Rainbows in English - 6 PDF
Rainbows in English - 6 PDF
Rainbows in English - 6 PDF
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Rainbows
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ISBN 978-971-07-3132-9
Copyright © 2015 by Vibal Group, Inc. and Aurora Zenaida Lourdes M. Caro
All rights reserved. No part of this book may be reproduced or transmitted in any
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form or by any means––digital, electronic, or mechanical, including photocopying,
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recording, or any information storage and retrieval system––without permission in
writing from the publisher and authors.
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Published and printed by Vibal Group, Inc.
Manila: 1253 G. Araneta Ave., Quezon City
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Cebu: 0290 Nivel Hills, Lahug, Cebu City
Davao: Kalamansi Street cor. 1st Avenue,
Juna Subdivision, Matina, Davao City
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PREFACE
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The overarching principles/understandings about language that govern the edi-
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tion are as follows:
• Language is a system of symbols used for human communication.
• Language is functional and purposeful. Language is used for information and
understanding, for critical analysis and evaluation, for literary response and
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expression, and for social interaction.
• Language is a rule-governed behavior. Language is governed by both language
and social conventions—sound-to-spelling correspondences, grammatical conven-
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tions, rhetorical conventions, pronunciation and usage conventions, and basic
interpersonal communication conventions.
• Language processes are meaning-making processes. The language arts macro-
skills—listening, speaking, reading, writing, viewing, and representing—are think-
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ing, discovering, ordering, and meaning-making processes. They allow individuals
to make their thoughts and feelings visible and lead them to explain, interpret,
apply, empathize, assess, organize, analyze, and synthesize ideas, concepts, and
principles.
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Arts Curriculum and the five substrands of the Language Arts and Multi-literacies
Curriculum (LAMC).
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In sum, the significant features of the Rainbows in English, K to 12 Edition are
as follows:
• recognizes the interrelationship of the Language Arts domains and the Multi-
literacies substrands;
• reflects current trends and developments in instructional planning, language
and literacy instruction, and assessment and evaluation;
• uses electronically-driven instructional resources to complement and supplement
printed resources;
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• recognizes content standards, performance standards, and grade-specific com-
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petencies which are attainable within specific and appropriate conditions and
periods of time;
• develops language and literary skills in both hierarchical and spiral fashion;
• provides fun learning and practice of specific forms and structures in meaningful
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and realistic communication situations;
• provides for the use of language and language skills in both content and skill
areas across the curriculum;
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• recognizes learner characteristics and differences in terms of motivation, interests,
and learning styles, and provides differentiated instruction to cater to these
differences; and
• inculcates desirable Filipino values and develops deeply both Philippine and
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foreign cultures, thus, preparing the learner for global citizenship.
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Rainbows in English K to 12 Series
(Pupil’s Worktext Walkthrough)
The Rainbows in English K to 12 Series is a set of instructional materials for the
English Language Arts curriculum. The series integrates the five substrands of the
Language and Literacy Domains, namely: Listening, Speaking, Reading, Writing, and
Viewing and the fourteen integrated Language Arts domains. The series consists of
a Pupil’s Textbook and a Teacher’s Manual and Resource Materials. It has Web links
to i-learn.vibalpublishing.com.
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The essential features of the pupil’s textbook are marked by icons that enable
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the user to anticipate what the section includes.
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The titles of the lessons taken
up in a unit are listed in this
sidebar
In LISTEN, the learners are introduced to the text type they will listen to and the questions
they are expected to respond to demonstrate their listening comprehension. The activities
for the development of phonological awareness are likewise taken up in this section.
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In SAY IT RIGHT, activities for the de-
velopment of pronunciation skills and
for the acquisition of language forms
for basic interpersonal communication
are provided.
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In READ, texts from various gen-
res, both fiction and nonfiction,
to be read by the learners for
various purposes, are presented.
Activities for the development
of book and print knowledge,
alphabet knowledge, phonics
and word recognition strategies,
receptive and active, vocabulary,
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comprehension, study and strate-
gic-metacognitive strategies, and
literary skills are also provided in
this section.
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In WRITE IT DOWN, activities for
the acquisition of handwriting
skills, mechanical skills (spelling and
other writing conventions), and the
processes required for composing
various text types, both literary and
non-literary, are provided.
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Each strand has an objectives box.
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The lesson objectives of a strand
are listed in this box.
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VIEW IT introduces the learners to various
forms of illustrations, visuals, and media
for purposes of enjoyment and meaning
construction. The images are presented in
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the pupil’s textbook itself.
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Link and Write is found at the end of every unit and
is aimed at developing and honing the learner’s ability
to write various kinds of text types. The pupils learn to
use the steps in the writing process as they work on the
suggested composing tasks linked across the standards
of language arts.
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The Performance Task is a unit ender that
enables pupils to get exposed to and work
on a complex assessment—a performance
task assessment. It challenges their ability to
think and reason, make decisions, demonstrate
higher-order thinking skills, and construct fully-
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developed writing on oral presentations in
real-world contexts.
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The Unit Test provides various types of paper-and-pencil
tests as a form of summative assessment. These tests are
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Rainbows in English K to 12 Series
(Teacher’s Manual Walkthrough)
The Rainbows in English K to 12 Series is a set of instructional materials for the
Department of Education English Language Arts Curriculum. The series integrates the
five substrands of the Language Arts and Multi-literacies Curriculum (LAMC), namely:
Listening, Speaking, Reading, Writing, and Viewing and the fourteen Integrated
Language Arts domains, namely: Oral Language, Phonological Awareness, Book and
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Print Knowledge, Alphabet Knowledge, Phonics and Word Recognition, Fluency,
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Spelling, Writing and Composition, Grammar Awareness and Structure, Vocabulary
Development, Reading Comprehension, Listening Comprehension, Attitudes Towards
Language, Literacy and Literature, and Study Strategies. The series consists of a
Pupil’s Textbook and a Teacher’s Manual and Resource Materials. It has Web links
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to i-learn.vibalpublishing.com.
The Teacher’s Manual and Resource Materials is made up of two parts, namely:
Part I – Teacher’s Manual
Part II – Resource Materials
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The contents of Part I, the Teacher’s Manual, are the following:
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The Preface which presents the following:
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the Grade 6 Curriculum Guide in English the Content and Learning Activities Overview
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Each lesson guide has the following
subparts:
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Instructional Materials/Resources This is
a list of the print, audio, and visual materials to
be used in the lesson.
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main sections in the pupil’s worktext. These
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sections are as follows: Listening (Listen), Speaking
(Say It Right), Reading (Read), Writing (Write It
Down), and Viewing (View It). The two additional
sections are Test Yourself and Wrap Up. These
sections provide specific teaching and assessment
suggestions in order to confirm achievement
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of the specific lesson objectives and unit goals
through the Link and Write, Performance Task,
Unit Test, and Unit Learning Assessment as well.
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Part II, Resource Materials, aims to provide the teacher with instructional materials
which he or she needs in the various teaching-learning situations. This part includes
the following:
Pronunciation Key
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handwriting Model
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Assessment Tools These include rubrics
for Spelling and Handwriting, Punctuation
and Capitalization, Oral Communication,
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TABLE OF CONTENTS
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Part 1: Teacher’s Manual
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Lesson 1 Protectors of Freedom.................................................... 7
Lesson 2 Responsible Citizens...................................................... 13
Lesson 3 Warriors of Hope........................................................... 18
Lesson 4
Lesson 5
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Givers of Joy.................................................................
Those Who Value the Simple and True..............................
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Unit IV Content and Learning Activities Overview.................................. 105
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Part 2: RESOURCE MATERIALS
Pronunciation Key................................................................................. 144
Zaner-Bloser Cursive Handwriting Model............................................... 145
Assessment Tools................................................................................... 146
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Spelling and Handwriting Model Rubric............................................ 146
Punctuation and Capitalization Rubric.............................................. 146
Oral Communication Rubric.............................................................. 147
Listening Rubric................................................................................ 147
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Writing Rubric..................................................................................
Vocabulary Rubric.............................................................................
Sentence Structure and Grammar Rubric...........................................
Social Conventions Rubric.................................................................
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Multidimensional Fluency Scale for Reading Prosody......................... 149
Cursive Handwriting Rubric............................................................... 150
Professional Articles.............................................................................. 151
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Curriculum Guide in English
Grade 6
Source: Department of Education
Content Performance
Domains LEARNING COMPETENCIES
Standards Standards
• demonstrates un- • orally communi- • Share brief impromptu remarks about topics of interest to oneself
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derstanding of vari- cates information, and others
ous verbal elements opinions, and ideas • Speaking from notes or an outline, relate an experience in descrip-
in orally communi- effectively to differ- tive detail, with a sense of timing and decorum appropriate to the
cating information ent audiences using occasion
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a variety of literary • Perform expressive oral readings of prose, poetry, and drama
activities • Prepare and conduct interviews
• demonstrates • prepares for and • Present a coherent, comprehensive report on differing viewpoints
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understanding of participates effec- on an issue
various non-verbal tively in a range of • Evaluate the content of the material presented
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elements in orally conversations and • Organize the presentation in a manner appropriate to the audience
communicating collaboration with • Differentiate between formal and informal contexts and employ
information diverse partners, an appropriate style of speaking, adjusting language, gestures,
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Oral Language building on others’ rate, and volume according to audience and purpose
ideas and express-
ing their own clearly
and persuasively
• demonstrates un- • prepares for and • Distinguish between fact and opinion and provide evidence to
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derstanding of the participates effec- support opinions
oral standards of tively in a range of • Use appropriate strategies to keep a discussion going
English in order to conversations and • Observe the appropriate etiquette when expressing thanks and
participate in various collaboration with receiving praise
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oral communication diverse partners, • Reflect on the ideas and opinions of others and respond thoughtfully
demands (situation, building on others’ • Follow agreed-upon rules for discussions
purpose and audi- ideas and express- • Ask questions to check understanding of information presented,
ence) ing their own clearly stay on topic, and link their comments to the remarks of others
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and persuasively • Summarize information conveyed through discussion
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• demonstrates • Reads with suffi- • Read aloud grade six level text with an accuracy rate of 95– 100%
understanding that cient accuracy and • Read with automaticity 300 sixth grade high-frequency/sight
English language is fluency to support words
stress timed to sup- comprehension
port comprehension
• demonstrates • uses knowledge of • Read grade-level text with purpose and understanding.
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Fluency understanding that stress and intona- • Read grade-level prose and poetry orally with accuracy, appropri-
a change in stress tion of speech to ate rate, and expression on successive readings.
entails a change of appropriately evalu- • Use context to confirm or self-correct word recognition and under-
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meaning to evalu- ate the speaker’s standing, rereading as necessary.
ate the speaker’s/ intention, purpose • Use informal English when appropriate to task and situation with
author’s purpose and meaning correct intonation (stress, pitch, juncture)
and meaning
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• demonstrates • analyzes text types • Analyze figures of speech to evaluate a variety of literary text
understanding of to effectively under- (Onomatopoeia, Alliteration, Assonance, Consonance, Personifica-
various linguistics stand information/ tion, Apostrophe)
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nodes to compre- message(s) • Listen to narrative texts paying extra attention to descriptive details
hend various texts and clear event sequences (Situation, Narrator and/or characters,
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Sequence of events, Conclusion that follows from the narrated
experiences or events)
• Identify the elements of an informational/factual text (Informa-
Listening tional Reports, Dialogues, Procedures, Explanations, Descriptions,
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Comprehension Expositions (Cause and Effect, Problem-Solution-Contrast)
• demonstrates un- • uses linguistic cues • Distinguish among purposes for listening, such as gaining informa-
derstanding of text to effectively con- tion or being entertained, and take notes as appropriate s
types to listen for struct meaning from • Recall significant details and sequence accurately
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different purposes a variety of texts for • Follow a speaker's argument and represent it in notes
from a variety of a variety of purposes • Evaluate the reliability of information in a communication, us-
texts ing criteria based on prior knowledge of the speaker, the topic,
and the context and on analysis of logic, evidence, propaganda
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devices, and language
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• demonstrates • uses literal infor- • Paraphrase portions of a text read aloud
understanding of mation from texts • Recall significant details and sequence accurately
text types in order heard to construct • Summarize and explain the information conveyed in an oral com-
construct feedback an appropriate munication, accounting for the key ideas, structure, and relation-
feedback ship of parts to the whole
Alphabet
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Knowledge
Phonics
and Word
Recognition
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Phonological
Awareness
Spelling
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• demonstrates • uses knowledge of • Use combined knowledge of all letter-sound correspondences,
understanding that phonics (analytic syllabication patterns, and morphology (e.g., roots and affixes) to
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printed words are and synthetic) to read accurately unfamiliar multisyllabic words in context and out
made up of inter- effectively decode of context.
connected letters grade-appropriate • Compare and contrast the varieties of English (e.g., dialects, regis-
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with separate words ters) used in stories, dramas, or poems.
sounds that are
blended together to
form coherent pat-
Vocabulary tern of sounds
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• demonstrates • uses strategies to • Use context (e.g., cause/effect relationships and comparisons in
understanding that decode correctly the text) as a clue to the meaning of a word or phrase.
words are com- meaning of words • Use common, grade-appropriate Greek and Latin affixes and roots as
posed of differ- in isolation and in clues to the meaning of a word (e.g., photograph, photosynthesis).
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ent parts to know context • Acquire and use accurately grade-appropriate general academic
that their meaning and domain-specific words and phrases, including those that sig-
changes depending nal contrast, addition, and other logical relationships (e.g., how-
in context ever, although, nevertheless, similarly, moreover, in addition).
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• Consult reference materials (e.g., dictionaries, glossaries, thesau-
ruses), both print and digital, to find the pronunciation and deter-
mine or clarify the precise meaning of key words and phrases.
• demonstrates • uses figurative lan- • Interpret figurative language, including similes and metaphors, in
understanding of guage appropriately context.
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figurative language, in various contexts • Recognize and explain the meaning of common idioms, adages,
Vocabulary
word relationships and proverbs.
and nuances in • Use the relationship between particular words (e.g., synonyms,
word meanings to antonyms, homographs) to better understand each of the words.
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develop word con-
sciousness
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Book
Knowledge
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• demonstrates • uses linguistic cues • Analyze figures of speech to evaluate a variety of literary texts
understanding of to appropriately (simile, metaphor, personification, culture-based euphemism)
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various linguistics construct meaning • Analyze figures of sounds to evaluate a variety of literary texts
nodes to compre- from a variety of (onomatopoeia, alliteration, assonance, consonance)
hend various texts texts for a variety of • Identify the elements of narratives
purposes 1. Theme
2. Setting
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Reading 3. Characters (Heroes and Villains)
Comprehension 4. Plot (chronological-sequential, en medias res, flashback)
• demonstrates un- • uses knowledge of • Locate, explain and use information from text feature and organ-
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derstanding of text text types to correct- ize information to show understanding of main ideas within a text
elements to compre- ly distinguish literary through
hend various texts from informational
texts
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• demonstrated • uses diction (choice • Identify the elements of an informational/factual texts
understanding of of words) to accu- 1. Informational Reports
writing styles to rately analyze au- 2. Dialogues
comprehend the thor’s tone, mood, 3. Procedures
author’s message and point of view 4. Explanations
5. Descriptions
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• demonstrates • uses literal infor- 6. Expositions (advertisements, movies, etc.)
understanding that mation from texts 7. Recounts
reading a wide to aptly infer and 8. Response
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range of texts predict outcomes
provides pleasure
and avenue for
self-expression and
personal develop-
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ment
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Handwriting
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• demonstrates • drafts texts using • Write a poem on a given topic to express thoughts on experiences,
understanding of appropriate text people or events using visual imagery, appropriate language and
different formats to types for a variety music (raps, jingles, chants)
write for a variety of audiences and • Write a narrative showing comparison and contrast using effective
of audiences and purposes technique, clear and concise language and systematic organization
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purposes of ideas
Writing and
Composition • edits texts using ap-
propriate text types
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for a variety of audi-
ences and purposes
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• express ideas effec- • rewrites/revises texts • Write various texts using appropriate propaganda/s (band wagon,
tively in formal and using appropriate plain folks, glittering generalities, testimonial)
informal composi- text types for a • Write various informational/factual texts to produce spontaneous
tions to fulfill their variety of audiences and planned speech/utterances
own purposes for and purposes 1. Informational Reports
Writing and writing 2. Dialogues
Composition
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• publishes texts using 3. Procedures
appropriate text 4. Explanations
types for a variety 5. Descriptions
of audiences and 6. Expositions (advertisements, movies, etc.)
