ENGLISH 6 QUARTER 1

WEEK 1, DAY 1

Analyze sound devices

( onomatopoeia, alliteration, assonance, consonance)
 ENGRC-Ia-2.3.1
ENGRC-Ia-2.3.2
ENGRC-Ia-2.3.3

CONTENT STANDARD
• Demonstrate understanding of
various linguistics nodes to
comprehend various texts.

PERFORMANCE
STANDARD
• Uses linguistic cues to
appropriately construct meaning
from variety of texts for a variety
of purposes.
 Let’s Study This
Poems are pieces of writing written
in separate lines that usually have
figurative language, repeated and
irregular rhythm, rhyme. They convey
experiences, ideas, or emotions in a
vivid and imaginative way.
 Let’s Study This
Poems also have sound devices.
Sound devices are tools used by poets
to convey and reinforce the meaning or
experience of poetry through the skillful
use of sound.
6 SOUND DEVICES
Can you imitate the sounds of
the following picture???
 Types of Sound Devices
Onomatopoeia - This is a sound device which
refers to the use of words whose sounds
suggest their meanings.
Examples: The bang of a gun
The buzz of a bee
The hiss of a snake
The pop of a firecracker
 Types of Sound Devices
Alliteration - This is the repetition of the
same initial consonant sounds of at least two
words in a line of poetry.
Example: he frog frolicked frivolously on the forest
floor.
Little skinny shoulder blades sticking
through your clothes
…struck out by a steed flying fearless and
fleet
 Types of Sound Devices
Assonance - This is the repetition of
vowel sounds at the beginning, middle or
end of at least two words in a line of
poetry.
Example: Hear the mellow wedding
bells (excerpt from by Edgar Allan
Poe)
 Types of Sound Devices
Consonance - This is the repetition of
consonant sounds at the middle or end of
at least two words in a line of poetry.
Example: He fumbles at your spirit
As players at the keys
Before they drop full music on;
He stuns you by degrees
(by Emily Dickinson)
SOUND DEVICES
 Let’s Do This
Task 1. Fill Out the Table!
Listen as your teacher reads a poem. As you listen, take down the
words from the poem that exemplify the following sound devices:
ALLITERATION, ASSONANCE and CONSONANCE. Write your
answers in each column.
TITLE OF THE POEM : “THE BELLS” by Edgar Allan Poe
ALLITERATION ASSONANCE CONSONANCE
 Read, Analyze, Pick Out!
Task 2…Read the following short poem titled “Running Water” by Lee Emmett. Pick out words from the poem that
exemplify onomatopoeia, alliteration, assonance, and consonance.

water plops into pond

splish-splash downhill
warbling magpies in tree trilling,
melodic thrill

whoosh, passing breeze

flags flutter and flap
frog croaks, bird whistles babbling
bubbles from tap
Read and analyze the sound devices used in the
sentences.

1. The early birds catches the worm.

2. The squeaky wheel gets the grease.
3. Go and mow the lawn.
4. The cows in the pasture mooed loudly.
5. The doors in the old house creaked as the wind
blew through the broken windows.
 “Let’s Enrich Ourselves”

List down sentences with sound

devices
(onomatopoeia, alliteration ,
assonance and consonance)
ENGLISH 6 QUARTER 1
WEEK 1, DAY 2

Analyze sound devices

( onomatopoeia, alliteration, assonance,
personification, irony, and hyperbole) in a
text heard
 ENGLC-Ia-2.3.1
ENGLC-Ia-2.3.8

CONTENT STANDARD
• Demonstrate understanding of
various linguistics nodes to
comprehend various texts

PERFORMANCE
STANDARD
• Analyses text types to effectively
understand
information/messages(s)
6 FIGURATIVE LANGUAGE

What makes a poem different

from other literary piece?
 Clouds all like silver lambs
on low green hills,
Feeding on blue meadows
Watered by rills.
Clouds are like snowy dawn
Playing with winds;
Clouds are small, willfull clues With
playful minds
 Clouds are huge butterflies
Radiant with rays;
Clouds are beasts of the wilds
On stormy days.
Clouds are the sky giants
Their tears are rain
Dropping on leafy plants
Down on the plain.
 Guide Questions:

1. What are clouds being compared in the poem?

2. What characteristics of clouds make them silver
lambs? like snowy dawn?
3. What characteristics make them small, willful
clues with playful minds? huge butterflies/
beast of the wild/ crying sky giants?
What are the figurative language
used in the poem?
 Figurative language is language that uses
What is a figurative
language? words or expressions with a meaning that is
different from the literal interpretation.

