CANOSSA COLLEGE

San Pablo City

GRADE SCHOOL DEPARTMENT
S.Y. 2013-2014
Subject/Level: Reading 6 Quarter: 4th (Fourth) Quarter
Teacher: Ms. Jensen M. Maghirang Time Frame: January 6-March 12
Unit No.: 4
STAGE 1: DESIRED RESULTS
Unit Topics:

Comprehension Skills: Literary Appreciation:

 Idiomatic Expressions  Imagery/Sensory Images
 Reality and Fantasy
 Fact and Opinion
 Figurative Language

ESTABLISHED GOALS: TRANSFER

TRANSFER GOAL:
At the end of Grade VI, the The students, in the long term and on his/her own, will
learner is expected to be able to:
listen critically;  Read, respond to text in various genres (literature,
communicate one’s feeling non-fiction, technical), for various purposes
and ideas orally and in (entertainment, information, performance of a task).
writing with a high level of  Communicate fluently and accurately orally and in
proficiency; and read writing, for a variety of purposes and different social
various text types and academic contexts at their level while carrying
materials to serve one’s our activities in everyday life.
own learning needs in MEANING MAKING
meeting a wide range of ENDURING ESSENTIAL QUESTION:
life’s purposes. UNDERSTANDING: At the end of the unit,
Source: Philippine Elementary
At the end of the unit, the students will have
Learning Competencies
the students will explored the answers to
understand that: the following questions:

Content Standards: Proficient readers know How do proficient readers

 The learner how to distinguish fact recognize facts from
demonstrates from opinion. opinion?
understanding of
figurative language in Proficient readers know How do proficient readers
word meanings to how to distinguish reality recognize reality from
develop word from fantasy. fantasy?
consciousness.
Idiomatic expressions Why do we use idioms?
makes communication
Performance Standards:
more creative and alive. How do readers of poetry
 The learner uses
figurative language recognize and appreciate
Poets share feelings, figurative language?
appropriately in various
experiences, or thoughts
contexts
through well-chosen How do readers of poetry
words, formats, recognize and appreciate
GRADUATE
techniques, and poetic imagery?
ATTRIBUTES:
elements.
Christian Person
ACQUISITION
Sharer of God’s Love
Responsible Agent of KNOWLEDGE: SKILLS:
Social Transformation At the end of the unit, At the end of the unit,
Brother/Sister of the Poor the students will know: the students shall be able
Academically Competent to:
Learner  The most common
Canossiano…Canossiana idiomatic expressions;  Recognize and explain
 How to recognize and the meaning of
SUB GA’s explain the meaning of common idioms;
Christ-Centered common idioms;  Interpret figurative
Person of Faith  How to interpret language in context.
Person of Character figurative language,  Differentiate reality and
Patriotic and Culturally including similes, and fantasy
Integrated Person metaphors, in context;  Analyze fact from
Effective Communicator  The difference between opinion
Critical thinker reality and fantasy;  Identify imagery
Systems Thinker  The difference between  Analyze the imagery
Problem Solver fact and opinion used in a poem
Independent, Creative and  How to properly
Lifelong Learner express one’s opinion.

STANDARDS OF
LEARNING:

 Imitates the virtues of

Jesus Christ
 Remains hopeful of
God’s love and grace
even in times of trials
and difficulties
 Shows healthy
acceptance of
oneself/others.
 Respects the life,
dignity and uniqueness
of others
 Applies solutions to
problems objectively
beyond the limit of self
and interest.
 Respects properties of
others.
 Influences other
positively to make them
better persons.
 Respect/appreciates
his/her cultural
heritage.
 Gathers, organizes, and
expresses ideas and
information clearly and
fluently in both oral and
written forms at least in
English and Filipino.
 Selects and utilizes
appropriate manner
and means of
communication to
 promote understanding
and harmony.
 Practices effective
verbal sills (i.e.
pronunciation,
enunciation, diction,
articulation) for
effective oral
communication.
 Effectively uses non-
verbal language (e.g.
the use of the body
movement, gestures,
facial expressions) for
effective
communication.
 Analyzes problems from
various perspectives.
 Recognizes the
importance of the
contribution of each
member in the
realization of the
common goals.
STAGE 2: ASSESSMENT EVIDENCE
EVALUATIVE CRITERIA TRANSFER TASK:
A. As a comic book artist, you are to select a
 Format certain Filipino legend to make a comic book out of
 Cleanliness it.
 Appropriate story The comic book should be appropriate for younger
 Punctuality audiences and must be attractive for them.

B. Project integrated with PE, Computer.

Pupils will write the values they have learned and
lived with while studying here in Canossa as
graduating pupils. This will be posted on their
notebook cover. Grammar and concept will be
evaluated
OTHER EVIDENCES OF LEARNING:
 Quizzes
 Exercises
 Assignments
 Tests
 Writing prompts
 Student reflections
 Recitation

STAGE 3: LEARNING PLAN

Quarter: Fourth
Session: 1-2
Focus: Idiomatic Expressions
Date: ______________________
HOOK:
a. Routinary activities
b. Posting of EQ: Why do we use idioms?

