Appendix 1

Q2/W2/D1/G5&6

Sources:
https://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/
moon.html
Appendix 2
Q2/W2/D1/G5&6
The Moon
The moon is the Earth’s satellite. It is like a desert with
plains, mountains, and valleys. It has also many craters, which
are holes created when space objects hit the Moon's surface at
a high speed. The Moon travels around the Earth in an oval
shaped orbit.
Scientists think that the Moon was formed long ago when
Earth collided with another space object. The collision may
have caused a big chunk of rocky material to be thrown out into
space to form the Moon. There is no air to breathe on the Moon.
Recently, water ice was discovered at the poles (or top and
bottom) of the Moon. The ice is buried beneath some of the
dust of the Moon's surface. Scientists think that the ice may be
a left over from a comet that once collided with the Moon.

The Moon is a little lopsided. Its crust is thicker on one

side than the other. The Moon is much smaller than the Earth.
However, the pull of its gravity can still affect the Earth's ocean
tides.

We always see the same side of the Moon from Earth. You
have to go into space to see the other side.
Sources:
https://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/
moon.html

Appendix 3
Q2/W2/D1/G5
Group I

Direction: Write the significant details about the moon on the

organizer.
Appendix 3
Q2/W2/D1/G5

Group III

Direction: Study the sentences from the text you listened to.
Put a ( / ) if the statement is correct and ( X ) if not

______1. The moon has many craters.

______2. The Moon travels around the Earth in an oval- shaped

orbit.

______3. Scientists think that the ice may be a left over from a
comet that once collided with the Moon.

______ 4. The moon does not affect the Earth’s oceans tide.

______ 5. The Earth is smaller than the moon.

Appendix 4
Q2/W2/D1/G5

Rubric for the Group Activity

Criteria 3 2 1
Team Team Team Team members
collaboration members members coordinated
coordinated coordinated with other
with other with other members
members very members minimally often
often and occasionally and provided
provided often and significant
significant provided contribution to
contribution to significant the group
the group contribution to
the group
Content Covered topic Included Content is
in depth with essential minimal or
details information there are
Subject about the several factual
knowledge is topic but there errors.
excellent. are 1-2 factual
error
Delivery Smooth Fairly smooth Delivery not
delivery that delivery that smooth and
holds audience usually holds audience
attention audience attention is lost
attention
Behavior Worked quietly Worked Noisy
together reasonably Failed to take
Took turns well together turns Failed to
Listened to May have listen
each other needed Hurt feelings of
ideas reminder one others in group
Supported and or two from Argued or
helped each the teacher interfered with
other each other
Appendix 5
Q2/W2/D1/G6

Five Expository Text Structures

and their Associated Signal Words

Cue Words
Pattern Description
(signal words)
Description The author describes • for example
a topic by listing • characteristics
characteristics, • for instance
features, attributes, • such as
and examples • is like
• including
• to illustrate
Sequence The author lists items • first
or events in • second
numerical or • third
chronological • later
sequence, either • next
explicit or implied • before
• then
• finally
• after
• when
• later
• since
• now
• previously
• actual use of dates
Compariso Information is • however
n presented by • nevertheless
detailing how two or • on the other hand
more events, • but
concepts, theories, or • similarly
things are alike • although
and/or different • also
• in contrast
• different
• alike
• same as
 • either/or
• in the same way
• just like
• just as
• likewise
• in comparison
• where as
• yet
Cause and The author presents • if/then
Effect ideas, events in time, • reasons why
or facts as causes • as a result
and the resulting • therefore
effect(s) or facts that • because
happen as a result of • consequently
an event. • since
• so that
• for
• hence
• due to
• thus
• this led to
Problem The author presents a • problem is
and problem and one or • dilemma is
Solution more solutions to the • if/then
problem • because
• so that
• question/answer
• puzzle is solved

Appendix 6
Q2/W2/D1/G6
 Text Structure Samples
Description “The earth’s crust is made up mostly of
hard, rocky substances, though some of
these substances have crumbled into dirt
from years of exposure to wind and rain
androots of plants. That crust is many miles
thick (though the part under the ocean is
thinner than the part on the land).
Underneath the crust is a layer called the
mantle. The mantle is about 1,800 miles
thick. Below the mantle is the earth’s
core,which is made up of two layers called
the inner core and outer core.”

