Prepared by:

TOMAS DE LEON DOCA

Teacher I
Lesson Plans for Multigrade Classes Masin-San Pablo ES
Grades 5 and 6 Solana North District

Learning Area: ENGLISH Quarter: FIRST Week: THREE

Grade Level Grade 5 Grade 6
Content Standards Listening Comprehension Listening Comprehension
The learner the elements of literary texts sound devices – irony and hyperbole in a text
demonstrates heard
understanding of… Oral Language
formal and informal English when appropriate to task Oral Language
and situation an experience appropriate to the occasion

Vocabulary Development Vocabulary Development

the meaning of unfamiliar words (affixes) based on the meaning of idiomatic expressions using
given context clues (synonyms, antonyms, word roots
parts) and other strategies

Reading Comprehension Reading Comprehension

narrative texts based on elements (theme, setting, tone, mood and purpose of the author
characters and plot)
Oral Reading Fluency
Oral Reading Fluency various texts by reading aloud grade level
various texts by reading aloud grade level appropriate text with an accuracy rate of 95-
appropriate text with an accuracy rate of 95-100% 100%

Grammar Grammar
modals tenses of verbs

Writing and Composition Writing and Composition

the topic by writing a two to three- paragraph the topic by writing a two to three-paragraph
composition based on the prepared outline composition based on the prepared outline

Viewing Comprehension
different forms and conventions of film and
Viewing Comprehension moving pictures (direction)
 different forms and conventions of film and moving
pictures (lights, blocking direction, characterization,
acting dialogue, setting/ set up) Attitude
politeness at all times
Attitude tactfulness when communicating with others
politeness at all times openness to criticisms
tactfulness when communicating with others
Performance uses literary and informational texts heard to show uses literary and informational texts heard to
Standards understanding of and achieve the different show understanding of and achieve the
The learner… competencies set in the content standards. different competencies set in the content
standards.
Competencies Day 1 Day 1
Identify the elements of literary texts EN5LC-Ic-2.17.2 Analyze sound devices – irony and hyperbole in
a text heard EN6LC-Ic-2.37 2.3.8
Use formal and informal English when appropriate to
task and situation EN5OL-Ic-3.9 Relate an experience appropriate to the
occasion EN6OL-Ic-1.17
Infer the meaning of unfamiliar words (affixes) based
on given context clues (synonyms, antonyms, word Infer meaning of idiomatic expressions using
parts) and other strategies EN5V-Ic-12-13 roots EN6V-Ic-12.4.1.1

Summarize narrative texts based on elements Determine tone, mood and purpose of the
(theme, setting, characters and plot) EN5RC-Ic-2.23 author EN6RC-1c-6.5, 6.6, 6.7

Day 2 Day 2
Read aloud grade level appropriate text with an Read aloud grade level appropriate text with an
accuracy rate of 95-100% EN5F-Ic-1.6 accuracy rate of 95-100% EN6RC-Ic-1.6

Compose clear and coherent sentences using Compose clear and coherent sentences using
appropriate grammatical structures: modals EN5G-Ic- appropriate grammatical structures: tenses of
3.6 verbs EN6G-Ic-3.2

Write a two to three paragraph composition based on Write a two to three paragraph composition
the prepared outline EN5WC-Ic-2.2.4 based on the prepared outline EN5WC-Ic-2.2.4
 Day 3 Day 3
Describe different forms and conventions of film Describe different forms and conventions of
and moving pictures (lights, blocking direction, film and moving pictures (direction) EN6VC-
characterization, acting dialogue, setting/ set Ic-5.1.3
up) EN5VC-Ic-5.1
Observe politeness at all times EN6A-Ic-16
Observe politeness at all times EN5A-Ic-16
Show tactfulness when communicating with
Show tactfulness when communicating with others EN6A-Ic-17
others EN5A-Ic-17
Show openness to criticisms EN6A-Ic-18

Day 1
Lesson Objectives To identify the elements of literary texts To analyze sound devices – irony and hyperbole
To use formal and informal English when appropriate in a text heard
to task and situation To relate an experience appropriate to the
To infer the meaning of unfamiliar words (affixes) occasion To infer meaning of idiomatic
based on given context clues (synonyms, antonyms, expressions using roots To determine tone,
word parts) and other strategies mood and purpose of the author
To summarize narrative texts based on elements
(theme, setting, characters and plot)
Subject Matter Identifying the elements of literary texts Analyzing sound devices – irony and hyperbole
Using formal and informal English when appropriate in a text heard
to task and situation Relating an experience appropriate to the
Inferring the meaning of unfamiliar words (affixed) occasion Inferring meaning of idiomatic
based on given context clues (synonyms, antonyms, expressions using roots
word parts) and other strategies Determining tone, mood and purpose of the
Summarizing narrative texts based on elements author
(theme, setting, characters and plot)
Learning Resources BOW, TG, LM, dictionary, pictures, enough photocopy BOW, TG, LM, dictionary, pictures, enough
of the appendices, projector, laptop, speakers photocopy of the appendices, projector, laptop,
speakers

Procedures Grouping Structures (tick boxes):

Methodology:  Whole Class  Grade Groups
Use letter icons to show describe the parts of the lesson (for example the  Ability Groups
methodology and introduction), where you may address the whole  Friendship Groups
assessment activities class as one group  Other (specify)
 Mixed Ability Groups  Combination of Above
Direct Teaching Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
Group Work 1. Have a review of the previous lesson. G
W
Independent 2. (Motivation) Say: I have here two pictures. What you are going to do is to find the differences
Learning
between them. (See Appendix 1)
Assessment
3. Say: Today, we are going to read a short story titled “The Greedy Boy”, but before that, let us
first unlock the unfamiliar words found in the story. (See Appendix 2)

4. Now, we are going to read the short story, “The Greedy Boy”. (See Appendix 3)

5. Ask the pupils a question about the lesson of the story.

DT GW
1. Have a discussion about the different W 1. Group the pupils into four (depends on
elements of a literary text. (See Appendix 4) the number of pupils) and let them
choose their leader. Tell them that they
2. Go back to the short story “The Greedy Boy”, are going to portray the lesson of the
let the pupils identify the different elements of story through a role play. Tell the pupils
the story. that they can relate their own experience
that is similar/reflects the lesson of the
3. Include also here a discussion about formal story read. Give them enough time for
and informal English. (See Appendix 5) this activity.

2. Give the pupils the rubrics before going

to the other grade level. (See Appendix
6)
GW DT
W 1. Group the pupils into four (depends on the 1. Have a discussion about Irony,
number of pupils) and let them choose their Hyperbole, Idiomatic Expressions, Tone,
leader. Tell them that they are going to Mood and Purpose of the Author. (See
portray the lesson of the story through a role Appendix 7)
 play. Tell them that they can use formal and 2. Go back to the story “The Greedy Boy”,
informal English in their conversations. Give ask the pupils if they had observed that
them enough time for this activity. there are set of words set in boldface.
And ask them if they knew what they
2. Give the pupils the rubrics before going to the were.
other grade level. (See Appendix 6)
3. Say that the set words that were set in
boldface are examples of irony,
hyperbole and idiomatic expressions. Tell
the meanings of each of the words set in
boldface.
IL IL
1. Let the pupils answer the following questions: 1. Let the pupils answer the following
a. What is the setting of the story? Write the questions:
part where the setting is mentioned. a. What is the purpose of the author
b. Who are the characters in the story? in writing the story?
Describe each of the characters. b. What is the tone of the author in
c. Identify the parts in the selection that the story?
helped you described the characters. c. What is the mood of the story?
d. What is the theme of the story?
e. Let the pupils enumerate the events as
they happened in the story (story plot).

