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Lalalawigan Elementary School

Samal, Bataan

English: Quarter 1

Week 3
Julieta S. Refuerzo
Teacher I
Elisa S. Ramos
Principal I
Quarter 1, Week 3

Day 1
Analyze sound devices (irony and hyperbole)
in a text heard
Determine tone, mood, and purpose of the
author ( Irony and Hyperbole,Tone, Mood,
and Purpose of the Author)
Review
Ask: What did you
learn about
blocking
last meeting?
Review
Blocking
(PUBLISHED BY GABE MOURA, ON JULY 1, 2014)

Blocking was originally a theater term that refers to


the positioning and movement of the actors in the
stage. In cinema, camera and lights are added to the
equation.
Blocking is an essential part of rehearsal because
doing it in advance will speed up principal
photography as the actors and camera operators will
know how they will move on the set.
Establishing
Purpose of the Lesson Do
Do “Let’s
“Let’s Try
Try This”
This”

Activity
Activity Sheet
Sheet in
in
English
English 66 (Quarter
(Quarter 1: 1:
Week
Week 3-Day
3-Day 1,
1, p.
p. 11
Establishing
Purpose of the Lesson Do
Do “Let’s
“Let’s Try
Try This”
This”

Activity
Activity Sheet
Sheet in
in ENGLISH
ENGLISH 66
QUARTER
QUARTER 11 Week Week 3-Day
3-Day 11
Listening
Listening Comprehension
Comprehension
EN6LC-Ic2.3.8
EN6LC-Ic2.3.8
EN6LC-Ic2.3.7
EN6LC-Ic2.3.7
Analyze
Analyze soundsound devices
devices (irony
(irony and
and hyperbole)
hyperbole)
in
in aa text
text heard
heard
Establishing
Purpose of the Lesson Do
Do “Let’s
“Let’s Try
Try This”
This”

A.
A. Listen
Listen as
as your
your teacher
teacher plays
plays the
the song
song “Ironic
“Ironic by
by
Alanis
Alanis Morissette.
Morissette. Analyze
Analyze the
the mood
mood of
of the
the poem
poem
and
and the
the songwriter’s
songwriter’s purpose
purpose for
for writing
writing the
the song.
song.

B. Listen as your teacher replays the song


“Ironic” by Alanis Morissette.
Establishing
Purpose of the Lesson Do
Do “Let’s
“Let’s Try
Try This”
This”

An
An oldold man
man turned
turned ninety-eight
ninety-eight
He
He wonwon thethe lottery
lottery and
and died
died the
the next
next day
day
It's
It's aa black
black flyfly in
in your
your Chardonnay
Chardonnay
It's
It's aa death
death row row pardon
pardon twotwo minutes
minutes tootoo late
late
And
And isn't
isn't itit ironic...
ironic... don't
don't you
you think
think
It's
It's like
like rain
rain on on your
your wedding
wedding dayday
It's
It's aa free
free ride
ride when
when you've
you've already
already paid
paid
It's
It's the
the good
good adviceadvice that
that you
you just
just didn't
didn't take
take
Establishing
Purpose of the Lesson Do
Do “Let’s
“Let’s Try
Try This”
This”

Mr.
Mr. Play
Play ItIt Safe
Safe was
was afraid
afraid to
to fly
fly
He
He packed
packed his his suitcase
suitcase and
and kissed
kissed his his kids
kids goodbye
goodbye
He
He waited
waited his his whole
whole damn
damn life
life to
to take
take that
that flight
flight
And
And as
as the
the plane
plane crashed
crashed down
down he he thought
thought
"Well
"Well isn't
isn't this
this nice..."
nice..."
And
And isn't
isn't itit ironic...
ironic... don't
don't you
you think
think
Establishing
Purpose of the Lesson Do
Do “Let’s
“Let’s Try
Try This”
This”

It's
It'slike
likerain
rainon
onyour
yourwedding
weddingday day
It's
It'saafree
freeride
ridewhen
whenyou've
you'vealready
alreadypaid
paid
It's
It'sthe
thegood
goodadvice
advicethat
thatyou
youjustjustdidn't
didn'ttake
take
Who
Whowould've
would'vethought...
thought...ititfigures
figures
Well
Welllifelifehas
hasaafunny
funnywaywayof ofsneaking
sneakingupupon
onyou
you
When
Whenyou youthink
thinkeverything's
everything'sokayokayand
andeverything's
everything'sgoing
going
right
right
And
Andlife lifehas
hasaafunny
funnywaywayofofhelping
helpingyou
youout
outwhen
when
You
Youthink
thinkeverything's
everything'sgone
gonewrongwrongand
andeverything
everythingblows
blows
up
up ...In
...Inyour
yourface
face
Establishing
Purpose of the Lesson Do
Do “Let’s
“Let’s Try
Try This”
This”

AA traffic
traffic jam
jam when when you're
you're already
already late
late
AA no-smoking
no-smoking sign sign on
on your
your cigarette
cigarette break
break
It's
It's like
like ten
ten thousand
thousand spoons
spoons when
when all all you
you need
need is
is aa
knife
knife
It's
It's meeting
meeting the the man
man of
of my
my dreams
dreams
And
And thenthen meeting
meeting his his beautiful
beautiful wife
wife
And
And isn't
isn't itit ironic...don't
ironic...don't you
you think
think
AA little
little too
too ironic...and,
ironic...and, yeah,
yeah, II really
really do
do think...
think...
Establishing
Purpose of the Lesson Do
Do “Let’s
“Let’s Try
Try This”
This”

It's
It's like
like rain
rain on
on your
your wedding
wedding day day
It's
It's aa free
free ride
ride when
when you've
you've already
already paid
paid
It's
It's the
the good
good advice
advice that
that you
you justjust didn't
didn't take
take
Who
Who would've
would've thought...
thought... itit figures
figures
Life
Life has
has aa funny
funny way
way of
of sneaking
sneaking up up on
on you
you
Life
Life has
has aa funny,
funny, funny
funny way
way of of helping
helping you
you out
out
Helping
Helping you you out
out
Establishing
Purpose of the Lesson Do
Do “Let’s
“Let’s Try
Try This”
This”

Guide
GuideQuestions:
Questions:
1.
1.What
Whatisisthe
thesong
songall
allabout?
about?
2.
2.What
Whatspecific
specifichuman
humanexperiences
experiencesare
arestated
statedin
inthe
thesong?
song?
3.
3.What
Whatironic
ironicstatements
statementsare areexemplified
exemplifiedininthe
thesong?
song?
4.
4.What
Whatexaggerated
exaggeratedstatements
statementsare arementioned
mentionedin inthe
thesong?
song?
5.
5.What
Whatemotion
emotiondiddidyou
youfeel
feelwhile
whilelistening
listeningtotothe
thesong?
song?
6.
6.What
Whatdodoyou
youthink
thinkisisthe
thereason
reasonwhy
whythethesong
songisistitled
titled
“Ironic?”
“Ironic?”
7.
7.What
Whatdodoyou
youthink
thinkisisthe
thesongwriter’s
songwriter’spurpose
purposeforfor
writing this song?
Presenting
examples/ Read “Let’s
intances of the
new lessons Study This

In the song you listened to, the song


writer used irony and hyperbole. In
the previous week, you already
learned about them. Irony and
hyperbole are other types of
figurative language.
Presenting
examples/ intances Read “Let’s
of the new lessons
Study This

