Name: Chona W.

Cioco Grade and Section: Six-Libra

School: CL Montelibano Elem. School Date: June 09, 2022

Subject:ENGLISH VI Observer: Jesusa T. Tagolimot

QUARTER: FOURTH
1:00-2:00 P.M.
TIME:
A. Content Demonstrates understanding of text
Standards types for comprehension.

B. Performance Identifies story perspective of text

Standards elements.

C. Learning Knowledge: Summarize the

Competencies/ information from a text heard,
Objectives (ENGLC-IVf-2.23)
Write the LC -Define what is a summary
code for each. -Create a summary from a given
informational text
Skill: Perform the given tasks
individually, by pair and by group
following the given house
rules/standards/guidelines.
Attitude: Observe politeness at all
times, (ENGA-IId-16)

I. CONTENT/TOPIC Summarizing an Information From a

Text Heard

II. LEARNING
RESOURCES
A. References
1. Teacher’s Guide English CG for Grade 6 page 138-139
pages
2. Learner’s Materials Grade Six English book
pages Essential English Work text 6 pages
356
Essential English Teacher’s Resource
Material 6 pages 254-255

3. Values Respect for the IPs and person with

disability

4. Additional Materials Powerpoint, Pictures, Tarpapel,

from Learning Activity Sheets, Pictures Smart TV,
Resource (LR) portal laptop, power point presentation,
activity cards, meta cards, cartolina,
realia, video clip
Video clip-A Visit To The Farm
https://www.youtube.com/watch?
v=yIVufl8FN0E

B. Integration: SCIENCE

OBJECTIVE#2
Annotation: In every part of the lesson I see to it that all the basic principle of learning and teaching are evident
such as: *Participation *Repetition *Relevance *Transference and Feedback
III. PROCEDURES
A. Prelimenaries OBJECTIVE # 5 Established safe and
Activities secure learning environments to enhance
 Greetings learning through the
 Prayer consistent implementation of policies,
 Checking of guidelines and procedures.
attendance *Set house rules/guidelines
 Passing of
Assignment
 Classroom Rules

*Giving of Classroom Rules ( tacked on

the board)
* The 5 P’s:
1. Be Positive
2. Be Productive
3. Be Polite
4. Be Prepared
5. Be ResPectful
*HEALTH and SAFETY
REMINDERS:
1. Clean your hands often.
2. Wear your mask at all times.
3. If you feel sick, stay home.
4. Stay Physically distant.
5. Sanitize your hands.
 Reviewing previous
lesson
*Review: What is an Informational
Text?
-Show through power point presentation. Objective #3 Displayed proficient use of
-Give example sentence and look for the Mother Tongue, Filipino and English to
definition of the underlined word. facilitate teaching
and learning.
--What is a summary? *Provide unlocking of difficulties or
(Power Point Presentation) translations.

*Unlocking of Difficulties:
Identify the meaning of the underlined
words from the choices given:
1. The country’s climate is ideal for
growing grapes.
2. An ecosystem is comprised of all
the non-living elements and living
species in a specific local
environment.
3. Corn production is a large part of
the agricultural industry in Cebu.
4. The flowers depend on bees for
pollination.
5. Irrigation provides water to plants.

-the watering of land by artificial

means to foster plant
growth and production.
-the transfer of pollen from a male
part of a plant to a
female part of a plant
-the process of making or growing
something for sale
or use
-the complex of a community of
organisms and its
environment functioning as an
ecological unit
-the usual weather conditions in a
particular place or
Region

A. Establishing a *Ask: Who has a farm? Have you visited Objective#1 Apply knowledge of content
 purpose for the a farm? What can you see in the farm? within and across curriculum teaching
lesson/Motivation/M *Show a video clip entitled, “A Visit To areas.
otive Questions The Farm”. *Processed learners’ ideas and/or
https://www.youtube.com/watch? questions thoroughly.
v=yIVufl8FN0E

I have here a video clip showing how a

good climate contributes to healthy
production of animals and plants in the
farm. Take note of the key points so we
can give a summary at the end.