Christopher Lampton, Earthquake, 1991

ISBN 0-395-63642-6
Sequence Alligator Nests

A female alligator builds her nest in

early April. First, she uses her body and tail
to clear an area that is sheltered and near
water. Second, she uses her jaws to find
vegetation like grass, leaves, sticks, and dirt.
After this, she builds a mound and digs a
hole in it with her back legs.The nest is
finished.
Next the female alligator lays 20–70
eggs. Then she covers the eggs with the
vegetation to keep them warm. The eggs
are buried 3–14 inches deep in the nest.
During this time, the alligator protects her
nest from predators such as raccoons,
opossums, and skunks. Never go near an
alligator’s nest!
After 65–70 days, the eggs begin to
hatch. Then the new babies make a sound
called “yerping” and the female alligator
opens the nest. Finally, the alligator helps
some of the babies out of the eggs by rolling
the eggs in her mouth. Some baby alligators
stay near the nest for about 2 years.
 *From Empowering Teachers, Florida Center
for Reading Research. 2007.
http://www.nsbsd.org/Page/3561

Compare/ “All matter has both physical and chemical

Contrast properties and chemical properties.Physical
properties are those that can be observed
without changing the make-up, or identity of
the matter. For example, clay is malleable,
which means it will bend or flatten when
squeezed. Squeezing changes the shape of
the clay but does not change what the clay
is made of. Malleability is an example of a
physical property. Chemical properties
describe matter based on its ability to
change into a new kind of matter with
different properties. For example, paper is
flammable: it is capable of burning in the
presence of oxygen. Flammability is a
chemical property of paper. A chemical
property of iron is its tendency to rust.
Rusting occurs when iron reacts with oxygen
to produce iron oxide. Reactivity to acid and
to water are two more examples of chemical
properties.”

ScienceSaurus, A Student Handbook, Great

Source Educational Group, 2002, p. 251-252
ISBN 0-669-48191-2
Cause/ “Earthquakes happen all over the world in
Effect areas called seismic zones. Seismic zones
occur where the plates of crust covering the
Earth’s surface meet each other. Inside the
Earth, the mantle is always moving, which in
turn moves the plates. These plates push
against each other, building up tension
between them. When the tension between
plates becomes too great, they grind against
each other, causing the Earth’s surface to
tremble and shake.”
 Robert Neumiller, Planet Earth, Creative
Discoveries, 2001, p. 52
ISBN 0-886-82953-4
Problem/ A Neighborhood Comes Together
Solution
Community leaders in one city
neighborhood were becoming concerned
about the health of their citizens. Data
shared with city officials indicated that
residents in their section of the city had
higher levels of obesity and more weight-
related health problems than those who
lived in other neighborhoods. A Mayor’s Task
Force set up to research the issue, found
two major factors contributing to weight
gain and its subsequent health problems like
diabetes and heart disease. One of the likely
causes was not having access to affordable
ways to exercise and the other was that
there were very few grocery stores selling
fresh fruits, produce, meats, and other
healthy food options located in the district.
The Task Force, with input from
advisory groups representing various
stakeholders in the community, came up
with several solutions for providing new and
affordable ways for residents to exercise.
The local hospital agreed to open its
physical therapy facilities in the evenings for
a nominal fee so that local families could use
it as a low-cost health club. Area schools
began allowing community-sponsored teams
to use their gymnasiums, tracks, and ball
fields when they weren’t being used for
school events. And the Mayor and City
Council even agreed to include a request for
funding a bike path through the
neighborhood and adding sidewalks on one
side of every block that didn’t have them in
a City Betterment Grant they were
submitting to a national foundation.
Appendix 7
Q2/W2/D1/G6

Read the text and identify its text structure.

What Might Have Happened to Dinosaurs

One theory, or idea, about why dinosaurs disappeared, is

that a large object from space, like a comet or meteorite,
crashed to earth. When the asteroid hit, then huge clouds of
dust and debris were thrown into the air. These dust clouds
kept sunlight from hitting the Earth.
The lack of sunlight caused temperatures to drop. Green
plants froze because of the cold. Since there were no plants,
plant-eating dinosaurs and many other animals died of
starvation. Then meat-eating dinosaurs died because there
were no more animals left for them to eat.
http://www.nsbsd.org/Page/3561
What’s in a Name?

