English
Quarter 1 – Module
6
English – Grade 6
Alternative Delivery Mode
Quarter 1 – Module
First Edition, 2021
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Published by the Department of Education
Secretary:
Undersecretary:
Assistant Secretary:
Development Team of the Module
Authors: Jonnel M. Ferrer, Rosalyn R. Padolina
Editor: Jonnel M. Ferrer, Rosalyn R. Padolina
Reviewers: Lucy G. Perez, Juanita G. Pantolla, Josephine S. De Ocampo,
Marilyn J. Santiago, Myrna M. Espiritu
Illustrator: Jonnel M. Ferrer, Rosalyn R. Padolina
Layout Artist: Jonnel M. Ferrer, Rosalyn R. Padolina
Management Team: Jennifer C. Tubello
Printed in the Philippines by Schools Division of Las Piñas City
Department of Education – Schools Division of Las Piñas City
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6
English
Quarter 1 – Module
Fun in Reading
This instructional material was collaboratively developed and reviewed
by educators from public schools. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education at action@deped.gov.ph.
We value your feedback and recommendations.
Department of Education • Republic of the Philippines
1
Introductory Message
For the facilitator:
Proficient reading and comprehension skills are the keys to accomplish success. Reading
skills lead a learner to interact and gain meaning from written language. Learning to read is
about listening and understanding what is printed on the page. It makes a difference to
learners' educational performance. Reading can be a fun and imaginative time for children
which open doors to all kinds of a new world for them. Without reading and comprehension
skills, children will struggle to grow academically as reading is the foundation of all academic
subjects.
This module presents a new paradigm to meet the needs of 21st-century learners. It is
anchored on a holistic approach in developing the New Most Essential Learning
Competencies in English to increase learners' grammar and comprehension awareness,
enhance vocabulary management skills and explore real-life tasks and situations.
To the parents:
As parents, you play a vital role in educating your child’s life. You are your child’s first teacher.
Beginning at birth, you help provide the support and stimuli that children need to begin to
make sense of the world. By talking to and interacting with your child, you help build the
uniquely human gift and cognitive tool of language.
Reading books and playing with your child are all activities that help build a positive attitude
towards language and literacy. By supporting the development of your child’s early language
skills, you also fostering a love of reading before and after children start their formal schooling.
Since we are facing the social and economic effects of the coronavirus pandemic at present,
now is the perfect time for you, parents, to make your home a school and act as a teacher to
your child. After all, a good education always begins at home.
For the learner:
Welcome to a new journey of discoveries and exploration! This module is designed to expose
you to a world of imagination, showing that nothing is impossible in this world. By reading this
module, you begin to have a better understanding of a topic that interests you and build a
more solid foundation for communication. Eventually, you will learn how to develop and
perform reading comprehension skills, knowledge, and experiences to become competent
and enthusiastic readers. Have a wonderful learning adventure
2
What I Need to Know
This module is designed and written as a learning guide. The lessons per quarter are all
presented to achieve proficiency in the domains of learning. With this module, all activities
are carefully chosen to tailor fit the interest of learners and instill in them the sense of
diversity and sensitivity. The scope of this module permits it to be used in many different
learning situations. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with the
textbook you are now using. The learner is expected to be a proficient language reader,
ready to compete globally and meet the needs of the 21st-century learners.
The module is divided into four lessons, namely:
• Lesson 1 – Real or Make-believe, Fact or Non-Fact
• Lesson 2 – Visual Media
• Lesson 2A- Finding meaning of Visual Media
• Lesson 3 – Making Connections
After going through this module, you are expected to:
• Identify real and make-believe . fact or non-fact images
• Identify the values suggested in the visual media
• Make Connections between information viewed
experiences
and
personal
3
What I Know
Before we begin with the lesson, let us find out how well you know
about real and make-believe, fact, and non-fact. Read the sentence and identify if it is
real or make-believe. Circle the correct answer.