A A
See Appendix 8 See Appendix 9
Remarks

Reflection

Day 2
Lesson Objectives To read aloud grade level appropriate text with To read aloud grade level appropriate text
an accuracy rate of 95-100% with an accuracy rate of 95-100%
To compose clear and coherent sentences using To compose clear and coherent sentences
 appropriate grammatical structures: modals using appropriate grammatical structures:
To write a two to three paragraph composition tenses of verbs
based on the prepared outline To write a two to three paragraph
composition based on the prepared outline
Subject Matter Reading aloud grade level appropriate text with Reading aloud grade level appropriate text
an accuracy rate of 95-100% with an accuracy rate of 95-100%
Composing clear and coherent sentences using Composing clear and coherent sentences
appropriate grammatical structures: modals using appropriate grammatical structures:
Writing a two to three paragraph composition tenses of verbs
based on the prepared outline Writing a two to three paragraph
composition based on the prepared outline

Learning Resources BOW, TG, LM, pictures, enough photocopy of the BOW, TG, LM, pictures, enough photocopy of
appendices, projector, laptop, speakers the appendices, projector, laptop, speakers
Procedures Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY

1. Have a review of the previous lesson.

2. (Motivation) Say: I have here a picture of a quotation. I would like you to read it and share
your thoughts about it. (See Appendix 10)

3. Today, we are going to read another story titled “Mind Your Own Business”. But before that,
let us first unlock the different unfamiliar terms found in the story. (See Appendix 11)

4. Say: We are now going to read the story, “Mind Your Own Business” (See Appendix 12). While
reading, I want you to bear the following questions in mind, because we are going to answer
them after reading:
a. In the story, who does not know how to mind his/her own business?
b. Who are the characters in the story?
c. Why do you say the Katie is the most tiresome person in the story?
d. Who were the persons that Katie had been a nuisance?

DT GW
1. Have a discussion about modals. (See W 1. Form the pupils into groups. Have each
 Appendix 13) group read aloud the selection.

2. Go back to the short story, “Mind Your Own 2. Give the pupils the reading rubric before
Business”, let the pupils identify all the modals going to the other grade. (See Appendix
they can. 14)

GW DT
W 1. Form the pupils into groups. Have each group 1. Have a discussion about the different
read aloud the selection. tenses of verbs. (See Appendix 15)

2. Give the pupils the reading rubric before going 2. Go back to the short story, “Mind Your
to the other grade. (See Appendix 14) Own Business”, let the pupils identify all
the verbs they can and write the correct
tense of the verb.
IL IL
Let the pupils answer Appendix 16 Let the pupils answer Appendix 16
A A
Let the pupils answer Appendix 17 Let the pupils answer Appendix 18
Remarks

Reflection

Day 3
Lesson Objectives To describe different forms and conventions of To describe different forms and conventions
film and moving pictures (lights, blocking of film and moving pictures (direction)
direction, characterization, acting dialogue, To observe politeness at all times
setting/ set up) To show tactfulness when communicating
To observe politeness at all times with others
To show openness to criticisms
To show tactfulness when communicating with
others To answer test items correctly and honestly
To answer test items correctly and honestly
Subject Matter Describing different forms and conventions of Describing different forms and conventions
film and moving pictures (lights, blocking of film and moving pictures (direction)
direction, characterization, acting dialogue, Observing politeness at all times
setting/ set up) Showing tactfulness when communicating
Observing politeness at all times with others
Showing tactfulness when communicating with Showing openness to criticisms
others Weekly Test
Weekly Test
Learning Resources BOW, TG, LM, pictures, enough photocopy of the BOW, TG, LM, pictures, enough photocopy of
appendices, projector, laptop, speakers the appendices, projector, laptop, speakers
Procedures Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
1. Have a review of the previous lesson.

2. (Motivation) Say: Are you fond of watching films or movies? What movies have you watched?
Which from those movies you have watched, do you like best? Look at the pictures below and
guess the title of the movie. (See Appendix 19)

3. Say: Today we are going to watch a video. But this time, it is about being polite and how to
and when to use polite words. While watching, I want you to take down notes examples of
polite words, when to use the, and how to use them.

4. Video clip watching (for the video, the teacher may download at:
(https://www.youtube.com/watch?v=o1WJnbJDTS0)

OPTION 2: Ask the pupils how to be polite and what the words that indicate politeness are.

5. Motive Question: What are the different forms and conventions of films and moving pictures?
How do they affect/influence the viewers?
DT
1. Have a discussion about the different forms and conventions of films and moving pictures. (See
Appendix 20)

2. Give the importance of the different forms and conventions of films and moving pictures.

GW IL
W
 1. Group the pupils into four (depends on the
number of pupils). Let them choose their In a ½ crosswise piece of clean pad paper, let
leader. Tell them that they are going to the pupils write a paragraph how they can show
portray their favorite part of a movie they had their being polite and being tactful when
watched. communicating with others.
(For the challenged, have guided writing, for the
2. Give the rubrics to the pupils before going to average, have sentence stems and they will
the other grade level. (See Appendix 21) continue, for the advance, let them write.)
IL (See Appendix 22 for the rubrics.)
In a ½ crosswise piece of clean pad paper, let the GW
pupils write a paragraph how they can show their W 1. Group the pupils into four (depends on
being polite and being tactful when communicating the number of pupils). Let them choose
with others. their leader. Tell them that they are
(For the challenged, have guided writing, for the going to portray their favorite part of a
average, have sentence stems and they will movie they had watched.
continue, for the advance, let them write.)
(See Appendix 22 for the rubrics.) 2. Give the rubrics to the pupils before
going to the other grade level. (See
Appendix 21)
A
ASee Appendix 23
See Appendix 23
Remarks

Reflection

Prepared by: Checked and Validated by:

TOMAS DE LEON DOCA JOSE M. MATAMMU, Ph.D.

Teacher I EPS-Filipino/Division MG Coordinator
 REFERENCES
GRADE 5 GRADE 6
Curriculum Guide English, Grades 5, pp.101-102 Curriculum Guide English, Grades 6, pp. 125
Enjoying Reading 5 pp.157, 169 English for All Times 6, pp. 28, 29, 94-95.
Growing in English Language 5 pp. 57 - 58 English for You and Me 6 (Reading). 2011. pp. 122-123.
Budget of Work, English 5, First Quarter, Week 3 Budget of Work, English 6, First Quarter, Week 3
LM, TG LM, TG
http://dictionary.cambridge.org/grammar/british-grammar/ http://leo.stcloudstate.edu/grammar/tenses.html
types-of-english-formal-informal-etc/formal-and-informal-
language
https://en.wikipedia.org/wiki/Film http://www.writingenglish.com/glossary.htm#irony
http://examples.yourdictionary.com/examples-of-
irony.html#J0MUcOQ0jAtv17kY.99
http://www.perfect-english-grammar.com/modal-verbs.html http://www.ereadingworksheets.com/figurative-language/
http://www.kidsworldfun.com/greedy-boy.php https://en.wikipedia.org/wiki/Film
https://www.youtube.com/watch?v=o1WJnbJDTS0 https://www.youtube.com/watch?v=o1WJnbJDTS0
https://www.google.com/search?q=spot+the+difference&tbm=isch&imgil=V9TMQQb6lH0IEM%253A
%253BHjHM0Se28YIF1M%253Bhttp%25253A%25252F%25252Fwww.nick.com%25252Fpictures%25252Fnick-holiday-
spot-the-difference-part-2-pictures.html&source=iu&pf=m&fir=V9TMQQb6lH0IEM%253A%252CHjHM0Se28YIF1M
%252C_&usg=__iVZhBibhbbih-9OpgJSC5tayVWY
%3D&biw=1366&bih=626&ved=0ahUKEwjT3KW514HRAhVCoJQKHZgCDkkQyjcIMg&ei=1JFYWNOiAcLA0gSYhbjIBA#imgrc
=V9TMQQb6lH0IEM%3A

