1st Grading Lesson Plan English Vi

LESSON PLANS IN ENGLISH VI USING THE FOUR PRONGED APPROACH

4. Motive Question: Have the pupils ask questions about the story. The teacher will write all the questions to be asked by the pupils.

ST

1  GRADING PERIOD

LESSON NO I: B. During Reading Activities: Have the pupils listen as the teacher reads the story.

I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Distinguish changes in meaning of sentences caused by stress. TS: 4. Decode meaning of unfamiliar words using structural analysis. (Prefixes)

Gr een D r eams

 It was a beautiful night. Henry and his  parents lay on their backs by the fire and looked at the sky.  Henry didn’t know there were so many  stars in the sky.

II. Subject Matter:

“There’s the Big Dipper,” Henry’s mother said.

Green Dreams GLR : GOLD: Distinguishing Changes in Meaning caused by shift in intonation TS: Using Prefixes

“There’s the Little Dipper,” said Henry. “There’s E.T. ,” said Henry’s dad.  Mudge wasn’t looking at the stars. He was chewing on a log. He couldn’t get logs this good at home. Mudge loved camping.

References: 2002 BEC Handbook in English PELC Listening 1; Reading 1.1 Reading for Meaning 5 p. 158; p 103 Materials: strip of cartolinas, pictures,

 Henry’s father sang one more sappy love  song. Then everyone went inside the tents to sleep.

III. Procedure: GLR; (Genuine Love for Reading) A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils recite the following:

 Henry’s father and mother snuggled.  Henry and Mudge snuggled.  It was as quiet as quiet could be.  Everyone slept safe and sound and there were no bears, no scares.

Should she sell sheers sheets or  should she sell shaggy shawls?

 Just the clean smell of trees…and wonderful green dreams.

2. Motivation: Recite the poem “Twinkle, twinkle, little stars” with a little modification using jazz chant.

(Adapted)

C. Post Reading Activities: 1. Answering the motive questions. 2. Comprehension Check: Have the pupils answer the following questions:

3. Vocabulary Development : Have the pupils identify the meaning of the following words:

1. Big Dipper (through pictures) 2. tent (through picture) 3. snuggle (action) 4. scares (through action)

a. Who are the characters in the story?  b. When does the story happen?

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c. What details in the story tell about the time the story happens? d. Where does the story take place? e. What details tell about the place the story takes place? f. What happens in the story? g. How does the setting affect the events or happenings in the story?

1. 2. 3. 4.

Miss Magalona is absent today. This is simple but exquisite gown. A nuclear plant is expensive. Hospitality is a national trait of Filipinos. 5. Liza turned twelve last Wednesday. 4. Presentation : In real speaking situations, a  person puts the heaviest stress on the word(s) which s/he wants to emphasize in order to express her/his particular meaning. Have the pupils read the following sentences giving stress on the underlined words:

3. Engagement Activities: Have the pupils perform the following activities under time limit. GROUP 1: LIGHTS, CAMERA, ACTION Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.

1. Miss Magalona is absent  today. (The speaker wants to emphasize Miss Magalona‟s absence.)

GROUP 2: DRAW ME

2. It is impolite  to eavesdrop. (The speaker wants to emphasize the impoliteness of eavesdropping.)

Pretend the story is a movie and you are supposed to advertise it. Make a movie poster of the story and then explain to the class your poster.

3. This is a simple but exquisite gown. (The speaker wants to emphasize the exquisiteness   of the gown.)

GROUP 3: WRITE ME A LETTER Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her.

4. A nuclear plant is expensive. (The speaker wants to emphasize that it is the nuclear  power plant, not any other kind of power plant, which is expensive.)

GROUP 4: SING ME A SONG Identify the lesson in the story and compose a song that tells the lesson. Prepare to sing your song to the class.

5. Hospitality is a national  trait of Filipinos. (The speaker wants to emphasize that hospitality is a Filipino trait not only in some areas of the over the Philippines but all over country.)

GOLD: (Grammar, Oral, Language, Development) 1. Drill: Pronunciation drill:  Betty bought a bit of butter but she  found the butter bitter/ So she bought a bit of butter to make the bitter butter better.

5. Discussion: What does the first sentence mean? nd rd th th 2  sentence? 3 ? 4 ? 5 ? How does emphatic sentence stress change the meaning of the sentence? How do we read emphatic stress? Discuss further.

2. Review: Stress 3. Motivation: Have the pupils read the following sentences putting heaviest stress with the underlined words:

6. Fixing Skills: Have the pupils read the following sentences putting stress on the underlined words.

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1. Liza turned twelve last Wednesday. 2. Success is never accidental. 3. When are you going to have your interview? 4. Winners and losers deserve to be congratulated. 5. A hobby can be both profitable and relaxing.

She wanted his fire/ and she wanted to fly. //  An elf said, / “The fair fairy is being funny, // She can make fire/ and she can fly/  Even without a firefly!”/  2. Motivation: What are some other ways  by which we can learn the meaning of a new word?

7. Generalization: How does intonation affect the meaning of a word in a sentence? How do we distinguish changes in the meaning of a sentence?

3.

Incomplete Insoluble Unclean Irregular

8. Application: A. Guided Practice: Have the pupils read the following intonation drill.

1. 2. 3. 4. 5.

Is Miss Milan a nurse? Are you going to the concert? Did you do your homework? Can you do me a favor? Have you met our new parish p arish priest?

Dina bought a new calendar. Michael wants to learn karate. Ben‟s favorite sport is table tennis. Tina plays the ukulele. Judy‟s score is perfect.

5. Fixing Skill: Have the pupils read the prefixes given on the hearts. Decide which one goes with each of the root words wo rds  below.

IV. Evaluation: A. GOLD: What does the speaker wants to imply with the following sentences?

1. 2. 3. 4. 5.

incapable insufficient illogical impossible

4. Discussion: What do we mean when we say incomplete? (not complete) What is the root word of the word incomplete? (complete) What is added at the beginning of the word complete? (in) What does “in” mean? (not) Where did we add the word in? (at the beginning) How do we call this word part added at the beginning of a word to make new word? (prefix) Discuss further.

B. Independent practice: Have the pupils give the meaning of the following sentences by putting stress on the underlined words.

1. 2. 3. 4. 5.

Presentation: Have the pupils read the following words:

I ate a cheese sandwich. This is Nora’s needle. Everybody  will join the parade. My mother is beautiful. An aardvark is a piglike animal.

Pre-

Mis-

in

Un-

ReDis-

super

Tri-

TS (Transfer Stage)

Tie Play Heat Correct

1. Drill:  Have the pupils read the following verse drill:  A fairy fell in love/ with a beautiful  firefly

honest market woman

print angle cycle

6. Generalization: What is the word part added at the beginning of a word?

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A. GOLD: Direction: Identify the meaning of the following sentences.

Remember: A f f i x e s are letters or syllables added at the beginning or end of a root word. Prefixes   are  are

1. There are many books about the Philippines. 2. Girls  are interested in dresses, make-up, parties and boys. 3. Mr. Francisco teaches gardening. 4. Rosa loves to study. 5. Please lend me your pencil.

word part added at the beginning of a root word or the base form of a word. A r o o t w o r d   is  is the form of a word after all affixes are removed.

Prefix ImInUnDisIlIrNon-

Meaning Not Not Not Not Not Not Not or without

Example Impossible Inexpensive Unclean Dishonest Illogical Irregular nonfat

B. TS.  Direction: Read the following sentences. Complete each sentence using a word with a prefix im-, in-, un, dis-, il-, ir-, mis- or non-.

1. Juan Tamad is a lazy, ______ and good-for-nothing fellow. (not responsible) 2. Using dynamite fishing is ______ (not legal) 3. How many words did you ______ in the test? (wrongly spell) 4. We did not want to listen to his talk because the reasons he gave were _______. (not logical) 5. The flood victims are hungry  because there is _____ food for all. (not sufficient)

7. Application: Have the pupils answer the following questions: Using Prefixes:

1. If correct  means  means right, what does incorrect mean? 2. If approval  means  means giving permission, what does disapproval mean? 3. If connect  means  means to link, what does disconnect  mean?  mean? 4. If a conformist  is  is someone who follows accepted rules, what is a nonconformist? nonconformist? 5. If regular  means  means the usual, what does irregular  mean?  mean?

LESSON NO 2: I. OBJECTIVES:

IV. Evaluation: TS. Direction : Complete each sentence with a word corresponding to the meaning in the parentheses.

GLR: CT: GOLD:

1. I had to turn in my assignment  _________ because I was sick last night. (not finished) 2. It was __________ for Kyle to turn me down because I am not wearing red shirt at that day. (not reasonable) 3. The boys sounded _________ when they gave their alibis to their teacher. (not honest) 4. The writing was ____ and hard to read. (not clear) 5. It is best to avoid saying ______ words to others. (not kind)

TS:

1. Enjoy listening to a story 2. Answer questions from the story listened to. 3. Relay information accurately using different discourse: statement; questions; commands; Exclamatory 4. Decode meaning of unfamiliar words using structural analysis. (Suffixes)

II. Subject Matter: The Sampaguita GLR : GOLD: Relaying Information Accurately Using Different Discourse: Statements Questions; Commands; Exclamatory TS: Using Suffixes

V. Assignment:

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References: 2002 BEC Handbook in English PELC Speaking 1.1.1; Reading 1.1 Across Border through Language pp 266 269 Materials: strip of cartolinas, pictures,

 slim and beautiful. Her skin was kayumangging-kaligatan, golden brown with light touches of rose. She was attractive with her black dreamy eyes. One bright morning when the orchids and ferns were still sparkling with dew drops, Liwayway went to the woods. She went with her maids to gather wild  flowers and luscious fruits.  In the woods, however, Liwayway  got lost. As she searched for her maids,  she came face – to-face with a wild beast.  It was the same animal that scared the maids away. Liwayway was confused. She did not know what to do. She was so  frightened that she, too, took to her heels. She ran as fast as he could until she fell into a deep ravine and lay unconscious. When she awoke, she saw a handsome young man beside her. He looked sad; sitting there silently. He sat quietly as if guarding her. The handsome  young man was Lakan Galing. He was the  son of a neighboring lakan who was known far and wide as a brave warrior.  Liwayway, upon waking up, smiled  shyly at Lakan Galing. He smiled, too, and helped her sit down on the thick grass.  After telling each other the stories of their lives and their homes, Lakan Galing led  Liwayway to her home. By then, they had come to know each other even if they went on without saying any word. Galing, on his part, did not express his love for LIwayway, fearing that he might be scorned. On the other hand,  LIwayway, who was a modest maiden,  simply kept her feelings to herself.  Lakan Galing stopped walking when they were near Lakan Bungabong’s house. Liwayway waved her hand in  parting. The she turned away and walked on towards her home. But as she did so,  she sighed loudly. It escaped heer lips and  Lakan Galing heard it. It meant that  Liwayway loved him and was sorry to part  from him. He rushed forward excitedly and in a moment she was in her arms. They sang sweetly together and  promised to be true to each other no matter what happened. For some time, they were happy in the company of each other. One day, Lakan Galing told  Liwayway he was leaving soon. He must help Gat Maytan fight Legaspi’s men who have made friends with Lakandula. He must help in order to send away the white

III. Procedure:

GLR: (Genuine Love for Reading) Pre- reading Activities: 1.Drill : Pronunciation Drill: Tongue Twister:

 Jack Sprat will eat no fat,  And Jill will eat no lean;  And yet between them both you see;. They lick the platter clean. 2. Motivation: What is our national flower? Describe a sampaguita. 3. Unlocking of Difficulties : Have the pupils know the meaning of the underlined words using the context clues given. 1. She held the garland, that long strand of pure, sweet sampaguita flowers, close to her heart. 2. The visitors gave the sick luscious fruits, those sweet, delicious fruits from Laguna, after praying for his recovery. 3. Society thinks that the parents of street children are mean for letting their children work for them. They are by scorned  by the people. 4. Dawn, with its soft diffused light, gives me so much pleasure. 4. Motive Question: Why did Lakan Galing have to leave soon? B. During Reading Activities: Have the pupils listen to the story. Have them take down important details about the story listened to. THE SAMPAGUI TA

 Long time ago when Spain was just beginning to spread her rule by force upon the islands, Masamyo, with the surrounding villages, was under the rule of a good native chieftain, Lakan Bungabong. His only daughter, Liwayway, meaning dawn, was

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men who want to get their land by force. In his absence, he made Liwayway promise to remember him always. “Oh, must you go right away?” cried Liwayway “Yes, duty calls and we must be courageous. Will you promise to be true to me forever?” asked her lover. “I promise to remember you always and to be true to you till the end. Even in death, I shall still remember you!” the youth dais filled with emotion. “And may Bathala protect you!”  Liwayway added. The Lakan Galing clasped  Liwayway’s hand and as he did so, she said, “Sumpa kitang di  lilimutin. ” She swore never to forget. Sadly, Lakan Galing was killed in the fight. When Liwayway learned that he had been killed, she become lonely. She was  so broken-hearted that she soon died. Even on her death-bed, she whispered his name.  Many months passed. One day, a  plant with small, white, fragrant flowers was  seen growing on her grave. The flowers  filled the air with a sweet scent. “Those sweet white flowers are reminders of pure love for Lakan Galing ,”  said the people. Soon the young men and young women began pledging their love by exchanging garlands made of these flowers.  And as they exchanged garlands, they said, “Sumpa kita” to each other.  Later, the flowers came to be called “Sampaguita.”

6. What grew out of her grave as months passed by? What did they symbolize? 7. 3. Engagement Activities : Have the pupils perform the different activities assigned to them. GROUP 1: LIGHTS, CAMERA, ACTION Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.

GROUP 2: DRAW ME Pretend the story is a movie and you are supposed to advertise it. Make a movie poster of the story and then explain to the class your poster.

GROUP 3: WRITE ME A LETTER Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her. GROUP 4: SING ME A SONG Identify the lesson in the story and compose a song that tells the lesson. Prepare to sing your song to the class.

Allow the pupils to perform the activities under time

-Adapted-

C. Post Reading Activities: 1. Answering the motive question: Why did Lakan Galing have to leave soon?

GOLD (Grammar, Oral Language Development) 1. Drill: Pronunciation Drill: Have the pupils read the rhymes:

2. Comprehension Check : Have the pupils answer the following questions:

 I woke with a start When I heard my dog bark.  He was out in the storm,  Alone in the dark. With a short sleep cry,  I jumped to the floor,  And patted his coat  As he came through the door.

1. Who was the daughter of the chieftain? How did she look? 2. Who was Lakan Galong? How did he look like? 3. How did they become closer? Did they fall in love? 4. What happened to Lakan Galing in his figt against Legaspi‟s men? 5. How did Liwayway feel about what happened?

2. Motivation: Present a picture of a boy playing  basketball.

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What does the boy doing in the  picture?

2. People using credit cards and ATMs are a common sight. 3. How do we use the credit card? 4. You use it instead of cash to pay for products you have bought. 5. Use a telephone and a fax machine to fax message.

3. Presentation: Have the pupils read the dialogue given.

Mother:

Goodness! We‟ve run out of groceries! Allyson: That‟s not a problem, Mother! Use my automated teller machine card. Mother: But sometimes the ATM is off-line. Allyson: Don‟t worry. I have a credit card. Mother: Well, okay. But my problem isn‟t over yet. Our electric and water bills are due for  payment. What shall I do if the collectors come today? Allyson: Please stop fretting. We‟ll use the express phone for that. We just dial a number and tell the responding computer to pay those bills and charge the payment to our savings account.

6. GENERALIZATION: What are the different kinds of sentences? REMEMBER: There are four kinds of sentences. These are: a. Declar ati ve sentence   –  states a fact. It ends with a period. (.)  b. I nterr ogati ve sentence   –  asks a question. It ends with a question mark. (?) c. I mperati ve sentence   –  gives or expresses a command or request. It ends with a period. d. Ex clamatory sentence   –  expresses a strong feeling such as joy, surprise, anger, excitement or other strong feeling. It ends with an exclamation point. (!)

4. Discussion: Have the pupils identify the sentence that states a fact. Have them identify the sentence that asks question. Have them also identify the sentence that expresses a command or request. Have them read the sentence that expresses a strong feeling. What punctuation marks are used for each kind of sentence? What are the different kinds of sentences? How do these sentences help in relaying information? Discuss further. Use the information given under GENERALIZATION   about the different kinds of discourse.

7. Application: A. Guided Practice:

Have the pupils study the picture given Based on each pictures, write two declarative sentences, two interrogative sentences, two imperative sentences and two exclamatory sentences. (The teacher will provide the pictures for each group.) B. Independent Practice: 1. Direction: Identify whether the following sentences are declarative, interrogative, imperative or exclamatory/

1. 2. 3. 4.

May I borrow your pen? Bring those books to the library. I feel so nervous! They do not want to get involve with the projects of the city. 5. Call me at 8:00 in the morning tomorrow.

5. Fixing Skills: Direction: Write D if the sentence states a fact; I  if it is interrogative; I p   for imperative and E for exclamatory.

2. Direction : Punctuate the following sentences. Then write D f  or declarative, I for interrogative, I M  for imperative and E  for exclamatory.

1. Unbelievable! Today we have a cashless society and a wireless world.

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1. 2. 3. 4.

The dancers wear toe shoes Please wait for me Cora What a nice movie Would you like to go with me in Tagaytay 5. Life is very mysterious

magic -ian history

1. Mr. Lee is an ________ cook. (excel) 2. Do you have any ________ of accounting? (know) 3. It is _______ how he manages to stay underwater for so long. (remark) 4. It is not _______ to wear a tie to a  picnic. (practice) 5. He invested quite a ______ amount of money in the business venture. (substance) 6. The _________of dinosaurs have  been widely accepted. (exist) 7.  Napoleon was an ______ general who wanted to conquer the world. (ambition) 8. He is a _____ artist from China. (fame) 9. The __________ disappearance of the billionaire baffled the police. (mystery) 10. Children are usually very ________ when they watch television. (attend)

1. The girls are chatting aloud even though classes are going on 2. That was a fast horse 3. Is the whale a mammal 4. You should plan to take a trip this summer 5. How sweet this perfume is

TS  –  TRANSFER STAGE 1. Drill: Pronunciation drill: Have the pupils recite the following verses:

 If a shipshape ship shop stocks Six shipshape shop-soiled ships,  How many shipshape shop-soiled ships Would six shipshape ship shops stock? 2. Review: Using Prefixes Direction: Read the following sentences. Complete each sentence using a word with a prefix im-, in-, un-, dis-, il-, ir-, mis- or non-.

(Answer: 1. excellent 2.knowledge 3. remarkable 4. practical 5. substantial 6. existence 7. ambitious 8. famous 9. mysterious 10. attentive)

1. Juan Tamad is a lazy, ______ and goodfor-nothing fellow. (not responsible) 2. Using dynamite fishing is ______ (not legal) 3. How many words did you ______ in the test? (wrongly spell) 4. We did not want to listen to his talk  because the reasons he gave were  _______. (not logical) 5. The flood victims are hungry because there is _____ food for all. (not sufficient)

5. Discussion: Were you able to form the words? What is the root word of the excellent? What is added to its root words? How do we call this word? Where did we add this word? Discuss further. 6. Fixing Skills: Connect the suffix to the correct word to make a new word.

3. Motivation: Game: Have the pupils form a word out of the given clues.

 perform

-er

mathematics

4. Presentation: Direction: Complete each sentence with the correct form of the word in the brackets.

IV. EVALUATION: Direction: Place the correct punctuation at the end of each sentence. Then identify the kind of sentence.

Play

music

ful

er or

dance able teach

8

less

1. The birthday party last night was wonder_____. 2. John Lloyd Cruz is a very good act____. 3. The farm_____ began planting rice in May. 4. Reck____ drivers are likely to cause accidents in the superhighway. 5. Hermie is friendly, outgoing and approach______.

8. in a brave way - ______________ 9. without fear - _________________ IV. Evaluation: Answer the following questions. Choose the letter of the correct answer.

1. What does the suffix – ed in camped mean in this sentence? She never camped before.

7. Generalization : What are suffixes?

A. The action will happen in the future. B. The action is happening now. C. The action happened in the past.

Remember: Affixes are letters or syllables added at the beginning or end of a root word. A root word   is the form of a word after all affixes are removed.

2. Star watching is a ________ activity. A. wonderful B. wondering C. wondered

Suffixes are letters or syllables

added at the end or after the stem or the root word. (Note: These may be written on charts. Include also the different prefixes and suffixes and their meanings.) Root Word care

Suffix Ful

New Word careful

friend

Ly

friendly

help

Er

helper

home

Less

homeless

3. What does brightly mean in the sentence: Stars twinkle brightly in the night sky. A. in a bright way B. full of brightness C. without bright

Meaning

4. Boy scouts love to go ______. A. camped B. camper C. camping

full of care in a friendly way one who helps without home

5. What is the root word in painting ? A. tiny B. paint C. pain V. Assignment: A. GOLD: Write a simple dialogue of  participating in a club meeting.

8. Application: Write the word that goes with each definition. Use the words in the box.

B. TS.  Think of a word that will be formed from the given suffixes. Use these words in a meaningful sentence. 1. less 2. ful 3. able 4. ness 5. ly

Word Box

Bravely Loudness Useless

1. 2. 3. 4. 5. 6. 7.

cheerful sadly hopeful

fearless slowly kindness

 being loud - ________________ in a slow way - ______________ full of cheer - ________________ in a sad way - ________________ without use - _________________  being kind - __________________ full of hope - _________________

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c. d. e. f.

LESSON # 3: I. OBJECTIVES:

GOLD: TS

1. eager -

1. 2.

GLR: CT:

mounted scooped grief devoured

Enjoy listening to a story Answer questions from the story listened to. 3. Use the correct intonation for a Yes –  No Questions 1. 4. Decode meaning of unfamiliar words using the dictionary.

2. Present –  3. got on –  4.  picked up swiftly with the arms-

II. SUBJECT MATTER: GLR:  Gelert a. CT: Answering questions from the story listened to. GOLD: Using the Correct Intonation for b. a Yes –  No Questions TS: Decoding meaning of unfamiliar c. words using the dictionary.

5. very sad –  6. ate greedily – 

 Reference: 2002 BEC Handbook in English PELC Speaking 1.2; PELC Reading 1.1.3 English Lesson: The Animal World p. 7 English For You and Me Reading p. 9 - 12  Materials: picture of a dog; strips of cartolina; index cards;

4. Motive Question: Who was Gelert? What was Gelert doing while the prince was away? B. During Reading Activities: 1. Have the pupils listen as the teacher reads the story:

III. PROCEDURE: GLR: (Genuine Love for Reading) A. Pre- reading Activities: 1. Drill: Pronunciation Drill: Tongue Twister:

GELERT

When his daughter Princess Joan married Prince Llewelyn of Wales, King  John gave the royal couple his favorite haunting dog, Gelert, as a wedding  present. Llewelyn, who was a keen huntsman, was pleased to have a welltrained dog as a gift. About a year after his marriage, he was blessed with a baby boy.

 Jack Sprat will eat no fat,  And Jill will eat no lean; Yet between them both, They lick the dishes clean. 2. Motivation : Who is your best friend? What is your favorite pet? How do you take care of your pet? Present a picture of a dog. Ask: How does man consider a dog? (The dog is considered as man‟s best friend.)

One morning, as Llewelyn mounted his horse to go hunting, he noticed that Gelert was missing. An impatient man, he rode off without his dog. When the hunt ended, he returned to the castle and was about to enter his room when Gelert came rushing out excitedly to greet him. The  prince froze in horror when he saw that the dog had bloodstains on his jaws. (Pause for awhi le then ask: Why do you thi nk Gelert h ad bloodstain s on hi s jaw?)