Ask:
-What do you see in the video?
-Are the animals and plants healthy?
Why?
- Why is it important to have healthy
plants and animals?
-Do you think there are enough food for
the farmer’s family? Why?
-Do they need to buy food from the
market? Why?
-Who can save more money, the one with
a farm or the one without a farm? Why?
- What food do you think is healthier to
eat, the one you grow or the one you buy
from the market? Why?
-What do you think is the climate of the
place? Is it hot/dry or rainy/wet? Too
hot/too rainy? Or just moderate?
-What do you think will happen to the
farmer’s farm if the climate is not
favourable for his plants and animals?
-What will happen to his farm if the
climate is too hot or too wet?
-What is the video about? Who will try to
give thesummary of the video?
B. Presenting *Show a picture of a farm destroyed by Objective#4 Used effective verbal and non-
examples/instances a drought or a storm. verbal classroom communication
of the new lesson strategies to support
learners’ understanding, participation,
engagement and achievement.
*Ensure active participation of students

Ask:
-What will happen to the plants and
animals in a long dry season or El Niño?
 -What will happen to the plants Objective#10 Adopted and Used culturally
and animals in a long rainy season or La appropriate teaching strategies to address
Niña? the needs of
-What could be the solution of this learners from indigenous groups.
kind of problem? *use of instructional materials that are
-Why is there a need to prevent free from cultural, socio-economic, or
climate change? Why do all living things religious
need to adopt to climate change? biases
-What title can you give to these
pictures?
-Giving the title is one way of
summarizing the main idea of the
information given.

*Present pictures of climate change in

slides.
Ask: How does climate change affect
plants? Animals? People? Food
production? On availability of water?
Health?
 Ask: How will you summarize the
information given through these
pictures? Can you give a title or
sentences to these pictures? Objective#9 Designed, adapted and
implemented teaching strategies that are
responsive to learners
with disabilities, giftedness and talents.
*Display respect and personal regard for
the learners’ diverse backgrounds

C. Discussing new *Presenting the informational text

concepts and through power point.
practicing new skills *We have tried giving summaries to Objective#1
#1 information through pictures and videos; *Applies knowledge of content within and
now let us go to the main lesson which is across curriculum teaching areas.
giving a summary to the informational text -Science concept like climate change and
heard. noting details are integrated.
*Listen carefully, I will read to you an
informational text about climate
change. Be ready to give the summary
of the text.

Climate includes patterns of temperature,

precipitation, humidity, wind, and seasons.
Climate change affects more than just a
change in the weather; it refers to seasonal
changes over a long period of time. These
climate patterns play a fundamental role in
shaping natural ecosystems, and the
human economies and cultures that depend
on them. Because so many systems are
tied to climate, a change in climate can
affect many related aspects of where and
how people, plants and animals live, such
as food production, availability and use of
water, and health risks. For example, a
change in the usual timing of rains or
temperatures can affect when plants bloom
and set fruit, when insects hatch or when
streams are at their fullest. This can affect
historically synchronized pollination of
crops, food for migrating birds, spawning
of fish, water supplies for drinking and
irrigation, forest health and more.
*Noting the significant details of the
informational text .
*Giving the summary of the selection
heard.
1. What is the selection about?
2. In your own words, what is
climate change?
3. Base on the information given,
what are the effects of climate
change?
4. How does climate change affect
plants? people? Animals? Food
production? Health?
5. How can you as an individual
adopt to climate change?
6. Why does climate change happen?
7. How are we, people including all
living things survive from climate
change?
8. What can you do as individual to
control climate change?
9. What is the summary of the
selection?

