Powerpoint for English 6 Quarter 1 Week 2

1. ENGLISH VI
WEEK 2 – DAY 1
MEL GIAN A. REVES

2. LESSON OBJECTIVE
 Compose clear and coherent sentences using appropriate
grammatical structures – Pluralization of irregular nouns
 Relate an experience appropriate to the occasion

3. LET US RECALL
What have you learned about lighting in he
film?

4. GETTING STARTED
I bet a kid like you loves puppets? Right? That’s the
reason why I believe you’ll always remember our dear friend
NOUN.
NOUN – is the name of any PAPET.
P erson
A nimal
P lace
E vent
T hing

5. REVIEW TIME
MAYA THE BIRD AND TAHONG THE MUSSEL
Tahong, the mussel, was opening its shell to bask in
the sun when Maya, the bird, pecked at it. Tahong, the
mussel, was quick. It clamped down Maya’s beak and
held it fast. “If it doesn’t rain today or tomorrow,” said
Maya, “there will be a dead mussel lying here.” “If you
can’t pry loose today or tomorrow,” retorted Tahong,
“there will be a dead bird here, too.” As neither of them
would give way, a passing fisherman caught them both.

6. STUDY TIME

7. THE BOY WHO WOULDN’T GO TO SCHOOL
“But I don’t want to go to school” Hans cried. “I like everything just the
way it is.”
Young Hans was blessed with loving parents. Although his parents were
poor – a shoemaker and a washerwoman – they did the best that they
for their son. They spent long hours telling him stories and even saved to
take him to theater. Hans dreamt of becoming a famous actor. That was all
he could think of.
One day, off to school he went.
On the first day of school, Hans was fascinated by the clock. He watched
all day. Finally the teacher came cross with him. That night Hans said, “I
like that school. Don’t send me back!”
So his parents found him another school then another, and another, but
none of them pleased him so he decided never to go to school anymore.
About that time, Hans’ father died. He needed to work to help his mother
make a living.

8. Hans worked in a factory where people came to like him
because he would always sing and tell them stories. He
sang for the rich men in their place too.
Soon, they arranged for him to meet the king hoping
that the king would send Hans to a good school to be a
better singer. But Hans still wanted nothing to do with
school. He just wanted to be famous. He acted for the king
but the king wasn’t pleased with his acting. The king told
Hans that he should go back to his job.
About that time, he didn’t want to go back to his job
nor to school. He decided to make himself famous in the
big city. So off to the city, he went.
He thought he knew how to become famous “First you
suffer terrible things,” he said. “Then you get to be
famous.”

9. For years, he did suffer terrible things. He tried to act,
dance and write poems to become famous but success was no
where to be found. Finally, some friends told him that he
should go back to school.
Back to school? Now that he’s seventeen? Why should he
go back to school and be laughed at in second grade? Surely
he was too smart for that.
Well, right then and there, Hans proved that he really was
smart by going to school! It wasn’t easy. He was taller than his
teacher. Every one made fun of him. But at last he passed his
university examination.
And if you’ve ever read “The Ugly Duckling”, “The Little
Mermaid”, or “The Emperor’s New Clothes”, you know that
Hans Christian Andersen did learn to write. And he had
become famous, too, just as he had hoped.

10. 1. Whose life is talked about in the story?
2. What difficulties did he suffer as a child?
3. What was Hans’ goal in his life?
4. How did he try to reach his goal? What traits
helped him?
5. Do you also have a goal in life? How do you intend
to reach your goal? What character traits do you
need to succeed in your goal?
LET US ANSWER THIS

11. GROUP ACTIVITY

12. LET US REFLECT
Why is learning pluralization of irregular nouns
important?

13. Irregular nouns form their plural by changing their
spelling
We can identify ourselves with a character in the story
by finding how we are similar and different from the
character.

