WEEK 3 ENGLISH 6 Juliet

Lalalawigan Elementary School
Samal, Bataan
English: Quarter 1
Week 3
Julieta S. Refuerzo
Teacher I
Elisa S. Ramos
Principal I
Quarter 1, Week 3
Day 1
Analyze sound devices (irony and hyperbole)
in a text heard
Determine tone, mood, and purpose of the
author ( Irony and Hyperbole,Tone, Mood,
and Purpose of the Author)
Review
Ask: What did you
learn about
blocking
last meeting?
Review
Blocking
(PUBLISHED BY GABE MOURA, ON JULY 1, 2014)
Blocking was originally a theater term that refers to

the positioning and movement of the actors in the
stage. In cinema, camera and lights are added to the
equation.
Blocking is an essential part of rehearsal because
doing it in advance will speed up principal
photography as the actors and camera operators will
know how they will move on the set.
Establishing
Purpose of the Lesson Do “Let’s Try This”
Activity Sheet in
English 6 (Quarter 1:
Week 3-Day 1, p. 1
Establishing
Activity Sheet in ENGLISH 6

QUARTER 1 Week 3-Day 1
Listening Comprehension
EN6LC-Ic2.3.8
EN6LC-Ic2.3.7
Analyze sound devices (irony and hyperbole)
in a text heard
Establishing
A. Listen as your teacher plays the song “Ironic by

Alanis Morissette. Analyze the mood of the poem
and the songwriter’s purpose for writing the song.
B. Listen as your teacher replays the song

“Ironic” by Alanis Morissette.
Establishing
An old man turned ninety-eight

He won the lottery and died the next day
It's a black fly in your Chardonnay
It's a death row pardon two minutes too late
And isn't it ironic... don't you think
It's like rain on your wedding day
It's a free ride when you've already paid
It's the good advice that you just didn't take
Establishing
Mr. Play It Safe was afraid to fly

He packed his suitcase and kissed his kids goodbye
He waited his whole damn life to take that flight
And as the plane crashed down he thought
"Well isn't this nice..."
And isn't it ironic... don't you think
Establishing

Who would've thought... it figures
Well life has a funny way of sneaking up on you
When you think everything's okay and everything's going
right
And life has a funny way of helping you out when
You think everything's gone wrong and everything blows
up ...In your face
Establishing
A traffic jam when you're already late

A no-smoking sign on your cigarette break
It's like ten thousand spoons when all you need is a
knife
It's meeting the man of my dreams
And then meeting his beautiful wife
And isn't it ironic...don't you think
A little too ironic...and, yeah, I really do think...
Establishing

Who would've thought... it figures
Life has a funny way of sneaking up on you
Life has a funny, funny way of helping you out
Helping you out
Establishing
Guide Questions:
1. What is the song all about?
2. What specific human experiences are stated in the song?
3. What ironic statements are exemplified in the song?
4. What exaggerated statements are mentioned in the song?
5. What emotion did you feel while listening to the song?
6. What do you think is the reason why the song is titled
“Ironic?”
7. What do you think is the songwriter’s purpose for
writing this song?
Presenting
examples/ Read “Let’s
intances of the
new lessons Study This
In the song you listened to, the song

writer used irony and hyperbole. In
the previous week, you already
learned about them. Irony and
hyperbole are other types of
figurative language.
Presenting
examples/ intances Read “Let’s
of the new lessons
Study This
1. Irony. This refers to the expression of one's

meaning by using language that normally
signifies the opposite, typically for humorous
or emphatic effect.
(Authors can use irony to make their audience stop
and think about what has just been said, or to
emphasize a central idea.)
Presenting
of the new lessons
Study This
Examples: An old man turned ninety-eight

He won the lottery and died the next day
A traffic jam when you're already late
(excerpt from “Ironic” by Alanis Morissette)
Presenting
of the new lessons
Study This
2. Hyperbole. This is an extreme

exaggeration used to make a point;
exaggerated statements or claims not
meant to be taken literally. It is used to
add extra drama or comedy to a situation
or even for the purpose of propaganda.
Presenting
of the new lessons
Study This
Examples: Life has a funny way of helping you out

when
You think everything's gone wrong and everything
blows up In your face
(excerpt from “Ironic” by Alanis Morissette)
Listen to the song again. Sing the song with

your classmates.
Presenting examples/
intances of the new Read “Let’s
lessons
Study This
To better understand a literary piece, it is

a must that one should look into its tone,
mood, and the author’s purpose for
writing it.
lessons Study This
Tone, in written composition, is an attitude of a

writer toward a subject or an audience. Tone is
generally conveyed through the choice of words or
the viewpoint of a writer on a particular subject.
Every written piece comprises a central theme or
subject matter. The manner in which a writer
approaches this theme and subject is the tone. The
tone can be formal, informal, serious, comic, sarcastic,
sad, and cheerful or it may be any other existing
attitudes.
lessons Study This
Mood is a literary element that evokes

certain feeling s or vibes in readers through
words and descriptions.
Usually, mood is referred to as the
atmosphere of a literary piece, as it creates an
emotional situation that surrounds the
readers. Mood is developed in a literary
piece through various methods. It can be
developed through setting, theme, tone and
diction.
lessons Study This
An author's purpose is the reason

an author decides to write about
a specific topic. Then, once a
topic is selected, the author must
decide whether his purpose for
writing is to inform, persuade,
entertain, or explain his ideas to
the reader.
lessons Study This
Can you differentiate

tone, mood, and author’s
purpose in writing a
literary piece?
Discussing new concepts and Do”Let’s Do This
practicing new skills #1.
Activity Sheet in English 6 (Quarter 1:

Week 3-Day 1, p. 4)
Task 1. Read and Jot Down!

