Unit 3: Week 1 (Lesson 19) Lesson Parts Overview/ objectives
DAY 1 Literature: To Go or Not To Go (by Mil Flores-Ponciano)
DAY 2
DAY 3
Read and #rite #ords% !hrases and sentences #ith oi and oy di!hthongs
&dentiy the cause and the eect in sentences
Realize the things to do in times o a ty!hoon
DAY 4 Read and #rite #ords% !hrases and sentences #ith oi and oy di!hthongs
DAY 5 Read and #rite #ords% !hrases and sentences #ith oi and oy di!hthongs
Read and #rite #ords% !hrases and sentences #ith oi and oy di!hthongs
&dentiy and use descri!ti'e adecti'es
Pictures sho#ing the details in the matri1 o eather eather 2ondition
6tri!s o sentences Learner*s Materials +cti'ities 454-45$
Learner*s Materials +cti'ities 454-45$
Presentation o !ictures highlighting the cause and eect
Presentation o descri!ti'e adecti'es rom the song
Post !ictures o a church crashed do#n% ocean #ith big #a'es;
"irect teaching o the ste!s in inding the cause and eect in a sentence
Presentation and e1!lanation o #hat descri!ti'e adecti'es are
7se +cti'ity 45. or the sam!le;
"ra# and #rite a !ossible result or a Grade $ student or not remembering the things to be done during ty!hoons Materials
ord cards
+cti'ities ,0
Learner*s Materials +cti'ities ,.-,/
ord cards 3ig stri!s o !a!er Learner*s Materials +cti'ities ,-45, Procedure
7nloc8ing o 8ey #ord usig conte1t clues
Re'ie# reading 22e #ords
Moti'ation 9uestion
Lead the class in the decoding lesson using +cti'ity ,0
Moti'e 9uestion
+s8 !u!ils to create
Read-aloud o the selection #ith discussion 9uestions Post Reading: "iscussion o the selection highlighting the im!ortance o ollo#ing the #eather guide
Matching o !ictures and !hrases to sho# a cause and eect &dentiication o the cause and eect
7sing adecti'es in sentences riting sentences using adecti'es
sentences using the adecti'es rom the #eb; 6ho# !ictures and let the children describe it to orm sentences;
Read-aloud o the selection #ith discussion 9uestions
Matching o !ictures and !hrases to sho# a cause and eect
Post Reading: "iscussion o the selection highlighting the im!ortance o ollo#ing the #eather guide
&dentiication o the cause and eect
7sing adecti'es in sentences riting sentences using adecti'es
sentences using the adecti'es rom the #eb; 6ho# !ictures and let the children describe it to orm sentences;
Unit 3: Week 1 (Lesson 19) To Go or Not To Go
Pre-Reading 1.
Unlo Unlock cking ing/V /Voc ocab abul ular ar ! "on "once ce#t #t $e% $e%el elo# o#&e &ent nt (PAA!A" t#$%oon si&nal' <1!lain that PAA!A is an acronym or Phili!!ine +stronomic Geo!hysical and +stronomical 6er'ices +dministration; PAGASA a Philippine national national institution dedicated PAGASA is a Philippine to provide flood provide flood and and typhoon warnings, public weather forecasts and advisories, and other specialized information and services for the protection of of life and property and in support of economic, productivity and sustainable development. +s8 the ollo#ing 9uestions; a.What is PAGASA? b.What ind of office is it? c. !ow does that office serve people? 6ay: "et 6ay: "et us see if you clearly remember what PA PAGASA is. )e*er t%e $u$ils to Activit# 1+5 on $a&e 224 *or t%e word co,$re%ension e-ercise.
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oti%ation: hen there is a ty!hoon signal% #hat do you do=
Read-aloud o the selection #ith discussion 9uestions
Matching o !ictures and !hrases to sho# a cause and eect
Post Reading: "iscussion o the selection highlighting the im!ortance o ollo#ing the #eather guide
&dentiication o the cause and eect
7sing adecti'es in sentences riting sentences using adecti'es
sentences using the adecti'es rom the #eb; 6ho# !ictures and let the children describe it to orm sentences;
Unit 3: Week 1 (Lesson 19) To Go or Not To Go
Pre-Reading 1.
Unlo Unlock cking ing/V /Voc ocab abul ular ar ! "on "once ce#t #t $e% $e%el elo# o#&e &ent nt (PAA!A" t#$%oon si&nal' <1!lain that PAA!A is an acronym or Phili!!ine +stronomic Geo!hysical and +stronomical 6er'ices +dministration; PAGASA a Philippine national national institution dedicated PAGASA is a Philippine to provide flood provide flood and and typhoon warnings, public weather forecasts and advisories, and other specialized information and services for the protection of of life and property and in support of economic, productivity and sustainable development. +s8 the ollo#ing 9uestions; a.What is PAGASA? b.What ind of office is it? c. !ow does that office serve people? 6ay: "et 6ay: "et us see if you clearly remember what PA PAGASA is. )e*er t%e $u$ils to Activit# 1+5 on $a&e 224 *or t%e word co,$re%ension e-ercise.
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oti%ation: hen there is a ty!hoon signal% #hat do you do=
Unit 3: Week 1 (Lesson 19) To Go or Not To Go
Pre-Reading 1.
Unlo Unlock cking ing/V /Voc ocab abul ular ar ! "on "once ce#t #t $e% $e%el elo# o#&e &ent nt (PAA!A" t#$%oon si&nal' <1!lain that PAA!A is an acronym or Phili!!ine +stronomic Geo!hysical and +stronomical 6er'ices +dministration; PAGASA a Philippine national national institution dedicated PAGASA is a Philippine to provide flood provide flood and and typhoon warnings, public weather forecasts and advisories, and other specialized information and services for the protection of of life and property and in support of economic, productivity and sustainable development. +s8 the ollo#ing 9uestions; a.What is PAGASA? b.What ind of office is it? c. !ow does that office serve people? 6ay: "et 6ay: "et us see if you clearly remember what PA PAGASA is. )e*er t%e $u$ils to Activit# 1+5 on $a&e 224 *or t%e word co,$re%ension e-ercise.
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oti%ation: hen there is a ty!hoon signal% #hat do you do=
3.
oti%e u uestion: &n the selection% ind out #hen you should not go to school #hen there is a ty!hoon;
$uring Reading •
Read aloud the selection;
o o or 0ot o o Mil Flores-Ponciano
&t is ty!hoon signal number , in North Luzon; >"o & ha'e to go to school today= ill there be classes=? +lmira #onders; @a'e you as8ed the same 9uestions yoursel= yoursel= 7se the guide rom Phili!!ine +tmos!heric Geo!hysical and +stronomical 6er'ices +dministration +dministration (P+G+6+) to decide i you ha'e to go to school or not #hen there is a ty!hoon; Listen to the #eather orecast o P+G+6+ e'ery e'ery si1 hours;
Guide the !u!ils in reading the te1t rom matri1 title% column headers% and column details to s ho# them ho# inormation in table orm is read; )e*er to Activit# Activit# 1+ $a&e 225 *or t%e ,atri- $art o* t%e selection.
YPOO0 O0DO0 D6 #$%oo n !i&nal
7eat%er ondition
,
$ictures o*
•
4
T#igs T#igs and branches o s mall trees may be bro8en; 6ome banana !lants may be tilted; 6ome houses o 'ery light materials (ni!a and cogon) may be !artially unrooed; $ictures o*
•
lass !us$ension
7%at an Do
Preschool
3ring an umbrella and go to school;
Preschool
6tay at home;
As A rade 3 Pu$il
• • •
•
$
6ome coconut trees may be tilted #ith e# others bro8en; Fe# big trees may be u!rooted; Many banana !lants may be do#ned; Rice and corn may be badly aected; Large number o ni!a houses may be !artially or totally unrooed; $ictures o*
A
Many coconut trees may be bro8en or destroyed; + large number o trees may be u!rooted; Rice and corn cro!s may suer hea'y losses; Maority o all ni!a and cogon houses may be unrooed or destroyed; There may be #ides!read disru!tion o electrical !o#er and communication ser'ices; $ictures o*
•
•
• • • •
Preschool to Tertiary
Pre!are to e'acuate (i needed);
• •
Go #ith the amily to strong buildings;
• •
•
• • •
•
Many large trees may be u!rooted; Rice and corn !lantation may suer se'ere losses; Most residences and buildings may be se'erely damaged;
+ll le'els and Go'ernment Bices (!ri'ate and !ublic)
2ancel all tra'els and outdoor acti'ities;
Post Reading 1.
$isc $iscus ussi sion on ues uesti tion ons s 1. '. 3. *. +.
hat #as +lmira*s +lmira*s !roblem= hat hel!ed her sol'e her !roblem= hat is ound on the eather 2ondition Guide= "escribe the en'ironment i it is signal number ,; hat le'el o classes is sus!ended i it is signal number ,= 6ignal number 4= 6ignal number $= 6ignal number A= ,. hat should you do i there is ty!hoon signal number ,= 6ignal number 4= 6ignal number $= 6ignal number A= . hat #ould !robably ha!!en i !reschoolers go to school= . hat might ha!!en i you #ould not bring an umbrella #ith you=
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ngage&ent/nric0&ent @a'e the class go o'er the ty!hoon condition guide and ha'e them ans#er the 9uestions that ollo#; Reer to +cti'ity ,C; Grou! your !u!ils into our; +s8 9uestions and !ro'ide acti'ities to highlight the 'alue o the #eather guide;
Lesson 19 $a ': $ecoding/luenc/Writing Re%ie2 o $ecoding Lessons in uarter ' These include 22e #ords #ith long a" e" i" o" and u sounds ending in silent e rom Duarter 4 and the Grade , le'els o the "olch 3asic 6ight ord List; The e1ercises in this lesson sometimes include 'ocabulary #ords learned in the literature lesson in "ay ,;) 68ill Lesson: ords #ith oi and oy di!hthongs Reer your !u!ils to +cti'ity ,0;
Lesson 19 $a 3:
4dentiing a "ause and 5ect Relations0i#
6kill Lesson: Using $escri#ti%e Words
1.
Presentation/4ntroduction Post the our !ictures in random order on the board; +s8 !u!ils to describe #hat each !icture sho#s; 6ay: !ere are pictures showing how our surroundings loo lie if there is a typhoon. #escribe what you see in the first picture. What typhoon signal do you thin can mae our surroundings loo lie this? Post the stri! o !a!er #ith >Ty!hoon 6ignal Number ,?; (7se the same set o 9uestion and continue !osting the stri! o !a!er) until you reach Ty!hoon signal number A;
6ay: hile loo8ing at the !icture o the surroundings during ty!hoon signal number ,; +s8: Why are some branches of trees broen? ait or the ans#ers and e1!lain that it is because of $yphoon signal number %. $yphoon signal number % is the &A'S( and some branches of trees are broen is the ())(&$ or *(S'"$. 6ay: hile loo8ing at the !icture o the surroundings during ty!hoon signal number 4; +s8: Why are roofs of some nipa houses gone= ait or the ans#ers and e1!lain +ecause it is $yphoon signal number that is why roofs of nipa houses are gone. $yphoon signal number is the &A'S( and the roof of nipa houses are gone is the ())(&$.
6ay: hile loo8ing at the !icture o the surroundings during ty!hoon signal number $; +s8:
Why are many coconut trees broen and destroyed? ait or the ans#ers and e1!lain +ecause it is $yphoon signal number - that is why many coconut trees are broen and destroyed. $yphoon signal number - is the &A'S( and many coconut trees are destroyed is the ())(&$. 6ay: hile loo8ing at the !icture o the surroundings during ty!hoon signal number A; +s8: Why are large trees uprooted? ait or the ans#ers and e1!lain +ecause it is $yphoon signal number that is why large trees are uprooted.. $yphoon signal number is the &A'S( and large trees are uprooted is the ())(&$. pictures of 6o&e coconut trees &a be tilted 2it0 e2 ot0ers broken. e2 big trees &a be u#rooted. an banana #lants &a be do2ned. Rice and corn &a be badl a5ected. Lar e nu&ber o ni a 0ouses pictures of an large trees &a be u#rooted. Rice and corn #lantation &a su5er se%ere losses. ost residences and buildings &a be se%erel da&aged.
pictures of 72igs and branc0es o s&all trees &a be broken. 6o&e banana #lants &a be tilted or do2ned. 6o&e 0ouses o %er lig0t &aterials (ni#a and cogon) &a be #artiall unrooed. pictures of an coconut trees &a be broken or destroed. large nu&ber o trees &a be u#rooted. Rice and corn cro#s &a su5er 0ea% losses. aorit o all ni#a and cogon
Reer !u!ils to +cti'ity ,;
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odeling/7eac0ing 6ay/ $here is a cause0effect relationship in the sentences for the pictures. A CAUSE tells the reason why something happens or has to be done. An EFFECT tells the result or effect of an event or an idea. There are ste!s on ho# to identiy a cause and an eect; Reer the class to +cti'ity 455;
3.
8uided Practice Form our grou!s o students; Let the !u!ils in each grou! identiy the cause and the in columns , and $ o the matri1 in $o Go or 1ot $o Go. 6ay: Loo8 at this umbled !hrase cards and !ictures; 2reate !airs o a !icture and a !hrase card; Tell #hich is the cause and #hich is the eect; )e*er $u$ils to Activit# 1++8.
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4nde#endent Practice Let !u!ils identiy the cause and the eect in columns , and A o the matri1 in $o Go or 1ot $o Go; )e*er $u$ils to Activit# 2998"" and D. 6ay: Study the pictures and phrase cards. Pair them and tell which is the cause and which is the effect.
Lesson 19 $a *: $ecoding/luenc/ $escri#ti%e decti%es 6kill Lesson: Reading and Writing Words; P0rases 6entences 2it0 oi and o $i#0t0ongs 68ill Lesson: ords #ith oi and oy di!hthongs Reer your !u!ils to +cti'ity 454 + and 3;
6kill Lesson: $escri#ti%e decti%es 1.
Presentation Read the ollo#ing sentences: 1. There #as a strong ty!hoon; '. The big trees #ere u!rooted; 3. There #as hea'y rain; *. The streets #ere looded; +. The small houses #ere destroyed;
'. odeling/7eac0ing ,; &n the irst sentence% #hat #ord tells about the ty!hoon= 7nderline; 4; &n the second sentence% #hat #ord tells about the trees= 7nderline; ("o the same until the ith sentence;) 6ay: "et us all read the underlined words together. 2*epeat after me.3 What do we call them? What ind of words are these? What are ad4ectives? $hese are called ad4ectives. Ad4ectives are words that describe. 6ay: $here are words that describe a person, a place, or an ob4ect. $hese words tell how something or someone loos lie or what something is. Words lie/ important, honest, fair, ind and good are ad4ectives.
3.
8uided Practice 6ay: !ow do we now if a word is an ad4ective? "et us read the tips inside the bo5. )e*er $u$ils to Activit# 292.
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4nde#endent Practice )e*er $u$ils to Activit# 293.