3. Unlocking of Difficulties : Have the pupils know the meaning of the following words by answering the  puzzle below: (Group Work)

a. willing  b. gift

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“Has it gone mad?” the horrified  prince thought to himself. “is my son all right ?” (Wh y do you th in k th e pri nce asked himself, “is my son all right?”)

(Divide the class into 4 groups. Then give each group the task assigned to them.)

d. Can the prince trust Gelert? Prove that Gelert could be trusted. Group one present your work. e. What is the moral lesson of the story? Group two present your work. f. If you will be Prince Llewelyn, what would you do when you saw that Gelert had bloodstains on his  jaw? Express your feeling through writing a letter. Group three  present your work. g. How will you take care of your  pet? Group four present your work.

 Rushing into the room, Llewelyn was  shocked to see the baby’s cradle overturned. There were several patches of dried blood on the floor. (Wh at do you th in k happened with the baby? Wh at do you thi nk di d the pri nce do with Geler t?) Overcame by grief and blinded with  fury, he drew his sword from its sheath and rained several blows on Gelert, crying, “Monster! You have devoured my son!”  As Gelert collapsed and lay dying on the floor, Llewelyn heard a cry from under the overturned cradle. (What do you thin k did the prince see under the overturned cradle?)  It was his little baby who lay unharmed. His head was resting on the body of a dead wolf. As he scooped up his son,  Llewelyn realized that while he had been out hunting, his faithful dog had been protecting the baby. With the baby safe in one arm, he held the dying dog in the other. Gelert looked at him with doleful eyes and lied without a whimper in its master’s arm.  Filled with remorse, Llewelyn buried Gelert at a place that he named Beth-Gelert. To this day, there is still a pile of stones marking the grave of the unfortunate dog.

2. Engagement Activities: GROUP 1: LIGHTS, CAMERA, ACTION!

Prove that Gelert could be trusted. Make a script and dramatize the part to prove that Gelert could be trusted. GROUP 2: I WRITE A SONG!

Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

GROUP 3: WRITE ME A LETTER!

If you will be given a chance to write to Prince Llewelyn, what will you say to him after what he had done to Gelert?

Source: En gli sh L esson B ook 6 p. 7 

C. Post Reading Activities: 1. Answering the motive question:

GROUP 4: CREATE ME A POEM!

Compose a poem about your favorite pet. Describe your pet.

Who was Gelert? What was Gelert doing while the prince was away? (Answer: Gelert was a well -tr ain ed dog given by Ki ng J ohn to Pr in cess Joan and Prince Llewelyn. Gelert had been protectin g the baby whi le Pri nce L lewel yn had been out hu nti ng  .)

Allow the pupils to perform their task under time limit.

GOLD: (Grammar Oral, Language Development)

CT (Critical Thinking) 1. Comprehension Check : a. Who were the royal couple?  b. Why did the prince ask himself “is my son all right?” c. Why couldn‟t Llewelyn see his son when he first rushed into the room?

1. Drill: Pronunciation drill: Say: Peter Piper picked a  peck of pickled pepper.  A peck of pickled pepper  Peter Piper picked.

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 If Peter Piper picked a peck of  pickled pepper, Where’s the peck of pickled pepper  Peter Piper picked?

7. Generalization: Remember: The rise and fall of the voice when speaking or reading is called intonation. The rising intonation is used with questions answerable by Yes or No. The falling intonation is used in statements or questions not answerable by Yes or No.

2. Review: Kinds of sentences. What are the kinds of sentences? What is the intonation when we are asking questions? What is the intonation when we are stating a fact?

8. Application: Divide the pupils into four. Have them perform the different task assigned to them.

3. Motivation: Have the pupils read the following sentences: a. I am new here.  b. Are you new here?

GROUP I: Work with your group. Make a question  –  and - answer game with the topic: A. Favorite Fruit

What kind of sentence is sentence A? Sentence B? How did you read sentence a? Sentence B?

GROUP 2: Read the dialog with your group. Observe the correct intonation.

Pupil A:

4. Presentation: Have the pupils listen as the teacher reads the following sentences.

A.1. 2. B. 1. 2.

Pupil B: Pupil A: Pupil B: Pupil A: Pupil B: Pupil A:

Have you been in Cebu? Yes, I have been in Cebu. It‟s an amazing creature, isn‟t it? Yes, it is.

5. Discussion: Which utterances are statements? (No. 2 sentences for A & B) How did I read the statements? (Falling intonation) Which utterances are questions? (No. 1 sentences for A & B) How did I read the questions? (Rising intonation) Are these questions answerable by yes or no? (Yes)

I am thinking of my favorite flower which is white in color, having a sweet fragrant. Is it a sampaguita?  No, it isn‟t. Is it a rose?  No, it isn‟t. Is it a dahlia? Yes, it is. I really love that flower.

GROUP 3: Put an arrow to show a rising or falling intonation. Put the correct punctuation mark for each sentence.

1. 2. 3. 4.

The baby is crying Do we have a new teacher Does a crocodile give a thundering roar Did you used the talents given to you by God 5. Sherwin will join the field trip tomorrow

6. Fixing Skills: Have the pupils read the dialog. Have them observe the correct intonation. Jazzer: Are you looking for something, Karl? Karl: Yes, I am. I am looking for my new  ball pen. Jazzer: Is this the one you‟re looking for? Karl: Yes, it is. Thank you very much. Jazzer: You‟re welcome.

IV. EVALUATION: Direction: Write whether the following sentences have a rising or falling intonation. Put the correct punctuation after each sentences.

Ex. Is this your book? Rising 1. 2.

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Is a rainbow an unexciting sight Do people in organizations work together for a common cause

3.

When seeds are beginning to grow, they are sprouting 4. Plants that are used for seasoning food are called herbs 5. Would a public notice be kept hidden

1. What is engraved on the reverse    side of your watch? _____ 2. I can reverse    my jacket so that the outside is red instead of blue. _____ 3. Why do you always want the reverse  of what I want? _____ 7. Generalization : What are the different information that we could get from a dictionary?

TS (Transfer Stage) 1. Drill: Pronunciation Drill: Pl ease pl ace th e pl eated pressed pants on th e plain pressin g plank . (3x) 2. Review: Checking of assignment. Think of a word that will be formed from the given suffixes. Use these words in a meaningful sentence.

1. 2. 3. 4. 5.

REMEMBER:  A dictionary  contains alphabetical entries that tell how to pronounce the e n t r y w o r d    and what the word means. A d i c t i o n a r y e n t r y   is shown on the left-hand column in heavy black type.   is shown in sound symbols Pronunciation  between slant lines after each entry word. The   is shown by the darker accent primary accent  mark (‘). The secondary accent is shown by the lighter accent mark. The w o r d d i v i s i o n o r   syllabication   of an entry word is also given. The p a r t o r p a r t s o f   s p e e c h for an entry word are shown by abbreviations. A p l u r a l o f n o u n   is shown if it does not form the plural regularly by adding s or es to the singular. The past tense and   are shown if the spelling of an ing verb forms  entry word changes before the ending are added and if the verb is irregular. The o r i g i n o f a n e n t r y  is shown in brackets at the end of the entry. word 

less ful able ness ly

3. Motivation: What reference are we going to use if we want to know the meaning of a certain word? (Dictionary) 4. Presentation:

Have the pupils open their own dictionary. (This must be assigned one day  before the topic) What can you see in a dictionary?

Example: pennant / pen‟ent/ n. A flag, usually long and narrow, used for signaling on ships; a school  banner. [fr L penne feather] 

5. Discussion: How are the words in the dictionary arranged? What are the different information  presented in a dictionary? Discuss further. (You can be gui ded with th e in for mation given i n the general ization un der Remember .)

In looking for the meaning of a word in a dictionary, remember to: 

6. Fixing Skills: A. Read the dictionary entry for the word reverse  . It gives three definitions for reverse.  Then read the sentences and write the number of the definition that fits the way reverse is used in each sentence.





Use the guide words found on the top left hand or the top right hand of the page; Follow the alphabetical order of words; and Read the first few pages that contain the directions on how to use it.

8. Application: Use the definition to answer questions 1 -3.  _________________________________

reverse (ri – vurs) adj., n., v. 1. the opposite or contrary 2. the back 3. to turn the other way; to turn inside out or upside down

be*lu*ga (ba lyoo‟ga) n. A small white whale of Arctic waters.

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ca*jo*ler*y (ka jo‟ le re) n. Persuasion by flattery and false words. found*er (foun‟der) n., v. 1. One who helps to establish something. 2. To stumble man*a*tee (man e te‟) n. A  plant-eating sea creature of the tropical Atlantic coast. thread*bare (thred‟ber) adj. 1. So worn and frayed that the threads show. 2. Overused and commonplace or stale.  _________________________________ 

(1) loss of (3) dose of

(2) waste in (4) lack of

 ____5. The floor looked new and glossy after we waxed it. (1) smooth (2) clean (3) bright (4) shiny Answer: 1. (3) 4. (4)

1. In what way is a beluga and a manatee alike? ___________________________

2. (2)

3. (4) 5. (4)

V. ASSIGNMENT: 1. A. GOLD: Make a question –  and –  answer game talking about your favorite subject.

2. Is a person who uses cajolery an honest person? Why or why not?  _______________________________

B. TS. Read each set of guide words. Then write the words from the box that would appear on a page with those guide words.

3. Write the number of the meaning of the underlined word in each sentence. a. Emma‟s old shirt was almost threadbare. ____  b. The puppy foundered   in the mud. ___

Capture Chisel Compass

IV. EVALUATION: TS. A. Direction : Arrange the following words in alphabetical order.  personal pencil dream birthday paper production decoration accidental   tired

cardboard Chores compose

calico – career chilled circuit  ____________  ____________  ____________  ____________ commotion –  conductor  ___________________  ___________________

B. Direction : Replace the underlined word (s) with another of similar meaning and write its number on the space  provided.

 – 

LESSON # 4  _____1. Beavers are known to be industrious animals. (1) fierce (2) timid (3) hardworking (4) cunning

I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3.Ask questions with appropriate interrogatives. 4. Write a composition showing TS: introduction, body and conclusion.

 _____2. The children love the famous story of Robin Hood and his merry men. (1) fact (2) legend (3) novel (4) theory  ____3. I have no confidence in his promise. (1) belief (2) worth (3) value (4) faith

II. SUBJECT MATTER: GLR : The Parable of the Division GOLD: Asking questions with appropriate interrogatives.

 ____4. Night blindness is caused by a deficiency in Vitamin A. 14

TS:

Writing a composition Showing introduction, Body and Conclusion

c. unfair 4. “Kuya” is an appellation  for older  brother. a. a court appeal  b. a friendly greeting c. a title

Reference: 2002 BEC PELC Speaking 1.2.2; PELC Writing 1  New Dynamic Series in English 6 p. 56 English for all Times Language p. 3 –  9 Reading Links pp 23 - 34 Materials : strips of cartolina, index cards

5. To be disappointed  is to ____. a. be unhappy  b. fail in expectation c. be fatigued

III. Procedure: GLR: A. Pre-Reading Activities: 1. Drill: Pronunciation drill: Have the pupils read the following:

6. The refreshing fluid eddied   out down into his throat. a. chicken out  b. flow away like a whirlpool c. fail in something

The f and p   in a word f p

friend Filipino flipper flippant fifty fan

4. Motive Question: Why did the younger brother drink all the contents of the whole bottle?

piece puzzle prisoner put profane people

B.

During Reading Activities: 1. Have the pupils listen to the story. Let them take down notes about the story listened to.

Read: Captain Philip’s four ships/  suffered fearfully in the conflict/ / Philip refused to accept his defeat / as final// for  five years / off and on, / he had fought his defiant foe/ with only brief intervals for refitting his fleet. / Being a philosopher as well as fighter./ Philip reflected / that if he could raised funds, / he could still carry on effective warfare.

THE PARABLE OF THE DIVISION

The young boy and his older brother were taught by their parents to divide material things equally and fairly. This they tried to follow.  A system evolved in which one does the dividing and the other gets the  selecting first. This guaranteed an equitable cutting. Otherwise, the one who divided would be in the losing end. One day, the two boys had a pair of fish for lunch. One big fish and the other a small one. The young boy thought his older brother would give in (magparaya) to him as a younger and weaker sibling so he said, “Kuya (appellation for older brother), please go ahead and make the first selection.” The older brother quickly got the bigger fish. The younger boy was disappointed to get the much smaller fish. “If I were you,” said the younger boy to his older brother, “I would have taken the smaller fish.” “What are you complaining about?” answered the older brother. “You  got what you want.”

2. Motivation: Is it good to share things equally with your brother/sister? Why? Why not? 3. Unlocking of Difficulties: Try to draw out the meaning of the underlined words through context clues.

1. A system evolved  in which one does the dividing and the other gets the selecting first. a. run away from  b. produced by natural means c. go around 2. To guarantee means the same as _____. a. answer joyfully a question  b. to answer for something as in loan or pledge c. announce something 3. Equitable  would mean _____. a. a bank  b. fair and equal 15

 Next time around, the two boys had to share a bottle of soft drink. They were in the rice field with no glasses or containers available. “Let’s just drink direct from the bottle,” suggested the older brother. “Be  sure it is exactly half. You go ahead and drink your share.” The younger boy took the bottle and raised it to his mouth. The refreshing fluid eddied out and down his throat in successive big gulps. He practically held his breath while the older brother waited.  After a minute, the content of the whole bottle was gone. The younger brother had drunk all and wiped his mouth with his wrist. He smiled contentedly. “Why did you drink all of it?” accosted the older boy. The younger brother replied, “My half share was at the bottom part of the bottle.” - Juan M. Flavier

GROUP 3: WRITE ME A LETTER Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her.

GROUP 4: SING ME A SONG Identify the lesson in the story and compose a song that tells the lesson. Prepare to sing your song to the class.

GOLD (Grammar, Language Development) 1. Drill:  Pronunciation Drill: iy i

leaves  jeep reach heel speak

A. Post Reading Activities : 1. Answering the motive question: Why did the younger brother drink all the contents of the whole bottle? 2. Comprehension Check: Have the pupils answer following question.

fish him rich hill spick

Oral

e

them get wretch hell speck 

Sentence Drill: 1. Place the fish inside the jeep and cover it with leaves. 2. Karl gets the clean meat in a house near that small hill. 3. Sit on the high seat when the table is set.

the

1. What good value have the parents of the two boys taught them? 2. To make sure that equitable division is guaranteed, what practiced was observed by them? 3. What lesson is the parable wishing to share?

2. Review: Checking of assignment: Making questions and answers game. 3. Motivation: Present a picture. Have the pupils ask questions about it. (Any picture will do as long as there will be questions for the pupils to formulate.

3. Engagement Activities: Have the pupils perform the different activities assigned to them:

4. Presentation : Have the pupils read the following questions:

GROUP 1: LIGHTS, CAMERA, ACTION Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.

Who are in the picture? Where are the children working? What are they doing?  How long have they stayed there? What does the librarian do?

GROUP 2: DRAW ME Pretend the story is a movie and you are supposed to advertise it. Make a movie poster of the story and then explain to the class your poster.

5. Discussion: With what words do the questions  begin?

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What word is used in asking about a  person? Place? Thing? Manner? Degree? Extent or condition? Time? Place? What are these words? Discuss further. (Refer to the generalization given for further discussion)

8. APPLICATION: A. Guided Practice: Have the pupils perform the different activities assigned to them under time limit. GROUP 1: Look at the picture. Think of possible questions that you would like to ask to the president of the Philippines, Benigno Aquino III.. Use the different interrogatives to begin the questions. Play the question-and-answer game.

6. Fixing Skills: Independent Practice: Transform the following sentences into questions using the correct interrogative pronoun that corresponds to the underlined noun:

GROUP 2:  Ask the correct “wh” questions for each expected answer. Be sure to observe the proper intonation:

Example: Edgar‟s brother   will hold a oneman painting exhibit. Whose broth er w il l h old a one-  man paintin g exhi bit? 

E x p e c t ed a n s w e r s :



Swimming December 25 To buy new t-shirt for my birthday Early morning Biking

1. Mrs. Reyes taught him the basic lessons in painting. 2. The proceeds of his painting exhibit will be given to the street children. 3. The exhibit will be held at the Quezon Memorial Circle. 4. He will hold his exhibit next month. 5. He attained success through hard work and determination.

GROUP 3: Complete the following questions with correct interrogatives: 1. 2. 3. 4. 5.

7. GENERALIZATION: What are interrogatives? When do we use interrogatives?

_____ is the name of the girl? _____ is she from? _____ old is she? _____ did she save the old woman? _____did the incident happen?

GROUP 4: Work with your group. Study picture very carefully. Then agree questions that you want to ask about picture. Make sure to begin with different interrogatives. Write questions down on a piece of paper.

REMEMBER:

Words that are used in asking questions are called interrogatives. These are: Who for persons What for things Why for reasons or causes When for time Where for place Whose for persons; when speaking of ownership Which for person and things indicating one of a kind or definite class.  How for degree, extent, condition or manner. Whom for a sentence that requires a  pronoun in the objective case.

the on the the the

IV. EVALUATION: Direction: Complete each GOLD: question with appropriate interrogatives. 1.  ______ do you wish to talk to? 2.  ______ is he going to Davao? 3.  ______ the last person to see him? 4.  ______ number did you dial? 5. To ____ shall I give the letter?

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TS (Transfer Stage)

REMEMBER:

1. Drill:  Pronunciation drill:

 A good paragraph must have an effective beginning and ending. The body contains the details that support the topic well.

Have the pupils read the pair of words. Note the difference in their sounds. /e/ tell sell

/i/ till sill

dead red  bless fell spell lead wet

did rid bliss fill spill lid wit

2.

7. APPLICATION: Have the pupils write the composition on a piece of paper. Be sure to apply the correct punctuation and capitalization. Note the indention at the beginning paragraph. Write neatly and clearly. IV. EVALUATION: TS. Direction: Call on a volunteer to read aloud his/her composition in class. Guide the pupils to evaluate it considering these questions:

Review: How do we write sentences?

3. Motivation: How do you feel about a storm?

1. Does it have an effective beginning sentence? 2. Do all the supporting details keep to the topic? 3. Is the ending sentence effective?

4. Presentation : Present the picture of a storm and its effect. Have the pupils talk about their feeling about a storm.

V. ASSIGNMENT: A. GOLD:  Choose the correct interrogative pronoun: 1. (Who, What) did you say? 2. (Who, Whom) does she want to see? 3. (Whose, Which) paper is this? 4. (What, Which) project will we do next? 5. (Who, Which) do you like better, a dog or a cat?

5. Discussion: (Give each pupil a meta card for them to write all the answers to the questions to be given by the teacher.)

What do you encounter/ experience during and after storm? What activities do you enjoy when there is a storm? What activities can‟t you enjoy? What things delight you? (Have the pupils paste their answers on the board)

B. TS. Have the pupils rewrite the composition on their theme notebook.

LESSON # 5

Have the pupils arrange all the details written on the board in order. Have them also formulate sentences out of the details on the board. Then the teacher guides the  pupils in arranging them in logical sequence to create a meaningful body. Then the teacher will also guide the pupils in formulating the ending of the paragraph.

I. OBJECTIVES:

1. Enjoy listening to a story 2. Answer questions from the story listened to. GOLD: 3. Use courteous expressions on appropriate situations: participate in club meetings. TS: 4. Decode meaning of unfamiliar words using the dictionary: GLR: CT:

6. GENERALIZATION: What are the characteristics of a good paragraph?

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

words with multiple meaning of words.

5. Mr. and Mrs. Rat were convinced  with the words of Mr. Wall. (F) 6. They want Rena to marry a respectable man. (A)

II. SUBJECT MATTER: The Vanity of the Rat GLR : GOLD: Participating in a Club Meeting TS: Words with Multiple meaning

7. The vanity   of Mr. and Mrs. Rat led them to choose a high stationed husband for their daughter. (G)

Reference: 2002 BEC PELC Speaking 2.1; PELC Reading 1.4 Effective Reading Book Lesson 2 p. 8 Effective Reading Book p. 5 –  6 Using the Dictionary; English For You and Me, Reading p 49. English For You and Me Language pp 8 - 13

3. Motivation: Do you know anything about Filipino customs/traditions about marriage? 4. Motive Question: Why did Mr. Sun, Mr. Cloud, Mr. Wind and Mr. Wall refuse to marry Rena?

Materials: picture of a rat, sun cloud, wind; dictionary; strips of cartolina III. PROCEDURE: GLR (Genuine Love for Reading) A. Pre Reading Activities: 1. Drill:  Pronunciation drill: Of all the felt I ever felt  I never felt a piece of felt That felt the same as that I felt, When I first felt that felt.

B. During Reading Activities: 1. Have them take down important details about the story. THE VANITY OF THE RAT

 In Korea, it was formerly the custom for parents to arrange their children’s marriages. Mr. and Mrs. Rat were anxious for their darling daughter,  Rena to marry into a respectable family.

2. Unlocking of Difficulties : Have the pupils identify the meaning of the following words. Match column with A with column B. Use the given sentence as your clues. A 1. anxious 2. high stationed 3. acquaintance 4. coyly 5. convinced 6. respectable 7. vanity

 From the first, they had taught that  Mr. Sun was the most high-stationed and well-descended person they knew, and they decided that he was just the person to marry their daughter. “Hello, Mr. Sun,” said Mr. Rat importantly. “I would like you to know that my daughter is old enough to marry now and that we would be very pleased to welcome you into our family as Rena’s husband. We chose you from all the men we know because of your high position and your great power. “(Do you think Mr. Sun accepted the off er of M r . Rat?) “You offer is indeed kind, Mr.  Rat,” replied the smiling Mr. Sun, who had no desire to marry a member of the  Rat family. “I feel that it is only fair to tell  you, however, that I am not the most  powerful person of your acquaintance. I would like to recommend to you Mr. Cloud, who can cover up my face and keep me from shining.” “Yes, of course, of course! Mr. Cloud is certainly more powerful,” said  Mr. Rat as he and his wife went to see the

B. a. decent b. friend c. worried d. most powerful e. shyly f. influenced g. pride

1. Mr. and Mrs. Rat were very anxious   fro their darling daughter, Rena, to marry into a respectable family. (C) 2. They believed that the sun is the most hi gh stationed   person they knew. (D) 3. Mr.Sun said that he was not the most  powerful person of the Rat family‟s acquaintance. (B) 4. Rena giggled coyly   and tried not to let Roger know how she felt. (E)

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 gentleman. (H ow about M r. Cloud? Do you thin he will also accept Mr. Rat’s offer?) When Mr. Cloud heard of Mr. Rat’s offer, he too was not eager to choose his wife from the House of the Rats. He waved his hands, saying, “You seem not to know that there is one who is more worthy of your honor than I. Though I sometimes get the better of Mr. Sun, I am still a mere servant of Mr. Wind. His blast and growl make me  go anywhere he pleases, whether I want or not.”  Leaving Mr. Cloud, Mr. Rat mumbled to his wife, Mr. Wind is indeed much more powerful; much more powerful.  He is certainly the proper husband for our daughter. “(Did Mr. Wind accept the offer of M r. Rat?) Once again, Mr. Rat offered the hand of his daughter in marriage, but Mr. Wind was no more anxious than the others to become Mr. Rat’s son-in-law. Laughing hoarsely, he said, “I am indeed powerful enough, for forests tremble and ships toss in  fear of me. But there is one more powerful than I. It is Mr. Wall. He sets his strong legs  firm upon the earth and stands immovable in my way, arms folded, eyes blinking. But  for him, how I could meddle in the lives of  families?” So saying, Mr. Wind gave another laughed and whizzed on. Wondering how his wise brain could ever have overlooked so powerful and close a neighbor, Mr. Rat visited Mr. Wall, who likewise apologized. “It is quite true that I, without any sign of outward exertion, can check the progress of the wind, which commands the cloud, which overpowers the  sun. But what am I to you, oh, Mr. Rat? Your prosperous race can undermine me and make me fall in the twinkling of an eye, if need be. Oh, Mr. Rat, I am at your mercy .” (Who could be the best groom for Rena?) “How true, very true!” Mr. Rat said  proudly. “Of course the race of rats is the most powerful of all. And my glorious race is next to none  –   yes, next to none in respectability. The only person for our darling Rena is to marry another rat.” “Yes,” said Mrs. Rat. “And I know  just the person: that nice Roger Rat who  seems to like Rena so much. And his parents are such good friends of ours, too.” “Old Roland Rat’s boy? An excellent idea!” agreed Mr. Rat. “Let’s see if he is in now.”

