CANOSSA COLLEGE

San Pablo City

Grade School Department

SYLLABUS IN READING AND PHONICS 6

I. GENERAL OBJECTIVES:

At the end of the school year, the Grade 6 pupils are expected to acquire the basic communication skills necessary to express themselves effectively and
confidently both in oral and written form on topics suited to their age, interest and experiences.

II. STUDENT CHARACTERISTICS:

The Grade 6 pupils are grouped heterogeneously with high average, above average, average, and below average almost equally divided in 4 sections in the
grade level.

III. PROFICIENCY LEVEL

At the end of the school year, 100% of the pupils should be able to manifest 75% mastery of the learning requirements in communication skills- reading,
writing, speaking and listening skills.

IV. SPECIFIC OBJECTIVES

A. Cognitive

1. Decode meaning of unfamiliar words using structural analysis, words with affixes and context clues
2. Identify the elements of the selection read.
3. Increase one’s vocabulary using synonyms, antonyms, homonyms and homographs
4. Arrange events in sequential events.
5. Note the important details of the story.
6. Predict outcomes, draw inferences/conclusions from the given situation
7. Make inferences.
8. Evaluate ideas and make judgment
9. Infer traits of character and general mood of the selection
 10. Distinguish relevant from irrelevant sentences, fact from opinion and reality from fantasy.
11. Note figurative languages and idiomatic expressions.
12. Interpret poems and stories read.
13. Recognize the meaning signaled by prefixes and suffixes
14. Distinguish cause and effect of the situation
15. Identify the main idea and the supporting details
16. Recognize the author’s purpose in writing
17. Recognize short and long vowel sounds, consonant sounds, digraphs and diphthongs

B. Affective

1. Express oneself freely and confidently.

2. Develop love for books and other reading materials
3. Share opinion and ideas to clarify and enlighten issues
4. Participate actively in any class discussion and activity
5. Learn to accept others for what they are and what they believe in
6. Appreciate different genres of literature
7. Speak clearly and politely

C. Psychomotor

1. Use the appropriate reference materials in the library to find information

2. Follow written and oral instructions
3. Dramatize parts of the story read
4. Interpret poems and other kinds of poetry
5. Complete unfinished lines of poems, rhymes and stories
6. Write poems, short stories, haiku, cinquain and diamante
7. Use graphic organizers to aid/assist learning
8. Retell stories using their own words
9. Speak with correct pausing and phrasing, blending of sounds and intonation
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GAs/VALUES INTEGRATION
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FIRST QUARTER A Summer Story 1. Reading of words and phrases from

 context clues 1. Recognize meaning of words the story. Tenedero, Pia Patricia P.
GA – Responsible Agent of  structural analysis through context 2. Ask the pupils for the meaning of English Encounters:
Social Transformation  prefixes 2. Recognize the meaning of these words through context clues. Reading., Rex Bookstore,
 affixes words through structural 3. Silent Reading- The pupils read Inc., pp. 2-16
CV – Uprightness and Self-  sequencing events analysis silently while the teacher or any
discipline 3. Use prefixes trained pupil reads orally.
Phonics: Proper intonation 4. Form words using affixes 4. Oral Reading
Sub GA – Person of Character 5. Use proper intonation 5. Review common root words.
(PC) 6. Sequence words into logical 6. Review common prefixes.
PC6—Exercises self-discipline statements 7. Discuss prefixes and suffixes.
and moral 8. Selection Follow-up
righteousness 9. Reading Skills/Study Skills
10. Discuss intonation patterns.
VI – As a Grade 6 pupil, why it 11. Instruct pupils to apply correct
is important to set your intonation in reading aloud.
goals?

