English 6

English – Grade 6
Quarter 4 – Module 17: Revise Writing for Clarity: Correct Spelling and
Punctuation Mark……..First Edition, 2020
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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Deggie P. Hernandez
Editor: Glenda H. Co
Reviewers Content: Emelita T. Medina / Glenda H. Co
Technical: Rose Ann P. Madriaga
Illustrator: Edison P. Clet
Layout Artist: Elinette B. Dela Cruz
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Rivera, CESE
OIC-Assistant Schools Division Superintendent
Manuel A. Laguerta EdD
Chief, Curriculum Implementation Division
Victor M. Javeña EdD
Chief, School Governance and Operations Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools

Division of Pasig City
 English 6
Quarter 4
Self-Learning Module 17
Revise Writing for Clarity:
Correct Spelling and
Punctuation Mark
Introductory Message

For the Facilitator:

Welcome to the English 6 Self-Learning Module on Revise Writing for Clarity: Correct
Spelling and Punctuation Mark!
This Self-Learning Module was collaboratively designed, developed and
reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
 For the Learner:

Welcome to the English 6 Self-Learning Module on Revise Writing for Clarity:

Correct Spelling and Punctuation Mark!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS

This is your self-instructional module in English 6. All the activities

provided in this lesson will help you learn and understand: Revising Writing
for Clarity: Correct Spelling and Punctuation Mark

PRETEST

Directions: Read and revise the following sentences by choosing the correct
spelling and proper punctuation mark inside the parenthesis. Write your
answer inside the box.

1. The opposite of failure is (success, sucess).

2. If you don't (valui, value) something, you won't care
what happens to it.
3. Lots of adults start their day with a cup of
(coffee, cofee)
4. Have you cleaned the room yet ( !, ? )
5. Show me a sample of your very best handwriting (., ?)

RECAP

In your previous lesson, you have learned on how to compose a three-

paragraph persuasive essay on self-selected topic. The three-paragraph essay
has three parts: an introduction, a body, and a conclusion.
 LESSON

Are you a pro in spelling? How about using the punctuation mark?
What do you do if you misspelled a word?

Whether you are writing for a teacher, a friend, or someone you haven’t
met, your writing makes an impression on the reader. You want that
impression to be positive. Anyone can learn to eliminate spelling errors by
using dictionary, keeping a spelling list, and observing some basic rules.

Furthermore, correct punctuation helps make the meaning of a

sentence clear. It tells whether a sentence is meant to make a statement, as
a question, give a command, or show surprise or strong emotion.

Today, in this lesson, you will learn how to revise writing for clarity
which includes correcting spelling and choosing appropriate punctuation
mark.

Let me read to you a paragraph.

There are lots of diferent kinds of bats Bats live all over the world.
But they don’t live in cold regons? one groupe of bats eats fruits and the
other group of bats eats insectes. birds. and nectar!

Let us examine the paragraph. What are the underlined words and
phrases in the paragraph? Why do you think they are underlined?
We are going to correct them by revising those errors.

There are lots of different kinds of bats. Bats live all over the world.
But they don’t live in cold regions. One group of bats eats fruits and the
other group of bats eats insects, birds, and nectar!

As you noticed, there are errors in spelling and proper punctuation

marks.
In composition, revision is the process of re-reading a text and making
changes (in content, organization, sentence structures, and word choice) to
improve it. During the revision stage of the writing process, writers may add,
remove, move and substitute text (the ARMS treatment)
Some Rules in Spelling
1. I Before E Except After C, And When Sounded Like A (Usually)
We usually spell things IE and not EI:
Correct: believe
Incorrect: beleive
Correct: friend
Incorrect: freind
There are two exceptions:
A. When coming after the letter “c,”
then it is usually spelled EI:
Correct: receive
Incorrect: recieve
B. When sounding like “A”, for example:
Correct: neighbor
Incorrect: neighbor
Unfortunately, this rule is not perfect! There are even exceptions to the
exceptions:
IE occurring even after C: sufficient, glacier, ancient, species
EI occurring when not after C: weird, either, seize, leisur
2. When To Double The Final Consonant
When you have a word that ends with a consonant + vowel + consonant,
the final consonant can be doubled in some words, but not in others:
stop - stopped (doubled)
transmit - transmitting (doubled)
offer - offered / offering (not doubled)

The final consonant is doubled if the stress falls on the final syllable. It
is not doubled if the stress does not fall on it. (Short, one-syllable words
always double the final consonant).

Short, one-syllable words:

stop – stopped
get – getting
bus – busses
Stress on final syllable:
transmit – transmitted
forget – forgetting
Stress NOT on final syllable:
OFFer – offered
PEDal – pedaling
 Remember, this is only for words that end in consonant-vowel-
consonant. For words with other patterns (like vowel-vowel-consonant),
we do not double the final consonant:
Vowel-vowel-consonant words do not double:
repair – repaired
clean – cleaning
Words ending in consonant-consonant do not double:
help – helped
print – printing
3. When To Use -US And –OUS
The -us ending is used for nouns, and -ous is used for adjectives:
Nouns: genius, focus, virus
Adjectives: generous, religious, humorous

1. Use appropriate Punctuation

Punctuation marks are tools that we use to make our written
sentences clear to the people who read them.
a. Period – used at the end of declarative and imperative sentences. It
is also used after an abbreviation. It is used after an initial.
Example: Rice grows well in a hot and moist climate.
b. Question Mark – used after interrogative sentence.
Example: Why do molds don’t grow on dry toast?
c. Commas – are used to separate words in series may be all nouns,
all verbs, all adjectives, and so forth.
Example: Rick, Rina, Rose, and Pia are classmates.

d. Exclamation point – use to show a forceful way of speaking or a

strong feeling.
Example: Your collection is terrific!
e. Quotation Mark – one of a pair of punctuation marks “ “ or ‘ ‘ that
are used to show the beginning and the end of a quotation in which
the exact phrase of another or of a text s directly cited.
Example: “Let us one another in this project,” Edgar said.
Guided Practice
Let’s try this as practice exercise.

