Bolocboloc

School: Elementary Grade VI

GRADES 6 School
ENGLISH Mary Ann M.
Teacher: Gaudiane/ Learning English
Reyia L. Cañete Area:
November 26,
Teaching Date
2024 Quarter: 1st QUARTER
and Time: 1:45-2:30PM
I. OBJECTIVES
A. Content The learner listens critically; communicates feelings and ideas orally and in
Standard writing with a high level of proficiency; and reads various text types materials to
serve learning needs in meeting a wide range of life’s purposes.
B. Performance The learner will be able to write personal experiences based on the story being
Standard viewed or read.
The learner will be able to use knowledge of text types to correctly distinguish
literary from informational texts.
C. Most Essential K - Identify statements/information viewed as text-to-text connection, text-to-
Learning self connection, or text to world connection.
Competencies S - Make connections between information viewed and personal experiences by
calculating different word problems; and
A - Show politeness by listening attentively with your group and your teacher
during the group activity.
Integration: Health Awareness
EN6VC-IVd-1.4 (MELCS p. 136)
II. CONTENT MAKE CONNECTIONS BETWEEN INFORMATION VIEWED AND PERSONAL
EXPERIENCES
III. LEARNING RESOURCES
A. References
1. Teacher’s
MELC (English) p. 136
Guide
2. Learner’s
guide
3. Textbook
s
4. Additional
Powerpoint, laptop, tv or projector, pictures
Materials
B. Other
Learning English 6 Quarter 1 Module 3
Resources
IV. PROCEDURES
A. Reviewing a. Prayer/ Checking of Attendance
previous
lesson or b. Review
presenting the
New Lesson Fill in the missing letters by guessing what visual media it represents. After
which, count the number of missing letter/s in each given picture.

1.
 2.

3.

s_ c_ al _ _ s t _ n _ e

4.

s_mb_l

5.

c_l__

6.

g_ze

What are the 6 Visual Elements?

1. Line
2. Framing
3. Social distance
4. Symbol
5. Color
6. gaze

Very Good! Let us clap our hands!

B. Establishing a
purpose for Presenting New Lesson: Let’s Try. (10 minutes)
the lesson Use a KWL Chart (Know, Want to Know, Learned) to engage students in pre
viewing discussion.

Know: Ask students what they already know about the theme/topic.

Want to Know: What do they hope to learn from the video or story?

Learned: This will be filled in after the viewing.

 Very Good! Let’s give an angel clap for everyone!

C. Presenting
examples /
Viewing or Reading Activity
instances of
the new
(15 minutes)
lesson
Show a short video or read a short story.

Boy, The “Balut” Vendor

(by:Anna Marie E. Velano)

There was once a poor family lived in a slum area in Iloilo City. The
father is a balut vendor and the mother is a housewife. One day, the father
got sick and Boy being the eldest of seven siblings had to do the task of
his father. Boy started selling “balut” every after school in the nearby
barangays. Boy usually got home late and very tired, but he never missed
school. Teacher Anna, Boy’s adviser got pity of him and she started giving
Boy some foods and some penny.
After a year of struggles and hardships Boy successfully
graduated in elementary. His family is very proud and thankful to him. Boy
continued to sell balut as he continued high school and he still got support
from his teachers because of his good values and attitudes.

In the story In my life

Discuss what is What does this remind me of my life?
happening in
What is this similar to in my life?
the story.
How is this different from my life?

Differentiated Instruction:
For students who may struggle with the content, provide closed
captioning.

For students who need a challenge, ask them to identify deeper

understanding about the story read.
D. Discussing
new concepts
and practicing
new skills #1 Discuss the three ways on how a learner can make connections:

A. Look at the picture and read and answer the given word problem
below. (5 minutes)

John is celebrating his birthday and brings a cake to share with

the class. The cake is cut into 24 slices. If there are 30 students in
the class and each student gets one slice, how many students will
not get a slice of cake?

