rain?
b. you review for the test?
c. you did not make your assignment?
3. Unlocking difficulties:
Clap your hands 3 times if the meaning is correct and stamp your feet twice is not.
a. When you're broke, do you mean you have money?
b. If a daughter is the parent's apple of the eye, is she well liked?
4. Motivation:
How many of you are easy to deal with? Are you friendly? Do you like to be with
your cousins?
B. Presentation:
1. Ask children to read orally the story.
Gombay and the Wild Duck
Once there lived a hunter named Gombay. There was a pond near his house where wild
ducks came to play. He had been getting one for each day as his father had before him. But
one day he thought, “If I can catch a hundred wild ducks in a day, I can be as lazy as I want
for ninety-nine days.” It seemed like a very good plan.
Immediately he set the snare of a hundred loops made with one rope. Then he hid
himself behind a tree. It was just before dawn, and he could count ninety-nine ducks in the
65
loops. He waited for one more duck. Finally, the sun began to show bright on his face. Then
the birds were surprised to know they were in a trap, and flew up all together at once.
Gombay, holding the end of the rope went high up in the sky, too. “Help, help!” he
cried from the sky, but nobody could hear. Alas, the rope snapped suddenly, and he went
down. Soon, he realized he had become a wild duck as he was falling down. Yes, he was
flying now as freely as he wanted. It was like a dream for Gombay, but he had to live as a
wild duck, anyway. He felt hungry, so he flew down near a pond. He found a small fish
swimming in the pond. He was going to catch it for a tasty meal, but he was caught with a
snare like the one that he had used.
Gombay became sorrowful and said to himself, “What a pity when even one duck is
caught! And I tried to get a hundred ducks at a time. It is indeed the punishment of God.” He
shed tears, and they dropped on the rope. Then it snapped. What a miracle! Gombay was so
glad that he shed tears again for his great joy. This time the tears flowed down and got his
clothes wet. What a miracle again! He became Gombay as he was. Since then, he stopped
hunting wild ducks and he became an honest, kind – hearted farmer and lived happily
forever.
1. Who is Gombay?
2. What kind of person is Gombay?
3. What did he decide to do one day?
4. What experiences did he have when he became one of the wild ducks?
5. Did he enjoy being a wild duck?
6. What freed him for being a wild duck?
7. When he was back to being Gombay, what lesson did he learn form his experience?
8. To prove his resolve to be a better person, what did he give up?

How will you figure out the main characters in the story?
3. Fixing Skills:
a. How would you act-out Delia while asking for money?
b. Dramatize the situation when Delia’s mother introduced her to her aunt and cousin.
4. Generalization:
In figuring out characters, what do you need to have?
Using your imagination, draw the characters in the situation below.
A flash flood is about to reach Don Jose's village. There are children playing outside
the house.
IV. Evaluation:
Listen and draw from your imagination any character found in the dialogue.
V. Assignment:
Draw using your imagination our school 10 years from now.
66
ENGLISH VI
I. Objective:
 Write and ending to a given situation
Value: Safety precautions against accidents; Helpfulness
II. Subject Matter:

Writing an Ending to a Given Situation
References: PELC 7 Writing, p. 24 Growing in English 6 TM, pp. 190-191
Growing in Language 6 Language pp. 244-245 BES LP pp. 350-351
Aesop. The Ugly Duckling. The Aesop for Children. Library of Congress.
Illustrated by Milo Winter. 1919. USA
Materials: strips of cartolina, boxes, picture of a rickshaw in a Chinese neighborhood, a

story, pocket chart, manila paper

/s/ vs. /sh/
Pronounce the /s/ and /sh/ sounds correctly.
a. Word Drill
/s/ /sh/
see she
sore shore
same shame
b. Phrase Drill
shake the bottle wish for the moon shame on you
on the shore push the button wash the dishes
2. Review:
Review on Cause and Effect
1. You saw a snake under an old bench.
2. The milk gets spoiled
3. He slipped and fell down
3. Motivation:
Look at the picture. What neighboring country reminds you of a rickshaw? The
kind of dress that the person wear? Does China and other countries like Singapore, still
have rickshaw on their streets? Further ask the pupils to describe the scene they see in
the picture on page 244.
B. Presentation:
1. Story reading
The Ugly Duckling
67
It is a beautiful summer day. The sun shines warmly on an old house near a river. Behind the
house a mother duck is sitting on ten eggs. "Tchick." One by one all the eggs break open.
All except one. This one is the biggest egg of all.
Mother duck sits and sits on the big egg. At last it breaks open, "Tchick, tchick!"
Out jumps the last baby duck. It looks big and strong. It is grey and ugly.
The next day mother duck takes all her little ducks to the river. She jumps into it. All her
baby ducks jump in. The big ugly duckling jumps in too.
They all swim and play together. The ugly duckling swims better than all the other ducklings.
- Quack, quack! Come with me to the farm yard! - says mother duck to her baby ducks and
they all follow her there.
The ugly duckling

The farm yard is very noisy. The poor duckling is so unhappy there. The hens peck him, the
rooster flies at him, the ducks bite him, the farmer kicks him.
At last one day he runs away. He comes to a river. He sees many beautiful big birds
swimming there. Their feathers are so white, their necks so long, their wings so pretty. The
little duckling looks and looks at them. He wants to be with them. He wants to stay and watch
them. He knows they are swans. Oh, how he wants to be beautiful like them.
Now it is winter. Everything is white with snow. The river is covered with ice. The ugly
duckling is very cold and unhappy.
Spring comes once again. The sun shines warmly. Everything is fresh and green.
One morning the ugly duckling sees the beautiful swans again. He knows them. He wants so
much to swim with them in the river. But he is afraid of them. He wants to die. So he runs
into the river. He looks into the water. There in the water he sees a beautiful swan. It is he!
He is no more an ugly duckling. He is a beautiful white swan.
a. Who is the main character in the story?
c. How many eggs are there?
d. What is the moral lesson of the story?
e. Why is it that the poor duckling was very unhappy?
3. Discussion Question:
How do you think the story ended? Welcome some endings. Then invite the pupils to
open their textbooks on page 244. Listen well, and choose the most likely ending.
4. Fixing Skills:
Try to create a story similar to the story you have listened to. Instead of a rickshaw
man, make a bus driver or a taxi driver as the main character. Be sure that everyone
68
participates.
5. Generalization:
How do you give an appropriate ending to a situation? Based on known facts and
familiar events, you can draw up the logical consequences of an action or event.
6. Application:
Analyze and write the appropriate ending below the given situation.
1. The maid left a pot of mongo beans to boil on the stove. She did some laundering
outside the house. In less than an hour ...
2. A gate with a sign, "Beware of Dogs," had been left open. A boy of 12 was passing
by, suddenly ...
7. Valuing:
In what ways safety precautions help? Cite examples.
IV. Evaluation:
Write an appropriate ending for each situation.
1. A pedestrian hurried to cross the street. He had not reached the other side when the traffic
light switched from yellow to green. Wheels of waiting vehicles rushed impatiently on. In an
instant...
2. Nico and his playmates wandered by a construction site. A painter working high up on a
scaffolding, accidentally dropped his can of paint. Directly below was Nico picking up a
scrap of wood. Luckily, an alert foreman had heard the painter's shout, and just in time ...
V. Assignment:
Read the situation and write the ending in your English notebook.
One Saturday afternoon, Jerry and Tony climb on a tree to pick some guavas. Tony saw a big,
ripe guava, he tried to reach it op but the branch is too small for him ...
69
ENGLISH VI
I. Objective:
 Analyze ideas as cause and effect to news heard
Value: Love for our National Language.
II. Subject Matter:

Analyzing Ideas as Cause and Effect to News Heard
References: PELC Listening 6, p. 24 Philippine Star
Aesop. The Turtle and the Hare. The Aesop for Children. Library of Congress.
Materials: charts, strips of cartolina, manila paper

1. Review:
Match the following causes on Column A to 'the suitable effects on Column B. (Write
it on strips of cartolina)
A B
1. missing breakfast a. failed test
2. strong typhoon b. feeling hungry
3. forget to study c. roofless houses
4. drunk driving d. late to work
5. faulty sleep e. car accident
Arrange the jumbled letters to get the hidden words based on the given clues.
a. n g s t e r you - young fellow
b. d a n gee n red - exposed to danger
c. s i v e v ape r - spreading all over, passing through without causing disruption.
3. Motivation:
Do you know Manuel L. Quezon? What was his greatest contribution to our country?
Do you think it is important to have our own language? What does it symbolizes?
B. Presentation:
1. Story reading.
THE TURTLE AND THE HARE
One day a hare was bragging about how fast he could run. He bragged and bragged
and even laughed at the tortoise, who was so slow. The tortoise stretched out his long neck
and challenged the hare to a race, which, of course, made the hare laugh.
"My, my, what a joke!" thought the hare.

"A race, indeed, a race. Oh! what fun! My, my! a race, of course, Mr. Tortoise, we
shall race!" said the hare.
70
The forest animals met and mapped out the course. The race begun, and the hare,
being such a swift runner, soon left the tortoise far behind. About halfway through the course,
it occurred to the hare that he had plenty of time to beat the slow trodden tortoise.
"Oh, my!" thought the hare, "I have plenty of time to play in the meadow here."
And so he did.
After the hare finished playing, he decided that he had time to take a little nap.
"I have plenty of time to beat that tortoise," he thought. And he cuddle up against a
tree and dozed.
The tortoise, in the meantime, continued to plod on, albeit, it ever so slowly. He
never stopped, but took one good step after another.

c. Who won in the race?
d. What is the moral lesson of the story?
e. Why is it that the hare was defeated by the turtle?

Write the pupils answer to Question A on Comprehension check-up and analyze it.
Ask:
What part of the sentence is the cause? How did you identify it?
What part of the sentence is the effect? How did you identify it?
3. Fixing Skills:
In the following sentences taken from the news, identify which is the cause and
which is the effect.
1. A classroom was offered in Lost City School to teach Cherokee language because of
the plea of the tribe leader.
2. Some were being punished because of speaking the Cherokee language.
4. Generalization:
What is cause? What is effect? What connectives are used to introduce a cause or an
effect?
5. Infusion Values:
How can we show that we are proud of our national language?
IV. Evaluation:
Analyze the ideas I the following news. Then, underline the causes and box the effects.
A strong typhoon hit the town of Many Kardo so their place was flooded for almost three
days. Because of the heavy rain, the drops were submerged in the water. The crops was getting
ready for harvest time but the typhoon swept the rice field in no time. Some had gathered
whatever they could save from their field even if it was drenched and smelling…….
V. Assignment:
Write a short paragraph showing the cause and effect on the topic "Urban Gardening.
71
ENGLISH VI
I. Objective:
 Use verb in the active voice
Value: Appreciation of God’s creations
II. Subject Matter:

Using Active Voice
References: PELC Speaking 8.1, p. 24 Growing in English (Language) 6 pp. 177-

178 Open Roads to Reading 6, pp.202-203
Aesop. The Ant and the Dove. The Aesop for Children. Library of Congress.
Materials: chart

1. Drill/Review:
Dictate the following sentences. Then ask the pupils to underline the subject and box
the predicate.
a. The pupils are happily dancing to the tune of spaghetti dance.
b. Plants need water and sunlight to grow.
c. Mrs. Sambrano teaches us how to recite the poem.
2. Motivation:
Show a picture of nighttime with many stars. Ask the pupils what do they usually do
during this kind of night. Aside from the stars, what other heavenly bodies do they see in
the sky at night?
3. Motive Question:
What heavenly body does Kauro wants to see?
B. Presentation:
1. Have the pupils read the selection.
The Ant and the Dove
AN ANT went to the bank of a river to quench its thirst, and

being carried away by the rush of the stream, was on the point of
drowning. A Dove sitting on a tree overhanging the water plucked
a leaf and let it fall into the stream close to her. The Ant
climbed onto it and floated in safety to the bank. Shortly
afterwards a birdcatcher came and stood under the tree, and laid
his lime-twigs for the Dove, which sat in the branches. The Ant,
perceiving his design, stung him in the foot. In pain the
birdcatcher threw down the twigs, and the noise made the Dove take wing.
One good turn deserves another
72
b. How did the Dove helped the Ant from drowning?
c. What was the reation of the Ant to the action of the Dove?
d. Did the Ant returned the favor? How?
f. Did Gabi accept the Engkanto’s offer? Why?
Study the following sentences taken from the selection.
a. Kauro peer eagerly through the telescope.
b. He saw the stars.
c. He sketches it.
4. Fixing Skills:
Let the pupils answer the remaining three sentences on Analysis and Discussion.
5. Generalization:
What is an active voice of the verb? How do we identify the active voice? What
pattern can we use in writing sentences in the active voice?
a. Guided Practice:
Study the following sentences. Write A on the blank if the sentence is in the
Active voice and X if not.
_____ 1. The teacher gave clear instructions.
_____ 2. Their teachers admire conscientious students.
Write these sentences highlighting the doer not the action of the doer.
1. the reflecting telescope, Isaac Newton, invented, in 1668
2. invented, 1709, somebody, the piano
IV. Evaluation:
Complete the following sentences by supplying the verb and direct object.
1. The pretty girl ______________________.
2. Our class ______________________.
3. The man ______________________.
4. The workers ______________________.
5. A strong typhoon ______________________.
V. Assignment:
Write a paragraph about the topic cleanliness in the school. Use the active voice of verb in
your sentences.
73
ENGLISH VI
I. Objective:
 Use verb in the passive voice
Value: Listening politely
II. Subject Matter:

Using Verb in the Passive Voice
References: PELC 8.1 Speaking, p. 24 BES 6, TM, p. 129 BES 6 LP, pp. 370-372
Materials: pocket chart, card with words written.
Aesop. The Ant and the Grasshopper. The Aesop for Children. Library of
Congress. Illustrated by Milo Winter. 1919. USA

a. Word Drill:
/a/ /t/ /ed/
called cooked attracted
scrubbed passed landed
b. Phrase Drill:
named for me walked to the stage
scrubbed the floor needed money
c. Sentence Drill:
The flower looked very pretty.
The dancers walked to the stage.
The food victims needed money.
2. Review:
Complete the sentence by choosing the .correct form of the verb below. Write only
the letter of the correct answer.
1. Peter _____ to the movie by this mother.
a. take c. was taken
b. taken d. has taken
2. A strong typhoon ______ the school building.
a. destiny c. destroyed
b. have destroyed d. was destroyed
3. Motivation:
Ask: "Did you see a shooting star last night? Did you make a wish?
B. Presentation:
Story reading.
The Ant and the Grasshopper
In a field one summer's day a Grasshopper was hopping about,

chirping and singing to its heart's content. An Ant passed by,
74
bearing along with great toil an ear of corn he was taking to the
nest.
"Why not come and chat with me," said the Grasshopper,
"instead of toiling and moiling in that way?"
"I am helping to lay up food for the winter," said the Ant,
"and recommend you to do the same."
"Why bother about winter?" said the Grasshopper; we have got

plenty of food at present." But the Ant went on its way and
continued its toil. When the winter came the Grasshopper had no
food and found itself dying of hunger, while it saw the ants
distributing every day corn and grain from the stores they had
collected in the summer. Then the Grasshopper knew:
It is best to prepare for the days of necessity.
a. Who are the main character of the story?

b. Where did the story happen?
c. What did the ant tell to the grasshopper?
d. Why did the grasshopper give an honest answer?

The above statements tell about general truths. They are in the simple present tense.
Read the underlined words in sentences 1, 2, and 3.
What do you noticed about the composition of the verbs?
3. Fixing Skills:
Rewrite the following sentences in the passive voice.
1. The members of the club planned some activities.
2. The girls collected pictures of heavenly bodies.
3. The boys prepared some albums.
4. Generalization:
How do we write sentences in the passive voice?
5. Valuing:
How did you listen to the teacher during class discussion?
Pupils will be grouped into 6. Each group will choose its leader. Then on the board
are pasted drawings of different science concepts.
1. shooting stars
2. a solar eclipse
3. lunar eclipse
75
IV. Evaluation:
Read the following sentences. Then write the passive form of each sentence without a by-
phrase. The beginning of each passive sentence is given.
1. Our club holds monthly meetings in the school library. Our monthly meetings ___________.
2. The president asks us to attend1he meetings. We ____________________.
V. Assignment:
Go through the headlines and news reports in newspapers. Underline sentences with passive
constructions. And on a piece of paper, list down at least five of them. If the passives are
abbreviated in headlines, expand them into sentences.
Examples:
a. Fort Santiago renovated by NGO.
b. Fort Santiago was renovated by a Non Government Organization.
76
ENGLISH VI
I. Objective:
Value: Honesty
II. Subject Matter:

Writing About One’s Feelings/Reactions Using the Correct Form of the Verb.
References: Growing in English 6 pp. 139-145
Materials: word cards, sentence strips, pocket chart
Aesop. The Ass and His Masters. The Aesop for Children. Library of Congress.

1. Drill:
Spelling ed and ing words
picnicked visiting
applauded accompanying
apologized engaging
2. Review:
Encircle all the verbs in these group of words.
beautiful paining dent
special playful sun
3. Motivation:
Have you ever written your life story? What make up one’s life story or
autobiography?
Form small groups. Tell each other some of your unforgettable experiences when you
were little children.
B. Presentation:
1. Story reading
The Ass and His Masters
AN ASS, belonging to an herb-seller who gave him too little food

and too much work made a petition to Jupiter to be released from
his present service and provided with another master. Jupiter,
after warning him that he would repent his request, caused him to
be sold to a tile-maker. Shortly afterwards, finding that he had
heavier loads to carry and harder work in the brick-field, he
petitioned for another change of master. Jupiter, telling him
that it would be the last time that he could grant his request,
ordained that he be sold to a tanner. The Ass found that he had
fallen into worse hands, and noting his master's occupation,
77
said, groaning: "It would have been better for me to have been
either starved by the one, or to have been overworked by the
other of my former masters, than to have been bought by my
present owner, who will even after I am dead tan my hide, and
make me useful to him."
He that finds discontentment in one place

is not likely to find happiness in another
1. Who are the main characters of the story?

2. Where did the story happen?
4. If you were the ass, would you give what your masters need? Why?
5. What is the ending of the story?
Study the sentences about Melissa’s autobiography.
a. Melissa's father is a school principal.
b. Her parents come from Tarlac.
c. She helps her mother in the store every weekend.
4. Generalization:
What tense do all the sentences express?
What does the simple present tense show?
Used the correct form of the verbs in the simple present tense.
Example:
How often do farmers harvest their crops?
They harvest two to three times a year.
1. What part of the country do your parents come from?
2. How many member nations does the ASEAN have?
IV. Evaluation:
Write a short paragraph using the sentences below. Use the correct for of the verb in each
blank.
1. It _____ Clean-up Day at Taal, Bocaue, Bulacan.
2. The people _____ early in the morning.
3. The men ______ the canals and the dirty places.
V. Assignment:
Write the paragraph about what you feel when you are in school.
78
ENGLISH VI
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
Aesop. The Fox in the Well. The Aesop for Children. Library of Congress.
Materials: chart, sentence/phrase strips, pocket chart

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.
THE FOX IN THE WELL
A fox once fell into the well. He tried to jump out but each time he did, he fell back
down.
By and by a goat passed by. Looking into the well, he saw the fox. “Hello,” he
called. What are you doing down there?”
Drinking some water, of course!” replied the fox. Is it good? “asked the goat.
“Good? It’s the best water I ever tasted in my whole life,” answered the fox,
drinking a gulp of water.
79
Without a second thought, the goat jumped in. After drinking some water, he
looked about for a way to get out of the well. “How do we get out of here?” he asked the
fox.　
“I know what we can do,” said the fox, looking at the goat from the corner of his
eye. “Stand on your hind legs. Plant your forelegs firmly against the side of the well. I’ll climb
on your back, and I’ll step on your horns. Then I can get out. When I’m out, I’ll help you get
out, too.”
“That’s a good idea!” said the goat happily as he did what the fox told him to do.
The fox climbed on the goat’s back and horns. Then he jumped out of the well and
started on his way.
“Hey!” shouted the goat. “Help me out of here. You promise to help me.”
You silly goat,” said the fox. You should have thought of that before you jumped in.
Next time, look before you leap.”
2. Comprehension Check
1. Where did the story happen?

2. Who fell into the well? Who jumped into the well?
3. Why do you think the goat believed the fox? Explain.
4. Whom do you like most, the goat or the fox? Why?
5. How did the fox get out of the well?
6. Why did the goat decide to jump into the well?
7. If you were the fox, would you do the same? Why? If you were the goat,
would you do the same? Why?
3. Generalization:
What is meant by mood?
How would you determine the mood of the selection?
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
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:
80
Read again the poem "Be the Best of Whatever You Are" Write the general mood on your
notebook.
81
ENGLISH VI
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
Aesop. The Ass and his Purchaser. The Aesop for Children. Library of Congress.
Materials: word cards, cassette, song “When You Wish Upon a Star”

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. Story reading.
The Ass and his Purchaser
A man who wanted to buy an Ass went to market, and, coming across
a likely-looking beast, arranged with the owner that he should be
allowed to take him home on trial to see what he was like. When he
reached home, he put him into his stable along with the other asses.
The newcomer took a look round, and immediately went and chose a place
next to the laziest and greediest beast in the stable. When the master
saw this he put a halter on him at once, and led him off and handed
him over to his owner again. The latter was a good deal surprised to
seem him back so soon, and said, "Why, do you mean to say you have
tested him already?" "I don't want to put him through any more tests,"
replied the other. "I could see what sort of beast he is from the
companion he chose for himself."
"A man is known by the company he keeps."
82
a. Who are the main characters of the story?
c. What is the moral lesson of the story?
d. What is the ending of the story?
e. How m any tests was given by the master to his ass?
1. What were the advantages and disadvantages of living in this generation as cited by the
author?
2. What were the advantages and disadvantages of living during the time of our great-
grandparents?
3. If were given the chances to choose the tie of your existence, which period would you
prefer? Why?
4. Do you think scientific discoveries in our time are more of disadvantage than an
advantage? Why? Why not?
5. What make our life complicated now? How can we make life easier or uncomplicated?
6. What do you think are some positive traits of our great-grandparents which we could
imitate to have an easier life?
 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.
3. Discussion:
a. Who among Loren’s well wishers tell what is/are likely to happen? Go over their
statement.
 What expression of desire or want is used in these sentence?
 What form of the verb follows the expression hope?
4. 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.
5. Generalization:
When is hope used?
When is wish used?
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?
83
 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
work
2.
3.
4.
5.
84
ENGLISH VI
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
Aesop. The Ass in the Lion’s Skin. The Aesop for Children. Library of Congress.
Materials: charts

1. Drill:
/j/
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 innkeeper?"
B. Presentation:
1. Story reading.
The Ass in the Lion's Skin
An Ass once found a Lion's skin which the hunters had left out
in the sun to dry. He put it on and went towards his native
village. All fled at his approach, both men and animals, and he
was a proud Ass that day. In his delight he lifted up his voice
and brayed, but then every one knew him, and his owner came up and
gave him a sound cudgelling for the fright he had caused. And
shortly afterwards a Fox came up to him and said: "Ah, I knew you
by your voice."
Fine clothes may disguise, but

silly words will disclose a fool.
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Have the pupils answer the questions given:
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?
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.
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ENGLISH VI
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
Aesop. The Ass, the Fox and the Lion. The Aesop for Children. Library of
Materials: word cards charts, cassette tape,

Poems: “If I were, I would, if I am, I will,” “If”

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:
The Ass, the Fox, and the Lion
THE ASS and the Fox, having entered into partnership together for
their mutual protection, went out into the forest to hunt. They
had not proceeded far when they met a Lion. The Fox, seeing
imminent danger, approached the Lion and promised to contrive for
him the capture of the Ass if the Lion would pledge his word not
to harm the Fox. Then, upon assuring the Ass that he would not
be injured, the Fox led him to a deep pit and arranged that he
should fall into it. The Lion, seeing that the Ass was secured,
immediately clutched the Fox, and attacked the Ass at his
leisure.
Never trust your enemy
Have the pupils answer the questions given:

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 What are the animals mentioned in the song?

