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Republic of the Philippines

Division of Laguna
District of San Pedro

GRADE 6 School Grade /Section 6

(Pang-araw-araw na Quarter Third (Week 10)
Tala sa Pagtuturo)


I. OBJECTIVES -Present a coherent, comprehensive report on differing viewpoints of an Infer meaning of content specific terms using Observe accuracy,
issue -context clues appropriate rate and proper
-describe key information of a text from a prescribed viewpoint -affixes and roots expressions in dialogs
-discuss the importance of viewpiont of a selected text -other strategies
Organize information from
secondary sources in
preparation for writing,
reporting and similar
academic tasks in
collaboration with others

-write a short script

A. Content Standards The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various text types
materials to serve learning needs in meeting a wide range of lifes purposes.
B. Performance Standards OL- (Oral Language) V (Vocabulary Development) F (Oral Fluency)
The learners demonstrate understanding of various verbal -The Learners demonstrate understanding that words -The learners
elements in orally communicating information are composed of different parts to know that their demonstrate
The learners prepare for and participate effectively in a meaning changes depending in context understanding that a
range of conversations and collaboration with diverse -The learners use strategies to decode correctly the change in stress entails
partners, building on others ideas and expressing their own meaning of words in isolation and in context a change of meaning to
clearly and persuasively -context clues evaluate the speakers/
-affixes and roots authors purpose and
-other strategies meaning
-The learners use
knowledge of stress and
intonation of speech to
appropriately evaluate
the speakers intention,
purpose and meaning

SS (Study Strategy
- The learners
understanding of library
skills to research a
variety of topics
-The learners utilize
discrete techniques
(general or specific) and
applies appropriately
them to all or most
fields of study
C. Learning Present a coherent, comprehensive report on differing viewpoints Infer meaning of content specific terms using Observe accuracy,
Competencies/Objectives on an issue -context clues appropriate rate and proper
Write for the LC code for EN6OL-IIIj-1.19 -affixes and roots expressions in dialogs
each -other strategies EN6F-IIIj-3.5
EN6V- IIIj -
EN6V- IIIj - EN6F-IIIj-3.6

Organize information from

secondary sources in
preparation for writing,
reporting and similar
academic tasks in
collaboration with others
II. CONTENT -describe key information of a text from a prescribed viewpoint Inferring meaning of content Appropriate rate and proper
-discuss the importance of viewpiont of a selected text -context clues expression in dialogues
-affixes and roots Organizing information form
-other strategies secondary sources in
A. References The Three Little Pigs Passengers Cars Interactive Skill Book in English 6 Refer to Monday and
http://shortstoriesshort.com/story/the-three-little-pigs/ DepEd-BEAM DLP Pages 5-7 Tuesday reference
http://www.surlanefairytales.com/threepigs/ Module 8 Grade 6
Page 97-98
1. Teachers Guide pages
2. Learners Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Copy of the short story Copy of the story
Resources The Three Little Pigs Passengers Cars
Short film
A. Review previous lesson What are the parts/elements of a Sing a song Is it always right to judge Recall the different
or presenting the new Story? right away without versions of the story the
lesson Whos afraid of the big bad analyzing nor weighing three little pigs
(Character, Setting, Plot, Climax, wolf? things? Why?
Ending) Ask pupils to retell the
version they recall

Remind pupils to listen

attentively and be polite in
asking or giving their own
B. Establishing a purpose Class look at the pictures, in which Film Showing Class look at the picture, Show this word transformation to Use venn diagram to
for the lesson story have you seen these do you know what is it the class differentiate the two stories
photos? (The Three Little Pigs) The Three Little Pigs called?
A. C. ing Work with a partner
ation er

Picture A is
made Before it is known as bus
of what in the USA and popular to
kind of all commuters.
trans re
material/s? This is popular in the USA
Picture B (United States of America) in
is made of what kind of
B. Picture C is made Unlocking of Difficulties
of what kind of
Guess the word use the clue
Can you summarize in one _aza_d - danger
sentence the story according to
your own understanding? e_ong_ate_ - lengthened

Unlocking of Difficulties
Give the meaning of each
underlined words by the clues
given within the sentence.

1. He chased the two pigs

and they ran and hid in
their houses
2. The frightened little pigs
ran to the third pigs
house made of bricks
because they were
3. The pigs were tender
juicy meals for the fox
because he thinks of
them as sumptuous meal.