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purposes 7. Recounts
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writing or speaking functions in various will be walking) verb tenses.
discourse (oral and • Use modal auxiliaries (e.g., can, may, must) to convey various condi-
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written) tions.
• Form and use the perfect (e.g., I had walked; I have walked; I will
have walked) verb tenses.
• Use verb tense to convey various times, sequences, states, and
Grammar
conditions.
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• Recognize and correct inappropriate shifts in verb tense.*
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from a text.
• Use a comma before a coordinating conjunction in a compound
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sentence.
• Use a comma to separate an introductory element from the rest of
the sentence.
• Use punctuation to separate items in a series
• Use a comma to set off the words yes and no (e.g., Yes, thank you),
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to set off a tag question from the rest of the sentence (e.g., It’s true,
isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
• Use underlining, quotation marks, or italics to indicate titles of works.
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• demonstrates • utilizes discrete tech- • Use glossary and index of texts
understanding niques (general or • Use the dictionary to determine information of unknown or unfamiliar
of library skills to specific) and applies words
research a variety of appropriately them to • Use basic library skills to research for familiar topics
topics all or most fields of • Conduct short research projects that build knowledge about a topic.
study
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Research
(used to be • demonstrates un- • uses a variety of • Identify sources and gather relevant information for use in shared
Study Strategies) derstanding of the research strategies writing
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research process to to effectively write • Participate in shared writing about familiar topics, topics introduced
write a variety of a variety of texts for through printed materials and other classroom activities (Ex. Writing
texts various audiences as a group about a book unit, field trip, or other shared experiences
and purposes
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• demonstrates • applies knowledge • Describe different forms and conventions used in print, non-print
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understanding of the various forms and digital materials (colors, lines, layout, icons and images, verbal
of the forms and and conventions use)
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conventions of of print, non-print, • Describe different forms and conventions of film and moving pic-
print, non-print, and and digital materi- tures (lights, blocking, direction, characterization, acting, dialog,
digital materials to als to appropriately setting or set-up, cinematography)
understand various comprehend print,
viewing texts non-print, film and
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Viewing moving texts
• demonstrates un- • evaluates effec- • Analyze the forms and conventions used to establish the following
derstanding of the tively the message (Meaning/ message, Identity)
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various forms and constructed and • Analyze the versions of reality created and their effects to the
conventions of print, conveyed in various viewer and society (Limited reality, Make believe, Realities embed-
non-print, and digital viewing texts ded in fantasy, Facts and non-facts)
materials
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• demonstrates • applies different • Identify the target audience
understanding of views of the real • Analyze the setting used in print, non-print and digital materials
the various forms world to effectively (Urban or Rural; Affluent or Poor)
and conventions interpret (decon- • Analyze the characters used in print, non-print, and digital materi-
materials to critically struct) constructed als (Age and gender, Race and nationality, Attitude and behavior)
analyze the mean- meaning in print, • Determine constructs that are explicitly used to influence viewers
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ing constructed in non-print and digital (Stereotypes, Point of view, Propagandas
print, non-print, and materials
digital materials
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• demonstrates under- • applies understand- • Design simple visuals (Crop, Extract, Modify, Transform, Draw)
standing of construc- ing of forms and con- • Analyze the characters used in print, non-print, and digital materials
tion, deconstruction, ventions of viewing (Age and gender, Race and nationality, Attitude and behavior)
and reconstruction of texts to appropriately • Creates simple non-print materials (Video clips, Still pictures)
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print, non-print and create and recreate
digital materials meaning/ messages
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• demonstrates • applyies knowledge • Participate in discussion by listening attentively, demonstrating
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understanding of of non-verbal skills respect for the opinions of others, and responding responsibly and
non-verbal commu- to respectfully give courteously to the remarks of others
nication to commu- the speaker undi- • Explain and advance opinions by citing evidence and referring to
nicate with others vided attention and sources
acknowledge the • Accept and use helpful criticism.
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message
Attitude • Attend to the content of discussion rather than the speaker
• Evaluate the stated ideas and opinions of others, seeking clarifica-
tion through questions
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• Invite ideas and opinions of others into the discussion, responding
clearly and tactfully to questions and comments
• Establish and maintain an open mind when listening to others'
ideas and opinions
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• demonstrates • uses paralanguage • Nod occasionally
understanding of and non-verbal cues • Smile and uses other facial expressions
verbal and non- to respond appropri- • Encourage the speaker to continue with small verbal comments
verbal elements of ately like “yes” and uh huh”
communication to • Assert your opinions respectfully
respond back • Treat the other person as he or she would want to be treated
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• Allow the speaker to finish
Attitude
• demonstrates • uses a variety of • Summarize the main points of a discussion, orally and in writing,
understanding of strategies to provide specifying areas of agreement and disagreement and paraphrasing
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verbal and non- appropriate feed- contributions
verbal elements of back • Display and maintain facial expressions, body language, and other
communication to response cues that indicate respect for the speaker and attention
respond back to the discussion Participate in discussion without dominating
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• Distinguish between supported and unsupported statements
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Rainbows
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P A R T
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TEACHER’S
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MANUAL
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UNIT I: The Roles We Play
Content and Learning Activities Overview
Lesson
Listening Speaking Reading Grammar Writing Viewing
Title
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Lesson 1 Listening to an Saying the Poem: Cry Recognizing Spelling Literary Freedom Is . . .
Protectors of Article Correct Stress Freedom the Types of Terms
Freedom in Statements Sentences
Recognizing Identifying Composing
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pp. 4–25 Stress in Reciting a Generic and Rhymes
Statements Poem Excerpt Specific Words
Big Idea:
Analyzing
Those who love
Sound Devices
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freedom with
responsibility
tends to fight
boldly to
protect it.
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Lesson 2 Listening to Asking Story: Kirab Using Speliing The Spolarium
a Series of Questions with the Artist Interrogatives Content Words
Responsible
Directions the Correct (Art)
Citizens Using
Intonation
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pp. 26–49 Recognizing Synonyms Filling Out
Intonation Forms
Analyzing
Big Idea: Patterns
the Element
Responsible of Imagery in
citizens fulfill Poetry
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their duties and
responsibilities
faithfully.
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The Roles We Play
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Introduce the unit by asking the pupils: What does the word role mean?
You may write this word on the board. Then, instruct the pupils to open
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their books on pages 2–3. Direct their attention to the unit title and to
the background image. Have them read the title aloud in unison. Ask
why they suppose the unit is given that title. Have them also describe the
background image and relate it to the unit title. Next, read the verse to the
class and explain the meaning of it.
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Draw the pupils’ attention to the sidebar on page 3. Tell the class that
those are the lesson titles they will encounter in the unit. Elicit expecta-
tions or comments. You may ask: What title interests you most? Why?
Instruct the whole class to read the Big Question aloud. Tell the pu-
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pils that they are expected to answer this after working on the unit.
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I. Objectives
A. Listening
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• Recall details of an informational text listened to
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• Recognize the correct stress in statements to convey the right meaning
B. Speaking
• Say statements with the correct stress to convey the right meaning
• Recite an excerpt of a poem observing correct stress of words
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C. Reading
• Read with automaticity sixth grade high-frequency/sight words
• Identify generic and specific words
D. Grammar up
• Analyze sound devices used in literature such as alliteration and onomatopoeia
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III. Instructional Materials/Resources
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Textbook: Rainbows in English, Grade 6
Web link: i-learn.vibalpublishing.com
Word cards
Phrase cards
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Word chart
Drawing materials
pines acquired its present name, the archipelago or group of islands was already known
to Chinese traders as “Ma-yi” or “Ma-i” as early as 982 A.D. When Magellan came to the
Philippines in 1561, he called the islands “Archipelago de San Lazaro.” It was also around
this time that the Philippines was nicknamed “Las Islas del Poniente” or the islands of
the West.
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But the name that stayed was given by Ruy Lopez de Villalobos in 1543. When the
Spanish expedition he headed reached the shores of Mindanao, the Spanish explorer
called the archipelago “Filipinas” in honor of Prince Felipe who later became King Philip
II—the greatest king of Spain. In 1554, the name “Filipinas” first appeared on a rare map
published in Venice. Filipinas was later on changed to “Philippine Islands” by the Ameri-
cans and finally to “Republic of the Philippines” at the Declaration of Independence in
1946.
1. c 3. b
2. a 4. c
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B. Speaking (Say It Right)
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Saying the Correct Stress in Statements
Have the pupils say the sentences on page 7, paying attention to the extra stress placed
on the italicized words. Direct them to the discussion that follows. Have them read the
generalization in Remember before answering the exercise.
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The stressed words are the following:
1. heroes 4. shout
2. freedom
3. free
Direct pupils to the discussion and exercise on page 8. Have them recall the importance of
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putting stress on certain words. Have them apply this as they do the exercises.
C. Reading (Read)
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“Cry Freedom”
1. Motivation
Ask: Do you think our country, the Philippines, is truly free? What makes you say so??
2. Word Study
a. High-frequency Words
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Have the whole class read the words aloud. Then call on individual pupils to do
the same. Monitor pupils’ difficulty in reading some words and have the practice
on them.
b. Word Power
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Present the words using word cards displayed on a pocket chart. Have pupils read
the words aloud. Draw out the meaning of the words using context clues and/or
pictures. Then, have the pupils practice reading the phrases taken from the selec-
tion until they get it right.
To check for understanding, have pupils do Word Power Check.
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Direct pupils to the discussion on generic and specific words found on page 12. Have
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pupils differentiate based on the list of words found there. Have pupils read and un-
derstand the generalization in Remember before answering the exercise.
A. 1. move 5. head
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2. house 6. science
3. narrative 7. musician
4. personnel 8. reference
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B. Answers may vary.
1. CA 4. AS
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2. CO 5. CA
3. AL
Direct pupils to the dialogue on page 16 and have them carry it out with a classmate.
Then, direct them to the discussion on kinds of sentences on pages 17–18. Have them
identify the different sentences found in the dialogue. Have them understand and analyze
the types before answering the exercises.
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A. 1. ? 6. !
2. . 7. .
3. ! 8. ?
4. ? 9. ?
5. . 10. ?
.
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Answers may vary depending on words dictated.
Composing Rhymes
Direct pupils to the types of poetry found on page 21. Have them understand each type
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based on the examples given. Then, have them understand the generalizations in Remem-
ber before accomplishing the exercise.
5. nationality/language
6. value
7. leader
8. culture/abstract noun
9. board game
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10. pronoun
B. 11. cacophony – booming
12. alliteration – buzzing (of) busy bees, birds (on the) brittle branches
13. assonance – thinking, brink, sinking, bridge
14. cacophony – roar of thunder, clasps of lighting
15. assonance – measure, azure
.
25. statement
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26. question
27. imperative
28. statement
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H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils create
statement shirts on how they could be protectors of freedom.
up
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ba
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I. Objectives
A. Listening
• Follow a series of directions listened to
.
• Recognize intonation patterns in informative questions and questions answerable by
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yes and no
B. Speaking
• Ask questions with the correct intonation patterns
• Retell a procedure in an experiment
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C. Reading
• Read with automaticity sixth grade level high-frequency/sight words
• Read grade level text aloud with expression, accuracy, and appropriate rate
D. Grammar
up
• Use synonyms as context clues to word meaning
• Recognize the elements of poetry
B. Speaking
Asking questions with the correct intonation
C. Reading
• Reading selection: “Kirab the Artist”
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• Using synonyms
• Analyzing the elements of imagery in poetry
D. Grammar
Using interrogatives
.
III. Instructional Materials
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Textbook: Rainbows in English, Grade 6
Web link: i-learn.vibalpublishing.com
Word cards
Phrase cards
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Word chart
Drawing materials
A. Listening (Listen)
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Listening to a Series of Directions
Direct pupils to the pictures found on page 27. Have them listen to the steps in making a
paintbrush and list these down in the spaces provided. Then, have the pupils answer the
questions in Talk About These.
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Kirab is a young boy who loves to paint. He wants to join a painting contest but he
does not have the money to buy a new and expensive paintbrush. Thus, he thought of us-
ing recycled materials he could readily pick from garbage and from the things he already
has.
Help Kirab make his improvised paintbrush by following these series of directions.
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Then label the diagram in your book. These are the materials he will use:
1. dried grass stalks (e.g. cogon grass)
2. twig (pencil size)
3. nylon string/abaca/fine wire
4. masking tape
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5. glue or paste
6. knife
This is the procedure in making the improvised paintbrush.
1. Using a knife, make a slit of about 1/4 inch deep on one end of the twig.
2. Fill the slit with glue and insert the pre-cut (1 1/2 inches) stalks of dried grass.
3. Add more stalks around the slit to achieve a fuller brush.
4. Wind and tie securely with nylon string, abaca, or fine wire.
.
Asking Questions with the Correct Intonation
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Have the pupils say the questions on page 29, after modeling them. Then, have pupils do
the exercise.
C. Reading (Read)
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“Kirab the Artist”
1. Motivation
Ask: Have you ever sacrificed something in order to do what is right? What happened?
2. Word Study
a. High-frequency Words up
Have the whole class read the words aloud. Then call on individual pupils to do
the same. Monitor pupils’ difficulty in reading some words and have the pupils
practice on them.
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b. Word Power
Present the words using word cards displayed on a pocket chart. Have pupils read
the words aloud. Draw out the meaning of the words using context clues and/or
pictures. Then, have the pupils practice reading the phrases taken from the selec-
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A. 1. audience 5. judge
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2. organization 6. sample
3. contest 7. scraps
4. exhibited
B. Answers may vary.
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.
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A. Answers may vary.
B. expensive, saved, get, shoot, clearer, animals, forest, home,
expert, showed, use
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Direct pupils to the discussion on imagery found on pages 36–37. Have pupils analyze
the imagery found in the two excerpts given based on the italicized words. Have
pupils read and understand the generalizations in Remember before answering the
exercise.
up
1. Rivers are like people – visual
Or so it seems to me – thermal
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When running to the sea – visual
Like ocean’s stormy tide – auditory
Running wild and furious – tactile
Fields of waving grain – visual
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.
C–F. Answers may vary.
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E. Writing (Write It Down)
Spelling Content Words (Art)
Direct pupils to the words found on page 43. Have pupils find out the meaning of the
words using a dictionary. Have pupils practice the pronunciation as well. Then, have the
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pupils do the exercise.
The Spoliarium
Direct pupils to the image of the Spoliarium found on page 46. Have pupils answer the
given questions then do the tasks that follow. Have pupils create their own rendition of
the Spoliarium.
G. Test Yourself
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A. 1. a 5. a 9. c
2. a 6. b 10. d
3. b 7. b
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4. a 8. c
B–C. Answers may vary.
H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have them use inte-
rrogatives in interviewing various people about their duties and responsibilities as Filipino
citizens.
I. Objectives
A. Listening
• Note significant details in a narrative listened to
.
• Recognize the correct intonation patterns for statements and imperatives
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B. Speaking
• Use the correct intonation patterns for the different types of sentences
• Observe proper intonation in dialogues or conversations
C. Reading
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• Read with automaticity sixth grade level high-frequency/sight words
• Read grade level text aloud with expression, accuracy, and appropriate rate
• Use antonyms as context clues to word meaning
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• Determine the tone and mood in a selection or text
D. Grammar
Recognize and use more sentences for a specific purpose or audience
E. Writing
• Spell content words (specific to science)
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• Compose a haiku
F. Viewing
Determine images/ideas that are explicitly used to influence viewers
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B. Speaking
Using the correct intonation patterns
C. Reading
• Reading selection: “The Dragon Rock”
• Using antonyms
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.
Phrase cards
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Word chart
Drawing materials
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Direct the pupils’ attention to the lesson title, verse, and big idea. Ask: What does being OPTI-
MISTIC mean? How does being optimistic help one in becoming a warrior of hope?
A. Listening (Listen)
Listening to a Narrative
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Ask: Have you every experienced losing hope? Have you ever given hope to someone who
needed it? Have pupils listen to the story “A Helping Hand” and answer the questions in
Talk About These.
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Anna is the eldest among the eight children of Mang Delfin and Aling Puring. Her
parents work as dishwashers in a Chinese restaurant at the town proper.
