WEEKLY School: STA.

FILOMENA CENTRAL SCHOOL Quarter: Quarter 1

HOME Teacher: MARIA DEL A. CORTEZ Week: Week 1
LEARNING Subject: ENGLISH - 6 Date: October 5– 9, 2020
PLAN

Learning Learning
Day and Time Learning Tasks Mode of Delivery
Area Competency
6:00–7:00 Wake up, eat breakfast and get ready for the scheduled lessons.
7:00-8:00 Doing other activities before the start of the lesson. (exercising, taking a bath, changing clothes)
Monday Module 1 1. Read and understand “What I Need to know”. This is the part of the module that gives you an idea of Parents/guardian will
8:00-10:00 English Lesson 1 the skills or competencies that you are expected to learn. (page 1) hand-in the output,
Write a 3- line 4- 2. “What I know” answer sheets,
stanza poem Read each question carefully and write on your notebook the letter of the correct answer. worksheets and
(EN6WC-Ia-2.2.2); 3. “What’s In” notebook of the pupil
Read the following statements about poems, and on your notebook, write T if the statement is to the teacher in school
correct; F if it is wrong. based on the date and
4. “What’s New” time scheduled.
Welcome to our main lesson about writing 3- line 4-stanza poem. Before going through it, do the *As the parent enter
exercise on Vocabulary Building. the school strict
Directions: Read and study the poem below then answer the comprehension questions. (page 3) implementation of the
Read and study the poem “Shade” then answer the comprehension questions. (page 3-4) minimum health
5. “What is It” protocols will be
- A poem has rhyming words. It has rhythm. It is not lengthy and it has poetic devices. Poetic devices followed as prescribed
are the tools that a poet can use to create rhythm, enhance a poem’s meaning, or intensify a mood or a by the DOH and IATF.
feeling. In this lesson, you will learn some of these poetic devices that would definitely help you.
- A poem is a literary text that conveys emotions, thoughts and ideas in a clear and creative way yet Teacher can
in limited number of words. Its elements include line, stanza, sound devices, figurative languages, mood, communicate to his/her
tone and theme. pupils and do oral
Here are some points for you to remember: questioning and
1. Choose the person or thing of your interest. assessment to the
2. Think of his or its special characteristics that appeal to you. List them down. pupil.
3. Decide on your own style and form. Choose figurative languages, sound devices that fit his/ or its
characteristics that best appeal to you. List them down.
4. Now, you are ready to write a poem. (page 4-7)
6. “What’s more”
Let’s try and do the writing exercise.
Complete the poems by writing on the blanks the appropriate figurative language from the small box. Do
this in your notebook. (page 7)
7. “What I have learned”
What are the elements of a poem? Can you name them? Can you write a poem without these
elements? ( Why? (page 7)
8. “What I Can Do”
 Fill in the blanks the appropriate words to complete the poem.(page 8)
9. “Assessment”
You are now going to find out how much you have learned in our lesson.
Test A. (5 points) Match the poetry elements in Column A with their Corresponding definition in
Column B. Write on your notebook the letter of your correct answer.
Monday English Module 1 1. Read and understand “What I Need to know”. This is the part of the module that gives you an idea of
10:00 – 12:00 Lesson 2 the skills or competencies that you are expected to learn. (page 11)
Analyze poem with
4 or more stanzas 2. “What I know”
in terms of its Read each question carefully and write on your notebook the letter of the correct answer.(page 11)
elements; rhyme,
sound devices, 3. “What’s In” Parents/guardian will
imagery and In your previous lesson, you have already learned about elements used in writing a poem. Now, hand-in the output,
figurative language answer the activity on poetry elements. Choose from the box the poetry element being described. Write answer sheets,
(EN6RC Ib. 6.1 to your answer in your notebook. (page 12-13) worksheets and
6.4); notebook of the pupil
4. “What’s New” to the teacher in school
It’s reading time kid. Read and learn new poem and be ready to perform the activities given. based on the date and
Do you get lonely at times? What do you do when you feel lonely? Think of an experiences that time scheduled.
caused you sadness and who cheered you up during this time of sadness. (page 13-14) *As the parent enter
the school strict
5. “What is It” implementation of the
You learned that poems are pieces of writing written in separate lines. Aside from sound device and minimum health
figurative language, there are elements that add beauty and creativity to poems. These are rhyme and protocols will be
imagery. (page 15-17) followed as prescribed
by the DOH and IATF.
6. “What’s more”
Copy the tongue twisters in your notebook then underline the repeated same initial consonant sound. Teacher can
(page 17-18) communicate to his/her
pupils and do oral
7. “What I have learned” questioning and
Fill in the blanks the appropriate words to complete the statement. (page 19) assessment to the
pupil.