C. Presenting The following is an annotated Read the story silently. Analysis and Discussion Discuss briefly the stories
examples/instances of the (Standard in Oral Reading must version of the fairy tale. I with the class
new lesson be observed) recommend reading the entire Passengers Cars What are affixes?
story before exploring the After the discussion pupils
annotations, especially if you An affix is added to the root of the will be grouped and will be
Present the story. Early railroad passenger
have not read the tale recently. word to change its meaning. asked to write a script of
Once upon a time when pigs cars were little more than the story that later on will
spoke rhyme stagecoaches fitted with An Affix added to the front of a be roll played giving their
And monkeys chewed tobacco, special wheels to help word is known as a prefix. One own version according to
The Three Little Pigs them stay on the tracks. added to the back is known as a their judgement.
And hens took snuff to make
They didnt hold many suffix.
them tough,
Once upon a time there were And ducks went quack, quack, passengers, and because
three little pigs. One pig built a quack, O!1 they made out, they were
house of straw while the second THERE was an old fire harzards. They also The first man looks
pig built his house with sticks. sow2 with three little pigs,3 and did not hold up very well if very friendly! I think it would
They built their houses very as she had not enough to keep the train came off the be nice to spend time with
quickly and then sang and danced them, she sent them out to seek track or had a collision
all day because they were lazy. him.
their fortune.4 The first that with another train.
The third little pig worked hard all went off met a man with a
day and built his house with bundle of straw,5 and said to The second man
In the United States, it
bricks. him: looks unfriendly. I don't
wasnt long before
Please, man, give me that passenger cars were think it would be much fun to
A big bad wolf saw the two little straw to build a house.6 spend time with him!
lengthened to hold more
pigs while they danced and Which the man did, and the little people. Late in the 1830s.
played and thought, What juicy pig built a house with it. We can see in the second
Americans were riding
tender meals they will make! He Presently came along elongated cars with sentence that we added the
chased the two pigs and they ran a wolf,7 and knocked at the double seats on either prefix "un-" to the word
and hid in their houses. The big door,8 and said:
bad wolf went to the first house side of a center aisle. By "friendly." This prefix "un-"
Little pig, little pig, let me come
and huffed and puffed and blew the early 1900s, most cars means "not" or "the opposite
in.9 To which the pig answered:
the house down in minutes. The were made of metal of."
No, no, by the hair of my chiny
frightened little pig ran to the instead of wood.
chin chin.10 The wolf then
second pigs house that was answered to that: Here are more examples
made of sticks. The big bad wolf Sleeping and dining cars with the prefix "un-":
Then Ill huff, and Ill puff, and
now came to this house and
Ill blow your house in.11 were introduced in the
huffed and puffed and blew the United States by the early
So he huffed, and he puffed,
house down in hardly any time. 1860s. Over the next 25
and he blew his house in, happy ----> unhappy
Now, the two little pigs were years other improvements
and ate up the little pig.12
terrified and ran to the third pigs were made, including
The second little pig met a man
house that was made of bricks. electric lighting, steam finished
with a bundle of furze13 and
said: heat and covered ----> unfinished
The big bad wolf tried to huff and vestibules that allowed
Please, man, give me that furze
to build a house. passengers to walk
puff and blow the house down, Which the man did, and the pig between cars. All of these believable
but he could not. He kept trying built his house. Then along luxuries helped make ----> unbelievable
for hours but the house was very came the wolf, and said: railroad travel much more
strong and the little pigs were Little pig, little pig, let me come comfortable. acceptable
safe inside. He tried to enter in.
through the chimney but the third ----> unacceptable
No, no, by the hair of my chiny
little pig boiled a big pot of water chin chin.
and kept it below the chimney. "Then Ill huff, and Ill puff, and SUFFIX
The wolf fell into it and died. Ill blow your house in.
So he huffed, and he puffed, The couple is getting married
The two little pigs now felt sorry and he puffed, and he huffed, because they love each other
for having been so lazy. They too and at last he blew the house very much.
built their houses with bricks and down, and he ate up the little
lived happily ever after. pig. That teddy bear is so cute
The third little pig met a man
and lovable!
Keyword Clouds: three little with a load of bricks,14 and
pigs and the big bad wolf, three said:
little pigs illustrations, 3 pigs and Please, man, give me those
a wolf, three little pigs bricks to build a house with. We can see in the second
sequencing, three little pigs So the man gave him the bricks, sentence that we added the