Her parents’ income cannot provide for the family’s daily expenses. One afternoon,
Anna talked with her best friend Jean and told her that she might stop going to school.
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Her parents could not afford to send her to school anymore. Jean comforted Anna and
assured her that everything will be fine.
At home, Jean told her parents about Anna’s problem. Her parents suggested that
Anna become one of the scholars since she belongs to the top ten of their class. They
promised Jean that they will help Anna apply in the scholarship foundation as soon as
possible.
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The next day, Anna hugged her best friend Jean for the help she has done.
C. Reading (Read)
“The Dragon Rock”
1. Motivation
.
Ask pupils that they know about El Niño. Tell pupils that the story they are about to
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read is related to one of the effects of El Niño—drought.
2. Word Study
a. High-frequency Words
Have the whole class read the words aloud. Then call on individual pupils to do
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the same. Monitor pupils’ difficulty in reading some words and have the pupils
practice on them.
b. Word Power
up
Present the words using word cards displayed on a pocket chart. Have pupils read
the words aloud. Draw out the meaning of the words using context clues and/or
pictures. Then, have the pupils practice reading the phrases taken from the selec-
tion until they get it right.
To check for understanding, have pupils do Word Power Check.
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1. Yes 5. Yes
2. No 6. Yes
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3. No 7. Yes
4. No 8. No
.
Direct pupils to the discussion on identifying tone and mood found on page 63. Have
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pupils use the examples given to help them identify tone and mood. Have pupils read
and understand the generalizations in Remember before answering the exercise.
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1. Tone: hopeful; Mood: optimistic
2. Tone: joyful; Mood: jubilant
3. Tone: direct/honest; Mood: amazed
INFORMAL ASSESSMENT
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Have pupils give their own examples for each specific purpose.
Then, have pupils answer the exercise.
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Direct pupils to the words found on page 68. Have pupils find out the meaning of the
words using a dictionary. Have pupils practice the pronunciation as well. Then, have the
pupils do the exercise.
.
The Wrath of a Superstorm
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Direct pupils to the images of the aftermath of Typhoon Haiyan found on page 70. Ask
pupils what they know about this. Show a video in order to deepen their understanding.
Then, have pupils do the tasks.
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G. Test Yourself
24. c 28. d
H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have them share how they
can be Optimistic Warriors of Hope for the Philippines.
ba
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.
• Say sentences or expressions with proper rhythm units
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• Recite a poem with proper rhythm
C. Reading
• Read with automaticity sixth grade level high-frequency/sight words
• Recognize Latin roots and their meanings
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• Identify the elements of a short story
D. Grammar
Transform statements into questions
E. Writing
• Spell words with Latin roots
• Compose a cinquain, a form of poetry
F. Viewing
up
Interpret the message conveyed by a viewing text, connect it to personal experiences, and
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construct meaning out of it
A. Listening
• Listening to a short story
• Recognizing rhythm
B. Speaking
Speaking with proper rhythm
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C. Reading
• Reading selection: “The Little Daughter of the Snow”
• Recognizing Latin roots
• Identifying the elements of a short story
D. Grammar
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.
Phrase cards
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Word chart
Drawing materials
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Direct the pupils’ attention to the lesson title, verse, and Big Idea. Have pupils share their
experiences in giving and serving others and how it made them feel.
A. Listening (Listen)
Listening to a Short Story
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Have pupils listen to the selection “Noel’s Christmas” and answer the questions in Talk
About These.
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Noel’s Christmas
Noel’s parents took him to the airport. He flew to Manila alone. He was greeted by
his grandmother warmly. He rested on his first day in Manila. The following day, his
grandmother took him to places he had not seen before.
Noel found out that Christmas in Manila was no different from Christmas in Davao.
There were lots of Christmas decorations from the smallest to the biggest building. Lan-
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terns lighted with tiny colorful bulbs wound around everywhere, and there were gor-
geous Christmas trees with astonishing ornaments.
There were also lots of food. His grandmother served lechon kawali, fried fish, and
his favorite, adobo.
There were kids and adults singing Christmas carols, children kissing the hands of
their elders, visiting, giving gifts, window shopping, and doing other exciting activities.
.
“Mommy, Daddy, how about coming back here this summer?” He was very happy.
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Recognizing Rhythm
Have the pupils listen as the teacher reads the word groups found on page 75 aloud. Have
pupils pay attention to the pronunciation, particularly the rhythm. Have them read the
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generalization in Remember and apply these in the examples given as well as in answering
the exercise.
C. Reading (Read)
“The Little Daughter of the Snow”
1. Motivation
Present the saying “It is better to give than to receive.” to the pupils. Elicit their reac-
tions from it.
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2. Word Study
a. High-frequency Words
Have the whole class read the words aloud. Then call on individual pupils to do
the same. Monitor pupils’ difficulty in reading some words and have the pupils
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practice on them.
b. Word Power
Present the words using word cards displayed on a pocket chart. Have pupils read
the words aloud. Draw out the meaning of the words using context clues and/or
pictures. Then, have the pupils practice reading the phrases taken from the selec-
tion until they get it right.
To check for understanding, have pupils do Word Power Check.
.
Assign pupils to read the lines of the different characters. Assign other pupils to take
turns in reading the narrations.
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4. Comprehension Check (Think It Over)
Have pupils do Think-Pair-Share with the questions in Think It Over.
5. Skill Building (Build Your Reading Skills)
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Recognizing Latin Roots
Direct pupils to the discussion on Latin roots found on page 85. Have them under-
stand the Latin roots and their meanings in the table found on the same page. Have
pupils do the exercise.
A. B.
1. scribe
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1. describe
2. rupt 2. disrupt
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3. cede 3. proceeded
4. pose 4. position
5. scend 5. ascend
6. duct 6. product
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7. port 7. describe
8. scope 8. telescopic
INFORMAL ASSESSMENT
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derstand the different elements and analyze the story they just read using the graphic
organizer found on page 88. Have them apply the story elements in doing the exercise
with a partner.
.
2. Are the gift baskets for the carpenters’ families?
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3. Did the little children go caroling?
4. Did you attend the aguinaldo masses regularly?
5. Were Theody and Thea in the Christmas play?
6. Is there so much joy in giving?
7. Did we spend our holidays with the farmers?
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8. Does mother bake cookies for the street children?
9. Is Christmas the most awaited holiday of the year?
10. Can we celebrate Christmas in different ways?
stand the meanings and apply these in the exercise that follows.
G. Test Yourself
.
2. cent – accent 7. fix – pixel
3. audi – applaud 8. cend – present
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4. avia – caviar 9. ject – gesture
5. end – deafen 10. move – innovate
B. 11. ✔
12. Was help from non-government organizations tremendous?
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13. Did relief goods flood the evacuation centers?
14. ✔
15. ✔
16. ✔
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17. Did you bring a box of canned goods?
18. Did some donate noodles?
19. ✔
20. ✔
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C.
21. c 27. e
22. f 28. e
23. a 29. i
24. b 30. g
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25. e 31. i
26. d 32. j
H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have them write a narra-
tive about their experiences in feeling joy in giving.
ba
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I. Objectives
.
A. Listening
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• Identify the elements of a narrative poem listened to
• Map out the elements of the narrative poem listened to
B. Speaking
• Observe proper blending of words in saying sentences
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• Recite a narrative poem with proper blending
C. Reading
• Read with automaticity grade six level high-frequency/sight words
F. Viewing
Use pragmatic, textural, and other cues (visual elements and techniques used) to construct
and confirm meaning
A. Listening
• Listening to a narrative poem
• Mapping the elements of the narrative poem listened to
B. Speaking
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.
Truth, Simplicity, Honesty, Fairness
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III. Instructional Materials
Textbook: Rainbows in English, Grade 6
Web link: i-learn.vibalpublishing.com
Word cards
,I
Phrase cards
Word chart
Drawing materials
.
“The time has come,” the Walrus said,
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“To talk of many things:
Of shoes—and ships—and sealing wax—
Of cabbages and kings—
And why the tea is boiling hot—
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And whether pigs have wings.”
up
Direct pupils to the generalizations in Remember found on page 100. Have pupils listen
to your reading of the poem “The Wreck of Hesperus” on pages 226–228 of the textbook
and have them answer the exercise that follows with a partner.
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B. Speaking (Say It Right)
Observing Proper Blending
Have the pupils repeat the phrases on page 101 after the teacher. Have pupils analyze the
phrases. Direct pupils to the discussion and guidelines on proper blending found on the
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C. Reading (Read)
“The Baker’s Neighbor”
1. Motivation
ba
the same. Monitor pupils’ difficulty in reading some words and have the pupils
practice on them.
b. Word Power
Present the words using word cards displayed on a pocket chart. Have pupils read
the words aloud. Draw out the meaning of the words using context clues and/or
pictures. Then, have the pupils practice reading the phrases taken from the selec-
tion until they get it right.
To check for understanding, have pupils do Word Power Check.
.
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4. Comprehension Check (Think It Over)
Discuss the answers to questions 1–8 as a class.
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Direct pupils to the discussion on Greek roots found on page 113. Have them under-
stand the Greek roots and their meanings in the table found on the same page. Have
pupils do the exercise.
1.
2.
3.
anthrop – a
thermo – c
zo – a
up 6.
7.
8.
path – b
chron – b
chron – a
4. hydro – d 9. morph – a
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5. techno – a 10. ped – a
understand the different sub-elements. Have them use a graphic organizer in analyz-
ing the plot of the story “The Reward” found in the exercise that follows.
.
5. do they 10. should I 15. doesn’t he
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C. Answers may vary.
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the words. Then, have the pupils answer the exercise.
Direct pupils to the discussion on free verse found on page 124. Have pupils analyze the
samples and use these as models in doing the exercise that requires them to write their
own free verse poem.
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Answers may vary.
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G. Test Yourself
H. Wrap Up
Have the pupils go over the lesson title, big idea, and the verse. Have them create a free
.
verse poem about what are really important in life.
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I. Link and Write
Writing a Four-Stanza Poem
Tell the pupils that they will compose a poem. Go over the steps of the writing process
,I
found on pages 130–131. Then, have pupils start writing their drafts and eventually share
their work.
J. Performance Task
Be a Poet Laureate! up
Direct pupils to the situation found on page 132. Tell them that they are to present their
poem during an assembly. Show them the criteria found on page 132 to serve as their
guide.
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K. Unit Test
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1. d 11. d
2. c 12. a
3. c 13. c
4. c 14. c
5. c 15. b
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6. a 16. d
7. b 17. c
8. a 18. b
9. d 19. c
10. b 20. d
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Lesson
Listening Speaking Reading Grammar Writing Viewing
Title
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Lesson 6 Listening to a Pronouncing Story: The Following Spelling Words What Progress
When Mother News Report Words with Day the Frogs Subject with the [a] Really Is
Earth Makes the [a] and [aˉ] Cried and Verb and [aˉ] Sounds
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Recognizing
a Call Sounds Agreement
Words with Using Writing a News
pp. 140–163 the [a] and [aˉ] Retelling a Synonyms and Story
Big Idea:
Vowel Sounds News Report Antonyms as
What we Listened To Context Clues
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do to the Identifying
environment Big Ideas and
we do to Smaller Ideas in
ourselves. Paragraphs
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Lesson 7 Listening to an Pronouncing Story: The Using the Plural Spelling Words Organizations
Responding Article Excerpt Words with the Secret of Bog of Collective with the Short That Answer
to the Call Short and Long Creek Farm and Some and Long e the Call
Recognizing
e Sounds Recognizing Special Nouns Sounds
Words with the
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pp. 164–193
Long e Sound Reciting Poems and Using Taking Down
Big Idea:
for a Verse Words with Important
There are Multiple
many ways by Choir Notes
Meanings
which we can
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help protect, Identifying
preserve, and the Stated or
nurture the Implied Main
Idea of a
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environment
.
our home?
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Earth, Our Home
up
Begin the unit by asking the pupils the difference between house and home.
Ask further: What place do you consider your home? Then, instruct them to
open their books on pages 138–139. Draw their attention to the image and
to the unit title. Instruct the class to read the title aloud in unison. Elicit
some facts about the planet Earth. Ask: What makes Earth habitable? Is
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Earth our home? Why?
Call on a volunteer to read the given verse and ask some pupils to
explain its meaning.
Direct the pupils’ attention to the sidebar where the lesson titles are
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listed. Read the titles and tell the pupils that these are the lessons they will
explore throughout the unit. Then, direct the class to the Big Question.
Inform the pupils that the lessons they will tackle in this unit will provide
the answers for the Big Question.
ba
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.
• Recognize words with [a] and [ā] sounds
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B. Speaking
• Pronounce words with the [a] and [ā] sounds
• Retell a news report listened to
,I
C. Reading
• Read with automaticity sixth grade high-frequency/sight words
• Read grade level text aloud with expression, appropriate phrasing, attention to punc-
tuation, and comprehension
up
• Use synonyms and antonyms as context clues
• Identify big ideas/key concepts in a paragraph of a story
D. Grammar
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Observe the rules for subject-verb agreement in sentences
E. Writing
• Spell words with the [a] and [ā] sounds
• Write a news story or article
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F. Viewing
Identify and describe visual images shown
A. Listening
• Listening to a news report
• Recognizing words with [a] and [ā] vowel sounds
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B. Speaking
• Pronouncing words with the [a] and [ā] sounds
• Retelling a news report listened to
C. Reading
• Reading selection: “The Day the Frogs Cried”
• Using synonyms and antonyms as context clues
• Identifying big idea and smaller ideas in paragraphs
.
Caring for Nature
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III. Instructional Materials
Textbook: Rainbows in English, Grade 6
Web link: i-learn.vibalpublishing.com
,I
Word cards
Phrase cards
Word chart
Drawing materials
Good morning! This is the Great Discovery Integrated School News Center.
For our news: “Ecology Club Members Find Gold in Garbage”
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A group of students from the Ecology Club of Great Discovery Integrated School in
Cavite ventured on a project to protect the environment through waste segregation.
This was the result of their overnight stay at the Center for Ecozoic Living and Learn-
ing (CELL) in Silang, Cavite. The Ecology Club members aimed to reduce the solid waste
generated by students and maintain the cleanliness of their surroundings. “We want
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to help lessen the volume of trash in our school.” Shane Frias, the club president said.
“Through our club, we will make the GDIS students know the importance of waste seg-
regation,” she further explained.
They began the project after talking to the students during the general assembly.
The students were made responsible for the segregation in the school canteen and the
gym. There were trash bags allotted for biodegradable, non-biodegradable, plastics, and
bottles.
.
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Recognizing Words with the [a] and [ā] Vowel Sounds
Direct pupils to the two sets of words found on page 141. Have them identify the differ-
ent sounds and give more examples for each. Then, have them answer the exercises that
follow.
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A. 1. box: change, day, May
2. box: braid, lady’s
3.
4.
5.
6.
7.
circle: habit, trash, canals
box: canine; circle: Canada
circle: champ, animal
up
box and circle: evaluate; circle: facts; box: statements
box: take, break
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8. circle: adapt; box: everyday
9. box: weigh, sleigh; circle: hammock
10. circle: handle
B. Answers may vary.
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INFORMAL ASSESSMENT
Have pupils give more words with the two a sounds. Have pupils create a
Word Bank. Then, have pupils choose five words from each group and use
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these in sentences.
Have the pupils repeat the pairs of words on page 143 after the teacher. Have pupils take
note of the different sounds. Then, have them answer the exercise.
Retelling a News Report Listened To
Direct pupils to the discussion on the different elements of a news report found on page
144. Have them apply these as they retell the news story “Ecology Club Finds Gold in
Garbage.” Then, have pupils do the exercise.
.
practice on them.
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b. Word Power
Present the words using word cards displayed on a pocket chart. Have pupils read
the words aloud. Draw out the meaning of the words using context clues and/or
pictures. Then, have the pupils practice reading the phrases taken from the selec-
tion until they get it right.
,I
To check for understanding, have pupils do Word Power Check.
1. No
2. Yes
3. No
4. Yes
up 6. Yes
7. No
8. Yes
9. Yes
5. Yes 10. No
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3. Reading for Fluency
Have pupils read the story “The Day the Frogs Cried” found on pages 146–149.
Assign pupils to read the lines of the different characters and take turns in reading
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the narration.
1. A – shined 6. S – sickness
2. A – discouraged 7. S – leader
3. A – built 8. A – gray
4. A – hesitated 9. S – unbroken
5. A – unhappy 10. A – harmed
.
