Lesson Exemplar for Grade VI English

Week 6 – Day 1

I. Objective: Compose clear and coherent sentences using appropriate grammatical structure-
Adverbs of Place and Time

II. Subject Matter

Topic: Composing a clear and coherent sentences using appropriate grammatical structure-
Adverbs of Place and Time

Materials: paragraphs, pictures, charts, flashcards

Reference: English For You and Me, Language 6 pp. 134-136
Focused Skill: Composing a clear and coherent sentences using appropriate
grammatical structure- Adverbs of Place and Time
Value: ACCEPT CHANGES

III. Learning Activities

A. Setting the Stage

1. Drill
DOLCH Words

2. Review
(Review on nouns and verbs)
What are nouns?
What are verbs?

Direction:
Raise your right hand if the word is a VERB. Raise your left hand if the
word is a NOUN.
Principal Expensive
Mother Adorable
Beautiful Dining Room
Attractive Elegant
Plaza Nutrition Month

3. Motivation
(Show pictures to the pupils)

A. Explaining the Students What to Do

Say: At the end of the today’s lesson, you will be able to compose clear and coherent sentences
using appropriate grammatical structure-Adverbs of Place and Time.
 It is important since this lesson will help you identify the apprpriate adverb of time and
place to use in the sentence.

B. Modeling (The teacher will read the story: adopted from English Matters 6)

This morning is another long and lonely time in Martha’s life. She had now finished the sixth
grade from Mercedes S. Ayeng Elementary School, and soon she would go to the high school
farther away from home.She look forward to making new friends, but unhappy to losing old
ones from their bario.Martha sometimes felt her life was changing so rapidly. At other times, it
was tiresomely the same so that she could hardly stand it.

The words or phrases in bold letters tells us the places as to where the action happened. It
answers the question Where.It is called Adverb of Place.

The words or phrases in italic letters tells us the time as to when the action happened. It
answers the question When.It is called Adverb of Time.

C. Guided Practice

Direction:Identify the Adverb of Place from the following sentences.

1. The PTA Assembly will be holding in the auditorium.
2. My parents are waiting me at home.
3. Mother and I went to the market early this morning.
4. I spent my vacation in Boracay.
5. Every afternoon we stroll around the Bacolod Public Plaza.
The phrases in bold letters tells us the places as to where the action happened. answers
the question Where.It is called Adverb of Place.

Direction:Identify the Adverb of Time from the following sentences.

1. Last year, I visited my grandparents in Ilo-ilo.
2.We hold a regular meeting every 2nd week of the month.
3. I received a good news yesterday.
4. I’ll be going to Bacolod next week.
5. Tonight, my firends will come in our house.

D. Independent Practice
Complete the sentences by supplying the most appropriate words found inside the
box.

1. We buy fresh vegetables ___________ of Libertad.

2. Marian goes ____________ regularly to learn different things.
 3. The girls perform so well ______________.
4. We will discuss the plan for improvement ___________.
5. __________, my family goes to church to attend the mass.
6. We receive our guests _________________ of our house.
7. ___________ in the afternoon, we say the 3’oclock habit prayer.
8. I’ve seen the full bloody moon ____________.
9. Barangay Officials are all present ___________ for consultation of different
issues.
10. I always wait for Gandang Gabi Vice every ____________ in the evening of
Sunday.

to school in the living room 11’oclock

in the office last night in the market
on stage Every Sunday
Every 3’oclock in the Barangay Hall

E. Closure
What is Adverb of Time?
What is Adverb of Place

IV. Evaluation

Compose clear and coherent sentences using the given adverb of place and adverb
of time below:
1. at the backyard
2. in the municipal office
3. in the refrigerator
4. in the morning
5. last Monday
M/L I/D
V. Agreement

Compose two clear and coherent sentences using adverb of Plce and three clear and coherent
sentences using adverb of Time
 Lesson Exemplar for Grade VI English
Week 6 – Day 2

I. Objective: Infer meaning of barrowed words and content specific terms using contextual
clues, affixes and roots, other strategies (EPP)

II. Subject Matter

Topic: Inferring the meaning of barrowed words and content specific terms using
content clues, affixes and roots, other strategies (EPP)

Materials: paragraphs, pictures, charts, flashcards

Reference: Curriculum Guide, English For You and Me, Reading pp. 9-12
Focused Skill: Inferring
Value: BEING RESOURCEFUL

III. Learning Activities

A. Setting the Stage

1. Drill
DOLCH Words

2. Review
What is a prefix?
Give an example of prefixes that you have learn when you were in Grade V.
What do they mean?

What is a suffix?
Give an example of suffixes that you have learn when you were in Grade V.
What do they mean?