https://www.google.com/search?
q=batman+movies&biw=1366&bih=657&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiv5rSzmILRAhVImpQKHRyICc8Q_
AUIBygC#imgrc=DgIsLxcm31LrWM%3A

https://www.google.com/search?
q=despicable+me&source=lnms&tbm=isch&sa=X&ved=0ahUKEwixoqaTmYLRAhVJoZQKHcR9AoYQ_AUICCgB&biw=1366
&bih=657#imgrc=QxfnrvXxDbhd8M%3A

https://www.google.com/search?
q=frozen&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjH6MKvmYLRAhWDJpQKHfdAA8cQ_AUICSgC&biw=1366&bih=65
7#imgrc=pcm03pmIchb7iM%3A
https://www.google.com/search?
q=probinsyano+images&biw=1366&bih=657&tbm=isch&source=lnms&sa=X&ved=0ahUKEwjxscjcmYLRAhVEKJQKHbf8B
dQQ_AUICCgD#imgrc=v0rJ1Ec0FBgksM%3A

https://www.google.com/search?q=encantadia&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjkr7-
inYLRAhXCppQKHWyoC4UQ_AUICigD&biw=1366&bih=657#tbm=isch&q=encantadia+cast&imgrc=6lfUD8Ae4NofnM%3A

https://www.google.com/search?
q=mind+your+own+business+story&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjm7dq3hILRAhUMjZQKHY5ECM0Q_A
UICCgB&biw=1366&bih=626#imgrc=Vbu39s9wZX5JQM%3A
Appendix 1
Day 1, Grades 5 and 6
MOTIVATION

Directions: Spot the difference/s between the two pictures below.

Appendix 2
Day 1, Grades 5 and 6

UNLOCKING OF WORD DIFFICULTY (for the Advanced)

Name: ____________________________________________ Score: __________________

Directions: Read carefully the following sentences and find the meaning of
the words set in italics/boldface. Choose the letter of the correct answer and
encircle it.

1. The twins are identical. They are undistinguishable.

a. different b. similar c. no correct answer

2. The boy was too greedy. He wants to get all the things from his
classmates.
a. selfish b. kind c. no correct answer

3. A competition was held last December 14-17, 2016 at Cagayan

Sports Complex, Tuguegarao City, Cagayan to determine the
representatives of the province to the CAVRAA Meet 2016.
a. party b. contest c. no correct answer

4. Hans walked slowly and steadily in order to get to the school canteen.
a. suddenly b. increasingly c. no correct
answer

5. During the mid-noon, Maria and her friends had their lunch at Aling
Miling’s Carinderia.
a. lunch time b. morning c. no correct answer
Appendix 2
Day 1, Grades 5 and 6

UNLOCKING OF WORD DIFFICULTY (for the Average)

Name: ____________________________________________ Score: __________________

Directions: Read carefully the following sentences and find the meaning of
the underlined words. Choose the letter of the correct answer and encircle it.

6. Manny and Henry are identical twins. They look almost the same.
b. different b. similar c. no correct answer

7. Tom was a greedy boy. He wants to own things that are not his.
b. selfish b. kind c. no correct answer

8. The Schools Division Office of Cagayan was pronounced as the over-all

champion in the recently concluded Regional Schools Press
Conference, a competition held for young journalists.
b. party b. contest c. no correct answer

9. Maria walked slowly and steadily in order to get to the school on time.
b. suddenly b. increasingly c. no correct
answer

10. During the mid-noon, Maria and her friends had their lunch at
Aling Miling’s Carinderia.
b. lunch time b. morning c. no correct answer
Appendix 2
Day 1, Grades 5 and 6

UNLOCKING OF WORD DIFFICULTY (for the Challenged)

Name: ____________________________________________ Score: __________________

Directions: Read carefully the following sentences and find the meaning of
the underlined words. Choose the letter of the correct answer and encircle it.

1. Manny and Henry are identical twins. They look similar.

c. different b. similar c. no correct answer

2. Tom was a greedy boy. He is selfish.

c. selfish b. kind c. no correct answer

3. The Search for Mr. and Ms. MG Teacher 2016 Casual Wear Competition
is a contest of grace of the participants.
c. party b. contest c. no correct answer

4. Delia walked slowly and steadily. She increasingly walked to get to

school on time.
c. suddenly b. increasingly c. no correct
answer

5. During the mid-noon, Maine and her friends had their lunch at Aling
Miling’s Carinderia.
c. lunch time b. morning c. no correct answer
Appendix 3
Day 1, Grades 5 and 6
THE GREEDY BOY

There lived a twin brother called Sam and Tom in the town
of Bethlehem! They were identical twins, even their
mother found it too hard to differentiate between them
during the initial months of birth. However, they were
like two poles when it comes to everything other
than their appearance. They neither agree with
anything nor do they share even one single trait!

Sam had no friends, whereas Tom had the world was

friendship. Sam loved sweets and Tom loved to eat spicy
foods. Sam was mommy’s pet and Tom was daddy’s
pet . While Sam was generous, Tom was greedy!

As they grew up, their father wanted to share his fortune equally. However,
Tom did not agree and he argued that whoever is more intelligent and
strong, will gain higher share of wealth than other.

Sam agreed. Their father decided to organize a competition between the

two. And they ordered the two sons to walk as long as they can and they
should return home before the sunset. Whoever covers the longer distance
and returns home before sunset will get huge amount of wealth
proportionate to the distance they covered. They won’t carry watch to
calculate time.

Both started to walk a long way during a sunny day. Sam walked slowly and
steadily, while Tom, urged to win over Sam, started to run instantly.

The distance they cover until mid-noon will be equal to the distance they
would reach home before sunset. It was mid-noon and Sam decided to return
back as he could reach home on time.

However, Tom, with his greediness to earn more wealth, did not turn his way
back home even after mid-noon. He walked two times longer distance that
what Sam has covered and decided to return back before the sunset. He
urged to return home as the sun turned orange in the evening.
Unfortunately, he did not even make halfway to home and the moon rises.
He lost the race and was defeated because of his greediness!