Read the story “The Lion and the
Mouse” by Aesop.
The Lion and the Mouse

by Aesop
One day after a big meal, a great lion fell asleep at the door of his cave.
As he was dreaming of all kinds of good things, he felt a thug at his mane
and drowsily lifting up a paw, caught a little mouse.
“Grrrr,” growled the lion. “What are you doing in my mane? I’ll eat you
up.”
“Oh, please, your majesty,” squeaked the mouse. “Please spare me. I had
no idea you were a lion. I thought you were a haystack and I was looking
for some nice hay for my nest. If you forgive me, and let me go, I’ll repay
you some day. One good turn deserves another.”
Some days later, a party of hunters were looking for lions to

put into the zoo. They saw his huge tracks, caught him, and
threw a big net over him while they hurried off to bring back
a cage…
The lion roared in anger and the jungle shook with his
growls.
The little mouse heard it and said, “I know that voice.” And
off he pattered at full speed in the direction of the roars. He
found the lion tugging at the ropes of the net and making as
much noise as a thunderstorm.”
“Shhhh,” said the mouse. “Keep still and I’ll take

care of those ropes.”
The little mouse gnawed away at the ropes and the
lion was able to escape just as the hunters were
returning with the cage…
“I told you I would repay you some day,” smiled
the mouse in triumph. Even a mouse can help a
lion.
Reference:
1000 Stories You Can Use (Volume Two)
by Frank Mihalic, SVD
Discussing new concepts and Do”Let’s Do More
Task 2. Understanding the Text!

Answer the following questions
based on the story “The Lion and
the Mouse” by Aesop.
Guide Questions:
1. What did the lion do one day after a big meal?
2. What animal did the lion catch?
3. What did the lion want to do with the mouse?
4. What did the mouse promise to the lion?
5. Did the lion think the mouse will fulfill his promise to
him?
6. What happened to the lion some days later?
7. How did the mouse help the lion?

8. What lesson can be derived from the story?
9. What do you think is the tone of the story
“The Lion and the Mouse” by Aesop?
10. What do you think is the mood conveyed
in the story?
11. What do you think is the writer’s purpose
for writing this story?
ANSWER KEY (Lion and the Mouse
Discussing new concepts and
Task 2. Understanding the Text!

1. The lion fell asleep at the door of his cave.
2. The lion caught a little mouse.
3. The lion wanted to eat the mouse.
4. The mouse promised to the lion that if he would
forgive him and let him go, he would repay the lion
some day.
5. Yes
ANSWER KEY (Lion and the Mouse
Discussing new concepts and
6. The lion was caught by a party of hunters.

7. The mouse gnawed away at the ropes and the lion was able
to escape.
8. Be kind and helpful to everyone. Be kind to your neigbor
and it will soon be repayed by good deeds.
9. The tone of the story is informal.
10. The mood conveyed in the story is happiness – since at the
end of the story, the lion was able to escape from the hunters
through the help of the mouse.
11. The writer’s purpose for writing the story is to entertain
and teach good values to the readers.
Task 3. Read It Aloud!

Form a group with three members.
Assign among yourselves who will
read the part of the narrator, the
lion, and the mouse in the story. Be
able to read aloud the story with
feelings.
Discussing new concepts and Let’s Test Ourselves
_____ 1. “I told you I would repay you some day,” smiled the
mouse in triumph.
_____ 2. “Shhhh,” said the mouse. “Keep still and I’ll take care
of those ropes.”
_____ 3. “What are you doing in my mane? I’ll eat you up.”
growled the lion.
_____ 4. The lion was able to escape just as the hunters were
returning with the cage.
_____ 5. The lion roared in anger and the jungle shook with
his growls.
_____ 6. The great lion fell asleep at the door of his cave.
Discussing new concepts and Let’s Test Ourselves
_____ 7. “Oh, please, your majesty,” squeaked the mouse.

“Please spare me. I had no idea you were a lion.
_____ 8. As the lion was dreaming of all kinds of good things,
he felt a thug at his mane and drowsily lifting up a paw,
caught a little mouse.
_____ 9. The little mouse heard it and said, “I know that
voice.”
_____ 10. Some days later, a party of hunters were looking for
lions to put into the zoo.
Developing
mastery Leads
to Formative
Let’s Enrich Ourselves!
Assessment 3
Task 5. I am the Lion, You are the

Mouse!
Go to your respective groups. Role
play the story read. Assign who
among yourselves will take the role
of the narrator, the lion, and the
mouse in the story.
Finding
Practical
Applications of
concepts and
skills in daily
living
Ask: How can you
apply your knowledge of irony
and hyperbole in real life?
How about your knowledge of
tone, mood, and author’s
purpose?
Generalizations
Read “Let’s Remember
This”
Determining the author’s tone,
mood, and purpose for writing
a certain literary piece will
help us better understand its
message.
Evaluating Learning
Let’s Test Ourselves
Task 4. Arrange the Story Puzzle!
Arrange the following jumbled
statements taken from the story.
On the blank before each number,
write 1 if the statement is the first
one which took place in the story, 2
if it is the second, 3 if it is the third,
and so on and so forth.
Evaluating Learning
Let’s Test Ourselves
Task 4. Arrange the Story Puzzle! Anwer Key
10 1.
8 2.
3 3.
9 4.
6 5.
1 6.
4 7.
2 8.
7 9.
5 10.
Quarter 1, Week 3
Day 2
Infer meaning of idiomatic
expressions using –roots (Root Words)
Review
Can you differentiate irony
and hyperbole?
Verbal irony is where a person
says one thing and means
another.
Hyperbole is an exaggerated
statement which is not meant to be
taken literally, but used to prove a
point.
What is tone? What is mood?
Review
What is author's purpose?
Tone and mood are similar!!
Tone is the author’s attitude toward the
writing (his characters, the situation) and
the readers. A work of writing can have
more than one tone. An example of tone
could be both serious and humorous.
Tone is set by the setting, choice of
vocabulary and other details.
Review
Mood is the general

atmosphere created by the
author’s words. It is the
feeling the reader gets from
reading those words. It may
be the same, or it may change
from situation to situation.
Review
An author's purpose is the reason
an author decides to write about
a specific topic. Then, once a
topic is selected, the author must
decide whether his purpose for
writing is to inform, persuade,
entertain, or explain his ideas to
the reader.
Review Words That Describe Tone
Amused Humorous
Pessimistic Angry Informal
Playful Cheerful Ironic
Pompous Horror Light Sad
Clear Matter-of-fact
Serious Formal Resigned
Suspicious Gloomy
Optimistic Witty
Review Words That Describe
Mood Fanciful Melancholy
Frightening Mysterious
Frustrating Romantic
Gloomy Sentimental
Happy Sorrowful Joyful
Suspenseful
Establishing Do” Let’s Try This” ”
purpose for the
Lesson

