Quarter 1

Theme: Our Life and Growth

Week 3
I. Objectives
A. Expressive objectives
1. Appreciate one’s culture
2. Dream high
3. Conserve natural resources
B. Instructional Objectives
Listening Comprehension
Analyze sound devices (irony and hyperbole) in a text heard EN6LC –
Ic- 2.3.7
Oral Language
Relate an experience appropriate to the occasion EN6OL –Ic-1-17
Vocabulary Development
Infer meaning of idiomatic expressions using roots EN6V –Ic-12.4.1.1
Reading Comprehension
Determine tone, mood, and purpose of the author EN6RC – Ic-6.5,
EN6RC – Ic-6.6, EN6RC – Ic-6.7
Oral Reading Fluency
Read aloud grade level appropriate text with an accuracy rate of 95-100%
EN6F –Ic-1.6
Grammar
Compose clear and coherent sentences using appropriate grammatical
structures: tenses of the verbs EN6G – Ic-2.3.2
Viewing
Describe different forms and conventions of film and moving pictures
(direction) EN6VC – Ic-5.1.3

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 Attitude
Observe politeness at all times EN6A-Ic-16
Show tactfulness when communicating with others EN6-Ic-17
Show openness to criticism EN6A-Ic-18

II. Subject Matter

A. Topics
1. Figures of speech such as irony and hyperbole.
2. Relating one’s experiences appropriate to occasion
3. Inferring idiomatic expressions using roots
4. Determining the tone, mood and purpose of author
5. Reading text with accuracy
6.Composing clear and coherent sentences using appropriate grammatical
structures: tenses of verbs
7. Describing different forms and conventions of film and moving pictures
through direction
B. Materials
Video presentation, laptop, TV, cartolina, powerpoint

III. Procedure
DAY 1
I. Objectives
1. LC - Analyze sound devices (irony and hyperbole) in a text heard
EN6LC – Ic-2.3.7
2. OL - Relate an experience appropriate to the occasion EN6OL –Ic-
1-17
3. A - Observe politeness at all times EN6A-Ic-16
Show tactfulness when communicating with others EN6-Ic-17

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 Show openness to criticism EN6A-Ic-18

II. Developmental Activities

A. Oral Language Development
Directions: Read the sentences then identify the objects being personified.
1. As the tired horse went clippity-clap down the road, the mother
bird in the rambutan tree hummed her birdies to sleep.
2. The leaves on the trees danced with the wind.
3. The flowers bowed to the little orphan as she passed.
B. Pre-Listening
1. Unlocking of difficulties
Match the picture to the words given.

Fry
(www.google.com)

Messy

( www.google.com)

Gorgeous

(www.google.com)
2. Motivation
Who is your best friend?

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 Why do you consider her/his as your best friend? What are the traits that
she/he possesses?

C. During Reading
1. Setting of standards
2. The teacher will read the dialogue “ #Friendship Goals”
Dialogue:
“ Friendship Goals “
By: Soledz Joyster
One afternoon, Soledz and Joyster decided to meet at the Community Park
to relax and enjoy the day.
Joyster: Hi, Soledz! You look so gorgeous in your ugly dress.
Soledz: Really, just like you. You look amazing with your messy hair.
Joyster: Anyway, let’s sit on the bench. The sidewalk was hot that we could
fry and egg.
Soledz: You’re right.
Joyster: You know what you’re an angel sent from heaven. You’re always
there for me whenever I need you the most. A million thanks is not
enough for the good things you have done for me.
Soledz: That’s what friends are for despite of our bitter sweet memories. And
besides, you had never left me whenever I have problems too.

Suggested questions:
1. Who are bestfriends in the dialogue?
2. Why are they called bestfriends?
3. Why did Joyster say that Soledz was an angel from heaven?
4. What are the characteristics of an angel?
5. If your bestfriend betrayed you, what would you do? Would you give him /
her second chance? Why or Why not?
6. Are you a bestfriend to someone? Prove your answer.

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D. Post –reading
1. Skill focus/Focalization

Irony Hyperbole
You look so gorgeous in your ugly The sidewalk was so hot that we
dress. could fry an egg.
You look amazing with your messy A million thanks is not enough.
hair
Our bitter sweet memories. You’re an angel sent from heaven.

Questions:
What can you say about the idea presented under Irony?
What have you noticed with the sentences under hyperbole? What do they
mean? What do they mean?
2. Practice Exercise
GROUP 1 – GET ME
Get the sentences which express hyperbole and put them in Column A and
sentence which express irony in Column B.