8. “What I Can Do”

Read the poem I Am Proud To Be A Filipino then answer the activities that follow on page 19-21

9. “Assessment”
Analyze each statement carefully. Write the letter of your answer. Page 21-22
Monday English Module 2 1. Read and understand “What I Need to know”. This is the part of the module that gives you an idea of Parents/guardian will
1:00-3:00 Lesson 1 the skills or competencies that you are expected to learn. (page 1) hand-in the output,
Determine tone, answer sheets,
mood, and 2. “What’s In” worksheets and
purpose of the In the previous lesson, you have learned that Sound Devices such as Onomatopoeia, Alliteration, notebook of the pupil
author Assonance and Consonance are tools used by the poets to convey and reinforce the meaning or to the teacher in school
 EN6RC-Ic- experience of the author. (page 2)
6.5/EN6RC-Ic-
6.6/EN6RC-Ic-6.7 3. “What’s New”
Today, you will learn how to determine the tone, mood and purpose of the author. Read the story “The
Lion and the Mouse” by Aesop. (page 2)
based on the date and
4. “What is It” time scheduled.
Answer the following questions based on the story “The Lion and the Mouse” by Aesop. Write your *As the parent enter
answers on your notebook. (page 3) the school strict
implementation of the
5. “What’s more” minimum health
Read each item carefully. Identify the tone and general mood expressed by the speaker. (page 4) protocols will be
followed as prescribed
6. “What I have learned” by the DOH and IATF.

Teacher can
communicate to his/her
pupils and do oral
questioning and
assessment to the
Read the poems carefully and identify the general mood expressed. Write the letter of the best pupil.
answer on your notebook. (page 4-6)

8. “Assessment”
Identify the mood expressed by the character. Write on your notebook the letter of the correct
answer.(page 6-7)
Monday English Module 2 1. Read and understand “What I Need to know”. This is the part of the module that gives you an idea of Parents/guardian will
3:00-5:00 Lesson 4 the skills or competencies that you are expected to learn. (page 24) hand-in the output,
EN6RC-If- 6.12 answer sheets,
Analyze figures of 2. “What I know” worksheets and
speech (culture- Replace the underlined words with the euphemisms inside the box. (page 24) notebook of the pupil
based euphemism) to the teacher in school
3. “What’s In” based on the date and
In the exercise below, identify each statement as to SIMILE or METAPHOR. Write your answers on your time scheduled.
notebook. (page 25) *As the parent enter
the school strict
4. “What’s New” implementation of the
Today, we are going to study another figure of speech which is euphemism. The term euphemism refers minimum health
to polite, indirect expressions that replace words and phrases considered harsh and impolite, or which protocols will be
suggest something unpleasant. For example, many organizations use the term “downsizing” for the followed as prescribed
distressing act of firing its employees. (page 25-26) by the DOH and IATF.

5. “What is It” Teacher can

To make you learn more about euphemisms, read and understand the examples with their meaning communicate to his/her
below, which are classified according to categories or types. (page 26-28) pupils and do oral
 6. “What’s more”
Match the word in column A with its corresponding euphemism in column B. Write on your notebook the
letter of the correct answer. (page 28)
questioning and
7. “What I have learned”
assessment to the
Read the following statements and choose the best answers. Write on your notebook the letter of your
pupil.
answer. (page 28-29)