Appendix 4
Day 1, Grade 5

ELEMENTS OF LITERARY TEXTS AND THEIR DEFINITION

1. The characters are the people or animals in the story.

2. The setting talks about the place and the time that the
events in the story happened.

3. The theme is the central idea/main subject of a story.

4. The plot is made up of the events that happened in the

story. It consists of the beginning, the middle, and the
ending.
a.Beginning – it gives the problem faced by the main
character
b.Middle – it represents the actions made by the characters
to solve the problem
c. Ending – it gives the solution to the problem
Appendix 5
Day 1, Grade 5

FORMAL AND INFORMAL ENGLISH USAGE

We use formal language in situations that are serious or that involve people
we don’t know well. Informal language is more commonly used in situations
that are more relaxed and involve people we know well.

Formal language is more common when we write; informal language is more

common when we speak. However, there are times where writing can be
very informal, for example, when writing postcards or letters to friends,
emails or text messages. There are also examples where spoken English can
be very formal, for example, in a speech or a lecture. Most uses of English
are neutral; that is, they are neither formal nor informal.

Formal language and informal language are associated with particular

choices of grammar and vocabulary.

Contractions, relative clauses without a relative pronoun and ellipsis are

more common in informal language.

Compare
She has decided to accept the job. formal
She’s decided to accept the job. informal: She’s = contraction
Compare
The girl whom I met in Singapore was
formal
interested in working in Australia.
The girl I met in Singapore was interested informal: relative clause without
in working in Australia. the relative pronoun whom
Compare
We went to Barcelona for the weekend.
Formal
We have a lot of things to tell you.
Went to Barcelona for the weekend. Lots Informal: ellipsis (more likely to be
to tell you. written or texted than spoken)

Appendix 6
 Day 1, Grades 5 and 6

RUBRICS FOR ROLEPLAY

Criteria 4 Points 3 Points 2 Points 1 Point
Content/ All ideas made All ideas made Not all ideas No ideas made
Ideas sense. Stayed on sense. Stayed made sense. sense. All parts
track. Included on track. Some parts went went off the
many interesting Included some off the track. track. No
details. interesting Included a few interesting detail
details. interesting was included.
details.
Acting Feelings and ideas Feelings and Feelings and No feelings and
Skills were expressed in ideas were ideas were not ideas were
in interesting expressed. properly expressed.
ways. Various Emotions were expressed. It Lacked strong
emotions and strongly lacked strong emotions.
strong acting expressed. emotions where it
prowess were was needed most.
displayed.
Fluency/ Strong beginning Strong Weak beginning. Weak beginning.
Organiza and sentences beginning and Few sentences No sentences
tion were tied together. sentences were were tied were tied
Details were tied together. together. Details together. Details
presented in order. Details were were mixed up or were not in
Presentation somewhat not in order. Many order. Many
began with presented in sentences began sentences began
different words. order. with the same with the same
Some sentences Presentation words. Most of words. Most of
are short and began with the sentences the sentences
complex. Many different words. were short. Few were short.
power words were Some words were used.
used. sentences were
short and some
were long.
Some power
words were
used.
Volume Voices were Voices were Voices were not Voices were very
and clearly heard and clearly heard, loud enough to be soft. Some words
Quality all the words were most were heard by the were
of Voice enunciated properly whole class. Some mispronounced
properly with the pronounced words were and not properly
correct stress and with correct properly stressed stressed.
pauses. stress and and pronounced.
pauses.
Group All members were Most members Some members Few members
Dynamic able to contribute were able to were able to were able to
s ideas and contribute contribute ideas contribute ideas
organized the final ideas and and organize the and organized
output together. organized the final output. the final output.
final output.
Total
Appendix 7
Day 1, Grade 6

DISCUSSION ON HYPERBOLE, IRONY, TONE, MOOD AND PURPOSES

OF THE AUTHOR

HYPERBOLE

Hyperbole is when the writer or speaker exaggerates for emphasis or effect.

Examples of hyperbole:
1. Yeah, I already beat that game 80,000 years ago.
2. Nobody listens to that song anymore.
3. Old Mr. Johnson has been teaching here since the Stone Age.
4. Forget knocking it out of the park, Frank can knock a baseball off
the continent.
5. These shoes are killing me.
IDIOMATIC EXPRESSIONS

Idioms are commonly used figurative expressions.

Here are some idiom examples:

1. Bob’s new corner office was just the icing on the cake (metaphor).
2. After eating candy, Billy ran around like a chicken with his head cut
off (simile).
3. The quarter back was running out of steam (metaphor).
4. That new car cost an arm and a leg (hyperbole).
5. Tom said that he changed but actions speak louder than words
(personification).

IRONY

Irony is the utterance or use of words to express something that differs from,
and is often the direct opposite of, their literal meaning. A figure of speech,
or mildly sarcastic or humorous use of words, to imply the opposite of the
literal meaning.

Example:
1. A person who claims to be a vegan and avoids meat but will eat a slice
of pepperoni pizza because they are hungry. It may not make sense,
but it is an illustration of irony.
2. A man who is a traffic cop gets his license suspended for unpaid
parking tickets.
3. An ambulance driver goes to a nightime bike accident scene and runs
over the accident victim because the victim has crawled to the center
of the road with their bike
Mood is defined in poetry as the feelings or emotions that are evoked in the
reader by the poem. Conversely, tone expresses the attitude the author has
towards the subject or topic of the poem.

Inferring the speaker’s tone, mood or purpose may be done by

determining the purpose of the author in writing the poem or selection. It
may be done through keen observation on the way the speaker’s read the
lines and through analyzing of the words used in the poem or selection.

Appendix 8
Day 1, Grade 5
 ASSESSMENT (for the Advanced)

Name: __________________________________________________Score:
______________

Directions: Fill in the different information about the story “The Greedy Boy”.

TITLE OF THE STORY:

CHARACTERS: SETTING:

PLOT:
THEME:

Beginning:

Middle:

Ending:

Appendix 8
Day 1, Grade 5

ASSESSMENT (for the Average)

Name: __________________________________________________Score:
______________

Directions: Fill in the different information about the story “The Greedy Boy”.

TITLE OF THE STORY:

___________________________________________________________

Characters:
__________________________________________________________________

Setting:______________________________________________________________________

Theme:
______________________________________________________________________

Plot

Beginning:___________________________________________________________________

Middle: ______________________________________________________________________

Ending:
______________________________________________________________________

Appendix 8
Day 1, Grade 5

ASSESSMENT (for the Challenged)

Name: __________________________________________________Score:
______________

Directions: Read the story “Inside the Canteen” and identify the elements of
the literary text.

INSIDE THE CANTEEN

by Jean Paul V. Banay

It was 9:30 in the morning at Labuin Elementary School. It was already

break time for Grade V-Coral. Children line up in a queue to go the canteen
to have their recess.
At the canteen, the children lined up in a queue waiting for their turn
to buy their food. Luke, a Grade 3 pupil rushed in front of the queue and
shouted at the canteen manager for food.
Calmly, the canteen manager said to Luke “Luke, it is not nice to shout
at people, especially when you’re at the canteen. And we should observe the
rules inside the canteen. Look at these children, they line up in a queue and
wait for their turn. You should do the same.” said the canteen manager.
After that day, Luke lined up in the queue and asked politely for food.

Identify the element of the literary text from the story you just read.
Choose your answer from the boxes below.

character setting conflict

plot theme

1. It was 9:30 in the morning at Labuin

Elementary School.
2. Luke, a Grade 3 pupil
3. Luke rushed in front of the queue
4. The canteen manager told Luke about
the rules inside the canteen.
5. Politeness

Appendix 9
Day 1, Grade 6
 ASSESSMENT (for the Advanced)

Name: __________________________________________________Score: _____________

Directions: Read the following sentences carefully and answer the questions
that follow. Choose the letter of the correct answer and encircle it.