A B

- Oh! I am hungry that I could swallow a horse.

- I could kill you for tickling me.
- You look so white in your black gown.
- He has the world on his shoulder.
- I saw a fish drowning.
- A man died in his living room.

GROUP 2 – MR. WEBSTER

Explain the meaning of the following hyperbole
1. I am so thirsty that I could drink five drums of water.
2. My mother felt on top of the world with her new job.
3. My friend Rina is so tall that his head touch the ceiling.

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 GROUP 3 – CREATION TIME
Create 3 sentences with irony.

GROUP 4 – IDENTIFICATION
Identify whether the sentence is hyperbole or irony.
1. The police station was robbed.
2. The water vendor died of thirst.
3. The newscaster dropped a live bomb with his accurate report.
4. The lion roars so loud that awakens the whole community
5. The White House is not white.

3. Evaluation
Analyze the following sound devices and identify whether it is hyperbole or irony.
1. The teacher failed the test.
2. He is a pilot but he is afraid of height.
3. The marriage counsellor gets a divorce.
4. Sol waited an eternity before she was able to buy the jewellery.
5. The movie is so boring it could put coffee to sleep.

4. Assignment
Write 2 sentences with hyperbole and 2 sentences with irony as a sound device
used.

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DAY 2
I. Objectives:
1. V- Infer meaning of words using roots EN6V –Ic-12.4.1.1
2. OL - Relate an experience appropriate to the occasion EN6OL –Ic-1-17
3. Read aloud grade level appropriate text with an accuracy rate of 95-100%
EN6F –Ic-1.6
4. A - Observe politeness at all times EN6A-Ic-16
Show tactfulness when communicating with others EN6-Ic-17
Show openness to criticism EN6A-Ic-18

II. Developmental Activities

A. Oral Language Activity
1. Identify the affixes in the following and give their meaning.
a. careless e. dishonest
b. fruitful f. madness
c. reunited g. teacher
d. misspell h. instructor
B. Skill Development
1. Motivation
What are the reference materials that you have studied when you
were in grade 5? Where do we usually find it?
How do those references help you in your study?
2. Presentation
Reading of the dialogue.
Mrs. Roxas gave Soledz and Joyster a special task to find the origin
or the root of the word. So the group decided to go to the school library to have
research.
Soledz: What book do we use to find the origin or root word of the
word? Is it encyclopedia, almanac or dictionary?

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 Joyster: Of course it is the dictionary. You seem so confused with the
different references
Soledz: Okay, let’s go and get the dictionary and find the origin of the
following words that Mrs. Roxas gave us.
Joyster: The first word is aqueous.
Soledz: I’ve already found it. Aqueous comes from the root word
“aqua” which means water. What about fracture? Have you seen it?
Joyster: Yes, Fracture comes from the root word “fract” which means
break.
Soledz: Oh! I see. That’s why when my brother met an accident his
doctor said he has a bone fracture.
Joyster: At last! I found the third on. Incision comes from the root
word “cis” which means cut or kill.
Soledz: Hmm. I remember my borther when he underwent operation.
I had heard from his doctor the word “incision” and it sounds
unfamiliar to me. Now I know.
Joyster: Okay, friend, let’s go back to the room and present these to
Mr. Roxas
Suggested questions:
1. What reference materials mentioned in the dialogue?
2. Why did Soledz and Joyster go to the library?
3. What task did their teacher give them?
4. How did they feel upon discovering the origin of the words?
5. Why is it important to have knowledge on how to use different
reference and materials?
6. Where else can you avail of useful information about thing?
3. Skill Focus
List down the words that the children had researched research of
- Aqueous
- Fracture
- Incision

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 Give their origin or rootword.
How does getting the origin of the word help you understand its meaning?

GROUP 1 – LINK ME
Match the rootword in column A with its meaning in column B .
A B
1. aqua cut, kill
2. cis read, chose
3. fract water
4. leg sea
5. mar break

GROUP 2 – FIND ME
Select the word that means nearly the same as the underlined word. Write
the letter of the correct answer.
1. The manuscript found in the mastery was written a thousand years ago.
a. document c. code
b. symbol d. signal
2. the aqueous portion of the land has been planted with kangkong.
a. rich c. watery
b. black loam d. useless
3. Harry has to be rushed to the orthopedic hospital because he had several
fractured bones caused by the accident.
a. soft c. small
b.. broken d. delicate
4. A literate person’s handwriting is legible.
a. readable c. educated
b. bold d. elaborate in style

