ENGLISH VI

AUGUST 18, 2025, MONDAY

CALDERON- 6:45 – 7:30AM
PATERNO – 7:30 – 8:15AM

A. Content standards
-The learner demonstrates understanding of the forms and conventions of print,
nonprint, and digital materials to understand various viewing texts
-The learner demonstrates understanding of the various forms and conventions
materials to critically analyze the meaning constructed in print, non-print, and digital
materials
B. Performance Standards
-The learner applies knowledge of the various forms and conventions of print, nonprint,
and digital materials to appropriately comprehend print, non-print, film and moving
texts
-The learner applies different views of the real world to effectively interpret
(deconstruct) constructed meaning in print, non-print and digital materials
C. Learning Competency
Interpret the meaning suggested in visual media through a focus on visual elements,
for example, line, symbols, color, gaze, framing and social distance. (MELC- EN6VC-IIIf-
3.8)

I. Objectives
- Interpret the meaning suggested in visual media through a focus on visual elements,
for example,
line, symbols, color, gaze, framing and social distance.
- identify and explain how visual elements—such as line, symbols, color, gaze, framing,
and social
distance—convey meaning and influence interpretation in visual media.
- Show appreciation for the role of visual elements in shaping messages and emotional
responses in
media by expressing their insights during class discussions.

II. Learning Content

A. Topic: Interpret the meaning suggested in visual media through a focus on visual
elements, for example, line, symbols, colour, gaze, framing and social distance.
(MELC- EN6VC-IIIf-3.8)
B. References: Curriculum Guide in English K-12 , (MELC- EN6VC-IIIf-3.8)
MELC, English 6 PIVOT IV-Learner’s Material
C. Materials: charts, PowerPoint presentation
D. Focused Skill: Viewing
E. Curriculum Integration: Across-MAPEH 6-Explains the truism that design principles
still apply
for any new design (contrast of colors, shapes, and lines produces harmony)
whether done by
hand or machine (A6EL-IIIa)
Within-English 5-Distinguish among various types of viewing materials (EN5VC-Id-
6)
F. Value: Always observe politeness.

III. Learning Activities

A. Preliminary Activities:
1. Checking of Attendance
2. Checking of Assignment
3. Reading Activity
Let’s Read

Superstitions about precious stones originated during the early times. Anyone
who wore any of these stones was supposed to become strong and brave. There were
those who believed that when worn, these stones protect the wearer from fire and
lightning. Still many believed that they were supposed to bring good luck and good
fortune.

4. Review:
-What are visual elements?
-What are the most common visual elements?

5. Motivation
Direction: Choose the letter of the picture in the columns that correspond to the
suggested meaning of visual media below. Write your answers in your notebook.

______ 1. This image suggests value of distancing.

______ 2. This image symbolizes the value of obedience.
______ 3. Value of creativeness is being emphasized in this picture.
______ 4. This picture suggests the value of faithfulness.
______ 5. Value of discipline is suggested in this image.

B. Activity Proper
1. Presentation
Visual elements are any characteristics that we can see including line,
shape, direction, size, texture, color and value. Visual media as a source of data or
information in the form of visual representation may include abstractions,
analogues, rough illustrations or digital reproductions of objects. It requires the
interpretation of the data. It helps readers clarify and comprehend information
because they are able to develop their own perception of the content and avoid
misinterpretation.

2. Modelling
LINE
A line is a set of points extending in both directions. It is used to create shapes,
forms, and textures. Lines can vary in direction, length, and width.
They may be horizontal, vertical, diagonal, straight, or curved. They can
be
thick or thin.
1. Horizontal Lines
Are straight lines parallel to the horizon that move from left to right. They suggest
width, distance, calmness, and stability.
2. Vertical Lines
 Are straight up and down lines that are moving in space without any slant and are
perpendicular to horizontal lines. They suggest height and strength because they
extend towards the sky and seem unshakeable.
3. Diagonal Lines
Are straight lines that slant in any direction except horizontal or vertical. When in
use, they suggest movement or lack of stability.
4. Spiral/curve Lines
Are lines that bend and change direction gradually. They can be simply wavy or
spiral. Such lines convey the feelings of comfort and ease, as well as sensual quality
as they remind us of the human body.
5. Zigzag Line
Are series of diagonal lines joined at ends, they can convey action and excitement as
well as restlessness and anxiety Chaos, confusion, fast-moving.

Symbols – They can be used to represent ideas or concepts.