8. “Assessment”
Complete the sentences by supplying the appropriate euphemisms. Pick out your answers from the
box and write them on your notebook.(page 30)
Tuesday English Module 3 1. Read and understand “What I Need to know”. This is the part of the module that gives you an idea of Parents/guardian will
8:00-10:00 Lesson 1 the skills or competencies that you are expected to learn. (page 1) hand-in the output,
EN6RC-Ig-2.24. answer sheets,
EN6RC-Ig-2.24.2 2. “What I know” worksheets and
Evaluate narratives Read and understand each question properly. Choose the best answer then write it on your notebook. notebook of the pupil
based on how the (page 2) to the teacher in school
author developed based on the date and
the elements 3. “What’s In” time scheduled.
Setting , Characters Directions: Match the word in column A with its corresponding euphemism in column B. Write on your *As the parent enter
(Heroes and notebook the letter of your answer, before the number. (page 2) the school strict
Villains) implementation of the
4. “What’s New” minimum health
Activity 1 protocols will be
Directions: Before you read the story, answer this activity first to help you understand the story better. followed as prescribed
Write on your notebook the word that best completes each sentence. Choose your answer from the box by the DOH and IATF.
below.(page 3)
Activity 2 Teacher can
Directions: Read the story below and answer the questions that follow.(page 3) communicate to his/her
pupils and do oral
5. “What is It” questioning and
Stories are accounts of imaginary or real people and events told for entertainment. When we read assessment to the
stories, analysing the elements would help the readers understand the story better. Among the elements pupil.
of the story, only the setting and the characterization will be our focus in this lesson.(page 4)

6. “What’s more”
Activity 3: It’s Reading Time!
A. Read the story aloud in 5 minutes. This time you should be able to read with fluency, so request
somebody to listen to your reading and to rate it using the rubric below the passage with 5 as the highest
score. Write your rating on your notebook. (page 4-5)

7. “What I have learned”

The questions that follow measure your understanding of the concepts discussed in the previous pages.
Choose the best answer then write on your notebook its letter.(page 6)
 8. “What I can Do”
Directions: Identify the character/s and the setting in every selection below. Write your answers on your
notebook.(page 6)

9. “Assessment”
A. Directions: For each question, choose the best answer and write its letter on your notebook.(page
7)
B. Directions: Read each excerpt thoroughly. Identify the setting and analyse the character as to
quality. Write on your notebook the letter of your answer. (page 7)
Tuesday English Module 3 1. Read and understand “What I Need to know”. This is the part of the module that gives you an idea of
10:00-12:00 Lesson 2 the skills or competencies that you are expected to learn. (page 9)
EN6RC-Ih-2.24.3
Evaluate 2. “What I know”
Narratives based Take the following pretest before you proceed to the lesson.
on how the author Directions: Read and understand each question properly. Choose the correct answer. Then, write the
developed the letter only on your notebook. (page 9-10)
Parents/guardian will
elements: Plot
hand-in the output,
(Chronological- 3. “What’s In”
answer sheets,
sequential, en Read the story. Then answer the questions that follow. (page 10)
worksheets and
medias res,
notebook of the pupil
flashback) 4. “What’s New”
to the teacher in school
Activity 1: Matching Up!
based on the date and
Directions: Match the following words with the correct meaning from the box. Write the letter of the
time scheduled.
correct answer on your notebook. (page 11-12)
*As the parent enter
the school strict
5. “What is It”
implementation of the
Answer it correctly!
minimum health
Directions: Answer the following questions based from the story. Put your answer in your English
protocols will be
notebook. (page 12)
followed as prescribed
Activity 3: Oral Reading Fluency Practice
by the DOH and IATF.
Directions: Copy the following chart on your notebook, then fill it with the number of words you read in
one minute. Read the passage the second and third time. Record your progress.
Teacher can
Analyzing Story Plot
communicate to his/her
The plot is one of the elements of a narrative. It consists of several events. The events tell the action and
pupils and do oral
conflict that leads to its climax and conclusion. It is the storyline plan or scheme.
questioning and
assessment to the
7. “What I have learned”
pupil.
What does plot in a story mean? (page 15)

8. “What I can Do”

Activity 5: Let’s Do the Challenge! (page 15)

