Quarter 1

Objectives -- Listening Comprehension (ENG6LC-Q1)

- Sample Story: "The Giving Tree" by Shel Silverstein (picture book)

- Activity: Listening Comprehension Quiz (multiple-choice questions)

The Giving Tree

I was a tree

And I loved a little boy

And the boy loved me

And every day he'd come

And he would play under my branches

And I was happy

I gave him my apples

He would take them and eat them

And I was happy

He would sleep in my shade

And I was happy

As the boy grew older

He began to want more from me

He would take my apples and sell them

And buy things he wanted

And I was happy

But as the years went by

He began to want even more from me

He would take my branches and build a house

And I was happy

But soon he wanted even more from me

He would take my trunk and make a boat

And I was happy

And then one day

The boy came back to me

As an old man
 And he sat on my stump

And I was happy

But not really

For I had nothing left to give

And he had nothing left to take

And I was happy

For I had given him everything

And he had taken everything from me

And I was happy.

Answer the following questions.

1. What did the tree give to the little boy?

A) Only shade

B) Only apples

C) Apples, shade, and branches

D) Nothing

Answer: C) Apples, shade, and branches

2. What did the boy do with the tree's apples?

A) He ate them all

B) He sold them and bought things he wanted

C) He gave them away

D) He threw them away

Answer: B) He sold them and bought things he wanted

3. What did the boy make from the tree's trunk?

A) A house

B) A boat

C) A bed

D) A table

Answer: B) A boat

4. How did the tree feel at the end of the poem?

A) Very happy

B) A little sad
 C) Angry

D) Indifferent

Answer: B) A little sad

5. What lessons can be learned from the poem?

A) That giving is more important than receiving

B) That taking is more important than giving

C) That trees are more important than people

D) That people are more important than trees

Answer: A) That giving is more important than receiving

Objectives -- Reading Comprehension (ENG6RC-Q1)

- Sample Text: "The Tale of the Tiny Turtle" (narrative text)

- Worksheet: Reading Comprehension Quiz (short-answer questions)

The Tale of the Tiny Turtle

Once upon a time, in a small pond, there lived a tiny turtle named Terry. Terry was the
smallest turtle in the pond, and he often felt left out by the other turtles.

One day, while swimming near the water's edge, Terry met a friendly fish named Finley.
Finley asked Terry why he looked so sad. Terry explained that he felt too small to play with the other
turtles. Finley smiled and said, "Being small can be a big advantage! I can swim through tiny spaces
that bigger fish can't fit through." Terry's eyes widened with excitement. He realized that Finley was
right! Terry and Finley became fast friends and went on many underwater adventures together. They
explored hidden caves, chased after schools of tiny fish, and even helped a family of ducks build their
nest.

As the days went by, Terry grew more confident in his small size. He learned that being tiny
didn't mean he was any less important or capable than the other turtles.

Reading Comprehension Quiz. Short-Answer Questions

1. What was Terry's problem at the beginning of the story?

___________________________________________________________________________
_______________________________________________________________
2. Who helped Terry see the advantage of being small?
___________________________________________________________________________
_______________________________________________________________
3. What kind of adventures did Terry and Finley go on together?
___________________________________________________________________________
_______________________________________________________________
4. How did Terry feel about his small size at the end of the story?
 ___________________________________________________________________________
_______________________________________________________________

5. What lesson can be learned from Terry's story?

__________________________________________________________________________
________________________________________________________________

1. What was Terry's problem at the beginning of the story?

Answer: Terry felt left out by the other turtles because he was the smallest.

2. Who helped Terry see the advantage of being small?

Answer: Finley, the friendly fish, helped Terry see the advantage of being small.

3. What kind of adventures did Terry and Finley go on together?

Answer: Terry and Finley went on underwater adventures, exploring hidden caves, chasing schools of
tiny fish, and helping a family of ducks build their nest.

4. How did Terry feel about his small size at the end of the story?

Answer: Terry felt confident and proud of his small size, realizing it wasn't a limitation.

5. What lessons can be learned from Terry's story?

Answer: The lesson is that being different or small doesn't mean you're any less important or
capable, and that everyone has their own unique advantages

Objectives -- Vocabulary Building (ENG6VB-Q1)

- Sample Text: "The Magic Paintbrush" (story with unfamiliar vocabulary)

- Worksheet: Vocabulary Building Exercise (matching words with meanings)

The Magic Paintbrush

Once upon a time, in a small village, there lived a young artist named Ling. Ling was known
for her exceptional talent for painting, but she had always dreamed of having a magic paintbrush
that would bring her artwork to life.

One day, while exploring the attic of her family's old house, Ling stumbled upon an ancient-
looking paintbrush with intricate carvings on its handle. As soon as she picked it up, the paintbrush
began to glow, and Ling felt a strange sensation in her fingers. Excited by her discovery, Ling rushed
to her studio and started painting with the magic brush. To her amazement, her paintings began to
transform into real-life objects and scenes. A beautiful landscape she painted turned into a real
mountain range, complete with trees, rivers, and wildlife.

Ling's magic paintbrush brought her immense joy and fame, but she soon realized that with
great power comes great responsibility. She had to be careful not to create chaos with her artwork.
Activity --Vocabulary Building Exercise

Choose the correct meaning of the given words.

1. Intricate

a) Having a simple and straightforward design

b) Having a complicated and detailed design

c) Having a bright and colorful appearance

d) Having an old and worn-out look

2. Exceptional

a) Average or normal

b) Better than average or normal

c) Worse than average or normal

d) Completely different from average or normal

3. Ancient

a) Very old and from a long time ago

b) Very new and modern

c) From the Middle Ages

d) From the Renaissance period

4. Immense

a) Very small or tiny

b) Very large or enormous

c) Average or medium-sized

d) Very light or heavy

5. Chaos

a) A state of complete order and organization

b) A state of complete disorder and confusion

c) A state of partial order and organization

d) A state of partial disorder and confusion

Answers:

1. b) Having a complicated and detailed design

2. b) Better than average or normal

3. a) Very old and from a long time ago

4. b) Very large or enormous

5. b) A state of complete disorder and confusion

Objectives -- Writing (ENG6W-Q1)

- Sample Prompt: "Describe a beautiful sunset"

- Worksheet: Writing Template (paragraph structure guide)

Describe a beautiful sunset.

Imagine you are standing on a hill overlooking a beautiful beach. The sun is setting, casting a warm
orange glow over the landscape. Describe what you see, hear, and feel in this moment.

Worksheet

Writing Template (Paragraph Structure Guide)

I. Introduction

- Start with a hook to grab the reader's attention:

___________________________________________________

- Provide background information or setting:

___________________________________________________

- State the main idea or topic sentence:

___________________________________________________

II. Body Paragraph 1 (Sensory Details)

- Describe what you SEE: ___________________________________________________

- Describe what you HEAR: ___________________________________________________

- Describe what you FEEL: ___________________________________________________

III. Body Paragraph 2 (Imagery and Description)

- Use vivid adjectives to describe the sunset:

___________________________________________________

- Use metaphors or similes to compare the sunset to something else:

___________________________________________________
- Describe the colors and shapes of the sunset:
___________________________________________________

IV. Conclusion

- Summarize the main idea or topic sentence:

___________________________________________________

- Leave the reader with a lasting impression or thought:

___________________________________________________

Note:

- Use descriptive language and sensory details to bring the sunset to life.

- Use transitional words and phrases to connect your ideas between paragraphs.

- Use complete sentences and proper grammar and spelling.

This writing template can help guide students in writing a descriptive paragraph about a beautiful
sunset.

Objectives -- Grammar (ENG6G-Q1)

- Sample Exercise: "Identify the sentence structure (simple, compound, complex)"

Note:

- Simple sentence: A sentence with one independent clause.

- Compound sentence: A sentence with two or more independent clauses joined by a conjunction.

- Complex sentence: A sentence with one independent clause and one or more dependent clauses.

Worksheet: Grammar Exercise (Sentence Structure Identification)

Directions: Read each sentence carefully and identify its structure and write on the blank whether it
is simple, compound, or complex.

___________1. The sun rises in the east.

___________2.I went to the store, and I bought some milk.

___________3. When I got home, I realized I had forgotten my keys.

___________4. The book, which is on the table, is mine.

___________5. Although it was raining, we still went to the park.

___________6. The city, where I grew up, is very crowded.

___________7. I love reading books because they take me to different worlds.

___________8. If I won the lottery, I would buy a house on the beach.

___________9. The teacher asked the students to write a short essay.

___________10. While I was studying, my sister was watching TV.

Answer Key:

1. Simple

2. Compound

3. Complex

4. Complex

5. Complex

6. Complex

7. Complex

8. Complex

9. Simple

10. Complex

Extension Activity:

- Ask students to create their own sentences using different sentence structures (simple, compound,
complex).

- Have students exchange their sentences with a partner or in a small group and identify the
sentence structure.

- Encourage students to use a variety of sentence structures in their writing.

Quarter 2

Objectives -- Listening Comprehension (ENG6LC-Q2)

- Sample Audio: "A speech on environmental conservation"

- Worksheet: Listening Comprehension Notes (main ideas, supporting details, speaker's purpose)

Sample Audio: "A Speech on Environmental Conservation"

[Play audio recording of a speech on environmental conservation]

Worksheet: Listening Comprehension Notes

Directions: Listen to the speech and take notes on the main ideas, supporting details, and speaker's
purpose.

I. Main Ideas:
1. ___________________________________________________

2. ___________________________________________________

3. ___________________________________________________

II. Supporting Details:

1. ___________________________________________________

2. ___________________________________________________

3. ___________________________________________________

III. Speaker's Purpose:

1. What is the speaker's main purpose?

___________________________________________________

2. How does the speaker support their purpose?

___________________________________________________

Answer Key:

I. Main Ideas:

1. The importance of protecting the environment

2. The impact of human activities on the environment

3. The need for individual and collective action

II. Supporting Details:

1. Statistics on pollution and climate change

2. Examples of successful conservation efforts

3. Personal anecdotes about the importance of environmental conservation

III. Speaker's Purpose:

1. To persuade the audience to take action to protect the environment

2. The speaker supports their purpose by using statistics, examples, and personal anecdotes to
emphasize the importance of environmental conservation.

Extension Activity:

- Ask students to write a short reflection on the speech, discussing the main ideas, supporting details,
and speaker's purpose.
- Have students create a visual project (e.g. infographic, poster) summarizing the main points of the
speech.

- Encourage students to research and present a specific environmental conservation topic.

Objectives -- Reading Comprehension (ENG6RC-Q2)

- Sample Text: "The Wizard of Oz" (novel excerpt)

- Worksheet: Reading Comprehension Chart (character, setting, plot analysis)

Sample Text:

"The Wizard of Oz" (novel excerpt)

Chapter 1: The Cyclone

Dorothy lived in the midst of the great Kansas prairies, with Uncle Henry, who was a farmer,
and Aunt Em, who was the farmer's wife. Their house was small, for the lumber to build it had to be
carried by wagon many miles. There were four walls, a floor and a roof, which made one room; and
this room contained a rusty looking cookstove, a cupboard for the dishes, a table, three or four
chairs, and the beds. Uncle Henry and Aunt Em had a big bed in one corner, and Dorothy a little bed
in another corner. There was no garret at all, and no cellar—except a little hole dug in the ground,
called a cyclone cellar, where the family could go in case one of those great whirlwinds arose, mighty
enough to crush any building in its path. It was reached by a trap door in the floor, from which a
ladder led down into the small, dark hole.

Worksheet:

Reading Comprehension Chart

Directions: Read the excerpt from "The Wizard of Oz" and complete the chart below.

I. Character Analysis:

Character Traits Actions

1. Dorothy
2. Uncle Henry
3. Aunt Em

II. Setting Analysis:

Setting Description Importance

1. Kansas prairies
2. The farmhouse
3. The cyclone cellar

III. Plot Analysis:

 Event Description Importance
1. Introduction to Dorothy's life
2. Description of the farmhouse
3. Mention of the cyclone cellar

Answer Key:

I. Character Analysis:

Character Traits Actions

1. Dorothy young, lives with Uncle Henry
and Aunt Em
2. Uncle Henry farmer
3. Aunt Em farmer's wife

II. Setting Analysis:

Setting Description Importance

1. Kansas prairies vast, open space sets the scene for the story
2. The farmhouse small, simple provides a contrast to the
magical land of Oz
3. The cyclone cellar small, dark hole foreshadows the tornado that
will transport Dorothy to Oz

III. Plot Analysis:

Event Description Importance

1. Introduction to Dorothy's life establishes the protagonist
and setting
2. Description of the farmhouse provides a sense of the
characters' daily lives
3. Mention of the cyclone cellar creates tension and
foreshadows the tornado
Extension Activity:

- Ask students to create a visual project (e.g. diagram, infographic) illustrating the setting and
characters of the story.

- Have students write a short essay analyzing the themes and motifs introduced in the excerpt.

- Encourage students to research and present on the historical and cultural context of the novel.

Objectives -- Vocabulary Building (ENG6VB-Q2)

- Sample Text: "Word Families" (prefixes, suffixes, roots exercise)

- Worksheet: Vocabulary Building Exercise (word families)

 "Word Families"

Prefixes: Suffixes: Roots:

- un- (meaning "not") - tele- (meaning "far")
- unhappy - -ful (meaning "full of") - telephone
- unkind - hopeful - television
- unable - helpful - teleport
- re- (meaning "again") - thoughtful - bio- (meaning "life")
- rewrite - -less (meaning "without") - biology
- replay - helpless - biography
- renew - homeless - biotechnology
- careless

Worksheet:

Vocabulary Building Exercise (Word Families)

Directions: Read each word and identify its prefix, suffix, or root. Then, use the word in a sentence.

1. unhappy

Prefix: ________ Suffix: ________ Root: ________

Sentence: ___________________________________________________

2. rewrite

Prefix: ________ Suffix: ________ Root: ________

Sentence: ___________________________________________________

3. hopeful

Prefix: ________ Suffix: ________ Root: ________

Sentence: ___________________________________________________

4. telephone

Prefix: ________ Suffix: ________ Root: ________

Sentence: ___________________________________________________

5. biology

Prefix: ________ Suffix: ________ Root: ________

Sentence: ___________________________________________________

6. replay

Prefix: ________ Suffix: ________ Root: ________

Sentence: ___________________________________________________

7. thoughtful

Prefix: ________ Suffix: ________ Root: ________

Sentence: ___________________________________________________

8. teleport

Prefix: ________ Suffix: ________ Root: ________

Sentence: ___________________________________________________

9. helpless

Prefix: ________ Suffix: ________ Root: ________

Sentence: ___________________________________________________

10. biography

Prefix: ________ Suffix: ________ Root: ________

Sentence: ___________________________________________________

Answer Key:

1. unhappy

Prefix: un- Suffix: -y Root: happy

Sentence: She felt unhappy after losing her favorite book.

2. rewrite

Prefix: re- Suffix: -ite Root: write

Sentence: I need to rewrite this essay to improve its clarity.

3. hopeful

Prefix: - Suffix: -ful Root: hope

Sentence: She remained hopeful despite the challenges she faced.

4. telephone

Prefix: tele- Suffix: -phone Root: -

Sentence: I need to answer the telephone.

5. biology

Prefix: bio- Suffix: -logy Root: -

Sentence: Biology is my favorite subject in school.

6. replay
Prefix: re- Suffix: -play Root: -

Sentence: Let's replay the game to try and win.

7. thoughtful

Prefix: - Suffix: -ful Root: thought

Sentence: He was a thoughtful friend who always listened.

8. teleport

Prefix: tele- Suffix: -port Root: -

Sentence: In science fiction, teleportation is a common theme.

9. helpless

Prefix: - Suffix: -less Root: help

Sentence: She felt helpless as she watched the accident unfold.

10. biography

Prefix: bio- Suffix: -graphy Root: -

Sentence: I'm reading a biography about my favorite historical figure.

Extension Activity:

- Ask students to create flashcards with words from the word families and their meanings.

- Have students write a short story using at least five words from the word families.

- Encourage students to research and present on the etymology of a specific word family

Objectives -- Writing (ENG6W-Q2)

- Sample Prompt: "Write a story about a memorable vacation"

- Worksheet: Writing Template (narrative text structure guide)

Write a story about a memorable vacation.

Imagine you are on a vacation with your family or friends. Something exciting or unexpected
happens, making it a trip you will never forget. Write a story about this memorable vacation.

Worksheet:

Writing Template (Narrative Text Structure Guide)

I. Introduction

- Hook: ___________________________________________________ (grab the reader's attention)

- Background information: ___________________________________________________ (set the
scene)

- Thesis statement: ___________________________________________________ (main idea of the

story)

II. Body Paragraph 1 (Setting and Characters)

- Describe the setting: ___________________________________________________ (where and

when)

- Introduce the characters: ___________________________________________________ (who)

- Establish the situation: ___________________________________________________ (what's

happening)

III. Body Paragraph 2 (Rising Action)

- Describe the events leading up to the memorable moment:

___________________________________________________

- Use sensory details to bring the story to life:

___________________________________________________

- Create tension or suspense: ___________________________________________________

IV. Body Paragraph 3 (Climax)

- Describe the most memorable moment of the vacation:

___________________________________________________

- Use vivid language to convey the emotions and sensations:

___________________________________________________

V. Body Paragraph 4 (Falling Action and Resolution)

- Describe the events following the memorable moment:
___________________________________________________

- Resolve the story and tie up loose ends:

___________________________________________________

VI. Conclusion

- Restate the thesis statement: ___________________________________________________

- Summarize the main events: ___________________________________________________

- Leave the reader with a lasting impression:

___________________________________________________

Word Count: 250-500 words

Tips:

- Use descriptive language to bring the story to life.

- Show, don't tell - use sensory details to convey emotions and sensations.

- Use transition words and phrases to connect ideas between paragraphs.

Extension Activity:

- Ask students to share their stories with a partner or in a small group.

- Have students illustrate their story with drawings or photographs.

- Encourage students to write a reflective essay on what they learned from the experience.

Objectives -- Grammar (ENG6G-Q2)

- Sample Exercise: "Identify the correct verb tense (present, past, future)"

- Worksheet: Grammar Exercise (verb tense practice)

Directions: Read each sentence and identify the correct verb tense. Choose from present simple,
present continuous, past simple, past perfect, future simple, or future perfect.
Worksheet: Grammar Exercise (Verb Tense Practice)

1. I __________________ (study) English for three years.

a) study

b) am studying

c) studied

d) have studied

2. By next year, I __________________ (graduate) from college.

a) will graduate

b) graduate

c) graduated

d) have graduated

3. She __________________ (live) in Paris for five years before moving to New York.

a) lives

b) lived

c) has lived

d) had lived

4. They __________________ (not/be) able to attend the party last night.

a) are

b) were

c) have been

d) had been

5. If I won the lottery, I __________________ (travel) around the world.

a) will travel

b) travel

c) traveled

d) have traveled

6. The company __________________ (launch) a new product next quarter.

a) launches

b) will launch

c) launched

d) has launched
7. By the time I arrived, they __________________ (finish) dinner.

a) finish

b) finished

c) have finished

d) had finished

8. She __________________ (not/eat) breakfast yet.

a) doesn't eat

b) didn't eat

c) hasn't eaten

d) hadn't eaten

9. The new policy __________________ (take) effect next month.

a) takes

b) will take

c) took

d) has taken

10. If I had studied harder, I __________________ (pass) the exam.

a) pass

b) passed

c) would pass

d) would have passed

Answer Key:

1. d) have studied

2. a) will graduate

3. d) had lived

4. b) were

5. a) will travel

6. b) will launch

7. d) had finished

8. c) hasn't eaten

9. b) will take

10. d) would have passed

Extension Activity:

- Ask students to create their own sentences using different verb tenses.

- Have students identify the verb tense in a short paragraph or text.

- Encourage students to write a short story using a variety of verb tenses.

Quarter 3

Objectives--- Listening Comprehension (ENG6LC-Q3)

- Sample Audio: "A commercial advertisement"

- Worksheet: Listening Comprehension Notes (credibility evaluation, persuasive techniques

identification)

Directions: Listen to the commercial advertisement and take notes on the credibility of the speaker
and the persuasive techniques used.

I. Credibility Evaluation:

1. Who is the speaker? ___________________________________________________

2. What are their credentials? ___________________________________________________

3. Do they seem trustworthy? Why or why not?

___________________________________________________

II. Persuasive Techniques Identification:

1. What is the main message of the advertisement?

___________________________________________________

2. What persuasive techniques are used? (Check all that apply)

a) Repetition

b) Emotional appeal

c) Statistics

d) Testimonials

e) Bandwagon effect

f) Scarcity

g) Other (please specify) ___________________________________________________

3. How effective are these techniques in persuading you?

___________________________________________________

III. Critical Thinking:

1. What are the potential biases or flaws in the advertisement?
___________________________________________________

2. How does the advertisement relate to your own needs or experiences?

___________________________________________________

3. Would you consider purchasing the product or service advertised? Why or why not?
___________________________________________________

Answer Key:

(Note: Answers will vary depending on the specific commercial advertisement used.)

Extension Activity:

- Ask students to create their own commercial advertisement and evaluate its credibility and
persuasive techniques.

- Have students analyze and compare different commercial advertisements for the same product or
service.

- Encourage students to create a public service announcement (PSA) using persuasive techniques to
promote a social cause

Objectives-- Reading Comprehension (ENG6RC-Q3)

- Sample Text: "A news article on a current event"

- Worksheet: Reading Comprehension Chart (author's purpose, tone, point of view analysis)

"A News Article on a Current Event"

[Insert a current news article on a topic such as climate change, politics, or social justice]

Worksheet:

Reading Comprehension Chart

Directions: Read the news article and complete the chart below.

I. Author's Purpose:

1. What is the author's main purpose in writing this article?

___________________________________________________

2. Is the author trying to inform, persuade, or entertain the reader?

___________________________________________________

3. What evidence from the text supports your answer?

___________________________________________________

II. Tone:
1. What is the tone of the article? (Check all that apply)

a) Objective

b) Subjective

c) Formal

d) Informal

e) Serious

f) Humorous

g) Other (please specify) ___________________________________________________

2. How does the author's tone affect the reader's interpretation of the information?
___________________________________________________

3. What words or phrases from the text support your answer?

___________________________________________________

III. Point of View:

1. What is the author's point of view on the topic?

___________________________________________________

2. Is the author's point of view biased or neutral?

___________________________________________________

3. What evidence from the text supports your answer?

___________________________________________________

IV. Critical Thinking:

1. What are the implications of the information presented in the article?

___________________________________________________

2. How does the article relate to your own life or experiences?

___________________________________________________

3. What questions or concerns do you have after reading the article?

___________________________________________________

Answer Key:

(Note: Answers will vary depending on the specific news article used.)

Extension Activity:

- Ask students to write a letter to the editor in response to the article.

- Have students create a visual project (e.g. infographic, cartoon) summarizing the main points of the
article.

- Encourage students to research and write a short essay on a related topic

Objectives--- Vocabulary Building (ENG6VB-Q3)

- Sample Text: "Word Connotations" (context clues exercise)

- Worksheet: Vocabulary Building Exercise (connotation identification)

"Word Connotations"

Read the following sentences and identify the connotation of the underlined words:

1. The luxurious hotel room was equipped with a plush carpet and a marble bathtub.

2. The dilapidated house on the corner was a eyesore for the entire neighborhood.

3. The scientist's groundbreaking discovery was met with skepticism by her colleagues.

4. The tourists got lost in the maze-like streets of the old city.

Worksheet:

Vocabulary Building Exercise (Connotation Identification)

Directions: Read each sentence and identify the connotation of the underlined word.

1. The new employee was very meticulous about his work.

Connotation: ___________________________________________________

Positive, Negative, or Neutral: ___________________________________________________

2. The city was plagued by poverty and crime.

Connotation: ___________________________________________________

Positive, Negative, or Neutral: ___________________________________________________

3. The teacher was impressed by the student's ingenious solution.

Connotation: ___________________________________________________

Positive, Negative, or Neutral: ___________________________________________________

4. The old car was a clunker.

Connotation: ___________________________________________________

Positive, Negative, or Neutral: ___________________________________________________

5. The hotel room had a stunning view of the ocean.

Connotation: ___________________________________________________

Positive, Negative, or Neutral: ___________________________________________________

Answer Key:

1. meticulous: careful, precise (Positive)

2. plagued: afflicted, troubled (Negative)

3. ingenious: clever, inventive (Positive)

4. clunker: old, unreliable (Negative)

5. stunning: amazing, impressive (Positive)

Extension Activity:

- Ask students to create a list of words with positive, negative, and neutral connotations.

- Have students write a short paragraph using words with specific connotations to create a certain
tone.

- Encourage students to research and present on how connotations can vary across cultures and
languages

Objectives--- Writing (ENG6W-Q3)

- Sample Prompt: "Write an article about a historical event"

- Worksheet: Writing Template (informative text structure guide)

Sample Prompt:

Write an article about a historical event.

Choose a significant historical event, such as the American Revolution, the Civil Rights Movement, or
World War II. Research the event and write a clear and informative article about it.

Worksheet:

Writing Template (Informative Text Structure Guide)

I. Introduction

- Hook: ___________________________________________________ (grab the reader's attention)

- Background information: ___________________________________________________ (provide

context)

- Thesis statement: ___________________________________________________ (main idea of the

article)

II. Body Paragraph 1 (Causes of the Event)

- Topic sentence: ___________________________________________________

- Supporting details: ___________________________________________________

- Examples: ___________________________________________________

III. Body Paragraph 2 (Description of the Event)

- Topic sentence: ___________________________________________________

- Supporting details: ___________________________________________________

- Examples: ___________________________________________________
IV. Body Paragraph 3 (Consequences of the Event)

- Topic sentence: ___________________________________________________

- Supporting details: ___________________________________________________

- Examples: ___________________________________________________

V. Conclusion

- Restate thesis statement: ___________________________________________________

- Summarize main points: ___________________________________________________

- Final thoughts: ___________________________________________________

Word Count: 500-750 words

Tips:

- Use transition words and phrases to connect ideas between paragraphs.

- Include interesting facts and statistics to support your points.

- Use clear and concise language to make the article easy to understand.

Extension Activity:

- Ask students to include images, diagrams, or charts to illustrate the event.

- Have students write a companion piece, such as a timeline or a biographical sketch of a key figure.

- Encourage students to research and write about a local or regional historical event.

Objectives--- Grammar (ENG6G-Q3)

- Sample Exercise: "Identify the correct clause (independent, dependent)"

- Worksheet: Grammar Exercise (clause practice)

Directions: Read each sentence and identify whether the underlined clause is independent or
dependent.

Worksheet: Grammar Exercise (Clause Practice)

1. I went to the store because I needed milk.

Underlined clause: because I needed milk

Type of clause: ___________________________________________________

2. When I got home, I started dinner.

Underlined clause: When I got home

Type of clause: ___________________________________________________

3. The book, which is on the bestseller list, is a great read.

Underlined clause: which is on the bestseller list

Type of clause: ___________________________________________________

4. I will go to the party if you go with me.

Underlined clause: if you go with me

Type of clause: ___________________________________________________

5. The city, where I grew up, is very crowded.

Underlined clause: where I grew up

Type of clause: ___________________________________________________

6. Although it was raining, we still went to the park.

Underlined clause: Although it was raining

Type of clause: ___________________________________________________

7. The teacher asked the student to write a short essay.

Underlined clause: to write a short essay

Type of clause: ___________________________________________________

8. The new employee, who has a lot of experience, is doing a great job.

Underlined clause: who has a lot of experience

Type of clause: ___________________________________________________

9. If I won the lottery, I would buy a house on the beach.

Underlined clause: If I won the lottery

Type of clause: ___________________________________________________

Answer Key:

1. Dependent clause

2. Dependent clause

3. Dependent clause

4. Dependent clause

5. Dependent clause

6. Dependent clause

7. Dependent clause

8. Dependent clause

9. Dependent clause
Extension Activity:

- Ask students to create their own sentences using independent and dependent clauses.

- Have students identify the clauses in a short paragraph or text.

- Encourage students to write a short essay using a variety of clauses to create complex sentences.

Quarter 4

Objectives--- Listening Comprehension (ENG6LC-Q4)

- Sample Audio: "A debate on a current issue"

- Worksheet: Listening Comprehension Notes (debate comprehension)

Sample Audio:

"A Debate on a Current Issue"

[Play audio recording of a debate on a current issue, such as climate change, immigration, or
economic policy]

Worksheet:

Listening Comprehension Notes (Debate Comprehension)

Directions: Listen to the debate and take notes on the main arguments presented by each speaker.

I. Speaker 1:

1. Main argument: ___________________________________________________

2. Supporting points: ___________________________________________________

3. Evidence/references: ___________________________________________________

II. Speaker 2:

1. Main argument: ___________________________________________________

2. Supporting points: ___________________________________________________

3. Evidence/references: ___________________________________________________

III. Rebuttals:

1. Speaker 1's rebuttal to Speaker 2: ___________________________________________________

2. Speaker 2's rebuttal to Speaker 1: ___________________________________________________

IV. Conclusion:

1. Which speaker presented the most convincing argument? Why?

___________________________________________________

2. What were the most compelling points made by each speaker?

___________________________________________________
3. What questions or concerns do you still have after listening to the debate?
___________________________________________________

Answer Key:

(Note: Answers will vary depending on the specific debate and speakers.)

Extension Activity:

- Ask students to write a short essay evaluating the arguments presented by each speaker.

- Have students create a visual project (e.g. infographic, diagram) summarizing the main points of the
debate.

- Encourage students to research and write a short paper on the topic of the debate, incorporating
evidence and perspectives from multiple sources

Objectives--- Reading Comprehension (ENG6RC-Q4)

- Sample Text: "A novel excerpt (e.g. 'The Giver' by Lois Lowry)"

- Worksheet: Reading Comprehension Chart (theme, motif, symbolism analysis)

"A Novel Excerpt (e.g. 'The Giver' by Lois Lowry)"

[Insert excerpt from "The Giver" or another novel]

Worksheet:

Reading Comprehension Chart (Theme, Motif, Symbolism Analysis)

Directions: Read the excerpt and complete the chart below.

I. Theme:

1. What is the main theme of the excerpt?

___________________________________________________

2. How is the theme developed throughout the excerpt?

___________________________________________________

3. What message do you think the author is trying to convey through this theme?
___________________________________________________

II. Motif:

1. What motifs are present in the excerpt? (e.g. love, freedom, sacrifice)
___________________________________________________

2. How do the motifs relate to the theme?

___________________________________________________

3. What effect do the motifs have on the reader's understanding of the story?
___________________________________________________

III. Symbolism:
1. What symbols are present in the excerpt? (e.g. objects, colors, settings)
___________________________________________________

2. What do the symbols represent? ___________________________________________________

3. How do the symbols contribute to the overall meaning of the story?

___________________________________________________

IV. Critical Thinking:

1. How does the excerpt relate to your own life or experiences?

___________________________________________________

2. What questions or concerns do you have after reading the excerpt?

___________________________________________________

3. What predictions can you make about the rest of the novel based on this excerpt?
___________________________________________________

Answer Key:

(Note: Answers will vary depending on the specific novel excerpt used.)

Extension Activity:

- Ask students to create a visual project (e.g. infographic, diagram) illustrating the themes, motifs,
and symbols in the excerpt.

- Have students write a short essay analyzing the author's use of theme, motif, and symbolism in the
excerpt.

- Encourage students to research and present on the historical or cultural context of the novel.

Objectives---Vocabulary Building (ENG6VB-Q4)

- Sample Text: "Word Origins" (etymology exercise)

- Worksheet: Vocabulary Building Exercise (word origins identification)

Sample Text:

"Word Origins"

Read the following words and identify their origins:

1. Robot

2. Quarantine

3. Safari

4. Chocolate

Worksheet:

Vocabulary Building Exercise (Word Origins Identification)

Directions: Read each word and identify its origin.

I. Word Origin Identification:

1. Robot

Origin: ___________________________________________________

Meaning: ___________________________________________________

2. Quarantine

Origin: ___________________________________________________

Meaning: ___________________________________________________

3. Safari

Origin: ___________________________________________________

Meaning: ___________________________________________________

4. Chocolate

Origin: ___________________________________________________

Meaning: ___________________________________________________

II. Word Families:

1. Identify any word families or prefixes/suffixes related to the words above:

III. Critical Thinking:

1. How does understanding word origins help you understand the meaning of words?

2. Can you think of any other words that have interesting origins?

Answer Key:

1. Robot: from Czech "robota", meaning forced labor or drudgery

2. Quarantine: from Italian "quaranta", meaning 40, referring to the 40-day isolation period

3. Safari: from Swahili "safari", meaning journey or travel

4. Chocolate: from Nahuatl "xocolatl", meaning bitter water

Extension Activity:

- Ask students to research and present on the origins of a specific word or word family.

- Have students create flashcards with words and their origins.

- Encourage students to write a short story incorporating words with interesting origins.

Objectives--- Writing (ENG6W-Q4)

- Sample Prompt: "Write a persuasive essay on a current issue"

- Worksheet: Writing Template (persuasive text structure guide)

Sample Prompt:

Write a Persuasive Essay on a Current Issue

Choose a current issue that you feel strongly about, such as climate change, gun control, or
immigration reform. Write a persuasive essay arguing for or against the issue.

Worksheet:

Writing Template (Persuasive Text Structure Guide)

I. Introduction

1. Hook: ___________________________________________________ (grab the reader's attention)

2. Background information: ___________________________________________________ (provide

context)

3. Thesis statement: ___________________________________________________ (clearly state

your position)

II. Body Paragraph 1 (Reason 1)

1. Topic sentence: ___________________________________________________

2. Evidence: ___________________________________________________ (statistics, expert

opinions, personal experiences)

3. Analysis: ___________________________________________________ (explain and interpret the

evidence)

III. Body Paragraph 2 (Reason 2)

1. Topic sentence: ___________________________________________________

2. Evidence: ___________________________________________________

3. Analysis: ___________________________________________________

IV. Counterargument and Refutation

1. Counterargument: ___________________________________________________ (acknowledge

opposing view)

2. Refutation: ___________________________________________________ (respond to

counterargument)

V. Conclusion

1. Restate thesis statement: ___________________________________________________

2. Summarize main points: ___________________________________________________

3. Call to action: ___________________________________________________ (encourage reader to

take action)

Word Count: 500-750 words

Tips:

- Use persuasive language and rhetorical devices (e.g. metaphors, allusions)

- Address counterarguments to strengthen your position

- Use evidence and data to support your claims

Extension Activity:

- Ask students to write a rebuttal essay responding to a counterargument.

- Have students create a visual project (e.g. infographic, video) presenting their argument.

- Encourage students to research and write a policy brief on the issue.

Objectives--- Grammar (ENG6G-Q4)

- Sample Exercise: "Identify the correct modifier (adjective, adverb)"

- Worksheet: Grammar Exercise (modifier practice)

Identify the correct modifier (adjective, adverb)

Directions: Read each sentence and identify whether the underlined word is an adjective or an
adverb.

Worksheet:

Grammar Exercise (Modifier Practice)

1. The teacher spoke loudly to the class.

Underlined word: loudly

Modifier: ___________________________________________________ (adjective or adverb)

2. The delicious cake was eaten by the guests.

Underlined word: delicious

Modifier: ___________________________________________________ (adjective or adverb)

3. The athlete ran quickly around the track.

Underlined word: quickly

Modifier: ___________________________________________________ (adjective or adverb)

4. The beautiful sunset was admired by everyone.

Underlined word: beautiful

Modifier: ___________________________________________________ (adjective or adverb)

5. The student worked carefully on the project.

Underlined word: carefully

Modifier: ___________________________________________________ (adjective or adverb)

Answer Key:

1. adverb

2. adjective

3. adverb

4. adjective

5. adverb

Extension Activity:

- Ask students to create their own sentences using adjectives and adverbs.

- Have students identify and correct modifier errors in a short paragraph or text.

- Encourage students to write a short essay using vivid and descriptive language, including adjectives
and adverbs
Reading Selection.

"The Gift of the Magi"

by O. Henry
It was Christmas Eve, and the streets were filled with people rushing to
and fro, carrying packages and bundles. The snowflakes fell gently from the sky,
casting a magical spell over the city. In a small, humble apartment, a young
couple, Jim and Della, sat by the fire, trying to decide what to get each other
for Christmas. They were very poor, and the little money they had was hardly
enough to buy a decent gift.
Della had only $1.87 to spend, and she was determined to find the
perfect gift for Jim. She looked around the room, trying to think of something
she could sell to make more money. Her eyes fell on her long, beautiful hair,
which cascaded down her back like a golden waterfall. Della knew that Jim
loved her hair, and she also knew that it was her most valuable possession.
Without hesitation, she made up her mind to sell it. She put on her coat and
hat and rushed out into the snow, determined to find a buyer. Meanwhile, Jim
was sitting by the fire, staring at his old watch, which he had inherited from his
father. He knew that Della loved the watch, and he was determined to find a
special chain to go with it. But he didn't have enough money to buy the chain
he wanted.
As the hours passed, Della returned home, her hair cut short, and a small
package in her hand. Jim looked at her in surprise, but he didn't say anything.
Instead, he handed her a small package, which contained a beautiful comb,
designed specifically for her long hair. Della was heartbroken when she saw the
comb, realizing that Jim had bought it for her long hair, which she had just sold.
But then she looked at Jim and saw that he was wearing a new chain on his
watch, but the watch itself was gone.
It dawned on Della that Jim had sold his watch to buy the chain, just as
she had sold her hair to buy the chain for his watch. They both realized that
their gifts were worthless without the other's possessions, but they also knew
that their love for each other was the greatest gift of all.
Topic: Understanding Literary Devices in a Short Story
Reading Selection: "The Gift of the Magi" by O. Henry
Objective:
- Identify and analyze literary devices used in a short story (symbolism,
imagery, irony)
- Understand how literary devices contribute to the overall meaning and
theme of the story
- Develop critical thinking skills through reading comprehension and
analysis

Differentiated Activities:
Slow Learners:

1. Graphic Organizer: Provide a graphic organizer to help students

identify and analyze literary devices in the story. The organizer can include
columns for:
- Literary device
- Example from the text
- Analysis (what it means, why it's used)
2. Reading Guide: Create a reading guide with comprehension questions
and space for notes. This will help students stay focused and ensure they
understand the plot and characters.
3. Visual Aids: Use visual aids like diagrams, charts, or pictures to
illustrate literary devices and help students understand complex concepts.

Average Learners:
 1. Literary Device Scavenger Hunt: Create a scavenger hunt where
students have to find and identify examples of literary devices in the story.
2. Reading Discussion Groups: Divide students into small groups to
discuss the story and analyze literary devices. Provide guiding questions to
facilitate discussion.
3. Writing Activity: Ask students to write a paragraph analyzing how a
specific literary device contributes to the overall meaning and theme of the
story.

Fast Learners:

1. Literary Device Analysis Essay: Ask students to write a comprehensive

essay analyzing the use of literary devices in the story. Encourage them to
explore how the devices contribute to the theme, tone, and character
development.
2. Creative Writing: Ask students to write a short story that incorporates
literary devices they've learned about. Encourage them to experiment with
different devices and techniques.
3. Literary Device Presentation: Ask students to create a presentation
(e.g., PowerPoint, Google Slides) that analyzes and illustrates the use of literary
devices in the story. Encourage them to include examples, explanations, and
visual aids.

Assessment:

- Participation in class discussions and activities (20%)

- Reading comprehension quiz (20%)
- Literary device analysis essay or creative writing piece (30%)
- Presentation or graphic organizer (30%)