GA– Sharer of God’s Love Reflection 1. Supply synonyms 1. Let pupils watch a portion of the Tenedero, Pia Patricia P.
CV – Selfless Caring  Synonyms 2. Use words with multiple movie Mulan. English Encounters:
Sub GA – Person-Oriented  Words with multiple meanings correctly 2. Teaching of the song Reflection Reading., Rex Bookstore,
(PO) meanings 3. Identify homonyms 3. Class sings the song together. Inc., pp 17-30
PO1—Shows healthy  Homonyms 4. Distinguish between long and 4. Ask some pupils to cite instances
acceptance of  Fill out forms short /e/ sound when they wished they were
oneself/others  Phonics: long and short 5. Fill out forms someone else.
PO3—expresses his/her /e/ sound 6. Note important details 5. Match words with its correct
acceptance of others through meaning.
a life of faith, hope, and love 6. Answer comprehension questions.
VI – develop a good self- 7. Model the proper pronunciation of
concept the words with the different /e/
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 Recollection letter to sounds. Use the LIP method (listen-
yourself imitate-practice)
 Self collage 8. Introduce the dictionary as a
reference to check pronunciation.
9. Complete table of minimal pairs.
10. Discuss words with multiple
meanings.
11. Discuss homonyms.
12. Pupils research on their own
Filipino role model with a bio data
to be shared in class.
I Met the Master 1. Get the meaning of words 1. Web diagram of the word ‘master’ Tenedero, Pia Patricia P.
GA – Responsible Agent of  Context clues through context clues 2. Silent reading of the poem. English Encounters:
Social Transformation  Words with multiple 2. Use words with multiple 3. Review words with multiple Reading., Rex Bookstore,
meanings meanings correctly meanings. Inc., pp 31-41
CV – Uprightness and Self-  Analogies 3. Complete analogies 4. Answer comprehension questions
Discipline  Analyze poems 4. Articulate different vowel 5. Discuss word analogies and the
Phonics: sounds of /a/ sounds of /a/ correctly different categories of word
Sub GA – Person of Character 5. Analyze poems relationships.
(PC) 6. Note important details 6. Use LIP method for the
pronunciation tasks
PC2 – Exercises fairness and 7. Ask the pupils to group the given
honesty in his/her words according to their /a/ vowel
dealings with others. sound.
8. Let the pupils read aloud the given
VI – Treating others fairly. phrases.
Tell how they treat other 9. Pupils write two sentences using a
people. Who should be treated word with multiple meanings.
fairly? Should little ones and
the poor ones be treated fairly?

GA – Responsible Agent of Lessons from our First 1. Complete analogies 1. Pupils share memories with their Tenedero, Pia Patricia P.
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Social Transformation Teacher 2. Identify synonyms and mother English Encounters:
 Analogies antonyms 2. Guided reading of the story Reading., Rex Bookstore,
CV – Social Responsibility  Synonyms and Antonyms 3. Pronounce words with 3. Pupils choose the synonyms Inc., pp 42-55
 Character sketch diphthongs correctly 4. Pupils prepare a character sketch for
Sub GA – Community  Phonics: Diphthongs 4. Draw a character sketch the three main characters in the
Builder (CB) story.
5. Answer comprehension questions.
CB4 – uses the See-Judge-Act 6. Review word analogies.
approach in making wise 7. Introduce the thesaurus as a useful
decisions; reference for identifying synonyms
Share your experience wherein and antonyms.
you needed to make a big 8. Discuss diphthongs. Apply the LIP
decision in your life method in guiding the pupils in the
proper articulation of the given
words with diphthongs.