Week 3-Day 2, p. 1)
Establishing purpose
for the Lesson Do” Let’s Try This” ”
Study the following phrases or sentences taken
from the story “The Lion and The Mouse” that you
read. Draw your attention to each word with
highlighted letters in each sentence.
1. As he was dreaming of all kinds of good things, he felt a
thug at his mane.
2. “Grrrr,” growled the lion.
3. I’ll repay you some day.
4. The little mouse gnawed away at the ropes.
5. The lion was able to escape just as the hunters were
returning with the cage.
Establishing purpose
for the Lesson Do” Let’s Try This” ”
What are the words with highlighted
letters in each sentence?
What have you noticed in each word?
Do they have affixes (prefix or suffix)
attached to them? Can you identify them?
Can they stand alone even without
affixes? What do you call these words?
Presenting examples
/ instances of the
Let’s Study This
new lesson
Activity Sheet in English 6

(Quarter 1: Week 3-Day 2, pp. 1- 4)
Presenting examples
/ instances of the
Let’s Study This
new lesson
Many English words are formed by taking basic words and adding
combinations of prefixes and suffixes to them.
A basic word to which affixes (prefixes and suffixes) are added is called a
root word because it forms the basis of a new word. The root word can also
be a word in its own. For example, the word lovely consists of the word love
and the suffix -ly.
However, not all root words typically form a stand-alone word. For example,
the word reject is made up of the prefix re- and the Latin root ject, which is not
a stand-alone word.
Most of the roots in English came from Latin and Greek origin. The
following are examples of English words with Latin and Greek roots.
Presenting
examples / instances
Let’s Study This
of the new lesson
Common Latin Roots Used in English
Latin Root Definition Example
ambi both ambiguous, ambidextrous
aqua water aquarium, aquamarine
aud to hear audience, audition
Presenting Let’s Study This
examples / instances
of the new lesson Common Latin Roots Used in English
bene good benefactor, benevolent
cent one hundred century, percent
circum around circumference,
circumstance
contra/counter against contradict, encounter
dict to say dictation, dictator
duc/duct to lead conduct, induce
fac to do, to make factory, manufacture
Presenting
examples / instances Let’s Study This
of the new lesson

form shape conform, reform
fort strength fortitude, fortress
fract break fracture, fraction
ject throw projection, rejection
jud judge judicial, prejudice
mal bad malevolent, malefactor
Presenting
of the new lesson

mater mother maternal, maternity
mit to send transmit, admit
mort death mortal, mortician
multi many multimedia, multiple
pater father paternal, paternity
port to carry portable, transportation
Presenting
of the new lesson
rupt to break bankrupt, disruption
scrib/script to write inscription, prescribe
sect/sec to cut bisect, section
sent to feel, to send consent, resent
spect to look inspection, spectator
struct to build destruction, restructure
vid/vis to see televise, video
voc voice, to call vocalize, advocate
Presenting
of the new lesson
Greek Root Definition Example
anthropo man, human, humanity
anthropologist, philanthropy
auto self autobiography, automobile
bio life biology, biography
chron time chronological, chronic
dyna power dynamic, dynamite
Presenting
of the new lesson
dys bad, hard, unlucky dysfunctional,
dyslexic
gram thing written epigram, telegram
graph writing graphic, phonograph
hetero different heteronym, heterogeneous
homo same homonym, homogenous
hydr water hydration, dehydrate
Presenting
of the new lesson
hyper over, above, beyond hyperactive,
hyperbole
hypo below, beneath hypothermia,
hypothetical
logy study of biology, psychology
meter/metr measure thermometer, perimeter
micro small microbe, microscope
mis/miso hate misanthrope, misogyny
Presenting
of the new lesson
mono one monologue, monotonous
morph form, shape morphology, morphing
nym name antonym, synonym
phil love philanthropist, philosophy
phobia fear claustrophobia, phobic
photo/phos light photograph,
phosphorous
pseudo false pseudonym, pseudoscience
Presenting
of the new lesson
psycho bsoul, spirit psychology, psychic
scope viewing instrument microscope,
telescope
By knowing these different root words,

you can understand what a word means
even if you don’t know the word.
Discussing new Concept
and Practicing New Let’s Do This
Skills # 1
Activity Sheet in
Week 3-Day 2, pp. (4-5)
Skills # 1
Task 1. What’s the Right Choice?

Encircle the correct meaning of the given root
words.
1. alter a. other b. together c. any d. short

2. aud a. light b. air c. sound d. water
3. biblio a. vehicle b. college c. school d. book
4. bio a. education b. life c. good d. evil
5. phil a. love b. faith c. hope d. trust
Skills # 1
6. chrom
a. color b. water c. snow d. sand
7. derm
a. teeth b. skin c. bone d. muscle
8. ego
a. other b. together c. another d. self
9. duo
a. one b. two c. three d. four
10. equ
a. less b. more c. small d . equal
Skills # 1
ANSWER KEY
Task 1. What’s the Right Choice?

1. a 6. a
2. c 7. b
3. d 8. d
4. b 9. b
5. a 10. d
Skills # 1
Task 2. Destined to be Matched!