They instantly make people think of traits or message that they want to
associate with a company, group, product or service.
Color is a powerful visual element. Looking at the colors can make us feel happy,
calm and
excited. They influence emotions. Every color has a Psychological effect that a logo
designer
of photographer can use to his or her advantage. Colors create visual emotions. It holds
significance for people around the world. It is important to choose colors that best
represent the character or identity of a company, organization or service.
Gaze as one of the visual elements refers to where the figure in the image is
looking. It is a useful way to convey meaning through an image because we can see
where and how a figure is looking at something.
Framing - Framing refers to the material presentation or representation of an
object or image,
and to the actual boundaries that function not only to enclose and contain the object
but also, to
reveal it to us in a certain way.
Social Distancing - Social distance is the distance between the viewer and the
subject, how
close or far away is the subject shown.

3. Guided Practice
Choose the letters of the correct answers. Write your answers in your notebook.
1. What visual element used in this image?
a. line b. space c. distance

2. Which image symbolizes the beauty of nature?

3. In this image, what type of line is used ?

[Link] line c. horizontal line

[Link] line d. diagonal line
 4. What meaning is suggested by the rainbow colors of this image?
[Link] and happiness c. angry
[Link] d. calm

5. What visual element is portrayed in this picture?

a. shape c. distance
b. line d. symbols

4. Independent Practice
Activity 1: Copy the puzzle below in your notebook. Then, analyze and identify the
visual
elements used in the image below.

Activity 2: Identify the type of lines incorporated in the images below. Choose
your answers
from the choices bellow.
 Activity 3: Study the picture then answer the questions that follow. Write the
letter of your
answer in your paper.

1. What is the subject of the picture?

A. the sky B. the trees C. the lake D. the boats
2. How is the subject given emphasis?
A. no other object at the background
B. its color is the most attractive
C. it is framed by including objects around it
D. the dark shade of color is more appealing
3. What emotion does the picture stir up most probably among viewers?
A. boredom C. disgust
B. calmness D. sadness
4. Which of the following can be concluded after a look at the picture?
A. Many tourists are not interested in boat riding these days.
B. Many people do not want to have fun at this time.
C. Many tourists are not allowed at the boating area.
D. Boat renters are earning less these days.
5. Only four boats are with riders. What could this imply?
A. The picture was taken at this time of pandemic.
B. The picture was taken after a storm hit northern Luzon.
C. The picture was taken on a Saturday of a Holy week in 2019.
D. The picture was taken on a Monday when most people are at work.
Answer: 1. C 2. C 3. B 4. D 5. A

5. Generalization
-What are visual elements?
-What are the most common visual elements?

IV. Evaluation
Direction: Choose the letters of the correct answers. Write your answers in your
notebook.
 [Link] is the presentation of visual elements in an image, especially the placement of
the subject in relation to other objects. It can make an image more aesthetically
pleasing and keep the viewer's focus on the object/s.
a. line b. space c. framing d. distance
[Link] refers to the gap between a viewer's conscious reality and the fictional reality
presented in a work of art.
a. distance b. line c. framing d. space
[Link] is a set of points extending in both directions. It is used to create shapes, forms
and textures. It can vary in direction, length, and width. It maybe horizontal,
vertical, diagonal, straight or curved. It can also be thick or thin.
a. space b. distance c. color d. line
[Link] means to stare, suggest looking fixedly at something, to look steadily and
intently at something, especially at that which excites admiration, curiosity, or
interest: To stare with eyes wide open, as from surprise, wonder, alarm, stupidity, or
impertinence.

a. distance b. gaze c. color d. line

[Link] instantly makes people think of traits or message that they want associated with
company, group product or service. Through them, people find it easier to recognize,
identify, or recall images than texts. It can be remembered and identified with
greater ease than a thousand words describing a company.
a. space b. color c. symbol d. line

V. Assignment/Agreement
Look at the image. What do you think its suggested values or feelings?

Imagine: Picture of the bluish

water

Answer: Color blue suggests calmness, purity, peacefulness. There is also a black
color that
suggests balance and simplicity.
 ENGLISH VI

AUGUST 19, 2025,, TUESDAY

CALDERON- 6:45 – 7:30AM
PATERNO – 7:30 – 8:15AM

A. Content standards
-The learner demonstrates understanding of the forms and conventions of print,
nonprint, and digital materials to understand various viewing texts
-The learner demonstrates understanding of the various forms and conventions
materials to critically analyze the meaning constructed in print, non-print, and digital
materials
B. Performance Standards
-The learner applies knowledge of the various forms and conventions of print, nonprint,
and digital materials to appropriately comprehend print, non-print, film and moving
texts
-The learner applies different views of the real world to effectively interpret
(deconstruct) constructed meaning in print, non-print and digital materials
C. Learning Competency
Make connections between information viewed and personal experiences.

I. Objectives
- Identify key ideas and messages in visual or multimedia content and explain how
these relate to
their own experiences, thoughts, or prior knowledge.
- Making connections between information viewed and personal experiences .
- Express openness and willingness to connect personally with visual media by sharing
reflections
and engaging in discussions that show empathy, self-awareness, and respect for
diverse
perspectives.
II. Learning Content
A. Topic: Making connections between information viewed and personal experiences .
(EN6VC-IVd-1.4)
B. References: Curriculum Guide in English K-12 , ( EN6VC-IVd-1.4)
MELC, English 6 PIVOT IV-Learner’s Material
C. Materials: charts, PowerPoint presentation
D. Focused Skill: Viewing
E. Curriculum Integration: Across- ESP 6-Nakapagpapakita ng paggalang sa ideya o
suhestyon ng
kapwa (EsP6P- IId-i-31)
Across-MAPEH 6-Explains the truism that design principles still
apply
for any new design (contrast of colors, shapes, and lines
produces
harmony) whether done by hand or machine (A6EL-IIIa)
 Within-English 5- Analyze how visual and multimedia elements
contribute
to the meaning of a text (EN5VC-IVd-1.7.1)
F. Value: Show tactfulness when communicating with others.
III. Learning Activities
A. Preliminary Activities:
1. Checking of Attendance
2. Checking of Assignment
3. Reading Activity

LET’S READ!
Christians know that our Lord Jesus Christ was born in the little,
quiet town of Bethlehem which is not far from the city of Jerusalem. A
long street leads to the church of the Nativity. It is believed that Jesus
was born on this very spot. Every year thousands of people all over the
world visit Bethlehem, which is considered the most sacred place in the
whole world. Beautiful gifts and offerings have been given to this
famous church of Nativity.

4. Review:
Look closely at the given illustrations and guess what visual elements it
represents.

5. Motivation
Ask: Have you experienced these while reading:

crying laughing scared

angry sad confused

How do these happen?

-Using your own experiences and prior knowledge you can connect and relate
yourself.
With this, it would be easy for you to understand and enjoy reading.

B. Activity Proper
1. Presentation
 Today, we are going to make connections between information viewed and
personal
experiences. Making connections is a reading strategy that helps you find meaning
in a text by
connecting it to your background knowledge. Learning this concept will help you
understand
information that you read from the different visual media.

2. Modelling

is the time and place in which

the story happens. Authors
often use descriptions of
landscape, scenery, building,
seasons or weather to provide
a strong sense of setting.
Examples:
at the forest, at the school, at
the supermarket, freezing
snow, deep wilderness,
hidden sun, gray sky and
rugged terrain
Urban – relating to or
constituting a city
Rural – relating to the country,
country people or life, or
agriculture
is the time and place in which
the story happens. Authors
often use descriptions of
landscape, scenery, building,
seasons or weather to provide
a strong sense of setting.
There are three ways on how a learner can make connections:

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.

In making text-to-self connections, these are the guide questions:

• What does this remind me of in my life?
• How is this similar to and different from my life?
• Has something like this ever happened to me?
• How does this relate to my life?
• What are my feelings when I read this?

Example:
This story reminds me of a vacation we took to my grandfather’s farm.

Text-to-text connections occur when readers are reminded of what they have
read/viewed with the other books by the same author, stories from a similar text
type, or perhaps on the same topic. Readers gain insight during reading by
thinking about how the information they are reading connects to other familiar
text.

To make text-to-text connections, these are the guide questions:

• What does this remind me of in another book I’ve read?
• How is this similar or different to other things I’ve read?
• Have I read about something like this before?

Example:
 This character has the same problem that I read about in a story last year.

Text-to-world connections are the larger connections that a reader brings to a

reading situation. This allows the reader’s ideas about how the world works that
goes far beyond 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.

To make text-to-world connections, these are the guide questions:

• What does this remind me of in the real world?
• How is this text similar or different to things that happen in the real world?
• How did that part relate to the world around me?

Example:
I saw a program on television that talked about things described in this article.

3. Guided Practice
Identify how the following readers make connections to texts. Write your answer in a
piece of
paper.
1. Eddie is reading a book where a character visits a loved one in the hospital. It
reminds Eddie of when he visited his grandmother in the hospital.
2. The character in the story is similar to my experiences as a working student who
was able to assist my parents in sending my other siblings to school until all of us
became successful professionals.
3. Shiela read an article about a woman who opened a boat rental business at the
lake. It reminded her of her tour to Laguna Lake.
4. Greg is reading a book about rockets. He thinks that something he read
contradicts a fact he saw in another book, so he makes a note to look it up when he
gets home.
5. The news report led me to recall the actual situation that our country is facing
now.

4. Independent Practice
Group Activity
Setting of standards for group activity.
G- Give thoughtful feedback.
R- Respect others & their thoughts
O- On task all the time
U- Use soft voices.
P- Participate actively.
S- Stay with your group.

Group 1: Give a Name

Classify the given information and paste it according to its proper heading.

You read the news that opening of classes is on

June 16, 2025. You texted your teacher for confirmation.
Ans. Text- to -world

That picture I am looking reminded me of my

primary years where I used to cry before entering my
classroom.
 This text is the same as the lesson we discussed
in Science about the prevention of the possible spread of
corona virus.
Ans. Text-to-text connection

Group 2: Know Me More

Read the text along the picture and identify what text connection is it; Text-to-
text, Text-to-
self or Text-to-world.

Group
As seen 3: Can
on TV, You
front
Connect? liners all over the world wear
Read the story silently withthis
your
kindgroup.
of suit. Then make a text-to-self connection by
completing the sentence below the story.

The man saw a lady struggling, trying to carry a baby and her grocery
bags. There were two kids behind her. He approached them and offered help.
She gratefully said she needed a hand for her groceries. The man carried the
grocery bags until their jeepney terminal. The lady thanked him profusely.

The story makes me think of…

5. Generalization
What is making connections?
What are the three ways on how we can make connections?

IV. Evaluation
What type of connection is this? Write the letter of the correct answer.
1. I read a story about a boy who visited a magical land with witches and wizards. It
reminded me of the book Harry Potter.
A. text-to- self
B. text-to-text
C. text-to-world
2. I read a book about the best sports for kids. It reminded me that I had basketball
practice that afternoon.
A. text-to- self
B. text-to-text
C. text-to-world
3. I read an article about how oranges are grown in subtropical countries. It reminded
me of how bananas are usually grown in Philippines.
A. text-to- self
B. text-to-text
C. text-to-world
4. I read a book about how eggs are produced. It reminded me of my visit last summer
to my grandparents’ farm.
A. text-to- self
B. text-to-text
C. text-to-world
5. “I saw the news about how water pollution is affecting marine animals. It reminded
me of the whale died in Davao Gulf of the Philippines which starved to death because of
more than 88 pounds plastic waste in its belly.
A. text-to- self
B. text-to-text
C. text-to-world

V. Assignment/Agreement

- Watch a short video (e.g., a commercial, documentary clip, or short film).

- Write a journal entry responding to:
[Link] is the message of the video?
2. Have you experienced something similar?
3. How did the video make you feel and why
 ENGLISH VI

AUGUST 20, WEDNESDAY

CALDERON- 6:45 – 7:30AM
PATERNO – 7:30 – 8:15AM

I. Objectives

Determine the learner’s ability and learned

II. Subject Matter

Topic: First Periodic Test

III. LEARNING ACTIVITIES

A. Setting the standards for taking the test

Ask questions in a polite way

Wait for your turn

To sum up: give respect to one another

B. Preparation for the test

C. Administering the test

 D. Checking the test papers

E. Recording test results

IV. Evaluation

ENGLISH VI

AUGUST 21, 2025, THURSDAY

CALDERON- 6:45 – 7:30AM
PATERNO – 7:30 – 8:15AM

NO CLASSES
 ENGLISH VI

AUGUST 22, FRIDAY

CALDERON- 6:45 – 7:30AM
PATERNO – 7:30 – 8:15AM

I. Objectives

Determine the learner’s ability and learned

II. Subject Matter

Topic: First Periodic Test

III. LEARNING ACTIVITIES

F. Setting the standards for taking the test

Ask questions in a polite way

Wait for your turn

To sum up: give respect to one another

G. Preparation for the test

H. Administering the test

I. Checking the test papers

J. Recording test results

IV. Evaluation