GA – Responsible Agent of The Last But Not the Least 1. Give the denotative meaning of 1. Instruct pupils to list down Tenedero, Pia Patricia P.
Social Transformation  Denotative meaning words. characteristics of the only, eldest, English Encounters:
 Synonym and antonym 2. Identify synonym and antonym middle, and youngest child based on Reading., Rex Bookstore,
CV – Selfless Caring pairs pairs their personal experience and Inc., pp 56-63
 Consonant clusters 3. Identify consonant clusters observations.
Sub GA – Family-Oriented  Cause-effect relationship 4. Establish cause-effect 2. Ask the pupils to share their list
Person (FOP)  Survey relationship between ideas. with their classmates.
 Summarize ideas 5. Conduct a survey 3. Let the pupils read the essay.
FOP4 – Gives priority to family 6. Summarize ideas from the 4. Ask the pupils to guess the meaning
bonding or togetherness selection read of the given words.
5. Let the pupils identify the word
VI – Do you have brother/s or pairs whether they are synonyms or
sister/s? How do you show antonyms.
your care for them? Share some 6. Let the pupils complete the fishbone
of the happy and memorable diagram by identifying the causes
thoughts you have with them. and effects discussed in the
selection.
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7. Let the pupils summarize the ideas
in the essay read.
8. Discuss consonant clusters.
9. Demonstrate proper pronunciation
of the words with consonant
clusters.
10. Let the pupils write the consonant
cluster found in each of the words.
11. Discuss how to conduct a simple
survey.
GA – Responsible Agent of The Yuletide Cookie 1. Identify and form compound 1. Reading of the story Tenedero, Pia Patricia P.
Social Transformation Workshop words. 2. Answer the crossword puzzle English Encounters:
 Compound words 2. Identify consonant clusters 3. Discuss the compound words Reading., Rex Bookstore,
Patriotism and Cultural  Consonant clusters 3. Use the Dewey Decimal 4. Arrange steps in preparing a recipe Inc., pp 64-80
Integration – PPCIP  Dewey Decimal Classification 5. Decide if statements are true or
Classification 4. Use the Card Catalog false
PPCIP 2– Preserves Filipino  Card Catalog 5. Arrange events in proper 6. Review consonant clusters
values and traditions  Sequencing events sequence 7. Discuss Dewey Decimal
 Truth value 6. Evaluate the truth value of Classification
VI - Describe your family by statements 8. Visit to the library
using a dish or any kind of food 9. Discuss card catalog

GA – Responsible Agent of The Huxtable Courtroom 1. Form words through 1. Read dialogues Tenedero, Pia Patricia P.
Social Transformation  Compounding and compounding and affixation 2. Read an excerpt English Encounters:
affixation 2. Differentiate stressed and 3. Match words with their meaning Reading., Rex Bookstore,
CV- Social Responsibility  Stressed and unstressed unstressed syllables 4. Discuss syllable stress Inc., pp 81-93
syllables 3. Use the dictionary as a 5. Review affixation and compounding.
Sub GA – Community  Dictionary as pronunciation guide 6. Identify events in the selection that
Builder (CB) pronunciation guide 4. Establish cause-effect answer the given questions
 Cause-effect relationship relationship between ideas. 7. Discuss about the two types of
PC2 – Exercises fairness  Open and close-ended 5. Form open- and close-ended questions
and honesty in his/her questions questions 8. Discuss about inferences.
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dealings with others.  inference 6. Make inferences
VI – Share your experience
when you exercised your
honesty.

Honesty is the best policy

(Explain the saying in your
own words and use examples)

GA – Responsible Agent of Mother Gives Birth to 1. use picture clues to get the 1. Talk about news of the day Tenedero, Pia Patricia P.
Social Transformation Quintuplets meaning of words. 2. Show headlines and let pupils English Encounters:
 Picture clues 2. form words using clipping and justify whether the story is Reading., Rex Bookstore,
CV – Uprightness and Self-  Clipping and blending blending newsworthy or not. Inc., pp 94-105
Discipline  Newspaper 3. read a dialogue 3. Read news articles
 Fact and opinion 4. use a newspaper to locate 4. Silent reading of the news article
Sub GA – Family-Oriented  evidence information 5. Discuss characteristics of news
Person (FOP) 5. answer wh- and h-questions 6. Discuss clipping and blending
FOP1 – Expresses gratitude to 6. differentiate between fact and 7. Discuss difference between fact and
their parents for serving opinion opinion
as their first 7. cite evidence from the selection 8. Pupils identify statements as fact or
teachers/catechists. opinion
9. Reading of dialogues with proper
FOP6 – Supports the family verbal and nonverbal expressions
especially in times of
needs and difficulties