Clap once if you think that underlined word or words in the sentences use
correct spelling and punctuation mark and clap twice if not. Let’s begin.

The orphan’s life is marked with resilience as she always been

able to bounce back from any difficulty she has faced.

The word is correctly spelled.

Because most people in the village grow thier own vegetable, their
resilience to drought and food shortage is much higher.

The word thier is misspelled. It should be spelled as THEIR.

Known for his resilience and determination, the runner refused to
let a few loses stop him from competing in future races.

Runner is correctly spelled.

How does a person become resilient?

The sentence uses a question mark because it is an interrogative

sentence.

Thank you Lord for all the blessings?

The punctuation mark that should be used in the sentence is

exclamation point (!)

ACTIVITIES

Activity 1

Directions: Tell whether the underlined word in each sentence is correctly

spelled.
If the word is spelled correctly, write CORRECT on the line.
If the word is spelled incorrectly, write the correct spelling on the line.
 1. Today is a speshal occasion for our family. 1. __________________
2. I believe this will be a wonderful day. 2. __________________
3. Tina kept a positive atitude during the whole
situation. 3. __________________
4. I will invite my freind to attend the party. 4. __________________
5. Everybody received a present after the party. 5. __________________

Activity 2

Directions: Write the correct punctuation mark for each sentence below.
Write your answer inside the box.

1. What is the difference between a rain forest and a jungle

2. A jungle is like a rain forest but is not as moist or dark
3. Rainforests get more than one hundred inches of rain a year
4. Trees in the rain forest form a canopy over the forest floor
5. Wow That means there’s not as much sunlight in a rain forest

Activity 3
Directions: Read and revise the following sentences. Put a ( ) mark before
the number if the sentence is written with correct spelling and punctuation
mark, and ( x ) if there is an error. Revise the sentence by writing the correct
spelling and punctuation mark on the space provided.

________ 1. This milk tastes suor.

_________________________________________
________ 2. She was proud of her good grades.
_________________________________________
________ 3. All of the fans will shout when they score a goal.
__________________________________________
________ 4. Some students, if they behave will be given rewards
___________________________________________
________ 5. Woah! I got a perfect score
___________________________________________
 WRAP-UP

To sum everything up about what we have talked in this lesson, do

the following activity:

Read each statement below carefully. Place a T on the line if you think a
statement it TRUE. Place an F on the line if you think the statement is
FALSE.
___________ 1. Anyone can learn to eliminate spelling errors by using a
dictionary, keeping a spelling list, and observing some basic
rules.
___________ 2. Correct spelling is not important in writing.
___________ 3. In composition, revision is the process of rereading a text and
making changes to improve it.
___________ 4. Correct punctuation helps make the meaning of a sentence
clear.
___________ 5. Question Mark is used after declarative sentence

VALUING

Look and study the given pictures then describe each. Yes, picture A
shows the head of the family explains the evacuation plan to his family
members and Picture B shows the things we should prepare inside a Go Bag.
What value is shown or suggested in each image?
 The following pictures show us the importance of disaster
preparedness. Being prepared will save us and reduce serious damage of
properties, infrastructures, and even lives.

POSTTEST

Directions: Read the passage below. Then revise, by correcting the errors in
the passage. Choose the letter of the correct answer.

I’ve had a terrible cold for several days. I’ve been blowing my nose,
sneezing, and coughing. 1)I’m been eating chicken soup and drinking orange
juice for a couple days. I’ve been taking aspirin and 2) coffe sirrup since the
weekend. I’ve been at home watching TV since Monday. I’ve talked to my
mother on the 3) pone every day of the 4) week, I’ve watched every bad movie
that came on the TV. I wonder 5) when I’ll get well again I wonder when I can
go back to work. I’m tired of coughing, sneezing, and complaining!

1. A. I’ve eating B. I’m being eating

C. I’ve been eating D. I’ve being eaten

2. A. coff sirup B. cofe syrup

C. cough syrup D. couhgh syrup

3) A. phone B. pone
C. phon D. phonee

4) A. week. I’ve B. week: I’ve

C. week; I’ve D. week - I’ve

5) A. when I’ll get well again, B. when I’ll get well again”
C. when I’ll get well again. D. when I’ll get well again:
Posttest
1. C
2. C
3. A
4. A
5. B
Wrap Up
1. T
2. F
3. T
4. T
5. F
Activity 3
1. This milk tastes sour.
2.
3.
4. Some students, if they behave will be given
rewards.
5. Whoah! I got a perfect score!
Activity 2 Activity 1 Pre Test
1. (?) 1. special 1. success
2. (.) 2. correct 2. value
3. (.) 3. attitude 3. coffee
4. (.) 4. friend 4. ?
5. (!) 5. correct 5. .
KEY TO CORRECTION
 References

Online Sources

https://www.academia.edu/34531016/Activity_Sheet_in_ENGLISH_6_QUA
RTER_2_Week_5_Day_5_Writing_Composition
Accessed August 28, 2020

https://www.seameo.org/img/Programmes_Projects/Competition/SEAMEO
JapanESD_Award/2018_SEAMEOJapanESD_Award/Submission/A/A07/At
tachments/LESSON%20PLANS.pdf
Accessed August 29, 2020

Family is planning for emergency

Accessed September 1, 2020
https://creazilla.com/nodes/36591-family-is-planning-for-emergencies-
clipart

The emergency kit

Accessed September 1, 2020
http://www.defendchildren.net/en/sonae/page04.html