Lesson 19 $a +: luenc/or&ing sentences using adecti%es
68ill Lesson: ords and a story #ith digra!h oi as in oil and oy as in boy Reer !u!ils to +cti'ity 45A+ and 3;
68ill Lesson:
1.
Presentation/4ntroduction Post !ictures o a church crashed do#n% ocean #ith big #a'es% and !ro'ide #ords such as old and big; 6ay: 2an you ma8e a sentence out o these !ictures and #ords= Br let the children thin8 o other adecti'e to describe the !ictures; <1; The old church #as crashed do#n;
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odeling/7eac0ing Please re*er to Activit# 295 *or t%e web and c%art sa,$le. From the #ords in the #eb% hel! !u!ils orm sentences #ith adecti'es; 7se the chart belo#;
0oun 6andra
Lin:in& ;erbs had
Adjective e1!ensi'e
0oun #atch
<1; 6andra had an e1!ensi'e #atch; 6andra had an e1!ensi'e car;
3.
8uided Practice +s8 !u!ils to create sentences using the adecti'es rom the #eb through the hel! o the chart;
)e*er #our $u$ils to Activit# 295 *or t%e sa,$le c%art.
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4nde#endent Practice 6ho# !ictures and let the children describe it to orm sentences;
Unit 3: Week 2 (Lesson 20) Lesson Parts Overview/ objectives
Materials
DAY 1 Literature: A Learning Experience for Malou Read #ords% !hrases and sentences #ith au and o# di!thongs ord cards
DAY 2 7se descri!ti'e adecti'es Read #ords% !hrases and sentences #ith au and o# di!thongs Learner*s Materials +cti'ities 450-4,5
Learner*s Materials +cti'ities 45C-45/
DAY 3 &dentiy act rom o!inion Read #ords% !hrases and sentences #ith au and o# di!thongs
Pictures sho#ing the details in the matri1 o eather 2ondition
DAY 4 rite sim!le sentences and use correct !unctuation mar8s Read #ords% !hrases and sentences #ith au and o# di!thongs 2o!y o >&m!ortant Rules? song 6tri!s o sentences
ord cards 3ig stri!s o !a!er
Learner*s Materials +cti'ities 4,,-4,$
Learner*s Materials +cti'ities 4,,-4,$
Procedure
7nloc8ing o 8ey #ord using !ictures
"ecoding Lesson using +cti'ity 450
"ecoding lesson using +cti'ity 4,,;
Moti'ation 9uestion
Present some sentences #ith descri!ti'e #ords ta8en rom the selection;
Present some sentences to teach act and o!inion;
"iscuss #hat describing #ords are
@a'e the class do +cti'ity 4,4 #ith your guidance then +cti'ity 4,$ inde!endently;
Moti'e 9uestion Read-aloud o the selection ollo#ing "RT+ Post Reading: "iscussion o the selection
"ierentiate an o!inion rom a act;
Present sentences #ith the ollo#ing !unctuation mar8s: !eriod% comma% 9uestion mar8 and e1clamation !oint; "iscuss #hen to !ut each mar8 and #hat ty!e o sentence re9uires each;
@a'e the class do
@a'e the class do +cti'ity 45/;
+cti'ity 45 #ith your guidance then +cti'ity 4,5 inde!endently;
@a'e the class do +cti'ity 4,A;
DAY 5 6ummati'e test
@a'e the class do +cti'ity 45/;
+cti'ity 45 #ith your guidance then +cti'ity 4,5 inde!endently;
@a'e the class do +cti'ity 4,A;
Unit 3: Week ' (Lesson '<) Learning =#erience or alou Pre-Reading 1.
Unlocking/Vocabular and "once#t $e%elo#&ent (reedom% !atriotic% symbol) 6ho# a !icture o a do'e; 6ay: $his is a dove. 6t symbolizes peace. #ove is a symbol for peace. 6ho# a cut-out o a heart; 6ay: $his is a heart. 6t symbolizes 7alentine8s #ay. $he cut0 out of a heart is a symbol. A symbol is a thing that represents or stands for something else, especially a material ob4ect representing something abstract . Who can give me another symbol that you can see in our classroom or outside? 2all a child in ront o the class; (3eore he says something% tell the child that he can only do or say something that is good in ront o the class;) 6ay to the child: #o whatever you want but see see to it you don8t harm other children in the class or destroy the things inside the class. !e can do whatever he wants that do not harm other people and property because he has freedom. )reedom is the power or right to act, spea, or thin as one wants without hindrance or restraint. 6ho# !ictures o Phili!!ine heroes; Say/ 9ur heroes are patriotic. $hey fought for our country. Singing "upang !inirang with respect is a sign that you are patriotic. A person is patriotic if he e5presses strong love for his country. Are you patriotic? !ow else do you show
Unit 3: Week ' (Lesson '<) Learning =#erience or alou Pre-Reading 1.
Unlocking/Vocabular and "once#t $e%elo#&ent (reedom% !atriotic% symbol) 6ho# a !icture o a do'e; 6ay: $his is a dove. 6t symbolizes peace. #ove is a symbol for peace. 6ho# a cut-out o a heart; 6ay: $his is a heart. 6t symbolizes 7alentine8s #ay. $he cut0 out of a heart is a symbol. A symbol is a thing that represents or stands for something else, especially a material ob4ect representing something abstract . Who can give me another symbol that you can see in our classroom or outside? 2all a child in ront o the class; (3eore he says something% tell the child that he can only do or say something that is good in ront o the class;) 6ay to the child: #o whatever you want but see see to it you don8t harm other children in the class or destroy the things inside the class. !e can do whatever he wants that do not harm other people and property because he has freedom. )reedom is the power or right to act, spea, or thin as one wants without hindrance or restraint. 6ho# !ictures o Phili!!ine heroes; Say/ 9ur heroes are patriotic. $hey fought for our country. Singing "upang !inirang with respect is a sign that you are patriotic. A person is patriotic if he e5presses strong love for his country. Are you patriotic? !ow else do you show it? Reer the !u!ils to +cti'ity 45C or the 'ocabulary de'elo!ment chec8 u!;
2.
oti%ation uestion "escribe ho# our Phili!!ine lag loo8s li8e;
3.
oti%e uestion hat do the colors o our national lag mean=
$uring Reading ,;
Read aloud the story using "RT+ to let the !u!ils !redict as they read along the story; + L<+RN&NG
ou loo8 so ha!!y;? Mother noticed; >@o# #as school=%? she added; >&t #as ine% Mom; & learned many things in school today; & learned that a lag is a national symbol; &t re!resents our country%? re!lied Malou; > es% the Phili!!ine lag is one o the most beautiully designed lags in the #orld%? said Mother; >Bur lag is made u! o three colors; These are blue% red and #hite #ith a golden yello# sun; The sun has eight rays; These stand or the eight !ro'inces that ought or the
reedom o the country; &t has also three stars re!resenting the three maor islands o the countryLuzon%isayas and Mindanao%? said Malou; Father added% >e Fili!inos should res!ect our lag; "oing so sho#s that #e lo'e our country;? >esH & thin8 Fili!inos are the most !atriotic !eo!le in the #orld; e are #illing to gi'e u! our li'es or the Phili!!ines%? Mother e1!lained; > That*s right% Father; That is #hy & ma8e sure that & al#ays sho# my lo'e or our country%? Malou said !roudly;
Post- Reading "iscussion Duestions ,; 4; $; A; .; A; .;
ho is the girl in the story= hat did she learn= hy #as she so ha!!y in school= hat do the sun*s eight rays stand or= hat do the three stars re!resent= hy are Fili!inos considered as !atriotic !eo!le= Gi'e three #ays ho# to sho# res!ect or our lag; @o# can you sho# your lo'e and concern or your country=
ngage&ent cti%it )e*er t%e $u$ils to Activit# 29<.
Lesson '< $a ': $ecoding/luenc/Writing/ $escri#ti%e decti%es 6kill Lesson: Words and 6entences 2it0 au and a2 di#0t0ongs Reer your !u!ils to +cti'ity 450;
!:ill Lesson= sin& Descri$tive Adjectives
1.
Presentation/4ntroduction Present the ollo#ing sentence stri!s ta8en rom the selection;
1. l&ira 0as a s>uare bag. "escribe the bag o +lmira; @er bag is IIIIIII; ( s9uare)
'. 70e P0ili##ine ?ag 0as ello2 stars. "escribe the stars on our lag; ( yello#)
3. @lue; red and 20ite are t0e t0ree colors o our ?ag.
hat are the colors o our lag= (blue% red and #hite)
*. 70e P0ili##ine ?ag is rectangular.
+. 70e 20ite #art o our ?ag is triangular.
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hat sha!e is our lag= (rectangular)
hat #ord describes the #hite !art o our lag= ( triangular)
odeling/ 7eac0ing (Note: +s8 the !u!ils to underline the descri!ti'e #ords or #ords that describe; "ra# out rom them that these #ords are adecti'es; Pu!ils should be able to e1!lain urther that adecti'es describe a noun or a !ronoun #hich sho# their color and sha!e; Gi'e more e1am!les o descri!ti'e adecti'es;) +s8: hat are adecti'es= (describing #ords) Process this sentence by sentence: ,; &n sentence ,% ho# does the adecti'e describe the bag=(by telling about it*s sha!e) 4; &n sentence 4% ho# does the adecti'e describe the stars=(by telling about their color) 6entence $% A% .% hat #ords does an adecti'e describe= (noun or !ronoun) The girl is #earing a red dress; Mother ba8es five cu!ca8es; & ha'e a new toy;
3.
8uided Practice Reer your !u!ils to +cti'ity 45;
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4nde#endent Practice Reer your !u!ils to +cti'ity 4,5;
Lesson '< $a 3: $ecoding/luenc/Writing/ act and A#inion 6kill Lesson: 6entences 2it0 au and a2 di#0t0ongs Reer your !u!ils to LM +cti'ity 4,,;
6kill Lesson: act and A#inion 1.
Presentation/ 4ntroduction Present the ollo#ing sentences on the board; ,; The Phili!!ine lag is made u! o three colors; 4; There are three maor islands in our country; $; The Phili!!ine lag is one o the most beautiully designed lags in the #orld; A; Ms; +lmira 6antos thin8s that Fili!inos are all 'ery !atriotic !eo!le; .; Fr; 2ruz belie'es that the Phili!!ines is a !eaceul country;
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odeling/ 7eac0ing +s8: hat do you notice #ith the irst t#o sentences= "oes it tell something that is already !ro'en and acce!ted by e'eryone= hat do you notice #ith the third% ourth and ith sentences= "oes it sho# udgment% eeling or attitude about someone or something= hat #ordJs in the sentence gi'es a clue that it i s a thought or udgment= 6ay: + sentence states a *act i it can truly ha!!en and it can be !ro'en; + sentence states an o$inion i it can ha!!en only in the mind o a !erson and it cannot be !ro'en to be true; The #ords >& thin8% & belie'e% in my o!inion% etc; signals an o!inion statement; Guide the !u!ils to ma8e this generalization at the end o ModelingJ Teaching and beore the Guided Practice; Gi'e more e1am!les o act and o!inion statements;
3.
8uided Practice: )e*er #our $u$ils to Activit# 212.
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4nde#endent Practice: )e*er #our $u$ils to Activit# 213.
Lesson '< $B *: Writing 6i&#le 6entences and Punctuation arks
1.
4ntroduction/ Presentation/odeling Present sentence stri!s rom the story >+ Learning <1!erience or +lmira;K
1. 70e sun 0as eig0t
ras.
3. Visayas is t0e
s&allest island in our countr.
'. Aur ag is &ade u# o t0ree colors.
*. Filipinos are t0e &ost #atriotic #eo#le in t0e 2orld.
+s8 some students to read each sentence; +s8 ater each reading: What punctuation is used to end that sentence. $he following sentences are telling sentences. We use a period to end each sentence. "et us have some e5amples that use other punctuation mars. +s8 some students to read the sentences aloud; The colors o the Phili!!ine lag are #hite% yello#% and blue;
The three big islands in the Phili!!ines are Luzon% isayas% and Mindanao; +s8: What punctuation mar is used to end the two sentences? +ter the ans#er is gi'en% say: These are telling sentences $here is another punctuation mar that is used in the two sentences. What is that? &an you tell us why we use comma in between those words? e use comma to se!arate ideas or #ords that #e are enumerating; "et us have another set of sentences. 1otice the punctuation mars in each sentence. +s8 some students to read the sentences aloud; hat is the ca!ital city o the Phili!!ines= >e #ill ight or your honorH? our heroes !ledged to our country; +s8: What punctuation mar is used to end the first sentence? Why do you thin we need to use a :uestion mar? &t is a sentence that as8s or something . What punctuation mar is used to end the second sentence? Why do you thin we need to use an e5clamation point at the end of this sentence? &t is a sentence that tells a strong eeling; .
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8uided Practice: Reer your !u!ils to LM +cti'ity 4,A+;
3.
4nde#endent Practice: Reer your !u!ils to LM +cti'ity 4,A3;
Unit 3: Week 3 (Lesson 21) Lesson Parts Overview/ objectives
DAY 1
DAY 2
DAY 3
Literature: The Monster !ho Ca"e to School
"istinguish a cause rom an eect
&dentiy and use adecti'es in com!arati'e degree
&dentiy sim!le and com!ound sentences
Form com!ound sentences
Read and #rite #ords #ith ou and o# di!hthongs
Read and #rite #ords #ith ou and o# di!hthongs
Read #ords% !hrases and story #ith ou and o# di!hthongs
Read and #rite #ords% !harses and sentences #ith ou and o# di!hthongs
2 and < chart
6entence chart
2 and < chart
Learner*s Materials +cti'ities 4,-44,
Learner*s Materials +cti'ities 444-44A
Pictures
Realize the im!ortance o ollo#ing school rules
Materials
Role !lay the im!ortance o ollo#ing school rules ords in en'elo!es 2 and < chart "etecti'e 6inegata 2hart
6entence stri!s
ord cards
Learner*s Materials +cti'ities 4,/-4,0
DAY 4
DAY 5
Learner*s Materials +cti'ities 44.-44/
Learner*s Materials +cti'ities 4,.-4,C Procedure
7nloc8ing o 8ey #ords using the Thin8-Go-6to! Game
Presentation o sentences through the 6ay-"o-"on*t Game
Moti'ation 9uestion
"irect teaching to distinguish a cause rom an eect
Moti'e 9uestion Read-aloud o the selection using "RT+ Post Reading: "iscussion o the selection
highlighting the im!ortance o school rules
Grou! +cti'ity: 6tudents ha'e to distinguish #hich sentence is a cause and an eect
Grou! +cti'ity: 6tudents ha'e to com!lete a chart o school rules and eects i #e brea8 them;
Presentation o !ictures highlighting cause and eect "irect teaching o ste!s on ho# to identiy the cause and eect in a sentence Matching o !ictures and !hrases to sho# a causeeect relationshi! 2ause and <ect sentence identiication
Presentation o a chart to sho# sim!le and com!ound sentences Presentation and e1!lanation o ho# com!ound sentences are ormed 2ombining sim!le sentences to orm com!ound sentences
2om!letion o a table sho#ing sentences about the im!ortance o ollo#ing school rules "irect teaching o determining an eect based on a gi'en cause riting an eect
2om!leting a chart #ith com!ound sentences
based on a gi'en cause riting an eect based on a gi'en cause
highlighting the im!ortance o school rules
Grou! +cti'ity: 6tudents ha'e to com!lete a chart o school rules and eects i #e brea8 them;
2om!leting a chart #ith com!ound sentences
based on a gi'en cause riting an eect based on a gi'en cause
Unit 3: Week 3 (Lesson '1) 70e onster W0o "a&e 7o 6c0ool
Pre-Reading 1.