Following Subject and Verb Agreement
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Direct pupils to the discussion on subject-verb agreement found on pages 155–157. Have
them understand and apply the rules in the exercises that follow.
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A. 1. receives 4. sell
2. works 5. try
3. makes
B. 1. C 6. don’t
2. C
3. are
4. C
5. C
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7. is
8. C
9. complete
10. joins
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C. 1. help Rule 1 6. is Rule 5
2. needs Rule 9 7. has Rule 6
3. is Rule 3 8. is Rule 9
4. do Rule 1 9. are Rule 2
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Direct pupils to the discussion on writing a news story found on page 160. Have pupils
analyze the sample. Have pupils read and understand the guidelines in Remember before
doing the exercise.
G. TEST YOURSELF
.
A. 1. fossils
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2. bones
3. searches, relics
4. successes
5. thieves
B. 6. S
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7. A
8. S
9. A
10. S
C. Circle up
For years people have carved figures and furniture from wood.
Underline
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Wood can be carved more easily than stone.
However, insects can destroy wood.
Many wood carvers like plain, unpainted wood best.
Beautifully carved pieces are liked by many.
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H. WRAP UP
Have the pupils go over the lesson title, Big Idea, and the verse. Have them write a news
article about an environmental issue greatly affecting Mother Earth.
ba
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.
• Recognize words with the long e sounds
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B. Speaking
• Pronounce words with the short and long e sounds
• Recite poems for a verse choir
,I
C. Reading
• Read with automaticity sixth grade high-frequency/sight words
• Read grade level text aloud with purpose and understanding
up
• Recognize and use words with multiple meanings
• Give the stated or implied main idea of a paragraph
D. Grammar
Use the plural of collective and some special nouns
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E. Writing
• Spell words with the short and long e sounds
• Reconstruct a dictated text by taking down important notes
lG
F. Viewing
Identify visual images shown
A. Listening
• Listening to an article excerpt
• Recognizing words with the long e sound
B. Speaking
Vi
C. Reading
• Reading selection: “The Secret of Bog Creek Farm”
• Recognizing and using words with multiple meanings
• Identifying the stated or implied main idea of a paragraph
.
Demonstrating commitment and concern in conserving balance of life in an ecosystem
nc
III. Instructional Materials
Textbook: Rainbows in English, Grade 6
Web link: i-learn.vibalpublishing.com
,I
Word cards
Phrase cards
Word chart
Drawing materials
summary afterwards.
The 2004 Nobel Peace Prize chalked up several surprising firsts. It was the first time the
prize, established in 1901, was awarded to an African woman. And it was the first time
the Nobel committee chose to widen the scope for the award to include work on the en-
vironment, as well as direct contributions to peace.
Vi
The two are actually closely linked, as the winner, Wangari Maathai, Kenya’s deputy en-
vironmental minister explained, when she received the award. “The environment is very
important in the aspects of peace because when we destroy our resources and resources
become scarce, we fight over that. I am working to make sure we don’t only protect the
environment, we also improve governance.”
.
Direct pupils to the list of words found on page 166. Have them identify the long e sound.
nc
Then, have them answer the exercises that follow.
,I
B. Speaking (Say It Right)
Pronouncing Words with the Short and Long e Sounds
Have the pupils repeat the pairs of words found on page 167 after the teacher. Have pupils
up
give more words. Have them read and understand the generalizations in Remember. Then,
have them answer the exercises.
ro
1. seed 4. step
2. breath 5. teen
3. speak 6. sweet
Direct pupils to the discussion on a verse choir found on page 168. Distinguish among the
different voices. Then, have the pupils do the exercises.
C. Reading (Read)
“The Secret of Bog Creek Farm”
ba
1. Motivation
Ask: What are the advantages and disadvantages of factories?
2. Word Study
Vi
a. High-frequency Words
Have the whole class read the words aloud. Then call on individual pupils to do
the same. Monitor pupils’ difficulty in reading some words and have the pupils
practice on them.
.
3. Reading for Fluency/Comprehension
nc
Have pupils read the story “The Secret of Bog Creek Farm” found on pages 172–174.
Have pupils take turns reading the different paragraphs.
4. Comprehension Check (Think It Over)
Discuss the answers to questions 1–12 as a class.
,I
5. Skill Building (Build Your Reading Skills)
Recognizing and Using Words with Multiple Meanings
Direct pupils to the discussion found on page 175. Have them understand and ana-
up
lyze the examples given before answering the exercise.
1. c 4. c
2. b 5. a
3. c
pack n.
1. f 4. c
ba
2. b 5. a
3. g
to identify the main idea using the given examples. Then, have them answer the
exercises.
A. 1. a 4. a
2. c 5. c
3. b
B. Answers may vary.
.
eyeglasses mathematics
nc
measles acrobatics
mumps
B. 1. is 6. is
2. has 7. have
,I
3. is 8. were
4. was 9. are
5. has 10. have
C. 1. faculty 6. colony
2. troupe
3. herd
4. deck
5. battalion
up
7. band
8. swarm
9. jury
10. school
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D. 1. C 5. C
2. C 6. have
3. C 7. C
4. C 8. Do
lG
A. 1. chief 4. sieve
2. shield 5. yield
3. pierce
Vi
B. 1. preach 4. leaves
2. wheat 5. streak
3. stream
C. 1. creek 4. sleeve
2. breeze 5. speech
3. sneeze
.
3. aegis
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Taking Down the Important Notes
Direct pupils to the discussion on taking down important notes found on page 189. Have
pupils take note of the abbreviations. Have pupils do the exercise.
,I
A–C. Answers may vary.
up
Organizations that Answer the Call
Direct pupils to discussion and task on page 191. Have pupils research on organizations
that help animals in need.
ro
G. Test Yourself
H. WRAP UP
Vi
Have the pupils go over the lesson title, Big Idea, and the verse. Have them create a list of
promises they will do to help protect, preserve, and nurture Mother Earth.
.
• Note down relevant information from a text heard
• Recognize words with schwa or [ǝ] sound
nc
B. Speaking
• Pronounce words with the schwa or [ǝ] sound
• Share brief but impromptu remarks about topics of interest
,I
C. Reading
• Read with automaticity sixth grade level high-frequency/sight words
• Read aloud with expression, appropriate phrasing, attention to punctuation, and com-
prehension
up
• Recognize homophones and their meanings
• Identify the events in a plot
D. Grammar
ro
• Recognize how gerunds were used in sentences
• Use gerunds in sentences and in completing a free verse
E. Writing
lG
F. Viewing
Note and interpret details in photographs
ba
B. Speaking
• Pronouncing words with the schwa or [ǝ] sound
• Sharing impromptu remarks
D. Grammar
Recognizing and using gerunds
E. Writing
• Spelling words with the schwa or [ǝ] sound correctly
.
nc
• Writing a problem-and-solution paragraph
F. Viewing
How Animals Adapt to Unfriendly Environment
,I
G. Valuing
Environmental awareness and concern
up
Textbook: Rainbows in English, Grade 6
Web link: i-learn.vibalpublishing.com
Word cards
Phrase cards
ro
Word chart
Drawing materials
Direct the pupils’ attention to the lesson title, verse, and big idea. Have pupils listen to the
song “Circle of Life” from The Lion King and elicit their reactions from it.
A. Listening (Listen)
Listening to an Informational Text
Have pupils listen to the informational text “Water Pollution in the Philippines: A
ba
.
include industrial and agricultural wastes, erosion due to sedimentation, and siltation are
the stress factors being studied and proven.
nc
Groundwaters, likewise, are victims of grave pollution that comes from domestic
wastewater, agricultural runoffs, and industrial wastes. When contaminants reach the
water table, water-borne diseases such as diarrhea, cholera, and dysentery result because
of the pressure of coliform bacteria in drinking water supplies.
,I
Water pollution definitely affects marine life. Organisms that have to live in those
bodies of water get poisoned then die. Coral reefs are destroyed. If marine life continues
to weaken and disappear, then ecosystem and biodiversity slowly diminishes. What has
this to do with human life—to the Filipinos in particular?
up
Recognizing Words with the Schwa or [ǝ] Sound
Direct pupils to the list of words found on page 195. Have them identify the schwa sound.
Then, have them answer the exercises that follow.
ro
A. about syringe maroon correct
ashore chocolate avoid coral
lG
2. Word Study
a. High-frequency Words
.
Have the whole class read the words aloud. Then call on individual pupils to do
the same. Monitor pupils’ difficulty in reading some words and have the pupils
nc
practice on them.
b. Word Power
Present the words using word cards displayed on a pocket chart. Have pupils read
the words aloud. Draw out the meaning of the words using context clues and/or
,I
pictures. Then, have the pupils practice reading the phrases taken from the selec-
tion until they get it right.
To check for understanding, have pupils do Word Power Check.
1. d
2. a
3. a
up 4. a
5. b
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3. Reading for Fluency
Have pupils read the story “In Memory of Frankie” found on pages 200–202. Have
pupils take turns reading the different paragraphs.
lG
Direct pupils to the discussion on the events in a plot found on page 203. Have them
understand and analyze the events from the story they just read. Have the pupils un-
derstand the different parts of the plot in Remember before answering the exercises.
Vi
.
nc
A. 1. hunting – OP 6. gossiping – S
2. fishing – PN 7. playing – DO
3. reading – S 8. writing – DO
,I
4. walking – OP 9. planting – OP
5. mountain climbing – PN 10. focusing – OP
B–D. Answers may vary.
Direct pupils to the discussion found on page 212-213. Have pupils read and understand
the tips and apply these in the exercise.
G. TEST YOURSELF
A. 1. autumn 4. follower
2. awesome 5. dual
3. beagle 6. arcade
.
C–D. Answers may vary.
nc
H. WRAP UP
Have the pupils go over the lesson title, Big Idea, and the verse. Have them create a mural
depicting the different wildlife creatures. Have them share this with others in order to
,I
spread the message of preserving them.
up
ro
lG
ba
Vi
I. Objectives
A. Listening
• Infer the speaker’s tone or mood
.
• Recognize words with the r-controlled vowels
nc
B. Speaking
• Pronounce correctly words with the r-controlled vowel sounds
• Relate an experience appropriate to the situation or occasion (personal recount)
C. Reading
,I
• Read with automaticity sixth grade level high-frequency/sight words
• Read grade level text with purpose and understanding
• Identify the meaning of words with prefixes
D. Grammar up
• Use story grammar episodes to show sequence of a story
F. Viewing
Relate visual images to personal experiences
• Listening to a poem
• Recognizing words with the r-controlled vowels
B. Speaking
• Pronouncing words with the r-controlled vowel sounds
Vi
.
G. Valuing
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Appreciating the beauty of nature; Environmental awareness and concern
III. Instructional Materials
Textbook: Rainbows in English, Grade 6
Web link: i-learn.vibalpublishing.com
,I
Word cards
Phrase cards
Word chart
Drawing materials
IV. Learning Plan
up
Direct the pupils’ attention to the lesson title, verse, and Big Idea. Have pupils recall what an
ecosystem is. Assign groups of pupils to research on different ecosystems and share their find-
ro
ings with the rest of the class at the end of the lesson.
A. Listening (Listen)
Listening to a Poem
Have pupils listen to the poem “Sea Fever” and answer the questions in Talk About These.
lG
Sea Fever
by John Masefield
I must go down to the seas again, to the lonely sea and the sky,
ba
And all I ask is a tall ship and a star to steer her by,
And the wheel’s kick and the wind’s song and the white sail’s shaking,
And a grey mist on the sea’s face, and a grey dawn breaking.
I must go down to the seas again, for the call of the running tide
Vi
A. 1. fire
2. correct
3. forbear
4. curious
.
5. garrison
nc
B. Answers may vary depending on word pronounced by the teacher.
C. Answers may vary.
,I
Have the pupils repeat the pairs of words found on page 222 after the teacher. Have them
read and understand the generalization in Remember. Then, have them answer the exercise.
Sharing a Personal Recount
up
Direct pupils to the discussion found on page 223. Have them understand its components
and apply these in accomplishing the exercise.
C. Reading (Read)
ro
“The Wreck of the Hesperus”
1. Motivation
Ask: Have you ever experienced a shipwreck? Where have you seen or heard about it?
lG
2. Word Study
a. High-frequency Words
Have the whole class read the words aloud. Then call on individual pupils to do
the same. Monitor pupils’ difficulty in reading some words and have the pupils
practice on them.
ba
b. Word Power
Present the words using word cards displayed on a pocket chart. Have pupils read
the words aloud. Draw out the meaning of the words using context clues and/or
pictures. Then, have the pupils practice reading the phrases taken from the selec-
tion until they get it right.
Vi
1. Yes 4. Yes
2. Yes 5. No
3. Yes 6. No
.
Direct pupils to the discussion on prefixes as well as the list of their meanings found
on page 229. Have pupils use this newfound knowledge in answering the exercise.
nc
(Answers may vary.)
1. not approved
,I
2. former senator
3. not direct
4. between states
5. rate below the normal
6. not reasonable
7. extra natural
8. produce again
up
9. more than crowded
ro
10. lead in a wrong way
exercise.
A. 1. Everyone 6. Many
2. No one 7. few
3. None 8. Several (of the boys)
4. Either 9. Most (of the girls)
5. anyone 10. others
.
E. has; was; has; comes; was
nc
E. WRITING (Write It Down)
Spelling Words with r-controlled Vowels
Direct pupils to the discussion found on page 240. Then, have them do the exercises that
,I
follow.
A. 1. ardent
2. arson
3. blister
4. certain
5. effort
up
9. dart
10. farm
11. hurricane
12. schooner
13. pore
ro
6. splinter 14. force
7. virtue 15. scornful
8. curse 16. worth
B. Answers may vary.
lG
Direct pupils to the photographs found on page 242. Have them describe what is happen-
ing. Have pupils accomplish the group task.
A. 1. circus
2. dirty
3. garlic
4. perfect
5. floral
6. hermit
.
7. target
nc
8. forty
9. marshal
10. thirsty
B. The indefinite pronouns should be circled.
11. each – is
,I
12. one – is
13. nothing – has
14. someone – was
H. WRAP UP
Have the pupils go over the lesson title, Big Idea, and the verse. Have the groups share
their findings with the class. Then, have each group create a diorama of their assigned
ecosystem and explain how balance is shown in it.
ba
Vi
I. Objectives
A. Listening
.
• Note the significant ideas or events in a news article
nc
• Recognize the different sounds of the bowel digraph ea
B. Speaking
• Pronounce words with the word digraph ea correctly
,I
• React on the content of a material presented
C. Reading
• Read with automaticity sixth grade level high-frequency words
up
• Adjust reading rate based on type of text
• Identify the meaning of words with suffixes
• Make a heading for a paragraph
• Identify key concepts
ro
D. Grammar
Recognize and use reflexive and intensive pronouns
E. Writing
lG
F. Viewing
Draw conclusions based on visual images presented
ba
B. Speaking
• Pronouncing words with the digraph ea
• Reacting on the content of a material presented
D. Grammar
Recognizing and using reflexive and intensive pronouns
E. Writing
.
• Spelling words with the vowel digraph ea
nc
• Writing a reaction paper
F. Viewing
Eco-Friendly Places
,I
G. Valuing
Caring for the environment
up
Textbook: Rainbows in English, Grade 6
Web link: i-learn.vibalpublishing.com
Word cards
Phrase cards
ro
Word chart
Drawing materials
These.
A group of old and new teachers from a Metro Manila grade school trooped to Silang,
Cavite on Friday, May 27 to see for themselves the Center for Ecozoic Learning and
Living, popularly known as CELL.
Like “Babes in the Woods,” the mentors were greeted by “Mother Earth” with a
smile as they set foot on the CELL’s sacred ground. This little paradise captured the men-
tor’s curiosity through the unique bamboo structure surrounded by greenery and the
.
Direct pupils to the list of words found on page 247. Have them listen and take note of the
nc
ea sounds. Then, have pupils answer the exercise.
,I
2. bead 7. realm 12. leaf
3. pleasant 8. breathe 13. heaven
4. streak 9. knead 14. plea
5. steal
Have the pupils repeat the phrases found on page 249 after the teacher. Have them read
ro
and understand the generalization in Remember. Then, have them answer the exercise.
