sample multi grade lesson plan for Grade 5 and 6 english subject

Lesson Plans for Multigrade Classes
Grades 5 and 6
Learning Area: ENGLISH Quarter: FIRST Week: THREE
Grade Level Grade 5 Grade 6
Content Standards
The learner
demonstrates
understanding of…
Listening Comprehension
the elements of literary texts
Oral Language
formal and informal English when appropriate to task
and situation
Vocabulary Development
the meaning of unfamiliar words (affixes) based on given
context clues (synonyms, antonyms, word parts) and other
strategies
Reading Comprehension
narrative texts based on elements (theme, setting,
characters and plot)
Oral Reading Fluency
various texts by reading aloud grade level appropriate
text with an accuracy rate of 95-100%
Grammar
modals
Writing and Composition
the topic by writing a two to three- paragraph composition
based on the prepared outline
Listening Comprehension
sound devices – irony and hyperbole in a text heard
Oral Language
an experience appropriate to the occasion
Vocabulary Development
the meaning of idiomatic expressions using roots
Reading Comprehension
tone, mood and purpose of the author
Oral Reading Fluency
various texts by reading aloud grade level
appropriate text with an accuracy rate of 95-100%
Grammar
tenses of verbs
Writing and Composition
the topic by writing a two to three-paragraph
composition based on the prepared outline
Viewing Comprehension
different forms and conventions of film and moving
pictures (direction)
Prepared by:
TOMAS DE LEON DOCA
Teacher I
Masin-San Pablo ES
Solana North District

Viewing Comprehension
different forms and conventions of film and moving
pictures (lights, blocking direction, characterization,
acting dialogue, setting/ set up)
Attitude
politeness at all times
tactfulness when communicating with others
Attitude
politeness at all times
tactfulness when communicating with others
openness to criticisms
Performance Standards
The learner…
uses literary and informational texts heard to show
understanding of and achieve the different competencies
set in the content standards.
uses literary and informational texts heard to show
understanding of and achieve the different
competencies set in the content standards.
Competencies Day 1
Identify the elements of literary texts EN5LC-Ic-2.17.2
Use formal and informal English when appropriate to
task and situation EN5OL-Ic-3.9
Infer the meaning of unfamiliar words (affixes) based on
given context clues (synonyms, antonyms, word parts)
and other strategies EN5V-Ic-12-13
Summarize narrative texts based on elements (theme,
setting, characters and plot) EN5RC-Ic-2.23
Day 2
Read aloud grade level appropriate text with an accuracy
rate of 95-100% EN5F-Ic-1.6
Compose clear and coherent sentences using appropriate
grammatical structures: modals EN5G-Ic-3.6
Write a two to three paragraph composition based on the
prepared outline EN5WC-Ic-2.2.4
Day 1
Analyze sound devices – irony and hyperbole in a
text heard EN6LC-Ic-2.37 2.3.8
Relate an experience appropriate to the occasion
EN6OL-Ic-1.17
Infer meaning of idiomatic expressions using roots
EN6V-Ic-12.4.1.1
Determine tone, mood and purpose of the author
EN6RC-1c-6.5, 6.6, 6.7
Day 2
Read aloud grade level appropriate text with an
accuracy rate of 95-100% EN6RC-Ic-1.6
Compose clear and coherent sentences using
appropriate grammatical structures: tenses of verbs
EN6G-Ic-3.2
Write a two to three paragraph composition based
on the prepared outline EN5WC-Ic-2.2.4

Day 3
Describe different forms and conventions of film and
moving pictures (lights, blocking direction,
characterization, acting dialogue, setting/ set up)
EN5VC-Ic-5.1
Observe politeness at all times EN5A-Ic-16
Show tactfulness when communicating with others
EN5A-Ic-17
Day 3
Describe different forms and conventions of film
and moving pictures (direction) EN6VC-Ic-5.1.3
Observe politeness at all times EN6A-Ic-16
Show tactfulness when communicating with
others EN6A-Ic-17
Show openness to criticisms EN6A-Ic-18
Day 1
Lesson Objectives To identify the elements of literary texts
To use formal and informal English when appropriate to
task and situation
To infer the meaning of unfamiliar words (affixes) based
on given context clues (synonyms, antonyms, word parts)
and other strategies
To summarize narrative texts based on elements
(theme, setting, characters and plot)
To analyze sound devices – irony and hyperbole in a
text heard
To relate an experience appropriate to the occasion
To infer meaning of idiomatic expressions using
roots To determine tone, mood and purpose of the
author
Subject Matter Identifying the elements of literary texts
Using formal and informal English when appropriate to
task and situation
Inferring the meaning of unfamiliar words (affixed) based
on given context clues (synonyms, antonyms, word parts)
and other strategies
Summarizing narrative texts based on elements
(theme, setting, characters and plot)
Analyzing sound devices – irony and hyperbole in a
text heard
Relating an experience appropriate to the occasion
Inferring meaning of idiomatic expressions using
roots
Determining tone, mood and purpose of the author
Learning Resources BOW, TG, LM, dictionary, pictures, enough photocopy of
the appendices, projector, laptop, speakers
BOW, TG, LM, dictionary, pictures, enough
photocopy of the appendices, projector, laptop,
speakers
Procedures Grouping Structures (tick boxes):