When Roger rat appeared, Mr. and  Mrs. Rat told him of their offer, which he accepted immediately. They led him to their hole, where they found Rena giggled coyly, hanging on to her mother’s hand.  Although she tried not to let Roger know how she felt, she was very much delighted that her parents were arranging for her to marry him. Like most Korean girls, she was shy when she was with boys.  Mr. and Mrs. Rat were every bit as  pleased as Rena and Roger were about the arrangement. And Mr. Rat was convinced that he had made the best possible match  for his darling daughter. (Who was the best match f or Rena?) Source: Ef f ective Readin g p. 8-10

C. Post Reading Activities: 1. Answering the motive question : Why did Mr. Sun, Mr. Cloud, Mr. Wind and Mr. Wall refuse to marry Rena?

CT. (Critical Thinking) Have the pupils following questions:

answer

the

1. What was the early Korean custom of marriage? 2. Who were the choices of Mr. and Mrs. Rat? (Divide the class into 4 groups. Then give each group the task assigned to them.)

1.

Why did the couple choose Mr. Sun? What did Mr. Sun do? Group one present your work. 2. What is the moral lesson of the story? Group two present your work. 3. If you will be Rena, what will you say to your parents with regards to your marriage? Express your feeling through writing a letter. Group three  present your work. 4. Who was finally chosen to be the groom of Rena? Group four present your work. 2. Engagement Activities:

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5. Discussion: Who attended the meeting? Who presided the meeting? Why? How did the chairperson start the meeting? What did the members do if they wanted to speak? What did the chairperson do to indicate that a member was permitted to speak? What were discussed in the meeting? How did the meeting end? What does the expression “The meeting may now come to order” mean? Discuss further.

GROUP 1: LIGHTS, CAMERA, ACTION! Why did Mr. and Mrs. Rat choose the sun for their daughter? What did the sun do? Make a script and dramatize the part to prove your answer. GROUP 2: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class. GROUP 3: WRITE ME A LETTER! If you will be Rena, what will you say to your parents with regards to your marriage? Express through a letter.

6. Fixing Skills: Tell who uses the following expressions in an election meeting.

GROUP 4: CREATE ME A POSTER!

1. The meeting will please come to order. 2. The table is now open for nomination. 3. I nominate ____ for President. 4. I move that the nomination for President be closed. 5. I second the motion.

Who was finally chosen to be the groom of Rena? Draw a poster showing Rena and his groom in an altar.

Allow the pupils to perform their task under time limit.

7. Generalization: What do we have to observe in  participating in a meeting?

GOLD: (Grammar Oral, Language Development) 1. Drill: Pronunciation drill:

Remember:

To hold a club meeting, one must observe proper behavior and must follow the correct procedure. Courteous expressions must also be observed. Such expressions as:

 Amidst the mists and coldest frosts; With barest wrists and stoutest boasts,  He thrusts his fists against the posts,  And still insists he sees the ghosts. 2. Review: What is the intonation when we are asking questions? What is the intonation when we are stating a fact?

A. The meeting may now come to order.  b. The table is now open for  _____. c. I suggest that _______. d. I move that _____ e. I second the motion ________. f. How many are in favor? g. It has been moved and seconded that ___________. h. The meeting is adjourned. i. Is there any objection?

3. Motivation: Does your own class conduct meetings and elect officers? What are some of the courteous expressions that you used in conducting meetings? 4. Presentation: Have the pupils read the dialog about the club meeting on p. 8 English for You and Me Language.

8. Application: Divide the pupils into four groups. Have them perform the different activities.

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G. The presiding officer asks fordiscussion motion/suggestion. H. It has been approved….. I. The meeting is finished. J. Ask for some questions

GROUP 1: LIGHTS, CAMERA, ACTION! Do your own class meeting and elect officers.

TS (Transfer Stage)

GROUP 2:

1. Drill: Pronunciation drill: Have the pupils recite the following verses:

Make and pass a motion to give a gift to a much-liked teacher who is leaving the school.

 If a shipshape ship shop stocks Six shipshape shop-soiled ships,  How many shipshape shop-soiled ships Would six shipshape ship shops stock?

GROUP 3: Meet with the class to vote or whether not to go on a trip to the nearest museum.

2. Review: How to write a composition correctly.

GROUP 4:

3. Motivation: What I am holding? (a neckerchief) What are the uses of this? (A neckerchief is used by boy scouts. ….. a sling if you have a broken arm ….. signal flag ….. tie on the head if you have headache ….. tie on the waist if you have stomachache ….. others (answer may vary)

Meet with the class to vote on whether or not to invite parents as  judges in the forthcoming painting contest sponsored by your club.

IV. EVALUATION: A. GOLD: Direction: Match the expressions used in the meeting under Column A with its meaning under Column B. Write your answer on the space provided.

Like a neckerchief, words also have many uses.

A  _____1. The meeting may now come to order  _____2. The table is open ______.  _____3. I suggest that ……  _____4. The minutes of the meeting is  _____5. I move that ……  _____6. I second the motion ….  _____7. How many are in favor?  _____8. It has been moved and seconded that…  _____9. The meeting is adjourned.  ____10. Is there any objection?

4. Presentation: Have the pupils read the following sentences:

1. a. It is hard to break the fairy‟s spell.  b. The hard   glass broke when it dropped on the floor. 2. A. The boy hits the ball with a  bat.  b. The bat is hanging on a branch of a tree.

B A. To put something forward for consideration B. The meeting is now open. C. To support the motion so that it can be voted on D. The presiding officer is ready to receive suggestions or motions E. Ask how many agree with the suggestion F. The things discussed in the previous meetings

5. Discussion: What does “hard” in the first sentence mean? What about in the second sentence? st What does bat mean in the 1 nd sentence? 2  sentence? Have the pupils read another example:

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A.

B.

Cinderella lost her slipper at the ball. The center player shot the ball.

for a certain word. Guess and win the game. Write your answer in the lucky card/blank card.

What are the two different meaning of the word “ball” in the given sentences? Discuss further.

1.

..an open space in the city. ..to settle

6. Fixing Skills: A. Which meaning of the underlined word is used in each sentence?

2.

track : 1. A mark left by someone or something. 2. A path. 3. A set of traits that trains move on.

3.

 ______ The car raced around the track.  ______ The railroad track cuts across the road.  ______ Is that a bear track in the dirt?

dance: 1. To move the body in time to music. 2. A party where people move to music.

4.

B. Direction: Read each sentence, and then select the right definition for it.

..

..a large boat

..a hallow container

..a tube that carries blood.

..

..the upper body art of the nose

..a card game

..a structure for crossing a river.

..

…the degree

of highness or lowness of sound

 _______ The dance started at seven o‟clock.  _______ Denise likes to dance to fast music.

..a figure with four equal sides.

…to throw

…to

fix firmly on the ground

Hand   –  A. part of the arm B. keep assistance

1. When the terrorists attack, many . hand.  people offered to lend a 5 2. Raise your hand if you want to say something.

…a

5.

March  –  A. step together in rhythm B. third month of the year

bomb  placed under the surface of the sea

..belonging to me

1. The band will march in the Araw ng Kalayaan celebration. 2. My birthday is on March 15.

Answer Key: 1. square 2. vessel 3.  bridge 4.  pitch 5. mine

7.

GENERALIZATION: Some words have multiple meanings; the meaning can be identified through context.

8. Application: A. Play the multiple-meaning card game. Given is a set of meanings 23

…a

deep hole for digging out coal, etc.

B. Read the sentences and write the letter o the illustration that best explains the meaning of the italicized word in each sentence.

A

A

B

 ____1. A diploma carries the  seal   of the school.  ____2. The seal  can do many tricks.

B

 ____1. The boy puts a stamp on his letter.  ____2. Stamp your foot twice

IV. Evaluation:

Read each sentence below and note the definition of each underlined word. Decide which definition gives the meaning of the words as it is used in the sentence. Write the letter of your answer on the blank space on the left. Sentences  ___1. The newly promoted general delivered an inspirational talk to the soldiers.  ____2. He made some general observations regarding the  peace and order situation in the country.

A

B  ____1. The athlete hurt his foot .  _____2. This ruler is one foot  long.

A B  ____1. The leaves are falling.  ____2. Mother leaves for work every morning.

A

 ___3. The deer tail leads toward the main channel of the Mississippi River.  ____4. The official made hi request through channels.

B

 ____1. Father will sign a letter.  ____2. The artist is making a sign.

Words and their Meaning

General a. concerned with the main points rather than the details  b. something applicable to an entire group c. holding superior a rank 

channel a. the bed of a stream or river   b. any means of  passage c. the proper or official course for the transmission of communication d. a long groove or furrow e. a frequency  band assigned to a single transmitting station

V. Assignment:

A. GOLD: Write a simple dialogue of  participating in a club meeting.

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TS: Read each sentence. Decide which

Reference: 2002 Basic Education Curriculum PELC Speaking 3; PELC Reading 1.4 Reading for Meaning 6 p.78

meaning applies to the underlined word. Write the letter of your answer on the  blank.

 New Dynamic Series p 163 Explore Your World Through Language and Literature pp 34 - 35

1. Lorenzo has a firm belief in God. a. fixed in place  b. determined c. a company

Materials: strips of cartolina. Index cards

2. During the summer, children spend a lot of time wading in the pool. a. a group  b. a game c. swim tank

III. PROCEDURE: GLR (Genuine Love for Reading) A. Pre-Reading Activities: 1. Drill: Pronunciation drill: Have the pupils recite the verse drill given:

3. Above the pointed church roof was a crucifix. a. spiked  b. showed c. strong

 Don’t lose your keys,/  Don’t lose your face.//   If you lose your keys,/ don’t fuss.//   If you lose your face./ don’t wince //  Don’t lose your lace,/

4. Tourists are entertained in the Fiesta Islands. a. considered  b. interested c. received as guests

 Don’t lose your sax.//   If you lose your lace,/ don’t  gaze.//  If you lose your sax,/ don’t laze.//

5. By feeling, the faith healer knows where to apply the necessary treatment. a. condition of being aware  b. sense of touch c. emotion

2. Motivation: Did you know that long ago the rose plant did not have thorns? Why do you think they have thorns now?

3. Vocabulary Development:

LESSON # 6

Have the pupils know the meaning of the following words:

I. OBJECTIVES:

a. perched (The butterfly perched on a beautiful flower in the garden.)  b. admired (The animals that lived during that time admired the rose greatly.) c. dangerous  (The rose plant became a dangerous plant to touch.) d. proud  (God did not like the rose  plant to be proud.)

GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Ask and answer questions about oneself/others using pictures and or dialogues TS: 4. Decode meaning of unfamiliar words by learning homonyms/homophones.

4. Motive Question: Have the pupils create their own questions about the story. The teacher will write all the questions on the board.

II. SUBJECT MATTER:

The Proud Flower GOLD: Asking and answering questions about oneself/others TS: Learning homonyms/homophones GLR :

B. During Activities:

Reading

Have the pupils listen to

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the story. Let them take down important details about the story.

GROUP 2: WRITE ME A LETTER Write a letter to the rose telling her your feeling about her being proud.

The Proud F lower  Many, many years ago, when the earth had only the sun and the moon, the  flowers and the animals, the rose was thought to be the most beautiful flower.  It was so beautiful that all the animals that lived during that time admired it greatly.

GROUP 3: USING A TIME LINE STORY GRAMMAR ORGANIZER

Have the pupils complete the story grammar organizer: Title: _________________________ Author: _______________________

One day, a butterfly got tired flying.  It perched on the lovely rose to rest. The rose became mad. It did not like nay butterfly or insect to perch on its petals or leaves. It thought it should do something about it. At last it came up with an idea. Thorns! It could surround itself with thorns. The rose plant became a dangerous  plant to touch. Many could admire it but only a few could touch it. God did not like this. He did not like the rose plant to be  proud. So He created other beautiful flowerbearing plants. He created other flowers that are more beautiful than a rose. God created orchids, tulips, chrysanthemum, and many other more beautiful flowers.

Who is the main character?

Where and when did the story take place?

What is the problem or conflict?

What did the main character do to solve the problem?

How did the story end?

 Adapted- New Dynamic Series GROUP 4: DRAW ME

CT. CRITICL THINKING A. Post Reading Activities: 1. Answering the motive question. Have the pupils answer the given questions on the board.

What did God do to make the rose  plant realize that being very proud is not good? Answer this question by drawing.

Allow the pupils to perform the activities under limited time.

2. Comprehension Check: Have the pupils answer the following questions: a. What was admired by all the animals?  b. What perched on the lovely rose to rest? c. What makes a rose harmful?

GOLD (Grammar Language Development)

Oral,

1. Drill: Pronunciation dril l : Have the pupils read the verse drill:

3. Engagement Activities: Have the pupils perform the following activities.

 As Daddy loses his hair,/  And Mommy loses her maid./  I burn the toasts/ and break the eggs.//  As I burn the toasts/  And break the eggs,/  Daddy reproaches Mommy/  And Mommy pinches me!//

GROUP 1: LIGHTS, CAMERA, ACTION! Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.

2. Review: Checking of assignment

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3. Motivation: Do you help your friends in times of needs? How?

6. Fixing Skills: A. Have the pupils listen once again to the story “The Proud Flower.” Have them ask questions about the story. B. Have the pupils study the  picture given. Let them ask questions about the picture.

4. Presentation: Have the pupils read the dialogue.

Beating the Deadline Sherwin, Karl and Jazzer are the best of friends. Whatever one does, the rest try to help. Jazzer:

Sherwin:

Karl:

Sherwin: Jazzer: Karl: Jazzer: Karl: Sherwin: Karl:

I can submit my project this afternoon. How about you, two? I‟m still doing some finishing touches. Maybe I can give it  by Monday, next week. Well I‟m ready to hand it to Mrs. Castillo tomorrow morning. How I hope I can finish it on Friday. Why can‟t you? I‟ll help you, now! You‟re really a good friend, Jazzer. Oh, that‟s nothing. What are friends for? You‟ve got a true friend, Sherwin, haven‟t you? Yes, I have. You two are my real friends, aren‟t you? Of course! All for one and one foe all!

7. GENERALIZATION: What are the important things that we should remember in asking questions? REMEMBER:  In asking questions, one should remember to use the  – wh questions such as who, what, when, where, why, whom, and how. 8. APPLICATION: Have the pupils ask questions about the following pictures:

5. Discussion: Have the pupils study the dialogue given. Let them ask questions about the dialogue given. (Possible questions to be given are:

GROUP 1: (Computers)

1. 2. 3. 4. 5.

What are the three boys busy about? Who are the three boys? Who works fast? Why? Who‟s the slowest? Why? How did they show concern for each other? 6. Were they able to beat the deadline? How? What information was included in the dialogue? How did you ask questions? What words did you use in order to ask questions? Discuss further.

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GROUP (Coral Reefs)

2:

GROUP (Forest)

3:

GROUP 4: (Astronaut)

5. Discussion:

What did you notice about the  pairs of words? What is common among these words? Give another word that sounds the same as these words. does –  does – dash dash course-coarse eye-I whole-hol which-witch to-too and-end will-wheel  be-bee new-knew

IV. EVALUATION: GOLD: Direction:  Ask questions about the given pictures.

A. What do you notice with these words? - They sound the same but they differ in meaning and spelling. How do we call words that sound the same but differ in meaning and spelling? - Homophones Can you give some examples of homophones? 



B.

What are these words? Discuss further.

TS. Transfer Stage:

6. Fixing Skills: A. Fill each blank with the correct word. Refer to the list of homonyms in the box.

1. Drill: Pronunciation drill. Have the pupils read the verse drill:  Please, little star,/ tell me who you are,// Why do you stay/ up there in the sky?// Where do you stay when it rains?// Where do you stay when it snows?//  Please, little star,/tell me who you are.//

1. Father bought a _____ car for the family. 2. The ____ for the low cost housing was already assigned. 3. Mother would like to ____ her son‟s teachers. 4. Everyday, Kyle and Gabriel ____in the library. 5. Gale cooks adobo using pork and chicken ______.

2. Review: Checking of assignment. 3. Motivation: Present the picture of an animal hare and a woman with long hair. How do you call this animal? What does a woman have?

new - knew sight - site meet –  meet –  meat  meat ad - add

4. Presentation: Have the pupils read the pair of words given.

ant

aunt

deer

dear B. Encircle parentheses.

ate

made

eight

maid

fare

meat

the

correct

word

in

fair 1. (It‟s, Its) never too late to change. 2. (You‟re, Your) the only person I know who like opera.

meet

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3. I bet you can‟t (beat, beet) Andrei in munching carrots. 4. The (sight, site) of the new sports center is beside the lake. 5. You have to take your time and plan when you (right, write) a story. 7. GENERALIZATION:

C. From each pair of homophones, choose the word that fits the given meaning. Say the word and spell it out. (In this activity, encourage pupils to enjoy the relay game in giving answers.) steak - stake rowed –  rowed –  road  road sole - soul way - weigh vale –  vale –  veil  veil

HOMONYMS or HOMOPHONES are words that are pronounced the same but differ in spelling, meaning and often have different origins as well. 1.  Example: main-mane (meyn) 2.

a. M ain  –   give the main idea (the most

important or the primary) b. M ane  –   –   the mane of horse is black (the hair at the back of the neck of a horse )

3. 4.

8. Application: A. Circle the homophones to make the sentence correct.

5. 6.

1. I think ____ is going to be a thunderstorm today. a. their b. there

7.

8. 2. The rainy _____ is driving me crazy. a. weather b. whether

9. 10.

3. This is better ____ that. a. than b. then 4. History is all about what happened in the _____. a. passed b. past

A stick or post as of wood sharpened for driving into the ground  STAKE A slice of meat as of beef, usually  broiled or fried STEAK The bottom surface of the foot SOLE The rational, emotional and volitional faculties in man SOUL Direction; turn; route  WAY To determine the weight of as by measuring on a scale or balance  WEIGH Propelled across the surface of the water with roars as a boat  ROWED An open way for public passage; a highway  ROAD A valley; a low lying tract of land  VALE A piece of thin and light fabric, worn over the face or head for concealment, protection, or ornament  VEIL

IV. EVALUATION: TS. Direction : Supply the correct word for each blank in the sentence.

5. You have to walk ____ the doorway to go to this classroom. a. threw b. through

1. We ____ our bikes on a very  bumpy ____. (road, rode) 2. Father left _____ house an ____  before we left for school. (hour, our) 3. The ____ quickly_____ the beds and dusted the furniture. (maid, made) 4. Mother will ____ my dress, ____ I can wear it tomorrow night. (sew, so) 5. Did you ____ that? The circus is coming _____. (here, hear)

B. Write the correct homophones on each blank.

1. We couldn‟t decide ____ to go to Baguio or Laoag City. (weather, whether) 2. We chose to visit Laoag City, the  _____ of Ilocos Norte. 3. We drove ____ the city in ____ days. (to, too, two) 4. We ____ many sign and giant  billboard along the way.(read, red) 5. It was interesting to ____ the accent of the Ilocanos. (here, hear)

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V. ASSIGNMENT: A. GOLD: Direction: Ask questions about the picture given.

III. PROCEDURE: GLR (Genuine Love for Reading) A. Pre  –  reading   reading Activities: 1. Drill: Pronunciation drill: Have the pupils recite the following verse:  If many men knew, What many men know;  If many men went, Where many men go;  If many men did, What many men do; The world would be better,  I think so; don’t you?

B. TS.  Underline the correct word in  parentheses to complete each sentence.

2. Motivation : Do you perform good deeds  because of the praise and honor you‟ll receive? What does greediness do to mankind? Is it good to share things with others? Why or why not?

1. Do you know how birds got (their, there) colors? 2. Birds (cheep, cheap) while ducks quack. 3. Lions eat (meet, meat) that is why they are called carnivores. 4. We pray for (peace, piece) on earth. 5. Allyson cannot wait to wear her (knew, new) dress to church tomorrow morning.

3. Unlocking of Difficulties : Have the pupils read the following words: dense sheer exhausted holy man sculptor tailor incantations claim retrieves as to set to do

LESSON # 7: I. OBJECTIVES: GLR: 1. Enjoys listening to a story 2. Answers questions from the story CT: listened to. GOLD: 3. Change statements into questions. (Using the linking verbs: is, are, was, and were) TS: 4. Decode meaning of unfamiliar words using context clues. .

Write Yes or N o   before  before each statement. (can be assigned one day before the topic)  ____ 1. A dense forest has too many trees standing close to one another.  _____2. One feels exhausted after a long and rigid exercise.  _____3. A sculptor is an artist who carves figures.  _____4. Sheer can also mean transparent and pure  _____5. A holy man is always praying.  _____6. A tailor is someone who drags a long tail when he walks.  _____7. Incantations are prayers or charms spoken as part of ritual; or magic.  _____8. To claim is to deny something.  _____9. When one retrieves something, he gets it back.  ____10. To plan out something is the same as to set to do something.

II. SUBJECT MATTER:

Parable of the Forest Forest GLR : The Parable GOLD: Changing Statements into Questions Decoding meaning of unfamiliar TS: words using context clues. Reference: 2002 BEC Handbook in English PELC Speaking 3.1; PELC Reading 1.5  New Dynamic Series in English p. 1 Materials : picture of a sculptor, tailor, holy man, native man, strips of cartolina,

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4. Motive Question: What problem confronted the three when the work was accomplished?

CT. (Critical Thinking) A. Comprehension Check: Have the pupils answer the following questions: 1. How did the sculptor, the tailor and the holy man meet? 2. To get out of the forest, what did they set their minds to do? (Divide the class into four groups.  Have them perform each group activity) 3. What did each contribute to the plan? Group 1, present your work. 4. When the problem confronted the three, was the problem solved? Group 2, present your work. 5. What is the moral of the story? Group 3, present your work. 6. What kind of mentality was shown in the story? How does this loosen our  progress as people? Group 4, present your work.

B. During Reading Activities: 1. Have the pupils listen to the story. Let them take down important details about the story.

THE PARABLE OF THE FOREST

Three men got lost in a dense forest.  For several days, they could not find their own way out. Exhausted, the three men camped on a common site and discovered that one was a sculptor, another was a tailor, and the third was a holy man. Out of sheer desperation, they agreed to create native man who could then  guide them out of the thick forest to safety. (Wh at do you you th in k each each man di d to create create a nati ve man?) The sculptor got a piece of trunk from a fallen tree and carved the figure of a man. The tailor gathered several leaves and sewed together a coat and pants and put them on the carved wooden structure. Then the holy man murmured his deepest incantations whereby life soon began to breathe out of the wooden man.  A problem immediately arose. (What do you  think was the problem?)   Each began to claim the native as his creation. “If not for the wooden form, this native would not exist,” said the sculptor. “If not for the attire, this native would not be made!” exclaimed the tailor. “If not for my prayers, no life would have lived!” shouted the holy man. Since they could not agree on who  should get the credit and the ownership of W hat do you you thi nk th ey did did the creation, ( What do with the native man?)   the three decided to retrieve each one’s contribution. The holy man got back his prayers, the tailor stripped out the clothes, and the sculptor reduced the low lifeless log into a pile of flitches with his What happened happened to the nati ve man?) ax. ( What The native man who could have led the three to safety was dead.