Reacting on the Content of a Material Presented
Direct pupils to the discussion found on page 250. Have them understand how to write
a proper reaction using different key expressions. Then, have them answer the exercise.
lG
C. Reading (Read)
“Want to Be an Eco-action Hero?”
1. Motivation
ba
practice on them.
b. Word Power
Present the words using word cards displayed on a pocket chart. Have pupils read
the words aloud. Draw out the meaning of the words using context clues and/or
pictures. Then, have the pupils practice reading the phrases taken from the selec-
tion until they get it right.
To check for understanding, have pupils do Word Power Check.
.
nc
4. Comprehension Check (Think It Over)
Discuss the questions as a class. Have pupils form groups and create posters for Ques-
tion 2.
,I
Identifying the Meaning of Words with Suffixes
Direct pupils to the discussion on suffixes as well as the list of their meanings found
on pages 258–259. Have pupils use this newfound knowledge in answering the exer-
cise.
1. guilty
2. government
up 6. musician
7. reliable
3. slowly 8. analyze
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4. likable 9. miraculous
5. majestic 10. magnetic
Direct pupils to the discussion on making a heading for a paragraph found on page
260. Relate the heading to the main idea. Have pupils analyze the example given and
take note of the different ways in making a heading. Then, have them do the exercises.
ba
A. 1. b 4. b
2. a 5. c
3. a
B. Answers may vary.
Vi
C. 1. a 4. b
2. b 5. b
3. a
.
Recognizing and Using Reflexive and Intensive Pronouns
nc
Direct pupils to the discussion found on page 266. Have them understand how reflexive
and intensive pronouns are used. Have them understand the generalizations in Remem-
ber before answering the exercises.
,I
A. 1. herself 4. herself
2. himself 5. themselves
3. himself
B. 1. themselves
2. herself
3. themselves
C. Answers may vary.
up
4. himself
5. itself
ro
E. Writing (Write It Down)
Spelling Words with the Vowel Digraph ea
lG
A. 1. dread
2. realm
3. health
4. pheasant
ba
5. peasant
6. steak
7. sweat
8. pleasure
9. treasure
Vi
10. league
B. Answers may vary.
.
G. Test Yourself
nc
A. 1. clean, sweat, season
2. lead, learn, head, earn
3. cheaper, leave, leaky, treasure
,I
4. thread, least, features
5. earth, measure, lean, mead
B. 6. Our neighbors cleaned the esteros themselves.
up
7. They themselves went to the barangay captain and discussed
cleaning-up plans.
8. Did you yourself bring the bag of PET bottles to the recycling
facility?
9. Mother collects rainwater herself.
ro
10. I myself reuse rainwater from the washing machine for cleaning
concrete walls and floors.
C. joyful, contentment, simplicity, calmness, blissful, distraction
lG
H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils write a reflec-
tion paper about these.
ba
J. PERFORMANCE TASK
Hail to You, Young Environmentalist!
Direct pupils to the situation found on page 275. Tell them that they are to deliver a
speech about an environmental issue at a world youth conference. Show them the criteria
found on the same page to serve as their guide.
A. 1. brace 6. air
2. craft 7. uproar
3. speech 8. pork
4. hedge 9. pea
5. scare 10. heal
B. 1. leaves 6. run
.
2. sheep 7. his
nc
3. is 8. her
4. is 9. yourself
5. like 10. myself
C. 1. c 6. d
,I
2. b 7. c
3. c 8. a
4. d 9. b
5. c 10. a
D. Answers may vary.
Lesson
Listening Speaking Reading Grammar Writing Viewing
ba
Title
.
create miracles?
nc
Miracles of Science
,I
and Technology
up
Direct the pupils to pages 282–283. Call their attention to the unit title
and have them read it. Ask: How have science and technology changed your
lives? Encourage them to share some of their daily activities that have been
enriched by science and technology. Then, call on an individual to read the
given verse. Elucidate the text.
ro
Have the pupils read the lesson titles listed in the sidebar. Ask: Based
on the titles, what do you think is each lesson about? You may ask the pupils
to turn to the pages where each lesson begins. Direct them to the table of
contents for the page numbers.
lG
Instruct the class to read the Big Question in unison. Tell the pupils
that the answers to this question will be the focus throughout the unit.
Thus, they are expected to answer it.
ba
Vi
I. Objectives
.
A. Listening
nc
• Give a heading or a title to a selection listened to
• Recognize the sounds of initial and final consonant blends in words
B. Speaking
• Pronounce words with the initial and final consonant blends
,I
• Share ideas and thoughts about a topic of interest
C. Reading
up
• Read with automaticity sixth grade level high-frequency/sight words
• Read aloud grade level appropriate text with an accuracy rate of 95–100%
• Recognize commonly used idioms and their meanings
• Perceive cause-effect relationship
ro
D. Grammar
Use present perfect tense of verb
E. Writing
lG
F. Viewing
Compare and contrast visual elements to construct and confirm meaning
ba
B. Speaking
• Pronouncing words with initial and final consonant blends
• Sharing ideas and thoughts about a topic of interest
.
• Writing about one’s feelings or reactions
nc
F. Viewing
Wondrous “Scopes”
G. Valuing
Gratefulness to God for one’s wisdom
,I
III. Instructional Materials
Textbook: Rainbows in English, Grade 6
Word cards
Phrase cards
Word chart
up
Web link: i-learn.vibalpublishing.com
Drawing materials
ro
IV. Learning Plan
Direct the pupils’ attention to the lesson title, verse, and Big Idea. Have pupils share an
invention that changed man’s life and why. Tell pupils that these would not have been possible
lG
.
nc
Answers may vary.
,I
1. pl 6. lt
2. tr
3. cl
4. sl
5. st
up
7. nt
8. st
9. nd
10. sp
ro
B. SPEAKING (Say It Right)
Pronouncing Words with Initial and Final Consonant Blends
Have the pupils read the poem found on page 287. Have them pronounce each blend
lG
Direct pupils to the discussion found on page 288. Have them form small groups in order
to accomplish the exercise.
C. Reading (Read)
“The Boy Who Brought Heaven Nearer”
1. Motivation
Ask: Do you ever dream about reaching the sky? Say: It is easier now, given technology.
Ask: How about back then, before aircrafts were invented?
.
tion until they get it right.
nc
To check for understanding, have pupils do Word Power Check.
1. branches 4. unfolded
2. surprised 5. wondered
,I
3. excited 6. chose
up
Nearer” found on pages 290–292.
on page 294. Have pupils understand the meanings before accomplishing the exer-
cises.
1. a good eye
2. a cold eye
3. the eye of a typhoon
4. to catch the eye
5. eye to eye
Vi
.
he proved things for himself through experiments.
nc
3. As a result of his telescope invention, people were astounded
to see the streets and people of Padua, thirty kilometers away.
4. Church leaders had Galileo arrested and put in prison, so he
would not teach his “false” ideas.
5. One night was a very great night in history because with
,I
his telescope directed towards the heavens, Galileo saw not
just a few stars, but thousands upon thousands of them.
6. Companies can easily send documents because fax machines
have been developed.
up
7. Filipinos can send short messages to their loved ones in the
provinces through the use of cellular phones.
8. Doing things are easy nowadays, as a result of technological
innovations.
ro
9. Money transfers are easily received since many banks and
institutions are offering telegraphic transfers.
10. As a result of the invention of webcams, people can now see
and talk to their friends abroad without having to visit them
lG
personally.
11. People can now carry their tablet computers anywhere
because of its size and lightweight design.
12. Because prices of cellular phones have significantly gone
down, most people have become “tech-savvy”.
B–C. Answers may vary.
ba
.
Writing Words with Initial and Final Consonant Blends
nc
Direct pupils to the list of words found on page 305. Have them take note of the initial and
final blends. Then, have them answer the exercise.
,I
Writing About One’s Feelings or Reactions
Direct pupils to the discussion found on page 306. Have pupils understand what a reac-
up
tion is by answering the questions. Then, have them answer the exercise.
G. Test Yourself
A. 1. spleen 4. though
2. alarm 5. climb
ba
3. school
B–C. Answers may vary.
D. 1. has spoken 4. have used
2. have written 5. has shown
Vi
3. has purchased
H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils choose a
modern gadget and its corresponding “vintage” counterpart and have them research on
it. (For example, a cellular phone and the telephone.) Have pupils compare the two using
a Venn Diagram.
.
nc
B. Speaking
• Pronounce words with consonant digraphs
• Observe correct phrasing and pausing
C. Reading
,I
• Read with automaticity grade six level high-frequency/sight words
• Read with correct phrasing and pausing and comprehension
• Use definitions or appositives as context clues
• Make an outline
D. Grammar
up
• Recognize the active or passive voice of verbs
• Use the active or passive voice of verb effectively
ro
E. Writing
• Write a list of words with consonant digraphs
• Write a brief summary of an article based on a given outline
lG
F. Viewing
Analyze and interpret meaning in visual images
A. Listening
• Listening to an informational article
• Recognizing words with consonant digraphs
B. Speaking
Vi
C. Reading
• Reading selection: “Artificial Body Parts, Anyone?”
• Using definitions or appositives as context clues
• Making an outline
E. Writing
• Writing words with consonant digraphs
• Writing a summary of an article based on a given outline
F. Viewing
What’s the Latest?
.
G. Valuing
nc
Being grateful to God for one’s wisdom
,I
Web link: i-learn.vibalpublishing.com
Word cards
Phrase cards
Word chart
Drawing materials
A. Listening (Listen)
lG
Part I
Unlike person to person communication, mass media communication is communicat-
ing to a large number of people. Radio is one way to communicate sounds without wires.
Radio signals are sent through the air. At a radio station, sounds create vibrations in
microphones, which change these into electric currents. Radio transmitters broadcast
Vi
the radio signals in all directions. The transistor radio is really a radio receiver. The cas-
sette recorder has a transmitter for it to function as a radio, too. An antenna receives the
radio signals. The speaker changes the electric currents into sound vibrations. Television
is communication with sounds and pictures with or without wires. At a TV station, cam-
eras change light into electric currents. These currents are changed into patterns of light
or video signals. Like in radio communication, microphones change sounds into electric
currents which are later converted back to sound or audio signals. The video and audio
.
individuals, libraries, or any business establishments in almost all parts of the world.
nc
Through computer communication, electronic mail or e-mail, electronic shopping, elec-
tronic banking, and even electronic schooling is possible.
from “Electricity of the Modern Tools of Communication” by Alice B. Blas, Ed. D.,
S&T Digest, SD Publications, Vol. 1 No. 1
,I
Recognizing Words with Consonant Digraphs
Direct pupils to the list of words found on pages 311-312. Have them distinguish the
2. ch
up
sounds in each group. Then, have them answer the exercise.
1. ch 6. sh
7. sh
ro
3. ph 8. wh
4. wh 9. ph
5. ck 10. ch
lG
.
the same. Monitor pupils’ difficulty in reading some words and have the pupils
nc
practice on them.
b. Word Power
Present the words using word cards displayed on a pocket chart. Have pupils read
the words aloud. Draw out the meaning of the words using context clues and/or
pictures. Then, have the pupils practice reading the phrases taken from the selec-
,I
tion until they get it right.
To check for understanding, have pupils do Word Power Check.
Across Down
3. bionics
5. heart
7. human
up1. eye
2. limbs
3. breakthrough
ro
8. spare 4. it
11. intricate 6. ear
14. surgery 9. executor
15. dentures 10. bald
lG
Have pupils take turns reading the paragraphs in “Artificial Body Parts, Anyone?”
found on pages 318–320.
understanding.
5. Skill Building (Build Your Reading Skills)
Using Definitions and Appositives as Context Clues
Direct pupils to the discussion found on page 321. Have pupils understand how to
use definitions and appositives in order to arrive at the meaning of a word as well as
the difference between them. Then, have them answer the exercise.
Making an Outline
Direct pupils to the discussion on making an outline found on pages 322–324. Have
them understand and analyze the given samples for the different kinds. Then, have
them answer the exercise.
.
nc
A–C. Answers may vary.
,I
Using the Active and Passive Voice of Verb
Direct pupils to the discussion and examples found on pages 327–328. Have them under-
stand the difference between active and passive voice. Have them give their own examples
for each. Then, have them read and understand the generalizations in Remember before
answering the exercises.
A. 1. A
up
6. P
ro
2. A 7. P
3. A 8. A
4. P 9. P
5. A 10. A
lG
.
nc
F. Viewing (View It)
What’s the Latest?
Direct pupils to the headlines found on page 333. Then, have them work with a partner
on the task.
,I
G. Test Yourself
A. 1. A
2. D
3. A
4. D
up
ro
B. Answers may vary.
C. 1. P – Artificial blood vessels can replace damaged blood vessels.
2. A – Useful replacements for damaged parts of the human body
lG
H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils create a chart
listing the pros and cons of advanced technology.
Vi
I. Objectives
A. Listening
.
• Give possible cause or effect in a situation listened to
nc
• Recognize words with the consonant sounds [f] and [p]
B. Speaking
• Pronounce words with the consonant sounds [f] and [p]
• Share thoughts/feelings about the effects of high tech
,I
C. Reading
• Read with automaticity grade six level high-frequency/sight words
• Read aloud grade level text with accuracy, appropriate rate, and proper expression
• Predict outcomes
D. Grammar
up
• Recognize form-based word families and their meanings
F. Viewing
Analyze forms and conventions used to establish meaning and message
A. Listening
• Listening to a cause-effect essay or article
• Discriminating between the [f] and [p] sounds
B. Speaking
Vi
.
Hardwork and commitment in fullfiling one’s dream
nc
III. Instructional Materials
Textbook: Rainbows in English, Grade 6
Web link: i-learn.vibalpublishing.com
,I
Word cards
Phrase cards
Word chart
Drawing materials
the exercise in order to get the causes and effects from the article.
Look at what high-tech has done to our life in the early 21st century: Our eyes are
ba
opened by a perfect mug of coffee brewed automatically by a coffee maker. We work out
in our home gym to pursue a seemingly perfect body. Then we order some pills on-line
for our health. On our way to work, we jabber on mobile phones or play the latest games
on a portable gaming machine. Some of us spend hours at a nook in our office using a
computer, where we pay bills and make other financial transactions without needing a
bank teller, and send e-mails to those with whom we maintain friendship though we
Vi
haven’t seen one another in years. Back home, we plug our mp3 player into our radio and
play a good selection of songs or operate the TV by remote on which we tune in to the
perfect cable movie for us. Couched on the sofa, we use the cordless phone to call for the
meal of the day at the nearest fast food or pizza parlor. Before going to bed, we go online
to chat with our friends or relatives near or far.
.
[f] plow, pull, through, process, spit
nc
[p] photo, cliff, life, financial, pneumonia, pseudo
,I
Have the pupils repeat the pairs of words found on page 339 after the teacher. Then, have
them answer the exercise.
1.
2.
3.
4.
feign, pain
stop, stuff
press, fresh
pull, full
up
6.
7.
8.
9.
spear, sphere
cup, cough
phrase, praise
fool, pool
5. cap, calf 10. lap, laugh
ro
Supporting Opinions
Direct pupils to the discussion found on page 340. Then, have them answer the exercise
that follows.
lG
C. Reading (Read)
“Brother ATM”
1. Motivation
ba
Ask: What is an ATM? How can it makes things easier for people?
2. Word Study
a. High-frequency/Sight Words
Have the whole class read the words aloud. Then call on individual pupils to do
the same. Monitor pupils’ difficulty in reading some words and have the pupils
Vi
practice on them.
b. Word Power
Present the words using word cards displayed on a pocket chart. Have pupils read
the words aloud. Draw out the meaning of the words using context clues and/or
pictures. Then, have the pupils practice reading the phrases taken from the selec-
tion until they get it right.
To check for understanding, have pupils do Word Power Check.
.
Discuss Questions 1–6 as a class.
nc
5. Skill Building (Build Your Reading Skills)
Recognizing Form-based Words Families
Direct pupils to the discussion found on page 346–347. Have pupils distinguish
among the different word families before answering the exercise.
,I
Answers may vary.
Predicting Outcomes
up
Direct pupils to the discussion on predicting outcomes found on page 348. Have
them apply the skill in answering the exercises.
ro
Answers may vary.
Direct pupils to the poem found on page 352. Have them read the poem and answer the
questions that follow in order to apply the subjunctive mood. Direct them to the discus-
sion that follows on pages 353–354 and distinguish among the conditional clauses based
on the chart. Then, have them answer the exercises.
ba
A. were
were, would not
will buy
had given, would have held
Vi
B. 1. were, would
2. undertake, will
3. cooperate
4. thought, could have invited
5. were, would
C–F. Answers may vary.