 Which words are presented several times in the song?
3. 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.
4. 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, __________________.
5. 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.”
88
ENGLISH VI
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
Aesop. The Ant and the Dove. The Aesop for Children. Library of Congress.
Materials: charts

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
community.
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. Story reading.
The Ant and the Dove
An ant went to a fountain to quench his thirst and, tumbling in, was almost drowned. But a
dove that happened to be sitting on a neighboring tree saw the ant's danger and, plucking off
a leaf, let it drop into the water before him. The ant mounting upon it, was presently wafted
safely ashore.
Just at that time, a fowler was spreading his net and was in the act of ensnaring the dove,
when the ant, perceiving his object, bit his heel. The start this gave the man made him drop
his net and the dove, aroused to a sense of her danger, flew safely away.
One good turn deserves another.
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a. What did the poor Hungarian owe the innkeeper?
b. How much did the innkeeper want the poor man to pay?
c. Who depended the poor man? How?
d. If you were the gypsy, how would you depend the poor man?
e. If you were the King, would you do the same?

What will happen in the story if some action of the characters or events in the story
were altered or change?
3. 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?
4. Generalization:
How do we tell what would happen next in a story if we changed some actions taken
by the characters?
5. Infusion Value:
What are the rights of the children? What will you do if your rights as a child is
violated by other people?
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.
90
ENGLISH VI
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
Aesop. The Ass, the Cock and the Lion. The Aesop for Children. Library of
Materials: pictures, charts, sentence strips real Sampaguita

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 sea.
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.
The Ass, the Cock, and the Lion
An ass and a cock lived in a farmyard together. One day a hungry lion passing by and, seeing
the ass in good condition, resolved to make a meal of him. Now, they say that there is nothing
a lion hates so much as the crowing of a cock, and at that moment the cock happened to crow.
The lion straightway made off with all haste from the spot.
The ass, mightily amused to think that a lion should be frightened at a bird, plucked up the
courage and galloped after him, delighted with the notion of driving the king of beasts before
him. He had, however, gone no great distance, when the lion turned sharply round upon him
and made an end of him in a trice.
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Presumption begins in ignorance and ends in ruin.

e. How does ignorance affects the life of the lion?

 What word in the paragraph describes the sampaguita? Read them.
 Examine the following words.
SWEET MAY WHITE GOOD-LOVING
 What do you call these words?
3. Fixing Skills:
Show pictures of other animals, people, places, and events for pupils to describe
using adjectives?
4. Generalization:
 What do you call words that describe nouns?
 What are adjectives?
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
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ENGLISH VI
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
Aesop. The Frog Prince. The Aesop for Children. Library of Congress.

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. Story reading.
The Frog Prince
Once upon a time, there was a princess who was very lonely. She was lonely because
she could not get out from the kingdom of her father. The king was so strict that the princess
could only walk about in the garden.
One day, as she was strolling, she heard a tiny voice.
“Lovely princess, please help me. A cruel witch punished me because I refused to
marry her,” the voice said.
The princess looked down and she saw an ugly frog by the pool. She picked it up and
placed it in her hands.
“Please kiss me, then I will be free from the spell of the witch,” the voice said.
The princess couldn’t believe the voice but she wanted to help so she kissed the frog
and all of a sudden the frog turned into a handsome prince. The two fell in love, got married,
and lived happily ever after.
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a. Why was the princess lonely?
b. What was the princess doing when she heard the tiny voice?
c. What did the frog ask the princess to do?
d. If you were the princess will you do the same? Why?

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?
4. 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?
5. Generalization:
What word order/expression is used to describe persons, places of things?
6. Valuing:
Do you appreciate artworks? How do you show your appreciation?
a. Guided Practice:
Form a sentence from' the given pairs using too + adjective + to + simple form of
the verb.
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.
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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95
ENGLISH VI
I. Objective:
 Use degrees of comparison of irregular adjectives
Value: Concern for the environment
II. Subject Matter:

Comparing Irregular Adjectives
References: PELC Growing in English, Language pp. 228-233
Aesop. The Lark and Her Young Ones. The Aesop for Children. Library of

1. Drill:
Add – er or - est to each adjective and write the new word on your paper.
1. funny + er
2. dry + est
3. large + est
2. Motivation:
Have pupils look at the picture of three birds having different appearance and sizes.
Ask: What can, you say about the birds in the picture?
What do you think are the birds trying to say to each other?
B. Presentation:
1. Reading of the selection.
The Lark and Her Young Ones
A lark, who had her young ones in a field of corn which was almost ripe, was afraid
that the reapers should come before her young brood were fledged. Every day, therefore,
when she flew away to look for food, she charged them to take notice of what they heard in
her absence, and to tell her of it when she returned.
One day when she was gone, the chicks heard the master of the field say to his son
that the corn seemed ripe enough to be cut, and to go early tomorrow and tell their friends
and neighbors to come and help to reap it.
When the old lark came home, the little ones fell quivering and chirping around her,
and told her what had happened, begging her to remove them as fast as she could.
The mother bade them to be easy. “For,” said she, “if he depends upon his friends
and his neighbors, I am sure the grain will not be reaped tomorrow.”
Next day, she went out again, and left the same orders as before. The owner came
and waited. The sun grew hot but nothing was done, for not a soul came. “You see,” said the
owner to his son,” these friends of ours are not to be depended upon; so run off at once to
your uncles and cousins and say I wish them to come early tomorrow and help us reap.”
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These young ones, in a great fight, told also to their mother.” Do not fear, children,”
said she,” kindred and relations are not always very forward in helping one another. But
keep your ears open, and let me know what you hear tomorrow.”
The owner came the next day, and, finding his relations as backward as his
neighbors, said to his son: “Now listen to me. Get two good sticks ready tomorrow morning,
for it seems we must reap the grain by ourselves.”
The young ones told this to their mother.
“Then, my dears,” said she, “it is time for us to go, for when a man undertakes to do
his work himself, it is not likely that he will be disappointed.” She took them away at once,
and the grain was reaped the next day by the old man and his son.
-Aesop
a. Who were the human characters in the story? What was their major problem?
b. What was Mother Lark’s strong character trait? Explain briefly.
c. What were the weak points of the old man and his son?
d. How did they deal with their problem?
2. Fixing Skills:
Give the comparative and the superlative degrees of the following irregular
adjectives.
Comparative Superlative
1. ill ___________________ ___________________
2. bad ___________________ ___________________
3. many ___________________ ___________________
3. Generalization:
How are the comparative and superlative degrees of irregular adjectives formed?
Write the correct form of the adjective in the parenthesis. Write your answer on the
blank provided for.
1. If you like sun, the Sahara is the (good)_______place to go.
2. Is the rattle snake the (bad) ______ snake?
3. Desert have (many) ______ poisonous snake or scorpions.
IV. Evaluation:
Use the following phrases in meaningful sentence. Use the three degrees of comparison of
adjectives.
1. bad day
2. many horns
3. ill feelings
4. much rain
5. good performance
V. Assignment:
Use the following phrases in sensible sentence using the three degrees of comparison of
adjectives.
1. little rainfall
2. many fruits
3. good trait
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98
ENGLISH VI
I. Objective:
 Use two-word adjectives
Value: Politeness, concern for others
II. Subject Matter:

Using Two-Word Adjectives
References: PELC Speaking 9.2 p. 25 Growing in English TM - pp. 185-187; T.B. pp. 235 -
243 (Language) Building English Skills (Language) pp. 16-19
Thurber, James. 1999. The Last Flower. Alarms and Diversions Story
Chronicles. Prentice Hall Publishing. New York, USA
Materials: chart, pictures of Great Pyramid of Egypt, pictures for “Which Game”.

1. Drill:
By means of pictures, conduct the "Which Game" which is:
a. larger, elephant or carabao?
b. Deeper, stream or ocean?
c. Stronger, man or machine?
2. Review:
Identify the adjectives in the sentences:
a. The fruit vendor threw away ten red apples.
b. The old sick beggar lay on his rough bamboo bed.
3. Motivation:
Say: Look at this picture. What does it show? Do you know how the Great Pyramid
of Egypt was built? Why do you think it is called the Great Pyramid?
B. Presentation:
1. Story reading.
The Last Flower
World War XII, as everybody knows, brought about the collapse of civilization.
Towns, cities and villages disappeared from the earth. All the groves and forests were
destroyed. And all the gardens. Men, women, children became lower than the lower animals.
Discouraged and disillusioned, dogs deserted their fallen masters. Emboldened by the pitiful
condition of the former lords of the earth, rabbits descended upon them. Books, paintings
and music disappeared from the earth, and human beings just sat around, doing nothing.
Years and years went by. Even the few generals who were left forgot what the last
war had decided. Boys and girls grew up to stare at each other blankly, for love had passed
from the earth. One day, a young girl who had never seen a flower chanced to come upon the
last one in the world. She told the other human being that the last was dying. The only one
99
who paid any attention to her was a young man she found wandering about. Together the
young man and the girl nurtured the flower and it began to live again.
One day, a bee visited the flower and a hummingbird. Before long, there were no
flowers, and then four, and then great many. Groves and forest flourish again. The young
girl began to take an interest in how she looked. The young man discovered that touching the
girl was pleasurable. Love was reborn into the world. Their children grew up strong and
healthy and learned to run and laugh. Dogs came out of the exile. The young man
discovered, by putting one stone upon another, how to build a shelter. Pretty soon everybody
was building shelters. Towns, cities and villages sprang up. Song came back in the world,
and troubadours and jugglers, and tailors and cobblers, and painters and poets, and
sculptors and wheelwrights, and soldiers, and Lieutenants and Captains, and Generals and
Major Generals, and liberators. Some people went to one place to live and some to another.
Before long, those who went to live in the valleys wished to they had gone to live in
the hills. And those who had to live in the hills wished they had gone to live in the valleys.
The liberators under the guidance of God, set fire to the discontent. So presently the world
was at war again. This time the destruction was so complete…that nothing was left in the
world, except one man… and one woman…and one flower.
a. Why does a story call a parable?
b. What did war bring to people and to the place where they live?
c. How did the world begin to evolve again?
d. How did it eventually end?
Study the following adjectives
Fairylike century-old lovely delicately-chiseled beautiful
4. Fixing Skills:
Make the following descriptions into two-word adjectives
a. travel done in two hours.
b. a letter made up of these pages
c. a house with three bedrooms.
5. Generalization:
What are compound adjectives? How are they formed? How are adjectives formed
out of other words, such as nouns and verbs?
6. Valuing:
What can you say about the attitude of the workmen in the selection? How will you
compare yourself to them?
a. Guided Practice:
Copy the following sentences and write an appropriate two-word adjective in the
blank.
a. We bought a _________ticket for the show.
b. Ramon lives in a ______ apartment.
c.The class recited a ______poem about the elephant.
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Think of 10 two-word adjectives and use them in a sentence.
IV. Evaluation:
Change the underline phrases to tow-word adjectives.
1 The mother has delivered a baby of ten pounds.
2. The class wrote a story of three paragraphs?
3. He watched the show of two hours.
4. The chairman reds a report having ten pages?
5. The pet is a kitten of three colors
V. Assignment:
Change the following into phrases containing two-word adjectives.
a. a cake with three layers.
b. a cell phone measuring three inches long
c. a library having thirty- five rooms.
101
ENGLISH VI
I. Objective:
 Use adjectives in a series
Value: Expressing Pleasures
II. Subject Matter:

Using adjectives in a Series.
References: PELC 9.4 p. 25 GIE (L) pp. 246-251
Johnston, Larusa M. Joseph and the Pharaoh’s Dream. Bible Story Hour.
Phoenix Publishing Inc. USA

1. Drill:
Identify the adjectives in each phrases. Tell weather the adjective describes color,
number, length, texture, size age, kind.
Long circus Stormy weather three glasses
Orange blossoms young fellow cold night
2. Review:
Divide the class into four groups. Have them read the nouns below. Assign one noun
to each group. Think of adjectives to describe them, then indicate whether they describe
color, number, length, texture, size, age, kind. (Use a graphic organizer for your answer)
1. woman 3. creature
2. experience 4. flowers
3. Motivation:
Have you been to other places? What experiences did you have? Can you share them
to us?
B. Presentation:
1. Reading of the story.
Joseph and the Pharaoh’s Dream
There was trouble at the palace of the Pharaoh, the ruler of all Egypt. Pharaoh had a
bad dream and no one among his wise men could tell him what the dream meant.
One day he heard of Joseph who is able to tell many people the meaning of their
dreams and what Joseph always said come true.
“Send Joseph to me,” Pharaoh ordered. Joseph was told of the Pharaoh’s message and
he put on his finest clothes and went to the palace.
Pharaoh said, “I have dreamed a dream and no one can tell me what it means. Can you
tell me its meaning?”
Joseph replied, “It is not I who will give you the answer. God shall give you the
answer.”
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Pharaoh continued, “In my dream seven fat cows came out of the river and fed on the
grass. After wards, seven thin cows came and ate the fat cows. Still the seven thin cows
remained thin as before.”
Joseph said, “God is telling what is going to happen. The seven fat cows are seven
years of good harvests when there will be plenty for the people to eat. The seven thin cows
are seven years of bad harvests when nothing will grow and people will be hungry.”
“What am I going to do?” Pharaoh asked.
Joseph said, “God is telling you what will happen soon. Find a man who is good and
wise. He will take part of the good harvest for each of the seven good years and put it away.
So when the seven years of bad harvests come, there will be enough food for the people to
eat.”
a. Why was Pharaoh bothered of his dream?
b. Why did he call for Joseph?
c. What was Joseph’s interpretation of Pharaoh’s dream?
d. If you were Pharaoh, would you believe Joseph’s interpretation and follow his advice?
Why?
f. Who is the main character of the story?
g. Where did the story happen?

Notice that more than one adjective was used to describe a noun. Take a close look at
the series of adjectives arranged?
1. I saw two long narrow rivers which looked like thousand white threads.
2. Several huge, majestic purple (numeral - size - quality mountains fascinated
me.
4. Fixing Skills:
(Form 4 groups. The first to finish will win.)
How would you put these series of adjectives in order?
1. a red huge old ---- truck

2. two oversized black well-trained --- dogs
3. large white one brand new --- bungalow
5. Generalization:
6. Valuing:
After visiting a panoramic view, how do· you feel? In what ways can you express
your feelings?
Rearrange the following groups of words such that the adjectives are in correct order.
1. that book interesting red
2. boys five healthy young
3. large one dozen yellow flowers
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IV. Evaluation:
Rewrite the following sentences on a piece of paper. Rearrange the order of adjectives properly.
1. He brought with him (rectangular, a, black, disposal) camera.
2. With it, he took, (thirty, interesting, good) pictures of the tourist places he went to.
3. There in Singapore, he rode in (blue, several, new, mini) taxes.
V. Assignment:
Copy the adjectives. Write them in the correct order.
1. The (summer, dry) heat bothered the children.
2. The (orange, big, bright) sun begun to set.
3. The sun peered through (white, billowing) clouds.
4. (Morning, a few, early) showers will nurse the withering plants back to life.
5. (Monson, heavy, the) rains flood the street of Manila.
104
ENGLISH VI
I. Objective:
 Make a heading/sub heading for paragraph in a selection.
Value: Importance of Crops to Our Country
II. Subject Matter:

Making Headings/Sub Heading for Paragraphs in a Selection.
References: PELC 9.1 P. 24; GIE (R) pp. 139-144; pp. 160-161
Aesop. Retold by Boots Pastor. Mummy. Stories with Moral Lessons.Lampara

Publishing House, Inc. 2007

1. Review:
Read each paragraph carefully. Then, choose the right main idea.
1. Books are important to man. You get a lot of information from the. They tell stories
of all sorts - from sad to funny, to exciting, to scary. Some books tell time stories and
facts. Others are fictional. Books can be our best friends,
a. Books are important to man.
b. Books are fun.
c. Books are our best friends.
d. Books are enjoyable.
2. Motivation:
Have you been to a farm? Describe it by mentioning the things that you can see there.
3. Motive Question:
What is the Philippines' most important food?
B. Presentation:
1. Read the story “Mummy”.
MUMMY
A Mummy is a body embalmed and wrapped in bandages for burial in ancient Egypt.
The word mummy is derived through Arabic from the Persian word mumiai meaning “pitch”
or “asphalt.”This because Egyptian were created with a layer black resin, coloring the body
black.
Ancient Egyptians mummify their dead in order to preserve the human body because they
believe that the spirit of the dead person returns to its body when visiting the tomb. Egyptians
did not want the body of the dead person and even those of animals and birds sacred to their
deities ( gods and goddesses) to decompose so they practice mummification.
The mummification process starts by having the body embalmed by introducing chemical
agents into the body to ensure preservation. This involves the removal of internal organs.
However, after treatment, these were returned into the body.
A. Post reading Activities
105
1. Answering the motive questions
a. What was the process of preserving the dead bodies of Egyptians?

b. What do Egyptians wrap their dead with for burial?
c. Why do Egyptians mummify their dead?
d. Give your reaction to the practices of the Egyptians with regards to their dead
relatives’ bodies?
e. Do you like to practice Egyptian’s practices to their dead relative’s bodies here
in our country? Why?
2. Answering the motive question.

3. Comprehension Questions:
a. What is the second most important food of the Filipinos?
b. Describe the corn.
c. What did the farmer do to have the best corns?
d. What are the needs of corn?
Each group will be assigned a heading. This time choose any graphic organizer and
make a subheading for the headings you have made.
Group 1 - What is Corn?
Group 2 - How to Grow Corn?
Group 3 - Growing Corn in the Philippines
Group 4 - Corn Cropping Season
Group 5 - Importance of Corn to Man
4. Generalization:
What must we remember in making heading/subheading for paragraphs in a
selection?
a. Guided Practice:
Select the best heading in the paragraph.
1. For many years; educators have engaged in a controversy over the best method of
teaching deaf children to communicate. For a long time, only one spoken
language was encouraged. Sign language was dismissed as something to be used
only as a last resort. But recently, people have begun to accept a new idea. It is
called total communication. Total communication, means the use of sign
language along with oral language.
a. Language for the Deaf
b. Sing Language for the Deaf
c. Oral Language for the Deaf
d. The Deaf
You now have the heading for each paragraph, this time make subheadings for
each.
IV. Evaluation:
Read the paragraphs below. Then complete the outline by arranging the given subheadings
and headings. “Producing and Marketing Bananas” pah. 164
106
V. Assignment:
Read the selection "Where Will Our Forest Go?"
GIE (R) pp. 154-156. Complete the outline for the selection by writing the details for the
given headings.
107
ENGLISH VI
I. Objective:
 Identify the key concept/sentence that make up a story.
Value: Patience
II. Subject Matter:

Identify the Key Concept That Make Up a Story.
References: PELC Growing in English, Reading pp. 146-153
Aesop. Retold by Boots Pastor. The Bird Catcher and the Lark. Stories with
Moral Lessons.Lampara Publishing House, Inc. 2007
Materials: chart, manila paper

1. Drill:
t and o
keywords TREE – THREE
tie – thigh mat-math team - theme
tin – thin bat - bath torn - thorn
Look for the words that will match the following meanings. The first letter serves as
clue.
1. l _ _ _ (jump)
2. p _ _ _ _ _ _ _ (large leopards)
3. r _ _ _ _ _ (plants with small greenish flower that grow in wet places)
3. Motivation:
What does blessing mean to you? What blessing do you receive each day? Do you
think even old and ugly things could be blessings? Why?
4. Motive Question:
Why does the coal became happy and thankful in spite of its appearance?
B. Presentation:
1. Have the pupils read the story. “I am a Piece of Coal,” on p. 146 of growing in English 6
(Reading)
1. Presentation
Read the story
The Bird Catcher and the Lark
A bird-catcher was setting springs upon a common, when a lark, who saw him at work, asked
him from a distance what he was doing. "I am establishing a colony," said he, "and laying the
foundations of my first city."
108
Upon that, the man retired to a little distance and hid himself. The lark, believing his
assertion, soon flew down to the place and, swallowing the bait, found himself entangled in
the noose.
The bird-catcher straightway coming up to him and made him his prisoner. "A pretty fellow
are you!" said the lark. "If these are the colonies you found, you will not find many
emigrants."
Answering the following questions

1. What does the story about?
2. Who was the main character in the story?
3. Why did the coal unhappy?
4. Which part of the story did you like best? Why?
5. Where is the setting of the story?
3. Discussion:
Have pupils give the main idea of the story they have read.
Have them tell the key concept sentence that make up tile story, "I am a Piece of
Coal".
4. Fixing Skills:
Have pupils tell a simple story about the picture.
5. Generalization:
What are the key concepts? How do you identify the key concepts/key ideas that
make up the story?
Using the chain figure, arrange the concepts below to show the wholeness of the story
"A Reason for Everything."
1. Don't lose hope.
2. Typhoons are destructive to crops.
3. God has a reason for everything.
4. Gather what you can after a disaster.
5. There are reasons for calamities.
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IV. Evaluation:
Choose the key concepts/ideas that make up the story. "I am a Piece of CoaL"
1. All old things are useful
2. The older things are useful
3. One should not give up
4. Patience pays
5. Good appearance is needed to be useful
V. Assignment:
Choose a story. Identify/write the key concepts/sentence that make up the story.
ENGLISH VI
I. Objective:
 Identify the details, heading for an outline
Value: Love for Nature
II. Subject Matter:

Identify the Details, Heading for an Outline
References: PELC Reading 9.3 p. 25; Growing in English (Reading) pp. 154-161
Aesop. Retold by Boots Pastor. The Bird Catcher, the Partridge, and the Cock
. Stories with Moral Lessons.Lampara Publishing House, Inc. 2007
Materials: chart, pictures, radio cassette

1. Drill:
Spelling
a. authorities c. dinoflagellates
b. stagnant d. appreciate
2. Review:
Listen to a story about a barangay in the province of Nueva Ecija. This was worst hit
by a deadly disease called dengue H-fever. Note details and be able to answer the
questions.
“Emergency” TM p. 146
110
a. What was the problem of the barangay?
b. How was it solved?
c. What did the barangay captain do?
3. Motivation:
What can you say about our forest now?
B. Presentation:
1. Story reading.
The Bird Catcher, the Partridge, and the Cock
A bird catcher was about to sit down to a dinner of herbs, when a friend unexpectedly came
in. The bird trap was quite empty, as he had caught nothing. He proceeded to kill a partridge,
which he had tamed for a decoy. The partridge pleaded earnestly for his life; "What would
you do without me when next you spread your nets? Who would chirp you to sleep, or call
for you the covey of answering birds?"
The bird catcher spared his life, and determined to pick out a fine young cock just attaining to
his comb. He thus cried in piteous tones from his perch; "If you kill me, who will announce
to you the appearance of the dawn? Who will wake you to your daily tasks or tell you when it
is time to visit the bird trap in the morning?" He replied; "What you say is true. You are a
capital bird at telling the time of day. But I and the friend who has arrived must have our
dinners."
Necessity knows no law.
C. Post Reading Activities:

1. Answering the motive questions.
a. Who are the characters in the story?
b. When does the story happen?
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 happen in the story?
g. How does the setting affect the events or happenings in the story?
 What happened to our forest?
 What should we do about it?

What important facts should we remember in the selection? How can we easily
remember facts?
4. Valuing:
What is your learning about what is presently happening now to our nature?
111
Read the report below. Identify and write the proper details that belong to the
heading. The details are found below.
Different Kinds of Volcanoes

I. Dead Volcanoes
A. ____________________
B. ____________________
C. ____________________
D. ____________________
II. Sleeping Volcanoes

A. ____________________
B. ____________________
C. ____________________
III. Active Volcanoes

A. ____________________
B. ____________________
IV. Evaluation:
Read the paragraph below. Then, complete the outline by arranging the given details and
headings.
Planting Growing Bananas food markets distributing loading on
ships
Selling throughout tropical lowlands cultivating
V. Assignment:
Do you have a province to go home to once in a while? If you don't choose an province you
want to adopt as your own. Find out the main product (preferably fruit) of that province. Discover
how the product is produced and marketed. Make an outline of the information you have
gathered.
112
ENGLISH VI
I. Objective:
 Make a tree-point outline of an expository text read.
Value: Conservation of plants
II. Subject Matter:

Making a Three-Point Outline of an Expository Text Read
References: PELC 9.A (Reading) Building English Skills 6 Reading pp. 99-101
Aesop. Retold by Boots Pastor. The Birds, the Beasts, and the Bat.
Stories with Moral Lessons.Lampara Publishing House, Inc. 2007
Selection: “How Seeds of Plants are Scattered”


droppings - waste matter dropped by birds used on fields.
Hitch hikers seeds that are unintentionally scattered by people and animals
2. Motivation:
Showing of pictures.
"What do you think the birds are doing?"
3. Motive Question:
How are the seeds of plants scattered?
B. Presentation:
1. a. Recall the standards of silent reading
b. Reading of the selection.
The Birds, the Beasts, and the Bat
Once upon a time there was a fierce war waged between the birds and the beasts. For a long
while the issue of the battle was uncertain, and the bat, taking advantage of his ambiguous
nature, kept aloof and remained neutral.
At length when the beasts seemed to prevail, the bat joined their forces and appeared active in
the fight. After a successful rally made by the birds, he was found among the ranks of the
winning party.
A peace being speedily concluded, the bat's conduct was condemned alike by both parties.
Being acknowledged by neither, he was excluded from the terms of the truce. He was obliged
to skulk off as best he could and has ever since lived in holes and corners, never daring to
show his face except in the duskiness of twilight.
 Comprehension Check:
 Have the pupils answer the following questions:
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
 What did President Magsaysay do during his term? Why?
 What happened one day when they were crossing the river?
 Why didn’t he mind getting dirty and wet despite his position?
 If you were the president will you do the same thing? Why?

