grade 6 lasallian learning module 3

8/12/2019 Grade 6 Lasallian Learning Module 3

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Term 3 Module 5 Writing as a Creative Process Page 1

LASALLIAN LEARNING MODULE

Teacher/s: Gail D.Inumerable Year/Level: 6 Subject: Language

Term Module: 3rd Term Title: Writing as a Creative Process Time Frame: JanuaryMarch 2014

CONTENT STANDARD PERFORMANCE STANDARD

The learner demonstrates of language structure and conventionsin analyzing and reflecting on written narratives. Moreover, thelearner uses these language techniques in expressing oneselfcreatively and in preserving his/ her cultural heritage.

The learner use narrative techniques, such as dialogue,description, and pacing, to develop experiences and events inwriting a story.(adapted from:http://www2.mcrel.org/compendium/standardDetails.asp?subjectID=36&standardID=10


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RELATED LASALLIAN GUIDING PRINCIPLES

The answer to the focus problem responds to the following principles of the Five Way test:1. Challenge pupils to realize their full potential by speaking and writing to express their creativity.2. Bring Christian perspectives to bear on human understanding of skills and values among pupils.3. Encourage differentiation, diversity and synergy amongst pupils through the appreciation of ones uniqueness. 4. Ensure that pupils translate knowledge into something useful in actual practice for the betterment of society and the church

by writing culturally-inspired narratives5. Prepare pupils to participate responsibly in the world of work, family, community, nation and the Church by familiarizing them

with real-life situations and challenges ;


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CONTENT

Theme: Creative WritingGrammar Points

I. Nouns

A. Possessive Form of NounsII. Pronouns

A. Possessive PronounsIII. Adjectives

A. Kinds of Adjectives1. Descriptive Adjectives2. Limiting Adjectives

B. Order of AdjectivesC. Comparison of Adjectives

III. AdverbA. Kinds of Adverb

1. Manner2. Time3. Place

4. Degree5. Frequency

B. Comparison of AdverbsWriting

A. Writing a StorySpeaking

A. One-Man Play

BLENDED TOOLS

Face-to-Face eLearning


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Examples:Group/ pair discussionsGamesPicture analysis

Use of apps (e.g., productivity, assessment, presentation)eBook reading, writing and annotation (for PEARL)interactive websites

STAGE 1: ESTABLISHING DESIRED RESULTS

TRANSFER GOAL(S):

If the students learn creative writing strategies and proper language forms and conventions, they will be able to write their own storythat mirrors traditional beliefs and practices and transports creative thoughts from ones imagination into writing.

BIG IDEA/ENDURING UNDERSTANDING (EU):

OVERARCHING EU:Students will understand the relevance of written forms ofliterature in venting ones individuality as well as sense ofbelongingness in the society.

TOPIC EU:Students will understand that using modifiers will help conveyideas vividly and accurately whether in writing or in speaking.

ESSENTIAL QUESTION(S):


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OVERARCHING EQ:

1. How can written output be a creative form of human

expression?

2. How can one write a narrative that reflects national identityand preserves culture?

TOPIC EQ:1. How are possessives different from plurals?

2. How can different types of adjectives help in making storiesmore interesting?3. How can adverbs help make verbs more accurate?

COMPETENCIES

use possessive forms of nouns and pronouns to show ownershipuse adjectives to compare nouns or pronounsarrange adjectives in a seriesuse adverbs to compare verbs, adjectives or other adverbsutilize modifiers to make creative writing output more vivid and accuratewrite a narrative coherently

SPECIFIC OBJECTIVES

By the end of the unit, the students will be able to:

Activity 1 Assess their levels of understanding (K, P, and U) through a pre-test

Activity 2 Introduce creative writing materials

Activity 3 Enthuse creative writing skills.

Activity 4 Share ones insight regarding another persons statement

Activity 5 Consolidate Initial answers to Essential Questions

Activity 6 Complete sentences by forming the possessive case of nouns


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Activity 7 Identify the rules in forming the possessive case of nouns

Activity 8 Answer guided, independent, online and pair exercises

Activity 9 Restate the different rules in forming the possessive form of the noun

Activity 10 Sharing ones thoughts about a famous saying

Activity 11 Using personal pronouns to complete sentences

Activity 12 Differentiate possessive pronouns from possessive adjectives

Activity 13 Share ones insight on how can possessive pronouns help achieve sentence fluency.

