Grade 6 Week 6 PPTX........................................................................

Grade 6 Week 6 ppt

1. ENGLISH VI Making connections between information viewed and personal experiences

2. DRILL Directions: Encircle the letter of the correct answer. 1. This comprehension strategy means to use what you know to understand what you are reading. A. visualizing C. making connections B. determining importance D. summarizing 2. A connection between the book and your life experiences A. text-to-text B. text-to-world C. Text-to-self D. text-to-media 3. A connection between the book and another book you have read A. text-to-text B. text-to-world C. text-to-self D. text-to-media 4. A connection between the book and events in real life A. text-to-text C. text-to-self B. text-to-world D. text-to-media 5. A connection between the book and something you have seen on TV, the internet, or in a song A. text-to-text C. text-to-self B. text-to-world D. text-to-media

3. Review Direction: On your sheet, write TRUE if the statement is correct, FALSE if it is not. 1. Images, videos, and infographics are just three of the most effective visual media you can use to market your product or service during the pandemic. 2. visual media makes concepts more accessible to people than text media. 3. Media are sources of data or information in the form of visual representation. 4. Visual media cannot be used in any subjects especially when presenting texts such as data gathered through graphs and tables. 5. Parents should always guide their children on what to watch and not to watch because they might copy or imitate whatever they see in visual media,

4. In your daily routine you make connections in everything and in anything. Try to read the short poem below. Make CONNECTIONS I read and I connect it to my life I read and I connect it to what I read I read and I connect it to the world I learn when I connect I enjoy when I connect Life is to make connections

5. REMEMBER The brain is wired to connect new information with the old knowledge that is in the brain. Take all your life experiences even those outside of the classroom. You ask yourself, “Am I bringing meaning to the words to help me read better?” You make connections with a book, article, picture or movie that you have read or viewed. Good readers draw understanding of a text from their prior knowledge and experience to help you understand what you are reading and thus be able to use that knowledge to make connections. By teaching you how to connect to the text you can better understand what you are reading. Activating prior knowledge and experiences is a good starting point to understand the text. Student has experiences, knowledge, opinions, and emotions that they can draw upon.

6. REMEMBER Different Kinds of Connections: Text-to-Self connections between text and reader’s life or experiences. Helps you in a deeper understanding of the text. Example: Kim loves to cook. She always read a cookbook for her to improve her skills.  Text-to-Text connections between text and other books, movies or songs Connections can be made with plot, character, setting, theme or topic of text. Example: Milo remembered the kindness of the man to the old beggar in the story he read about “A Beggar and A Lady”.  Text-to-World connections between text and events in the real world Connections can be presented in a reading response essay, letter, or visual art format. Example: Dexter bought bananas for lunch. He remembered an article posted on Facebook, that bananas can fight against COVID19.

7. Ezekiel’s Test Ezekiel’s Language teacher announced that their test would be given on Friday. As she walked around the class, she handed out a study guide. “You will complete this study guide at home tonight. It is due tomorrow. I want to go over it together as a class so you have enough time to study through the week,” Mrs. Manansala explained. “Do your best. This study guide looks a lot like the test.” English was difficult for Ezekiel, so he was nervous about the test on Friday. With the right answers on his study guide, Ezekiel went to his room every night that week and studied. He looked at the guide over and over. It didn’t seem to be helping, though. Ezekiel was still very nervous and he felt unprepared. What would the problems look like on the real test? How would they be different than the study guide?

8. Ezekiel’s Test On Friday, Ezekiel took his seat in class. He sat next to the smartest girl in the grade. He glanced over at her paper at the very beginning. Then, it became a habit. After each question he finished, he looked at the girl’s paper. He wanted to make sure he got them right. When his answer did not match the girl’s, he changed his answer. He decided that she probably had the correct answer since she was so smart. The paper came back with a 100. However, Ezekiel’s guilt felt heavy in his chest. He didn’t earn that grade, so he couldn’t be proud of himself for that.

9. Activity 1: Direction: Read the story and the answer the following question Ezekiel’s Test 1. What will be happening on Friday? 2. What is a study guide? 3. Why do you think Ezekiel was not confident in taking the exam?   Share and Connect Directions: Share your thoughts in the story that you have read. Then, be creative in illustrating it by a graphic organizer. Connect text to yourself, another text and to the world.

10. Activity 2: Pair share Try this one! Make connections with the information in the picture from your own personal experience. If you can recall anything as you view write I connect, but if you cannot recall anything write I cannot connect.

11. Activity 3: Differentiated Activity Read the story and make connections as you fill in the chart below. Boy, The “ Balut ” Vendor ( by:Anna Marie E. Velano ) There was once a poor family lived in a slum area in Iloilo City. The father is a balut vendor and the mother is a housewife. One day, the father got sick and Boy being the eldest of seven siblings had to do the task of his father. Boy started selling “ balut ” every after school in the nearby barangays. Boy usually got home late and very tired, but he never missed school. Teacher Anna, Boy’s adviser got pity of him and she started giving Boy some foods and some penny. After a year of struggles and hardships Boy successfully graduated in elementary. His family is very proud and thankful to him. Boy continued to sell balut as he continued high school and he still got support from his teachers because of his good values and attitudes.

12. 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   What does this remind me of my life?   What is this similar to in my life?   How is this different from my life?

13. What have you learned? What have you learned? How does connection to Text-to-self helps you understand the text in connection with your personal experience?

14. Make Connections by identifying if the lines from the different short stories and clips from the news is text-to-self, text-to-text or text-to-world. 1. The couple had a son named Bayabas whose task was to take good care of their three fat carabaos. 2. Once there was a boy who was so lazy, and his name was Juan Tamad . 3. ILOILO took its name from Irong-Irong , the old name of the city of Iloilo, a tongue of land that sticks out like a nose on the south of Iloilo River. 4. The world was confronted with several pandemics before. This is the first caused by a coronavirus. 5. Barangay officials strictly prohibit residents to go out from their homes during Enhanced Community Quarantine.

15. Lets be Artistic Directions: Based on the story of boy the balut vendor , think about the connections you can make to the text. Choose only one phrase in each column below by putting a √ inside the square. Then, complete the sentence of your chosen square. You may ask help with somebody, to guide you.

16. ASSESSMENT Make Connections by identifying if the lines from the different short stories and clips from the news is text-to-self, text-to-text or text-to-world. 1. The couple had a son named Bayabas whose task was to take good care of their three fat carabaos. 2. Once there was a boy who was so lazy, and his name was Juan Tamad . 3. ILOILO took its name from Irong-Irong , the old name of the city of Iloilo, a tongue of land that sticks out like a nose on the south of Iloilo River. 4. The world was confronted with several pandemics before. This is the first caused by a coronavirus. 5. Barangay officials strictly prohibit residents to go out from their homes during Enhanced Community Quarantine.

17. ASSIGNMENT Share and Connect Directions: Share your thoughts in the story that you have read. Then, be creative in illustrating it by a graphic organizer. Connect text to yourself, another text and to the world.              

18. Social distance is the distance between the viewer and subject. How close or far away is the subject shown? Social distance is measured on a continuum from extremely close, to extremely remote. This is based on how comfortable we generally feel with people being close to us, in real life situations. Mid Social distance This is where the subject is quite close, as seen in the second image above. It shows at least half of the subject’s body in the frame, and a little bit of the setting. This is considered a friendly distance as in real life we would be close enough to touch each other and talk. This framing of the subject is created through a mid-shot.

19. Group social distance - when you can see the character’s whole body, and perhaps other characters, and more of the setting, this indicates that the subject is further away from you. This is group social distance where you are positioned to be part of a larger group. As evident in the visual image above, we are positioned close enough to feel involved with these people and in the planting of rice, but it is less personal. This framing of the subject is created through a mid-long shot.

20. Public social distance - the further a subject is positioned away from you, the less connection you feel, and subjects therefore appear like strangers. We are too far away to easily talk to the subject. In the visual image above the persons in front who will pay at the MRT station cashier counter are small and distant and the man in black and the woman in light green T-shirt are even further away at the back side as they observe social distancing due to COVID 19. As the subjects become further away, and therefore smaller, the setting becomes more dominant. The framing of the subject at this distance is created through a long shot

21. Remote social distance - when the subject is positioned a very long way away from you, the subject is tiny and hard to recognize in the vast setting. This remote social distance means there is no opportunity for social interaction. This remote framing of the subject is created through an extreme long shot. This is shown in the example above. This image shows the setting in detail, but the subject is tiny and a very long way from the viewer. There is no social connection possible.