1. The hay was stacked in the barn.
Real
Make – believe
2. The farmer planted pizza and hamburger.
Real
Make-believe
3. The chicken laid golden eggs.
Real
Make-believe
4. The newborn calf walked with wobbly feet.
Real
Make-believe
5. Horses sat on the couch and watched TV.
Real
Make-believe
6. The president signed the Anti-Terrorism Act of 2020.
Fact
Non-Fact
7. Since no one is around, my pet bird opened the door.
Fact
Non-Fact
8. There is an increasing number of COVID 19 cases.
Fact
Non-Fact
9. She spent a long time watching K drama.
Fact
Non-Fact
10. They think that alcohol is more effective than hand sanitizer.
Fact
Non-Fact
4
Lesson
1
Real or Make-believe
Fact or Non-fact
After you go through this lesson, you are expected to:
1. Identify real or make-believe, fact or non-fact images.
What’s New
Real (fact) things exist, and we can see, hear, feel, taste, or touch them.
A fact is a thing that is known to be consistent with objective reality and can be
proven to be true with evidence.
Make believe (non-fact) is when something cannot happen in real life
because it doesn't actually exist. It a state of mind in which you pretend to
believe that conditions are real, esp. because that reality would be more pleasant
than the actual one.
Examples of Real (Fact) Image
1.
Corona virus spreads easily.
2. Former President Noynoy Aquino
died at the age of 61.
https://tinyurl.com/pres1511
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Examples of Make-believe (Non-Fact) Image.
1. At the end of the rainbow is a pot of
gold.
https://tinyurl.com/potrainbow
2. Dumbo, the elephant, fly high in
the sky.
https://tinyurl.com/dumbo22
What is It
In this lesson, you will meet engaging activities and exercises that will help
you identify real or make-believe, fact or non-fact images. Fasten your seatbelt and
be ready for your first learning adventure!
What’s More
DIRECTIONS: Identify if the image is real or make-believe. Circle it.
Real
Make-believe
Real
Make-believe
1.
https://tinyurl.com/alljasmin
2.
6
Real
Make-believe
Real
Make-believe
Real
Make-believe
3.
https://tinyurl.com/halfhorse
4.
https://tinyurl.com/mayon12
5.
What I Have Learned
Real is a fact which has been proven correct. A fact is a thing that is known
to be consistent with objective reality and can be proven to be true with evidence.
Make believe (non-fact) is when something cannot happen in
real life because it doesn't actually exist. Make- believe is a non-fact
which is considered not true or provable; opinion or falsehood.
7
What I Can Do
Activity 1
DIRECTIONS: Write fact or non-fact on the blank for each sentence.
__________1. The president has a meeting with his cabinet members.
__________2. My sister stayed up several nights to watch the Korean
Series Crashlanding on You.
__________3. The paper on the table jumped from one person to another.
__________4. There was no one in the house so my pet cat cooked for us.
__________5. I found 100-peso bill on the street.
Assessment
Activity 1
DIRECTIONS: Cross out the word or phrase that makes the sentence a
make- believe.
1. I can jump too high that I can reach the sky.
2. The sun winked at me.
3. My grandfather slept for thousand years.
4. The dog put on a silly dress.
5. The pink elephant drank water.
8
Additional Activities
ENRICHMENT/ADDITIONAL ACTIVITIES:
Directions: Sort the following sentences as to real or make-believe. Write the
number of the sentence that corresponds to your answer the correct column.
1. Raul met a monster in the woods.
2. She cried so much that her tears form a river.
3. Mother prepared a delicious food for our dinner.
4. Most people are now fully vaccinated.
5. Superman flies above the sky.
6. She is so hungry that she can eat a horse.
7. There is a decrease in the number of COVID cases.
8. President Duterte encouraged all the people to be vaccinated.
9. Jia rubbed her ring and the genie appeared
10. The giant carried a house in his right hand.
Real
Make-Believe
9
Lesson
2
VISUAL MEDIA
What I Need to Know
As you go through the lesson, you are expected to:
1. Identify the values suggested in visual media.
What’s In
DIRECTIONS: Write H if you feel happy about the picture and S if you are sad.
1___________
2____________
4.__________
5._________
3____________
6.________
10
What’s New
Visual-something (such as a graphic) that appeals to the sight and is used for effect
or illustration.
