This document outlines a lesson plan for a 6th grade English class. It includes objectives, tasks and instructions for students. The tasks guide students through the writing process, including organizing ideas, drafting a paragraph on an editorial text about President Duterte, and reviewing their work. Students are taught steps for writing an impression, including knowing the topic, gathering ideas, detailing sub-topics, organizing, writing, reviewing, editing and final reading. The lesson emphasizes politeness, tactfulness and openness to criticism.

1. MILDRED G. LLAMES
Teacher III
ENGLISH
6
Quarter 2
Week 1
Day 1

2. A. Respond appropriately to the messages of the
different authentic texts (Reading Comprehension)
EN6RC-IIa5.5
B. B. Gather relevant information from various sources
(glossary or indices) Study Skills EN6SS-IIa1.3 EN6SS-
IIa1.4
C. Observe politeness at all times / Show tactfulness
when communicating with others / Show openness
to criticism AttitudeEN6A-IIa-16
OBJECTIVES

3. GUESS
the
words!

4. _ _ _ _ _ _ _ _ _ _ _ _ _
AUTHENTIC TEXT

5. What are examples of
authentic texts?
Is it the same as
the text that I am
using when I’m
texting my friend?

6. Read an editorial text. Take note of the important
details including the message of the text.
Read the first two paragraphs of the editorial text. As
you read it, list down words that are not familiar to
you. For the second time that you read it, figure out
the message of the first two paragraphs. For the last
time that you read it, state your reaction or response
on the message of the paragraphs.

7. Go ahead, eat them
(The Philippine Star) | Updated July 7, 2017 - 12:00am
Reference: http://www.philstar.com/opinion/2017/07/07/1717147/editorial-go-ahead-eat-them

8. On the next slide is a glossary
for the editorial that you read.
A glossary is a list of
words and their definitions.
Let’s go back to your word list
a while ago. Find the meaning
of each word on your list in the
glossary.
Task 1:
Listing Uncommon
Words

9. GLOSSARY
Abu Sayyaf – "bearer of the sword" in Arabic, is a militant organization
based in the Southern Philippines. It seeks a separate Islamic state for the
country's Muslim minority.
beheading – to cut off the head of (someone) especially as a punishment
ceviche – a dish of raw fish marinated in lime or in lemon juice often with oil,
onions, pepper, and seasonings and served especially as an appetizer.
deemed – to think of or judge (someone or something) in a particular way
decapitated – beheaded
ferocity – a very fierce or violent quality
Kilawin – ceviche
vicious – very violent or dangerous
Source: Merriam-Webster Dictionary

10. Read the first two paragraphs
of the editorial again. This time,
refer for the meanings of the
unfamiliar words in the
glossary. Then answer the
questions about the
paragraphs. Be sure to show
openness in listening to your
classmates’ answers.
Task 2:
Re-reading for
details

11. Questions for Paragraphs 1-2:
1. Who had a meeting with the local officials of Davao del Sur?
2. Where did the meeting happen?
3. What did President Duterte show in the meeting?
President Rodrigo R. Duterte
Davao del Sur
Photos from his mobile phone

12. 4. What did President Duterte say about the pictures in his
mobile phone?
5. Who was President Duterte addressing in his statement?
These are the bodies of Hoang Thong and Hoang Va Hai.
They are Vietnamese who were decapitated by the Abu
Sayyaf.
The Abu Sayyaf Group

13. 6. What do you think President Duterte meant when he said:
“I will eat your liver if you want me to. Give me salt and vinegar
and I will eat it in front of you,” Duterte said, addressing the
Abu Sayyaf. “I eat everything. I am not picky. I eat even what
cannot be swallowed.”
President Duterte threatened
the Abu Sayyaf.

14. Complete the statement by
answering the questions in the
parentheses about the first two
paragraphs of the editorial.
Task 3:
Reacting

15. (What do the paragraphs say?) Paragraphs 1-2 say
that _______
Paragraphs 1-2 say that in the
light of civilian killing, President
Duterte is brave enough to face
the Abu Sayyafs and make them
pay the consequences of their
doings. President Duterte is
even willing to “eat them alive” or
employ the principle of “an eye
for an eye”.

16. (What does the writer mean? What
is the writer’s opinion on the first two
paragraphs?) I think, (What can you say about
the idea? What is your reaction to
the idea of the first two paragraphs?).
The writer’s opinion is
________
The writer’s opinion is the Philippine
President is not threatened by the
Abu Sayyaf Group. He wants to make
the Abu Sayyaf understand that He is
more powerful and will give
disciplinary action to these rebels in
order to keep peace and order in the
country. I think, ________________
(opinions may vary and are all acceptable).
I think, ________

17. Task 4:
Reading the
Editorial Text
Words I do not
know
Meaning from the
glossary

18. Answer the following questions about paragraph
three.
B. Answer the following questions about the third
paragraph.
1. What did the AFP see?
2. How should the AFP take the beheading of the two
Vietnamese ship crewmembers, according to paragraph 3?
3. What does the sentence “the AFP does not have the
appetite for ceviche a la Duterte” mean?

