ENG6 Q2 W2

Day 1

Identify informational
text-types.
Use card catalogue to
locate resources
EN5LC-IIb-3.19
EN5SS-IIb-1.5.3
By:
Jennifer R. Lovino
B.Establishing a purpose for the lesson

Drill:
Let’s let have our spelling drill
Choose the word that spelled
correctly. Write on the blank.

1. My pet Janggo ________

(acidentaly, accidentally) jumped
down the drain.
2. My mom called the ________
(plumber, plumer) Mr. Rayos for
help.
B.Establishing a purpose for the lesson

Drill:
3. They had a long _________ (
disccusion, discussion) about the
project.
4. Mr. Rayos came into our house to
________ (establiss, establish) the best
( fucet, faucet) .
C.Presenting examples/instances of the new lesson

Review:

What do you usually see in

between a TV Program that
you’re watching everyday?
D.Discussing new concepts and practicing new skills #1

Have you ever been to a

library?
What are the things
found inside the library?
D.Discussing new concepts and practicing new skills #1
D.Discussing new concepts and practicing new skills #1

Card Catalogue
 A Trip to the Library
Mark needs a book. He does not
have money. His mom takes him to
the library. Mark can borrow books
for free. Mark enters the library.
There are so many books. There
are books about animals. There are
books about pirates. There are
books about science. Mark
borrows them all.
E.Discussing new concepts and practicing new skills #2

Answer the following

questions:
1. Who needs books?
2. Where does his Mom take
him?
3. What books does he see?
4. What books did he borrow?
Generalization:
Informational texts are nonfictional
writing, written with the intention of
informing the reader about a specific
topic. It is typically found in magazines,
newspaper, science books,
autobiographies, and instruction
manuals.
Generalization:
A card catalogue is a file of cards uniform in
size arranged in some definite order and
listing the items in the collection of a library
or group of libraries. Each card identifies a
single item.
The parts of a card catalogue are (1) call
number; (2) author; (3) title Entry; (4)
publisher; (5) series title; and (6) subject
headings.
Write check if the book is an
informational text and cross if
it is not.
1. newspaper
2. magazines
3. instructional manuals
4. fairy tales
5. autobiography
Key to Correction:

1. Check
2. Check
3. Check
4. Cross
5. check
Homework:
Answer the following and glue it in your
notebook.

2. Bring dictionary tomorrow

Day 2

Giving Precise Information on a Given

Topic
Identifying Meaning of Content
Specific Word (Connotation and
Denotation)
Drill:

Tongue twister
Review:

Give examples of informational text

Group work
Write the synonym and antonym of
the words in a manila paper.
Read the words orally.
1.strange 6.compass
2. alternate 7. animate
3. articulate 8. dairy
4. magnetic 9.worthwhile
5.entrepreneur 10. lawyer
1. Is the given meaning precise?
2. What other methods could we
use to give meanings to words?
Directions:
Each pair of phrases includes
synonyms with different connotations.
Put a + sign on the line next to the
one with a positive connotation, and
a – on the line next to the one with a
negative connotation
1.__ a strong reek
__ a strong aroma
2. __ ratty clothes
__ casual clothes
3. __ a charismatic leader
__ a pushy leader
4. __easy-going attitude
__ lazy attitude
5. ___thoughtful response
___ calculated response
Using your dictionary, copy the words
below and its meaning on your
notebook.
1. suppose 6. capillary
2. menu 7. essential
3. autumn 8. August
4. flavor 9.denotation
5. artery 10.connotation
Group Activity (Collaborative)
Group the pupils into five. Have a
contest in giving meaning of words.
(teacher may give as many
words)The first group that
can post the meaning on the board
wins
In giving precise information on a
given topic, we may do the following:
1. We must have a reliable source
which is verifiable. This means
that the information that we get
must be true and real, not made
up or unsure.
2. We must have supporting
information.
Connotations and denotations are
two principal methods of
describing the meaning of words.
Connotations refer to the wide array
of positive and negative associations
that most naturally carry them while
denotation is the precise, literal
definition of a word that might be
found in a dictionary.
Look up for the meaning of the
following words. Write the answer in
your notebook.

