Lesson Teacher

School
Delaila Medina
August Pine Ridge Roman Catholic School
Class Standard VI
Plan Subject
Date
Language Arts
October 16-20 2023
Duration 60 minutes Number of lessons: 5
Production: Introduction to Figurative Language
Comprehension: Story Sequencing
Fluency and Accuracy: Applying strategies to use prefixes and suffixes to define words.
Language Structure: Purpose and Nuances of Conjunctions in Writing
Learning Outcomes:
Production: LA 3.18 Explain ideas using devices such as similes, metaphors, anecdotes, and
analogies.
Comprehension: LA 2.19 Sequence events in stories with complex structures including
flashbacks and "stories within stories.
Language Structure: LA 4.16 Apply a range of different grammatical forms for asking
questions, giving commands and instructions and giving information in simple, compound and
complex sentences.
Reading Fluency and Accuracy: LA 1.22 Apply phonics knowledge to sound out unknown
words.
Key Vocabulary:
1.

Reference
https://www.readingrockets.org/classroom/classroom-strategies/story-
sequence#:~:text=Story%20sequence%20is%20the%20order,the%20story%20in
%20logical%20order.

Learning Outcomes:
Production: LA 3.18 Explain ideas using devices such as similes, metaphors, anecdotes, and analogies.
Comprehension: LA 2.19 Sequence events in stories with complex structures including flashbacks and "stories
within stories.
Monday Content:
Figurative language is a powerful tool that writers use to paint vivid pictures in the minds
of their readers. It refers to words or phrases that are used in a non-literal way to create a
particular effect. These effects can range from creating a sense of mood or atmosphere to
making a point in a more memorable and impactful way.
Subtopic: Objectives- Children will be able to:
Figurative 1. Identify examples for each of the types of figurative language.
Language 2. Define at least 5 types of figurative language.
3. Write 5 examples of figurative language.
Introduction
Students will be doing silent reading with a story provided to them. They will be able to share the characters of
the story and their main contribution within the story. Students will also be able to answer to reading
comprehension questions.
Development
In the story students will be identifying a type of figurative language. Provide a token to the students
that identifies the figurative language in the story.
Elicit from student the types of figurative language.
Fun formative assessment: teacher will provide students with each type of
figurative language and the definition. However, students will need to
match the figurative language with the definition. Group Activity. Bonus
points for group that gets the highest matches correct.
Review all the types of figurative language and examples of each.
In a container there will be sentences, randomly students will be called,
and they are to take out a sentence. They are to read aloud the sentence
and provide the type of figurative language.
Students will choose 5 figurative language and write a sentence for each.
Closure
Students will be having a short quiz on figurative language.
Exit ticket: students are to provide one thing they now know about figurative languages.
Learning Outcomes:
Comprehension: LA 2.19 Sequence events in stories with complex structures including flashbacks and "stories
within stories.
LA 2.21 Discuss, with reference to their own lives, complex moral issues encountered during
reading.
Reading Fluency and Accuracy: LA 1.22 Apply phonics knowledge to sound out unknown words.

Tuesday Content:
Story sequence is the order in which events take place in a narrative. In simplest terms,
sequencing a story means identifying the main narrative components — the beginning,
middle, and end—as a first step towards retelling the events of the story in logical order
Subtopic: Objectives- Children will be able to:
Figurative 1. Read and sequence the event in the story.
Language 2. Use a story and create a story sequencing.
3. Present orally the sequence of events in a story.
Introduction
Students will be doing silent reading, and the story is Rikki- Tikki-Tavi by Rudyard Kipling.
Development
Students are to identify unknow words in the story and find the meaning.
Students will be answering to reading
comprehension questions.
Students will be identifying the four
Personification examples in the story and
provide an explanation.
In pairs students will be doing the story
plot. This will be assisting students to
complete the story sequencing.
Review the story plot with students.
Explain students what story sequencing is
using examples.
 Students will now be doing the story sequencing.

Closure
Students will be called to orally provide the sequence of the story.