14. DID YOU LEARN?
A. Fill in the crossword
puzzle with the plural form of
each noun. Do it in your
notebook.
DOWN ACROSS
1 brother 4 woman
2 child 5 mouse
3 foot 7 tooth
6 man 9 ox
8 hoof 10 goose

15. ENGLISH VI
WEEK 2 – DAY 2
MEL GIAN A. REVES

16. LESSON OBJECTIVE
 Analyze sound devices (personification) in
a text heard
 Write a 3- line 4- stanza poem

17. LET US RECALL
How are plural irregular nouns formed?

18. LET’S TRY THIS
Listen as I read a short poem “Dinnertime Chorus” by Sharon Hendricks. Analyze
the mood of the poem and the writer’s purpose for writing it.
Guide Questions:
1. What is the poem all about?
2. What emotion did you feel while listening to the poem?
3. Why do you think the poem is entitled “Dinnertime Chorus?”
4. What do you think is the writer’s purpose for writing this poem?

19. DINNERTIME CHORUS
The teapot sang as the water boiled
The ice cubes cackled in their glass
The teacups chattered to one another
While the chairs were passing gas
The gravy gurgled merrily
As the oil danced in a pan
Oh my dinnertime chorus
What a lovely, lovely clan!

20. LET’S STUDY THIS
Personification is the attribution of human qualities, nature or characteristics to inanimate
objects or something nonhuman. It is also the representation of an abstract quality in human
form.
Examples:
"And then one day the boy came back and the tree shook with joy."
(excerpt from “The Giving Tree” by Shel Silverstein)
The little dog laughed to see such sport,
And the dish ran away with the spoon.
(nursery rhyme)
The night was creeping on the ground!
She crept and did not make a sound
(excerpt from “Check” by James Stephens)

21. LET’S DO THIS
Listen as your teacher recites the poem “Bicycling” by Alan
Loren. As you listen, jot down all examples of personification
from the poem. Write your answers inside the wheels of the
bicycle below.

22. LET’S DO MORE
Listen again to your teacher as he/she reads the poem “Trees” by Joyce
Kilmer. List down all examples of personification from the poem. Write
your answers inside the blank upper part of the tree below.

23. LET’S REFLECT
Is listening to or reading poems/any literary
piece with personification enjoyable? Why do
you say so?
Why do you think learning personification is
important?

24. LETS REMEMBER THIS
Personification is a very important tool
used by writers to enliven and give human
attributes to inanimate objects. It adds
beauty and creativity to any literary piece.

25. DID YOUR LEARN?
Read the following statements taken from the selection titled “Oh
No!”. Write Yes on the blank before the number if the sentence
shows personification and write No if it does not.
_____ 1. A careless biker drove his bike with a basketful of bread.
_____ 2. A colony of hungry ants positioned themselves at the
sidewalk.
_____ 3. From then on, they patiently gathered mounds of dirt for
another ambush.
_____ 4. Unknowingly, the biker dropped a bag of bread.
_____ 5. The happy ants carried the bag of bread to their place.

26. ASSIGNMENT
Write your own personification
poem with three-lines and four
stanzas

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

28. LESSON OBJECTIVE
 Analyze poen with 4 or more stanzas in terms of its
elements (rhymes, sound devices, imagery and
figurative language)

29. LET US RECALL
What is personification?

30. LET’S TRY THIS
Can You Guess the Missing Words?
Guess the word based on the given definition in each number. Write the letters of the word inside the letter blocks below
the definition.
Hint: Sound devices

32. LET’S STUDY THIS
Rhyme
Sound Devices
 Sensory Images
Figurative Language

33. RHYME
A rhyme is a repetition of similar sounds (or the same sound) in two or more
words, most often in the final syllables of lines in poems and songs.
e.g. The apparition of these faces in the crowd
Petals on a wet, black bough
(“In A Station of the Metro” by Ezra Pound)
It was many and many a year ago,
In a kingdom by the sea,
That a maiden there lived whom you may know
By the name of Annabel Lee;
(excerpt from “Annabel Lee” by Edgar Allan Poe)

34. SOUND DEVICES
Sound devices are tools used by poets to convey
and reinforce the meaning or experience of poetry
through the skillful use of sound. After all, poets are
trying to use a concentrated blend of sound and
imagery to create an emotional response. In poetry,
the words and their order should evoke images, and
the words themselves have sounds, which can
emphasize or otherwise clarify those images.