3. Motivation
Do you cook at home? What are the usual foods you prepare for meal?

B. Explaining the Students What to Do

Say: Today, we are going to learn about affixes. Affixes come in two kinds, the prefixes
and the suffixes. PREFIXES are syllables added before the root word, while SUFFIXES are
syllables added after the root word.

C. Modeling (Text to be read by the Teacher twice)

Jenny’s Best Menu

It was one fine day, Jenny was preparing for breakfast in accordance to the
family’s set menu of the day. Their menu for breakfast are fried bangus and
scrambled egg which are very affordable for them. They just got the eggs from
their little poultry at the back of their house together with their bangus from their
little pond. As they were eating, Jenny gazed at her elder sister who is so childish
 for being impatient the way she waits for her turn on foof. With the approval of
her mother she teased her.
Almost bi-weekly they enjoy the same menu.The family never failed to enjoy
being together in a simple meal preparation that Jenny does.

After reading, ask these questions (Publish pupils’ responses starting with
number 2 and underline words with prefixes once and suffixes twice. Once the
pupils have given correct answers, encourage them to give other words they know
with same prefixes and suffixes.):
Who was preparing for breakfast?

1. The breakfast set was according to what?

2. How does the author describe bangus and the egg?
3. How did Jenny’s siter act as she was eating?
4. What did Jenny’s sister felt when she was waiting for her turn?
5. How many times do they have the same menu on their table?
6. From the answer, what words contain prefixes?Suffixes?
7. What do you think is the meaning of these prefixes?suffixes?
8. Can you give your own example of words with these prefixes and suffixes?

Answer Word Words Guide questins to Inferred Pupils’

with with infer the meaning of meaning Example
prefixes suffixes the word
The breakfast was accordance To waht does accord According
set in accordance accord- means? to the
to the menu of the ance (Ans: rule) rule
day.
Bangus and eggs affordable What do we mean Being
are affordable. afford-able by afford? able to
(Ans: bear the cost) bear the
cost
Jenny’s elder childish How does a childish A child
sister was childish child-ish person act? like
as she was eating. (Ans: They act like action
child
She felt impatient impatient What do you thik is Not
im- the meaning of the patient
patient prefix -im?
(Ans:Not)
They have the bi- To waht does weekly Two day
same menu bi- weeekly means? every
weekly. bi-weekly (Ans: It refers to the week
seven day.
D. Guided Practice

Direction:Whole-class Acivity: Analyze the underlined word to infer its meaning and
complete the last two columns of the table.
Sentence Word with Question to infer Inferred Pupils’
Prefix the Meaning Meaning Example
1. Pre-gardening Pre- Is it proper to
activity should be gardening directly do
done before gardening
planting the without
crops. preparing the
soil?
When do we
need to check the
soil?
2. Gardening with insufficient Do we need to
insufficient in-sufficient learn about
knowlekde will gardening? Why?
never bring you
profit.
3. An irresponsible irresponsible Do we need to
man should not ir- take care of the
engage into responsible poultry
poultry since it animals?Why?
requires great
care.
4. We should learn Importance Is gardening
the importance of Import-ance important?Should
backyard
 gardening to our we learn about
daily needs. it?

5. Proper waste Disposal

disposal in Dispos-al
gardening must
also be observed.

E. Independent Practice

Direction: Group Activity: Brainstorm on the meaning of the underlined word and
complete the table.

Sentence Word wuth Word with Inferred Meaning

Prefix Suffix
1. Jimmy and James were
irresponsible to have a
pet when they do not
know how to take care
of it.
2. It was _________of
Fritz to leave home
without feeding the
chicken at the poultry.
3. The sanke found in the
garden is poisonous.
4. The yellowish leaf of
malungay implies that
its not anymore
healthy.
5. Animals should be in
their most comfortable
places.

F. Closure:
What is a Prefix? What happened to the rootword when added a prefix?.
What is a Suffix? What happened to the rootword when added a prefix?.

IV. Evaluation
Direction: Read and analyze the following sentences with words containing affixes.
Choose the phrase which you think best fits as the meaning of the word. Write the letter only.

1-2. Mothers take care of their babies by taking the pre-natal check ups. After nine moths of
bearing the babies the go back to the doctors for a post-natal check ups.

