Grade 6 School: Lake Wood Central Elementary School Duration: 90 mins

Peace and Values Teacher: Chinley P. Fabriga Session Title: Effects of Anger
Lesson Plan Date and Time: February , 2024 (2:05 – 3:35 pm) Quarter: 3rd
Quarterly Theme: Community Awareness
Sub – Theme: Justice : Peace Concept (Positive and Negative Peace)

I.Objectives:

At the end of the lesson, the pupils are expected to:

1. Tell the effects of anger on individuals and relationships;
2. Identify key vocabulary related to the theme of anger;
3. Engage in critical thinking by answering motive questions and participating in discussions.

II. Subject Matter:

Title: The Effects of Anger

Content: Exploring how anger can impact individuals, relationships, and overall well-being.

III. Materials:

Reading passage/story about the effects of anger.

Bond papers
Manila Paper
Handouts with key vocabulary words.
Markers for group activity.

IV. Procedure:

A. Awareness:

1. Motivation:
Begin the class with a short video depicting the consequences of uncontrolled anger. Encourage pupils to
share their initial thoughts and experiences related to anger.

2. Unlocking of Difficulties:
Introduce and discuss any challenging vocabulary words related to anger. Use context real-life examples to
help pupils understand the meanings.

Vocabulary Words:
1. Clenched - Describing the tight closure of teeth or hands, often associated with anger.
2. Stiff - Referring to the rigidity or lack of flexibility in shoulder and neck muscles during anger.
3. Consequences - Outcomes or results, particularly those that follow a specific action or event.
4. Challenge - A difficult task or situation that requires effort and determination to overcome.
5. Expressing - Conveying or communicating feelings, thoughts, or emotions.
6. Source - The origin or cause of something, as in understanding the source of anger.
7. Guilty - Feeling responsible for a perceived wrongdoing, often associated with negative emotions.
8. Consequences - The effects or outcomes that follow a particular action or situation.
9. Harmful - Causing damage or negative effects.
10. Positive - Having a beneficial or constructive impact; in the context of anger, viewing it in a
constructive light.
3. Presentation:
Raising of Motive Questions:
Pose questions related to the effects of anger.
Motive Questions:
1. What physical changes occur in the body when a person experiences anger?
2. How can anger be viewed positively according to the passage?
 3. Why do people often feel guilty about being angry, according to the text?
4. What is the purpose of the body's preparation for action when feeling anger?
5. How does expressing feelings of anger positively impact relationships, as mentioned in the passage?
6. What is the challenge associated with anger, according to the passage?
7. In what ways can actions resulting from anger be helpful rather than harmful?
8. How does anger affect our relationships?
9. What are the consequences of expressing anger impulsively?"
4. Setting of Standards:
Discuss the importance of setting standards for reading comprehension, emphasizing the need to identify
main ideas, key details, and the author's purpose in the text.
Setting Standards for Silent Reading:
1. Comprehension:
Pupils should be able to understand the main ideas and key details of the text they read silently.
They should demonstrate the ability to infer information and make connections between different
parts of the text.
2. Fluency:
Pupils should read with a suitable pace, showing appropriate expression and intonation.
Silent reading should involve smooth and natural progress through the text without unnecessary
pauses.
3. Vocabulary Recognition:
Pupils should recognize and understand the meaning of key vocabulary words within the context of
the passage.
They should be able to use context clues to decipher the meanings of unfamiliar words.
4. Retention:
After silent reading, pupils should be able to recall and summarize the main points of the text
accurately.
They should remember essential details and events presented in the passage.
5. Critical Thinking:
Pupils should engage in reflective thinking about the text, considering its implications and evaluating
the author's perspective.
They should be able to identify the author's purpose and distinguish between facts and opinions.

