ENGLISH 6 QUARTER 3 (Summative Test No.

1)

LESSON 1: Making a Stand on an Informed Opinion

TABLE OF SPECIFICATIONS ( TOS)

OBJECTIVES NO. TEST %

OF PLACEMENT
ITEMS
1. Present a coherent, comprehensive report on
differing viewpoints on an issue

1.1 Distinguish Fact from Opinion 10 1-10 33 %

1.2 Make a Stand on an Informed Opinion 20 11-30 67 %

Total: 30 100 %

Prepared by:

JACKLYN CELESTE-FIGUEROA
Grade VI English Teacher

Checked by:

AGNES A. VILLAS
MT-I ( Observer)

Noted:

NELDA P. VILLANUEVA
Principal II

ENGLISH 6 | jceleste-figueroa
 ENGLISH 6 QUARTER 3 (Summative Test No. 1)
LESSON 1: Making a Stand on an Informed Opinion

NAME: _________________________________________________________ SCORE: ________

Test I:DIRECTIONS: Read and study the following statements. Write F if the statement is a
FACT and O if it is an OPINION.

_____1. Wearing mask and practicing social distancing can help lessen the spread of CoViD-
19.
_____2. A new variant name CoViD-X is discovered from Philippines.
_____3. If you can hold your breath for 10 seconds, you do not have COVID-19.
_____4. Only adults can be affected by CoVid-19.
_____5. The CoVid-19 was declared as pandemic last March 2020.
_____6. Many bad events happened during 2020 because people are getting worst.
_____7. CoViD-19 is caused by virus.
_____8. Only healthy people should practice social distancing.
_____9. A loss of smell or taste is a symptom of COVID-19.
_____10. During a shelter-in-place order, my kids can be with other kids in small groups.

TEST II: DIRECTIONS: Below is a familiar poster we usually see in public places. What’s your stand
about it? Answer the questions in two to three sentences. ( 5 pts. Each)

1. What is the poster about?

What informed opinion is presented on the poster?

_____________________________________________________
_____________________________________________________

2. Do you agree with the opinion being presented?

If yes, why? If no, why not?
_____________________________________________________
_____________________________________________________

3. Present your stand on the information given by the

poster.
_____________________________________________________
_____________________________________________________

4. Cite facts or evidences to support your stand.

_____________________________________________________
_____________________________________________________

REMARKS: PARENT’S SIGNATURE:

ENGLISH 6 | jceleste-figueroa
 ENGLISH 6 QUARTER 3 (Summative Test No. 2)

LESSON 2: Presenting a Coherent, Comprehensive Report

on Differing Viewpoints on an Issue

TABLE OF SPECIFICATIONS ( TOS)

OBJECTIVES NO. TEST %

OF PLACEMENT
ITEMS
1.Present a coherent, comprehensive report
on differing viewpoints on an issue

30 1-30 100 %

Total: 30 100 %

Prepared by:

JACKLYN CELESTE-FIGUEROA
Grade VI English Teacher

Checked by:

AGNES A. VILLAS
MT-I ( Observer)

Noted:

NELDA P. VILLANUEVA
Principal II

ENGLISH 6 | jceleste-figueroa
 ENGLISH 6 QUARTER 3 (Summative Test No. 2)
LESSON 2: Presenting a Coherent, Comprehensive Report on Differing Viewpoints on an Issue

NAME: _________________________________________________________ SCORE: ________

Test I:DIRECTIONS: Read and study the following statements. Select from the choices in the
box the one being described.

references body conclusion introduction title

viewpoint report coherence repetition transitional words
_____1. Is achieved when the sentences and ideas are connected, and they flow together
smoothly
_____2. Is the way a person sees things, understands issues or comprehends ideas from his/her
own point of view and perspective.
_____3. Is a short, sharp, concise document which is written for a particular purpose and
audience.
_____4. The topic is introduced and the specific problem within the topic is also identified.
_____5. The title and purpose of the report is presented in this part
_____6. All the sources that have been referred to should be listed here in alphabetical order.
_____7. The main points made in the report are summarized in a few sentences.
_____8. This part of the report should be divided into sections with headings.
_____9.Key words or phrases helps connect ideas throughout the presentation, it helps the
reader remain focused and headed in the right direction.
_____10. They serve as signals to let the reader know that the previous idea, sentence, or
paragraph is connected to what follows.

TEST II: DIRCETIONS: Present a coherent, comprehensive report on differing issues on the topic:
No Homework Policy. Below are the key ideas about the issue. Use the given chart to organize
your ideas.

• “No Homework Law” will

ban teachers from giving
homework or
assignments to students
on weekends.

• The proposed policy

specifies precisely that
teachers may only assign
homework to students
on weekends provided
that it is minimal and will
not require more than
four hours to be
completed.