children story, three little pigs and he built his house with suffix "-able" to the word
online, three little pigs original them. So the wolf came, as he "love." This suffix "-able"
story, 3 little pigs short story did to the other little pigs, and means "capable of being" or
said: "able to be."
Little pig, little pig, let me come
in. So, the word lovable means
No, no, by the hair of my chiny
something is able to be loved,
chin chin.
or it makes you feel love for
Then Ill huff, and Ill puff, and
Ill blow your house in. it.
Well, he huffed, and he puffed,
and he huffed and he puffed, Here are more examples with
and he puffed and huffed; but the suffix "-able" or "-ible"
he could not get the house (depending on the root
down.15 When he found that he word):
could not, with all his huffing
and puffing, blow the house
down, he said:
Little pig, I know where there is
a nice field of turnips.16 ----> presentable
Where? said the little pig.
Oh, in Mr Smiths Home-field, comfort ---->
and if you will be ready
tomorrow morning I will call for
you, and we will go together, comfortable
and get some for dinner.
Very well, said the little pig, I depend ---->
will be ready. What time do you
mean to go?
Oh, at six oclock.
reach ----> reachable
Well, the little pig got up at five,
and got the turnips before the
wolf came (which he did about
six), who said:
Little pig, are you ready?
The little pig said: Ready! I
have been and come back
again, and got a nice potful for
The wolf felt very angry at this,
but thought that he would be up
to the little pig somehow or
other, so he said:
Little pig, I know where there is
a nice apple tree.18
Where? said the pig.
Down at Merry-garden, replied
the wolf, and if you will not
deceive me I will come for you
at five oclock tomorrow. and get
some apples.
Well, the little pig bustled up the
next morning at four oclock,
and went off for the apples,
hoping to get back before the
wolf came; but he had further to
go, and had to climb the tree, so
that just as he was coming
down from it, he saw the wolf
coming, which, as you may
suppose, frightened him very
much. When the wolf came up
he said:
Little pig, what! are you here
before me? Are they nice
Yes, very, said the little pig. I
will throw you down one.
And he threw it so far, that,
while the wolf was gone to pick
it up, the little pig jumped down
and ran home. The next day the
wolf came again, and said to the
little pig:
Little pig, there is a fair
at Shanklin19 this
afternoon,20 will you go?
Oh yes, said the pig, I will go;
what time shall you be ready?
At three, said the wolf. So the
little pig went off before the time
as usual, and got to the fair, and
bought a butter-churn,21 which
he was going home with, when
he saw the wolf coming. Then
he could not tell what to do. So
he got into the churn to hide,
and by so doing turned it round,
and it rolled down the hill with
the pig in it, which frightened the
wolf so much, that he ran home
without going to the fair. He
went to the little pigs house,
and told him how frightened he
had been by a great round thing
which came down the hill past
him.22 Then the little pig said:
Hah, I frightened you, then. I
had been to the fair and bought
a butter-churn, and when I saw
you, I got into it, and rolled
down the hill.
Then the wolf was very angry
indeed, and declared he would
eat up the little pig, and that he
would get down the
chimney23 after him. When the
little pig saw what he was about,
he hung on the pot full of water,
and made up a blazing
fire,24 and, just as the wolf was
coming down, took off the cover,
and in fell the wolf; so the little
pig put on the cover again in an
instant, boiled him up, and ate
him for supper, and lived happy
ever afterwards.25
Note about this version: Joseph
Jacobs referenced one of the first
print versions of the tale for his
edition. The story appeared in:
Halliwell, James Orchard. Popular
Rhymes and Nursery Tales. London:
John Russell Smith, 1849
D. Discussing new concepts Comprehension Check-up Why couldnt the wolf blow Study the following Answer READ and Do Letter A on Script Writing
and practicing new skills #1 Who are the characters of the down the third little pigs house? paragraph. Find out the page 6 of Interactive Skillbook in
story? How did the first and second correct meaning of draft English 6
Where did the story happen? little pig survive the big bad
by studying the context.
What is the most exciting part of wolf?
the story? Why did the first and second Note the italicized word
little pig choose sticks and straw draft in the paragraph.
What can you say about the Three to build their houses?
little pigs? First pig, Second Pig How did the wolf try and get into A strong draft had blown
and the Third Pig. to the brick house after huffing the window open. With a
How you judge the wolf? Is he and puffing? loud clutter, it blew away
really a bad wolf?
the window shutter.
Cindy got up the bed to
draft a temporary
replacement for the
shutter until daybreak. As
soon as the bank opened,
she would encash the
draft her mother had sent
so she could buy a good
window shutter. Then she
would draft her friends to
help put up the shutter.
She would reward her
friends with a cold draft of
fruit juice.