Activity 14 Answer online exercises and Activity Sheet 1 (K and P, Possessive Forms of Nouns and Possessive Pronouns

Activity 15 Identify the elements of a story

Activity 16 Identify adjectives and its kinds

Activity 17 Use appropriate adjectives to describe vividly nouns

Activity 18 Answer guided and independent exercises

Activity 19 Describe a character using multiple adjectives

Activity 20 Answer guided and independent exercises about sequencing of adjectives

Activity 21 Compare and contrast nouns

Activity 22 Share ones insight how ones skill in comparing can be used in real life

Activity 23 Answer guided practice and Activity Sheet no. 2 (K and P, Kinds of Adjectives, Sequencing Adjectives, and Degreesof Comparison


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Activity 24 Identify adverbs in a story

Activity 25 Analyze how adverbs and adjectives differ in modifying words

Activity 26 Answer guided and independent exercises

Activity 27 Compare demonstrated actions (in form of a game) using adverbs

Activity 28 Answer guided and independent practice and Activity Sheet 3 (K and P- Kinds of Adverbs, U- Different Modifiers

Activity 29 Writing a Story (*Instructions and Rubric written in this module)

Activity 30 Answer the Essential Questions

Activity 29 Answer the post test

STAGE 2: DETERMINING VALID EVIDENCE/ASSESSMENT

PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING

Students will independently use their learning to write a story.

GRASPS NARRATIVE OF TRANSFER TASK

You are a young member of National Commission for Culture and the Arts who wants to help in preserving his/her culture. You arechallenged to write a myth or a legend that reflects a tradition in a locality in the country. Your narrative should be make use ofdescriptive language that will catch the readers interest and is appropriately written for them.


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STAGE 3: LEARNING PLAN FLOW

LESSON PROPER

Introduction

Activity 1.Administer a pre-test.

Activity 2. Present the following pictures to the students.


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Then, ask them the following questions?

a. What are stories for?b. How can you say that a story is well-written?c. What do you think are the qualities that writers need to possess for them to come up with a good story?

Activity 3.After gathering students responses, facilitate, 40-in-1 Story Writ ing Chal leng eto kindle their creative flair in writing. Be

guided by the following procedures.

a. Give the first student a blank paper.

b. After the teacher says WRITE, the student will start writing a story until the teachers says, STOP. (20 seconds only)

c. Then, he/she will pass on the paper to the student seated after him/her.

d. The student needs to hear the teachers cue before he/she can start or stop writing.

e. This procedure continues until the last student writes his/her part.


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f. A volunteer will read the story in front of the class.

After reading the 40-in-1 Output, tell the students to come up with a title. Then ask them the following questions.

a. Is the story good? Why or why not?

b. What makes it good? What suggestions can you give to improve the story?

Activity 4. To further motivate the students, present the following quotation from Toni Morrison and let them share their insights.

Activity 5. After consolidating their answers, present the essential questions.

1. How are possessive forms different from plural forms?

2. How can different types of adjectives help in making stories more interesting?

3. How can adverbs help make the verbs be more exact?

3. How can written output be a creative form of human expression?

4. How can one write a narrative that reflects national identity and preserves culture?

Interaction

Toni Morrison is an American novelist, editor, and

professor. Her novels are known for theirepicthemes, vivid

dialogue, and richly detailed characters. Among her best

known novels areThe Bluest Eye,Sula,Song of

SolomonandBeloved.

http://en.wikipedia.org/wiki/Toni_Morrison

If there's a book you really want to read,

but it hasn't been written yet, then you

must write it.
http://en.wikipedia.org/wiki/Epic_(story)http://en.wikipedia.org/wiki/Epic_(story)http://en.wikipedia.org/wiki/Epic_(story)http://en.wikipedia.org/wiki/The_Bluest_Eyehttp://en.wikipedia.org/wiki/The_Bluest_Eyehttp://en.wikipedia.org/wiki/The_Bluest_Eyehttp://en.wikipedia.org/wiki/Sula_(novel)http://en.wikipedia.org/wiki/Sula_(novel)http://en.wikipedia.org/wiki/Song_of_Solomon_(novel)http://en.wikipedia.org/wiki/Song_of_Solomon_(novel)http://en.wikipedia.org/wiki/Song_of_Solomon_(novel)http://en.wikipedia.org/wiki/Song_of_Solomon_(novel)http://en.wikipedia.org/wiki/Beloved_(novel)http://en.wikipedia.org/wiki/Beloved_(novel)http://en.wikipedia.org/wiki/Beloved_(novel)http://en.wikipedia.org/wiki/Beloved_(novel)http://en.wikipedia.org/wiki/Song_of_Solomon_(novel)http://en.wikipedia.org/wiki/Song_of_Solomon_(novel)http://en.wikipedia.org/wiki/Sula_(novel)http://en.wikipedia.org/wiki/The_Bluest_Eyehttp://en.wikipedia.org/wiki/Epic_(story)


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Activity 6. To introduce possessive form of nouns, present the following pictures and let the students complete the phrases thatshow ownership beside each picture.