35. TYPES OF SOUND DEVICES
1. Onomatopoeia. This is a sound device which refers to the use of words
whose sounds suggest their meanings.
Examples:
The bang of a gun The buzz of a bee
The hiss of a snake The pop of a firecracker
2. Alliteration. This is the repetition of the same initial consonant sounds
at the
beginning of at least two words in a line of poetry.
Examples: the frog frolicked frivolously on the forest floor.
Little skinny shoulder blades sticking through your

36. TYPES OF SOUND DEVICES
3. Assonance. This is the repetition of vowel sounds at the beginning, middle or
end of at least two words in a line of poetry.
Example: “Hear the mellow wedding bells" (by Edgar Allan Poe)
4. Consonance. This is the repetition of consonant sounds at the middle or end
of at least two words in a line of poetry.
Examples: He fumbles at your spirit
As players at the keys
Before they drop full music on;
He stuns you by degrees (by Emily Dickinson)

37. SENSORY IMAGES
Words are not just letters printed on paper. They tell of things that you see,
hear, smell, taste and feel.
There are six sensory images in literature namely:
1) sight, which appeals to the sense of seeing;
2) sound, which appeals to the sense of hearing;
3) touch, which appeals to the sense of feeling;
4) taste, which appeals to the sense of taste;
5) smell, which appeals to the sense of smelling;
6) motion, which appeals to the sense of seeing with another dimension, that is,
movement.

38. FIGURATIVE LANGUAGE
Writers use words in many different ways.
Sometimes they tell what happened very simply.
Sometimes to make their meaning clearer, they
compare one thing to something else. When they do
this, they are using figurative language. Figurative
language gives clearness, force, and beauty to ideas
and adds effectiveness to one’s speech and writing.
Figurative language uses figures of speech. A figure
of speech is any use of words in a sense different
from their literal definition.

39. COMMON FIGURES OF SPEECH
1. Simile. It is a comparison between unlike things that have one
quality in common on which the comparison is based. The
comparison is indicated by the expression like or as.
The ship is like a plough plowing the sea.
My love is as red as a red, red rose.
2. Metaphor. It is an implied comparison between things essentially
different but having one quality in common on which the
comparison is built. It is an indirect comparison; hence the words like
and as are NOT used.
Contentment is a pearl of great price.

40. COMMON FIGURES OF SPEECH
3. Personification. It is a figure of speech that
ascribes intelligence or feeling to abstract ideas
or inanimate objects.
Did you hear the bells laugh and
sing?
4. Hyperbole. It is an exaggeration made to
achieve an effect
Rhoda is a mountain of flesh.

41. LET’S DO THIS

42. LET’S DO THIS

44. LET US READ
I am a Filipino. I came from islands rippled with sun
Where days are green fires and nights are warm
With moon and stars. Girdling my loins is blood rich as milk
For I was born of sultans, rajahs, kings,
Soldiers, heroes who fought to sing
The poetry of freedom. My house is my land
Virgin, brown, wombed out of loam, volcanic rock and shells,
Carpeted with rice, corn, coconut, cane, trees
That rise as temples to grapple winds
Rains, mighty rivers furrowing the earth.
Where I walk, my shadow is a marriage of flags

45. Malay, Chinese, Spanish, American, Japanese
While in my bones sleep quietly as a bride
Vanquished desires of conquerors who dreamt of empires,
Gold, trade and spice. Though a paly breed
I stand with the ancients for my love and loyalty
Are as fish to the sea. I am proud of my brownness,
My duty and destiny are thirty-million brown men
Planting rice, husking coconut, throwing nets far into the Pacific
Hacking mountains of iron, coal, chrome, manganese and timber
To live. We are one and the same. A moving, restless caravan

46. Of dark brown skins building a holy heritage of democracy
Piece by piece with our dreams, sweat and death
As a bird builds patiently twig by twig
The warm, brown circle of its nest.
I am a Filipino. I believe in the goodness and the bounty of God,
I believe in the grandeur of charity and peace as a cure for the ills of
man
For I am a Christian who looks upon all men
As brothers whose task it is to love.
I believe in my country and in the deathlessness of my flag

47. For its every color is a history of courage, sacrifice, death
Against injustice, tyranny, oppression and hate.
I believe in my people as noble keepers of the faith:
That all men are equal; that all men are free.
I believe with verdant and sprawling mountains, hills, valleys, plains,
Lakes, waterfalls, rivers, sunsets, beaches
And a generous sea. Alive, sovereign, wondrously happy in work and
Abundant with hope for my people.
I am proud to be a Filipino.