Setting Standards for Oral Reading:

1. Fluency:
Pupils should read aloud with appropriate speed, accuracy, and expression.
Oral reading should be smooth, with proper phrasing and intonation.
2. Clarity and Pronunciation:
Pupils should articulate words clearly and pronounce them correctly.
The delivery should be such that the listener can easily understand the words being read.
3. Phrasing and Pacing:
Pupils should use appropriate phrasing, pausing at punctuation marks and using suitable pacing for
emphasis.
The oral reading should reflect the natural flow of language.
4. Expression and Tone:
Pupils should convey the appropriate emotions and tone as dictated by the content of the text.
They should be able to adjust their voice to match the mood of the passage.
5. Engagement:
Pupils should engage the listener by maintaining eye contact, varying pitch, and using gestures
appropriately.
Oral reading should captivate the audience's attention and convey the intended message effectively.
6. Comprehension:
Pupils should demonstrate understanding of the material by emphasizing key points and conveying
the intended meaning through their oral reading.
They should be able to answer questions and engage in discussions about the content.

5. Recalling of Motive Questions:

Review and discuss the motive questions to refresh pupils' memories and stimulate their thinking before
reading the story.
 B. Activity
Reading Proper of the Story:
1. Have pupils read the story individually through continuous reading, and in small groups. Encourage them
to highlight or take notes on key points related to the effects of anger.
2. Group the pupils. Let them draw a situation that shows anger/ write 10 situations showing anger.

C. Analysis:
Conduct a class discussion to explore pupils' interpretations of the story and their thoughts on the effects of
anger.

D. Abstraction:
Use open-ended questions to encourage critical thinking and different perspectives.
"How do you believe experiencing anger can impact one's overall well-being and relationships, and what
strategies do you think might be effective in managing and mitigating the negative effects of anger in various
aspects of life?"

E. Application:
Let pupils write a journal from these guide questions.
1. About Your Feelings:
Can you think of a time when you felt really, really mad? What happened to make you feel that way?
2. How Anger Feels:
When you get angry, how does it make you feel inside? Does it change the way you think or act?
3. With Friends and Family:
Have you ever been angry with a friend or family member? How did it affect your relationship or how
you talked to each other?
4. How Your Body Reacts:
When you're angry, do you notice anything happening to your body, like your heart beating faster or
your hands feeling tight? How does your body tell you that you're mad?
5.What Helps You Feel Better:
What are some things you do to calm down when you're angry? Can you think of a time when you
did something that made you feel better after being mad?

Prepared by: CHINLEY P. FABRIGA

VI-Burgos Adviser
 Grade 6 School: Lake Wood Central Elementary School Duration: 45 mins
Health Teacher: Chinley P. Fabriga Session Title:
Lesson Plan Date and Time: (3:35 – 4:20 pm) Quarter: 3rd
Quarterly Theme:
Sub – Theme: Gender equality and Gender Identification

I.Objectives:

At the end of the lesson, the pupils are expected to:

1. Define gender equality and gender stereotypes.
2. Identify examples of gender stereotypes in society.
3. Analyze the impact of stereotypes on career choices and personal relationships.
4. Propose at least two strategies for promoting gender equality, demonstrating understanding of the
importance of challenging stereotypes and advocating for equal opportunities.

II. Subject Matter:

Gender Equality and Stereotyping

III. Materials:
Passage on Gender Equality and Stereotyping
Manila Paper and markers
Handouts with vocabulary words and definitions
Question cards for motive questions
Pen and paper for note-taking

IV. Procedure:
A. Awareness:

1. Motivation:
Read aloud the passage on Gender Equality and Stereotyping.
Engage students in a brief discussion about the main ideas and key concepts presented in the passage.

2. Unlocking of Difficulties:
Introduce and discuss any challenging vocabulary words related to gender equality and stereotyping.
Use context real-life examples to help pupils understand the meanings.
Vocabulary Words:
1. Gender equality -- The principle advocating for equal rights, opportunities, and treatment for all
genders.
2. Stereotype --A widely held but oversimplified and often inaccurate belief or idea about a particular
group of people.
3. Ingrained--- Deeply established or firmly fixed.
4. Advocates--- Individuals who publicly support or recommend a particular cause or policy.
5. Perpetuate -- To cause something to continue indefinitely, often through actions or beliefs.
6. Rigid ----Firm and inflexible; not easily changed or bent.
7. Conducive--- Tending to promote or contribute to a particular result or outcome.
8. Dismantling--- To take apart or demolish, often in a systematic or deliberate manner.
9. Empathy--- The ability to understand and share the feelings of others.
10. Comprehensive--- Covering or including everything; thorough and complete.
11. Feasible ---Possible to do easily or conveniently.
12. Systemic--- Relating to or affecting an entire system, often referring to widespread or structural
issues.
13. Autonomy ----Independence or freedom, especially in making one's own decisions.
14. Interplay --- Interaction or reciprocal influence between two or more elements.
15. Encompass--- To include or contain within a larger scope or range.
3. Presentation:
Raising of Motive Questions:
Pose questions related to gender equality and stereotyping.
Motive Questions:
1. What is the primary focus of the passage?
A) Gender equality and gender stereotyping
B) Technological advancements
C) Environmental conservation
D) Economic globalization
Answer: A) Gender equality and gender stereotyping

