ENG 6 Q 1 WK 7 Day 1-5.pptx

English VI Quarter 1
Week 7 Day 1
Sto. Rosario Elem. School
Angeles City

_________1. His intelligence is as sharp as the knife.
_________2. Filipino soldiers are lions in the
battlefield.
_________3. The howling of the wind is heard in
the silence of the night.
________4. The visitors ate a mountain of food
during lunchtime.
________5. Your thoughtfulness for not
remembering my birthday is very much
appreciated.
Let’s Recall
Task 1: Figuring Figures of Speech!
Identify the figure of speech used in the following sentences. Choose
your answer from the box below.

Let’s Try This
Task 2: Fill in the blank!
Before you read the story, let’s answer this activity
first to help you understand the story better.
Write the word that best completes each sentence.
Choose your answer inside the box below.
1. With a ____movement, Rachel pushed the sweater
to the floor.
2. She could not read the letter because it was written
with _____ink.
3. No one ____ me knew that it was my birthday.
4. We ____ to have some chocolate cake at the party.
except expect invisible sudden remember

Let’s Read
Eleven
By Sandra Cisneros
What they don’t understand about birthdays and
what they never tell you is that when you’re eleven,
you’re also ten, and nine, and eight , and seven, and
six, and five, and four, and three, and two, and one.
And when you wake up on your eleventh birthday you
expect to feel eleven, but you don’t. You open your
eyes and everything’s just like yesterday, only it’s
today. And you don’t feel like eleven at all. You feel
like you’re still ten. And you are – underneath the year
that makes you eleven.

Like some days you might say something
stupid, and that’s part of you that’s still
ten. Or maybe some days you might need
to sit on your mama’s lap because you’re
scared, and that’s the part of you that’s
five. And maybe one day when you’re all
grown up maybe you will need to cry like if
you’re three, and that’s okay. That’s what I
tell Mama when she’s sad and needs to cry.
Maybe she’s feeling three.

Because the way you grow old is kind of
like an onion or like the rings inside the
tree trunk or like my little wooden dolls
that fit one inside the other, each year
inside the next one. next one. That’s how
being eleven years old is. You don’t feel
eleven. Not right away. It takes a few days,
weeks even, sometimes even months
before you say Eleven when they ask you.
And you don’t feel smart eleven, not until
you’re almost twelve. That’s the way it is.

Only today I wish I didn’t have only eleven
years rattling inside me like pennies in a tin
Band-aid box. Today I wish I was one
hundred and two instead of eleven
because If I was one hundred and two I’d
have known what to say when Mrs. Price
put the red sweater on my desk. I would’ve
known how to tell her it wasn’t mine
instead of just sitting there with that look
on my face and nothing coming out of my
mouth.

―Whose is this?‖ Mrs. Price says, and she holds
the red sweater up in the air for all the class to
see. ― Whose? It’s been sitting in the coatroom
for a month‖.
― Not mine‖ says everybody. ―Not me.‖
―It has to belong to somebody.‖ Mrs. Price
keeps saying, but nobody can remember. It’s an
ugly sweater with red plastic buttons and a
collar and sleeves all stretched out like you
could use it for a jump rope. It’s maybe a
thousand years old and even if it belonged to
me I wouldn’t say so.

Maybe because I’m skinny, maybe because she
doesn’t like me, that stupid Sylvia Saldivar says,
―I think it belongs to Rachel.‖ An ugly sweater
like that, all raggedy and old, but Mrs. Price
believes her. Mrs. Price takes the sweater and
puts it right on my desk, but when I open my
mouth nothing comes out.
That’s not, I don’t, you’re not.....Not mine‖ I
finally say in a little voice that was maybe me
when I was four. ―Of course it’s yours‖ Mrs. Price
says. ― I remember you wearing it once.‖
Because she’s older and the teacher, she’s right

Not mine, not mine, not mine, but
Mrs. Price is already turning to page
thirty-two, and math problem number
four. I don’t know why but all of a
sudden I’m feeling sick inside, like the
part of me that’s three wants to come
out of my eyes, only I squeeze them
shut tight and bite down on my teeth
real hard and try to remember today I
am eleven, eleven. Mama is making

a cake for me tonight, and when Papa
comes home everybody will sing Happy
birthday, happy birthday to you. But
when sick feeling goes away and I open
my eyes, the red sweater’s still sitting
there like a big red mountain. I moved
the red sweater to the corner of my desk
with my ruler. I move my pencil and
books and eraser as far from it as
possible. I even move my chair a little to

In my head I’m thinking how long till lunch
time, how long till I can take the red sweater
and throw it over the schoolyard fence, or
leave it hanging on a parking meter, or bunch
it up into a little ball and toss it in the alley.
Except when Math period ends, Mrs. Price
says loud and in front of everybody, ―Now,
Rachel, that’s enough,‖ because she sees I’ve
shoved the reds sweater to the tippy-tip
corner of my desk and it’s hanging all over
the edge like a waterfall, but I don’t care.