Methodology:
Use letter icons to show
methodology and
assessment activities
Direct Teaching
Group Work
Independent
Learning
Assessment
 Whole Class
describe the parts of the lesson (for example the
introduction), where you may address the whole class
as one group
 Mixed Ability Groups
 Grade Groups
 Ability Groups
 Friendship Groups
 Other (specify)
 Combination of Above
Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
1. Have a review of the previous lesson.
2. (Motivation) Say: I have here two pictures. What you are going to do is to find the differences between
them. (See Appendix 1)
3. Say: Today, we are going to read a short story titled “The Greedy Boy”, but before that, let us first unlock
the unfamiliar words found in the story. (See Appendix 2)
4. Now, we are going to read the short story, “The Greedy Boy”. (See Appendix 3)
5. Ask the pupils a question about the lesson of the story.
1. Have a discussion about the different elements of a
literary text. (See Appendix 4)
2. Go back to the short story “The Greedy Boy”, let
the pupils identify the different elements of the
story.
3. Include also here a discussion about formal and
informal English. (See Appendix 5)
1. Group the pupils into four (depends on the
number of pupils) and let them choose their
leader. Tell them that they are going to
portray the lesson of the story through a role
play. Tell the pupils that they can relate
their own experience that is similar/reflects
the lesson of the story read. Give them
enough time for this activity.
2. Give the pupils the rubrics before going to
the other grade level. (See Appendix 6)
1. Group the pupils into four (depends on the number
of pupils) and let them choose their leader. Tell
them that they are going to portray the lesson of
the story through a role play. Tell them that they
can use formal and informal English in their
1. Have a discussion about Irony, Hyperbole,
Idiomatic Expressions, Tone, Mood and
Purpose of the Author. (See Appendix 7)
2. Go back to the story “The Greedy Boy”, ask
the pupils if they had observed that there are
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conversations. Give them enough time for this
activity.
2. Give the pupils the rubrics before going to the
other grade level. (See Appendix 6)
set of words set in boldface. And ask them if
they knew what they were.
3. Say that the set words that were set in
boldface are examples of irony, hyperbole and
idiomatic expressions. Tell the meanings of
each of the words set in boldface.
1. Let the pupils answer the following questions:
a. What is the setting of the story? Write the part
where the setting is mentioned.
b. Who are the characters in the story? Describe
each of the characters.
c. Identify the parts in the selection that helped
you described the characters.
d. What is the theme of the story?
e. Let the pupils enumerate the events as they
happened in the story (story plot).
1. Let the pupils answer the following
questions:
a. What is the purpose of the author in
writing the story?
b. What is the tone of the author in the
story?
c. What is the mood of the story?
See Appendix 8 See Appendix 9
Remarks
Reflection
Day 2
Lesson Objectives To read aloud grade level appropriate text with an
accuracy rate of 95-100%
To compose clear and coherent sentences using
appropriate grammatical structures: modals
To write a two to three paragraph composition based
on the prepared outline
To read aloud grade level appropriate text with
an accuracy rate of 95-100%
To compose clear and coherent sentences using
appropriate grammatical structures: tenses of
verbs
To write a two to three paragraph composition
IL IL
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Subject Matter Reading aloud grade level appropriate text with an
accuracy rate of 95-100%
Composing clear and coherent sentences using
appropriate grammatical structures: modals
Writing a two to three paragraph composition based
on the prepared outline
Reading aloud grade level appropriate text with
an accuracy rate of 95-100%
Composing clear and coherent sentences using
appropriate grammatical structures: tenses of
verbs
Writing a two to three paragraph composition
Learning Resources BOW, TG, LM, pictures, enough photocopy of the
appendices, projector, laptop, speakers
BOW, TG, LM, pictures, enough photocopy of the
Procedures Teaching, Learning and Assessment Activities
2. (Motivation) Say: I have here a picture of a quotation. I would like you to read it and share your
thoughts about it. (See Appendix 10)
3. Today, we are going to read another story titled “Mind Your Own Business”. But before that, let us
first unlock the different unfamiliar terms found in the story. (See Appendix 11)
4. Say: We are now going to read the story, “Mind Your Own Business” (See Appendix 12). While
reading, I want you to bear the following questions in mind, because we are going to answer them
after reading:
a. In the story, who does not know how to mind his/her own business?
b. Who are the characters in the story?
c. Why do you say the Katie is the most tiresome person in the story?
d. Who were the persons that Katie had been a nuisance?
1. Have a discussion about modals. (See Appendix 13)
2. Go back to the short story, “Mind Your Own
1. Form the pupils into groups. Have each
group read aloud the selection.
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Business”, let the pupils identify all the modals
they can.
2. Give the pupils the reading rubric before
going to the other grade. (See Appendix 14)
1. Form the pupils into groups. Have each group read
aloud the selection.
2. Give the pupils the reading rubric before going to
the other grade. (See Appendix 14)
1. Have a discussion about the different tenses
of verbs. (See Appendix 15)
2. Go back to the short story, “Mind Your Own
Business”, let the pupils identify all the verbs
they can and write the correct tense of the
verb.
Let the pupils answer Appendix 16 Let the pupils answer Appendix 16
Let the pupils answer Appendix 17 Let the pupils answer Appendix 18
Remarks
Reflection
Day 3
Lesson Objectives To describe different forms and conventions of film
and moving pictures (lights, blocking direction,
To observe politeness at all times
To show tactfulness when communicating with
others
To answer test items correctly and honestly
To describe different forms and conventions of
film and moving pictures (direction)
To observe politeness at all times
To show tactfulness when communicating with
others
To show openness to criticisms
To answer test items correctly and honestly
Subject Matter Describing different forms and conventions of film
and moving pictures (lights, blocking direction,
Describing different forms and conventions of
film and moving pictures (direction)
Observing politeness at all times
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Observing politeness at all times
Showing tactfulness when communicating with
others
Weekly Test
Showing tactfulness when communicating with
others
Showing openness to criticisms
Weekly Test
Learning Resources BOW, TG, LM, pictures, enough photocopy of the
BOW, TG, LM, pictures, enough photocopy of the
Procedures Teaching, Learning and Assessment Activities
2. (Motivation) Say: Are you fond of watching films or movies? What movies have you watched? Which
from those movies you have watched, do you like best? Look at the pictures below and guess the title
of the movie. (See Appendix 19)
3. Say: Today we are going to watch a video. But this time, it is about being polite and how to and when
to use polite words. While watching, I want you to take down notes examples of polite words, when to
use the, and how to use them.
4. Video clip watching (for the video, the teacher may download at: (https://www.youtube.com/watch?
v=o1WJnbJDTS0)
OPTION 2: Ask the pupils how to be polite and what the words that indicate politeness are.
5. Motive Question: What are the different forms and conventions of films and moving pictures? How do
they affect/influence the viewers?
1. Have a discussion about the different forms and conventions of films and moving pictures. (See Appendix
20)
2. Give the importance of the different forms and conventions of films and moving pictures.
1. Group the pupils into four (depends on the number
of pupils). Let them choose their leader. Tell them
that they are going to portray their favorite part of
In a ½ crosswise piece of clean pad paper, let the
pupils write a paragraph how they can show their
being polite and being tactful when communicating
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a movie they had watched.
2. Give the rubrics to the pupils before going to the
other grade level. (See Appendix 21)
with others.
(For the challenged, have guided writing, for the
average, have sentence stems and they will
continue, for the advance, let them write.)
(See Appendix 22 for the rubrics.)
In a ½ crosswise piece of clean pad paper, let the pupils
write a paragraph how they can show their being polite
and being tactful when communicating with others.
(For the challenged, have guided writing, for the average,
have sentence stems and they will continue, for the
advance, let them write.)
(See Appendix 22 for the rubrics.)
1. Group the pupils into four (depends on the
number of pupils). Let them choose their
leader. Tell them that they are going to
portray their favorite part of a movie they
had watched.
2. Give the rubrics to the pupils before going to
the other grade level. (See Appendix 21)
See Appendix 23
See Appendix 23
Remarks
Reflection
Prepared by: Checked and Validated by:
TOMAS DE LEON DOCA JOSE M. MATAMMU, Ph.D.
Teacher I EPS-Filipino/Division MG Coordinator
REFERENCES
GRADE 5 GRADE 6
Curriculum Guide English, Grades 5, pp.101-102 Curriculum Guide English, Grades 6, pp. 125
GW
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A
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Enjoying Reading 5 pp.157, 169 English for All Times 6, pp. 28, 29, 94-95.
Growing in English Language 5 pp. 57 - 58 English for You and Me 6 (Reading). 2011. pp. 122-123.
Budget of Work, English 5, First Quarter, Week 3 Budget of Work, English 6, First Quarter, Week 3
LM, TG LM, TG
http://dictionary.cambridge.org/grammar/british-grammar/types-of-
english-formal-informal-etc/formal-and-informal-language
http://leo.stcloudstate.edu/grammar/tenses.html
https://en.wikipedia.org/wiki/Film http://www.writingenglish.com/glossary.htm#irony
http://examples.yourdictionary.com/examples-of-
irony.html#J0MUcOQ0jAtv17kY.99
http://www.perfect-english-grammar.com/modal-verbs.html http://www.ereadingworksheets.com/figurative-language/
http://www.kidsworldfun.com/greedy-boy.php https://en.wikipedia.org/wiki/Film
https://www.youtube.com/watch?v=o1WJnbJDTS0 https://www.youtube.com/watch?v=o1WJnbJDTS0
https://www.google.com/search?q=spot+the+difference&tbm=isch&imgil=V9TMQQb6lH0IEM%253A%253BHjHM0Se28YIF1M
%253Bhttp%25253A%25252F%25252Fwww.nick.com%25252Fpictures%25252Fnick-holiday-spot-the-difference-part-2-
pictures.html&source=iu&pf=m&fir=V9TMQQb6lH0IEM%253A%252CHjHM0Se28YIF1M%252C_&usg=__iVZhBibhbbih-
9OpgJSC5tayVWY
%3D&biw=1366&bih=626&ved=0ahUKEwjT3KW514HRAhVCoJQKHZgCDkkQyjcIMg&ei=1JFYWNOiAcLA0gSYhbjIBA#imgrc=V9
TMQQb6lH0IEM%3A
https://www.google.com/search?
q=batman+movies&biw=1366&bih=657&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiv5rSzmILRAhVImpQKHRyICc8Q_AUIByg
C#imgrc=DgIsLxcm31LrWM%3A
q=despicable+me&source=lnms&tbm=isch&sa=X&ved=0ahUKEwixoqaTmYLRAhVJoZQKHcR9AoYQ_AUICCgB&biw=1366&bih=6
57#imgrc=QxfnrvXxDbhd8M%3A
q=frozen&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjH6MKvmYLRAhWDJpQKHfdAA8cQ_AUICSgC&biw=1366&bih=657#img
rc=pcm03pmIchb7iM%3A