1. Hans and Tomas were identical twins but they were like two poles
when it comes to everything.
What is the meaning of the underlined idiom?
a. They always agree with each other.
b. They differ in everything.
c. No correct answer

2. Chester had the whole world of friendship in his palm.

What is the meaning of the sentence?
a. Chester had many friends.
b. Chester had no friends.
c. No correct answer

3. Maita is her Daddy’s pet.

Daddy’s pet means ______________________.
a. favorite animal.
b. favorite child.
c. no correct answer

4. It is when the writer or speaker exaggerates for emphasis or effect.

Which of the following is being described in the statement?
a. Idiomatic expression
b. Hyperbole
c. No correct answer

5. These are commonly used figurative expressions. Which of the

following best fit to the description?
a. Idiomatic expression
b. Hyperbole
c. No correct answer

Appendix 9
Day 1, Grade 6

ASSESSMENT (for the Average)

Name: __________________________________________________Score: _____________

Directions: Read the following sentences carefully and answer the questions
that follow. Choose the letter of the correct answer and encircle it.

1. Manny and Henny looked similar but they were like two poles
when it comes to everything. They never agree nor disagree
about things.
What is the meaning of the underlined idiom?
a. They always agree with each other.
b. They differ in everything.
c. No correct answer

2. Chester had the whole world of friendship in his palm. He had

many acquaintances wherever he went.
What is the meaning of the sentence?
a. Chester had many friends.
b. Chester had no friends.
c. No correct answer

3. Chita is her Daddy’s pet.

Daddy’s pet means ______________________.
a. favorite animal.
b. favorite child.
c. no correct answer

4. It is an exaggerated statement about something.

Which of the following is being described in the statement?
a. Idiomatic expression
b. Hyperbole
c. No correct answer

5. These are commonly used figurative statements that have no

literal in meaning. Which of the following best fit to the
description?
a. Idiomatic expression
b. Hyperbole
c. No correct answer

Appendix 9
Day 1, Grade 6

ASSESSMENT (for the Challenged)

Name: __________________________________________________Score: _____________

Directions: Read the following sentences carefully and answer the questions
that follow. Choose the letter of the correct answer and encircle it.

1. Manny and Henny looked similar but they were like two poles
when it comes to everything. They have different tastes.
What is the meaning of the underlined idiom?
a. They always agree with each other.
b. They differ in everything.
c. No correct answer

2. Chester had the whole world of friendship in his palm. He had

many friends wherever he went.
What is the meaning of the sentence?
a. Chester had many friends.
b. Chester had no friends.
c. No correct answer

3. Chita is her Daddy’s pet.

Daddy’s pet means ______________________.
a. favorite animal
b. favorite child
c. No correct answer

4. It is an exaggerated statement about something. Examples are I

can eat a horse.
Which of the following is being described in the statement?
a. Idiomatic expression
b. Hyperbole
c. No correct answer

5. These are commonly used figurative statements that have no

literal in meaning. Examples are apple of my eyes, and etc.
Which of the following best fit to the description?
a. Idiomatic expression
b. Hyperbole
c. No correct answer

Appendix 10
Day 2, Grades 5 and 6
Appendix 11
Day 2, Grades 5 and 6
 UNLOCKING OF UNFAMILIAR WORDS (for the Advanced)

Name: ______________________________________________Score: _________________

Directions: Match the unfamiliar words in Column A with their meaning in

Column B. Write the letter of the correct answer on the space provided
before each item.

Column A Column B
_____1. tiresome a. A lightweight waterproof fabric
originally of rubberized cotton
_____2. alter b. A person, thing or situation that
is annoying or that causes
trouble or problems
_____3. nuisance c. to change

_____4. interfering d. causing you to feel bored,

annoyed or impatient
_____5. mackintosh e. to become involved in the
activities and concerns of other
people when your involvement
is not wanted

Appendix 11
Day 2, Grades 5 and 6

UNLOCKING OF UNFAMILIAR WORDS (for the Average)

Name: ______________________________________________Score: _________________

Directions: Match the unfamiliar words in Column A with their meaning in

Column B. Write the letter of the correct answer on the space provided
before each item.

Column A Column B
_____1. tiresome a. A lightweight waterproof
material
_____2. alter b. A person, thing or situation that
is annoying or that causes
problems
_____3. nuisance c. To change

_____4. interfering d. making someone feel bored,

annoyed or impatient
_____5. mackintosh e. to become involved in the
activities and concerns of other
people when your involvement
is not wanted

Appendix 11
Day 2, Grades 5 and 6
 UNLOCKING OF UNFAMILIAR WORDS (for the Challenged)

Name: ______________________________________________Score: _________________

Directions: Match the unfamiliar words in Column A with their meaning in

Column B. Write the letter of the correct answer on the space provided
before each item.

Column A Column B
_____1. tiresome a. rain coat
_____2. alter b. A person, thing or situation that
annoys people or that causes
problems
_____3. nuisance c. To change

_____4. interfering d. making someone feel irritated

_____5. mackintosh e. not minding your own business

Appendix 12
Day 2, Grades 5 and 6

“MIND YOUR OWN BUSINESS”

 There was once a girl who wouldn’t mind her own business, but loved
to poke her nose into everyone else’s! She really was most tiresome.

“You don’t do this right”, she would say to other children. “You don’t
do that right!” And she would alter what they had done and make them very
angry.
She would even make herself a nuisance to her teacher. “You’ve put that
notice up about homework, Miss Brown. Oh, Miss Brown, wouldn’t be better if
we had painting on Thursday instead of Wednesday, then we’d have more
time?”

“Katie, when I want you to run my school for me I’ll tell you!” Miss
Brown would say, “When will you learn to mind your own business?”

“Katie always pokes her nose into everything,” said William. “When my
mother sent you a note yesterday, Miss Brown, Katie opened it and read it
before you did.”

“Don’t tell tales,” said Katie at once. “Miss Brown, you don’t like tale
tellers do you? You always say you don’t. Well, wouldn’t you scold William?”
“I don’t like tale tellers, it’s true,” said Miss Brown. “But I dislike even more
little girls who open notes meant for other people, Katie. One day you’ll get
into serious trouble for interfering.

Katie was in her worst interfering mood one day. She had told her
mother that the flowers in the vase were not arranged at all nicely, and she
had arranged them all over again. She told her father that there was button
loose in his mackintosh, and why didn’t he remember to get it sewn tightly?

She had made the cook very angry because she had gone into the
kitchen to watch a cake being made, and had felt certain she could do it
better. So she had done a little mixing herself, and had upset the bowl of
flour, milk, sugar and eggs all over the table.

“She just can’t help poking her nose into everything,” grumbled the
cook. “Somebody has got to do something about her!”

Appendix 13
Day 2, Grade 5

MODAL VERBS
MODALS are special verbs which behave very irregularly in English. They are
verbs used with other verbs.

Here's a list of the modal verbs in English:

can could may might will

would must shall should ought to

Modals are different from normal verbs:

1: They don't use an 's' for the third person singular.

2: They make questions by inversion ('she can go' becomes 'can she go?').
3: They are followed directly by the infinitive of another verb (without 'to').