Visual Media- are sources of information in the form of visual representations.
These can be:
➢ Sources of data or information in the form of visual representation
➢ may be abstractions, analogues, rough illustrations, or digital
reproductions of objects
➢ require the interpretation of the data
➢ sources may be hosted on the internet, printed in publications, displayed
through broadcast media, or otherwise disseminated
➢ generally available or citable as stable or traceable future references
Visual media helps readers classify and comprehend information because
they can develop their own perception of the content and avoid misinterpretation.
Examples: Power Point, Overhead projector, White Board, Paper
Hand Outs Flip Charts, Videos, Artifacts/Props
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What is It
In this lesson, you will meet engaging activities and exercises that will help
you identify the values suggested in the visual media. Fasten your seatbelt and be
ready for your first learning adventure
What’s More
DIRECTIONS: Write the correct visual media being described. Choose from the box.
white board
hand-outs
video
flipchart power point
1.
My teacher in English presents a ___________when she discusses to us the
lesson about visual media.
2.
Lorna writes the output of their group activity on the _______.
3.
Mrs. Oreto uses __________when discussing lesson in Math.
4.
We will watch a ___________about Greenhouse effect.
5.
Our teachers always provide ________so that we will have something to
review on.
What I Have Learned
Visual Media- are sources of information in the form of visual
representations. These can be abstractions, analogs, rough
illustrations, or digital reproductions of the objects.
12
Visual media can be used in any subject matter especially presenting texts
through visuals such as data presented through graphs, tables and illustrations
like pie chart and project these through power point presentations.
Visual message design is a visual media designed to convey message or
information effectively by considering criteria in doing visual media.
Visual media is a colloquial expression used to designate things like tv. movies,
photography, painting and so on.
What I Can Do
Activity 1
Directions: Underline the word inside the parenthesis that identifies
the values suggested in visual media.
1. A great way to communicate something to an audience is
through (power point, flipcharts, videos)
2. Visual aids such as (photographs, white board, video) help
display information concisely and help the audience retain the
information after the event.
3. One of the advantages of visual media is (gets the attention
of the participants, easier to lose focus, participant might pay
attention to the graphics)
4. (Easier to remember, easier to explain, easier to lose
focus) is a disadvantage of visual media.
5. Visual media messages are conveyed in a variety of
formats except (advertisement, photographs, text, radio).
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Activity 2
Directions: Write VM if the sentence is visual media and NVM if not.
__________1. Lorna is watching news on the latest update of Covid-19.
__________2. She is using power point presentation for her report in EPP.
3. My baby sister can’t sleep without music.
4. Because of the ECQ, Mario and the siblings watched
videos the whole day.
_____
5. Chef Dante cooked pastries to sell in the market .
Assessment
Directions: Put a check (/) for visual media and X for non-visual media.
_____1. Cellular phones
_____2. Advertisement
_____3. house
_____4. Streamers
_____5. radio
_____6. Newspaper
_____7. Headphones
_____8. Handouts
_____9. Paintings
_____10. Cooking
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Additional Activities
Directions: Study the infographic and answer the questions that follows.
https://tinyurl.com/12preventcovid19
1. What is the infographics all about?
__________________________________________________
2. How can you prevent covid 19?
__________________________________________________
3. What do you think is the best way to avoid covid 19?
__________________________________________________
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Lesson
2A
FIND THE MEANING OF
VISUAL MEDIA
What I Need to Know
As you go through the lesson, you are expected to:
Find/interpret the meaning of visual media.
What’s In
Directions: Study the picture and answer the questions that follow.
https://tinyurl.com/vaccineeditorial
1.
What is the picture all about?
__________________________________________________
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2.
What is the first thing that captures your interest?
________________________________________________
3.
What is the gender of the person in the picture?
________________________________________________
4.
What do you think is the work of the person?
___________________________________________________
5.
What message does the picture want to convey?