D. Discussing new *Independent Practice:

 concepts and  
practicing new skills *Listen as I read the following passages Objective#7 Maintained learning
#1 and then answer the question. environments that nurture and inspire
learners to participate,
cooperate and collaboration in continued
-What will you do when the teacher read learning.
the passage? *Encouraged learners’ cooperation in the
activities given
*Cats are affectionate, cuddly, and
independent. Unlike dogs, cats can stay on
their own if you go away overnight. They
do not need to be walked, and can monitor
their own food so they don’t overeat. Also,
cats do not bark, so your neighbors won’t Objective #4 Used effective verbal and
have any noise to complain about. If non-verbal classroom communication
someone wants to have a pet, a cat is a strategies to support
great choice! learners’ understanding, participation,
Ask: Do you have pets at home? Do you engagement and achievement.
take care of your pets? Why? *give students with positive comments and
praises
The Summary of this passage is:
A. Cats are independent.
B. Dogs are a lot of work.
C. Cats are great pets.
D. Pets are hard work.

*Julie watched the ants as they carried

small crumbs down the trail to the anthill.
She thinks ants are very hard working and
industrious little creatures. They always
seemed busy, and you never saw an ant
just laying around doing nothing. They
were carrying food, building tunnels, or
defending the anthill. One thing you could
say about ants is that they sure aren't lazy.

Ask: How will you describe of the ants?

Do you like the ants? Why?

The Summary of this passage is:

A. Ants carry many things.
B. Some ants may bite you.
C. Ants are hard workers.
D. Some ants help take care of the queen.

E. Developing mastery Guided Practice

(leads to Formative Pair Share:
Assessment 3) (Give activity sheets for each partner
for them to readand answer.)
Listen to your partner as he/she reads
the informational text and then answer
the question.

Special Reminders:
Be polite by listening attentively
with each other during the pair share
activity.

1. Many people buy lottery tickets,

but not many win. Even fewer
give away their prize. Paul Dela
Cruz, a fast food assistant
manager, won Ph 5,000,000.00 in
the state lottery and decided to
give the money to a charity that
adopts homeless and abandoned
children.

The charity director could not believe

 Paul’s generosity. Paul didn’t think it was
any big deal. “The kids need it more than I
do,” he said.

The Summary of this passage is:

A. The state lottery
B. The dangers of gambling
C. One man’s generosity
D. Pick the winning number

2. Lester was lost. He didn’t know

where he was, or how to get where
he was going. He had left the
directions at home and he didn’t
have a map. Now, he was in a
strange neighborhood and he was
confused. If he could find a
familiar landmark, he might figure
things out.

The Summary of this passage is:

A. Wanting a map
B. Lester was lost
C. Getting directions
D. On his way to the party

*Checking of answers:
*There are 18 pairs,
in passage # 1, how many answered
letter A? B? C? D?
-the correct answer is letter C
in passage # 2, how many answered
letter A? B? C? D?
-the correct answer is letter B
F. Finding practical *Differentiated Activity in four groups with 9 to
applications of 10 members, each group will have a leader.
concepts and skills in House Rules/Standards/Guidelines:
daily living (Follow the mnemonic/memory device.) Objective #5 Established safe and secure
G- Give thoughtful feedback learning environments to enhance learning
R- Respect others & their thoughts through the
O- On task all the time
U- Use soft voices
consistent implementation of policies,
P- Participate actively guidelines and procedures.
S- Stay with your group *Set house rules/guidelines
Rubrics in Participation/Group Activities:
POINTS INDICATORS
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to the group
4 -Shows eagerness and cooperation to do the
task, good followers only Objective #6 Maintained learning
3 -Participated but late, with teacher’s
supervision
environments that promote fairness,
2 -Activity was done but does not show respect and care to encourage
eagerness to participate or cooperate learning.
1 -No interest in participating the *Presented rubrics
activities

Special Reminders to pupils before doing the

activity:
1. Be polite by listening attentively with
each other during group activity.
2. Group planning and sharing is 10 minutes
only while group presentation is 2
minutes or less.