q=probinsyano+images&biw=1366&bih=657&tbm=isch&source=lnms&sa=X&ved=0ahUKEwjxscjcmYLRAhVEKJQKHbf8BdQQ_AU
ICCgD#imgrc=v0rJ1Ec0FBgksM%3A
https://www.google.com/search?q=encantadia&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjkr7-
inYLRAhXCppQKHWyoC4UQ_AUICigD&biw=1366&bih=657#tbm=isch&q=encantadia+cast&imgrc=6lfUD8Ae4NofnM%3A
q=mind+your+own+business+story&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjm7dq3hILRAhUMjZQKHY5ECM0Q_AUICCgB
&biw=1366&bih=626#imgrc=Vbu39s9wZX5JQM%3A

Appendix 1
Day 1, Grades 5 and 6
MOTIVATION
Directions: Spot the difference/s between the two pictures below.

Appendix 2
UNLOCKING OF WORD DIFFICULTY (for the Advanced)
Name: ____________________________________________ Score: __________________
Directions: Read carefully the following sentences and find the meaning of the
words set in italics/boldface. Choose the letter of the correct answer and
encircle it.
1. The twins are identical. They are undistinguishable.
a. different b. similar c. no correct answer
2. The boy was too greedy. He wants to get all the things from his
classmates.
a. selfish b. kind c. no correct answer
3. A competition was held last December 14-17, 2016 at Cagayan Sports
Complex, Tuguegarao City, Cagayan to determine the representatives of
the province to the CAVRAA Meet 2016.
a. party b. contest c. no correct answer
4. Hans walked slowly and steadily in order to get to the school canteen.
a. suddenly b. increasingly c. no correct answer
5. During the mid-noon, Maria and her friends had their lunch at Aling
Miling’s Carinderia.
a. lunch time b. morning c. no correct answer

Appendix 2
UNLOCKING OF WORD DIFFICULTY (for the Average)
Name: ____________________________________________ Score: __________________
underlined words. Choose the letter of the correct answer and encircle it.
6. Manny and Henry are identical twins. They look almost the same.
b. different b. similar c. no correct answer
7. Tom was a greedy boy. He wants to own things that are not his.
b. selfish b. kind c. no correct answer
8. The Schools Division Office of Cagayan was pronounced as the over-all
champion in the recently concluded Regional Schools Press Conference,
a competition held for young journalists.
b. party b. contest c. no correct answer
9. Maria walked slowly and steadily in order to get to the school on time.
b. suddenly b. increasingly c. no correct answer
10.During the mid-noon, Maria and her friends had their lunch at Aling
b. lunch time b. morning c. no correct answer

Appendix 2
UNLOCKING OF WORD DIFFICULTY (for the Challenged)
Name: ____________________________________________ Score: __________________
underlined words. Choose the letter of the correct answer and encircle it.
1. Manny and Henry are identical twins. They look similar.
c. different b. similar c. no correct answer
2. Tom was a greedy boy. He is selfish.
c. selfish b. kind c. no correct answer
3. The Search for Mr. and Ms. MG Teacher 2016 Casual Wear Competition is a
contest of grace of the participants.
c. party b. contest c. no correct answer
4. Delia walked slowly and steadily. She increasingly walked to get to school
on time.
c. suddenly b. increasingly c. no correct answer
5. During the mid-noon, Maine and her friends had their lunch at Aling
c. lunch time b. morning c. no correct answer