_________________ wand

Answer: Harrys/ Harry Potters wand

____________________ scarf

Answer: Grus scarf

_____________________ mjolnirAnswer:Thors Mjolnir


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__________________ vacationAnswer: minions vacation

After the activity, ask the following questions.a. What change/s in the noun was/were made to indicate ownership?

b. If the noun is singular, how should you frame its possessive form? What if the noun is plural?

Activity 7. Give another set of pictures with captions and ask them to transform these phrases into their possessive forms.

adges of Russellcoat and tie of the editor-in-

chiefbadges of Russell


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Then have a follow-up discussion about possessive form of nouns on Unit 1, Lesson 4, p. 2-4 of 8

Activity 8. Generalization:Let the students watch the video, Possessive nouns Monster song from EDROCKER.COM

http://www.youtube.com/watch?v=AlET-srn-Tc

Let some students say what they have learned by:

a. Stating a rule in forming the possessive form of nounsb. Answer the question: How can your knowledge of possessives help you in conveying your ideas clearly?

Activity 9. Application:For the students to realize a deeper connection between the topic and life itself, ask the students to interpretthe following quotation from Lao Tzu.

Activity 10. Book, Online and Pair Exercises

Guided Practice 1: Answer Unit 1, Lesson 4, p. 4 of 8 (A)

Independent Practice 1: Answer Unit 1, Lesson 4, p. 5-6 of 8 (B and C)

Be content with what you have;rejoice in the way things are.When you realize there is nothing lacking,the whole worldbelongs to you.
http://www.youtube.com/watch?v=AlET-srn-Tchttp://www.youtube.com/watch?v=AlET-srn-Tchttp://www.youtube.com/watch?v=AlET-srn-Tchttp://www.youtube.com/watch?v=AlET-srn-Tc


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Independent Practice 2: Using Popplet, let the students to draw illustrate their family tree, then they will exchange MLDs with theirseatmate and let him/her interpret the relationship between members of the family (at least 5 sentences showing this relationship) bywriting at least 5 sentences showing relationship/s between and among family members below the family tree. Refer to the examplebelow.

This is a downloaded activity from busyteacher.org

1. Bart is Homers and Margesson.2. Patty is Selmassister.3. Abraham is Homers father.4. Jackie is Maggies grandmother.5. Ling is Barts cousin.

Online Exercises 1http://www.better-english.com/grammar/possplu.htm This activity will help them to distinguish possessives from plurals.http://www.myenglishgrammar.com/english/exercise-10-possession.html This activity will test the students knowledge about the useof () and (s)
http://www.better-english.com/grammar/possplu.htmhttp://www.myenglishgrammar.com/english/exercise-10-possession.htmlhttp://www.myenglishgrammar.com/english/exercise-10-possession.htmlhttp://www.better-english.com/grammar/possplu.htm


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Activity 11. Present the following fictional characters and complete the captions that show ownership.

This is my gown.

It is _____________.

That is Iron Mans exoskeleton.

It is _____________.

That is Smurfs village.

It is ___________________________.


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Ask the following question:

a. What do you call the words that you have supplied on the blanks?

Activity 12.For the students to realize the difference between possessive pronouns and possessive adjectives, let them watch avideo, , http://www.youtube.com/watch?v=CWxrJI_Tna8 entitled, Whose Puppy is it?

Take not of how the sentences were constructed.

It is mine.It is mypuppy

It is yours.It is yourpuppy.

It is his.It is hispuppy.

It is hers.It is herpuppy.

It is ours.It is ourpuppy.

Guide Questions:a. Do the highlighted words modify another word?b. How do we call possessives that are being followed by a noun and modify it?

Have a follow-up discussion regarding possessive pronouns.
http://www.youtube.com/watch?v=CWxrJI_Tna8http://www.youtube.com/watch?v=CWxrJI_Tna8


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Activity 13. Generalization:

Let the students watch the video,http://www.youtube.com/watch?v=zj1D92SnsDs,entitled,Cycle 2, Possessive Pronouns andAdjectives Song

Let the students complete the following line:

Activity 14.