DIFFERENT TYPES OF FIGURATIVE

LANGUAGE
 What is a simile? metaphor?
Personification? Irony? Hyperbole?
 Task 1- Identify what figure of speech is used
in each of the following sentences.

1. The English language is like a account of a

million words.
a. simile
b. metaphor
c. personification
 Identify what figure of speech is used in each
of the following sentences.

2 .The dictionary is the bankbook that helps us use

the words.
a. simile b. metaphor c. personification
 Identify what figure of speech is used in each
of the following sentences.

3. The city’s voice itself is soft like solitudes.

a. hyperbole
b. metaphor
c. irony
 Identify what figure of speech is used in each
of the following sentences.

4. The flowers danced happily in the wind.

a. onomatopoeia
b. Personification
c. simile
 Identify what figure of speech is used in each
of the following sentences.

5. Mother is washing a mountain of dishes

a. hyperbole
b. Personification
c. irony
 Task 2- Identify the sound device or the
figurative language exemplified by each of
the following sentences

__________ 1. A wicked whisper came and changed my life.

__________ 2. The fire station burned down last night.
__________ 3. The leaves danced in the wind on the cold
October afternoon.
__________ 4. Theophilus Thistle, the successful thistle sifter,
thrust three thousand thistles through the thick of his thumb.
__________ 5. Her brain is the size of a pea
 Task 2- Identify the sound device or the
figurative language exemplified by each of
the following sentences
___________6. In my dream, I was somewhere and I saw the cutler,
antler, battler.
__________ 7. The house of my friend is hard to reach but when I
arrived, I enjoy the nearby beach.
__________ 8. The homeless survived in their cardboard palaces.
__________ 9. “Woosh, woosh” of the howling wind can be heard in
darkness.
__________10. I’m starving! I can devour hundred tons of sandwiches
and French fries any time.
Tell what figurative language is used in the following
sentences.
1. The brain is like a gigantic government office.
2. Even if you spray it with all the perfume in the world, it will
still smell.
3. The wrinkled sea beneath him crawls.
4. You are the wind beneath my wings.
5. The wind tapped like a tired man.
 “Let’s Enrich Ourselves”

Make your own simile , metaphor, personification,

hyperbole, assonance, and alliteration using the following
topics.
1. Rainbow
2. Forest
3. Sun
4. Birds
5. Ocean
ENGLISH 6 QUARTER 1
WEEK 1, DAY 3

Inferring meaning of idiomatic

expression
6

MEANING OF IDIOMATIC
EXPRESSION USING CONTEXT
CLUES
 IDIOMATIC EXPRESSION ENGV-Ia-12.3.1
ENGV-Ia-2.3.1

CONTENT STANDARD
Relate an experience appropriate
to the occasion.

PERFORMANCE STANDARD
Infer meaning of idiomatic
expression using context clues
The underlined group of words is an
idiom. Choose the best meaning.
1. Whenever Rene is under the weather,
he gets plenty of rest and takes
vitamins.
a. out in the rain b. ill c. exercising
2. Marlon’s jokes wear thin after you’ve
heard them ten times.
a. becomes dull
b. becomes shorter
c. remains funny
3. We like our neighborhood to look
clean, so it burns up when we see
someone littering in the streets.
a. makes us feel hot
b. makes us angry
c. starts fire
4. Although Ester did well in the
spelling quiz, she tripped up when she
came to the word giraffe.
a. fell on the floor
b. made a mistake
c. spoke quietly
5. The movie was so funny; it really had
us in stitches.
a. sewing
b. laughing hard
c. watching eagerly
* An idiomatic expression conveys a
meaning different from its individual
words. Neither can the idiom be readily
analyzed from its grammatical
construction.
* Although idioms cannot be explained
by the strict rules of grammar, their
long-continued, general use has given
them recognition.
* Idiomatic expressions give force,
color and vividness to our language.
We use idiomatic expressions to make
our speech and writing more
interesting. Often, we can get the
meaning of an idiomatic expression
from context.
Read the poem.

