NOVEMBER 7, 2023

ENGLISH VI
SECOND QUARTER-WEEK 1-DAY 2

Sections
7:30-8:20
INDUSTRIOUS
8:20-9:10 LOVE
9:40-10:30 KIND
I. Learning Objectives:
A. Content standard
The learner demonstrates understanding of text types to
listen for different purposes from a variety of texts.

B. Performance Standards
The learner uses linguistic cues to effectively construct
meaning from a variety of texts for a variety of purpose.

C. MELC/Objective
Note down relevant information from text heard-
EN6LC-IId-2, EN6LC-IIe-2

II. Subject Matter

A. Topic: Noting down relevant information from text heard
B. Skill: Listening Comprehension
C. References: K-12 Curriculum Guide in English
English 6 PIVOT IV-A Learner’s Material

www.ibtimes.com/sudden-climate-change=kills-
millionsishphilippines-photos-706854
Joy in English 6 page 123
D. Materials: PowerPoint Slides
E. Subject Integration:
IACLA: Noting details in a literary text listened to-
Eng. 4
F. Values Integration: Quality time with family

III. Procedure
A. Preliminary Activities:
1. Checking of Attendance
3. Reading Activity
Read the FRY words
 English Phrases
1. inform readers on true
2. information displayed in graphs
3. a number of factual information
4. fact-based information
5. a wide range of nonfiction

B. Recall
Read and answer the following questions.
1. When taking notes, write down every word the teacher
says.
A. True B. False
2. When recording information, it is alright if you abbreviate
when possible.
A. True B. False
3. When you read an assignment in your textbook, or a story,
it is a good idea to highlight important information.
A. True B. False
4. What is the overall purpose of notetaking?
A. to torture teenagers
B. to understand the text and record the most important
information
C. to make beautiful outlines to share with friends
D. to write down everything in case you forget it
5. Which of the following should your notes include?
A. key words and phrases
B. complete sentences
C. full paragraphs
D. exact punctuation

IV. Lesson Proper

A .Motivation
Listen as the teacher reads the story and take down notes
relevant details.
KATRINA’S TRIP TO THE OCEAN
As the alarm clock started with a loud ring, Katrina got out of
her bed excitedly. They were going to the beach today and she
didn’t want to be late.
When Katrina went down for breakfast, Mother had already
prepared a big picnic basket filled with all kinds of food.
“Do you have your things ready?” Mother asked.
“Yes, Mother. I packed my red bathing suit, my yellow pail
and pink spade.”
After a hearty breakfast, Katrina and her parents piled into
their car and headed for the ocean.
Katrina watched as the scenery rushed by. She saw many
things. She saw houses, rice fields and a funny scarecrow. She
waved at some children playing by the roadside.
 Finally, they reached the beach. Katrina excitedly ran to the
water. The golden sand felt soft and warm at her feet. She saw
many things at the beach. She saw different kinds of shells - long
and short shells, fat and thin shells, even a shell shaped like a fan.
She also saw a starfish and a crab digging in the sand.
Katrina swam all day. She also built a beautiful sand castle
with her yellow pail and pink spade.
At the end of the day, when the sun was like an orange ball in
the sky, and all of her mother’s delicious food was gone, Katrina and
her family went home. This time, Katrina didn’t even see the funny
scarecrow. Katrina was fast asleep dreaming of her day at the
ocean.
-Adapted
Guide Questions:
1. Who is the main character in the story?
2. Where did Katrina go?
3. What did she bring?
4. What did she see on the way to the ocean?
5. What did she see at the beach?
6. What time did Katrina go home?
7. How did Katrina feel about going to the beach?
8. Did she have a happy time during her trip to the beach?
Give sentences that show she was happy.
9. Which part of the story do you like best? Why?
10. How do you feel when going to places like the beach?
What other places do you enjoy going to?

