English-Q1.pdf - 6 English Teachers Guide This Teaching Guide is a work in progress Despite several rounds of revision and evaluation this material may

English-Q1.pdf - 6 English Teachers Guide This Teaching...

This preview shows page 1 out of 122 pages.

Unformatted text preview: 6 English Teacher’s Guide This Teaching Guide is a work in progress. Despite several rounds of revision and evaluation, this material may still contain some mistakes, errors, duplications or omissions that can be revised and updated to correct learning. DepEd Region VIII welcomes corrections, feedback and recommendations to further improve this Teaching Guide. We value your feedback and recommendations. Department of Education – Regional Office No.8 Republic of the Philippines 1 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII. English– Grade 6 Teacher’s Guide First Edition 2017 ISBN: Republic Act 8293, section176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensed Society (FILCOLS), Inc. In seeking permission. To use these materials from their respective copyright owners. The publisher and authors do not represent not claim ownership over them. Published by the Department of Education – Regional Office No. 8 Regional Director: Ramir B. Uytico, Ph.D., CESO IV OIC, ARD: Atty. Rhoan L. Orebia Pedro T. Escobarte Jr., Ph. D., CESO V – Ormoc City Schools Division Superintendent Sherlita A. Palma, Ed. D., CESE - Ormoc City Assistant Schools Division Superintendent DEVELOPMENT TEAM OF THE TEACHER’S GUIDE Writers: Aires M. Salino, Nomie Lacdayeng, Melinda Cobacha, Anecita Ejada, Nanette Barbac, Juvi John Tamilia, Carmen Noya Language Editor: Reviewers: Marylyn S. Tagalog Anecita Ejada Nanette Barbac Focal Person: Henrietta T. Managbanag LRMDS Education Program Supervisor Printed in the Philippines by __________________ Department of Education – Learning Resource Management and Development System (LRMDS) Office Address : DepEd RO – 8 Ormoc City Division, Narra St., Brgy. Don Felipe , Ormoc City, Leyte Tel. Number : (053) 561-2284 E-mail : [email protected] 2 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII. ENGLISH 6 1st Quarter (WEEK 1 Day 1) I. OBJECTIVE/S: Analyzes sound devices (onomatopoeia, alliteration, assonance, personification, irony and hyperbole) in a text heard. EN6LC-Ia-2.3.1 -2.3.8 Analyzes sound devices (onomatopoeia, alliteration, assonance, consonance) EN6RC-Ia- 2.3.1- 2.3.9 Value Focus: Be respectful II. SUBJECT MATTER: A. Skill : Analyzing sound devices (onomatopoeia, alliteration, assonance, personification, irony and hyperbole) in a text heard. Analyzing sound devices (onomatopoeia, alliteration, assonance, consonance) B. Reference : English 6 Basics and Beyond pp. 164-166 Skill Builders for Efficient Reading 6 pp. 131- 135 English for all Times Reading 6 pp. 144-147 C. Materials : flashcards, charts, III. INSTRUCTIONAL PROCEDURE: A. Oral Language Activity Are sounds important to man? Give me the sounds of the following: cellphone duck dog bell motorcycle B. Pre-Listening 1. Unlocking of Difficulty jungle – forest Wild animals live in the jungle. crazy- silly, fool Be careful with the crazy people for they might hurt you. cabs – taxis I love to ride in an air-conditioned cab. chaos- commotion Let us love one another to avoid chaos in our place. rhythm- regularity 3 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII. 2. Motivation Are you familiar of the place New York City? In what country does it belong? Today I’m going to read to you a short poem about New York City. 3. Motive Questions: Try to answer the following questions: 1. What is the title of the poem? 2. How will you describe the city of New York? 3. Do you want live in New York City? Why? Why not? (Values Infusion: Respect the customs and traditions of a particular place.) C. During Listening New York City New York City is like a jungle No, it is a jungle It is always jumping with excitement Because of the noise, half the city is deaf Still, the city cares about its crazy customers Brands, lights, cabs, style: it’s all there. This city is great-always something to do. “B E E P ” ”B E E E E P” get out of the way! When I arrived in New York, I was ready for chaosInstead I found rhythm Carmelo Ask pupils to answer the motive questions about the poem. D. Skill Development 1. Teaching and Modelling Sound Devices- are resources used by poets to convey and reinforce the meaning or experience of poetry through the skillful use of sound. After all, poets are trying to use a concentrated blend of sound and imagery to create an emotional response. The words and their order should evoke images, and the words themselves have sounds, which can reinforce or otherwise clarify those images. All in all, the poet is trying to get you, the reader, to sense a particular thing, and the use of sound devices are some of the poet’s tools. 