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 5. The incision on his stomach bled when he carried the heavy bag
from the car to his room.
a. disease c. pocket
b. bag d. operation

GROUP 3 – SUPPLY ME
Give the root word of the following words then use it in a sentence.
1. auditorium _______ to hear
2. locate _______ place
3. fraternity _______ brother
4. illuminate _______ light

4. Evaluation
Directions: Infer the meaning of the underlined word in the sentence using
its root by choosing the letter of the correct answer.
1. My grandfather suffered from bone fracture last week
a. soft
b. delicate
c. broken
2. The Philippine marine patrols the controversial West Philippine Sea.
a. air
b. land
c. sea
3. The audience was so amazed the performance of Luke Alford during
his concert.
a. group of people who listen to something
b. place or concert area
c. material used in singing

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 4. Mrs. Soledad Roxas ahs the most legible handwriting among school
paper adviser.
a. bold
b. readable
c. elaborate in style
5. Batangas City was awarded as the most Liveable locality in the Philippines
2014.
a. place
b. things
c. person

5. Assignment
Directions: Group these words according to their language of origin. Use
your dictionary.
1. gourmet 6. publication
2. belt 7. opaque
3. mystic 8. moon
4. torpedo 9. lexicon
5. ricochet 10. Immune

Greek Latin English French

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DAY 3
I. Objectives
1. G - Compose clear and coherent sentences using appropriate
grammatical structures: tenses of the verbs EN6G – Ic-2.3.2
2. OL - Relate an experience appropriate to the occasion EN6OL –Ic-1-17
3. Observe politeness at all times EN6A-Ic-16
Show tactfulness when communicating with others EN6-Ic-17
Show openness to criticism EN6A-Ic

II. Developmental Activities

A. Oral Language Activity
1. Review
Give the root of the word and give its meaning.
1. fracture 3. location 5. marine
2. auditorium 4.fraternity
B. Grammar
1. Motivation
Have you ever told your life story or autobiography? What are your
plans in life? How are you going to achieve it?
2. Presentation
Today you are going to listen to my friend’s story. Her name is
Melissa. She is also a grade 6 pupil like you.
3. Giving Standard for listening
C. Listening to the story
Melissa’s Autobiography
(Growing English -Language)
Twelve years ago on October 25, I was born in a small village here in
Moncada, Tarlac. My father, Mr. Philip Mauricio, is a school principal. My mother,
Mrs. Virginia Mauricio keeps a sari-sari store in our place. Being the eldest among

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five children, I help Mother tend the store during weekends. I can receive payments
and give change accurately.

When I was six years old, I first travelled to see the fine beaches of San
Fernando, La Union. Then, Mother brought me to my aunt’s house in Baguio City. I
was only seven years old then. This was the second time travel aroused my love for
nature – the long and winding road, the green mountains and cool climate. In July
this year, I joined a group of Filipino children to Singapore. We attended a
conference on environment for one week. This was my first exciting travel abroad.

On my eight birthday, I earned my first gold medal in a declamation contest.

From then on I received awards from academic and non-academic performances.

A sad incident happened when I was in Grade Four. I cried bitterly over the
death of my favorite pet dog, Destiny.

At twelve, I believe I still have a lot of good things to learn and experience in
life. By June, I shall be in high school. Yung as I am, I dream to be an agriculturist.
In four years, I will study on one of the finest agricultural schools in the country.
Many farmers will surely benefit from my services. And besides, our country needs
more dedicated land developers. (Growing in English 6 Manual)

Suggested questions:

1. What keeps Melissa busy every weekend?

2. Describe what kind of daughter is she upon helping her mother?

3. What activities did she have years ago?

4. Why will she take up agriculture?

5. Was she right in her decision? Why or why not?

6. Why do we need more agriculturists in our country today?

7. If you were to choose, what profession would you engage in?. Why?

2. Focalization

A. Simple present tense

1. She helps her mother in the store every weekend.

2. Her parents come from Tarlac.

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B. Simple Past Tense

1. Mother brought me to my aunt’s house in Baguio City a year after.

2. I cried bitterly when my dog died three years ago.

C. Simple Future

1. She will study in an agricultural college four years from now.

2. We shall visit an agricultural college next month.

Pick out the action word or verb in each sentence. In set A, which
sentence expenses an action that is done repeatedly or habitually? (Set A #1
expresses?

Which sentence expresses a condition that is permanent? (Set A #2).