Online Exercise 1: http://www.myenglishpages.com/site_php_files/grammar-exercise-possessive-pronouns.php#.UsjUaGHFb7E

This activity will help the students see the difference between a possessive pronoun and a possessive adjective.

Online Exercise 2: http://www.softschools.com/quizzes/grammar/possessive_pronouns/quiz436.html

Independent Practice 1:Answer Activity Sheet No. 1 about Possessive Forms of Nouns and Possessive Pronouns (K and P).

We use possessive pronouns to__________________________________
http://www.youtube.com/watch?v=zj1D92SnsDshttp://www.youtube.com/watch?v=zj1D92SnsDshttp://www.youtube.com/watch?v=zj1D92SnsDshttp://www.youtube.com/watch?v=zj1D92SnsDshttp://www.myenglishpages.com/site_php_files/grammar-exercise-possessive-pronouns.php#.UsjUaGHFb7Ehttp://www.myenglishpages.com/site_php_files/grammar-exercise-possessive-pronouns.php#.UsjUaGHFb7Ehttp://www.softschools.com/quizzes/grammar/possessive_pronouns/quiz436.htmlhttp://www.softschools.com/quizzes/grammar/possessive_pronouns/quiz436.htmlhttp://www.myenglishpages.com/site_php_files/grammar-exercise-possessive-pronouns.php#.UsjUaGHFb7Ehttp://www.youtube.com/watch?v=zj1D92SnsDshttp://www.youtube.com/watch?v=zj1D92SnsDshttp://www.youtube.com/watch?v=zj1D92SnsDs


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GS ENGLISH DEPARTMENT ACADEMIC YEAR 2013-2014

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Activity 15.Philippine Literature is a reflection of how imaginative Filipinos are. Below is a legend that was handed down by ourforefathers.

How Butterflies Came To BeThere once lived an old woman who tended a fine flower garden by the shore of a lake. The fisherfolk who lived in a nearby

village loved her dearly, and would often visit her to exchange their fish for lovely flowers.

They somehow knew there was something magical about her, for her house seemed mysteriously bright at night (no, shedidn't have any electricity), and some even saw a few dwarfs assisting what appeared to be a beautiful young woman... but only atnight, never during the day.

One time, a young couple visited the village. They were proud and hated anything ugly.

They chanced upon the old woman's flower garden at the edge of the lake, and entered it to gather some bouquets. The oldwoman asked them to leave, but instead of obeying, the young man and woman made fun of her because they found her ugly.

To punish them, the old woman touched them with a cane and said that since they like only beautiful things, they will beturned into the most beautiful insects.

So the next time you see two lovely butterflies hovering near some flowers, you'll remember that haughty young couple.

Viloria, Manuel. How Butterflies Came To Be. Accessed [January 17,2013]. Available fromhttp://folktales.webmanila.com/folktales/animals/?butterflies

After the students read the selection, ask them to identify some of the elements of the story (setting, characters and conflict),the moral and the part of the story where Philippine culture was reflected.

Activity 16. Identifying Adjectives

Let the students locate the different adjectives in the story. Then, answer the questions that follow.

a. What does each describing word modify?
http://folktales.webmanila.com/folktales/animals/?butterflieshttp://folktales.webmanila.com/folktales/animals/?butterflies


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b. Do the describing words add sensory image to the noun being described? Or do they just point out the nouns beingdescribed?

Have a follow-up discussion about adjectives on Unit 2, Lesson 5, pages 2-3/10

Activity 17. Generalization

In pairs, ask the students to work on another version of the story by changing the adjectives that they have identified. They may referto the list of adjectives below.

Appearance

adorableadventurousaggressive

alertattractiveaveragebeautifulblue-eyedbloodyblushingbrightcleanclearcloudy

colorfulcrowdedcutedarkdrabdistinctdullelegantexcited

AppearanceContd.

glamorousgleaminggorgeous

gracefulgrotesquehandsomehomelylightlongmagnificentmistymotionlessmuddyold-fashioned

plainpoisedpreciousquaintshinysmoggysparklingspotlessstormy

Condition

aliveannoyingbad

betterbeautifulbrainybreakablebusycarefulcautiouscleverclumsyconcernedcrazy

curiousdeaddifferentdifficultdoubtfuleasyexpensivefamousfragile

ConditionContd.

impossibleinexpensiveinnocent

inquisitivemodernmushyoddopenoutstandingpoorpowerfulpricklypuzzledreal

richshysleepystupidsupertalentedtametendertough

Feelings (Bad)

angryannoyed

anxiousarrogantashamedawfulbadbewilderedblackblueboredclumsycombative

condemnedconfusedcrazy, flipped-outcreepycrueldangerousdefeateddefiantdepressed

Feelings (Bad)Contd.

