K TO 12 School MAMBURAO CENTRAL SCHOOL Grade Level VI

Teacher ROSA JANE MARIA F. GALERA Learning area ENGLISH

Teaching Dates & Time Quarter I

I. OBJECTIVES
A. Content Standard Differentiate real images from make-believe images
B. Performance Standard Identify real or make-believe images
C. Learning Competencies/ Identify real or make-believe, fact or non-fact images
Objectives
(Write the LC Code for each)
EN6VC-llla-6.2
II. CONTENT REAL OR MAKE-BELIEVE IMAGES
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide K TO 12 MELC 2020 p. 187
2. Learner’s Materials Pages English 6, Quarter 1- Module 1 p. 17-24
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) Portal
PowerPoint presentation, Video, Pictures, Flag, Box
B. Other Learning Resources [Link]
[Link]
IV. PROCEDURES TEACHER’S ACTIVITY
A. Reviewing previous lesson or
presenting the new lesson

-Before we start our lesson for today.

PRAYER -Everybody stand up and let us pray.

GREETINGS/CLASSROOM -Good morning class! Before you take your seats kindly pick up the trashes you can
MANAGEMENT see inside the classroom or under your chairs and put it in the trash bins.
Thank you! You may now take your seats.

CHECKING OF ATTENDANCE -Before anything else, let’s check your attendance.

-How are you? How was your day? Have you eaten your breakfast?

-I have some classroom standards that you should maintain all the time.

CLASSROOM STANDARDS:
1. Listen and follow the instruction.
2. Allow one person to speak at a time.
3. Raise my hand and wait to speak.
4. Speak politely and use manners.
5. Help each other.
6. Always be kind.
7. Learn from mistakes
8. Always do your best.

-Before we proceed to our new topic, let’s review our previous lesson.

INSTRUCTION: Match the Idioms with their meaning.

IDIOMS MEANING
 -Very good! Give yourself a Drivers clap.

-I have here a short video clip, but before that what are the standards in viewing a
video presentation?

VIDEO VIEWING!
Standards in viewing a video presentation:
1. Listen and understand the contents of the video.
2. Stay in your seat.
3. Be quiet. Don’t talk to your seatmate while watching.
4. Concentrate and focus on the important details in the video.
5. Be still. Stop making unnecessary movements in your seat.

-Here is the video that we will be watching.

B. Establishing a purpose of the new

lesson

[Link]

MOTIVE QUESTIONS:
1. What is the title of the story?
2. Who are the characters in the story?
3. What can you say about the characters? Are they real?
4. Is there any lesson in the story? What is it?

-Now, we are going to identify….

OBJECTIVES:
Identify real or make-believe, fact or non-fact images.

C. Presenting examples/ -To have another idea of what will be our lesson for today, let us have a short game.
 This game called….

FIND ME!
INSTRUCTION: Look for the pictures that are hidden under your chairs and say
something about the picture that you get.

instances
of the new lesson ([Link] ([Link] ([Link]

([Link] ([Link] ([Link]

D. Discussing new concepts Reading books, listening to stories and watching movies can bring us to a world of
and practicing new skills #1
reality and fantasy. We encounter characters and events that may be true or just a
make-believe.

*REAL IMAGES are true; they are facts that can be proven. They can be experienced
or witnessed by a person.

When identifying a statement that expresses reality, one should look into things,
ideas, and events based on real life experienced using the five senses (seeing,
smelling, tasting, hearing and feeling).

Examples:
There are seven days in a week.
My grandmother is still alive at the age of 93.
Babies cry when they are hungry.
The boy is swimming at the beach.

([Link]

view=detailV2&ccid) ([Link]

(Dog hugging each other) (Woman with lots of money)

([Link] ([Link]

(Man riding a motorcycle) (Nipa Hut)

*MAKE-BELIEVE IMAGES have no existence; they are not true; they are in our
imagination; they are non-fact and difficult to be proven. Make-believe images are
created in our minds. They are exaggerated most of the time that is why they are
unbelievable to happen.
 Examples:
The tree talked to the boy.
The horse buys a fruit and vegetables from a vendor.
Cats are talking.
The policeman catches the rabbit for robbing a bank.