1. Irony. This refers to the expression of one's


meaning by using language that normally
signifies the opposite, typically for humorous
or emphatic effect.
(Authors can use irony to make their audience stop
and think about what has just been said, or to
emphasize a central idea.)
Presenting
examples/ intances Read “Let’s
of the new lessons
Study This

Examples: An old man turned ninety-eight


He won the lottery and died the next day
It's like rain on your wedding day
It's a free ride when you've already paid
It's the good advice that you just didn't take
A traffic jam when you're already late
(excerpt from “Ironic” by Alanis Morissette)
Presenting
examples/ intances Read “Let’s
of the new lessons
Study This

2. Hyperbole. This is an extreme


exaggeration used to make a point;
exaggerated statements or claims not
meant to be taken literally. It is used to
add extra drama or comedy to a situation
or even for the purpose of propaganda.
Presenting
examples/ intances Read “Let’s
of the new lessons
Study This

Examples: Life has a funny way of helping you out


when
You think everything's gone wrong and everything
blows up In your face
(excerpt from “Ironic” by Alanis Morissette)

Listen to the song again. Sing the song with


your classmates.
Presenting examples/
intances of the new Read “Let’s
lessons
Study This

To better understand a literary piece, it is


a must that one should look into its tone,
mood, and the author’s purpose for
writing it.
Presenting examples/
intances of the new Read “Let’s
lessons Study This

Tone, in written composition, is an attitude of a


writer toward a subject or an audience. Tone is
generally conveyed through the choice of words or
the viewpoint of a writer on a particular subject.
Every written piece comprises a central theme or
subject matter. The manner in which a writer
approaches this theme and subject is the tone. The
tone can be formal, informal, serious, comic, sarcastic,
sad, and cheerful or it may be any other existing
attitudes.
Presenting examples/
intances of the new Read “Let’s
lessons Study This

Mood is a literary element that evokes


certain feeling s or vibes in readers through
words and descriptions.
Usually, mood is referred to as the
atmosphere of a literary piece, as it creates an
emotional situation that surrounds the
readers. Mood is developed in a literary
piece through various methods. It can be
developed through setting, theme, tone and
diction.
Presenting examples/
intances of the new Read “Let’s
lessons Study This

An author's purpose is the reason


an author decides to write about
a specific topic. Then, once a
topic is selected, the author must
decide whether his purpose for
writing is to inform, persuade,
entertain, or explain his ideas to
the reader.
Presenting examples/
intances of the new Read “Let’s
lessons Study This

Can you differentiate


tone, mood, and author’s
purpose in writing a
literary piece?
Discussing new concepts and Do”Let’s Do This
practicing new skills #1.

Activity Sheet in English 6 (Quarter 1:


Week 3-Day 1, p. 4)
Discussing new concepts and Do”Let’s Do This
practicing new skills #1.

Task 1. Read and Jot Down!


Read the story “The Lion and the
Mouse” by Aesop.
Discussing new concepts and Do”Let’s Do This
practicing new skills #1.

The Lion and the Mouse


by Aesop
One day after a big meal, a great lion fell asleep at the door of his cave.
As he was dreaming of all kinds of good things, he felt a thug at his mane
and drowsily lifting up a paw, caught a little mouse.
“Grrrr,” growled the lion. “What are you doing in my mane? I’ll eat you
up.”
“Oh, please, your majesty,” squeaked the mouse. “Please spare me. I had
no idea you were a lion. I thought you were a haystack and I was looking
for some nice hay for my nest. If you forgive me, and let me go, I’ll repay
you some day. One good turn deserves another.”
Discussing new concepts and Do”Let’s Do This
practicing new skills #1.

Some days later, a party of hunters were looking for lions to


put into the zoo. They saw his huge tracks, caught him, and
threw a big net over him while they hurried off to bring back
a cage…
The lion roared in anger and the jungle shook with his
growls.
The little mouse heard it and said, “I know that voice.” And
off he pattered at full speed in the direction of the roars. He
found the lion tugging at the ropes of the net and making as
much noise as a thunderstorm.”
Discussing new concepts and Do”Let’s Do This
practicing new skills #1.

“Shhhh,” said the mouse. “Keep still and I’ll take


care of those ropes.”
The little mouse gnawed away at the ropes and the
lion was able to escape just as the hunters were
returning with the cage…
“I told you I would repay you some day,” smiled
the mouse in triumph. Even a mouse can help a
lion.
Reference:
1000 Stories You Can Use (Volume Two)
by Frank Mihalic, SVD
Discussing new concepts and Do”Let’s Do More
practicing new skills #2.

Task 2. Understanding the Text!


Answer the following questions
based on the story “The Lion and
the Mouse” by Aesop.
Discussing new concepts and Do”Let’s Do More
practicing new skills #2.

Guide Questions:
1. What did the lion do one day after a big meal?
2. What animal did the lion catch?
3. What did the lion want to do with the mouse?
4. What did the mouse promise to the lion?
5. Did the lion think the mouse will fulfill his promise to
him?
6. What happened to the lion some days later?
Discussing new concepts and Do”Let’s Do More
practicing new skills #2.

7. How did the mouse help the lion?


8. What lesson can be derived from the story?
9. What do you think is the tone of the story
“The Lion and the Mouse” by Aesop?
10. What do you think is the mood conveyed
in the story?
11. What do you think is the writer’s purpose
for writing this story?
ANSWER KEY (Lion and the Mouse
Discussing new concepts and
practicing new skills #2.

Task 2. Understanding the Text!


1. The lion fell asleep at the door of his cave.
2. The lion caught a little mouse.
3. The lion wanted to eat the mouse.
4. The mouse promised to the lion that if he would
forgive him and let him go, he would repay the lion
some day.
5. Yes
ANSWER KEY (Lion and the Mouse
Discussing new concepts and
practicing new skills #2.

6. The lion was caught by a party of hunters.


7. The mouse gnawed away at the ropes and the lion was able
to escape.
8. Be kind and helpful to everyone. Be kind to your neigbor
and it will soon be repayed by good deeds.
9. The tone of the story is informal.
10. The mood conveyed in the story is happiness – since at the
end of the story, the lion was able to escape from the hunters
through the help of the mouse.
11. The writer’s purpose for writing the story is to entertain
and teach good values to the readers.
Discussing new concepts and Do”Let’s Do More
practicing new skills #2.

Task 3. Read It Aloud!


Form a group with three members.
Assign among yourselves who will
read the part of the narrator, the
lion, and the mouse in the story. Be
able to read aloud the story with
feelings.
Discussing new concepts and Let’s Test Ourselves
practicing new skills #2.

_____ 1. “I told you I would repay you some day,” smiled the
mouse in triumph.
_____ 2. “Shhhh,” said the mouse. “Keep still and I’ll take care
of those ropes.”
_____ 3. “What are you doing in my mane? I’ll eat you up.”
growled the lion.
_____ 4. The lion was able to escape just as the hunters were
returning with the cage.
_____ 5. The lion roared in anger and the jungle shook with
his growls.
_____ 6. The great lion fell asleep at the door of his cave.
Discussing new concepts and Let’s Test Ourselves
practicing new skills #2.