VI –Write a poem dedicated to

your mother.
SECOND QUARTER Lessons from Life 1. Identify synonyms and antonyms 1. Sharing of memorable experiences Tenedero, Pia Patricia P.
 Synonyms and antonyms 2. Pronounce key words from the in kindergarten English Encounters:
GA - Sharer of God’s Love  Oral reading selection correctly 2. Reading of short piece and identify Reading., Rex Bookstore,
 Thesaurus 3. Practice effective oral reading which life lesson applies to them Inc., pp 112-121
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CV - Selfless Caring  Cause-effect relationship 4. Use the thesaurus 3. Discuss thesaurus as reference for
5. Establish cause-effect synonyms and antonyms
Sub GA – Person Oriented relationship 4. Match word with synonyms and
(PO) antonyms
PO2 – Respects the life, 5. Apply LIP method in teaching how
dignity and to properly pronounce the key words
uniqueness of others from the selection
VI - Listing of most memorable 6. Discuss about cause-effect
lessons about life that relationship between ideas
Write reflections about the 7. Let the pupils choose an
things they have learned environmental phenomenon from the
given list and create diagram to
illustrate its potential causes and
possible effects.
8. Rewrite words using synonyms
GA – Responsible Agent of Albert Einstein: The Late 1. Ask pupils which scientists and Tenedero, Pia Patricia P.
Social Transformation Bloomer inventors do they know English Encounters:
 Context clues 2. Reading of biography Reading., Rex Bookstore,
CV – Social Responsibility  Synonyms and antonyms 3. Let pupils explain the title of the Inc., pp122-132
 Consonant blends selection
Sub GA – Community  Soft and hard /th/ sound 4. Share personal experience or stories
Builder (CB)  Encyclopedia about being a late bloomer
 Story dramatization 5. Discuss context clues
CB2 – Participates/initiates and 6. Find synonyms from the selection
creates worthwhile projects for 7. Review consonant blends
the benefit of the community 8. Find words with blends from the
story
VI – Write about a machine 9. Use antonyms to contrast the
that you will invent if you were description
an inventor. Explain how this 10. Discuss how encyclopedias are used
will help your community. as references
11. Use the LIP method to demonstrate
the difference between the hard and
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soft /th/ sound
12. Ask the pupils to determine if the
given words are pronounce with a
hard or a soft /th/ sound
13. Discuss role-playing
14. Role playing of the story of Dr.
Albert Einstein’s life
GA – Academically Mrs. Slaton’s Magic Words 1. Identify the correct spelling of 1. listening to a song (Wind Beneath Tenedero, Pia Patricia P.
Competent Learner  Correct spelling words. my Wings) English Encounters:
CV – Competency/Skills  Consonant digraphs 2. pronounce words with consonant 2. describe favorite teacher Reading., Rex Bookstore,
 Atlas digraphs 3. read the short story Inc., pp 133-144
Sub GA – Effective  Retell details orally 3. use the atlas 4. discuss consonant digraphs
Communicator  Fact and opinion 4. note details of a story orally 5. label pictures
5. differentiate between a fact and 6. answer orally comprehension
EC2 – Selects and utilizes opinion questions about the selection
appropriate manner and means 7. identify the given statements as fact
of communication to or opinion
promote understanding and 8. Using LIP method, model the proper
harmony pronunciation of words with
consonant digraphs.
VI – Write and dedicate a song 9. Use tongue twisters
to favorite teacher 10. Discuss what an atlas is.
11. Complete the lyrics
GA – Responsible Agent of Sarah Cynthia Sylvia Stout 1. understand the sound elements 1. predict or guess the story behind the Tenedero, Pia Patricia P.
Social Transformation  Elements of poetry of poetry picture English Encounters:
 Elements of narrative 2. note important details 2. read the narrative poem by Shel Reading., Rex Bookstore,
CV – Social Responsibility poem 3. establish cause-effect Silverstein and compare their Inc., pp 145-155
 imagery relationship prediction
Sub GA – JPIC Promoter 4. identify the elements of a 3. match words with its correct
(JPICP) narrative poem definition
5. apply imagery 4. identify the effects caused by
JPICP4 – Conserves refusal to dispose garbage properly
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resources and preserves 5. discuss elements of a narrative
ecological balance poem
6. discuss imager as a poetic device.
JPICP6 – Practices waste Let pupils pick out lines, words, or
management (e.g. phrases from the selection that
reducing, reusing and provide imagery
recycling wastes). 7. discuss the sound elements in poetry
8. Let the pupils classify the given
VI – Pupils create their jingle waste matters as biodegradable and
to campaign for the non-biodegradable
preservation of cleanliness in
school
GA – Sharer of God’s Love The Angel of Schools 1. Complete sentences 1. Pupils share stories about angels Tenedero, Pia Patricia P.
 Diphthongs 2. Pronounce words with 2. Pupils read the life story of St. English Encounters:
CV – Rich in Faith  Map diphthong correctly Thomas Aquinas. Explain the title Reading., Rex Bookstore,
 Sequencing events 3. Use and make a map 3. Discuss vowel diphthongs Inc., pp 156-168
Sub GA–Responsible Follower  Truth value of statements 4. Arrange events in proper 4. Arrange events according to order