([Link] ([Link]

(Man sitting in the moon) ( A girl talking to tree)

([Link] ([Link]

(Spiderman) (Crying Flower)

E. Discussing new concepts

and practicing new skills #2 We will now have a group activity and I will divide you in to three groups.
- Before we proceed let us remember the standards in making a group activity.

Standards in making group activity:

Get opinion from your group mates
Respect others and their thoughts
On task all the time, one person speaks at a time
Use soft voices
Participate actively
Stay with your group

Group Activity:

-For group 1 your activity is entitled...

Group 1: WHERE I BELONG?

INSTRUCTION: Identify where the picture belong. (2 points each)

([Link] ([Link] ([Link]

([Link] ([Link] ([Link]

([Link] ([Link] ([Link]

([Link]

MAKE-BELIEVE IMAGES REAL IMAGES

-For group 2 your activity is entitled...

Group 2: DRAW ME!

INSTRUCTION: Draw one example of reality make-believe. Present it to the class and
tell us the difference between the two.

REALITY MAKE-BELIEVE
 (ARTS INTEGRATION)

-I have here a rubric that I will use to evaluate your score.

DRAWING RUBRIC
EXCELLENT (4 GOOD SATISFACTORY NEEDS
POINTS) (3 POINTS) (2POINTS) IMPROVEMENT
(1 POINTS)

FOLLOWING All direction You followed You followed None of the

ACTIVITY was followed. most of some directions was
DIRECTION directions. directions. followed.

USE OF You used You used You used some You did not use
CREATIVITY your own your own imagination. your own ideas
idea and idea for most or imagination
imagination. of the time.

BEHAVIOR IN You were You behaved You You were not

CLASS respectful well for most misbehaved respectful and
and well of the class. during most of behave poorly.
behaved. class.

EFFORT PUT You took You worked You put a You rushed
INTO your time hard for most small effort through and did
ACTIVITY and worked of the time. into the not work hard.
hard on the project.
project.

FINISH ON You finished You almost You hurriedly You did not
TIME the activity finished the finish on time finish the
on time activity on activity on time.
time

-For group 3 your activity is entitled...

Group 3: OUR OWN!

INSTRUCTION: Make a short story about make-believe and reality. Underline the
statement that’s state make-believe and encircle the statement that’s states reality.
(TITLE OF THE STORY)

-I have here a rubric that I will use to evaluate your score.

SHORT STORY RUBRIC
EXCELLENT GOOD SATISFACTORY NEEDS
(4 POINTS) (3 POINTS) (2POINTS) IMPROVEMENT
(1 POINTS)
SETTING/SCENES Many vivid, Some vivid, The reader can The reader has
descriptive descriptive figure out when trouble figuring
words are words are and where the out when and
used used to tell story took where the story
when and place., but the took place.
where the author did not
story takes supply much
place detail
CHARACTERS The main The main The main It is hard to tell
characters characters characters are who the main
are well are named named using a characters are
named and and few direct and and there is a
clearly described indirect little or no use
descriptive. using some characterization of direct or
A variety of direct and techniques. The indirect
direct and indirect reader knows characterization
indirect techniques. very little about techniques.
techniques Most the characters
are used. readers
Readers would have
can picture some idea
the of what the
character characters
clearly as looks and
they read acts like

CHAIN OF The story is The story is The story is a Ideas seems to

EVENTS very well fairly well little hard to be randomly
organized. organized. follow. The arranged and
Ideas are One idea transitions are improvement is
chronicled or scene sometimes not needed.
well and may seem clear and
one scene out of events seem
follows place. Clear out of order.
another in transitions
logical are used,
sequence but not
with clear often
transitions. enough

OPENING The The The opening The opening

SENTENCES opening opening sentence is sentence is
sentence is sentence is structured but unclear and
well structured unclear. flawed.
structured and
and very somewhat
interesting interesting
ENDING The story The story The story The story is
builds closes with closed in a unfinished.
intensity, some matter-of-fact
creativity awareness or aimless way.
and closing of the
contributes readers
to the enjoyment
readers
enjoyment

-you have only 5 minutes to finish your activity.