_____ 7. “Oh, please, your majesty,” squeaked the mouse.


“Please spare me. I had no idea you were a lion.
_____ 8. As the lion was dreaming of all kinds of good things,
he felt a thug at his mane and drowsily lifting up a paw,
caught a little mouse.
_____ 9. The little mouse heard it and said, “I know that
voice.”
_____ 10. Some days later, a party of hunters were looking for
lions to put into the zoo.
Developing
mastery Leads
to Formative
Let’s Enrich Ourselves!
Assessment 3

Task 5. I am the Lion, You are the


Mouse!
Go to your respective groups. Role
play the story read. Assign who
among yourselves will take the role
of the narrator, the lion, and the
mouse in the story.
Finding
Practical
Applications of
concepts and
skills in daily
living
Ask: How can you
apply your knowledge of irony
and hyperbole in real life?
How about your knowledge of
tone, mood, and author’s
purpose?
Generalizations
Read “Let’s Remember
This”
Determining the author’s tone,
mood, and purpose for writing
a certain literary piece will
help us better understand its
message.
Evaluating Learning
Let’s Test Ourselves
Task 4. Arrange the Story Puzzle!
Arrange the following jumbled
statements taken from the story.
On the blank before each number,
write 1 if the statement is the first
one which took place in the story, 2
if it is the second, 3 if it is the third,
and so on and so forth.
Evaluating Learning
Let’s Test Ourselves
Task 4. Arrange the Story Puzzle! Anwer Key

10 1.
8 2.
3 3.
9 4.
6 5.
1 6.
4 7.
2 8.
7 9.
5 10.
Quarter 1, Week 3

Day 2
Infer meaning of idiomatic
expressions using –roots (Root Words)
Review
Can you differentiate irony
and hyperbole?
Verbal irony is where a person
says one thing and means
another.
Hyperbole is an exaggerated
statement which is not meant to be
taken literally, but used to prove a
point.
What is tone? What is mood?
Review
What is author's purpose?
Tone and mood are similar!!
Tone is the author’s attitude toward the
writing (his characters, the situation) and
the readers. A work of writing can have
more than one tone. An example of tone
could be both serious and humorous.
Tone is set by the setting, choice of
vocabulary and other details.
What is tone? What is mood?
Review
What is author's purpose?

Mood is the general


atmosphere created by the
author’s words. It is the
feeling the reader gets from
reading those words. It may
be the same, or it may change
from situation to situation.
What is tone? What is mood?
Review
What is author's purpose?
An author's purpose is the reason
an author decides to write about
a specific topic. Then, once a
topic is selected, the author must
decide whether his purpose for
writing is to inform, persuade,
entertain, or explain his ideas to
the reader.
Review Words That Describe Tone
Amused Humorous
Pessimistic Angry Informal
Playful Cheerful Ironic
Pompous Horror Light Sad
Clear Matter-of-fact
Serious Formal Resigned
Suspicious Gloomy
Optimistic Witty
Review Words That Describe
Mood Fanciful Melancholy
Frightening Mysterious
Frustrating Romantic
Gloomy Sentimental
Happy Sorrowful Joyful
Suspenseful
Establishing Do” Let’s Try This” ”
purpose for the
Lesson

Activity Sheet in English 6 (Quarter 1:


Week 3-Day 2, p. 1)
Establishing purpose
for the Lesson Do” Let’s Try This” ”
Study the following phrases or sentences taken
from the story “The Lion and The Mouse” that you
read. Draw your attention to each word with
highlighted letters in each sentence.
1. As he was dreaming of all kinds of good things, he felt a
thug at his mane.
2. “Grrrr,” growled the lion.
3. I’ll repay you some day.
4. The little mouse gnawed away at the ropes.
5. The lion was able to escape just as the hunters were
returning with the cage.
Establishing purpose
for the Lesson Do” Let’s Try This” ”
What are the words with highlighted
letters in each sentence?
What have you noticed in each word?
Do they have affixes (prefix or suffix)
attached to them? Can you identify them?
Can they stand alone even without
affixes? What do you call these words?
Presenting examples
/ instances of the
Let’s Study This
new lesson

Activity Sheet in English 6


(Quarter 1: Week 3-Day 2, pp. 1- 4)
Presenting examples
/ instances of the
Let’s Study This
new lesson
Many English words are formed by taking basic words and adding
combinations of prefixes and suffixes to them.
A basic word to which affixes (prefixes and suffixes) are added is called a
root word because it forms the basis of a new word. The root word can also
be a word in its own. For example, the word lovely consists of the word love
and the suffix -ly.
However, not all root words typically form a stand-alone word. For example,
the word reject is made up of the prefix re- and the Latin root ject, which is not
a stand-alone word.
Most of the roots in English came from Latin and Greek origin. The
following are examples of English words with Latin and Greek roots.
Presenting
examples / instances
Let’s Study This
of the new lesson
Common Latin Roots Used in English
Latin Root Definition Example
ambi both ambiguous, ambidextrous
aqua water aquarium, aquamarine
aud to hear audience, audition
Presenting Let’s Study This
examples / instances
of the new lesson Common Latin Roots Used in English
Latin Root Definition Example
bene good benefactor, benevolent
cent one hundred century, percent
circum around circumference,
circumstance
contra/counter against contradict, encounter
dict to say dictation, dictator
duc/duct to lead conduct, induce
fac to do, to make factory, manufacture
Presenting
examples / instances Let’s Study This
of the new lesson
Common Latin Roots Used in English

Latin Root Definition Example


form shape conform, reform
fort strength fortitude, fortress
fract break fracture, fraction
ject throw projection, rejection
jud judge judicial, prejudice
mal bad malevolent, malefactor
Presenting
examples / instances Let’s Study This
of the new lesson
Common Latin Roots Used in English

Latin Root Definition Example


mater mother maternal, maternity
mit to send transmit, admit
mort death mortal, mortician
multi many multimedia, multiple
pater father paternal, paternity
port to carry portable, transportation
Presenting
examples / instances Let’s Study This
of the new lesson
Common Latin Roots Used in English
Latin Root Definition Example
rupt to break bankrupt, disruption
scrib/script to write inscription, prescribe
sect/sec to cut bisect, section
sent to feel, to send consent, resent
spect to look inspection, spectator
struct to build destruction, restructure
vid/vis to see televise, video
voc voice, to call vocalize, advocate
Presenting
examples / instances Let’s Study This
of the new lesson
Common Latin Roots Used in English
Greek Root Definition Example
anthropo man, human, humanity
anthropologist, philanthropy
auto self autobiography, automobile
bio life biology, biography
chron time chronological, chronic
dyna power dynamic, dynamite
Presenting
examples / instances Let’s Study This
of the new lesson
Common Latin Roots Used in English
Greek Root Definition Example
dys bad, hard, unlucky dysfunctional,
dyslexic
gram thing written epigram, telegram
graph writing graphic, phonograph
hetero different heteronym, heterogeneous
homo same homonym, homogenous
hydr water hydration, dehydrate
Presenting
examples / instances Let’s Study This
of the new lesson
Common Latin Roots Used in English
Greek Root Definition Example
hyper over, above, beyond hyperactive,
hyperbole
hypo below, beneath hypothermia,
hypothetical
logy study of biology, psychology
meter/metr measure thermometer, perimeter
micro small microbe, microscope
mis/miso hate misanthrope, misogyny
Presenting
examples / instances Let’s Study This
of the new lesson
Common Latin Roots Used in English
Greek Root Definition Example
mono one monologue, monotonous
morph form, shape morphology, morphing
nym name antonym, synonym
phil love philanthropist, philosophy
phobia fear claustrophobia, phobic
photo/phos light photograph,
phosphorous
pseudo false pseudonym, pseudoscience
Presenting
examples / instances Let’s Study This
of the new lesson
Common Latin Roots Used in English
Greek Root Definition Example
psycho bsoul, spirit psychology, psychic
scope viewing instrument microscope,
telescope

By knowing these different root words,


you can understand what a word means
even if you don’t know the word.
Discussing new Concept
and Practicing New Let’s Do This
Skills # 1

Activity Sheet in
English 6 (Quarter 1:
Week 3-Day 2, pp. (4-5)
Discussing new Concept
and Practicing New Let’s Do This
Skills # 1

Task 1. What’s the Right Choice?