of Jesus (RFOJ)  Character traits sequence 5. Evaluate the given statements
RFOJ3 Demonstrates gratitude  Relevant and irrelevant 5. Evaluate the truth value of 6. Discuss how information is judged
for the unconditional love of information statements to be relevant or irrelevant
the Father through kind 6. Identify character traits 7. Model for the pupils the correct
words and deeds. 7. Differentiate between relevant articulation of ei and ou diphthongs.
VI - Make own prayer of ACTS and irrelevant information 8. Discuss about maps and map
making. Ask the pupils to label the
other parts of the given map by
using the guide.
9. Ask the pupils to make a map of the
school.
GA – Responsible Agent of In College at 11, She’s UP 1. Identify synonyms and 1. Enumerate qualities of a successful Tenedero, Pia Patricia P.
Social Transformation Summa Cum Laude at 16 antonyms person English Encounters:
2. Associate related words 2. Read the article about the young Reading., Rex Bookstore,
CV – Social Responsibility  Synonyms and antonyms 3. Practice correct word summa cum laude Inc., pp 169-178
pronunciation 3. Find word in the given paragraph
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Sub GA – Community  Related words 4. Present oral reading of a poem 4. Match pictures with the branch of
Builder (CB)  Correct word 5. Use the dictionary study they symbolize
pronunciation 6. Note factual details 5. Find facts from the selection
CB1 – Performs his/her duties  Oral reading 7. Cite evidence from the 6. Share their insights and opinions
and responsibilities in the  Dictionary selection based from the questions
school, and community  Factual details 8. Make inferences 7. Read the poem The Road Not
Social responsibility  Inferences 9. Differentiate advertisement and Taken
propaganda writing 8. Use LIP method to model correct
 Advertisement and
Write a short paragraph how pronunciation of the words
propaganda writing
new graduates can make new 9. Discuss difference between
roads propaganda and advertisement
10. Let pupils use the dictionary to
determine correct stress placement
GA – Academically English is a Crazy Language 1. Supply the correct form of 1. Share personal feelings towards Tenedero, Pia Patricia P.
Competent Learner  Compound words words English. English Encounters:
CV – Competency/Skills  Fact and opinion 2. Identify synonyms and 2. Read excerpt from the essay Reading., Rex Bookstore,
 Synonyms and antonyms antonyms 3. Identify errors in the selection Inc., pp 179-188
Sub GA – Effective  Evidence 3. Recognize compound words 4. Answer the word search puzzle about
Communicator  Advantages and 4. Pronounce words with same compound words
disadvantages spelling correctly 5. Answer orally to prove the
EC2 – Selects and utilizes 5. Cite evidence from the statements
appropriate manner and means selection 6. Determine if the given statements are
of communication to 6. Differentiate between fact and facts or opinions
promote understanding and opinion 7. Discuss pronunciation of English is
harmony. 7. Determine advantages and crucial and quite challenging.
disadvantages 8. CLT- each group discuss the pros
VI – Respect for people/ and cons of the given forms of
Channel of peace. Being a communication technology
Grade VI pupil, list down 9. Share their ideas to the class
five ways by which you can
communicate better with
others
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GA – Academically My Hundred Books 1. Get the meaning of words 1. List down titles of books they loved Tenedero, Pia Patricia P.
Competent Learner  Context clues through context clues reading and share with the class why English Encounters:
CV – Competency/Skills  Consonant digraphs 2. Identify words with consonant they loved it Reading., Rex Bookstore,
 Note important details digraphs 2. Read the short poem. Inc., pp 189-196
Sub GA – Effective  Poetic devices 3. Note important details 3. Let pupils use the context clues to
Communicator  Character sketch 4. Identify poetic devices get the meaning of the underlined
5. Prepare a character sketch words
EC2 – Selects and utilizes 4. Review digraphs
appropriate manner and means 5. Answer comprehension questions
of communication to orally
promote understanding and 6. Review poetic devices.
harmony. 7. Ask pupils to make a character
sketch of the persona in the poem
VI – Why is reading important 8. Write a short poem about any of the
for effective communication? topics given
List advantages of reading
books.
THIRD QUARTER Sizzling Sisig Specialty 1. Recognize the /s/ sound 1. Pupils share about the most exotic or Tenedero, Pia Patricia P.
 /s/ sound 2. Classify related words unusual Filipino food they have English Encounters:
GA – Responsible Agent of  Related words 3. Distinguish between fact and tasted Reading., Rex Bookstore,
Social Transformation  Fact and opinion opinion 2. Read the story how sisig is prepared Inc., pp 200-206
 Sequencing 4. Arrange events in proper 3. Discuss idiomatic expression.
Patriotism and Cultural  Idiomatic expressions sequence 4. Challenge them to use context clues
Integration – PPCIP 5. Determine the meaning of to get the meaning of some idiomatic
idiomatic expressions expressions from the selection
PPCIP 2– Preserves Filipino 5. Discuss the /s/ sound. Follow the LIP
values and traditions method.
6. Let the pupils read aloud the given
VI – How will you promote our words
Filipino traditions? 7. Group together the given dishes
using a logical classification