B. Engagement Activities:

GROUP 1: LIGHTS, CAMERA, ACTION! What did the sculptor, the tailor and the holy man contribute to the plan? Make a script and dramatize the part to prove your answer. GROUP 2: CREATE ME A POEM! When the problem confronted the three, was the problem solved? Answer the question through a poem consisting of 2 stanzas, free verse. GROUP 3: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class. GROUP 4: DRAW ME What kind of mentality was shown in the story? How does this loosen our progress as people? Present your answer through a poster.

(   Juan M. Flavier)

Allow the pupils to perform their task under time limit.

C. Post Reading Activities: 1. Answering the motive question: What problem confronted the three when the work was accomplished?

31

3. Technology in the new millennium is fast advancing. 4. The parrot was caught in Palawan. 5. Your relatives were businessmen.

GOLD: (Grammar, Oral, Language Development) 1. Drill: Pronunciation drill:  A great way to break plates is to take plates of great weight in  great height/  Facing or gazing or gaping one way While pacing or hazing another way.

7. GENERALIZATION: H ow do we change statement i nto question?  REMEMBER:

2. Review: What do we have to observe in  participating in a meeting?



3. Motivation: What does your family love to do together?

To change statement into question, invert the position of the subject and the first word in the verb phrase in the statement.

Ex. S: Q: S: Q:

4. Presentation: Have the pupils read the following sentences:

A. 1. It is spring when he arrived in Vienna. 2. Is it spring when he arrived in Vienna?

My father is coming home today. Is my father coming home today? Lilia was a Franciscan novice. Was Lilia a Franciscan novice?

8. APPLICATION : Guided Practice: Divide the class into four groups. Have them perform the activities given to them.

B. 1. Accidents are prone to happen again and again. 2. Are accidents prone to happen again and again?

GROUP 1: Transform the following statements into question: 1. Allen was happy that her mother is now well and fine.. 2. You are going to see a nice movie tonight. 3. Marlon is leaving tonight for Canada. 4. They are going to present their report on Monday.

C. 1. Our deacon was transferred to Biñan. 2. Was our deacon transferred to Biñan? D. 1. Those people were our neighbors. 2. Were those people our neighbors? 5. Discussion: Which of these sentences are statements? Which are questions? Have the pupils take a look on sentence A # 1. What is the subject used in the first sentence? What is the verb used? Take a look on sentence A #2. What kind of sentence is it? How did we change statement #1 into question? ( Do the same questioning for  statement B, C and D #1 & #2)

GROUP II: Change the following statements into question. Write your answers on the shirts to be hanged on the clothesline. (Provide 5 shirts for the answer) 1. We are going to have a long quiz tomorrow. 2. St. Francis was a native of Assisi. 3. Wenn Deramas is a good director. 4. Janelle was sleeping when I arrived. GROUP III: Change the following statements into question: 1. Mother Seton, a saint, was a Catholic convert. 2. The Last Front is a movie about an  AIDS victim. 3. Joyce is writing a poem for her friend. 4. Precious and Lei are listening to their favorite music.

6. Fixing Skills: Change the following statement into question:

1. Allyson is reading the book of Harry Potter. 2. Most doctors are women. 32

2. A moat, a water canal to keep   ,  was built around enemies away  the castle.

GROUP IV: Transform the following statements into questions: 1. The sperm whale is the only giant among the toothed whales. 2. They are reporting for work. 3. He was the visitor. 4. We are taught not to rely on our own interpretation of biblical passages.

5. Discussion:

What is being described in the first sentence? (A nswer : moat) What does it tell about a moat? (have the pupils read the description of the moat.) Discuss the two main types of contextual clues. Refer to generalization. Discuss further.

Allow the pupils to perform their task under time limit. IV. EVALUATION: A. GOLD: Direction : Change the following statement into question.

6. Fixing Skills:

1. The survivors were so weak that they could hardly walk. 2. The steak I ordered was as tough as leather. 3. Jesus Christ is our Lord. 4. Aluminum is a useful metal. 5. The eyes are the windows of the soul.

Read each sentence carefully and get the meaning of the underlined word as used in the sentence. Encircle the letter of your answer. 1. His father‟s voice startled him and made him look back to the direction toward the town. a. surprised b. frightened c. anxious

TS. (Transfer Stage) 1. Drill: Pronunciation drill:

Say: A twister of twist Once twisted a twist,  And the twist that twisted, Was a twisted twist.

2. Then they hailed a cab to take them to Manong Kadyo‟s house near the  butcher‟s place. a. to produced a sound  b. to greet with shout c. to stop

2. Review: Checking of assignment.

Think of a word that will be formed from the given suffixes. Use these words in a meaningful sentence. 1. less ful 2. able 3. ness 4. 5. ly

3. The other members of the household spilled into the cool, clean veranda. a. furniture b. couch c. an open porch 4. I appreciate that you chose to come here. a. to recognize gratefully  b. to apprehend c. to understand

3. Motivation :

How do we find meaning of words aside from using a dictionary?

5. Mang Pidong patted all the other children on their heads. a. to recognize  b. to strike gently c. to look

4. Presentation:

Aside from using a dictionary, we can get or guess the meaning of words with the help of several clues, called contextu al clu es  . Have the pupils read the following sentences:

7. GENERALIZATION:

What are the two main types of contextual clues?

1. The castle was surrounded by a moat, which is a water canal, to keep enemi es away.

33

There are two main types of contextual clues; the def in iti on clu es and the appositi ve clu es  .

4. I thought it would be more sophisticated and more elegant to order something different. a. refined  b. expensive c. cheap and simple

@ A defi nition clue    gives a statement explaining or describing. @ An appositi ve clu e    is a word or phrase that identifies or explains further the word it follows.

An swer Key: 1. b 2. a

3. c

4. b

8. APPLICATION:

A. Underline the context clue that helps you guess the meaning of the italicized word in each sentence. Tell whether it is an appositive clue or a definition clue.

IV. EVALUATION: TS: Direction : Underline the word or words that give the meaning of the underline word in each sentence. 1. Mother gave her a pouch, a small  bag, which contained thirty gold  pieces. 2. The boys were frightened to see a  beast, a terrible –  looking animal. 3. There is a possibility or a chance that you might win the first prize. 4. His success was attained or achieved through hard work and dedication. 5. The old haunted house, believed to  be visited by ghosts, horrified the children.

1. The soldiers attack the fort  , a military enclosure that served as the headquarters of the enemies. 2. Intramuros is actually a pentagon  , a figure with five sides. 3. Puertas    are openings with elaborate gates and were built with chambers for the guards. 4. Sunset , the time when the sun goes down the horizon, makes me sad. 5. Mother had a hard time ascending or climbing a flight of stairs to reach the th 5  floor. B.

Read each sentence carefully. Choose the meaning of the underlined word by looking for word clues in the sentence.

V. ASSIGNMENT: GOLD: A. Change the following statement into question: 1. The explorers were attacked by hostile natives. 2. The pupil was punished fro his insolent behavior. 3. She is amiable. 4. A baby‟s skin is smooth. 5. Those plans are hazy.

1. The operator in charge of the central switch- board rang Dorothy‟s telephone number for me. a. a bus-line owner  b. a person who makes switch connections for telephone callers c. a doctor operates on a patient

TS. From each sentence, draw out the meaning of the underlined word.

2. Nervous and excited, I blurted out to Dorothy on the phone, “Would you like to go with me to a movie?” a. said hurriedly without thinking  b. whispered softly and slowly c. sang sweetly

1. The court where the wise judge sat was not an ecclesiastical court, a court run by the church. 2. The courts in Ethiopia have complete autonomy; in other words, they are independent. 3. At last, the bailiff , a court‟s  policeman, made them understand the judge‟s decision. 4. Farmer Mulugeta did not hear what she said, for he had grown deaf.

3. My neck was hurting before the movie was over. a. twisting  b. swelling c. painful

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2. Birds nourish   themselves when they  ___ a. chase each other  b. fly high c. feed on grains d. sleep well

LESSON # 8: I. OBJECTIVES: GLR: 1. Enjoys listening to a story CT: 2. Answers questions from the story listened to. GOLD: 3.Change statements into questions. (Using do, does and did) TS: 4. Follow a series of direction in cooking and in written directions.

3. Flowers in panicles   are usually  _____. a. hanging b. in bunch or cluster c. swinging d. alone

II. SUBJECT MATTER:

4. Alibis  are ____. a. excuses b. flowers c. diseases d. stories

GLR : The Parable of the Perfect Alibi GOLD: Changing statement into questions. (Using Do, does and did) TS: Following series of direction.

5. A goner is someone with ____. a. a gun b. a hopeless case c. an animal d. a wanderer

Reference: 2002 BEC Handbook in English PELC Speaking 3.3.1; PELC Reading 2.  New Dynamic Series in English p. 25 Readings and Communication Skills in English p.35 - 37

6. Someone who is hapless  is ___. a. not whole  b. unhappy c. unfortunate d. without parents

Materials: strips of cartolina, index card

7. Apprehensions comes  ____ a. we are peaceful.  b. we are afraid c. we are well d. we are happy

III. PROCEDURE: GLR (Genuine Love for Reading) A. Pre-reading Activities: 1. Drill:  Pronunciation drill: Have the pupils read the following  phrases correctly:

whenever

8. A fractured  leg is ___. a. long  b. short c. broken d. dirty

tardy as usual tarried along the way flocks of bird length of our delay above the newly harvested  perfect alibi leftover grains on the panicles listened patiently invariably has good alibis

4. Motive Question: Why were the three barrio school  boys always tardy?

2. Motivation: Is it good to tell a lie? Why or why not? 3. Unlocking of difficulties : Choose the letter of the right word or  phrase which will complete the thought of the statement.

B. During Reading Activities: 1. Have the pupils listen to the story. Let them take down important notes about the story. THE PARABLE OF THE PERFECT ALIBI

1. A person who is tardy is ___. a. prompt b. late c. busy d. honest

The three barrio schoolboys were tardy as usual. Like in the past, they tarried along the way instead of  proceeding directly to school. 35

 A flock of birds attracted them. They  spent the better part of the morning firing their slingshot. (Wh at did they do with the bird?)   The birds hovered around the newly harvested field to nourish on the left over  grains on their panicles. The boys had fun chasing the birds. And as each animal flew to safety, the stone from the force of the  slingshot followed them.  Now, they were late for school by almost an hour. It was not the first time.  But somehow, they always put one over their young city-bred teacher. They always had good alibis. ( W hat do you thi nk ar e some of the alibis that they say to convince their teacher ?  It was either the farm chores or some last minute unavoidable errand or some mishap. One time, they spent the morning  swimming in the river. Yet, they convinced their teacher of an emergency. A little girl was drowning so they took time to save her. Or the alibi of helping an old woman carry her heavy load. Their excuses were endless. (Do you think their teacher beli eve their ali bis?)  They also knew their teacher was  getting suspicious and fed up. So the three boys made sure their next explanation was  fool-proof. “I have a good idea,” said the fat one of the three boys. “Let us tell the teacher we saw this carabao in pain.” “Yes,” the second agreed. “The carabao was wounded.” “No,” the third remarked. “It must be more serious than a wound. Let us say a leg was fractured. That way, it is acceptable and will justify the length of our delay.” “Right! Brilliant. The perfect alibi,” they chorused.  And so, in as dramatic a way they could master, the alibi was presented. The teacher listened patiently.(Do you think their teacher beli eve on th eir ali bis?) “How pitiful is the carabao,” she commented. “It is good the three of you were on the spot to assist and save the  poor hapless animal.” “That is right, Ma’am,” confirmed the fat one with a shade of cocksureness. “Without us, the carabao is a goner (tepok na). It is good only one leg got broken. Otherwise, it is the slaughter house for the hapless animal. We should be commended.  Maybe even awarded medals.”

“Enough of your lunacy,” she said with a trace of anger. “Now, spread out, one each corner of the room. Get a piece of paper and ready your pencil.” “Are you giving us a special quiz?” asked the fat one with apprehension. The three were certainly not ready for a test. ( W hat do you thi nk the teacher wil l do?) “No, this is not a quiz,” she said with a naughty and big smile. “I just want you separately to write a short essay indicating which of the four legs of the carabao got fractured. And be  specific whether it is hind or front leg and whether right or l eft.” -Juan M. Fl avier

C. Post Reading Activities: 1. Answering the motive question. Why were the three barrio school  boys always tardy? CT (Critical Thinking) Comprehension Check: Have the pupils answer the following

questions. a. What alibis had been given by these three boys before?  b. Why did the three boys want to make sure their next explanation was credible? Divide the pupils into four. Have them  perform the activities that are assigned to them. 1. What alibi about the carabao did they agree to present? Group 1, present your work. 2. Prove that this time, the three boys were not able to fool or put one over their young teacher. Group 2, present your work. 3. How did the teacher later on prove that the alibi presented about the carabao was untrue? Group 3, present your work. 4. What is the moral of the story? Group 4, present your work. 3. Engagement Activities: (Allow the pupils to perform under time limit)

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GROUP 1: LIGHTS, CAMERA, ACTION!

The Kitchen and My Family My family loves to eat and talk. In fact, we are often in the kitchen together more than in any other room in our home. In the kitchen, my sisters talk for hours, my father gives advice to my kuya, and my mother listens to my stories from school. As we talk, we share hearty food as we exchange jokes or ghost stories. Indeed, this makes us one

What alibi about the carabao did they agree to present? Make a script and dramatize it to your class.

GROUP 2: CREATE ME A POEM! Prove that this time, the three boys were not able to fool or put one over their young teacher. Group 2, present your work.

5. Discussion: What does my family love to do? What does my father do to kuya? What does mother do? Have the pupils read the following sentences: (To be written on strips of cartolina)

GROUP 3: WRITE A LETTER How did the teacher later on prove that the alibi presented about the carabao was untrue? Pretend that you are the teacher and you are going to write a letter to your best friend telling her the situation about the three barrio schoolboys.

A. 1. My family loves to eat and talk. 2. Does my family love to eat and talk?

GROUP 4: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

B.1. My sisters talk for hours. 2. Do my sisters talk for hours? C. 1. My father collected leaves and twigs from his nature trip. 2. Did my father collect leaves and twigs from his nature trip?

GOLD (Grammar Oral, Language Development)

What is the verb used in the first sentence? (loves) What form of the verb is loves? (-s for m of the ver b) How was it change into question? Please read. Why did we use does? (T he subj ect is sin gular and the  – s f orm of t he ver b is used.) Discuss further. Do the same questioning for sentences B & C. (You may use the information given under REMEMBER.)

1. Drill: Pronunciation drill: Have the pupils read the following verse:  A good baker bakes good cookies.  If a good baker bakes good cookies,  How many good cookies Can a good baker bake? 2. Review: Checking of assignment. A. Change the following statement into question: 1. The explorers were attacked by hostile natives. 2. The pupil was punished fro his insolent behavior. 3. She is amiable. 4. A baby‟s skin is smooth. 5. Those plans are hazy.

1. 2.

3. Motivation: What does your family love to do? Where do you usually do it?

3. 4.

4. Presentation: Have the pupils read the paragraph.

5.

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6. Fixing Skills: Direction: Change the following statements into questions. The priest gives us the sacrament of penance. Our friends acknowledge the roaring cheers. Letty fears those men. We expressed our ideas in writing. The postman handed over the letter to me.

7. GENERALIZATION: How do we change statement into question? 

GROUP 4: Change the following statements into questions. 1. Children hear the mass every morning. 2. Warm blooded animals produce milk to feed their young.

If the statement uses the simple tense, as in the example below, the question starts with do, does  , depending on the number of the subject.

3. Some shops advertise their products in the newspaper to attract customers. 4.

Examples: S: Karl goes to the library every Tuesday. Q: Does Karl go to the library every Tuesday? S: Sherwin and Jazzer enjoy reading science fiction. Q: Do Sherwin and Jazzer enjoy reading science fiction?

IV. EVALUATION A. GOLD: Change the following statements into questions.

1. You work in school. 2. Jillian works in a bank. 3. Prayers bring peace and contentment to the spirit. 4. We show our gratitude by our deeds. 5. You worked in a car park last year.

If the statement uses the simple past tense, the question starts with did. Example: S: The tsunami killed thousands of  people. Q: Did tsunami kill thousands of  people? 

TS (Transfer Stage) 1. Drill:  Pronunciation drill:  If Titay can tie a tie and untie a tie Why can’t I tie and untie a tie The way Titay ties and unties a tie?

8. Application: Divide the class into four groups. Have them perform the tasks assigned to them. GROUP 1 Change the following statements into questions: 1.

They choose the best orator from among the thirty contestants.

2. Review: Choose the correct meaning of the underlined word from the choices given.

Margie wants to attend the general assembly. Lilian scatters the seeds for the birds. The cat’s stare scares me. John sings at a first class hotel.

1. The police surrounded the bank before the robbers could escape. b  a. set up . get away c. look about d. run down

GROUP 2: Transform the following statements into questions.

2. What were the points raised at the director‟s meeting? a. made up b. left out d. brought up c. led off

2. 3. 4.

1.

We bought them from a handicraft store. 2. I brought the salad to the reunion. 3. We flew to Toronto from New York. 4. Last Wednesday, Mildred wore a Malong  to the party.

3.

Can you recognize the signature at the end of this letter? b  a. own up . point out c. brush off d. make out

3. Motivation: What should you do if you do not know the procedures on how to cook spaghetti?

GROUP 3: Transform the following statements into questions: 1. Mercy and Rosa dig for dirt in the empty lot. 2. Warm blooded animals produce milk to feed their young. 3. Willy sailed through the Pacific Ocean on a luxury liner.

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4. Presentation : Life in a way is similar to cooking. If we put the right ingredients, and follow the procedure correctly, we will have a  beautiful and fruitful life. Have the pupils read the Recipe for Daily Life below.

3. Draw a small triangle below the two small circles. 4. Put an oblong below the small triangle. 5. Put two curve lines opposite each at the outer side of the big circle. 6. What did you draw?

Recipe for Daily Life

Ingredients: 1 kilo of FAITH 4 cups of LOVE 1 tsp. of PRIDE 4 slices of CHARITY 500 gms. of KNOWLEDGE 5 tbsps. of UNDERSTANDING 3 tbsps. of FORGIVENESS 1 tsp of CARING 500 gms. of WISDOM

7. GENERALIZATION: In baking or in any other forms of cooking, what must one do to come up with delicious meals? 8. APPLICATION: A. To prepare Philippine fruit cocktail, you have to follow the following steps. Number the sentences 1 –  6 to show the steps.

Procedure : Put your 1 kilo of  faith in briskly boiling 4 cups of love. Simmer for an hour. Add your 1 tsp. of  pride,  boil until tender. Then add your 4 slices of charity, 500 gms. of wisdom, 500 gms. of knowledge, and 5 tbsps. of understanding.  Add 3 tbsps. of  forgiveness  and mix well until blended. Add 1 tsp. of caring   to taste. Makes 2 servings. Then store it in your heart and serve it to your nation, especially to GOD.

 _____ Boil the “saba” bananas.  _____ Boil the syrup and add the frits, stirring carefully.  _____ Cook the “kaong” aand “nata de coco.”  _____ Wash all the fruits and peel them.  _____ Prepare syrup enough to cover the fruits and add ½ teaspoon calamansi juice.  _____ Cut fruits into 1 centimeter cubes. B. Follow the directions below. Do this on a piece of cartolina/manila paper.

5. Discussion:

a. What should you do after adding 3 tbsps. of forgiveness?  b. For how long would you let your  pride simmer? How would you know If it‟s already done? c. How many servings will each recipe make? d. What should you first add when your pride is already tender? e. To improve taste, what must be added to the mixture? Discuss further. Discuss also following directions in prescriptions.

1. First draw a big circle in the box. 2. Second, write a capital A at the center of the circle. 3. Third, draw a small diamond below letter A. 4. Fourth, draw two small circles with spaces between them just above the letter A. 5. Fifth, draw two small triangles, one attached to the right part of the big circle and the other attached to the left. What figure did you make?

6. Fixing Skills: Listen to the following instructions. Follow what is asked to do.

IV. EVALUATION TS: Read the following sentences then follow the instructions given:

1. Draw a big circle. 2. Draw two smaller circles side by side a bit higher than the big circle.

1. Write the past form of the verb in this sentence.

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2. Place a cross mark (x) over the eight word in this sentence. Then draw a square and write that word inside the square. 3. One of the words below ends with the sixth letter of the alphabet. Draw a line across the word. a. below b. with c. letter d. thief 4. f I have a large box with 3 small boxes in it and 5 very small boxes in each box, how many boxes are there in all?  _______ 5. Put an (X) over the second letter of the word that is rat spells backward. 1. tar 2. rta 3. atr 4. tra

Reference : 2002 Basic Education Curriculum PELC Speaking 3. 3.1; PELC Reading 2.  New Dynamic Series in English p. 25 Readings and Communication Skills in English p.35 - 37 Materials: strips of cartolina, index card III. PROCEDURE: GLR (Genuine Love for Reading) A. Pre-reading Activities: 1. Drill:  Pronunciation drill: Have the pupils recite the tongue twister: A maid with a duster made a fu r iou s blu ster dustin g a bust in th e hall, Only to find when the bust was dusted, the bust was busted, the bust was the dust!

V. ASSIGNMENT: GOLD: A. Change the following statements into questions:

1. A path leads from the clearing. 2. Collection and sale of corals destroy the habitat of many sea animals. 3. The baby turtles hatched in the sand. 4. Mary accepted her role as God‟s mother without question. 5. My story beginning provokes interest.

2. Motivation: How do words help people? 3. Unlocking of Difficulties: Complete the puzzle with the meaning below.

B.TS: Direction: 1. Make a diagram showing your residence from your school. Write the streets you will pass and write your address on the spot where you will find your house.

5

M

1

LESSON # 9 I. OBJECTIVES: GLR: 1. Enjoys listening to a story CT: 2. Answers questions from the story listened to. 3. Change questions into GOLD: statements. TS: 4. Give the details that support the  big idea.

7

R

6

8

2

3

M S

T Y

4

A

ACROSS: 1. to pardon 2. showing disrespect 3. to demolish; to ruin 4. to cure; to mend DOWN: 5. to soothe in distress 6. strength 7. to utter; to represent 8. flaw; defect

II. SUBJECT MATTER: GLR : The Power of Words GOLD: Changing Questions into Statements TS: Distinguishing Changes in Meaning of Sentence Caused by Stress

Have them choose the answer from the given words: 40

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

forgive comfort contempt heal express fault destroy  power

GROUP 1: DRAW ME!! How will a person look like if unwholesome expressions will be given to him?.

GROUP 2: LIGHTS, CAMERA, ACTION! Prepare a skit showing appropriate expression in any of the following scenario: a. How to reject or refuse b. How to disagree

4. Motive Question: What can we do to avoid uttering unwholesome expressions?

GROUP 3: WRITE A LETTER

B. During Reading Activities: 1. Have the pupils listen to the story. Let them take down important details about the story.

1.

Do you think that unwholesome expressions help a person? Explain your answer through a letter to a friend.

THE POWER OF WORDS GROUP 4: I WRITE A SONG!

“Don’t let unwholesome talk come out of your mouths, but only what is helpful  for building others up…” (Eph. 4:29)

Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

One destroys a person (himself included) every time he says, “I’ll get even with him!” or “I cannot forgive him!” or “Mine is mine alone!” Yes, one destroys a  person and himself every time he says words that express contempt. On the contrary, one builds a person every time he says, “I’m sorry, it was my  fault.” One builds a person every time he  says, “I love you” or “May I help you?” Yes, one builds a person every time he expresses words that comfort and heal the  soul.

Allow the pupils to perform their task under time limit. GOLD (Grammar Oral, Language Development) 1. Drill: Pronunciation drill: Have the pupils read the following verse:

 A good baker bakes good cookies.  If a good baker bakes good cookies,  How many good cookies Can a good baker bake?