_____________________________________________
What’s New
Directions: Study the picture and answer the questions based on your own
interpretation
https://tinyurl.com/12patientdoctor
1. What does the image show?
_________________________________________________________
2. Where do you think the location is?
_________________________________________________________
3. What catches your eye first?
_________________________________________________________
4. What do you think are they talking about?
_________________________________________________________
5. What is the main message of the image?
_________________________________________________________
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What is It
Visual media helps readers classify and comprehend information
because they can develop their own perception of the content and avoid
misinterpretation.
Three types of visual media
1. Images are visual representation of something: such as: a likeness of an object
produced on a photographic material
a picture produced on an electronic display (such as a television or computer
screen
2. Videos is an electronic medium for the recording, copying, playback, broadcasting, and
display of moving visual media.
3. Infographic is (a clipped compound of "information" and "graphics") are graphic visual
representations of information, data, or knowledge intended to present information
quickly and clearly. They can improve cognition by utilizing graphics to enhance the
human visual system's ability to see patterns and trends.
What’s More
Directions: Study the picture and answer the questions that follow.
https://tinyurl.com/update621
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1. How many people received at least one dose of any vaccine?
___________________________________________________________
2. How many people were vaccinated with a single dose vaccine?
___________________________________________________________
3. How many people were vaccinated with two dose vaccines?
____________________________________________________________
4. How many were fully vaccinated?
_____________________________________________________________
5. What is the source of this data update?
______________________________________________________________
What I Have Learned
Remember this!
Visual media helps readers classify and comprehend information
because they can develop their own perception of the content and avoid
misinterpretation.
Three types of visual media
1. Images are visual representation of something: such as: a likeness of an object
produced on a photographic material
a picture produced on an electronic display (such as a television or computer
screen
2. Videos is
an
electronic medium
for
the
recording,
playback, broadcasting, and display of moving visual media.
copying,
3. Infographic is (a clipped compound of "information" and "graphics") are graphic
visual representations of information, data, or knowledge intended to present
information quickly and clearly. They can improve cognition by utilizing graphics
to enhance the human visual system's ability to see patterns and trends.
19
What I Can Do
Activity 1
Directions: Identify the type of visual media used in the following
descriptions. Write Im for images, Vd for videos and In for Infographics.
_____1.
https://tinyurl.com/covi1219
_____2.
https://tinyurl.com/scence123
_____3.
_____4.
https://tinyurl.com/bakuna123
_____5.
https://tinyurl.com/spman1234g
20
Assessment
Directions: Interpret the meaning of the visual media based on your own understanding.
Choose the letter of the correct answer.
1. This infographic shows_____
a. how to prevent covid 19
b. how to use hand sanitizer safety of children
https://tinyurl.com/preventcov19123
2. The event is a
a. Birthday Party
b.
Singing Contest
https://tinyurl.com/birthday1012
3. The image shows the player is
a. shooter
b. Trouble
https://tinyurl.com/shootingbal12
4. The infographics remind us to
a. stay at home
b. go out
5. The image shows
a. sunrise
b. sunset
https://tinyurl.com/liners1
https://tinyurl.com/setsun12
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Additional Activities
Directions: Study the picture and answer the questions below.
https://tinyurl.com/thankyoufrontliner
What did you notice in the given picture?
_______________________________________________________________
What are the positions of characters in the picture?
_______________________________________________________________
What feelings or emotions does the picture convey?
_______________________________________________________________
22
Lesson
3
Making Connections
After you go through this lesson, you are expected to:
Make Connections between information viewed and personal experiences.
What’s In
Directions: Read the short story and answer the questions that follow.
A Bird in Distress
Mary was awakened early one morning by a soft chirping. lt was coming
from outside her bedroom window. Mary got out of bed and looked out the window.
Sitting on the ground near the house was a young robin. Many looked closely. Its
left wing was hanging limp.
Mary quickly dressed She went outside. She picked up the frightened bird.
“It’s wing is broken she thought. She held it carefully. She took it inside. First, she
fed it some water and breadcrumbs. Then, she got some bandage. She also got
some popsicle sticks. Next, she made small splints. She bandaged the small
splints against the broken wing. Afterward, she put the bird in warm box.