THIRD QUARTER Panagbenga 1. Differentiate between metaphors 1. Match pictures with corresponding Tenedero, Pia Patricia P.
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 Metaphors and similes and similes festivals English Encounters:
GA – Responsible Agent of  Poem 2. Read a poem 2. Share experiences of attending Reading., Rex Bookstore,
Social Transformation  Graphic organizer 3. Analyze a graphic organizer or fiestas Inc., pp 213-221
diagram 3. Read the text aloud
Patriotism and Cultural 4. Note important details 4. Answer the comprehension
Integration – PPCIP questions aloud
5. Discuss about poetry reading.
PPCIP 2– Preserves Filipino Remind them to read with proper
values and traditions emotions.
6. Discuss about metaphors and
VI – How will you promote our similes
own Filipino fiesta 7. Discuss other figures of speech. Let
celebrations? the pupils study the examples and
provide their own example for each.
8. Study the diagram and answer the
questions
GA – Academically The Intelligent Woman 1. Use picture clues to get the 1. Answer riddles Tenedero, Pia Patricia P.
Competent Learner  Picture clues meaning of words 2. Read the story English Encounters:
CV – Competency/Skills  Affixes 2. Form words with affixes 3. Analyze given sentences Reading., Rex Bookstore,
 Elements of the story 3. Identify elements of the story 4. Match word with the picture Inc., pp 223-230
Sub GA – Problem Solver (PS)  Problem-solution diagram 4. Complete a problem-solution 5. Add affixes to the underlined root
 Fantasy and reality diagram words
PS1- Gathers and weighs 5. Differentiate between fantasy 6. Review elements of a narrative
relevant information before and reality poem and relate it to the elements of
making conclusions/inferences a short story
7. Let pupils fill-out the problem-
PS2 –Applies concepts learned solution diagram to illustrate
into practical living 8. Let the pupils differentiate fantastic
from realistic events
VI –Share an experience
wherein you used your
intelligence for the good of
others
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GA – Responsible Agent of To the Filipino Flag: A 1. Get the meaning of words using 1. Identify the countries by flag Tenedero, Pia Patricia P.
Social Transformation Salutation context clues 2. Pupils read the poem English Encounters:
 Context clues 2. Use picture clues to get the 3. Let the pupils use the context clues Reading., Rex Bookstore,
Patriotism and Cultural  Picture clues meaning of words 4. Pupils arrange the letters to form the Inc., pp 231-238
Integration – PPCIP  Timeline 3. Complete a timeline word in the poem that matches the
 Emotional responses 4. Note the emotional responses given meaning
PPCIP 7– Respects our national  Figurative language of characters 5. Answer comprehension questions
anthem, flag and symbols  Make judgements 5. Interpret figurative language orally
6. Make judgements 6. Assume the role of the poet and
 Predict outcomes
VI - Poem about being a 7. Predict outcomes of events judge which of the given statement
Filipino using at least 3 is likely to agree with views on
figures of speech nationalism
GA – Responsible Agent of Subic Bay, Olongapo City: 1. Identify the synonyms 1. Ask the pupils to solve the maze Tenedero, Pia Patricia P.
Social Transformation The Free Port 2. Form words using suffixes puzzle. English Encounters:
 Synonyms 3. Pronounce words with critical 2. Read the write up about Subic Bay. Reading., Rex Bookstore,
CV – Social Responsibility  Suffixes vowel sounds correctly 3. Match the words Inc., pp 247-254
 Critical vowel sounds 4. Determine the appropriate 4. Turn the given verbs/nouns into
Sub GA – JPIC Promoter  General references general references for specific nouns/adjective by adding
(JPICP)  Noting details information appropriate suffixes
 Outline 5. Note important details 5. Note details from the selection to
JPICP4 – Conserves 6. Complete an outline correctly choose the answer
resources and preserves 6. Discuss about outlining. Let the
ecological balance pupils complete the topic outline
7. Group the words according to their
JPICP6 – Practices waste vowel sounds
management (e.g. 8. Prepare a checklist of things to
reducing, reusing and prepare for traveling
recycling wastes).

