PWG-6-5e_specialQRcode.pdf

PROGRESSIVE
CLASSROOM
ENGAGEMENT
WEEKLY
LEARNING PLAN
HOTS Guide
on
with

2 2
Phoenix Publishing House came out with the Weekly Learning
Plan (WLP) on Progressive Classroom Engagement with HOTS
Guide in response to the progressive expansion of face-to-face classes.
The WLP complies with the minimum requirements set in DepEd Order
No. 17, s.2022 and aligns with the prescribed indicators in DepEd
Memorandum No. 30, s.2022 or the School Safety Assessment Tool.
The WLP is also aligned with the ESC-PEAC standards on determining
activities based on the A-M-T concept.
The WLP provides direction and guidance for both classroom- and
home-based activities. It contains strategies that develop the students’
higher-order thinking skills (HOTS) and fill in learning gaps to ensure
a smooth transition from distance to classroom-based instruction. It is
a guide provided to teachers to help them facilitate engaging face-to-
face classes in the new normal. It could also be given to the students
or the learning coach/parent to extend the instructional time and
lead them in accomplishing learning tasks independently at home.
Formative activities and summative assessments are emphasized to
ensure mastery of the learning competencies. At the end of each unit,
the students will accomplish a transfer task that will serve as their
culminating activity to measure how well they understood the lessons
in a quarter.
Ultimately, the WLP on Progressive Classroom Engagement with
HOTS Guide aims for mastery for Filipino students as they navigate
their way and hurdle challenges in the new normal of Philippine
education.

3
DEFINITION OF TERMS
Elements in the WLP Description
Transfer Goal
It states what the students should know and apply in order to use or transfer the knowledge, skills, and abilities acquired in the lessons in the
quarter.
Content Standards These are what the students are expected to know and understand per the DepEd requirement.
Performance Standards
These are what the students are expected to be able to do (on their own) after mastering all the skills (presented as learning competencies) per
the DepEd requirement.
Grade Level Standards It states the academic expectations for a specific grade level or grade span.
Lessons
Each lesson is specified with the lesson number and title for easy reference to the textbook. The prescribed total number of days covered in
each lesson is also indicated.
MELC-based Learning
Objective
This is the learning competency (see Learning Competencies) or the skill in the lesson that the students have to practice independently and
ultimately master. There may be more than one objective (learning competency) in a lesson.
Classroom-based
Activities
These are the activities the teacher engages with the students to help the latter master the learning competency/ies. The teacher will facilitate
these activities that provide the students opportunity to master the learning competencies.
Home-based Activities
These are activities to be done by the students at home with the help of an adult (i.e. parents, siblings, tutor, etc.). These activities complement
the school-based activities and extend the students’ instructional time at home for them to master the skills (learning competencies) very well.
Assessments
DIAGNOSTIC – This is a “test” or an activity administered by the teacher before an actual lesson. This is for the teacher to determine how much
the students and how many of them already know the content/s of the lesson still to be taken up or engage with. This helps the teacher adjust
his/her strategies to respond to the students’ different proficiency levels relative to the learning competency/ies. Diagnostic activities are noted
in the Activities column.
FORMATIVE – This is a “test” or an activity given to students for the teacher to assess how much the students have understood the lesson
(both content/s and skill/s). This is to “form” the students toward mastery of the competency/ies, and is usually given within instructional time
or after the lesson. This “test” is not graded because it is intended to help the child or “form” the student.
SUMMATIVE – This is a test or an activity administered usually at the end of the unit or set of learning competencies to determine how much
the students have understood the lesson (both content/s and skill/s). This test or activity is graded and forms part of the students’ grade for the
quarter.
Transfer Activity
This performance activity is the application or reflection of what and how much the student has learned from the unit. It requires the student
to be able to do the activity on his/her own, and this is graded under Performance. Parents and tutors are not allowed to do the activity them-
selves but only to assist the student in his/her performance.
Rubric for the
Transfer Activity
This table informs the student (and the parents/tutors) on what the teacher expects of the student’s performance or output of the activity under
Transfer Activity. Basically, this table tells how the student’s performance or output is graded.

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Weekly Learning Plan on Progressive Classroom Engagement with HOTS Guide
The Phoenix World of Grammar Series Fifth Edition
Grade 6 Quarter 1
Writers: Carol Fermin-Vacunador and Marie Danica Cardenas
Transfer Goals
The students will be able to independently use their learning to:
1. Organize thoughts quickly and logically
2. Speak orally and fluently using the mechanics of speech
3. Perform an impromptu and extemporaneous speech confidently
4. Persuade others to do good things
5. Develop excellent communication skills through debate
6. Analyze and resolve issues intelligently
7. Make sound argumentation and reasoning without being hostile
8. Express themselves in a complete thought
9. Express their appreciation to their parents and teachers who play an important role in their development
10. Publish a story about everyday occurrences using different kinds of sentences
11. Match the story with pictures to create a vivid scenario for the readers
12. Take care of the environment
13. Emphasize the actions that need to be done using verbs
14. Raise awareness to save animals especially the endangered ones through a video campaign
Content Standard
The students demonstrate mastery of basic skills in English language arts; communicate appropriately,
fluently and accurately orally and write for a variety of purposes in different social and academic contexts at
their level while carrying out real-life tasks necessary to cope with the demands of a functionally literate and
competent local, national, and global citizens.
Performance Standard
The students should be able to construct meanings
and communicate them using creative, appropriate, and
grammatically correct oral and written language.
Grade Level Standards: The students listen critically; communicate feelings and ideas orally and in writing with a high level of proficiency; and read various text types materi-
als to serve learning needs in meeting a wide range of life’s purposes.