Hurricanes and typhoons are both considered tropical

cyclones, and one hallmark of a tropical cyclone is that it
contains sustained winds that reach or exceed 74 miles per
hour. The intensity of any cyclone is identified by categories
numbered 1 through 5 based on a measure known as the Saffir-
Simpson Hurricane Wind Scale.
Hurricanes are tropical cyclones that occur in the Atlantic
or the eastern Pacific Ocean. Typhoons are found in the west
Pacific Ocean. The area most affected by hurricanes is the
Caribbean Sea. Whereas, places like Southeast Asia and the
China Sea receive the greatest number of typhoons. Regardless
of where it forms, a typhoon always rotates in a
counterclockwise direction. Hurricanes, on the other hand,
rotate one direction (clockwise) in the southern hemisphere
and the opposite direction (counterclockwise) in the northern
hemisphere.
Hurricanes and typhoons, as you might expect, share
many of the same attributes. These tropical cyclones are
caused by instability in atmospheric conditions, usually in
warmer areas around the world. And both are characterized by
heavy winds, storm surges, heavy rains, and tornados that can
cause massive destruction.
Appendix 8
Q2/W2/D1/G6
Direction: Read the text and answer the questions that follow.
Smoking is hazardous and the dangers of smoking are
very serious. It can lead to both major and minor health
problems for the smokers. A smoker inhales a substance
containing about 43 cancer-causing compounds besides for
hundred other toxins including nicotine and tar. Nicotine leads
to smoking addiction. Tor clogs the lungs and inhibits the
body’s capacity to breathe; it causes lung and throat cancer,
heart disease, emphysema, bronchitis, and lung disorders.
Another thing is people who don’t smoke also suffer the effects
of passive smoking through breathing in ‘’second-hand smoke’’
from smokers cigarettes. There may still be smoke particles in
the air even if it doesn’t seem smoky. One of the dangers of
passive smoking is that particles from smoke in the air are
smaller than in smoke drawn directly from a cigarette and can
penetrate deeper into the lungs. A non-smoker who lives with a
smoker may be exposed to about 1% of their tobacco smoke
from passive smoking. This can increase their chances of
developing lung cancer or dying from a heart attack. The same
applies to people who work in a smoky atmosphere. These are
the reasons why I think that smoking is very dangerous.

Source: http://giardianatiara.blogspot.com/2012/10/expository-
paragraph-new.html

Questions:
1. What is being talked about in the text?
2. What are its effects to smokers?
3. What are its effects to non-smokers?
4. What is the purpose of the text?
5. What type of expository text is presented?

Appendix 8
Q2/W2/D1/G6
 Group II

Identify what is being defined.

Description
Sequence
Problem and solution
Cause and effect
Compare and contrast

______________________1. An action and its results are discussed

______________________2. Information is organized in order of
time
______________________3. A difficulty is described and an answer
is offered
______________________4. Differences and similarities of two or
more things are discussed
______________________5. Explains how something happens or is
done, step-by-step
______________________6. Describes how something looks or the
arrangement of a space

Appendix 8
Q2/W2/D1/G6

Group III
Read each passage and identify how the information was
organized.

1) Ice-cream is a delicious frozen treat that comes in a many

different colors and flavors. Two of my favorite flavors are
strawberry and chocolate. Though both of these flavors
are delicious, strawberry may contain pieces of fruit while
chocolate usually will not. Even though more chocolate
ice-cream is sold across the country annually than
strawberry, each flavor tastes great inside of a milk shake.

2) Making ice-cream is not easy. Cream and sugar have to

first be mixed in a frozen container. Ingredients may be
added at this point, if desired. The mixture must be
stirred and whipped until the cream and sugar mixture is
frozen. Depending on the equipment, this may take as
long as an hour. After the ice-cream is prepared, it must
be kept frozen until it is ready to be enjoyed. Making ice-
cream is difficult, but most people would agree that it is
worth the trouble.

3) Have you ever had an ice-cream headache? That’s when

a painful sensation resonates in your head after eating
something cold (usually ice-cream) on a hot day. This
pain is produced by the dilation of a nerve center in the
roof of your mouth. The nerve center is overreacting to
the cold by trying to heat your brain. Ice-cream
headaches have turned many smiles to frowns.