1. Onomatopoeia- is the naming of a thing or action by the vocal imitation of the sound associated with it Ex: The chirp, chirp, chirp of the wounded bird broke the silence. (Chirp is the sound) 2. Alliteration-is a sound device which is the repetition of a consonant sound at the beginning of words. Ex.: Sally sells seashells in the seashore. 4 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII. 3. Assonance – is a sound device which is the repetition of the same vowel sound either at the beginning of words or inside the words. Ex: May lay near the bay and stayed awake. 4. Personification- is giving of qualities of a person to things not human, such as animals, plants, inanimate objects or ideas. Ex: The breeze wiped the orphan’s tears. (The breeze can move; it uses the hands to wipe away tears) 5. Irony - signifies the opposite of what is being said Ex: When I lost my wallet, he said, “This is my lucky day.” 6. Hyperbole – is the use of exaggeration Ex: I died a thousand deaths when my crush refused to dance with me. (Died a thousand deaths is an exaggeration) 7. Consonance – is the repetition of consonants sounds and the stressed syllables but with different vowel sounds within or at the end of a line. Ex.: boat and night cool and soul Identify the different sound device used by the poet in the poem. E. Post Listening Group Activity: Say: I will group you into seven. Each group will be named to the different sound device that you have just learned today. Each group will prepare a 2-3 line of yell. I’m going to read a sentence, then you are going to analyze the sound device used in the sentence. Say your yell if the sound device used in the sentence refers to your group name. Remember the standard rules in a group activity. 1. ONOMATOPOEIA 3. CONSONANCE 6. PERSONIFICATION 2. ASSONANCE 4. Alliteration 5. Irony 7. Hyperbole 5 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII. 1. How much wood would a woodchuck chuck if a woodchuck would chuck wood? (Assonance) 2. Peter Piper picked a peck of pickled pepper. (Alliteration) 3. She heard bees buzzing and thought they would bit her.(Personification) 4. The light of a fire is a sight.( Assonance ) 5. Sizzle! Sizzle! The water sizzles above the fire. (Onomatopoeia) 6. From somewhere far beyond, the flag of fate's caprice unfurled (Alliteration) 7. No bubble! No trouble!. (Assonance) 8. The clouds were crying. (Personification) 9. The bracelet is a sky-high price. (Hyperbole) 10. Too much money can get you kill.(Irony) 11. Mother was awakened by the loud clanging of the bells of the fire truck that thundered along the street.(Onomatopoeia) 12. I just love to lose a fight. (Irony) 13. I love to ride a boat at night. (Consonance) 14. The snake swallowed the whole elephant including its tusks. (Hyperbole) 15. How kind of you to stood me up. (Irony) F. Generalization: What are the different sound devices that are used by the poets? Describe each sound device and give example. IV. ASSESSMENT: Analyze and identify the sound device used in the sentences. 1. Oh, the bells, the bells, bells, bells. (alliteration) 2. What a tale of terror tells of despair. (assonance) 3. As of someone gently rapping, rapping at my chamber door. (onomatopoeia) 4. Mother has a mountain of clothes to wash.(hyperbole) 5. The dancing leaves played in the wind. (personification) V. ASSIGNMENT Analyze the following sound device used in the passages. 1. Vroom, vroom, vroom, shouts the car as it travels the high way. 2. My love for you is as clear as the sky. 3. My father is as strong as an oxen. 6 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII. ENGLISH 6 1ST QUARTER (Week 1 Day 2) I. Objectives: Infer meaning of idiomatic expression using context clues. ENGV- Ia-12.3.1 Show tactfulness when communicating with others II. Subject Matter: A. Skill: Inferring meaning of idiomatic expression using context clues B. References: English Basic and Beyond 6 Integrated Reading and Language by Cynthia A Babas and Henry G. Gadiano , Ref. - english-idioms-and-phrases C. Materials: Chart, Worksheets, Flashcard III. Instructional Procedure: A. Preliminary Activities 1. Drill: Rearrange the words to make complete sentences. 