grumpyhelpless

homelesshungryhurtillitchy

jealousjitterylazylonelymysteriousnasty

naughtynervousnuttyobnoxiousoutrageouspanickyrepulsivescaryselfish


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fancyfilthy

strangeuglyugliestunsightlyunusual

wide-eyed

frailgiftedhelpfulhelplesshorrible

important

uninterestedvastwanderingwildwrong

disgusteddisturbeddizzydullembarrassed

enviousevilfiercefoolishfranticfrightenedgrieving

soretenseterribletestythoughtless

tiredtroubledupsetuptightwearywickedworried

Feelings (Good)

agreeableamusedbravecalmcharmingcheerfulcomfortablecooperativecourageousdelightfuldetermined

eagerelatedenchantingencouragingenergeticenthusiasticexcitedexuberantfairfaithful

Feelings (Good)Contd.

happyhealthyhelpfulhilarious

jollyjoyouskindlivelylovelyluckynice

obedientperfectpleasantproudrelievedsillysmilingsplendidsuccessfulthankful

Shape

broadchubbycrookedcurveddeepflathighhollowlownarrowround

shallowskinnysquaresteepstraightwide

Size

bigcolossalfatgiganticgreathugeimmenselargelittlemammothmassive

miniaturepetitepunyscrawnyshortsmalltallteenyteeny-tinytiny

Sound

cooingdeafeningfaintharshhigh-pitchedhissinghushedhuskyloudmelodicmoaning

mutenoisypurringquietraspyresonantscreechingshrillsilentsoft

Time

ancientbriefEarlyfastlatelongmodernoldold-fashionedquickrapid

shortslowswiftyoung


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fantasticfinefriendlyfunnygentle

gloriousgood

thoughtfulvictoriousvivaciouswittywonderful

zealouszany

squealingthunderingvoicelesswhispering

Taste/Touch

bitterdeliciousfresh

juicyripe

rottensaltysourspicystalestickystrongsweettarttastelesstasty

thirstyflutteringfuzzygreasygrubbyhardhoticyloose

Taste/TouchContd.

meltednutritiousplasticpricklyrainy

roughscatteredshaggyshakysharpshiveringsilkyslimyslipperysmoothsoft

solidsteadystickytendertightunevenweakwetwoodenyummy

Touch

boilingbreezybrokenbumpychilly

coldcoolcreepycrookedcuddlycurlydamageddampdirtydrydusty

filthyflakyfluffyfreezinghotwarmwet

Quantity

abundantemptyfewheavylight

manynumeroussubstantial

GS G S C C


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Taken from: http://www.keepandshare.com/doc/12894/adjective-list

Let the some pairs present their work and let them complete the line below.

Activity 18.

Guided Practice 1:Unit 2, Lesson 1 page 5/10 (A)Independent Practice 1: Unit 2 Lesson 1 page 5-6/10 (B and C)

Activity 19.

Challenge the students to give as many adjectives that they can to describe Percy Jackson.

Now, using at least 2 among the given adjectives, ask some students to describe Percy in a phrase.

ex. the young adventurous wizard

The use of adjectives makes a piece of writing___________________________.

GS ENGLISH DEPARTMENT ACADEMIC YEAR 2013 2014
http://www.keepandshare.com/doc/12894/adjective-listhttp://www.keepandshare.com/doc/12894/adjective-list


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After describing Percy Jackson, ask the students the following questions:a. Can you please classify each adjective that you have chosen? Specifically, what do each word describe?b. How were you able to organize the adjectives that you have chosen?

Lead the students in recognizing the sequence of adjectives and have a follow-up discussion on Unit 2, Lesson 6, pages 2-3/11

Activity 20.

Guided Practice 1: Unit 2, Lesson 6, pages 3-4/11 (A)Independent Practice 1: Unit 2, Lesson 6, page 4/11 (B)

Unit 2, Lesson 6, page 10/11 (V)

Activity 21. Present the pictures of Harry, Hermione and Ron.

Ask the students to choose an adjective that will describe the three characters and then compare them.