9. “Assessment”
Directions: Choose the best answer. Write the letter only on your notebook.(15-16)
 Tuesday English Module 3 1. Read and understand “What I Need to know”. This is the part of the module that gives you an idea of Parents/guardian will
1:00-5:00 Lesson 3 the skills or competencies that you are expected to learn. (page 17) hand-in the output,
EN6RC-Ii- answer sheets,
2.24.4/EN6RC-Ii- 2. “What I know” worksheets and
2.24.5 Read the passage and answer the following questions on your notebook. (page 18-19) notebook of the pupil
Evaluate narratives to the teacher in school
based on how the 3. “What’s In” based on the date and
author developed What have you learned from your lesson last time? I want you to answer the exercise below to check time scheduled.
the elements: if you still remember your past lesson. Below is a sequel to the story A Girl and her River by Thelma O. *As the parent enter
-theme, point of Aragon. Read it and on your notebook, answer the questions that follow. (page 19) the school strict
view implementation of the
4. “What’s New” minimum health
Activity 1 protocols will be
A. Read the passage and answer the following questions.(page 20-22) followed as prescribed
by the DOH and IATF.
5. “What is It”
Identifying the Theme in Five Steps Teacher can
To identify the theme, be sure that you’ve first identified the story’s plot, the way the story uses communicate to his/her
characterization, and the primary conflict in the story. Use these steps to determine the theme for a pupils and do oral
work: questioning and
1. Summarize the plot by writing a one-sentence description for the exposition, the conflict, the rising assessment to the
action, the climax, the falling action, and the resolution. pupil.
2. Identify the subject of the work.
3. Identify the insight or truth that was learned about the subject. • How did the protagonist change? •
What lesson did the protagonist learn from the resolution of the conflict?
4. State how the plot presents the primary insight or truth about the subject.
5. Write one or more generalized, declarative sentences that state what was learned and how it was
learned.(page 23)

6. “What’s more”
Activity 1
A. Directions: Determine the theme in each passage and prove your answer. Write your responses in
complete sentences. Put your answer in your notebook. (page 24)

Activity 2
Directions: Read each sentence. Write on your notebook if it is in the first, second or third person point
of view.(page 25)

7. “What I have learned”

What do we remember when we use the First person point of view? How about the Second Person
point of view? What about the Third Person point of view? (page 25)

8. “What I Can Do”

A. Read each sentence. Then write on your notebook if it is written from first, second or third person
point of view. (page 26)
 9. “Assessment”
A. Directions: What is the point of view used in each passage? On your notebook, write the letter
corresponding to your answer.(page 27-28)
B. Read the following short stories/ selections and identify which of the themes inside the box belong
to each story. Write your answers on your notebook.(page 27-28)
Wednesday English Module 4 1. Read and understand “What I Need to know”. This is the part of the module that gives you an idea of
8:00 -10:00 Lesson 4 the skills or competencies that you are expected to learn. (page 24)
EN6V-Id- Parents/guardian will
12.3.2/EN6V-Id- 2. “What I know” hand-in the output,
12.4.1.2/EN6V-Id- Directions: A. Identify the figurative languages found in sentences below. Write the letter of the answer sheets,
12.4.2.2 Infer correct your answer on your activity notebook. (page 24) worksheets and
meaning of notebook of the pupil
figurative language 3. “What’s New” to the teacher in school
using Read the poem orally and answer the questions. Figurative Language in Poetry (page 26-27) based on the date and
-context clues time scheduled.
-affixes and roots 4. “What’s more” *As the parent enter
-other strategies Directions: Read and analyze the sentences. Infer the meaning of the underlined words by writing the the school strict
correct letter of your answer in your notebook. (page 28) implementation of the
minimum health
5. “What I have learned” protocols will be
Using Context Clues followed as prescribed
The context of a word is made up of the punctuation marks, words, sentences, and paragraphs that by the DOH and IATF.
surround it. A word’s context can give you clues about its meaning. (page 29)
Teacher can
6. “What I Can Do” communicate to his/her
Activity 1: Directions: Copy in your notebook the words that have similar meaning to the pupils and do oral
underlined words in the sentences below. (page 29-30) questioning and
assessment to the
7. “Assessment” pupil.
Directions: Use the context clues in each sentence to figure out the meaning of the underlined word.
(page 30-31)
Wednesday 10:00- English Module 7 1. Read and understand “What I Need to know”. This is the part of the module that gives you an idea of Parents/guardian will
12:00 Lesson1 the skills or competencies that you are expected to learn. (page 1) hand-in the output,
Analyze the answer sheets,
characters used in 2. “What I know” worksheets and
print, non- print, Directions: A. Identify the figurative languages found in sentences below. Write the letter of the notebook of the pupil
and digital correct your answer on your activity notebook. (page 1-2) to the teacher in school
materials (age and based on the date and
gender, race and 3. “What’s New” time scheduled.
nationality, Activity 1 *As the parent enter
attitude and Here are pictures of famous fairy tale characters. Write one description of his/her attitude and/or the school strict
behavior). EN6VC- physical attributes based on the movie or book he/she starred. Pick out your answers from the box. Not implementation of the
Ii-3.3.3; all descriptions fit them. (page 4) minimum health
protocols will be
 4. “What Is It”
Read the story with understanding. Then, fill out the table with the needed information insofar as
analyzing the characters are concerned.(page 5-6)