.
Direct pupils to the discussion found on page 358. Have them supply another ending to
nc
“Brother ATM.” Then, have them do the exercise.
,I
F. Viewing (View It)
Into the Darkness!
Direct pupils to the discussion on power outages found on page 359. Then, have them
up
form groups of five in order to accomplish the task.
G. Test Yourself
ro
A. 1. p, ph
2. f, ff, F, Ph, pp
3. ff, f, F
4. ff, ff, pp, p
lG
5. pp, f, ph
B–D. Answers may vary.
H. Wrap Up
ba
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils choose a
particular technology that they are thankful for. Have pupils research on its inventor and
have them write a letter expressing their gratitude to this inventor.
Vi
I. Objectives
.
A. Listening
nc
• Differentiate a factual recount from a procedural recount
• Recognize words with the [ch] sound as in chin
B. Speaking
• Pronounce words with the [ch] sound as in chin
,I
• Make a stand based on an informed opinion
C. Reading
• Read with automaticity grade six level high-frequency/sight words (content words)
up
• Read aloud grade level text with an accuracy rate of 95–100%
• Use examples as context clues to word meaning
• Infer traits of characters and general mood of the selection
D. Grammar
ro
• Differentiate simple sentences and compound sentences
• Recognize the coordinating conjunctions used in compound sentences
E. Writing
lG
F. Viewing
Make connections between information viewed and personal experiences
ba
B. Speaking
• Pronouncing words with the [ch] sound
• Making a stand
E. Writing
.
• Spelling words with the [ch] sound
nc
• Writing an information report
F. Viewing
Why Problem-solvers?
,I
G. Valuing
Determination, Accuracy, and Perseverance
A. Listening (Listen)
ba
Listening to Recounts
Have pupils listen to two recounts and answer the questions in Talk About These.
Vi
A. Charisse took two sheets of paper. She crumpled one sheet tightly into a ball and held
it in her right hand. In her left hand, she held the flat sheet parallel to the floor at the
same height as the paper ball. Then, she let go of both pieces of paper at the same
time. The paper ball fell to the floor first because the rounded surface of the ball gave
less resistance to the air.
.
Recognizing Words with the Sound [ch]
nc
Direct pupils to the list of words found on page 364. Have them distinguish the sounds in
each group. Then, have them answer the exercise.
,I
statue, digestion, latched, matches, structure, courteous, virtual, hatch,
pasture
3. capture, bastion
Making a Stand
Direct pupils to the discussion found on page 366. Then, have them answer the exercise
that follows.
ba
C. Reading (Read)
Vi
.
tion until they get it right.
nc
To check for understanding, have pupils do Word Power Check.
1. d 4. e
2. f 5. b
,I
3. a
1. plants
2. dishonest
3. mixtures
4. idea
ba
A. 1. b 5. c
2. a 6. a
3. b 7. a
4. a 8. c
B. Answers may vary.
.
nc
A. 1. S 6. S
2. S 7. S
3. S 8. C
4. C 9. C
,I
5. C 10. C
B. 1. a, b
2. a, d
3.
4.
C. 1.
2.
c, d
a, b up
e – Many people do not believe in UFOs but many others do.
c – UFOs can mean spaceships and they can mean weird creatures.
3. d – Did a plane just disintegrate or was it a UFO attack?
ro
4. a – Some people laugh at unidentified flying objects; other people
take them seriously.
5. b – Would you board a UFO or would you run away?
lG
1. gestures 7. digestion
2. structure 8. statue
Vi
3. statute 9. tumultuous
4. churn 10. righteous
5. scratch 11. Czechoslovakia
6. bastion 12. stench
.
Direct pupils to the photographs on latest discoveries and inventions found on page 384.
nc
Have them share which have helped solve problems. Then, have them do the task.
G. Test Yourself
,I
A. 1. rapporteur
2. differentiate
3. chalet
4. cache
5. piteous
6. usual
7. bestial
up
8. stomach
ro
9. creation
10. bouchée
B. 1. d 4. c
lG
2. a 5. e
3. b 6. f
C–D. Answers may vary.
H. Wrap Up
ba
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils create a
Problem-Solution chart showing how different forms of technology have solved problems.
Vi
.
• Recognize words with the [sh] sound as in shell
nc
B. Speaking
• Pronounce words with the [sh] sound
• Relate a literary recount based on personal experience
,I
C. Reading
• Read with automaticity high-frequency/sight words (content)
• Read grade level text with accuracy, appropriate rate, and proper expression
• Recognize word analogies
up
• Infer how the story would turn out if some episodes were changed
• Infer alternative actions taken by characters
D. Grammar
ro
Recognize, construct, and use complex sentences
E. Writing
• Spell words with the [sh] sound
lG
F. Viewing
Analyze the purpose and effects of a visual image (painting)
A. Listening
• Listening to a literary recount
• Recognizing words with the [sh] sound as in shell
Vi
B. Speaking
• Pronouncing words with the [sh] sound
• Relating a literary recount
C. Reading
• Reading selection: “Ollie McBean and the Study Machine”
• Recognizing word analogies
.
A Painting Speaks
nc
G. Valuing
Gratefulness and Creativity
,I
Textbook: Rainbows in English, Grade 6
Web link: i-learn.vibalpublishing.com
Word cards
Phrase cards
Word chart
Drawing materials
A. Listening (Listen)
Listening to a Literary Recount
Have pupils listen to a recount from the life story of Thomas Edison and answer the ques-
tions in Talk About These afterwards.
ba
My train was standing by the platform at Smith’s Creek station. I was trying to
climb onto the freight car with both arms full of papers when the conductor took me by
the ears and lifted me. I felt something snap in my head, and my deafness started from
that time and has ever since progressed.
This deafness has been a great advantage to me in various ways. When in a tele-
Vi
graph office, I could hear only the instrument directly on the table at which I sat and un-
like the operators, I was not bothered by the other instruments. Again, in experimenting
on the telephone, I had to improve the transmitter so that I could hear it. This made the
telephone commercial, as the magneto telephone receiver of Bell was too weak to be used
as a transmitter commercially.
.
Recognizing Words with the [sh] Sound as in shell
nc
Direct pupils to the list of words found on page 389. Have them distinguish the sounds in
each set. Then, have them answer the exercise.
,I
B. Speaking (Say It Right)
Pronouncing Words with the [sh] Sound
1. scissors
up
Have the pupils repeat the phrases found on page 390 after the teacher. Then, have them
4. messy
ro
2. chowder 5. actual
3. righteous
C. Reading (Read)
“Ollie McBean and the Study Machine”
1. Motivation
ba
Ask: If given the chance, what machine or gadget would you invent?
2. Word Study
a. High-frequency/Sight Words
Have the whole class read the words aloud. Then call on individual pupils to do
Vi
the same. Monitor pupils’ difficulty in reading some words and have the pupils
practice on them.
b. Word Power
Present the words using word cards displayed on a pocket chart. Have pupils read
the words aloud. Draw out the meaning of the words using context clues and/or
pictures. Then, have the pupils practice reading the phrases taken from the selec-
tion until they get it right.
To check for understanding, have pupils do Word Power Check.
.
4. Comprehension Check (Think It Over)
nc
Discuss Questions 1–7 in small groups. Have one pupil from each group report the
group’s answers.
,I
Direct pupils to the discussion found on pages 398–400. Have pupils apply what they
learned as they answer the exercise.
1. j
2. a
3. b
4. c
up
8. f
9. d
10. b
11. h
5. i 12. f
ro
6. h 13. g
7. g 14. b
Inferring How the Story Would Turn Out if Some Episodes Were Changed
lG
Direct pupils to the discussion found on page 402. Have them analyze the given ex-
amples before answering the exercises.
.
not be forgotten.
nc
• Whenever a mimeographing machine prints, he is remembered.
,I
• Thomas Edison is an example • who used his God-given
of a worker tallest to the fullest
• He has thousands more in • where there are roughly
up
other countries
• Edison will not be forgotten
• he is remembered
6 000 patients
• As long as the electric lamp
or bulb lights our homes
• Whenever a mimeographing
machine prints
ro
C. 1. ADJ; that would help him do his homework
2. ADV; because he became too lazy to do his school work
lG
2. a 5. d
3. b
F. Answers may vary.
.
analyze its parts. Then, have them do the exercise.
nc
Answers may vary.
,I
A Painting Speaks
Direct pupils to the discussion found on page 413. Have them answer the questions then
do the task with a partner.
G. Test Yourself up
A. 1. sufficient 6. contraption
ro
2. shiver 7. precision
3. chauffeur 8. schmear
4. garnish 9. machete
5. missionary 10. crustacean
lG
H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils think of a
Vi
K. Unit Test
.
A. 1. breathe 6. though
nc
2. school 7. uphold
3. plumber 8. society
4. address 9. stomach
5. shepherd 10. aggression
B. 1. b 6. c
,I
2. d 7. d
3. c 8. a
4. d 9. b
5. a
C. 1. b
2. a
3. b
up 10. a
4. a
5. a
ro
D. 1. has been 5. has flourished
2. have used 6. were
3. has amazed 7. were
4. has used 8. spent
lG
Unit IV: Going and Staying Global Around and Beyond | 105
.
Lesson 17 Listening to an Talking About Poem: The Using the Spelling Go and See
Respect and Advertisement Propaganda in Bewildered Correct Absolute an Uncharted
Vi
Appreciation Advertisements Arab Forms of Adjectives Territory
Recognizing
for Other Adjectives in
Biases and Recognizing Writing an Ad
Lands Comparisons
Propaganda Clipped Words for Work
ba
pp. 458–481 Devices
Giving
Unit IV: Going and Staying Global Around and Beyond | 107
.
Lesson 19 Listening to a Pronouncing Drama: A Using the Spelling Words The Common
Equality in Biography Words with Thousand Direct and with the [z] Thread
Vi
Diversity the [z] Sound and One Indirect Sound
Recognizing
Buddhas Discourse
pp. 518–545 Words with Summarizing Writing a
the [z] Sound Information Recognizing Dialogue
ba
Big Idea: Acronyms
Unit IV: Going and Staying Global Around and Beyond | 109
.
Unit IV
BIG QUESTION
.
it in store for us?
nc
Going and Staying Global
,I
Around and Beyond
up
Before directing the class to the unit title on pages 428–429, have the pupils
define the word global. Then, instruct them to read the title aloud in uni-
son. Ask why they suppose the unit is given that title. Direct them to the
image and have them describe it.
Have the class read the given verse aloud. Elicit the meaning of the
ro
verse by asking: What places have you visited so far? What did you discover
about each place and its people? or What places in the world would you like
to explore? Why?
Call on volunteers to read the lesson titles in the sidebar and ask
lG
them to make inferences. You may also invite the pupils to check the pages
where the lessons begin.
Draw the pupils’ attention to the Big Question. Have the pupils read
it aloud in unison. Inform them that they will discover the answers to this
question in the lessons in this unit.
ba
Vi
I. Objectives
A. Listening
.
• Infer mood through a speaker’s utterances
nc
• Identify number of syllables words have
B. Speaking
• Say a word correctly putting stress on the right syllable
,I
• Recite passages observing the correct word that each passage expresses
C. Reading
• Read with automaticity sixth grade high-frequency/sight words
up
• Read aloud grade six level text with accuracy rate of 95–100 percent
• Recognize the jargon words and their meanings
• Draw conclusions based on information provided
D. Grammar
ro
• Recognize adjectives in the attributive and predicative positions
• Use two-word adjectives and phrasal adjectives in making descriptions
• Order adjectives in a series correctly
lG
E. Writing
• Spell derived adjectives
• Write a paragraph that compares and contrasts
F. Viewing
ba
B. Speaking
• Placing stress on the right syllable
• Expressing the proper mood
Unit IV: Going and Staying Global Around and Beyond | 111
C. Reading
• Reading selection: “Motorboat Miracle”
• Recognizing jargon words and their meanings
• Drawing conclusions based on information given
D. Grammar
• Recognizing adjectives: words and phrases
• Ordering attributive adjectives
E. Writing
.
• Spelling derived adjectives
nc
• Writing a comparison-and-contrast paragraph
F. Viewing
Peacekeepers for Lasting Peace
G. Valuing
,I
Understanding, Faith, Loyalty, and Love
up
Textbook: Rainbows in English, Grade 6
Web link: i-learn.vibalpublishing.com
Word cards
Phrase cards
ro
Word chart
Drawing materials
Direct the pupils’ attention to the lesson title, verse, and Big Idea. Draw out what miracle
means. Have pupils share experiences of miracles.
A. Listening (Listen)
Listening to News Articles
Have pupils listen to the news article and answer the questions in Talk About These
ba
afterwards.
Zamboanga City—US Ambassador to the Philippines Kristie Kenney took time off her
diplomatic duties in Metro Manila on Thanksgiving Day and played mother to orphans
and American soldiers here. Thanksgiving is an American tradition.
“I am playing Mom today and I am going to serve turkey to our soldiers and play
around with these wonderful children,” Kenney told reporters at the Zamboanga City
Orphanage Center in Barangay Talon-talon here on Thursday.
.
to American soldiers. Around 200 American soldiers are based in this city and in Sulu
nc
conducting humanitarian work.
Aside from spending Thanksgiving here, Kenney also attended the signing of an
agreement involving a project aimed at protecting the city’s watershed areas, between city
and environment officials and the Eco-Gov, a program being funded by the United States
Agency for International Development.
,I
by Julie Alipala, Philippine Daily Inquirer
up
Direct pupils to the list of words found on page 432. Have them note the number of
syllables in each word. Then, have them answer the exercise.
Unit IV: Going and Staying Global Around and Beyond | 113
C. Reading (Read)
“Motorboat Miracle”
1. Motivation
Ask: What is a missionary? What does a missionary do? Can you name some famous
missionaries?
2. Word Study
a. High-frequency Words
Have the whole class read the words aloud. Then call on individual pupils to do
.
the same. Monitor pupils’ difficulty in reading some words and have the pupils
practice on them.
nc
b. Word Power
Present the words using word cards displayed on a pocket chart. Have pupils read
the words aloud. Draw out the meaning of the words using context clues and/or
pictures. Then, have the pupils practice reading the phrases taken from the selec-
,I
tion until they get it right.
To check for understanding, have pupils do Word Power Check.
1. c
2. a
1. computer 4. medicine
2. business 5. politics
3. sports
Vi
A.
.
One-Word + Noun Compound (Hyphenated Or
nc
Not) + Noun
low budget four-day stay
worth your money three-square kilometers heart of
,I
Asian neighbors Bangkok, Thailand
thirty thousand pesos
many tall and small ancient temples
up or wats
rare life-size golden statues
too expensive (offer)
good enough (for you)
ro
B. 1. a forty-minute basketball game
2. a five-page science report
3. a two-hour concert
lG
3. A; mission
E. 1. two hundred lonely young American soldiers
2. one hungry-looking dirty five-year-old orphan girl
3. a large broken old white plastic chair
Vi
Unit IV: Going and Staying Global Around and Beyond | 115
1. challenging 6. pitiful 11. healthful
2. peaceful 7. progressive 12. changed
3. tidal 8. observant 13. hidden
4. disturbed 9. courageous 14. dignified
5. wooden 10. symbolic 15. beautiful
.
Then, have them do the exercise.
nc
Answers may vary.
,I
Peacekeepers for Lasting Peace
Direct pupils to the discussion and photo found on page 454. Have them answer the ques-
tions then do the tasks.
G. Test Yourself
A. 1.
up
1st or 3rd; 4 syllables 6. 1st; 3 syllables
ro
2. 1st; 2 syllables 7. 1st; 2 syllables
3. 2nd; 3 syllables 8. 1st; 4 syllables
4. 1st; 3 syllables 9. 3rd; 4 syllables
5. 1st; 4 syllables 10. 2nd; 2 syllables
lG
B. 1. g 6. a
2. i 7. b
3. c 8. d
4. f 9. j
5. h 10. e
ba
H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils view a film or
video about a miraculous person. Elicit reactions.
I. Objectives
.