Learning Outcomes:
LA 1.22 Apply phonics knowledge to sound out unknown words.
LA 1.21 Interpret and define words with a wide range of prefixes and suffixes.
LA 4.16 Apply a range of different grammatical forms for asking questions, giving commands and instructions
and giving information in simple, compound and complex sentences.
Wednesday Content:
Subtopic: Objectives- Children will be able to:
Applying 1. Use the website to understand the meaning of a wide range of prefix and suffix.
strategies to use 2. Write a sentence which must include a prefix and/or suffix.
prefixes and 3. Use context clues to define the prefix or suffix identified in a story.
suffixes to define
words
Introduction
Students are to recall on different suffix and prefix that have been mentioned or seen in worksheets. Students are
to define the words they provide.
Students are to read aloud the new vocabulary list of complex suffix and prefix.
Development
Students are to read an Aesop Fable and students are to identify examples of words that are suffix and
prefix and find use context clues to provide the meaning of the word.
Word Creation: Give students a set of root words and a list of complex suffixes.
Have them combine the root words with different suffixes to create new words and explain the potential
meanings of these new words. The same activity will be done for the prefix. Students will be using the tablets
for assistance.
1. Mature: immature, premature, postmature, overmature,
2. Depend: Dependent, dependable
3. Friend: unfriend, dis-friend, friendship, friendly, friendliness
Context Clues: Provide sentences with words containing complex suffixes. Ask students to use context
clues to determine the meanings of these words.
1. The rain was unexpected, so I did not bring my umbrella.
a. To be sure of. B. Not foreseen; surprising
2. The fireman broke down the door and went in to retrieve the family pet.
a. get b. notify c. look for
3. She stopped abruptly in front of me, causing me to run into her.
a. slowly b. suddenly c. gradually
4. Digging ditches with a shovel is grueling work, and I don’t want to do it.
a. easy b. exhausting c. entertaining
Interactive Writing: Have students write short paragraphs using newly created words to demonstrate their
 understanding of how complex suffixes affect word meanings.

Closure
Formative Assessment: Review the paragraphs written by students to assess their ability to use newly created
words in context.

Learning Outcomes: Production: LA 3.18 Explain ideas using devices such as similes, metaphors, anecdotes,
and analogies.
Thursday Content:
Metaphor:compares two things without the use of connecting words “like” or “as”.
Metaphors are used to create anologies.

Exmaple:
Life is a box of chocolate.

Anology is a compariosn where and idea or thins is compared to another thing that is quite
different from it.
Uses literay devices like similies and metaphors.
Example:
Life is like a box of choclate. You never know what you’re gonna get.

Simile:
Compares two different things using the word like or as.
Examples: Fought like cats and dogs.
I ran like the wind.
The house is clean as a whistle.

Subtopic: Objectives- Children will be able to:

1. Differentiate between an analogy, simile and metaphor.
2. Identify if the sentence is an analogy, simile or metaphor.
3. Write examples of analogy, simile and metaphors.
Introduction
Students will be using the tablet to find examples of metaphors and analogies along with their respective
definition.
 Development
Explain students the difference between the three types of figurative languages. By creating the
following diagram.
Students will be given 8 sentences, and they will identify if the sentence is a simile, metaphor or analogy.
Provide the examples of analogy to students so they are able to understand the purpose of analogies.
Students will be watching the following video.
https://www.youtube.com/watch?v=-F-TOk0ihkw
explain to students the difference between figurative analogy
and literal analogy.
Provide the following examples to students. explain to students
how each example changes in the form its written but
still provided the same meaning.

Metaphor: Time is a thief.

Simile: Time is like a thief.
Analogy: Time is like a thief in that thieves steal physical
objects and time steals moments of our lives.

Metaphor: Joe is a pig.

Simile: Joe is as dirty as a pig.
Analogy: Joe's sense of personal hygiene is on the same level as a pig that rolls around in dirt and mud all day.

Students are to create examples for a metaphor, simile and analogy.

Closure
Randomly call on students to provide their examples.

Friday:
Students will be completing a graded worksheet on content covered this week.
Revision of the topics.
 Teacher/ Delaila Medina
s
School August Pine Ridge Roman Catholic
Lesson School
Class Standard VI
plan Subject
Date
Science and Technology
October 16-20 2023
Duration 45 minutes Number of lessons:3

Topic: Working like a Scientist

Subtopic:
Learning Outcomes:
SC: 1.14 Explore Global warming and deduce what strategies can be used to slow
down this event.
SC: 1.15 Explain how some countries are more responsible than others for
producing greenhouse gas emissions and compare this with where the climate
crisis has the most severe impacts.
Competency Area #1:
Area #3 Critical and Innovative/Inventive Thinking
Area #4 Collaboration
Skills: work with classmates, discuss concepts and ideas in small groups.
Dispositions: take turns during discussion, engages and listens during small group activity.
References
https://www.un.org/en/actnow/ten-actions

Monday Content:
Earth is warming up, and humans are at least partially to blame. The causes, effects, and
complexities of global warming are important to understand so that we can fight for the
health of our planet.