Encircle the correct meaning of the given root
words.

1. alter a. other b. together c. any d. short


2. aud a. light b. air c. sound d. water
3. biblio a. vehicle b. college c. school d. book
4. bio a. education b. life c. good d. evil
5. phil a. love b. faith c. hope d. trust
Discussing new Concept
and Practicing New Let’s Do This
Skills # 1
6. chrom
a. color b. water c. snow d. sand
7. derm
a. teeth b. skin c. bone d. muscle
8. ego
a. other b. together c. another d. self
9. duo
a. one b. two c. three d. four
10. equ
a. less b. more c. small d . equal
Discussing new Concept
and Practicing New Let’s Do This
Skills # 1
ANSWER KEY

Task 1. What’s the Right Choice?


1. a 6. a
2. c 7. b
3. d 8. d
4. b 9. b
5. a 10. d
Discussing new Concept
and Practicing New Let’s Do This
Skills # 1

Task 2. Destined to be Matched!


With your partner, match each word
to its definition by writing the
corresponding letter before the
number.
Discussing new Concept
and Practicing New Let’s Do This
Skills # 1
WORDS DEFINITIONS
___1. Subterranean a. Under the surface of the earth
___2. Transportation b. Possible to foretell
___3. Unbelievable c. The act of establishing in a new place
___4. Deactivation d. Refusing to accept
___5. Relaxation e. The act of introducing into something
forcefully
___6. Reaction f. Hard to believe, too extraordinary for belief
___7. Predictable g. Means of travel from one place to another
___8. Rejection h. The act of responding to a stimulus
___9. Injection i. The state of becoming inactive
___10. Relocation j. The state of being relaxed
Discussing new Concept
and Practicing New Let’s Do This
Skills # 1

Task 2. Destined to be
Matched!
1. a 6. h
2. g 7. b
3. f 8. d
4. i 9. e
5. J 10. c
Discussing new Concept
and Practicing New “Let’s Do More”
Skills # 2

Activity Sheet in English 6


(Quarter 1: Week 3-Day 2,
(pp. 5-6)
Discussing new Concept
and Practicing New “Let’s Do More”
Skills # 2

Task 3. Where are the Roots in the Tables?


Go to your respective group. Complete the tables
below by supplying the appropriate root words
in the given affixes (prefix and suffix). On the last
column, write the newly-formed word by
combining the given affixes and the root words
that you supplied. The first row is done for you.
Discussing new Concept
and Practicing New Skills # “Let’s Do More”
2

Table 1 Prefix Meaning Root Word Newly-


Formed Word
1 auto- self biography autobiography
2 contra- against
3 hyper- over
4 dis- apart,not
5 meta- beyond
6 sub- under
7 il- not
Discussing new Concept
and Practicing New Skills # “Let’s Do More”
2

Table 1 Prefix Meaning Root Word Newly-


Formed Word 8 micro- small
9 poly many, several
10 re- again, back
Discussing new Concept
and Practicing New Skills # “Let’s Do More”
2

Table 2
Suffix Meaning Root Word Newly-
Formed Word
1 -phobia fear
2 -ism the belief in
3 -logy the study of
4 -cide killing
5 -or, -er one who takes part in
Discussing new Concept
and Practicing New Skills # “Let’s Do More”
2

Table 2
Suffix Meaning Root Word Newly-
Formed Word
6 -graph writing
7 -scope viewing instrument
8 -dom place or state of being
9 -ment condition of
10 -ness state of being
Developing Mastery “ Let’s Enrich Ourselves
Formative Assessment 3

Activity Sheet in
English 6
(Quarter 1: Week 3-
Day 2, (pp. 6-7)
Developing Mastery “ Let’s Enrich Ourselves
Formative Assessment 3

Task 4. Examining the Paragraph!


Go to your respective group. As you and
your groupmates read the following
paragraph, identify all words with
prefixes or suffixes. Write them below
the paragraph and then write their
definition.
Developing Mastery “ Let’s Enrich Ourselves
Formative Assessment 3

The Garbage Problem


Improper garbage disposal can cause contamination
of subterranean water sources. Relocating garbage
dumps doesn’t necessarily solve this incredibly
unhealthy problem. Laws preceding the discovery of
this problem were predictably relaxed in terms of
garbage disposal. Since the discovery, authorities
have proceeded to toughen these laws and have
injected funds into reevaluating ongoing practices.
Developing Mastery “ Let’s Enrich Ourselves
Formative Assessment 3

The Garbage Problem


. A number of efforts of environmental
organizations have helped to convince an
incredulous public of the depth of the problem
and the need to recycle. Some garbage dumps
have receded in size, but most have increased
as the unbelievable amount of garbage
produced continues to multiply unnecessarily.
Developing Mastery “ Let’s Enrich Ourselves
Formative Assessment 3

Words with Prefixes or Suffixes Meaning


________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
Developing Mastery
Formative Assessment 3 “ Let’s Enrich Ourselves
Anwer Key
Task 4. Examining the Paragraph! Words with Prefixes or
Suffixes Meaning
improper not correct
disposal orderly placement or distribution
contamination the process of making a substance no
longer suitable for use
subterranean located or living under the surface of the
ground
relocating moving to a new place
necessarily used to say something is important, cannot be
changed or avoided
Developing Mastery
Formative Assessment 3 “ Let’s Enrich Ourselves
Anwer Key

Task 4. Examining the Paragraph! Words with


Prefixes or Suffixes Meaning
incredibly extremely
preceding existing, happening, or coming before
unhealthy harmful to health
predictably can be predicted
proceeded continued to do something
toughen to make something stricter
Developing Mastery
Formative Assessment 3 “ Let’s Enrich Ourselves
Anwer Key

Task 4. Examining the Paragraph! Words with


Prefixes or Suffixes Meaning
incredibly extremely
preceding existing, happening, or coming before
unhealthy harmful to health
predictably can be predicted
proceeded continued to do something
toughen to make something stricter
Developing Mastery
Formative Assessment 3 “ Let’s Enrich Ourselves
Anwer Key

Task 4. Examining the Paragraph! Words with Prefixes or Suffixes


Meaning
injected to introduce into something forcefully
reevaluating judging again the value or condition of someone or
something
ongoing continuing to exist
environmental of relating to environment
incredulous not able or willing to believe someone or something
receded moved to back away
unbelievable difficult or impossible to believe
unnecessarily not by necessity
Finding Practical Applications of
concepts and skills in daily living

Ask: Why is learning to identify


root words important?
How can you apply your
knowledge of root words help
you in daily life?
Making Generalization Let’s Remember This
& Abstractions about
the Lessons

“Let’s Remember This”


Activity Sheet in
English 6 (Quarter 1:
Week 3-Day 2, p.9)
Making Generalization & Let’s Remember This
Abstractions about the
Lessons

Many of the English words we use come


from a root word. Once you pull off any
prefixes or suffixes, the root will be
normally at the beginning or the middle
part of the word. Analyzing the structure of
the word will uncover what the root word
really means.
Making Generalization Let’s Remember This
& Abstractions about
the Lessons

For example, in a word such as scissors, the root


word is sciss, which means cut.
Learning root words, prefixes, and suffixes can help
you because:
 If you recognize these word parts, it is easier to
figure out what a word means.
 They can help you to spell words because you
will be able to remember spelling patterns.
Evaluating “Let’s Test Ourselves”
Learning
Activity Sheet in English 6
(Quarter 1: Week 3-Day 2,
(pp. 7-8)

Task 5. Can You Sort the Words Out?