 What plants are called self-planters?
3. Generalization:
 What is an outline?
 What are the steps in writing an outline?
Read the selection. Make a three point outline. Pearl” pp.170
Pearl
I. ______________________
A. ____________________
B. ____________________
C. ____________________
II. _______________________
A. ____________________
B. ____________________
IV. Evaluation:
Read the paragraph. Make a three point outline by supplying the subtopics to the main
topic………..see pp. 171
Clara Burton
I. Clara Burton as a child
A. ____________________
B. ____________________
C. ____________________
II. Clara Burton as a young woman

A. ____________________
B. ____________________
C. ____________________
III. Clara Burton during the civil war

A. ____________________
B. ____________________
C. ____________________
V. Assignment:
Read and make the outline on a short bond paper….pp. 171
Different Kinds of Volcanoes
I. Dead Volcanoes
A. ____________________
B. ____________________
C. ____________________
D. ____________________
II. Sleeping Volcanoes
114
A. ____________________
B. ____________________
C. ____________________
III. Active Volcanoes

A. ____________________
B. ____________________
ENGLISH VI
115
I. Objective:
 Make inferences.
Value: Love for nature
II. Subject Matter:

Making Inferences
References: BES 6 TM, pp 122-123

Developing Reading Power 6, pp. 175-176
Aesop. Retold by Boots Pastor. The Cat and the Cock.


A. Preliminary Activities:
1. Drill
Pronunciation Lesson
Read the following conversation with correct phrasing and tone of voice.
Bob and Jane meet each other on the street.
Jane: Hello. How are you?
Bob: Just fine, thank you. How are you?
Jane: Fine thanks.
Bob: Where are you going?
Jane: I am going to the store. Where are you going?
Bob: I am going to the store, too
Jane: What are you going to buy?
Bob: I am going to buy some milk. What are you going to buy?
Jane: I am going to buy some bread.
Bob: Let’s go together.
Jane: Alright
B. Activity Proper:
Story Reading.
The Cat and the Cock
A cat caught a cock and took counsel with himself how he might find a reasonable excuse for
eating him. He accused him of being a nuisance to men, by crowing in the nighttime, and not
permitting them to sleep.
The cock defended himself by saying that he did this for the benefit of men that they might
raise early for their labors.
The cat replied; "Although you abound in specious apologies, I shall not remain without my
supper." He made a meal of him.
Comprehension Questions.
a. What could have happened to Baby Fish?
1. It was eaten by a shark.
2. It was caught in a net.
3. It was caught on a fishing rod.
b. Why do you think the shrimp was stuck in its mouth?
1. The shrimp was sticky.
2. The shrimp was smooth.
3. The shrimp was a bait on the hook.
c. Do you think the baby Fish enjoyed his trip to the land?
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1. Yes 2. No 3. Perhaps
d. Why did Mother Fish allow Baby Fish to go?
1. Because Baby Fish got angry.
2. Because Baby Fish did not eat and play.
3. Because Baby Fish did not sleep
e. What do you think will Mother Fish do after the incident?

1. Mother will look for Baby Fish.
2. Mother will go away.
3. Mother will kill the fisherman.
C. Exercise/Assimilation:
Listen to the selection and be able to answer the questions that follow.
Pete’s Catch
Pete considered himself a fine fisherman. He stood on the river bank as he held his fishing line
with the patience only fisherman knew. Hiss heart beat faster as he felt a tug on the line. He was excited as
he planted his feet firmly on the ground. He gave a big pull expecting to find a big fish at the hook of his
fishing line. Disappointment clouded his face as he stared at his catch.
1. What do you think did Pete catch?
a. A big fish b. a water weed c. a big turtle
2. What kind of fisherman was Pete?
a. He was a good fisherman.
b. He was an old fisherman.
c. He was an impatient fisherman.
3. What did Pete do?
a. went away
b. threw his fishing line again in the water.
c. sat on the river bank
D. Generalization:
What is an inference?
E. Application:
Listen to the selection and answer the questions.
Charlie and the Dog

One night, Charlie was passing by a Balete tree on his way home from the market. He wasn’t
afraid because he believed he had magical powers. He could run faster than a horse, could fly as high as a
hawk, and could even swallow a monster. While walking he heard the barking of a dog. He ignored it,
but the barking continued as if in pain. He put his basket down and went near the Balete tree. He found a
dog whose forelegs were caught between the Balete roots. He tried to help the dog because dogs don’t
bite when they are in pain. He still believed that man is a dog’s best friend instead of the other way
around. Despite his help, the dog continued to moan. Charlie tried to calm the dog when all of a sudden
Charlie leaped and shouted in pain.
1. Why do you think Charlie leaped and shouted in pain?

a. The dog caressed him.
117
b. He was bitten by the dog.
c. He stepped on a broken bottle.
d. He had a headache.
2. Why could the dog not walk?
a. It was weak
b. It was tied to a Balete tree.
c. It has no legs.
d. Its forelegs might have been sprained.
3. Do you think Charlie brought the dog home for a pet?
a. Yes b. No c. Perhaps
IV. Evaluation:
Listen to the selection and answer the test items that follow. Write the letter only.
Aling Dely, A Kindhearted Woman
“Why are you so early today, Ivy?” Mother asked. “I’ve got something to do at Aling Dely’s store because
there is an important occasion tomorrow,” Ivy answered yawning.
Without wasting time, she took a bath and prepared her Mother’s food for breakfast, lunch and supper.
“Mother, everything is ready for your day’s needs. I’m off to Aling Dely’s store,” Ivy asked permission as
she kissed her mother.
“Be watchful on the way, Ivy,” her mother advised her. “People say that here is a black bird that can carry
a person with its claws bringing them to the distant places and swallowing them,” her mother reminded her.
“Besides, dogs only bite children of your age,” her mother added.
“Don’t worry mother, I can manage,” Ivy assured her Mother and off she went.
At the store, Ivy busily cleaned and stacked up the goods. Everything was in order when Aling Dely came.
“You’re early Ivy,” Aling Dely commented.
“Yes, because,Amy , my friend is not reporting today. She accompanied her mother to the hospital,” Ivy
answered politely.
“You’re a very responsible girl, Ivy. What grade are you in now?”
“I’m supposed to finish grade six this year, but then I dropped out of school because Mother got sick and
nobody would take care of her. There are only two of us in the house since Father died,” Ivy answered meekly.
“Do you want to go back to school? I’ll spend for your schooling and have your mother treated,” Aling
Dely sincerely offered.
Ivy didn’t answer but she smiled and hope flickered in her mind.
At the end of the day, Ivy helped Aling Dely close the store and she was given pay of her day’s work.
The following day, Ivy bought a apair of slippers wrapped it as a present for her mother.
Answer the following questions.

1. Why do you think Ivy helped Aling Dely in her store?
a. To know more people c. to live with Aling Dely
b. To earn money d. to go back to school
2. What do you think is the occasion for buying a present for her mother?
a. Birthday b. baptism c. wedding d. confirmation
3. Why do you think Amy accompanied her mother to the hospital?
a. To visit a friend c. she works in the hospital
b. Because she is sick d. her mother is a nurse
4. What could be Aling Dely’s reason for offering Ivy to go back to school? Ivy is ___________
a. Intelligent b. studious c. responsible d. lazy
5. From the story, do you think Ivy will go back to school?
a. No b. Yes c. Maybe
V. Assignment:
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Write sentences telling inferences.
ENGLISH VI
I. Objective:
 Infer the mood of certain events through the speaker’s actions / intonations / utterances.
Value: Concern for other people
II. Subject Matter:

Inferring the Mood of Certain Events through the Speaker’s Actions / Intonations /
Utterances.
Selection: Tirso’s Opinion
References: Developing Reading Power 6, pp. 272-273
ELC B.5.1 p. 10
Aesop. Retold by Boots Pastor. The Frogs & the Ox..


A. Pre-Reading Activities:
1. Unlocking of Difficulties
Vocabulary Development thru Pictures and Context Clues
a. The naughty boys called him a coward when he didn’t fight back.
b. The labor sector will hold demonstration rallies in front of Malacañang Palace due to
oil price increase.
c. Mang Terong looked helpless when nobody paid attention to him.
d. He was called a traitor because he said bad words against his best friend.
2. Motivation
Show pictures of the different clubs organized in school. Example: English Club,
HEKASI Club, Math Club, etc. Which of the clubs do you wish to join and why?
3. Raising the Motive Question
Why do you think the angry boys called Tirso a coward?
B. During Reading:
1. Setting standards for reading.
2. The Frogs & the Ox
3.
4. An Ox came down to a reedy pool to drink. As he splashed heavily into the water, he
crushed a young Frog into the mud.
5.
6. The old Frog soon missed the little one and asked his brothers and sisters what had
become of him.
7.
8. "A great big monster," said one of them, "stepped on little brother with one of his huge
feet!"
9.
10. "Big, was he!" said the old Frog, puffing herself up. "Was he as big as this?"
11.
12. "Oh, much bigger!" they cried.
13.
14. The Frog puffed up still more.
15.
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16.
17. "He could not have been bigger than this," she said. But the little Frogs all declared that
the monster was much, much bigger and the old Frog kept puffing herself out more and
more until, all at once, she burst.
18.
19. Do not attempt the impossible.
20. Pupils listen attentively to the teacher while reading the short story with action, intonation
and utterances.
21. Teacher’s supervision.
C. Post Reading:
1. Answering of motive question.
2. Answering of guide questions.
a. What were the boys yelling?
b. To whom were they yelling?
c. What did Tirso do with the angry boys?
d. Who helped Tirso when he was about to pass out?
e. Why do you think the boys were angry with Tirso?
f. Why do you Tirso did not join them during the demonstration?
g. What could have happened if Tirso joined the boys in the campus?
D. Engagement Activity:
Call a pupil to read the selection once more with correct action, proper
intonation and utterances, then have them answer the questions below.
1. What do you think was the mood of the boys action when they yelled at Tirso?
2. What do you think was the mood of Mr. Gomez’ utterances to the boys?
3. What do you think was the mood of Tirso’s intonation when he did not join the boys
during the demonstration rally?
4. What do you think is the moral lesson of the selection?
E. Enrichment Activity
Pupils listen to the teacher while reading the events with correct intonation, action and
utterances.
1. “Christian! Cherry! Come here!” Grandmother almost shouted at her grandchildren.
Question: What do you think was the mood of grandmother’s utterances when she
shouted at
her grandchildren?
2. One day, Alex got the surprise of his life. His father was chosen as the “Farmer of the
Year”
Question: If you were Alex, what would you feel after what happened?
a. Happy of what happened to my father.
b. Ashamed of what I had felt for my father.
c. Worried of what happened to my father.
IV. Evaluation:
Listen to a selection and be able to answer the following questions by inferring the mood of
certain events through the speaker’s actions/intonations/utterances.
The Graduation Gift
“Thank you! O thank you Father!” cried Glenn embracing his Father tightly. “This is the best gift I
have ever received in my whole life. I have prayed and longed to own one and my prayer has been answered.”
“I am very glad about that,” Father said putting his arms around his son. “I waited for your graduation
to buy you one.”
“I am not very happy about the motorcycle,” butt in mother. “I hope it will not be a source of trouble.”
“you don’t know it mother, but I have been
120 riding Jay’s motorcycle every now and then,” said Glenn.
“I can ride very well now.”
One afternoon, as mother was tending her garden, she saw Glenn pass by on his motorcycle with
Roland. Suddenly there was a loud crash! People were looking at the direction where Glenn turns on a curb.
1. What do you think was the mood of Glenn’s action when father gave him a motorcycle?
a. Glenn was ashamed
b. Glen was embarrassed.
c. Glen was excited.
2. What was the mood of Father’s intonation when Father answered Glenn?
a. Father was glad.
b. Father was humiliated
c. Father was surprised.
3. What do you think was the mood of Mother’s utterances about the motorcycle?
a. Mother was sad.
b. Mother was worried.
c. Mother was discouraged.
4. What was the mood of Glenn’s utterances about the motorcycle?
a. Glenn was humble.
b. Glenn was showy
c. Glenn was boastful.
5. What do you think was the mood of the people’s action when they heard a loud crash?
a. The people were worried.
b. The people were in trouble.
c. The people were delighted.
V. Assignment
1. Request a member of your family to read a short selection for you, then infer the mood of certain
events through the speaker’s actions/intonations/utterances.
2. Write your inferences on your notebook.
121
ENGLISH VI
I. Objective:
 Evaluate and make judgments
 Distinguish advertisement from propaganda
Value: Concern for Mother Earth
II. Subject Matter:

Distinguishing Advertisement from Propaganda
Selection: Paragraphs from “Earth Savers: A Continuing Battle to Save Mother Earth”
References: BEC 9.1 p. 2
PELC 7.1 p. 10
Philippine Panorama, p 12
Growing in English VI (Language) p. 270
Aesop. Retold by Boots Pastor. Belling the Cat.

Materials: charts, cassette tape, flashcards, strips of cartolina

A. Preliminary Activities:
Initial /f/
flow flood the flash of the fluorescent lamp
flatter flight fluids flowing
flash float flight of the butterflies
flame fluid a fly and a flea
flesh flunk play the flute
Match the words in Column A with the meaning in Column B
A B
1. advertisement a. developed
2. advertise b. to call public attention to especially emphasizing desirable
qualities so as to arouse a desire to buy or patronize
3. propaganda c. supportive
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4. movement d. a set of fundamental beliefs
5. evolved e. the spreading of ideas, information or rumor for the
purpose
of helping or injuring an institution, a cause or a person
6. innovation f. characterized by sound judgment
7. sustainable g. an organized effort to promote or attain an end
8. judicious h. fair
9. equitable i. something new
10. credo j. a public notice especially one published in the press of
broadcast over the radio
3. Motivation
Let’s have a guessing game. Listen to this.
Is this an advertisement or propaganda?
4. Story reading.
Belling the Cat
The Mice once called a meeting to decide on a plan to free themselves of their enemy, the
Cat. At least they wished to find some way of knowing when she was coming, so they might
have time to run away. Indeed, something had to be done, for they lived in such constant fear
of her claws that they hardly dared stir from their dens by night or day.
Many plans were discussed, but none of them was thought good enough. At last a very young
Mouse got up and said:
"I have a plan that seems very simple, but I know it will be successful.
All we have to do is to hang a bell about the Cat's neck. When we hear the bell ringing we
will know immediately that our enemy is coming."
All the Mice were much surprised that they had not thought of such a plan before. But in the
midst of the rejoicing over their good fortune, an old Mouse arose and said:
"I will say that the plan of the young Mouse is very good. But let me ask one question: Who
will bell the Cat?"
It is one thing to say that something should be done, but quite a different matter to do it.
1. Comprehension Check-up
a. Answering motive question.
b. Answering the guide questions.
1. When was the movement organized?
2. What is its objective?
3. Do you think this movement has good motive? Why?
Allow the pupils to react or give their opinions or views.
4. Raising the motive Question

What is the credo of the earth savers?
B. Presentation:
123
2. First Listening
Teacher reads the selection while pupils just listen.
3. Second Listening
Teacher reads the second time while pupils take down notes.
Earth Saver: A Continuing Battle to Save Mother Earth

The Earth Savers Movement, which was organized in 1987, evolved into an internationally
recognized body involved in various eco-scientific programs employing innovative methods to fight
poverty and pollution.
The movement is listed as a voluntary, private, non-profit and non-stock corporation. Its objective
is to promote sustainable development, strategies underscoring population health through housing,
livelihood, education and employment needs co-existing with environmental protection, the judicious and
equitable use of natural resources and the preservation on indigenous heritage.
With some 20,000 regular members all over the country including regional and provincial
representations, an earthsaver swears by its credo of “protecting all these beautiful gifts of God has blessed
our nation with.”
c. Answering motive question.
d. Answering the guide questions.
4. When was the movement organized?
5. What is its objective?
6. Do you think this movement has good motive? Why?
Allow the pupils to react or give their opinions or views.
5. Analysis and Discussion

What type of selection is it, an advertisement or propaganda?
How about the one given in the guessing game, is it an advertisement or propaganda?
What is an advertisement? Propaganda?
Discuss some common ways or means of propaganda. Refer to page 270, Growing in
English (Language)
6. Fixing Skills
Listen to the following advertisements. Find out if they are simply advertising or
informing about the product or giving propaganda or false reasoning. Write advertisement
or propaganda.
1. Introducing SCRAM cockroach killing system. Roach baits with pass-on kill action.
Kills bugs dead. (Advertisement)
2. Use FRAGRANCE body soap. It’s the body soap of everybody on the go anywhere-
at home, in school, at workplace. Keeps you fresh and fragrant all day. (Propaganda)
3. It’s SURPRISE shampoo. Use it. Makes your hair smooth and soft all day.
(Advertisement)
7. Generalization
How can you distinguish advertisement from propaganda?
8. Practice Exercise
Group Activity
Have pupils form groups, ask them to create an advertisement and a
propaganda of their own. Lay them out on separate pieces of cartolina/manila paper.
Make them attractive by using an illustration or drawing. Then present them in class. As
the group present each, let other pupils tell whether it is an advertisement or propaganda.
IV. Evaluation:
Listen and write whether each one is an advertisement or a propaganda.
1. LOSE WEIGHT WHILE SLEEPING. Thanks to the surprising power of Biotic Sauna
124
Pajama to eliminate heat. Simply put on Biotic Sauna Pajama and you will get rid of your
excess fats.
2. To help you find ajob or buy anything and many others, read The Exponent of Philippine
Progress since 1900, Bulletin, The Nation’s leading newspaper.
3. PARENTS. Cora Doloroso can help your children face the future with confidence: Lessons
they will get on speech, poise, grooming and social graces can lead to lifetime of success.
Now accepting enrollees. Makati 817-0995, Recto 735-5210.
V. Assignment:
Bring some clippings of advertisements or bits of propaganda from newspapers and

magazines. They may also write down those they hear over the radio or TV programs. Then, have
them form groups, share their clippings and discuss whether they are advertisements or propaganda.
ENGLISH-VI
I. Objective:
 Use the comparative form of adverb in sentences correctly
Value: Sportamanship
II. Subject Matter:

Using the Comparative Form of Adverb
References: BES 6 Language p. 134

PELC 5.6.1 p. 26
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RBEC Speaking 10.5.5.1
Aesop. Retold by Boots Pastor. The Town Mouse & the Country Mouse.
Materials: pictures of a child, flashcards
III. Procedure:
1. Drill/Review
Reading of the following adverbs in flashcards
softly well
soon orderly
loudly early
happily often
badly worse
2. Motivation:
Look at the picture posted on the board while I read to you some sentences about it.
Listen carefully and take note of the adverbs used in sentences.
 A child who dresses neatly is a pleasant sight.
 Mother waited patiently for her child.
 The little boy in blue shirt recited the poem expressively.
B. Presentation
The Town Mouse & the Country Mouse
A Town Mouse once visited a relative who lived in the country. For lunch the Country
Mouse served wheat stalks, roots, and acorns, with a dash of cold water for drink. The Town
Mouse ate very sparingly, nibbling a little of this and a little of that, and by her manner
making it very plain that she ate the simple food only to be polite.
After the meal the friends had a long talk, or rather the Town Mouse talked about her life in
the city while the Country Mouse listened. They then went to bed in a cozy nest in the
hedgerow and slept in quiet and comfort until morning. In her sleep the Country Mouse
dreamed she was a Town Mouse with all the luxuries and delights of city life that her friend
had described for her. So the next day when the Town Mouse asked the Country Mouse to go
home with her to the city, she gladly said yes.
When they reached the mansion in which the Town Mouse lived, they found on the table in
the dining room the leavings of a very fine banquet. There were sweetmeats and jellies,
pastries, delicious cheeses, indeed, the most tempting foods that a Mouse can imagine. But
just as the Country Mouse was about to nibble a dainty bit of pastry, she heard a Cat mew
loudly and scratch at the door. In great fear the Mice scurried to a hiding place, where they
lay quite still for a long time, hardly daring to breathe. When at last they ventured back to the
feast, the door opened suddenly and in came the servants to clear the table, followed by the
House Dog.
The Country Mouse stopped in the Town Mouse's den only long enough to pick up her carpet
bag and umbrella.
126
"You may have luxuries and dainties that I have not," she said as she hurried away, "but I
prefer my plain food and simple life in the country with the peace and security that go with
it."
Poverty with security is better than plenty in the midst of fear and uncertainty.
C. Post Reading Activities:

1. Answering the Motive Question
2. Comprehension Check up:
a. What happened to Mang Carding when he tried to lose Tapang?

b. Do you think Mang Carding made the right decision? Why?
c. If you were Mang Carding will you do the same things he does? Why?
d. What do you think will happen to Mang Carding if Tapang wasn’t able to save him?
e. What is the lesson you learned from the story?
 Dina speaks more softly than Joyce.

 The sun shines more brightly than the moon.
 Can you stay underwater longer than I can?
C. Analysis and Discussion

What adverbs are used to compare actions?
What word is used with adverbs ending in-ly to show comparative form of adverbs?
What suffix is added to adverbs like fast, long, strong, pretty to compare action of two
persons or things?
D. Generalization
What form of adverbs is used to compare two persons/things actions? What is added to
the adverb to show comparison?
E. Practice Exercise
Give the comparative form of the adverbs in parenthesis.
1. The boys sang the National Anthem _________(loudly) than the girls
2. Lito writes _________(neatly) with a pen than a pencil.
3. Your brother plays the guitar _________(skillfully) than I do.
F. Application
Here are some pictures. I want you to study each of them and be able to give sentences
using the comparative form of adverbs.
IV. Evaluation:
Select the correct form of adverbs to complete the sentences.
1. Pilots fly the helicopter _________ than airplane.
a. effectively
b. more effectively
c. most effectively
2. A jet soars ________ than a helicopter
a. high
b. higher
c. highest
3. Teaching should be regarded ______noble profession than any other profession.
a. highly
b. more highly
c. most highly
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4. Farmers work ________ than teachers.
a. diligently
b. more diligently
c. most diligently
5. Your dress is ___________ embroidered than mine.
a. beautifully
b. more beautifully
c. most beautifully
V. Assignment:
1. Give sentences using the comparative degree of comparison.

a. Between you and your best friend, who can work more cheerfully?
b. Compare the lives in the city and the lives in the farm.
2. Give some safety rules using –ly adverbs.
Example:
Follow the traffic signals carefully.
128
ENGLISH VI
I. Objective:
 Differentiate between comparative and superlative forms of adverbs.
Value: Fairness
II. Subject Matter:

Differentiating the Comparative and Superlative Forms of Adverbs
References: Learning English Through Practice p. 311

PELC VI 5.6.1 p. 36
RBEC Speaking 10.5.5.1
Aesop. Retold by Boots Pastor. The Fox and the Grapes.

Materials: tape recorded conversation

III. Procedure:
1. Drill/Review
Identifying the comparative and superlative forms in the following sentences.
 Ramon worked well last Monday
 He worked better last Tuesday.
 He worked best today.
2. Motivation:
Listening to tape-recorded conversation.
Martha and Sophia have just watched a basketball game on their gymnasium.
Listen what they say about the game.
Sophia: How did you like the basketball game?
Martha: Very much. The Narra team played very well
Sophia: I’m sorry but I don’t think so. I would say the Molave team played better.
Martha: I’m afraid I don’t agree with you. The Narra team played skillfully.
Sophia: I think the Molave team played more skillfully than Narra team. The players
were better prepared for the game.
B. Presentation
The Fox & the Grapes
A Fox one day spied a beautiful bunch of ripe grapes hanging from a vine trained along the
branches of a tree. The grapes seemed ready to burst with juice, and the Fox's mouth watered
as he gazed longingly at them.
The bunch hung from a high branch, and the Fox had to jump for it. The first time he jumped
he missed it by a long way. So he walked off a short distance and took a running leap at it,
only to fall short once more. Again and again he tried, but in vain.
Now he sat down and looked at the grapes in disgust.
"What a fool I am," he said. "Here I am wearing myself out to get a bunch of sour grapes that
are not worth gaping for."
And off he walked very, very scornfully.
129
There are many who pretend to despise and belittle that which is beyond their reach.
Vina ran fast but Elsa ran faster.