19. Answer the following questions about paragraph
three.
C. Discuss with your partner the message of the third
paragraph. Then complete the statement below. Be sure to
show openness to criticism and tactfulness when
communicating with others.
Paragraph 3 says that
____________________________________.

20. Answer the following questions about paragraph
three.
D. Determine the writer’s opinion based on the third
paragraph. Express it by completing the sentence below.
We think the writer believes that
___________________________.________________.

21. Answer the following questions about paragraph
three.
E. Express your reaction to the writer’s opinion stated on
the third paragraph.
State it using the sentence that follows.
In our opinion,
__________________________________________._____
______________________.________________.

22. A. Answer the following questions about paragraph
three.
1. Dozens of its members were decapitated by the Abu Sayyaf.
2. A reminder to the AFP about the continuing threat posed by
the Abu Sayyaf in conflict zones outside Marawi.
3. The AFP is not interested in the idea of killing the Abu
Sayyaf members who kill civilians. Rather, AFP simply wants to
capture these Abu Sayyaf members and leaders and go
through the due process of the law.

23. B. Paragraph 3 says that The AFP is not interested in
the idea of killing the Abu Sayyaf members who kill
civilians. Rather, AFP simply wants to capture these
Abu Sayyaf members and leaders and go through the
due process of the law.
C. We think the writer believes that the Philippine
President and the AFP group have different plans of
eradicating the Abu Sayyaf’s killings of civilians.

24. D. In our opinion, (answers may vary and are all
acceptable).

25. Task 5:
Reading the
Editorial Again
This time, continue reading
the fourth paragraph of the
editorial text. Be sure to
follow the four steps in
reading an editorial text.
Fill in the outline with the
correct details.

26. I. Paragraph’s meaning:
II. Writer’s opinion:
III. My reaction about the author’s opinion:
(Answers may vary and are all acceptable).

27. I. Paragraph’s meaning: The Supreme Court, in its
ruling upholding the validity of the President’s
Mindanao-wide martial law Proclamation 216, has
linked Abu Sayyaf attacks together with depredations
committed by other terrorist groups to the rebellion
that the SC deemed as sufficient justification for
declaring martial law.

28. II. Writer’s opinion: The response to the rebellion
should not overlook the threat posed by the Abu
Sayyaf in the island provinces of Basilan and Sulu,
where the group is still holding other hostages for
ransom, most of them foreigners.

29. III. My reaction about the author’s opinion: (Answers
may vary and are all acceptable).

30. Task 6:
Pictures of a
thousand
words
Study the caricature
from the editorial text.
Indicate what is
symbolized or who is
represented by each
figure. Write your
responses in the matrix

31. Figure Who or What is
symbolized/represented
President Duterte as
representative of the Filipinos
Abu Sayyaf Group that rebels against-
or contradicts the President’s
governance.
Maute Group that rebels against-
or contradicts the President’s
governance.

32. Figure Who or What is
symbolized/represented
Displeasure of the President about the
activities of Abu Sayyaf Group and the
Maute Group.
Water level that symbolizes the actions
of the two rebel groups are perceived by
the President as “below the belt”..

33. Task 7:
In a nutshell
Read paragraphs 5 to 6
of the editorial text.
Complete the table that
follows.

34. Idea of the
paragraphs
Author’s Opinion My Reaction

35. Idea of the paragraphs Author’s Opinion My Reaction
Security officials have
admitted being surprised
by the ferocity of the
Maute fighters in
Marawi.
The beheading of the Vietnamese
could be a diversion to reduce
pressure on the terrorists still in
Marawi. But it is also a reminder
that government forces cannot ease up
on the Abu Sayyaf in other parts of
Mindanao.

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37. MILDRED G. LLAMES
Teacher III
ENGLISH
6
Quarter 2
Week 1
Day 2

38. A. Compose clear and coherent sentences using appropriate
grammatical structures: -Order and degrees of regular
adjectives (Grammar) EN6G-IIa-5.5 , EN6G-IIa-5.2
B. Infer meaning of borrowed words and content specific
words(Vocabulary) EN6V-IIa12.3.3 EN6V-IIa12.4.1.3
EN6V-IIa12.4.2.3
C. Observe politeness at all times / Show tactfulness when
communicating with others / Show openness to criticism
AttitudeEN6A-IIa-16
OBJECTIVES

39. What are the writer’s messages that you can
remember about the editorial text titled
“Go ahead, eat them”? List them down. Share
them in class.
Review:

40. Task 1:
Adjectives
Throwback
Complete the following
concept maps by writing
down adjectives for
each of the following
words.