The little bird sat very still in the box for several days, eating and drinking
and chirping happily. On the tenth day, Mary took the splints off its wing and took
the young robin out into the warm sunshine where it sat for a few minutes and
looked around. Suddenly, without even so much as a good-bye cheep, the little
bird lifted its wings and flew away, while Mary watched feeling sad and glad at the
same time.
23
1. Who are the characters in the story?
________________________________________
2. What kind of girl is Mary?
________________________________________
3. How did Mary help the bird?
_______________________________________________________________
4. If you are Mary, will you help the bird?
_______________________________________________________________
5. Did you experience helping others?
_______________________________________________________________
What’s New
Directions: Read the paragraph and answer the questions that follow.
Can robots replace humans? Can they be personal servants? The fastadvancing technology will make it possible to have robots as personal servants
someday. They will look and behave much like real humans. They will respond to us
as we talk to them. They will even more accurate in some tasks and faster in doing
other tasks. Amazingly, the robots of the future will be able to learn from experience.
They will be smart, strong, and untiring workers whose only goal will be to make our
lives easier.
1. What is the paragraph all about?
________________________________________________________
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2. Have you read some paragraph regarding robots?
_________________________________________________________
3. How will you relate the paragraph you read from the passage you have read
before? ___________________________________________________
4. In your opinion, what will be the effect of robots to yourself and to the world?
_________________________________________________________
What is It
Making Connections
- Is a strategy that can assist you in making meaning from a text; something you have
seen on TV, about how the information you are reading connects to other familiar text
and the world works that goes far beyond your own personal experiences.
- You can connect your background knowledge to the text you are viewing. You can
comprehend better when you actively think about and apply your knowledge of the
book's topic, your experiences, and the world around you.
Text-to-text is a connection between texts. Sometimes when reading, readers are
reminded of other things that they have read, other books by the same author, stories
from a similar genre, or perhaps on the same topic. These types of connections are
text-to-text connections. Readers gain insight during reading by thinking about how the
information they are reading connects to other familiar text. "This character has the
same problem that I read about in a story last year," would be an example of a text-totext connection.
25
Example: The main character of this story is the same from the story I read before.
*This is an example of text-to-text because there is connection from the text for the two
stories.
Text-to-self connections are highly personal connections that a reader makes
between a piece of reading material and the reader's own experiences or life. An
example of a text-to-self connection might be, "This story reminds me of a vacation in
my father’s ancestral house.
Example: I remember my elementary days as I read this story.
*This is an example of a text-to-self because there is connection between the text and
to your own experience.
Text-to-world connections are the larger connections that a reader brings to a reading
situation. We all have ideas about how the world works that goes far beyond our own
personal experiences. We learn about things through television, movies, magazines,
and newspapers. Often it is the text-to-world connections that teachers are trying to
enhance when they teach lessons in science, social studies, and literature. An example
of a text-to-world connection would be when a reader says, "I saw a program on
television that talked about things described in this article."
Example: She read from the news that there is an increased number of individuals who
have received vaccine for Covid 19.
*This is an example of text-to-world because there is a connection between the text and
the real scenario in the world.
26
What’s More
Activity 1
Directions: Read the sentence and write if it is text to self, text to text, or text to
world.
___ 1. What does this remind me of in my life?
___ 2. What does this remind me of in another book I’ve read?
___ 3. What does this remind me of in the real world?
___ 4. Are there similarities/differences in radio news?
___ 5. What were my feelings when I read this?
Activity 2
Directions: Read the short story.
Lost and Found
Billy was a lovely boy, but he had a big problem. Billy was always
forgetting things! Every day it was the same problem. On Monday he forgot his
homework, so he got in trouble from his teacher. On Tuesday he forgot his
school bag, so he had to carry all his things around in a plastic bag. On
Wednesday he forgot his sports clothes, so he had to miss out on the sports
lesson at school. On Thursday he forgot his shoes, so he had to go to spend
all day in bare feet, which of course caused all the other kids at school to laugh
at him. On Friday he forgets his permission slip to go to the pool for swimming
lessons, so he had to stay back and help the principal do jobs. Billy decided it
was time to make change. He was sick and tired of always forgetting things
and getting into trouble and missing out on all the fun. He started writing notes
and sticking them on the fridge ever day as soon as he got home from the
school, with all the things he needed to remember for the next day. Each
morning he checked the list and made sure he had everything he needed. It
worked! From that day forward Billy never forgot anything again. Until next
Friday, of course, when he forgot to write on the note!