Unlocking/Vocabular ! "once#t $e%elo#&ent 6ay: "et us be energized by playing the !A1#0;61# W9*# game. Say * ' " ( S. All *, ', " ,( , S will form the groups. (Note: % listen or the clues about the #ord; & you hear the #ord O -start arranging the letters and i you hear the #ord !OP- say the #ord;) +s8 the class to get the irst en'elo!; Tell them to get the letters inside the en'elo!; 6ay: $he word starts with a
Unit 3: Week 3 (Lesson '1) 70e onster W0o "a&e 7o 6c0ool
Pre-Reading 1.
Unlocking/Vocabular ! "once#t $e%elo#&ent 6ay: "et us be energized by playing the !A1#0;61# W9*# game. Say * ' " ( S. All *, ', " ,( , S will form the groups. (Note: % listen or the clues about the #ord; & you hear the #ord O -start arranging the letters and i you hear the #ord !OP- say the #ord;) +s8 the class to get the irst en'elo!; Tell them to get the letters inside the en'elo!; 6ay: $he word starts with a
&onst er
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oti%ation &magine a school #ith a monster% #hat do you thin8 #ill ha!!en= Let !u!ils their share ideas about the gi'en 9uestion; +s !artners share ideas about the 9uestion% !ost and use the !u!ils* res!onses; Let !u!ils* ideas reely lo#;
3.
oti%e uestion hat do you thin8 #ill +ndy and his classmates eel meeting a monster at school=
$uring Reading (Note: 3eore the reading time begins% the teacher assigns some !u!ils or the role !lay o some story !arts;)
70e onster W0o "a&e to 6c0ool hen +ndy got on the bus on the irst day o school% he sa# a monsterH +ndy #as 'ery sur!rised; @e did not 8no# that monsters #ere allo#ed to go to school; 3ut there the monster #as; &t #as ma8ing all 8inds o noise and #ould not sit do#n; &t climbed on the seats and !ut its head out the #indo#; &t too8 u! so much room that +ndy had no !lace to sit; >o#% that monster sure is noisyH &*ll bet it isn*t e'en su!!osed to be here%? +ndy #his!ered to ic8y; 6TBP +N" +6: 7%at do #ou t%in: will t%e teac%er *eel w%en s%e sees a ,onster in sc%ool? 3ut +ndy*s teacher #as not at all sur!rised to see the monster entered the classroom; &t !ushed ahead o e'eryone% grabbed a bo1 o toys% and dum!ed them on the loor; hen +ndy and the other children sat at their !laces% the monster started to thro# the to ys; 6to! thatH? said the teacher; ><'en monsters are not allo#ed to thro# toys;? The monster dro!!ed the toys and started screaming; &t screamed so loudly that no one could hear the teacher; >3e 9uietH? the teacher inally said; The monster sto!!ed screaming and the teacher said% >&t*s time to !lay outside;?
!OP A0D A!>= 7%at do #ou t%in: would t%e ,onster do? <'eryone stood u! and #al8ed to the doore'eryone e1ce!t the monster; &t ran out the door #ithout #aiting or directions; Butside% the monster continued to beha'e li8e a monster; &t !ushed some children and too8 toys rom others; &t climbed u! the slide the #rong #ay and sat at the to! so no one else could slide do#n; hen the students returned to the classroom% the teacher tried to read them a story; 3ut the monster shouted and laughed and no one could hear; Then it !ulled the toys o the shel'es again; &t #ould ust not listenH +t lunchtime% the monster grabbed other !eo!le*s sand#iches; &t dro!!ed ood on the loor on !ur!ose and !oured its mil8 on the table; Later% #hen it #as time to !aint% the monster ran around the room !ainting big% blac8 lines on the other children*s !icturesH hen the children ormed a circle and tried to sing% the monster um!ed around and ste!!ed on their toes; &t !ounded on the !iano until the teacher had to close it; +t rest time% the monster laughed and tal8ed and !o8ed the children and e'en !ulled their hair; >2ome hereH? said the teacher% #ho #as 'ery angry; >ou are a real monsterH Monsters are not allo#ed at school; Go a#ay and ne'er come bac8H?
!OP A0D A!>= 7%at do #ou t%in: will t%e ,onster do?
The monster burst into tearsH <'eryone #as astonished; >&*m sorryH? cried the monster; >&*'e ne'er been to school beore; & didn*t 8no# it #as against the rules to shout and run and !ush% or to grab and thro# things; Please don*t tell me & can*t come bac8H & #ill try to learn i you all #ill hel! me;? The teacher as8ed the children #hat they thought; The children decided to ma8e a list o rules; They #ould let the monster stay---i it ollo#ed the rules; The monster #or8ed hard to learn ho# to beha'e% and soon it 8ne# all the rules% ust the #ay all the children did;
Post Reading 1.
$iscussion uestions ,; 4; $; A; .; $;
@o# did +ndy eel seeing a monster at school= @o# did the monster beha'e= hy do you thin8 did the monster beha'e that #ay= hat did the monster really #ant= hat rules inside the classroom did the monster learn= hy is it im!ortant to ollo# school rules=
6ay: "et us loo at what we have written about the :uestion/ 6magine a school with a monster. What do you thin will happen? Are your answers similar to what happened in the story? What are your proofs? !ow did the monster8s behavior change? 6ay: $his time, at the count of one, two, three, start woring with your group mates. (Note: @a'e the !u!ils decide on #hat they should dra# or role !lay an assi gned story !art;)
2.
ngage&ent cti%it Reer to +cti'ity 4,C;
Lesson '1 $a ': $ecoding/luenc/Writing/"ause and 5ect 6kill Lesson: Words 2it0 ou and o2 di#0t0ongs )e*er #our $u$ils to Activit# 21<.
Skill Lesson: Cause and Eect Presentation/4ntroduction Lin:linesin 1. 6ay: Let us ha'e the 6+ "B- "BN*T game; 6ay "B i the line & #ill read or illustration & #ill sho# is a good thing to be done in school and "on*t i it is not; Ready= ,; 4; $; A;
& #ill #al8 at the corridor; & #ill che# gum during class hours; & #ill attend class regularly; & #ill be attenti'e during class discussion;
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& #ill lea'e my des8 clean and orderly;
+s8: hy did you say "o = hy did you say "on*t = (0ote= Post the 2ause and <ect 2hart; Then #rite !u!il*s ideas on the chart;)
ause and 6**ect %art 2ause
<ect
6ay: & you che# gum during class% #hat #ill ha!!en= & you run at the corridor% #hat #ill ha!!en= & you attend class regularly% #hat #ill ha!!en= "o you remember the monster in the story% The Monster ho 2ame to 6chool= @o# did it beha'e at school= The monster*s misbeha'ior had eects on the children% teacher% and on the school as a #hole;
ause and 6**ect %art 2ause The monster too8 so much s!ace at the bus; The Monster screamed loudly; hile the teacher #as reading a story% Monster laughed and shouted; +t rest time% the monster !ulled children*s hair;
<ect
2.
odeling/7eac0ing 6ay: 6n order to find the effect, as what happens ne5t? $o find the cause, as why something happened? $here are some clue words to identify the cause and effect. $hese are so, since, because and if. (Present some sentences #ith the aorementioned clue #ords;) &an we now complete the & and ( &hart? +gain% #hat 9uestion #ould you as8 to ind the cause= To ind the eect=
3.
8uided Practice 6ay: At this moment, we are going to wor in trios. $o deepen our understanding about identifying cause and effect, we will have this activity called Show0&ause0(ffect.(ach group will be given an envelope containing different sentence strips. $hese strips can either show cause or an effect. $he fastest trio to get the right answers will receive a >$humbs 'p8 &ard ; 6ay: ou decide together to get the correct clue words for cause and effect. (Note: &n en'elo!es% each grou! should recei'e 4 !airs o sentence stri!s; Pu!ils* ans#ers should be !osted in the 2ause and <ect 2hart;) 6am!le sentence stri!s:
You forget to return a borrowed book from a friend. She feels hurt and avoids you.
You friend at school.to the teacher. The tease pupils alisten attentively you. They easily understand the lessons. You tease a friend at school. You fell asleep in class. Your teacher asked you to stay after class.
Your socks don’t match. You feel uncomfortable.
You spilled water on someone in the canteen.
He was a bit angry.
4.
4nde#endent Practice )e*er #our $u$ils to Activit# 21@ 6ay: $his time, wor in groups of si5. $rios should 4oin together to form the groups. ou will tal about the rules that you need to follow in school. Grou!s T and <: 2om!lete the hat i e 3rea8 the Rules 2hart; hat i e 3rea8 the Rules 2hart Rules at school
<ects i #e brea8 the rules
Grou!s + and M: Ma8e a Thumbs 7P card or a !ersonJ grou!Jteam #ho ollo# school rules; Then #rite a sim!le note sho#ing your a!!reciation to them; (Note: The grou!*s out!ut should be !resented beore the class;)
Lesson '1 $a 3: luenc/Writing/"o&#arati%e $egree o decti%e 6kill Lesson: ou and o2 di#0t0ongs (Note: Ma8e sure that beore as8ing the class to read the #ords in +cti'ity 4,% ha'e some 'ocabulary de'elo!ment acti'ity; ou may sho# !icture o each #ord% then as8 the class to connect each #ord #ith the !icture;) Reer your !u!ils to +cti'ity 4,;
6kill Lesson: "o&#arati%e $egree o decti%e 1. Presentation/4ntroduction 3eore class begins% !ost the More un #ith things around usH Bbser'e the !u!ils* res!onses as they do the &-6tand acti'ity;
More *un wit% t%in&s around us Gi'e each !u!il names o animals and other things that they can com!are;
(<1am!les: dog cat carabao - goat
Rose 6am!aguita ,liter bottle - .55mL bottle
horse goat helico!ter - air!lane
Assi&n so,e $u$ils to serve as $ost. 6ac% o* t%e, will be %oldin& eac% o* t%e *ollowin& adjectives= big - bigger
ragrant more ragrant tall - taller
ast - aster
6ay: 6 will be giving you names@pictures of some ob4ects or things, and animals. While holding it, thin how these ob4ects@animals are different from each other. +s8 the !u!ils holding the !air o adecti'es to go in ront o the class one ater the other; 6ay: "isten to my :uestions. As/ Which is bigger? #og or cat? &arabao or goat? As the children holding the animals to go to the right post/ big or bigger. #o the same with the remaining pair of ad4ectives.
'. odeling/7eac0ing +s8 the ollo#ing 9uestions% then% #rite on the board !u!ils* ans#ers; hich are big= hich are bigger= hich is ragrant= hich is more ragrant= hich is tall= hich is taller= hich are ast= hich are aster= 6uggested sentences; The cat is big but the dog is bigger; The goat is big but the carabao is bigger; Br The cat is big; The dog is bigger than the cat;
Bne !erson
T#o !ersons% !laces or things com!ared
big
bigger
ragrant
more ragrant
tall
taller
ast
aster
+s8: @o# many animal is being described in the sentence the cat is big= hat adecti'e #as used to describe the cat= @o# many animals are being com!ared in the sentence% the dog is bigger than the cat= hat adecti'e #as used to com!are the dog #ith the cat= (bigger) hat ha!!ened to the adecti'e >big? #hen #e use it to com!are t#o animals= 7se the same !attern o 9uestions to the remaining sentences;
3.
8uided Practice Let your !u!ils orm dyads;
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4nde#endent Practice Reer !u!ils to +cti'ity 44,;
Lesson '1 $a *: luenc/Writing/6i&#le and "o&#ound 6entences 6kill Lesson: 6tor 2it0 ou and o2 $i#0t0ongs )e*er #our $u$ils to LM Activit# 222. 6kill Lesson: "ause and 5ect 1.
Presentation/4ntroduction Post the 2ause and <ect chart com!leted yesterday by each grou!; 2ause
<ect
Tal8ing or laughing loud during class discussion; Pouting li!s #hile teacher is e1!laining; 6taying out during class hours Tal8ing #ith the mouth ull
6ay: "oo at the cause and its possible effects. So what are we going to do? We need to follow rules. Always remind ourselves that following rules is important. "et us learn more about rules.
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odeling/7eac0ing 6ay: "isten as 6 read the sentences in the chart ;
!entence %art !i,$le sentence
o,$ound sentence
& run at the corridor
& sa# a monster so & run at the corridor;
& che# gum during class hours;
& che# gum during class hours but my teacher
didn*t notice me; & listen attenti'ely;
& listen attenti'ely and & oin the discussion;
6ay: #o you have any observations on the way the sentences under simple sentences are formed? !ow about the sentences under compound sentences? "et us study these. & sa# a monster;/& run at the corridor; & che# gum during class hours;JMy teacher didn*t notice me; & listen attenti'ely to my teacher;J& !artici!ate in the discussion;
6ay: 2om!ound sentences consist o t#o sim!le sentences or t#o inde!endent clauses
3.
8uided Practice Reer your !u!ils to LM +cti'ity 44$;
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4nde#endent Practice. Reer your !u!ils to LM +cti'ity 44A;
Lesson 21 Day 5: Fluency!ritingCause and EectCo"pound Sentences 6kill Lesson: Words and 6entences 2it0 ou and o2 $i#0t0ongs Reer your !u!ils to LM +cti'ity 44.;
6kill Lesson: "o&#ound 6entences 1. Presentation/4ntroduction Present !icture o a boy holding a stic8 and a girl holding a rug; 6ay: 2an you tell #hat the boy and the girl are holding= 2an you orm a sentence rom the !ictures= <1; The boy is holding a stic8; The girl is holding a rug;
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odeling/7eac0ing rite their ans#ers on the board or discus sion; 6ay: @o# many sentences do #e ha'e= 2an you ma8e these t#o sentences into ,=ho#= 6ho# some hel!ing #ords such as: *or" and" nor" but" or" #et" and so to combine these sentences; <1; The boy is holding a stic8 but the girl is holding a rug;
Let the children orm sentences based on the ne# !ictures;
3.