41. AFP
MAUTE
GROUP

42. ABU
SAYYAF
GROUP
MARAWI

43. Task 2:
Adjectives
Throwback
Choose one set of
concept map from Task 1.
Say each adjective in the
positive, comparative,
and superlative degrees.

44. Can you state your impressions about the
editorial text you read last time using
adjectives in different degrees?
Do you know the steps on how to write your
impressions? Let us learn about it.

45. Task 3:
What About?
Writing an impression
begins with knowing the
topic to write about. the
circle below.

46. Based on the list
of the writer’s
messages that you
had a while ago,
which among them
would you like
to react to? Write
your answer in the
middle of the circle
below.

47. Task 4:
Topic and
Sub-topics
In each rectangle, list
down what you know
about the topic written in
the circle. They
will serve as areas where
you will react about.

48. An impression is your reaction about what you
listened to, viewed, or read. There are 7 steps in the
process of writing an impression.
I: Know the topic that you are to write about.
II: Gather ideas. Think about what you will write
about that topic. List down words related to your
topic in a word web. These words will serve as your
sub-topics.

49. III: Detail the sub-topics. List down key words or key
phases in each sub-topic you identified. These key
words and key phrases will help you explain every
sub-topic of your impression.
IV. Organize. Arrange the sub-topics in a sequence
as to how you want to them. Choose which idea to
talk about first, which to talk about next, and which to
talk about last.

50. V: Write. Write your paragraph by explaining the
sub-topics based on how you sequenced them. Use
your word web.
VI: Review your draft. Read your writing silently and
to your seatmate. Look for parts where you can add
more information. Check to see if you have any
unnecessary information. Ask your seatmate to
exchange text with you. Your classmate reads your
text, and you read his or hers. Give opinions about
his or her work.

51. VII: Edit your work. Use your ideas from step five to rewrite
your text, making improvements to the structure and content.
Be sure to explain something more clearly, or add more
details. See to it that the paragraph is logical.
VIII. Read your text again. This time, check your spelling and
grammar. Make final corrections. Check that you have
corrected the errors you discovered in steps five and six and
make any other changes you want to make. Now your text is
finished!
Steps VI and VII can be repeated many times.

52. Task 5: In a
Nutshell
What are the steps in the
process of writing an
impression?
Which among the eight
steps have you done at
the moment? Explain how
did you perform each of
the three steps.

53. I: Know the topic that you are to write about.
II: Gather ideas.
III: Detail the sub-topics.
IV. Organize.
V: Write.
VI: Review your draft.
VII: Edit your work.
VIII. Read your text again.

54. CREDITS: This presentation template was
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55. MILDRED G. LLAMES
Teacher III
ENGLISH
6
Quarter 2
Week 1
Day 3

56. A. Compose clear and coherent sentences using appropriate
grammatical structures: -Order and degrees of regular
adjectives (Grammar) EN6G-IIa-5.5 , EN6G-IIa-5.2
B. Employ an appropriate style of speaking, adjusting
language, gestures, rate, and volume according to
audience and purpose(Oral Language) EN6OL-IIa3.7
C. Observe politeness at all times / Show tactfulness when
communicating with others / Show openness to criticism
AttitudeEN6A-IIa-16
OBJECTIVES

57. REVIEW
What are the steps
in writing?

58. IV. Organize.
V: Write.
VI: Review your draft.
VII: Edit your work.
VIII. Read your text again.
There are 8 steps in the writing process.
You already did the first three steps. This
time, you will do the remaining 5 steps of
the writing process.

59. III: Detail the sub-topics. List down key words or key
phases in each sub-topic you identified. These key
words and key phrases will help you explain every
sub-topic of your impression.
IV. Organize. Arrange the sub-topics in a sequence
as to how you want to them. Choose which idea to
talk about first, which to talk about next, and which to
talk about last.

60. V: Write. Write your paragraph by explaining the
sub-topics based on how you sequenced them. Use
your word web.
VI: Review your draft. Read your writing silently and
to your seatmate. Look for parts where you can add
more information. Check to see if you have any
unnecessary information. Ask your seatmate to
exchange text with you. Your classmate reads your
text, and you read his or hers. Give opinions about
his or her work.