5
Lesson 1: Impromptu Speech Number of Days: 6
Enduring Understandings
1. Fluency and the right amount of confidence are some of the hallmarks of an effec-
tive speaker.
2. Persuasion is power—use it to promote the greater good.
Essential Questions
1. What makes an effective speaker?
2. How should the power of persuasion be used?
MELC-based
Learning
Objective
Classroom-based Activities Home-based Activities
Assessments
Discipline/Values
Integration
Formative/
Feedback
TWE
Page
Refer-
ence
Summative
TWE
Page
Refer-
ence
Use the
appropriate oral
language, stance,
and behavior
when giving
information,
instructions,
making
explanations, and
narrating events
in factual and
personal recounts
EN7OL-II-g-2.6.2
EN7OL-III-b-3
Time allotment: 2 days
1. Start the day by answer-
ing some questions from
the previously given exit
slips. Explain the impor-
tance of these slips. Ask
the students to share with
the class what they have
learned about an impromp-
tu speech in one sentence.
(SELF SMART)
2. Using one of the methods
learned in making and
delivering an impromptu
speech, let them do the
activity in Focus. Let the
students practice the sug-
gested topics before deliv-
ering the final impromptu
speech. Tell them that they
will be given six minutes
to prepare and speak.
(WORD SMART, HOTS –
Applying)
Sample prompts:
a. A good friend is…
b. If I could only do one
thing in my life, I would
like to…
1. During your online
class, your teach-
er will ask you
to answer some
questions from the
previously given exit
slips. Then, share
with the class what
you have learned
about an impromp-
tu speech in one
sentence.
2. Using one of the
methods learned in
making and deliv-
ering an impromptu
speech, do the
activity in Focus.
3. Practice with the
suggested topics
before delivering
the final impromptu
speech. You will be
given six minutes to
prepare and speak.
(WORD SMART,
HOTS – Applying)
Time allotment: 2
days
Your teacher has
prepared a jar of topics/
issues. Using the
given methods, draw
a topic or prompt from
the jar and deliver an
impromptu speech.
Go online and search
for videos of impromptu
speeches. Watch the
videos carefully and
then discuss with your
seatmate the insights
you gained from
the videos you have
watched. You may
be guided by these
questions.
a. Did you observe
the tips you have
learned in this
lesson from the
speaker?
b. What particular
tips/guidelines did
he/she show?
3
(Days
4 to 6)
3
(Days
4 to 6)
Time allotment: 2
days
Following the given
criteria, deliver an
impromptu speech on
any of the following
topics. Choose one.
1. The country’s
event I remember
most this year is...
2. If I could be presi-
dent for a day, I’d...
3. Of the five senses,
my favorite is...
4. If I played a role
in a TV show, I’d
play...
5. If I were an author,
I would write
about...
Transfer Performance
Task and Unit Test
4
(Days
4 to
6)
13
and
14
(Day
25)
• Being confi-
dent in public
speaking

6 6
3. Lead them to work on
Enrich Language Use, then
discuss with a partner the
insights they have gained
from the viewed material.
Encourage sharing in class
afterward. (ICT)
4. For further practice, lead
the students to Perform.
Allot ample time for their
speech as well as a brief
processing of the activity.
(WORD SMART)
5. When everyone has already
delivered their speeches,
ask: How does delivering
an impromptu speech
improve our speaking and
oral presentation skills?
Allow sharing from the stu-
dents until they realize that
delivering an impromptu
speech encourages us to
think quickly and logically,
even in the presence of
pressure and constraints.
Deepen this through the
idea in Don’t Forget. (VI,
HOTS – Understanding)
6. Check for understanding
by asking the students to
accomplish Check Your
Progress. Accommodate
questions, especially from
students who checked the
second box in C. (SELF
SMART)
Sample prompts:
a. A good friend
is…
b. If I could only do
one thing in my
life, I would like
to…
4. Record your
output and sub-
mit it through any
file-sharing app
or through your
school’s learning
management sys-
tem. (ICT, DI)
5. Afterward, work on
Enrich Language
Use. Using any
video-conferencing
app, discuss with a
partner the insights
you have gained
from the viewed
material. Sharing of
insights will be done
during your next
online class. (ICT,
DI)
6. Then, prepare for a
summative activity.
Refer to Perform.
This may be pre-
sented prerecord-
ed or live during
your online class.
(WORD SMART,
ICT, DI)
c. Is the speaker
effective? Why do
you say so?
d. What did you learn
from the videos?

7
7. Wrap up the lesson by
allowing the students to
share with the class their
takeaways from the dis-
cussions and activities that
transpired in the lesson.
7. When everyone has
already delivered
their speeches,
you will answer
this question: How
does delivering an
impromptu speech
improve our speak-
ing and oral pres-
entation skills?
8. After the sharing
of insights, you will
realize that deliver-
ing an impromptu
speech encourages
us to think quickly
and logically, even
in the presence
of pressure and
constraints. Deepen
this through the idea
in Don’t Forget.
(VI, HOTS – Under-
standing)
9. Check your own
progress by ac-
complishing Check
Your Progress.
(SELF SMART)
10. To wrap up, share
with the class your
takeaways from the
discussions and
activities that tran-
spired in the lesson.

8 8
Lesson 2: Extemporaneous Speech Number of Days: 7
tive speaker.
Essential Questions
MELC-based
Learning
Objective
Assessments
Discipline/Values
Integration
Formative/
Feedback
TWE
Page
Refer-
ence
Summative
TWE
Page
Refer-
ence
Identify the
purpose, key
structural and
language features
of various types
of informational/
factual text
EN6RC-IIIa-3.2.8
1. Start the lesson by asking
again what an impromptu
speech is. Then, tell the stu-
dents that they will be learn-
ing another kind of speech
similar to an impromptu
speech.
2. On the board, post or draw
a Venn diagram. One circle
is labeled “Impromptu,”
while the other is labeled
“extemporaneous.” Have
the students write the char-
acteristics and/or features
of impromptu speaking in
the circle labeled “Im-
promptu.” Then, as the les-
son progresses, ask some
students to fill in the circle
labeled “Extemporaneous.”
(WORD SMART)
3. Start talking about extempo-
raneous speech using the
notes in Break In. Empha-
size how it is different from
an impromptu speech. For
an interactive discussion,
tap on what students may
know by asking them to
share it through oral recita-
tion.
class, you will be
learning another
kind of speech that
is almost similar
to an impromptu
speech. (ICT)
2. Draw a Venn dia-
gram. One circle is
labeled “Impromp-
tu,” while the other
is labeled “extem-
poraneous.” Write
the characteristics
and/or features of
impromptu speaking
in the circle labe-
led “Impromptu.”
Then, as the lesson
progresses, fill in
the circle labeled
“Extemporaneous.”
(WORD SMART)
3. Refer to Break In.
Your teacher will
emphasize how
it is different from
impromptu speech.
Time allotment: 2
days
Use the guide below
to make an outline
as preparation for
your extemporaneous
speech.
1. Write your topic in
a complete sen-
tence.
2. State your extem-
poraneous speech
topic in a state-
ment or question
form. The state-
ment or question
should catch the
attention of your
audience. Give a
brief explanation of
the statement or a
brief answer to the
question.
3. Think of three pos-
sible main points
of the topic. You
will have to defend
these main points
by citing factual
data or evidence.
These main points
6
(Days
7 and
8)
Time allotment: 2
days
Choose one topic below
and be able to deliver
your speech after twenty
minutes of preparation.
1. Should students
be allowed to bring
cell phones and
tablets to school?
2. Should violent car-
toons be banned
in our country?
3. Is our country the
best place to be?
4. Do celebrities
make for bad role
models?
Unit Test and
Performance Task
7
(Days
10 to
12)
13
and
14
(Day
25)
• Persuading oth-
ers to do good
Compare and
contrast content
of materials
viewed to
other sources
of information
(print, online and
broadcast)
EN7VC-IV-c-15
Use the
appropriate oral
language, stance,
and behavior
when giving
information,
instructions,
making
explanations, and
narrating events
in factual and
personal recounts
EN7OL-II-g-2.6.2
EN7OL-III-b-3

