lesson plan integration of climate change

Republic of the PhilippinesDepartment of Education

Region V (Bicol)Division of Albay

Legazpi City

Lesson Plan # 16English 6

(With Integration of Climate Change Adaptation)

I. Objectives:A. Ask and answer questions about oneself and others using comic stripsB. State the importance of joining campaigns for environmental

protection

II. Subject Matter:A. Skill: Asking and answering questions about oneself /others using comic

stripsB. Selection: Comic strip-Joining Campaigns by cbberialcC. References: BEC PELC VI S.3, page 23

-Article about climate change distributed by CIRCA-Abangan,A., & Bayas, L. (2007). Embrace Power ThroughLanguage, (pp. 30-33), Metro Manila: St. Martin De PorresPublications

D. Materials: comic strips, VCD- Colors of the WindE. Integration: Campaigns for environmental protection

III. Procedure:A. Motivation:

Let pupils view a VCD- Colors of the Wind.-Does the song tell something about nature?-What ideas about nature does it give? Write your ideas around theword nature.

-What environmental issue does it present?-Have you ever joined campaigns for environmental protection?-What is the campaign about?

B. Presentation:Read the comic strips. Find out what the campaign is about.

NATURE

Joe, have youheard about thecampaign onclimate changeadaptation?

No, I haven’t.What is climatechange? Will itaffect us?

Climate change isa change in thestatisticaldistribution ofweather overperiods of timethat range fromdecades tomillions of years.It will haveadverse impactson many sectorsthat will affect thenatural resourcesand human aswell.

Really? What arethe causes of therapid change ofclimate?

Burning of fossilfuels,deforestation anda lot of humanactivitiescontribute to thesechanges.

What will theeffect of these be?

These changeswould affectmany thingsimportant tohuman life and alllife around usincluding naturalecosystems,agriculture,human health,hydropower,water resources,and a lot more.

If that is true,then we must jointhe campaign.When will it be,Rose? I’d betterinform myfriends.

You’re right Joe.It will be onSaturday. I’ll seeyou and yourfriends on thatday.

Sure, thanks forthe information.

C. Comprehension Check:-What is the campaign about?-When will it be?-Will Joe join the campaign? Why? Why not?

What are the causes of the rapid change ofclimate?

What will the effect of these be?

When will it be, Rose?

Climate change is a change in the statisticaldistribution of weather over periods of timesthat range from decades to millions of years.

These changes would affect many thingsimportant to human life and all life around usincluding natural ecosystems, agriculture,human health, hydropower, water resources,and a lot more.

Burning of fossil fuels, deforestation and alot of human activities contribute to thesechanges.

It will be on Saturday.

-Do you think Joe was able to convince his friends to join thecampaign, too? Explain the possibilities.

-If you were Joe, would you join this kind of campaign? Why? Why not?-What benefits will it give you?-Why do we need to be aware of climate change adaptation?-Knowing the causes and effects of climate change, what can a pupillike you do to adapt to these changes?- Is it necessary for us to support and join campaigns for environmental

protection? Why? Why not?

- Play background music with theme about environment.(optional)*Extender: Complete the chart below.

Preservation of Mother Nature is everybody’s job.

D. Skill Focus:-Read the comic strips again.-What questions were asked by Joe?

-What were the answers to each question?

START DOING CONTINUE DOING STOP DOING

What is climate change? Will it affect us?

-If you were Joe what other questions would you ask Rose?(Pupils answer will vary)

-What would be appropriate responses to these questions?(Pupils answer will vary)

E. Analysis Questions:-How do you call the cartoon with a dialogue?-Where are the children’s questions and answers printed?-What kind of questions is asked in the comic strip?-How are the questions answered?-Do the questions and answers in the comic strip tell a story?

F. Generalization/Abstraction:

-What is a comic strip?-What kind of questions are asked and how are the answers stated

using comic strips?- How are the ideas presented in a comic strip?

G. Application:A. Using the comic strip below, supply the answers to the questions

about oneself/others.

Remember These:A comic strip is a cartoon that tells a story and consists of boxes or panels.A comic strip uses balloons where the character words are printed.