 (FIVE MINUTES TO FINISH THE ACTIVITY)

-Presentation of the group activity.

-Very good group 1. Okay class lets give them Mommy Dionesia clap!
-Great job group 2. Okay class lets give them a mosquito clap!
-Excellent group 3. Okay class lets give them a Sexbomb clap!
-Very good class! Give yourselves 10 claps.

Individual Activity:
-Now, to fully get your understanding lets have another activity entitled…

RAISE YOUR FLAG!

INSTRUCTION: Raise the green flag ( ) if the statement is reality and red flag
( ) if it is make-believe.

1. She can turn herself to a bird at night and visit one house to another.
2. Jay’s mom heals sick people with her magic potion.
F. Developing mastery (leads to
Formative Assessment 3) 3. Many villagers were eaten by giant dog.
4. The father built houses that are made from nipa hut.
5. Rainbow is formed after the rain.
6. The moon and the stars can be seen during night time.
7. Computers can cook food.
8. Birds can carry a basket of mango.
9. The bird is dancing “Teach Me How to Dougie”
10. Jose Rizal is our National Hero.

-Nice, you did a great job!

G. Finding practical -For your better understanding, let us have another activity again.
applications of concepts and
skills in daily living
-I will call four students from the class and you will go here in front.

INSTRUCTION: Choose a color of the box and open it. Tell me one good thing they
did and how can you apply it in real life.

([Link] ([Link]

([Link] ([Link]
 Fill Me!
Instruction: Choose the right word from the box.

true witnessed imagination tree

proven person hungry unbelievable

swimming existence facts created

talking

H. Making generalizations and REAL IMAGES are ________; they are ______ that can be ________. They can be
abstractions about the experienced or _________ by a __________.
lesson
For examples:
Babies are crying when they are ______.
The boy is _________ at the beach.

MAKE-BELIEVE have no _________; they are not true; they are in our _________;
they are non-fact and difficult to be proven. Make-believe images are _________ in
our minds. They are exaggerated most of the time that is why they are _________ to
happen.

For examples:
The ________ talked to the boy.
Cats are ________.

-Get one whole sheet of paper and answer it.

Instructions: Identify the statement below. Write MB if the statement is make-
believe and R if the statement is reality. Write your answer in one whole sheet of
paper.
____1. All plants really talked and cried.
____2. The fish drove the car to the store.
____3. Gumamela told White Sampaguita, “Even us flowers have been neglected”.
____4. Jose Rizal fought the Spaniards through writing. He was named as our
national hero.
I. Evaluating Learning ____5. Mister Dog went to market to buy some foods.
____6. The plants are all sad. They cried and comforted each other.
____7. Mary ate five tall mountains.
____8. My dog’s name is Bruno.
____9. The chicken has two legs.
____10. The tree is talking every night.

- Cheking of activity. (Upon checking the students answer it through hyperlink.)

- Did you enjoy our activities and lesson today?

-To finish our day, I will give you an assignment. Get your notebook and write it.
J. Additional activities for
application or remediation Draw a scenario that shows real image and make-believe. Present it to the class
tomorrow.
V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% In the evaluation

B. No. of learners who require

additional activities for
remediation
 C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson

D. No. of learners who

continue to require
remediation

E. Which of my teaching
strategies worked well? Why did
these work?

Prepared by:

ROSA JANE MARIA F. GALERA

Student Teacher

Checked by:
KRISTIANA MARIA ANNA KARINA O. DELA CRUZ
Teacher III

Noted by:
EMELITA C. DELA ROSA, EdD, DHum
Principal III