―Rachel,‖ Mrs. Price says. She says it like she’s getting
mad. ― You put that sweater on right now and no more
non sense.‖ ―But it’s not—― ― Now!‖ Mrs Price says.
This is when I wish I wasn’t eleven, because all the years
inside of me –ten, nine, eight, seven, six, five, four,
three, two and one – are pushing at the back of my eyes
when I put one arm through one sleeve of the sweater
that smells like cottage cheese , and then the other arm
through the other and stand there with my arms apart
like if the sweater hurts me and it does, all itchy and full
of germs that aren’t mine. That’s when everything I’ve
been holding in since this morning, since when Mrs.
Price put the sweater on my desk, finally lets go, and all
of a sudden I’m crying in front of

everybody. I wish I was invisible but I’m not.
I’m eleven and it’s my birthday today and I’m
crying like I’m three in front of everybody. I
put my head down on the desk and bury my
face in my stupid clown-sweater arms. My
face all hot and spit coming out of my mouth
because I can’s stop the little animal noises
from coming out of me, until there aren’t any
more tears left in my eyes, and it’s just my
body shaking like when you have the hiccups,
and my whole head hurts like when you drink

But the worst part is right before the bell rings
for lunch. That stupid Phyllis Lopez, who is even
dumber than Sylvia Saldivar, says she
remembers the red sweater is hers!
I take it off right away and give it to her, only
Mrs. Price pretends like everything’s okay.
Today I’m eleven. There’s a cake Mama’s making
for tonight, and when Papa comes home from
work we’ll eat it. There’ll be candles and
presents, and everybody will sing Happy
birthday, happy birthday to you, Rachel, only it’s
too late.

I’m eleven today. I’m eleven, ten, nine,
eight, seven, six, five, four, three, two and
one, but I wish I was one hundred and two.
I wish I was anything but eleven, because I
want today to be far away already, far away
like a runaway balloon, like a tiny O in the
sky, so tiny-tiny you have to close your eyes
to see it.

Answer the following questions about the
story.
1. Who are the characters in the story?
2. Who is the main character?
3. Who is the naughty kid from the story?
4. What did they do to Rachel?
5. When and where did the story happen?
6. Did you sympathize with Rachel’s
feelings? Why or why not?
Let’s Do This!
Task 3: Understanding the Story

7. What did Rachel think about the sweater?
8. What did Rachel do after she puts on the
sweater?
9. Did Mrs. Price treat Rachel unfairly, or did she just
make an honest mistake?
Explain.
10. When Rachel cries, it seems that her 11th
birthday is ruined. If you were a friend of Rachel’s,
what would you say or do to help her feel better.
11. Did Rachel show politeness to her teacher? In
what way?
12. How did Rachel accept the criticism from her
classmates? Did Rachel argue with her classmates?

A good story is a work of art. Like a
beautiful painting, it springs from an
imagination. It can be sparked by a
memory, an experience, or even a dream.
Wherever people have lived there is a story
to be told.
-Henry David Thoreau, writer-
Stories are account of imaginary or real
people and events told for entertainment.
Let’s Study This

Elements of the story includes:
1. Character - each person, animal, or
imaginary creature that appears in a story.
In the story of ― Eleven‖, Rachel is the
main character and the teacher and
students are minor character.
Another character from the story is the
Hero, it is the chief male or female
character in a book, play, or movie, who is
typically identified with good qualities, and
with whom the reader is expected to

sympathize.
Villain on the other hand, is also another character
from the story.
This often refer to as the evil from the story,
In the story of Rachel, Sylvia Saldivar is the villain,
because she embarrassed Rachel in front of the
class.
2. Setting – is the time and place in which the story
unfolds. The time could be in the past, the present,
or the future; during the day or the night; in any
season. The place, or scene may be imaginary or
real.
In the story of Rachel, school is the setting of the story, it is a
place where the story happened.

Let’s Enrich Ourselves
Task 4: Group Work!
Divide yourself into three groups, analyze the stories and
answer the task assigned to your group.
Group 1
Mr. Diaz bought a new car. It cost him much money.
On his way to work, something happened the first
time day he drove his car. It would not start. Mr. Diaz
was already late for his meeting. He called a mechanic
to check his car. The mechanic worked fast. He found
some loose wires in the car which he connected
properly. Mr. Diaz happily drove his car to the office.
1. Who are the character in the story?
2. Where is the setting of the story?