-DAVID BATES

Speak gently ; it is better far

To rule by love than fear,
Speak gently ; let no harsh word mark
The good we may do here.

Speak gently to the little child;

It’s love be sure to gain
Teach it in accent soft and mild,
It may not long remain.
 -DAVID BATES

Speak gently to the aged one;

Grieve not the care-worn heart,
Whose sands of life are nearly run;
Let such in peace depart.

Speak gently; it’s a little thing

Dropped in the heart’s deep well
The good the joy that it may bring
Eternity shall tell.
a. What is the poem all about?

b. What do the following phrases

mean?
- ‘Tis a little thing dropped in the
hearts deep well.
_ Rule by love ;rule by fear
- It’s love be sure to gain
- Teach in accents soft and mild
- Care-worn heart
- Sands of life are nearly run
 - Let such in peace depart
- Heart’s deep well
- Eternity shall tell
c. How do we learn the meaning of each
phrase?
What help us understand it?
d. What are the importance of idioms?
 IDIOMATIC
EXPRESSIONS
Face the facts To accept reality
Come down to earth To be practical; realistic
Take it or Leave it Whether you accept it or not
See the world To see life
Serve one right To see life
Serve one right To deal with one as he deserves
Sound a person out Find out his intention
Commit to memory To learn by heart
Bury the hatchet To make peace
Cry over spilt milk To cherish useless regrets
Follow the crowd To act or believe as most people do
Kills two birds with one stone Accomplishes two things at a time
Read and analyze the sentences. Choose the idioms used
in each.
1. The foreigner can easily get along with the native.
2. The sampaguita in your car gives off a sweet smell.
3. Eden has a very attractive get up.
4. My mother looks forward to the coming of my sister
from Hawaii
5. We have to look up to our parents.
 What are idioms???
Idioms are expressions
that cannot be understood
simply by putting together
the meaning of the
individual words. They have
meanings as whole
expressions instead of
individual words.
 Get the meaning of italicized
idiomatic expressions below
through context clues.

1. She knew the poem by heart.

2. By the end of the month , she had a change of heart.

3. This gift is given with all my heart.

4. He is a student after my own heart.
5. She lost her heart to the white dress in the display window of the store
1 2 3 4 5
 Oral Test

Read each sentence. Each contains

an italicized idiomatic expression.
Identify its meaning.

1. After the most-needed vacation, the

photographer and his partner get on in
life.
a. left work
2
b. continued being partners
3 4 5
 Read each sentence. Each contains
an italicized idiomatic expression.
Identify its meaning

2. One partner returned to town to

look after the business.
a. to see
b. to take care
2 3 4 5
 Read each sentence. Each contains
an italicized idiomatic expression.
Identify its meaning

3. When the partner returned, he saw

the philosopher highly
spirited.
a. energetic and enthusiasm
b. proud and arrogant
2 3 4 5
 Read each sentence. Each contains
an italicized idiomatic expression.
Identify its meaning

4. The reddish-brown color of the water

was no good according to the
philosopher.
a.improper
b. of no use
2 3 4 5
 Read each sentence. Each contains
an italicized idiomatic expression.
Identify its meaning

5. After a short stay in her rest

house,certain changes took place in
the philosopher’s life.
a.exchange places
b. came about
2 3 4 5
 Written Test

Choose the right idiom below to complete the sentences.

1. It takes one with an _______ to accept other’s opinion calmly.
2. Matthew is a very bright boy . In fact , he belongs to the _____ in his
school .
3. Even if it raining, the class will _______ with their exposure trip.
4. Mother will go to the market, so I’ll stay to ______ my baby sister.
5. If you want to _________ in the class, you have to study hard.

push through look after

cream of the crop
open mind be a star
Give the meaning of idioms in each sentence and use it in a
sentence.