8uided Practice Reer your class to LM +cti'ity 44C;
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4nde#endent Practice Reer your class to LM +cti'ity 44/;
Unit 3: Week 4 (Lesson 22) Lesson Parts Overview/ objectives
DAY 1 Literature: The Countr# Mouse and the Cit# Mouse 7nderstand that contentment and the ability to ada!t are im!ortant
Materials
rite a note on #hat to be done by the 2ountry Mouse ord cards Learner*s Materials +cti'ities 440-44
DAY 2 Read and #rite #ords #ith oa digra!h as in goat
DAY 3 &dentiy and #rite com!le1 sentences
&dentiy se'eral eects based Read and #rite #ords% on a gi'en cause !hrases and sentences #ith >oa? di!hthong Read and #rite #ords% !hrases and sentences #ith >oa? di!hthong "iagram o the e'ents in the story used in "ay , Learner*s Materials +cti'ities 4$5-4$4
6entence stri!s Learner*s Materials +cti'ities 4$$-4$A
DAY 4 2om!are and contrast obects% !ersons and !laces Read and #rite #ords% !hrases and sentences #ith >oa? di!hthong
enn "iagram ord #ards cell !hone and tele!hone Learner*s Materials: +cti'ities 4$.-4$C
Procedure
Presentation o sentences using big stri!s o !a!er
Reading o the story using "RT+
Presentation and discussion o the diagram o e'ents o the story The 2ountry Mouse and the 2ity Mouse highlighting an e'ent that sho# the cause and e'ents that sho# eects
Post Reading: "iscussion 9uestions to highlight the im!ortance o contentment and ability to ada!t
<1!lanation that a cause may ha'e se'eral eects and ho# to identiy the se'eral eects o a cause
&nter'ie# o !ersons in school
Listening to a short story to identiy a cause and its se'eral eects
!aragra!h using com!le1 sentences;
•
• •
7nloc8ing o #ords in the story using conte1t clues Moti'ation Duestion Moti'e Duestion
Presentation o a short dialogue #ith cause and se'eral eects based on a short story heard
"irect teaching o ho# com!le1 sentences are ormed
riting a three-sentence
Presentation o cell !hone and tele!hone to gi'e a'enue or com!arison and contrast "irect teaching on com!arison and contrast Listening to a story or com!arison and
contrast Presentation o a s8it sho#ing ho# the characters in the story dier rom one another;
DAY 5 6ummati'e test
Listening to a short story to identiy a cause and its se'eral eects
!aragra!h using com!le1 sentences;
Presentation o a short dialogue #ith cause and se'eral eects based on a short story heard
contrast Presentation o a s8it sho#ing ho# the characters in the story dier rom one another;
Unit 3: Week * (Lesson '') 70e "ountr ouse and t0e "it ouse Pre Reading 1. Unlocking/Vocabular ! "once#t $e%elo#&ent 7nloc8 the diicult #ords belo# using !ictures; (east% ham% ellies% nibbling) Reer your !u!ils to LM +cti'ity 440 to chec8 i the #ords #ere understood;
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oti%ation uestion: @a'e you been in a cityJ!ro'ince= hat e1!eriences did you ha'e in the cityJ!ro'ince=
3.
oti%e uestions: hat are the e1!eriences o the 2ity Mouse in the !ro'ince= hat are the e1!eriences o the 2ountry Mouse in the city=
$uring Reading 6ay: "isten as 6 read >$he &ountry ;ouse and the &ity ;ouse8. "uring the 9uestion and ans#er !art% use gestures and 'oice dynamics to urther hel! the !u!ils 8no# the meaning o some diicult #ords in the te1t such as terrible, nibbling % etc; Limit the res!onses o the !u!ils by calling only t#o in e'ery 9uestion;
Unit 3: Week * (Lesson '') 70e "ountr ouse and t0e "it ouse Pre Reading 1. Unlocking/Vocabular ! "once#t $e%elo#&ent 7nloc8 the diicult #ords belo# using !ictures; (east% ham% ellies% nibbling) Reer your !u!ils to LM +cti'ity 440 to chec8 i the #ords #ere understood;
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oti%ation uestion: @a'e you been in a cityJ!ro'ince= hat e1!eriences did you ha'e in the cityJ!ro'ince=
3.
oti%e uestions: hat are the e1!eriences o the 2ity Mouse in the !ro'ince= hat are the e1!eriences o the 2ountry Mouse in the city=
$uring Reading 6ay: "isten as 6 read >$he &ountry ;ouse and the &ity ;ouse8. "uring the 9uestion and ans#er !art% use gestures and 'oice dynamics to urther hel! the !u!ils 8no# the meaning o some diicult #ords in the te1t such as terrible, nibbling % etc; Limit the res!onses o the !u!ils by calling only t#o in e'ery 9uestion;
%e ountr# Mouse and t%e it# Mouse +da!ted Bne summer% the 2ountry Mouse in'ited his riend% the 2ity Mouse% to ha'e dinner at home; 6o% the 2ountry Mouse !re!ared corn and camote or dinner; hile eating% the 2ity Mouse said% >ou hardly ha'e anything to eat here; 2ome to the city and & #ill sho# you such rich east in my !lace;?
!OP A0D A!>= ,; ho #as in'ited or dinner= 4; hat did the 2ountry Mouse !re!are or his riend= $; "id the 2ity Mouse get satisied #ith #hat his riend oer= hy= hy not=
The 2ountry Mouse #as so curious about the city lie; 6o% he decided to go #ith his riend; hen they arri'ed% the 2ountry Mouse loo8ed around the house and he #as so sur!risedH There #ere all 8inds o ood on the table; There #ere ham% cheese% ellies% ca8es% and ruits; The 2ountry Mouse started nibbling the cheese; >6o deliciousH & ha'e ne'er tasted anything li8e this%? he said;
!OP A0D A!>=
,; 4;
hy did the 2ountry Mouse decide to go to the city= & you #ere the 2ountry Mouse% #ould you stay long in the city= hy=
6uddenly% beore the 2ountry Mouse barely too8 another bite% he heard some scratching sound; >Meo#H Meo#H? the cat said% a!!roaching the dining table; >Run%? yelled the 2ity Mouse; They ran to the corner as ast as they could;
!OP A0D A!>= ,; hat did the t#o riends hear= 4; hat did they do #hen they sa# the cat= $; & you #ere one o the mice% #ould you also run a#ay rom the cat= hy=
>hat is that=? as8ed the 2ountry Mouse sha8ing his body; >+ cat; Bnce he gets you% he*ll eat you u!%? said the 2ity Mouse; >This is terrible; & thin8 & #ill go home; &*d rather ha'e corn and camote in !eace than sugar and cheese in danger%? said the 2ountry Mouse to his riend; 6o% he #ent bac8 to his home #ith a ha!!y heart;
!OP A0D A!>= %. hat did the 2ounty Mouse decide to do= . hat did the 2ountry Mouse mean #hen he said > 68d rather have corn and camote in peace than sugar and cheese in danger=? -. & you #ere the 2ountry Mouse% #ould you also decide to lea'e the city= hy= hy not=
Post Reading 1.
ngage&ent cti%it @o# can you hel! the 2ountry Mouse= rite him a short note o ad'ice; For the instruction o the acti'ity% reer your !u!ils to LM +cti'ity 44;
Lesson '' $a ': $ecoding/luenc/Writing/"ause and 5ect
6kill Lesson: Words and P0rases 2it0 $igra#0 oa Reer your !u!ils to LM +cti'ity 4$5;
1.
Presentation/4ntroduction
(Note: Present the diagram o e'ents o the story The 2ountry Mouse and The 2ity Mouse;) 6ay: Let us go bac8 to the story; hat did the 2ountry Mouse decide to do at the beginning o the story= hat #ere the results o the 2ountry Mouse* decisionJact=
The 2ountry Mouse got sur!rised at #hat he sa# on the table;
The 2ountry Mouse #ent to the city;
The 2ountry Mouse sa# and ate a lot o dierent ood ser'ed on the table;
The 2ountry Mouse together #ith the 2ity Mouse #ere chased by a big cat.
+s8: What are the results or the effects of the &ountry ;ouse8 visit to the city?
'.
odeling/7eac0ing Let us ta8e a loo8 at the sentences that #e ormed rom the diagram; a; The 2ountry Mouse decided to 'isit the city because he #as too curious about #hat the city loo8s li8e; b; The 2ity Mouse and the 2ountry Mouse ran to the corner o the house so they can hide rom the cat; c; !o t%at 2ountry Mouse can ha'e !eace o mind% he decided to go bac8 to the arm; "iscuss ho# the clue #ords (because% so% so that) can hel! the !u!ils ind out #hich !art o the sentence tells the cause or the eect; 3y sim!ly e1amining the cause-and-eect diagram abo'e% is it !ossible or a cause to ha'e se'eral eects= Remember: + cause is #hy something ha!!ens; To ind a cause% loo8 or a reason #hy something • •
• •
ha!!ened; +n eect is #hat ha!!ens because o the cause; To ind an eect% loo8 or the results o the cause; 7sually% a cause al#ays ha!!ens irst; Then it is ollo#ed by the eect; 2lue #ords such as because, so, and so that are oten used to hel! you understand cause and eect in a sentence;
3.
8uided Practice
6ay: 6 will read a selection to you. "isten well and complete the diagram of &ause and (ffect in your noteboo. Reer your !u!ils to L44"4-or8sheetI% LM !ageI; (Note: Read the selection aloud;)
Reasons hy Peo!le Mo'e to the 2ity There are many reasons #hy !eo!le mo'e to the city; There are lots o obs in big buildings% hos!itals% schools% and oices; They mo'e to the city because colorul lights along its busy streets interest them; Peo!le are busy and acti'e; The city is a !lace #here ne# things could be ound;
*.
4nde#endent Practice 6ay: "isten as 6 read another selection to you. +ased on the selection, present a short dialog showing the cause and several effects. Reer your class to LM +cti'ity 4$4; Things @a!!en hen Peo!le Mo'e to the 2ity Many !eo!le mo'e to the city; <'erything becomes dierent; The cities become cro#dedO there are so many cars on the streets; Traic mo'es slo#er; 2ollecting garbage becomes a bigger !roblem;
Lesson '' $a 3: luenc/Writing/"o&#le= 6entences 6kill Lesson: P0rases and 6entence 2it0 $igra#0 oa Reer your !u!ils to LM +cti'ity 4$$;
6kill Lesson: "o&#le= 6entences 1.
Presentation/4ntroduction Post three sentences about Why $hings !appen When People ;ove to the &ity on the board; 6ay: "et us read again some sentences from our paragraph yesterday.
'.
odeling/7eac0ing Point to the irst sentence; Man# people "ove to the cit# $ecause the# can find a $etter %o$
+s8: @o# many ideas does the sentence gi'e= • hich tells the irst idea= • hich tells the second idea= • hich idea can stand alone= • hich idea cannot stand alone= •
•
hat #ord hel!s to connect the t#o ideas=
6ay: "et us read the ne5t sentence.
7%en $eo$le ,ove to t%e cit#" t%e $lace beco,es crowded. +s8: @o# many ideas does the sentence gi'e= • hich tells the irst idea= • hich tells the second idea= • hich idea can stand alone= • hich idea cannot stand alone= • hat #ord hel!s to connect the t#o ideas= • 6ay: These sentences com!le1 sentences; e combine t#o sim!le sentences using conunctions to orm a com!le1 sentence; + com!le1 sentence is made u! o t#o !arts% an inde!endent clause and a de!endent clause oined by lin8ing #ords or conunction; ords li8e because, when, after, though, as soon as and so that are e1am!les o conunctions that can be used in a com!le1 sentence; These conunctions ma8e one !art o the sentence subordinate to the other !art;
3.
8uided Practice "et us have a fun activity. 6nterview anyone in the school about/ hat does sJhe #ant to do= • hat #ould ha!!en i sJhe continues doing it=
hat does she #ant=
hat #ould ha!!en i sJhe continue doing it=
<1; "ra#ing dresses
dolls could ha'e many clothes
Let the children orm com!le1 sentences based on the ans#ers rom their inter'ie#ee; Forming 2om!le1 sentence ,; 6he #ants to dra# dresses so that her dolls could ha'e many clothes; Let the class #rite their ans#ers in their noteboo8; Guide the children in orming com!le1 sentences es!ecially in the use o conunctions;
*.
4nde#endent Practice Reer the class to LM +cti'ity 4$A;
Lesson '' $a *: luenc/Writing/"o&#arison and "ontrast 6kill Lesson: Poe& 2it0 oa digra#0 Reer our #u#ils to L cti%it '3+. 6kill Lesson: "o&#arison and "ontrast 1.
Presentation/4ntroduction Post on the board an em!ty enn diagram; 6ho# your !u!ils t#o obects #ith similar and dierent eatures - a cell !hone and a tele!hone; 6ay: & ha'e here a cell !hone and a tele!hone; Let us com!are and contrast them; &n #hat #ays are the cell !hone and the tele!hone the same= Let us co,$are them; (Tac8 on the board the #ord > co,$areB. ) (can be used to tal8 #ith !eo!le a#ay rom you) (can hel! you communicate #ith !eo!le) rite the !u!ils* res!onses at the center s!ace o the enn diagram; &n #hat #ays are they dierent= Let us contrast them; (Tac8 on the board the #ord contrast.) (+ cell !hone can be used in te1ting #hile a tele!hone cannot be used as such;) (+ cell !hone is mo'able #hile a tele!hone is stationary;) rite your students* descri!tions or the cell !hone on the let circle and the descri!tions or the tele!hone on the right circle;
'.
odeling/7eac0ing hat do #e sho# or describe #hen #e com!are= (the similarities) hat do #e sho# or describe #hen #e contrast= (the dierences) 6ay: When we tal about two things, we co"pare and contrast them. When we co"pare , we say the si"ilarities. When we contrast , we tell the differences. 6ho# your !u!ils a !encil and a crayon 6ay: "oo at this pencil and this crayon. &ompare them.
3.
8uided Practice 6ay: "et me see if you can compare and contrast the two characters in the story that 6 will read to you. &omplete the 7enn diagram in your noteboo. Reer the class to LM +cti'ity 4$C;
riends0i# @ond For many years% +li and Leah ha'e been good riends though they dier in many #ays; +li is a Muslim #hile Leah is a 2hristian; +li goes to the mos9ue on Fridays and Leah goes to church on 6undays; +li is t#o years older than Leah although she is shorter than Leah; +li
e1cels more in Mathematics than Leah though Leah !erorms better in +rts; Leah lo'es to eat ood li8e +dobong Mano8; Bn the other hand% +li li8es to eat ruits and 'egetables; For them% it does not matter ho# dierent !ersons are as long as they understand each other; This is #hat ma8es their riendshi! last;
*.
4nde#endent Practice 6ho# a short s8it sho#ing ho# the characters in the story dier rom each other;
Unit 3: Week 5 (Lesson 23) Lesson Parts
Da# 1 Literature: <$he +utterfly and the &aterpillar=
Da# 2
Da# 3
Read #ords% !hrases% sentences and stories containing #ords #ith digra!h ee as in shee!
Read #ords% !hrases% sentences and stories containing #ords #ith digra!h ee as in shee! "egrees o 2om!arison o +decti'es
6entence stri!s
enn "iagram
Mon8ey- toys
ord cards
6entenceJ line stri!s rom story read
Overview/ Objectives
Materials Pictures o butterly and cater!illar
Da# 4 Read #ords% !hrases% sentences and stories containing #ords #ith digra!h ee as in shee! &omple5 Sentences
2o!y o the story > + "ay at the Par8?