Choices for #1 Choices for #2

A. Before giving birth A. Before giving birth
B. After giving birth B. After giving birth
C. During pregnancy C. During pregnancy
3-5. There are colleges that has a bi-mester system of education, but others prefer to have tri-
mester so that the payment will not become heavy for the sine there are many who have
insufficient source of living.

Choices for #3 Choices for #4 Choices for #5

A. Four semester A. Four semester A. Abundantt

B.Three semester B. Three semester B. Not sufficient
C.Two semester C. Two semester C. Sufficiently

M/L I/D
V. Agreement
Direction: Cut a news or magazine article containing affixes. Underline them and write
tgheir meaning below.
 Lesson Exemplar for Grade VI English
Week 6 – Day 3

I. Objective: Write a 4-paragraph composition showing Cause and Effect

II. Subject Matter
Topic: Writing a 4-paragraph composition showing Cause and Effect

Materials: paragraphs, pictures, charts, flashcards

Reference: http://www.mesacc.edu / ̃paoih30491/Rubric Paragraph
Assignment.html
http://www.uni-koeln.de/owc/desperson.html
http://www.une.edu.au/data/asset/pdf file/oo16/10780/paragraph-
class.pdf
For You and Me, Reading p. 39
Focused Skill: Writing a 4-paragraph composition showing Cause and Effect
Value: ACCEPTANCE and UNDERSTANDING

III. Learning Activities

A. Setting the Stage

1. Drill
DOLCH Words
2. Review
(Review on cause and effect)

Direction: Read the following sentences give its possible causes.

1. Ana failed in her English subject.

Cause:________________________________________
2. He was absent yesterday.
Cause:________________________________________
3. Her parents are so proud of him.
Cause:________________________________________

Direction: Read the following sentences give its possible effects.

1. It rained the whole day.

Effect:________________________________________
2. The plants were kept inside the house.
Effect:________________________________________
3. Edgar studied hard last night.
 Effect:________________________________________

B. Explaining the Students What to Do

Say:
At the end of today’s lesson, you will be able to write 4 paragraph showing
cause-effect relatioship.

Knowing this is important bacause this will help you better express your ides and
develop your writing skills.

C. Modeling
(The teacher uses the selection in English For You and Me, Reading p. 39)

Say:

The selection is an example of paragraphs showing cause and effect. In writing paragraphs,
always take note of the mechanics in writing. The margin, indention, capitalizations,
punctuation marks, and relevance of ideas should be relevant.

D. Guided Practice
(Teacher guides pupils in making paragraphs based on the diagram presented.)

Not listening
to teacher
 No Not studying
Failure lesssons
assignments
and projects in English
Subject

E. Independent Practice

Direction: Write a 4 paragraphs on the topic presented below. Choose only one
topic. The rubric below will be used to assess your work.

1. My Family
2. The Tourist Spots of Don Salvador Benedicto (your Municipality)

F. Closure
How do we write a cause-effect paragraph?

IV. Evaluation

( Teachers provides rubric but sholud let pupils agree on rubric. Revision from pupils should be
accepted.)

Direction: Write a 4 paragraph selection on any of the topic presented. The rubric below will be
used to assess your work.

1. My Pet
2. My Best Friend

M/L I/D

V. Agreement

Cut a cause-effect paragraphs as your model to make your own version following the
style as your model paragraph.

RUBRIC:
Traits 4 3 2 1
Focus and There is one There is one There is one The topic and
Details clear, focused clear topic. Main topic. Main main ideas are
topic. Main ideas are clear ideas are not clear.
ideas are clear but are not well- somewhat clear.
and are well- supported by
supported by detailed
detailed and information.
 accurate
information.
Organization The The introduction The introduction There is no clear
introduction is states the main states the main introduction ,
inviting. It states topic and topic. A structure, or
the main topic provides an conclusion is conclusion.
and provides an overview of the included.
overview of the paper. The
paper. conclusion is
Information is included.
relevant and
presented in a
logical order.
The conclusion
is strong.
Voice The author’s The author’s The author’s The author’s
purpose in purpose is purpose of purpose of
writing is very somewhat clear writing is writing is
clear and there and there is somewhat clear unclear.
is strong some evidence and there is
evidence of of attention to some evidence
attention to audience. The of attention to
audience. The author’s audience. The
author’s knowledge author’s
extensive and/or knowledge
knowledge experience with and/or
and/or the topic is/are experience with
experience with evident. the topic is/are
the topic is/are limited.
evident.
Word Choice The author uses The author uses The author uses The writer uses a
vivid words and vivid words and words that limited
phrases. The phrases. The communicate vocabulary.
choice and choice and clearly but the Jargon or cliches
placement of placement of writing lacks maybe present
words seems words is clearly. or detract from
accurate, inaccurate at the meaning
natural, and not times and /or
forced. seems
overdone.
Sentence All sentences Most sentences Most sentences Sentences
structure, are well are well are well sounds
Grammar, constructed and constructed and constructed but awkward, are
Mechanics and have varied have varied they have a distractingly
Spelling structure and structure and similar structure repetitive or are
length, The length, The and/or length, difficult to
author makes author makes a The author understand.The
no errors in few errors in makes several author makes
grammar, grammar, errors in numerous
mechanics, mechanics, grammar, errors in
and/or spelling. and/or spelling mechanics, grammar,
but they do not and/or spelling mechanics,
that interfere and/or spelling
 interfere with with that interfere
understanding. understanding. with
understanding.
Reviewer’s
Comments