 Cherry ran the fastest in the race.
 The crowd cheered enthusiastically for Vina.
 The crowd cheered more enthusiastically for Elsa than Vina.
 But they cheered the most enthusiastically for Cherry.
Who ran faster, Vina or Elsa?
Who ran the fastest?
For whom did the crowd cheer more enthusiastically?
 Like adjectives, when use in comparing actions and descriptions, adverbs have
positive, comparative and superlative forms.
1. Vina ran fast. (Positive)
2. But Elsa ran faster. (Comparative)
3. Cherry ran the fastest. (Superlative)
How do the adverbs change in the comparative degree? In the superlative degree?
fast faster fastest
hard harder hardest
soon sooner soonest
Mostly –ly adverbs do this using more or less and most or least.
enthusiastically recently
more enthusiastically more recently
most enthusiastically most recently
Still other adverbs change the word as in:
well better best
much more most
badly worse worst
D. Generalization
What are the differences between the comparative and superlative forms of adverbs?
Give the comparative and superlative form of adverbs of the following
a. tactfully f. soon
b.evenly g. hopefully
c. hard h. excitingly
d.carefully i. much
e. well
F. Application
Using the adverbs given, fill in each blank with the correct form of comparison.
good 1. The Grade Vi pupils work _________ than the Grade V pupils.
well 2. Among the staff members, pearl writes ________ when it comes to poem.
fast 3. Jets are _______ than gliders.
IV. Evaluation:
Fill in the blanks with the correct form of adverbs in the parentheses.
(fast) 1. Emmanuel walks _______than Ed.
(good) 2. Among the five girls, Daisy knows _______.
(often) 3. Section one children borrow books _______ than section five children.
(early) 4. Mac wakes up _______ than Baby.
(well) 5. Good children always act ________.
V. Assignment:
Complete the table on the degrees of comparison in adverbs.
130
Positive Comparative Superlative
badly __________ _________
______ better _________
much __________ _________
late __________ _________
hardly __________ _________
ENGLISH VI
I. Objective:
 Use words that can function as adjectives and adverbs
Value: Courage and bravery
II. Subject Matter:

Words Used as Adjectives and Adverbs
References: Learning English Through Practice p. 127

PELC 5.6.2 p. 26
RBEC Speaking 10
Aesop. Retold by Boots Pastor. The Wolf and the Crane.

Materials: flaps, tape recorded selection
III. Procedure:
1. Drill/Review
Give the word that each underlined adverb describes. What part of speech is it?
1. The cooking was quite delicious.
2. The carpenters finally finished their jobs.
3. The dog behaved badly.
2. Motivation:
Class, today we’re going to listen to an interesting selection. It tells
something about the theme, “LEADERSHIP”. We’re celebrating our centennial year of
freedom, and it has something to do with the bravery and courage of our beloved heroes.
Let us listen carefully and try to take note of the words which are used as adjectives and
adverbs.
Remember that adverbs are words that describe verbs, adjectives and other
adverbs. Adjectives describe nouns. They are picture words.
B. Presentation
Story reading.
The Wolf & the Crane
131
A Wolf had been feasting too greedily, and a bone had stuck crosswise in his throat. He could
get it neither up nor down, and of course he could not eat a thing. Naturally that was an awful
state of affairs for a greedy Wolf.
So away he hurried to the Crane. He was sure that she, with her long neck and bill, would
easily be able to reach the bone and pull it out.
"I will reward you very handsomely," said the Wolf, "if you pull that bone out for me."
The Crane, as you can imagine, was very uneasy about putting her head in a Wolf's throat.
But she was grasping in nature, so she did what the Wolf asked her to do.
When the Wolf felt that the bone was gone, he started to walk away.
"But what about my reward!" called the Crane anxiously.
"What!" snarled the Wolf, whirling around. "Haven't you got it? Isn't it enough that I let you
take your head out of my mouth without snapping it off?"
Expect no reward for serving the wicked.
C. Comprehension Question.
1. Jolina is a hard worker.
2. Jolina works hard.
In what sentence is hard used as an adjective? As an adverb?
3. The fast runner won the race.
4. The boy ran very fast.
In what sentence is fast used as an adjective? As an adverb?
D. Generalization
Hard in the first sentence is an adjective. What noun does it describe? Hard is an adverb
in the second sentence. What verb does it modify?
What can you say about the use of fast in the third sentence? In the last sentence?
Tell whether the underline word is used as an adjective or an adverb.bs in parenthesis.
1. The work is easy.
2. That is a loud noise.
3. Don’t talk too loud.
4. The audience was quiet throughout the program.
5. Try not to come late to church.
F. Application
There are flaps posted on the board and on them are some words and phrases. Flaps are
arranged in random order. As a pupil shares an answer, she/he is asked to arrange the flaps in
correct sentence form.
Have the pupils arranged the sentences as to how each word is used: whether used as an
adjective or an adverb.
IV. Evaluation:
Think – Fair – Share
132
Pupils are divided in pairs. Each pair has a flap. Have them construct a sentence using
each of the given words on the board – with reference as to how they are used, whether an
adjective or an adverb.
V. Assignment:
Decide whether each underlined words as an adjective or an adverb.

1. Try not to come late to church.
2. The late pupils missed part of the recitation.
3. There is a saying “the early bird catches the worm”.
4. Children should come early for the presentation of the program.
5. The audience was quiet throughout the program.
6. Raymond reads the best of all the contestants.
7. He is the best reader of them all.
8. Most people in Ilocos are good weavers.
9. Maricel nailed her project to hard cardboard.
10. She nailed it hard to prevent it from falling.
ENGLISH VI
I. Objective:
 Talk about topics of interest using preposition and prepositional phrases.
 Identify whether the prepositions/ prepositional phrases are used as adverb of time, place or
manner.
Value: Curiosity, appreciation of the advancement in space exploration, respect, openness,

listening with eagerness, communicate clearly
133
II. Subject Matter:
Talking About Topics of Interest Using Preposition and Prepositional Phrases.
References: BEC PELC VI B. 5.7

Growing in English Language VI, pp. 280-289
Aesop. Retold by Boots Pastor. The Lion and the Mouse.

Materials: charts, sentence strips, word cards for titles/topics, pictures or illustrations
III. Procedure:
1. Drill/Review
Arrange the words on the order indicated in the parentheses in order to form simple,
compound or complex sentence.
a is polite Liza student (S-LV-PN)
shine after the sun will the rain
2. Motivation:
Showing a picture on space exploration or cut outs from newspapers,
clippings on space exploration.
What do you know about space exploration? Is it interesting? Why? Why do
you think space exploration is important?
3. Presentation
The Lion & the Mouse
A Lion lay asleep in the forest, his great head resting on his paws. A timid little Mouse came
upon him unexpectedly, and in her fright and haste to get away, ran across the Lion's nose.
Roused from his nap, the Lion laid his huge paw angrily on the tiny creature to kill her.
"Spare me!" begged the poor Mouse. "Please let me go and some day I will surely repay
you."
The Lion was much amused to think that a Mouse could ever help him. But he was generous
and finally let the Mouse go.
Some days later, while stalking his prey in the forest, the Lion was caught in the toils of a
hunter's net. Unable to free himself, he filled the forest with his angry roaring. The Mouse
knew the voice and quickly found the Lion struggling in the net. Running to one of the great
ropes that bound him, she gnawed it until it parted, and soon the Lion was free.
"You laughed when I said I would repay you," said the Mouse. "Now you see that even a
Mouse can help a Lion."
A kindness is never wasted.

Comprehension Check:
1. What has the robocraft Lunar Prospector discovered?
2. Where is the evidence of water found?
3. With this discovery, what possibilities are the scientist thinking of?
4. What can you say about these possibilities?
B. Development Activities
134
Recall again the meaning of a phrase.
Show sentences which are taken from the selection written on sentence strips.
A US roborocket has discovered the pressure of water on the moon.
Pools of frozen water were spotted in the dark cold shade of deep craters at
the
lunar poles.
2. Encourage the pupilsto give other examples of prepositions/prepositional phrases in the
selection on page 281 of Growing in English.
3. Show pictures. Encourage the pupils to talk about the pictures using
prepositions/prepositional phrases. Guide them in doing this. Then discuss.
Example: Pupils planting trees.
4. Show more examples of sentences with prepositional phrases. Have the pupils discover
for themselves the uses of prepositional phrases as adverb of time, place and manner by
asking them how, when or where.
Example: I read the book in my room.
I read it at night.
What do the phrases in my room and at night tell about? What word do they modify?
How does each prepositional phrase function? Why?
5. Group Activity
a. Each group will be given 5 prepositions and one leader from the group will
report on how their group used each preposition in meaningful sentences.
b. Encourage the pupils/each group to relate their sentences with their areas
of interests, i.e. the TV show they like most, their friends, etc.
6. Generalization
What is a preposition? A prepositional phrase? When/How is it used as an adverb?
7. Application
Instruct the pupils to form small groups or triads and choose one of the topics
below. Talk about it using prepositional phrases by giving facts, truths and other ideas.
Ask someone in the group to list down the statements. Then report it to the class.
a. Tidal waves d. Thunder and Lightning
b. Volcanoes e. The North Pole
c. Earthquakes f. Cloud Formation
8. Fixing Skills
Pupils may work individually or in dyads. Read the news story below.
Then, on a piece of paper, list down all the prepositional phrases you can find. Encircle
each preposition used. Write whether each is used as adverb of time, manner or place.
Example: on foot – adverb
(Please see pp. 285-286, Growing in English Language VI for the selection)
C. Value Integration/Value Infusion

1. Why is space exploration important? In what way does it affect our lives?
2. What must you keep in mind in sharing/talking about your topic/s of interest? Why?
IV. Evaluation:
Complete the sentences with the appropriate prepositional phrases indicated in parentheses.
(adverb of place) 1. For the trip I will ride ____________.
(adverb of time) 2. I can reach the place ____________.
(adverb of place) 3. Maybe I will be landing __________.
(adverb of time) 4. I will stay there __________.
(adverb of manner) 5. For surely I will enjoy __________.
V. Assignment:
135
A. Read the paragraph silently. Look for errors in the use of the prepositions and
prepositional phrases. Check these errors and then, read the paragraph aloud. (See
Read and Do on page 288 of Growing in English Language VI, for the
paragraph/selection)
B. Study the list of common prepositions on page 283 (Growing in English Language
VI) Then, choose at least five (5) prepositions and use them in meaningful sentences
as adverbs of time, manner and place.
ENGLISH VI
I. Objective:
 Use prepositions/prepositional phrases in sentences appropriately.
 Identify/Tell whether the prepositions/ prepositional phrases are used as either adjective
phrase or adverb phrases.
Value: Forgetting oneself in serving/helping others, courage/bravery, heroism, doing

something
good without expecting something in return.
II. Subject Matter:

Using Prepositions/Prepositional Phrases in Sentences Appropriately
Identifying/Telling Whether the Prepositional Phrases are Used as Adjective or Adverb
Phrases
References: BEC PELC VI B. 5.7

Fun in English
English for All Times Language 6 pp. 258-269
Aesop. Retold by Boots Pastor. The Gnat and the Bull.

Materials: charts, sentence strips, illustration, phrase strips, word cards
III. Procedure:
A. Preliminary Activities
1. Review
Can you add something to make each sentence more vivid and meaningful? Note the
question word inside the parentheses.
I do my assignment ____________. (When)
Manny Paquiao fought his Mexican opponent _________. (Where)
The children do their tasks _________. (How)
2. Motivation
a. Show an enlarged illustration of the event on p. 259
b. Who among here are members of scouting? Have you ever heard of a boy named
Sahjid S. Bulig? Richard H. Celestino?
3. Presentation
The Gnat & the Bull
136
A Gnat flew over the meadow with much buzzing for so small a creature and settled on the
tip of one of the horns of a Bull. After he had rested a short time, he made ready to fly away.
But before he left he begged the Bull's pardon for having used his horn for a resting place.
"You must be very glad to have me go now," he said.
"It's all the same to me," replied the Bull. "I did not even know you were there."
We are often of greater importance in our own eyes than in the eyes of our neighbor. The
smaller the mind the greater the conceit.
Comprehension Check:
Answer each question with a phrase. Ask your classmates to answer the
succeeding questions.
a. Whose floating shrine is the Pagoda?
b. Where was it used?
B. Developmental Activities
a. Put each phrase strips on the board. Have the pupils discover that their answers to all
the questions in comprehension check are all in phrases.
b. Ask the class to find out that prepositions may eithr be made up of single-words or
compound words.
c. Show more written examples of prepositional phrases on the board.
d. Lead the class in discovering the two uses of prepositional phrases as adjectives or
adverbs.
a. Exercise #1
What are the prepositional phrases in these sentences? Identify the prepositions and
their objects.
1. Having an aquarium is the next best thing to living under the sea.
2. A tropical fish store owner will give advice on the kind of tank and fish for a
beginner.
3. Many start with a ten-gallon tank.
C. Generalization
What is a prepositional phrase? What does it consist of? How does a prepositional phrase
function?
When do we say that it is used as an adjective? As an adverb?
D. Application
A. Work with partner. Draw a circle around the correct preposition in the parentheses.
1. The scout badge is composed (with,of) two major parts: the trefoil and the scroll.
2. The trefoil is the three-pointed portion (of, at) the badge, each point representing
one of the three promises of the scout oath.
3. The three stars stand (for, of) the three geographical divisions of the Philippine
Archipelago: Luzon, Visayas and Mindanao.
E. Fixing Skills
Work in dyads. Remember that anadverb phrase answers the questions when, where, how
often, or with or to what extent. Supply an appropriate adverb phrase.
1. The reenactment of the suffering and death of Jesus is another tradition __________.
2. The event is observed ____________.
3. The observance usually starts _____________.
F. Value Infusion/Value integration
Why does helping others without expecting something in return pay off?
IV. Evaluation:
137
Copy on a piece of paper the prepositional phrases in the following sentences. Underline each
preposition once and its object twice.
1. Oceans cover much of the earth’s surface.
2. We do not know very much about life under the sea.
3. Sealab I was an experiment in undersea living.
4. The experiment was run by the US Navy.
5. Sealab I was built in 1964
V. Assignment:
Choose any/at least 5 prepositions from the list below and use them in meaningful sentences
Single-word Preposition Compound Preposition

during instead of
near on top of
under along with
among by means of
into in front of
with up in
ENGLISH VI
I. Objective:
 Determine the purpose of the author based on the selection read.
 Write the author’s purpose based on the selection read.
Value: Courage
II. Subject Matter:

Determining Author’s Purpose Based on the Selection Read
References: BEC PELC VI

English for All Times p. 56
Aesop. Retold by Boots Pastor. The Plane Tree.
Story “The Frightened Shoes”
III. Procedure:
/s/ /z/
raise easy
class was
times birds
discuss has
books days
Match Column A with their meaning in Column B.
A B
1. elevator a. extreme pain, unhappiness
138
2. escalator b. to challenge
3. misery c. cage or platform for moving something from one level to
another
4. dare d. to terrify, to scare
5. frightened e. a motorized set of stairs arranged to ascend or descend
continously
3. Motivation
Do you still remember the first time you went to school? How did you feel?
Why did you feel that way
B. Presentation
1. Remind the pupils of the standards in silent reading.
2. Have the pupils read the story silently.
“The Frightened Shoes”
a. Why were the shoes frightened of the stairs?
b. What may have the shoes afraid of an escalator but not an elevator?
c. Have you ever taken an escalator? An elevator? How did you feel on your first ride?
d. How did Tina’s mother solve the problem?
e. Was it really the pair of shoes that are afraid of the stairs? Why? What do you think is the
author’s purpose in making it appear that the shoes are the ones afraid and not the one
who wears it ?
The Plane Tree
Two Travellers, walking in the noonday sun, sought the shade of a widespreading tree to rest.
As they lay looking up among the pleasant leaves, they saw that it was a Plane Tree.
"How useless is the Plane!" said one of them. "It bears no fruit whatever, and only serves to
litter the ground with leaves."
"Ungrateful creatures!" said a voice from the Plane Tree. "You lie here in my cooling shade,
and yet you say I am useless! Thus ungratefully, O Jupiter, do men receive their blessings!"
Our best blessings are often the least appreciated

4. Comprehension Questions
a. What is the purpose of the writer?

b. Did he succeed in training the growth of overseas employment?
c. Are all the details given by the writer needed to achieve his purpose? Why?
d. Do you agree either writer that exploring workers abroad plays an important part in
the economy? How?
e. If you agree, why?
4. Analysis/Discussion
Why do you think the writer writes that kind of story?
After reading the story “The Frightened Shoes”, write the purposes of the
author in writing this kind of story. Use the semantic web.
5. Value Infusion
Can trials in your lives make you quit and afraid to face the challenges that
come your way? Why?
6. Fixing Skills
Read each passage. Then write whether the purpose of the author is to
entertain, to inform, or to persuade. Write it on a sheet of paper. (See page 61 English For All
139
Times, R)
7. Generalization
What are the purposes why the author writes?
Read the selections. Determine the purposes of the author.
1. Cigarette is not good in one’s health and can cause lots of diseases like cancer of the
lungs and tuberculosis
2. Juan Tamad opened his mouth and waited for the guava to fall into his mouth.
IV. Evaluation:
Read each passage and tell the author’s purpose. (English For All Times VI pp.127-128)
V. Assignment:
Read a short story then make a summary. Tell the author’s purpose in writing.
ENGLISH VI
I. Objective:
 Identify author’s device to bring out his message
Value: Being humble
II. Subject Matter:

Identifying Author’s Device to Bring Out His Message
References: BEC 6.5

Growing in English VI (R) pp. 201-202, 211-212, 216-218
English for All Times (R) pp. 144-147
Aesop. Retold by Boots Pastor. The Owl and the Grasshopper.

Materials: chart, letter cuts, sentence strips, manila paper, pentel pen
III. Procedure:
1. Drill
140
Pronounce the following words correctly
Words with f sounds
/gh/ /ph/
laugh phonics
cough physical
enough telephone
rough Philippines
tough paragraph
Meanings are placed in the basket. Call one from the class to pick one and read. Call one
volunteer to answer by putting the right letters together to complete the puzzle.
a. look like small bodies of water
very large, enormous

b.
shining
c.
3. Motivation
Are you fond of looking up and watching the clouds? What feeling does it gives you?
What does the cloud look like?
B. Presentation
The Owl & the Grasshopper
The Owl always takes her sleep during the day. Then after sundown, when the rosy light
fades from the sky and the shadows rise slowly through the wood, out she comes ruffling
and blinking from the old hollow tree. Now her weird "hoo-hoo-hoo-oo-oo" echoes through
the quiet wood, and she begins her hunt for the bugs and beetles, frogs and mice she likes
so well to eat.
Now there was a certain old Owl who had become very cross and hard to please as she grew
older, especially if anything disturbed her daily slumbers. One warm summer afternoon as
she dozed away in her den in the old oak tree, a Grasshopper nearby began a joyous but
very raspy song. Out popped the old Owl's head from the opening in the tree that served
her both for door and for window.
"Get away from here, sir," she said to the Grasshopper. "Have you no manners? You should
at least respect my age and leave me to sleep in quiet!"
141
But the Grasshopper answered saucily that he had as much right to his place in the sun as
the Owl had to her place in the old oak. Then he struck up a louder and still more rasping
tune.
The wise old Owl knew quite well that it would do no good to argue with the Grasshopper,
nor with anybody else for that matter. Besides, her eyes were not sharp enough by day to
permit her to punish the Grasshopper as he deserved. So she laid aside all hard words and
spoke very kindly to him.
"Well sir," she said, "if I must stay awake, I am going to settle right down to enjoy your
singing. Now that I think of it, I have a wonderful wine here, sent me from Olympus, of
which I am told Apollo drinks before he sings to the high gods. Please come up and taste this
delicious drink with me. I know it will make you sing like Apollo himself."
The foolish Grasshopper was taken in by the Owl's flattering words. Up he jumped to the
Owl's den, but as soon as he was near enough so the old Owl could see him clearly, she
pounced upon him and ate him up.
Flattery is not a proof of true admiration. Do not let flattery throw you off your guard
against an enemy.
A. Post Reading activities:
1. Answering the motive questions:
 What is the news all about?

 Describe the girl.
 Does being a handicap make her give up? Justify your answer.
1. Have them read the poem “Clouds” (English For All Times (R) p 144
a. What are the clouds being compared in the poem?
b. What characteristics of clouds that make them silver lambs? Like snowy?
c. What make them like huge butterflies?
3. Value Infusion
If you were one of the clouds, are you going to be proud since you are so high, so pretty
and so clean and everyone adores you? Why?
4. Analysis and discussion
1. Try to analyze the diagram
clouds butterflies
2. Are the objects written in the circle unlike objects?

3. Do they have similar qualities to be compared?
4. Can you cite them and write at the overlapping parts of the circle?
5. What do you think is the reason why the author made the comparison between these
two unlike objects?
142
6. What does the author want to convey when he used the expression “Clouds are huge
butterflies”?
7. What words are used to compare two unlike things?
8. Can you identify the devices or figure of speech used by the author to bring out his
message in his written piece?
5. Fixing Skills
Underline the author’s device used in the sentence.
1. Smooth as a mirror, the lake reflected the moon and the sky.
6. Generalization
What are considered as author’s devices to bring out his message in his written works?
What is figure of speech? Identify each kinds.
7. Application
Group the class into two. Have them make their own sentences using author’s devices by
comparing two unlike objects assigned to each group.
1. Man –tree 4. ant – sand
2. snail – bicycle 5. universe – ocean
3. birds – airplane 6. paper - snow
IV. Evaluation:
Identify author’s device used in each sentence. Underline them.
1. I’m so happy watching the waves that look like cradles moving in the space.
2. The pageantry of holidays and festivals gleam like threads of silver and gold in the tapetry of
life
3. That night of loneliness with me was the moon rose from its sleep.
4. I hate that man and he’s a devil in disguise in my sight.
5. The girl seems so tired because her two legs are sleeping.
V. Assignment:
Copy at least two sentences that compare two things. Identify the device of the author used.
ENGLISH VI
I. Objective:
 Give opinions based on the information read
 Write sentences with expressions/words used in giving one’s opinion
Value: Be positive, use words of encouragement
II. Subject Matter:

Giving Opinion Based on the Information Read
References: BEC 10.1 p 25

BES VI p. 43
Reading Comprehension in English VI, p. 88
Aesop. The Oaks and the Reds. The Aesop for Children. Library of Congress.
Materials: letter cuts, charts, manila paper, pentel pen, box
III. Procedure:
/th/ /dh/
143
think those
thought this
smooth the
both than
cloth they
a. I think those girls are going to Manila
b. She thought of reading a book rather than watching television.
c. This smooth cloth belongs to me.
d. Both of them are my brothers.
Arrange the jumbled letters in Column A to form a word that matches the meaning in
Column B.
A B
1. oorihnz ● The apparent line of junction of earth or sea with the sky
2. ecltascep ● A display usually on a large scale which attracts attention
3. ifraeniot ● The technique of determining the refractive condition of the
eye
4. simpr ● A solid figure having two parallel polygonal faces
3. Motivation
Have you seen a rainbow? Are you attracted to its color? What can you say
about a rainbow? Have you heard a saying about it?
B. Presentation
Have the pupils read the selection “The Oak & the Reeds”.
The Oak & the Reeds

A Giant Oak stood near a brook in which grew some slender Reeds. When the wind blew, the
great Oak stood proudly upright with its hundred arms uplifted to the sky. But the Reeds
bowed low in the wind and sang a sad and mournful song.
"You have reason to complain," said the Oak. "The slightest breeze that ruffles the surface of
the water makes you bow your heads, while I, the mighty Oak, stand upright and firm before
the howling tempest."
"Do not worry about us," replied the Reeds. "The winds do not harm us. We bow before them
and so we do not break. You, in all your pride and strength, have so far resisted their blows.
But the end is coming."
As the Reeds spoke a great hurricane rushed out of the north. The Oak stood proudly and
fought against the storm, while the yielding Reeds bowed low. The wind redoubled in fury,
and all at once the great tree fell, torn up by the roots, and lay among the pitying Reeds.
Better to yield when it is folly to resist, than to resist stubbornly and be destroyed.
1. Comprehension Check up
a. According to an old story, what can you find at the end of the rainbow?
b. Do you think there is really treasure at its end? Why?
c. What maybe seen below the horizon?
d. When is a rainbow best to see by an observer?
2. Analysis and discussion

“According to an old story, there is a pot of gold at the end of the rainbow.”
1. Is the sentence a fact or an opinion? Why?
2. What word in the sentence was used that made you believed that it is only an
opinion?
144
3. Read the sentence below and try to analyze
a. I think her father is the best lawyer in town.
b. According to my grandfather, spirits can travel for 3 days before going to heaven.
3. Fixing Skills
Read the selection and identify what opinion is best given based on the information read.
“The Two Sides of a Coin” (Reading Comprehension Exercises in English VI p. 81)
1. One of your basic rights is to receive basic education? What do you think is your
responsibility in return?
a. Study harder
b. Give your time to play
c. Socialize with others
2. If you demand rights, you will be willing to take on
a. Praises b. Criticisms c. Works d. Responsibilit
4. Value Infusion
If you are asked to choose between education and money, which one are you
going to choose? Why?
5. Generalization
What is an opinion? How can you give opinions? What words can be used in
giving opinions?
6. Application
Complete the dialogue to show that one is giving his opinions. Use the expressions/words
in giving opinions.
Roberto: What do you _______ of Mr. Johnsons?
Jose: __________ he’s very good and intelligent.
Roberto: __________ to my father, he is a good doctor.
Jose: We’re having a program next week. Let’s invite him. _______ he’ll accept?
Roberto: __________ he will.
IV. Evaluation:
Read the paragraph. Give your opinion in the situation given using the necessary expressions.
Carlos performs better in Mathematics than in Science, so he wants to be an engineer. After
meeting Dr. Johnsons, he decided he would like to become a doctor instead. Should he become a
doctor or an engineer?
V. Assignment:
Read the story “The Two Peso Coin” (BES p.43). Then, give your opinions using necessary
expressions.
ENGLISH VI
I. Objective:
 Draw conclusion based on information given
 Write conclusion based on information
145
Value: Practicing careful analysis and interpretation before giving conclusion
II. Subject Matter:

Drawing Conclusion Based on Information Given
References: BEC II.6

Growing in English 6, Reading pp. 230-236
Reading Comprehension Exercise, pp. 98-100
Aesop. The Crow and the Pitcher. The Aesop for Children. Library of
Materials: chart, strips of cartolina
III. Procedure:
1. Pronunciation Exercises: /m/
Tongue Twister
Mrs. Master
Mrs. Master mixed a mess of messy mustard
A mess of messy mustard Mrs. Master mixed
If Mrs. Master mixed a mess of messy mustard
Where’s the mess of messy mustard Mrs. Master mixed?
2. Review
Give strips of cartolina with idioms on the first group. The second group will have strips
with meaning. The first pair who will be able to match the idiom with its meaning wins.
3. Presentation
Story reading.
The Crow & the Pitcher
In a spell of dry weather, when the Birds could find very little to drink, a thirsty Crow found
a pitcher with a little water in it. But the pitcher was high and had a narrow neck, and no
matter how he tried, the Crow could not reach the water. The poor thing felt as if he must die
of thirst.
Then an idea came to him. Picking up some small pebbles, he dropped them into the pitcher
one by one. With each pebble the water rose a little higher until at last it was near enough so
he could drink.
In a pinch a good use of our wits may help us out.