Probability:

First, they can be used when we want to say how sure we are that something
happened / is happening / will happen. We often call these 'modals of
deduction' or 'speculation' or 'certainty' or 'probability'.

For example:

 It's snowing, so it must be very cold outside.

 I don't know where John is. He could have missed the train.
 This bill can't be right. £200 for two cups of coffee!

Ability

We use 'can' and 'could' to talk about a skill or ability.

For example:

 She can speak six languages.

 My grandfather could play golf very well.
 I can't drive.

Obligation and Advice

We can use verbs such as 'must' or 'should' to say when something is

necessary or unnecessary, or to give advice.

For example:
  Children must do their homework.
 We have to wear a uniform at work.
 You should stop smoking.

Permission

We can use verbs such as 'can', 'could' and 'may' to ask for and give
permission. We also use modal verbs to say something is not allowed.

For example:

 Could I leave early today, please?

 You may not use the car tonight.
 Can we swim in the lake?

Habits

We can use 'will' and 'would' to talk about habits or things we usually do, or
did in the past.

For example:

 When I lived in Italy, we would often eat in the restaurant next to my

flat.
 John will always be late!

Past modals

The past modals are 'could have + past participle', 'should have + past
participle' and 'would have + past participle'.

Appendix 14

Day 2, Grades 5 and 6

RUBRICS FOR READING

Criteria 4 Points 3 Points 2 Points 1 Point

Expressi Reads with varied Reader reads Reader read in a Reader reads in
on and volume and with volume quiet voice. The a quiet voice as
Volume expression. The and expression. reading sounds if to get words
reader sounds like However, natural in part of out. The reading
 they are talking to sometimes the the text, but the does not sound
a friend with their reader slips reader does not natural like
voice matching the into always sound like talking to a
interpretation of expressionless they are talking to friend.
the passage. reading and a friend.
does not sound
like they are
talking to a
friend.
Phrasing Reader reads with Reader reads Reader reads in Reader reads
good phrasing; with a mixture two-three word word-by-word in
adhering to of run-ons, mid- phrases, not a monotone
punctuation, stress sentence adhering to voice.
and intonation. pauses and punctuation,
some stress and
choppiness. intonation.
There was a
reasonable
stress and
intonation.
Smoothn Reader reads Reader reads Reader reads with Reader
ess smoothly with with occasional extended pauses frequently
some breaks but breaks in or hesitations. hesitates while
self-corrects with rhythm. The The reader has reading, sound
difficult words reader has many “rough out words and
and/or sentence difficulty with spots”. repeats words or
structures. specific words phrases. The
and/or reader makes
sentence multiple
structures. attempts to read
the same
passage.
Pace Reader reads at a Reader reads Reader read Reader reads
conversational fast and slow moderately slowly and
pace throughout throughout the slowly. laboriously.
the reading. reading.
Reading Reader reads the Reader reads Reader reads 75- Reader reads 70-
Fluency text 95-100% 80-84% 79% correctly. 74% correctly.
correctly. correctly.
Total

Appendix 15
Day 2, Grade 6

TENSES OF VERBS

In English, there are three basic tenses: present, past, and future. Each has a
perfect form, indicating completed action; each has a progressive form,
indicating ongoing action; and each has a perfect progressive form,
indicating ongoing action that will be completed at some definite time. Here
is a list of examples of these tenses and their definitions:

Simple Progressive Perfect Perfect Progressive

Forms Forms Forms Forms
Presen am/is/are have/has have/has been
take/s
t taking taken taking
was/were
Past took had taken had been taking
taking
will/shall will have will have been
Future will be taking
take taken taking

Simple Forms

Present Tense

Present tense expresses an unchanging, repeated, or reoccurring action or

situation that exists only now. It can also represent a widespread truth.

Example Meaning
The mountains are tall Unchanging
and white. action
Every year, the school
Recurring
council elects new
action
members.
Pb is the chemical symbol Widespread
for lead. truth

Past Tense

Past tense expresses an action or situation that was started and finished in
the past. Most past tense verbs end in -ed. The irregular verbs have special
past tense forms which must be memorized.

Example Form
Regular -ed
W.W.II ended in 1945.
past
Ernest Hemmingway wrote Irregular
"The Old Man and the Sea." form
Future Tense

Future tense expresses an action or situation that will occur in the future.
This tense is formed by using will/shall with the simple form of the verb.

The speaker of the House will finish her term in May of 1998.

The future tense can also be expressed by using am, is, or are with going to.

The surgeon is going to perform the first bypass in Minnesota.

We can also use the present tense form with an adverb or adverbial phrase
to show future time.

The president speaks tomorrow. (Tomorrow is a future time adverb.)

Progressive Forms

Present Progressive Tense

Present progressive tense describes an ongoing action that is happening at

the same time the statement is written. This tense is formed by using
am/is/are with the verb form ending in -ing.

The sociologist is examining the effects that racial discrimination has

on society.

Past Progressive Tense

Past progressive tense describes a past action which was happening when
another action occurred. This tense is formed by using was/were with the
verb form ending in -ing.

The explorer was explaining the latest discovery in Egypt when

protests began on the streets.

Future Progressive Tense

Future progressive tense describes an ongoing or continuous action that will

take place in the future. This tense is formed by using will be or shall be with
the verb form ending in -ing.

Dr. Jones will be presenting ongoing research on sexist language next

week.

Perfect Forms
Present Perfect Tense

Present perfect tense describes an action that happened at an indefinite

time in the past or that began in the past and continues in the present. This
tense is formed by using has/have with the past participle of the verb. Most
past participles end in -ed. Irregular verbs have special past participles that
must be memorized.

Example Meaning
The researchers have travelled to
At an
many countries in order to collect
indefinite time
more significant data.
Women have voted in presidential Continues in
elections since 1921. the present

Past Perfect Tense

Past perfect tense describes an action that took place in the past before
another past action. This tense is formed by using had with the past
participle of the verb.

By the time the troops arrived, the war had ended.

Future Perfect Tense

Future perfect tense describes an action that will occur in the future before
some other action. This tense is formed by using will have with the past
participle of the verb.

By the time the troops arrive, the combat group will have spent several
weeks waiting.

Perfect Progressive Forms

Present Perfect Progressive

Present perfect progressive tense describes an action that began in the past,
continues in the present, and may continue into the future. This tense is
formed by using has/have been and the present participle of the verb (the
verb form ending in -ing).

The CEO has been considering a transfer to the state of Texas where
profits would be larger.

Past Perfect Progressive

Past perfect progressive tense describes a past, ongoing action that was
completed before some other past action. This tense is formed by using had
been and the present perfect of the verb (the verb form ending in -ing).

Before the budget cuts, the students had been participating in many
extracurricular activities.

Future Perfect Progressive

Future perfect progressive tense describes a future, ongoing action that will
occur before some specified future time. This tense is formed by using will
have been and the present participle of the verb (the verb form ending in -
ing).

By the year 2020, linguists will have been studying and defining the
Indo-European language family for more than 200 years.

Appendix 16
Day 2, Grades 5 and 6

INDEPENDENT LEARNING (for the Advanced, Average, and

Challenged)

Think of a topic related to the selection and develop an outline similar

to the one below. Then write a two-three paragraph.
Topic: Farm Animals
I. Chickens
A. Gives us eggs.
B. Gives us meat.
C. Gives us feathers.
II. Cow
A. Gives us milk.
B. Give us meat.
C. Gives us leather.
III. Goats
A. Gives us milk.
 B. Gives us meat.
IV. Ducks
A. Gives us eggs.
B. Gives us meat.