Learner*s Materials +cti'ities 4AA-4A/
Da# 5 Read #ords% !hrases% sentences and stories containing #ords #ith digra!h ee as in shee! Locate the main idea in a !aragra!h
Letter en'elo!e
Learner*s Materials +cti'ities 4A0-4A
Learner*s Materials +cti'ities 4A5-4A$
Learner*s Materials +cti'ities 4$/-4$ Pre-Reading Procedure
Phonics lesson
Phonics Lesson
Phonics Lesson
Phonics Lesson
7nloc8 8ey #ords through #ord cards and sentence stri!s;
6ho# a enn diagram o the story read to ocus on similarities and dierences;
&ntroductionJ Presentation:
PresentationJ &ntroduction Read the story >+ "ay at the Par8?;
6ho# a !icture o butterly and cater!illar;
Form grou!s and !resent line stri!s rom the story read;
Present mon8ey- toys and allo# !u!ils to describe the toys according to size;
6ho# a letter-en'elo!e and as8 9uestions on it to um!start lesson;
Read a story on mon8eys;
+llo# !u!ils to ans#er 9uestions about the te1t;
Reading ModelingJ Teaching
Read aloud the story and sto! at indicated !oints or 9uestions to identiy similarities and dierences o butterly and cater!illar;
Post Reading Let !u!ils ans#er the discussion 9uestions and ha'e !u!ils describe the characters through a com!arison chart; Let !u!ils do +cti'ity in the LM intended or the day;
ModelingJTeaching: +s8 grou!s to dra#J get one rom the !osted stri!s and let them ans#er the 9uestions; +llo# !u!ils to organize their ans#ers through a chart; Tell !u!ils ho# inerring is done;
+llo# !u!ils to do inerring acti'ities;
ModelingJTeaching: "iscuss degrees o com!arison o adecti'es using a chart; +llo# !u!ils to re#rite sentences using the com!arati'e and su!erlati'e degrees o adecti'es; +llo# !u!ils to #rite com!arati'e and su!erlati'e degrees o adecti'es; Let !u!ils !resent #or8
"iscuss ho# com!le1 sentences are #ritten by combining sentences and by using a chartJ table; +llo# !u!ils to combine sentences and #rite com!le1 sentences; +llo# !u!ils to ind com!le1 sentences rom the boo8s they are reading;
"iscuss the !arts o a letter through a !oem; +llo# !u!ils to label !arts o the letter;
Read aloud the story and sto! at indicated !oints or 9uestions to identiy similarities and dierences o butterly and cater!illar;
ModelingJTeaching:
Post Reading Let !u!ils ans#er the discussion 9uestions and ha'e !u!ils describe the characters through a com!arison chart; Let !u!ils do +cti'ity in the LM intended or the day;
+s8 grou!s to dra#J get one rom the !osted stri!s and let them ans#er the 9uestions; +llo# !u!ils to organize their ans#ers through a chart; Tell !u!ils ho# inerring is done;
+llo# !u!ils to do inerring acti'ities;
ModelingJTeaching: "iscuss degrees o com!arison o adecti'es using a chart;
"iscuss ho# com!le1 sentences are #ritten by combining sentences and by using a chartJ table;
+llo# !u!ils to re#rite sentences using the com!arati'e and su!erlati'e degrees o adecti'es; +llo# !u!ils to #rite com!arati'e and su!erlati'e degrees o adecti'es;
+llo# !u!ils to combine sentences and #rite com!le1 sentences; +llo# !u!ils to ind com!le1 sentences rom the boo8s they are reading;
Let !u!ils !resent #or8
Lesson '3 $a 1:
Literature: 70e @utter? and t0e "ater#illar
Pre-Reading ,;
Unlocking/Vocabular ! "once#t $e%elo#&ent (Note: @a'e the children choose the meaning o the underlined #ord;) ,; The boy si!!ed the cold drin8 oered to him on a hot day; a; dran8 in small 9uantity b; ate c; tasted 4; My best riend smiled and e1claimed >o#H? #hen & sho#ed the dress & #ore last 2hristmas; a; #his!ered b; shouted c; enoyed $; The boy #as ashamed to sho# his !oor grades to his mother; a; !roud b; embarrassed c; angry A; 6heila munched on some coo8ies or snac8s; d; che#ed e; dran8 ; si!!ed
Lesson '3 $a 1:
Literature: 70e @utter? and t0e "ater#illar
Pre-Reading ,;
Unlocking/Vocabular ! "once#t $e%elo#&ent (Note: @a'e the children choose the meaning o the underlined #ord;) ,; The boy si!!ed the cold drin8 oered to him on a hot day; a; dran8 in small 9uantity b; ate c; tasted 4; My best riend smiled and e1claimed >o#H? #hen & sho#ed the dress & #ore last 2hristmas; a; #his!ered b; shouted c; enoyed $; The boy #as ashamed to sho# his !oor grades to his mother; a; !roud b; embarrassed c; angry A; 6heila munched on some coo8ies or snac8s; d; che#ed e; dran8 ; si!!ed .; <'en #hen he #as slee!y% Father continued telling us the story o the moth; a; sto!!ed b; !aused c; 8e!t on Reer the class to +cti'ity 4$/ to test their understanding o the #ords they learned;
4;
oti%ation uestion 6ho# a !icture o a butterly and a !icture o a cater!illar; (Reer to +cti'ity 4$0;) 6ay: What are in the picture? 6n what ways are the cater pillar and butterfly similar?different?
$;
oti%e uestion: Today% our story is about a butterly and a cater!illar; Find out in the story their s imilarities and dierences;
$uring Reading 6ay: "isten to the story that 6 will read to you. +e sure to find out the similarities and differences of the two characters. &n bet#een readings% as8 the children to act out the ollo#ing scenes: Para&ra$% 12= The butterly sa# the cater!illar and it #as so ashamed to be seen #ith the cater!illar Para&ra$% 4= The butterly sa# a 'ery dierent creature; Para&ra$% 5=
The cater!illar told the butterly ho# they #ere the same a #ee8 ago; Para&ra$% = The cater!illar told the butterly to go% ly but not to be !roud;
%e 8utter*l# and t%e ater$illar an ada$tation b# Cose$% Lauren
9ne summer morning, a butterfly rested on a beautiful rose. While she sipped the sweet nectar from the flower, she saw a caterpillar crawl up the garden wall.
%e cater$illar continued crawlin&. e ,unc%ed on t%e lea* wit%out listenin& to t%e butter*l#s cr#.
E7%ere are #our win&s? 7%at are #ou eatin&?B t%e butter*l# as:ed.
+s8: #oes the caterpillar have wings?6f he has as the butterfly claimed then,where are they?
$he caterpillar waled ahead. $hen %e said" <(ight days ago, young butterfly, you were the same as 6 am. 9ne night from today, my wings will grow. 6 would fly and see all the bri&%t and beauti*ul *lowers.B
+s8: ow did t%e butter*l# loo:s li:e ei&%t da#s a&o?
<68m sure my wings would be brighter and more beautiful than yours.
!o" &o" *l# but tr# not to be so $roud. (ach caterpillar is given a chance to become a butter*l#. 7e are but t%e sa,e. B +s8: 7%at will %a$$en to cater$illar in t%e da#s to co,e? 7%at s%ould all butter*lies need to re,e,ber w%ile *l#in&?
Post Reading . "o&#re0ension "0eck 6ay: "et us tal about the story.
,; ho are the characters in the story= 4; hen did the story ha!!en= $; hy #as the butterly ashamed to be seen by the cater!illar= A; @o# do you thin8 did the cater!illar eel #hen the butterly told him not to co me near it= .; hat #as the res!onse o the cater!illar= C; 2an the cater!illar be li8e a butterly= +ter reading% ha'e the children describe the characters 8utter*l# a$$earance
ater$illar
,ove,ent
Food t%e# eat
6ay: "et8s go bac to the activity that you answered before we read the story. From the com!arison chart% the children #ould be able to say that the cater!illar and the butterly are dierent rom each other; Let the children ind the similarities through the !art o the story: >
@.
ngage&ent cti%it Reer the class to +cti'ity 4$;
Lesson '3 $a ': $ecoding/luenc/Writing/4nerring 6kill Lesson: Words and #0rases 2it0 digra#0 ee )e*er #our $u$ils to Activit# 249. 6kill Lesson: 4nerring 1.
Presentation/4ntroduction 6ho# the enn "iagram o the butterly and the cater!illar rom yesterday*s discussion; (rite in the middle !art the similarities bet#een the cater!illar and the butterly; They can e1!lore the good 9ualities they share together;)
Form our grou!s; Get lines rom the !re'ious story and #rite them on stri!s o !a!er; >@orrorsH? the butterly e1claimed% >6to!H "on*t come near me; &*m ashamed to be seen #here you are;?
>here are your #ings= hat are you eating=? >
>&*m sure my #ings #ould be brighter and more beautiul than yours; 6o% go% ly but try not to be so !roud;
'.
odelling/7eac0ing +s8 each grou! to !ic8 one; hile holding the story !art% let them ans#er the ollo#ing 9uestions: ,; hat do you thin8 does this character really meant by saying that= 4; hy did this character (act% thin8% tal8) that #ay= $; hat does this character #ant to do= A; hat do you thin8 this character might do= .; hat is the author really trying to say= Let each grou! !resent their ans#ers; Ta8e note o the children*s ans#ers and organize their ans#ers into the chart; (Reer the class to +cti'ity 4A, or the co!y o the chart;)
6ay: !ow do we infer?$here are steps on how it is done. )irst, read the sentence@s. $hen, mae a guess of
3.
8uided Practice )e*er #our $u$ils to LM Activit# 242
*.
4nde#endent Practice Reer your !u!ils to LM +cti'ity 4A$;
Lesson '3 $a 3: luenc/Writing/$egrees o "o&#arison o decti%es
6kill Lesson: Words; P0rases and 6entences 2it0 $igra#0 ee Reer your !u!ils to LM +cti'ity 4AA;
6kill Lesson: $egrees o "o&#arison o decti%es 1.
Presentation/4ntroduction (Note: Place three toy mon8eys% each one bigger than the other% in a bag; Let the class describe the mon8eys and com!are them according to size;) +s8: What do you now about moneys? !ow are they characterized in most stories that you read? 6ay: 6 will read to you a short story about moneys. "isten well. Three clever cats li'ed in a house; The #hite cat #as bi&; The blac8 cat is bi&&er than the #hite cat; The stri!ed cat #as the bi&&est o the three; Bne day they ba8ed a ca8e or dinner; >& #ill eat all the ca8e?% said the #hite cat in a loud 'oice; >& #ill eat it alone?% said the blac8 cat in a louder 'oice; >& #ill eat it all by mysel? said the stri!ed cat in the loudest 'oice; + clever mon8ey li'ed in a tree nearby; @e #as ,ore clever than the cats; &n act% he #as the ,ost clever mon8ey in the #orld; @e heard #hat the cats said and came into their house; The cats #ere busy ighting among themsel'es; They did not see the mon8ey; The mon8ey ate u! the #hole ca8e; +t last they sto!!ed ighting; >here*s the ca8e=? they said; >&t ran a#ay because you made too much noise%? said the mon8ey;
'.
odeling/7eac0ing 7sing the charts belo# lead the class in ans#ering the ollo#ing 9uestions; +s8: hat are the adecti'es used to com!are the three cats= Three cats
hite cat
3lac8 cat
6tri!ed cat
%eir voice
hat adecti'e is used to com!are the mon8ey and the cats= hat adecti'e is used to com!are the mon8ey #ith all mon8eys in the #orld=
Mon8ey
Mon8ey and the cats
PA6474V
"APR74V
Mon8ey and all the mon8eys in the #orld
6UPRL74V
+ter the children gi'e their ans#ers% #rite on the orange bo1 PB6&T&<% on the green bo1 2BMP+R+T&< and on the red bo1 67P
3.
8uided Practice Grou! students into ours and let them thin8 o adecti'es and its degrees o com!arison; +ter the gi'en time% grou! !resentation ollo#s; +ny grou! #ho has the same adecti'e #ith other grou! should cross it out; The grou! #ith the most remaining list% #ins; PB6&T&<
2BMP+R+T&<
67P
2hallenge them to #rite at least 4 or $ sentences using the com!arati'e and su!erlati'e orm o each adecti'e; A;
4nde#endent Practice Reer your !u!ils to LM +cti'ity 4A/;
Lesson '3 $a *: Writing/"o&#le= 6entences 6kill Lesson: "o&#le= 6entences 1.
Presentation/4ntroduction Read the story >+ "ay at the Par8? to students 6ay: Today% & am going to read to you a short story; Listen #ell because & #ill as8 a e# 9uestions about it; + "ay at the Par8 & #ent to the !ar8; & #ent on 6aturday; & #ent #ith my riends; My riends are Marie% 2onnie% and Roy; e rode our bi8es; & rode my ne# bi8e; Roy brought his bas8etball; e !layed bas8etball; e !layed or t#o hours; &t #as hot; e #ere thirsty; 2onnie and Roy*s mom brought us lemonade and sand#iches; e ate them or lunch; e had a lot o un; <1!lain to the students that% many times% #ea8 stories are ull o 'ery short% cho!!y sentences; Bne #ay #riters can ma8e these stories stronger is to combine short sentences into longer sentences;
'.
odeling/7eac0ing "et us compare some group of words from the story. & #ent to the !ar8; &t is 6aturday & #ent to the !ar8 because it is 6aturday; We combined the two simple sentences. 1ow, we have & went to the par' as the independent clause. 6t e5presses a complete thought. +ecause it is Saturday is a dependent clause. 6t does not e5press complete thought. $he marer $ecause suggest that $ecause it is Saturda# is a dependent clause. $o combine the two simple sentences we used the marer $ecause.
Say/ A clause can be dependent because of the presence of a/ •
•
;arer Word 2+efore, after, because, since, in order to, although, though, whenever, wherever, whether, while, even though, even if3 &on4unction 2And, or, nor, but, yet3
"et us have the ne5t group of words. e !layed bas8etball; e !layed or t#o hours; &t is hot; The ne# sentence is: e !layed bas8etball or t#o hours e'en i it*s hot;
!ow did we do it? We combined the three sentences. 1ow, we have an independent clause
3.
8uided Practice &n small grou!s% ha'e the class combine the set o de!endent and inde!endent clauses belo#; "e!endent 2lause 3ecause Roy brought his bas8etball% +ter riding our bi8es% +lthough it is raining%
&nde!endent 2lause e !layed bas8etball; e !layed 'olleyball; &t is un to be #ith riends in the !ar8; & should be home to meet my cousins #ho come rom the !ro'ince;
3eore dinner time%
*.
Ne# 6entences
4nde#endent Practice @a'e students ind com!le1 sentences in the boo8s they are reading; @a'e them co!y them in their noteboo8; @a'e them se!arate the t#o clauses in each sentence;
Lesson '3 $a +: Writing 1.
Presentation/4ntroduction +s8: What comes to mind when you see the ob4ect below?
What is inside the envelope? When do you write a letter? #o you write a letters too?