1. The fatal blow of kid Kidlat killed his opponent.

2. The cold war between the girls was reported by the boys to
their teacher.
3. Our teacher put an end to the negative relationship of the
girls.
4. Her beauty made her stand out in the crowd.
5. My allowance was cut down by my mother because I
overspent my pocket money.
ENGLISH 6 QUARTER 1
WEEK 5, DAY 4

Compose clear and coherent

sentences using appropriate
grammatical structures: -Modals
 EN6G-Ie-3.6

CONTENT STANDARD
• Demonstrates command of the
conventions of standard English
grammar and usage when writing
or speaking
PERFORMANCE
STANDARD
• Speaks and writes using good
command of the convention of
standard English
 Let’s Recall

What are the

uses of modals?
 May I used them in sentences?

Can
__________________________
Could ________________________
May
__________________________
Might
 Let’s Try This
Answer the following questions:
1.Now that you are in Grade Six, what are
the things that you must do?
2. Now that you are the big sisters and big
brothers of the Kinder to Grade Five pupils,
what should you show them as a role
model?
 Let’s Study This
Modals are verbs that cannot be used without another
verb.
Here again are the general characteristics of modals
you should remember.
1. A modal does not change whether the subject is
singular or plural.
Examples: He must learn. I must learn.
You must learn. They must learn.
We must learn.
 Let’s Study This
2. A modal is always used with the basic
form of the verb.
Examples: I must run. I should run.
3. Modals can be used alone to answer a
question.
Examples: Must you come? I must.
Might it happen? It might
 Let’s Study This
4. Modals, when joined with „not‟ to
form a negative statement, can be
contracted.
Examples:
I must not fail. I mustn’t fail.
It might not come true. It mightn’t come
true.
 Modals that obligation.
Modal Uses Examples
Strong obligation You must pass this test to
pass the first quarter
Necessity I must review the lesson for
Must the test.
Mild obligation, You should review in your
recommendation, room not in front of the TV.
advice
Should Expectation You should finish reviewing
before 10 PM
 Let’s Do This
Group Activity
As a group, complete the paragraph using the
modals: can, could, may, might, must, and should.
Don‟t eat this fruit. It _____ be poisonous. This
_____ prove harmful for your
health. Perhaps, _____ lead to death. Therefore, you
_____ not eat this fruit. It
_____ not be eaten raw. Before eating, its skin _____
be removed
 Let’s Do More
Complete the paragraph using the modals: can,
could, may, might, must, and should.
Milk is a complete food, full of vitamins and proteins.
Children _____ drink it regularly otherwise they _____
suffer from undernourishment. Elders _____ also
take it but those who _____ not afford it _____ take
pulses, fruits and vegetables as an alternative. We _____
purchase milk of good quality from milk booths opened by
the Government.
A Letter of Advice

Write a letter of advice to your friend

using must and should.
ENGLISH 6 QUARTER 1
WEEK 5, DAY 5

Describe different forms and

conventions of film and moving
pictures (acting)
 EN6VC-Ie5.1.1

CONTENT STANDARD
• Demonstrates understanding of
the forms and conventions of
print, and digital materials to
understand various viewing texts PERFORMANCE
STANDARD
• Applies knowledge of the various
forms of print , non-print, and
digital materials to appropriately
comprehend print, non-print, film
and moving texts
 What are the
elements in acting
performance?
• Emotions are feelings.
• One way of expressing our feelings is
through facial expressions.
• Facial expressions are seen through
the movement of our eyebrows, eyes,
lips and even our nostrils.
 How are You Feeling?