Appendix 3
THE GREEDY BOY
There lived a twin brother called Sam and Tom in the town of
Bethlehem! They were identical twins, even their mother
found it too hard to differentiate between them during the
initial months of birth. However, they were like two poles
when it comes to everything other than their appearance.
They neither agree with anything nor do they share even
one single trait!
Sam had no friends, whereas Tom had the world was
friendship. Sam loved sweets and Tom loved to eat spicy
foods. Sam was mommy’s pet and Tom was daddy’s pet.
While Sam was generous, Tom was greedy!
As they grew up, their father wanted to share his fortune equally. However, Tom
did not agree and he argued that whoever is more intelligent and strong, will
gain higher share of wealth than other.
Sam agreed. Their father decided to organize a competition between the two.
And they ordered the two sons to walk as long as they can and they should
return home before the sunset. Whoever covers the longer distance and returns
home before sunset will get huge amount of wealth proportionate to the
distance they covered. They won’t carry watch to calculate time.
Both started to walk a long way during a sunny day. Sam walked slowly and
steadily, while Tom, urged to win over Sam, started to run instantly.
The distance they cover until mid-noon will be equal to the distance they would
reach home before sunset. It was mid-noon and Sam decided to return back as
he could reach home on time.
However, Tom, with his greediness to earn more wealth, did not turn his way
back home even after mid-noon. He walked two times longer distance that
what Sam has covered and decided to return back before the sunset. He urged
to return home as the sun turned orange in the evening. Unfortunately, he did
not even make halfway to home and the moon rises.
He lost the race and was defeated because of his greediness!

Appendix 4
Day 1, Grade 5
ELEMENTS OF LITERARY TEXTS AND THEIR DEFINITION
1. The characters are the people or animals in the story.
2. The setting talks about the place and the time that the events
in the story happened.
3. The theme is the central idea/main subject of a story.
4. The plot is made up of the events that happened in the story.
It consists of the beginning, the middle, and the ending.
a. Beginning – it gives the problem faced by the main character
b. Middle – it represents the actions made by the characters to
solve the problem
c. Ending – it gives the solution to the problem

Appendix 5
Day 1, Grade 5
FORMAL AND INFORMAL ENGLISH USAGE
We use formal language in situations that are serious or that involve people we
don’t know well. Informal language is more commonly used in situations that are
more relaxed and involve people we know well.
Formal language is more common when we write; informal language is more
common when we speak. However, there are times where writing can be very
informal, for example, when writing postcards or letters to friends, emails or text
messages. There are also examples where spoken English can be very formal, for
example, in a speech or a lecture. Most uses of English are neutral; that is, they
are neither formal nor informal.
Formal language and informal language are associated with particular choices
of grammar and vocabulary.
Contractions, relative clauses without a relative pronoun and ellipsis are more
common in informal language.
Compare
She has decided to accept the job. formal
She’s decided to accept the job. informal: She’s = contraction
Compare
The girl whom I met in Singapore was
interested in working in Australia.
formal
The girl I met in Singapore was interested in
working in Australia.
informal: relative clause without the
relative pronoun whom
Compare
We went to Barcelona for the weekend.
We have a lot of things to tell you.
Formal
Went to Barcelona for the weekend. Lots
to tell you.
Informal: ellipsis (more likely to be
written or texted than spoken)
Appendix 6

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

DISCUSSION ON HYPERBOLE, IRONY, TONE, MOOD AND PURPOSES OF THE AUTHOR
HYPERBOLE
Hyperbole is when the writer or speaker exaggerates for emphasis or effect.
Examples of hyperbole:
1. Yeah, I already beat that game 80,000 years ago.
2. Nobody listens to that song anymore.
3. Old Mr. Johnson has been teaching here since the Stone Age.
4. Forget knocking it out of the park, Frank can knock a baseball off the
continent.
5. These shoes are killing me.
IDIOMATIC EXPRESSIONS
Idioms are commonly used figurative expressions.
Here are some idiom examples:
1. Bob’s new corner office was just the icing on the cake (metaphor).
2. After eating candy, Billy ran around like a chicken with his head cut off
(simile).
3. The quarter back was running out of steam (metaphor).
4. That new car cost an arm and a leg (hyperbole).
5. Tom said that he changed but actions speak louder than words
(personification).
IRONY
Irony is the utterance or use of words to express something that differs from, and
is often the direct opposite of, their literal meaning. A figure of speech, or mildly
sarcastic or humorous use of words, to imply the opposite of the literal meaning.
Example:
1. A person who claims to be a vegan and avoids meat but will eat a slice
of pepperoni pizza because they are hungry. It may not make sense, but
it is an illustration of irony.
2. A man who is a traffic cop gets his license suspended for unpaid parking
tickets.
3. An ambulance driver goes to a nightime bike accident scene and runs
over the accident victim because the victim has crawled to the center of
the road with their bike

Mood is defined in poetry as the feelings or emotions that are evoked in the
reader by the poem. Conversely, tone expresses the attitude the author has
towards the subject or topic of the poem.
Inferring the speaker’s tone, mood or purpose may be done by determining the
purpose of the author in writing the poem or selection. It may be done through
keen observation on the way the speaker’s read the lines and through analyzing
of the words used in the poem or selection.
Appendix 8
Day 1, Grade 5

ASSESSMENT (for the Advanced)
Name: __________________________________________________Score: ______________
Directions: Fill in the different information about the story “The Greedy Boy”.
Appendix 8
Day 1, Grade 5
TITLE OF THE STORY:
CHARACTERS: SETTING:
THEME:
PLOT:
Beginning:
Middle:
Ending:

ASSESSMENT (for the Average)
Name: __________________________________________________Score: ______________
Directions: Fill in the different information about the story “The Greedy Boy”.
TITLE OF THE STORY: ___________________________________________________________
Characters: __________________________________________________________________
Setting:______________________________________________________________________
Theme: ______________________________________________________________________
Plot
Beginning:___________________________________________________________________
Middle: ______________________________________________________________________
Ending: ______________________________________________________________________
Appendix 8
Day 1, Grade 5

ASSESSMENT (for the Challenged)
Name: __________________________________________________Score: ______________
Directions: Read the story “Inside the Canteen” and identify the elements of the
literary text.
INSIDE THE CANTEEN
by Jean Paul V. Banay
It was 9:30 in the morning at Labuin Elementary School. It was already
break time for Grade V-Coral. Children line up in a queue to go the canteen to
have their recess.
At the canteen, the children lined up in a queue waiting for their turn to
buy their food. Luke, a Grade 3 pupil rushed in front of the queue and shouted
at the canteen manager for food.
Calmly, the canteen manager said to Luke “Luke, it is not nice to shout at
people, especially when you’re at the canteen. And we should observe the
rules inside the canteen. Look at these children, they line up in a queue and
wait for their turn. You should do the same.” said the canteen manager.
After that day, Luke lined up in the queue and asked politely for food.
Identify the element of the literary text from the story you just read.
Choose your answer from the boxes below.
character setting conflict
plot theme
1. It was 9:30 in the morning at Labuin
Elementary School.
3. Luke, a Grade 3 pupil
4. Luke rushed in front of the queue
5. The canteen manager told Luke about the
rules inside the canteen.
6. Politeness
Appendix 9
Day 1, Grade 6

