Powerpoint for English 6 Quarter 1 Week 3

1. ENGLISH VI
WEEK 3 – DAY 1
MEL GIAN A. REVES

2. LESSON OBJECTIVES
Analyze sound devices (irony and hyperbole)
in a text heard
Determine tone, mood, and purpose of the
author

3. LETS RECALL
What did you learn about blocking last
meeting?

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

6. LET’S STUDY THIS

7. LET’S 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.

8. TONE EXAMPLES IN COMMON SPEECH
We adopt variety of tones in our day-to-day speech. This intonation
of our speech determines what message we desire to convey. Read a
few examples below:
Example #1
Father: “We are going on a vacation.”
Son: “That’s great!!!”
Example #2
Father: “we can’t go on vacation this summer.”
Son: “Ok. Great! That’s what I expected.”

9. LET’S 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.

10. MOOD THROUGH SETTING
Setting is the physical location in a piece of
literature that provides background in which the
events of the narrative take place. A particular setting
not only provides support to the contents of the
story but also sets the mood of the readers. Let us
analyze a few examples of mood developed using a
setting:
Example #1
“The river, reflecting the clear blue of the sky,

11. MOOD THROUGH SETTING
“There was no moon, and everything beneath lay in
misty darkness: not a light gleamed from any house,
far or near all had been extinguished long ago: and
those at Wuthering Heights were never visible…”

12. MOOD THROUGH SETTING
“Gimmerton chapel bells were still ringing; and the
full, mellow flow of the beck in the valley came
soothingly on the ear. It was a sweet substitute for
the yet absent murmur of the summer foliage, which
drowned that music about the Grange when the trees
were in leaf.”

13. 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.

14. AUTHOR’S PURPOSE
PART I

15. WHY?

16. Persuade
Inform
Entertain
Compare
Express
convince
give facts
fiction
two or more
feelings

17. PERSUADE
Written convince you to change your thinking, spend money, support a
cause, or offer a solution to a problem
Examples
 Advertisements/Commercials
 Political Speeches
 Church sermons or literature
 Opinion Editorials
 Movie or book reviews
VOTE

18. INFORM
Written to give information or describe something. Authors use facts
and reasons to get the point across.
Examples
 Textbooks
 News articles
 Informational Brochures
 Encyclopedias
 Schedules, charts, instructions

19. ENTERTAIN
Written to interest the reader, or appeal to emotions such as
pleasure, sadness, anger, or humor.
Examples
 Fiction books and other stories
 Plays and movies
 Comic strips
 Video games
 Sports articles or programs

20. COMPARE
Examines the way two or more things are alike or
different. Can have a secondary purpose to either inform
or persuade.
Examples
 Comparison essays
 Political analysis
 Consumer or product reports

21. EXPRESS
Written to share a writer’s feelings or express opinions.
Examples
 Poetry
 Songs
 Blogs
 Love letters
 Journals and diaries
 Letters to the editor

22. PRACTICE SESSION
Identify the author’s purpose for each of the following
types of text.

23. WHAT IS THE PURPOSE?
 A song about a father’s joy and love for his new baby girl.
 A political speech recommending that you support a tax
increase.
 A poster in the hall that encourages students to say no to
drugs.
 A pamphlet in a doctor’s office that explains the disease
diabetes.
 A letter explaining the differences between two types of
medical insurance.

24. LET’S DO THIS

25. 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.”
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…

26. 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.”
“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.

27. LET’S DO MORE
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?
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?

28. LET’S ENRICH OURSELVES
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.

29. LET’S REFLECT
Why do we need to understand the
author’s purpose in writing a certain
literary piece?

30. 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.

31. LET’S TEST OURSELVES
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.
_____ 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.
_____ 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.

32. ENGLISH VI
WEEK 3 – DAY 2
MEL GIAN A. REVES

33. LESSON OBJECTIVE
Infer meaning of idiomatic expressions using
roots

34. LETS RECALL
Can you differentiate irony and hyperbole?
What is tone?
What is mood?
What is author’s purpose?

35. LET’S TRY THIS

36. LET’S STUDYTHIS

44. LET’S DO THIS

47. LET’S DO MORE
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.

48. LET’S DO MORE

49. LET’S ENRICH OURSELVES

50. LET’S REFLECT
Why is learning to identify root words
important?
How can you apply your knowledge of
root words help you in daily life?

51. LET’S REMEMBER THIS
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.
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.