The Two Goats
Two Goats, frisking gayly on the rocky steeps of a mountain valley, chanced to meet, one on
each side of a deep chasm through which poured a mighty mountain torrent. The trunk of a
fallen tree formed the only means of crossing the chasm, and on this not even two squirrels
could have passed each other in safety. The narrow path would have made the bravest
tremble. Not so our Goats. Their pride would not permit either to stand aside for the other.
One set her foot on the log. The other did likewise. In the middle they met horn to horn.
Neither would give way, and so they both fell, to be swept away by the roaring torrent below.
It is better to yield than to come to misfortune through stubbornness.

146
A. Post Reading Activities:
1. Answering the motive question.
a. Where did the story happen?

In the town of Jericho
b. Who was calling Jesus? Describe him. What did he ask Jesus to do for him?
Bartimaeus was calling Jesus. He was a blind beggar. He asked Jesus to make
him see again.
c. Explain the following:

“Go your way. Your faith has healed you!”
It was Bartimaeus faith in God that healed or made him see again.
It was Bartimaeus belief in Jesus miracle that made him see again.
d. What moral did you get from the story?

Faith is powerful.
God helps those who believe in Him.
B. Presentation:
Make a survey of the profession the pupils would like to take. Use the chart below.
Number of
Profession
Respondents
Engineer
Doctor
Priest
Nun
Teacher
Soldier
Policeman
Nurse
Lawyer
Social Worker
Agriculturist

1. What did most students choose to be?
2. What profession did they choose next?
3. What professions had the same number of respondents
4. How many chose to become teachers?
5. Give three other professions that nobody chose.
6. What professions got the least number of respondents?
7. What conclusion can you give as a result of the survey?
147
D. Skill Development
School dropouts, though very disheartening, will always be part of the year-
end report. Here’s a report of dropouts per level at Maliwanag Elementary School with a
population of 600 pupils.
Dropouts at Maliwanag Elementary School
School Year 1997-1998
Number of
Grade Level
Dropouts
I 10
II 5
III 8
IV 9
V 7
VI 6
What conclusions can you give based from the above data?
E. Generalization
How did you come up with your conclusions?
F. Infusion of Values:
In giving conclusions what must you bear in mind?
G. Practice Exercises
Work with a partner. Use the data on dropouts in completing the bar graph.
No. of Dropouts
20
18
16
14
12
10
8
6
4
2
0
I II III IV V VI
Then write sentences stating your findings and conclusions.
IV. Evaluation:
Read the selection below. Answer the questions that follow.
Darrel looked out the kitchen window. It was daytime, but outside it was as dark as night. Rain
banged against the window. It sounded as if someone was throwing rocks at the house. The tree in the
backyard was bent over like an old man leaning on a cane. Some of its branches even touched the
ground. Darrel was worried.
For a week, the TV news had been filled with reports about the storm. Now the storm is
moving closer. It almost seemed as if the storm was alive and coming after him. He felt as if it was a
monster.
Darrel helped his family get ready for the storm. He and his little brother Tommy put tape
across the windows on their house. This would make the windows stronger. Darrel and his mother went
to the store to buy lots of canned food. They also stocked up candles because the storm might knock
down the power lines.
Getting ready for the storm was fun. It was like getting ready for a camping trip. Now that the
storm was here, it wasn’t fun anymore. 148
1. At the beginning of the story, it was “as dark as night” during the day. Why?
a. There was an eclipse
b. Darrel closed his eyes
c. A storm was hitting the town
d. The sky was so blue
2. What is true about the wind?
a. It was light
b. It was moderate
c. It was very strong
d. It was very light
3. What is true about Darrel?
a. He was afraid of the storm.
b. He was very relaxed.
c. He was looking forward to the coming of the storm.
d. He thought it was fun to play during the storm.
V. Assignment:
Read then give your conclusions.
Ranier was walking home from school. It started to rain and the rain was muddy. Soon the mud
covered Ranier’s shoes. Then the mud was up to Ranier’s ankles.
149
ENGLISH VI
I. Objective:
 Identify sufficient evidences to justify conclusions
 Write evidences to justify conclusions
Value: Practicing careful analysis
II. Subject Matter:

Identifying Sufficient Evidences to Justify Conclusions
References: BEC II.2

Reading Comprehension Exercise, pp. 105-107
Aesop. The Wild Boar and the Fox. The Aesop for Children. Library of
Materials: chart, cough syrup label
III. Procedure:
1.Pronunciation Exercises: /p/
initial / p/ final /p/
pot keep
place trip
paper group
print clip
plant skip
2.Review
Give a current political issue/ news. Let the pupils draw conclusions based
on information given..
3.Motivation
The tornado is the most dangerous kind of storm. Do you agree or do you not
agree? What evidences can you give to justify your answer?
B.Presentation:
The Wild Boar & the Fox
A Wild Boar was sharpening his tusks busily against the stump of a tree, when a Fox
happened by. Now the Fox was always looking for a chance to make fun of his neighbors. So
150
he made a great show of looking anxiously about, as if in fear of some hidden enemy. But the
Boar kept right on with his work.
"Why are you doing that?" asked the Fox at last with a grin. "There isn't any danger that I can
see."
"True enough," replied the Boar, "but when danger does come there will not be time for such
work as this. My weapons will have to be ready for use then, or I shall suffer for it."
Preparedness for war is the best guarantee of peace.

Comprehension Check-up
1. Compare notes.
2. Analyze the evidences. Determine whether this information is accurate and reliable.
3. Know whether the evidences is fact or opinion. Opinions are less reliable sources of
evidences than facts.
4. Interpret, explain, clarify the significance of the information. Asking questions is an
effective way to analyze and interpret information.
5. After all the available facts and evidences have been analyzed and interpreted, one is
ready to draw a conclusion.
C. Skill Development
Read the information below:

MasterCard, a payment company, conducted a consumer survey. It was a
study on the values and attitudes of consumers in the Asia Pacific Region including the
Philippines.
The question asked is: If you won a million US dollars in a lottery, what would you do?
A total of 405 Filipino respondents made their choices.
The results of the survey are shown below.
MasterCard International Philippine Survey
70
60
50
40
30
20
10
0
se
e
s
es
ity
es
us
ou
on
ar
sin
ch
ah
ur
d
bu
ve
ut
to
y
lo
wn
rf
Bu
te
to
fo
na
ro
ey
ve
Do
sta
on
Sa
m
ve
Gi
Which statements are true based on the result of the survey? Write the letters
in
any order.
151
a. Thriftiness is a common trait among Filipinos.
b. Most Filipinos want luxury.
c. Majority of the Filipino cosumers who answered the question are not afraid to take risk in
business.
E.Generalization
What are the basic steps in drawing a conclusion? ( analyzing and interpreting)
F.Infusion of Values:
Did you just give your opinion? Or did you first analyze and interpret evidences presented to
you before giving conclusions or generalizations.
G.Practice Exercises
(Partner or group exercise)
Study the cough syrup label and answer the following questions.
Indication:
Useful for the relief of respiratory infections due to common colds and
allergies, acute and chronic bronchitis ,laryngitis, pharyngitis, asthmatic bronchitis and
bronchial asthma and for the removal of thick mucous masses from the chest.
Precaution:
Antihistamine may cause moderate drowsiness. Patients should be warned

against driving or operating moving machinery while under treatment. Gastric disturbance
and nausea may be experienced.
Dosage;
To be taken three to four times daily.

Infants: 2.5 mL ( ½ tsp)
Children: 2 to 6 years: 5 mL ( 1 tsp)
7 to 12 years: 5-10 mL ( 1-2 tsp)
Adults 15 mL (1 tbsp)
Or as prescribed by the physician
Storage Condition:
Store at room temperature not exceeding 30 C. Protect from light. Keep

bottle tightly closed.
Availability:
Syrup-in bottle of 30 mL, 60 mL, 120mL.
1. Why would someone want to use this medicine?\

a. to treat flu
b. to stop cough
c. to remedy cold
d. to follow the doctor
2. Who should NOT work while under treatment?
a. A mother who stays at home
b. Someone who takes charge of a sari-sari store
c. A jeepney driver
d. A comics illustrator
152
3. Which statement is true?
a. The medicine can be bought only in liquid form.
b. It is available in all drugstores.
c. It’s an over-the-counter medicine.
d. A person who can not sleep should take it.
IV.Evaluation:
Here are generalization/ conclusions. Choose the best evidence that supports each.
1. In a few years time our forests will be gone.
a. Illegal logging is still rampant.
b. The animals are dying.
c. The plants are destroyed.
2. Global warming is unavoidable.
a. People are careless in disposing of their waste.
b. The hole in the ozone layer is getting bigger.
c. Fewer trees are being planted.
3. Dogs are man’s best friends.
a. They bite and kill their victims.
b. They entertain people in shows and circuses.
c. Their give up their lives to protect their masters.
V. Assignment:
Copy the letter of the conclusion that goes with the information given.
1. Paeng sat down on the bench. He put his fingers on the keys. Then Paeng began to play the
new song he was learning.
a. Paeng has a new piano.
b. Paeng is clever.
c. Paeng was practicing his piani leson.
2. After stepping up to the plate, Maria wound up to swimming. The ball flew toward her.
Maria swing hard and hit the ball.
a. Maria’s team won the game.
b. Maria plays with the softball team.
c. Maria is good at sports.
153
ENGLISH VI
I. Objectives
 Use the library resources effectively.
 Use atlas, encyclopaedia, almanac, and other general references (e.g. maps, charts,
globes)
Values: Use the library properly.
II. Using Reference Books
References: BEC PELC 12.1.2
Growing in English 6 TM pp. 46-49
Reading Text pp. 52-59
Aesop. The Heron. The Aesop for Children. Library of Congress. Illustrated
by Milo Winter. 1919. USA
III. A.1. Read the information on the card from the card catalog then answer the
following questions.
HANS CHRISTIAN ANDERSON
HIS LIFE AND WORKS
829.13 Morgan, Robin C.

A brief biography, an analysis of his
works
New York, Bantam Press
160 pp.illust
(c. 1985)
A.2. Story Reading.
The Heron
A Heron was walking sedately along the bank of a stream, his eyes on the clear water, and his
long neck and pointed bill ready to snap up a likely morsel for his breakfast. The clear water
swarmed with fish, but Master Heron was hard to please that morning.
"No small fry for me," he said. "Such scanty fare is not fit for a Heron."
Now a fine young Perch swam near.
"No indeed," said the Heron. "I wouldn't even trouble to open my beak for anything like
that!"
As the sun rose, the fish left the shallow water near the shore and swam below into the cool
depths toward the middle. The Heron saw no more fish, and very glad was he at last to
breakfast on a tiny Snail.
154
Do not be too hard to suit or you may have to be content with the worst or with nothing at all.
Comprehension Questions
1. Who wrote the book?
2. What is the title of the book?
3. When was this book published?
4. How many pages are in this book?
5. What information about Hans Christian Anderson does this book tell?
2. Say: The library does not only have the card catalog to help the pupils in their
research work. It also has several reference materials to offer. (Point to some
references)
What information can we get from these reference materials?
3. Give the meaning of the following by arranging the jumbled letters at the right
and complete the blocks with a word that expresses the right meaning of each
phrase:
a. A note or other indication in a book referring to some other book or passage.
(ferencere)

b. to relate as information obtained by investigation
( ortper)

c. the art of teaching

(nitsurtoio)
d. the science that deals with collection, tabulation and systematic
classification of quantitative data

(ticstisats)
e. occurring regularly once a year

(launna)
f. a concise summary containing all the necessary parts

155
(mocnepdimu)
g. an exclusive right to reproduce literacy, dramatic artistic or musical work
given by law for a certain period to an author.

(rightcopy)
h. a natural hollow or low lying place

(ssionprede)
i. height above sea level

(levetiaon)
4. How are the different materials used?
B. 1. Each group is assigned to present their report on each kind of reference.

(previously assigned)
Group I- Atlas
Group II- Encyclopedia
Group III- Yearbook/Almanac
Group IV- Gazetteer and maps
2.a. What are the different reference materials in our library?
b. What are their uses?
c. What was each group report about?
d. Of the different reference books, which have you tried using?
e. Which do you find the most important? Why?
C. 1. What reference can give you for the following information?
a. the exact location of Mt. Pinatubo
b. the population of the Philippines last year
c. the history of air transportation
d. maps of Asian countries, like the Philippines, Thailand and Japan
e. the mountains found in Japan
f. all about flowers
g. the news of Princess Diana’s untimely death in 1997
h. the number of births and deaths in 1995 in China
2. Name the reference described.
______1. It contains interesting facts on almost every subject which are arranged
alphabetically.
_______2. It records the year’s activities by country, subject or specialized area.
_______3. It lists alphabetically the names of towns, rivers, mountains, lakes and
other
Geographical features.
_______4. It is a book of maps.
156
_______5. It is an annual publication of statistics and other information covering
the materials of the previous year.
_______6. It is a graphic representation of the earth’s surface in part or in whole.
_______7. It is an annual compendium of data and statistics of a given year.
3.Get information about these topics using the different references.
Group I- location of the beautiful spots in the Philippines
Group II- variety of orchids
Group III- heavenly bodies
Group IV- neighboring countries of the Philippines
IV. What reference materials will you use to get the following information? (atlas,,
encyclopedia, map, globe, almanac, yearbook, gazetteer)
1. Kind of fish
2. The bodies of water surrounding the Philippines
3. President Arroyo’s first 100 days as President
4. Map of Asia
5. The International Dateline and the Prime Meridian
6. All about weather
7. Exact location and distances of places
8. Name of provinces in Luzon
9. The Coconut Industry in 1987
10. List of seas, oceans, lakes and canals of the world
V. Go to the library. Choose one of the references mentoned in the lesson.
Familiariazed yourself with it. Then share with the class what information you
learned from the reference.
ENGLISH VI
I. Objectives
 Use the library resources effectively.
 Use card catalog to locate information.
Values: Self-discipline in the library.
I. Using Library Resources Effectively
Section- What is a Card Catalog?
Ref: PELC 12, 12.1
157
Growing in English 6 TM pp. 39-41 RTX pp.44-46
Aesop. The Fox and the Storck. The Aesop for Children. Library of
Mat. enlarged picture of a card catalog, ½ manila paper or cartolina samples of

author card, title card, subject card
II. A.1. Every school has a ,library and every library has a card catalog. What is a
card catalog? What do we find in it? Why do we usually find it in the library?Of
what use is the card catalog?
2.Supply the missing word in each sentence. Choose your answer from the
word bank.
WORD BANK
editor
index
bibliographic
illustrator catalog
author
publication
a. An ___ is also a writer.

b. An___ draws pictures, diagrams, etc.
c. One who corrects written articles is called an ___.
d. ___ is an alphabetical list of matters or references.
e. ___ means that which is published; any printed work placed on sale or
distributed or offered for distribution.
f. ___ a list or enumeration of names, persons or things usually in
alphabetical order sometimes with accompanying description.
g. ___information refers to the description and history of books, including
details of authorship, edition, dates, etc.
3.What is the use of card catalog?
B. 1. Story Reading
The Fox & the Stork
The Fox one day thought of a plan to amuse himself at the expense of the Stork, at whose odd
appearance he was always laughing.
"You must come and dine with me today," he said to the Stork, smiling to himself at the trick
he was going to play. The Stork gladly accepted the invitation and arrived in good time and
with a very good appetite.
For dinner the Fox served soup. But it was set out in a very shallow dish, and all the Stork
could do was to wet the very tip of his bill. Not a drop of soup could he get. But the Fox
lapped it up easily, and, to increase the disappointment of the Stork, made a great show of
enjoyment.
158
The hungry Stork was much displeased at the trick, but he was a calm, even-tempered fellow
and saw no good in flying into a rage. Instead, not long afterward, he invited the Fox to dine
with him in turn. The Fox arrived promptly at the time that had been set, and the Stork served
a fish dinner that had a very appetizing smell. But it was served in a tall jar with a very
narrow neck. The Stork could easily get at the food with his long bill, but all the Fox could do
was to lick the outside of the jar, and sniff at the delicious odor. And when the Fox lost his
temper, the Stork said calmly:
Do not play tricks on your neighbors unless you can stand the same treatment yourself.
What is a card catalog?
What are the types of a card in the catalog?
What is a call number?
What information can you find in a card inside the tray?
How does an author card differ from a subject card and a little card?
C.1..Here is a sample author card, title card and subject card. Study it and write
about the information asked below. (The teacher provides each group a type of
card in the card catalog.)
Group I- author card
Group II- title card
Group III- subject card
-Who is the author of the book?
-What is the title of the book?
-What is the call number?
-What is the book about?
-Who is the publisher of the book?
-Where and when was the book published?
2. Let us assume that these buildings are on the first line of each card. Tell
whether the card is an author card, title card, or subject card.
1. POULTRY-
2. Cruz, Marinela G.-
3. Science and Technology I-
4. Scott, John L.-
5. HISTORY –PHILIPPINES-
6. Little Paul S-
7. Math for Year 2003-
3. What is a card catalog?
What is the use of the card catalog?
Name the three types of card.
(Card catalog is an index of all the books in the library. It can help
you locate a particular book, a book on a certain subject or a book by a particular
author. The types of card are author card, subject card and the title card.)
1. How should one behave inside the library?
IV.Identify the different information in the card catalog. 5
1 HM
291 Padilla, Zeny O. 4
P46 The Tree and the Birds/Zeny O.Padilla 6
Quezon City: New Life
Publication, 1998 7
2 175 p. III; 25 cm.
ISBN 921-20-08361 8
I.Environment
I. Title 9
3 159
10
V.Using one of your textbook in Grade VI, make a sample of an author card, subject card and
the title card.
Write it in a 3” x 5” index card.
ENGLISH VI
I. Objectives
 Get information from the different parts of a newspaper.
Value: Being up-to-date to events.
Realize the importance of newspaper.
II. Parts of a Newspaper
Information One Gets from Each Part.
Ref: BEC PELC 12.2
Aesop. The Stag and His Reflection. The Aesop for Children. Library of Congress.
Mat. newspaper, pictures

III.A.1.Hidden in the puzzle are names of the different parts of a newspaper. Search for them
up, down, forward, backward or diagonally.
B A OE DI T OR I A L VT G S
E K B E B C R OR I S L I V R P
ND I WS O DKJ S S VC G O O
I F T S AMAE E OF AZ U E R
L G UT NI ONL C R NHI T T
DH AA C C I Z E I Q E UD E S
AI R R AS B UI E V S E E MH
E J YA UX T KKT WNE WS U
HK S B J MC L OYP AGE T A
R MT MI N GF E AT UR E S Z
C L AS S I F I E DA DS A S I
Answers:
Editorial
Obituary
Classified Ads
Features
Business
Sports
160
TV Guide
Headline
Comics
2.What do you know about satellites? Are you familiar with the first ever Filipino
satellite that was launched on August 20, 1997? What is its name?
3.Match the underlined words in Column A with their meaning in Column B.
Column A Column B
1. successful launching a. checked for equality transmission
2. broadcasting company b. causing to be airborne
3. 56 percent of the venture c. something involving a risk that one
decides to attempt
4. broadcasting transmission d. fabricated; made
5. will be monitored e. something transmitted
6. still being manufactured f. sent out signals
7. five percent stake g. average length of life
8. being mapped out h. transmitted by radio
9. with a lifespan i. interest or share in an undertaking
10. transmit signals j. planned in detail
4.The first Filipino Satellite “Aguila II” was launched last August 20, 1997. Put
the motive
question on board/chart. Let the pupils answer this after reading the news article.
What does the a lunching of the first Filipino satellite mean to us Filipino and to
our country
as a whole ?
B. 1. Story Reading.
The Stag & His Reflection
A Stag, drinking from a crystal spring, saw himself mirrored in the clear water. He greatly
admired the graceful arch of his antlers, but he was very much ashamed of his spindling legs.
"How can it be," he sighed, "that I should be cursed with such legs when I have so
magnificent a crown."
At that moment he scented a panther and in an instant was bounding away through the forest.
But as he ran his wide-spreading antlers caught in the branches of the trees, and soon the
Panther overtook him. Then the Stag perceived that the legs of which he was so ashamed
would have saved him had it not been for the useless ornaments on his head.
We often make much of the ornamental and despise the useful.
What is the news about?
Why is it relevant?
Answer the motive question.
In what section of a newspaper can we find information like this?
Why are newspapers important?
How will it help you?
How could you become up-to-date to current news events?
161
3.A. Have pupils get their newspapers and run through its different pages/sections.
Which part / section of the newspaper:
1. gives information on job opportunities (classified ads)
2. gives opinion on the most significant news items of the day(editorial)
3. features news from other countries (foreign news)
4. contains cartoon characters and aims to entertain (comics)
5. contains news on what is going on in our society (society page)
6. gives information on what is happening in the business world (business section)
7. announces the death of persons for proper information (obituary)
8. publishes advertisements on movies in the different theatres and the schedule of
shows on TV (cinema page)
9. features the updated events in the field of sports (sports page)
10. gives the most important news of the day in bold letters (front page)
4.Reading of articles about the different parts.
5.What information can you get from the different parts of a newspaper?
C. Which part of the newspaper gives you the following information?
1. the weather forecast
2. the editor’s opinion about the most important news
3. results of the PBA games
4. the need for housemaids
5. the latest news about your favourite actors and actresses
6. the dollar exchange to pesos
7. the funny where abouts of Pugad Baboy gang, Pupung, Archie, Garfield etc.
8. U.S. Ppresident’s visits to Asian countries
9. a name of a deceased person
Arrange the jumbled letters to get the name of the parts of a newspaper. Provided are
the informations you can get from this part.
1. TRNFO GEPA
The most important news of the day
2. UBISSNE
International market price of fuel, copra or sugar
3. LAIROTIDE
What the editor thinks of a certain issue
4. DEIFISSALCSAD
A possible job opportunity
5. RPSTOS
The result of a baseball game
Write one of the following.

