English grade 6 Quarter 2 lesson 2 for English

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1. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM























6
Lesson Exemplar
for English

Lesson
2
Quarter 1
Lesson 1
Quarter 2

2. 2

Lesson Exemplar for English Grade 6
Quarter 2: Lesson 2 (Week 2)
SY 2025-2026

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2025-2026. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
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Development Team
Writer: Marites V. Padilla
Validator: PNU-RITQ Development Team

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

3. 1

ENGLISH/QUARTER 2/ GRADE 6

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical
structures; literal, inferential, and critical comprehension of literary and informational texts; composing and creating
text skills; and knowledge of non-verbal cues and propaganda techniques in order to produce culture-based texts
based on one’s purpose, context, and target audience.
B. Performance
Standards
The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture-
based texts: narrative, expository, and persuasive texts appropriate for their purpose, context (Indigenous People and
regional celebrations), and target audience using simple, compound, and complex sentences, and age-appropriate and
gender-sensitive language.
C. Learning
Competencies
and Objectives

Learning Competency: EN6LR-II-2 Derive meaning of words found in Informational text .
Lesson Objective 1: EN6SW-II-1 Identify general references: handbooks and manuals
Lesson Objective 2: EN6LR-II-2 Classify important information through outlining (topic, main idea, supporting details):
inductive-deductive organization (diamond)
Lesson Objective 3: EN6LR-II-2 Compare different text types based on the author's purpose.
C. Content General References
• Handbook
• Manual
Outlining
• Identifying Topic, Main Idea and Supporting Details
• Inductive and Deductive organization (Diamond)
Compare Different Text type based on the author’s purpose
• Entertain
• Inform, Explain, Describe
• Persuade
D. Integration Values and Skills: Health, Taking good care of the environment, Awareness of Endangered Animals, SDG 6 Clean
Water and Sanitation, SDG 11 Sustainable Cities and Communities, SDG 15 Life on Land

4. 2

II. LEARNING RESOURCES
Teacher’s Guide in English
English 6 Workbook
SplashLearn. (n.d.). Find the Authors Purpose - ELA Worksheets - SplashLearn. https://www.splashlearn.com/s/ela-worksheets/find-the-authors-purpose
Reference sources Almanac, Yearbook, manual & handbook ). (n.d.). YouTube. https://m.youtube.com/watch?v=PjgztukVat8
Outlining- English 6 quarter 4 Module 4-MELC-Based. (n.d.). YouTube. https://m.youtube.com/watch?v=bqMKlWHPWXw
https://www.rewild.org/news/tamaraw-tales-introduction

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS
A. Activating Prior
Knowledge

Day 1
Activity: Out of the box
The exercise aims to check learners’ ideas about using general references.
Procedure:
Directions will be given.
Examples of General references are listed in the box. Write the appropriate
general reference to be used for the given topics.

Feedback (Optional)
How many correct answers were you able to obtain?
Referring to your scores, how familiar are you with general references?

The learners will use pen and
paper or a “show me board” in
answering the activity as a
review of general references.

The teacher may also device
other means of making the
activity engaging with the use
of computer and projector, so
that teaching and learning
mode may be interactively
done.
B. Establishing
Lesson Purpose
Lesson Purpose
Motive Question:

5. 3

Another helpful general reference includes handbook and manual, have you
tried to use these references?
Let us try to compare handbook and manual through a diagram.
Activity: Handbook vs Manual
Procedure:
• The learners will be given a diagram with strips of paper.
• They will paste strips of paper containing descriptions of handbook and
manual in the proper circle.
• Similarities may also be read in some strips which may be placed in between
the circles.











Unlocking Content Vocabulary
• General References also include Manual and Handbook.
• A manual is a book or pamphlet containing practical instructions, rules or
steps for performing a task or operation, assembling a manufactured object
or using a system or piece of equipment. Manuals provide detailed
instructions on a particular subject such as how to do something or how
something works.
• Handbook is a single-volume reference book of compact size that provides
concise information on specific subjects, organized systematically for quick
and easy access.
• These General Reference may also provide authors a source of
information to Entertain, Inform, explain, describe and Persuade readers.
• To entertain can be broken down into; to make the audience laugh;
to make them cry; to relax the reader; to provide an overall enjoyable
reading experience.

Venn Diagram will be used to
compare and contrast the two
general references to be
introduced. This may be done
by pairs or in groups.

6. 4

• To inform can be broken down into: to instruct; to educate; to
update; to convey a point of view.
• To persuade can be broken down into: to anger; to inspire; to rally; to
achieve a desired outcome; to evoke guilt.
Inductive Outline start with specific evidence, details then to a broader/general
conclusion or generalization.
Deductive Organization starts with a general statement and moves towards a
specific detail. It follows a Diamond format with a broad idea then moves towards
a specific detail.
C. Developing and
Deepening
Understanding
SUB-TOPIC 1: Identify general references: handbooks and manuals
1. Explicitation
• What is the difference between a handbook and a manual?
2. Worked Example
• Learners will be given strips of paper with information found in a manual
and a handbook.
• Learners will read each information and will try to identify if it is from a
Manual or a Handbook
• The learner will proceed to the graphic organizer to group the strips.

Manual Handbook



3. Lesson Activity
Directions: Write whether the following information can be found in a
Manual or Handbook
___________1. Steps of taking pictures
___________2. Electrical lines installation
___________3. Policies in school enrolment
___________4. Step by step procedure in driving a car
___________5. Policy on suspension and expulsion of students in school

Day 2
SUB-TOPIC 2: Compare Different Text type based on the author’s purpose
1. Explicitation




The teacher will prepare
sentences with descriptions and
examples of manual and
handbook written on separate
strips.