*This is an example of a text-to-self because there is connection between

the text and to your own experience.
(same experience happened to the reader and to the character of the
story he/she is reading.)

1.Text-to-self connections are highly personal connections that a reader

makes between a piece of reading material and the reader’s own
experiences or life.
 Let’s take a look with this sentence:

I remember my primary years, as I read this story.

In this case you are making a connection of the story or text you’ve
experience.

2. Text-to-text connections occur when readers are reminded of what

they have read/viewed with the other books by the same author, stories
from a similar text type, or perhaps on the same topic. Readers gain
insight during reading by thinking about how the information they are
reading connects to other familiar text.

Let’s have the 3rd Way on how a learner can make connections.

Show Picture

According to the news, many people are dying through COVID-19,

so better yet just stay at home or protect yourself by wearing facemask
whenever going out from the house and do some safety precautions.

Text-to-world connections
-are the larger connections that a reader brings to a reading situation. This
allows the reader’s ideas about how the world works that goes far beyond
own personal experiences. We learn about things through television,
movies, magazines, and newspapers. Often, it is the text-to-world
connections that teachers are trying to enhance when they teach lessons
in science, social studies, and literature.

Making connections is truly vital as a comprehension skill since it helps

you relate and connect what you heard/read and viewed.
E. Discussing
Moreover, it enhances your understanding of the text/passages or videos
new concepts you read or viewed.
and practicing
new skills #2 Differentiated Instruction: Create a Venn Diagram to compare their
own experiences in the given word problem.(10 minutes)

Word Problem:
The teacher posted a message at 6:00am, and your mother read it at 8:45
am. How much time passed between the posting and when your mother
read the message?
F. Developing
mastery leads
to formative
(Think, Pair, Share Activity)(5 minutes)
Assessment
#3 Pair Up students and have them share their connections in a discussion
format based on the 3 ways of making connections between information
viewed and personal experiences.
 Guided Questions:
1.What are the three ways on how a learner can make connections?

2.Are making connections to information viewed or read really important?

3.Did you show politeness by listening attentively with your partner and
your teacher during the individual activity, pair share activity and group
activity? Why is politeness important?

G. Finding Connection Activity: Distribute connection cards to write personal

practical experience connecting to the phrase made and place it on the board.
applications of
concepts and
skills in daily
living

Written Activity (5 minutes)

Have students write a short paragraph about one personal connection
H. Making they made to the topic. Use sentence starters such as:
Generalization “The story reminded me of a time when….”
s and
abstractions
about the
lesson
Evaluation:

I. Evaluating Make Connections by identifying if the lines from the different short stories and
learning clips from the news is text-to-self, text-to-text or text-to-world.
1. The couple had a son named Bayabas whose task was to take good care of their
three fat carabaos.

2. Once there was a boy who was so lazy, and his name was Juan Tamad.

1. ILOILO took its name from Irong-Irong, the old name of the city of Iloilo, a
tongue of land that sticks out like a nose on the south of Iloilo River.

4.The world was confronted with several pandemics before. This is the first caused
by a coronavirus.

5. Barangay officials strictly prohibit residents to go out from their homes

during Enhanced Community Quarantine.

Assignment:

Write a personal essay for 15 minutes about a time when you felt connected to
someone else. This could be a friend, family member, stranger, or even a fictional
J. Additional character. What was it about this experience that made you feel connected? What
Activities for did you learn about yourself and about others?
application
and
remediation
V.REMARKS
"No man is an island, entire of itself; every man is a piece of the continent,
VI.REFLECTION
a part of the main." - John Donne
A. No. of learners
who earned
80% in the
evaluation
 B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lessons work?
Number of
learners who
have caught
up with the
lesson
D. No. of learners
who continue
to require
remediation
E. Which my
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor can
help me
solve?

Prepared by: Checked by:

MARY ANN M. GAUDIANE MARIAN B. ESPINOSA

Teacher III Master Teacher I

REYIA L. CAÑETE
Teacher III

Noted by:

MACRINA K. VILLALUZ
Public Schools District Supervisor