Pair Up
With your seatmate/partner,
match the emotion with the
correct emoji.
 How are You Feeling?

happy scared worried sad

confused joyful angry silly
embarrassed surprised
 Let’s Study This
ACTING PERFORMANCE
• Acting performance affects the way an
audience responds.
• One of the elements of acting
performance is facial expressions.
 FACIAL EXPRESSIONS
Happiness (laughing, smiling)
A smile or laughter is the most recognized emotion
from a distance.
When smiling or laughing, cheeks are pulled up and
out. The mouth sides are pulled backwards as well as
slightly upwards. This slight upper movement pushes
the upper eyelids and produces wrinkles around the
eyes. Also, the mouth seems to get closer to the nose.
 FACIAL EXPRESSIONS
When laughing, the jaw drops and the upper teeth
and gum appear. The upper lip appears to be
straight and the lower teeth are also exposed in a
big laugh.
For smiling, the lips push flat against each other. A
true smile is symmetrical. It forms evenly and
disappears gradually. It rarely takes more than a
couple of seconds. Also, it does not precede or lag
the idea of a happy situation in concern.
 FACIAL EXPRESSIONS
Sadness
In sadness, the eyebrows are raised from the
inner sides and brought nearer. The cheek may
be pulled slightly upwards, the mouth ends
pulled downwards and the chin is raised.
If the mouth opens for crying, it looks square.
 FACIAL EXPRESSIONS
Anger
Anger may not be good for health, but
it's good for movies.
An angry person has his/her eyebrows
pulled downwards towards the inner
sides and drawn together.
 FACIAL EXPRESSIONS
The upper and lower eyelids are raised, the
nostrils dilate, the face reddens and veins
show in the head.
The lips are either tightened together and
the jaw is clenched, or the mouth becomes
square to expose the clenched teeth, or is
open if talking.
 FACIAL EXPRESSIONS
Fear
The eyebrows are raised, drawn together
and appear straight. The upper and lower
eyelids are raised. The mouth is opened
and pulled outwards.
The fear expression freezes the face and
usually lasts some time.
 FACIAL EXPRESSIONS
Surprise
Whenever someone is surprised, his/her
eyebrows are raised up and arched, the
eyelids may be raised, the lower jaw
drops and the lips are parted.
 FACIAL EXPRESSIONS
Pain
In extreme pain, the eyes are tightly closed,
cheeks are raised, and eyebrows pulled
together and downwards.
The mouth may be wide open, with square
lips, preparing for screaming or yelling.
 FACIAL EXPRESSIONS
Excitement
An excited person draws a smile upon
his face.
However, the eyes are not wrinkled like
with smiling; they are wide open and the
eyebrows may pull from the sides.
 FACIAL EXPRESSIONS
Worry
Worry is expressed by drawing the
eyebrows slightly downwards and
together, and the lips tightened together
and pulled slightly upwards and
backwards.
 Let’s Do This
Let’s Have a Commercial Break
A. Watch a series of heartfelt commercials.
TV Commercials
Sources:1. "Don't judge people you don't know ( you will cry after watching )."
YouTube. August 29, 2015. Accessed May 17, 2017.
https://www.youtube.com/watch?v=GENxFiRBiBA.

2."My Dad is a Liar!" YouTube. February 03, 2015. Accessed May 17,
2017. https://www.youtube.com/watch?v=_0iR6KFCxkQ.
 Let’s Answer This
1. What did you learn from the TV commercials?
2. What is the message of the TV commercials? Do
you agree or disagree with it?
3. What did you like best/least about it? Why?
4. Who was your most/least favorite character in the TV
commercials? Why?
5. Did anything that happened in the TV commercials
remind you of something about your own life or about
others’?
 Let’s Answer This
6. What were you thinking as you finished watching the
TV commercials?
7. What would you say to a friend who asked you about
them?
8. Would you recommend these to a friend? Explain your
reasons.
9. What part of the TV commercials would you change?
Why?
10. If you had a chance to ask a character in these
commercials a question, what would it be?
 Let’s Do More
Group Activity
As a group, accomplish the table below. Be ready for
a group reporting afterwards.

TV Commercial #1
Character Emotion/ facial Expression

TV Commercial #2
 Let’s Remember
Acting is the work of an actor or actress,
who is a person in theater, television,
film, or any other storytelling medium and
tells the story by portraying a character
usually by speaking or singing a written
text or play.