______________________________________________________________________________

Topic: _________________________________________
I. Subtopic: ____________________________________
A. Detail: ____________________________________
B. Detail: ____________________________________
C. Detail: ____________________________________
II. Subtopic: ____________________________________
A. Detail: ____________________________________
B. Detail: ____________________________________
C. Detail: ____________________________________
III. Subtopic: ____________________________________
A. Detail: ____________________________________
B. Detail: ____________________________________
C. Detail: ____________________________________
IV. Subtopic: ____________________________________
A. Detail: ____________________________________
B. Detail: ____________________________________
C. Detail: ____________________________________

Appendix 17
Day 2, Grade 5

ASSESSMENT (for the Advanced)

Name: ______________________________________________Score:
__________________

Directions: Use each modal inside the pie in a sentence.

should join may go

shall eat
 ought to perform
could write

Appendix 17
Day 2, Grade 5

ASSESSMENT (for the Average)

Name: ______________________________________________Score:
__________________

Directions: Read the following sentences and choose the correct

modal from the box below and write it on the blank.

should join may go

shall eat could write

ought to perform

1. Manny, when you want to excel, you ______________ contests to test

your ability.
2. My friends and I ______________ at Kainang Pilipino this afternoon.
 3. Our family ______________ to the Kingdom of Brunei Darussalam this
coming New Year.
4. He ______________ well articles and paragraphs.
5. We _______________ our dance this evening at the Solana Gymnasium as
part of the 2016 Cagayan Provincial Athletics Association Meet.

Appendix 17
Day 2, Grade 5

ASSESSMENT (for the Challenged)

Name: ______________________________________________Score:
__________________

Directions: Read the following sentences and choose the letter of

the correct modal from among the choices and encircle it.

1. Manny, when you want to excel, you ______________ contests to test

your ability.
a. should join b. shall eat c. may go

2. My friends and I ______________ at Kainang Pilipino this afternoon.

a. should join b. shall eat c. may go

3. Our family ______________ to the Kingdom of Brunei Darussalam this

coming New Year.
a. should join b. shall eat c. may go
 4. He ______________ well articles and paragraphs.
a. could write b. shall eat c. ought to perform

5. We _______________ our dance this evening at the Solana

Gymnasium as part of the 2016 Cagayan Provincial Athletics
Association Meet.
a. could write b. shall eat c. ought to perform

Appendix 18
Day 2, Grade 6

ASSESSMENT (for the Advanced and Average)

Name: ______________________________________________Score:
__________________

Directions: Answer the following. Write the correct aspect of the verb on the
blanks.

1. walk (present)
Sarah __________ to school. (simple)

2. cook (future)
Mother __________ dinner for us this evening. (simple)

3. water (past)
Francis __________ in the garden. (simple)
 4. play (past)
I _______________ in the plaza. (simple)

5. read (past)
We _______________ books in the library. (simple)

Appendix 18
Day 2, Grade 6

ASSESSMENT (for the Challenged)

Name: ______________________________________________Score:
__________________

Directions: Read the following sentences. Choose the correct tense of the
verb in the parenthesis and underline it.

1. Sarah __________ to school. (goes, went, will go)

2. Mother __________ dinner for us. (cooks, cooked, will cook)

3. Francis __________ in the garden. (waters, watered, will water)

4. I _______________ in the plaza last Sunday. (plays, played, will play)

5. We _______________ books in the library. (reads, read, will read)

Appendix 19
Day 3, Grades 5 and 6

MOTIVATION
Look at the pictures below and guess the title of the movie.
Appendix 19
Day 3, Grades 5 and 6
Appendix 19
Day 3, Grades 5 and 6
Appendix 19
Day 3, Grades 5 and 6
Appendix 19
Day 3, Grades 5 and 6
Appendix 20
Day 3, Grades 5 and 6
 THE DIFFERENT FORMS AND CONVENTIONS OF FILMS AND
MOVING PICTURES
A film, also called a movie, motion picture or photo play, is a
series of still images which, when shown on a screen, creates the
illusion of moving images due to the phi phenomenon.
The different forms and conventions of films are:
 Characterization - describe the depiction of a character in a
movie
 Acting is the work of an actor or actress, which is a person
in theatre, television, film, or any other storytelling medium who
tells the story by portraying a character and,
usually, speaking or singing the written text or play.
 Dialog – the things that are said by the characters in a movie; a
discussion/ conversation between two or more people
 Setting or set up – the time, place, circumstances in which a
film takes place
 Direction – the instructions given to the actors and other people
working on a film
 Blocking is the positioning and movement of the characters to
tell the story in visual term
 Lighting - the use of various light sources, both artificial and
natural, to achieve some aesthetic or practical effect while
illuminating a scene.

Appendix 21
Day 3, Grades 5 and 6
RUBRICS FOR ROLEPLAY
Criteria 4 Points 3 Points 2 Points 1 Point
Content/ All ideas made All ideas made Not all ideas No ideas made
 Ideas sense. Stayed on sense. Stayed made sense. sense. All parts
track. Included on track. Some parts went went off the
many interesting Included some off the track. track. No
details. interesting Included a few interesting detail
details. interesting was included.
details.
Acting Feelings and ideas Feelings and Feelings and No feelings and
Skills were expressed in ideas were ideas were not ideas were
in interesting expressed. properly expressed.
ways. Various Emotions were expressed. It Lacked strong
emotions and strongly lacked strong emotions.
strong acting expressed. emotions where it
prowess were was needed most.
displayed.
Fluency/ Strong beginning Strong Weak beginning. Weak beginning.
Organiza and sentences beginning and Few sentences No sentences
tion were tied together. sentences were were tied were tied
Details were tied together. together. Details together. Details
presented in order. Details were were mixed up or were not in
Presentation somewhat not in order. Many order. Many
began with presented in sentences began sentences began
different words. order. with the same with the same
Some sentences Presentation words. Most of words. Most of
are short and began with the sentences the sentences
complex. Many different words. were short. Few were short.
power words were Some words were used.
used. sentences were
short and some
were long.
Some power
words were
used.
Volume Voices were Voices were Voices were not Voices were very
and clearly heard and clearly heard, loud enough to be soft. Some words
Quality all the words were most were heard by the were
of Voice enunciated properly whole class. Some mispronounced
properly with the pronounced words were and not properly
correct stress and with correct properly stressed stressed.
pauses. stress and and pronounced.
pauses.
Group All members were Most members Some members Few members
Dynamic able to contribute were able to were able to were able to
s ideas and contribute contribute ideas contribute ideas
organized the final ideas and and organize the and organized
output together. organized the final output. the final output.
final output.
Total

Appendix 22
Day 3, Grades 5 and 6

RUBRICS FOR WRITING

 CRITERIA 4 3 2 1 SCORE
Word Use of polite Some words Many words Very few
Usage words is are not so in the song polite words
simple but clear but the are not were used.
comprehensi polite words used
ve. are used appropriatel
correctly. y; the uses
of polite
words are
quite
incorrect.
Language All sentences Many Some Not all
Conventio are sentences sentences sentences
n grammaticall are are are
y correctly. grammatical grammatica grammatica
No spelling, ly correctly. lly correctly. lly correctly.
punctuation Few spelling A number of So many
or and spelling, spelling,
grammatical punctuations punctuation punctuation
errors. errors, minor or and
grammatical grammatica grammatica
errors. l errors. l errors that
it interferes
with the
meaning
Quality of Very Somewhat Give some Give no new
Writing informative informative new information
and and information and very
organized organized but poorly poorly
organized. organized.