9
4. For further discussion, you
may let the students scan
the code on page 6 of the
worktext to view Learning
Chart 2. (ICT)
5. After the discussion, let
them work on Focus. Have
some students present
their work in class after-
ward.
6. Raise EQ1: What makes
an effective speaker? Elicit
answers and lead them
to EU1: Fluency and the
right amount of confidence
are some of the hallmarks
of an effective speaker.
(HOTS – Understanding)
7. Now that extemporane-
ous speech has already
been discussed, let some
students finalize the Venn
diagram you provided at
the start of the lesson. Allot
ample time for a brief dis-
cussion of their responses.
(WORD SMART)
8. For further practice, ask
the students to write down
relevant political, social,
and environmental issues
on strips of paper. Gath-
er all the strips of paper
and place them in a fish
bowl or any container.
Then, have a few students
choose a topic and talk
about it. (WORD SMART,
SELF SMART, NATURE
SMART)
4. Scan the code on
page 6 of the work-
text to view Learning
Chart 2. (ICT)
5. After the discussion,
work on Focus.
6. Answer EQ1: What
makes an effective
speaker? Share
your answers with
your classmate and
realize EU1: Flu-
ency and the right
amount of confi-
dence are some of
the hallmarks of an
effective speaker.
(HOTS – Under-
standing)
7. Now that extempo-
raneous speech has
already been dis-
cussed, finalize the
Venn diagram you
made at the start of
the lesson. (WORD
SMART)
8. For further practice,
choose a topic on
relevant political,
social, and envi-
ronmental issues
and talk about it.
(WORD SMART,
SELF SMART, NA-
TURE SMART)
9. After the activity,
share insights on
what transpired.
(WORD SMART)
are your points for
arguments. Not
knowing the facts
will affect how your
audience will react
to your speech.
Consider the
advantages and
disadvantages and
the pros and cons
based on facts so
that the audience
will be able to
analyze and reflect
on the contents of
your speech.
Form a group of six
members. Search online
for an emerging social
or political issue to
talk about. Construct
a closed or an open
question about the issue.
1. Organize your
outline.
2. You are given
twenty minutes to
work on your argu-
ments and pieces
of evidence. You
may go to the
library for your
references.
3. Appoint a team
member to deliver
the extemporane-
ous speech.
4. Take note of the cri-
teria for evaluation
in your worktext.
6
(Day
9)

10 10
9. After the activity, ask the
students to share insights
on what transpired. Ask if
they have enough knowl-
edge about the topics and
what they can do to be
more knowledgeable about
them. (WORD SMART,
10. Assign Enrich Language
Use as homework. Inform
them of the criteria for
evaluation (refer to page 7
of the worktext). (DI)
11. Have students present
their output in Enrich
Language Use. Afterward,
tell them that what they did
was only a preparation for
another task.
12. Lead the students to
Perform. Tell them to use
what they have learned in
preparing and delivering an
extemporaneous speech.
In the time the students will
be given to prepare, allow
them to go to the library or
use the Internet to look for
information that will support
their speech, which should
then persuade others to
take in consideration their
stance or share their belief.
(DI, ICT, HOTS – Creating)
10. Enrich Language
Use will be as-
signed as home-
work. (DI)
11. Next meeting, pres-
ent your output in
Enrich Language
Use.
12. Refer to Perform.
You may go to the
library or use the
Internet to look for
information that
will support your
speech, which
should then per-
suade others to take
in consideration
their stance or share
their belief. (DI, ICT,
HOTS – Applying)
13. After the summative
activity, you will be
asked to answer
EQ2: How should
the power of per-
suasion be used?
Share your thoughts
that might be similar
to EU2: Persuasion
is power—use it to
promote the greater
good. Refer to
Don’t Forget. (VI,
HOTS – Under-
standing)
14. Check your own
performance
in Check Your
Progress. (SELF
SMART)

11
13. After the students’ per-
formances, raise EQ2:
How should the power
of persuasion be used?
Ask some to share their
thoughts until they reach
EU2: Persuasion is pow-
er—use it to promote the
greater good. Wrap up
the sharing using Don’t
Forget. (VI, HOTS – Un-
derstanding)
14. Assess their understanding
as you have the students
answer Check Your
Progress. Accommodate
questions, if there are any.
(SELF SMART)
15. Wrap up the lesson by
allowing the students to
share with the class their
takeaways from the dis-
cussions and activities that
transpired in the lesson.
(SELF SMART)
15. Share with the class
your takeaways from
the discussions and
activities that tran-
spired in the lesson.
(SELF SMART)