Name: __________________________________________________Score: _____________
Directions: Read the following sentences carefully and answer the questions that
follow. Choose the letter of the correct answer and encircle it.
1. Hans and Tomas were identical twins but they were like two poles
when it comes to everything.
What is the meaning of the underlined idiom?
a. They always agree with each other.
b. They differ in everything.
c. No correct answer
2. Chester had the whole world of friendship in his palm.
What is the meaning of the sentence?
a. Chester had many friends.
b. Chester had no friends.
3. Maita is her Daddy’s pet.
Daddy’s pet means ______________________.
a. favorite animal.
b. favorite child.
c. no correct answer
4. It is when the writer or speaker exaggerates for emphasis or effect.
Which of the following is being described in the statement?
a. Idiomatic expression
b. Hyperbole
5. These are commonly used figurative expressions. Which of the following
best fit to the description?
b. Hyperbole
Appendix 9
Day 1, Grade 6

Name: __________________________________________________Score: _____________
1. Manny and Henny looked similar but they were like two poles when
it comes to everything. They never agree nor disagree about things.
2. Chester had the whole world of friendship in his palm. He had many
acquaintances wherever he went.
3. Chita is her Daddy’s pet.
Daddy’s pet means ______________________.
a. favorite animal.
b. favorite child.
4. It is an exaggerated statement about something.
b. Hyperbole
5. These are commonly used figurative statements that have no literal
in meaning. Which of the following best fit to the description?
b. Hyperbole
Appendix 9
Day 1, Grade 6

Name: __________________________________________________Score: _____________
1. Manny and Henny looked similar but they were like two poles when
it comes to everything. They have different tastes.
2. Chester had the whole world of friendship in his palm. He had
many friends wherever he went.
3. Chita is her Daddy’s pet.
Daddy’s pet means ______________________.
a. favorite animal
b. favorite child
4. It is an exaggerated statement about something. Examples are I
can eat a horse.
b. Hyperbole
5. These are commonly used figurative statements that have no literal
in meaning. Examples are apple of my eyes, and etc.
Which of the following best fit to the description?
b. Hyperbole
Appendix 10

Appendix 11

UNLOCKING OF UNFAMILIAR WORDS (for the Advanced)
Name: ______________________________________________Score: _________________
Directions: Match the unfamiliar words in Column A with their meaning in
Column B. Write the letter of the correct answer on the space provided before
each item.
Column A Column B
_____1. tiresome a. A lightweight waterproof fabric
originally of rubberized cotton
_____2. alter b. A person, thing or situation that is
annoying or that causes trouble
or problems
_____3. nuisance c. to change
_____4. interfering d. causing you to feel bored,
annoyed or impatient
_____5. mackintosh e. to become involved in the
activities and concerns of other
people when your involvement is
not wanted
Appendix 11

UNLOCKING OF UNFAMILIAR WORDS (for the Average)
Name: ______________________________________________Score: _________________
each item.
Column A Column B
_____1. tiresome a. A lightweight waterproof material
_____2. alter b. A person, thing or situation that is
annoying or that causes
problems
_____3. nuisance c. To change
_____4. interfering d. making someone feel bored,
annoyed or impatient
_____5. mackintosh e. to become involved in the
activities and concerns of other
people when your involvement is
not wanted

Appendix 11
UNLOCKING OF UNFAMILIAR WORDS (for the Challenged)
Name: ______________________________________________Score: _________________
each item.
Column A Column B
_____1. tiresome a. rain coat
_____2. alter b. A person, thing or situation that
annoys people or that causes
problems
_____3. nuisance c. To change
_____4. interfering d. making someone feel irritated
_____5. mackintosh e. not minding your own business
Appendix 12

“MIND YOUR OWN BUSINESS”
There was once a girl who wouldn’t mind her own business, but loved to
poke her nose into everyone else’s! She really was most tiresome.
“You don’t do this right”, she would say to other children. “You don’t do
that right!” And she would alter what they had done and make them very
angry.
She would even make herself a nuisance to her teacher. “You’ve put that
notice up about homework, Miss Brown. Oh, Miss Brown, wouldn’t be better if we
had painting on Thursday instead of Wednesday, then we’d have more time?”
“Katie, when I want you to run my school for me I’ll tell you!” Miss Brown
would say, “When will you learn to mind your own business?”
“Katie always pokes her nose into everything,” said William. “When my
mother sent you a note yesterday, Miss Brown, Katie opened it and read it
before you did.”
“Don’t tell tales,” said Katie at once. “Miss Brown, you don’t like tale tellers
do you? You always say you don’t. Well, wouldn’t you scold William?” “I don’t
like tale tellers, it’s true,” said Miss Brown. “But I dislike even more little girls who
open notes meant for other people, Katie. One day you’ll get into serious
trouble for interfering.
Katie was in her worst interfering mood one day. She had told her mother
that the flowers in the vase were not arranged at all nicely, and she had
arranged them all over again. She told her father that there was button loose in
his mackintosh, and why didn’t he remember to get it sewn tightly?
She had made the cook very angry because she had gone into the
kitchen to watch a cake being made, and had felt certain she could do it
better. So she had done a little mixing herself, and had upset the bowl of flour,
milk, sugar and eggs all over the table.
“She just can’t help poking her nose into everything,” grumbled the cook.
“Somebody has got to do something about her!”

Appendix 13
Day 2, Grade 5
MODAL VERBS
MODALS are special verbs which behave very irregularly in English. They are
verbs used with other verbs.
Here's a list of the modal verbs in English:
can could may might will
would must shall should ought to
Modals are different from normal verbs:
1: They don't use an 's' for the third person singular.
2: They make questions by inversion ('she can go' becomes 'can she go?').
3: They are followed directly by the infinitive of another verb (without 'to').
Probability:
First, they can be used when we want to say how sure we are that something
happened / is happening / will happen. We often call these 'modals of
deduction' or 'speculation' or 'certainty' or 'probability'.
For example:
 It's snowing, so it must be very cold outside.
 I don't know where John is. He could have missed the train.
 This bill can't be right. £200 for two cups of coffee!
Ability
We use 'can' and 'could' to talk about a skill or ability.
For example:
 She can speak six languages.
 My grandfather could play golf very well.
 I can't drive.