After giving their answers, lead them in realizing the rules on how to express comparison in terms of degree. Then, have a follow-updiscussion on Unit 2, Lesson 6, page 5/11

Activity 22. Generalization:Let some students say what they have learned by:a. Letting them watch, Schoolhouse Rock: Grammar - Unpack Your Adjectives Music Video(http://www.youtube.com/watch?v=NkuuZEey_bs)

http://www.youtube.com/watch?v=NkuuZEey_bshttp://www.youtube.com/watch?v=NkuuZEey_bs


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b. Stating a rule in forming the comparative and superlative degrees of adjectivesc. Answering this question: Where can you use your knowledge in comparing?

Activity 23 Guided Practice 1:Answer Unit 2, Lesson 6, page 6/11

Online ExercisesLet the students answer the online exercises below about identifying and using different kinds of adjectives.

http://www.myenglishgrammar.com/english/exercise-3-adjectives.htmlhttp://www.softschools.com/quizzes/grammar/adjective/quiz219.htmlhttp://www.softschools.com/quizzes/grammar/adjectives/quiz328.html

Independent Practice 1: Answer Activity Sheet No. 2 about Adjectives (K, P and U)

Activity 24 Present the short selection, Northwind and the Sun. Then, provide the definition of an adverb and let them locate theadverbs themselves. Later on, lead them in classifying each adverb by asking questions.

One morning, the Northwind and the Sun saw a man walking down a country road. He was wearing a new coat.

That young man looks very pleased with his new coat, said the Northwind. But I could easily blow it off his back if I wanted to.I dont think you could, said the Sun. But let us see who of us can take off the coat.

The Northwind began to blow hard. People had to chase after their hats. Leaves were blown helplessly from the trees. TheNorthwind blew so mightily, but it was no use. The man just pulled his coat more tightly about him.

My turn now, cried the Sun and he gave out his heat gently at first.

Insects hummed happily and flowers bloomed beautifully. The birds began to sing cheerfully. Then, the Sun shone more strongly.Soon, the man began to feel very hot.

How hot it is! he exclaimed, and he took off his coat.

Questions:

a. How can you describe the characters in the story?b. Upon knowing the definition of an adverb, locate the adverbs in the story.

http://www.myenglishgrammar.com/english/exercise-3-adjectives.htmlhttp://www.softschools.com/quizzes/grammar/adjective/quiz219.htmlhttp://www.softschools.com/quizzes/grammar/adjectives/quiz328.htmlhttp://www.softschools.com/quizzes/grammar/adjectives/quiz328.htmlhttp://www.softschools.com/quizzes/grammar/adjective/quiz219.htmlhttp://www.myenglishgrammar.com/english/exercise-3-adjectives.html


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c. What question does each adverb answer about the verb, adjective or other adverbs that it modifies?

Have a follow-up discussion about the different kinds of adverbs on Unit 3, Lesson 1 pages 4-10/18

Activity 25 Generalization

Review what adjectives are and present the poem, Mr. Adverb and Miss Adjective. Then, using a Venn diagram, let the studentscompare and contrast the two parts of speech

Mr. Adverb and Miss Adjective

were having a majorfeud.

She said telling people how and when

to do everything is rude.

Mr. Adverb totally disagreed.If she didnt workso slowly,then there would not be such a need

to tell her to work more quickly.

Oh, why dont youjust pay heed.Miss Adjective was furious.

She was just plain raving mad.You are ahorrible, crazy, bossyman.

Why do you have to be sobad?Mr. Adverb didnt understand.



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Work more carefully, cautiously, and correctly.Everything seemed so unplanned.

Arrive promptly, punctually, frequently,or, You might have to be canned.

Miss Adjective was agitated, and wanted to be free.

To be bossed around was unacceptable,

so she issued a sterndecree.

Stop bothering me at work Mr. Adverb

or I certainly will flee.Mr. Adverb didnt believe her threat.

He thought she was going mental.

She needs to think more clearly,and stop being so descriptively judgemental.Miss Adjective became anxious, annoyed, and angry

at this awfuland wickedman.

It was way past the timeto execute her daringplan.

Quickly, decisively, and bravely



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she ran defiantly out the workplacedoor.That domineering, demonicdictator

will boss her cruelly no more.

by -Christopher Rudolph

After comparing and contrasting, ask the students how the modifiers: adjectives and adverbs help one in writing.

Activity 26.

Guided Practice 1:Unit 3, Lesson 1 pages 10-14 /18 (A-E)

Activity 27Facilitate a modified charades game. 3 students will demonstrate the action that is written on the piece of paper that they have

chosen. Then, ask the students to compare the actions shown then, let them realize the rules in comparing adverbs. A discussioncan be found on Unit 3, Lesson 4, pages 3-5/12

Activity 28

Let the students watch the video, http://www.youtube.com/watch?v=kKw1j7sZni0 entitled Adverb Song. Then do the following seriesof activities.