Group 2
Jeffrey is in trouble again. His teacher sent
a letter to his parents telling them that he
is very talkative in class. Jeffrey’s parents
gave him another chance to prove his
conduct. Jeffrey promised to talk only
when necessary.
1. Who are the characters?

Group 3
One day, Liza was drawing a picture of her
mother. The picture had plants flowers and
a beautiful house. She made a picture out
of small feathers. Liza’s brother came to
see the picture. Suddenly, he started
sneezing. The feathers started to fly then
all of a sudden, the picture was gone.
1. Who are the characters?

Let’s Do This
Task 5: Reader’s Corner!
Cite at least two importance of character
and two importance of setting in a story.
Write your answers on the space provided.
1. ________________________________
2. ________________________________
3. ________________________________
4. _________________________________

Stories come from a writer’s imagination.
Elements of the story involves;
1. Characters – person, animal, or
imaginary creature in a work of literature.
2. Setting – the time and place of the
action in a story.
Let’s Remember This

Let’s Do This
Task 6: Write It On!
Work in Pair. Let’s evaluate the story.
Complete the table below.
Rachel’s character
traits
Describe the setting of
the story
1.
2.
3.
1.
2.
3.

Last week, you learned about personal
pronoun. A personal pronoun can be
feminine, masculine or neuter. Aside from
that, you also learned about cases of
nouns, such as, nominative case, subject of
a verb case, and object of the preposition
case.
To the Learner

Task 1: Do it Right!
Before you learn about pronoun
antecedent agreement. Let us have a brief
recall of the lesson we discussed last time
about character and setting.
Identify the character and setting from the
story below.
Let’s Recall

One time, the children visited their
school doctor in the school clinic. The
doctor advised the children to always wear
shoes. He said that the shoes will protect
their feet from getting hurt and will also
protect them from getting worms into their
bodies through their feet.
Setting _______________
Characters ____________

Let’s Read
Read the following words aloud with your
classmates.
Either although language
pushed remain include
phrase surface stood
she him their
it hers your

Pronoun – takes the place of a noun, while
antecedent is the noun which the pronoun
replaces or refers to.
The pronoun and antecedent must match
or agree in terms of gender, case and
number.
Let’s Study This

For example:
When Sally goes home, she eats dinner.
What is the pronoun in this sentence (she)? To
whom does it refer? (Sally)
Sally is the antecedent of the pronoun – She
What do you think the antecedent mean?
Sally means one woman and the pronoun she
refers to one woman too. It means that the
antecedent (Sally) and the pronoun ( she )
match and agree.

Study this sentences:
1. The students went to their classroom.
What is the pronoun in this sentence? To
whom does it refer to?
In this sentence, their is the pronoun and it
refers to students.
Students is the antecedent
Students mean many people and the
pronoun their is in agreement with
students.

2. Mark drives his car to work.
What is the pronoun? To whom does it
refer?
His is the pronoun and it refers to Mark
Since Mark means one man, the pronoun
his is in agreement with Mark.
3. The monkey threw snowball, but it had
crummy aim.
In this sentence, what is the pronoun? To
whom does it refer?

It is the pronoun, and it refers to Monkey.
Since monkey means one animal, the
pronoun it matches and agrees.
Let’s Try This
Task 2: Rewrite it!
Each of the following sentences contains
an error in pronoun reference. Rewrite
these sentences and make sure that all
pronouns refer clearly to their antecedents.

1. Last year Bobby played on the
college basketball team, but this year
she’s is too busy to play.
2. When the Robbie gently picked up
her puppy, his ears stood up and its tail
started wagging.
3. Precilla is a mail carrier, but the post
office wouldn't hire me.

4. With his bowling ball in one hand,
Sherilyn raised the beer to her lips
and swallowed it in one mighty gulp.
5. Because guilt and bitterness can
be emotionally destructive to you
and your children, you must get rid
of it.

1. his
2. her
3.its
4. they
5. their
Let’s Do More
Task 3: You Can Do It!
Use the following pronouns in a sentence. Be
sure that the pronoun will agree to its
antecedent.

Let’s Do This
Task 4: Reader’s Corner
In your own point of view. Write at least
three reasons why you need to study
pronoun and antecedent agreement. What
is its impact in your daily life?
1._________________________________
2._________________________________
3._________________________________

Let’s Remember This
Pronoun takes a place of a noun.
Antecedent is a noun that a pronoun refers
to.
A pronoun must agree with its antecedent.
Here are some examples:
- Ali is a boy. He is a brave boy.
- The box lay on the floor with its lid wide
open.