52. LET’S TEST OURSELVES
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.
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: ____________
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: ____________

53. ASSIGNMENT

54. ENGLISH VI
WEEK 3 – DAY 3
MEL GIAN A. REVES

55. LESSON OBJECTIVES
 Compose clear and coherent sentences using
appropriate grammatical tenses of the verb
 Observe politeness at all times
 Show tactfulness when communicating with others
 Show openness to criticism

56. LET’S RECALL
What have you learned about root?

57. LET’ TRY THIS
Read the following sentences taken from the story “The Lion and
the Mouse”:
1. The lion roared in anger and the jungle shook with his growls.
2. One good turn deserves another.
3. If you forgive me, and let me go, I will repay you some day.

58. LET’S 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.

59. 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).
 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.

60. PRESENT TENSE
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.

61. PRESENT TENSE
 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.
 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.

62. PRESENT TENSE
Present tense
states habitual
activities that
are frequently
signaled by
time
expressions
such as the
following:

63. PRESENT TENSE
 The following are
examples of pronouns
both in singular and
plural number with
their corresponding
verb in the present
tense.

64. 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:
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.

65. PAST TENSE
To change the verb in the past tense, you have to determine first
whether the verb is regular or irregular verb.
Regular verbs are changed into past tense by adding –d or –ed
ending.
Examples: talk-talked dance-danced roar-roared
Irregular verbs, on the other hand, are changed into past tense by
changing their spelling.
Examples: sing-sang give-gave catch-caught

66. PAST TENSE
The following are examples of pronouns both in singular and plural
number with their corresponding verb in the past tense

67. PAST TENSE
 The following are examples of pronouns both in singular and plural
number with their corresponding regular verb in the past tense.

68. PAST TENSE
 The following are examples of pronouns both in singular and plural number
with their corresponding irregular verb in the past tense.

69. PAST TENSE
 Past tense states completely done activities that are frequently signaled by
time expressions such as the following:

70. PAST TENSE
All forms of the past tense of the verb can be used with nouns or
pronouns whether they are singular or plural.

71. 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.

72. FUTURE TENSE
 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).
 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.

73. FUTURE TENSE
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.

74. LET’S DO THIS
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.

75. LET’S DO THIS
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.
_____1. She always _____ (A. win B. wins C. won D. winning) the essay writing competition.
_____2. My best friend 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) every time 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.

76. 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.

77. LET’S REFLECT
How can you apply your knowledge of
tenses in your daily life?

78. LET’S REMEMBER THIS
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.

79. LET’S TEST OURSELVES
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.
_____________________________________________________________
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.
_______________________________________________________________

80. ASSIGNMENT
What is Subject-Verb Agreement?
What are the tenses of the verb?

81. ENGLISH VI
WEEK 3 – DAY 4
MEL GIAN A. REVES

82. LESSON OBJECTIVES
 Compose clear and coherent sentences using
appropriate grammatical tenses of the verb
 Observe politeness at all times
 Show tactfulness when communicating with others
 Show openness to criticism

83. LET’S RECALL
What are the tenses of verb?

84. LET’S WATCH THIS
 YOUtube

85. TENSES OF VERBS
Past Tense
Present Tense
Future Tense

86. LET’S MAKE IT
Make a sentence for each of the tenses of the
verb.

87. DID YOU LEARN
What is tense of the verb?
What are the three tenses of the verb?

88. LET’S ENRICH OURSELVES
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)

89. ASSIGNMENT
Write 5 examples for each tense of
the verb. Use it in a sentence and
write it in your English Notebook.

90. ENGLISH VI
WEEK 3 – DAY 5
MEL GIAN A. REVES

91. LESSON OBJECTIVES
Describe different forms and conventions
of film and moving pictures (Direction)
Relate an experience appropriate to the
occasion

92. LET’S TRY THIS
Look at each picture below.
Identify the two words that these
four pictures convey. Write your
answer on the blanks.

93. LET’S STUDY THIS
DIRECTION
Film direction is the process of making sure that every
component of a movie runs smoothly.
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.

94. DIRECTION
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 renowned 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.

95. 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.

96. 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:
a. Do I believe them?
b. Do the words make sense?
c. Are the characters believable?
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.

97. THE PSYCHOLOGY OF THE CAMERA
“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.
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?”
Here are six camera choices a director can use to
enhance viewers’ emotion:

98. 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?”

99. 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.

100. 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.

101. 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.)

102. 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?”

103. 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?”

104. LET’S DO THIS
What do you think is the
importance of film direction?
Choose your partner and
discuss your answer with
him/her.

105. LET’ REFLECT
Why do you think it is important to know how a
director directs a film?

106. DID YOU LEARN?
What is direction?
What are the six camera choices a director
can use to enhance viewer’s emotion?

107. LET’S DO THIS
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.

109. LET’S ENRICH OURSELVES
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.