Guided Practice 1: Unit 3, Lesson 4 page 6/12

Online Exercises 1:

http://www.myenglishgrammar.com/english/exercise-4-adverbs.html

http://www.softschools.com/quizzes/grammar/adverbs/quiz567.html

http://www.softschools.com/quizzes/grammar/adjective/quiz237.html

Independent Practice 1: Answer Activity Sheet No.3 about Adverbs.

http://www.rudolphacademy.com/contact/christopher-rudolphhttp://www.youtube.com/watch?v=kKw1j7sZni0http://www.myenglishgrammar.com/english/exercise-4-adverbs.htmlhttp://www.softschools.com/quizzes/grammar/adverbs/quiz567.htmlhttp://www.softschools.com/quizzes/grammar/adjective/quiz237.htmlhttp://www.softschools.com/quizzes/grammar/adjective/quiz237.htmlhttp://www.softschools.com/quizzes/grammar/adverbs/quiz567.htmlhttp://www.myenglishgrammar.com/english/exercise-4-adverbs.htmlhttp://www.youtube.com/watch?v=kKw1j7sZni0http://www.rudolphacademy.com/contact/christopher-rudolph


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Integration

Activity 29For the Final Output Making, divide the class into groups of four. Tell them that each student should have a part in doingthe project, writing a legend or a tale reflecting Philippine culture. To help them decide on what legend or tale to write, they will visitfamous museums in Laguna. Then, they are going to choose a thing, an artifact or a person that they has been displayed/featured in

the museum. Theirchoice will be thesubject of their creativeoutput.

In writing the FinalOutput, each group willbe given a writing plansheet. It includes:

a. Characters

Profileb. Sequence

of Events GraphicOrganizer

Then, after organizingtheir story, they will be given a template for the final output.

The students will be graded using the rubric below.

Making a Story Book Rubric

Group Grade

CRITERIA 4 3 2 1Main Idea Main/Topic idea is

clear.Major and minorcharacters wellestablished.

Main/Topic idea issomewhat clear.Major characterestablished andminor presented.

Main/Topic ideais not really clear.Major and minorcharacterspresented.

Main/Topic idea isnot present at all.Lacking minorcharacters.



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Organization It has well-orderedsentences(beginning, middle,and end) that keep tothe topic. It utilizes

several transitions

Sentences keep tothe topic, but theorder is weak. Itutilizes enoughtransitions.

Some parts donot keep to thetopic. It utilizes afew transitions.

Topic and story areconfusing for thereader. It lackstransitions.

Details makethe legendinteresting

Exciting details makethe reader "picture"the scene. At least 3sensory details.

Some details helpthe readerunderstand what isgoing on. It hassome sensorydetails

Details are notenough to helpthe readerunderstand thestory. It has afew sensorydetails.

No details are used.

Fluency The story hascomplete sentencesthat are varied in

style and length. Thesentencesflow together.

The story hascompletesentences that are

varied in length.Some of thesentences flowtogether.

The story hasshort completesentences. It

does not flowtogether in mostplaces.

There areincompletesentences. The

storydoes not flowtogetherat all.

Conventions It has no more thanone misspelling,no fragments or run-on sentences andcorrect capitalization,end marks

It has no morethan 3misspellings, nomore than onefragment or run-onand correctcapitalization.

It has severalmisspelling andfragments or run-on sentences;correct endmarks.

It has many spellingand sentence errors,primarily simplesentences and hasmany errors withcapitalization andend marks.

Illustrations The illustrations helppresent the plotthroughout all areasin the work.

The illustrationshelp present theplot in a majority ofareas throughoutthe work.

The illustrationshelp present theplot in only aminority of areasthroughout thework.

The illustrations donot help present theplot throughout thework.