Lets look at its

meaning by studying the
(1) draft a current air
(2) draft a plan
(3) draft a written order
for money payable to a
(4) draft to select or
draw money
(5) draft to drink or
something taken in.

When we use context

clues in learning the
meaning of a word, we
read the words that follow
it and then derive its
meaning from
them or from the context.

The heavy rain muffles the
loud music in the bedroom
thats why the babys
sleep remains
Which word in the
sentence means to
deaden the sound of or
to keep down? The word
muffle means to keep
E. Discussing new concepts Investigative work with a partner Demonstrate the strategy. A.Directions: Choose the correct
and practicing new skills #2 using venn diagram. Comparing prefix for the following words using
and contrasting select characters Ask two to four students to act as the prefixes in the box. The
of the story. the wolf and pigs. (You may meaning of the word is given at
choose to have one or three the right.
The Three Little students represent the three
ante - before
pigs.) Explain to students that
there also needs to be a bi - both, double, twice
Third Pig Wolf moderator to ask the questions,
and a summarizer to summarize
The third Both of them The Wolf
1. __________ cedent :
the debate.
pig is wise are determined strong happening before
He is calm. They can He is furious
stand on 2. __________ lingual : able to
their own Using the question speak two languages
previously demonstrated, have 3. __________ mediate : used
the student moderator ask the between primary and secondary.
question and have each 4. __________ glottis : a thin plate
character respond. of flexible cartilage in front of the
Explain to students that 5. __________ pose : to put a
they must become the musical or literary work together
character and answer the B.Add the correct suffix to the
question as the character would. underlined item in each sentence.
There is no script to read from so
Write your answer on the
students should just ad-lib.
After students answer 1. A person who always acts on
the question, give a brief
stage is an ____________.
summary of their answers to 2. A person who manages a library
demonstrate the role of the is a ________________.
summarizer. 3. One that tells lies is a
4. A worthy student becomes a
(Observe Politeness at all times) scholar and is granted full
5. A person who climbs mountains
is a _________________.
F. Developing mastery Ask learners to discuss their venn Context clues analysis Put the word in brackets into the
diagram, Cite their opinions how Pass out a copy of the and discussion correct form. You will have to use
bad is the wolf, differentiate the prefixes and/or suffixes.
Three Little Pigs Story Map to
three little pigs in their own words. Give the correct answer
each learner. 1. He was sitting
for each given answers
__________________ in his seat
1. Based on the on the train. (comfort)
other words in the 2. There was a
sentence, what is __________________ light
Explain to the class that the correct coming from the window. (green)
they will be answering the 5 W's definition of 3. He was acting in a very
about the story that you just hazards?
__________________ way. (child)
read. a. Engines
b. Risks 4. This word is very difficult to
c. Stations spell, and even worse, it's
For each box, they should draw
2. Based on the __________________.
a picture illustrating the who,
other words in the (pronounce)
what, where, when, and why of
sentence, what is 5. He's lost his book again. I don't
The Three Little Pigs
the correct know where he has
definition of
__________________ it this time.
a. Crash (place)
b. Race 6. You shouldn't have done that! It
c. Track was very __________________ of
3. Based on the you. (think)
other words in the 7. He didn't pass his exam. He
sentence, what is was __________________ for the
the correct second time. (succeed)
definition of
8. Some of the shanty towns are
a. wooden dreadfully __________________ .
b. new (crowd)
c. lengthened 9. The team that he supported
4. Base on the words were able to win
in the sentence, what is the__________________ .
the correct definition of (champion)
10. There is a very high
a. passageways
b. cars __________________ that they
c. depots will be late. (likely)
5. Based on the other
words in the sentence,
what is the corrects
definition of luxuries?
a. additions
b. things offering the
greatest comfort
c. inventions
G. Finding practical Group Activity: Directions: Use the Ask pupils to form new word with Role playing
applications of concepts If you were to choose which kind As students work on context clues to the affixes (prefix and suffix)
and skills in daily living of house from the three little pigs sentences to find the
their story maps, walk around
are you going to build?
the classroom and look at their meanings of the bold
Justify your answer.
worksheets to assess their faced words.
understanding of the 5 W's. 1. Jane was a wizard at
games. She mastered
(Show openness to criticism) them in no time and
seldom last.
a. evil-magician
b. gifted person
c. average player
2. The holiday was so
special that she was sure
shed never forget it.
The memory would be
imprinted forever in her
a. found
b. b.weighed
c. fixed
3. John will believe
anything anyone tells
him, his teacher said.
Hes a very
impressionable young
a. easily influenced
b. unhappy
c. unintelligent
4. Do you really think its
prudent to spend all your
money on
clothes? his mother
asked crossly.
a. foolish b. wise c. funny
5. Your plan has merit,
Elizabeths father said.
Let me give it
some thought.
a. value
b. awards
c. kindness
H. Making generalizations Why is it important to view the Activate students' prior A context clue is a clue or What are the essential
and abstractions about the facts before giving judgement? knowledge by asking for hint from the sentence parts of the script?
lesson volunteers to retell the story that helps you to figure out
of The Three Little Pigs. words that you dont know.
Context clues help you
figure out the meaning of
a word by relating it to
other words in the
sentence or this simply
means that we get the
meaning of a word by
studying its relationship
with other words in the
sentence. Some clues are
more obvious than the
I. Evaluating learning Choose one question and, Understanding Context Complete the sentences by writing Checking of the scripts
in each of the character columns, Students are to select Clues the correct prefix in the blank
record how each character might space. You can use a dictionary to
one fairy tale and rewrite the
respond to the question. help you.
tale from the viewpoint of a Directions: For each
different character or object sentence, circle the pair of dis- -in mis-
For example: words that complete
within the tale. re- un- under-
the meaning of the
Do you think you did anything sentence.
wrong in this situation? 1. I just can't believe it! The story
1. Their profits have been is _____believable!
Pigs response: No, we
__________, and they
were just minding our own 2. No, that answer is
business in our houses. wish to __________ their _____correct. It is wrong.
Wolfs response: I was just a. decreasing - excuse 3. Let's look at this information
looking for some food. I b. declining - remedy again. We should _____view it
cant help it if Im hungry. c. comfortable redness before the test.