Global Warming: Global warming is the long-term warming of the planet’s overall
temperature. Though this warming trend has been going on for a long time, its pace has
significantly increased in the last hundred years due to the burning of fossil fuels. As the
human population has increased, so has the volume of fossil fuels burned. Fossil fuels
include coal, oil, and natural gas, and burning them causes what is known as the
“greenhouse effect” in Earth’s atmosphere.
Subtopic: Objectives- Children will be able to:
Global Discussing what is global warming and its effects.
Warming Identifying strategies to reduce the effect of global warming
Researching the effect of global warming on countries
Introduction
What is the greenhouse effect?
- What are some strategies to reduce the harmful effects of the greenhouse gases?
- Which countries harmfully contribute to the greenhouse effects?
- What are the results of these harmful impacts?
- What are some solutions to reduce these harmful effects?
Students will be asked to share what they understand from the words global warming.

Development

Students will be using the tablet to find the definition for Global
Warming.

Students will be divided into small groups and each group will be
assigned a specific aspect of global warming to research. This could
include topics like greenhouse gasses, impact on ecosystems, melting ice
caps, or humans’ contributions.
Students will be watching videos that about global warming.
What causes global warming?
What are the impacts of global warming to the planet earth?
Students will be investigating on solutions to reduce global warming.
Example video: https://www.youtube.com/watch?v=j4O2DQNP3_w

Concluding activity
Class discussion based on students understanding about global warming.

Tuesday Content:
1. Save energy at home.
2. Change your home’s source of energy.
3. Walk Bike or take public transport.
4. Switch to an electric vehicle.
5. Consider your travel.
6. Reduce, Reuse, Repair and Recycle
7. Eat more vegetables.
8. Throw away less food.
9. Plant native species
10. Clean up your environment.
11. Make your money count.
12. Speak up.
Subtopic: Objectives- Children will be able to:
Strategies List at least 8 strategies to have a healthy planet. ‘
to reduce Create an action plan to reduce global warming.
global Prepare for their poem recital.
warming
Introduction
Students will be asked to share what they understand from the words global warming.
Review the climate Change Vocabulary list.
Development

Students are going to use the tablets and read the information.
https://www.un.org/en/actnow/ten-actions
Elicit from students the actions that can be done to reduce the global
warming.
Have students watch and listen to the poem
form a young protestor. Speak up.
https://www.youtube.com/watch?v=zNFq_bWsTDs

https://www.youtube.com/watch?v=lm0r3yFh0zU
We Can Be More - a 13-year-old poet's campaign
to save the world | Solli Raphael | TEDxSydney
Students are to share constructive
criticism about the poems.
Students will be provided the
following poems.
1. Warned By Silvia Stults.
2. Our Mother Earth by Joshua Isham
3. Awareness About Our Environment by Silvia Stults
In groups students will be given the opportunity to read the poem.
Students will be preparing for their poem presentation, and they can use prompts to use during their recital.
Concluding activity
Students are to share important things mentioned in the poem.
Grading rubric will be provided for the poem recital.

Wednesday Content:
The five countries that produce the most carbon dioxide:
The concentration of CO2 has especially increased as a result of the Industrial Revolution and
exponential growth in manufacturing activities around the world. Deforestation, agriculture, and
fossil fuel use are the primary sources of CO2.

According to the most recent data from the Global Carbon Atlas, the top five countries that have
produced in aggregate the most CO2 since the Industrial Revolution are the United States, China,
Russia, Germany, and the U.K.
In 2020, the largest emitters were in China, the U.S., India, Russia, and Japan.