Appendix 9
Q2/W2/D1/G6

Rubric for the Group Activity

Criteria 3 2 1
Team Team Team Team members
collaboration members members coordinated
coordinated coordinated with other
with other with other member
member very member minimally often
often and occasionally and provided
provided often and significant
significant provided contribution to
contribution to significant the group
the group contribution to
the group
Content Covers topic in Includes Content is
depth with essential minimal or
details information there are
Subject about the several factual
knowledge is topic but there errors.
excellent. are 1-2 factual
error.
Delivery Smooth Fairly smooth Delivery is not
delivery that delivery that smooth and
holds audience usually holds audience
attention audience attention is lost
attention
Behavior Worked quietly Worked Noisy
together reasonably Failed to take
Took turns well together turns
Listened to May have Failed to listen
each other needed Hurt feelings of
ideas reminder one others in group
Supported and or two from Argued or
helped each the teacher interfered with
other each other

Appendix 10
Q2/W2/D1/G5

Informational text according to purpose – to classify

 Energy exists in various forms subject to a number of
classifications, which sometimes overlap. In classical physics all
these forms are often classified into two main categories:
kinetic and potential. Kinetic energy by definition is associated
with motion, such as motion of machines, wind, thermal motion
of particles of matter, or solar electromagnetic radiation.
Potential energy is associated with an object's position in a
force field, a system arrangement (such as chemical or nuclear
binding), or an object tension. For reference, there are four
types of force fields: gravitational, electromagnetic, strong
nuclear, and weak nuclear. For every system all these energies
can additionally be classified as internal and external to the
system.

Source: http://www.renewable-energysources.com/energy-sources.html

Appendix 11
Q2/W2/D1/G5

Direction: Read the text and identify its purpose.

Earth is the spherical planet we live on. It is the third

planet from the sun. It is the only planet known to have life on
it. Lots of scientists think the earth formed around 4.5 billion
years ago. It is one of four rocky planets on the inside of the
Solar System. The other three are Mercury, Venus and Mars.
The large mass of the sun makes Earth move around it,
just as the mass of Earth makes the moon move around it.
Earth also turns around in space, so that different parts face
the sun at different times. Earth goes around the sun once (one
"year") for every 365¼ times it turns all the way around (one
"day").
Earth is the only planet in our solar system that has a
large amount of liquid water. About 71% of the surface of Earth
is covered by oceans. Because of this, people some times
called it "blue planet".
Because of its water, Earth is home to millions of species
of plants and animals.[8][9] The things that live on Earth have
changed its surface greatly. For example, early cyanobacteria
changed the air and gave it oxygen. The living part of Earth's
surface is called the "biosphere".

Source: https://simple.wikipedia.org/wiki/Earth

Appendix 12
Q2/W2/D1/G5

Identify the purpose of the informational texts.

Sunset is the time of day when our sky meets the outer
space solar winds. There are blue, pink, and purple swirls,
spinning and twisting, like clouds of balloons caught in a
blender. The sun moves slowly to hide behind the line of
horizon, while the moon races to take its place in prominence
atop the night sky. There is a coolness, a calmness, when the
sun does set.

Source:
http://patternbasedwriting.com/elementary_writing_success/paragraph-
examples/

Medieval soldiers came in three varieties: foot soldiers,

archers, and knights. Foot soldiers dressed in mismatched
armor and carried simple weapons such as poleaxes or flails.
Archers often wore no armor, but stood behind other troops to
shoot their long bows. Knights wore suits of armor, fought from
horseback, and used swords, lances, and shields.
Source: https://www.google.com.ph/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=8&ved=0ahUKEwj45_yzqZXUA
hVGFJQKHThYCDwQFgg-MAc&url=http%3A%2F%2Fwww.hmhco.com%2F~
%2Fmedia%2Fsites%2Fhome%2Feducation%2Fdisciplines%2Flanguage-
arts%2Fhomeschool%2Fwrite-source-homeschool%2Fsamplers
%2Fg8_sampler.pdf%3Fla%3Den&usg=AFQjCNGh7fUMesCEW4xCGolJBr-
eLBFk_w&sig2=fzqLHoSN1aFhW3-xZkx3lQ&cad=rja