-Adapted

C. Post Reading Activities: 1. Answering the motive question: What can we do to avoid uttering unwholesome expressions?

2. Review: Checking of assignment. Change the following statements into question:

CT (Critical Thinking) B. Comprehension Check: 1. What is the selection all about? are the unwholesome 2. What expressions in the passage? What do they do to a person? 3. What are the wholesome expressions in the passage? What do they do to a  person? 4. Do the unwholesome expressions affect the speaker, too? Why? Why not?

1. The victim begged the robbers to spare his life. 2. The explorers were attacked by hostile natives. 3. I showed my passport to the immigrant officer. 4. He wants to be an archaeologist someday. 5. The pupil was punished for his insolent behavior. 3. Motivation:

C.

Engagement Activities:

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What does technology do to people now a day? How does it help us especially the artists?

How do we change question into statement? 

5. Presentation: Have the pupils read the paragraph. Technology means the new tools that  people develop to make their jobs and lives easier. Artists use tools in their work. These tolls change overtime. Writers, for example, started with quill pens, then fountain pens, before moving on typewriters. Now, most writers use computers. The tolls that painters use have also changed and in some cases improved.

To change question into statement, invert the position of the subject and the first word in the verb phrase in the question. Ex. Are the blue whales the largest animals in existence? (Q) The blue whales are the largest animals in existence. (S)



6. Discussion: What are the tools used by the writers to write their stories? What other tools are shown in the selection? Have the pupils read the following sentences:

If the question starts with do or does  , the statement uses the simple tense, as in the example below, depending on the number of the subject. Ex. (Q)  Do butterflies love and enjoy sunshine as they alight on flowers with wings erect? S) Butterflies love and enjoy sunshine as they alight on flowers with wings erect.

A. 1. Do artists use tools in their work? 2. Artists use tools in their work. B. 1. Does technology mean the new tools that people develop to make their  jobs and lives easier? 2. Technology means the new tools that  people develop to make their jobs and lives easier. C. 1. Did writers start with quill pens? 2. Writers started with quill pens.

Ex. (Q) Does the dainty butterfly seek and like unpleasant odor, especially of decaying matter? (S) The dainty butterfly seeks and likes unpleasant odor, especially of decaying matter. If the question starts with did  , the statement uses the simple past tense. Ex. (Q) Did the rain fall all day, creating big puddles of water on the roads? (S) The rain fell   all day, creating  big puddles of water on the roads? 

What are the interrogative/questions in the given sentences? How is interrogative sentence A # 1 changed into declarative sentence? (Do the same questioning for sentence B & C # 1) Discuss further. (You may use the information given in generalization)

9. Application: Divide the class into four groups. Have them perform the tasks assigned to them.

7. Fixing Skills: Direction: Change the following questions into statements. 1. Does father join tennis tournaments regularly? 2. Is winning a tournament exciting? 2. Did the boy tear a hole in his new  jacket? 3. Did Nancy throw a cover over the animal cage and ran out? 4. Do some guests prefer swimming?

GROUP 1: Transform the following questions into statements. 1. Do many small creatures scamper among the three? 2. Did Ivy run across the wooded land? 3. Does a walrus move fast in water? 4. Is Belinda from Mindanao?

8. GENERALIZATION:

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though –  dough seethe –  seed  breathe –  breed

GROUP 2: Transform the following questions into statement: 1. Should Allan see the doctor now? 2. Has Jazzer been hooked on anime programs lately? 3. Is Marlon leaving tonight for Canada. 4. Are they going to present their report on Monday?

Voice th  and d   in Phrases

Their days They dare Those dozes These d‟s

GROUP 3: Change the following questions into statements: 1. Did Chester practice with the choir this morning? 2. Do children hear the mass every morning? 3. Does Joyce write to her pen pal once a month? 4. Are Precious and Lei listening to their favorite music? 5. Does Laurence bike around the neighborhood?

2. Review : Checking of the assignment. Have the pupils identify the main idea in the paragraph.

 Mary Frances loves to watch movies. She even has DVD collection of her favorite movies. On weekends, her  parents take her to the mall to see a movie. She is fond of comedy and horror films. 3. Motivation: Have the pupils give examples for the following nouns. (You can make this a sort of game.)

GROUP IV: Transform the following statements into questions: 1. Do Mercy and Rosa dig for dirt in the empty lot? 2. Does everyone pitch in to help clean the lot? 3. Do warm blooded animals produce milk to feed their young. 4. Has the whale a hole for breathing on the top of its head. 5. Is the sperm whale the only giant among the toothed whales?

Name of the Game : Give Me The teacher will ask the pupils to give her a particular name of the  person/place/or things/ that she will provide. 1. Give me 5 names of planets in the solar system. 2. Give me 5 names of body parts. 3. Give me 5 names of Asian countries.

IV. EVALUATION A. GOLD: Change the following questions into statements: 1. 2. 3. 4. 5.

dine with thee gather the seeds bathed in bath though the dough

4. Presentation: Study the ideas inside the box and determine which ones are big ideas and which ones are small ideas.

Do you work in school? Does Jillian work in a bank? Is Betty absent? Can he swim? Did you work in a car park last year?

Mars Camia Jasmine Planets Dama de Noche Flowers Ilang-ilang

TS (Transfer Stage) 1. Drill:   Pronunciation drill: Have the pupils read the following words: Voices th  vs d they –  day then –  den thy –  die there –  dare those –  doze

5.

Earth Jupiter Venus

Discussion: What are the big ideas in the given small ideas? What is a main idea? What are supporting details? What do supporting details give about the main idea? Discuss further.

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B. TS: Direction: Identify the main idea and the supporting details in the selection given:

6. Fixing Skills: Independent Practice: Identify the main idea in the selection and give the details that support the main idea.

1. Sleeping is a good way to rest. When you sleep, your muscles relax. Your bodily functions slow down. Your heart beats a little slower  –  it odes not work so much. You feel refreshed after sleeping.

1. Filipinos are ready to help one another especially in times of need. They help one another in building houses. They help one another when there are calamities like floods, earthquakes and volcanic eruptions. Filipinos are very helpful people.

2. Clay can be made into many things. It can be made into vases, jars, and cooking pots. It can be made into  plates, saucers and cups. It can also be made into figures of people, plants and animals.

Main Idea:  ___________________________________   ___________________________________   ______________ Supporting Details:  ___________________________________   ___________________________________   ___________________________________   ___________________________________   ________

V. Assignment: the GOLD:  Change questions into statements:

1. Are crabs experts at disguise? 2. Do collection and sale of corals destroy the habitat of many sea animals? 3. Did the baby turtles hatch in the sand? 4. Has human and industrial waste  been dumped in the sea for years? 5. Does my story beginning provoke interest?

7. GENERALIZATION: What are supporting details? What do supporting details give about the main idea? 8. APPLICATION: Classify the small ideas inside the box under the big ideas in the chart below. Ipil-ipil Bacolod Neck  Airplane Sister Boat  Arms Coconut Father

Cebu uncle Batangas calesa acacia legs Pampanga cousin Mindoro

head mangrove Davao hands jeepney mother narra ship motorcycle

relative

transport Body ation  parts

trees

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

16. 17. 18. 19. 20.

11. 12. 13. 14. 15.

following

LESSON # 10 I.

OBJECTIVES:

GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use tag questions. 4. Note significant details in a TS: selections listened to  –   setting, main and secondary characters, climax, and ending of the story.

Philip  pine Provi nces 21. 22. 23. 24. 25.

II. SUBJECT MATTER: GLR : The Old Woman and the Physician GOLD: Tag Questions TS:  Noting significant details in a selection.

IV. EVALUATION:

Reference : 2002 Basic Education Curriculum

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PELC Speaking 3. 3.2; PELC Reading 3 st Phoenix 21  Century English 6 p. 153.

him most generously if he could restore her eyesight. However, he was to receive nothing if he did not cure her blindness. Upon agreeing to these conditions, the  physician treated the old lady’s eyes from time to time without the intention to make much progress.  In the meantime, he succeeded in carrying off all her goods little by little.  After a few weeks, he finally set about his task in earnest and cured her, whereupon he requested his reward. But, when the old woman recovered her eyesight, she saw that her house had been ransacked and continually put off the physician with excuses whenever he demanded payment. Consequently, he had her  summoned before the judges of the court and charged with neglect of payment. In her defense, she said, “What this man says is true enough. I promised to reward him if he restored my sight and give him nothing if he did not. He now maintains that I am cured, but I say just the opposite. When I was first struck by my disease, I could still  see all sorts of my furniture and goods in my house. But now, even though he asserts that he has restored my eyesight, I cannot  see even a tiny trace of my furniture or my other possessions.

Materials : strips of cartolina, index cards III. PROCEDURE: A. GLR (Genuine Love for Reading) 1. Drill: Pronunciation drill: Have the pupils recite the tongue twister: A mai d with a duster m ade a fu r iou s blu ster dustin g a bust in the hall , Only to find when the bust was dusted, the bust was busted, the bust was th e dust! 2. Motivation: Who helps cure our illness? What does a physician do to us? 3. Unlocking of Difficulties: Fill in the blanks with the word that  best completes each sentence. Choose your answer from the words inside the box. reward ransacked restored

neglect of intention

- Adapted from Aesop’s Fables by Jack Zipes

3. The old woman called an eye doctor and  promised him big _____. 4. The physician treated the old lady‟s eyes from time to time without the ____ of curing her immediately. 5. When the old woman recovered her eyesight, she realized that her house had  been _____. 6. The doctor accused the old woman of  ____ payment. 7. The old woman promised to reward the  physician of he ____ her eyesight.

C. Post Reading Activities: 1. Answering the motive question: What di d the old woman pr omise to the doctor if he could cure her ailment? CT (Critical Thinking) A. Comprehension Check:

1. What was the old woman suffering from? 2. What did the doctor do after every treatment? 3. Divide the class into four groups. Have them perform the task assigned to them.

10. Motive Question: What did the old woman promise to the doctor if he could cure her ailment? B. During Reading Activities: 1. Have the pupils listen to the story. Let them take down important details about the story.

B.

Engagement Activities:

1. What did the physician do when he failed to get the payment for his service? Group 1, present your work.

THE OLD WOMAN AND THE PHYSICIAN  An old woman, who had become blind, called in a physician and promised him before many people that she would reward

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2. How did the old woman defend her side? Group 2, present your work. 3. Do you think that the old woman‟s defense was right? Explain. 4. What is the moral of the story?

3.

Did the baby turtles hatch in the sand? 4. Has human and industrial waste  been dumped in the sea for years? 5. Does my story beginning provoke interest?

GROUP 1: DRAW ME What did the physician do when he failed to get the payment for his service? Present your answer through a poster.

3. Motivation: Have you been a class officer  before? 4. Presentation: Have the pupils read the following questions:

GROUP 2: LIGHTS, CAMERA, ACTION! How did the old woman defend her side? Make a script and dramatize it to your



GROUP 3: WRITE A LETTER 2.



Do you think that the old woman’s defense was right? Explain. Pretend that you are the old woman and you are going to write your answer through a letter.







GROUP 4: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.







Allow the pupils to perform their task under time limit. Have them comment on each group‟s  presentation.



You have been a class officer before, haven’t you? You are willing to be a class officer, aren’t you? You would like to be a Press Relations Officer, wouldn’t you? You haven‟t been a class officer, have you  ? You aren‟t willing to be a class officer, are you? You wouldn‟t like to be a Press Relations Officer, woul d you? Marlon goes to church every Sunday, doesn’t he? The children play at the park, don’t they? Sherwin caught a fish yesterday, didn’t he?

5. Discussion: What do you notice of the question above? How many parts do the questions have? What is the first part? What is the second part? How do we call the question part at the end of the statement? Discuss further. You may use the information given in the generalization under Remember  for the discussion of the topic.

GOLD (Grammar Oral, Language, Development) 1. Drill: Pronunciation drill : Have the pupils read the following words correctly: You may use these words in spelling. committee occasion appetizer community necessity arrangement assembly pattern  billboard accommodate occurrence disappear

6. Fixing Skills: A. Give the missing parts of these tag questions:

2. Review: Checking of assignment. Change the following questions into statements:

1. Karl is the head of the group,  _____? 2. He hasn‟t applied for a job,  ______?

1. Are crabs experts at disguise? 2. Do collection and sale of corals destroy the habitat of many sea animals?

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3. Some children can‟t read aloud,  ____? 4. We will attend the meeting, ______? 5. I have the highest score, ________? B.

GROUP 1: Supply the missing tag questions.(Use a balloon) 1. Those slippers are yours,  ________? 2. My prayer was answered, _____? 3. Vincent isn’t complaining, ____? 4. The boys didn’t lose hope, ____? 5. People should continue asking help from God, ______?

Tell whether the question tags are right or wrong.

 ____ 1. Filipinos are creative, aren‟t they?  ____ 2. They can be great artists, can‟t they?  ____ 3. Science is fascinating, is it?  ____ 4. There are no plants in the moon, aren‟t there?  ____ 5. Susan is an artist, isn‟t he?

GROUP 2: Complete the following tag questions with did and didn’t. 1. The girls danced very well, ____? 2. Aurefe wore a beautiful dress, ____? 3. The play did not last long, _____? 4. Salie sang the song sweetly, ____? 5. The boys didn’t help at all, _____?

7. GENERALIZATION: What are tag questions? When do we use tag questions?

GROUP 3: Rewrite these sentences with tag question to express past time. 1. Mrs. Francisco teaches music, doesn’t she? 2. We memorize poems in class, don’t we? 3. Myra writes stories, doesn’t she? 4. I tell you interesting stories, don’t I? 5. The principal sees everything

REMEMBER: Tag questions    are used when the speaker wants the hearer to agree with him/her or confirm something. A rising intonation on the tag question implies that he or she is not certain. Tag Questions are questions with two parts. The first part is a statement followed by a question part. Tag questions can be stated in two ways. If the statement is affirmative,   the question tag is negative. If the statement part is negative  , the question tag is affirmative  . The auxiliary is followed  by the appropriate subj ect pronou n.

am is are must

GROUP 4:  Add the appropriate tag questions to each statement. 1. The Badjaos are sea dwellers,  ______? 2. Christian recited very well, _____? 3. Narra is our national tree, _____? 4. Not all stories are interesting,  ____? 5. Math is a challenging subject,  _____?

The following auxiliaries can be used: have can shall should has could will might had may was were

IV. EVALUATION: GOLD:  Direction: Add the appropriate tag questions to each statement:

In cases that no auxiliary is present, do   are used for the simple present and does  depending on the number of subject and did  for the simple past.

1. You are making cartoon strips of outstanding woman, _____? 2. You mustn‟t forget St. Joan of Arc,  _____? 3. Sherwin and Karl are brothers,  _____? 4. Plants need water, ______? 5. Toys and candies catch the attention of the child, ______?

8. Application: Divide the class into four groups. Have them perform the task assigned to each.

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TS (Transfer Stage)

1. Drill: Pronunciation drill: Have the pupils read the following pair of words: tin – thin true – through taught – thought tick – thick temple –  thimble

 A good reader is skilled in noting details and also in selecting details relevant to the main idea. Details usually answer the questions that begin with who, what, when, where and why. Noting details is determining and identifying the specific parts of a story or selection. To do this, you should be able to identify the important elements of a story: title; characters (primary and secondary); setting; important events (climax); and the

tank –  thank tie –  thigh team –  theme torn –  thorn

2. Review: Checking of assignment. 7. Application: Read the story carefully. Then, answer the questions that follow.

3. Motivation: How do you return good things given to you? 4. Presentation : Have the pupils read the  paragraph given then answer the questions that followed.

The Learned Son

 A son once returned from the city to his father, who lived in the country. “We’re moving  today,” said the  Father. “Take a rake and come and help me.”  But the son was so lazy and did not want to work, so he said, “I’m a  scholar and I have forgotten all those  peasant words. What is a rake?”  As we walked across the yard, he  stepped on a rake that was lying in his way, and it struck him on the forehead.  He suddenly seemed to recall what a rake was and, clutching his head, he cried, “What fool left a rake lying here?”

The Dove and the Ant

 An ant once fell from the edge of a brook in a forest when a dove stepped on it to drink. The ant floated helplessly, for to it, the little brook was an ocean. The dove saw the poor ant and so she took a blade of  grass and threw it towards the ant. The ant drifted ashore on the leaf. One day, a hunter happened to pass by. Seeing the pretty dove, he set his gun and aimed at the dove. The timely bite of the ant on his heel saved the dove from death. The dove flew away safely as the ant looked happily.

Write the answers on the shirts hanging on the clothesline. (Provide 5 shirts for the answers to the given questions.)

5. Discussion: Have the pupils answer the following questions:

1. 2. 3. 4.

What is the title of the story? Where did the story happen? Who are the characters in the story? What are the two most important events that happened in the story? 5. What is the ending of the story?

3. 4. 5. 6.

What word did the son forget? Where did the son come from? How did the son recall the word? Why doesn‟t the son want to work? 7. What were the father and the son suppose to do that day?

6. Generalization: What are the important elements of the story?

IV.

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EVALUATION: TS. Read the given short news article. Then answer the questions that follow.

 Armed robbers broke into the Equitable Trust Bank in Calapan City yesterday. The security guard was shot dead while a bystander was wounded in the chest. A witness told investigators that four armed men entered the bank while four others acted as look-outs. They got away in a red Toyota Corolla with four million pesos in cash.

LESSON # 11 I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Give commands and requests. 4. Give the main idea that is TS: explicit or implied.

1. Who broke into the Equitable Trust Bank? 2. Where is the bank located? 3. How many men entered the bank? 4. Who was killed by the bank robbers? 5. How much money were the robbers able to get? 6. What getaway car did they use? V. ASSIGNMENT: A. GOLD:  Supply question:

II. SUBJECT MATTER: GLR : Latona and the Frogs GOLD: Giving Commands and Requests Giving the main idea that is TS: explicit or implied. Reference : 2002 BEC Handbook in English PELC Speaking 3. 3.2; PELC Reading 4.1  New Dynamic Series in English 6 p. 67 English for All Times Lang. p 14 - 23

the missing tag

1. She opened and closed the box repeatedly, ______? 2. Carol and Noel left for Pampanga early in the morning, _______? 3. Adjectives and adverbs are modifiers,  _____? 4. I love reading magazines, _____? 5. The Filipinos elect their president,  ______?

Materials : strips of cartolina, index cards,  pictures for the activities III. Procedure: GLR (Genuine Love for Reading) A. Pre  –   reading Activities: 1. Drill:  Pronunciation drill: Have the pupils read the following; Three gray greedy geese,  Feeding on a weedy piece, The piece was weedy The geese were greedy, Three gray greedy geese.

B. TS.  Read the paragraph. Then answer the given questions:

Planets are bodies in space which are not luminous. In the solar system, there are nine planets that revolve around the sun. The planet nearest to the sun is Mercury, while the farthest is Pluto (which is considered now as dwarf planet and no longer part of the solar system). Pluto is the smallest planet and the largest is the Jupiter. Earth, the third planet from the sun, is the only planet where life exists. 1. What are planets? 2. How many planets are there in the solar system? 3. Where do the planets revolve around? 4. What is the smallest planet and the farthest from the sun? 5. Which of these planets is the largest?

2. Motivation: What are the things that you can share with others? 3.

Unlocking of Difficulties: Have the pupils identify the meaning of the following words by arranging the scrambled letters.

faint greedy threaten  pleaded hasten 4.

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alpe hnrguy bluly bge hrury

Motive Question: What favor did Latona ask of the men beside the lake?

their feet till the water was too muddy for the thirstiest traveler to drink. Then  Latona in her great anger forgot her thirst and the misery of her children. She remembered that she was a powerful  goddess. Lifting up her hands to heaven,  she cried out, “Live you forever in that muddy pool!”  At once, a strange change took  place in the forms of the rude men. Their  jaws grew wide, their necks disappeared, their backs turned green, and as newmade frogs, they went on jumping about in the muddy water.  And its still their delight to live in water, sometimes with their bodies entirely under the surface, sometimes with their heads above, sometimes swimming about, above, or below the surface. And often, they sit upon the bank, basking in the sun, till with mighty leap they plunge again into the water and stir up the mud at the bottom of the pool. And even now, their voices are hoarse, their throats swell up, their mouths are wide when they cry out in their quarrelsome tones! “Go away! Go away!”

B. During Reading Activities: Have the pupils listen to the story. Let them take down important details about the story. LATONA AND THE FROGS

 An old story is told of a Greek goddess whose name was Latona. Once, when the hot sun was shining fiercely upon the fields,  Latona went traveling through the land with her two young children. The day grew warmer and warmer, and at last, all three were weary and faint from the heat, and their throats were dry with thirst. The children cried for water, and Latona comforted them as well as she could, saying that surely they should soon come to a  stream of fresh cold water, where they could drink and rest.  And sure enough, before too long, they  saw in a green valley ahead of them a beautiful lake sparkling in the light. They hastened forward, happy to know that they would soon wet their dry throats and rest  from the heat. But as they neared the water,  some rude countrymen, who were gathering bushes from the banks of the lake, looked up and saw the thirsty travelers. These countrymen were so greedy that they did not wish to share anything good with strangers, not even anything as plentiful as the water in the lake. As Latona and her two children knelt down at the water’s edge to drink from the sparkling lake, the rude men rushed up to them crying in loud hoarse voices: “Go away! Go away!” The travelers raised their pale, weary  faces and Latona said:” Why do you deny us water? Water is free to everyone, like the  sunshine, the air and the sky.”  But the rude men raised their arms threateningly and still cried harshly: “Go away! Go away!” “We do no harm to you here,” pleaded  Latona. ”We do not ask to bathe our weary bodies in the lake. We ask only to cool our  parched throats with a drink.” “No, no,” shouted the cruel men. “Go away! Go away!” “Only look at these fainting children,”  Latone begged them. “See, they stretch out their little arms toward the water. Their throats are so dry that they cannot cry out.  A drink will mean life to them.”  But the men, far from pitying the poor children, jumped into the margin of the lake and stirred up the soil from the bottom with

-An Adaptation

C. Post Reading Activities: 1. Answering the motive question: What favor did Latona ask of the men beside the lake?

2.

a.  b.

c. d.

e.

f.

g.

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Comprehension Check : Have the pupils answer the following questions: Who is Latona? There are many words in the story that  best describe those men beside the lake. How will you describe those men in the lake? Do you think Latona was right to  punish them? What was the punishment of Latona to those men in the river? Group 2,  present your work. What would you do if you meet people like those men and they do to you what they did to Latona? What punishment would you think is fitting for them? Group 1, present your work. What characteristics of frogs suggest the acts of the rude men? Explain your answer through a letter. Group 3,  present your work. What is the moral lesson of the story? Group 4, present your work.

C. Engagement Activities:

2. Motivation: Have the pupils play a game. Have them guess the word by answering the clues or meanings given. If one group commits an error, a consequence can be given by the other group. (Group Activity)

GROUP 1: LIGHTS, CAMERA, ACTION What would you do if you meet people like those men and they do to you what they did to Latona? What punishment would you think is fitting for them? Make a script and be ready to act it out.

a. R__ __ __ A four letter word that means a contest. (RACE)  b.  __ __ Y A three letter word that mean shed tears. (CRY) c.  __ O __ A three letter word that means this instant. (NOW) d. D __ __ __ A four letter word that means a singing partners. (DUET) e. F __ __ A three letter word that means not close. (FAR)

GROUP 2: DRAW ME What was the punishment given by Latona to these men? Draw your answer to the question.

GROUP 3: WRITE ME A LETTER What characteristics of frogs suggest the acts of the rude men? Explain your answer through expressing your feelings in a letter.

3. Presentation: Have the pupils read the following sets of sentences. A 1. Speak up 2. Get a glass of water. 3. Stand up. 4. Wait. 5. Carry my luggage. B 1. Please speak up. 2. Kindly get a glass of water. 3. Please stand up. 4. Can you wait? 5. Please carry my luggage.