48. LET’S DO MORE

49. LET’S ENRICH OURSELVES
A. Write the letter of the phrase that does NOT appeal to the same sense as that
of the phrase in bold print.
1. the grating of cartwheels on the pebbles
a. the murmuring haunt of flies
b. the crackling of the fire
c. vast ridges of forest
2. gentle swaying of the reeds
a. the eternal note of sadness
b. tiny human figures laboring in the distant fields
c. curls of smoke rising lazily from farm house chimney

50. 3. wet grass between my toes
a. dressed in crude and gaudy attire
b. completely wet and icy cold
c. a grain of sand in the eye
4. chocolate, ice cream and apple pie
a. tang of salt spray
b. many sweet thoughts
c. ice cold mango juice

51. 5. scent of cologne, jasmine and body spray
a. pungent like old wine
b. acrid fumes of burning wax
c. guttural twang of the bull frog

53. GROUP ACTIVITY
Read each of the five sets of sentences that follow.
For each sentence in the set, write O if the sentence
uses ordinary language and F if it uses figurative
language. Write your answer on the blank before the
number.

55. LET US REFLECT
Are rhymes, sound devices, imagery
and figurative speech language
important? Why

56. LETS REMEMBER THIS
Rhyme, sound devices, imagery, and
figurative language are elements of
poetry. They are essential because they give
beauty and creativity, as well as effective
use of words, ideas and images in poems.

58. ASSINGMENT
In your journal, write a reflection
with at least five sentences on the
following topic:
What Being a Filipino Means to
Me

59. ENGLISH VI
WEEK 2 – DAY 4
MEL GIAN A. REVES

60. LESSON OBJECTIVES
Infer meaning of idiomatic expression –
affixes
Observe politeness at all times
Show tactfulness when communicating
with others
Show openness to criticism

61. LET US RECALL
What is personification?

62. LETS TRY THIS
Complete each word in the parenthesis by adding the appropriate
prefix (under-, over-, ex-, and super-) to it. Write the new word on your
paper.
1. (abundant) There is an __________ harvest of corn in the province of
Isabela this year.
2. (supply) It is expected then that there will be an __________ of corn in this
province.
3. (governor) The __________ of Isabela was responsible for the successful
corn farming.
4. (estimated) The farmers __________ the volume of corn harvest they
would have.
5. (fine) Modern corn grinders tend to produce __________ corn flour.

63. LETS STUDY THIS
Affixes are letters or syllables added at the
beginning or end of a root word. Prefixes are
letters or syllables placed before the root word
or the base form of a word. A root word is the
form of a word after all affixes are removed. A
prefix changes the meaning of a word. For
example, the word unloading has the prefix un-
that means “opposite” or “not”. Unload,
therefore, means the opposite of load, or not
loading.

64. HERE ARE MORE PREFIXES WITH THEIR MEANING AND EXAMPLES
Prefix Meaning Example
under- less or less than average undernourished
underweight
underestimate
over- too much or in excess overfed
overweight
oversupply
ex- former ex-mayor
ex-president
ex-governor
super- superior supernatural
superheat

66. LETS ANALYZE
Read and analyze these sentences:
1. The freshness and sweetness of our local white
corn make me overeat boiled ones.
2. Overjoyed because of the bountiful harvest, the
farmers shared sacks of sweet corn to their
neighbors.

67. LETS ANALYZE
Read and analyze the phrases:
1. to expose too much – overexpose
2. had too much sleep – overslept
3. former husband – ex-husband
4. man with superior strength – superman
5. a former priest – ex-priest

68. LETS DO THIS
Pick out the words that contain the prefix indicated in each
group. Use the dictionary if in doubt.
1. under – (less than) 2. over – (too much)
a. underage a. overture
b. underarm b. overtime
c. undergo c. overripe
d. undermanned d. overdraw
e. underchange e. overt

69. 3. ex – (former) 4. super – (superior)
a. ex-secretary a. superfine
b. examine b. superfluous
c. ex-governor c. supersonic
d. excavate d. supervisor
e. ex-mayor c. superb

70. LETS DO THIS
Add the appropriate suffix to each word to form a new one.
Note
the given clue. Write your answers on a separate sheet.
1. taste (lacking flavor)
2. book (a little book)
3. explore (the action of travelling in or through an unfamiliar
area in order to learn about it)
4. treat (medical care given to a patient for an illness or
injury)
5. pay (able to be paid)