2. How are gender stereotypes described in the passage?

A) As beneficial for societal organization
B) As outdated and irrelevant
C) As deeply ingrained societal beliefs about gender roles
D) As insignificant and harmless
Answer: C) As deeply ingrained societal beliefs about gender roles

3.Provide an example of a gender stereotype mentioned in the passage.

A) Men are better at caregiving roles.
B) Women are more suited for careers in engineering.
C) Gender roles have no impact on career choices.
D) Boys and girls have equal opportunities from a young age.
Answer: B) Women are more suited for careers in engineering.

4. What role does education play in combatting gender stereotypes, according to the passage?
A) Education perpetuates gender stereotypes.
B) Education is irrelevant in challenging stereotypes.
C) Education fosters critical thinking and challenges stereotypes.
D) Education reinforces rigid gender expectations.
Answer: C) Education fosters critical thinking and challenges stereotypes.

5.What are some suggested measures for achieving gender equality mentioned in the passage?
A) Promoting unequal opportunities
B) Implementing gender-specific roles
C) Ensuring equal opportunities and treatment
D) Reinforcing traditional gender norms
Answer: C) Ensuring equal opportunities and treatment

4. Setting of Standards:
Discuss the importance of setting standards for reading comprehension, emphasizing the need to identify
main ideas, key details, and the author's purpose in the text.
Setting Standards for Silent Reading:
6. Comprehension:
Pupils should be able to understand the main ideas and key details of the text they read silently.
They should demonstrate the ability to infer information and make connections between different
parts of the text.
7. Fluency:
Pupils should read with a suitable pace, showing appropriate expression and intonation.
Silent reading should involve smooth and natural progress through the text without unnecessary
pauses.
8. Vocabulary Recognition:
Pupils should recognize and understand the meaning of key vocabulary words within the context of
the passage.
They should be able to use context clues to decipher the meanings of unfamiliar words.
9. Retention:
After silent reading, pupils should be able to recall and summarize the main points of the text
accurately.
They should remember essential details and events presented in the passage.
10. Critical Thinking:
 Pupils should engage in reflective thinking about the text, considering its implications and evaluating
the author's perspective.
They should be able to identify the author's purpose and distinguish between facts and opinions.

Setting Standards for Oral Reading:

1. Fluency:
Pupils should read aloud with appropriate speed, accuracy, and expression.
Oral reading should be smooth, with proper phrasing and intonation.
2. Clarity and Pronunciation:
Pupils should articulate words clearly and pronounce them correctly.
The delivery should be such that the listener can easily understand the words being read.
3. Phrasing and Pacing:
Pupils should use appropriate phrasing, pausing at punctuation marks and using suitable pacing for
emphasis.
The oral reading should reflect the natural flow of language.
4. Expression and Tone:
Pupils should convey the appropriate emotions and tone as dictated by the content of the text.
They should be able to adjust their voice to match the mood of the passage.
5. Engagement:
Pupils should engage the listener by maintaining eye contact, varying pitch, and using gestures
appropriately.
Oral reading should captivate the audience's attention and convey the intended message effectively.
6. Comprehension:
Pupils should demonstrate understanding of the material by emphasizing key points and conveying
the intended meaning through their oral reading.
They should be able to answer questions and engage in discussions about the content.

5. Recalling of Motive Questions:

Review and discuss the motive questions to refresh pupils' memories and stimulate their thinking before
reading the story.