4. “What’s more”
followed as prescribed
The items below will help you analyze the story better. Read with understanding and answer the
by the DOH and IATF.
questions that follow. Write the letter of the correct answer. (6-7)
Teacher can
5. “What I have learned”
communicate to his/her
Read the story and answer the questions that follow.
pupils and do oral
The Monkey and the Turtle (page 7-9)
questioning and
assessment to the
6. “What I Can Do”
pupil.
Directions: Read this story and answer the comprehension check up in your notebook. (page 9-10)

7. “Assessment”
Directions: Read the story, “A Father and His Sons” and answer the questions about the story on your
notebook.(page 10-11)
Wednesday English Module 7 1. Read and understand “What I Need to know”. This is the part of the module that gives you an idea of Parents/guardian will
1:00-5:00 Lesson 2 the skills or competencies that you are expected to learn. (page 13) hand-in the output,
Analyze the setting answer sheets,
used in print, non- 2. “What I know” worksheets and
print digital Hello learner! In your previous lesson, you studied about characters which refer to as the people or notebook of the pupil
materials (Urban animals involved in the story. Today, you will read a short story then identify the not only the characters to the teacher in school
or Rural; Affluent but also the time and place the story happens. (page 13) based on the date and
or Poor). EN6VC-Ij- time scheduled.
3.3.4 3. “What’s In” *As the parent enter
In this lesson, you will be able to analyze and give the characters and setting of the story in print, the the school strict
same way in non-print and digital materials. (page 14-15) implementation of the
minimum health
4. “What’s New” protocols will be
Directions: Read and analyze the text for setting. Complete the chart below with the details from the followed as prescribed
text. (page 15-16) by the DOH and IATF.

5. “What Is It” Teacher can

Understanding the Setting of a Story communicate to his/her
Setting is the time and place in which the story happens. Authors often use descriptions of landscape, pupils and do oral
scenery, building, seasons or weather to provide a strong sense of setting. questioning and
Examples: assessment to the
at the forest, at the school, at the supermarket, freezing snow, deep wilderness, hidden sun, gray sky and pupil.
rugged terrain
Urban – relating to or constituting a city
Rural – relating to the country, country people or life, or agriculture.(page 16)
Directions: Focus on the story then answer the questions that follow. (page 17-18)
 5. “What’s more”
Directions: Read the selection. After which, draw the character in the setting that you imagined doing his
job. Do it in your notebook. (page 18)

5. “What I have learned”

Directions: Read each passage and look for clues that reveal the setting then explain your answer.
Remember that the setting is the time and place where the story happens. (page 18-19)

6. “What I Can Do”

This activity will display a transfer of skill or knowledge earned into real- life application and practices.
(page 19-20)