Obligation and Advice
We can use verbs such as 'must' or 'should' to say when something is necessary
or unnecessary, or to give advice.
For example:
 Children must do their homework.
 We have to wear a uniform at work.
 You should stop smoking.
Permission
We can use verbs such as 'can', 'could' and 'may' to ask for and give permission.
We also use modal verbs to say something is not allowed.
For example:
 Could I leave early today, please?
 You may not use the car tonight.
 Can we swim in the lake?
Habits
We can use 'will' and 'would' to talk about habits or things we usually do, or did
in the past.
For example:
 When I lived in Italy, we would often eat in the restaurant next to my flat.
 John will always be late!
Past modals
The past modals are 'could have + past participle', 'should have + past
participle' and 'would have + past participle'.
Appendix 14

RUBRICS FOR READING
Expressio
n and
Volume
Reads with varied
volume and
expression. The
reader sounds like
they are talking to
a friend with their
voice matching the
interpretation of
the passage.
Reader reads
with volume
and expression.
However,
sometimes the
reader slips into
expressionless
reading and
does not sound
like they are
talking to a
friend.
Reader read in a
quiet voice. The
reading sounds
natural in part of
the text, but the
reader does not
always sound like
they are talking to
a friend.
Reader reads in a
quiet voice as if
to get words out.
The reading does
not sound natural
like talking to a
friend.
Phrasing Reader reads with
good phrasing;
adhering to
punctuation, stress
and intonation.
Reader reads
with a mixture of
run-ons, mid-
sentence
pauses and
some
choppiness.
There was a
reasonable
stress and
intonation.
Reader reads in
two-three word
phrases, not
adhering to
punctuation, stress
and intonation.
Reader reads
word-by-word in
a monotone
voice.
Smoothn
ess
Reader reads
smoothly with some
breaks but self-
corrects with
difficult words
and/or sentence
structures.
Reader reads
with occasional
breaks in
rhythm. The
reader has
difficulty with
specific words
and/or
sentence
structures.
Reader reads with
extended pauses
or hesitations. The
reader has many
“rough spots”.
Reader frequently
hesitates while
reading, sound
out words and
repeats words or
phrases. The
reader makes
multiple attempts
to read the same
passage.
Pace Reader reads at a
conversational
pace throughout
the reading.
Reader reads
fast and slow
throughout the
reading.
Reader read
moderately slowly.
Reader reads
slowly and
laboriously.
Reading
Fluency
Reader reads the
text 95-100%
correctly.
Reader reads
80-84%
correctly.
Reader reads 75-
79% correctly.
Reader reads 70-
74% correctly.
Total
Appendix 15
Day 2, Grade 6

TENSES OF VERBS
In English, there are three basic tenses: present, past, and future. Each has a
perfect form, indicating completed action; each has a progressive form,
indicating ongoing action; and each has a perfect progressive form, indicating
ongoing action that will be completed at some definite time. Here is a list of
examples of these tenses and their definitions:
Simple
Forms
Progressive
Forms
Perfect Forms
Perfect Progressive
Forms
Present take/s
am/is/are
taking
have/has
taken
have/has been
taking
Past took
was/were
taking
had taken had been taking
Future
will/shall
take
will be taking
will have
taken
will have been
taking
Simple Forms
Present Tense
Present tense expresses an unchanging, repeated, or reoccurring action or
situation that exists only now. It can also represent a widespread truth.
Example Meaning
The mountains are tall and
white.
Unchanging
action
Every year, the school
council elects new
members.
Recurring
action
Pb is the chemical symbol
for lead.
Widespread
truth
Past Tense

Past tense expresses an action or situation that was started and finished in the
past. Most past tense verbs end in -ed. The irregular verbs have special past
tense forms which must be memorized.
Example Form
W.W.II ended in 1945.
Regular -ed
past
Ernest Hemmingway wrote
"The Old Man and the Sea."
Irregular
form
Future Tense
Future tense expresses an action or situation that will occur in the future. This
tense is formed by using will/shall with the simple form of the verb.
The speaker of the House will finish her term in May of 1998.
The future tense can also be expressed by using am, is, or are with going to.
The surgeon is going to perform the first bypass in Minnesota.
We can also use the present tense form with an adverb or adverbial phrase to
show future time.
The president speaks tomorrow. (Tomorrow is a future time adverb.)
Progressive Forms
Present Progressive Tense
Present progressive tense describes an ongoing action that is happening at the
same time the statement is written. This tense is formed by using am/is/are with
the verb form ending in -ing.
The sociologist is examining the effects that racial discrimination has on
society.
Past Progressive Tense
Past progressive tense describes a past action which was happening when
another action occurred. This tense is formed by using was/were with the verb
form ending in -ing.

The explorer was explaining the latest discovery in Egypt when protests
began on the streets.
Future Progressive Tense
Future progressive tense describes an ongoing or continuous action that will
take place in the future. This tense is formed by using will be or shall be with the
verb form ending in -ing.
Dr. Jones will be presenting ongoing research on sexist language next
week.
Perfect Forms
Present Perfect Tense
Present perfect tense describes an action that happened at an indefinite time
in the past or that began in the past and continues in the present. This tense is
formed by using has/have with the past participle of the verb. Most past
participles end in -ed. Irregular verbs have special past participles that must be
memorized.
Example Meaning
The researchers have travelled to many
countries in order to collect more
significant data.
At an indefinite
time
Women have voted in presidential
elections since 1921.
Continues in
the present
Past Perfect Tense
Past perfect tense describes an action that took place in the past before
another past action. This tense is formed by using had with the past participle of
the verb.
By the time the troops arrived, the war had ended.
Future Perfect Tense
Future perfect tense describes an action that will occur in the future before
some other action. This tense is formed by using will have with the past participle
of the verb.

By the time the troops arrive, the combat group will have spent several
weeks waiting.
Perfect Progressive Forms
Present Perfect Progressive
Present perfect progressive tense describes an action that began in the past,
continues in the present, and may continue into the future. This tense is formed
by using has/have been and the present participle of the verb (the verb form
ending in -ing).
The CEO has been considering a transfer to the state of Texas where
profits would be larger.
Past Perfect Progressive
Past perfect progressive tense describes a past, ongoing action that was
completed before some other past action. This tense is formed by using had
been and the present perfect of the verb (the verb form ending in -ing).
Before the budget cuts, the students had been participating in many
extracurricular activities.
Future Perfect Progressive
Future perfect progressive tense describes a future, ongoing action that will
occur before some specified future time. This tense is formed by using will have
been and the present participle of the verb (the verb form ending in -ing).
By the year 2020, linguists will have been studying and defining the Indo-
European language family for more than 200 years.