1. A newsreport on an interesting current event.
2. An editorial an a current issue.
3. A news about the outcome of the sporting event you’ve watched.
IV.In what section of the newspaper can you find the following information?
162
1. Philippine Stock Exchange
2. Another earthquake hits Japan
3. Jose dela Cruz passed away on November 7,2003.
4. Ateneo Blue Eagles bag UAAP crown
5. Letters to the editor
V.Clip the following from a newspaper. Paste them in your notebook.
1. editorial
2. a name of deceased person
3. job opportunity
4. stock exchange
5. a tournament
ENGLISH VI
I. Objectives
 Organize one’s thought in writing
- Information
- Descriptions
 Write paragraph correctly
Values: Neatness, Accurateness
II. Organizing One’s Thought in Writing: Information, descriptions
Writing Paragraph Correctly
Ref: PELC Writing 10, p.25
English for All Times 6/Language, pp. 43-44
Aesop. The Cock and the Fox. The Aesop for Children. Library of Congress.
Mat. charts, flashcards, sample forms, family tree

III.A.1. Drill: Adverbs with –ly
Cheerfully quickly
Joyfully gracefully
Slowly patiently
Excitedly fiercely
2. Change the following adjectives to adverbs.
Easy careful
163
Regular slow
Ready heavy
Secret actual
3. Have you seen a family tree?
What can you see in it?
B. 1. Have the pupils look at the illustration of a family tree. Then using it, let them tell
something about their family.
2. The form below is an information sheet filled up by Lorenzo. Study it and be ready to
answer the questions about it
Pupil’s Information Sheet
Name: Andres Lorenzo Miguel Pacia
Surname Given Name Middle Name
Gr. & Sec: Six-Jaena
Age: 12 Sex: M Nationality: Filipino
Religion: Roman Catholic
Date of Birth: November 21 1986
Month Date Year
Place of Birth: Sta. Cruz Manila
Town/District Province/City
Address: 12 Mahabang St. Teacher’s Village Quezon City
No. Street District/Town City/Province
Tel. No. (if any): 434-1556
Father: Lito A. Angeles Occupation: Guidance Counselor
3. Story Reading.
The Cock & the Fox
One bright evening as the sun was sinking on a glorious world a wise old Cock flew into a
tree to roost. Before he composed himself to rest, he flapped his wings three times and
crowed loudly. But just as he was about to put his head under his wing, his beady eyes caught
a flash of red and a glimpse of a long pointed nose, and there just below him stood Master
Fox.
"Have you heard the wonderful news?" cried the Fox in a very joyful and excited manner.
"What news?" asked the Cock very calmly. But he had a queer, fluttery feeling inside him,
for, you know, he was very much afraid of the Fox.
"Your family and mine and all other animals have agreed to forget their differences and live
in peace and friendship from now on forever. Just think of it! I simply cannot wait to embrace
you! Do come down, dear friend, and let us celebrate the joyful event."
"How grand!" said the Cock. "I certainly am delighted at the news." But he spoke in an
absent way, and stretching up on tiptoes, seemed to be looking at something afar off.
"What is it you see?" asked the Fox a little anxiously.
"Why, it looks to me like a couple of Dogs coming this way. They must have heard the good
news and—"
164
But the Fox did not wait to hear more. Off he started on a run.
"Wait," cried the Cock. "Why do you run? The Dogs are friends of yours now!"
"Yes," answered the Fox. "But they might not have heard the news. Besides, I have a very
important errand that I had almost forgotten about."
The Cock smiled as he buried his head in his feathers and went to sleep, for he had succeeded
in outwitting a very crafty enemy.
The trickster is easily tricked.

a. Did he give the correct information about himself?
b. What additional information does it give about Lorenzo?
c. Is the birthdate written properly?
d. Is the address written properly?
4. Copy the information sheet and fill it out.
_______________________________
NAME OF SCHOOL
PUPIL’S INFORMATION SHEET
Name:_______________________________________________ Sex: _____________________

Grade & Section; ______________________________________ Age Last Birthday: __________
Address : _______________________________________________________________________
Telephone Number: ________________________
Nationality: _____________________________ Religion: ____________________
Birthdate: ______________________________ Birthplace:___________________
Father: ________________________________ Occupation; __________________
Place of Work: __________________________
Mother: _______________________________ Occupation; __________________
Place of Work: __________________________
Date Accomplished: _________________________
5.What do you always remember when answering or filling out forms about yourself?
IV.
Go over the information sheet you have just answered. On a piece of paper,
write a paragraph about yourself using some of the information you wrote down. Observe the
correct format in writing paragraphs.
V. Finds someone whom you want to be your friend. Ask him or her to fill out an information
sheet then write a paragraph from the information sheet he/she gives. Then present it to the
class. Be sure that the rules on punctuation and capitalization were followed.
165
ENGLISH VI
I. Objectives
 Organize one’s thought in writing
-resume/biodata
 Fill out form
Values: Hardwork/Industry
II. Organizing One’s Thought in Writing: Resume/Biodata
Filling Out Form
Ref. PELC Writing 10, p.25
English for All Times 6/Language, pp.276-277
Aesop. The Fox and the Goat. The Aesop for Children. Library of
Mat. biodata form, chart, flashcards

III. A.1. Spelling
The teacher will read and use them in meaningful sentences.
courtroom profession
battleground lawbreakers
weapon community
ancestors ounce
disease occupation
2. What do you write in an information sheet?
3. Is hardwork or industry important to succeed in life?
Why?
B.1. Show a sample form of biodata. Ask:
166
Do you know how to fill this form?
Where do we use this form?
2. Study the form.
BIODATA
I. PERSONAL PROFILE
FULL NAME: FRANCES P. ACOSTA AGE: 35 SEX: FEMALE

COMPLETE ADDRESS: #60 Waling-waling St., Roxas District , Quezon City
TEL. NO: 371-5459 CITIZENSHIP: Filipino RELIGION: Catholic
BIRTHDAY: October 4, 1967 BIRTHPLACE: Solano, Nueva Vizcaya
CIVIL STATUS: married NO. OF DEPENDENTS/CHILDREN: 2
SPOUSE’S NAME: Josue Acosta SPOUSE’S OCCUPATION: Accountant
II. EDUCATION
SCHOOL COURSE YEAR
GRADUATED
ELEMENTARY: St. Louis School Elementary 1980

SECONDARY: St. Louis School Secondary 1984
COLLEGE: St. Mary’s University BSE 1983
POST-GRADUATE: Ateneo De Manila MA-English 1988
University
III. EMPLOYMENT: Self-employed Private Sector

Government Retired
EMPLOYER: Saint Louis University

ADDRESS: Bonifacio Road, Baguio City
TELEPHONE NO: 432-6971 FAX NO: 356-51-26
POSITION: Teacher YEAR WITH PRESENT EMPLOYER: :
9
YEARS OF WORK EXPERIENCE: 9 TAXPAYER’S ID NO (TIN) 120-
372-210
PROFESSIONAL LICENSE NO: 0105627
GROSS ANNUAL INCOME: P150,000.00
IV. PERSONAL REFERENCES:
NAME ADDRESS PHONE NO.

Mrs. Liberty Rosario #3 Washington St, Solano 326-5.-35
Nueva Vizcaya
Mrs. Marivic Cortez #60 Maguinhawa St., 921-73-59
UP Village, Q.C.
Mrs. Luisa Tantiaco # 144 Felix Huertas St. 711-14-14
Sta. Cruz, Manila
3. Story Reading.
The Fox & the Goat
A Fox fell into a well, and though it was not very deep, he found that he could not get out
again. After he had been in the well a long time, a thirsty Goat came by. The Goat thought the
Fox had gone down to drink, and so he asked if the water was good.
167
"The finest in the whole country," said the crafty Fox, "jump in and try it. There is more than
enough for both of us."
The thirsty Goat immediately jumped in and began to drink. The Fox just as quickly jumped
on the Goat's back and leaped from the tip of the Goat's horns out of the well
The foolish Goat now saw what a plight he had got into, and begged the Fox to help him out.
But the Fox was already on his way to the woods
"If you had as much sense as you have beard, old fellow," he said as he ran, "you would have
been more cautious about finding a way to get out again before you jumped in."
Look before you leap.
A person who is applying for a job needs to fill out a biodata sheet.
Who fills up biodata?
Why do companies/agencies hiring new workers require applicants to fill up biodata?
What information/data should an applicant put in I?II?III?IV?
What should be observed in filling up biodata? (neatness, accurateness, etc.)
4.RMC Company is hiring new workers for the positions as: cashier, receptionist,
saleslady, messenger, janitor, and salesman.
Prepare your own biodata. (Use form given as sample)
I V. Below is a blank biodata sheet. Copy it and with the necessary information about an
adult in your family. Fill it out. Make sure that all data are entered accurately.
BIODATA
III. PERSONAL PROFILE
FULL NAME:___________________ AGE: ______ SEX: ___________

COMPLETE ADDRESS: _____________________________________________________
TEL. NO: _________ CITIZENSHIP:____________ RELIGION: __________
BIRTHDAY: _______________ BIRTHPLACE: ______________________
CIVIL STATUS: __________ NO. OF DEPENDENTS/CHILDREN: _______
SPOUSE’S NAME: ______________________ SPOUSE’S OCCUPATION: ________________
IV. EDUCATION
SCHOOL COURSE YEAR GRADUATED
ELEMENTARY: _____________ __________ ______

SECONDARY: _____________ __________ ______
COLLEGE: _____________ __________ ______
POST-GRADUATE: _____________ __________ ______
V. EMPLOYMENT: Self-employed Private Sector

Government Retired
EMPLOYER: _______________________
ADDRESS: _______________________
TELEPHONE NO: __________ FAX NO: __________
POSITION: __________ YEAR WITH PRESENT EMPLOYER: : _______
YEARS OF WORK EXPERIENCE: 168 TAXPAYER’S ID NO (TIN) ______________
____
PROFESSIONAL LICENSE NO: _____________
GROSS ANNUAL INCOME: _____________
VI. PERSONAL REFERENCES:

V.Imagine that you have fulfilled your ambition or have taken your chosen profession. You
are now ready to apply for a job. Make or write an application letter addressed to the person
and company to whom you are applying.
ENGLISH VI
I. Objectives
 Respond in writing based on stimuli and triggers
 Write an application letter
Values: Neatness
II. Writing an Application Letter
169
Ref. PELC II, p. 25
Growing in English 6, Language p.204
Aesop. The Fox and the Leopard. The Aesop for Children. Library of Congress.
Mat. chart, advertisement from newspaper

III. A. Display Wanted Advertisements from newspaper or classified ads. Let the
pupils go over these ads. Ask: If you are looking for a job, what would you do to
be able to get one? Have you come across with an application letter before?
B. 1. Story Reading.
The Fox & the Leopard
A Fox and a Leopard, resting lazily after a generous dinner, amused themselves by disputing
about their good looks. The Leopard was very proud of his glossy, spotted coat and made
disdainful remarks about the Fox, whose appearance he declared was quite ordinary.
The Fox prided himself on his fine bushy tail with its tip of white, but he was wise enough to
see that he could not rival the Leopard in looks. Still he kept up a flow of sarcastic talk, just
to exercise his wits and to have the fun of disputing. The Leopard was about to lose his
temper when the Fox got up, yawning lazily.
"You may have a very smart coat," he said, "but you would be a great deal better off if you
had a little more smartness inside your head and less on your ribs, the way I am. That's what I
call real beauty."
A fine coat is not always an indication of an attractive mind.

2. a. Why did Danilo write a letter of application?
b. What qualifications and experiences did he mention?
c. How did he end his letter?
d. What are the parts of the application letter?
e. How is the application letter different from a friendly letter?
f. What part of the application letter is present that cannot be found in a
friendly letter?
3. Pupils work on the following exercise which may be written on a chart. The
following are parts of an application letter. Copy them in the correct order.
1. Mrs. Julieta dela Cruz
Adviser, Pupil Government
Catulinan Elementary School
2. Respectfully yours,
3. Regine dela Cruz
4. 156 Camia St.
Catulinan, Baliuag, Bulacan
November 19, 2003
5. Dear Madam
6. I would like to apply as a candidate for the position of secretary this
coming election of officers.
7. I am Regine dela Cruz of Grade VI-Matulungin. At present, i am the
president of our class but I have been always an officer of my class since I was
170
in Grade III. Considering English as my favourite subject, I have been getting
high grades. In fact, I also belong to the honor roll. It would be my pleasure to
serve our pupil government as the record keeper.
B. 1. Direct the pupils’ attention to page 277 Language. Have them read Lorena’s
letter to the editor.
2. Who wrote the letter?
To whom did she address the letter?
3. What is an oipinion letter? How is it different from an application letter?
4. Let pupils write their own opinion letter about any of the following topics
through the help of guide questions.
 Share-a-Plant Project
 Clean and Green Project
Where did you get the information?
How do you feel about the project?
IV. A. Write an opinion letter about this topic “Waste Management Project”
B. Let some fast workers read their letter aloud. Have other pupils critic the letter.
V. Copy at least 2 letters to the editor from any of the newspaper available at home.
171
ENGLISH VI
I. Objectives
 Respond in writing based on stimuli and triggers
 Write an editorial
Values: Concern for the environment
II. Writing an Editorial
Ref. PELC II, p. 25
Growing in English 6, Language p.204
Aesop. The Frog and the Mouse. The Aesop for Children. Library of Congress.
Mat. pictures, books, newspapers
III. A. Show a newspaper with editorial. What is an editorial?

B. Present different clippings of sample editorials like; argumentative or editorial of
criticism, editorial of entertainment, editorial of commendation or tribute, and editorial of
interpretation.
C. 1. Story Reading.
The Frog & the Mouse
A young Mouse in search of adventure was running along the bank of a pond where lived a
Frog. When the Frog saw the Mouse, he swam to the bank and croaked:
"Won't you pay me a visit? I can promise you a good time if you do."
The Mouse did not need much coaxing, for he was very anxious to see the world and
everything in it. But though he could swim a little, he did not dare risk going into the pond
without some help.
The Frog had a plan. He tied the Mouse's leg to his own with a tough reed. Then into the
pond he jumped, dragging his foolish companion with him. The Mouse soon had enough of it
and wanted to return to shore; but the treacherous Frog had other plans. He pulled the Mouse
down under the water and drowned him. But before he could untie the reed that bound him to
the dead Mouse, a Hawk came sailing over the pond. Seeing the body of the Mouse floating
on the water, the Hawk swooped down, seized the Mouse and carried it off, with the Frog
dangling from its leg. Thus at one swoop he had caught both meat and fish for his dinner.
Those who seek to harm others often come to harm themselves through their own deceit.
What are the parts of an editorial?

172
How do the parts differ from one another?
2. What was the opinion of the editor?
D. The editorial page is said to be “the soul” of the newspaper. It contains the masthead,
the editorial, the editorial column, the reader’s news and the editorial cartoon.
E. Write your opinion about the following issues..
1. Should divorce be legalized in the Philippines?
2. Should same sex marriage be recognized?
F. Write an editorial by completing the paragraph.
WHAT TO DO WITH THE WASTES
We have been hearing about how important it is to dispose of wastes properly. If we

do not put out garbage in the right places, our world would become one giant dumpsite. But
can you as kids help solve the garbage problem?
Surely we can! How........?
IV, Write an editorial about, “An Abortion, Is it proper to legalized or not?”
V. Copy a sample editorial from any newspaper. Analyze if the parts of the editorial are
present.
ENGLISH VI
I. Objectives
 Write directions clearly and accurately
Values: Accuracy
II. How to Write Directions
Ref: PELC 3.3
Growing in English
Aesop. The Frog and the Mouse. The Aesop for Children. Library of Congress.
Mat. toy tree, toy fruit, arrow, flashcards
173
III. A. 1. Let’s play a game. I have here a toy tree and a toy fruit. I’ll place the toy tree here.
Place the toy fruit as fast as you can when I give the instruction.
a. Place the toy fruit under the tree.
b. Place the toy fruit above the tree.
2. I have here arrows and phrases. Match the arrows with the phrases.
a. Turn clockwise.
b. Turn counterclockwise.
B.1. Read the following conversation.
As Fido is going to the school canteen, he meets a lady who addresses him as follows.
Lady: Son, can you tell me the way to the principal’s office?
Fido: (pausing a moment) Sure, Ma’am. Please walk straight ahead until the
quadrangle. Then, turn left, you will see the school chapel on your left. Go past the
chapel, then turn right that says “Principal’s Office”. This is located near the
accounting office.
Lady: Thank you very much.
Fido: You’re welcome. I’m glad to have assisted you.
2. What did the lady ask Fido?
How many turns did the Lady have to do?
3. Story Reading.
The Wolf in Sheep's Clothing
A certain Wolf could not get enough to eat because of the watchfulness of the Shepherds. But
one night he found a sheep skin that had been cast aside and forgotten. The next day, dressed
in the skin, the Wolf strolled into the pasture with the Sheep. Soon a little Lamb was
following him about and was quickly led away to slaughter.
That evening the Wolf entered the fold with the flock. But it happened that the Shepherd took
a fancy for mutton broth that very evening, and, picking up a knife, went to the fold. There
the first he laid hands on and killed was the Wolf.
The evil doer often comes to harm through his own deceit.
A. Comprehension Questions
a. Directions should be clear.
b. Must be direct to the point.
c. Be very sure of the directions you’re giving.
d. Person asking and person giving directions should show spirit of respect and
courtesy.
4. How should we write directions?
5. A new classmate is asking where the school canteen is. Write a short direction about
it.
IV. Write a short direction on how to go to the Municipal Hall.
V. Write the direction to be followed on how to use the rice cooker.
174
ENGLISH VI
I. Objectives
 Write an effective ad for work.
 Tell what make up a good ad for work
Values: Being true and specific
II. Writing an Ad for Work
Ref: PELC
Aesop. The Eagle and the Beetle. The Aesop for Children. Library of Congress.
Mat: newspaper, chart

III.A.1. What are the parts of a newspaper?
Describe each part.
2. What do you find in the classified ads section?
B. 1. Examine the following ads for work.
WANTED SUMMER JOB SEEKERS
NEED : Delivery Boys
Baggers
Sales Girls/Boys
APPLY: A.G. Supermart
Baliuag, Bulacan
CONTACT: Alice Cruz
2. Story Reading
The Eagle & the Beetle
A Beetle once begged the Eagle to spare a Hare which had run to her for protection. But the
Eagle pounced upon her prey, the sweep of her great wings tumbling the Beetle a dozen feet
away. Furious at the disrespect shown her, the Beetle flew to the Eagle's nest and rolled out
the eggs. Not one did she spare. The Eagle's grief and anger knew no bounds, but who had
done the cruel deed she did not know.
Next year the Eagle built her nest far up on a mountain crag; but the Beetle found it and again
destroyed the eggs. In despair the Eagle now implored great Jupiter to let her place her eggs
in his lap. There none would dare harm them. But the Beetle buzzed about Jupiter's head, and
made him rise to drive her away; and the eggs rolled from his lap.
Now the Beetle told the reason for her action, and Jupiter had to acknowledge the justice of
her cause. And they say that ever after, while the Eagle's eggs lie in the nest in spring, the
Beetle still sleeps in the ground. For so Jupiter commanded.
Even the weakest may find means to avenge a wrong.
What is being advertised?

How are the words written?
3. What should we remember in writing an ad for work?
175
a. Specify what you are advertising. Make sure that the words are attention-getters.
One way of
doing this is by making these words bigger than the other words in the ad.
b. If possible, draw or sketch a picture of what you are advertising.
c. Include what, where, when and whom information.
4. Compare these ads. What differences did you notice?
BGH SUPERMARKET
Baliuag, Bulacan WANTED: Drivers
NEED: Baggers
WANTED: Summer Job seekers
NEED: Drivers APPLY NOW!
Baggers
APPLY: BGH Supermarket
CONTACT: Badette Cruz
5. Improve these ads for work. What should you add to make it more attractive to the
people?
Wanted Immediately: Yaya
P2,500.00 monthly
Wanted Saleslady
Apply inside
IV. Write a good ad for work, out of this situation. You are in need of 2 housemaids for
your aunt who resides at 142 Mabini St., Tibag, Baliuag, Bulacan.
V. Get an ad for work from a classified ads section. Tell whether it is a good ad and why?
ENGLISH VI
176
Date: ____________
I. Objective:
 Give possible cause and effect to the situation heard.
Value: Save our planet from destruction
II. Subject Matter:

Giving possible Cause and Effect to the Situation Heard
References: PELC 5 English for Grade VI, pp. 37-38 Growing in English Reading, pp. 183-
185
Aesop. The Stag, the Sheep and the Wolf. The Aesop for Children. Library of
Materials: chart, flashcards, strips of cartolina

/d/ and /dh/ sounds
/d/ /dh/
day they
den then
die thy
1. They traveled during the day.

2. Those passenger might doze during the trip.
Match each word to each meaning.
A B
1. atmosphere a. the act of clearing the forest.
2. pollutants b. the act of destroying or state of being destroyed.
3. endanger c. to expose to danger.
4. destruction d. any various harmful chemical which impair the
5. deforestation purify of water, soil or atmosphere
6. tremendous e. the mass or body of gases that surrounds the earth
or any heavenly bodies
f. dangerous; terrible
3. Motivation:
Class, I have here a real egg and a fork. I am going to strike the egg with fork, what
happened to the egg?
B. Presentation
1. Story Reading.
The Stag, the Sheep, & the Wolf
One day a Stag came to a Sheep and asked her to lend him a measure of wheat. The Sheep
knew him for a very swift runner, who could easily take himself out of reach, were he so
inclined. So she asked him if he knew someone who would answer for him.
177
"Yes, yes," answered the Stag confidently, "the Wolf has promised to be my surety."
"The Wolf!" exclaimed the Sheep indignantly. "Do you think I would trust you on such
security? I know the Wolf! He takes what he wants and runs off with it without paying. As
for you, you can use your legs so well that I should have little chance of collecting the debt if
I had to catch you for it!"
Two blacks do not make a white.
1. What day-to-day activities do you think contributes to the endangering of our planet
earth?
2. What are the sources of air pollutants?
3. What is the effect of this greater heating of the earth?