A. Listening
nc
• Note details of an advertisement listened to
• Detect biases and propaganda devices used by speakers
B. Speaking
• React on the context of the materials presented
,I
• Create and present an advertisement
C. Reading
up
• Read with automaticity grade six high-frequency/sight words
• Recognize clipped words and their meanings
• Give opinions about information read
• Identify the speaker’s point of view
ro
D. Grammar
Use the degrees of comparison of regular and irregular adjectives
E. Writing
• Spell adjectives that have absolute meaning
lG
F. Viewing
Infer purpose of the visual medium
ba
B. Speaking
Talking about propaganda in advertisements
C. Reading
• Reading selection: “The Bewildered Arab”
• Recognizing clipped words
Unit IV: Going and Staying Global Around and Beyond | 117
• Giving opinions about information read
• Recognizing the types of point view
D. Grammar
Using the correct forms of adjectives in comparisons
E. Writing
• Spelling absolute adjectives
• Writing an ad for work
F. Viewing
.
Go and See an Uncharted Territory!
G. Valuing
nc
Valuing the lessons learned through one’s experiences
,I
Web link: i-learn.vibalpublishing.com
Word cards
Phrase cards
Word chart
Drawing materials
A. Listening (Listen)
Listening to an Advertisement
lG
Have pupils listen to the advertisement and answer the questions in Talk About These
afterwards.
Eat Sweet Cupcakes—sweet and delectable baked goodies that excite your taste buds . . .
We have all the flavors you want—Decadent Chocolate, Luscious Strawberry, Creamy
ba
Custard, Nutty Pistachio—name it and we have it! Every kid in the world just loves Sweet
Cupcakes. Order now!
ferent devices using the given examples. Then, have them do the exercise.
C. Reading (Read)
“The Bewildered Arab”
1. Motivation
.
Ask: How did you feel when you were in a new place for the first time?
nc
2. Word Study
a. High-frequency Words
Have the whole class read the words aloud. Then call on individual pupils to do
the same. Monitor pupils’ difficulty in reading some words and have the pupils
practice on them.
,I
b. Word Power
Present the words using word cards displayed on a pocket chart. Have pupils read
the words aloud. Draw out the meaning of the words using context clues and/or
Have pupils take turns reading the lines in “The Bewildered Arab” found on pages
464–465.
4. Comprehension Check (Think It Over)
Discuss Questions 1–5 as a class. Have pupils work with a partner in answering Ques-
tion 3.
ba
Unit IV: Going and Staying Global Around and Beyond | 119
Giving Opinions About Information Read
Direct pupils to the discussion found on pages 468–469. Have them analyze the given
example before answering the exercises.
.
nc
1. third 4. second
2. first 5. first
3. second
,I
D. Grammar (Check Your Grammar)
Using the Correct Forms of Adjectives in Comparisons
Direct pupils to the discussion on degrees of adjectives found on pages 472–475. Have
up
them understand when and how to use the different degrees. Have them read the gener-
alizations in Remember before answering the exercises.
ro
A. Sentences may vary.
1. many cactus plants 4. much rain
2. bad weather 5. good year
3. ill feelings
lG
B. 1. best 5. many
2. worst 6. more
3. less 7. most
4. least 8. most
C. 1. hot, hottest, bad
ba
Direct pupils to the discussion found on page 477. Have them study the spelling of the list
of words before answering the exercise.
.
Direct pupils to the postcards found on page 480. Then, have them do the task.
nc
G. Test Yourself
A. 1. bike
,I
2. teen
3. tux
4. gym
5. flu
B. 1. 1
2. 3
C. 1. C
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2. largest
3. C
4. comparable
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H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils share ways of
being harmonious with the global community.
ba
Vi
Unit IV: Going and Staying Global Around and Beyond | 121
Lesson 18 Familiar Sights and Moves
in Other Cultures
Time allotment: 8–10 days
Pages: 482–517 BIG IDEA
Although context differentiates
one country from the other,
the customs, traditions, values,
and practice of its people are
universal in nature.
.
I. Objectives
nc
A. Listening
• Distinguish an advertisement from a propaganda
• Recognize words with the [j] sound
,I
B. Speaking
• Pronounce correctly words with the [j] sound
• Relate an experience appropriate to the occasion
C. Reading
up
• Read with automaticity grade six level high-frequency/sight words
• Read aloud with accuracy, expression, appropriate phrasing, attention to punctuation,
and comprehension
• Recognize loanwords or borrowed words and their meanings
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• Determine author’s purpose for writing
• Identify and classify figures of speech or figurative languages used
D. Grammar
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E. Writing
ba
F. Viewing
Infer the target audience
Vi
C. Reading
• Reading selection: “Young Fu Arrives in Chairmaker’s Way”
• Recognizing loanwords and their meanings
• Determining author’s purpose
• Recognizing figures of speech
.
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D. Grammar
• Using adverbs
• Comparing adverbs
• Incomparable adverbs
• Using words that can function as adjectives and as adverbs
,I
E. Writing
• Spelling words with the [j] sound
• Writing a cause-and-effect paragraph
F. Viewing
BEWARE!
G. Valuing
up
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Truthfulness, Respect for other cultures and beliefs
A. LISTENING (Listen)
Listening to an Advertisement and a Propaganda
Have pupils listen to their classmates read announcements and answer the questions in
Talk About These afterwards.
Unit IV: Going and Staying Global Around and Beyond | 123
The text will depend on the ads and propaganda brought by students as homework. How-
ever, the following can help in the absence of such:
1. There will be an audition for the play, Joseph the Dreamer. It will be held on Tuesday,
January 30, 2007 at 8:00 A.M., Audio Visual Center. Come with your priceless talent
in singing and acting.
2. Buy a pair of lightweight CATT shoes, and walk like a princess floating up the sky
with the clouds. It’s very affordable; only P500.
.
3. Try the best home-away-from-home in the city. Check-in for a night at LUXOR hotel
and feel the comfort of a real home. It’s where most celebrities go to relax and sleep.
nc
4. What: Exhibit of abstract art.
Where: National Museum, Wing B.
When: January 3–February 14
,I
Fee: Free of charge
Hurry! Don’t miss this!
5. Take home an H20 car now! It’s what everyone desires this millennium. It’s cheap
and affordable.
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6. Wanted: English teacher to handle non-English speaking foreigners. Salary: 300 pe-
sos/hour. Apply at AL’s Language School, Mahinhin St. Teachers Village, Quezon
City. Bring your credentials.
7. The Search for Miss Sunshine Shampoo is on! Join now! Registration is now going
ro
on. See Miss Ayala at 211 Sunrise Building, Baltazar St., Makati City, 1:00–4:00 PM.
Monday to Friday. If you are 18 years old and above, with long, silky hair, you may be
the girl we are looking for!
8. Use SMOOTIE body lotion. It truly gives your arms and legs that smooth feeling.
lG
Kim Reyes, your favorite teen actress uses it. Why don’t you use it, too?
9. Watch out for MS Mall midnight sale. All 2-year old shop items carry an 80% price
reduction.
10. Now Showing at Triple A Cinema—SMALLFOOT II, starring your favorite anime
characters—Flonna and Shriek.
ba
Direct pupils to the groups of words found on page 484. Have them identify the [j] sound
in each group. Then, have them do the exercise.
1. g 5. dg 9. j 13. g
2. g 6. gg 10. gg 14. du
3. ge 7. g 11. ge 15. G
4. dg 8. j 12. du 16. g
1. gesture 6.
judgment
2. John
suggest 7.
3. gradual 8.
journalist
.
4. soldier 9.
apology
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5. jaguar 10.
margarine
Relating an Experience
Direct pupils to the discussion found on page 486. Then, have them answer the exercise
that follows.
,I
Answers may vary.
C. READING (Read)
up
“Young Fu Arrives in Chairmaker’s Way”
1. Motivation
Ask: What comes into your mind when you hear China? What do you know about
ro
China?
2. Word Study
a. High-frequency Words
Have the whole class read the words aloud. Then call on individual pupils to do
lG
the same. Monitor pupils’ difficulty in reading some words and have the pupils
practice on them.
b. Word Power
Present the words using word cards displayed on a pocket chart. Have pupils read
the words aloud. Draw out the meaning of the words using context clues and/or
ba
pictures. Then, have the pupils practice reading the phrases taken from the selec-
tion until they get it right.
To check for understanding, have pupils do Word Power Check.
Vi
1. d
2. b
3. a
4. c
5. a
Unit IV: Going and Staying Global Around and Beyond | 125
3. Reading for Fluency
Have pupils take turns reading the paragraphs in “Young Fu Arrives in Chairmaker’s
Way” found on pages 488–491.
4. Comprehension Check (Think It Over)
Discuss Questions 1–3 as a class. Have pupils work with a group in answering Ques-
tion 4.
5. Skill Building (Build Your Reading Skills)
Recognizing Loan Words and Their Meanings
.
Direct pupils to the discussion found on pages 492–493. Have pupils understand the
nc
meanings of the loanwords and apply what they learned as they answer the exercise.
,I
2. dollar
a. Dutch; daler (taler)
b. basic monetary unit (as in US, Canada)
peso
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a. Spanish; peso (weight)
b. basic unitary unit (as in several Latin America countries and
3. sushi
the Philippines)
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a. Japanese;
b. Japanese dish of cold cooked rice shaped in small cakes and
topped or wrapped with other ingredients (such as pieces of
raw fish)
lG
4. chop suey
a. Chinese; jaahp-seui (odds and ends), from jaahp (miscella-
neous) + seui (bits)
b. a combination of vegetables and meat or fish that is served
with rice
5. banjo
ba
6. mosque
a. Arabic; masjid (place of worship)
b. a building that is used for Muslim religious services
7. Shampoo
a. Hindu and Urdu; cāpo, imperative of cāpnā (to press, mas-
sage)
b. a special liquid that is used for cleaning your hair; an act of
cleaning hair, a carpet, etc., with shampoo
.
a. Latin; umbella (flat-topped rounded flower)
nc
French; umbrelle (little shadow)
b. a device that is used for protection from the rain and sun
,I
example before answering the exercises.
A. 1. B
2. A
3. B
4. A
up 5. B
6. A
7. B
8. A
B. 1. 1
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2. 1
3. tell a story
4. give information
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A. 1. hyperbole 6. metaphor
2. hyperbole 7. simile
3. simile 8. metaphor
4. simile 9. simile
5. metaphor 10. simile
Vi
Unit IV: Going and Staying Global Around and Beyond | 127
D. Grammar (Check Your Grammar)
Using Adverbs (Comparing and Incomparable Adverbs)
Direct pupils to the discussion on the kinds of adverbs found on pages 502–504. Have
them understand the kinds and how to use them properly before answering the exercises.
.
4. frequency: seldom, every morning
nc
5. intensity: hardly, aloud, actually
B. 1. more commonly – most commonly
2. sooner – soonest
3. more simply – most simply
4. more clearly – most clearly
,I
5. more often – most often
6. later – latest
7. more thoroughly – most thoroughly
8.
9.
10.
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more cautiously – most cautiously
faster – fastest
earlier – earliest
C–D. Answers may vary.
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Using Words That Can Function as Adjectives and as Adverbs
Direct pupils to the discussion found on page 508. Have them distinguish between the
two kinds before answering the exercises.
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A. 1. ADV 6. ADV
2. ADV 7. ADJ
3. ADJ 8. ADV
4. ADJ 9. ADJ
ba
Direct pupils to the discussion found on page 511. Have them study the list of words be-
fore answering the exercise.
.
Direct pupils to the discussion and example on propaganda found on page 514. Then,
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have them do the tasks.
G. Test Yourself
A. 1. gregarious 6. headgear
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2. Greg 7. jalapeño
3. blogger 8. gram
4. target 9. shoulder
5. adhesive
B. 11. iceberg
12. alarm
13. measles
14. anchor
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10. Juana
15. portfolio
16. kettle
17. queue
18. mountain
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C–E. Answers may vary.
H. Wrap Up
lG
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils share a mem-
orable experience they had in another country or with another culture.
ba
Vi
Unit IV: Going and Staying Global Around and Beyond | 129
Lesson 19 Equality in Diversity
Time Allotment: 8–10 days
Pages: 518–545 BIG IDEA
People may differ in color or race
and in culture or beliefs, but in
God’s eyes, they are equal.
I. Objectives
A. Listening
.
• Restate portions of a text heard to clarify meaning
nc
• Recognize words with the [z] sound
B. Speaking
• Pronounce words with the [z] sound correctly
• Summarize information conveyed through discussion
,I
C. Reading
• Read with automaticity sixth grade level high-frequency/sight words
and comprehension
up
• Read aloud with accuracy, expression, appropriate phrasing, attention to punctuation,
D. Grammar
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• Distinguish direct discourse from indirect discourse
• Transform a direct discourse into an indirect discourse and vice versa
E. Writing
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F. Viewing
Analyze the setting used in print, non-print, and digital materials
ba
B. Speaking
• Pronouncing words with the [z] sound
• Summarizing information
D. Grammar
Using the direct and indirect discourse
E. Writing
.
• Spelling words with the [z] sound
nc
• Writing a dialogue
F. Viewing
The Common Thread
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G. Valuing
Appreciating the world we live in, Respect for other cultures and beliefs
A. Listening (Listen)
Listening to a Biography
ba
Have pupils listen to the biography of Buddha and answer the questions in Talk About
These afterwards.
Siddhartha Gautama
Vi
Siddhartha Gautama was born in the 5th or 6th century BCE in Lumbini (now
Nepal). His parents were King Suddhodana, a leader of the large clan Shakya and Queen
Maya, who died shortly after his birth.
When the prince was just a few days old, a holy man prophesied that he would
either be a great military conqueror or a great spiritual leader. Preferring the first, Kind
Suddhodana prepared his son accordingly, raising the prince in luxury and shielding him
Unit IV: Going and Staying Global Around and Beyond | 131
from knowledge and human suffering. Hence, reaching the age of 29, Prince Siddhartha
did have little experience of the world outside the walls of his opulent palaces.
One day, overcome with curiosity, Prince Siddhartha asked a charioteer to take
him a series of rides through the countryside. On these journeys he was stunned by a few
sights—of an aged man, then a sick man, and then a corpse. These stark realities of old
age, disease, and death frazzled and sickened the prince. Finally, the sight of a wander-
ing ascetic seized him. He learned from the charioteer that the ascetic was one who had
renounced the world and sought release or freedom from fear of death and suffering.
Returning to palace life, the prince had been haunted by the four sights he expe-
.
rienced in his journeys. Even the news of the birth of his son Rahula (meaning “better”)
nc
with his wife Yasodhara did not please him, along with the other luxuries and good times
he used to have. After having deep reflecting, he decided to leave the palace, shaved his
head, and changed his clothes for a beggar’s robe. His quest for enlightenment thus began.
Along with five disciples, Siddhartha learned about the many religions, philoso-
phies, as well as how to meditate from renowned teachers. Unsatisfied, they left to find
enlightenment by themselves. They attempted to find release from pain, holding their
,I
breath, fasting nearly to starvation.
Siddhartha finally realized enlightenment when he settled into meditation under a
sacred big tree, later known as the Bodhi tree. He then became a Buddha.
up
After his enlightenment, the Buddha went to the Deer Park in Isipatana, now the
province of Ultar Pradesh, India. There he found the five companions who had aban-
doned him, and to them he preached his first sermon which centered in the Four Noble
Truths. As a teacher, he attracted hundreds of followers, prescribing to them a path of
practice through which people can realize enlightenment.
Eventually, he became reconciled with his father, Kind Suddhodana. His wife, the
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devoted Yasodhana, became a nun and disciple while his son Rahula became a novice
monk at the age of 7, spending the rest of his life with his father. The Buddha died at the
age of 80. His last words to his followers: “All components in the world are changeable.
They are not lasting. Work hard to gain your own salvation.”
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Summarizing Information
Direct pupils to the discussion found on page 522. Then, have them answer the exercises
that follow.
.
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Answers may vary.
C. Reading (Read)
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A Thousand and One Buddhas
1. Motivation
Ask: What is Buddhism? What do you know about it? About Buddha?
2. Word Study
a. High-frequency Words up
Have the whole class read the words aloud. Then call on individual pupils to do
the same. Monitor pupils’ difficulty in reading some words and have the pupils
practice on them.
ro
b. Word Power
Present the words using word cards displayed on a pocket chart. Have pupils read
the words aloud. Draw out the meaning of the words using context clues and/or
pictures. Then, have the pupils practice reading the phrases taken from the selec-
lG
1. Imperial 4. trample
ba
2. wanton 5. whir
3. lacquered 6. agony
Unit IV: Going and Staying Global Around and Beyond | 133
5. Skill Building (Build Your Reading Skills)
Recognizing Acronyms and Their Meanings
Direct pupils to the discussion found on pages 529–530. Have pupils understand the
meanings of the acronyms and apply what they learned as they answer the exercise.