4. I saw Allison just a moment

2. Rats provide a
ago, but now I can't find her! It
__________ in reducing seems that she _____appeared!
garbage, but this is
outweighed by their 5. Oh, I'm sorry, I didn't hear you
__________ activities. correctly. I _____understood you.
a. help - useful
b. trouble - dynamic 6. The subway does not go over
the land like a normal train. It
c. service harmful
moves _____ground.

3. Fact and Fancy were so

_________ that no one
could _________ them.
a. connected separate
b. necessary use
c. respected want

4. If one is to understand
the __________, one
must study the
a. facts unnecessary
b. unusual sentences
c. whole- parts

5. His father __________

him, for he realized the
interest was more than
a __________ fancy.
a. encouraged childish
b. berated sincere
c. helped mature
J. Additional activities for Writing Center Ask students to reflect on the Give copies of the Make a diorama of the
application or remediation Have students write a review meeting of the minds technique. passage from Lesson three little pigs and the wolf
of The True Story of the 3 Little Guide in Elementary Write at least 5 sentences using
How did it help them understand
Pigs. Remind them that they should English (Ateneo) pages affixes.
the characters? What did they
use the evaluating strategy to make 136-137
judgments about the story. Have like and dislike about the
students read their reviews to a debates? Did it help them better
Dont Dump that garbage
partner and discuss. understand the stories?
Look for the meaning of
the underlined word

See page 137

A. No. of learners who
earned 80% in the
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
D. No. of learners who
continue to require
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use./discover which I wish
to share with other

Prepared by:


San Vicente Elementary School San Antonio Elementary School
Checked by:

District Principal English Coordinator



District Supervisor