Ideas in a comic strip are presented by using:

1. Thinking balloon2. Speech balloon (depending on the speaker’s feeling)

Information questions and Yes-No questions are often used in a comic strip.In answering questions about oneself/others using comic strip, completeand short answers can be used.

Hey, what areyou doing?

Why are youin a hurry?

B. Divide class into five groups. Give each group a copy of the comicstrip. Then fill in the balloons with questions and answers about oneself/others.

IV. Evaluation:Fill in the comic strip’s balloons with questions and answers about

oneself/others. The questions and answers are given in the boxes.

V. Agreement:Cut a comic strip from a news paper. Paste pieces of white paper

over the balloons. Then write your own questions and answers in theballoons. Be sure that what you write tells a story of some kind.

QUESTIONS ANSWERSWhen will you give your donation? Right now.What will you donate? Clothes.Can we donate something to theflood victims?

Of course. Very good, girls!



Legazpi City

Lesson Plan #17English 6


I. Objectives:A. Identify the structure of a simple sentenceB. Realize that the observance of proper conservation of energy

mitigates climate change

II. Subject Matter:A. Skill: Identifying the structure of a simple sentence.B. Selection: Clean energy revolution: Be a Part of it!C. References: BEC PELC VI S 6.1, p. 24

-Abangan, A., & Bayas, L. (2007). Embrace Power throughLanguage ,(pp. 71-73), Metro Manila: St. Martin De PorresPublications.

-Microsoft ® Encarta ® 2008.-http://www.greenpeace.org/seasia/en/asia-energy-revolution/climate-change/philippines-climate-impacts

D. Materials: cards-word hunting game, LCD projector-Slide showpresentation, rolled strips of paper

E. Integration: Energy Conservation: Be a part of it!


Word Hunting Game: Encircle the words that will answer thequestion.

What are the sources of energy?

D C N B N L BE H U O R A IJ F C A P M OI M L G A R MK O E R Q E AS L A A T H SS T R S B T SU W I N D O CW V Y Q R E DX Z B H A G P

-Which of the sources of energy are safe for the environment?- Which is a harmful one?

B. Presentation:-Read the information about Clean energy revolution and find outwhich of the different sources of energy are safe for theenvironment.

(Information is presented through a slide show presentation)

Clean energy revolution: Be a part of it!

A clean energy revolution is the solution to climate change. It will pave the wayfor cleaner energy and a safe environment for everyone.

Our comfortable lives are the result of a stable climate which has allowed us tothrive and evolve through time. Along the way, the industrial, technological, andinformation revolutions have enriched our world. They tapped energy sources,provided food and water, and created impressive technology.

However, our progress has come at an expensive price. We cause climatechange by burning fossil fuels, clearing land, and logging forests. We pollute ourenvironment and harm our health. We need a clean energy revolution! We need totake action to protect our health, our future, and the well-being of our planet.

Climate change will pose significant stress and challenges in the Asian region.Asia has more than 60% of the world's population. Natural resources therefore arealready under stress and the resilience of many Asian countries to climate change ispoor. Several countries are socio-economically dependent on natural resources suchas water, forests, grassland, and fisheries.

The only way that we can stop the worst effects of climate change in Asia is byusing less energy and by making sure that the energy that we do need comes fromclean, renewable sources.

Renewable energy has the potential to meet our energy needs many times over.At present, we get less than 1% of our electricity from the wind, ocean, and sun.

Solar energy systems convert the energy from sunlight into electricity. Solarenergy can be used to power homes and commercial buildings just like conventionalelectricity from the grid. It is a commercially proven and viable renewable energytechnology.

Beautiful, low-impact and non-polluting, wind energy is already a success story inmany countries. Wind turbine farms supply electricity to millions of people.

Biomass is any kind of organic matter produced by plants and animals. Biomassenergy systems convert this matter to fuel for energy.

Hydroelectric energy is water energy. Moving water contains an enormous storeof natural energy, whether the water is part of a running river or waves on the ocean.The generation of hydroelectric power does not produce greenhouse emissions. It's arenewable energy resource because water is constantly replenished through the earth'shydrological cycle.