- Her brother was running and it broke his
toe.
Let’s Test Ourselves
Task 5: Write It on!
Read and rewrite the sentences with the
correct pronoun.
Bobby, Olet, and Robbie were so
happy to get tickets to the
basketball game.(1) ___ had been
looking forward to seeing a game

for a long time. (2) ___hope the
Ateneo will win today’s game,”
Olet said. (3) “___ have lost four
games in a row, so I hope they win
(4___ for (5) ____.”

Let’s Recall
Task 1: Write It On!
Use the following pronouns and antecedents in
constructing sentences to compose one paragraph.
Antecedents Pronouns
Teacher Mergy she, her
classmates They, their
school it
animals they
Robin He, him, his

Let’s Read
Read them aloud with your
classmate.
my we our
theirs she It
them his her
What are these words?
Are these words used to substitute nouns?

Let’s Study This
Aside from the rule that the pronoun
must match and agree with its
antecedent, pronouns have persons or
person, too. Persons of pronouns tell
what the speaker is talking about or
addressing.

Persons of Pronouns include:
First Person Pronoun
I me my we our us
Study how the following first person
pronoun is used in a sentence.
- I am a girl.
- That was me.
- This is my laptop.
- We drink milk.
- These are our chairs.
- You help us.

Second Person Pronoun
you yours you
Study how the following second
person pronoun is used in a
sentence.
- You take tea.
- This is your book.
- I gave you a pen.

Third person pronoun.
He She It Theirs
His Her Its them
him hers they
Study how the third person pronoun is
used in a sentence.
- He is a boy.
- This is his book.
- Robin teaches him.
- She drinks milk.
- This is her book.

- Cedrick caught her.
- They take a tea.
- These are their book.
- Bobby advised them.
Let’s Try This
Task 2: You Can Do It!
Identify the error in each sentence and
encircle it. Then rewrite the sentences
correctly on the space provided.

1. Cedrick and Robin gave his report to the class.
__________________________________.
2. I asked Mil to lend me my pencil.
__________________________________.
3. When students get to class, you should
be ready to turn in the assignment.
__________________________________.
4. I have dog, and he likes to run.
__________________________________.
5. If a horse runs too long, they will overhear.
__________________________________.

Let’s Do This
Task 3: Compose it!
Work in Pair. Compose five sentences
paragraph using the persons of pronoun
correctly. Choose from any of the persons
of pronoun below.
I you me she yours
my theirs our we his
they it ours them him
him hers us her its

In your own opinion, what do you
think is the importance of learning
the persons of pronoun? How will
this help you in communication?
1.___________________________.
2.___________________________.
Let’s Do More
Task 4: Personal Corner

Let’s Remember
Pronouns have different persons:
1. First person pronoun – I, me, we, my,
our, us
2. Second person pronoun – you, your,
yours
3. Third person pronoun – he, his, him,
she, her, hers, it, its, their, theirs, them

Let’s Test Ourselves
Task 5: Feel It! Rewrite the sentences, supply the
correct persons of pronoun and identify the
persons of pronoun used.
1. ______ is a farmer.
He is a farmer. (Third person pronoun)
2. This is _____ house.
3. I am ______ teacher.
4. ______ wrote _______ a letter.
5. This is ______ pen.
6. Robin is _______ uncle.
7. _______ school is good.

Task 6: Reword It!
Underline the name Poe throughout the paragraph.
Rewrite the paragraph with the correct pronouns to
appropriately replace the name Poe.
Edgar Allan Poe
Poe was born in Boston in 1809 but grew
up in Richmond, Virginia and attended the
University of Virginia. Poe„s early years
were plagued by the death of Poe„s
mother when Poe was two, Poe„s first love

when Poe was 15, and Poe„s foster
mother when Poe was 20. After
dropping out of college and getting
expelled from West Point, Poe took
a job as an editor at the Southern
Literary Messenger in Richmond.
Poe„s controversial fiction and
scathing book reviews boosted the
magazine„s circulation seven times

in seventeen months, and Poe only got
fired twice in the process. After Poe„s
second termination, Poe took a series of
editorial positions at the leading
magazines in Philadelphia and New York
and supplemented his income with
lectures and public readings. Poe„s short
story “The Gold Bug “ was a smash hit,
but the publication of “The Raven” made
Poe internationally famous.

To the Learner
From your past lesson, you have
learned about the different convention
of film such as the lighting and the
dialog.
In this lesson, you will learn another
convention of film which is the setting.