Appendix 13
Q2/W2/D1/G5&6

Rubrics in Planning a Two-to-Three Paragraph Composition

Criteria Points
3 2 1
Structure Has 2 or 3 topic Has 2 topic Has one topic
sentences sentences sentence
Has sufficient Insufficient Minimal
supporting supporting supporting
details details details
Coherence All the 2 sentences are 3 or more
sentences are not related to sentences are
related to the the topic not related to the
topic sentence sentence and topic sentence
and main idea main idea and main idea
Grammar Two or fewer 3-5 errors in the Many errors that
minor errors in grammar hinder the
the grammar meaning
Punctuations No error in 2-3 errors in Many errors that
and punctuation and punctuation and hinder the
capitalizatio capitalization capitalization meaning
n
Legibility Legible Marginally Writing is
handwriting legible not legible
handwriting

Appendix 14
Q2/W2/D2/G6
Group I
Draw the moon and give words that describe it. Place your
answer on the organizer.

Group II
Complete the correct comparative and superlative degrees of
the following words.
 Positive Comparative Superlative
big
great
wide
hard
far
hot
light
small
deep
fast

Group III
Rewrite the following sentences using the correct form of the
adjectives in parenthesis.

1.The (small) fish in the world is found in the Philippines.

2.Roy is (tall) than Ben so he gets more rebounds.
3.Luna St. is (wide) the Rizal St.
4.The Grade VI pupils are (happy).
5.Is there any place (hot) than the Death Valley?
6.Grace is the (pretty) contestant during the pageant.
7.The Math test was (difficult).
8.His father was (happy) than anyone else.
9.Joel found the questions in general information (easy) than
those in Science.
10.The Beast turned into a (handsome) prince.

Appendix 15
Q2/W2/D2/G6
RUBRICS
Criteria 3 2 1
Team Team Team Team members
collaboration members members coordinated
coordinated coordinated with other
with other with other member
member very member minimally often
often and occasionally and provided
provided often and significant
 significant provided contribution to
contribution to significant the group
the group contribution to
the group
Content Covers topic in Includes Content is
depth with essential minimal or
details information there are
Subject about the several factual
knowledge is topic but there errors.
excellent. are 1-2 factual
error.
Delivery Smooth Fairly smooth Delivery is not
delivery that delivery that smooth and
holds audience usually holds audience
attention audience attention is lost
attention
Behavior Worked quietly Worked Noisy
together reasonably Failed to take
Took turns well together turns
Listened to May have Failed to listen
each other needed Hurt feelings of
ideas reminder one others in group
Supported and or two from Argued or
helped each the teacher interfered with
other each other

Appendix 16
Q2/W2/D2/G5

Study the sentences.

1. Mike, along with his friend Emilio, often helps out at the
bakery on weekends.
2. Many senators, but not the senator from Cebu, support the
Tobacco bill.
3. A carpenter, together with an electrician and a painter, is
working on the new wing of the hospital.
4. The members of the Senate committee walk solemnly into
the room.

5. The bush of roses in full bloom was a beautiful sight.

Sources: http://uwf.edu/writinglabapp/minilessons/mini-
lesson_18x.htm

Appendix 17
Q2/W2/D2/G5

Group I

Direction: Encircle the subject, underline the intervening phrase

and box the verb in each sentence.

1. My parents, as well as my cousins, go to the party.

2. Justin, along with his friends, goes to the party.
3. All stars, just like our sun, have a system of planets.
4. Justin's stamp and coin collections, as well as his art gallery,
were saved from the flood.
5. The man, along with his friends who arrived late, looks like
my grandfather.
6. The bush of roses in full bloom was a beautiful sight.
7. Many secrets of the universe have yet to be discovered.
8. Life forms beneath the sea seems mysterious.
9. The green areas on the map indicate parks.
10. The pot of flowers looks lovely on the table.
Source: https://www.google.com.ph/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0ahUKEwj-
xM64zpfUAhXJkZQKHU7yAWkQFgg8MAM&url=http%3A%2F
%2Fwww.bcsoh.org%2Fcms%2Flib3%2FOH01001261%2FCentricity
%2FDomain%2F720%2Fprepostional%2520phrases
%2520agreement.pdf&usg=AFQjCNFNfqM8fhXeF8mNszlW7s6rxaHrhA
&sig2=r4pP1VxbPbx1caTtQ3qh_A

Appendix 17
Q2/W2/D2/G5

Group II
Direction: Underline the correct verb to complete the sentence.