With your partner, match each word
to its definition by writing the
corresponding letter before the
number.
Skills # 1
WORDS DEFINITIONS
___1. Subterranean a. Under the surface of the earth
___2. Transportation b. Possible to foretell
___3. Unbelievable c. The act of establishing in a new place
___4. Deactivation d. Refusing to accept
___5. Relaxation e. The act of introducing into something
forcefully
___6. Reaction f. Hard to believe, too extraordinary for belief
___7. Predictable g. Means of travel from one place to another
___8. Rejection h. The act of responding to a stimulus
___9. Injection i. The state of becoming inactive
___10. Relocation j. The state of being relaxed
Skills # 1
Task 2. Destined to be
Matched!
1. a 6. h
2. g 7. b
3. f 8. d
4. i 9. e
5. J 10. c
and Practicing New “Let’s Do More”
Skills # 2

(Quarter 1: Week 3-Day 2,
(pp. 5-6)
Skills # 2
Task 3. Where are the Roots in the Tables?

Go to your respective group. Complete the tables
below by supplying the appropriate root words
in the given affixes (prefix and suffix). On the last
column, write the newly-formed word by
combining the given affixes and the root words
that you supplied. The first row is done for you.
and Practicing New Skills # “Let’s Do More”
2
Table 1 Prefix Meaning Root Word Newly-

Formed Word
1 auto- self biography autobiography
2 contra- against
3 hyper- over
4 dis- apart,not
5 meta- beyond
6 sub- under
7 il- not
2
Table 1 Prefix Meaning Root Word Newly-

Formed Word 8 micro- small
9 poly many, several
10 re- again, back
2
Table 2
Suffix Meaning Root Word Newly-
Formed Word
1 -phobia fear
2 -ism the belief in
3 -logy the study of
4 -cide killing
5 -or, -er one who takes part in
2
Table 2
Suffix Meaning Root Word Newly-
Formed Word
6 -graph writing
7 -scope viewing instrument
8 -dom place or state of being
9 -ment condition of
10 -ness state of being
Developing Mastery “ Let’s Enrich Ourselves
Formative Assessment 3
Activity Sheet in
English 6
(Quarter 1: Week 3-
Day 2, (pp. 6-7)
Task 4. Examining the Paragraph!

Go to your respective group. As you and
your groupmates read the following
paragraph, identify all words with
prefixes or suffixes. Write them below
the paragraph and then write their
definition.
The Garbage Problem

Improper garbage disposal can cause contamination
of subterranean water sources. Relocating garbage
dumps doesn’t necessarily solve this incredibly
unhealthy problem. Laws preceding the discovery of
this problem were predictably relaxed in terms of
garbage disposal. Since the discovery, authorities
have proceeded to toughen these laws and have
injected funds into reevaluating ongoing practices.
The Garbage Problem

. A number of efforts of environmental
organizations have helped to convince an
incredulous public of the depth of the problem
and the need to recycle. Some garbage dumps
have receded in size, but most have increased
as the unbelievable amount of garbage
produced continues to multiply unnecessarily.
Words with Prefixes or Suffixes Meaning

________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
Developing Mastery
Formative Assessment 3 “ Let’s Enrich Ourselves
Anwer Key
Task 4. Examining the Paragraph! Words with Prefixes or
Suffixes Meaning
improper not correct
disposal orderly placement or distribution
contamination the process of making a substance no
longer suitable for use
subterranean located or living under the surface of the
ground
relocating moving to a new place
necessarily used to say something is important, cannot be
changed or avoided
Developing Mastery
Anwer Key
Task 4. Examining the Paragraph! Words with

Prefixes or Suffixes Meaning
incredibly extremely
preceding existing, happening, or coming before
unhealthy harmful to health
predictably can be predicted
proceeded continued to do something
toughen to make something stricter
Developing Mastery
Anwer Key
Task 4. Examining the Paragraph! Words with

Prefixes or Suffixes Meaning
incredibly extremely
preceding existing, happening, or coming before
unhealthy harmful to health
predictably can be predicted
proceeded continued to do something
toughen to make something stricter
Developing Mastery
Anwer Key
Task 4. Examining the Paragraph! Words with Prefixes or Suffixes

Meaning
injected to introduce into something forcefully
reevaluating judging again the value or condition of someone or
something
ongoing continuing to exist
environmental of relating to environment
incredulous not able or willing to believe someone or something
receded moved to back away
unbelievable difficult or impossible to believe
unnecessarily not by necessity
Finding Practical Applications of
concepts and skills in daily living
Ask: Why is learning to identify

root words important?
How can you apply your
knowledge of root words help
you in daily life?
Making Generalization Let’s Remember This
& Abstractions about
the Lessons
“Let’s Remember This”

Activity Sheet in
Week 3-Day 2, p.9)
Making Generalization & Let’s Remember This
Abstractions about the
Lessons
Many of the English words we use come

from a root word. Once you pull off any
prefixes or suffixes, the root will be
normally at the beginning or the middle
part of the word. Analyzing the structure of
the word will uncover what the root word
really means.
the Lessons
For example, in a word such as scissors, the root

word is sciss, which means cut.
Learning root words, prefixes, and suffixes can help
you because:
 If you recognize these word parts, it is easier to
figure out what a word means.
 They can help you to spell words because you
will be able to remember spelling patterns.
Evaluating “Let’s Test Ourselves”
Learning
(Quarter 1: Week 3-Day 2,
(pp. 7-8)
Task 5. Can You Sort the Words Out?