Geothermal power generation causes virtually no pollution or greenhouse gasemissions. It's also quiet, and extremely reliable. Geothermal power plants produceelectricity about 90 percent of the time, compared to 65-75 percent for fossil fuel powerplants.

The best investment for our planet's future is clean renewable energy, such as solarand wind, combined with technologies that vastly improve energy efficiency.

Source:http://www.greenpeace.org/seasia/en/asia-energy-revolution/climate-change/philippines-climate-impacts

C. Comprehension Check:- What are the different sources of energy that are safe for the environment?- Why are these sources of energy safe?- What campaign on the use of energy was established?- Why is there a need for a clean energy revolution?- Would you support this kind of campaign? Why? Why not?- How do these sources of energy help man’s activities?- Should we conserve energy? How?*Why must we conserve energy?*Extender:

Make a slogan focusing on energy conservation.

D. Skill Focus:- Read the sentences taken from the information you’ve read and identifythe structure of the sentence.

1. Solar energy system converts the energy from sunlight into electricity.2. People join and support the campaign for clean energy revolution.3. Solar, water and wind energy produce electricity.4. Burning fossil fuels and logging forests pollute our environment and harm

our health.

E. Analysis Questions:- What part of the sentence is written in bold?- What are these words?- What part of the sentence is underlined?- What are these words?- What is the subject in the first sentence? How many is the subject? What

kind of subject is it?- What is the predicate in the first sentence? How many is the predicate?

What kind of predicate is it?

Simple Subject Simple PredicateSolar energy system Converts

-If the sentence has one subject and one predicate, what is its structure?-What is the subject in the second sentence? How many subjects does thissentence have? What kind of subject is it?

-What is the predicate in the second sentence? How many predicate doesthis sentence have?

-What kind of predicate is it?

Simple Subject Compound PredicatePeople join and support

-If the sentence has one subject and more than one predicate, what is itsstructure?

-Name the subject in sentence three. How many subjects does sentencethree have?

-What do you call them?-What is the predicate in the third sentence? How many is the predicate?-What kind of predicate is it?

Compound Subject Simple PredicateSolar, water, wind Produce

-If the sentence has more than one subject and only one predicate, what isits structure?

-What is the subject in the last sentence? How many is the subject? Whatkind of subject is it?

-What is the predicate in this sentence? How many is the predicate? Whatkind of predicate is it?

Compound Subject Compound PredicateBurning and logging pollute and harm

-If the sentence has more than one subject and more than one predicate,what is its structure?

F. Generalization/Abstraction:-What are the different structures of a simple sentence?

Date: Topic:

G. Application:A. Read the information about nuclear energy. Group the underlined

sentences according to structure.

Nuclear energy: Not a solution to climate change

Atoms give off energy. This energy is called nuclear power. Homes andbusinesses get electricity from nuclear power plants. The nuclear industry claims andstates that nuclear energy is a clean alternative to fossil fuels. It is not. Nuclear powerdid not suddenly become safe and clean. It is just as radioactive and dangerous as italways was. Despite claims of the uranium and nuclear industries, nuclear power is nota solution to climate change. Nuclear power is risky at every stage of development. It isnot a clean or safe industry. Transporting and storing radioactive waste damage andimpair the environment. Creating nuclear power is expensive. Its bi-products can causecancer.

A simple sentence expresses a single independent thought oridea. It may contain one subject (simple subject) and, one predicate(simple predicate); two or more subjects (compound subject) and onepredicate (simple predicate); one subject (simple subject) and two ormore predicates (compound predicate); and two or more subjects(compound subject) and two or more predicates (compoundpredicate).

SENTENCES STRUCTURES1. The principal entered the room. Simple subject and simple predicate2. The principal and the visitorsentered the room

Compound subject and simplepredicate

3. The principal entered the roomand greeted the children.

Simple subject and compoundpredicate

4. The principal and the visitorsentered the room and greetedthe children.

Compound subject and compoundpredicate

STRUCTURE SENTENCES

B. Game: Take a pick!Mechanics: Rolled strips of papers about environmental issues areplaced inside a box. Pupils will draw or pick one of the rolled strips andgive sentence using the structures learned.