'.
odeling/7eac0ing 6ay: A letter has B parts:
6am!le letter February ,% 45,A ( %eadin&) +miable Ma*am +na% (&reetin&) &t*s hard to ha'e true riends #hom #e could com!letely count on but & #as luc8y enough to ind you; & lately realized ho# s!ecial riends are until & #as cared and sa'ed by an angel li8e you; & #ill 8ee! you sae #ith me ore'er; +l#ays ta8e care and may God al#ays bless youH
our Friend% ( closin&) Rennie
Lead the class to recite the !oem belo#;
The @<+"&NG has the date The heading has the date @i% ho the letter !arts The @<+"&NG has the date; The GR<
bod#
3.
8uided Practice Pre!are a sim!le letter o in'itation; 2ut them out by !arts; Then% ha'e the class rearrange it to come u! #ith the com!lete letter;
*.
4nde#endent Practice Reer your !u!ils to LM +cti'ity 4A0 and 4A;
Unit 3: Week 6 (Lesson 24) Lesson Parts
Da# 1 Literature: Two Friends* +ne !orld
Overview/ Objectives
Get the general sense o the story
2o!y o the story $wo )riends, 9ne World Materials
Pictures
Da# 2 Ma8es inerences and dra# conclusions based on te1ts (!ictures% title and content #ords)
ord stri!s Manila !a!er #ith incom!lete sentences
Da# 3 7se !ersonal !ronouns (!erson)
Da# 4 <1!ress eelings% o!inions through logs
Read and #rite #ords% Read and #rite #ords% !hrases and short sentences !hrases and short sentences #ith ea diagra!hs #ith ea diagra!hs
treasure bo1 #ith sentence stri!s
6am!le ournal entry Manila !a!er
Learner*s Materials +cti'ity 4.4
enn "iagram
Learner*s Materials +cti'ity 4.$-4.A
Pictures Learner*s Materials +cti'ities 4.5-4.,
Procedure
Pre-Reading
&ntroductionJ Presentation
&ntroductionJ Presentation
PresentationJ &ntroduction
Pu!ils guess !ictures !ro'ided or;
Grou!-matching
"iscuss !ersonal !ronouns and !ro'ide e1am!les o sentences on ho# to use these !ronouns to re!lace nouns;
6ho# !icture-situations and let students e1!ress #hat they eel about it; e;g @o# do you eel i u met ne# riends rom other !ro'inces=
Guided Practice
6ho# a sam!le ournal entry to the class and let a 'olunteer read it; +s8 @9uestions about the ournal entry;
Grou! the class and let them discuss their inerences about the !icture; Reading
Pro'ided the !u!ils #ith incom!lete sentences% students ha'e to iner or dra# conclusions e;g;
& the grassho!!er isn*t color greenIIIIIIIII Teacher reads aloud the story >T#o Friends% Bne orld? (Francisca*s 6tory) #J correct intonation;
6tudents #ill !ic8 sentence stri!s in the treasure bo1; The irst grou! to ind their grou! match #ins the game;
(Please reer bac8 to !ast lessons on deli'ering read aloud stories;) ModelingJTeaching:
From a sentence stri!% e;g >@erbert is good in !laying chess;?
Let students guess dierent acial e1!ressions; &nstruct them to log do#n their eelings;
Let the student re#rite the sentence using the a!!ro!riate !ronoun li8e >@e is good in !laying chess;?
Let the students log do#n their eelings and o!inions and let them tal8 it #ith their grou!;
Post Reading •
Let the !u!ils ans#er 9uestions to allo# com!lete gras! o the story
Grou! or8 ,; +ct out the e'ent in the story #hich sho#s em!athy 4; "ra# sim!le scene #hich sho#s em!athy $; 6entence 2om!letion a) & & ha'e a riend #ho ha'e no baon & #illIIIIII b) & & ha'e a classmate #ho #as bullied &
"iscuss ho# to gi'e inerences; 6ee TG
Guided +cti'ity Let the !u!ils gi'e inerences orally based rom sim!les stories; 7sing enn "iagram% com!are Francisca and +ntonio by: #hat they both ha'e and can do-#hat they don*t ha'e and can*t do; &ndi'idual #or8 Let us t #ist the story; &nde!endent Practice
+ter all o them had #rite se'eral sentences% let them tal8 #ith their grou! and discuss about the !ronouns they used;
Prom!t: ou sa# a beggar in the mar8et; hat should you do=
&nde!endent Practice &nde!endent Practice
Let the !u!ils #rite a ournal entry;
Prom!t: Pro'ide dierent !ictures #ith nouns to the !u!ils; Let $he best thing you did to your friend. students choose se'eral !ictures they #ant; Let them
Da# 5 !MMA;6 6!
& the grassho!!er isn*t color greenIIIIIIIII Teacher reads aloud the story >T#o Friends% Bne orld? (Francisca*s 6tory) #J correct intonation;
Guided Practice 6tudents #ill !ic8 sentence stri!s in the treasure bo1;
The irst grou! to ind their grou! match #ins the game;
(Please reer bac8 to !ast lessons on deli'ering read aloud stories;) ModelingJTeaching:
6ho# a sam!le ournal entry to the class and let a 'olunteer read it; +s8 @9uestions about the ournal entry;
From a sentence stri!% e;g >@erbert is good in !laying chess;?
Let students guess dierent acial e1!ressions; &nstruct them to log do#n their eelings;
Let the student re#rite the sentence using the a!!ro!riate !ronoun li8e >@e is good in !laying chess;?
Let the students log do#n their eelings and o!inions and let them tal8 it #ith their grou!;
Post Reading •
Let the !u!ils ans#er 9uestions to allo# com!lete gras! o the story
Grou! or8 ,; +ct out the e'ent in the story #hich sho#s em!athy 4; "ra# sim!le scene #hich sho#s em!athy $; 6entence 2om!letion a) & & ha'e a riend #ho ha'e no baon & #illIIIIII b) & & ha'e a classmate #ho #as bullied &
#illIIIIII
"iscuss ho# to gi'e inerences; 6ee TG
Guided +cti'ity Let the !u!ils gi'e inerences orally based rom sim!les stories; 7sing enn "iagram% com!are Francisca and +ntonio by: #hat they both ha'e and can do-#hat they don*t ha'e and can*t do; &ndi'idual #or8 Let us t #ist the story; &nde!endent Practice
+ter all o them had #rite se'eral sentences% let them tal8 #ith their grou! and discuss about the !ronouns they used;
Prom!t: ou sa# a beggar in the mar8et; hat should you do=
&nde!endent Practice &nde!endent Practice
Let the !u!ils #rite a ournal entry;
Prom!t: Pro'ide dierent !ictures #ith nouns to the !u!ils; Let $he best thing you did to your friend. students choose se'eral !ictures they #ant; Let them
#rite about the !icture using +s8ing &nerential !ronoun; Duestions rom 4 or $ sentences story; They #ill com!ose 9uestions about the !icture;
#illIIIIII
#rite about the !icture using +s8ing &nerential !ronoun; Duestions rom 4 or $ sentences story; They #ill com!ose 9uestions about the !icture;
Lesson 2# Day 1: Literature: $%o Friends& 'ne !orld (re)*eading 1. Vocabular $e%elo#&ent +s8 the class to mention the body !arts% then% as8 them to connect some body !arts #ith the #ords that are connected to them;
Pictures 1. eyes '. ears 3. nose *. tongue +. s8in
'.
Related ords eel smell sound taste see
oti%ation uestion
ho is your best riend= hat are the things you do together=
1.
oti%e uestion
Lesson 2# Day 1: Literature: $%o Friends& 'ne !orld (re)*eading 1. Vocabular $e%elo#&ent +s8 the class to mention the body !arts% then% as8 them to connect some body !arts #ith the #ords that are connected to them;
Pictures 1. eyes '. ears 3. nose *. tongue +. s8in
'.
Related ords eel smell sound taste see
oti%ation uestion
ho is your best riend= hat are the things you do together=
1.
oti%e uestion hat do you thin8 do the characters in our story lo'e doing together=
$uring Reading Note: 3eore and #hile reading% lead the class in ma8ing inerences; Teacher reads aloud the story >T#o Friends% Bne orld? (Francisca*s 6tory)
T#o Friends% Bne orld Francisca*s 6tory by Ramon 2; 6unico and oanne de leon & ha'e a riend #ho li'es in another #orld; @is name is +ntonio; The #orld he li'es in is ull o sounds and smells and tastes and eeling; My #orld is also ull o sounds and smells and tastes and eeling% but sometimes% & am too busy seeing to notice these other things; <'ery 6aturday aternoon% as the sun is about to go do#n% his mama brings him to the !ar8 #here & am already #aiting; & can see him rom ar a#ay because% Pa!a says% & ha'e such big eyes; & run to him and ta8e his hand and his Mama lets us #al8 around; +ntonio teaches me to be 9uiet- so 9uiet & can hear the #ind tal8 to the lea'es% so 9uiet & can eel the air turn cooler as the sun lea'es the s8y;
+ntonio cannot see; @e cannot see but he can smell the #hite lo#ers o the rosal bush gro#ing beside the bro8en #all o an old church behind the !ar8 beore & can e'en come close enough to see the church; @e 8no#s #hen !a!a has brought mangoes or us to eat% e'en #hen these are still in the bas8et; Bne day% he sho#ed me my irst grassho!!er; & #as trying to tell him #hat a mountain loo8ed li8e #hen he said suddenly% >6hh Francisca% listenH There is something mo'ing in the grass;? >here% #here= & can*t see anythingH? & com!lained; >+y na8u; Francisca% 9uiet or you*ll scare it a#ay; Loo8 #ith your ears irst and then #ith your eyes; Try to listen to yoursel breathe and all the other sounds #ill ollo#;? +nd sure enough% & heard something small mo'ing the dried grass aside; & ollo#ed the sound% irst #ith my ears and then #ith my eyes; 6lo#ly% 'ery slo#ly; +nd #hen & could only hear +ntonio and me breathing% & sa# the grassho!!er-all green and !ointed% #ith red stri!e do#n its bac8; +nd & than8ed +ntonio or sho#ing me ho# to ind the !lace #here the grassho!!ers hide; +nd he smiled the same smile he smiles ater tasting a cool% ri!e mango; Bne day% & #ill tell him that% maybe% #e do not li'e in t#o #orlds; +ter all% #e meet e'ery 6aturday aternoon; hat & can see% he can hear or taste or smell or touch; hat he cannot see% & can bring to him #ith #ords; Bne day% #e #ill meet one 6aturday aternoon and & #ill tell him that% maybe there is only one #orld; 3ut it is so big and beautiul and there are so many things going on inside it% that it ta8es t#o riends to enoy it*s s#eetness li8e a great% cool% s#eet% smooth% golden-yello# mango;
Post Reading $iscussion uestions +s8: • ho is the >&? in the story= • ho is her riend= • @o# did Francisca describe the !lace +ntonio li'es in = @o# #ill you describe +ntonio= • here do they go e'ery 6aturday aternoon= • @o# #ill you describe Francisca% the main character in the stor y= • & you #ere Francisca% ho# are you going to treat +ntonio= • hat did +ntonio sho# Francisca= • hat did Francisca learn rom +ntonio= •
ngage&ent/nric0&ent
Grou! or8 ,; Role !lay the e'ent in the story #hich sho#s understanding o other*s eeling; 4; "ra# a sim!le scene #hich sho#s understanding o other*s eeling; $; 6entence 2om!letion (2om!lete the sentences by #riting #hat you eel in each situationO a; & my classmate lost his money & #illIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII; b; & my classmate #as bullied & #illIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII; Presentation o out!uts
Lesson '* $a ' 6kill Lesson: aking inerences and dra2ing conclusions based on te=ts (#ictures; title and content 2ords) 1.
Presentation/4ntroduction Pro'ide the students #ith incom!lete statements to iner or dra# conclusions; 2om!lete the ollo#ing statements by !utting the missing #ords; 2hoose your ans#er rom the #ords in the bo1; Leah*s 3irthday LeahQs mother !uts icing on theIIIIIIIII; 6he !uts eight IIIIIIIII on the ca8e; +ter she sets the ca8e on theIIIIIIII% e'eryone sings to Leah; The lit candles ma8e her aceIIIIIIII ; Leah blo#s out the candles andIIIIIIIIIIII;
table
candles
smiles
glo#
ca8e
LeahQs mother !uts icing on the ca8e; 6he !uts eight candles on the ca8e; +ter she sets the ca8e on the table% e'eryone sings to Leah; The lit candles ma8e her ace glo#; Leah blo#s out the candles and smiles; hen is LeahQs birthday= a; $ c; d;
'.
Tomorro# Toda# Ne1t #ee8 esterday
odeling/7eac0ing 6ay: Why do you thin today@yesterday@or tomorrow etc. was her birthday? What made you say that today is "eah8s birthday? &an we cite the evidences found in the story?
eac%in& %art= n*erences Was it easy to infer? What :uestions usually come up in our mind?
: the act or !rocess o reaching a conclusion about something rom the gi'en inormation : a conclusion or o!inion that is ormed based rom the gi'en inormation
What do we need to thin first when we are inferring? "iscuss #hat inerence is; 6ee teaching chart;
3.
8uided Practice Read each !assage belo#; Let the !u!ils gi'e their inerences orally; ,;+ll elt #onderul to be outside; 6#imming suits and trun8s #ere saleable in the mar8et; &t*s the best time to !lay outdoor games in IIIIIIIIIIIIIII; (a; summer b; rainall) 4;Mr; 6un reaches out his hand; <'eryone is on their #ay to #or8; &t is IIIIIIIIIIIIIIII; (a; morning b; night) $;& am so hungryH &t*s almost hal o the day o school; & #ill be good to IIIIIIIIIIIIIII; (a; !lay around b; eat something) A;+ll the items to buy are e'ery#here; Mom !ut in the cart e'erything #e need or the #hole #ee8; & 8e!t the cart going straight as it got hea'ier and hea'ier; They are in a IIIIIIIIII; ( a; !harmacy b; grocery store)
Reer the !u!ils to LM +cti'ity 4.5 or the ne1t set o acti'ity;
*.
4nde#endent Practice Reer the !u!ils to LM +cti'ity 4.,;
Lesson '* $a 3 6kill Lesson: Words; P0rases and 6entences 2it0 ea $igra#0 Reer your !u!ils to LM +cti'ity 4.4;
6kill Lesson: Using Personal Pronouns (#erson) 1.
Presentation/4ntroduction 7se the story o Francisca and +ntonio as s!ringboard or this less on; ,; +ntonio goes to the !ar8 e'ery aternoon; @e !lays #ith Francisca; 4; Francisca !lays #ith +ntonio; 6he li8es to tal8 to him; $; The grassho!!er is on the grass; &t ho!s around%
'.