VI – As a Grade 6 pupils,
suggest ways on how your
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community conserve
resources?

GA – Academically Why Filipinos Have Flat 1. Identify synonyms 1. Class discussion and exercises Tenedero, Pia Patricia P.
Competent Learner Noses 2. Apply stress placement in word 2. Reading of selection English Encounters:
 Synonyms pronunciation 3. Match the cause and effect Reading., Rex Bookstore,
CV - Competency/Skills  Stress placement 3. Debate on a given issue 4. Judge the statements about the Inc., pp 255-261
 Debate 4. Narrate a story in class selection
Sub GA – Independent,  Narrating a story in class 5. Establish cause—effect 5. Group the given words according to
Creative and Lifelong  Cause-effect relationship between ideas their stress placement
Learner  Truth value of statements 6. Evaluate the truth value of 6. Review the mechanics for staging a
statements debate
 Fact and Opinion
ICLL1 – Develops and 7. Differentiate between fact and 7. Research on Filipino legends
exhibits his/her artistic and opinion
cultural abilities

VI –Write their own legend

using their creativity

FOURTH QUARTER 1. Identify synonym and antonym 1. Share some trivia about the Tenedero, Pia Patricia P.
pairs Olympic Games English Encounters:
GA – Responsible Agent of Let the Games Begin! 2. Get the meaning of words 2. Ask the pupils to predict how the Reading., Rex Bookstore,
Social Transformation  Synonym and antonym through context clues Olympic Games started Inc., pp 266-272
pairs 3. Make inferences on the mood, 3. Viewing of short clip about
CV – Social Responsibility  Context clues motive, and emotional reactions Hercules
 Infer mood, motive, of the characters 4. Read the selection about Hercules
Sub GA – JPIC Promoter emotional reaction 5. Dramatize selected events from the
(JPIPP) story