Study the highlighted word in each
sentence below. Identify the root word
along with any prefixes and/or suffixes
that are attached to it. Write your
answers on the blanks provided below
each sentence.
Evaluating “Let’s Test Ourselves”
Learning

Example:
We watched a preview of the new Disney movie.
Root: view Prefix: pre
1. The dancing cat was seen by more than two-
million YouTube viewers. Root: ____________
Suffix: ____________
2. The teacher handed out paper hearts to the
students who had done extra work. Root:
____________ Suffix: ____________
Evaluating Learning
“Let’s Test Ourselves”
Example:
We watched a preview of the new Disney movie. Root: view
Prefix: pre
3. The magician made the rabbit disappear. Root: ____________
Prefix: ____________
4. At the end of his performance, the magician made a graceful
bow to the audience. Root: ____________ Suffix: ____________
5. Desiree asked the magician for his autograph. Root:
____________ Prefix: ____________
6. Because of the lightness of the breeze, the sailboat moved
quite slowly. Root: ____________ Suffix: ____________
Evaluating Learning
“Let’s Test Ourselves”

7. Despite the heaviness of his backpack, Dennver Marco raced


up the hill. Root: ____________ Suffix: ____________
8. Some dogs are shy or unfriendly and might bark or snap if
you try to pet them. Root: ____________ Prefix: ____________
Suffix: ____________
9. Rebecca quickly reopened the door and called for her cat.
Root: ____________ Prefix: ____________ Suffix: ____________
10. Luz stood on a tower overlooking the sea. Root:
____________ Prefix: ____________ Suffix: ____________
Evaluating Learning “Let’s Test Ourselves”

11. In today's world, no part of the globe is unreachable. Root: ____________


Prefix: ____________ Suffix: ____________
12. My mother never let anyone see her dressed informally. Root:
____________ Prefix: ____________ Suffix: ____________
13. Everyone thought that he was the proudest, most disagreeable man in the
neighborhood. Root: _______Prefix: ____________ Suffix: _______
14. Preschoolers should have plenty of opportunities to run, play, and listen
to stories. Root: ________ Prefix: ____________ Suffix: ________
15. The speaker pointed out the unfairness of today’s justice system towards
the poor. Root: ____________ Prefix: ____________ Suffix: ____________
Evaluating Learning “Let’s Test Ourselves”
Answer Key Task 5. Can You Sort the Words Out?

No. Root Prefix Suffix


1 viewer -s
2 teach -er
3 appear dis-
4 grace -ful
5 graph auto-
6 light -ness
7 heaviness -ness
Evaluating Learning “Let’s Test Ourselves”
Answer Key Task 5. Can You Sort the Words Out?

No. Root Prefix Suffix


8 friend un- -ly
9 open re- -ed
10 look over- -ing
11 reach un- -able
12 formal in- -ly
13 agree dis- -able
14 school Pre- -ers
15 fair un- -ness
Quarter 1, Week 3

Day 3
Day 3
Compose clear and coherent sentences using appropriate
grammatical structures:-tenses of verb
Observe politeness at all times
Show openness to criticism
Review

Ask: What have


you
learned about
roots?
Establishing
Purpose of the Do
Do “Let’s
“Let’s Try
Try This”
This”
Lesson

Activity
Activity Sheet
Sheet in
in
English
English 66
(Quarter
(Quarter 1:
1: Week
Week 3-
3-
Day
Day 3&4,
3&4, p.p. 1)
1)
Establishing
Purpose of the Do
Do “Let’s
“Let’s Try
Try This”
This”
Lesson

Read
Read the the following
following sentences
sentences taken
taken from
from the
the
story
story “The
“The Lion
Lion and
and the
the Mouse”:
Mouse”:
1.
1. The
The lion
lion roared
roared in
in anger
anger and
and the
the jungle
jungle
shook
shook withwith his
his growls.
growls.
2.
2. One
One good
good turn
turn deserves
deserves another.
another.
3.
3. IfIf you
you forgive
forgive me,
me, and
and let
let me
me go,
go, II will
will
repay
repay you you some
some day.
day.
Establishing
Purpose of the Do
Do “Let’s
“Let’s Try
Try This”
This”
Lesson

What
What is is the
the highlighted
highlighted wordword in in the
the first
first sentence?
sentence?
in
in the
the second
second sentence?
sentence? in in the
the third
third sentence?
sentence?
What
What part
part of
of speech
speech areare these
these highlighted
highlighted words?
words?
Which
Which among
among these
these verbs
verbs indicate
indicate that
that anan action:
action:
 is
is about
about toto happen
happen in in the
the future?
future?
 happens
happens in in present
present time?
time?
 already
already happened
happened in in the
the past?
past?
What
What do do you
you think
think is
is our
our lesson
lesson for
for today?
today?
Presenting
examples/ Read “Let’s
intances of the
new lessons Study This”

Verb
The verb is a part of speech that
indicates an action or a state of
being. It tells when the action
happens.
There are three main verb tenses:
present, past, and future.
Presenting examples/
intances of the new Read “Let’s
lessons
Study This”
Present Tense
 The present tense of the verb indicates that an
action is present, and is happing now relative to the
speaker or writer.

 The present tense uses the verb's base form (write,


work), or, for third-person singular subjects, the
base form plus an -s ending (he writes, she works).
Presenting
examples/ intances Read “Let’s
of the new lessons
Study This”

 When the subject is singular, it takes a singular


form of the verb in the present tense (-s ending). For
example: A student writes a speech for his
presentation.
 However, when the subject is plural, it takes a
plural form of the verb in the present tense (base
form). For example: The students prepare for their
group presentation.
Presenting
examples/ intances Read “Let’s
of the new lessons
Study This”
Generally, it is used to describe actions that are
factual or habitual things that occur in the present but
are not necessarily happening right now. For
example: "It rains a lot in Manila" is a kind of timeless
statement.
 The present tense is used to describe events that are
scheduled (by nature or by people):
Examples: High tide is at 3:15 p.m.
The new singing contest starts at 6:15 p.m.
Presenting
examples/ intances Read “Let’s
of the new lessons
Study This”

The present tense can be used to suggest the past


with what is sometimes called the fictional (or
historic) present:
Examples: Dr. Jose Rizal believes that the youth are the
hopes of
the nation.
The Spaniards, Americans, and Japanese tyrants
oppress the Filipinos.
Presenting
examples/ intances Read “Let’s
of the new lessons
Study This”
With verbs of communicating, the present tense can also
suggest a past action:
Example: Dennver tells me that he took his brother to the
dentist.
 Most oddly, the present tense can convey a sense of
the future, especially with verbs such as arrive, come, and
leave that suggest a kind of plan or schedule:
Example: The train from Blumentritt arrives this afternoon
at two o'clock.
Presenting
examples/ intances Read “Let’s
of the new lessons
Study This”
Present tense states habitual activities that are
frequently signaled by time expressions such as the
following:
all the time always every class every
day every holiday every hour every
month every semester every week
every year most of the time never
often rarely sometimes
usually
Presenting
examples/ intances Read “Let’s
of the new lessons
Study This”
The following are examples of pronouns both in singular and
plural number with their corresponding verb in the present
tense.