In the situation you have listened to, what possible causes and effects can you give?
4. Fixing Skills:
Write the four causes of the earth's danger on Column A and the effect on Column B.
select from the list below.
1. Increased heating of the earth
2. Indiscriminate cutting of trees
3. Exhaust pipes of running vehicles
4. Destruction of ozone layer
5. Spraying of plants with chemicals
(Causes) A (Effects) B
5. Generalization:
What is cause? What is effect?
What would you do to give possible cause/effect to the situation heard?
a. Guided Practice:
Listen to these situations and be able to give the possible cause and effect.
1. Mario was very delighted over his high score in Science.
2. Your neighbor's three-year old daughter is crying.
Divide the class into groups of four. Each group will give the cause/effect of the
following situations.
1. The door bangs as Albert leaves the room.
2. The pupils suddenly keep quiet.
7. Valuing:
Why is it important to save our planet from destruction?
IV. Evaluation:
Listen to each situation and answer the questions that follow by selecting the letter of the
correct answer.
178
Kevin smelled smoke in the air. He looked down the street and saw a fire blazing in old
garage. "I have to do something fast," he said to himself.
Kevin knew that he could not fight the fire himself, so he ran to the nearest phone. He
reported the fire. Soon a fire truck was on the day to the garage. By nine-thirty, fire fighters from
5 action Five had put out the fire.
1. Kevin smelled smoke to the air. What was the effect?
a. He checked and saw fire
b. He started to feel funny
c. He bought someone was smoking.
He reported the fire.
V. Assignment:
Give three possible causes and three possible effects to this situation:
The street are flooded every time it rains.
179
ENGLISH VI
Date: ____________
I. Objective:
Value: Being respectful
II. Subject Matter:

Using the Verb that Agrees with Indefinite Pronouns
References: PELC 1.5.3.1 Building English Skills (Language) pp. 47-49 Growing in English
(Language) pp. 99-101
Aesop. The Animals and the Plague. The Aesop for Children. Library of

1. Drill:
Sentence Drill
Somebody gives me a surprise.
Everybody works hard.
I think someone is playing a joke on me.
2. Review:
What kind of pronouns are the words? What is a pronoun? What kinds of pronoun do
you know?
3. Motivation:
Read the story.
a. Who are the characters in the story?
b. What can you say about them?
B. Presentation:
1. Read the dialogue.
The Animals & the Plague
Once upon a time a severe plague raged among the animals. Many died, and those who lived
were so ill, that they cared for neither food nor drink, and dragged themselves about listlessly.
No longer could a fat young hen tempt Master Fox to dinner, nor a tender lamb rouse greedy
Sir Wolf's appetite.
At last the Lion decided to call a council. When all the animals were gathered together he
arose and said:
"Dear friends, I believe the gods have sent this plague upon us as a punishment for our sins.
Therefore, the most guilty one of us must be offered in sacrifice. Perhaps we may thus obtain
forgiveness and cure for all.
180
"I will confess all my sins first. I admit that I have been very greedy and have devoured many
sheep. They had done me no harm. I have eaten goats and bulls and stags. To tell the truth, I
even ate up a shepherd now and then.
"Now, if I am the most guilty, I am ready to be sacrificed. But I think it best that each one
confess his sins as I have done. Then we can decide in all justice who is the most guilty."
"Your majesty," said the Fox, "you are too good. Can it be a crime to eat sheep, such stupid
mutton heads? No, no, your majesty. You have done them great honor by eating them up.
"And so far as shepherds are concerned, we all know they belong to that puny race that
pretends to be our masters."
All the animals applauded the Fox loudly. Then, though the Tiger, the Bear, the Wolf, and all
the savage beasts recited the most wicked deeds, all were excused and made to appear very
saint-like and innocent.
It was now the Ass's turn to confess.
"I remember," he said guiltily, "that one day as I was passing a field belonging to some
priests, I was so tempted by the tender grass and my hunger, that I could not resist nibbling a
bit of it. I had no right to do it, I admit—"
A great uproar among the beasts interrupted him. Here was the culprit who had brought
misfortune on all of them! What a horrible crime it was to eat grass that belonged to someone
else! It was enough to hang anyone for, much more an Ass.
Immediately they all fell upon him, the Wolf in the lead, and soon had made an end to him,
sacrificing him to the gods then and there, and without the formality of an altar.
The weak are made to suffer for the misdeeds of the powerful.
a. What made Lita laugh?
b. What did Aurora say to Lita?
c. Was Aurora right? Why?

What are the indefinite pronouns used in sentence 1 and 2?
What do the words everybody and everyone mean?
4. Generalization:
What are indefinite pronouns? What form of the verb is used with singular indefinite
pronoun?
a. Guided Practice:
Choose the correct form of verb inside the parenthesis for each indefinite
pronoun.
1. Everyone (is, are) a unique person, with or without defect.
2. Everyone at the Science Fair (is, are) curious.
181
Complete each sentence with a verb in the present tense.
1. A few of the contestants ____________.
2. Either of the subjects _____________.
6. Valuing:
How will you show respect to people with defects?
IV. Evaluation:
Read the paragraph below. Copy the verb that agrees with each indefinite pronoun.
Everyone in my class (has, have) a pen pal. Several write to more than one person. Nobody
(forget, forgets) to send letters every week.
Everybody (is, are) always eager to check the mail. Something usually (arrive, arrives) in the
mail for me. Each of my pen pals (is, are) special. Both of my pen pals live in America. Some of
us read the letter about the class. Many hope to visit their pen pals someday. All enjoy
communicating with new friends.
V. Assignment:
Use each of the following singular, indefinite pronouns in a sentence.
6. anybody
7. someone
8. everybody
9. none
10. anyone
182
ENGLISH VI
Date: ____________
I. Objective:
 Use the verb that agrees with the plural indefinite pronouns
II. Subject Matter:

Using the Verb that Agrees with the Plural Indefinite Pronouns
References: BEC-PELC 7.1 p. 24 Growing in English Language, pp.97-100
Aesop. The Sheperd and the Lion. The Aesop for Children. Library of

1. Drill:
Gave the plural form of the noun in the parentheses
Fishing is fun. (Man), (woman) and (child) love it both as an occupation and as a part
of sport. It does not necessarily mean catching different (species) of fish, like (tuna),
(milkfish), (salmon) or mackerel.
2. Review:
What are the indefinite pronouns?
Can you give examples of singular/plural indefinite pronouns?
3. Motivation:
Show pictures of life in the past and in the 215t century.
Compare the two pictures. Talk about to which picture do they want to live with.
B. Presentation:
1. Story reading.
The Shepherd & the Lion
A Shepherd, counting his Sheep one day, discovered that a number of them were missing.
Much irritated, he very loudly and boastfully declared that he would catch the thief and
punish him as he deserved. The Shepherd suspected a Wolf of the deed and so set out toward
a rocky region among the hills, where there were caves infested by Wolves. But before
starting out he made a vow to Jupiter that if he would help him find the thief he would offer a
fat Calf as a sacrifice.
The Shepherd searched a long time without finding any Wolves, but just as he was passing
near a large cave on the mountain side, a huge Lion stalked out, carrying a Sheep. In great
terror the Shepherd fell on his knees.
"Alas, O Jupiter, man does not know what he asks! To find the thief I offered to sacrifice a fat
Calf. Now I promise you a full-grown Bull, if you but make the thief go away!"
183
We are often not so eager for what we seek, after we have found it.
Do not foolishly ask for things that would bring ruin if they were granted.
What was everyone striving for ever since the world begun?
Why is electricity considered to be the necessity in the homes?

Let the pupils read sentences in sentence -strips.
4. Many think life is better now than before.
5. Some say it is much better to live today.
6. Few believe it is happier and more peaceful to live this time.
4. Fixing Skills:
Complete each sentence with the appropriate verb inside the parenthesis.
1. Many of the pupils (is, are) proud of their projects.
2. All of the 'students (love, loves) their projects.
3. Few (has, have) started on their science projects.
5. Generalization:
What kind of verbs do the plural indefinite pronouns take?
a. Guided Practice:
Complete each sentence with the correct form of the verb in the parenthesis.
(feel) 1. All pupils __ excited in their field trip.
(be) 2. Most of the entries __ very creative.
(be) 3. Few pupils __ witling to join the competition.
Group the pupils. Provide each group with a list of plural indefinite pronouns.
Have them write a sentence using each word. The answers must be written in the
newsprint.
IV. Evaluation:
Choose the correct verb form from the parentheses.
1. Few pupils (work, works) hard for the next fair.
2. Both boys and girls (neglect, neglects) responsibilities.
3. All the boys (do, does) their best today.
V. Assignment:
Construct your own sentences using the plural indefinite pronouns.
6. Few ________________________________.
7. Both ________________________________.
8. Several ______________________________.
9. Many _______________________________.
10. All _________________________________.
184
ENGLISH VI
Date: ____________
I. Objective:
 Use possible causes and effects to news stories heard.
Value: Righteousness
II. Subject Matter:

Giving Possible Causes and Effects to News Stories Heard.
References: BEC-PELC 6 p. 24 Growing in English Reading p. 186
Aesop. The Bees and Wasps and the Hornet. The Aesop for Children. Library
of Congress. Illustrated by Milo Winter. 1919. USA
Materials: Recorded news broadcast, charts, newspapers

1. Drill:
Match each cause and its effect.
A B
1. When the generator is turned on. a. A car stops
2. If we strike a match b. The building is dark
3. because the air is not moving c. electricity flows out of it
4. because the lights are off d. the friction produces some heat
5. because brakes are applied e. there is no wind
2. Review:
How can you distinguish cause from given effect?
3. Motivation:
What news report did you hear this morning?
B. Presentation:
1. Story reading.
The Bees & Wasps, & the Hornet
A store of honey had been found in a hollow tree, and the Wasps declared positively that it
belonged to them. The Bees were just as sure that the treasure was theirs. The argument grew
very pointed, and it looked as if the affair could not be settled without a battle, when at last,
with much good sense, they agreed to let a judge decide the matter. So they brought the case
before the Hornet, justice of the peace in that part of the woods.
When the Judge called the case, witnesses declared that they had seen certain winged
creatures in the neighborhood of the hollow tree, who hummed loudly, and whose bodies
were striped, yellow and black, like Bees.
Counsel for the Wasps immediately insisted that this description fitted his clients exactly.
185
Such evidence did not help Judge Hornet to any decision, so he adjourned court for six weeks
to give him time to think it over. When the case came up again, both sides had a large number
of witnesses. An Ant was first to take the stand, and was about to be cross-examined, when a
wise old Bee addressed the Court.
"Your honor," he said, "the case has now been pending for six weeks. If it is not decided
soon, the honey will not be fit for anything. I move that the Bees and the Wasps be both
instructed to build a honey comb. Then we shall soon see to whom the honey really belongs."
The Wasps protested loudly. Wise Judge Hornet quickly understood why they did so: They
knew they could not build a honey comb and fill it with honey.
"It is clear," said the Judge, "who made the comb and who could not have made it. The honey
belongs to the Bees."
Ability proves itself by deeds.
Who was the policeman's daughter?
What did the two women offer her?
How much was the original price of the ring?
Why did they sell it for only P450.00?
3. Valuing:
If you were the daughter of the policeman, would you also do the same? Why?
Studying the sentence taken from the news broadcast:
Two women were detained because they were peddling fake jewelry.
 What is the reason why the two women are detained?
 Which is the cause/effect?
5. Generalization:
How can you give possible cause to a given effect?
a. Guided Practice:
Work by pairs. (Think pair share) Pupil A will write a cause from the
controversial issue in the newspaper then pupil B will write the possible effect.
Listening to another news broadcast then identify cause-effect relationship.
Cause __________________________
Effect __________________________
IV. Evaluation:
Listen to the recorded news broadcast then fill up the table below.
Cause Effect
186
1. A total of 3780 students enrolled this school year at Manila High School. It is four percent
lower than 3933 figure last school year. This is due to change of residence and
unemployment.
2. Most failures and inability of students to hurdle the College Entrance Test are due to poor
reading ability and comprehension and deficient mathematical ability.
V. Assignment:
Read news stories in the news paper. Then list down 5 possible effects to a given cause and
vice versa.
187
ENGLISH VI
Date: ____________
I. Objective:
 Give other events that could happen next
Value: awareness about the possible consequences of our actions
II. Subject Matter:

Giving other Events that Could Happen Next
References: PELC 5, 3, 2 Building English Skill (Reading) p. 49
Aesop. The Lark and Her Young Ones. The Aesop for Children. Library of
Materials: charts, strips of paper, flashcards

1. Review:
Give the possible outcomes to the given situations.
1. Marie study hard before the periodical exams, therefore she would surely.
2. There are dark clouds in the sky, after a while thunder and lightning followed, most
probably ...
2. Motivation:
Have the children sit quietly and listen to the sounds around them. What sounds have
you heard? What sounds have you enjoyed hearing? Which sound did you not like? Why?
Using flashcards, pick out the word that will complete each sentence.
rattle screech clutter moan murmur
1. The _________ of rain is heard on the roof.
2. The _________ of the wind is like a prowling cat.
4. Raising of Motive Question:

What will you do if you heard some noise?
B. Presentation:
1. Story reading.
The Lark & Her Young Ones
A Lark made her nest in a field of young wheat. As the days passed, the wheat stalks grew
tall and the young birds, too, grew in strength. Then one day, when the ripe golden grain
waved in the breeze, the Farmer and his son came into the field.
"This wheat is now ready for reaping," said the Farmer. "We must call in our neighbors and
friends to help us harvest it."
The young Larks in their nest close by were much frightened, for they knew they would be in
great danger if they did not leave the nest before the reapers came. When the Mother Lark
returned with food for them, they told her what they had heard.
188
"Do not be frightened, children," said the Mother Lark. "If the Farmer said he would call in
his neighbors and friends to help him do his work, this -wheat will not be reaped for a while
yet."
A few days later, the wheat was so ripe, that when the wind shook the stalks, a hail of wheat
grains came rustling down on the young Larks' heads.
"If this wheat is not harvested at once," said the Farmer, "we shall lose half the crop. We
cannot wait any longer for help from our friends. Tomorrow we must set to work, ourselves."
When the young Larks told their mother what they had heard that day, she said:
"Then we must be off at once. When a man decides to do his own work and not depend on
any one else, then you may be sure there will be no more delay."
There was much fluttering and trying out of wings that afternoon, and at sunrise next day,
when the Farmer and his son cut down the grain, they found an empty nest.
Self-help is the best help.
a. Answering the motive questions.
b. Answering guide questions.
1. What did the writer of the poem says about noise? Does she like noise?
2. If you heard a boom of thunder, what would you do?
3. What would you expect a person to do if she heard a moaning wind?

Eloisa was eating her snacks in the canteen. When she looked around, she saw a
black purse lying on the table nearby. She got it and brought it to the lost-and-found
center of the school.
What do you think would probably happen?
Why do you say so?
4. Fixing Skills:
Read the following and choose the sentence that tells probably happen next.
1. In the early days, most things are made at home. Other things were made in shops.
The people did much of this work with their hands.
a. It was easy to do work.
b. Men earned much money from their work.
c. Work was done slowly.
5. Generalization:
What would you do to be able to give the events of what could happen next?
a. Guided Practice:
Write your own ideas to complete each sentence.
1. If I fix my blanket and pillow after waking up, _________.
2. If I eat good breakfast before going to school, ______________.
189
Divide the class into groups of 4. ask each leader of the group to pick a piece of
paper having a situation. Then, on a piece of cartolina, each group will write the
events that could probably happen next.
IV. Evaluation:
Read the situations. Then, select from the given choices the events that will happen next.
1. A band is playing in the plaza one early morning. Many people are there. All of them are well
dressed. They are standing around the flagpole. Two of them are holding the string of the big
flag.
a. The flag will be raised.
b. The flag will be changed.
c. The flag will be lowered.
2. Mildred is putting on a beautiful long gown. Her mother is helping her. There is a crown on a
table. There are decorated candles, too. Downstairs Mildred's father and brothers are
decorating an arch. What do you think is going to happen?
a. Mildred is going to a wedding.
b. Mildred is going to have her picture taking.
c. Mildred is going to join a Santa Cruzan.
V. Assignment:
Write the appropriate event that will happen next to each of the following situations.
1. Mina had a very beautiful voice. She joined the singing contest in school. She practices very
well for the contest.
2. Nick planted some santan cuttings/ but he forgot to water them. What do you think will
happen to the plants?
190
ENGLISH VI
Date: ____________
I. Objective:
 Draw pictures of incidents that are possible to happen
Value: Being cautions
II. Subject Matter:

Drawing Pictures of Incidents that are Possible to Happen. “The Birthday Gift”
References: Exercises 17-18, Reading Comprehension Exercises in English VI
Aesop. The Cat and the Old Rat. The Aesop for Children. Library of Congress.

/ oo /
book poor
look fool
good food
2. Motivation:
What special gift to you want to receive on your birthday? Why?
3. Unlocking of Difficulties:
Choose the meaning of the underlined words from the word box.
a. I embraced Mother tightly after she forgave me for breaking her favorite jar.
b. Hanz longed to see his father who had been abroad since he was born.
wished edge care bang hugged left
4. Motive Question:
What birthday gift did the girl in the story received?
B. Presentation:
1. Story reading.
The Cat & the Old Rat
There was once a Cat who was so watchful, that a Mouse hardly dared show the tip of his
whiskers for fear of being eaten alive. That Cat seemed to be everywhere at once with his
claws all ready for a pounce. At last the Mice kept so closely to their dens, that the Cat saw
he would have to use his wits well to catch one. So one day he climbed up on a shelf and
hung from it, head downward, as if he were dead, holding himself up by clinging to some
ropes with one paw.
When the Mice peeped out and saw him in that position, they thought he had been hung up
there in punishment for some misdeed. Very timidly at first they stuck out their heads and
191
sniffed about carefully. But as nothing stirred, all trooped joyfully out to celebrate the death
of the Cat.
Just then the Cat let go his hold, and before the Mice recovered from their surprise, he had
made an end of three or four.
Now the Mice kept more strictly at home than ever. But the Cat, who was still hungry for
Mice, knew more tricks than one. Rolling himself in flour until he was covered completely,
he lay down in the flour bin, with one eye open for the Mice.
Sure enough, the Mice soon began to come out. To the Cat it was almost as if he already had
a plump young Mouse under his claws, when an old Rat, who had had much experience with
Cats and traps, and had even lost a part of his tail to pay for it, sat up at a safe distance from a
hole in the wall where he lived.
"Take care!" he cried. "That may be a heap of meal, but it looks to me very much like the
Cat. Whatever it is, it is wisest to keep at a safe distance."
The wise do not let themselves be tricked a second time.
a. Answering the motive question.
The girl received a motorbike on her birthday.
b. Comprehension Questions:
 Why was the father unhappy with the birthday gift?
 How did Theresa learn to ride a motorbike?
c. Valuing:
Why do you think did Therese meet an accident?
Present a picture from the selection read. Have the pupils arrange them according to
how they happened in the story.
4. Fixing Skills:
Group Work.
After reading the selection, have the groups draw the incidents that are possible to
happen.
5. Independent Practice:
Have the pupils read the selections that follow, then draw the incidents that are
possible to happen.
The Foolish Chicken
One day a chicken stood near a pond watching the ducks swim fast. It longed to swim
like them. But its mother had warned it not to go near the pond, as it could fall into the
water and drown.
IV. Evaluation:
Draw the incidents that may happen in this story.
A fox saw a crow upon a tree with a morsel in. its beak. It wanted that bit of food very badly.
So it flattered the crow and asked her to sing.
V. Assignment:
Draw the incidents that may happen to your favorite tele-series.
192
193
ENGLISH VI
Date: ____________
I. Objective:
 Analyze ideas as to cause and effect from discussions
Value: Preservation of artworks, Love for nature
II. Subject Matter:

Analyzing Ideas as to Cause and Effect
References: BEC 6 Reading pp. 80-86; pp. 88-89
Aesop. The Ass and his Shadow. The Aesop for Children. Library of Congress.
Materials: chart, pictures, strips of cartolina

ed/t
marched sketched
discussed reached
asked surprised
2. Review:
Read each sentence. Find the error and encircle it.
a. Animals are producers in this world.
b. The sun provides water to the living things.
Pick out a leaf and match to its appropriate meaning.
monastery chapel museums model portrait
______ a building where monks live.

______ pictures
______ person who poses for an artist
4. Motivation:
Have you heard about the so called "Four Famous Paintings"?
Why do you think they are so famous?
B. Presentation:
1. Story reading.
The Ass & His Shadow
A Traveler had hired an Ass to carry him to a distant part of the country. The owner of the
Ass went with the Traveler, walking beside him to drive the Ass and point out the way.
The road led across a treeless plain where the Sun beat down fiercely. So intense did the heat
become, that the Traveler at last decided to stop for a rest, and as there was no other shade to
be found, the Traveler sat down in the shadow of the Ass.
194
Now the heat had affected the Driver as much as it had the Traveler, and even more, for he
had been walking. Wishing also to rest in the shade cast by the Ass, he began to quarrel with
the Traveler, saying he had hired the Ass and not the shadow it cast.
The two soon came to blows, and while they were fighting, the Ass took to its heels.
In quarreling about the shadow we often lose the substance.
a. What makes “Mona Lisa” famous?
b. Who painted it?
c. Why did the Italian merchant choose that painter to paint – portrait of his wife?

Read carefully the underlined sentences. Answer the questions that follow.
1. People look at "Mona Lisa" with delight because of her mysterious smile.
a. What is the effect of knowing how to paint solid and like-like?
b. Why do people look at "Mona Lisa" with delight?
4. Fixing Skills:
In each pair of sentences, which is the cause and which is the effect?
1. People need to plant more trees. Trees prevent floods.
2. Pablo found a two-peso coin. He planned to buy a yoyo.
5. Generalization:
What is cause? What is effect? What connectives are used to introduce a cause or
effect?
a. Guided Practice:
Write under each column where the sentence should be written.
Effect Connective Cause
1. The people cheered loudly for Gen. Emilio Aguinaldo because he had
announced his plan to proclaim Philippine Independence on June 12, 1898.
Do as instructed
1. List down all possible causes to flash floods in different places.
2. List down all the possible effects to big families.
IV. Evaluation:
Analyze the given ideas as to cause and effect. Complete the following sentences.
1. The pedestrian broke a traffic role so __________.
2. He studies hard, that's why __________.
3. We experience flash floods because ___________.
4. She finished her assignment in order to __________.
V. Assignment:
195
Write 5 sentences showing – cause and effect.
196
ENGLISH VI
Date: ____________
I. Objective:
 Use the present perfect tense of the verb.
Value: Independence
II. Subject Matter:

Using the Present Perfect Tense of the Verb.
References: PELC 8.1.1, p. 24 (spelling) Growing in English 6 – Language pp. 163-170
Aesop. The Miller, His Son & the Ass. The Aesop for Children. Library of

1. Drill:
Give the past participle form of the following verbs.
Break write throw bring fight
2. Motivation:
How did you feel doing a job alone? Were you able to do it alone?
B. Presentation:
1. Story reading.
The Miller, His Son, & the Ass
One day, a long time ago, an old Miller and his Son were on their way to market with an Ass
which they hoped to sell. They drove him very slowly, for they thought they would have a
better chance to sell him if they kept him in good condition. As they walked along the
highway some travelers laughed loudly at them.
"What foolishness," cried one, "to walk when they might as well ride. The most stupid of the
three is not the one you would expect it to be."
The Miller did not like to be laughed at, so he told his son to climb up and ride.
They had gone a little farther along the road, when three merchants passed by.
"Oho, what have we here?" they cried. "Respect old age, young man! Get down, and let the
old man ride."
Though the Miller was not tired, he made the boy get down and climbed up himself to ride,
just to please the Merchants.
At the next turnstile they overtook some women carrying market baskets loaded with
vegetables and other things to sell.
197
"Look at the old fool," exclaimed one of them. "Perched on the Ass, while that poor boy has
to walk."
The Miller felt a bit vexed, but to be agreeable he told the Boy to climb up behind him.
They had no sooner started out again than a loud shout went up from another company of
people on the road.
"What a crime," cried one, "to load up a poor dumb beast like that! They look more able to
carry the poor creature, than he to carry them."
"They must be on their way to sell the poor thing's hide," said another.
The Miller and his Son quickly scrambled down, and a short time later, the market place was
thrown into an uproar as the two came along carrying the Donkey slung from a pole. A great
crowd of people ran out to get a closer look at the strange sight.
The Ass did not dislike being carried, but so many people came up to point at him and laugh
and shout, that he began to kick and bray, and then, just as they were crossing a bridge, the
ropes that held him gave way, and down he tumbled into the river.
The poor Miller now set out sadly for home. By trying to please everybody, he had pleased
nobody, and lost his Ass besides.
If you try to please all, you please none.
What do you think happen to Sir John Trevanion?

How did cryptography help him escape prison?

Go ever the underlined verbs.
a. Cryptography has grown in recent years.
b. This form of communication has been known for centuries.
c. Many have seen its usefulness.
3. Fixing Skills:
Here are sentences. Which sentences are in the present perfect tense?
a. His mood grew gloomier.
b. He saw no way to escape.
c. Many people have used it.
4. Generalization:
When do we present perfect tense?
How do we form the present perfect tense of verbs?
a. Guided Practice:
Use the following present perfect tense in sentences.
1. has/have been
2. has/have felt
3. has/have looked
198
Form the present perfect tense of the following using has/have. Use it in
meaningful sentence.
1. are
2. break
3. choose
IV. Evaluation:
Choose the correct verb in each sentence.
1. Thess (bas forgotten, have forgotten) her books on the table.
2. My scoutmaster has (taught, teached) me raised the flag since I was a Grade Four scout.
3. My teacher (has choosen, bas chosen) our group to perform the dance tomorrow.
V. Assignment:
Give the missing forms of the verbs in the chart below. Use each present perfect tense in
sentence.
Ex. Verbs Past Form Present Perfect Tense

begin begun (has/have) begun
1. hide hid (has/have _______)
2. blow ______ (has/have) blown
3. draw drew (has/have _______)
4. freeze froze (has/have _______)
5. sink ______ (has/have) sunk
199
ENGLISH VI
Date: ____________
I. Objective:
 Draw pictures of characters reaction that is possible to happen.
Value: Concern to others
II. Subject Matter:

Drawing pictures of Incidents/Characters that is Possible to Happen
References: Growing in English (Reading) pp. 120-133
Aesop. The Wolf, the Kid & the Goat. The Aesop for Children. Library of
Selections: Delia Learns a Lesson From the Teeth and the Tongue
Materials: chart, show me cards, pictures and strips of cartolina

1. Drill:
Pick out a (turn upside down) strip of cartolina and act out the message
a. writhing in pain
b. winning the declamation contest
c. offered a helping hand to the old woman
2. Review:
What do you expect when:
a. there is a continuous rain?
b. you review for the test?
c. you did not make your assignment?
3. Unlocking difficulties:
Clap your hands 3 times if the meaning is correct and stamp your feet twice is not.
a. When you're broke, do you mean you have money?
b. If a daughter is the parent's apple of the eye, is she well liked?
4. Motivation:
How many of you are easy to deal with? Are you friendly? Do you like to be with
your cousins?
B. Presentation:
1. Story reading.
The Wolf, the Kid, & the Goat
Mother Goat was going to market one morning to get provisions for her household, which
consisted of but one little Kid and herself.
"Take good care of the house, my son," she said to the Kid, as she carefully latched the door.
"Do not let anyone in, unless he gives you this password: 'Down with the Wolf and all his
race!'"
200
Strangely enough, a Wolf was lurking near and heard what the Goat had said. So, as soon as
Mother Goat was out of sight, up he trotted to the door and knocked.
"Down with the Wolf and all his race," said the Wolf softly.
It was the right password, but when the Kid peeped through a crack in the door and saw the
shadowy figure outside, he did not feel at all easy.
"Show me a white paw," he said, "or I won't let you in."
A white paw, of course, is a feature few Wolves can show, and so Master Wolf had to go
away as hungry as he had come.
"You can never be too sure," said the Kid, when he saw the Wolf making off to the woods.
Two sureties are better than one.
a. Who were the main characters? Describe each.
b. What did Delia do with the money given by her father?
c. What did Delia’s father command her to give to Auring?