IV. Evaluation:Identify the structure of the sentences presented. Write your answer on a

sheet of paper.

1. The scouts support the clean and green project of the local government.2. Bridgette and Rose join the campaign on “Alay tanim Kinabukasan

Sagipin.”3. Teachers and parents attended a conference on Climate Change

Adaptation and Mitigation.4. CIRCA and other NGOs plan and implement projects on environmental

protection.5. My best friend Tess talks on zero waste management program and stresses

the importance of recycling.

V. Agreement:Paste picture showing preservation of endangered species. Write 5

sentences about it using the structures learned.

Soil erosion La Niña El Niño

Super typhoons Deforestation Air Pollution



Legazpi City



I. Objectives:A. Use verb that agrees with singular indefinite pronounB. State preventive measures to eradicate or at least lessen pollution

II. Subject Matter:A. Skill: Using verb that agrees with singular indefinite pronounB. Movie: Climate Change-PhilippinesC. References: BEC PELC S 7.1 page 24

-www. Ask climate change.com (You Tube)-Abangan,A., & Bayas, L. (2007) Embrace Power ThroughLanguage 6,( pp. 88-91), Metro Manila: St. Martin De PorresPublications.

-Galapon, A. & Relente, C. (1999).English for All Times-Language 6.( pp.136-139.),Quezon City: JTW Corporation.

D. Materials: documentary film on climate change in the Philippines; LCDProjector; picture

E. Integration: Preventive measures to eradicate or at least lessen pollution

III. Procedure:A. Pre- Viewing Activity:

1. Motivation:- What does the picture below show?- Why do you think mother earth isn’t happy?

2. Motive Question:-What activities of man cause mother earth to frown?

B. Viewing: (4 min. viewing of a documentary film on climate change inthe Philippines)

C. Post Viewing Activities:1. Comprehension Check:

-What activities of man caused mother earth to frown?-What does the documentary film tell?

-Based from the documentary film, why does Manila live in adangerous climate?-What is the main source of electricity in the Philippines?-How does this source of energy cause global warming?-What other activities of man contribute to global warming causing thisclimate change?

-What are the possible effects of climate change?-Should people be blamed for the possible effects of global warmingon mother earth? Why?

-What alternatives were introduced by Greenpeace SEASIA?-Are you in favor of these advocacies of Greenpeace? Why? Why not?*Knowing that human activities contribute much to global warming,what preventive measures should be done?-Enumerate ways of how we can preserve our natural resources.*Make a poster about preservation of our natural resources.

2. Skill Focus:Read the following sentences.

1. Someone mentions that the county’s source of electricitycontributes to greenhouse effects.

2. Everybody knows the dreadful effects of climate change.3. Somebody explains that human activities like burning of wastes

contribute to global warming.4. Each agrees that human activities caused global warming.5. Something is to be done before it’s too late.

-What is the subject in each sentence?-To whom does the subject in each sentence refer to?-Do these pronouns refer to a specific person, place, or thing?-What do we call these pronouns that do not refer to specific person,place, or thing?

-Do the indefinite pronouns used in each sentence refer to one or morethan one?

-If these indefinite pronouns refer to one, what kind of verb was used?-Focus on the verbs that follow after the indefinite pronoun.

Singular IndefinitePronoun

Verb

Everyone BelievesSomeone MentionsEverybody KnowsSomebody ExplainsEach AgreesSomething Is

-What kind of verbs does the singular indefinite pronoun take?-Why did we use the s form of the verb in each sentence?

3. Generalization/Abstraction:-What kind of verb is used when the subject of a sentence is a singularindefinite pronoun?

REMEMBER THESE:

An indefinite pronoun does not refer to a specific person, place, or thing.An indefinite pronoun is either singular (each, everyone, much, everybody,

everything, either, someone, something, somewhere, another, anyone, anybody,anything, anywhere, any, more, no one, nobody, nothing, nowhere, one) or plural(both, few, many, several, others, all, more, most, some, such, enough).