27
From the story you read (Lost and Found), Make two connections between the
text and your own life.
1._______________________________________________________________
________________________________________________________________
2._______________________________________________________________
________________________________________________________________
Activity 3
From the story you read (Lost and Found), Make two connections between the
text and the real world.
1._______________________________________________________________
________________________________________________________________
2._______________________________________________________________
________________________________________________________________
What I Have Learned
Making connections to
Text to text is connection between texts. Sometimes when reading, readers
are reminded of other things they have read, other books by the same author,
stories from a similar genre, or perhaps on the same topic.
Text to self-connections-are highly personal connections that a reader
makes between a piece of reading materials and the reader's own experiences or
life.
Text to world connections are the larger connections that a reader brings to
a reading situation. We all have ideas about how the world works that goes far
28
beyond our own personal experiences. We learn about things through television,
movies, magazines, and newspapers.
What I Can Do
Read the story and do what is asked.
The Legend of the Lizard
Long ago, there was a mother who loved her only son deeply. She was a pious woman and
her son imitated most of her good deeds, which were many. Her son was good at heart, but
young. The woman knew that he still had much to learn before he could fully adopt saintly
ways.
God decided to test this young son’s piety and love for his mother. He sent a beautiful
woman to capture the young man’s eager heart. The beautiful woman urged the son to keep
their meetings a secret from his mother, and though it pained the boy to do so, for he never
kept secrets from his mother, he obeyed. But the real challenge had not yet been failed.
The beautiful woman beguiled the boy so that she was able to make him promise that
he would do anything she asked. She therefore asked that he should – if he loved her as truly
as he declared – cut out his mother’s heart and bring it to her. The young man, blinded by
love, dutifully slaughtered his beloved mother. It was exactly six o’clock in the evening, and
his mother was reciting the Angelus then. He held the still-beating heart in his hands as he
rushed to where he knew the girl stood waiting. But when he got to their meeting-place, the
girl was not there. Nothing was there – save for the realization of what he had done. The
heart still beat, though it tarried long in the hands of the prodigal son. And then it began to
speak. In his shock, the boy dropped the heart, and it fell into a crack in the ground.
"Are you in pain, my child?" the mother’s heart inquired. "Let me sing you a lullaby, to
soothe you to sleep." The heart softly started singing, as lovingly as its owner would have
done. And in the son’s remorse he fell flat on his belly and kissed the ground that the heart
lay on. The boy was so filled with guilt and grief that he did not notice himself changing,
growing smaller, losing all his hair and clothing so that he was a tiny web-footed thing, that
kissed and kissed at the ground as if begging for someone’s forgiveness.
At exactly six o’clock every night, when the Angelus strikes, the lizard comes down
from the walls of the house, and crawls down to the floor, where it would make slight ticking
sounds like quick kisses. It has been said that the lizard has not yet redeemed itself in its own
eyes, and that with its tiny ears it could hear an ancient beating, and a lullaby that does not
end.
29
Directions: After reading a story, write about how the story is similar or different from
your own life by using the questions in the chart.
In the story
In my life
1. What does this remind me of my life?
Discuss what is happening in the story.
_________________________________
_________________________________ 2. How is this similar to in my life?
_________________________________ _____________________________
________________________________
3. How is different from my life?
________________________________
Assessment
Activity 1
Directions: Read the short article and fill in the chart that follow.
The virus that causes COVID-19 is mainly transmitted through droplets generated when an infected
person coughs, sneezes, or exhales. These droplets are too heavy to hang in the air, and quickly fall on
floors or surfaces.
You can be infected by breathing in the virus if you are within proximity of someone who has COVID19, or by touching a contaminated surface and then your eyes, nose or mouth.