How will you figure out the main characters in the story?
4. Fixing Skills:
a. How would you act-out Delia while asking for money?
b. Dramatize the situation when Delia’s mother introduced her to her aunt and cousin.
5. Generalization:
In figuring out characters, what do you need to have?
Using your imagination, draw the characters in the situation below.
A flash flood is about to reach Don Jose's village. There are children playing outside
the house.
IV. Evaluation:
Listen and draw from your imagination any character found in the dialogue.
V. Assignment:
Draw using your imagination our school 10 years from now.
201
ENGLISH VI
Date: ____________
I. Objective:
 Write and ending to a given situation
Value: Safety precautions against accidents; Helpfulness
II. Subject Matter:

Writing an Ending to a Given Situation
References: PELC 7 Writing, p. 24 Growing in English 6 TM, pp. 190-191

Growing in Language 6 Language pp. 244-245 BES LP pp. 350-351
Aesop. The Lion, the Ass & the Fox. The Aesop for Children. Library of Congress.
Materials: strips of cartolina, boxes, picture of a rickshaw in a Chinese neighborhood, a

story, pocket chart, manila paper

/s/ vs. /sh/
Pronounce the /s/ and /sh/ sounds correctly.
a. Word Drill
/s/ /sh/
see she
sore shore
same shame
b. Phrase Drill
shake the bottle wish for the moon shame on you
on the shore push the button wash the dishes
2. Review:
Review on Cause and Effect
1. You saw a snake under an old bench.
2. The milk gets spoiled
3. He slipped and fell down
3. Motivation:
Look at the picture. What neighboring country reminds you of a rickshaw? The
kind of dress that the person wear? Does China and other countries like Singapore, still
have rickshaw on their streets? Further ask the pupils to describe the scene they see in
the picture on page 244.
B. Presentation:
1. Reading of the story.
The Lion, the Ass, & the Fox
A Lion, an Ass, and a Fox were hunting in company, and caught a large quantity of game.
The Ass was asked to divide the spoil. This he did very fairly, giving each an equal share.
202
The Fox was well satisfied, but the Lion flew into a great rage over it, and with one stroke of
his huge paw, he added the Ass to the pile of slain.
Then he turned to the Fox.
"You divide it," he roared angrily.
The Fox wasted no time in talking. He quickly piled all the game into one great heap. From
this he took a very small portion for himself, such undesirable bits as the horns and hoofs of a
mountain goat, and the end of an ox tail.
The Lion now recovered his good humor entirely.
"Who taught you to divide so fairly?" he asked pleasantly.
"I learned a lesson from the Ass," replied the Fox, carefully edging away.
Learn from the misfortunes of others.
b. What did the rickshaw man do?
c. How did Lu Hsun react to the situation?
3. Discussion Question:
How do you think the story ended? Welcome some endings. Then invite the pupils to
open their textbooks on page 244. Listen well, and choose the most likely ending.
4. Fixing Skills:
Try to create a story similar to the story you have listened to. Instead of a rickshaw
man, make a bus driver or a taxi driver as the main character. Be sure that everyone
participates.
5. Generalization:
How do you give an appropriate ending to a situation? Based on known facts and
familiar events, you can draw up the logical consequences of an action or event.
6. Application:
Analyze and write the appropriate ending below the given situation.
1. The maid left a pot of mongo beans to boil on the stove. She did some laundering
outside the house. In less than an hour ...
2. A gate with a sign, "Beware of Dogs," had been left open. A boy of 12 was passing
by, suddenly ...
7. Valuing:
In what ways safety precautions help? Cite examples.
IV. Evaluation:
Write an appropriate ending for each situation.
1. A pedestrian hurried to cross the street. He had not reached the other side when the traffic
light switched from yellow to green. Wheels of waiting vehicles rushed impatiently on. In an
203
instant...
2. Nico and his playmates wandered by a construction site. A painter working high up on a
scaffolding, accidentally dropped his can of paint. Directly below was Nico picking up a
scrap of wood. Luckily, an alert foreman had heard the painter's shout, and just in time ...
V. Assignment:
Read the situation and write the ending in your English notebook.
One Saturday afternoon, Jerry and Tony climb on a tree to pick some guavas. Tony saw a big,
ripe guava, he tried to reach it op but the branch is too small for him ...
204
ENGLISH VI
Date: ____________
I. Objective:
 Analyze ideas as cause and effect to news heard
Value: Love for our National Language.
II. Subject Matter:

Analyzing Ideas as Cause and Effect to News Heard
References: PELC Listening 6, p. 24 Philippine Star
Aesop. The Lion’s Share. The Aesop for Children. Library of Congress.
Materials: charts, strips of cartolina, manila paper

1. Review:
Match the following causes on Column A to 'the suitable effects on Column B. (Write
it on strips of cartolina)
A B
1. missing breakfast a. failed test
2. strong typhoon b. feeling hungry
3. forget to study c. roofless houses
4. drunk driving d. late to work
5. faulty sleep e. car accident
Arrange the jumbled letters to get the hidden words based on the given clues.
a. n g s t e r you - young fellow
b. d a n gee n red - exposed to danger
c. s i v e v ape r - spreading all over, passing through without causing disruption.
3. Motivation:
Do you know Manuel L. Quezon? What was his greatest contribution to our country?
Do you think it is important to have our own language? What does it symbolizes?
B. Presentation:
1. Story reading.
The Lion's Share
A long time ago, the Lion, the Fox, the Jackal, and the Wolf agreed to go hunting together,
sharing with each other whatever they found.
One day the Wolf ran down a Stag and immediately called his comrades to divide the spoil.
Without being asked, the Lion placed himself at the head of the feast to do the carving, and,
with a great show of fairness, began to count the guests.
205
"One," he said, counting on his claws, "that is myself the Lion. Two, that's the Wolf, three, is
the Jackal, and the Fox makes four."
He then very carefully divided the Stag into four equal parts.
"I am King Lion," he said, when he had finished, "so of course I get the first part. This next
part falls to me because I am the strongest; and this is mine because I am the bravest."
He now began to glare at the others very savagely. "If any of you have any claim to the part
that is left," he growled, stretching his claws meaningly, "now is the time to speak up."
Might makes right.
The North Wind & the Sun
The North Wind and the Sun had a quarrel about which of them was the stronger. While they
were disputing with much heat and bluster, a Traveler passed along the road wrapped in a
cloak.
"Let us agree," said the Sun, "that he is the stronger who can strip that Traveler of his cloak."
"Very well," growled the North Wind, and at once sent a cold, howling blast against the
Traveler.
With the first gust of wind the ends of the cloak whipped about the Traveler's body. But he
immediately wrapped it closely around him, and the harder the Wind blew, the tighter he held
it to him. The North Wind tore angrily at the cloak, but all his efforts were in vain.
Then the Sun began to shine. At first his beams were gentle, and in the pleasant warmth after
the bitter cold of the North Wind, the Traveler unfastened his cloak and let it hang loosely
from his shoulders. The Sun's rays grew warmer and warmer. The man took off his cap and
mopped his brow. At last he became so heated that he pulled off his cloak, and, to escape the
blazing sunshine, threw himself down in the welcome shade of a tree by the roadside.
Gentleness and kind persuasion win where force and bluster fail.
a. What is happening to the Cherokee language?
b. What is the reason why Cherokee language is dying?
c. How was the Cherokee language saved are revived?

Write the pupils answer to Question A on Comprehension check-up and analyze it.
Ask:
What part of the sentence is the cause? How did you identify it?
What part of the sentence is the effect? How did you identify it?
4. Fixing Skills:
In the following sentences taken from the news, identify which is the cause and
206
which is the effect.
1. A classroom was offered in Lost City School to teach Cherokee language because of
the plea of the tribe leader.
2. Some were being punished because of speaking the Cherokee language.
5. Generalization:
What is cause? What is effect? What connectives are used to introduce a cause or an
effect?
6. Infusion Values:
How can we show that we are proud of our national language?
IV. Evaluation:
Analyze the ideas I the following news. Then, underline the causes and box the effects.
A strong typhoon hit the town of Many Kardo so their place was flooded for almost three
days. Because of the heavy rain, the drops were submerged in the water. The crops was getting
ready for harvest time but the typhoon swept the rice field in no time. Some had gathered
whatever they could save from their field even if it was drenched and smelling…….
V. Assignment:
Write a short paragraph showing the cause and effect on the topic "Urban Gardening.
207
ENGLISH VI
Date: ____________
I. Objective:
 Use verb in the active voice
Value: Appreciation of God’s creations
II. Subject Matter:

Using Active Voice
References: PELC Speaking 8.1, p. 24 Growing in English (Language) 6 pp. 177-

178 Open Roads to Reading 6, pp.202-203
Aesop. The Cock and the Fox. The Aesop for Children. Library of Congress.
Materials: chart

1. Drill/Review:
Dictate the following sentences. Then ask the pupils to underline the subject and box
the predicate.
a. The pupils are happily dancing to the tune of spaghetti dance.
b. Plants need water and sunlight to grow.
c. Mrs. Sambrano teaches us how to recite the poem.
2. Motivation:
Show a picture of nighttime with many stars. Ask the pupils what do they usually do
during this kind of night. Aside from the stars, what other heavenly bodies do they see in
the sky at night?
3. Motive Question:
What heavenly body does Kauro wants to see?
B. Presentation:
1. Story reading.
The Cock & the Fox
A Fox was caught in a trap one fine morning, because he had got too near the Farmer's hen
house. No doubt he was hungry, but that was not an excuse for stealing. A Cock, rising early,
discovered what had happened. He knew the Fox could not get at him, so he went a little
closer to get a good look at his enemy.
The Fox saw a slender chance of escape.
"Dear friend," he said, "I was just on my way to visit a sick relative, when I stumbled into this
string and got all tangled up. But please do not tell anybody about it. I dislike causing sorrow
to anybody, and I am sure I can soon gnaw this string to pieces."
208
But the Cock was not to be so easily fooled. He soon roused the whole hen yard, and when
the Farmer came running out, that was the end of Mr. Fox.
The wicked deserve no aid.
a. How does he see stars that could not be seen by naked eyes?
b. What other things he saw in the sky?
c. What did he do with his observations?

Study the following sentences taken from the selection.
a. Kauro peer eagerly through the telescope.
b. He saw the stars.
c. He sketches it.
4. Fixing Skills:
Let the pupils answer the remaining three sentences on Analysis and Discussion.
5. Generalization:
What is an active voice of the verb? How do we identify the active voice? What
pattern can we use in writing sentences in the active voice?
a. Guided Practice:
Study the following sentences. Write A on the blank if the sentence is in the
Active voice and X if not.
_____ 1. The teacher gave clear instructions.
_____ 2. Their teachers admire conscientious students.
Write these sentences highlighting the doer not the action of the doer.
1. the reflecting telescope, Isaac Newton, invented, in 1668
2. invented, 1709, somebody, the piano
IV. Evaluation:
Complete the following sentences by supplying the verb and direct object.
1. The pretty girl ______________________.
2. Our class ______________________.
3. The man ______________________.
4. The workers ______________________.
5. A strong typhoon ______________________.
V. Assignment:
Write a paragraph about the topic cleanliness in the school. Use the active voice of verb in
your sentences.
209
ENGLISH VI
Date: ____________
I. Objective:
 Use verb in the passive voice
Value: Listening politely
II. Subject Matter:

Using Verb in the Passive Voice
References: PELC 8.1 Speaking, p. 24 BES 6, TM, p. 129 BES 6 LP, pp. 370-372
Aesop. The Ass in the Lion’s Skin. The Aesop for Children. Library of
Materials: pocket chart, card with words written.

a. Word Drill:
/a/ /t/ /ed/
called cooked attracted
scrubbed passed landed
b. Phrase Drill:
named for me walked to the stage
scrubbed the floor needed money
c. Sentence Drill:
The flower looked very pretty.
The dancers walked to the stage.
The food victims needed money.
2. Review:
Complete the sentence by choosing the .correct form of the verb below. Write only
the letter of the correct answer.
1. Peter _____ to the movie by this mother.
a. take c. was taken
b. taken d. has taken
2. A strong typhoon ______ the school building.
a. destiny c. destroyed
b. have destroyed d. was destroyed
3. Motivation:
Ask: "Did you see a shooting star last night? Did you make a wish?
B. Presentation:
1. Story reading.
The Ass in the Lion's Skin
210
An Ass found a Lion's skin left in the forest by a hunter. He dressed himself in it, and amused
himself by hiding in a thicket and rushing out suddenly at the animals who passed that way.
All took to their heels the moment they saw him.
The Ass was so pleased to see the animals running away from him, just as if he were King
Lion himself, that he could not keep from expressing his delight by a loud, harsh bray. A Fox,
who ran with the rest, stopped short as soon as he heard the voice. Approaching the Ass, he
said with a laugh:
"If you had kept your mouth shut you might have frightened me, too. But you gave yourself
away with that silly bray."
A fool may deceive by his dress and appearance, but his words will soon show what he really
is.
1. Shooting stars are not really stars, but masses of rack. They are called meteorites.
2. Meteorites move through outer space. They are attracted by the force of gravity of the
earth.

The above statements tell about general truths. They are in the simple present tense.
Read the underlined words in sentences 1, 2, and 3.
What do you noticed about the composition of the verbs?
4. Fixing Skills:
Rewrite the following sentences in the passive voice.
1. The members of the club planned some activities.
2. The girls collected pictures of heavenly bodies.
3. The boys prepared some albums.
5. Generalization:
How do we write sentences in the passive voice?
6. Valuing:
How did you listen to the teacher during class discussion?
Pupils will be grouped into 6. Each group will choose its leader. Then on the board
are pasted drawings of different science concepts.
3. shooting stars
4. a solar eclipse
3. lunar eclipse
IV. Evaluation:
Read the following sentences. Then write the passive form of each sentence without a by-
phrase. The beginning of each passive sentence is given.
1. Our club holds monthly meetings in the school library. Our monthly meetings ___________.
2. The president asks us to attend1he meetings. We ____________________.
V. Assignment:
Go through the headlines and news reports in newspapers. Underline sentences with passive
constructions. And on a piece of paper, list down at least five of them. If the passives are
211
abbreviated in headlines, expand them into sentences.
Examples:
a. Fort Santiago renovated by NGO.
b. Fort Santiago was renovated by a Non Government Organization.
212
ENGLISH VI
Date: ____________
I. Objective:
Value: Honesty
II. Subject Matter:

Writing About One’s Feelings/Reactions Using the Correct Form of the Verb.
References: Growing in English 6 pp. 139-145
Aesop. The Bear and the Two Travellers. The Aesop for Children. Library of
Materials: word cards, sentence strips, pocket chart

1. Drill:
Spelling ed and ing words
picnicked visiting
applauded accompanying
apologized engaging
2. Review:
Encircle all the verbs in these group of words.
beautiful paining dent
special playful sun
3. Motivation:
Have you ever written your life story? What make up one’s life story or
autobiography?
Form small groups. Tell each other some of your unforgettable experiences when you
were little children.
B. Presentation:
1. Story reading.
The Bear and the Two Travelers
TWO MEN were traveling together, when a Bear suddenly met them on
their path. One of them climbed up quickly into a tree and
concealed himself in the branches. The other, seeing that he
must be attacked, fell flat on the ground, and when the Bear came
up and felt him with his snout, and smelt him all over, he held
his breath, and feigned the appearance of death as much as he
could. The Bear soon left him, for it is said he will not touch
a dead body. When he was quite gone, the other Traveler
descended from the tree, and jocularly inquired of his friend
what it was the Bear had whispered in his ear. "He gave me this
advice," his companion replied. "Never travel with a friend who
deserts you at the approach of danger."
213
Misfortune tests the sincerity of friends.
a. When and where was Melissa born? How old is she now?
b. Who are her parents? What are their occupations?
c. How does she spend her weekends?

Study the sentences about Melissa’s autobiography.
a. Melissa's father is a school principal.
b. Her parents come from Tarlac.
c. She helps her mother in the store every weekend.
4. Generalization:
What tense do all the sentences express?
What does the simple present tense show?
Used the correct form of the verbs in the simple present tense.
Example:
How often do farmers harvest their crops?
They harvest two to three times a year.
1. What part of the country do your parents come from?
2. How many member nations does the ASEAN have?
IV. Evaluation:
Write a short paragraph using the sentences below. Use the correct for of the verb in each
blank.
1. It _____ Clean-up Day at Taal, Bocaue, Bulacan.
2. The people _____ early in the morning.
3. The men ______ the canals and the dirty places.
V. Assignment:
Write the paragraph about what you feel when you are in school.
214
ENGLISH VI
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
Aesop. The Bee and the Jupiter. The Aesop for Children. Library of Congress.
Materials: chart, sentence/phrase strips, pocket chart

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. Story reading.
The Bee and Jupiter
A BEE from Mount Hymettus, the queen of the hive, ascended to

Olympus to present Jupiter some honey fresh from her combs.
Jupiter, delighted with the offering of honey, promised to give
whatever she should ask. She therefore besought him, saying,
"Give me, I pray thee, a sting, that if any mortal shall approach
to take my honey, I may kill him." Jupiter was much displeased,
for he loved the race of man, but could not refuse the request
because of his promise. He thus answered the Bee: "You shall
have your request, but it will be at the peril of your own life.
215
For if you use your sting, it shall remain in the wound you make,
and then you will die from the loss of it."
Evil wishes, like chickens, come home to roost.
 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?
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
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
notebook.
216
ENGLISH VI
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
Aesop. The Blind Man and the Whelp. The Aesop for Children. Library of
Materials: word cards, cassette, song “When You Wish Upon a Star”

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. Story reaing.
The Blind Man and the Whelp
A BLIND MAN was accustomed to distinguishing different animals by

touching them with his hands. The whelp of a Wolf was brought
him, with a request that he would feel it, and say what it was.
He felt it, and being in doubt, said: "I do not quite know
whether it is the cub of a Fox, or the whelp of a Wolf, but this
I know full well. It would not be safe to admit him to the
sheepfold."
Evil tendencies are shown in early life.
 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
statement.
 What expression of desire or want is used in these sentence?
217
 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?
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
work
2.
3.
4.
5.
218
ENGLISH VI
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
Aesop. The Boy and the Filberts. The Aesop for Children. Library of Congress.
Materials: charts

1. Drill:
/j/
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 innkeeper?"
B. Presentation:
1. Silent reading of the story. “Defending a Poor Man”
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. Story reading.
The Boy and the Filberts
A BOY put his hand into a pitcher full of filberts. He grasped

as many as he could possibly hold, but when he tried to pull out
his hand, he was prevented from doing so by the neck of the
pitcher. Unwilling to lose his filberts, and yet unable to
withdraw his hand, he burst into tears and bitterly lamented his
disappointment. A bystander said to him, "Be satisfied with half
the quantity, and you will readily draw out your hand."
219
Do not attempt too much at once.
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?
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.
220
ENGLISH VI
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
Aesop. The Boy and the Nettles. The Aesop for Children. Library of Congress.
Materials: charts

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
community.
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. Story reading.
The Boy and the Nettles
A BOY was stung by a Nettle. He ran home and told his Mother,
saying, "Although it hurts me very much, I only touched it
gently." "That was just why it stung you," said his Mother. "The
next time you touch a Nettle, grasp it boldly, and it will be
soft as silk to your hand, and not in the least hurt you."
Whatever you do, do with all your might.
221
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.

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?
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.
222
223

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EFFECTIVENESS OF “A STORY A DAY (LIBRARY HUB BOOKS)”

IN IMPROVING THE READING PERFOMANCE OF GRADE SIX PUPILS

Presented to the Schools Division Superintendent

TITLE: EFFECTIVENESS OF A STORY A DAY (LIBRARY HUB BOOKS) IN

RESEARCHER: MR. RODEL P. AGCAOILI

SCHOOL: MALASIN ELEMENTARY SCHOOL

DISTRICT: CLAVERIA EAST DISTRICT

This study attempted to determine the effectiveness of “A Story a Day (ASAD):

At present, the condition of the Grade VI class at Malasin Elementary School in

After a thorough implementation of the one o’clock reading intervention

Dr. Gilbert NaragTong, CEO VI, CESO V, the Schools Division

Dr. Rogelio H. Pacinos, Curriculum Implementation Division Chief for his

To all the Education Program Supervisors, who painstakingly shared their

Mrs. Shiela R. Castillo, Principal of Malasin Elementary School for her

Former Department of Education Secretary Jesli Lapus (2006-2010), during

“The quality of the product is dependent upon the controlling operation

Nursing up the prevailing malady of the Department of Education (DepEd) on

The objectives were achieved based on finding answers to the following

i. What is the reading performance of the respondents?

ii. Does reading a story a day has effect on academic performance?

VI. Definition of Terms

Reading is the ability to understand words contained in a document and make

Reading is the identification of the symbols and the association of appropriate

READING HABITS AND ACADEMIC PERFORMANCE

A creative and pragmatic education involves the habit of personal

READING HABIT AND ACADEMIC ACHIEVEMENT

Reading is an intellectual action which is possible only if a man forms a habit

Singh (2011) examined academic achievement and study habits of higher

Higginbotham (1999), examined the reading interests of middle school-sixth,

Perhaps, due to lack of good reading habits among students, academic

According to (Ogbodo, 2010) Parents send their children to school to learn. In

READING A STORY A DAY AND READING PERFORMANCE

Reading a story and academic achievement are essential for research

According to Palani (2012), the habit of reading one story a day is an

Palani (2012) is of the opinion that, effective reading is important avenue of

Stories provide life-changing perspective, says York University researchers.

b. Prepare the class

c. Use ASAD for the

2. Determine the Results of pretest - Percentage Difference

The research paradigm is shown in figure 1. The A Story a Day (ASAD):

Figure 1. The Research Paradigm

Table 1. Schedule of Reading Habit and List of Short Stories

PHIL-IRI Result on Oral Reading (Pre-test)

Table 2. Pupils’ Word Recognition and Comprehension Level (Pre-test)

Table 3. PHIL-IRI Oral Reading Profile (Pre-test)

PHIL-IRI Result on Silent Reading (Pre-test)

Table 4. Pupils’ Reading Speed and Comprehension Level (Pre-test)

Reading Speed Comprehension Level

PHIL-IRI Result on Oral Reading (Post-test)

In like manner, it could be seen on Table 7 that 12 or 60 percent of the pupils

Table 6. Pupils’ Word Recognition and Comprehension Level (Post-test)

PHIL-IRI Result on Silent Reading (Post-test)

Tables 8 and 9 display the PHIL-IRI Result on Silent Reading (Post-test)

Table 8. Pupils’ Reading Speed and Comprehension Level (Post-test)

Reading Speed Comprehension Level

Improvement on Pupils’ Oral Reading Level

After a thorough implementation of the one o’clock reading intervention

Table 10 presents the Improvement of Pupils’ Oral Reading Level as shown

It is further revealed on the Table that after painstakingly conducting the

1. The frequency and percentage distribution of pupils according to their reading

A Story a Day (ASAD) is a self-learning activity which aims to inculcate among

The sample Reading Journal was shown in the next page.

Title of the selection: