ENGLISH 6

Quarter 3 Week 2 Day 2

Using of Dictionary and Thesaurus
Drill: Spelling Words

Review: What are the elements of

the story? Describe.
Guessing Game:

I am like a book. I have many words

and I give their meanings. The words
are written alphabetically. Who am I?
Show them a real dictionary and a thesaurus.

A dictionary, sometimes known as a

wordbook, is a collection of words in one or
more specific languages, often arranged
alphabetically (or by radical and stroke for
ideographic languages), which may include
information on definitions, usage,
etymologies, phonetics, pronunciations,
translation, etc. or a book of words.
A  thesaurus is a reference work that
lists words grouped together according
to similarity of meaning (containing
synonyms and sometimes antonyms), in
contrast to a dictionary, which provides
definitions for words, and generally lists
them in alphabetical order.
Ask pupils to define the following words
using the dictionary:

1. bother
2. insure
3. sophomore
4. yawn
5. infect
Match the words with their meaning:
A
1. cadaver
2. abode
3. ethics
4. retrieve
5. perimeter
B
a. bones, corpes
b. home, place, dwelling
c. moral principles
d. get back, recover
e. borderline, boundary
Choose the meaning of the words:
1. bother
2. insure
3. sophomore
4. yawn
5. infect

a. to cause someone to feel troubled, worried or concerned

b. -to open your mouth wide while taking in breath
c. second year student
d. to cause to become sick affected by disease
e. to buy insurance for something
Practice exercise:
Look for the meaning of the underlined words
1. I spread butter on my bread.
2. The decision was so abrupt that the people were surprised.
3. Do not insult somebody.
4. I will mix the ingredients now.
5. Shake your body when dancing.

a. Very sudden and not expected

b. To move sometimes violently back and forth or up and down with
short, quick movements
c. To do or something that is offensive to someone
d. A solid yellow substance made from milk or cream that is spread
on food
e. To combine two or more things , to make a different substance
Put a check mark on the blank line if the reference
provides the information given; leave it blank if it does
not.
Word Dictionary Thesaurus
     
infant ____ meaning ____meaning
____transcription/pronunciation ____transcription/pronunciation
____synonyms, antonyms ____synonyms, antonyms
____etymology ____etymology
____word class ____word class
____sample sentences ____sample sentences
 
Evaluation:
Define the words below then write a
sentence.
1. decade
2. rush
3. cross
4. admit
5. interest
Homework:
Write the synonyms of the words below:
1.cure
2.happy
3.mistake
4.rub
5. wreck
 ENGLISH 6
Quarter 3 Week 2 Day 3
Noting Details of Selections Listened to
Ask some pupils to taste some food displayed in
class. (vinegar, honey, soy sauce)
Let them describe how each one tastes.
Ask: Which do you like best?
Show pictures of a crow, honeybees, and honey.
Show the bear stuffed toy as the main character in the story.
Have the pupils listen attentively as the teacher reads or narrates the story
“Little Black Bear’s Breakfast.”
Let the pupils answer the questions by encircling the letter of the best answer.
Little Black Bear’s Breakfast
 Little Black Bear’s Breakfast
 
Little Black Bear was crying because he couldn’t find his
mother and he was hungry. There wasn’t a thing in the house
for breakfast, and he didn’t know what to do.
Crow flew by and saw Little Black Bear crying. “Dry your
eyes with your paws”, said Crow, “and come with me. I will
find some breakfast for you.”
They went to an old tree. “Can you climb?” asked Crow.
“I’ll try,” said Little Black Bear. He hugged the tree with his
front paws and pushed himself up with his hind paws. He put a
paw into a hole in the tree.
What do you think he saw? Honey!
Answer the questions by encircling the letter of the best answer. Little
Black Bear’s Breakfast

1.What did the Little Black Bear have for breakfast?

a. vinegar c. sugar
b. honey d. milk

2. Who was crying?

a. Little Black Bear c. Crow
b. Mother Bear d. Bee
3. Who flew by and saw him?
a. Crow c. Bear
b. Bee d. Duck

4. What did Little Bear climb?

a. a hole c. a tree
b. a pole d. a roof
 5. How did he climb?
a. Crow helped him.
b. hugged the tree with his front paw
c. used a ladder
d. rolled up
 
6. Where did Little Bear find his breakfast?

a. in a hole c. in the branches

b. in the leaves d. in the roots
Listen carefully to a story. Be able to answer the questions about it.