Lesson Exemplar for Grade VI English

Week 6 – Day 4

I. Objective: Revise writing for clarrity (Correct spelling, appropriate punctuation

marks, transition/ signal words-gr 5 2nd week 3 day 4

II. Subject Matter

I. Topic: Revising writing for clarrity (Correct spelling, appropriate punctuation
marks, transition/ signal words)

Materials: paragraphs, charts, flashcards and sentence strips

Reference: http:/www.enchantedlearning.cpm/grammar/punctuation
http:/www.google.com.ph/search?q=punctuation+marks&espv=2&biw=1
02&bih=667&source=Inms+isch&sa

Focused Skill: Revising writing for clarrity (Correct spelling, appropriate punctuation
marks, transition/ signal words)
Value: BEING OPTIMISTIC

III. Learning Activities

J. Setting the Stage

1. Drill

(Reading of Dolch Words)

2. Review
(Review on mechanics in writing paragraph)
3. Motivation (Showing pictures)
(Teacher will show pictures of punctuation marks to the class.)
Direction: Identify the name of the punctuation marks as shown in the
following pictures.

? . : ,

‘ ! ;
4. Explaining the Students What to Do

Say:
At the end of today’s lesson you will be able to revise the paragraphs that
you wrote. Take note of the correction in spelling and punctuation marks as
well as the capitalization, margins, indentions, and grammatical compositions.

5. Modeling

(The teacher presents a table on punctuaton marks)

PUNCTUATION SYMBOL DEFINITION EXAMPLE USE IN A
MARK SENTENCE
Period is used to note the
Period . end of a
declarative and -God created the
imperative sentence. universe.
-Please pray for peace.
Comma , Comma is used to separate God created the moon, the
phrases or items in a list. ,
stars and the sky.
Question mark ? Question mark is used at How can we repay God’s
the end of an interrogative ?
goodness to humanities
sentence.
Exclamation ! Exclamation point is used Oh how powerful our dear
Point to shoe extreme emotion. Creator is !
Colon : Colon is used before a list or -There are many things
quote,
God created: man,
animals and trees.
separate hours and minutes and
- The time is 3:00
elements in Mathematical ratio. - The ration of men to
women is 3:2
Semi Colon ; Semi Colon is separates
two independent clause in
a copound sentence and is
also used to separate items
 in a series (where comma is
already in use).
Hyphen - Hyphen is used between
parts of a compound word Our God is a our full-time
or name.
guard.
It is also used to split a
word by syllables to fit on a
line of text.
Apostrophe ‘ Apostrophe is used as a
substitute for a missing -I can’t afford not no
letter or letters in a word
serve my God.
(as in contraction )

(To show the possessive case) -Our life is God’s precious

In the plural of letters
gift.
Quotation mark “ Quotation mark is used to God said “ He who
” empahasize the direct
believes in me shall not
word of the speaker
be perished.”

Say:

Punctuation marks are symbols that are used to aid the clarity and
comprehension of written language. Some common punctuation marks are the period,
comma, question mark, exclamation point, apostrophe, quotation mark, colon, semi
colon and hyphen.

Review your paragraphs and rewrite them with them proper punctuation
marks and correct spellings with margins, indention, and correct
capitalizations.

6. Closure

What should we take note in rewriting or revising a paragraphs?

IV. Evaluation

(Teachers provides rubric but sholud let pupils agree on rubric. Revision from pupils should be
accepted.)

Direction: Write a paragraph on any topic you are interested about showing cause and effect
relationship.