A singular indefinite pronoun takes a singular verb and uses the antecedenthis or her.

A plural indefinite pronoun takes a plural verb and uses the antecedent their.

Source: Embrace Power Through Language

4. Application:A. Provide the pupils a paragraph. Underline the indefinite pronoun

used in the paragraph.

B. Paired Activity- Box the verb that agrees with the singular indefinitepronoun.1. Somebody (keep, keeps) on telling about the importance of

segregation of waste materials.2. Nobody (observe, observes) proper wastes management.3. Each (invite, invites) a speaker who will discuss on climate

change adaptation.4. Everybody (has, have) role in preserving our natural resources.5. No one (support, supports) the plan to build a nuclear power

plant.6. Someone (expose, exposes) the harmful effects of nuclear power

plant.7. Something (is, are) to be done to eradicate pollution.8. Either Governor Joey Salceda or the CIRCA Management

(encourage, encourages) Albayanos to support the Albay inAction on Climate Change or A2C2 program.

9. Everything (has, have) been made for the campaign on climatechange adaptation.

10. Someone (prepare, prepares) his or her report on the effects ofglobal warming.

C. Use a verb that agrees with the singular indefinite pronoun inanswering the questions that follow.1. Who cares about what happens to our environment?2. How many have seen the documentary film SIGNOS?3. What bothers you after watching that film?4. What will be left with us if we continue to destroy our resources?5. Who is responsible for the continuous destruction of the animals’

habitat?

IV. Evaluation:Use the correct form of the verb inside the parenthesis that best

completes each sentence.1. Everybody (feel, feels) excited joining the campaign on climate

change adaptation.

A Short Story

There was an important job to be done andeverybody was sure that somebody would do it.

Anybody would have done it but nobody did it.Somebody got angry about that because it was

everybody’s job. Everybody thought anybody would do itbut nobody realized that everybody wouldn’t do it.

It ended that everybody blamed somebody whennobody did what anybody could have done.

Source: English For All Times VI

2. Everything (has, have) been set for the exciting activity.3. Nobody (was, were) prevented from joining it.4. Somebody (propose, proposes) to reset the scheduled date for

this campaign.5. Something (is, are) to be considered before it will be postponed.

V. Agreement:Imagine that you are writing an advertisement for your favorite program

on caring for environment. Write five sentences telling people why theyshould watch that program. Use indefinite pronouns in your sentences.



Legazpi City



I. Objectives:A. Use simple sentences to convey informationB. Realize that preservation of our tourist spots is everybody’s job

II. Subject Matter:A. Skill: Using simple sentences to convey informationB. Selection: News reportC. References: BEC PELC VI S 6.1, p. 24

-Abangan, A. & Bayas, L. (2007).Embrace Power ThroughLanguage 6, (p. 73), Metro Manila: St. Martin De PorresPublications.

-Angeles, E. (2002).Growing in English Language 6,( pp. 173-174). Quezon City: FNB Educational, INC.

D. Materials: Tape recorder, recorded report on the different scenic spotsin the country, pictures of scenic spots in the Philippines

E. Integration: Preservation of our tourists’ spots


-How familiar are you with the tourist spots in our country?-How many of these have you visited?-Match the picture of our scenic spots with its location.

A B

a. Banawe

b. Albay

c. Lanao

d. Palawan

e. Bohol

ills

-Why are these places considered as scenic or tourists spots?

B. Presentation:Listen to a report about the different tourists spots in our country

and find out why tourists often visit these places.

“As a young Filipino, I am proud of the numerous tourist spots in ourcountry,” exclaimed Francis David, one of the Ten Outstanding YoungLeaders in our country.

In Luzon alone, tourists love the Banawe Rice Terraces, Baguio City,Taal Lake and Volcano, Mayon Volcano and Tiwi Hot Spring. TheUnderground River of Palawan is never missed by them. Either of thebeaches of Boracay or Puerto Galera seems a paradise to foreigners. Butdefinitely, they don’t miss seeing Maria Cristina Falls, and the ChocolateHills of Bohol. There are more tourist spots to watch.