7. “Assessment”
Directions: Read the selections and answer the questions that follow.(page 20-22)
Thursday English Module 8 1. Read and understand “What I Need to know”. This is the part of the module that gives you an idea of Parents/guardian will
8:00-10:00 Lesson 1 the skills or competencies that you are expected to learn. hand-in the output,
Compose clear and answer sheets,
coherent 2. “What I know” worksheets and
sentences using To measure your knowledge of the concepts that this lesson will develop, do the following activity. Read notebook of the pupil
appropriate tenses and follow the directions correctly. to the teacher in school
of verbs: based on the date and
(EN6G-Ic-3.2); 3. “What’s In” time scheduled.
In the previous lesson, you have learned on how to analyze the characters used in print, non-print and *As the parent enter
digital materials through their age and gender, race and nationality, attitude and behavior. This time, you the school strict
will be learning about the tenses of the verbs. implementation of the
minimum health
4. “What’s New” protocols will be
When we talk about using the English language, we should make sure that the tenses of the verbs are followed as prescribed
used correctly. We use present tense of the verb when we refer to present condition or general truth. by the DOH and IATF.
We also use the past tense if we talk of events that had already happened. In the same manner, future
tense is also used if we talk about plans and future events. Teacher can
Activity 1. Directions: Write the correct form of the verb in the following sentences. communicate to his/her
pupils and do oral
5. “What is It” questioning and
What is the subject? What is the given verb? assessment to the
6. “What’s more” pupil.
Activity 2. A. Directions: Read the paragraph. Fill in the blank with the correct present form of the verb
in the parenthesis. The first one is done for you.
B. Directions: Change the underlined verbs to past tense.
C. Directions: Write the correct future form of the verb. Write the answer in your notebook.

7. “What I have learned”

There are three simple tenses of verbs. These are present tense, past tense and future tense.

8. “What I Can Do”

 Directions: Complete the sentences in the paragraph by writing the correct form of the verbs. The
first one is done for you.

9. “Assessment”
Directions: Choose the correct form of the verb to complete the sentence. Write the letter of the correct
answer in your notebook.
Thursday English Module 8 1. Read and understand “What I Need to know”. This is the part of the module that gives you an idea of
11:00-12:00 Lesson 2 the skills or competencies that you are expected to learn.
Relate an
experience to the 2. “What I know”
appropriate To measure your knowledge of the concepts that this module will develop, do the following activity. Read
occasion (EN6OL- and follow the directions correctly. Parents/guardian will
Ib-1.17} hand-in the output,
3. “What’s In” answer sheets,
Directions: Answer the following questions based on your own personal experience. worksheets and
notebook of the pupil
4. “What’s New” to the teacher in school
Activity 1: A. Directions: Read the story carefully. Take note of the beginning, middle and end of the based on the date and
story. time scheduled.
*As the parent enter
5. “What is It” the school strict
Discussion of the story implementation of the
Every story has beginning, middle and end part. Chronology is the arrangement of events in order of minimum health
their occurrence. protocols will be
followed as prescribed
6. “What’s more” by the DOH and IATF.
Activity A. Directions: Read the story below and identify the beginning, middle and end events. Write
your answers in your notebook. Teacher can
communicate to his/her
Activity B. Directions: Arrange the given pictures below in order of the way they happened in the story pupils and do oral
“Unforgettable Vacation”. The pictures are labeled. Write the letters only. questioning and
assessment to the
Activity C: Directions: Describe what’s happening in each picture below by writing them inside the box. pupil.
Label the arrows using the words found inside the Word Bank. The first one is done for you.

7. “What I have learned”

In writing a story of your unforgettable experience in an occasion, you have to pay attention to the
beginning, middle and end of your composition
Thursday English Module 8 1. Read and understand “What I Need to know”. This is the part of the module that gives you an idea of Parents/guardian will
1:00-3:00 Lesson 4 the skills or competencies that you are expected to learn. hand-in the output,
Read aloud grade answer sheets,
level appropriate 2. “What I know” worksheets and
text with an To measure your knowledge of the concepts in this lesson, please bear in mind this information about notebook of the pupil
accuracy rate of the five (5) miscues: to the teacher in school
95-100% (EN6F-Ib- - Repetition-a child repeats a word or portion of the text based on the date and
 1.6); -Reversal-a child reverses the order of the word
-Substitution-instead of reading the word in the story, paragraph or dialogue, a child substitutes a word
that is not found in the text
-Insertion-a child inserts a letter or word in the text
-Reversal-a child reverses the order of the word of the text.