1. responsible
2. great
3. information
4. extravagant
5. abundant
Day 3

Identifying Main Idea, Key Sentences

and Supporting
Details of a Given Paragraph
Connotations and denotations are
two principal methods of
describing the meaning of words.
Connotations refer to the wide array
of positive and negative associations
that most naturally carry them while
denotation is the precise, literal
definition of a word that might be
found in a dictionary.
How do we give precise information
on a given topic?

What are other ways of giving

meaning to a word?
Play a game of four-pics-one-word
Today we are going to learn how to
identify main idea, key sentences,
and supporting details of a given
paragraph”
 The Storm
The rain began early in the
morning. The sky was full of dark
purple clouds. Thunder began as a
soft rumble and became louder and
louder. Lightning crashed every few
minutes, making the sky a brilliant
white.
 A Day at the Enchanted Kingdom
Rigor and his sister, Krisha, had a busy
and exciting day at the Enchanted
Kingdom last Saturday. They rode the
merry-go-round, the roller coaster and the
Ferris wheel. Rigor ate popcorn and
barbecue. Krisha drank “sago
gulaman”and ate an apple. They took
photos for their souvenirs. They were
very happy. They they went home tired
but happy.
Which of the following is the main
idea of the paragraph?
A. Rigor and Krisha were hungry.
B. Rigor and Krisha did many things
at the Enchanted Kingdom
C. The merry-go-round was broken.
D. The Enchanted Kingdom was on
Saturday.
Key Sentence is the sentence which
states the topic of the paragraph.

Supporting Details are the

sentences in the paragraph which
give information related to the topic.

Main Idea of a paragraph tells us

what the paragraph is all about.
Day 4

Subject-Verb Agreement
Writing Paragraphs Showing Cause and
Effect
Review:

Let’s answer our homework.

Read the selection below. Underline the key
sentence once and the supporting details
twice.
At age 5 Roselle dreamed of becoming a
doctor. Unluckily, a mysterious ailment
damaged her eyesight forever. Doctors
and specialists were baffled. Her family
took her from one hospital to another.
She had a number of operations, but all of
them failed to restore her sight. She
became totally blind at 7.
Group Game. Pupils will be grouped into
three.
Using a manila paper, have them list as
many verbs as they can think of. Give
the winner a prize.
Today we are going to learn about
subject -verb agreement
with intervening phrases. You will write
sentences following the
rules on subject-verb agreement with
intervening phrases.
We will also study about cause and
effect. You must be able to identify
which part of the sentence
expresses cause and the effect.”
Don't interchange a word in an
intervening phrase
for the subject of the sentence.
Examples: The petals on the flower are
orange. The peppers in the food are
hot. If a singular subject is linked to
another noun by a phrase, the subject is
still considered singular.
Expressions such as accompanied by,
as well as, in addition to, plus, and
together with introduce phrases that
modify the subject without
changing its number.
Examples
Sleet, in addition to snow, is a driver's
worst nightmare.
Kim, along with her cousins, goes to the
movies.
Verb form agrees with the subject whether
the verb comes next to the subject or is
separated from it by other words. Such
words and phrases do not change the
number of the subject.
Therefore, be sure to make the verb agree in
number with the subject, not with the
intervening phrase.
Effect is defined as what happened. Cause is
defined as why something happened. Clue
words that signal causal relationships
include: such as, because, so, consequently,
therefore, thus, and since.
To find an effect, readers ask, What
happened?
To find cause, readers ask Why did this
happen?
Direction: Choose the correct verb form
inside the parenthesis to complete each
sentence.
1. A string on my electric guitar (is, are) out
of tune.
2. Days during summer (seem, seems) to
pass very quickly.
3. All stars, just like our sun (has, have) a
system of planets.
B. Arrange the following causes and effects
to form a short paragraph. (2 pts.)
- the air is so polluted
- there are many people succumbing to
respiratory diseases like asthma
- the fish are dying
- oil spills and toxic waste pollute the seas
Remediation
A. Write at least 5 sentences with
intervening phrases using the following
verbs.
1. write 4. are
2. has 5. dances
3. is
B. Write a three to five- sentence paragraph
using cause- effect relationship.
Day 5

Quiz