Let’s Try This
Task 1: Do It!
Let us answer this from your previous lesson
Identify the following form or genre of film.
________1. Frozen
________2. Ang Probinsyano
________3. Heneral Luna
________4. Beauty and the Beast
________5. Conjuring

Analyze the picture below. Where do you think
the film happened? When do you think it
happened? Share your answers in class.
Task 2: Analyze This!

Let’s Study This
FILM - also called as motion picture or movie, it
is a series of still photographs on film, projected
in rapid succession onto a screen by means of
light.
The art of motion picture is exceedingly
complex, requiring contributions from nearly
all the other arts as well as countless technical
skills (for example, in sound recording,
photography and optics ).

There are other elements of FILM
CONVENTION such as:
1. Setting
2. Characterization 8. Camera work
3. plot 9. lighting
4. casting 10. sounds
5. performance 11. editing
6. costuming
7. Props, set and locations

The setting is both the time and
geographic location within a film or
within a work of film. The setting helps
initiate the main backdrop and mood
for a story. Setting has been referred to
as story world beyond the immediate
surroundings of the story.
Along with the plot, character, theme,
and style, setting is considered one of
the fundamental components of film.

SETTING - can be used for a number of
purposes. It might be used for:
REALISM - it is a time and place of setting is
made known.
ATMOSPHERE - it reinforce desired mood.
For example: scary movies
SYMBOLISM - it can be conveyed through
setting.
For example: a storm can represent inner
turmoil.

Let’s Try This
Task 3: Name the Picture!
After discussing the meaning of setting.
Let us study the pictures. Let us answer the
questions that follow.
Write your answers on the table below.

1.What is in the picture A and B?
2.What do you see in the picture A and B?
3. What do you think is the setting in
picture A and B?
4. Describe the setting of picture A and B.
5. What is the atmosphere or the mood
created in picture A and B?
6. What did the snow symbolize in picture
B?

Picture A Picture B
1
2
3
4
5
6

Let’s Do This
Task 4: Name It!
Describe and identify the setting of the
following picture excerpt from the film. Give the
mood and the symbolism used to convey the
setting. Write your answers below.

SETTING MOOD SYMBOLISM
A A A
B B B

Let’s Do More
Task 5: Reader’s Desk
In your opinion, what is the importance of
studying setting in a film?
Does it have an impact in your life as a
student?

Let’s Remember
Setting - is the time and place where and
when the film takes place.
It can be used for a number of purposes. It
might be used for:
REALISM
ATMOSPHERE
SYMBOLISM

Task 6: Watch It!
Work in Group.
Imagine that your group will be doing a film set on
your local area.
1. Think of the best title for your film
1. Choose the best setting where you can shoot your
film
3. Draw, design, and set-up the setting of your film.
4. Report and describe the setting of your film in
class.

To the Learner
Yesterday, you have learned
about setting as one of the
important element of film.
In this lesson, you will
continue to learn more
about setting.

Let’s Try This
Task 1: Do It!
Analyze the picture and describe the
setting. Tell how the setting affects the
mood.

Let’s Do This
Give other examples of setting, where a
film can be shoot.
Describe the setting used.
Write your answers on the table below.
Setting where a film
can be shoot
Describe the setting

Let’s Study This
Task 3: Discuss It
What is a setting?
What is the importance of setting in a
film?
How does the setting affect the mood of
the film?
Discuss your answer to the class.

Let’s Try This
Analyze the video and answer the questions below.
1. Where is the setting of the short film?
2. Describe the setting.
3. Did the setting affects the mood?
4. Does the setting suited the film? Why or why
not?
5. Did the girl shows politeness in the film? In what
way?
6. How did Varun shows tactfulness in the video?
Your teacher will show you a short film titled “Actor Varun”.
Reference: Actorvarunpruthi.”Honesty of orphan little girl trying to sell
pens on street will leave you
speechless”June12,2015.https://youtube/mb33fOZPJUA.
Task 4: Viewing
the Video!

Let’s Do More
Task 5: Reader’s Desk
In your point of view, what is
the importance of learning
setting in your daily life as a
student?

Let’s Remember
Setting is another
important element of film.
It can be used for a number
of purposes.

Task 6: Watch It! Work in Group.
Here is another short film for you to watch,
entitle “ De Enz “.
Let’s Do This
Here is another short film for you to watch, entitle “ De Enz “.
Reference: “A Touching Commercial that rubs the deepest part of your heart”February
222,2011.Accessed May 11,2017.https://youtube/Ulun5xGK86g.

With your partner, identify the
different settings and mood created
in the short film. Write your
answers below.
setting atmosphere/mood

ENG 6 Q 1 WK 7 Day 1-5.pptx

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