Appendix 16
INDEPENDENT LEARNING (for the Advanced, Average, and Challenged)
Think of a topic related to the selection and develop an outline similar to
the one below. Then write a two-three paragraph.
Topic: Farm Animals
I. Chickens
A. Gives us eggs.
B. Gives us meat.
C. Gives us feathers.
II. Cow
A. Gives us milk.
B. Give us meat.
C. Gives us leather.
III. Goats
A. Gives us milk.
B. Gives us meat.
IV. Ducks
A. Gives us eggs.
B. Gives us meat.
______________________________________________________________________________
Topic: _________________________________________
I. Subtopic: ____________________________________
A. Detail: ____________________________________
B. Detail: ____________________________________
C. Detail: ____________________________________
II. Subtopic: ____________________________________
A. Detail: ____________________________________
B. Detail: ____________________________________
C. Detail: ____________________________________
III. Subtopic: ____________________________________
A. Detail: ____________________________________
B. Detail: ____________________________________
C. Detail: ____________________________________
IV. Subtopic: ____________________________________
A. Detail: ____________________________________
B. Detail: ____________________________________
C. Detail: ____________________________________

Appendix 17
Day 2, Grade 5
Name: ______________________________________________Score: __________________
Directions: Use each modal inside the pie in a sentence.
should join may go
shall eat
could write
ought to perform

Appendix 17
Day 2, Grade 5
Name: ______________________________________________Score: __________________
Directions: Read the following sentences and choose the correct
modal from the box below and write it on the blank.
should join may go
shall eat could write
ought to perform
1. Manny, when you want to excel, you ______________ contests to test your
ability.
2. My friends and I ______________ at Kainang Pilipino this afternoon.
3. Our family ______________ to the Kingdom of Brunei Darussalam this
coming New Year.
4. He ______________ well articles and paragraphs.
5. We _______________ our dance this evening at the Solana Gymnasium as
part of the 2016 Cagayan Provincial Athletics Association Meet.

Appendix 17
Day 2, Grade 5
Name: ______________________________________________Score: __________________
Directions: Read the following sentences and choose the letter of the
correct modal from among the choices and encircle it.
1. Manny, when you want to excel, you ______________ contests to test
your ability.
a. should join b. shall eat c. may go
2. My friends and I ______________ at Kainang Pilipino this afternoon.
3. Our family ______________ to the Kingdom of Brunei Darussalam this
coming New Year.
4. He ______________ well articles and paragraphs.
a. could write b. shall eat c. ought to perform
5. We _______________ our dance this evening at the Solana Gymnasium
as part of the 2016 Cagayan Provincial Athletics Association Meet.
a. could write b. shall eat c. ought to perform

Appendix 18
Day 2, Grade 6
ASSESSMENT (for the Advanced and Average)
Name: ______________________________________________Score: __________________
Directions: Answer the following. Write the correct aspect of the verb on the
blanks.
1. walk (present)
Sarah __________ to school. (simple)
2. cook (future)
Mother __________ dinner for us this evening. (simple)
3. water (past)
Francis __________ in the garden. (simple)
4. play (past)
I _______________ in the plaza. (simple)
5. read (past)
We _______________ books in the library. (simple)

Appendix 18
Day 2, Grade 6
Name: ______________________________________________Score: __________________
Directions: Read the following sentences. Choose the correct tense of the verb
in the parenthesis and underline it.
1. Sarah __________ to school. (goes, went, will go)
2. Mother __________ dinner for us. (cooks, cooked, will cook)
3. Francis __________ in the garden. (waters, watered, will water)
4. I _______________ in the plaza last Sunday. (plays, played, will play)
5. We _______________ books in the library. (reads, read, will read)

Appendix 19
MOTIVATION
Look at the pictures below and guess the title of the movie.

Appendix 19

Appendix 20
THE DIFFERENT FORMS AND CONVENTIONS OF FILMS AND MOVING
PICTURES
A film, also called a movie, motion picture or photo play, is a series
of still images which, when shown on a screen, creates the illusion of
moving images due to the phi phenomenon.
The different forms and conventions of films are:
 Characterization - describe the depiction of a character in a movie
 Acting is the work of an actor or actress, which is a person
in theatre, television, film, or any other storytelling medium who tells
the story by portraying a character and,
usually, speaking or singing the written text or play.
 Dialog – the things that are said by the characters in a movie; a
discussion/ conversation between two or more people
 Setting or set up – the time, place, circumstances in which a film
takes place
 Direction – the instructions given to the actors and other people
working on a film
 Blocking is the positioning and movement of the characters to tell
the story in visual term
 Lighting - the use of various light sources, both artificial and natural,
to achieve some aesthetic or practical effect while illuminating a
scene.

Appendix 21
RUBRICS FOR ROLEPLAY
Content/
Ideas
All ideas made
sense. Stayed on
track. Included
many interesting
details.
All ideas made
sense. Stayed
on track.
Included some
interesting
details.
Not all ideas made
sense. Some parts
went off the track.
Included a few
interesting details.
No ideas made
sense. All parts
went off the
track. No
interesting detail
was included.
Acting
Skills
Feelings and ideas
were expressed in
in interesting ways.
Various emotions
and strong acting
prowess were
displayed.
Feelings and
ideas were
expressed.
Emotions were
strongly
expressed.
Feelings and ideas
were not properly
expressed. It
lacked strong
emotions where it
was needed most.
No feelings and
ideas were
expressed.
Lacked strong
emotions.
Fluency/
Organiza
tion
Strong beginning
and sentences
were tied together.
Details were
presented in order.
Presentation began
with different
words. Some
sentences are short
and complex.
Many power words
were used.
Strong
beginning and
sentences were
tied together.
Details were
somewhat
presented in
order.
Presentation
began with
different words.
Some sentences
were short and
some were
long. Some
power words
were used.
Weak beginning.
Few sentences
were tied
together. Details
were mixed up or
not in order. Many
sentences began
with the same
words. Most of the
sentences were
short. Few words
were used.
Weak beginning.
No sentences
were tied
together. Details
were not in order.
Many sentences
began with the
same words. Most
of the sentences
were short.
Volume
and
Quality of
Voice
Voices were clearly
heard and all the
words were
enunciated
properly with the
correct stress and
pauses.
Voices were
clearly heard,
most were
properly
pronounced
with correct
stress and
pauses.
Voices were not
loud enough to be
heard by the
whole class. Some
words were
properly stressed
and pronounced.
Voices were very
soft. Some words
were
mispronounced
and not properly
stressed.
Group
Dynamic
s
All members were
able to contribute
ideas and
organized the final
output together.
Most members
were able to
contribute ideas
and organized
the final output.
Some members
were able to
contribute ideas
and organize the
final output.
Few members
were able to
contribute ideas
and organized
the final output.
Total