71. 6. north (toward north)
7. develop (the process of being developed)
8. ally (a relationship based on an affinity in interests, nature, or
qualities)
9. isle (a small island)
10. persevere (steadfast in doing something despite difficulty in
achieving success)

72. LETS REFLECT
Why is learning affixes important?

73. LETS REMEMBER THIS
Affixes are used with root words. Affixes add to or
change the meaning of the root or base words.
Unlike root words, affixes can never be used alone.
Affixes are either prefixes or suffixes.
Prefixes always occur at the beginning of words.
Suffixes, on the other hand, are always added at
the end
of a word.

74. LETS TEST OURSELVES
Rewrite each sentence adding the suffix –let or –ish to the root word inside the parentheses.
1. The sky looks (blue) today. The sky looks bluish today
2. The children presented a (play) in front of their parents.
3. The man’s behavior is (child).
4. Rose looks (boy) in the new haircut.
5. Anna wears a (yellow) gown on her birthday party.
6. When he smells something foul, it makes him (squirm).
7. The book had a (flag) taped on it.
8. My father loves reading a (novel).
9. My friend is now becoming (self).
10. The painting of Mr. Baluyot looks (cartoon)

75. ASSIGNMENT
Use the words you formed in “Let’s Do More” to complete each
sentence below. Write your answer on a separate sheet of paper.
1. The potato chips I bought was __________.
2. I read the __________ you gave me.
3. The United States is planning for the __________ of Mars.
4. The survivors of the plane crash were given __________ for their
injuries.
5. Mario’s new cellphone is __________ in two months.

76. 6. The flock of migrating birds flew __________.
7. The __________ formed by the three countries aims to fight
hunger
and poverty.
8. The __________ of a housing project will benefit many poor
families.
9. There is a small tribe inhabiting the __________.
10. Luis Yangco’s __________ paid off when he bought 100
bancas.

77. ENGLISH VI
WEEK 2 – DAY 5
MEL GIAN A. REVES

78. LESSON OBJECTIVE
Describe forms and conventions of film and
moving pictures

79. LETS RECALL
What have you learned about affixes?

80. LETS TRY THIS

81. LETS STUDY THIS
Blocking was originally a theater term that refers to the
positioning and movement of the actors in the stage. An
essential part of rehearsal, blocking is necessary for a
smooth performance.
In cinema, camera and lights are added to the equation.
Blocking in a motion picture involves the precise synchrony
and movement of the actors in relation to camera and
lights. The director is the one responsible for blocking. He
must guide the cast to accommodate his vision for the
arrangement or composition of the frame.

82. SKETCH THE SCENE
One efficient way to block actors and camera is to use drawings. Hand-
drawn pictures are fine, although computers make the job easier. Floor plans
and storyboards are often combined for a faster process but also to help the
crew visualize everything needed for the shoot to happen.
Floor plans are used to design the layout of a scene with actors and camera
positions. Floor plans are quite convenient when shooting a scene with an
elaborate setup. A number of actors and complicated camera movements
(dollies, cranes) constitute a good definition of “elaborate setup.”
Storyboards are also common. They are a collection of frames that tells the
story visually. The frames illustrate the more important shots in the movie.
Storyboards are quite convenient when the directors are explaining exactly what
type of composition they desire.

83. ATTENTION TO BODY LANGUAGE
Deciding on the positions of the subject and
camera are only the first and second steps of
blocking. The third is body language - posture.
A director must pay close attention to how
actors use their bodies and what is signified by
their postures and gestures. Quite regularly,
professional directors instruct actors on how to
move their hands and legs and eyes.

85. LETS DO THIS
What do you think is the importance of
blocking in movies?

86. LETS DO MORE

87. LETS REFLECT
Why is blocking important in film?

88. LETS REMEMBER
Blocking is simply the
relationship of the camera to the
actors. Essentially, it is the physical
movement of the actors relative to
the position of the camera.

89. ASSIGNMENT
Watch your favorite movie at home.
On a one whole sheet of paper, identify the message
conveyed by the film in at least two to three sentences.
Write down the scenes from the film where blocking was
applied then list down the possible reasons for their
application. Prepare to present your work in class next
meeting.