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 Brunei was interested in working
formal
in Singapore.
The girl I met in Brunei was interested in working in informal: relative clause without the relative
Singapore. pronoun whom
Compare
We went to Paris for the weekend. We have a lot of
Formal
things to tell you.
Informal: ellipsis (more likely to be written or
Went to Paris for the weekend. Lots to tell you.
texted than spoken)

Appendix 6
Day 1, Grades 5 and 6 English 5 and 6/Q1/W4

RUBRICS FOR ROLEPLAY

Criteria 4 Points 3 Points 2 Points 1 Point
Content/ All ideas made sense. All ideas made Not all ideas made No ideas made sense.
Ideas Stayed on track. sense. Stayed on sense. Some parts All parts went off the
Included many track. Included went off the track. track. No interesting
interesting details. some interesting Included a few detail was included.
details. interesting details.
Acting Feelings and ideas were Feelings and ideas Feelings and ideas No feelings and ideas
Skills expressed in in were expressed. were not properly were expressed.
interesting ways. Emotions were expressed. It lacked Lacked strong
Various emotions and strongly expressed. strong emotions where emotions.
strong acting prowess it was needed most.
were displayed.
Fluency/Or Strong beginning and Strong beginning Weak beginning. Few Weak beginning. No
ganization sentences were tied and sentences were sentences were tied sentences were tied
together. Details were tied together. together. Details were together. Details were
 presented in order. Details were mixed up or not in not in order. Many
Presentation began with somewhat order. Many sentences sentences began with
different words. Some presented in order. began with the same the same words. Most
sentences are short and Presentation began words. Most of the of the sentences were
complex. Many power with different sentences were short. short.
words were used. words. Some Few words were used.
sentences were
short and some
were long. Some
power words were
used.
Volume Voices were clearly Voices were clearly Voices were not loud Voices were very
and Quality heard and all the words heard, most were enough to be heard by soft. Some words
of Voice were enunciated properly the whole class. Some were mispronounced
properly with the pronounced with words were properly and not properly
correct stress and correct stress and stressed and stressed.
pauses. pauses. pronounced.
Group All members were able Most members Some members were Few members were
Dynamics to contribute ideas and were able to able to contribute able to contribute
organized the final contribute ideas ideas and organize the ideas and organized
output together. and organized the final output. the final output.
final output.
Total
Appendix 7
Day 1, Grade 6 English 6/Q1/W4

DISCUSSION ON SIMILE, METAPHOR, TONE, MOOD AND PURPOSES OF THE AUTHOR

SIMILE

Simile is stated comparisons of two unlike objects having something in common. It uses the words like and
as in comparing

Examples of simile:
1. He walks as quiet as a mouse.
2.  The soldier was brave as a lion.
3.  Our District Supervisor is as busy as a bee.
4.  Her nose is as cold as ice.
5.  Your weight is as light as a feather.

METAPHOR

Metaphormakes a direct comparison of two unlike things that have something in common. It does not use
the words like and as.

Example:
1. The sun is a ball of fire.
2. Her brother was a tower of strength during those hard times.
3. The dictionary is the bankbook that guides us in the use of words and their meanings.

Mood is defined as the feelings or emotions that are evoked in the reader by the selection/poem. Conversely,
tone expresses the attitude the author has towards the subject or topic of the selection/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 English 5/Q1/W4

ASSESSMENT (for the Advanced)

Name: __________________________________________________Score: ______________

Directions: Fill in the different information about the story “Good Wishes”.

TITLE OF THE STORY:

CHARACTERS: SETTING:

THEME: PLOT:

Beginning:

Middle:

Ending:

Appendix 8
Day 1, Grade 5 English 5/Q1/W4
 ASSESSMENT (for the Average)

Name: __________________________________________________Score: ______________

Directions: Fill in the different information about the story “Good Wishes”.

TITLE OF THE STORY: ___________________________________________________________

Characters: __________________________________________________________________

Setting:______________________________________________________________________

Theme: ______________________________________________________________________

Plot

Beginning:___________________________________________________________________

Middle: ______________________________________________________________________

Ending: ______________________________________________________________________

Appendix 8
Day 1, Grade 5 English 5/Q1/W4

ASSESSMENT (for the Challenged)

Name: __________________________________________________Score: ______________

Directions: Read the story “Baby Fish Looks at Land” and identify the elements of the literary text.

BABY FISH LOOKS AT LAND

 “Mother, what is land?” Baby Fish asked Mother Fish. “May I go and find out?”
But his mother would not let him go. Baby fish was very much disappointed. He did not like to eat
and play. Mother fish was afraid Baby Fish might die so she allowed him to go. Baby Fish was very happy,
but his mother was very sad. Baby Fish swam and swam. Soon he became hungry. He saw one live shrimp.
He caught the shrimp and was about to swallow it when he felt a tug in his mouth. He tightened his bite on
the shrimp. But he felt himself pulled upward and fast.
“This shrimp must be very strong,” thought Baby Fish. He was not frightened. He opened his mouth.
He struggled to set himself free but the pull upward was strong. Then he felt himself being lifted out of the
water and being tossed to the land.