How many of these places generate income for the government?Many of these, if not all. But, how many of them are well-kept? How manycontinue attracting visitors? I’m sorry to note that a number of them areneglected and abused.

Man’s activities greatly affect these natural resources. Thecontinuous logging and burning of wastes and alike brought harm tothese tourists attraction. If we continue to destroy these God-given gifts itmay come to worst. Global warming and its harmful effects might ruinthese scenic spots.

I, therefore, call the attention of the Department of Tourism. Thisdepartment should pay attention to the maintenance of these places.We might lose the tourists and the income for their upkeep. And thesebesides, these natural scenic spots surely put the Philippines in the eyes ofthe world.

C. Comprehension Check:- Why do tourists often visit these places?- What are the tourists spots mentioned in the report?- How do these scenic spots help our country? the government? the

people residing near these places?- Based on the report, what happened to these tourist spots?- What does the report say about neglected and abused spots?- What causes the destruction of these God-given gifts?- If man continues to practice these acts, what might come to

worst?- What was the call of Francis David?- What must government agencies do for these neglected spots?- Why is it necessary to maintain and develop these spots?- Therefore is it just the government’s task to maintain these spots?*Extender: (optional)

Make an advertisement promoting Mayon Volcano as one ofthe tourist spots in the Philippines.

D. Skill Focus:Read the information taken from the report. Identify if these

information express a complete thought or idea.1. Tourists love the Banawe Rice Terraces.2. Beaches of Boracay and Puerto Galera seem a paradise to

foreigners.3. These natural scenic spots surely put the Philippines in the eyes

of the world.4. Man’s activities greatly affect these God-given gifts.5. Global warming and its harmful effects might ruin these

natural resources.

E. Analysis Questions:-Does this information give you a complete thought or idea? Why?-What do you call this group of words that give a complete idea?-What do the sentences express?- How many ideas are presented in each sentence?-What do you call this sentence that expresses a single independentthought or idea?

-What is a simple sentence?

F. Generalization:-When do we use simple sentences?

G. Application:A. Study the picture shown. Use simple sentences to tell something

about it.

GarbagePeople today create a lot of waste from all the products they use.Much of this garbage is dumped in landfills, as shown here, orburned.Sometimes these methods pollute the surrounding air, soil, andwater.

Microsoft ® Encarta ® 2008. © 1993-2007 Microsoft Corporation. All rights reserved.

B. Use simple sentences to discuss the harmful effects of waterpollution.

Water Pollution

C. Debate: Group the class into two. Brainstorm on the pros andcons of the continuous increase in population.Use simple sentences in conveying information.

IV. Evaluation:Study the picture presented. Put a check on the information given that

uses simple sentences.1. Burning of garbage contributes to greenhouse

effects.

People pollute the air so they get sick.

2. Farmers use chemicals to kill insects but theseharm the environment.

Many farmers use chemicals called pesticides tokill insects.

3. The pollution of rivers, streams, and oceans hasbecome a serious problem.

Water pollution is a serious problem and it mustbe stopped before it’s too late.

4. Oil spills destroy huge amounts of marine life.

Workers wash away oil on an island shoreline andthey prevent it from spreading over the ocean.

5. Air pollution causes the Earth’s slowly risingtemperature and it endangers our lives.

Global warming refers to the Earth’s slowly risingtemperature.

V. Agreement:Interview a family member regarding environmental issues. Write his/her

response on a sheet of paper using simple sentences.



Legazpi City

Lesson Plan # 20English 6


I. OBJECTIVES:A. Use tag questions in asking for informationB. Practice ways of caring for our environment

II. SUBJECT MATTER:A. Skill: Using tag questions in asking for informationB. Selection: Global Warming-Slide Show presentation/ picturesC. References: BEC PELC 3.2, p. 23

-Abadilla, C. ,(1998). Developing Reading Power 6,( p. 96). Manila: Saint Mary’s Publishing Corporation

D. Materials: LCD Projector, laptop, picturesE. Integration: Global warming a major problem

III. PROCEDURE:A. Motivation:

Unscramble the letters to form words pertaining to the picturesshown.