Last summer my family and I went to Albay. Albay is

quite far from Manila. We traveled the fastest way
which is by plane. I enjoyed visiting the old churches.
Some are the oldest in the country. I also saw Mayon
Volcano, the perfect cone in the world.
Who went on a vacation?
When did the family go?
Where did they go?
What did they do in Albay?
How did they travel?
Why do you think Mayon Volcano
became a tourist spot?
Concept development:
To listen attentively/carefully is an important
skill in getting the details of a story. This will
help you in answering the wh-questions (who,
what, where, and when) in a selection
Box the letter of the correct answer after listening to the teacher’s story.
The Frozen Sparrows
Marta lived in a cold country where winters were long and dark.
When the first snow fell, all the birds flew south.
One morning, Marta woke up and saw the snow falling. She ran
outdoors. There on the ground lay ten little sparrows. They were
frozen.
Marta gathered the poor little birds into her apron. She carried
them into the kitchen and laid them near the warm oven of the big
stove. Marta watched the sparrow until they began to move. Their
wings fluttered and they flew out of the oven. Marta, then, fed them
bread and water. When the snow stopped, she opened the door and
let the sparrows fly away.
1. Where did Marta live?
a. in a cold country c. under a tree
b. outdoor d. in the yard

2. What did she see in the snow?

a. apron c. sparrows
b. bread d. stove

3. Where did she put them?

a. near the oven c. outdoor
b. under the stove d. by the doorstep
4. What did she feed them?
a. worms c. bread and water
b. snow d. ice

5. What did she do when the snow stopped?

a. let the birds go c. made them a cage
b. get more birds d. fed them again
Listen to the story “Young Jose.” Answer the questions that follow by writing the letter of
the correct answer on the blank.

Young Jose
 
Young Jose and his mother went to Antipolo one day.
They took a banca to go there. One of Jose’s slippers fell
into the water. Doña Teodora wanted the boatman to get
it. But it was already floating away. To her surprise, Jose
threw the remaining one towards the one floating away.
“Another little boy can make use of the slippers,” Jose
said.
_____ 1. Who is the boy in the story?
a. Jose Rizal c. Jose Palma
b. Andres Bonifacio d. Apolinario Mabini

______ 2. Where were Jose and his mother going?

a. Laguna c. Marikina
b. Antipolo d. Ilocos
______ 3. Who was Doña Teodora?
a. Andres’ mother c. Apolinario’s mother
b. Jose’s mother d. Palma’s mother

______ 4. What happened to one of Jose’s slippers?

a. It sank in the mud.
b. it was destroyed.
c. The shark ate it.
d. It fell into the water.
______ 5. When did Jose throw the remaining slipper?
a. when his mother told him
b. when the other one was floating away
c. when the boat started sinking
d. when the boatman told him to get it
Assignment:
Get a partner/classmate. Take turns in talking about
yourselves. Tell your address, birthday, parents, favorite toy
and what you want to be someday. Listen carefully and
answer these questions about your partner/classmate.
1.What is his/her name? ____________________________
2.Where does he/she live? ___________________________
3.When is his/her birthday? __________________________
4.Who are his/her parents? __________________________
5.What does he/she want to be someday? _________________
 ENGLISH 6
Quarter 3 Week 2 Day 4
Text-types according to Purpose and Language
Features- Enumeration
Review:
What is a dictionary? a thesaurus?
Have you wished for something?
Did it happen?
Read the story.
“The Stonecutter”
Once upon a time there lived a stone cutter ,in a small
village. All day long he worked hard, cutting the hard
stones and making the shape which were needed by
his customers. His hands were hard and his clothes
were dirty.
One day he went out to work on a big stone. It was
very hard to work and the sun was very hot. After
spending several hours cutting the stone, he sat down
in the shade and soon fell asleep.
After sometime, he heard sound of somebody coming.
Walking up he saw a long procession of people. There
were many soldiers and attendants and in the middle,
in a palanquin, carried by strong people at the king .
How wonderful it must be to be the great king thought
the stone cutter . How happy I would be if i were the
king instead of a poor stone cutter.
As he said these words, a strange thing happened.
The stone cutter found himself dressed in silk clothes
and shining jewels. His hands were soft and he was
sitting in a comfortable palanquin.
He looked through the curtains and thought, How easy
it is to be a king, these people are here to serve me.
The procession moved on and the sun grew hot. The
stone cutter ,now the king ,became too warm for
comfort. He asked the procession to stop so that he
could rest for some time .
At once the chief of the soldiers bent before the king
and said Your Majesty, only this morning you swore to
have me hanged to death if we did not reach the palace
before the sun set.
The stone cutter felt sorry for him and ordered the
procession to go on its way again.
As the afternoon wore on, the sun grew hotter, and the
king became more and more uncomfortable.
I am powerful, it is true, but how more powerful the sun
is, he thought I would rather be the sun than a king .
At once, he became the sun ,shining down on the earth.
His new power was hard to control.
He shone too strongly, he burned up the fields with his
rays and turned the ocean into vapour and formed a
great cloud which covered the land.
But no matter how hard he shone, he could not see
through the clouds.
It is obvious that the clouds are even stronger and more
powerful than sun said the stone cutter, now the sun, I
would rather be a cloud.
Suddenly he found himself turned into a huge dark
cloud.
He started using his new power. He poured rain down
on the fields and caused floods. All the trees and
houses were swept away but a boulder, which once he
had been cutting when he was a stone cutter was
unmoved and unchanged.
However much he poured down on the stone it did not
move.
Why that rock is more powerful than I am said the
stone cutter now a cloud. Only a stone cutter could
change the rock by his skill. How I wish I were a
stonecutter.
No sooner he said the words that he found himself
sitting on a stone with hard and rough hands.
He picked up his tools and set to work on a boulder,
happily. 
 Answer the questions below:
1. What is the selection mainly about?
2. How will you describe the character?
3. Why did he wish to be different?
4. What surprised him every time he changed form?
5. What did he realize after going through several
changes?
6. Do you think the story is happening in real life?
Part of the selection’s purpose and language feature is
enumeration. Browse the selection again and enumerate the
things being asked below.