12 12
Lesson 3: Debate Number of Days: 6
tive speaker.
Essential Questions
MELC-based
Learning
Objective
Assessments
Discipline/Values
Integration
Formative/
Feedback
TWE
Page
Refer-
ence
Summative
TWE
Page
Refer-
ence
Make connections
between
information
viewed and
personal
experiences
EN6VC-IVd-1.4
1. Start the lesson by asking
the students if they have
learned how to speak flu-
ently and articulately as they
delivered their impromp-
tu and extemporaneous
speeches. Then tell them
that in today’s lesson, they
will learn yet another type
of public speaking whereby
they are able to persuade
others through sound
arguments to tap on their
schema about a debate.
(WORD SMART)
2. Ask them if they have
experienced watching a
live debate contest in their
school or on television. Ask
about their observations
of the speakers. For those
who have not, ask them if
they have any idea on what
happens during a debate.
class, you will learn
another type of pub-
lic speaking where-
by you are able to
persuade others
through sound ar-
guments – debate.
(ICT)
2. Share your ideas
or observations of
the speakers in a
debate.
3. Watch a video of
students’ debate.
Share your obser-
vations afterward.
Share what have
you noticed regard-
ing the structure,
mechanics, partic-
ipants, etc. (ICT,
HOTS – Remem-
bering)
4. Refer to the discus-
sion text in Break
In. Focus on the last
paragraph on page
8 of the worktext.
(WORD SMART)
Time allotment: 2
days
Group yourselves
into teams of seven.
Research the following
issues or topics
using different media
(Internet, encyclopedias,
magazines, and more).
Communicate with each
other via the prescribed
platform. You will be
given two days to do the
task.
• Are video games
getting better or
worse?
• Should the use of
gadgets be limited
after online school
hours?
• Should homework be
banned?
10
(Days
15 to
17)
Time allotment: 2
days
Choose one topic below
and be able to deliver
your speech after twenty
minutes of preparation.
1. Should students
be allowed to bring
cell phones and
tablets to school?
2. Should violent car-
toons be banned
in our country?
3. Is our country the
best place to be?
4. Do celebrities
make for bad role
models?
Performance Task and
Unit Test
7
(Days
10 to
12)
13
and
14
(Day
25)
• Disagreeing
without being
disagreeable
Recognize
evaluative word
choices to
detect biases
and propaganda
devices used by
speakers
EN6LC-
IIIb-3.1.12
Use correct
and appropriate
multimedia
resources when
orally giving
information,
instructions,
making
explanations and
narrating events
in personal or
factual recounts
EN7OL-IV-e-3.10

13
Use the
appropriate oral
language, stance,
and behavior
when giving
information,
instructions,
making
explanations, and
narrating events
in factual and
personal recounts
EN7OL-II-g-2.6.2
EN7OL-III-b-3
3. Show a video of a students’
debate (look for one that is
appropriate for their grade
level). Ask students to share
their observations afterward.
Ask questions about what
they have noticed regarding
the structure, mechanics,
participants, etc. (ICT,
HOTS – Remembering)
4. Discuss the fundamen-
tals and objectives of the
debate using the notes in
Break In. Zero in on the
last paragraph on page 8
of the worktext as you hone
their understanding of the
lesson. (WORD SMART)
5. Briefly tap on students’
schema on the terms
affirmative team and
negative team. Direct their
attention to the discussion
text explaining the terms
you previously elicited the
meanings to. Also, highlight
the tips provided to prepare
the students for future activi-
ties/tasks. (WORD SMART)
6. Hone their understanding
as you let the students scan
the code on page 10 of the
worktext to view Learning
Chart 3. (ICT)
7. End by telling the class that
on the following day, they
will be doing a predebate
activity.
5. Recall the terms
affirmative team and
negative team. Read
the discussion text
explaining the terms
you previously elicit-
ed the meanings to.
Also, browse the tips
provided to prepare
you on your future
activities/tasks.
(WORD SMART)
6. Now, scan the code
on page 10 of the
worktext to view
Learning Chart 3.
(ICT)
7. On the following day,
you will be doing a
predebate activity.
8. Refer to Enrich
Language Use.
9. As you present your
work, your teacher
will give feedback so
you can use these
pointers to prepare
for a real debate.
(WORD SMART,
PEOPLE SMART)
10. Answer this ques-
tion: How does
debate affect its
participants and its
audience? Your an-
swers will lead you
to: Debate sharpens
our ability to argue
and reason soundly
and to analyze and
resolve issues intel-
ligently. (VI, HOTS
– Understanding)
Each group presents the
research data during the
online class. The rest of
the class give their views
or stand on the issues
presented by answering
these guide questions:
• What information in
the report can you
connect to your own
experience?
• What specific ideas
or events in the
report can you con-
nect to something
that you have read
before? Elaborate the
information you have
retained in your mind
about them.
• What information in
the report can you
connect to what the
world is currently
facing?

14 14
8. Start by giving directions
about the predebate
activity that will transpire
as explained in Enrich
Language Use. (WORD
SMART, PEOPLE SMART)
9. As the students present
their work, make sure to
give feedback so they
can use these pointers to
prepare for a real debate.
(WORD SMART, PEOPLE
SMART)
10. When everyone has already
presented, raise: How does
debate affect its partici-
pants and its audience?
Probe them until they get
to: Debate sharpens our
ability to argue and reason
soundly and to analyze and
resolve issues intelligently.
(VI, HOTS)
11. Ask the students about
their experience during the
predebate activity. Tell them
that they will now engage in
a real debate as discussed
in Perform. Give them
ample time to prepare and
research. Explain that they
will follow the debate format
they have learned. Provide
a rubric for scoring. (DI,
HOTS)
11. Refer to Perform.
You will be given
ample time to pre-
pare and research.
(DI, HOTS)
12. Read the idea pre-
sented in Don’t For-
get. Talk about other
forms of debate that
you see in Philip-
pine society— balag-
tasan, etc. These
forms of exchange
of ideas are just as
valid as a debate,
and more impor-
tantly, these, like a
debate, are impor-
tant in resolving
issues without using
hostility or violence.
(VI, WORD SMART)
13. Check your learn-
ing through Check
Your Progress
to assess your
understanding of
the lesson. (SELF
SMART)

15
12. Wrap up the discussion
by talking about the idea
presented in Don’t Forget.
Talk about other forms of
debate that they may see in
Philippine society— balag-
tasan, etc. Explain that
these forms of exchange of
ideas are just as valid as a
debate, and more impor-
tantly, these, like a debate,
are important in resolving
issues without using hostility
or violence. (VI, WORD
SMART)
13. Have the students answer
Check Your Progress to
assess their understanding
of the lesson.
14. Ask the students to work
on their unit culminating
performance task.
15. Each student will prepare
his/her extemporaneous
speech for the given ques-
tion, as a young environ-
mentalist as the situation
says. (WORD SMART)
16. They will research waste
segregation and other relat-
ed topics in the library or on
the Internet. (ICT, HOTS –
Applying)
17. As part of the scaffolding
activities, the students will
use the outline in making an
extemporaneous speech,
so it will be easier for them
to organize their ideas and
apply the important points
tackled. (WORD SMART)

16 16
18. Once they have organized
and polished their work,
they will deliver their extem-
poraneous speech about
participating in efforts to
save the environment.
Make sure to provide feed-
back and suggestions (if
any) on their performance.
Encourage the class to
give constructive criticisms
to each other as well.
(WORD SMART, HOTS –
Applying)
Lesson 4: Parts of a Sentence Number of Days: 7
1. A good sentence clearly expresses a message.
2. Organization of ideas affects how people interpret a statement.
Essential Questions
1. What gives a sentence its complete thought?
2. Why should a person always consider the form of his/her sentences?
MELC-based
Learning
Objective
Assessments
Discipline/Values
Integration
Formative/
Feedback
TWE
Page
Refer-
ence
Summative
TWE
Page
Refer-
ence
Make connections
between
information
viewed and
personal
experiences
EN6VC-IVd-1.4
1. Allow the students to share
what they have watched
about our water resources.
Ask how this condition
affects the livelihood of our
fisherfolks. Ask the students
if they have ever gone on a
fishing trip. (ICT, HOTS –
Remembering)
class, share what
you have watched
about our water
resources and how
this condition affects
the livelihood of our
fisherfolks. You may
also share if you
have ever gone on
a fishing trip. (ICT,
HOTS –Remember-
ing)
Time allotment: 2
days
Draw a slash (/) mark
between the complete
subject and the
complete predicate in
each sentence.
Encircle the simple or
compound subject in
each sentence.
Box the simple or
compound predicate in
each sentence.
17
(Days
3 and
4)
17
(Days
3 and
4)
17
(Days
3 and
4)
Time allotment: 2
days
Work in a group of five
members. As a group,
write a story inspired
by real or make-believe
ideas or images. Include
the basic elements of a
short story. Use simple
and compound subjects
and predicates. You
can present your story
during the online class or
prerecorded storytelling
of the story. You may
encode your work or
use a document-sharing
platform to complete this
task.
19
(Days
16
and
17)
• Appreciate
God’s creation.
Compose clear
and coherent
sentences using
appropriate
grammatical
structures
(verb tenses,
conjunctions,
adverbs)
EN6G-Ig-4.4.1

17
2. Ask the following process
questions:
a. How did you feel
when you were not
able to catch any fish?
If students have not
experienced it yet, elicit
insights from them on
what they expect or
imagine this would be
like.
b. In your own little way,
how can you help
preserve our water
resources such as the
lakes and rivers? (VI,
HOTS – Remembering)
3. Pose EQ1: What gives
a sentence its complete
thought? Do not elicit an-
swers yet. (HOTS – Under-
standing)
4. Let the students read the
paragraph about a fishing
trip in Break In. You may
ask for a volunteer to read
the story aloud. Then,
provide them the questions
you posed about saving
water resources. Instill in
them the importance of
water resources and its im-
pact if the current situation
worsens.(WORD SMART,
PICTURE SMART)
2. Answer the following
questions:
a. How did you feel
when you could
not catch any
fish? If students
have not
experienced it
yet, elicit insights
from them on
what they expect
or imagine this
would be like.
b. In your own
little way, how
can you help
preserve our
water resources
such as the
lakes and rivers?
(VI, HOTS –
Understanding)
3. Ponder on EQ1:
What gives a sen-
tence its complete
thought? (HOTS –
Understanding)
4. Read the paragraph
about a fishing trip
in Break In. Realize
the importance of
water resources
and their impact if
the current situation
worsens. (WORD
SMART, PICTURE
SMART)
Look at the images
below. On the first line,
identify if these are real
and nonfact images.
Then, on the next lines,
write sentences based
on the indicated kind of
subject and predicate.
Write a journal entry
about real or make-
believe ideas that inspire
stories. Use simple and
compound subjects and
simple and compound
predicates correctly.
Share your journal
entry with the class.
Then, upload it in your
e-journal.
Write a blog about your
favorite story. Give a
summary of the plot and
talk about the characters
in the story. Explain why
people should read this
story. Use simple and
com-pound subjects and
predicates.
17
(Days
3 and
4)
19
(Day
5)
19
(Day
5)
Unit Test
27
and
28
(Day
17)

18 18
5. Let the students study each
sentence in the paragraph
and ask them to divide
each sentence according
to parts. Based on this,
expound on the parts of a
sentence using the discus-
sion note in the worktext.
During the discussion,
analyze their answers and
rectify any misconception.
(WORD SMART)
6. End by giving exit slips and
instructing them to write
their answers to EQ1: What
gives a sentence its com-
plete thought? Lead them
as they form responses
that may be similar to EU1:
A good sentence express-
es a message. (WORD
SMART, HOTS – Under-
standing)
7. Review the previous
session by asking them to
share their responses to
EQ1. Guide them to EU1:
A good sentence clearly
expresses a message.
8. Let the class raise their
concerns about the topic.
Then, you may allow other
students to answer the
question. Clarify if there is
any misconception.
9. Ask the students to answer
Focus A to Focus D for re-
inforcement. Process their
answers for each activity.
You may let them work on
these independently or with
a partner.
5. Study each sen-
tence in the para-
graph and divide
each sentence
according to parts.
Based on this, your
teacher will expound
on the parts of a
sentence using the
discussion note in
the worktext. (ICT,
WORD SMART)
6. Write your answers
to EQ1: What gives
a sentence its
complete thought?
Your responses may
be similar to EU1: A
good sentence ex-
presses a message.
(WORD SMART,
HOTS – Under-
standing)
7. Share your respons-
es to EQ1.
8. Answer Focus A to
Focus D for rein-
forcement. You may
opt to let work on
these independently
or with a partner.
(WORD SMART)
9. Then, scan the code
in your worktext.
(ICT)
10. If time still permits,
you may go to your
respective groups
and start planning
your performance
task. (PEOPLE
SMART)

19
as you let the students
scan the code in their
worktext. (ICT)
11. If time still permits, you
may allow the students
to go to their respective
groups and start planning
their performance task.
(PEOPLE SMART)
12. You may start the session
by asking about the result
of their initial meeting for
their performance task.
13. Review what a journal entry
is by presenting an exam-
ple through a PowerPoint
presentation or any of your
preferred applications. (ICT)
14. Use this to review the class
about the parts of a sen-
tence.
15. Focus on Enrich Lan-
guage Use A. They are to
correctly use simple and
simple and compound
predicates. Allot ample time
for this activity. Then, let the
students share their journal
entries with the class and
upload them to their e-jour-
nal afterward. The sharing
of their output can be a
group activity.
11. During your virtual
class, review what
a journal entry is
through a Power-
Point presentation
prepared by your
teacher. (ICT)
12. This may also be a
review of the parts
of a sentence.
13. Focus your at-
tention to Enrich
Language Use A.
Then, share your
journal entries
with the class and
upload it to your
e-journal afterward.
(ICT)
14. Enrich Language
Use B will be your
homework. You may
share your output
with the class next
meeting. (ICT,
WORD SMART,
HOTS)
15. Share your insights
about what you
have learned from
the previous lesson.
(HOTS – Under-
standing)
16. Realize the impor-
tance of our water
resources as em-
phasized in Don’t
Forget. (VI)
17. Answer Check Your
Progress.

20 20
16. You can assign the blog
writing activity in Enrich
Language Use B as
homework so students
can apply what they have
learned about simple and
predicates. You may opt
to let some students share
their output with the class
next meeting. (ICT, WORD
SMART, HOTS)
17. You may ask for the stu-
dents’ insights from the
previous lesson. (HOTS –
Understanding)
18. For the last activity of the
lesson, ask the students
to form groups of five as
you lead them to work on
the activity in Perform. As
a group, give them time
to read the instructions.
Then, process as a class
to determine if they have
understood the directions.
(ICT, HOTS – Understand-
ing)
19. You may allow the students
to go to the library or the
computer room to research
their chosen place and
create their own e-post-
card. Encourage them to
be creative as they design
their e-postcard. (ICT,

21
20. Before sending their output
to their friends, conduct a
sharing activity in class.
21. Reiterate the importance of
our water resources as em-
phasized in Don’t Forget.
(VI)
22. End the lesson by asking
students to answer Check
Your Progress. You may
use their answers to gauge
if they have understood the
lesson.
Lesson 5: Kinds of Sentences according to Form Number of Days: 5
1. A good sentence clearly expresses a message.
2. Organization of ideas affects how people interpret a statement.
Essential Questions
1. What gives a sentence its complete thought?
2. Why should a person always consider the form of his/her sentences?
MELC-based
Learning
Objective
Assessments
Discipline/Values
Integration
Formative/
Feedback
TWE
Page
Refer-
ence
Summative
TWE
Page
Refer-
ence
Compose clear
and coherent
sentences using
appropriate
grammatical
structures
(verb tenses,
conjunctions,
adverbs)
EN6G-Ig-4.4.1
1. Recall the previous session
by asking the students to
share what they have written
in their notebooks about the
sentence structure of the
dialogue.
2. Since you have assigned
them to read about the
kinds of sentences accord-
ing to form in advance,
you may ask the class to
validate their classmates’
responses through pair
discussion. (DI)
class, recall the
previous session by
sharing what you
have written in your
notebook about the
sentence structure of
the dialogue. (ICT)
2. Your teacher will
facilitate the discus-
sion in the worktext.
Make sure that you
know how to identify
the independent and
dependent clauses.
(WORD SMART,
ICT)
Time allotment: 1 day
Classify each sentence
according to form. Write
S for simple sentence; C
for compound sentence;
CX for complex
sentence; and CC for
compound-complex.
Combine the sentence
pairs to form the indicated
kinds of sentences
according to form. You
can rearrange or add
words in the sentences to
make them sound better.
23
(Days
9 and
10)
23
(Days
9 and
10)
Time allotment: 2
days
Your parents and
teachers strived hard
to give you the best
education you could
get despite the current
situation. As a form of
appreciation, you are
going to create a comic
book about them. You
have to include different
kinds of sentences
according to form in
making your comic book.
25
(Days
11 to
16)
• Being resource-
ful in gathering
information
• Arts – Making
a comic strip

22 22
3. Proceed with the discussion
in the worktext. Make sure
that the students know how
to identify the independent
and dependent clauses.
(WORD SMART)
4. Pose EQ2 again: Why
should a person needs to
consider the form of a sen-
tence? Elicit answers from
the class and check if they
align with EU2: Organiza-
tion of ideas and/or words
affects how one interprets a
statement. (HOTS – Under-
standing)
5. Before you let them apply
what they have learned
through the exercises
provided, elicit sample sen-
tences from the students
that show the four kinds
of sentences according to
form. You may do this by
letting students add details
to a simple sentence a
classmate will provide.
This may be done in triads.
(WORD SMART)
6. Let the students answer Fo-
cus A to Focus C. Review
the difficult items based on
the results as you check
their answers as a class.
as you let the students scan
the code in their worktext.
3. Ponder on EQ2: Why
should a person
need to consider the
form of a sentence?
Your answers may
lead you to EU2: Or-
ganization of ideas
and/or words affects
how one interprets a
statement. (HOTS –
Understanding)
4. Answer Focus A to
Focus C. (WORD
SMART)
5. Then, scan the code
in your worktext.
(ICT)
6. Answer Enrich
Language Use
to strengthen your
understanding of
the topic. You may
create your sen-
tence train on a
bond paper. (WORD
SMART, DI)
7. Showcase your out-
put during your next
online class.
8. Proceed with the
activity in Perform.
(DI)
9. Before you publish
your comic book,
evaluate your
classmates’ use of
the different kinds of
sentences. (DI)
Study each sentence.
Identify the clauses
used. Underline the
independent clause
once and encircle the
dependent clause.
Make a sentence train
about your experiences
on the first day of your
distance learning. The
sentences to be written
in the boxes should be
related following the form
of sentences indicated.
23
(Days
9 and
10)
24
(Days
9 and
10)
You can create this
through drawing or use
online applications or
software to create a
more creative layout.
The comic book will be
featured in your school’s
literary magazine.
Unit Test
27
and
28
(Day
17)

23
8. Use Enrich Language
Use to strengthen their
understanding of the
topic. You may opt to let
the students create their
sentence train on a bond
paper. Encourage them to
be creative in their output.
(WORD SMART)
9. If the students are not able
to finish this in the class-
room, you may conduct
the sharing activity on the
following session. (WORD
SMART)
10. If you are not able to con-
duct a sharing activity of
their sentence train, allow
the students to showcase
their output. (PEOPLE
SMART)
11. Proceed with the activity in
Perform. Tell the students
that as a class, they will
make a comic book. Give
them time to read the
instructions, then determine
if they have understood the
activity. You may decide
the pairing of the class.
Then, allot ample time for
the completion of the activi-
ty. (DI, HOTS – Applying)
12. Before they publish their
comic book, let the stu-
dents evaluate their class-
mates’ use of the different
kinds of sentences. (DI)
10. Answer EQ2: Why
should a person
need to consider
the form of a sen-
tence? (HOTS)
11. Realize the moral
lesson of Unit 2
through Don’t For-
get.
12. Monitor your
progress through
Check Your
Progress.(SELF
SMART)

24 24
13. Recur EQ2: Why should a
person need to consider
the form of a sentence?
Check if their previous
responses changed or
remain unchanged. (HOTS
– Understanding)
14. Reiterate the moral lesson
of Unit 2 through Don’t
Forget.
15. Tell them to accomplish
the Check Your Progress.
Use their responses to
gauge if you still need to
clarify any misconceptions.
(SELF SMART)
Lesson 17: Classification of Verbs (Action, Linking, Helping) Number of Days: 5
1. Verbs help us manage our actions.
2. Correct subject-verb agreement leads to better comprehension.
3. Clarity is achieved when expressions are properly understood.
4. People create meaning based on what they give importance to their statements.
5. Time is of the essence in managing people’s actions and establishing meaning.
6. People should know the rules of using the progressive tenses to express ideas
clearly.
Essential Questions
1. Why should people always use verbs in communicating with others?
2. Why should people use correct subject-verb agreement when writing or speaking?
3. How can people convey their messages clearly?
4. When should people use emphasis in their statements?
5. What role does time play in communication?
6. Why should people know the rules of using progressive tenses?

25
MELC-based
Learning
Objective
Assessments
Discipline/Values
Integration
Formative/
Feedback
TWE
Page
Refer-
ence
Summative
TWE
Page
Refer-
ence
Compose clear
and coherent
sentences using
appropriate
grammatical
structures
(verb tenses,
conjunctions,
adverbs)
EN6G-Ig-4.4.1
1. Start the session by having
a recall of what students
have learned during the
past meetings. Show them
some sentence strips and
let them recognize if the
verb is action, linking, or
helping. (WORD SMART)
2. For enrichment, let them
answer Enrich Language
Use A. (DI)
3. To reinforce learning, have
them do Enrich Language
Use B. (DI)
4. Let some students present
their storyboard in class for
evaluation and appreciation.
5. Tell them that in groups, they
will write an article where
they will use action, linking,
and helping verbs. They will
take note of the mechanics
of paragraph writing. Tell
them the best article will be
featured in their school’s
newsletter. (DI, HOTS –
Applying)
1. Recall what you
have learned during
the past meetings.
Recognize if the
verb is action,
linking, or helping
in the sentences
that will be flashed
by your teacher on
screen. (ICT, WORD
SMART)
2. Then, answer Enrich
Language Use A
for enrichment. (DI)
3. Then, do Enrich
Language Use B
for reinforcement.
(DI)
4. Present your sto-
ryboard in class
for evaluation and
appreciation during
your online class.
(ICT)
Write a ten-sentence
paragraph about how to
save the environment.
Use the different kinds
of verbs that you have
learned.
Make a storyboard about
forest conservation.
Discuss the important
ideas and tips using
illustrations. Write a
caption below each
illustration. Use the
different kinds of
verbs that you have
learned. Use the online
storyboard maker that
you can access by
scanning the QR code
on page 90 of the
worktext.
98
(Days
4 and
5)
98
(Days
4 and
5)
Time allotment: 2
days
Work with your
group mates. Write
an article about soil
degradation—its effects
and preventions. Use the
different kinds of verbs.
Follow the mechanics
of paragraph writing.
Present your final copy
to the class. The best
article will be featured in
the school newsletter.
Unit Test
98
(Days
4 and
5)
157 to
160
(Day
64)
• Saving the
environment
• Science – For-
est conserva-
tion

26 26
6. Conclude by saying: “Verbs
have very important roles
to play in sentences.” Then,
ask EQ1: Why should
people always use verbs in
communicating with others?
(HOTS – Understanding)
7. Lead them to the lesson
in Don’t Forget for value
development. (VI)
8. Have the students answer
the Check Your Progress
for self-assessment. (SELF
SMART)
5. Then, in groups,
write an article
where you will use
action, linking, and
helping verbs. Take
note of the mechan-
ics of paragraph
writing. (DI, HOTS)
6. Realize that verbs
have very impor-
tant roles to play in
sentences.” Then,
answer EQ1: Why
should people
always use verbs in
communicating with
others? (HOTS –
Understanding)
7. Refer to Don’t
Forget for value
development. (VI)
8. Monitor your
progress through
the Check Your
Progress activity
for self-assessment.
(SELF SMART)
Lesson 20: Troublesome Pairs Number of Days: 3
1. Verbs help us manage our actions.
2. Correct subject-verb agreement leads to better comprehension.
3. Clarity is achieved when expressions are properly understood.
4. People create meaning based on what they give importance to their statements.
5. Time is of the essence in managing people’s actions and establishing meaning.
6. People should know the rules of using the progressive tenses to express ideas
clearly.
Essential Questions
1. Why should people always use verbs in communicating with others?
2. Why should people use correct subject-verb agreement when writing or speaking?
3. How can people convey their messages clearly?
4. When should people use emphasis in their statements?
5. What role does time play in communication?
6. Why should people know the rules of using progressive tenses?

27
MELC-based
Learning
Objective
Assessments
Discipline/Values
Integration
Formative/
Feedback
TWE
Page
Refer-
ence
Summative
TWE
Page
Refer-
ence
Make connections
between
information
viewed and
personal
experiences
EN6VC-IVd-1.4
1. Ask the students about the
little things they can do to
make their family happy.
Then, talk about the im-
portance of being able to
make time for your family.
(VI)
2. Instruct the students to
read and answer the ques-
tions that follow the narra-
tive in Break In. (WORD
SMART)
3. Ask if they can tell the
meaning of each word that
is italicized, e.g., beside
and besides. (WORD
SMART)
4. Discuss with the students
some troublesome words
and their meanings.
(WORD SMART)
5. Prepare a five-item exercise
that you can use to end the
lesson. (WORD SMART)
class, share the little
things you can do
to make your family
happy. Then, talk
about the impor-
tance of being able
to make time for
your family. (VI, ICT)
2. Read and answer
the questions that
follow the narrative
in Break In. (WORD
SMART)
3. Tell the meaning
of each word that
is italicized, e.g.,
beside and besides.
(WORD SMART)
4. Listen as your teach-
er discusses some
troublesome words
and their meanings
during your online
class. (ICT, WORD
SMART)
5. To end the lesson,
your teacher will
conduct a five-item
exercise that you
will answer. (WORD
SMART)
Recall a personal
experience and share it
with the class.
Tell the meaning of the
troublesome words.
Answer a five-item
exercise on troublesome
words.
109
(Day
18)
109
(Day
18)
109
(Day
18)
Unit Test
157 to
160
(Day
64)
• Family appreci-
ation

28 28
Transfer Activity
(Individual or Group Work)
TASK 1
You are part of YEP! (Young Environmentalists for the Philippines), a nonprofit organization that encourages youth ages nineteen and younger to
participate in educating other youth regarding the deterioration of our environment. Your group will visit a school where each of you will speak to grade
six students to persuade them to join your group and to share in its advocacy. This will be an informal gathering—the members of YEP! and the students
will have a chance to speak to small groups of sixth graders.
You will be speaking extemporaneously as you will have some time to prepare your remarks, but you will also be speaking in an impromptu
manner as you answer questions and talk to students in small, different groups. Tell them about your group, talk to them briefly about the most pressing
environmental concerns that you have discovered, and share with them how these concerns affect and will affect us.
TASK 2
The Story Mesh is a part of your school’s website where all students share their stories. They write stories about their experiences, families, friends,
and other people they encounter every day. These are published in the school’s Story Mesh.
Task:
1. Form groups of five and plan a story. Include in your plan a short description of the setting and the characters. Also, include general ideas about the
plot. (Recall the elements of a story you have learned in Reading).
2. Show your plan to the other groups for their feedback.
3. Write a story based on your plan and feedback.
4. Add pictures to match the story.
5. Use the kinds of sentences according to form in your sentences.
6. Your stories will be published in the Story Mesh.
TASK 3
You are a member of your school’s environmental organization, and you are aware of the negative impact of human activity on animals, especially
those that are endemic to the Philippines (for example, the Philippine eagle, Philippine spotted deer, Philippine freshwater crocodile, tamaraw, tarsier,
Philippine forest turtle, blue whale, dog-faced water snake, green turtle, Sulu hornbill, and giant clam) after reading several studies about it. To bring
awareness to this environmental issue and to encourage people to help your organization in the conservation of these animals, you and your group will
create a one- to two-minute video campaign that: a) contains information about human activities that harm these animals, and b) highly encourages the
viewers to help in saving them. Verbs should be used to present the information and to convince.
Your video campaign will be shown during your school’s Earth Week and will be seen by other students, faculty, staff, and some parents, who will
also vote for the most persuasive campaign. It will be evaluated based on the relevance of information presented, the use of verbs, visual appeal, correct
use of grammar, and cooperation among the members of the group. To measure cooperation, the teacher will assign one member to take note of the
participation of each member in the creation of the video.
TWE Page
Reference
Unit 1 Stage 2
Engaging Scenario
(pages 2 and 3)
Unit 2 Stage 2
Engaging Scenario
(pages 2 and 3)
Unit 5 Stage 2
Engaging Scenario
(pages 2 and 3)

29
Rubric for the Transfer Activity
TASK 1
Criteria Excellent Good Satisfactory Needs Improvement
Completeness and
Comprehensiveness
of the Speech
Speech has a catchy introduction.
The main argument of the
speech is clear. The content is
well supported, which is evident
through the sources mentioned
and documented by the speaker.
The closure is strong and
memorable.
The introduction and closing are
appropriate. The main argument is
clear and most of the claims
are well supported by multiple
sources.
The introduction and the closing
are appropriate. The main
argument is clear, although the
claims are supported only by a few
sources.
The introduction and the closing
are ineffective. There is no obvious
main argument, and the claims are
unsupported.
Eye Contact
Eye contact with audience is
consistent, which builds possible
connection with the audience.
Eye contact with audience is
sometimes lacking, although
connection with audience is not
affected.
Eye contact is inconsistent, and as
a result, connection with audience
is affected.
Eye contact is absent.
Body
Language
Body language, gestures, and
facial expressions add greatly to
the comprehension of the
message.
Body language, gestures, and
facial expressions compliment the
message.
Body language, facial expressions,
and gestures lack variety does
little to enhance the message.
Body language, facial expressions,
and gestures are minimal and
does not match the message.
Delivery
The speaker speaks clearly and
distinctly all the time with no
mispronounced words.
The speaker speaks clearly most
of the time with less than five
The speaker speaks clearly
most of the time with five to ten
The speaker often mumbles with
more than ten mispronounced
words.

30 30
TASK 2
Criteria
Text Type
(Features of a story book with pictures)
Organization
(Cohesion)
Language Use
(Grammar, kinds of sentences, spelling and
punctuation)
On Target
(5)
The reader gets a good feel for characters, setting,
problem, main events and solution. All chosen
pictures completely match text.
Transitional words and phrases are included, which
show relationships between ideas, and maintain
cohesion, i.e., text “hangs together.”
The introduction and the closing are appropriate.
The main argument is clear, although the claims
are supported only by a few sources.
4
On your
Way
(3)
The reader has some feel for characters, setting,
problem, main events and solution. Some pictures
match text.
Some use of transitional words show some
relationships between ideas.
There are some mistakes in the use of the kinds
of sentences according to form. Spelling errors
change the reader’s understanding. Correct
punctuation marks are sometimes used.
2
Starting
Out
(1)
It is difficult for the reader to get a feel for most,
if any, of story elements - characters, setting,
problem, main events and solution. Pictures do not
match the text.
Ideas are not connected. There is no understanding of sentences according
to form. Poor spelling and punctuation errors make
it impossible to understand.
TASK 3
Criteria Exemplary Satisfactory Developing Beginning
Relevance of
Information
All the information presented
are relevant to the topic and are
acquired from experts in the field
or other reliable sources such as
nongovernmental organizations.
One or two pieces of information are
relevant to the topic, but this does not
affect the essence of the work. The
creators of the campaign acquired
information from reliable sources.
Half of the information presented is
not relevant to the topic. The origin
of the information seems reliable and
valid but still needs verification.
Most of the information presented
is not relevant to the topic. The
origin of the information is highly
questionable.
Use of Verbs
Verbs were used to talk about
human activities that affect the
animals and to encourage people
to help. All these verbs were used
correctly.
human activities that affect these
to help. One to two verbs are used
incorrectly.
to help. However, three to four verbs
are used incorrectly.
animals and to encourage people to
help. However, more than five verbs
are used incorrectly.
Visual
Appeal
The video is visually appealing
and inviting. The colors, graphics,
and fonts, if any, are stylish but
not distracting and emphasize the
message of the campaign.
The video is decent. The colors,
graphics, and fonts, if any, are
presentable and are appropriate to
the message of the campaign.
The video is acceptable. The
colors, graphics, and fonts, if any,
look acceptable but do very little
to emphasize the message of the
campaign.
The elements used in the video are
inappropriate and do not emphasize
the message of the campaign.
Cooperation
All members of the group contributed
to the creation of the video.
One member did not contribute to
the creation of the video.
Two members did not contribute to
the creation of the video.
Only one member did the video.

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