Hubmatch

MATATAG curriculum

Grade 6 English

55 learning competencies across 4 quarters, as the Department of Education curriculum guide prints them.

Quarter 1

Content standard

The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical structures; literal, inferential, and critical comprehension of literary and informational texts; composing and creating text skills; and knowledge of non-verbal cues and propaganda techniques in order to produce culture-based texts based on one’s purpose, context, and target audience.

Performance standard

The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture- based texts: narrative, expository, and persuasive texts appropriate for their purpose, context (Indigenous People and regional celebrations), and target audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.

Learning competencies (14)

  • EN6LR-I-1

    Comprehend literary texts.

    • 1 noting important elements (story grammar)
    • 2 sequencing at least 8 events
    • 3 identifying type of plot: flashback
    • 4 analyzing figures of speech to get and clarify meaning
    • a hyperbole
    • b irony
    • 5 inferring: author’s purpose, message, target audience
    • 6 making predictions: possible ending
    • 7 drawing conclusions
    • 8 identifying the main idea
    • 9 summarizing story events
    • 10 applying the important story elements to one’s schema: learning vicariously from the text

  • EN6LR-I-2

    Comprehend informational texts. noting important information through outlining (topic, main idea, supporting details): inductive- 1 deductive organization (diamond) 2 identifying text types: persuasive identifying author’s purpose a entertain 3 b inform, explain, describe c persuade 4 drawing conclusions 5 making generalizations 6 making a summary distinguishing fact from opinion (statements of facts, opinions, and fact-based statements of 7 opinion) identifying propaganda technique used to persuade audience to further an idea or agenda a name calling or labelling 8 b glittering generalities c transfer

  • EN6SW-I-1

    Use words with literal (denotative) and implied (connotative) meanings in sentences.

    • 1 using context clues: punctuation
    • 2 using general references (print and online): almanac

  • EN6SW-I-2

    Compose appropriate sentences for clarity and coherence.

    • 1 using kinds of verbs: intransitive
    • 2 using tenses of verbs
    • a perfect present past future
    • 3 using prepositional phrases as adjective (adjectival phrase)
    • 4 using adverbs: order of adverbs (manner, place, frequency, time, purpose)
    • 5 using complement
    • a noun
    • b pronoun
    • c adjective
    • 6 composing compound-complex sentences

  • EN6SW-I-3

    Produce text with introduction, body, and conclusion in conveying ideas: providing evidence to support information.

  • EN6SW-I-4

    Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose, context, and target audience.

    • 1 using text types
    • a narrative
    • b persuasive

  • EN6SW-I-5

    Use appropriate non-verbal cues for clarity of context, purpose, and meaning.

    • 1 using facial expressions
    • 2 using gestures
    • 3 using eye contact
    • 4 using haptics
    • 5 using posture
    • 6 using proxemics and blocking

  • EN6SW-I-6

    Create simple survey forms based on purpose: personal data information (print).

  • EN6VR-I-1

    Derive meaning based on the visual elements.

    • 1 identifying the purpose of the visual text
    • 2 analyzing how visual elements contribute to the meaning of a text

  • EN6VR-I-2

    Evaluate cultural appropriateness of visual elements.

  • EN6VR-I-3

    Create a visual text drawn from visual elements learned.

  • EN6VR-I-4

    Identify multimedia elements.

    • 1 video (clip, film, tv ads, slide show, etc.)
    • 2 animation (two-dimensional, three-dimensional)

  • EN6VR-I-5

    Derive meaning for multimedia elements learned.

    • 1 identifying the author’s purpose
    • 2 analyzing how multimedia elements contribute to the meaning of a text
    • 3 determining ideas that are explicitly used to influence viewers
    • a author’s point of view/stand
    • b propaganda technique used

  • EN6VR-I-6

    Create a multimedia text drawn from multimedia elements learned.

Quarter 2

Content standard

The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical structures; literal, inferential, and critical comprehension of literary and informational texts; composing and creating text skills; and knowledge of non-verbal cues and propaganda techniques in order to produce culture-based texts based on one’s purpose, context, and target audience.

Performance standard

The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture- based texts: narrative, expository, and persuasive texts appropriate for their purpose, context (Indigenous People and regional celebrations), and target audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.

Learning competencies (14)

  • EN6LR-II-1

    Comprehend literary texts.

    • 1 noting important elements (story grammar)
    • 2 sequencing at least 8 events
    • 3 identifying type of plot: flashback
    • 4 analyzing figures of speech to get and clarify meaning: irony
    • 5 inferring: author’s purpose, message, target audience
    • 6 making predictions: possible ending
    • 7 drawing conclusions
    • 8 identifying the main idea
    • 9 summarizing story events
    • 10 applying the important story elements to one’s schema: learning vicariously from the text

  • EN6LR-II-2

    Comprehend informational texts. noting important information through outlining (topic, main idea, supporting details): inductive- 1 deductive organization (diamond) 2 identifying text types: persuasive 3 identifying author’s purpose a entertain b inform, explain, describe c persuade 4 drawing conclusions 5 making generalizations 6 making a summary distinguishing fact from opinion (statements of facts, opinions, and fact-based statements of 7 opinion) identifying propaganda technique used to persuade audience to further an idea or agenda a testimonies/ testimonials 8 b plain folks c bandwagon

  • EN6SW-II-1

    Use words with literal (denotative) and implied (connotative) meanings in sentences.

    • 1 using general references (print and online): directories (acronyms and abbreviations used by organizations)

  • EN6SW-II-2

    Compose appropriate sentences for clarity and coherence.

    • 1 using kinds of verbs: intransitive
    • a using tenses of verbs perfect past future
    • 2 present
    • 3 using prepositional phrases as adjective (adjectival phrase)
    • 4 using complement
    • a noun
    • b pronoun
    • c adjective
    • 5 composing compound-complex sentences

  • EN6SW-II-3

    Produce text with introduction, body, and conclusion in conveying ideas: providing evidence to support information.

  • EN6SW-II-4

    Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose, context, and target audience.

    • 1 using text types
    • a narrative
    • b persuasive

  • EN6SW-II-5

    Use appropriate non-verbal cues for clarity of context, purpose, and meaning.

    • 1 using facial expressions
    • 2 using gestures
    • 3 using eye contact
    • 4 using haptics
    • 5 using posture
    • 6 using proxemics and blocking

  • EN6SW-II-6

    Create simple survey forms based on purpose: open-ended survey forms (print).

  • EN6VR-II-1

    Derive meaning based on the visual elements.

    • 1 identifying the purpose of the visual text
    • 2 analyzing how visual elements contribute to the meaning of a text

  • EN6VR-II-2

    Evaluate cultural appropriateness of visual elements.

  • EN6VR-II-3

    Create a visual text drawn from visual elements learned.

  • EN6VR-II-4

    Identify multimedia elements.

    • 1 video (clip, film, tv ads, slide show, etc.)
    • 2 animation (two-dimensional, three-dimensional)

  • EN6VR-II-5

    Derive meaning for multimedia elements learned.

    • 1 identifying the author’s purpose
    • 2 analyzing how multimedia elements contribute to the meaning of a text
    • 3 determining ideas that are explicitly used to influence viewers
    • a author’s point of view/stand
    • b propaganda technique used

  • EN6VR-II-6

    Create a multimedia text drawn from multimedia elements learned.

Quarter 3

Content standard

The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical structures; literal, inferential, and critical comprehension of literary and informational texts; composing and creating text skills; and knowledge of non-verbal cues and propaganda techniques in order to produce culture-based texts based on one’s purpose, context, and target audience.

Performance standard

The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture- based texts: narrative, expository, and persuasive texts appropriate for their purpose, context (Indigenous People and regional celebrations), and target audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.

Learning competencies (14)

  • EN6LR-III-1

    Comprehend literary texts.

    • 1 noting important elements (story grammar)
    • 2 sequencing at least 8 events
    • 3 identifying type of plot: flashback
    • 4 analyzing figures of speech to get and clarify meaning: irony
    • 5 inferring: author’s purpose, message, target audience
    • 6 making predictions: possible ending
    • 7 drawing conclusions
    • 8 identifying the main idea
    • 9 summarizing story events
    • 10 applying the important story elements to one’s schema: learning vicariously from the text

  • EN6LR-III-2

    Comprehend informational texts.

    • 1 noting important information through outlining (topic, main idea, supporting details): inductive- deductive organization (diamond)
    • 2 identifying text types: persuasive
    • 3 identifying author’s purpose
    • a entertain
    • b inform, explain, describe
    • c persuade
    • 4 drawing conclusions
    • 5 making generalizations
    • 6 making a summary
    • 7 distinguishing fact from opinion (statements of facts, opinions, and fact-based statements of opinion)
    • 8 identifying propaganda technique used to persuade audience to further an idea or agenda
    • a fear
    • b half-truths or spin

  • EN6SW-III-1

    Use words with literal (denotative) and implied (connotative) meanings in sentences.

    • 1 using general references (print and online): handbooks and manuals

  • EN6SW-III-2

    Compose appropriate sentences for clarity and coherence.

    • 1 using kinds of verbs: intransitive
    • a using tenses of verbs perfect past future
    • 2 present
    • 3 using prepositional phrases as adverbs (adverbial phrase)
    • 4 using complement
    • a noun
    • b pronoun
    • c adjective
    • 5 composing compound-complex sentences

  • EN6SW-III-3

    Produce text with introduction, body, and conclusion in conveying ideas: providing evidence to support information.

  • EN6SW-III-4

    Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose, context, and target audience.

    • 1 using text types
    • a narrative
    • b persuasive

  • EN6SW-III-5

    Use appropriate non-verbal cues for clarity of context, purpose, and meaning.

    • 1 using facial expressions
    • 2 using gestures
    • 3 using eye contact
    • 4 using haptics
    • 5 using posture
    • 6 using proxemics and blocking

  • EN6SW-III-6

    Create simple survey forms based on purpose: interview survey forms (oral).

  • EN6VR-III-1

    Derive meaning based on the visual elements.

    • 1 identifying the purpose of the visual text
    • 2 analyzing how visual elements contribute to the meaning of a text

  • EN6VR-III-2

    Evaluate cultural appropriateness of visual elements.

  • EN6VR-III-3

    Create a visual text drawn from visual elements learned.

  • EN6VR-III-4

    Identify multimedia elements.

    • 1 video (clip, film, tv ads, slide show, etc.)
    • 2 animation (two-dimensional, three-dimensional)

  • EN6VR-III-5

    Derive meaning for multimedia elements learned.

    • 1 identifying the author’s purpose
    • 2 analyzing how multimedia elements contribute to the meaning of a text
    • 3 determining ideas that are explicitly used to influence viewers
    • a author’s point of view/stand
    • b propaganda technique used

  • EN6VR-III-6

    Create a multimedia text drawn from multimedia elements learned.

Quarter 4

Content standard

The learners demonstrate their word knowledge as used in formal and informal situations; knowledge of grammatical structures; literal, inferential, and critical comprehension of literary and informational texts; composing and creating text skills; and knowledge of non-verbal cues and propaganda techniques in order to produce culture-based texts based on one’s purpose, context, and target audience.

Performance standard

The learners apply literal, inferential, and critical comprehension of literary and informational texts; produce culture- based texts: narrative, expository, and persuasive texts appropriate for their purpose, context (Indigenous People and regional celebrations), and target audience, using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.

Learning competencies (13)

  • EN6LR-IV-1

    Comprehend literary texts.

    • 1 noting important elements (story grammar)
    • 2 sequencing at least 8 events
    • 3 identifying type of plot: flashback
    • 4 analyzing figures of speech to get and clarify meaning: irony
    • 5 inferring: author’s purpose, message, target audience
    • 6 making predictions: possible ending
    • 7 drawing conclusions
    • 8 identifying the main idea
    • 9 summarizing story events
    • 10 applying the important story elements to one’s schema: learning vicariously from the text

  • EN6LR-IV-2

    Comprehend informational texts.

    • 1 noting important information through outlining (topic, main idea, supporting details): inductive- deductive organization (diamond)
    • 2 identifying text types: persuasive
    • 3 identifying author’s purpose
    • a entertain
    • b inform, explain, describe
    • c persuade
    • 4 drawing conclusions
    • 5 making generalizations
    • 6 making a summary
    • 7 distinguishing fact from opinion (statements of facts, opinions, and fact-based statements of opinion)
    • 8 identifying propaganda technique used to persuade audience to further an idea or agenda
    • a bad logic/unwarranted extrapolation
    • b card stacking

  • EN6SW-IV-1

    Compose appropriate sentences for clarity and coherence.

    • 1 using kinds of verbs: intransitive
    • a using tenses of verbs perfect past future
    • 2 present
    • 3 using prepositional phrases as adverbs (adverbial phrase)
    • 4 using complement
    • a noun
    • b pronoun
    • c adjective
    • 5 composing compound-complex sentences

  • EN6SW-IV-2

    Produce text with introduction, body, and conclusion in conveying ideas: providing evidence to support information.

  • EN6SW-IV-3

    Express ideas appropriately (age-appropriate, gender-responsive, culture sensitive) for one’s purpose, context, and target audience.

    • 1 using text types
    • a narrative
    • b persuasive

  • EN6SW-IV-4

    Use appropriate non-verbal cues for clarity of context, purpose, and meaning.

    • 1 using facial expressions
    • 2 using gestures
    • 3 using eye contact
    • 4 using haptics
    • 5 using posture
    • 6 using proxemics and blocking

  • EN6SW-IV-5

    Create simple survey forms based on purpose: online survey forms (digital).

  • EN6VR-IV-1

    Derive meaning based on the visual elements.

    • 1 identifying the purpose of the visual text
    • 2 analyzing how visual elements contribute to the meaning of a text

  • EN6VR-IV-2

    Evaluate cultural appropriateness of visual elements.

  • EN6VR-IV-3

    Create a visual text drawn from visual elements learned.

  • EN6VR-IV-4

    Identify multimedia elements.

    • 1 video (clip, film, tv ads, slide show, etc.)
    • 2 animation (two-dimensional, three-dimensional)

  • EN6VR-IV-5

    Derive meaning for multimedia elements learned.

    • 1 identifying the author’s purpose
    • 2 analyzing how multimedia elements contribute to the meaning of a text
    • 3 determining ideas that are explicitly used to influence viewers
    • a author’s point of view/stand
    • b propaganda technique used

  • EN6VR-IV-6

    Create a multimedia text drawn from multimedia elements learned.

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