GROUP 4: SING ME A SONG Identify the lesson in the story and compose a song that tells the lesson. Prepare to sing your song to the class.

GOLD (Grammar, Oral, Language Development) 1. Drill:  Pronunciation drill: Have the pupils read the following words: committee possess really possibility succession appreciation tomorrow accommodation  beginning narrate

4. Discussion: Which set of sentences express requests? Which set of sentences express commands? What polite expressions are used in the requests? Do the commands appear incomplete? Do they make sense? Discuss further. (You can use the information given under Generalization)

What do these words have in common? Complete the word with the correct double consonants: 1. begi__ing (opposite of ending) 2. na__ate (as in tell a story) 3. ba__io (synonymous to village) 4. mi__le (in between) 5. fe__ow (a companion, a mate) 6. tomo__ow (the day after today) 7. di__atisfied (not satisfied) 8. co__unity (as in group of  people) 9. ha__y (opposite of lonely) 10. rea__y (as in truly, certainly)

5. Fixing Skills :

Have the pupils identify whether the following sentences is in the form of command or request. 2. Get up and sell these rice cakes. 3. Please read the given sentence. 4. Kindly open your book now. 51

5. 6. 7. 8.

Could you clean your room? Unload my groceries. Give me a glass of juice. Please open the door. There is somebody out there. 9. Give me a break. 10. Will you go with me to the supermarket? 11. Please open the box for me.

GROUP 4: Write a command or request that you might give in the following situations: 1. 2. 3. 4. 5.

6. GENERALIZATION: What is a command? What is a request?

IV. EVALUATION: A. GOLD. Direction: Give a command or request for the given situation:

It was 6:30 in the evening. The electric lights in the neighborhood suddenly went out. Paul and Baden were watching the television. Hans was in the yard talking to some of his friends. The baby was sleeping in the room upstairs. Mother was cooking something in the kitchen. What will Mother tell her children to do?

 A sentence that tells someone to do something is called a c o m m a n d .  It ends with a period. It begins with imperative verb.  A sentence that tells someone to do something using the expression please or won’t you at the beginning or ending of the sentence is called a request . Commands or requests end with a period or questions mark. They may be oneword or two-word or one or more sentences.

7. APPLICATION: Have the pupils different activities given.

perform

TS (Transfer Stage) Pronunciation 1. Drill:  drill: Have the pupils read the following words:

the Voices th  vs d they –  day then –  den thy –  die there –  dare those –  doze though –  dough seethe –  seed  breathe –  breed

GROUP 1: Supply the appropriate sentence in the following dialog.  Allyson:

(commands Jazzer to turn on the television.) Jazzer: (request Allyson to open the can of  juice for him.)  Allyson: (strongly tells Jazzer to look f or her missing doll) Jazzer: (with humility asks Allyson to pray for his sick friend.)

Voice th  and d   in Phrases

Their days They dare Those dozes These d‟s

GROUP 2: Study the pictures given. Give five commands and five requests about the scenes given.

3. 4. 5.

dine with thee gather the seeds bathed in bath though the dough

2. Review : Checking of the assignment.

GROUP 3: Change the following command into request. 1. 2.

A woman carrying a heavy basket. Mother cooking supper. Father planting vegetables. Withering plants in the garden Sherwin sweeping the floor.

Have the pupils identify the main idea in the paragraph.

Be careful while I’m away. Turn off the television when the program is over. Replace the broken chair. Talk to her now. Catch me if you can.

 Mary Frances loves to watch movies. She even has DVD collection of her favorite movies. On weekends, her

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 parents take her to the mall to see a movie. She is fond of comedy and horror films.

Sometimes, I wonder. Which life is better - our great-grandparents or ours?  Do you also wonder if yours is a better life than your grandparents?

3. Motivation:

Adapted from:

Crossword Puzzle

H arnessing E ngli sh A rts Today p. 102

ACROSS

DOWN

1. not simple 2. long time ago 3. suggested idea

1. clear in text 2. at this time 3. desire to know

Answers: 1. complex 2. past 3. implied 1

5. Discussion: What does paragraph 1 says? Paragraph 2? Paragraph 3? Paragraph 4?

Are all the paragraphs have the topic sentence that tells the whole message of the writer? What is a main idea? What are supporting details? What do supporting details give about the main idea? Discuss further.

1. explicit 2. now 3. wonder 1 3

2

6. Fixing Skills: Independent Practice: Identify the main idea in the selection and give the details that support the main idea.

3 2

1. Filipinos are ready to help one another especially in times of need. They help one another in building houses. They help one another when there are calamities like floods, earthquakes and volcanic eruptions. Filipinos are very helpful people.

4. Presentation Have the pupils read the given  paragraph. Then and Now

Main Idea:  __________________________________   __________________________________   ________________

Our world is completely different  from that of our great-grandparents! Ours is more pleasant and comfortable because of  scientific discoveries and inventions, but it is more complex too. Theirs was not very comfortable and easy but it was very simple one. Our great-grandparents had no movies or radio sets, but theirs was a life of  peace and quiet. Our grandmother had no electric stoves. Hers was only a clay stove, but she cooked good meals in it. Our  grandfather had no tractor and modern  farming tools. His were only the plow and the carabao, but he did all right.  Now, we have electric stoves, refrigerators and electric fans but the  problem of earning enough to pay for them is ours. Now, we have radio, movie and TV  sets, but ours is difficulty of not having enough time for all of these.

Supporting Details:  __________________________________   __________________________________   __________________________________   __________________________________   ____________ 7.

GENERALIZATION: What are supporting details? What do supporting details give about the main idea? (M ain i dea of a paragr aph tell s us what the par agraph i s all about. I t may be stated in the paragraph or explicit and i t may not be stated or im pli ed)

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8. APPLICATION: What main idea do the following  paragraphs imply? Underline the right word in the parenthesis.

Plants depend heavily in soil. Soil has nutrients needed by plants. Soil is very important to plants.

1. Sgt. Cruzado was about to enter his tent when he saw one of his comrades lying flat near his post. He quickly reached him. He asked for water and he gave him his reserve water. (mercif ul , forgivin g, brave, fr iendly)

3. Many farm crops are very specific in their temperature requirements. Examples are melons, squash, sweet  potatoes and beans. They grow best in warm temperatures. Slight rain can destroy them. Pechay, mustard, Kangkong, and radish, on the other hand, grow well during summer and can also withstand rain.

2. A young soldier volunteered to walk ahead of the troop to check if the way was safe to pass through. When he spotted a troop of enemies, he quickly made a signal to pass other way and they reach their camp safely.

Many farm crops are very specific in their temperature requirements. Plants can grow in warm temperature. Slight rain can destroy plants.

(mercif ul , kind, for giving, br ave)

3. A soldier carried to safety a wounded companion through continuous firing from the enemies. brave, sacrificing, (merciful, reckless)

IV. EVALUATION: B. TS: Direction: Identify the main idea and the supporting details in the selection given:

2. Activity 2

1. Sleeping is a good way to rest. When you sleep, your muscles relax. Your bodily functions slow down. Your heart beats a little slower  –  it odes not work so much. You feel refreshed after sleeping.

Choose the main idea of the following  paragraphs. Put a check before the right sentence. 1. Plant pests and disease are the worst enemies of cultivated crops for food and seed production. Municipal pest control officers may be consulted as soon as these pests and diseases are observed in the farm. For more protection, clean cultural practices should be observed. Removing and destroying all possible  breeding places of plant pests and diseases around the vicinity of the garden is suggested.

4. Clay can be made into many things. It can be made into vases, jars, and cooking pots. It can be made into  plates, saucers and cups. It can also be made into figures of people, plants and animals. V. ASSIGNMENT: A. Give a command or request for the following situation:

Municipal pest control officers may  be consulted about pests.  _______Plant pests and diseases are the worst enemies of cultivated crops.  _______Plants pests and diseases need to be controlled.

1. Faye was left alone in the house with Adriel, his younger brother. Her baby sister was asleep so she started cleaning up the kitchen and at the same time boiling the water for her baby sister‟s milk. Adriel is busy cleaning the yard. After a while, Faye heard her baby crying but she was not able to attend to her because the water was boiling. What will she tell to Adriel?

2. Soil is very important to plants. Plants depend heavily on the soil for root anchorage and for essential nutrients such as nitrogen, phosphorous and  potash. They also depend upon the soil for water and other mineral nutrients

B. Underline the main idea twice and once the supporting details.

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 Precious and Allyson hang out together all the time. In school, you hardly ever see one of them without the other. I often see them at the mall. They also love to play volleyball and tennis.

B. Select the right word in Set A to complete the sentence. 1. President Aquino made a _______ for  peace during Christmas Season. 2. Baguio and Nueva Ecija were mostly  ______ by the July 16, 1990 earthquake. 3. Mr. Francisco asked the receptionist to  _____ a seat for him in the convention hall. 4. People began to evacuate their homes out of ______. 5. He tried to move his _____ hands.

LESSON # 12 I. OBJECTIVES: GLR: 1. Enjoys listening to a

story CT:

2. Answers questions from the story listened to. GOLD: 3. Report commands and requests. TS: 4. Learn some common idioms.

5. Motive Question: What did Mangosparos ask the monkeys to do?

II. SUBJECT MATTER: Mangosparos and the Monkeys GLR : GOLD: Reporting Commands and Requests Learning some Common Idioms. TS:

B. During Reading Activities: 1. Have the pupils listen to the story using the DRTA  (Direct reading thinking activity)

Reference: 2002 Basic Education Curriculum PELC Speaking 3. 3.2; PELC Reading 1.1  New Dynamic Series in English 6 p. 120; p. 188 - 192 English for All Times Lang. p 14 -

MANGOSPAROS AND THE MONKEYS

Once there was a man named  Mangosparos. He and his wife lived near a forest. Mangosparos grew bananas. You could find many kinds of bananas in his  yard  –   such as yellow bananas, green bananas and even red bananas.  His banana plantation attracted the monkeys living in the forest. They trooped in Mangosparos yard, climbed up the banana trees and ate all the ripe fruits.  At first, Mangosparos and his wife were not affected by the monkeys. They could still keep some fruits for themselves.  But somehow, more monkeys came and  feasted upon the bananas. Soon enough, the couple could hardly have bananas for themselves. One morning, while the monkeys were eating bananas, Mangosparos approached them and politely requested them to leave some bananas for himself and his wife. But the animals laughed at him. They ignored his request by  saying;”You may have planted the banana trees but does not mean that you should also eat their fruit.”  Mangosparos continued to plead the monkeys to spare some bananas for him and his wife, but his plea was ignored all the time.

Materials : strips of cartolina, index cards III. PROCEDURE: GLR (Genuine Love for Reading) A. Pre-reading Activities 1. Drill: Pronunciation drill  Have the pupils recite the following verse:  Amidst the mists and coldest frosts, With barest wrists and stoutest boasts,  He thrusts his fists against the posts,  And still insists he sees the ghosts. 2. Motivation: What do monkeys love to eat? 3. Unlocking of Difficulties: A.  Match the words in column A with their proper meanings in column B. A B  ___1. affected a. hopelessness  ___2. plea b. rigid, numb  ___3. spare c. bothered  ___4. desperation d. request  ___5. stiff e. reserve

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 In his anger, Mangosparos started  setting traps for the animals. He threw  stones at them and shot them with bows and arrows. But still, the monkeys came and  stole bananas. Out of desperation, the couple thought of a plan on how to save the bananas and get rid of the monkeys. One early morning, the monkeys were awakened from their sleep by the loud wailing of Mangosparos’ wife. “Ai!  Mangosparos is dead! Poor Mangosparos is dead!  –   Gone is the planter of banana!  –   Neighbors, come and see his body, for you will never see him again –  Hu! Hu! Hu!” The monkeys talked among themselves. “Listen! The old woman says that Mangosparos is dead  –   His wife is crying over him!” Another hush of noise  started within them. “Come, let’s go and see  for ourselves. If he is dead, no one will ever bother us again.” They all rushed to Mangosparos’  place and found the windows shut and bolted. They climbed up the ladder and entered through the narrow door. They saw the woman crying over the husband, who lay  stiff and still on a straw mat. The monkeys were overjoyed at this, “We will never be bothered by that cruel man again. We now all have the bananas for ourselves.”  Little did they know that  Mangosparos was still alive and breathing.  He and his wife were just acting as if he was really dead.  As soon as all the monkeys gathered inside the house, Mangosparos’ wife quickly bolted the door. At that instant,  Mangosparos rose and took a bolo which he hid at his side. His wife brought out another bolo and in a few moments, all the monkeys trapped inside their house were dead.  Mangosparos and his wife finally got rid of the abusive monkeys. -Adapted

c. How did Mangosparos initially deal with the monkeys? d. How did Mangosparos and his wife finally get rid of the monkeys? e. Would you justify the killing of the monkeys? Why or why not? 3. Engagement Activities: Have the pupils perform the different activities assigned to them. GROUP 1: LIGHTS, CAMERA, ACTION Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.

GROUP 2: DRAW ME Pretend the story is a movie and you are supposed to advertise it. Make a movie poster of the story and then explain to the class your poster.

GROUP 3: WRITE ME A LETTER Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her.

GROUP 4: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

Allow the pupils to perform the activities under time limit.

GOLD (Grammar Oral Language Development)

B. Post Reading Activities: 1. Answering the motive question: What did Mangosparos ask the monkeys to do?

1. Drill: Pronunciation drill: Have the pupils recite the following verse:

She sells seashells in the seashore,  If she sells seashells in the seashore, Where’s the seashells she sells in the  seashore?

2. Comprehension Check : a. What did Mangosparos grow in his yard?  b. What was the reaction of the monkey when Mangosparos asked them to spare some bananas for him and his wife?

2. Review: Checking of assignment: Give a command or request for the following situation:

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 Faye was left alone in the house with  Adriel, his younger brother. Her baby  sister was asleep so she started cleaning up the kitchen and at the same time boiling the water for her baby sister’s milk. Adriel is busy cleaning the yard. After a while,  Faye heard her baby crying but she was not able to attend to her because the water was boiling. What will she tell to Adriel?

3. “Cook banana cue for our snack, Dianna,” Father said. 4. “Please help me with this heavy load, Karl,” the old woman said. 5. “Class, please arrange your chairs now,” said Mrs. Francisco. 7. GENERALIZATION: How do we change command into a reported one? How do we change request into a reported one?

3. Motivation: Play the game: I pass the message.

REMEMBER:

The teacher will give each group a  passage and then one by one, they are going to pass the message to the group. The last pupil of the group will be the one to echo the message given. The group with the correct message relayed will win the game.

The exact words of the speaker are enclosed in quotation marks  . They are introduced by the quotation tag. Told is used when the sentence being reported is a command. It is also called a reported command  . In a reported command or request, the quotation marks and commas are dropped. The infinitive to    introduces the imperative verb.

4. Presentation: Have the pupils read the following sentences. (To be written on strips of cartolina) a. Mother said, “Replace the broken  bulb, Kyle.”  b. Mother told Kyle to replace the  broken bulb. c. Miss Castro said, “Please erase the writings on the board, Tricia.” d. Miss Castro asked Tricia to erase the writings on the board.

The exact words of a speaker in a request tell someone to do something using the expressions  please or won’t you . They are also enclosed in quotation marks. Asked    is used when the sentence being reported is a request. It is also called a reported request  . The “infinitive to  ” introduces the imperative verb. 8. APPLICATION: Group Activity: Have the pupils do the following activities:

5. Discussion: What are the exact words of mother? What are the punctuation marks used? What happened to the exact words of the speaker in sentence A when it was reported in sentence B? What word is used instead of said? (Do the same questioning in sentence C and D.) Discuss further. (You may use the information given under GENERALIZATION)

GROUP 1: Write a reported command or request for each of the following reminders. 1.  Agnes said, “Dan, be home before six.” 2. The bill collector said, “Give the electric bill to your mother, Rio.” 3. Mrs. Merano said, “Please pay the bill for me John.” 4. Jamaica said, “Please take our computer to the repair shop, Jester.” 5.  Aurefe said, “Please move the electric fan to the left, Bong.”

6. Fixing Skills: Can you change the following into reported commands or requests? 1. Mother said,” Alex, fetch some water for the hogs.” 2. Mrs. Pedraza said, “Class, bring some nails for your picture frames tomorrow.”

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 If a shipshape ship shop stocks Six shipshape shop-soiled ships,  How many shipshape shop-soiled ships

GROUP 2: Write a reported command or request. 1. The doctor said, “Mr. Castillo, avoid staying in air conditioned rooms.” 2. Mr. Sison said, “Mike, have your father’s transistor radio fixed.” 3. Mother said, “Please give me some of your orange juice, Gale.” 4. Donna said, “Please take your medicine now, Mr. Garcia.”

2. Motivation Children, listen how I speak to you! (The teacher speaks with a very loud voice saying: Children, listen to me! Then in a gentle manner, say again the same words.) Which way do you like me to speak? Why? Let us say it together in two ways. Which way do like to say it? Why?

GROUP 3: Being the youngest in the family, John is always reminded by his brothers and sisters to do some things. Here are some of their reminders. Change each reminder into a reported form. 1. Dave: “Sweep the floor, John.” 2. Ingrid: “Please do your Science experiment right away.” 3. Marlyn: “Please dust the furniture.” 4. Jillian: “Stop playing with the switch.” 5. Vince: “Please be careful in cleaning the electric appliances.”

3. Unlocking of Difficulties - Hidden Words -

Find the word described by the phrases from the row of letters at the left. Encircle the word you find within. a. raharshlmo –  irritating; offensive  b. daccentson - a modulation of the voice c. caremaingep  –   to remember; to stay d. msgrievetlos - fail; cause pain; sadness e. thecare-wornte - harassed with troubles or worries f. meatdepartment –  to leave; to go away g. reneternityork  –   endless or limitless time h. armarke  –   to inflict serious bodily harm on; destroy

GROUP 4: Write three commands which are likely to be given in the situation: Bert and his father were on their way to school in a bus. They were suddenly caught in a traffic jam. A jeepney, few meters ahead of them broke down. A policeman was directing the jeepney drivers, bus drivers, and the car owners on what to do.

IV. EVALUATION: A. GOLD:  Write a reported command or request for the following:

(Answer: harsh; accent; grieve; worn; depart; eternity; mark)

1. Myra said, “Read the story carefully, Jane.” 2. Ramona said, “Take care of your  brother, James.” 3. Lisa said, “Please stop playing with your guitar, Serj.” 4. Mrs. Tolentino said, “Children, be alert wherever you are.” 5. Mona said, “Girls, please put the  baby to sleep.

B. Development of Lesson 1. Presentation Reading of the poem by the teacher/pupils What is the message of the poem? (on a chart) SPEAK GENTLY David Bates

TS (Transfer Stage)

Speak gently; it is better far To rule by love than fear, Speak gently; let no harsh word mar The good we may do here.

1. Drill: Pronunciation drill: Have the pupils recite the following verses:

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Speak gently to the little child;  It’s love be sure to gain; Teach it in accents soft and mild,  It may not long remain.

3. Eden has a very attractive getup. 4. My mother looks forward to the coming of my sister from Hawaii. 5. We have to look up to our parents. 

Speak gently to the aged one; Grieve not the care-worn heart, Whose sands of life are nearly run;  Let such in peace depart.

Activity 2: Read each of the sentences and put an (x) mark on the blank beside the phrase which fit the underlined part of the sentence.

Speak gently; it’s a little thing   Dropped in the heart’s deep well; The good the joy that it may bring  Eternity shall tell. 2.

1. Francis ran from third base to home  plate like a flash.  __angrily  __in bright light  __with great speed

Discussions: a.What is the poem all about?  b.What do the following phrases mean?

2. Edgar‟s heart was in his mouth while the votes were being counted.

…„Tis a little thing dropped in the heart‟s deep well … rule by love; rule by fear  … it‟s love be sure to gain … teach in accents soft and mild … care-worn heart … sands of life are nearly run … let such in peace depart … heart‟s deep well … eternity shall tell

 __ Edgar‟s stomach felt angry  __ Edgar‟s heart had a pain  __ Edgar felt very anxious 3. “That is big talk for a little boy”, said the father.  __a long speech  __bold talk  __ using long words 4. Thomas inched his way across the raft to the rope.  __ moved an inched at a time  __ counted each inch of the way  __ crept very slowly

c. How do we learn the meaning of each  phrase? What help us understand it? d. We learn the meaning of phrases through the context of the poem. These  phrases are called idioms. e. What are the importances of idioms?

5. Evelyn is counting on her friends to finish the project.  __ is numbering  __ is adding the number of  __ is depending upon

3. Generalization What are idioms? I dioms are wor ds/phr ases used in a way that i s dif ferent f r om the usual dictionary meaning of each word that makes it u p. I dioms can li ven u p your writing. To figure out the meaning of idi oms, use context clues and i ndi vidual word meani ngs.

2. Enrichment Activity Complete the sentences with the appropriate idiom in the  box. raining cats and dogs well-to-do family call on come to light cleared the air  rubbed elbows

4. Application  Activity 1 Read and analyze the sentences. Underline the idioms used in each.

1. The foreigner can easily get along with the native. 2. The sampaguita in your car gives off a sweet smell.

1. The truth will always  ___________. 2. The streets are flooded, it‟s  ___________. 59

3. 4. 5.

She was born to a ___________. She never had any problem with money. My sister will ___________ me for a visit. The president ____________  between Jose de Venecia and Benjamin Abalos.

4. 5.

Her beauty made her standout in the crowd. My allowance was cut down  by my mother because I overspent my pocket money.

LESSON # 13

IV. Evaluation Put your “heart” on the right place. T R  E H A

I. OBJECTIVES:

wears his heart on his sleeve heart to heart have hearts of stone to lose heart  by heart

GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Give accurate announcements. TS: 4. State the main idea of a  paragraph that is explicit or implied.

1. When you try and fail, it is easy  ___________. 2. They must ___________ to say no to the kitten‟s cries. 3. Good actors know their lines  ____________, so their acting is great. 4. Moon and I had a  ____________ talk about the  problem. 5. Todd cares so much for Jill that he _____________.

II. SUBJECT MATTER: GLR : The Story of Our Flag GOLD: Giving Accurate Announcements Stating the main idea of a TS:  paragraph that is explicit or implied. Reference : 2002 Basic Education Curriculum PELC Speaking 2; PELC Reading 4.2 Reading for Meaning 5 p. 27 Reading Links p. English for You and Me Reading

V. Assignment A. GOLD: Change the following into a reported command or request.

1. Mrs. Ante said, “Submit your project on time, Ralph.” 2. Marlon said, “Please call me when you reach your destination, Adie.” 3. Vic said, “Give me the guitar, Boyet.” 4. Karl said, “Please turn off the radio, Andrei.” 5. Father said, “Paint the walls white, Jessie.”

Materials: strips of cartolina. Index cards

III. PROCEDURE:

GLR (Genuine Love for Reading) A. Pre-Reading Activities: 1. Drill: Pronunciation drill: Have the pupils pronounce the following words. The Vowel /ey/

B. TS. Give the meaning of the idioms in each sentence and use it in a sentence.

 gate cake bass  flake radio tail  plain  stay  pray .

1. The fatal blow of Kid Kidlat killed his opponent. 2. The cold war between the girls was reported by the boys to their teacher. 3. Our teacher put end to the negative relationship of the girls. 60

steak break great weight freight reign prey they gauge

 President of the Philippine Republic.  But this did not last long because the  Americans took over the country.  During the early part of the American Occupation, I was not allowed to fly again.

2. Motivation: Do you know where our flag started? Do you know who made our first flag? 3. Vocabulary Development : Have the pupils know the meaning of the following words:

a. symbolize

r

 b. struggle

f

r

p

t

s

h

c. freedom

l

i

e

d. progress

g

r

w

e. hauled

d

a

g

r

On December 8, 1941, World War  II broke out and I flew with my red  field up. I was hauled together with the  American flag. The Japanese flag was raised and this marked the Japanese rule in the country. This lasted for almost five years.

y h

g

d

The American liberation forces under General Douglas MacArthur landed in Leyte on October 20, 1944. I was taken out of my hiding place and was raised again in Tacloban, side by  side with the American flag.