Singular Plural
I am we are
you are you are
he/she/it is they are
Presenting
examples/ intances Read “Let’s
of the new lessons
Study This”
The following are examples of pronouns both in singular and
plural number with their corresponding verb in the present
tense.

Singular Plural
I walk we walk
you walk you walk
he/she/it walks they walk
Presenting
examples/ intances Read “Let’s
of the new lessons
Study This”
Past Tense
 The past tense of the verb indicates that an action is in the
past relative to the speaker or writer.
 It is used to talk about a completed action in the past.
 It is used: o when the time period has finished:
Example: We went to General Santos City few months
Ago o when the time period is definite:
Example: They visited their grandmother last week.
o with preposition for followed by a time expression, when the action
is finished:
Presenting examples/
intances of the new lessons
Read “Let’s
Study This”
Past Tense
 The past tense of the verb indicates that an action is in the past relative to
the speaker or writer.
 It is used to talk about a completed action in the past.
 It is used: o when the time period has finished:
Example: We went to General Santos City few months ago
when the time period is definite:
Example: They visited their grandmother last week.
- with preposition for followed by a time expression, when the action is
finished:
Example: My brother worked with that company for six months.
 To change the verb in the past tense, you have to determine first whether
the verb is regular or irregular verb.
Presenting examples/
intances of the new lessons
Read “Let’s
Study This”

Singular Plural
I walk we walk
you walk you walk
he/she/it walks they walk
Presenting examples/
intances of the new lessons
Read “Let’s
Study This”

The following are examples of pronouns both in


singular and plural number with their
corresponding verb in the past tense

Singular Plural
I was we were
you were you were
he/she/it was they were
Presenting examples/
intances of the new lessons
Read “Let’s
Study This”

The following are examples of pronouns both in


singular and plural number with their corresponding
regular verb in the past tense.

Singular Plural
I walked we walked
you walked you walked
he/she/it walked they walked
Presenting examples/
intances of the new lessons
Read “Let’s
Study This”

The following are examples of pronouns both in


singular and plural number with their corresponding
irregular verb in the past tense.

Singular Plural
I slept we slept
you slept you slept
he/she/it slept they slept
Presenting examples/
intances of the new lessons
Read “Let’s
Study This”
Past tense states completely done activities that are frequently
signaled by time expressions such as the following:
yesterday a while ago All forms of the
last week few weeks ago past tense of the
verb can be used
last month last summer
with nouns or
last night last year pronouns
few days ago in ancient times whether they are
few hours ago decades ago singular or
long time ago once upon a time plural.
Presenting examples/ intances of
the new lessons
Read “Let’s
Study This”
Future Tense
 The future tense of the verb indicates that an action
is in the future relative to the speaker or writer.
 It is used to talk about an action that is about to
happen in the future.
 Unlike present tense and past tense, the future tense of
the verb has no ending forms such as –d or –ed endings
(for past tense) or -s ending (for present tense).

Presenting examples/ intances of
the new lessons
Read “Let’s
Study This”
Future Tense
 Instead, the future tense is formed by using the
helping verbs will or shall with the base form of
the verb. For example, will + leave = will leave,
shall + overcome = shall overcome.
Examples:
1. She will leave soon.
2. We shall overcome this problem.
Presenting examples/ intances of
the new lessons
Read “Let’s
Study This”
The future tense is also formed with the use “be” verb (is, are, am)
with the verb "going" plus the preposition “to” plus the base form
of the verb:
Examples:
1. He is going to faint.
2. I am going to illustrate the beautiful scenic spot in my province.
 The future tense of the verb uses time expressions like next week,
the other day, later, tomorrow, soon, in the next few days, etc.
Are you now familiar with present, past, and future tense?
How is each of them formed?
Can you give sample sentences using present, past, and future
tense?
Discussing new Concept
and Practicing New Skills Let’s Do This
#1

Task 1. Think and Write!


Compose your own three original sentences with verbs in the
present tense, three sentences with verbs in the past tense, and
another three sentences with verbs in the future tense. Write
your sentences inside the table below.
Present Tense Past Tense Future Tense
1. 1. 1.
2. 2. 2.
3. 3. 3.
Discussing new Concept
and Practicing New Let’s Do This
Skills # 1

Task 2. Are You Tensed about Tenses?


Choose the correct form of the verb inside the
parentheses by encircling the letter of your answer.
Then, identify what tense of the verb is used in each
sentence. On the blank before each number, write PR if
it is present tense, PA if it is past tense, and F if it is
future tense.
Discussing new Concept and
Practicing New Skills # 1 Let’s Do This
_____1. She always _____ (A. win B. wins C. won D.
winning) the essay writing competition.
_____2. My bestfriend and her mother _____
(A. come B. comes C. came D. will come) to see me this coming
summer.
_____3. It _____ (A. rain B. rains C. rained D. raining) everytime
we hold a program.
_____4. We always _____ (A. pray B. prays C. prayed D. praying)
for guidance and protector.
_____5. His uncle _____ (A. treat B. treats C. treated D. will treat)
her to a buffet restaurant later.
Discussing new Concept and
Practicing New Skills # 1 Let’s Do This

_____6. My classmates _____ (A. keep B. keeps C. kept D.


keeping) quiet yesterday.
_____7. This milk _____ (A. tastes B. taste C. tasted D. tasting)
better than the other brand.
_____8. The Philippines, located in Southeast Asia, (A. is B. are C.
will be D. was) a tropical country.
_____9. I (A. is B. am C. are D. was) going to visit Tagaytay next
week.
_____10. Marco and Janz (A. give B. gives C. are going to give D.
gave) their gift to their Mother last night.
Discussing new Concept
and Practicing New “Let’s Do More”
Skills # 2

Activity Sheet in English 6


(Quarter 1: Week 3-Day
3&4, (pp. 7-8)
Discussing new Concept
and Practicing New Skills # “Let’s Do More”
2

Task 3. Please Complete Me!


Complete the following paragraph by filling in the blanks with
the correct form of the verb inside the parentheses.

Garbage disposal (be) __________ a problem in the


urban areas. Time and again, urban dwellers
(complain) __________ of the stink, the ugliness and
the health hazards posed by piles of uncollected
garbage. These trash cans can cause many illnesses
like dengue fever, cholera, typhoid and dysentery.
Discussing new Concept
and Practicing New Skills # “Let’s Do More”
2

Task 3. Please Complete Me!