1. China: world's second-largest manufacturer, much of China's industrial production is

powered by coal. Cement and steel production, required for infrastructure, produce
significant amounts of C02. Half of the world's steel is manufactured in China
2. Unites States: The largest sources of CO2 emissions in the U.S. came from
 transportation, power generation, and industry in 2020. Even though the U.S.
government undertook significant efforts to reduce the reliance on coal for electricity
generation, the country has become a major producer of crude oil
3. India: India is the third-largest CO2 emitter, with 2,442 million metric tons of total
carbon dioxide emissions produced in 2020. Coal is the main energy source for India,
supplying about 45% of the energy in the country. Petroleum and other liquids provided
about 26%.
4. Russia: 4th place Russia has one of the largest natural gas deposits in the world, and
natural gas is the primary source of energy and power generation in the country.
5. Japan: Japan is the fifth-largest producer of CO2 emissions, with 1,577 million metric
tons in 2020. Japan's energy fuel mix changed after the 2011 nuclear accident at
Fukushima. Oil is the largest source of energy in Japan, with its total share of energy
consumption being 40% in 2019. Coal still makes up a large share of energy
consumption in Japan: 26%. Nuclear gas is becoming more prominent in Japan after the
nuclear disaster and now accounts for 21% of energy consumption as of 2019
Subtopic: Objectives- Children will be able to:
Countries 1. List the Five countries that produce the highest amount of carbon dioxide.
contribution 2. Explain the main reason that these countries produce high amounts of carbon dioxide.
to climate 3. Provide at least 5 countries that provide less amounts of carbon dioxide.
change.
Introduction
Elicit from students:
Do you recall the period in which the release of carbon dioxide started to increase?
Which countries do you think produce high amounts of carbon dioxide.
Development
Provide the following questions to the students.
https://www.youtube.com/watch?v=UpAE9ea3hN8
1. What are the first five countries that contribute
to the highest amount of carbon dioxide.
2. Why is China the greatest contributor of carbon
dioxide release?
3. Which of first five countries is the most
polluted?
4. Which country is suffering from environmental
emergencies because it depends highly on
fossil fuels?
5. What country is the largest consumer of fossil
fuels?
Students will extract the information form the
video. The video will be watched using the tablet.
Students will be called to share to answers for the questions provided.
They are going to find images of the five main countries and look at the sate of the country. Now they will
find a world map and locate the countries.
Explain to students the reason for which these are the five main countries producing the high amount of carbon
dioxide.
Concluding activity
 Play hot potato game to review on the countries that produce high amount of carbon dioxide.
Short quiz on the topics covered this week.

Thursday

Subtopic: Objectives- Children will be able to:

1. Enthusiastically recite their poems in groups.
2. Create a poster about greenhouse effect, global warming, climate change and solutions.

Introduction

Collaborative Group Project:

Students will be asked to create a series of engaging and informative PSA videos or posters to educate their peers
and the wider community about greenhouse gases and
global warming.
Steps may include:
- Teach students about effective communication strategies and the
elements of a persuasive message.
- Have students work in groups to develop
PSA videos or posters that explain the science behind greenhouse gases and the
impacts of global warming.
- Encourage creativity in presenting solutions and actions individuals can take.
- Showcase the PSAs in the school, on social media, or during a school assembly.
- Allow students to reflect on the process of creating the PSAs and their impact on
raising awareness

Friday Science and Technology Test 1

 Teacher Delaila Medina
Lesson School August Pine Ridge Roman Catholic School
Class Standard VI
plan Subject
Date
HFLE
October 16-20 2023
Duration 45 minutes Number of lessons 1

Topic: Diet and Disease

Subtopic: Personal Hygiene
References:
https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/personal-hygiene
https://www.healthdirect.gov.au/personal-hygiene#:~:text=Personal%20hygiene
%20includes%3A,sleeve)% 20when%20sneezing%20or%20coughing
Tuesday Learning Outcome:
HE 1.32 Discuss and illustrate proper hygiene and overall care for
all external parts of the body.

Content:
Hygiene: Hygiene is a set of practices performed to keep yourself and your surroundings clean
for the preservation of good health. Hygiene is what keeps and promotes the health of people
and the community.

Personal Hygiene: Personal hygiene is a routine of personal care that keeps you clean
and healthy. It involves regular care of your hair, skin, face, teeth, ears, hair, nails, and
feet.
Body odour: Body smells are caused by a number of factors working in combination,
including:
Chemicals in sweat, including pheromones, which are made by the body and sexually attract
(or repel) other people.
Wastes excreted through the skin, such as metabolised alcohol.
The actions of bacteria that live on the skin and feed on dead skin cells and sweat.
Unwashed clothes, such as underwear and socks
Hand washing: Most infections, especially colds and gastroenteritis, are caught when we put
our unwashed hands, which have germs on them, to our mouth. Some infections are caught
when other people’s dirty hands touch the food we eat. Hands and wrists should be washed
with clean soap and water, using a brush if your fingernails are dirty. Dry your hands with
something clean, such as paper towels or hot air dryers. You should always wash your hands:

 After using the toilet

 Before making or eating food
 After handling dogs or other animals
  If you have been around someone who is coughing or has a cold.