TOTAL:

Appendix 23
Day 3, Grades 5 and 6

WEEKLY TEST (for the Advanced, Average, Challenged)

Name: ____________________________________________ Score: ___________________

I. ELEMENTS OF A LITERARY TEXT (8 points)

Directions: Read the following selection and then fill in the information
about the elements of a literary text that follow.

THE ANT AND THE DOVE

One hot day, an ant was searching for some water. After walking around for
some time, she came to a spring. To reach the spring, she had to climb up a
blade of grass. While making her way up, she slipped and fell into the water.

She could have drowned if a dove up a nearby tree had not seen her. Seeing
that the ant was in trouble, the dove quickly plucked off a leaf and dropped it
into the water near the struggling ant. The ant moved towards the leaf and
climbed up there. Soon it carried her safely to dry ground. Just at that time, a
hunter nearby was throwing out his net towards the dove, hoping to trap it.

Guessing what he was about to do, the ant quickly bit him on the heel.
Feeling the pain, the hunter dropped his net. The dove was quick to fly away
to safety.

Lesson: One good turn deserves another.

Title:
_________________________________________________________________________

Setting:______________________________________________________________________

Characters (with description):

1. ___________________________________________________________________________
2. ___________________________________________________________________________

Plot:
Beginning:___________________________________________________________________
Middle:______________________________________________________________________
Ending:______________________________________________________________________

Theme:______________________________________________________________________

II. IRONY, HYPERBOLE, IDIOMATIC EXPRESSION, TONE, MOOD,

AND PURPOSE OF THE AUTHOR (7 points)

Directions: Read the following sentences carefully and answer the questions
that follow.
1. Hans and Tomas were identical twins but they were like two poles
when it comes to everything.
What is the meaning of the underlined idiom?
a. They always agree with each other.
b. They differ in everything.
c. No correct answer
2. Chester had the whole world of friendship in his palm.
What is the meaning of the underlined set of words?
a. Chester had many friends.
b. Chester had no friends.
c. No correct answer
3. Maita is her Daddy’s pet.
Daddy’s pet means ______________________.
a. favorite animal.
b. favorite child.
c. no correct answer
4. It is when the writer or speaker exaggerates for emphasis or effect.
Which of the following is being described in the statement?
a. Idiomatic expression
b. Hyperbole
c. Irony
5. These are commonly used figurative expressions. Which of the
following best fit to the description?
a. Idiomatic expression
b. Hyperbole
c. Irony
6. It is the utterance or use of words to express something that differs
from, and is often the direct opposite of, their literal meaning.
a. Idiomatic expression
b. Hyperbole
c. Irony
7. I am so hungry that I can eat a horse. This sentence contains
______________.
a. Idiomatic expression
b. Hyperbole
c. Irony

III. DIFFERENT FORMS AND CONVENTIONS OF FILMS AND

MOVING PICTURES (5 points)

Match Column A with Column B. Write the letter of the correct answer on
the space provided.

Column A Column B
 _____1. Things that are said by the characters in a a. Dialog
movie
_____2. The time, place, circumstances in which a film b. Directions
takes place
_____3. The use of various light sources c. Film
_____4. Instructions given to the actors and other d. Lighting
people
_____5. Motion picture or photoplay e. Setting

IV. MODALS AND TENSES OF VERBS (5 Points)

Choose the correct word to complete each sentence and underline it.

1. Maria _______ drink milk in a feeding bottle. (used to, ought to,
shall)
2. Now she _______ a glass whenever she drinks milk. (uses, used, will
use)
3. I _______ sleep on my parent’s bed when I was small. (used to,
ought to, shall)
4. She ______ buy her mother a gift on her birthday. (will, may, might)
5. They ______ live in Manila in the 1990’s. (used to, ought to, shall)

ANSWER KEYS

Appendix 1
Day 1, Grades 5 and 6
MOTIVATION
The differences are found in the hat, in the ketchup bottle and in the saucer
plate.
Appendix 2
Day 1, Grades 5 and 6
UNLOCKING OF WORD DIFFICULTY (for the Advanced, Average and
Challenged)
1. B
2. A
3. B
4. B
5. A
Appendix 8
Day 1, Grade 5
ASSESSMENT (for the Advanced and Average) (answers may vary)
Title of the Story: The Greedy Boy
Characters: Sam, Tom and their parents
Setting: in the town of Bethlehem
Theme: Greed leads to loss.
Plot
Beginning: Sam and Tom are twins. They had a race to determine who will
get the larger portion of their father’s fortune.
Middle: They held the race. Sam returned home before sunset and Tom did
not.
Ending: Tom lose the race.

ASSESSMENT (for the Challenged)

1. Setting
2. Character
3. Conflict
4. Plot
5. Theme

Appendix 9
Day 1, Grade 6
ASSESSMENT (for the Advanced, Average and Challenged)
1. B
2. A
3. B
4. B
5. A

Appendix 11
Day 2, Grades 5 and 6
UNLOCKING OF UNFAMILIAR WORDS (for the Advanced, Average and
Challenged)
1. D
 2. C
3. B
4. E
5. A

Appendix 17
Day 2, Grade 5
ASSESSMENT (for the Advanced) (answers vary)
ASSESSMENT (for the Average)
1. Should join
2. Shall eat
3. May go
4. Could write
5. Ought to perform

ASSESSMENT (for the Average)

1. A
2. B
3. C
4. A
5. C

Appendix 18
Day 2, Grade 6
ASSESSMENT (for the Advanced and Average)
1. Walked
2. Will cook
3. Watered
4. Played
5. Read

ASSESSMENT (for the Challenged)

1. Went
2. Will cook
3. Watered
4. Played
5. Read

Appendix 19
Day 3, Grades 5 and 6
MOTIVATION
First Picture: Batman
Second Picture: Despicable Me
Third Picture: Frozen
Fourth Picture: Ang Probinsyano
Fifth Picture: Encantadia

Appendix 23
Day 3, Grades 5 and 6
WEEKLY TEST (for the Advanced, Average, Challenged)
I. ELEMENTS OF A LITERARY TEXT (8 points)
Title: The Ant and the Dove
Setting: in the forest
Characters:
1. Ant
2. Dove
Plot:
Beginning: An ant was thirsty and he fell into the water.
Middle: A dove saw him and helped him.
Ending: The ant returned the help of the dove when he was about to
be trapped by a hunter.
Theme: Kindness
II. IRONY, HYPERBOLE, IDIOMATIC EXPRESSION, TONE,
MOOD, AND PURPOSE OF THE AUTHOR (7 points)
1. B
2. A
3. B
4. B
5. A
6. C
III. DIFFERENT FORMS AND CONVENTIONS OF FILMS AND
MOVING PICTURES (5 points)
1. A
2. E
3. D
4. B
5. C
IV. MODALS AND TENSES OF VERBS (5 Points)
1. Used to
2. Uses
3. Used to
4. Will
5. Used to