Study the highlighted word in each
sentence below. Identify the root word
along with any prefixes and/or suffixes
that are attached to it. Write your
answers on the blanks provided below
each sentence.
Learning
Example:
We watched a preview of the new Disney movie.
Root: view Prefix: pre
1. The dancing cat was seen by more than two-
million YouTube viewers. Root: ____________
Suffix: ____________
2. The teacher handed out paper hearts to the
students who had done extra work. Root:
____________ Suffix: ____________
Evaluating Learning
“Let’s Test Ourselves”
Example:
We watched a preview of the new Disney movie. Root: view
Prefix: pre
3. The magician made the rabbit disappear. Root: ____________
Prefix: ____________
4. At the end of his performance, the magician made a graceful
bow to the audience. Root: ____________ Suffix: ____________
5. Desiree asked the magician for his autograph. Root:
____________ Prefix: ____________
6. Because of the lightness of the breeze, the sailboat moved
quite slowly. Root: ____________ Suffix: ____________
Evaluating Learning
“Let’s Test Ourselves”
7. Despite the heaviness of his backpack, Dennver Marco raced

up the hill. Root: ____________ Suffix: ____________
8. Some dogs are shy or unfriendly and might bark or snap if
you try to pet them. Root: ____________ Prefix: ____________
Suffix: ____________
9. Rebecca quickly reopened the door and called for her cat.
Root: ____________ Prefix: ____________ Suffix: ____________
10. Luz stood on a tower overlooking the sea. Root:
____________ Prefix: ____________ Suffix: ____________
Evaluating Learning “Let’s Test Ourselves”
11. In today's world, no part of the globe is unreachable. Root: ____________

Prefix: ____________ Suffix: ____________
12. My mother never let anyone see her dressed informally. Root:
____________ Prefix: ____________ Suffix: ____________
13. Everyone thought that he was the proudest, most disagreeable man in the
neighborhood. Root: _______Prefix: ____________ Suffix: _______
14. Preschoolers should have plenty of opportunities to run, play, and listen
to stories. Root: ________ Prefix: ____________ Suffix: ________
15. The speaker pointed out the unfairness of today’s justice system towards
the poor. Root: ____________ Prefix: ____________ Suffix: ____________
Answer Key Task 5. Can You Sort the Words Out?
No. Root Prefix Suffix

1 viewer -s
2 teach -er
3 appear dis-
4 grace -ful
5 graph auto-
6 light -ness
7 heaviness -ness
Answer Key Task 5. Can You Sort the Words Out?
No. Root Prefix Suffix

8 friend un- -ly
9 open re- -ed
10 look over- -ing
11 reach un- -able
12 formal in- -ly
13 agree dis- -able
14 school Pre- -ers
15 fair un- -ness
Day 3
Quarter 1, Week 3
Day 3
Compose clear and coherent sentences using appropriate
grammatical structures:-tenses of verb
Observe politeness at all times
Show openness to criticism
Review
Ask: What have

you
learned about
roots?
Establishing
Purpose of the Do “Let’s Try This”
Lesson
Activity Sheet in
English 6
(Quarter 1: Week 3-
Day 3&4, p. 1)
Establishing
Lesson
Read the following sentences taken from the

story “The Lion and the Mouse”:
1. The lion roared in anger and the jungle
shook with his growls.
2. One good turn deserves another.
3. If you forgive me, and let me go, I will
repay you some day.
Establishing
Lesson
What is the highlighted word in the first sentence?

in the second sentence? in the third sentence?
What part of speech are these highlighted words?
Which among these verbs indicate that an action:
 is about to happen in the future?
 happens in present time?
 already happened in the past?
What do you think is our lesson for today?
Presenting
intances of the
new lessons Study This”
Verb
The verb is a part of speech that
indicates an action or a state of
being. It tells when the action
happens.
There are three main verb tenses:
present, past, and future.
lessons
Study This”
Present Tense
 The present tense of the verb indicates that an
action is present, and is happing now relative to the
speaker or writer.
 The present tense uses the verb's base form (write,

work), or, for third-person singular subjects, the
base form plus an -s ending (he writes, she works).
Presenting
of the new lessons
Study This”
 When the subject is singular, it takes a singular

form of the verb in the present tense (-s ending). For
example: A student writes a speech for his
presentation.
 However, when the subject is plural, it takes a
plural form of the verb in the present tense (base
form). For example: The students prepare for their
group presentation.
Presenting
of the new lessons
Study This”
Generally, it is used to describe actions that are
factual or habitual things that occur in the present but
are not necessarily happening right now. For
example: "It rains a lot in Manila" is a kind of timeless
statement.
 The present tense is used to describe events that are
scheduled (by nature or by people):
Examples: High tide is at 3:15 p.m.
The new singing contest starts at 6:15 p.m.
Presenting
of the new lessons
Study This”
The present tense can be used to suggest the past

with what is sometimes called the fictional (or
historic) present:
Examples: Dr. Jose Rizal believes that the youth are the
hopes of
the nation.
The Spaniards, Americans, and Japanese tyrants
oppress the Filipinos.
Presenting
of the new lessons
Study This”
With verbs of communicating, the present tense can also
suggest a past action:
Example: Dennver tells me that he took his brother to the
dentist.
 Most oddly, the present tense can convey a sense of
the future, especially with verbs such as arrive, come, and
leave that suggest a kind of plan or schedule:
Example: The train from Blumentritt arrives this afternoon
at two o'clock.
Presenting
of the new lessons
Study This”
Present tense states habitual activities that are
frequently signaled by time expressions such as the
following:
all the time always every class every
day every holiday every hour every
month every semester every week
every year most of the time never
often rarely sometimes
usually
Presenting
of the new lessons
Study This”
The following are examples of pronouns both in singular and
plural number with their corresponding verb in the present
tense.
Singular Plural
I am we are
you are you are
he/she/it is they are
Presenting
of the new lessons
Study This”
The following are examples of pronouns both in singular and
plural number with their corresponding verb in the present
tense.
Singular Plural
I walk we walk
you walk you walk
he/she/it walks they walk
Presenting
of the new lessons
Study This”
Past Tense
 The past tense of the verb indicates that an action is in the
past relative to the speaker or writer.
 It is used to talk about a completed action in the past.
 It is used: o when the time period has finished:
Example: We went to General Santos City few months
Ago o when the time period is definite:
Example: They visited their grandmother last week.
o with preposition for followed by a time expression, when the action
is finished:
intances of the new lessons
Read “Let’s
Study This”
Past Tense
 The past tense of the verb indicates that an action is in the past relative to
the speaker or writer.
 It is used to talk about a completed action in the past.
 It is used: o when the time period has finished:
Example: We went to General Santos City few months ago
when the time period is definite:
Example: They visited their grandmother last week.
- with preposition for followed by a time expression, when the action is
finished:
Example: My brother worked with that company for six months.
 To change the verb in the past tense, you have to determine first whether
the verb is regular or irregular verb.
Read “Let’s
Study This”
Singular Plural
I walk we walk
you walk you walk
he/she/it walks they walk
Read “Let’s
Study This”
The following are examples of pronouns both in