This might serve as an
evaluation on learning obtained,
may or may be graded. The
teacher may provide some more
sentence exercises.
Answers:
1. Manual
2. Manual
3. Handbook
4. Manual
5. Handbook

7. 5

• What is the Author’s Purpose in writing a text?
• How can text be identified according to author’s purpose?
2. Worked Example
• Learners will be grouped.
• Each group will be given a task to work on
• They will work on a paragraph per group
• Each group will analyze the author’s purpose of the paragraph assigned to
them.
• The group will present their work and will identify the author’s purpose
based on the text type.

After the presentation, together with the learners, discuss the type of text and the
points that served as clues to determine the author’s purpose.
Text type based on the author’s purpose and clues:
Inform-details about its inhabitant, role and being endangered
Explain- give an account about its being short
Describe- descriptive words about Tamaraw

Text type based on the author’s purpose and clues: Entertain – lines that provided
enjoyable reading experience







Each group/ may be given chips
(as a reinforcement) for an
additional point for performance
output. Reinforcement/awards
per group varies according to
teachers’ appreciation based on
the presentation.

8. 6


Text type based on the author’s purpose and clues: Persuade – inspiring words,
words that ask the readers to join.
Day 3-4
SUB-TOPIC 3: Outlining: Identifying Topic, Main Idea and Supporting Details,
Inductive and Deductive Organization (Diamond)
1. Explicitation
Complete the given outline format in the box.
Write your answers on the blanks provided.

Ask: What are the ways of writing an outline?
Are you familiar with the Inductive Outline and Deductive Organization?
What is the difference between Inductive Outline and Deductive?
2. Worked Example
In reference to what was reviewed earlier, let us try to write an outline about
Playing Computer Games.









Outlining as subtopic 3 will be
reviewed through the activity
provided. Secure a thorough
discussion on how to write an
outline placing the correct
information appropriately.


A provided format may be used
to guide the learners in writing
an outline for the paragraph.

9. 7


3. Lesson Activity
Directions: Read each statement and write the letter of the correct answer.
1. An outline is ______________.
a. A great way to organize ideas for an essay
b. Pre-writing that everyone should complete
c. Quick and easy when you know how to write
d. all the answers are correct about outline
2. What is the first part of an outline?
a. conclusion b. introduction
c. body d. supporting details
3. A good introduction should________________________
a. Identify the purpose and stablish the context
b. Catch the reader’s attention
c. Will not state a purpose
d. Both A and B
4. An approach in writing an outline that uses a diamond format
a. Inductive Outline b. Deductive Outline
5. An outline that starts with specific details, evidence.
a. Inductive Outline b. Deductive Outline

The two outline will be
discussion highlighting the
difference to point the
characteristics of inductive and
deductive outline.
This part may serve as a
formative test to check retained
knowledge of the day’s lesson.
1. A
2. B
3. D
4. B
5. A
D. Making
Generalizations
Day 5
1. Learners’ Takeaways
Ask the following questions to the learners:
How will you differentiate a Manual from a Handbook?
What will serve as your clue in comparing text types based on author’s
purpose?
The teacher will elicit ideas
from the learners by answering
given questions

10. 8

What is the importance of using an outline before writing?
2. Reflection on Learning
Rate your learning on the following topics by using stars

Topics My learning
Handbook & Manual
Author’s Purpose
Outlining

Learners will use stars to
evaluate their learning on each
topic.
5 s – fully understood
4 s – partially understood
3 s - understood
2 s – poorly understood
1 - did not understand

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating
Learning
1. Formative Assessment
I. Write Manual or Handbook on the blanks
__________1. A guide provided by the school to parents about their child’s
education.
__________2. How to operate a sewing machine
__________3. A reference provided by an employer that outlines company policies
__________4. A guide provided by the school that contains policies, code of conduct
for students.
The teacher may provide some
more sentence exercises.

I. 1. Handbook
2. Manual
3. Handbook
4. Handbook
5. Manual

11. 9

__________5. User guide for a smart phone

II. Choose the correct Author’s Purpose inside the box for each Sentence



__________1. The article provides a detailed explanation of the effects of climate
change on marine life.
__________2. The advertisement convinces the buyers to try new skincare product
for radiant skin.
__________3. The novel captivates readers with its thrilling plot twist and funny
characters.
__________4. The travel writer put into words the beautiful line of Caballero Tress
along Tanay Rizal.
__________5. The textbook outlines the key events of World War II for historical
understanding.
III. Write an Outline with a deductive organization of ideas of the
paragraph below.








Title: ______________________

I. ___________________________________________
II. __________________________________________
A. ________________________________________
B. ________________________________________
C. ________________________________________
III. _________________________________________
A._________________________________________
B._________________________________________

II 1. To Inform
2. To Persuade
3. To Entertain
4. To Describe
5. To Inform


III




To Inform To Persuade To Entertain To Describe

12. 10

C.________________________________________
IV. __________________________________________
A. _______________________________________
B. _______________________________________
V. ___________________________________________
J. Teacher’s
Remarks

Note observations on
any of the following
areas:
Effective Practices Problems Encountered
The teacher may take note of
some observations related to
the effective practices and
problems encountered after
utilizing the different strategies,
materials used, learner
engagement and other related
stuff.

Teachers may also suggest
ways to improve the different
activities explored/ lesson
exemplar.

strategies explored


materials used


learner engagement/
interaction


others
K. Teacher’s
Reflection

Reflection guide or prompt can be on:
▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?
Teacher’s reflection in every
lesson conducted/ facilitated is
essential and necessary to
improve practice. You may also
consider this as an input for
the LAC/Collab sessions.