APRIL 17, 2024

ENGLISH VI
FOURTH QUARTER-WEEK 3
Sections
7:30-8:20 INDUSTRIOUS
8:20-9:10 LOVE
9:40-10:30 KIND

I. Learning Objectives:

A. Grade Level Standard

The learner listens critically; communicates feelings and ideas orally
and in writing with a high level of proficiency; and reads various text types of
materials to serve learning needs in meeting a wide range of life’s purposes.

B. Content Standard
The learner demonstrates command of the conventions of Standard
English grammar and usage when writing or speaking.

C. Performance Standard
The learner speaks and writes using good command of the
conventions of Standard English.

II. Learning Content

A. Topic: Composing Clear and Coherent Sentences Using Appropriate
Grammatical Structures: Adverbs of Intensity and Adverbs
of Frequency
B. Skills: Grammar
C. References: English 6-Q4-LeaP, BOW, Curriculum Guide
D. Materials: PowerPoint Slides
E. Subject Integration: ESP- Paggamit ng Tama sa Oras
F. Value Focus: Spend your time wisely

III. Procedure:
A. Preparatory Activities
a. Checking of Attendance
b. Reading Activity
FRY Words
 B. Recall
What are conjunctions?

IV. Lesson Proper

A. Motivation
Watch and join singing the video.

B. Presentation
Read the dialogue between cousins Tom and Gerri. They live in a house
near each other and share the same study area for home schooling.
C. Discussion
Did you notice the highlighted words in the dialogue? What are they
called?
They are Adverbs of Intensity, also known as Degree Adverbs. Adverbs of
degree tell us the intensity, concentration or even the depth of a particular
action. Adverbs usually modify verbs. Some adverbs of degree or intensity
modify adjectives, other adverbs or clauses. They answer the question how
much? or to what extent?

Now, look at the illustration on the right side. It shows the intensity of
different adverbs of degree. Notice that the degree adverbs do not occupy the
same amount of space on the inverted triangle, this is because these adverbs vary
in depth or intensity
Analyze how the sentences vary their meanings because of the degree
adverbs.
The comparison of how tired the subject was, vary in intensity. Analyze the
illustration below, what words are used to
modify or describe how tired the subject was?
D. Controlled Activity
a. Guided Activity
Write clear and coherent sentences by supplying the missing adverb
of degree. Do this in your notebook

1. I _______________ had a time for relaxation since the pandemic

began.
2. We are _______________ unsure about what tomorrow may bring.
3. We need to avoid giving___________ unfavorable comment to our
front liners.
4. It is ___________dangerous to go out because of the pandemic.
5. People need to be ___________obedient to stop the spread of virus.

b. Independent Practice
To compose clear and coherent sentences, Improve each of the given
sentences by adding appropriate degree adverbs. Rewrite each sentence in
cursive, and remember to follow rules in sentence writing. Number 1 is done
for you.

1. The trip to the grocery store was long.

The trip to the grocery store was rather long.________________________
2. The lady’s grocery cart was full.
______________________________________________________________
3. She was worried that she may not get enough supply for the family.
______________________________________________________________
4. The grocery store ran out of supply due to panic buying.
______________________________________________________________
5. The groceries fell out of the lady’s cart.

E. Generalization
What are adverbs of intensity?
V. Evaluation
Read situation below then perform the given task.

VI. Assignment
Write 5 sentences with adverbs of intensity.

VII. Remarks
INDUSTRIOUS LOVE KIND
5X 5X 5X
4X 4X 4X
3X 3X 3X
2X 2X 2X
1X 1X 1X
0X 0X 0X
VIII. Reflection

INDUSTRIOUS LOVE KIND

A. Number of learners who earned 80%
in the evaluation
B. Number of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
Number of learners who have caught
up with the lesson
D. Number of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?