-What do the pictures tell?-How do these activities shown in the pictures affectmother earth?

IRA NOLLUTIOP

INURBGN OALC

TERESFDOTAION

BALGOL WARINMG

-Should people be alarmed with the rapid increase oftemperatures in many places? Why? Why not?

B. Presentation:-Study the information presented. Find out what globalwarming is and its effect. (slide show presentation on GlobalWarming information taken from DRP Textbook page 96.)

C. Comprehension Check:-What is global warming?-What causes global warming?-What are the effects of global warming?-How do trees help in reducing greenhouse gases in theatmosphere?-What common practices in your locality contribute to thegreenhouse effect?

-What have you realized about these human activities thataffect our environment?

*What changes in our lifestyle must be done to solve the issueof global warming?

*Extender:-Make an editorial cartoon showing the effects of globalwarming.

D. Skill Focus:Read the sentences presented.

A1. We get energy from the sun in the form of heat, don’t we?2. The greenhouse gases come from many sources, don’t

they?3. Global warming occurs when the average temperatures in

many places on earth rise, doesn’t it?4. Many parts of the earth will dry up forming deserts, won’t

they?B

1. It is not bound to happen, is it?2. The extra heat should not bounce from the earth into

space, should it?3. You have not experienced the greenhouse effect, have

you?4. Trees do not reduce the amount of greenhouse gases in

the atmosphere, do they?

E. Analysis Questions:- What are the possible answers to these questions?

- Is this another way of asking a yes-no question?- What are the parts of these questions?- Focus on sentences in group A. How were the statementsstated?

- If the statement is affirmative, what question tag follows it?- Focus on the sentences in group B. How were thestatements stated?

- What word is used to show that the statement is negative?

- If the statement is negative, what question tag follows it?-What punctuation mark is used to separate the statement

part from the question part?-What are the two ways of expressing a tag question?

F. Generalization/Abstraction:-What is another way of asking yes-no questions?-What are the two ways of expressing a tag question?

G. Application:A. Use tag questions in asking for information about the picture

Air pollution

Air pollution is a serious problem in many parts of the world.Smokestacks pump pollution into the air harming the environmentand making it harder to breath.

1. Air pollution is a serious problem,_______?2. Smoke from factories is harmful to our health, ____?3. People are aware of the effects of air pollution, ____?4. Some factories do not obey laws on environmental

protection, _____?5. Laws about environmental protection are often

violated, _____?

B. Q and A (Paired Activity)-Interview your classmate about the activities in yourbarangay that support environmental protection-Use tag questions in asking for information.

Example:Tangod Ko Linig Ko is a project in your barangay, isn’t it?

REMEMBER THESE:

Another way of asking a yes-no question is byadding a tag question at the end of a statement.

A tag question is formed by adding a shortquestion to a statement.

A tag question can be stated in two ways. If thestatement is affirmative, the tag question is negative, ifthe statement is negative, the tag question is affirmative.A comma always follows the statement.

C. Complete the comic strips by asking tag questions.

IV. Evaluation:Complete the dialogue using tag questions found inside the box.

Mark will not use it for his project, will he?You have straws at home, haven’t you?You had a project in Science before, hadn’t you?It is not a project in your Science class, is it?Mark is very creative, isn’t he?

Attila: What are you doing Athena?Athena: I’m going to recycle these scrap materials I’ve found in

the stockroom.Attila: _______________________________________?Athena: Yes, it is our project in our Science class.________________?Attila: Yes, we had that project too.Athena: I will also use straws for this project. _____________________?

Attila: Yes, we have at home. My friend Mark is asking for a few of ittoo.

Athena: ___________________________?Attila: No, he won’t. He’ll make something out of it.Athena: ______________? He’ll make a nice one out of those straws.

Attila: Yes, he is. Recycling those scrap materials should be done tolessen pollution, right Athena?

Athena: That’s right Attila. We must recycle those plastics, cans andwrappers that we have at home. I’ll better go now so I canstart with my project.