JPICP4 – Conserves resources

and preserves ecological
balance
VI – As a Grade 6 pupil, how
 GRADUATE ATTRIBUTE
(GA)/CORE VALUES (CV)/SUB TOPICS/CONTENTS OBJECTIVES ACTIVITIES REFERENCES
GAs/VALUES INTEGRATION
(VI)
do you conserve water?
GA – Responsible Agent of The 12 Days of Christmas 1. Compare and contrast details 1. Engage pupils to have Christmas Tenedero, Pia Patricia P.
Social Transformation  Venn diagram using a Venn diagram song chain game. English Encounters:
 True and false statements 2. Distinguish between true and 2. Listening to the song 12 Days of Reading., Rex Bookstore,
Patriotism and Cultural  Topic sentence false statements Christmas. Inc., pp 273-281
Integration – PPCIP 3. Determine the topic sentence in 3. Instruct the pupils to do library or
the paragraph online research on different
PPCIP 2– Preserves Filipino Christmas traditions in the
values and traditions Philippines and other countries. Let
VI - Reflect on the true them fill out the Venn diagram with
meaning of Paskong Pinoy their findings and report to class.
4. Discuss about topic sentence and
main idea. Let the pupils identify
the main idea in the given
paragraphs from the selection.
1. Read with correct expression 1. Challenge the pupils to pair off Tenedero, Pia Patricia P.
GA – Responsible Agent of When Love Fell in Love 2. Identify the elements of the names of famous couples. English Encounters:
Social Transformation  Reading story 2. Viewing of the story of Cupid and Reading., Rex Bookstore,
 Choral reading 3. Present a choral reading Psyche Inc., pp 291-300
CV – Uprightness and Self-  Elements of a story 4. Distinguish between fantasy and 3. Reading of the story of Cupid and
discipline  Reality and fantasy reality Psyche
4. Encourage the pupils to make
Sub GA – Person of Character predictions on the development of
(PC) the story
5. The pupils identify the elements of
PC3 – Adheres to the truth no the selection
matter what the 6. The pupils identify phrases that
consequence is. make the story fantastic or
VI -- Write poem about trust and unrealistic.
love 7. Let the pupils form groups of 10
members and practice choral
reading of the passage about love
 GRADUATE ATTRIBUTE
(GA)/CORE VALUES (CV)/SUB TOPICS/CONTENTS OBJECTIVES ACTIVITIES REFERENCES
GAs/VALUES INTEGRATION
(VI)
from the Bible.
The Bunny Tale 1. Form word families 1. Use the KWL reading strategy. Tenedero, Pia Patricia P.
GA – Responsible Agent of  Word families 2. Pronounce words using Discuss it with the pupils. English Encounters:
Social Transformation  Diacritical marks diacritical marks 2. Let the pupils read the poem Reading., Rex Bookstore,
 Mood, motive, emotional 3. Identify the mood, motive, and taking note of the italicized Inc., 310-318
CV – Social Responsibility reaction of the characters emotional reaction of the words.
characters. 3. Discuss mood, motive, and
Sub GA – JPIC Promoter emotions as elements that can be
(JPICP) inferred from statements or
JPICP3—Promotes active dialogues in the selection.
non-violent ways to peace 4. The pupils choose the mood,
motive, or emotion that fits the
VI—Reflect on the possible given lines from the poem.
ways to solve problems
peacefully
 GRADUATE ATTRIBUTE
(GA)/CORE VALUES (CV)/SUB TOPICS/CONTENTS OBJECTIVES ACTIVITIES REFERENCES
GAs/VALUES INTEGRATION
(VI)
GA – Responsible Agent of Golden Dumplings for New 1. Define terms found in the 1. Identify the pictures that show Tenedero, Pia Patricia P.
Social Transformation Year glossary some common practices during English Encounters:
 Glossary 2. Evaluate character traits New Year. Reading., Rex Bookstore,
Patriotism and Cultural  Character traits 3. Identify supporting details 2. Pupils share their customs Inc., 329-336
Integration – PPCIP  Supporting details during New Year
3. Let the pupils read the story.
PPCIP 2– Preserves Filipino 4. The pupils evaluate which
values and traditions descriptions fit the given
characters. They cite evidence
VI – Share experiences on from the text to support their
how you celebrate New Year answer.
with your family 5. Discuss what a glossary is and
how it can be a helpful study
tool.
6. The pupils study the glossary
entries.
7. Let the pupils write sentences
that support the given
statements.