.
4. Armed Forces of the Philippines
nc
5. Laughing Out Loud
6. Sound Navigation and Ranging
7. State of the Nation Address
8. Estimated Time of Arrival
9. Intensive Care Unit
,I
10. Computerized Axial Tomography
B. Answers may vary.
up
Identifying the Author’s Literary Devices
Direct pupils to the discussion on various literary devices found on pages 532–533.
Have them analyze the given examples before answering the exercises.
ro
Answers may vary.
Have pupils go over the conversation on page 536 and answer the questions that follow.
Direct pupils to the discussion on direct and indirect discourse found on pages 536–538.
Have them understand the difference and how to use them properly before answering the
exercises.
ba
Direct pupils to the words found on page 541. Have them study the list of words before
answering the exercise.
.
Direct pupils to the photographs found on page 543. Have them describe the setting in
nc
each. Draw out that they are all related to religion—the common thread that unites peo-
ple. Then, have pupils do the tasks.
G. Test Yourself
,I
A. 1. possible 4. Malaysia
2. extra 5. mask
3. Czech
B. 6. c
7. b
8. d
9. a
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11. e
12. g
13. h
14. f
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10. j 15. i
C. 16. Scrooge told the spirit to tell him what that man was, with cov-
ered face, whom they saw lying dead.
17. The prince shouted fiercely to the soldier that he is the Prince of
lG
Wales and his person is sacred and the soldier should be hung
for laying hands upon him.
18. She pleaded for Mr. Rabbit to open the door.
D. Answers may vary.
ba
H. Wrap Up
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils listen to the
song “We Are All God’s Children” and elicit their reactions from it. They may also per-
form the song or do an interpretative performance of it.
Vi
Unit IV: Going and Staying Global Around and Beyond | 135
Lesson 20 Breaking Walls
and Barriers
Time Allotment: 8–10 days BIG IDEA
Pages: 546–571
For a worthy cause, people around
the world unite and join hands
regardless of race, religion, and
culture.
I. Objectives
.
A. Listening
nc
• Restate portions of a text head to clarify meaning
• Recognize words with the silent letters
B. Speaking
• Pronounce words with silent letters correctly
,I
• Summarize information conveyed through discussion
C. Reading
• Read with automaticity grade six level high-frequency/sight words
up
• Self-correct when reading
• Observe accuracy, appropriate rate, proper expression, and correct pronunciation in
oral communication
• Recognize and give the meaning of commonly used foreign words
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• Get information from the different parts of the newspaper
D. Grammar
Use single-word prepositions and compound prepositions correctly
E. Writing
lG
B. Speaking
• Pronouncing words with silent letters
• Talking about world issues
C. Reading
• Reading selection: “My Family and Other Globalizers: The World Is Flat—and It Began
in Kargudi”
.
All for One Cause
nc
G. Valuing
Appreciating foreign cultures
,I
III. Instructional Materials
Textbook: Rainbows in English, Grade 6
Web link: i-learn.vibalpublishing.com
Word cards
Phrase cards
Word chart
Drawing materials
up
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IV. Learning Plan
Direct the pupils’ attention to the lesson title, verse, and Big Idea. Show different tragedies
all over the world which people from other countries responded to. Elicit reactions from the
pupils.
lG
A. Listening (Listen)
Listening to an Informational Article
Have pupils listen to an informational article about India and answer the questions in
Talk About These afterwards.
ba
Today, India has a population of 1.2 billion people. Imagine how it has grown
through the years. It has more people than any other country except China. A part of
Asia, India is the seventh largest country in the world with an area of 3 287 350 sq. km.
Vi
To the north of India are the Himalayas. Many people live in the fertile northern
plains, which are crossed by the great Ganges and Brahmaputra rivers. The south is a
high, flatland, with mountains called the Ghats along the coast. The Indian Ocean is also
located south of India.
India is very hot and dry in summer. Parts of the country are almost deserts. But
winds called monsoons bring heavy rain to the northeast every year.
Unit IV: Going and Staying Global Around and Beyond | 137
Most Indians are farmers. They live in small villages and grow rice, wheat, tea,
cotton, and jute. India is also a fast-growing industrial country. Cities such as Calcutta
(Mother Teresa used to work with the poor in this place when she was still alive) and
Bombay are among the world’s biggest. The capital is New Delhi.
Hindi and English are the two main languages, but there are hundreds of others.
Most Indians are Hindus or Hinduism followers, but many follow the religion of Islam.
There are also many other religions in India, including Buddhism and Christianity.
.
Recognizing Words with the Silent g or m
nc
Direct pupils to the groups of words found on page 548. Have them identify the silent
letters in each group. Then, have them do the exercise.
,I
Answers may vary depending on words dictated.
up
Have pupils repeat the words found on page 549 after the teacher before doing the
exercise.
Direct pupils to the discussion found on page 550. Then, have them answer the exercise
that follow.
Vi
C. Reading (Read)
“My Family and Other Globalizers: The World Is Flat—and It Began in Kargudi”
1. Motivation
Ask: How do you feel when you see a foreigner living in our country? How would YOU
feel if you had to live in another country?
.
selection until they get it right.
nc
To check for understanding, have pupils do Word Power Check.
1. a 3. b
2. b 4. c
,I
3. Reading for Fluency
Assign pupils to take turns reading the paragraphs of “My Family and Other Glo-
balizers: The World Is Flat—and It Began in Kargudi” found on pages 552–554.
up
4. Comprehension Check (Think It Over)
Discuss the answers to Questions 1–6 as a class. Have pupils do Question 7 individu-
ally and Question 8 as a group.
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5. Skill Building (Build Your Reading Skills)
Recognizing Commonly Used Foreign Words and Their Meanings
Direct pupils to the discussion found on page 556. Have pupils understand the mean-
ings of the foreign words and apply what they learned as they answer the exercise.
lG
exercises.
Unit IV: Going and Staying Global Around and Beyond | 139
D. Grammar (Check Your Grammar)
Using Prepositions and Prepositional Phrases
Direct pupils to the discussion on prepositions and prepositional phrases found on pages
561–562. Have them understand how to use them properly before answering the exer-
cises.
.
time: in 776 BC, in AD 394, in 1894
nc
B. 1. from, into
2. into, in
3. in, between
4. with
5. by
,I
6. during, in
7. in, in, on
8. for
9. in
10. between
C. Answers may vary.
up
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E. Writing (Write It Down)
Spelling Words with Silent Letters
Direct pupils to the words found on page 565. Have them study the list of words and un-
derline the silent letters found in each word before answering the exercise.
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3. k 8. h
4. w 9. t
5. n 10. t
Sentences may vary.
Vi
Paraphrasing a Source
Direct pupils to the discussion found on page 566. Have them analyze the sample and
understand the steps. Then, have them do the exercise.
G. Test Yourself
.
A. 1. balm, cologne, subtle
nc
2. create, produce, shepherd
3. comb, reign
4. Wednesday
5. phlegm
,I
B. 6. vis-à-vis 10. au revoir
7. en route 11. con dolore
8. en ami 12. dulce dunum
9. crux 13. viva voce
C. 14. f
15. d
16. g
17. e
up
19. j
20. a
21. b
22. c
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18. i 23. h
D. 24. P; into 29. P; inside
25. P; away 30. P; around
26. P; on 31. P; between
lG
H. WRAP UP
Have the pupils go over the lesson title, Big Idea, and the verse. Have pupils think of and
present a song that would best capture the lesson’s theme.
ba
J. Performance Task
Writing a Proposal Letter
Direct pupils to the situation found on page 574. Tell them that they are to write a letter
to the school board asking for book donations. Show them the criteria found on page 574
to on serve as their guide.
Unit IV: Going and Staying Global Around and Beyond | 141
K. Unit Test
1. b 9. d 17. b
2. c 10. d 18. c
3. b 11. c 19. a
4. a 12. a 20. a
5. b 13. b 21. b
6. d 14. d 22. b
.
7. a 15. d 23. d
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8. b 16. a
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up
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lG
ba
Vi
.
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RESOURCE
,I
up
MATERIALS
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lG
ba
Vi
Pronunciation Key
.
e egg, elf g give
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ē ear h help, ham
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ī ice, kite k kiss, call
σı·
law, for, oar
oil, boil
good, book
up m
p
meat, mat
nose, nest
put, peas
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cool, food r rain, red
sh push, shell
th thin, truth
th then, father
zh measure
.
Dd† Ee† Ff†
nc
Gg† Hh† Ii†
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Jj† Kk† Ll† up
Mm† Nn† Oo†
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Pp† Qq† Rr†
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Rubrics
Qualitative Description
Proficient
.
Partially proficient
nc
Above novice
Novice
,I
Spelling and Handwriting Model
appropriately up
forms very legibly, and spaces letters, words, and sentences neatly and
Uses capital letters to begin sentences, names of persons and places and also
uses sentence-end punctuation marks correctly at all times
Uses capital letters to begin sentences, names of persons and places and also
Vi
uses sentence-end punctuation marks with some errors now and then
Uses capital letters to begin sentences, names of persons and places and also
uses sentence-end punctuation marks with few errors
Uses capital letters to begin sentences, names of persons and places and also
uses sentence-end punctuation marks with many errors
.
Gives a very limited oral presentation in simple “share-and-tell” activities
nc
Listening
,I
carrying out instructions and responding to detail questions correctly at all times
Listens attentively to oral text delivered live and shows comprehension most of
detail
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the time by correctly carrying out instructions and responding to questions on
Writing
.
texts with many significant errors
nc
Uses new grade-appropriate vocabulary introduced in stories and informational
texts with very many significant errors
,I
Sentence Structure and Grammar
Uses correct content and function words and word order when constructing
up
complete sentences all the time
Commits occasional errors in the use of content and function words and in word
order when constructing complete sentences
Commits many errors in the use of content and function words and in word
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order when constructing complete sentences
Commits very many errors in the use of content and function words and in word
order when constructing complete sentences
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Social Conventions
Consistently uses appropriate social conventions in all large and small group
situations
ba
Uses appropriate social conventions in most large and small group situations
Uses appropriate social conventions in some large and small group situations
Uses appropriate social conventions in very few large and small group situations
Vi
.
nc
SMOOTHNESS 1 Makes frequent extended pauses, hesitations, false starts, sound outs,
repetitions, and/or multiple attempts.
2 Experiences several “rough spots” in text where extended pauses or
hesitations are more frequent and disruptive.
3 Occasionally breaks smooth rhythm because of difficulties with
,I
specific words and/or structures.
4 Generally reads smoothly with some breaks, but resolves word and
structure difficulties quickly, usually through self-correction.
PHRASING
reads word-by-word.
up
1 Reads in monotone with little sense of phrase boundaries; frequently
EXPRESSION
AND VOLUME
1 Reads as if just trying to “get words out.” Little sense of trying to make
ba
.
4. Do you form the small letters correctly? Yes Not Always
nc
5. Do all the letters sit on the baseline? Yes Not Always
7. Are all the tall letters as tall as each other? Yes Not Always
,I
8. Are all the short letters as short as each other? Yes Not Always
9. Are the numbers a little bit shorter than tall letters Yes Not Always
Yes
Yes
Not Always
Not Always
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12. Do the letters slant in the same direction? Yes Not Always
13. Do you connect the small letters correctly? Yes Not Always
14. Do you know which capital letters connect Yes Not Always
lG
15. Do you connect capital letters with small letters Yes Not Always
correctly?
16. Can you correctly rewrite from manuscript to cursive? Yes Not Always
ba
17. Can you correctly rewrite from cursive to manuscript? Yes Not Always
Children’s Poetry
Neomili S. Bondoc
Children’s poetry is created for children, as the name suggests. Poems help children develop their
language skills in a creative way. Children become aware of sound patterns and how these sound
.
patterns are connected with each other when children hear, recite, or sing poems. Eventually,
nc
children will be able to identify the individual sounds in words which they can eventually use
when they are learning how to read. In this process, they will be able to distinguish the location
of specific letters in the words as they read or recite poems.
Children may gain a lot from poetry. But young learners may tend to ignore poetry. They
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are bothered by the thought that poems are hard to understand. One great tip to make these
young minds read and try writing poetry is to teach poetry in a fun way. Below are some sug-
gestions that educators can apply in the poetry classroom.
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Start reading poems that students will surely enjoy. This will make them feel comfortable
that poems are indeed exciting and not hard to understand.
Select poems that relate to students. Observe your students and find a poem that relates
to their personal interests. This is very effective!
Have individual poetry recitation in class. Let the pupils choose their favorite poem and
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recite it in class. There should be some poetry every day. Children can be encouraged to per-
form with props and costumes. They can use different accents and gestures. This will help
them develop their performance skills. The way a student delivers a poem is an indication of
his/her comprehension of that poem.
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Let the whole class perform poems interactively. Divide the class into small groups and
assign them a specific word. Each group will repeat their word as the poem leader says it. They
can think of a creative way of repeating the word. It can be with an action, a different accent,
and through other ways.
Get the pupils into a “poetry marathon.” Let the students read or recite tongue twisters
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under time pressure. This will be an enjoyable and fun experience for them.
Let the pupils interpret poems. After reading a poem to the class, ask the pupils the things
that came to their mind while listening to the poetry reading. This will not only enhance their
listening skills but the pupils’ thinking skills as well.
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Invite guest performers. Parents, other teachers, or even the principal can be invited to be
the poet for the day in the classroom. This will further encourage the pupils to read poems.
Have a poetry celebration. Have the pupils read poems that are appropriate for the special
occasions being celebrated. This will add joy to the particular event.
Read poetry every day. This is the most important way to make your students excited
about poetry. Pupils will surely look forward to each day for poetry time if you carry out the
abovementioned tips.
Drama is a term which comes from a Greek word meaning “to do” or “to act.” A story acted
out is called a play. It is a combination of aesthetic works from different artists: author, direc-
tor, actor, and designer.
Play can be an important tool of change among the pupils. Drama in the classroom pro-
vides practical experience in communicating as it helps develop skills such as reading, writing,
speaking, and listening. Aside from the benefits of learning language, play is also fundamental
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in strengthening other subject areas. It gives an opportunity for the pupils to learn how to work
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together and collaborate.
The use of play or drama in the classroom can be rewarding that it can make the pupils
more proficient and more rounded individuals while providing an enjoyable experience both
for the teachers and the pupils
But even with these benefits, teachers are still averse to use drama activities in the class-
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room due to various reasons.
I am not a drama specialist. If teachers feel that they cannot approach drama activities very
well because they don’t know the purpose of the activity, they can look for practical theater
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books that target teachers of other subjects to give motivation to their lesson and not to teach
drama. These books are user-friendly and expound the activities the way anybody could com-
prehend, re-explain, and appreciate their purpose.
I won’t risk myself feeling foolish in my class. If teachers are caught performing unprepared,
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they will definitely look silly in front of the class. Teachers should not be seen “performing”
the drama alone, but everybody should do it altogether.
For starters, teachers need to understand that they need to start slowly. They can begin
with warm-up games so everybody will feel comfortable with each other. And besides, it won’t
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matter if teachers can’t act, the pupils will do the acting and they will be the experts.
For me, drama is just “playing.” If conventional teachers’ notion about this is that drama
is not a serious method for learning English they will really be cautious of concentrating too
much on “drama” and not the real subject, English. Teachers need to realize the benefits play
can give their pupils. They can integrate each lesson to drama. Pupils can learn vocabulary with
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the right pronunciation through reading the play scripts; their listening skills will be developed
if some of their classmates will read the story aloud and they will develop their speaking skills
as well; ungrammatical error will be lessened through the course of writing their own script.
And as a final project, they can produce their own play using their own story. This can also
provide the pupils real-life situations other than merely focusing on books alone.
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I will have a chaotic class. If teachers have a large class, they will often think that they will
lose control of their pupils when using drama activities. This will really happen if they are
not engaged in the play. Teachers should see to it that they have established rapport with the
pupils and that communicative games are used to encourage group interconnection. Pupils
who are not actors in the play can be given responsibilities for the backstage and can be part
of the production and technical staff.