Complete the following paragraph by filling in the blanks with
the correct form of the verb inside the parentheses.
And yet, if the community can dug a hole in the ground, bury
the garbage (especially organic ones) and cover the pit, what
(happen)__________? The soil decomposers (act) __________
on the garbage and (return) __________ the nutrients directly
to the soil. Later on, anything planted in this area (thrive)
__________ very well for the soil to become fertile. Thus, a
mountain of garbage (be) ______ also a mine of gold.
Discussing new Concept
and Practicing New Skills # “Let’s Do More”
2
Task 4. Changing Times, Changing Verbs!
Rewrite the following paragraph with the correct past form of the
highlighted verbs. Write your revised paragraph inside the box.

The wind howl and hiss. It seem to rip Renato’s nipa hut
apart. Rain drip into the holes in the roof. Lightning flash
from time to time, followed by loud thunder clap. The moon
is entirely hidden by big clouds. It was totally dark. As the
sound of the thunder slowly fade, Renato hear the distant
howling of dogs. He shiver because of the cold wind and he
shudder with fright. He wrap himself more tightly with his
blanket..
Discussing new Concept
and Practicing New Skills # “Let’s Do More”
2
Task 4. Changing Times, Changing Verbs!
Rewrite the following paragraph with the correct past form of the
highlighted verbs. Write your revised paragraph inside the box.

Suddenly, a thunderclap explode and he feel the house


trembled. He remember his grandmother telling him, “A real
man is not afraid of anything. Be brave.” He stand up and
grab a rope. He tie the window shutters that were about to
fall. He help his parents to transfer their things to a dry
place. He say, “The storm will be over mother, you may sleep
now.” He stay awake with his father. His father smiled as he
realized he had a brave son.
Developing Mastery “ Let’s Enrich Ourselves
Formative Assessment 3

Task 5. One on One Interview!


Choose your partner. Conduct an interview by asking
him/her the following questions:
1. What are your daily routines? (use present tense of the
verb)
2. What did you do last summer vacation? (use past tense
of the verb)
3. What do you want to do after your graduation?(use
future tense of the verb)
Developing Mastery “ Let’s Enrich Ourselves
Formative Assessment 3

Task 5. One on One Interview!


Take note of all the answers of your partner.
Then, ask him to conduct an interview to you
using the same questions. Present your
partner’s responses observing the correct use
of verbs to the class. Let him/her present your
responses to the interview questions
afterwards.
Finding Practical Applications of
concepts and skills in daily living

Ask: How can you apply


your knowledge of the
tenses in daily life?
Making Generalization Let’s Remember This
& Abstractions about
the Lessons

The tense of the verb is quite complicated especially if you are


unaware of them, their functions, and their verb forms.
Oftentimes, you are confused to decide which tense to use in a
given situation.
However, you can resolve this by studying the forms and uses
of these tenses. In order to choose the verb forms and tenses
correctly and easily, you must understand the function and
meaning of tense itself, its types, and time expressions used.
Evaluating “Let’s Test Ourselves”
Learning
Activity Sheet in English6
(Quarter 1: Week 3-Day3&4, (p. 9)

Task 6. Can You Identify and Correct Errors?


The verb in each sentence does not agree with the
subject. On the blank below each item, rewrite the
sentences to correct them.
Evaluating “Let’s Test Ourselves”
Learning
Task 6. Can You Identify and Correct Errors?
The verb in each sentence does not agree with the subject. On the blank
below each item, rewrite the sentences to correct them.

1. These songs is dedicated to you and me.


_______________________________________________
2. Our life in the province are so simple.
_______________________________________________
3. The students who presented the report will be his
friends.
______________________________________________
Evaluating “Let’s Test Ourselves”
Learning

_ 4. He think that one month is needed to complete the


project.
_______________________________________________
5. The overseas worker feels that it was time for them to go
home.
_______________________________________________
6. I goes to the famous beach in the south last summer.
_______________________________________________
7. Last Friday, she water the plants in the garden.
_____________________________________________
Evaluating “Let’s Test Ourselves”
Learning

8. Yesterday, his mother is going to remind him not


to lose his toy again.
_______________________________________________
9. My mother am going to compose songs for me.
_______________________________________________
10. Your father will bought you a new cellphone
next week.
_______________________________________________
Remediation Let’s
Let’sWatch
Watch This
This

Your teacher will let you watch


a video with song entitled “Past,
Present, and Future Tense (ESL)
Song For Kids.” Discuss to the
class your insights after
watching the video.
Quarter 1, Week 3

Day 4
Compose clear and coherent sentences
using appropriate grammatical structures:
-tenses of verb
Show tactfulness when communicating with others
Tenses of Verb
Review
Ask: What are the
tenses of verb?
Establishing
Purpose of the Do
Do “Let’s
“Let’s Try
Try This”
This”
Lesson

Do
Do “Let’s
“Let’s Watch
Watch This”
This”
Activity
Activity Sheet
Sheet in
in
English
English
66 (Quarter
(Quarter 1:
1: Week
Week 3-
3-
Day
Day 33 &
& 4,
4, p.
p. 10)
10)
Establishing
Purpose of the Do
Do “Let’s
“Let’s Try
Try This”
This”
Lesson
Presenting
examples/ Read “Let’s
intances of the
new lessons Study This”

Verb
The verb is a part of speech that
indicates an action or a state of
being. It tells when the action
happens.
There are three main verb tenses:
present, past, and future.
Discussing new Concept and
Practicing New Skills # 1 Let’s Do This

Ask the learners to give


examples of verbs for
each tense.
Discussing new Concept
and Practicing New “Let’s Do More”
Skills # 2

Tell learners to construct


clear and coherent
sentences using each of
the tenses of the verb.
Developing Mastery “ Let’s Enrich Ourselves
Formative Assessment 3

Call individual
learners to write their
sentences using each
of the tenses of the
verb on the board.
Finding Practical Applications of
concepts and skills in daily living

Ask: What are the real-life


situations where you can
communicate applying
each tense of the verb?
Making Generalization Let’s Remember This
& Abstractions about
the Lessons

Ask: What is tense of the


verb?
What are the three
tenses of the verb?
Discuss each.
Quarter 1, Week 5

Day 5
Describe different forms and conventions of
film and moving pictures (direction)
EN6OL-Ic1.17
Relate an experience appropriate to the
occasion
Review
“Let’s Learn This”

Activity Sheet in
English 6 (Quarter 1:
Week 3-Day 5, p. 1)
Review
“Let’s Learn This”

In the previous week, you


learned about different forms and
conventions of film particularly,
blocking.
Today, you will learn another
convention of film which is
direction.
Establishing
Purpose of the Do
Do “Let’s
“Let’s Try
Try This”
This”
Lesson

Activity
Activity Sheet
Sheet inin
English
English 66 (Quarter
(Quarter 1:
1:
Week
Week 3-Day
3-Day 5,
5, pp.
pp.
1-2)
1-2)
Establishing
Purpose of the Do
Do “Let’s
“Let’s Try
Try This”
This”
Lesson
Task
Task1.1.44Pics
Pics11Word!
Word!
Look
Lookatateach
eachpicture
picturebelow.
below.Identify
Identifythe
thetwo
twowords
wordsthat
thatthese
thesefour
four
pictures
picturesconvey.
convey.Write
Writeyour
youranswer
answerononthe
theblanks.
blanks.