1. is / band / a / tonight / playing / there / jazz Answer: There is a jazz band playing tonight. 2. channel / DNB / news / best / is / the Answer: DNB is the best news channel. 3. album / their / new / you / have / heard / ? Answer: Have you heard their new album? 4. favorite / of / lots / posters / have / I / singer / of / my Answer: I have lots of posters of my favorite singer. 5. can / Ormoc City / in / culture / of / lots / you / living / experience Answer: You can experience lots of culture living in Ormoc City 2. Review: Let the pupils match the following idioms with its figurative meanings. Say: Match the following idioms to the left with its figurative meanings to the right. 7 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII. Idioms ‘ Figurative Meanings a. Give me a hand b. Zip your lip. c. Keep an eye out. d. Have egg on your face e. Play it by ear * Be quiet * Don’t make a plan. * Help me * Look and see * Feel embarrassed or silly 3. Motivation: Brad comes into the house soaked all over, because it was raining cats and dogs outside Write the sentence inside the box on the chalkboard. Call a volunteer to read the sentence aloud. Then ask them to focus on the highlighted phrase. Ask: “Were cats and dogs really falling from the sky? Say: In answering this question you found out that the expression used does not mean what it says. In today’s lesson, we are going to learn how to infer meaning of idiomatic expression using context clues. B. Developmental Activities 1. Presentation: Let the pupils guess the meaning of the idiomatic expression given. Say: In the example given, what do you think raining cats and dogs mean? Allow time for the pupils to tell what they know about the idiomatic expression. Ask the pupils to use the context clue soaked all over as a hint. Say: Did the context clue in the sentence help you understand the meaning of “Raining cats and dogs”? Explain to the pupils that the phrase “raining cats and dogs” is an idiomatic expression that means it was raining hard because Brad came in soaking wet. 2. Modelling/ Teaching Teacher present a sentence. Say: I have here a sentence. I will identify the meaning of the underlined idiomatic expression using context clues. But before that I will identify first the context clue in the sentence and encircle it. Example: I’ve spent years writing this book, and now I’ve been told to write it over again, so it’s back to square one. 8 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII. Next choose from the choices which has a meaning close to the identified context clue. a. to end it b. to go back to beginning From the choices, it is letter b. that has a meaning close to the context clue therefore the idiomatic expression back to square one means to go back to beginning. 3. Guided Exercises: Activity 1 (The will guide the pupils in answering the activity.) Say: Before we begin to infer the meaning of various idiomatic expressions, we need to practice analysing context clues. Read each statement carefully. Box the context clues and find the meaning of the highlighted idiomatic phrase by encircling the letter of the correct answer. Read each statement carefully. Encircle the letter of the correct answer 1. Jen was planning a surprise party for Elena. Friends were told about the time and place for the party. “don’t spill the beans to Elena,” said Jen to the girls.” a. Don’t tell Elena about the party. b. Don’t drop the jar of beans on the way to the party. c. Bring beans to the surprise teacher 2. Courtney was sad. She had lost her favorite bracelet. Her best friend was going away for the entire summer. She had just found out that she was going to summer school. As a result, Courtney felt down in the dumps. a. Sad b. Bringing the garbage to the end of the driveway c. excited 3. Jodi’s grandmother spent months knitting a sweater for Jodi. When Jodi took a look at it, she really disliked the colors. She couldn’t tell her grandmother that, so she told a little white lie instead. a. huge, made-up story b. truth c. lie that is told to avoid hurting someone’s feelings 4. My brother is always calling “help, help, there’s a ghost in my room. “When I get to his room, he’s hiding behind the door to just scare me. Why does he cry wolf so much? a. a brother needs help b. the brother sees a ghost c. the brother warns something scary that is not happening 9 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII. 5. He was on the carpet for not finishing his assignment. a. He is in trouble. b. He is in the carpet. c. He did not finish his assignment Activity 2 (Dyad) Read each statement and infer the meaning of the italicized phrased. The first one is done as an example. 