singular and plural number with their
corresponding verb in the past tense
Singular Plural
I was we were
you were you were
he/she/it was they were
Read “Let’s
Study This”

singular and plural number with their corresponding
regular verb in the past tense.
Singular Plural
I walked we walked
you walked you walked
he/she/it walked they walked
Read “Let’s
Study This”

singular and plural number with their corresponding
irregular verb in the past tense.
Singular Plural
I slept we slept
you slept you slept
he/she/it slept they slept
Read “Let’s
Study This”
Past tense states completely done activities that are frequently
signaled by time expressions such as the following:
yesterday a while ago All forms of the
last week few weeks ago past tense of the
verb can be used
last month last summer
with nouns or
last night last year pronouns
few days ago in ancient times whether they are
few hours ago decades ago singular or
long time ago once upon a time plural.
Presenting examples/ intances of
the new lessons
Read “Let’s
Study This”
Future Tense
 The future tense of the verb indicates that an action
is in the future relative to the speaker or writer.
 It is used to talk about an action that is about to
happen in the future.
 Unlike present tense and past tense, the future tense of
the verb has no ending forms such as –d or –ed endings
(for past tense) or -s ending (for present tense).

the new lessons
Read “Let’s
Study This”
Future Tense
 Instead, the future tense is formed by using the
helping verbs will or shall with the base form of
the verb. For example, will + leave = will leave,
shall + overcome = shall overcome.
Examples:
1. She will leave soon.
2. We shall overcome this problem.
the new lessons
Read “Let’s
Study This”
The future tense is also formed with the use “be” verb (is, are, am)
with the verb "going" plus the preposition “to” plus the base form
of the verb:
Examples:
1. He is going to faint.
2. I am going to illustrate the beautiful scenic spot in my province.
 The future tense of the verb uses time expressions like next week,
the other day, later, tomorrow, soon, in the next few days, etc.
Are you now familiar with present, past, and future tense?
How is each of them formed?
Can you give sample sentences using present, past, and future
tense?
and Practicing New Skills Let’s Do This
#1
Task 1. Think and Write!

Compose your own three original sentences with verbs in the
present tense, three sentences with verbs in the past tense, and
another three sentences with verbs in the future tense. Write
your sentences inside the table below.
Present Tense Past Tense Future Tense
1. 1. 1.
2. 2. 2.
3. 3. 3.
Skills # 1
Task 2. Are You Tensed about Tenses?

Choose the correct form of the verb inside the
parentheses by encircling the letter of your answer.
Then, identify what tense of the verb is used in each
sentence. On the blank before each number, write PR if
it is present tense, PA if it is past tense, and F if it is
future tense.
Discussing new Concept and
Practicing New Skills # 1 Let’s Do This
_____1. She always _____ (A. win B. wins C. won D.
winning) the essay writing competition.
_____2. My bestfriend and her mother _____
(A. come B. comes C. came D. will come) to see me this coming
summer.
_____3. It _____ (A. rain B. rains C. rained D. raining) everytime
we hold a program.
_____4. We always _____ (A. pray B. prays C. prayed D. praying)
for guidance and protector.
_____5. His uncle _____ (A. treat B. treats C. treated D. will treat)
her to a buffet restaurant later.
_____6. My classmates _____ (A. keep B. keeps C. kept D.

keeping) quiet yesterday.
_____7. This milk _____ (A. tastes B. taste C. tasted D. tasting)
better than the other brand.
_____8. The Philippines, located in Southeast Asia, (A. is B. are C.
will be D. was) a tropical country.
_____9. I (A. is B. am C. are D. was) going to visit Tagaytay next
week.
_____10. Marco and Janz (A. give B. gives C. are going to give D.
gave) their gift to their Mother last night.
Skills # 2

(Quarter 1: Week 3-Day
3&4, (pp. 7-8)
2
Task 3. Please Complete Me!

Complete the following paragraph by filling in the blanks with
the correct form of the verb inside the parentheses.
Garbage disposal (be) __________ a problem in the

urban areas. Time and again, urban dwellers
(complain) __________ of the stink, the ugliness and
the health hazards posed by piles of uncollected
garbage. These trash cans can cause many illnesses
like dengue fever, cholera, typhoid and dysentery.
2
Task 3. Please Complete Me!

Complete the following paragraph by filling in the blanks with
the correct form of the verb inside the parentheses.
And yet, if the community can dug a hole in the ground, bury
the garbage (especially organic ones) and cover the pit, what
(happen)__________? The soil decomposers (act) __________
on the garbage and (return) __________ the nutrients directly
to the soil. Later on, anything planted in this area (thrive)
__________ very well for the soil to become fertile. Thus, a
mountain of garbage (be) ______ also a mine of gold.
2
Task 4. Changing Times, Changing Verbs!
Rewrite the following paragraph with the correct past form of the
highlighted verbs. Write your revised paragraph inside the box.
The wind howl and hiss. It seem to rip Renato’s nipa hut
apart. Rain drip into the holes in the roof. Lightning flash
from time to time, followed by loud thunder clap. The moon
is entirely hidden by big clouds. It was totally dark. As the
sound of the thunder slowly fade, Renato hear the distant
howling of dogs. He shiver because of the cold wind and he
shudder with fright. He wrap himself more tightly with his
blanket..
2
Task 4. Changing Times, Changing Verbs!
Rewrite the following paragraph with the correct past form of the
highlighted verbs. Write your revised paragraph inside the box.
Suddenly, a thunderclap explode and he feel the house

trembled. He remember his grandmother telling him, “A real
man is not afraid of anything. Be brave.” He stand up and
grab a rope. He tie the window shutters that were about to
fall. He help his parents to transfer their things to a dry
place. He say, “The storm will be over mother, you may sleep
now.” He stay awake with his father. His father smiled as he
realized he had a brave son.
Task 5. One on One Interview!