It started when they got to the bears. Peter felt tired

and his stomach hurt. He dragged himself over to
see the elephants, which were eating from a stack of
hay. Normally, the elephants were his favorite.
Without much interest, Peter followed his
classmates to the camels, which were busy swatting
flies with their tails. Peter knew he should be having
fun at the zoo, but he just felt terrible and all he
wanted to do was lie down and rest. Even the lions
and tigers did not interest him now.
 Group 1-Read the selection, then decide among
members what to DRAW to show the summary of
the informational text given. Use the materials
provided in the activity. Publish when done and
explain your presentation.

Group 2- Read the selection, then decide among

members what actions to PLAY to show the
summary of the informational text given.

Group 3- Read the selection, then decide among

members what TITLE can best summarize the
informational text given. Write the title in
manuscript form observing correct capitalization on
the meta cards provided, and then publish.
G. Making Ask: Objective #1 Apply knowledge of content
generalizations and 1. What is a summary? within and across curriculum teaching
abstractions about the 2. How do we summarize an areas.
lesson informational text heard?   *Processed learners’ ideas and/or
questions thorougly

IV. EVALUATION Evaluation:

Direction: Listen to your teacher as Objective#8 Applied a range of successful
he/she reads the following passage and strategies that maintain learning
then answer the question. environments that
A.Tomorrow is Jill's birthday. She is motivate learners to work productively by
excited because she gets to pick where she assuming responsibility for their own
will eat dinner. Will it be Mexican food at learning.
the Big Enchilada House? Or will it be *Provide timely feedback
fried chicken at the Chicken Shack, or a
big cheeseburger at Al's Hamburger
Palace. She just couldn't decide. Then
there was always the Pizza Shop with that
great pepperoni pizza. How would she
ever decide? Maybe she would just flip a
coin.

1. The Summary of this passage is:

A. Jill has many restaurants to choose
from for her birthday.
B. Jill loves Mexican food.
C. The Pizza Shop has the best pizza in
town.
D. Jill will choose a place by flipping a
coin

B. For the walls, Jenny thought she would

use a bright yellow paint. She would pick
a border that had mostly bright red and
green colors, and maybe a little bit of blue.
She already had found some curtains that
were sky blue with streaks of red, blue and
yellow that she thought would go great
with the walls. And finally, she had picked
a carpet that was mostly blue with specks
of red and yellow. Jenny couldn't wait till
she was done decorating her room. It was
really going to look awesome.

2. The Summary of this passage is:

A. Jenny likes bright colors.
B. Jenny was going to paint her room.
C. Jenny was picking out colors and
materials to decorate her room.
D. Yellow is a good color to paint your
walls.

C. Right now Jason was playing right

field. He really wanted to play third base.
Earlier this year, coach had put him in left
field and second base in a game, but never
at third base. Once in practice, coach let
him play third base, but he kept missing
ground balls.
 When he did stop one, he made a bad
throw to first base. Maybe if he kept
practicing, Jason would be good enough to
play third base. That was his dream.

3. The Summary of this passage is:

A. Jason really wanted to play third base.
B. Jason was the best player on his team.
C. Jason had trouble catching ground
balls.
D. Jason was too lazy to practice.

D.The first book Chris read in fifth grade

was about a lost kitten. Then he read a
book about a family of bears, and then he
read about a wild kangaroo in Australia. It
seems every book Chris reads is about
animals. Last week he found a good book
about snakes and reptiles, and another
book about elephants. Today Chris went to
the library, and he checked out a book
about dolphins, whales and other animals
that live in the sea.

4. The Summary of this passage is:

A. Chris likes kangaroos.
B. Chris is in the fifth grade.
C. Chris reads a lot of books about
animals.
D. Dolphins and whales live in the sea.

*Checking of answer sheets, monitoring

the scores and submission of papers for
recording is done right away after the
test to interpret the result of the
learners’ progress.

V. ASSIGNMENT
Look for a passage and then write your
own summary of it in a sheet of paper. Be
able to share/read the passage and the
summary in class tomorrow.

Prepared by:

Chona W. Cioco
Teacher 1

Corrected and Checked by:

Jesusa T. Tagolimot
MT 1