Gov. Joey Salcedahas a project aboutClimate ChangeAdaptation, has nothe?

___________________?

Yes he did.____________________?

Yes it is. You wouldlike to havepamphlets aboutclimate changeadaptation, ____?

Yes, he has.

Yes, Albayanos supporthis project.He pioneered thisproject,_____?

Yes, I am aware of hisproject Albay in Actionon Climate Change.It is coined A2C2,______ ?

Thanks but I have one.Rose gave it to me whenwe joined the campaignon climate changeadaptation last week.

V. Agreement:Write 5 tag questions about the picture shown.



Legazpi City

Lesson Plan # 21English VI


I. Objectives:A. Make judgments as to the truth or falsity of statementsB. Realize that plants are useful to man and environment

II. Subject Matter:A. Skill: Making judgments as to the truth or falsity of statementsB. Selection: PlantsC. Reference: English For You and Me 6, Reading, p. 63D. Materials: drill charts, task cards, manila paper, marking pens

III. Procedure:A. Pre – Reading:

1. Unlocking of Difficulties:Unlock the following words through context clues.

a. chlorophyllb. perennialc. photosynthesisd. organism

2. Motivation:Sing the song:

3. Motive Question:-What does the song tell us?-How important are plants to other living things?

B. During Reading:Read the selection silently.

PHOTOSYNTESIS(To the Tune of London Bridge Is Falling Down)

Plants can make their own foodThrough photosynthesis

Sunlight, carbon dioxide, water ,and nutrientsThese are the raw materials for photosynthesisBy-product is oxygen, because of the sunlight

End-product is glucose, simple sugar.

C. Post – Reading:1. Engagement Activity:

-How important are plants to other living things?-What makes plants important to people?-During the process of photosynthesis, what by-product of

plants is useful to living things?-What do you think will happen if plants will be gone? Why?-As a concerned citizen, how can you be of help to makeour world a greener one?

2. Literary Extenders:Group the pupils and give each group a task card.

Group 1 – Make a poster on how to save our trees.Group 2 – Make a role play on what will happen if there will

be less number of trees and plants around us.Group 3 – Make a slogan on how to save our trees.Group 4 – Compose a song/jingle on how to save our trees.

3. Skill Development:Read each sentence and answer with true or false. Write youranswers in your notebook:

1. Most plants are useful to all living things.2. Most plants have five parts: roots, stems, leaves, fruits,

and flowers.3. The leaves of the plants maintain their greenish color

through the heat of the sun.4. Stems hold the leaves and flowers.5. The stems of plants are soft and green all throughout.6. Roots store food for the plants.7. The leaves make food for the plants.8. Photosynthesis is a German word.9. People use some plants for their food.

10. Plants produce oxygen.

-Which of these statements are true? False?-What are you bases for saying that the statement is true?False?

-When do we say that a statement is real or truth?-When do we say that it is a fallacy?

4. Generalization:-How do you make a judgment?

5. Across the Curriculum:Present the trivia about the oldest tree in the world.

Considered to be the oldest tree in the world is theNorway spruce or Picea abies which is 9,550 years old. It wasnamed Old Tjikko. The tree stands 5 meters (16 ft) tall and islocated on Fulu Mountain of Dalarna province in Sweden. Forthousands of years, the tree appeared in a stunted shrubformation due to the harsh extremes of the environment inwhich it lives. During the warming of the last century, the treehas sprouted into a regular tree formation.

IV. Evaluation:

Identify if the sentence states truth or fallacy. Write T for true and F forfalse.

________1. Excessive logging cannot harm our nature.________2. Planting on the slope of mountain may cause soil erosion.________3. Recycling materials is harmful to our mother nature.________4. The trees can prevent flooding.________5. Reducing, reusing, and recycling materials can save our

environment.

V. Assignment:

Research about the greenhouse effect and write five true sentencesabout it.

lesson plan integration of climate change

Education

comic strips

answer questions

kind of questions

information questions

rapid change of climate

analysis questions

effects of climate change

nature joe