B. Activity
Reading Proper of the Story:
1. Have pupils read the story individually through continuous reading, and in small groups. Encourage them
to highlight or take notes on key points related to gender equality and stereotyping.
2. Group the pupils. Let them write at least 3 impact of stereotypes on individuals and society and discuss
strategies for promoting gender equality.

C. Analysis:
Facilitate a class discussion on the students' observations and reflections from the activity.
Encourage students to analyze the root causes of gender stereotypes and brainstorm additional strategies
for promoting gender equality.

D. Abstraction:
Summarize the key points covered in the lesson, emphasizing the importance of challenging gender
stereotypes and advocating for gender equality.
Connect the lesson content to real-world examples and current events to reinforce learning objectives.

E. Application:
Encourage students to apply their knowledge and understanding of gender stereotypes to advocate
for positive change in their communities.
1. Do you believe the passage effectively highlights the persistence of gender stereotypes despite
advancements in society? Why or why not?
A) Yes, the passage provides clear examples and explanations of how gender stereotypes continue to
influence various aspects of life.
B) No, the passage lacks sufficient evidence or analysis to support the assertion that gender
stereotypes persist despite societal advancements.
C) Somewhat, while the passage acknowledges the existence of gender stereotypes, it could delve
 deeper into their impact on contemporary society.
D) Partially, the passage focuses too much on historical examples rather than providing a
comprehensive analysis of current gender stereotypes.

2. How does the passage address the impact of gender stereotypes on individuals' career choices?
A) The passage effectively illustrates how gender stereotypes limit individuals' career choices by
perpetuating the belief that certain professions are more suitable for one gender over the other.
B) The passage fails to adequately discuss the impact of gender stereotypes on career choices,
missing an opportunity to highlight the systemic barriers faced by marginalized groups.
C) The passage provides a superficial analysis of the impact of gender stereotypes on career choices,
lacking depth in its exploration of how societal expectations shape occupational preferences.
D) The passage offers a nuanced understanding of how gender stereotypes influence career choices,
highlighting both the direct and indirect effects on individuals' decision-making processes.

3. In what ways does the passage suggest that gender stereotypes influence personal relationships
and family dynamics?
A) The passage convincingly argues that gender stereotypes dictate societal expectations within
families, reinforcing traditional roles and behaviors that can limit individual autonomy and self-
expression.
B) The passage overlooks the influence of gender stereotypes on personal relationships and family
dynamics, focusing solely on their impact in professional settings.
C) While the passage briefly mentions the influence of gender stereotypes on personal relationships,
it fails to provide concrete examples or analysis to support this assertion.
D) The passage provides a balanced perspective on the influence of gender stereotypes on personal
relationships, acknowledging their complex interplay with familial expectations and societal norms.

4. Evaluate the proposed solutions for combating gender stereotypes outlined in the passage. Are
they comprehensive and feasible?
A) Yes, the passage offers practical and actionable solutions for combatting gender stereotypes,
emphasizing the importance of education and policy measures in effecting meaningful change.
B) No, the proposed solutions lack specificity and fail to address the root causes of gender
stereotypes, making them unlikely to yield significant results.
C) The passage presents a mix of feasible and impractical solutions for combating gender
stereotypes, requiring further elaboration and refinement to be effectively implemented.
D) While the passage identifies potential strategies for combatting gender stereotypes, it overlooks
alternative approaches or perspectives that could complement or enhance existing efforts.

5. Reflect on the overall importance of gender equality as discussed in the passage. Do you agree
with the assertion that achieving gender equality requires a societal shift in attitudes and norms?
Why or why not?
A) Yes, the passage effectively argues that achieving gender equality necessitates a fundamental shift
in societal attitudes and norms to dismantle entrenched gender stereotypes and promote inclusivity.
B) No, the passage overemphasizes the role of societal attitudes and norms in achieving gender
equality, neglecting the importance of systemic changes and institutional reforms.
C) While the passage highlights the significance of societal attitudes and norms in achieving gender
equality, it could provide a more nuanced exploration of the multifaceted factors that contribute to
inequality.
D) The passage presents a compelling case for the importance of gender equality but fails to
convincingly demonstrate how a societal shift in attitudes and norms can lead to tangible progress in
this regard.

Prepared by: CHINLEY P. FABRIGA

VI-Burgos Adviser