Presentation The book is neat; theillustations arecolored and the story

The illustrationsare colored andthe story is legibly

The book is neathas few areillustrations and

The book is neat buthas no illustrations;the story is is hard to



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Individual GradeStory

CRITERIA 4 3 2 1WritingProcess

Devotes a lot of timeand effort to thewritingprocess (prewriting,drafting, reviewing,and editing) andworks

hard to make thestorywonderful

Devotes sufficienttime and effort tothe writing process(prewriting, drafting,reviewing, andediting) and gets the

job done

Devotes some timeand effort to thewriting process butisnot very thoroughanddoes just enough to

get by

Devotes little timeandeffort to thewritingprocess anddoesntseem to care

Plot Development All five areas of theplot (exposition,risingaction, climax, fallingaction, andresolution)

One of the five areasof the plot(exposition,rising action, climax,falling action, andresolution) is not

Two of thefive areas of the plot(exposition, risingaction, climax,fallingaction, and

Threeof thefive areas of theplot(exposition, risingaction, climax,falling

is legibly written. written. the story is legiblywritten.

read and understand



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are present and areclearly developed.

present and/or is notclearly developed.

resolution)are not presentand/orare not clearlydeveloped.

action, andresolution)are not presentand/orare not clearly

developed.Creativity The story contains

many creative detailsand/or descriptionsthat contribute to thereaders enjoyment.The author hasreally used his/herimagination.

The story contains afew creative detailsand/or descriptionsthat contribute to thereaders enjoyment.The author has usedhis/her imagination.

The story contains afew creative detailsand/or descriptions,but they distractfromthe story. Theauthorhas tried to usehis/herimagination.

There is littleevidenceof creativity in thestory. The authordoes not seem tohave used muchimagination.

Conventions There are few, if any,errors inusage and sentenceformation, effectiveand consistentuse of punctuation,capitalization, andspelling.

There are someerrors in usageand sentenceformationbut no systematicpattern of errors isdisplayed. There isadequate use ofpunctuation,capitalization, andspelling.

There is a frequenterrors in usagemay obscuremeaningand aninconsistency in theuse ofpunctuation,capitalization, andspelling.

The errors arefrequent andsevere andmeaning isoften obscured

http://www.readwritethink.org/files/resources/lesson_images/lesson1022/GradingRubric.pdfhttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/EnglishLanguageArtsLiteracy/ELARubrics.pdf

IllustrationCRITERIA 4 3 2 1

Drawing Process Devotes a lot oftime

Devotes sufficienttime and effort to

Devotes some timeand effort to the

Devotes little timeand

http://www.readwritethink.org/files/resources/lesson_images/lesson1022/GradingRubric.pdfhttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/EnglishLanguageArtsLiteracy/ELARubrics.pdfhttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/EnglishLanguageArtsLiteracy/ELARubrics.pdfhttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/EnglishLanguageArtsLiteracy/ELARubrics.pdfhttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/EnglishLanguageArtsLiteracy/ELARubrics.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson1022/GradingRubric.pdf


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and effort to thedrawing processand workshard to make theillustrations

wonderful

the drawingprocessand gets the

job done

drawing process but isnot very thorough anddoes just enough toget by

effort to the drawingprocess anddoesntseem to care

TheIllustrations

Support ofthe Plot

The illustrationshelppresent the plotthroughout all areasin the work.

The illustrationshelppresent the plot in amajority of areasthroughout thework.

The illustrations helppresent the plot inonly a minority ofareas throughout thework.

The illustrations DONOT helppresent the plot inonly a minority ofareas throughoutthework.

Execution ofIllustrations

Illustrations areneatand visually

pleasingthroughout theentirework.

Illustrations areneatand visually

pleasingthroughout amajorityof the work.

A few illustrationsneedmore details and

attention to visualappearance.

Most illustrationsneedmore details and

attention to visualappearance.

Style The illustrator usesline, color, andshape and selectsbest options tocreate a unifiedstyle in theillustration

The illustrator usesline, color, andshape to create astylistic look in mostof the illustration.

The illustratorconsciouslyincorporateline, color, and shapeto create a unifiedstylistic look in someof the illustration.

The illustratorneeds guidance touse line,color, and shape tocreate a unifiedstyle in anillustration.

Taken and adapted from:http://www.rcampus.com/rubricshowc.cfm?sp=true&code=U682BC&http://www.readwritethink.org/files/resources/lesson_images/lesson1022/GradingRubric.pdfhttp://isite.lps.org/lfast/web/documents/BookIllustrationRubric.pdf

Note: Each student will get 2 scores, 1 from the group score and another from their individual score. Therefore, each willget a maximum of 40 points for the project ( group score 24, individual score 16).

http://www.readwritethink.org/files/resources/lesson_images/lesson1022/GradingRubric.pdfhttp://isite.lps.org/lfast/web/documents/BookIllustrationRubric.pdfhttp://isite.lps.org/lfast/web/documents/BookIllustrationRubric.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson1022/GradingRubric.pdf


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Activity 30 Have a final answer on the Essential Questions

Activity 31 Administer the post test

grade 6 lasallian learning module 3

Documents