Traits 4 3 2 1
Focus and There is one There is one There is one The topic and
Details clear, focused clear topic. Main topic. Main main ideas are
topic. Main ideas are clear ideas are not clear.
ideas are clear but are not well- somewhat clear.
and are well- supported by
supported by detailed
detailed and information.
accurate
information.
Organization The The introduction The introduction There is no clear
introduction is states the main states the main introduction ,
inviting. It states topic and topic. A structure, or
the main topic provides an conclusion is conclusion.
and provides an overview of the included.
overview of the paper. The
paper. conclusion is
Information is included.
relevant and
presented in a
logical order.
The conclusion
is strong.
Voice The author’s The author’s The author’s The author’s
purpose in purpose is purpose of purpose of
writing is very somewhat clear writing is writing is
clear and there and there is somewhat clear unclear.
is strong some evidence and there is
evidence of of attention to some evidence
attention to audience. The of attention to
audience. The author’s audience. The
author’s knowledge author’s
extensive and/or knowledge
knowledge experience with and/or
and/or the topic is/are experience with
experience with evident. the topic is/are
the topic is/are limited.
evident.
Word Choice The author uses The author uses The author uses The writer uses a
vivid words and vivid words and words that limited
phrases. The phrases. The communicate vocabulary.
choice and choice and clearly but the Jargon or cliches
placement of placement of writing lacks maybe present
words seems words is clearly. or detract from
accurate, inaccurate at the meaning
natural, and not times and /or
forced. seems
overdone.
Sentence All sentences Most sentences Most sentences Sentences
structure, are well are well are well sounds
Grammar, constructed and constructed and constructed but awkward, are
Mechanics and have varied have varied they have a distractingly
Spelling structure and structure and similar structure repetitive or are
length, The length, The and/or length, difficult to
author makes author makes a The author understand.The
no errors in few errors in makes several author makes
grammar, grammar, errors in numerous
mechanics, mechanics, grammar, errors in
and/or spelling. and/or spelling mechanics, grammar,
but they do not and/or spelling mechanics,
interfere with that interfere and/or spelling
understanding. with that interfere
understanding.
 with
understanding.
Reviewer’s
Comments

M/L I/D
V. Agreement

Rewrite your paragraph on your formal theme as neat as you can.

6th Summative Test

Second Grading
Objectives No. of % No. of Item
Days Items No.
1. Compose clear and coherent sentences
using appropriate grammatical structure- 1 25% 5 1-5
Adverbs of Place and Time

2.Infer meaning of barrowed words and

content specific terms using contextual
clues, affixes and roots, other strategies 1 25% 5 6-10
(EPP)

3. Write a 4-paragraph composition

showing Cause and Effect-gr. 5 2nd-
Week 3day 3 1 25% 5 11-15

4.Revise writing for clarrity (Correct

spelling, appropriate punctuation 1 25% 5 16-20
marks, transition/ signal words-gr 5 2nd
week 3 day 4

Total 4 25% 20 20

I. Direction: Compose clear and coherent sentences using the given adverb of place.
1. in the municipal office
2. in the the basket
3. from the city.
Compose clear and coherent sentences using the given adverb of time.
4. tomorrow
5. last night

II. Direction: Read the items carefully, and answer the questions that follows.

6. The Photoshpop of Mr. Aguinaldo has become the favorite pre-nuptial photography
of those who are getting married. Which of the following could be the meaning of
the underlined word?
a. before the wedding
b. on the wedding
c. after the wdding
7. I would love to be in the tri-mester school. Tri-mester means________.
a. Two semester
b. Four semester
c. Three semester
8.The reddd____ scar on her face was due to her scratch last night. What suffix best fit
in the sentence- (ex,pre,ish)?
9. I always bring with me my port____ dvd whereever I go. To complete the
word, (ish, able, ance) is used.
10. We have to write legibly, or else our teacher will force us to rewrite what we did.
The underlined word defines as____.
a. Not write
b. Write again
 c. Happy writing

III. Direction: Write a 4 paragraph selection on any of the topic presented showing cause and
effect. The rubric below will be used to assess your work.

My English Subject
My favorite Teacher

IV Direction: Supply the missing punctuation of mark needed in the sentances.

11. Are you comin on my birthday tomorrow__

12. Yeheeey! We won the championship game__
13. Pres. Duterte is really a strong person__
14. Please help me in making my English project.
15. Where have you been all tghis time__

III. Write a 4 paragraph selection on any of the topic presented showing cause and effect. The rubric
below will be used to assess your work. (5 points)