Directions: Please ask somebody from your family to record the number or miscues/mistakes of the
words read.

3. “What’s New”
Examine yourself. Can you now read with accuracy and understanding? If yes, then you are a Fluent
Reader! To become a Fluent Reader, you must Practice Reading the same list of words, phrase, or short
passages/stories several times. Pause between sentences and phrases. time scheduled.
*As the parent enter
5. “What is It” the school strict
How’s your reading? Have you read all the words correctly? Remember that Repetition, Reversal, implementation of the
Substitution, Insertion and Omission in reading are considered Miscues. minimum health
protocols will be
6. “What’s more” followed as prescribed
It’s time to measure your reading ability. Read the selection once and ask assistance to record the by the DOH and IATF.
number of miscues following the percentage of accuracy below and write it on your notebook.
Teacher can
7. “What I have learned” communicate to his/her
Accuracy refers to reading words without mistakes. To improve your accuracy, listen to yourself, read a pupils and do oral
passage and evaluate it. It is difficult to improve upon something if you don't recognize what you are questioning and
doing wrong. Then, you must Practice Reading the same list of words, phrase, or short passages/stories assessment to the
several times. Pause between sentences and phrases. Observe standards in reading. pupil.

8. “What I Can Do”

Read the story, “A Lesson in the Farm” and practice reading it twice specially the highlighted words
until all the words will be read correctly. Then ask an assistance to write the miscues and your reading
description in your notebook.

9. “Assessment”
Directions: Read aloud the selections or stories once. Using the percentage of accuracy, write on your
notebook the reading description. Compare your reading ability on the first test in What I Know.
10. “Additional Activities”
Directions: Read aloud the story. Using the percentage of accuracy, write on your notebook the
reading description.
Thursday English Module 8 1. Read and understand “What I Need to know”. This is the part of the module that gives you an idea of Parents/guardian will
3:00-5:00 Lesson 4 the skills or competencies that you are expected to learn. hand-in the output,
Read grade level answer sheets,
text with 135 2. “What I know” worksheets and
words per minute Directions: Work with a partner. Read aloud the passage below. Have your partner time your reading for notebook of the pupil
with proper one minute. Then, record the number of words you read in a minute as well as the words you read to the teacher in school
 phrasing, incorrectly and compute your reading fluency using this formula;
intonation, One- Minute Reading
and expression; Total Words Read___ - Errors ___= Words Correct Per Minute_____

Directions:
Write Yes or No on the space before the number.

3. “What’s New”
Directions: Use the words in the box to make the sentences complete.

5. “What is It”
Directions: Circle the words that you can find from the Word List based on the date and
time scheduled.
6. “What’s more” *As the parent enter
Fluency means being able to read a text quickly, accurately, and with expression. A fluent reader is the school strict
better able to understand the text. Rereading and reading aloud is a good strategy for becoming a more implementation of the
fluent reader. minimum health
Oral Reading Fluency Practice protocols will be
Directions: Read aloud the text below. Use a timer and set it for one minute. Then, jot down the number followed as prescribed
of words you read when the timer goes off. Do not count the words that you read incorrectly. Read the by the DOH and IATF.
text a second and third time until you can read comfortably. Record in the chart the number of words
you read to track your progress. Teacher can
communicate to his/her
7. “What I have learned” pupils and do oral
Directions: Work with a partner. Read the text aloud to your partner and let him/her note down the questioning and
words that you have difficulty and hesitations with. Let him/her comment on how fast and accurate you assessment to the
read as well as the correctness of your expression. Be open to your partner’s suggestions for pupil.
improvement. Then, practice on these words. Finally, read the words aloud together.

8. “What I Can Do”

Directions: Read the text then answer the Reading Fluency Evaluation Form below. You can read the
text several times and log the evaluation of your performance in the form to track your fluency progress.

9. “Assessment”
Directions: Read the passage below. Use a timer and set it for a minute. Stop reading when the timer
sets off then count the total number of words you read correctly as well as your mistakes. Then compute
your reading fluency using the given formula. Compare your reading speed with your pre-test result to
track your fluency progress.
Friday
English Portfolio preparation
8:00 – 5:00