Coronavirus disease (COVID-19) is an infectious disease caused by a newly discovered
coronavirus.
Most people who fall sick with COVID-19 will experience mild to moderate symptoms and recover without
special treatment.
To prevent the spread of COVID-19:
Clean your hands often. Use soap and water, or an alcohol-based hand rub.
Maintain a safe distance from anyone who is coughing or sneezing.
Wear a mask when physical distancing is not possible.
Don’t touch your eyes, nose or mouth.
Cover your nose and mouth with your bent elbow or a tissue when you cough or sneeze.
Stay at home.
30
How is the article connected:
To me
To community
To the world
Activity 2
Directions: Read the Legend of Pineapple and make a connection.
The Legend of the Pineapple
The Legend of the Pineapple is a folktale about a young girl named Pina. She
was., without a doubt the most spoiled child her village had ever seen. When
her mother grew ill, Pina could not be bothered to help, even though her mother
only asked her to boil some rice. Pina claimed she couldn't find the ladle. Her
frustrated mother made wish that Pina would grow a thousand eyes so she
could see the ladle. Pina disappeared and the neighbors had to help her
mother get well. Her mother searched for Pina, but couldn’t find her. Finally, her
mother found a large round fruit growing with a thousand unseeing eyes Her
mother took the seeds from the trait and grew a lot of them, then gave them to
the people in the village This was the first and only generous thing Pina had
ever done for anyone else.
Make Connections (The Legend of Pineapple)
Text to self
What does this remind me in my life?
_________________________________________________________
How is the story related to my life?
__________________________________________________________
How is this story different to my life?
__________________________________________________________
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Text to Text
This story is similar to the story of__________________________________________
Text to world
What does this remind me of the real world?
____________________________________
How is this similar things that happen in the real
world?_______________________________________
Additional Activities
ENRICHMENT/ADDITIONAL ACTIVITIES
Directions: Recall news clips, articles, stories, and poems you have read. Then fill in
the chart.
When I read...
It made me think of...
This is a...
Text-to-self connection
Text-to-book connection
Text-to-world connection
Text-to-self connection
Text-to-book connection
Text-to-world connection
Text-to-self connection
Text-to-book connection
Text-to-world connection
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Key to correction
Fact or Non-Fact
What I can do
Activity 1
1.
2.
3.
4.
5.
powerpoint
video
gets the attention of the participants
easy to remember
radio
Assessment
Activity 2
1.
2.
3.
4.
5.
A
A
A
A
B
Additional activities
Answers may vary
MAKING
CONNECTIONS
What’s new
#1-4 – answers may vary
What’s more
Act. 1
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
VM
VM
NVM
VM
NVM
What I know
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
/
/
X
/
X
/
X
/
/
x
Additional Activities
Make -believe
Real
Make-believe
Real
Real
What I can do
1.
2.
3.
4.
5.
Fact
2. Fact
Non-fact
Non-fact
Fact
Assessment
1.
2.
3.
4.
5.
Answers may vary
Lesson 2A
What’s in
#1-5 - answers may vary
Real
Make-believe
Make-believe
Real
Make -believe
Fact
Non-fact
Fact
Fact
Non-fact
What’s more
Activity 1
1.
2.
3.
4.
5.
Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Text to self
Text to text
Text to world
Text to world
Text to self
Act. 2
Answers may vary
Act. 3
What’s new
Answers may vary
I can reach the sky
winked
slept for thousand years
put on a silly dress
pink elephant
Additional Activities
Real
3 4
7
8
Make-believe
1
6
2
9
5
10
#1-5 – answers may vary
What I can do
What’s more
Answers may vary
#1-5 – answers may vary
Assessment
Act. 1 – answers may vary
Act. 2 – answers may vary
Additional Activities
Answers may vary
VISUAL MEDIA
What’s In
1.
2.
3.
4.
5.
6.
What I can do?
1.
2.
3.
4.
5.
In
Vd
Im
Vd
Im
H
S
H
S
H
H
What is it
1.
2.
3.
4.
5.
powerpoint
whiteboard
flipchart
video
hand-outs