ENGAGE:
a. Present the lesson on idioms.
b. Explain the meaning of idiomatic expressions.
c. Ask some pupils some idioms that they heard from their elders and let them
explain the meaning.
d. Show some examples of idioms and let them explain the idioms literally and its
real meaning.

ACTIVITY:
a. Let the pupils read the selection (Sizzling Sisig Specialty)
b. The pupils will answer some worksheets about idioms.

REFLECTION:
a. Let the pupils give their understanding of the quote: Food is a window into
culture.

TRANSFER:
a. The pupils will answer the exercise.
b. Giving of Assign#1
c. Quiz next meeting
Session 3: Quiz 1 (Idiomatic Expressions)/ Checking of assign#1
Quarter: Fourth
Session: 4-5
Focus: Reality and Fantasy
Date: ______________________

HOOK:
a. Routinary activities
b. Posting of EQ:
How do proficient readers recognize reality from fantasy?
c. Challenge the pupils to answer the riddles.
d. Let some volunteers explain their answers to test their reasoning skills.
e. Tell the pupils to read the story (The Intelligent Woman)

ENGAGE:
a. Let the pupils read the story (by volunteers)
b. Remind them to differentiate the words knowledge, intelligence and wisdom.
c. Ask them to give examples to illustrate the distinction of each trait.
d. Present the lesson (Reality and Fantasy).
e. Introducing the performance task.
 As a comic book artist, you are to select a certain Filipino legend to
make a comic book out of it. The comic book should be appropriate for
younger audiences and must be attractive for them.

ACTIVITY:
a. Ask some pupils to distinguish reality and fantasy.
b. Discuss to them some examples of reality and fantasy.
c. Let them work on a seatwork.

REFLECTION:
a. Ask the pupils their interpretation of the quote:
 Wisdom helps you win the game. Think carefully about your next step.
b. Ask the pupils: Why is planning important in our lives?

TRANSFER:
a. Answer Exercise.
b. Giving of Assign#2.
c. Remind pupils to bring materials next meeting.
Session 6: Project Making/ Checking of assign#2
Quarter: Fourth
Session: 7-8
Focus: Fact and Opinion
Date: ______________________

HOOK:
a. Routinary activities
b. Posting of EQ:
 How do proficient readers recognize facts from opinion?
c. Ask the pupils to describe their favourite teacher by mentioning his/her best
qualities?
d. Let them read the story (Mrs. Slaton’s Magic Words)

ENGAGE:
a. Ask the pupils to describe Mrs. Slaton and compare her with their favourite
teacher.
b. Present the lesson (fact and opinion).

ACTIVITY:
a. Pupils will recall the story and answer in the textbook.

REFLECTION:
a. Ask the pupils who is the greatest teacher for them.
b. Explain to them that one of the greatest teachers is Jesus.
c. Let the pupils give reasons why Jesus is a great teacher.

TRANSFER:
a. Giving of Assign#3.
b. Review Quiz next meeting.
Session 9: Review Quiz for 4th Monthly Test
Continue Project Making
Quarter: Fourth
Session: 10-12
Focus: Figurative Language (Figures of Speech)
Date: ______________________

HOOK:
a. Routinary activities
b. Ask the class who among them have recited poetry before.
c. Let them describe a poem.
d. Explain a brief background of poetry.
e. Tell the class to read the poem (Like a Red, Red, Rose)
f. Posting of EQ:
 How do readers of poetry recognize and appreciate figurative language?

ENGAGE:
a. Present the lesson.
 b. Explain that poets use figurative language to make their poems more concise
and more colourful.

ACTIVITY:
a. Show the powerpoint presentation for Figures of Speech.
b. Let the pupils answer some drills after discussing the figures of speech one by
one.

REFLECTION:
a. Why must we learn proper communication?

TRANSFER:
a. Giving of assign#4.
b. Answer Exercise.
c. Quiz 2 next meeting.
Session 13: Quiz 2 (Figures of Speech)/checking of Assign#4
Quarter: Fourth
Session: Session 14-15
Focus: Imagery
Date: ______________________

HOOK:
a. Routinary activities
b. Posting of EQ
 How do readers of poetry recognize and appreciate imagery?
c. Let the pupils read the poem (Sarah Cynthia Sylvia Stout)
d. Ask the pupils some comprehension questions.

ENGAGE:
a. Present the lesson.
b. What makes a poem?
c. Explain the different element of poetry (which includes imagery).

ACTIVITY:
a. Discuss imagery.
b. Let the pupils refer back to the poem.
c. They will pick out 5 lines or words or phrases and they will give the sensory
description.

REFLECTION:
a. Refer back to the poem. Sarah forgot to practice waste management.
b. How will you show that you practice waste management as a SMART
Canossian?

TRANSFER:
a. Pupils will answer the exercise.
b. Giving of Assign#5.
c. Quiz 3 next meeting.
Session 16: Quiz 3 (Imagery)
Session 17: Review Quiz for 4th Quarterly Test
Session 18: Rechecking of papers/Submission of Project