7eac0ing/odeling From our sentencesO ,; 4;
ho goes to the !ar8 e'ery aternoon= 7nderline it; ho !lays #ith Francisca=
$; A; .; C; /; 0; ;
hat #ord #as used to re!lace the name +ntonio in this sentence= ho !lays #ith +ntonio= 7nderline it; ho li8es to tal8 to him=
Read the #ords that you underlined; Read the #ords that you encircled; hat do #e call them= @e% 6he and &t are called !ronouns;
eac%in& %art= Personal Pronoun Personal Pronouns are used to re!lace the name o a noun; <1am!les:
Ale- !lays a lot;
,e !lays a lot
The #ord he is a !ersonal !ronoun; @e is or a boy;
Ana !lays a lot;
She !lays a lot;
The #ord she is a !ersonal !ronoun; 6he is or a girl; This do& !lays a lot;
&t !lays a lot;
The #ord it is a !ersonal !ronoun; >&t? is used to re!lace a thing or an animal; The bo#s !lay a lot;
The# !lay a lot;
The #ord they is a !ersonal !ronoun; >They? is used to re!lace the name o more than one animal or thing; The bo#s and !lay a lot;
!e !lay a lot;
The #ord we is a !ersonal !ronoun; e is used to re!lace name o more than one !erson;
3.
8uided Practice 6tudents #ill !ic8 sentence stri!s in the treasure bo1; 6am!le sentences:
Cenn# is beauti*ul. )a#,ond reads boo:s ever#da#.
Cenn# and )a#,ond $la# to&et%er. %e cat runs *ast. From a sentence stri!% e;g >@erbert is good in !laying chess%? let a !air o students re#rite the sentence using a!!ro!riate !ronoun li8e >@e is good in !laying chess;? +ter all o them had #ritten se'eral sentences% let them t al8 #ith their grou! and discuss about the !ronouns they used;
*.
4nde#endent Practice Pro'ide dierent !ictures #ith nouns to the !u!ils; Let the students choose se'eral !ictures they #ant; Let them #rite something about the !icture using !ronouns in their noteboo8;
Lesson '* $a * 6kill Lesson: Poe&s 2it0 ea digra#0 Reer your !u!ils to LM +cti'ity 4.$;
6kill Lesson: =#ressing eelings and o#inions t0roug0 logs 1. Presentation/4ntroduction 6ho# !ictures or situations and let students e1!ress #hat they eel about it; e;g @o# do you eel i you met ne# riends rom other !ro'inces=
'.
odeling/7eac0ing +s8 a 'olunteer to read a ournal entry o Francisca; Note: This should be #ritten on a manila !a!er or on the board;
#ecember B, C% #ear friend, 68m so happy today. 6 went to the par earlier with Antonio, my best friend. 6 saw a grasshopper earlier. 6t was my first time to see this ind of insect when Antonio told me about it. 1ow 6 now what a grasshopper loos lie. 6 than Antonio for showing me how to find the place where the grasshoppers hide. 6 hope to see Antonio again ne5t wee. our friend, )rancisca
+s8: Who wrote the letter? #escribe how the writer feels when she wrote the letter? Why is she happy?
6ay: #o you also write a 4ournal? Dournal writing is one way of sharing how you feel. ou can also write your opinions about something. Writing your feeling or sharing your opinion is a good way of e5pressing yourself.
3.
ngage&ent cti%it Let students guess dierent acial e1!ressions; ,;
@a'e one 'olunteer student% !in an emotion card on his bac8 and let him turn to sho# the #ord on his classmates many times as needed ; 4; Let the class sho# the acial e1!ression and the 'olunteer #ill identiy #hat e1!ression it #as; $; & it is a irst time acti'ity% gi'e the 'olunteer a clue by as8ing his classmates >ho has a clue or 3ert=? +nd his classmates #ill say >& eel that #ay #hen &IIIII?
*.
8uided Practice Let the students log do#n their eelings and o!inions and let them tal8 about i t #ith their grou! mates; Note: Pro'ide manila !a!er to the !u!ils to let them #rite their out!ut; Prom!t: ou sa# a beggar in the mar8et; hat should you do= @o# do you eel=
+.
4nde#endent Practice Reer the class to LM +cti'ity 4.A;
Unit 3: Week 7 (Lesson 25) Lesson Parts
Da# 1
Da# 2
Literature: -Mateo)s Favorite Clothes( Overview/ Objectives
Da# 3
"etermine #hether a story is real or a antasy (characters and setting)
+dmire the main character or being generous
Da# 4
"etermine #hether 7se !ersonal !ronouns a story is realistic or (Gender and Person) antasy (characters Read and #rite #ords% and setting) !hrases and sentences #ith ei and ie diagra!h Read and #rite #ords% !hrases and sentences #ith ei and ie diagra!h
Read a nd #rit e #ords% !hrases and sentences #ith ei and ie diagra!h
&llustrations o Mateo% Mateo*s mother and @is clothes
6tri!s o realistic and antasy descri!tions
2o!y o the story >6u!er RR? or listening acti'ity
Realistic and Fantasy Gra!hic organizer
Materials
Learner*s Materials +cti'ities 4..-4.C+
Da# 5 7se !ersonal !ronouns (Gender and Person) Read and #rite #ords% !hrases and sentences #ith ei and ie diagra!h
6entence stri!s Teacher 2hart
Learner*s Materials +cti'ity 4.0
Learner*s Materials +cti'ities 4.C3-4./
Procedure
Pre-Reading
&ntroductionJ Presentation:
Present 8ey #ords through conte1t clues;
6ho# !ictures o the characters and setting o the story read to recall some
+llo# !u!ils to !ost Re'ie# !ronouns and describing stri!s on !ersonal !ronouns through sentence stri!s #ith a antasy and
Reading
e'ents;
realistic organizer;
!ersonal !ronouns;
Read aloud the story
+llo# !u!ils to listen to the story >6u!er RR?;
Post Reading Let !u!ils ans#er the discussion 9uestions
6ho# Real and Fantasy 2hart and as8 !u!ils to #rite the characters and setting o the stories;
Let !u!ils do Relay Game* on identiying realistic and antasy characters and settings;
ModelingJ Teaching Reiterate ho# !ersonal !ronouns &% he% she% it% #e% they- are used through discussion; +llo# !u!ils to #or8 in !airs in using the a!!ro!riate !ersonal !ronouns in LM;
+llo# !u!ils to read and chec8 their guesses #ritten on the board about #hat Mateo #ould do #ith his a'ourite clothes;
Guided Practice:
ModelingJTeaching: 7se the Real and Fantasy 2hart to discuss the lesson;
+llo# !u!ils to !resent their #or8 to class by grou!s; PR
Guided Practice &nde!endent Practice:
PR
PresentationJ &ntroduction
Let !u!ils #rite sentences using !ersonal !ronouns (6G); @a'e !u!ils !resent their #or8 to class;
Re'ie# !ersonal !ronouns by allo#ing !u!ils to read si1 sentence stri!s +llo# !u!ils to #or8 in
grou!s: a; ournal #riting b; &nter!retati'e reading c; Letter o in'itation PR
Reading
e'ents;
realistic organizer;
!ersonal !ronouns;
Read aloud the story
+llo# !u!ils to listen to the story >6u!er RR?;
Post Reading Let !u!ils ans#er the discussion 9uestions
6ho# Real and Fantasy 2hart and as8 !u!ils to #rite the characters and setting o the stories;
Let !u!ils do Relay Game* on identiying realistic and antasy characters and settings;
ModelingJ Teaching Reiterate ho# !ersonal !ronouns &% he% she% it% #e% they- are used through discussion; +llo# !u!ils to #or8 in !airs in using the a!!ro!riate !ersonal !ronouns in LM;
+llo# !u!ils to read and chec8 their guesses #ritten on the board about #hat Mateo #ould do #ith his a'ourite clothes;
ModelingJTeaching: PR
7se the Real and Fantasy 2hart to discuss the lesson;
+llo# !u!ils to !resent their #or8 to class by grou!s;
grou!s: a; ournal #riting b; &nter!retati'e reading c; Letter o in'itation PR
Let !u!ils #rite sentences using !ersonal !ronouns (6G);
PR Guided Practice &nde!endent Practice:
@a'e !u!ils !resent their #or8 to class;
Unit 444 Lesson '+ $a 1
Literature: CateoDs a%orite "lot0esE
Pre-Reading 1.
Unlocking Vocabular and "once#t $e%elo#&ent (a'orite% itting% e'acuation center) a'orite
itting
e'acuation center
a. *avorite Marlon has red% blue% green and blac8 toy cars; <'ery morning he loo8s at his toy cars in the cabinet; @e li8es them all but the red one is his a'orite; The red toy car is the one he li8es most; hat does a'orite mean= b. evacuation center Loo8 at the !icture; hat do you see= 2an you describe the #eather= here do !eo!le go to 8ee! themsel'es sae #hen there is a ty!hoon= c.
*ittin& +s8 a child to come u! ront; Tell him to it each shirt on the table; +s he is trying to #ear each shirt% as8 the !u!ils #hat is he doing; Guide the !u!ils to say that the child is itting each shirt;
Unit 444 Lesson '+ $a 1
Literature: CateoDs a%orite "lot0esE
Pre-Reading 1.
Unlocking Vocabular and "once#t $e%elo#&ent (a'orite% itting% e'acuation center) a'orite
itting
e'acuation center
a. *avorite Marlon has red% blue% green and blac8 toy cars; <'ery morning he loo8s at his toy cars in the cabinet; @e li8es them all but the red one is his a'orite; The red toy car is the one he li8es most; hat does a'orite mean= b. evacuation center Loo8 at the !icture; hat do you see= 2an you describe the #eather= here do !eo!le go to 8ee! themsel'es sae #hen there is a ty!hoon= c.
*ittin& +s8 a child to come u! ront; Tell him to it each shirt on the table; +s he is trying to #ear each shirt% as8 the !u!ils #hat is he doing; Guide the !u!ils to say that the child is itting each shirt; 6ho# the #ords on the lashcards; Model reading each #ord; Then as8 the !u!ils to read the #ords on the lashcard in unison; Tell them that they #ill ind out the meaning o the #ords they read;
'.
oti%ation +s8: #o you have favorite clothes? What do you do with them?
3.
oti%e uestion As/ What do you thin would ;ateo do with his favorite clothes? rite the guesses o the !u!ils on the board;
$uring Reading: 6ay: 6 will read a story. 6n the end, thin for a moment and be ready to answer the :uestions that 6 will as.
Mateos Favorite lot%es Bne 6aturday aternoon% Mateo ound his Mother getting old clothes rom his cabinet; >hat are you doing% Mama=? Mateo as8ed; >&*m ta8ing your old clothes to the e'acuation center; Many children lost their clothes because o the ty!hoon%> Mother e1!lained to him;
>3ut #ait% MomH They still it me; Loo8%? Mateo said ater itting on his old red shirt; >Grandma ga'e this to me; &t*s my a'orite%? Mateo added; Mateo tried !utting on his old ac8et% !airs o !ants and sli!!ers; They still it me; Mateo remembered #ho ga'e them and #hen he recei'ed those items; >Bh did & gro# so much= & lo'e these clothes; >Mateo told his mother; >B8% you can ta8e them bac8%? Mother told Mateo; 6o Mateo got the bo1 #ith his old shirt% ac8et% !ants and sli!!ers in it; The ne1t day Mother as8ed Mateo #here the bo1 #as; 6he ho!ed that Mateo #ould change his mind; >Mama% the bo1 #as gone; & #asn*t able to ta8e it to the e'acuation center%? Mateo said; >Bh% #hat ha!!ened=? Mother as8ed; >Bn my #ay to the e'acuation center% & ound a child #ho really needed some clothes; & ga'e the bo1 to him%? Mateo said;
Post Reading $iscussion uestions: ,; 4; $; A; .; C; /; 0; ; ,5;
ho are the characters in the story= here did the story ha!!en= hen did it ha!!en= hy did Mateo*s mother get his old clothes rom the cabinet= "id Mateo gi'e his old clothes at once= hy= hy not & you #ere Mateo% #ould you also 8ee! your a'orite clothes= hy= "id Mateo change his mind= hat did he do #ith his old clothes= "id Mateo ma8e a 9uic8 and right decision about his a'orite clothes= "o you ha'e any e1!erience similar to Mateo*s= 6hare it #ith your classmates;
ngage&ent/nric0&ent Go bac8 to the !u!ils* guesses on the tag boards; +s8 them to chec8 their res!onses;
Lesson '+ $a ':Reading "o&#re0ension: $eter&ine 20et0er a stor is realistic or a antas ("0aracters and 6etting) 1.
Presentation/ 4ntroduction 6ay: *emember the story we had yesterday? 68ll show you the pictures of t he characters and the setting of the story. $ell something about each one.
Ma8e illustration o Mateo
Ma8e illustration o Mateo*s mother
Ma8e illustration o Mateo*s mother getting his old clothes rom the cabinet;
Sa#. After you have said something about the characters and setting of the story we had yesterday, 6 would lie you to listen to this story. As you listen, please find out the difference between the characters and setting of ;ateo8s )avorites &lothes and the story of Super **. !P6) )) 3y: elly 6ore
$hat Sunday night, ;ateo had a dream. !e dreamed about *ocy, the boy to whom he gave a bo5 of clothes. When *ocy wore ;ateo8s old red shirt, *ocy transformed into a superhero. Super **, short for Super *ed *ocy was on his shirt. !e had a pair of red pants, a golden cap and a golden cape. !e flew on top of a golden mountain and looed at the village with his pair of red eyeglass. $here was a flood. !e saw people on top of their houses. $hey were asing for help. Super ** too off his pair of golden shoes and changed them in to two shiny red boats. 6n a few minutes, he reached the village and saved hundreds of people. ;ateo was one of them. Dust then, ;ateo8s cloc rang. ;ateo opened his eyes. 6t was already a bright ;onday morning.
ave t%e class answer t%ese Guestions= ,; ho is 6u!er RR= 4; "escribe him; $; here did 6u!er RR go= A; hat did he see= .; @o# did he hel! the !eo!le= 6ho# the Realistic and- Fantasy 2hart
)ealistic andFantas# %art )6AL!
FA0A!Y
Characters.
Characters.
Setting.
Setting.
Lead the !u!ils to #rite the characters and setting o Mateo*s Fa'orite 2lothes on the realistic column and the characters and setting o 6u!er RR on Fantasy 2olumn;
'.
odeling/7eac0ing +s8 = +etween ;ateo and Super **, who is real? Who is 4ust a mae0believe character? What did ;ateo have that made you thin he is real? Write your answer beside his name on the chart. !ow about Super **? What fantastic things did he have? Write your answer on the chart. Lead !u!ils* attention to the setting o the s tory= +s8: Where and when did the story of ;ateo8s )avorite &lothes happen? Write the answer on the chart. !ow about the story of Super **? #o you thin the top of the golden mountain is real? &an we find it in a real world?
Loo8ing at the characters and setting o Mateo*s Fa'orite 2lothes and 6u!er RR% #hich story is true or realistic= hich is ust a ma8e-belie'e or antasy= hy=
/ote to the teacher.
Lead the !u!ils to ormulate the conce!t that the characters and setting o a story are realistic i they can be ound in a real #orld #hile the characters and setting o a antasy story can be ound only in a ma8e belie'e #orld;
6kill Lesson: ei and ie digra#0 Reer our #u#ils to L cti%it '++ and '+,.