Choose your partner. Conduct an interview by asking
him/her the following questions:
1. What are your daily routines? (use present tense of the
verb)
2. What did you do last summer vacation? (use past tense
of the verb)
3. What do you want to do after your graduation?(use
future tense of the verb)
Task 5. One on One Interview!

Take note of all the answers of your partner.
Then, ask him to conduct an interview to you
using the same questions. Present your
partner’s responses observing the correct use
of verbs to the class. Let him/her present your
responses to the interview questions
afterwards.
Ask: How can you apply

your knowledge of the
tenses in daily life?
the Lessons
The tense of the verb is quite complicated especially if you are

unaware of them, their functions, and their verb forms.
Oftentimes, you are confused to decide which tense to use in a
given situation.
However, you can resolve this by studying the forms and uses
of these tenses. In order to choose the verb forms and tenses
correctly and easily, you must understand the function and
meaning of tense itself, its types, and time expressions used.
Learning
Activity Sheet in English6
(Quarter 1: Week 3-Day3&4, (p. 9)
Task 6. Can You Identify and Correct Errors?

The verb in each sentence does not agree with the
subject. On the blank below each item, rewrite the
sentences to correct them.
Learning
Task 6. Can You Identify and Correct Errors?
The verb in each sentence does not agree with the subject. On the blank
below each item, rewrite the sentences to correct them.
1. These songs is dedicated to you and me.

_______________________________________________
2. Our life in the province are so simple.
_______________________________________________
3. The students who presented the report will be his
friends.
______________________________________________
Learning
_ 4. He think that one month is needed to complete the

project.
_______________________________________________
5. The overseas worker feels that it was time for them to go
home.
_______________________________________________
6. I goes to the famous beach in the south last summer.
_______________________________________________
7. Last Friday, she water the plants in the garden.
_____________________________________________
Learning
8. Yesterday, his mother is going to remind him not

to lose his toy again.
_______________________________________________
9. My mother am going to compose songs for me.
_______________________________________________
10. Your father will bought you a new cellphone
next week.
_______________________________________________
Remediation Let’s Watch This
Your teacher will let you watch

a video with song entitled “Past,
Present, and Future Tense (ESL)
Song For Kids.” Discuss to the
class your insights after
watching the video.
Quarter 1, Week 3
Day 4
Compose clear and coherent sentences
using appropriate grammatical structures:
-tenses of verb
Show tactfulness when communicating with others
Tenses of Verb
Review
Ask: What are the
tenses of verb?
Establishing
Lesson
Do “Let’s Watch This”

Activity Sheet in
English
6 (Quarter 1: Week 3-
Day 3 & 4, p. 10)
Establishing
Lesson
Presenting
intances of the
Verb
The verb is a part of speech that
indicates an action or a state of
being. It tells when the action
happens.
There are three main verb tenses:
present, past, and future.
Ask the learners to give

examples of verbs for
each tense.
Skills # 2
Tell learners to construct

clear and coherent
sentences using each of
the tenses of the verb.
Call individual
learners to write their
sentences using each
of the tenses of the
verb on the board.
Ask: What are the real-life

situations where you can
communicate applying
each tense of the verb?
the Lessons
Ask: What is tense of the

verb?
What are the three
tenses of the verb?
Discuss each.
Quarter 1, Week 5
Day 5
Describe different forms and conventions of
film and moving pictures (direction)
EN6OL-Ic1.17
Relate an experience appropriate to the
occasion
Review
“Let’s Learn This”
Activity Sheet in
Week 3-Day 5, p. 1)
Review
“Let’s Learn This”
In the previous week, you

learned about different forms and
conventions of film particularly,
blocking.
Today, you will learn another
convention of film which is
direction.
Establishing
Lesson
Activity Sheet in
Week 3-Day 5, pp.
1-2)
Establishing
Lesson
Task 1. 4 Pics 1 Word!
Look at each picture below. Identify the two words that these four
pictures convey. Write your answer on the blanks.
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
Establishing
Purpose of the “LET’S TRY THIS”
Lesson
Have you ever wondered how a film is produced?

Who do you think are the people behind a film?
Who is the person responsible for directing a film?
What is your idea about film direction?
Presenting
intances of the
Activity Sheet in
English 6 (Quarter 1:Week 3-Day 5,
pp. 2-4)
Presenting
intances of the
DIRECTION
Film direction is the process of
making sure that every
component of a movie runs
smoothly.
Presenting
examples/
intances of the Read “Let’s Study This”
new lessons
A film director is the person who directs the making

of a film.
Generally, these directors work on a movie from its conception stage
to its delivery stage. They have a say in how the scenes unfold, what
props are going to be used, how the characters should look, and who
should play specific parts. Directors also work with individuals in
charge of lighting, scenery, writing, and so forth, to make sure that
all of the elements come together.
Presenting examples/ intances
of the new lessons Read “Let’s Study This”
The director is in charge of the three main phases: pre-production,

production and post-production. Generally, he or she does not
actually do the work for post-production, but is in charge of
overseeing it.
According to Peter D. Marshall, a renowened film director and film
directing instructor, film directors spend the majority of their time
figuring out how to shoot the film first (cool visual effects, creative shots
and camera angles etc.) before they understand: a) what the story is
about and b) what the characters really want.
THE DIRECTOR AND THE STORY

There are many facets of a director’s preparation
on any film or TV show, but the first, and most
important part of his job, is to understand every
detail of the story: where it takes place, who the
characters are, and what happens to them.
PERFORMANCE
One of the main responsibilities of a

film director is to help actors achieve
a realistic performance, and a good
director does this by “listening for the
truth” and by asking:
PERFORMANCE
a. Do I believe them?
b. Do the words make sense?
c. Are the characters believable?
The key to getting a realistic performance

from an actor is by first understanding the
character’s objectives – what the character
wants in a scene.
THE PSYCHOLOGY OF THE CAMERA

a. “Psychology of the Camera,” according to
Marshall, are the visual meanings of shots and
angles. In other words, where the directors put the
camera can either enhance or detract the audience’s
understanding of what the scene is really about,
and what the characters are feeling.