B. Discussion
Noting down is useful to get the key information. It makes you
retain, remember, recite, and recall relevant information.
There are two main reasons why note taking is important: (1)
When you are reading or listening, taking notes helps you think. In
order to take notes - to write something functional - you must
understand the text. (2) Notes help you to maintain a permanent
record of what you have read or listened to.
Things to remember in noting down:
1. Don’t write every single word you hear.
2. Highlight only the key words.
3. Note down words or expressions that the speaker repeats
more than twice. These are important.
4. Stick to short phrases or bullet points.
5. Have your own personal abbreviations for words to save
time and effort on your part.
Note-taking is the practice of writing down or otherwise
recording key points of information.
Taking notes is an active way of organizing and condensing
(reducing) information you have gathered from various materials.

C. Controlled Activity
a. Guided Activity
Listen as the teacher reads the story and take
down notes relevant details.
GOING TO THE MARKET
“I am going to the market,” Mother said. “Can we go,
too?” asked Tina and Shiela. “Yes, you may,” Mother
answered.
Mother, Tina and Shiela rode the jeepney. Tina saw a
girl selling plastic bags as they entered the market. Mother
bought meat from the meat shop.
Shiela saw all kinds of fishes at the fish stall. There were
bangus, dalagang bukid, tilapia and others.
“Mother, let’s buy some watermelon,” Tina said. So
they went to the fruit stand and bought fruits. “Oh! I almost
forgot to buy vegetables,” Mother said. The two girls and
their mother went to the vegetables section.
Shiela said, “Mother, I’m hungry. Can we rest now?”
Mother took them to an eatery and bought halo-halo. They all
enjoyed the halo-halo!
Questions:
1. Who are the characters in the story?
2. Where did the story happen?
3. What did Shiela see at the fish stall?
4. Where did Mother, Tina and Shiela go after the fish
stall?
5. After the vegetables section, where did they go?

b. Independent Activity
Listen as the teacher reads an excerpt from a news
item. Using the concept map, take down relevant notes (the
what, the where, and
the why of a news article.
May 30, 2011. Hundreds of thousands of milkfish
washed up dead at Taal Lake in Talisay, Batangas, south of
Manila on Sunday, were baffling environmentalist and raising
concerns over climate change issues.
“About 500 metric tons (500,000 kilos) of fish, worth
more than 50 million pesos, were seen floating in the water in
the six towns of Batangas Province the past two days,” a local
mayors told Reuters.
According to a local town agriculturist, the cause of the
fish kill was a sudden climate change in the area. The
common perception about fish is linked to the depletion of
oxygen in water., which is due to a number of factors. Gases
released from volcanic activities often lead to poor oxygen
levels in nearby lakes, but scientists believe that deaths are
not related to activities inside Taal volcano, which is
surrounded by Taal Lake.
 D. Generalization
What is noting down?
What are the things to remember in noting down?

V. Evaluation
Read the passage carefully. Take note of the relevant information in
it and answer the questions that follow.

1. Who are the bright mice?

A. Nike and Mike
B. Mike abd Spike
C. Mike and Spark
D. Cat and Rat
2. What animal are they?
A. Dog B. cat C. mouse D. turtle
3. How does the mice being described?
A. Cute and kind
B. Happy go lucky and charming
C. Bright and hardworking
D. Friendly and graceful
4. What did they do before going to trip?
A. Got a job and work hard
B. Spend the money they have
C. Rest all day
D. Lend money from their parents
5. What kind of trip do they have?
A. They have a relaxing trip.
B. They have a nice trip
C. They have a playful trip
D. They have a long trip.

VI. Assignment
Study your lessons.
VII. Remarks

INDUSTRIOUS LOVE KIND

5X 5X 5X
4X 4X 4X
3X 3X 3X
2X 2X 2X
1X 1X 1X
0X 0X 0X

VIII. Reflection

INDUSTRIOU LOVE KIND

S
A. Number of learners who
earned 80% in the evaluation
B. Number of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work?
Number of learners who have
caught up with the lesson
D. Number of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?