1. Sounds of distant music (floats, float) through the air.

2. Students who major in computer science (has, have) good
prospects for employment.
3. Any traveler in distant lands (has, have) to keep an open
mind.
4. Employees at Grump’s Department Store (gets, get) a half-
hour for lunch.
5. Cars driving through the tunnel (turns, turn) their lights on.
6. The houses along Pine Street (has, have) tidy yards.
7. Mr. Alonzo, the baker of these pastries, (does, do) fine work.
8. The sailors on the ship (rejoices, rejoice) at seeing land.
9. The apples beneath the tree (bakes, bake) well in pies.
10. Teams from our school (dominates, dominate) most athletic
events.

Source: https://www.google.com.ph/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0ahUKEwj-
xM64zpfUAhXJkZQKHU7yAWkQFgg8MAM&url=http%3A%2F
%2Fwww.bcsoh.org%2Fcms%2Flib3%2FOH01001261%2FCentricity
%2FDomain%2F720%2Fprepostional%2520phrases
%2520agreement.pdf&usg=AFQjCNFNfqM8fhXeF8mNszlW7s6rxaHrhA
&sig2=r4pP1VxbPbx1caTtQ3qh_A

Appendix 18
Q2/W2/D2/G5
Rubrics

Criteria Points
3 2 1
Sentence Composed 5 Composed 3-4 Composed less
structure sentences that sentences that than 3
show high show high level sentences that
level of of show high level
understanding. understanding. of
understanding.
Grammar Two or fewer 3-5 errors in the Many errors
minor errors in grammar that hinder the
the grammar. meaning.
Punctuation No error in 2-3 errors in Many errors
and punctuation punctuation and that hinder the
capitalization and capitalization meaning
capitalization
Legibility Legible Marginally Writing is not
handwriting legible legible
handwriting

Appendix 19
Q2/W2/D2/G6

Comparative Degrees of Irregular Adjectives

Positive Comparative Superlative

good better best

well better best

bad worse worst

 ill worse worst

much more most

many more most

little less least

old elder eldest

Source: https://www.google.com.ph/search?
q=irregular+adjectives&tbm=isch&tbo=u&source=univ&sa=X&ved=0ah
UKEwjuxpfy3ZfUAhWKJJQKHeOZBnMQsAQIKA&biw=1366&bih=674#imgrc
=JukRing5hTvLYM:

Appendix 20
Q2/W2/D2/G6

Choose the correct form of adjectives in the parentheses.

1. Have you tried the (good, better, best) tuna in the

Philippines?
2. My sister, Gloria, likes milkfish (good, better, best) than
mudfish.
3. Fresh water fish is the (good, better, best).
4. During the rainy season, the fishermen catch (many, more,
most) fish than they do during the dry season.
5. During the dry season, the fishermen catch the (many, more,
most) number of fishes.
6. The old folks say that (many, more, much) prawns are
caught on new moon nights than during full moon nights.
7. According to Mang Bino he catches the (little, lesser, least)
number of fish on moonlight night.
8. But Mang Ando says that he usually catches (many, more,
most) when he prays before going out to the sea.
9. The fisherman’s health became (bad, worse, worst) when
they take a bath immediately upon arrival from fishing in
the sea.
10. He went to see a physician and after three days his health
became (good, better, best) than before.

Source: Misosa, English 6, Using The Degrees Ofcomparison Of

Irregular Adjectives, p 6

Appendix 21
Q2/W2/D2/G6

Group I

Fill the table with the correct degrees of irregular adjectives

and present through choral recitation.
 Positive Comparative Superlative

good

well better

bad

ill worse

many most

much

little least
Source: Misosa, English 6, Using The Degrees Ofcomparison Of Irregular
Adjectives, p 5

Appendix 21
Q2/W2/D2/G6
Group II

Complete each sentence using the correct degree of adjective

in parenthesis.