61. VII: Edit your work. Use your ideas from step five to rewrite
your text, making improvements to the structure and content.
Be sure to explain something more clearly, or add more
details. See to it that the paragraph is logical.
VIII. Read your text again. This time, check your spelling and
grammar. Make final corrections. Check that you have
corrected the errors you discovered in steps five and six and
make any other changes you want to make. Now your text is
finished!
Steps VI and VII can be repeated many times.

62. Task 1.
Organizing for
Writing
Bring out your work from
the previous day. Read
each item you placed in
each rectangle. Number
every triangle based on
which idea to talk about
first, which to talk about
next, and which to talk
about last.

64. Task 2:
Drafting for
Writing
Write a paragraph using
the key words or phrases
for each sub-topic in
every rectangle. Follow
the numbering you placed
in each triangle. Be sure
that you use adjectives in
different degrees.

66. Task 3.
Reviewing for
Writing
Read each paragraph you wrote.
Look for parts where you can add
more information. Check to see if
you have any unnecessary
information. Ask your seatmate to
exchange text with you. Your
classmate reads your text, and
you read his or hers. Give
opinions about his or her work.

67. Be sure to:
• observe politeness at all times,
• show tactfulness when communicating
with others, and
• show openness to criticism.

68. Task 4: Editing
for Writing
Find a way to include your
seatmate’s comments on
your paragraph. Be sure to
explain each paragraph more
clearly, or add more details
when necessary. See to it
that the paragraph is logical.

69. Task 5:
Proofreading
for Writing
This time, check your spelling
and grammar. Make final
corrections. Ensure that you
have corrected the errors you
discovered in steps five and
six and make any other
changes you want to make.

70. CREDITS: This presentation template was
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71. MILDRED G. LLAMES
Teacher III
ENGLISH
6
Quarter 2
Week 1
Day 4

72. Task 1:
Bettering the
Situation
What are the conditions in
Marawi based on the editorial
text you read last time?
Enumerate the different
conditions of the city.

73. There have been killings of civilians in
Marawi.
Maute Group and Abu Sayyaf Group are taking civilians
and other foreigners as hostages. Some were killed
while some were taken for ransom.
President Duterte expressed that he is not threatened
by these actions of the two rebel groups.
Marawi City is in chaos.
AFP and President Duterte have a different plan of
returning the peace and order in Marawi City.

74. What can you say about Marawi City in
general, based on its conditions?
What do you think the country’s president
must do about this? Why?
What can you, a Grade 6 learner, do to
help improve Marawi’s condition?

75. Task 2:
Wanted: Youth
Ambassador
Study the announcement.

77. Answer the following questions about the announcement:
1. What is being looked for in the announcement?
2. Who are qualified as ambassador?
Youth Ambassador
Any Grade 6 learner from any school in the Philippines

78. 3. What are the qualities being looked for an ambassador?
4. How will any interested person apply?
• Has an idea about the current situation in Marawi City
• Can speak and write in Filipino and in English
• Willing to represent the youths of Marawi City to the
Philippine President
• Can suggest solutions to better the relationships among
AFP, Abu Sayyaf Group,
• Maute Group, and the Country’s President.
Submit a Bio-Data to the Malacanang Palace addressed to
President Rodrigo Roa- Duterte

79. One important skill a
learner must have is the
skill on filling out an
application form. An
application form is a
template that employers
require job applicants to
fill out. It usually asks
about job applicant’s
personal information,
education, skills, and
contact information.

80. Study the sample application form.

81. Study the sample application form.

82. There are rules on how to fill out an application
form:
Rule No.1. Follow the instructions in the form.
Rule No. 2. Wite in print form.
Rule No. 3. Write n/a for items that are not applicable
to you. Write none if the item is asking about something
you do not have yet.
Rule No 4. Provide honest information about your self.
Rule No 5. Read the entire form and see if you missed
an item.

83. Task 3: Fill-it-
Out
Fill out the application form
for Youth Ambassador.

84. Youth Ambassador Application Form
Personal Details
Name:
___________________________________________________________________
First Name Middle Name Last Name
Date of Birth: ___________________ Age: ____________
mm/dd/yyyy
Address:
__________________________________________________________________
Mobile Number: ______________________ E-mail Address: ___________________

85. Application Details
1. How did you become passionate about ending
poverty and injustice in our country?
(300 words max.)
2. What would you do to raise awareness and lead
your peers in fundraising for the peace in Marawi City?
Please refer to any previous and/or relevant
experience. In your examples, outline what you did
and how you inspired others to get involved.
(250 words max.)

87. Task 4. My
Bio-Data
Fill out the following bio-data
accurately and efficiently.

89. CREDITS: This presentation template was
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90. MILDRED G. LLAMES
Teacher III
ENGLISH
6
Quarter 2
Week 1
Day 5