So, when a director is planning his shots, he has to ask
himself: “What do I want the audience to feel at this
particular moment?”
Here are six camera choices a director can use to enhance

viewers’ emotion:
1. The Lens
Lenses expand or compress space, so when the director chooses a lens,
he is choosing the “space” a shot takes place in. So before he chooses a
lens for his shot, he has to ask himself: “How intimate do I want to be
with the character and how do I represent that visually?”

viewers’ emotion:
2. Depth
The illusion of depth is a part of visual storytelling. To get this illusion
of depth in a two dimensional medium, the director has to block his
scenes with an eye for depth. In other words, he has to arrange his shots
in three layers or planes: foreground, midground and background.

viewers’ emotion:
3. Focus
One of the main jobs of a director is to direct the attention of the
audience while telling a visual story. So, where he places the focus in a
shot is determined by what is important in the frame.

Here are six camera choices a director can use to enhance viewers’
emotion:
4. Angle
The distance from a character’s eyeline affects the identification of the character with
the audience. There are three angles of view for the camera:
a. Objective: The audience point of view. (Camera is placed outside the action.)
b. Subjective: The camera acts as the viewer’s eyes. (Camera is placed inside the
action.)
c. Point of View: What the character is seeing. (Camera is the action.)

emotion:
5. Frame
Because composition makes an emotional statement, the
framing, emotion and meaning of the composition comes from
detailed script analysis by the director. In other words, before
framing the shot, he needs to know “What is the shot about?”

emotion:
6. Motion
Motion can be applied to screen direction. It is also about
camera movement. So, the director should ask himself: “Why
is the camera moving? Is it to follow the action, to reveal
information, or to reposition for a better frame?”
Task 2
(Quarter 1:
Week 3-Day 5, p. 4)
Task 2. Is Film Direction

Important?
What do you think is the
importance of film direction?
Choose your partner and discuss
your answer with him/her.
Ask: Why do you think

it is important to know
how a director directs a
film?
the Lessons
What is direction?
What are the six camera choices a

director can use to enhance
viewers’
emotion?
Evaluating ““Let’s Do This” ”
Learning
Task 3
Week 3-Day 5, p. 4)
Task 3. Viewing the Movie Clip!
Your teacher will show you a movie clip of “3 Idiots.” With your
groupmates, discuss how the movie clip is related to your real life
experiences. Then, identify and describe how film direction was
applied according to camera choice assigned to your group.
Evaluating ““Let’s Do This” ”
Learning
Group 1 – Lens Group 4 – Angle

Group 2 – Depth Group 5 – Frame
Group 3 – Focus Group 6 – Motion
Additional Activities for
Application or “ Let’s Enrich Ourselves”
Remediation
Activity Sheet in
Week 3-Day 5, p. 5)
Additional Activities for
Application or “ Let’s Enrich Ourselves”
Remediation
Task 4. Film Critiquing!

Watch a movie at home. On a one whole sheet of
paper, write your own understanding and
reaction about the movie. Describe how
direction contributed to the smooth flow of the
movie.

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WEEK 3 ENGLISH 6 Juliet

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Lalalawigan Elementary School

Blocking was originally a theater term that refers to

Activity Sheet in ENGLISH 6

A. Listen as your teacher plays the song “Ironic by

B. Listen as your teacher replays the song

An old man turned ninety-eight

Mr. Play It Safe was afraid to fly

It's like rain on your wedding day

A traffic jam when you're already late

It's like rain on your wedding day

In the song you listened to, the song

1. Irony. This refers to the expression of one's

Examples: An old man turned ninety-eight

2. Hyperbole. This is an extreme

Examples: Life has a funny way of helping you out

Listen to the song again. Sing the song with

To better understand a literary piece, it is

Tone, in written composition, is an attitude of a

Mood is a literary element that evokes

An author's purpose is the reason

Can you differentiate

Activity Sheet in English 6 (Quarter 1:

Task 1. Read and Jot Down!

The Lion and the Mouse

Some days later, a party of hunters were looking for lions to

“Shhhh,” said the mouse. “Keep still and I’ll take

Task 2. Understanding the Text!

7. How did the mouse help the lion?

Task 2. Understanding the Text!

6. The lion was caught by a party of hunters.

Task 3. Read It Aloud!

_____ 7. “Oh, please, your majesty,” squeaked the mouse.

Task 5. I am the Lion, You are the

Mood is the general

Activity Sheet in English 6 (Quarter 1:

Activity Sheet in English 6

Latin Root Definition Example

Latin Root Definition Example

By knowing these different root words,

Task 1. What’s the Right Choice?

1. alter a. other b. together c. any d. short

Task 1. What’s the Right Choice?

Task 2. Destined to be Matched!

Activity Sheet in English 6

Task 3. Where are the Roots in the Tables?

Table 1 Prefix Meaning Root Word Newly-

Table 1 Prefix Meaning Root Word Newly-

Task 4. Examining the Paragraph!

The Garbage Problem

The Garbage Problem

Words with Prefixes or Suffixes Meaning

Task 4. Examining the Paragraph! Words with

Task 4. Examining the Paragraph! Words with

Task 4. Examining the Paragraph! Words with Prefixes or Suffixes

Ask: Why is learning to identify

“Let’s Remember This”

Many of the English words we use come

For example, in a word such as scissors, the root

Task 5. Can You Sort the Words Out?

_6. My classmates _ (A. keep B. keeps C. kept D.