4. Motive Question: On what event was our flag made to fly with its red field up?

B. During Reading Activities : Have the pupils listen to the story. Let them take down important details about the story.

 America granted full independence to the country on July 4, 1946. In the ceremony that marked this important event, the American flag was lowered while I was raised. From that day onward, I have always flown alone to  show that my country is free.

The Story of Our Flag  If our flag could talk, this is the story that it would tell.

Reading f or M eaning 5 p. 27

CT. CRITICAL THINKING:

 I am the Philippine Flag. My life has been both sad and happy. I symbolize the many struggles undergone by the country to be free. My ardent hope is to remain a symbol of unity of all the  Filipino in the whole archipelago. If there is unity among Filipinos, then there will be progress throughout the nation.

C. Post Reading Activities: 1. Answering the motive question. On what event was our flag made to fly with its red field up? 2. Comprehension Check: Have the pupils answer the following questions: a. Where was the Philippine flag made?  b. Who sewed it? c. Where and when the Philippine flag was first raised? d. What was the occasion? e. How many years had the Philippine flag not been allowed to fly?

 I was sewn in Hongkong by Marcela  Agoncillo, Lorenza Agoncillo and  Delfina Natividad. Then I was brought home to the country.  I was first raised  June 12, 1898  Independence was  Emilio Aguinaldo

 I flew together with the American  flag when the Commonwealth  government was declared in 1935.  President Manuel L. Quezon became  President of the Philippine Commonwealth.

in Kawit, Cavite on when Philippine declared. General was named first

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f. Give the number of years that the Philippine flag flew with the American flag. g. How many years have the Philippine flag been flying alone? 3. Engagement Activities: Have the pupils following activities.

perform

GOLD (Grammar Oral, Language Development) 1. Drill: Pronunciation dril l : Have the pupils listen as the teacher says the following words and  phrases. Note that both  –   p and  – t are sounded.

the

GROUP 1: USING A TIME LINE

kept apt wept

Below are significant dates in “The Story of our Flag.” Use a vertical time line to show the important dates and historical events mentioned in the selection.

June 12, 1898

October 20, 1944

July 4, 1946

December 8, 1941

1912

1935

Dates

Events

slept adapt abrupt

adopt crept accept

in rapt attention wept and slept adapt to the environment an apt quotation kept some souvenirs accept the abrupt chnages 2. Review: Change the following into a reported command or request.

1. Mrs. Ante said, “Submit your  project on time, Ralph.” 2. Marlon said, “Please call me when you reach your destination, Adie.” 3. Vic said, “Give me the guitar, Boyet.” 4. Karl said, “Please turn off the radio, Andrei.” 5. Father said, “Paint the walls white, Jessie.”

June 12, 1898

GROUP 2: LIGHTS, CAMERA, ACTION!

3. Motivation: Do you make it a habit to read the  bulletin board in school? Why is it important to read the bulletin board every day?

Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.

GROUP 3: WRITE ME A LETTER

4. Presentation: Have the pupils read the following announcements given. Have the pupils note the two different styles of giving announcement.

Write a letter to Gen Emilio  Aguinaldo for bringing freedom to the Philippines.

GROUP 4: DRAW ME Draw the Philippine Flag. Color it correctly. What: Meeting Who: Glee Club Where: Rm. 201 When: Oct. 5, 2010; 2:00 p.m. Why: Discuss plans for a benefit show.

Allow the pupils to perform the activities under limited time.

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5. Is the announcme4nt complete, clear and straight to the point?

The National Heroes Memorial club will present a play on the life of Jose Rizal at the school auditorium on Thursday, October 16, 2010 at four-thirty in the afternoon. Tickets are available at Room 101.

7. GENERALIZATION:

What are the important things that we should remember in giving an announcement? REMEMBER: In cases of impending disasters, important upcoming events such as field trip, contest, a tryout for singing, drama , or sports and other, or appeals, announcements should be made. Giving out announcements is very important. It tells people what they should know.

5. Discussion: What information does each announcement give? Why is this information necessary? What information was included in the announcement? What is the purpose of the announcement? Discuss further.

An announcement should be:

6. Fixing Skills: A. Study the given announcement. Write an announcement similar to what is given in the example.



  

Clear and complete with the necessary information. Brief and direct to the point. Attractive and noticeable Remember to tell what, who, wh en, where   –  and in some cases why.

8. APPLICATION: Have the pupils announcement.

What’s Up?  The Young Writer’s Club will have a filed   trip to the historic Kawit, Cavite on November 8, 2010. Fee is P250 including transportation and entrance fee. Bring packed lunch and snacks.  Assembly place is at the school ground at 6:00 a.m. See you there! Sign up now at Room 123. For more inquiries, ask Mrs. Adel Francisco, YWC adviser.

write

an

GROUP 1: Write an announcement about an Upcoming “Dance for a Cause” party in your school.

GROUP 2: Write an announcement about the Requirements for Boy Scouts/Girl Scouts organization in your school.

B. Read the announcement and answer the questions that follow: The Grade V English Club will hold its Spelling Contest on  February 12, Tuesday. Please  proceed to Room 103 at 3:00 P.M.

GROUP 3: Write an announcement using the following important details.

United Nation‟s Day Parade and Program October 16, 2010 7:00 a.m. –  10:00 a.m. Provincial Capitol Parade Ground Attire: National costumes of different countries All pupils

1. What is the purpose of this announcement? 2. Who is holding the contest? 3. What is the contest? 4. When and where will the meeting be held?

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GROUP 4: Main Idea  A cow is a useful animal.

Write an announcement in  paragraph form about a science quiz bee.

Detail Gives us milk

IV. EVALUATION: GOLD: Direction:   Write an announcement in two different styles of giving an announcement. Choose one from any of the following:

Detail Gives us leather

1. an art contest 2. a fire and earthquake drill 3. a spelling contest 4. invitation for young journalists club

5. Discussion: Where is the main idea found? What is a main idea? Discuss further. 6. Fixing Skills: A. Have the pupils read the paragraph then answer the questions given:

TS. Transfer Stage: 1. Drill: Pronunciation drill. How do you spell a word which has a root word ending in  – ce   or  – ge    and has a suffix beginning with a   or o  ?

Hurricanes are enormous, powerful storms. When a hurricane strikes, trees are uprooted, buildings are flattened, and rain falls on large areas. A hurricane can travel hundreds of miles and can last eighteen or more hours. The winds can blow at the speed of 130 to 150 miles (209) to 241 kilometers) per hour.

 A good rule to remember is to keep the -  e   before adding the suffix except in words like gracious and r idicul ous. Have the pupils read and study the following words. (You may use these words in spelling drill) trace  –   notice  service  –   change  –   manage –   knowledge –   outrage –   hide –   courage –   advantage -

Detail Gives us meat

1. What is the topic of the  paragraph? 2. Which sentences states the topic of the paragraph?

traceable noticeable serviceable changeable manageable knowledgeable outrageous hideous courageous advantageous

Fill in the inverted pyramid on the details of the paragraph.

2. Review: Checking of assignment.

Main Idea: 3. Motivation: What does a cow give us?

B. Read the paragraph and then fill the diagram below.

4. Presentation: Have the pupils read the paragraph given;

Good health habits are always of service. They keep the body in good health condition. They ward off diseases. With their aid, the  person becomes energetic and sound in body.

A cow i s a usefu l ani mal. I t gives us mi lk . F r om its fl esh, we get meat. I t gives us leather f r om i ts ski n.

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Main Idea:  ___________________________ Details: 1. ___________________________ 2.  __________________________ 3.  __________________________ 4.  __________________________

Main Idea

Detail

Detail

2. It pays to be kind to animals. They are helpless and in many cases hungry. In gratitude, they will return double love. They become true friends.

Detail

Main Idea:  ___________________________ Details: 1. ___________________________ 2.__________________________ 3.  _______________________ 4.  __________________________

8. GENERALIZATION:

What is a main idea? REMEMBER: M ain I dea    tells what the story is

mostly about. Usually the main idea is the key sentence of a paragraph. It is the most important idea or the main point in a paragraph or in the story.

V. ASSIGNMENT: Direction: Make an A. GOLD. announcement. Choose from any of the following suggestions:

9. Application: Read the paragraph. Find the main idea of the paragraph.

a. about a badminton championship game.  b. Invitation to an art club c. A singing contest

Trees are very important. They give us shade. They give us food, fuel and medicines. They make the places around us beautiful. They also give us lumber.

Some plants can protect themselves from people and animals. Roses protect themselves by the thorns in their stems. Some plants have a bad smell that keeps children and animals away from them. Other  plants have fine hair that makes those who touch them itchy.

B.TS.  Read the given paragraph. Find the main idea of the paragraph then write it on the first blank. Write the details on the other lines.

The Muslims carve their furniture. They carve parts of their houses. They carve their boats. They carve vases and jewelry. They carve on gold, silver, bronze and brass. Carving was well-developed long ago among the Muslims. Main Idea:  ___________________________ Details: 1. ___________________________ 2.__________________________ 3._________________________ 4._________________________

IV. EVALUATION: TS. Direction : Read the given  paragraphs. Find the main idea of each  paragraph then write it on the first blank. Write the details on the other lines. 1. The intelligence of the elephant has long  been known. Given a set task, it immediately proceeds to get it done. A single command is sufficient to make it understand. The elephant is man‟s most reasoning friend.

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Have the pupils formulate their own questions about the story they will listen.

LESSON # 14 I. OBJECTIVES:

B. During Reading Activities: Have the pupils listen as the teacher reads the story.

GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Read orally poems cast for a verse choir. TS: 4. Write a composition showing introduction, body and conclusion

THE POT OF GOLD  Berto and his mother lived in the  forest. They worked hard every day. Berto cut firewood and sold them in them market. He had to walk several miles to reach the nearest village where he could  sell the firewood. “I want to play. I want to play all day. I don’t want to work.” Berto said to himself on his way home.

II. SUBJECT MATTER:

The Pot of Gold GLR : GOLD: Reading Orally Poems Cast for a Verse Choir TS: Writing Composition Showing Introduction, Body and Conclusion

One day, Berto told his mother, “I want to be rich.”

Reference: 2002 Basic Education Curriculum PELC Speaking 4.1; PELC Writing 1  New Dynamic Series p 173 Explore Your World Through Language and Literature pp 34 - 35

“Then you have to work very hard,” answered Mother. “But I’m tired of working all day. I want to play,” complained Berto.

Materials: strips of cartolina. Index cards

“How can you become rich if you will only play all day?” asked Mother.

III. PROCEDURE: GLR (Genuine Love for Reading) A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the  pupils recite the verse drill given:

“Oh, I wish I had a fairy friend,” he  said. “I’ll go to her and ask for some  gold.”

The timid candidate was Nick./ Though inarticulate he was quick/ With quips of wisdom that intimidate/ The businessman,/ the pirate,/ and the delegate!//

“Ask her some gold? You work, my  son,” Mother said. “That’s the way to get rich.” The next day, Berto went into the  forest to gather firewood. Again, he said to himself, “I wish I had a fairy friend.” Just then, a lovely lady dressed in white appeared to him. It was a Fairy!

2. Motivation: What do you do if you want to achieve something?

“What do you want?” the Fairy asked.

3. Vocabulary Development: Have the pupils read the following:

a.  b. c. d.

“Oh,  good Fairy,” said Berto., “I want a pot of gold.”

 pot of gold (through drawing) forest fairy firewood

“A pot of gold? Come,” the Fairy  said to Berto.

4. Motive Question:

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 Berto was very happy. “I will have a  pot of gold. I will play. I will play all day. I will not work,” said Berto.

3. Engagement Activities: Have the pupils perform the following activities under limited time.

“Close your eyes,” the fairy said. “Now, open them.”

GROUP 1: WRITE ME A LETTER Suppose that you have a fairy friend, write her a letter telling about your wish.

 Berto saw many, many trees. The Fairy pointed to a tree.

GROUP 2: DRAW ME

“See that tree with a mark? It has a round white mark. Dig under the tree. You’ll  find your pot of gold.”

What do you consider to be the most wonderful thing in this world? Draw it and GROUP LIGHTS, CAMERA, ACTION! color your3:drawing. Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.

Then the fairy disappeared. “Good fairy, where are you?” Berto  shouted.

GROUP 4: WRITE A SONG!

Good Fairy was gone.

Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

“How many trees there are! Why, every tree has a mark! Every tree has a round white mark,” he wondered.  Berto could not find his tree. How sad he was.

GOLD: (Grammar, Oral, Language Development)

 He went home to his mother. He was very sad. Berto said, “You’re ri ght, Mother.  I cannot ask for gold. I will work. Then, I’ll be rich.” -Adapted

1. Drill: pronunciation drill: Have the pupils read the given verse drill.

 Monica Hue has a unique menu/ Says she during a museum interview/  Monica Hue’s menu wins rave reviews/  Its main course is humor/ That rescues and renews!//

CT. CRITICAL THINKING: C. POST READING ACTIVITIES: 1. Answering the motive questions. 6. Comprehension Check: Have the pupils answer following questions:

the

2. Review:  Checking of assignment. 3. Motivation: How does a baby cry? How does a youth cry? What is the difference of the cry of the youth to that of the cry of a baby?

a. Where did Berto and his Mother live?  b. What did he want to do? c. What did he tell his mother? d. What was the advice of his mother? e. Who appeared to Berto in the forest? f. What did Berto ask from the fairy? g. Did the fairy give what he wanted? h. What did Berto realize after the fairy disappeared?

4. Presentation: Have the pupils read the  poem entitled: The Cry of Youth

THE CRY OF YOUTH Raul Manglapus

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MEDIUM:

The cry of youth is no longer the cry of the crib.

DARK:

The cry of youth is the summons to act, to build, to labor,

DARK:

I am a laborer.

MEDIUM:

I am a builder.

to dream if you will, but it is cry that will be heard.

LIGHT:

I am a dreamer.

ALL:

I AM YOUTH. HEED ME FOR THE FUTURE IS MINE.

LIGHT:

MEDIUM:

I am youth,

DARK:

I am he,

LIGHT:

I am she who dreams,

DARK:

but who shall make your dreams come true?

MEDIUM:

I am he,

LIGHT:

I am she who shall take the green pastures,

DARK:

the gold of your hills, the might of your rivers,

MEDIUM:

fashion them with my hands,

LIGHT:

my heart, my mind and transform them into life and  power.

DARK:

I am he,

LIGHT:

I am she who has a passion to  build,

DARK:

MEDIUM: LIGHT:

every field and every valley of this land.

5. Discussion: Have the pupils read the poem correctly. The teacher reads first the  pupils try to imitate the correct way of reading the poem cast for verse choir. Discuss further how to read the  poem. The teacher models an interpretation of the poem for the  pupils. Have them glance at the poem every now and then, but should maintain eye contact with the audience. Discuss further. 6. Fixing Skills: Have the pupils read the poem with correct diction, pronunciation and with  proper interpretation. 7. Generalization: How do we read poem cast for a verse choir?

In reading poem cast for verse choir, one should remember the following:

who shall take this structure which you will someday  bequeath to me.

1. Pronunciation, phrasing, blending and intonation should be as polished as possible.

breathe into it the warmth of my ideals, build it firm and higher into the stars until the universe shall know of its strength,

DARK:

I am he,

LIGHT:

I am she who shall think,

2. There must be a variety expression, tempo, volume, etc.

of

3. The different voice groups in the choir should know their respective cues --- where to begin and end.

MEDIUM:

work, act, until that figure on the ricefield,

4. Gestures, kept down to minimum, should be meaningful and wellexecuted.

DARK:

that erect and fearless form of dignity shall be found on

5. Music and sound effects may be used to enhance the presentation.

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6. A conductor should lead the choir. (The conductor may be a pupils or the teacher her/himself)

Pam – palm  pat – part Dan – darn Lads –  large

8. Application: The teacher forms two teams. Have each team perform and read the same  poem correctly.

2. Review: Checking of assignment: 3. Motivation: How do humans communicate with each other?

IV. EALUATION: Oral evaluation: Given the criteria, have the group read the same poem given correctly. Discuss thoroughly the criteria to  be given to the pupils:

4. Presentation: Have the pupils read the paragraph given:

POEM INTERPRETATION CAST FOR VERSE CHOIR

COMMUNICATION Humans communicate with each other every day using sounds and body movements. Most commonly, we share information about the world around us through spoken languages. These are special sounds we make to represent objects, actions, numbers, colors and other features. We use our brains to remember words, put them in the correct order, and make the larynx, or voice box, produce the correct sounds. If a person is unable to speak, he or she can communicate in other ways, often by using sign language. We also have written and pictorial language, which are signs, symbols, and squiggles that represent spoken words. The whole body works together to help us convey our innermost thoughts and feelings through language.

Group:_________________ Rating:  ________ General Comment: ( ) Excellent ( ) Very Good ( ) Good ( ) Fair ( ) Needs Intensive Practice Criteria:

Maximum Points

1. Volume and Quality of Voice…………………………………10 2. Expression……………………………20 3. Phrasing, Blending and Intonation….. 20 4. Diction……………………………….20 5. Posture………………………………10 6. Audience Rapport (eye contact and ability to command attention)…………………………………10 7. Poise ( ease of manner)……………….10 Total Points

5. Discussion: What is a paragraph? What are the three parts of a  paragraph? What does the beginning sentence tell us? Do the middle sentence develop the though of the beginning sentence? What is the ending sentence? Discuss further.

100%

TS. (Transfer Stage) 1. Drill: Pronunciation drill: Have the pupils read the following word drill.

6. Fixing Skills: Write a short paragraph about your ideal person. Paste the picture (or if not available, draw him/her) inside the  box.

/ae/ and a MAT –  MART lad – lard cat – cart  bad – bard hat – heart  ban – barn ham – harm

match - march patch - parch stack - stark

back - bark mash - marsh chat - chart Sam - psalm badge - barge shack - shark

PASTE PICTURE  ___________________________  HERE  ___________________________ 

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 ____________________________   ____________________________   _________________________

LESSON # 15 I. OBJECTIVES:

7. GENERALIZATION: What is a paragraph? What are the three parts of a  paragraph?

GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Give a report based from an observation. TS. 4. Write a model composition through a diary/journal.

REMEMBER:

A paragraph  is a group of closely related sentences that develops one topic. The paragraph is made up of three parts:

II. SUBJECT MATTER:

1. The begin ni ng sentence or the  introduction  attracts the attention and gives and idea of what is to follow. 2. The mi ddle sentence or the body  develops the thought given in the first sentence. 3. The endi ng sentence or th e  conclusion either tells us the last thing that happen or summarizes what has been written in the middle sentence.

GLR : GOLD: TS:

How the Turtle Saved Its Life Giving a report based from an observation. Writing a model composition through a diary/ journal.

References: 2002 Basic Education Curriculum PELC Speaking 2.1.1; PELC Writing 3.3 Enjoying Workbook in English pp. 82 - 83 Explore Your World Through Language and Literature pp 34 –  35

8. Application:

Materials: strips of cartolina. Index cards

Think of a topic of your interest. Write a descriptive paragraph about it.

III. PROCEDURE:

GLR (Genuine Love for Reading) A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils recite the verse drill given:

IV. EVALUATION: Write a paragraph showing the introduction, body and the conclusion of  your paragraph. Choose from any of the following topics.

Some cats went to a ranch,/ Wearing belts and hats/ Which belonged to the coach/ Who led a putsch.// The coach wanted to catch the cats/ Wearing his belts and hats;/ But the cats lead a putsch/ And caught the coach instead!//

A. Interesting place that you have visited. A. Favorite food. B. Interesting hobby. C. Interesting person V. Assignment: GOLD: Have the pupils be ready to present their oral presentation of the poem given to them.

2. Motivation: Why is it important to be smart? Do you think being smart will lead you to a better place?

TS: Have the pupils write a descriptive  paragraph from the topics which were not chosen.

3. Vocabulary Development: Have the pupils identify the meaning of the following words:

a. courtyard

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(patio)

 b. rafts c. delighted d. demon e. dreadful

do such a dreadful things to me? The other  plans were bad enough, but to throw me into the lake! Don’t speak of such cruel thing!”

(happy) (terrible)

When the king heard what the turtle  said, he told his men to take the turtle at once and throw it into the lake.

4. Motive Question: Have the pupils organize or create their own questions about the story.

The turtle laughed to himself as he slid down the river to his old home. “Good!” he said,” those people who do not know how safe I am in t he water.”

B. During Reading Activities: Have the pupils listen as the teacher reads the story.

How the Turtle Saved Its Life

CT. CRITICAL THINKING  A king once had a lake made in the courtyard for the two young princess to play in. They swam about in it, and sailed their boats and rafts on it. One day, the king told them he had asked the men to put some fish in the lake.

A. Post Reading Activities: 1. Answering the motive questions.

Off the boys ran to see the fish. Now, along with the fish was a turtle. The boys were delighted with the fish, but they have never seen a turtle. They were afraid of it; thinking it was a demon. They ran back to their father crying, “There is a demon on the bank of the lake.”

1. Why did the king have a lake made in the courtyard? 2. What did he order to be placed in the lake? 3. What did the king‟s sons say when they saw the turtle? 4. Why did the king decide to have the turtle killed? 5. Did the turtle die? Why?

2. Comprehension Check: Have the pupils answer the following questions:

The king ordered his men to catch the demon and bring it to the palace. When the turtle was brought in, the boys cried and ran away.

3. Engagement Activities: Have the pupils perform following activities given:

The king was very fond of his sons, so he ordered the men who brought the turtle to kill it.

the

GROUP 1: Recreate the events that took place in the story. Fill in the episodal web.

“How shall we kill it?” they asked. “Pound it to powder,” said someone.

1

7

“Bake it over a bed of hot coals,” said another. So one plan after another was spoken of. Then an old man who had always been afraid of the water said, “Throw the thing into the lake where it flows out over the rocks into the river. Then, it will surely be killed .”

2

6

How the Turtle Saved Its Life

5

When the turtle heard what the old man  said, he thrust out his head and asked, “Friend, what have I done that you should

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4

3

GROUP 2: Value Chart: Fill in the value chart with the values you may have learned from the characters in the story.

Character King Princess Turtle

Sherwin Jhed Francisco of Grade VI St. Mark won the Regional Spelling Contest held at the Rizal Stadium in Manila on October 5. Sherwin Jhed will represent the region in the national spelling contest scheduled at Quezon City on November 8.

Values learned

GROUP 3: Draw Me: Draw a turtle. Then write a slogan which will show the character of the turtle.

5. Discussion: What does the news article all about? How was it reported? What questions are answered in the news article? Discuss further. Use the information given under Remember.

GROUP 4: Write a short prayer.

In the space, draw your favorite animal then write a short prayer for its safety.

6. Fixing Skills:

 _________________  _________________   _________________   _________________   _________________   _________________

Think of an important event that had happened in your school with which you had observed. Report that event in the class. 7. GENERALIZATION: How do you make a good report?

GOLD: (Grammar, Oral, Language Development)

REMEMBER:

To make a good report, one should remember the following suggestions:

1. Drill: Pronunciation drill: Have the pupils listen as the teacher says the following words:

knee knock knead knight

1. Gather information about your topic by reading related materials to give you background information on the topic. 2. Write down your observations regarding the matter. 3. Organize your information by making an outline. Write the information in an orderly manner according to what you wish to say. 4. Practice giving the report exactly as you plan to give it in class. 5. Follow your outline when you  present your report. 6. Present your report briefly. 7. Speak clearly and distinctly.

knife wrap wrist knack write wrong knuckle wring wriggle knowledge wreck wrinkle

What did you notice about these words? Use the following words in spelling drill. 2. Review: Checking of assignment. 3. Motivation: How many times have you been asked to report o your classmates on things you have observed? 4. Presentation Have the pupils read the given report:

8. Application: Observe some of the pressing  problems in your community. Prepare a report on one of them.

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There is no format for writing a diary entry. All you do is think of your diary as a friend whom you can talk to in confidence.

