EN6F-Ib-1.

6
Read aloud grade level appropriate text with an accuracy rate of 95 100%
EN6VC-Ib-5.1.2
Describe different forms and conventions of film and moving pictures (blocking)
EN6G-Ib-2.3.2
Compose clear and coherent sentences using appropriate grammatical
structures:
-Pluralization of irregular nouns

WEEK 2
DAY 2 and 3
QUARTER 1
Let Us Have a
Review
Using the given affixes, write as many words as you
can to shadow. Write your words beside the
shadow. Share your words with the class.
What words do you and your classmate
commonly give?

Are these words mostly negative or positive?

What do these words say about your perception

of shadow?

What are affixes?

What affixes do you know? Give at least one

sample word for ex affix that you recall.
Let me read this poem and have your shot afterwards.
LET US READ!
Inferential Question Evaluation Question

Integration Question
Answer these questions about the poem.
1. Where is the speaker in this poem? Why was
he there?
2. What was he doing?
3. What does he mean when he said he was
wandering lonely as a cloud?
4. What did he see around him?

Creative Reading
Literal Question

5. How did he describe the daffodils? The

waves?
6. What did he feel when he went home? Why?
YOU DO!
 GROUP ACTIVITY
Highlight in the poem the lines where you see
personification used. Write the human
characteristics given by the poet to the daffodils in
the first box. Write the phrase that describe the
daffodil in the second, and draw it in the third.

Why did the poet use personification to describe

the daffodils? What effect did the daffodils have
on the speaker?
TAKE YOUR SHOT NOW!
CROSS OVER!
Have you watched the film
Frozen? Share your
experience watching it.
 What can you say about the
characters position in this
picture?
 WHAT CAN YOU
SAY ABOUT

BLOCKINGS?
 BLOCKINGS
It is the element of film or moving pictures that
dictates where actors will stay onstage and how
they will move in a particular scene. It is usually
the director who determines the position and
movements of the actors. As experts, they
follow some techniques and guidelines to make
sure the blocking helps build the story. One
basic rule that they follow is that another actor
should not cover the main actor in a scene.
Actors are also trained to avoid turning their
back on the audience.
 LET US WATCH!

Describe the blocking of

the actors in this teaser.
https://www.youtube.c
om/watch?v=4W2ikNh
kpIE
 GROUP ACTIVITY
In groups of fives, choose and recall a scene from the
movie Frozen . Talk about how the scene goes and
re-enact this scene. With someone in the group acting
as the director, position yourself in the scene and
freeze. Your classmates will see your PICRURE
FREEZE! Remember to be tactful when telling others
about your position.
https://www.youtube.co
m/watch?v=FLzfXQSPBOg
 ASSIGNMENT

Read the poem A Poison Tree by William

Blake and Oh My Love Is Like a Red, Red
Rose by Robert Burns. Analyze the poetic
devices used.

Rhyme: Give four pairs of rhyming words.

1._____________________________________
2._____________________________________
3._____________________________________
4._____________________________________
References:

M.F. G. Eusebio (2016) Rex Bookstore

Publishing House, Essential English Book,
pp. 11-19

P.PP. Tenedero (2016) Rex Bookstore

Publishing House, English Encounters:
Readding, pp. 13-21
 Thank You
For Listening!
 WEEK 2
DAY 3
QUARTER 1
Let us have a glimpse of the
topic yesterday
 GROUP ACTIVITY

In groups of fours. Talk about a time

when you felt very lonely. Be polite to
each other as the sharing is happening .
Listen and do not interrupt.
Can you recall the nouns
used by your classmates
during the sharing?
Write them in a sheet
of paper.
 LET US DISCUSS
IRREGULAR NOUNS
Are those that form their plural in other ways
and not by adding s or es.
Here are the rules in forming the plural rules
in forming the plural of irregular nouns.
1. Some irregular nouns change their spelling
or add a different ending to form their
plural.
Examples: mouse mice, child-children
2. Foreign nouns borrowed mostly from Latin
words from their plural by changing their last
letter or letters to i, a, ae, or es.

Examples:
From us to i: cactus-cacti, focus-foci
From a to ae: alumna-alumnae, antenna-
antennae
From is to es: oasis-oases, parenthesis-
parentheses
3. A few nouns have the same spelling in both
singular and plural forms.

Examples: deer, traffic, trout, mackerel, series,

sheep
LET US TRY!
LET US TRY AGAN!
 YOU TRY!
WRITE THE NOUNS IN THE PARENTHESES IN THEIR PLURAL
FORM TO COMPLETE THE SENTENCES.

1. (cattle, deer) We saw several ______________ and

____________ in the field.
2. (erratum, minutia) The list of ____________ is at the
back of the book with all the ___________ explained.
3. (alumna, basis) All the schools ____________ upheld
the _____________ of the decision.
4. (fireman, series) The ______________ in the station
continued with the ___________ of training.
5. (businessman, wheat) The ________________
ordered ______________ from abroad.
 YOU TRY AGAIN!
WRITE YOUR OWN SENTENCES USING THE GIVEN NOUNS IN
THEIR PLURAL FORMS.
1.(sheep)
___________________________________
2.(ox)
______________________________________
3.(parenthesis)
_______________________________
4.(fungus)
___________________________________
5.(woman)
___________________________________
 EVALUATION
WITH A PARTNER, WRITE YOUR OWN SENTENCES USING
ANY OF THE NOUNS IN THIS CHART
 Thank You
For Listening!