Appendix 22
RUBRICS FOR WRITING
CRITERIA 4 3 2 1 SCORE
Word
Usage
Use of polite
words is
simple but
comprehensi
ve.
Some words
are not so
clear but the
polite words
are used
correctly.
Many words
in the song
are not used
appropriatel
y; the uses
of polite
words are
quite
incorrect.
Very few
polite words
were used.
Language
Convention
All sentences
are
grammaticall
y correctly.
No spelling,
punctuation
or
grammatical
errors.
Many
sentences
are
grammaticall
y correctly.
Few spelling
and
punctuations
errors, minor
grammatical
errors.
Some
sentences
are
grammatica
lly correctly.
A number of
spelling,
punctuation
or
grammatica
l errors.
Not all
sentences
are
grammatica
lly correctly.
So many
spelling,
punctuation
and
grammatica
l errors that it
interferes
with the
meaning
Quality of
Writing
Very
informative
and
organized
Somewhat
informative
and
organized
Give some
new
information
but poorly
organized.
Give no new
information
and very
poorly
organized.
TOTAL:

Appendix 23
WEEKLY TEST (for the Advanced, Average, Challenged)
Name: ____________________________________________ Score: ___________________
I. ELEMENTS OF A LITERARY TEXT (8 points)
Directions: Read the following selection and then fill in the information about
the elements of a literary text that follow.
THE ANT AND THE DOVE
One hot day, an ant was searching for some water. After walking around for
some time, she came to a spring. To reach the spring, she had to climb up a
blade of grass. While making her way up, she slipped and fell into the water.
She could have drowned if a dove up a nearby tree had not seen her. Seeing
that the ant was in trouble, the dove quickly plucked off a leaf and dropped it
into the water near the struggling ant. The ant moved towards the leaf and
climbed up there. Soon it carried her safely to dry ground. Just at that time, a
hunter nearby was throwing out his net towards the dove, hoping to trap it.
Guessing what he was about to do, the ant quickly bit him on the heel. Feeling
the pain, the hunter dropped his net. The dove was quick to fly away to safety.
Lesson: One good turn deserves another.
Title: _________________________________________________________________________
Setting:______________________________________________________________________
Characters (with description):
1. ___________________________________________________________________________
2. ___________________________________________________________________________
Plot:
Beginning:___________________________________________________________________
Middle:______________________________________________________________________
Ending:______________________________________________________________________
Theme:______________________________________________________________________

II. IRONY, HYPERBOLE, IDIOMATIC EXPRESSION, TONE, MOOD, AND
PURPOSE OF THE AUTHOR (7 points)
follow.
1. Hans and Tomas were identical twins but they were like two poles when it
comes to everything.
2. Chester had the whole world of friendship in his palm.
What is the meaning of the underlined set of words?
3. Maita is her Daddy’s pet.
Daddy’s pet means ______________________.
a. favorite animal.
b. favorite child.
4. It is when the writer or speaker exaggerates for emphasis or effect. Which
of the following is being described in the statement?
b. Hyperbole
c. Irony
5. These are commonly used figurative expressions. Which of the following
best fit to the description?
b. Hyperbole
c. Irony
6. It is the utterance or use of words to express something that differs from,
and is often the direct opposite of, their literal meaning.
b. Hyperbole
c. Irony
7. I am so hungry that I can eat a horse. This sentence contains
______________.
b. Hyperbole
c. Irony

III. DIFFERENT FORMS AND CONVENTIONS OF FILMS AND MOVING PICTURES
(5 points)
Match Column A with Column B. Write the letter of the correct answer on the
space provided.
Column A Column B
_____1. Things that are said by the characters in a movie a. Dialog
_____2. The time, place, circumstances in which a film
takes place
b. Directions
_____3. The use of various light sources c. Film
_____4. Instructions given to the actors and other
people
d. Lighting
_____5. Motion picture or photoplay e. Setting
IV. MODALS AND TENSES OF VERBS (5 Points)
Choose the correct word to complete each sentence and underline it.
1. Maria _______ drink milk in a feeding bottle. (used to, ought to, shall)
2. Now she _______ a glass whenever she drinks milk. (uses, used, will use)
3. I _______ sleep on my parent’s bed when I was small. (used to, ought
to, shall)
4. She ______ buy her mother a gift on her birthday. (will, may, might)
5. They ______ live in Manila in the 1990’s. (used to, ought to, shall)

ANSWER KEYS
Appendix 1
MOTIVATION
The differences are found in the hat, in the ketchup bottle and in the saucer
plate.
Appendix 2
UNLOCKING OF WORD DIFFICULTY (for the Advanced, Average and Challenged)
1. B
2. A
3. B
4. B
5. A
Appendix 8
Day 1, Grade 5
ASSESSMENT (for the Advanced and Average) (answers may vary)
Title of the Story: The Greedy Boy
Characters: Sam, Tom and their parents
Setting: in the town of Bethlehem
Theme: Greed leads to loss.
Plot
Beginning: Sam and Tom are twins. They had a race to determine who will get
the larger portion of their father’s fortune.
Middle: They held the race. Sam returned home before sunset and Tom did not.
Ending: Tom lose the race.
1. Setting
2. Character
3. Conflict
4. Plot
5. Theme
Appendix 9
Day 1, Grade 6
ASSESSMENT (for the Advanced, Average and Challenged)
1. B
2. A
3. B
4. B
5. A

Appendix 11
UNLOCKING OF UNFAMILIAR WORDS (for the Advanced, Average and
Challenged)
1. D
2. C
3. B
4. E
5. A
Appendix 17
Day 2, Grade 5
ASSESSMENT (for the Advanced) (answers vary)
1. Should join
2. Shall eat
3. May go
4. Could write
5. Ought to perform
1. A
2. B
3. C
4. A
5. C
Appendix 18
Day 2, Grade 6
ASSESSMENT (for the Advanced and Average)
1. Walked
2. Will cook
3. Watered
4. Played
5. Read
1. Went
2. Will cook
3. Watered
4. Played
5. Read

Appendix 19
MOTIVATION
First Picture: Batman
Second Picture: Despicable Me
Third Picture: Frozen
Fourth Picture: Ang Probinsyano
Fifth Picture: Encantadia
Appendix 23
WEEKLY TEST (for the Advanced, Average, Challenged)
I. ELEMENTS OF A LITERARY TEXT (8 points)
Title: The Ant and the Dove
Setting: in the forest
Characters:
1. Ant
2. Dove
Plot:
Beginning: An ant was thirsty and he fell into the water.
Middle: A dove saw him and helped him.
Ending: The ant returned the help of the dove when he was about to
be trapped by a hunter.
Theme: Kindness
II. IRONY, HYPERBOLE, IDIOMATIC EXPRESSION, TONE, MOOD, AND
PURPOSE OF THE AUTHOR (7 points)
1. B
2. A
3. B
4. B
5. A
6. C
III. DIFFERENT FORMS AND CONVENTIONS OF FILMS AND MOVING
PICTURES (5 points)
1. A
2. E
3. D
4. B
5. C
IV. MODALS AND TENSES OF VERBS (5 Points)
1. Used to
2. Uses
3. Used to
4. Will
5. Used to

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