IV. Evaluation: GOLD: Direction: Write a report  based on the effect of air pollution in the environment. Make the report brief and concise.

Have the pupils read the given tongue twister:

7. Application: Write down as a diary entry your thought and feelings about a current  problem that you have observed in your community. (e.g. Drug addiction; gambling; over-population; malnourished children etc…)

Kathy thinks it is pathetic/ that Theodore is apathetic;/  but Theodore is apathetic// That Kathy thinks it is pathetic/ That he is apathetic//

IV. EVALUATION: TS. Write down as a diary entry your thought and feelings about a current situation in our environment: “The effect of the denudation of our forest.” 

TS. TRANSFER STAGE: 1. Drill:

Pronunciation

drill:

V. ASSIGNMENT: GOLD: Observe some of the pressing  problem in your community. Be ready to report on one of them.

2. Review: Checking of assignment 3. Motivation: Have you seen a diary? Do you have a diary? What do you usually write in your diary?

TS.  Write down as a diary entry your thought and feelings about a pressing  problem that you have observed in your community.

4. Presentation: Present an example of a diary. What is a diary? Keeping a diary helps you express your feelings and pour out your secrets without the risks of having others know and talk about them.

LESSON # 16 I. OBJECTIVES:

5. Discussion: How do you keep a diary? What are the things that are written in a diary? How does a diary help you? What is the correct way of writing a diary? Discuss further.

GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use nouns. 4. Identify the appropriate title for TS: a selection.

6. GENERALIZATION:

GLR : The Parable of the Sower OLD: Using Nouns TS: Identifying the appropriate title for a selection.

II. SUBJECT MATTER:

 Keeping a diary helps you express  your feelings and pour out your secrets without the risks of having others know and talk about them.

Reference : 2002 Basic Education Curriculum PELC Speaking 5; PELC Reading 4.1 Explore Your World Through Language and Literature p. 102 –  103. Reading Links Work text p 37 Dynamic Series in English p. 4 - 8 Materials: strips of cartolina. Index cards

The diary serves as reference when  you want to recall some events. It also helps improve your communication  skills.

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III. PROCEDURE: GLR: (Genuine Love for Reading) A. Pre  –   reading Activities: 1. Drill: Pronunciation drill: Have the  pupils listen as the teacher reads the following words. Have them note the  pronunciation of the - ate    and  – i fy  suffixes.

THE PARABLE OF THE SOWER

When a great multitude came together, and people from every city were coming to him, he spoke by a parable. “The farmer went out to sow his seeds. As he sowed, some fell along the road, and they were trampled under foot, and the birds of the sky devoured them. Other  seeds fell on the rock, and as soon as they  grew, they withered away, because they had no moisture. Others fell amid the thorns, and the thorns grew with them, and choked them. Others fell into the good  ground, and grew, and brought forth fruit one hundred times.”  As he said these things, he called out, “He who has ears to hear, let him hear!” Then his disciples asked him, “What does this parable mean?”  He said, “To you it is given to know the mysteries of the Kingdom of God, but to the rest in parables; that “seeing they may not see, and hearing they may not understand.”   Now the parable is this: The seed is the Word of God. Those along the road are those who hear, then the devil comes, and takes away the word from their heart that they may not believed and saved. Those on the rock are they who, when they hear, receive the word with joy but these have no root, who believe for a while, then fall away in time of temptation. That which fell among the thorns, these are those who have heard, and as they go on their way they are choked with cares, riches and  pleasures of life, and bring no fruit to maturity. That in the good ground, these are such as in an honest and good heart, having heard the word, hold it tightly, and  bring forth fruit with patience. -  M atthew 13:3-23; Mark 4: 2-20; Luke 8:4- 

-ate as /eyt/

motivate consolidate evaluate perpetuate reactivate decorate activate validate i. if y as /if ai/

classify verify unify clarify

signify pacify purify dignify

Have the pupils read the phrases:  Motivate the children  Decorate the altar  Pacify the quarrelsome boys Unify the different groups  Purify the water  Activate the organization  Perpetuate what is good Verify and evaluate 2. Motivation: What did Jesus Christ use in order to  preach? 3. Unlocking of Difficulties: Have the pupils know the meaning of the following words:

multitude devoured trampled  parable disciple

(huge in number) (ate greedily) (compressed) (story) (follower)

15

C. Post Reading Activities: 1. Answering the motive question: Among which type of soil or soils represent the redeemed?

4. Motive question: Among which type of soil or soils represent the redeemed?

2. Comprehension Check: Have the pupils answer the following questions. 1. What do the seeds in the parable represent in real life? 2. What is the growing process mentioned in the parable?

B. During Reading Activities: 1. Have the pupils listen to the story. Let them take down important details about the story.

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3. Along the path: How does the devil take away the word from their hearts? 4. Among the rocks: What do the rocks represent? Why do you suppose they fell away? 5. Among the thorns: How do these things choke the Christian life? 6. On good soil: What are common characteristics of soil which is good for growing plants and those who do not only receive the message well,  but also produce fruitfulness after much perseverance? 7. What type of soil are you growing on? How do you know? 8. How can people in the first three develop good soil?

sad end dead

lot pat must

Sentence Drill: 1. The lad played lead role but lost the prize. 2. A sad man pats the lad on the head. 3. At the end of the bend, one must  beg for the rent. 4. One who lost a game felt sad but not dead. 2. Motivation: Game: Have the pupils give a known brand for each of the following nouns:

Ex. refrigerator –  Westinghouse 1.pen 2.medicine 3.car 4.camera 5.paint

3. Engagement Activities: Have the pupils do the activity given: GROUP 1: LIGHTS, CAMERA, ACTION

3. Presentation: Have the pupils read the following sentences:

Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.

1. Taiwan is a small island off the China coast. 2. Durable shoes are manufactured in Marikina. 3. The pyramids of Egypt are wonders of the world. 4. The hospitality of Filipinos is  proverbial. 5. Dr. Jose P. Rizal is the greatest of the Malay race.

GROUP 2: DRAW ME Pretend the story is a movie and you are supposed to advertise it. Make a movie poster of the story and then explain to the class your poster. GROUP 3: WRITE ME A LETTER Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to

4. Discussion: Have the pupils underline all the nouns given in the sentence. What are these words? What are nouns? What are the two main classes of nouns? (D iscuss th e two mai n classes of nouns. Use the information given un der Remember). Have the pupils read the following sentences:

GROUP 4: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

GOLD: (Grammar Oral, Language Development) 1. Drill: Pronunciation drill: Have the pupils read the following

words:

1. The troop of soldiers reported for the noontime regiment. 2. The covey    of geese took shelter under the pile of old tires. 3. Will there be justi ce   in our land?

The /d/ and /t/ Sounds /d/ /t/  played lost lead but

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What are the underlined words in the sentences? What kind of nouns are these? Discuss further.

7. Application: A. Encircle all the proper nouns in the sentences. Underline all the common nouns.

Fixing Skills: Direction: Underline all the nouns in the sentences. Identify its kind. Write your answer on the space provided.  _____1. Marinduque and Mindoro are island  provinces.  _____2. The family is the first community to which man belongs.  _____3. He grew up to be a man of selfcontrol.  _____4. Are these all a dream?  _____5. Carlos P. Romulo is an orator, soldier, diplomat and a writer.

1. The Youth Club has met for a very

5.

2. 3. 4. 5.

B. Write C for concrete noun and A for abstract noun before each number.  _____ 1. dignity _____6. meadow  _____ 2. building _____ 7. justice  _____ 3. trait _____ 8. freedom  _____ 4. fan _____ 9. garden  _____ 5. right ____ 10. story

6. GENERALIZATION: What are nouns? What are the kinds of nouns? REMEMBER:

IV. EVALUATION: A. GOLD: Direction: Underline all the nouns in the sentences. Then write whether the noun is proper, common, collective, concrete or abstract.

A noun is a name of person, place or things. There are two main classes of nouns: - A proper noun   names a particular person,  place, or thing. A proper noun begins with a capital letter. - A common noun  names things in general. Proper Nouns Atty. Sherwin Santos The Manila Times Sto. Domingo Church

-

1. John will meet his mother today after several months working abroad. 2. Mary cannot wait to wear her new dress to church tomorrow morning. 3. Captain Lara, a Spanish soldier wooed Maria Makiling by bringing her gifts from Europe. 4. The school orchestra played wonderful  pieces during the ball. 5. The covey of geese took shelter under the pile of old tires.

Common Nouns lawyer newspaper church

 Nouns have concrete, abstract forms.

noble mission. Gabriela Silang is the Ilocano‟s Joan of Arc. The secret of success is constant  practice. Last Sunday, my family went to Ocean Park. It was in December when they decided to leave for Canada.

collective   and

TS ( Transfer Stage) 1. Drill: Pronunciation drill: Have the pupils read the following words:

Concrete noun s    name persons, places

or things that can be seen, heard, smelled, tasted or touched. Ex. car radio apple tree

-

Collective nouns    name a group of

/a/ mat man rack lad  past  batter mass flash

 persons, animals, or things considered as one. Ex. group class family fleet

-

Abstract n ouns    name intangible things

that cannot be seen or touched such as qualities, feelings and ideas. Ex. bravery happiness justice

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 –    –    –    –    –  

/e/ met men wreck led pest better mess flesh

2. Review: Checking of assignment. Read each set of guide words. Then write the words from the box that would appear on a page with those guide words. Capture Chisel Compass

calico – career  ____________  ____________

2. Based on the main idea of the  paragraph, which of the following is the best title for it? a. Sherwin and the Young Inventor‟s Week   b. Sherwin‟s Special Project c. Sherwin, The Great Inventor

cardboard Chores compose

5. Discussion: How do you go about choosing the most appropriate title for a selection? Discuss further. Use the information given under Remember.

chilled –  circuit ____________ ____________

commotion –  conductor  ___________________  ___________________

6. Fixing Skills: Identify the most appropriate title for the following selection:

3. Motivation: Have the pupils read the following  poem. Let them give a title for it.

Karl and Jazzer found a pool in the farm. It was not deep and the two boys swam and splashed in it happily. The next day, when they returned to take another dip in the pool, they found four carabaos wallowing in it. It was the carabao‟s cooling off pool.

 I look at you, and you look at me What I do, you do, too. When I smile, you smile. When I frown, you also frown  I look at you and it’s me I see Oh mirror, tell me what your magic could be! -Myra R. Labay

A. An Unhappy Discovery B. Taking Care of Carabaos C. Pools on the Farm

4. Presentation: Have the pupils read the paragraph. Then have them answer the questions that follow:

7. GENERALIZATION: How do we choose the most appropriate title for a selection?

Sherwin is excited about the coming Young Inventor’s Week to be held in their school. He has been working on his  project for many days. Much of his time is spent researching and putting together his new invention  –  an electricity-saving device. He wants to show how households can save 30% on electricity by using the device. Sherwin is hoping to win the gold medal for his wonderful project.

The most important thing to remember is that when you read, concentrate and take note of the main message or the main idea that the selection wants to put across. Indeed, the best title for a selection is one that was based on the main idea  . It need not be the most cute, clever or funny, but the one that is most illustrative of the main idea.

8. APPLICATION: Identify the most appropriate title for the following

1. Which of the following is the main idea of the paragraph? selection:

a. Sherwin is excited to attend the Young Inventor‟s Week.  b. Sherwin works hard on his special  project for the Young Inventor‟s Week. c. Sherwin is eyeing the gold medal in the Young Inventor‟s Week.

All over the world, people have  been known to use herbs not just to improve the flavor of food but also for their medicinal value. The Philippines is abundant with various herbs that have  been used as alternative medicine for various ailments. Lemon grass as well as guava and mimosa leaves have been used 77

to cure diarrhea, while oregano, alagao and mansanilla leaves are also known to be effective against cough. Herbs commonly used as fever remedies are balimbing, ginger, lily and camias leaves.

TS. Direction: appropriate title selection: 1.

Find out the best title for the  paragraph by completing PUZZLE A. To do this however, you need to fill in the missing letters of the word listed in PUZZLE B.   Your clues are in  parentheses.  __________________________ Title

2

13

3

4

5

6

7

8

9

10

11

12

14

15

2.

Water plants have adequate water supply, but they do not get as much air as other plants. Therefore, many aquatic plants have soft tissues which hold air while some even have special air cavities. The leaves of some are kept afloat where they are exposed to air by an air bladder or because of their  broad, flat shape. Floating plants often have waxy leaves which reduce the amount of water they absorb. A. Floating Plants B. Water Plants C. Water Supply

3.

Have you ever wondered why we look like our parents? That‟s because we carry in our bodies a mixture of their genes. Genes contain hereditary information. Physical characteristics such as the color of your hair, the color of your eyes and your height were inherited from your parents through genes. Genes may also transfer mental abilities or even hereditary disorders from parent to child.

Supply the missing letters to complete the following lists of words. The clues to each word are in  parentheses. Then, use the numbered letters to complete PUZZLE A and come up with the “Magic Title.” 1. R

A

Good manners are important for two reasons. First, good manners make living with other people more pleasant and comfortable. Second, good manners are contagious. If one  behaves well, those around him will treat him with courtesy and respect. Although good manners may cost us time and effort, we gain more than we give in the long run. A. The Importance of Living with People B. The Importance of Good Manners C. The Importance of Friends

COMPLETE THE MAGIC TITLE:

1

Choose the most for the following

_____ _____ ( a contest) 6 12

2. G __ __ S T (the spirit of a dead person 1 15 3. H E ___ L ___ H (one‟s well-being) 7 13 4. . D _____ _____ T (singing partners) 10 2 5. _____ O L _____ (alone) 5 14 6. C A _____ (taxi) 4 7. _____ O W (this instant) 8 8. _____ O P (policeman) 9 9. F A _____ (not close) 3 10. C _____ Y (shed tears) 11

A. It‟s All In the Genes B. Where Genes Come From C. You and Your Parents V. ASSIGNMENT: A. GOLD. Direction : Underline the noun given in each sentence and identify its kind. 1. Jose Rizal was a model citizen of our country.

IV. EVALUATION:

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2. As a boy, he was fond of reading stories. 3. But his mother taught him to study his lessons first. 4. In this way, Rizal attended to duty first instead of pleasure. 5. He grew up to be man of great selfcontrol.

III. PROCEDURE: GLR (Genuine Love for Reading) A. Pre  – reading Activities: 1. Drill: Pronunciation drill: Have the pupils read the following words: /a/

same B. TS. Direction: Read the following sentences. Rewrite them in a paragraph form. Then identify the most appropriate title for it.

away cave wave

Filipinos are very religious people. They are devoted and committed to their chosen religion. In towns all over the country, people hold lavish festivals in honor of their patron saint. Many Filipinos also offer novenas and special devotions to different saints. Most importantly, Filipinos are firm  believers in miracles and the power of  prayers.

stay Monday baby paper

date day

2. Motivation : How does it feel when nobody  believes in you? 3. Unlocking of Difficulties : Have the pupils know the meaning of the following words.

1. 2. 3. 4. 5.

i. God and the Filipinos ii. Religious Practices of the Filipinos iii. The Fiesta Loving People 4.

LESSON # 17

wolf (picture) shepherd (picture) chore (action) yelled loudly (action)  joke (action/ context clues)

Motive Question : Why did the shepherd boy cry wolf? During Reading Activities: 1. Have the pupils read the story. Have them take down important notes about the story read.

I. OBJECTIVES: GLR: 1. Enjoy reading a story 2. Answer questions from the story CT: read. GOLD: 3. Use plural of nouns. 4. Write from dictation. TS:

The Boy Who Cried Wolf  A shepherd boy was tending his sheep alone. He got bored with his chore and couldn’t stand it anymore. He thought of  something to bring people quickly to him.  He blew on his horn and yelled loudly. “Wolf! Wolf!”

II. SUBJECT MATTER: GLR : The Boy Who Cried Wolf GOLD: Using Plural of nouns. TS: Writing from dictation. Reference: 2002 Basic Education Curriculum PELC Speaking 5; PELC Writing 5 Explore Your World Through Language and Literature p. 102 –  103. Reading for Meaning p 45. Across Borders through Language pp. 5 -7 Dynamic Series in English p. 4 - 8 Materials: strips of cartolina. Index cards

Quickly a dozen men came running up to the mountain only to find out it was a  joke. They were very angry and they told the boy not to do it again. After a week, he  got bored once more so he cried, “Wolf!”  Again, the men ran to him and they were very, very angry.

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Soon afterwards, a wolf really came. The shepherd was scared. “Wolf! He cried. “Wolf! Wolf!”

GROUP 4: CAUSE AND EFFECT CHART

What effect did the incident have on the shepherd boy? What was the cause? Illustrate through the cause and effect chart.

 He blew his horn but alas, no one come. The wolf ate all his sheep. B. Post Reading Activities: 1. Answering the motive question. Why did the shepherd boy cry wolf?

Cause

2. Comprehension Check: Have the pupils answer the following questions:

GOLD (Grammar, Oral Language Development)

a. What happened when the shepherd cried wolf?  b. How did the men react when they learned they were tricked? c. What did the men do about this? d. What was the men‟s reaction when the boy repeated his trick? e. If you were one those men, will you do the same thing? Why? f. What did the boy do when a real wolf came? g. Did anybody come for help? Why? h. How do you think the boy feel when no one believes in him and all his sheep were eaten by the wolf? 3. Engagement Activities : Have the pupils following activities:

perform

Effect

1. Drill: Pronunciation drill: Have the pupils recite the tongue twister:

 All I want is a proper cup of coffee  Made in a proper copper coffee pot You can believe it or not  But I just want a cup of coffee  Made in a proper copper coffee pot Tin coffee pots Or iron coffee pots  Are no use to me. 2. Review:  Checking of assignments. Direction : Underline the nouns given in each sentence and identify its kind.

the

1. Jose Rizal was a model citizen of our country. 2. As a boy, he was fond of reading stories. 3. But his mother taught him to study his lessons first. 4. In this way, Rizal attended to duty first instead of pleasure. 5. He grew up to be man of great selfcontrol.

GROUP I: LIGHTS, CAMERA ACTION! Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.

GROUP 2: WRITE ME A LETTER!

3. Motivation: What kind of flower do you like  best? Do rains like flowers too?

Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her..

4. Presentation : Have the  paragraph given.

GROUP 3: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

pupils

read

the

 People love rain as flowers do.  Rain makes farmers happy. It gives water and life to plants, whether it’s a tree, a

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vegetable or a vine. It brings health and wealth to every living creature on earth. Take the case of flowers. Without rain, they wither and die. But rain makes  flowers lovely, colorful, and attractive.  Flowers uplift the dampened spirit of sick  people. A bouquet of beautiful red roses  given by a beloved can make a lady glad.

1. Most nouns form their plural by adding – s.  boy – boys tree –  trees 2.  Nouns ending in –   s, -ss, -z, -ch, -sh, and –   x form their plural by adding – es. ax – axes brush –  brushes 3. Many nouns ending in –   f or –   fe form their plural by changing –   f or –   fe to –  ves. knife –   knives wife –  wives Some exceptions are: roof – roofs chief –  chiefs  belief – beliefs chef –  chefs

5. Discussion: What are the nouns used in the  paragraph? Have the pupils classify the nouns as singular or plural. Discuss further how nouns form their  plural. (You can use the information given under REMEMBER.  Discuss the different ways how nouns form their plural.)

4.  Nouns ending in –   y preceded by a consonant form their plural by changing –   y to – -i and adding – es. city – cities lily –  lilies

6. Fixing Skills: A. Write the plural form of the following nouns:

1. tax 2. candy 3. toy 4. echo 5. cello 6. army 7. zoo 8. day 9. gas 10. waltz

5.  Nouns ending in –   y preceded by a vowel form their plural by adding –   s. key – keys toy –  toys

11. sky 12. roof 13. loaf 14. moo 15. boy 16. garden 17. 100 18. tongs 19. cameo 20. man

6. Some nouns ending in – o preceded by a consonant form their plural by adding – es. mango – mangoes potato –  potatoes 7. Other nouns ending in – o preceded by a vowel form their plural by adding –   s. radio – radios igloo –  igloos

B. Fill in the blanks with the plural of nouns at the parentheses.

8. Some nouns form their plural by changing their whole spelling. tooth – teeth goose –  geese

1. The peasants of Central Luzon raise many _______ (goose)   throughout the year. 2. (Sheep) _______ roam the wide and rolling meadows beside the hillsides. 3. The innocent looking children ran after the numerous and multicolored (butterfly ) ________ in the field. 4. Many (life)  were lost when the  jetliner was shot down by the enemies. 5. Malaria is carried to man by the bite of some (mosquito).

9. The following nouns have the same form in the plural. sheep – sheep deer –  deer 10. A few nouns form their plural by adding – en or – ren. ox – oxen child –  children 11. Some nouns are always plural. goods proceeds   scissors trousers shears tongs  pliers pincers tweezers

7. GENERALIZATION: How do nouns form their plural?

12. Some foreign nouns form their plural as in the original language. cactus – cacti datum –  data

REMEMBER:  Nouns form their plural in different ways:

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13. Numbers, letters and symbols form their  plural by adding –   s. As 15s 30s Ms

1. 2.

14. Mass nouns name things that cannot be counted. They need their counters to make their meanings complete. A glass of milk a can of oil A grain of salt a cube of ice

3. 4. 5.

15. Proper nouns form their plural by adding  – s. Those that end in s, sh, ch, x or z   add es. Ana – Anas Reyes –  Reyeses Manalo –  Manalos Sanchez –  Sanchezes

 plural form of each underlined noun. The child and adults enjoy games. The composer repeated the line several times. My friend sang in the concert. The ditty told of life on the ranch. The cloud in the sky wept for him.

TS (Transfer Stage) 1. Drill: Pronunciation drill: Have the pupils read the following rhymes.

 Jack Sprat could eat no fat  His wife could eat no lean  And so between them both you see They licked the platter clean.

16. Compound nouns form their plural by adding s to the important name part. mother –  in – law - mothers – in –  law major general - major generals

 Molly, my sister, and I fell out  And what do you think it was all about? She loved coffee and I loved tea  And that was the reason we could not agree.

Compound nouns that end with f ul  form their plural by adding s  . cupful –  cupfuls teaspoonful –  teaspoonfuls 17. Some nouns derived from Latin roots form their plural by changing the last letter or letters. alumnus –  alumni crisis - crises datum – data radius –  radii

2. Review: Checking of assignment: Read the following sentences. Rewrite them in a paragraph form. Then identify the most appropriate title for it.

Filipinos are very religious people. They are devoted and committed to their chosen religion. In towns all over the country, people hold lavish festivals in honor of their patron saint. Many Filipinos also offer novenas and special devotions to different saints. Most importantly, Filipinos are firm  believers in miracles and the power of  prayers.

18. Some nouns though plural in form have singular meaning. athletics mathematics

8. APPLICATION: Change the nouns in the parentheses to plural form. 1. Our tour took us to several (ranch) in (valley)  and (mountain) 2. But the exciting (rodeo) and  beautiful (view) made up for all our (difficulty) 3. (Duck), (goose), and (turkey) scattered their (feather) as they fled to get out of the way. 4. (Ox),  (sheep) and (deer) stood and stared at the whole scene. 5. Some (place ) could be reached only after passing near steep (cliff)

A. God and the Filipinos B. Religious Practices of Filipinos C. The Fiesta Loving People

the

3. Motivation: How do we start a sentence in a  paragraph? 4. Presentation: Have the pupils read the following sentences.

IV. EVALUATION : A. GOLD:  Direction: Rewrite the following sentences by changing the

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