Bad breath: Good dental hygiene includes regular brushing and flossing. Bad breath can be
caused by diseases of the teeth, gums and mouth, such as infections. Most people have bad
breath first thing in the morning because saliva is not made while you’re asleep. Some foods
that can cause bad breath include garlic and onion. Mouth washes, mouth sprays and flavoured
chewing gum can make your breath smell better for a while, but if you have a health problem
in your mouth, you need to see your dentist.

Washing genitals males and females.

Conditions that you can develop if you have poor personal hygiene include:

COVID-19 and other infectious diseases

diarrhoea, especially gastroenteritis
respiratory infections, including colds and flu
staph infections
worm-related conditions, such as threadworms
scabies
trachoma, an eye infection which can lead to blindness
tinea or athlete’s foot
tooth decay
Objective: 1. Define Personal Hygiene
Students will be 2. Provide steps to have a proper personal Hygiene.
able to 3. Create a poster on proper hygiene.
Introduction
Elicit to students: What things we must do to have a proper personal hygiene?
Development
What would be your own definition for personal hygiene.
Provide students with the definition of personal hygiene.
Class discussion with the information provided to them.
Call on students to read sections of the information.
Place images on the board and call on students to identify which personal
hygiene’s they do in a daily basis.
Students will now find conditions that people can have by not having a proper
hygiene.
Students will be sharing to the class their information.
Closure
Elicit from students’ examples of personal hygiene and definition of personal hygiene
Concluding activity
Students will be doing a poster on personal hygiene.

Teacher Delaila Medina

Lesson School August Pine Ridge Roman Catholic School
Class Standard VI
plan Subject
Date
Physical Education
October 16-20 2023
Duration 45 minutes Number of lessons 1

Topic: Body skills and Fitness

Thursday
1.35 Perform a variety of high and low kicks and turns while maintaining
balance.

Content:
High Kicks:
Stance: Start with a solid and balanced stance. Keep your non-kicking leg slightly bent
for stability.
Hip Rotation: Initiate the kick by rotating your hips toward the target. This allows. for
better range of motion and power.
Kicking Leg: Extend the kicking leg while keeping it straight or slightly bent at the
knee, depending on the kick type.
Pointed Toes: Flex your foot and point your toes upward, aiming to strike the target
with the ball of your foot.
Balance Focus: Maintain a strong core and engage your stabilizing muscles to help you
stay balanced during the kick.
 Eye Focus: Fix your gaze on the target or a point slightly above it to help

Low Kicks:
Stance: Maintain a stable stance with a slightly bent knee on the non -kicking leg
for better balance.
Hip Rotation: Rotate your hips to generate power and control for the low kick.
Kicking Leg: Deliver the kick by using the lower part of your shin or instep,
depending on the type of low kick.
Controlled Movement: Keep the kick controlled and close to the ground to
maintain balance and avoid overextending.
Core Engagement: Utilize your core muscles to help stabilize your body and
maintain balance during and after the kick.
• Visual Focus: Maintain focus on yourtarget to improve accuracy and balance.
Subtopic: Objectives- Children will
be able to:
Students will:
 Use high and low kicks with precision.
 Describe the importance of maintaining physical fitness.
 Work collaboratively with others.
Introduction
Do the following warm up with the students.

Development
 Guide the students for the high kicks. Students will work collaboratively in pairs.

Closure
Begin with clear explanations of different kicks, turns, and
techniques. Demonstrate proper form and execution step by step.
Provide structured.
instructions to ensure students understand the basics before
progressing.
Gather students and briefly explain the focus of the
lesson.
• Show visual aids or videos of different
high kicks (front kick, roundhouse kick, side kick) to
give students an idea of what they'll be learning.
Whole
-Class Practice:
• Lead the class in a series of slow-motion
high kicks, focusing on balance and control.
• Encourage students to breathe rhythmically and engage
their core muscles.

Concluding activity
Cool Down and Reflection: • Guide students through static stretches targeting the leg muscles
used in the kicks.
• Engage students in a brief reflection:
"What challenges did you face while maintaining balance during high kicks?"