• Things the Stonecutter saw through the Merchant’s

Gateway?

• Things the Character envied about the High Official

• Forms the Character Changed into

• Things the character did upon changing into a wind

What are the real and make-believe images in the
story?

Concept development:
Text-types according to Purpose and Language
Features is Enumeration
Groupings:
Think of a story you all know, draw all the significant
fact and non-fact images from your story.
Story Title:
___________________________________________________
Real/fact Images Make-believe/ non-fact images
 
 
 Evaluation/Rubrics/Checklist:
Were you able to do these tasks? Check the space that shows your
answer.
  With difficulty Easily Very
Well
1. Note significant details.      
2. Clarify the meaning of words using dictionaries and      
thesaurus.
3. Distinguish text-types according to purpose and      
language features: Enumeration.
4. Self-correct when reading      
5. Identify real or make-believe, fact or non-fact images.      
 ENGLISH 6
Quarter 3 Week 2 Day 4
Primary Sources and Secondary Sources
Show some pictures of interviews, clothing tools, letters,
textbooks, encyclopedia, journals, and reports
We use sources of information to be able to present
reports and other academic tasks. We could use either
primary or secondary sources

Primary Sources are original or authentic accounts or

recounts written, compiled, or captured by actual
witnesses of an event.
Secondary Sources are written materials, narratives,
photographs or memorabilia about an event written,
compiled or captured by someone who used the
primary sources for their information.
Read the following scenarios. Write P on each box if it implies
primary source and S if it is secondary. Read the following
scenarios. Write P on each box if it implies primary source and S if it
is secondary.
1.I was watching a sports channel and one of the reporters
said he had heard good reviews about a new sports movie.
When he talks about the movie, what is he?
2.My cousins and I found an old wedding dress in our attic.
Dad said it belonged to my grandmother. What is the dress?
3.My Aunt has CDs of my great grandparents telling stories
about when they were kids. We love to listen to theses at
family reunions. What are we listening to?
 Primary Sources Secondary Sources

oral histories, interviews,

textbooks
music

photos, films, clothing, encyclopedia,

tools journals

statistics, letters, lectures,

reports
texts
Read the following scenarios. Write P on each box if it implies
primary source and S if it is secondary.

1.My sister has modified mom’s mango float recipe. Last

Saturday, both my mom and my sister prepared the
dessert and asked for the family’s verdict. It was fun!
What is my sister’s modified recipe?
2.Adelle likes to read magazine. She looks forward to
articles written by others about K-Pop stars. What is
Adelle reading?
Evaluation:
Write P on each box if it implies primary source and S if
it is secondary.
1. letters by Martin Luther
2.Essential English 6
3.Interview of the reporter to Pres. Duterte
4.Manuscript Journal
5. Encyclopedia