• “No Homework Policy”

bill aims to enable
learners to have more
quality time with their
parents, families, and
friends by limiting the
homework or
assignments to a
reasonable quantity on
schooldays and lessen it
during weekends.
ENGLISH 6 | jceleste-figueroa
 ENGLISH 6 QUARTER 3 (Summative Test No. 3)

LESSON 3: Evaluate narratives based on how the author developed the elements
(Setting and Characters)

TABLE OF SPECIFICATIONS ( TOS)

OBJECTIVES NO. TEST %

OF PLACEMENT
ITEMS
1. Evaluate narratives based on how the
author developed the elements

1.1 Setting 11 2, 11-20 37%

1.2 Characters 19 1, 3-10,

21-30 63 %

Total: 30 100 %

Prepared by:

JACKLYN CELESTE-FIGUEROA
Grade VI English Teacher

Checked by:

AGNES A. VILLAS
MT-I ( Observer)

Noted:

NELDA P. VILLANUEVA
Principal II

ENGLISH 6 | jceleste-figueroa
 ENGLISH 6 QUARTER 3 (Summative Test No. 3)

LESSON 3: Evaluate narratives based on how the author developed the elements
(Setting and Characters)
NAME: _________________________________________________________ SCORE: ________
Test I:DIRECTIONS: Read and study the following statements. Select from the choices in the
box the one being described.

setting characters protagonist antagonist foil flat

plot round static dynamic stock

_____1. With one or two traits that don’t change

_____2. The time and place of the action
_____3. With many complex traits that develop and change
_____4. Refers to the heroes or main characters.
_____5. Representing stereotypes such as stingy businessman, strict school principal, etc.
_____6. Most important component of narrative, it involves the persons or animals and other
elements in the story.
_____7. Remaining the same throughout the story
_____8. Changing and growing, responding to events, and experiencing a change in
attitude or outlook.
_____9. They are the villain or bad guys in the story.
_____10. The storyline plan or scheme that is developed in the story. It carries the events in the
story.

TEST II: DIRCETIONS: Evaluate the narrative story based on how the author developed the
elements (Setting and Characters). With the help of the graphic organizer, supply the needed
details.
ROLE CHARACTER TRAIT
STORY: The Prince and the Pauper Protagonist
Antagonist

Foil

ENGLISH 6 | jceleste-figueroa
 ENGLISH 6 QUARTER 3 (Summative Test No. 4)

LESSON 3: Evaluate narratives based on how the author developed the elements
(Plot, Theme, Point of View)

TABLE OF SPECIFICATIONS ( TOS)

OBJECTIVES NO. TEST %

OF PLACEMENT
ITEMS
1. Evaluate narratives based on how the
author developed the elements

1.1 Plot 18 1-3, 5, 8, 60 %

10 , 21-30

1.2 Theme 6 9, 11-15 20 %

1.3 Point of View 7 4, 6, 16-20 20 %

Total: 30 100 %

Prepared by:

JACKLYN CELESTE-FIGUEROA
Grade VI English Teacher

Checked by:

AGNES A. VILLAS
MT-I ( Observer)

Noted:

NELDA P. VILLANUEVA
Principal II

ENGLISH 6 | jceleste-figueroa
 ENGLISH 6 QUARTER 3 (Summative Test No. 4)

LESSON 3: Evaluate narratives based on how the author developed the elements
( Plot, Theme and Point of View )
NAME: _________________________________________________________ SCORE: ________
Test I:DIRECTIONS: Read and study the following statements. Select from the choices in the
box the one being described.

Resolution Chronological In Medias Res Flashback Falling Action

Climax Rising Action Theme First Person Third Person

_____1. The ending or conclusion of the story

_____2. The conflict or the problem
_____3. The sequential arrangement of events or story mountain.
_____4. Means that the author / writer is involved as the main character or one of the
characters.
_____5. How the problem or conflict is solved
_____6. It means that the author or narrator is not involved in the story, only a witness.
_____7. This means “into the middle of things”. Another story is narrated inside the main plot
line.
_____8. Highest point of interest, suspense, turning point of the story
_____9. Refers to the broad idea, message, or lesson that is imparted to the readers.
_____10. Events that have taken place before the events that are currently unfolding in the
story.

TEST II: DIRCETIONS: Evaluate the narrative story based on how the author developed the
elements (Plot, Theme and the Point of View). With the help of the graphic organizer, supply
the needed details.

STORY: The Prince and the Pauper

ENGLISH 6 | jceleste-figueroa
 Prepared by:

JACKLYN CELESTE- FIGUEROA

Grade VI English Teacher

ENGLISH 6 | jceleste-figueroa