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
Establishing
Purpose of the “LET’S
“LET’STRY
TRYTHIS”
THIS”
Lesson

Have
Have you
you ever
ever wondered
wondered howhow aa film
film is
is produced?
produced?
Who
Who do
do you
you think
think are
are the
the people
people behind
behind aa film?
film?
Who
Who is
is the
the person
person responsible
responsible for
for directing
directing aa film?
film?
What
What is
is your
your idea
idea about
about film
film direction?
direction?
Presenting
examples/ Read “Let’s
intances of the
new lessons Study This”

Activity Sheet in
English 6 (Quarter 1:Week 3-Day 5,
pp. 2-4)
Presenting
examples/ Read “Let’s
intances of the
new lessons Study This”

DIRECTION
Film direction is the process of
making sure that every
component of a movie runs
smoothly.
Presenting
examples/
intances of the Read “Let’s Study This”
new lessons

A film director is the person who directs the making


of a film.
Generally, these directors work on a movie from its conception stage
to its delivery stage. They have a say in how the scenes unfold, what
props are going to be used, how the characters should look, and who
should play specific parts. Directors also work with individuals in
charge of lighting, scenery, writing, and so forth, to make sure that
all of the elements come together.
Presenting examples/ intances
of the new lessons Read “Let’s Study This”

The director is in charge of the three main phases: pre-production,


production and post-production. Generally, he or she does not
actually do the work for post-production, but is in charge of
overseeing it.
According to Peter D. Marshall, a renowened film director and film
directing instructor, film directors spend the majority of their time
figuring out how to shoot the film first (cool visual effects, creative shots
and camera angles etc.) before they understand: a) what the story is
about and b) what the characters really want.
Presenting examples/ intances
of the new lessons Read “Let’s Study This”

THE DIRECTOR AND THE STORY


There are many facets of a director’s preparation
on any film or TV show, but the first, and most
important part of his job, is to understand every
detail of the story: where it takes place, who the
characters are, and what happens to them.
Presenting examples/ intances
of the new lessons Read “Let’s Study This”

PERFORMANCE

One of the main responsibilities of a


film director is to help actors achieve
a realistic performance, and a good
director does this by “listening for the
truth” and by asking:
Presenting examples/ intances
of the new lessons Read “Let’s Study This”

PERFORMANCE

a. Do I believe them?
b. Do the words make sense?
c. Are the characters believable?
Presenting examples/ intances
of the new lessons Read “Let’s Study This”

The key to getting a realistic performance


from an actor is by first understanding the
character’s objectives – what the character
wants in a scene.
Presenting examples/ intances
of the new lessons Read “Let’s Study This”

THE PSYCHOLOGY OF THE CAMERA


a. “Psychology of the Camera,” according to
Marshall, are the visual meanings of shots and
angles. In other words, where the directors put the
camera can either enhance or detract the audience’s
understanding of what the scene is really about,
and what the characters are feeling.
Presenting examples/ intances
of the new lessons Read “Let’s Study This”

THE PSYCHOLOGY OF THE CAMERA


So, when a director is planning his shots, he has to ask
himself: “What do I want the audience to feel at this
particular moment?”
Presenting examples/ intances
of the new lessons Read “Let’s Study This”

THE PSYCHOLOGY OF THE CAMERA

Here are six camera choices a director can use to enhance


viewers’ emotion:
1. The Lens
Lenses expand or compress space, so when the director chooses a lens,
he is choosing the “space” a shot takes place in. So before he chooses a
lens for his shot, he has to ask himself: “How intimate do I want to be
with the character and how do I represent that visually?”
Presenting examples/ intances
of the new lessons Read “Let’s Study This”

THE PSYCHOLOGY OF THE CAMERA

Here are six camera choices a director can use to enhance


viewers’ emotion:
2. Depth
The illusion of depth is a part of visual storytelling. To get this illusion
of depth in a two dimensional medium, the director has to block his
scenes with an eye for depth. In other words, he has to arrange his shots
in three layers or planes: foreground, midground and background.
Presenting examples/ intances
of the new lessons Read “Let’s Study This”

THE PSYCHOLOGY OF THE CAMERA

Here are six camera choices a director can use to enhance


viewers’ emotion:
3. Focus
One of the main jobs of a director is to direct the attention of the
audience while telling a visual story. So, where he places the focus in a
shot is determined by what is important in the frame.
Presenting examples/ intances
of the new lessons Read “Let’s Study This”

THE PSYCHOLOGY OF THE CAMERA


Here are six camera choices a director can use to enhance viewers’
emotion:
4. Angle
The distance from a character’s eyeline affects the identification of the character with
the audience. There are three angles of view for the camera:
a. Objective: The audience point of view. (Camera is placed outside the action.)
b. Subjective: The camera acts as the viewer’s eyes. (Camera is placed inside the
action.)
c. Point of View: What the character is seeing. (Camera is the action.)
Presenting examples/ intances
of the new lessons Read “Let’s Study This”

THE PSYCHOLOGY OF THE CAMERA


Here are six camera choices a director can use to enhance viewers’
emotion:
5. Frame
Because composition makes an emotional statement, the
framing, emotion and meaning of the composition comes from
detailed script analysis by the director. In other words, before
framing the shot, he needs to know “What is the shot about?”
Presenting examples/ intances
of the new lessons Read “Let’s Study This”

THE PSYCHOLOGY OF THE CAMERA


Here are six camera choices a director can use to enhance viewers’
emotion:
6. Motion
Motion can be applied to screen direction. It is also about
camera movement. So, the director should ask himself: “Why
is the camera moving? Is it to follow the action, to reveal
information, or to reposition for a better frame?”
Discussing new Concept and
Practicing New Skills # 1 Let’s Do This

Task 2
Activity Sheet in English 6
(Quarter 1:
Week 3-Day 5, p. 4)
Discussing new Concept and
Practicing New Skills # 1 Let’s Do This

Task 2. Is Film Direction


Important?
What do you think is the
importance of film direction?
Choose your partner and discuss
your answer with him/her.
Finding Practical Applications of
concepts and skills in daily living

Ask: Why do you think


it is important to know
how a director directs a
film?
Making Generalization Let’s Remember This
& Abstractions about
the Lessons

What is direction?

What are the six camera choices a


director can use to enhance
viewers’
emotion?
Evaluating ““Let’s Do This” ”
Learning
Task 3
Activity Sheet in English 6 (Quarter 1:
Week 3-Day 5, p. 4)
Task 3. Viewing the Movie Clip!
Your teacher will show you a movie clip of “3 Idiots.” With your
groupmates, discuss how the movie clip is related to your real life
experiences. Then, identify and describe how film direction was
applied according to camera choice assigned to your group.
Evaluating ““Let’s Do This” ”
Learning

Group 1 – Lens Group 4 – Angle


Group 2 – Depth Group 5 – Frame
Group 3 – Focus Group 6 – Motion
Additional Activities for
Application or “ Let’s Enrich Ourselves”
Remediation

Activity Sheet in
English 6 (Quarter 1:
Week 3-Day 5, p. 5)
Additional Activities for
Application or “ Let’s Enrich Ourselves”
Remediation

Task 4. Film Critiquing!


Watch a movie at home. On a one whole sheet of
paper, write your own understanding and
reaction about the movie. Describe how
direction contributed to the smooth flow of the
movie.