(The teacher will discuss simple present tense)

What tells about past action? (Set B)

In set B, what time marker suggests past action or time?

(The teacher will discuss simple past tense)

In set C, what are the verbs? What can you notice? What does it express?

(The teacher will discuss simple future tense)

GROUP 1 – WRITE AND SELECT

Directions: Choose the correct form of the verb in the simple present
tense .remember that the subject and the verb should agree in number.

1. My Australian friends (send, sends) me postcards.

2. Sometimes my sister (share, shares) those postcards to her

playmates.

3. If I have enough money, I (purchase, purchases) from my favourite

bookstores.

4. Those colourful postcards (come, comes) from the different parts of

the world.

5. Those that come from Europe (is, are) very interesting.

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 6. A postcard showing the Great Wall of China (fascinates, fascinate)
me.

7. Christian, my brother (help, helps) me work on my album every

month.

8. Together, we (categorizes, categorize) them into continents and

countries.

9. He (feels, feels) delighted having travelled around the world.

10. Collecting postcards truly (fascinate, fascinates) me.

GROUP 2 – REMEMBER AND SKETCH

Recall significant events in your life. Then write sentences about it

using the verb in the past tense.

GROUP 3 – THINK AND FORECAST

A. Directions. Work in pair. Write on a piece of paper, what will you do with the
following objects?

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B. Predict what would happen next?

3. Generalization

The simple present tense indicates present time. It expresses habitual,

present or repeated action, permanent condition, facts or general truths. The verb
should agree with its subject in number. If the subject is singular, the verb ends
with –s or –es. If it is plural it uses the simple or base form of the verb.

The simple past tense shows past time. It expresses an action that
happened at a definite time in the past.

The simple future tense expresses future time. It shows an action that is
expected to come or happen.

In a paragraph, the tenses should not be mixed incorrectly. Shifting form one
tense to another can be confusing. Usually the verbs follow the form of the first verb
in the paragraph.

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4. Evaluation

Directions: Compose clear and coherent sentences using the tenses of the
verb about the topic”´My Dream Job”.

Criteria points
5 4 3
Legibility Legible Marginally Writing is not
handwriting legible legible in
handwriting. places.
Mechanics No errors in One 2-3
punctuation, punctuation, punctuation,
capitalization, capitalization, capitalization
and spelling and spelling and spelling
error errors.
Content Grammatical Grammatical Grammatical
structure structure structure
learned is learned is learned is not
seen slightly seen seen

5. Assignment
Look for a short paragraph then underline the verb and identify its tense.

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DAY 4

I. Objectives

1. RC - Determine tone, mood, and purpose of the author EN6RC – Ic-6.5,

EN6RC – Ic-6.6, EN6RC – Ic-6.7
2. OL - Relate an experience appropriate to the occasion EN6OL –Ic-1-17
3. Observe politeness at all times EN6A-Ic-16
Show tactfulness when communicating with others EN6-Ic-17
Show openness to criticism EN6A-Ic-18

II. Developmental Activities

A. Oral Language Activity

In the box, there are smileys showing different emotions. You will pass
the box, and when the music stops, the pupil holding the box will get one
smiley and let him of her show it through his facial expression.

B. Pre – reading

1. Motivation

Arrange the scrambled letters to form a word being defined.

L A O G L B N G I M A R W

- Result of the sun’s radiation being absorbed by gases in the

atmosphere

C. During Reading

1. Reading a news article about global warming

( Module Distance Learning for English VI)

The world global refers to the land, sea and atmosphere of the planet
earth. Global warming is the result of the sun’s radiation being absorbed by
gases in the atmosphere. These gases are known as greenhouse gases.
Changes in the temperature of the atmosphere affect the movement of the
air around the globe to change. If the global warming is too great, it will
severely change the world’s weather systems which will in turn have a
disastrous effect on life on earth.

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Discussion

1. What does the word global refer to?

2. What will happen if global warming will continue to take place?

3. What is the mood of the selection?

4. What is the purpose of the author? (to inform)

The teacher will give another example. (to persuade and to entertain).
Let the pupils notice the difference between the two. Let them also give the
tone/mood of the selection.

Some pupils throw pieces of paper and candy wrappers on the school
yard. Are you one of these pupils? Let’s have pride in pour school and keep
the yard clean. It only takes a little effort. (to persuade)

An old man suffering from a nagging back ache went to see his doctor.
The doctor wrote a prescription and told the man to apply it on his back. After
a week, he came back still complaining of the pains. The doctor asked him if
he followed the directions. The man turned and on his back was the
prescription firmly posted.