1. He was on the carpet for not finishing his assignment. Definition: On the carpet means in trouble Explanation: Because he had not finished his assignment on time, he was going to be in trouble. Context Clue: Inference (The words not finishing infer getting in trouble) 2. Her impressive power point presentation on his report swept the teacher off her feet. Definition: Explanation: Context Clue: 3. Although getting lost caused the adventure into the woods to get off on the wrong foot, lou and lea ended up having a wonderful experience. Definition: Explanation: Context Clue: Activity 3 Group the pupils and let each group infer the meaning of the highlighted idiomatic expressions using context clues. Let them present their output in front of the class, when done. Integrate the value of showing tactfulness when communicating with others. Group 1: Scratch the Surface Priscilla wants to become a doctor. She finished her first year of college, had studied hard, and had learned a lot. However, she knows she has barely scratched the surface. She knows she will have to study a lot more for many more years before she can actually practice medicine. What does the idiom scratch the surface mean? Group 2: Salt of the Earth Peter is salt of the earth. He always does the king thing and helps those in need. What does the idiom salt of the Earth mean? 10 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII. Group 3: Bring home the beacon John was so excited. He just got an incredible offer. Now he could really bring home the beacon What does the idiom bring home the beacon mean? Group 4: Cry over spilled milk “I’m sorry you lost your toy car at the park, but don’t cry over spilled milk.” What does the idiom cry over spilled milk mean? 4. Generalization: What is idiomatic expression? How do you infer meaning of idiomatic expression? IV. Assessment: Activity 1: Infer the meaning of the idiomatic expression using context clues. Circle the correct answer for each question below. 1. Whenever anything goes wrong, Ted gets very upset, while his friend John rolls with the punches. What can you infer about John from this sentence? (a) John gets into a lot of fights. (b) John is ten years old. © John usually takes things as they come. 2. Cassie can’t keep a secret. Whenever there is a surprise birthday party for someone, she always seems to spill the beans. What can you infer about Cassie from this passage? (a) Cassie is clumsy and if always knock over the cake. (b) Cassie’s friends are planning a birthday party for her. (c) Cassie often tells or reveals secrets. 3. Eric is really two-faced. He says nice things about you when you’re together but always disses you when you’re not around. What can you infer about Eric? (a) No one likes Eric. (b) Eric is phony. © Eric is clumsy. 4. Whenever it’s time for recess, Juan always jumps the gun. He runs to the door before the bell rings. 11 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII. What can you infer about Juan? (a) He often does things before he should. (b) He jumps up and down when it’s time for recess. (c) He doesn’t like school. 5. Brittany is feeling down in the dumps. She got to school late. She got a bad grade on a math test, and her best friend is mad at her. What can you infer about Brittany today? (a) She watches a lot of television. (b) She doesn’t like math. (c) She is sad and unhappy. Activity 2 Read the statement carefully and infer the meaning of the highlighted idiomatic expression. The school play was getting too expensive. The team planning it had gone all out but they didn't have enough money to pay for it all. The principal came in to speak with the group. "You have some great ideas here. Now let's see where we can cut corners to make this play a success. We may have to change the scenery and the playbook to save some money; otherwise the play can't go on." Cut corners means ___________. V. Assignment: Infer the meaning of the italicized idiom in each sentence using context clues. Write your answer in your assignment notebook. 1. Whenever Lena talks too much, her mother tells her to hold her tongue. 2. Under the stress of danger, a person will show his/her true colors. 3. Lou thought that her moth...
View Full Document

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture