Activity Sheet

in
ENGLISH 6
QUARTER 1
Week 3-Day 1
Listening Comprehension
EN6LC-Ic2.3.8
EN6LC-Ic2.3.7
Analyze sound devices (irony and hyperbole) in a text heard

Reading Comprehension
EN6RC-Ic-6.5
EN6RC-Ic-6.6
EN6RC-Ic-6.7
Determine tone, mood, and purpose of the author

Oral Reading Fluency

EN6F-Ib-1.6
Read aloud grade level appropriate text with an accuracy rate of 95 – 100%
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Let’s Try This

A. Listen as your teacher plays the song “Ironic by Alanis Morissette. Analyze the
mood of the poem and the songwriter’s purpose for writing the song.

B. Listen as your teacher replays the song “Ironic” by Alanis Morissette.

An old man turned ninety-eight When you think everything's okay and
He won the lottery and died the next day everything's going right
It's a black fly in your Chardonnay And life has a funny way of helping you out
It's a death row pardon two minutes too late when
And isn't it ironic... don't you think You think everything's gone wrong and
everything blows up
In your face
It's like rain on your wedding day
It's a free ride when you've already paid
It's the good advice that you just didn't take A traffic jam when you're already late
Who would've thought... it figures A no-smoking sign on your cigarette break It's
like ten thousand spoons when all you need is
a knife
Mr. Play It Safe was afraid to fly It's meeting the man of my dreams
He packed his suitcase and kissed his kids goodbye And then meeting his beautiful wife
He waited his whole damn life to take that flight And isn't it ironic...don't you think
And as the plane crashed down he thought A little too ironic...and, yeah, I really do think...
"Well isn't this nice..."
And isn't it ironic... don't you think
It's like rain on your wedding day
It's a free ride when you've already paid
It's like rain on your wedding day It's the good advice that you just didn't take
It's a free ride when you've already paid Who would've thought... it figures
It's the good advice that you just didn't take
Who would've thought... it figures
Life has a funny way of sneaking up on you
Life has a funny, funny way of helping you out
Well life has a funny way of sneaking up on you Helping you out

Reference:

"Alanis Morissette." Alanis Morissette - Ironic Lyrics | MetroLyrics. Accessed May 14, 2017.
http://www.metrolyrics.com/ironic-lyrics-alanis-morissette.html.

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Guide Questions:
1. What is the song all about?
2. What specific human experiences are stated in the song?
3. What ironic statements are exemplified in the song?
4. What exaggerated statements are mentioned in the song?
5. What emotion did you feel while listening to the song?
6. What do you think is the reason why the song is titled “Ironic?”
7. What do you think is the songwriter’s purpose for writing this song?

Let’s Study This

In the song you listened to, the songwriter used irony and hyperbole. In the previous
week, you already learned about them. Irony and hyperbole are other types of figurative
language.

1. Irony. This refers to the expression of one's meaning by using language that
normally signifies the opposite, typically for humorous or emphatic effect.

Authors can use irony to make their audience stop and think about what has just
been said, or to emphasize a central idea.

Examples: An old man turned ninety-eight

He won the lottery and died the next day

It's like rain on your wedding day

It's a free ride when you've already paid
It's the good advice that you just didn't take
A traffic jam when you're already late
(excerpt from “Ironic” by Alanis Morissette)

2. Hyperbole. This is an extreme exaggeration used to make a point; exaggerated

statements or claims not meant to be taken literally. It is used to add extra drama
or comedy to a situation or even for the purpose of propaganda.

Examples: Life has a funny way of helping you out when

You think everything's gone wrong and everything blows up In
your face
(excerpt from “Ironic” by Alanis Morissette)
Listen to the song again. Sing the song with your classmates.

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To better understand a literary piece, it is a must that one should look into its tone,
mood, and the author’s purpose for writing it.

Tone, in written composition, is an attitude of a writer toward a subject or an audience.

Tone is generally conveyed through the choice of words or the viewpoint of a writer on a
particular subject. Every written piece comprises a central theme or subject matter. The
manner in which a writer approaches this theme and subject is the tone.

The tone can be formal, informal, serious, comic, sarcastic, sad, and cheerful or it
may be any other existing attitudes.

Mood is a literary element that evokes certain feeling s or vibes in readers through words
and descriptions.

Usually, mood is referred to as the atmosphere of a literary piece, as it creates an

emotional situation that surrounds the readers. Mood is developed in a literary piece
through various methods. It can be developed through setting, theme, tone and diction.

An author's purpose is the reason an author decides to write about a specific topic.
Then, once a topic is selected, the author must decide whether his purpose for writing is
to inform, persuade, entertain, or explain his ideas to the reader.

Can you differentiate tone, mood, and author’s purpose in writing a literary piece?

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Let’s Do This

Task 1. Read and Jot Down!

Read the story “The Lion and the Mouse” by Aesop.

The Lion and the Mouse by

Aesop

One day after a big meal, a great lion fell asleep at the door of his cave. As he was
dreaming of all kinds of good things, he felt a thug at his mane and drowsily lifting up a
paw, caught a little mouse.

“Grrrr,” growled the lion. “What are you doing in my mane? I’ll eat you up.”

“Oh, please, your majesty,” squeaked the mouse. “Please spare me. I had no idea you
were a lion. I thought you were a haystack and I was looking for some nice hay for my
nest. If you forgive me, and let me go, I’ll repay you some day. One good turn deserves
another.”