GROUP 1 - READING TIME

Read the paragraph. Think about the author’s purpose by identifying if

it is to inform, to persuade or to entertain. Let the pupils also identify tone
and mood of the selection. Write two questions about it.

1. The earth is made up of three layers; the crust, the mantle and the
core. The outer layer, called the crust, is between 16 and 40
kilometers thick. It floats on a thicker layer known as the mantle, which
is 2,985 kilometers thick. The core, which is 3,475 kilometers thick is
surrounded by the mantle. The innermost part is solid (the inner core)
while the outer part is liquid (the outer core).

GROUP 2 – QUESTION ME

Read the paragraph. Think about the author’s purpose by identifying if

it is to inform, to persuade or to entertain. Write two questions about it.

1. At no time in history have humans produced so much waste. Ours

is a throw-away society. No matter which area is examined, it is

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 found that for health, safety, advertising or other reasons, we
produce more waste. We have to implement ways to make use of
people’s waste to prevent further damage to humanity.

GROUP 3 – PURPOSE TIME

Read the paragraph. Think about the author’s purpose by

identifying if it is to inform, to persuade or to entertain. Write two
questions about it.

1. Residents of a small village in Nueva Vizcaya can now look

forward to a continuous supply of clean and safe water with the
completion of a water system project. The new water system in
Barangay Bangaan here, which was funded by the Church of Jesus
Christ of the Latter-Day Saints, was formally inaugurated last week.

GROUP 4 – IDENTITY CRISIS

Read the paragraph. Think about the author’s purpose by

identifying if it is to inform, to persuade or to entertain. Write two
questions about it.

1. Do you sometimes wonder why you need to learn English

when you can communicate with others in Filipino? This is because
you are growing individual and you live in a fast-changing world. As
you grow in this king of world your communication also needs to grow.
That is why it is better to invest now by leaping the universal
language. English through reading, speaking listening and writing.

3. Generalization

Authors write for a specific purpose. It maybe to inform,

persuade and entertain. Tones may vary according to emotions
portray in a situation or paragraph.

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4. Evaluation

Directions: Determine the mood tone and purpose of the author in the following
selection.

1. Once there was an argument among all the beasts as to which of them could
produce the largest number of youngster at birth. They went to the lioness
and asked her to settle the dispute.

“And how many do you have at birth? They asked. “One”, she said defiantly,
“but that one is a lion! “(No matter how much you have, never argue with
quality.)

2. Kites come in many shapes and sizes. They can be constructed from a large
variety of materials, from the simplest, such as paper or cloth, to the most
advanced, such as carbon fibre and tear-proof sail sheet.

3. I hate people who are pond of computers.

4. “Jory, Jory, calm down. I’m here.”

5. “Waaaaahhhh! I want my Ate Rica. Where is my Ate Rica? I want to go

home.”

5. Assignment

Research an article that conveys mood.

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DAY 5
I. Objectives
1. VC- Describe different forms and conventions of film and moving
pictures (direction) EN6VC – Ic-5.1.3
2. OL - Relate an experience appropriate to the occasion EN6OL –Ic-1-17
3. A - Observe politeness at all times EN6A-Ic-16
Show tactfulness when communicating with others EN6-Ic-17
Show openness to criticism EN6A-Ic-18

II. Developmental Activities

A. Oral Language Activity
Differentiate blocking from lighting in movie making.

B. Skills Development
1. Motivation
What special occasion is celebrated on the 3 rd week of June?
(Father’s Day)
How do you make this day extra special for him?
2. The children will watch a short film entitled “MY DAD’S STORY:
DREAM FOR MY CHILD” www.youtube.xcom/watch?=3bdmYNBYxll
3. Discussion
Why was the little girl proud of her daddy?
What were the things her father did for her?
Why did the girl say that her father lie to her?
What were his father’s sacrifices?
As a daughter/son, how can you repay your father’s sacrifices for
your family?
What will you do to make him proud of you?

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 4. Generalization
In film making, the director directs and controls all that goes into a
film. He/she is the leader who guides those involved in making a film.
The director commands all the film staff in order to produce a quality
movie. Sound should be in accordance of the setting.

5. Evaluation
Describe the different forms and convention of film particularly on the
directions. Relate your experiences in watching movie.

6. Assignment
Watch the movie Madagascar directed by Eric Darnell and Tom McGrath.
Review on how about the director directs the movie.

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