1. Marjorie was not able to attend the program because she

was __________. (ill)
2. The teacher advised her to use her umbrella so that her
illness would not become__________ (ill) than she is now.
3. The Health teacher said that we should drink __________
(much) water in order to be healthy.
4. She also told us to take __________ (much) water during hot
weather than we do during the cold months.
5. The physician advised the patient to drink the __________
(much) number of glasses of water before the ultra sound.
6. The doctor said that the patient should eat __________ (little)
rice than usual.
7. The patient wanted to get well so she ate the __________
(little) rice.
8. But another patient did not follow the physician’s instructions
so his illness became the __________ (ill) of all his
consultations.
9. My father followed all the physician’s instructions after his
first consultation so his health became __________ (good)
during the second consultation.
10. The physician is very happy when he sees that his patient’s
health is at its __________ (good).

Sources: Misosa, English 6, Using The Degrees Ofcomparison Of Irregular

Adjectives, pp 6-7

Appendix 22
Q2/W2/D2/G6
RUBRICS
Criteria 3 2 1
Team Team Team members Team members
collaboration members coordinated with coordinated with
coordinated other member other member
with other occasionally minimally often
member very often and and provided
often and provided significant
provided significant contribution to
significant contribution to the group
contribution to the group
the group
Content Cover topic in Include essential Content is
depth with information minimal or there
details. about the topic are several
Subject but there are 1-2 factual errors.
knowledge is factual error.
 excellent.
Delivery Smooth Fairly smooth Delivery not
delivery that delivery that smooth and
holds audience usually holds audience
attention audience attention is lost
attention
Behavior Worked quietly Worked Noisy. Failed to
together. Took reasonably well take turns. Failed
turns. Listened together. May to listen. Hurt
to each other have needed feelings of others
ideas. reminder one or in group. Argued
Supported and two from the or interfered with
helped each teacher. each other.
other.

Appendix 23
Q2/W2/D2/G5

Rubrics

Criteria Points
3 2 1
Sentence Composed 5 Composed 3-4 Composed
structure sentences that sentences that less than
show high level show high level 3sentences
of of understanding. that show
understanding. high level of
understanding
.
Grammar Two or fewer 3-5 errors in the Many errors
minor error in grammar that hinder
the grammar the meaning
Punctuation No error in 2-3 errors in Many errors
and punctuation and punctuation and that hinder
capitalization capitalization capitalizations the meaning
Legibility Legible Marginally legible Writing is not
handwriting handwriting legible

Appendix 24
Q2/W2/D3/G5

Group I
Direction: Match the words in Column A with the denotative
meaning in Column B.

Column A Column B
1. Age A. an individual animal, plant, or single-
2. Adaptation celled life form.
3. Culture B. the action or process of adapting or
4. Gender being adapted.
5. Organism C. the arts and other manifestations
of
 human intellectual achievement
regarded collectively.
D. the length of time that a person
has lived or a thing has existed.
E. the state of being male or female

Appendix 24
Q2/W2/D3/G5

Group II
A. Identify the connotation of the given words.

1. Home
A. family, comfort and security
B. the place where one lives permanently, especially as a
member of a family or household

2. Mom and Dad

A. a father or mother or parents
B. loving parents/ guardians
3. Pushy
A. excessively or unpleasantly self-assertive or ambitious
B. bossy, loud-mouthed and irritating
B. Identify the denotation of the given words.
4. Love
A. an intense feeling of deep affection
B. symbol of affection
5. Hope
A. faith
B. a feeling of expectation and desire for a certain thing to
happen

Appendix 24
Q2/W2/D3/G5

Group III

Give the connotation of the following Science terms.

1. friction
2. power
3. energy
4. solid
5. magnet
Appendix 25
Q2/W2/D3/G6

Group I

Give the denotation and connotation of the following Science

terms.

Word Denotation Connotation

gravity
light
disaster
machine
buoyant
Appendix 25
Q2/W2/D3/G6

Group II

Task: List at least two synonyms of the given word. Use the
thesaurus as your reference.

1. symbiotic
2. habitat
3. terrestrial
4. space
5. investigate
Appendix 25
Q2/W2/D3/G6

Group III

Read the sentences below. Identify the words that have

negative connotation. You may use the dictionary or thesaurus
as your reference.

1. Bedford is an uppity neighborhood, but the rents are cheap.

2. On my flight to Los Angeles, I sat next to this babe. She was
absolutely stunning.
3. Every morning my neighbor takes his mutt to the park. It
barks loudly when leaving the building.
4. You need to be pushy when you are looking for a job.
5. Bob is quite vocal at every staff meeting. He always speaks.