Some days later, a party of hunters were looking for lions to put into the zoo. They saw
his huge tracks, caught him, and threw a big net over him while they hurried off to bring
back a cage…

The lion roared in anger and the jungle shook with his growls.

The little mouse heard it and said, “I know that voice.” And off he pattered at full speed
in the direction of the roars. He found the lion tugging at the ropes of the net and making
as much noise as a thunderstorm.”

“Shhhh,” said the mouse. “Keep still and I’ll take care of those ropes.”

The little mouse gnawed away at the ropes and the lion was able to escape just as the
hunters were returning with the cage…

“I told you I would repay you some day,” smiled the mouse in triumph. Even a mouse can
help a lion.
Reference:
1000 Stories You Can Use (Volume Two)
by Frank Mihalic, SVD

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Let’s Do More

Task 2. Understanding the Text!

Answer the following questions based on the story “The Lion and the Mouse” by Aesop.

Guide Questions:
1. What did the lion do one day after a big meal?
2. What animal did the lion catch?
3. What did the lion want to do with the mouse?
4. What did the mouse promise to the lion?
5. Did the lion think the mouse will fulfill his promise to him?
6. What happened to the lion some days later?
7. How did the mouse help the lion?
8. What lesson can be derived from the story?
9. What do you think is the tone of the story “The Lion and the Mouse” by Aesop?
10. What do you think is the mood conveyed in the story?
11. What do you think is the writer’s purpose for writing this story?

Task 3. Read It Aloud!

Form a group with three members. Assign among yourselves who will read the part of
the narrator, the lion, and the mouse in the story. Be able to read aloud the story with
feelings.

Let’s Test Ourselves

Task 4. Arrange the Story Puzzle!

Arrange the following jumbled statements taken from the story. On the blank before each
number, write 1 if the statement is the first one which took place in the story, 2 if it is the
second, 3 if it is the third, and so on and so forth.

_____ 1. “I told you I would repay you some day,” smiled the mouse in triumph.
_____ 2. “Shhhh,” said the mouse. “Keep still and I’ll take care of those ropes.”
_____ 3. “What are you doing in my mane? I’ll eat you up.” growled the lion.
_____ 4. The lion was able to escape just as the hunters were returning with the cage.
_____ 5. The lion roared in anger and the jungle shook with his growls.
_____ 6. The great lion fell asleep at the door of his cave.
_____ 7. “Oh, please, your majesty,” squeaked the mouse. “Please spare me. I had no
idea you were a lion.

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_____ 8. As the lion was dreaming of all kinds of good things, he felt a thug at his mane
and drowsily lifting up a paw, caught a little mouse.
_____ 9. The little mouse heard it and said, “I know that voice.”
_____ 10. Some days later, a party of hunters were looking for lions to put into the zoo.

Let’s Enrich Ourselves!

Task 5. I am the Lion, You are the Mouse!

Go to your respective groups. Role play the story read. Assign who among yourselves
will take the role of the narrator, the lion, and the mouse in the story.

Let’s Remember This

Determining the author’s tone, mood, and purpose for writing a certain literary piece will
help us better understand its message.

Prepared by:

DENN MARC P. ALAYON

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ANSWER KEY
(For Teachers’ Use Only)

Task 2. Understanding the Text!

1. The lion fell asleep at the door of his cave.

2. The lion caught a little mouse.
3. The lion wanted to eat the mouse.
4. The mouse promised to the lion that if he would forgive him and let him go, he
would repay the lion someday.
5. Yes
6. The lion was caught by a party of hunters.
7. The mouse gnawed away at the ropes and the lion was able to escape.
8. Be kind and helpful to everyone. Be kind to your neighbor and it will soon be repaid
by good deeds.
9. The tone of the story is informal.
10. The mood conveyed in the story is happiness – since at the end of the story, the
lion was able to escape from the hunters through the help of the mouse.
11. The writer’s purpose for writing the story is to entertain and teach good values to
the readers.

Task 3. Read It Aloud!

Use the following rubrics to evaluate the performance of each group. Show and discuss
this to each group before they prepare their presentation.

SKILLS TO BE EVALUATED Exemplary Satisfactory Good Needs

Improvement
(4) (3) (2) (1)
Expressiveness energizes enthusiastic some monotonous
(Voice Usage) the variation
audience
with
enthusiasm
Clarity precisely clear generally poor
(Distinctness of the clear throughout clear articulation
articulation and
pronunciation of
words)
Audibility audible generally audibility cannot be
(Appropriateness of throughout audible dropped a totally heard
the vocal volume couple of
used by the times
speaker)

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Eye Contact involves much eye some eye avoids eye

(Degree to which audience contact contact contact
the speaker with eye
maintains eye contact
contact with the
listener(s))
Bodily Movement effective good and some stiff or erratic;
(Movements of the and orderly orderly use orderly use no bodily
entire body as well use of of bodily of bodily movements
as facial expression, bodily movements movements
and to the use of movements
gestures)
Confidence and confidence confidence confidence confidence
Ease of Delivery and ease and ease of and ease and ease of
(Demonstrates of delivery delivery are of delivery delivery are
confidence and are fully quite are never
ease of delivery observed observed somewhat observed
during the observed
performance)

Task 4. Arrange the Story Puzzle!

10 1.
8 2.
3 3.
9 4.
6 5.
1 6.
4 7.
2 8.
7 9.
5 10.

Prepared by:

DENN MARC P. ALAYON

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