Lesson '+ $a 3: luenc/Writing/Realistic or antas 1.
ngage&ent cti%it 6ho# the !hrases in the lashcards; +s8 the !u!ils to decide #hat is described by each !hrase; Lead them to !ut their ans#er in the !ro!er bo1 in the organizer;
ha!!ens in real lie
real #orld
cannot really ha!!en
ma8e-belie'e #orld
Real
not real
strange things
real things
2haracters and setting o a realistic story
2haracters and setting o a antasy story
Grou! the !u!ils into t#o grou!s; Tell them that they #ill do the >Message Relay?; @ere is ho# to do it: • • •
•
• • •
7se the character and setting o stories #hich are amiliar to the !u!ils or the characters and setting o stories rom their !re'ious lessons; Exa"ple.
2a!tain Goat
the monster #ho came to school
2ountry Mouse
3lind +ntonio in Francisca*s 6tory
in a shi! named 2ombo
in school
'.
4nde#endent Practice Reer the class to LM +cti'ity 4.C3;
6kill Lesson: ei and ie digra#0 Reer our #u#ils to L cti%it '+.
Lesson '+ $a *: luenc/Writing/ Use o #ersonal #ronouns (#erson and gender) 1.
Presentation/ 4ntroduction 6ho# the !ictures used or the stories Mateo*s Fa'orite 2lothes* and 6u!er RR* to start the lesson; 6ay: "et us list the characters in <;ateo8s )avorite &lothes= and
'.
Gender
Mateo
Male
Mother
Female
Grandma
Female
2hildren
Neuter
Roc8y
Male
Pronoun
odeling/ 7eac0ing For re'ie#: 7se the chart used in enumerating the characters in the stor y and tell the !u!ils that they can use !ronouns to re!lace the nouns; ;ateo is a boy. ,e is a boy !e is used because ;ateo is a boy@ male. ;other is happy. She is happy She is used because ;other is a woman@ female !ow about Gradma? What is the pronoun that we could use to replace the word Grandma?
!ow about for *ocy? !ow about for the noun children? We use the pronoun the# to refer to persons or people we tal about. $he children are noisy. The# are noisy. Duriel, Gab and *ey are playing. The# are playing !ow about when 6 am taling about myself? When 6 am going to tal about myself then 6 should use & & 2the person taling3 am glad to be here. !ow about if 6 am referring to the persons or people 6 tal to? We use #ou to refer to persons or people we tal to. ou use you when you directly tal to person@s. Ace 2 directly tal8ing to +ce 3 to stop dancing. 0ou stop dancing. Danica, Eat and ;arie 2 to the girls & am tal8ing to 3, go to the town and buy a baset of bananas. 0ou go to the town and buy a baset of bananas. !ow about if 6 am taling about a thing? We use the pronoun it to refer to a thing. $he boo is on the table. &t is on the table. !ow about if 6 am referring to many things? We use the# to refer to things. $he boos are on the table. The# are on the table. We use we when we refer to persons including ourselves. ;y friends and 6 are singing a song. !e are singing a song.
3.
8uided Practice: Reer to LM +cti'ity 4.0+;
*.
4nde#endent Practice: Reer to LM +cti'ity 4.03;
6kill Lesson: ei and ie digra#0 Reer your !u!ils to LM +cti'ity 4./;
Lesson '+ $a +: Use #ersonal #ronouns (#erson and gender) 1.
8uided Practice
Re'ie# !ersonal !ronouns by letting the !u!ils read the ollo#ing sentence stri!s; Ma8e a !oint or e'ery stri!; 6entenceJs 6tri! ,: 6entenceJs 6tri! 4: 6entenceJs 6tri! $: 6entenceJs 6tri! A: 6entenceJs 6tri! .: 6entenceJs 6tri! C:
'.
My name is "ang; li'e in Pangasinan; 2ris is my brother; e is older than me; ing and Mong are brothers; %e# are !laying; Gel is a girl; !%e is a ha!!y girl; My riends and & are going to mar8et; 7e are going to buy eggs; >3en and Greg% sto! tal8ing; You are noisy;?
4nde#endent Practice +llo# !u!ils to #or8 in grou!s to do the ollo#ing: Grou! ,: ournal riting Tell !u!ils that they are going #rite a ournal and they should start #ith the !ersonal !ronoun & in their sentences; & learned about IIIIIIIIIIIIIII today; & eel ha!!y that IIIIIIIIIIIIIIIIII; & #ant to IIIIIIIIIIIIIIIIIIIIIIII; Grou! 4: &nter!retati'e Reading: +llo# !u!ils to !ractice or i'e minutes to read the ollo#ing !oem inter!retati'ely
Grou! $: Letter riting Tell Grou! three that they #ill #rite a letter to the Princi!al inorming himJher to allo# them to collect unused boo8s rom all grade le'els or the ty!hoon 'ictims olanda; "ear IIIIIII% Bur class #ill be conducting IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII; e #ould li8e to IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII; ou are IIIIIIIIIIIIIIIIIIIIIIII; Truly yours% IIIIIIIIIIII
Unit 3: Week 8 (Lesson 26) Lesson Parts
Da# 1 Literature: -A 1rave Little Girl(
Overview/ Objectives
Materials
+!!reciate the bra'ery o Trina in sa'ing his brothers rom ire
Pictures o boy and girl scouts riding on a truc8% rescuers% buildings that colla!se% a man grabbing a bag 2o!y o the story >+ 3ra'e Little Girl? Learner*s Materials +cti'ity 4.
Da# 2 "etermine #hether a story is realistic or antasy
"ecodeJrite #ords #ith digra!h ai as in !ail
"ecodeJrite #ords #ith digra!h ai as in !ail
7se !ersonal !ronouns
Pictures o a dog sitting on a soa% dog reading a boo8% school riding on a lying banana lea% school children riding in a tricycle going to school% a rog !laying ball% a rog chasing an insect Learner*s Materials +cti'ity 4C5
Pre-Reading
Procedure
&ntroductionJ Presentation Flash !icture cards or 7nloc8 8ey #ords through !u!ils to tell #hether these !ictures% demonstration and are real or ma8e belie'e; #ordJconte1t clues; ModelingJTeaching: Reading +s8 !u!ils #hether Read aloud the story and the 'ents in the
sto! at indicated !oints or 9uestions to monitor com!rehension; Post Reading Let !u!ils ans#er discussion 9uestions; Let !u!ils ma8e a !u!!et o Trina and #rite 4 sentences about Trina;
Da# 3
story are real or antasy; Re'ie# e'ents that are real and a antasy; Present and read a dierent ending o the story read and as8 !u!ils to determine #hich o the lashed e'ents are real or a antasy; +llo# !u!ils to determine #hich o the e'ent-!ictures are real or a antasy; Reiterate the dierence o #hat*s real and #hat*s antasy;
&ntroductionJ Presentation Re'ie# decoding lessons in Grade 4; Flashcard "rill on sight #ords and #ords rom the #ord tree;
Da# 4 "ecodeJrite #ords #ith digra!h ai as in !ail 7se !ersonal !ronouns
Da# 5 Read and #rite #ords% !hrases and sentences #ith long JiJ sounds
Flashcards
Picture
Teaching 2hart
Pictures
ord cards
Phrase and sentence stri!s
Teacher 2hart
Teaching 2hart 3ingo game card
Learner*s Materials +cti'ity 4C4 Learner*s Materials +cti'ities 4C,% 4C$% 4CA
&ntroductionJ Presentation
&ntroductionJ Presentation
Flashcard "rill on sight #ords and #ords rom the #ord tree
Flashcard "rill on sight #ords and #ords rom the #ord tree
ModelingJTeaching: Read #ords and
!hrases #ith digra!h ai as in !ail;
Read and #rite sentences #ith
Recall the story ) ast For#ard* by as8ing !u!ils to tell #hat they can recall; List !hrases and sentence ans#ers o !u!ils; "iscuss !hrase and sentence by tal8ing about ho# they dier;
digra!h ai as in !ail; Post !hrase stri!s or !u!ils to combine to ma8e a sentence; PresentationJ &ntroduction
Read and #rite sentences #ith digra!h ai as in !ail;
PresentationJ &ntroduction Re'ie# !ersonal !ronouns rom L/ TG Post a table sho#ing ho# !ersonal !ronouns re!lace nouns in sentences;
+llo# !u!ils to do the acti'ity on !ersonal !ronouns rom L0"$ or8sheets or guided and inde!endent
Allow pupils to write %0 +llo# !u!ils to read sentences on the garbage sentences about problem !ersonal !ronouns "o acti'ities to reiterate the rom L0 "$; 'alue o resourceulness; +llo# !u!ils to do acti'ity +llo# !u!ils to do acti'it y
+llo# !u!ils to !lan a !roect on ho# to recycle materials to sho# ho# resourceul they are;
sto! at indicated !oints or 9uestions to monitor com!rehension; Post Reading Let !u!ils ans#er discussion 9uestions; Let !u!ils ma8e a !u!!et o Trina and #rite 4 sentences about Trina;
story are real or antasy; Re'ie# e'ents that are real and a antasy; Present and read a dierent ending o the story read and as8 !u!ils to determine #hich o the lashed e'ents are real or a antasy; +llo# !u!ils to determine #hich o the e'ent-!ictures are real or a antasy; Reiterate the dierence o #hat*s real and #hat*s antasy;
&ntroductionJ Presentation
!hrases #ith digra!h ai as in !ail;
Read and #rite sentences #ith digra!h ai as in !ail;
PresentationJ &ntroduction Re'ie# !ersonal !ronouns rom L/ TG Post a table sho#ing ho# !ersonal !ronouns re!lace nouns in sentences;
Re'ie# decoding lessons in Grade 4; Flashcard "rill on sight #ords and #ords rom the #ord tree;
ModelingJTeaching
!ractice;
Read and #rite sentences #ith digra!h ai as in !ail;
Post !hrase stri!s or !u!ils to combine to ma8e a sentence; PresentationJ &ntroduction
+llo# !u!ils to do the acti'ity on !ersonal !ronouns rom L0"$ or8sheets or guided and inde!endent
Read #ords and !hrases #ith digra!h ai as in !ail;
digra!h ai as in !ail;
Allow pupils to write %0 +llo# !u!ils to read sentences on the garbage sentences about problem !ersonal !ronouns "o acti'ities to reiterate the rom L0 "$; 'alue o resourceulness; +llo# !u!ils to do acti'ity +llo# !u!ils to do acti'it y
+llo# !u!ils to !lan a !roect on ho# to recycle materials to sho# ho# resourceul they are;
ModelingJTeaching
!ractice;
Read #ords and !hrases #ith digra!h ai as in !ail;
Read and #rite sentences #ith digra!h ai as in !ail;
UF47 444 Lesson ', $a 1 G70e @ra%e Little 8irl Pre Reading 1. Unlocking Vocabular and "once#t $e%elo#&ent (grabbed% rescuers% bra'e% colla!sed) We have some words that you need to now more to understand the story well. "et us find out the following. a; grabbed too8 a seized by or as i sudden motion or gras!;( demonstrate )
$he man grabbed the bag of the lady. What did the man do with the bag? 2all !u!ils to demonstrate the ollo#ing: - grab a 8ey - grab a child by the #rist +s8: What is another word for grabbed? $oo b; rescuers sa'ers
6ho# !ictures o rescuers c; bra'e courageous% earless% not araid
UF47 444 Lesson ', $a 1 G70e @ra%e Little 8irl Pre Reading 1. Unlocking Vocabular and "once#t $e%elo#&ent (grabbed% rescuers% bra'e% colla!sed) We have some words that you need to now more to understand the story well. "et us find out the following. a; grabbed too8 a seized by or as i sudden motion or gras!;( demonstrate )
$he man grabbed the bag of the lady. What did the man do with the bag? 2all !u!ils to demonstrate the ollo#ing: - grab a 8ey - grab a child by the #rist +s8: What is another word for grabbed? $oo b; rescuers sa'ers
6ho# !ictures o rescuers c; bra'e courageous% earless% not araid (6ho# through !ictures or conte1t clues) 6ay: +s8:
$he rescuers saved the flood victims and brought them to the evacuation center. $he rescuers are brave. $hey are not afraid of the raging waters. Which word from the sentence helps you understand the meaning of the word rescuers and brave?
d; colla!sed ell ( through !ictures and demonstration)
6ho# !icture o building that colla!sed during an earth9ua8e; 6ay:
"oo at the picture. What happened to the buildings? )ell Another word for fell is collapsed.
2all i'e !u!ils to !retend to be houses and another ,5 !u!ils to !retend to be strong #inds; The ,5 !u!ils #ill blo# air as hard as they could on the houses; The houses #ill colla!se as the strong #ind blo#s;
'.
oti%ation uestions: @a'e you heard about stories o !eo!le #ho sa'ed li'es= ho are they=
3.
oti%e uestions Today% #e shall read a story about >+ 3ra'e Little Girl?; hat do you #ant to 8no# about the story= List at least three 9uestions that the !u!ils #ill gi'e and let them ha'e guesses about the 9uestions; Bur Duestions
Bur Guesses
hat Really @a!!ened
$uring Reading Listen as & read the story about > + 3ra'e Little Girl? Note to the Teacher: Read the story aloud; Duestions may be as8ed to the !u!ils to enable t hem to !redict and to interact #ith the te1t; + 3ra'e Little Girl &t #as already se'en o*cloc8 in the e'ening; 3ut Trina*s !arents ha'e not yet arri'ed home rom #or8; 6he called her three younger brothers or dinner but still mother isn*t home until they sle!t;
+s8:
What time of the night was it? Why did $rina call her younger brothers? +ter t#o hours% Trina #o8e u! eeling hot; hen she o!ened her eyes% she sa# that their house #as on ire;
+s8:
What happened after two hours? What did $rina see? What do you thin, will she do? 6he immediately got u!% grabbed the youngest brother and ran out o the house; Trina suered rom maor burns but her brother #asn*t hurt; 6he tried to get bac8 to the house to get her t#o other brothers; + neighbor sa# her; @e #arned and held her tightly; 6he cried hard #hile calling the names o her t#o brothers;
+s8:
What did $rina do with her youngest brother? Why did $ina try to go bac to their house? Was she able to get bac to their house? Why?
What do you thin would happen ne5t? 6oon% rescuers arri'ed and tried to !ut o the ire; 3ut ater some minutes% their house colla!sed; Trina*s !arents arri'ed rom #or8; They embraced Trina and brought her to the hos!ital;
3ecause o Trina*s bra'ery their to#n mayor oered hel! to her amily; They built their ne# home and ga'e money to su!!ort Trina and her brother*s schooling; +s8:
Why did the mayor offer help to $rina8s family? !ow did the mayor help $rina and her family?
Note: 3eore !roceeding to the ne1t acti'ity% go bac8 to the 9uestions that the !u!ils ga'e beore listening to the story; Post Reading "iscussion Duestions: ,; hat is the story all about= 4; ho is the main character in the story= $; hat can you say about Trina as the oldest sister= A; hy #as Trina*s !arent not around at the time the house got burned= .; hat did Trina do #hen she sa# that their house #as on ire= C; & you #ere Trina% #ould you do the same= hy= hy not= /; as Trina able to sa'e her t#o brothers= hy= hy not= 0; @o# did the mayor recognize and re#ard Trina*s bra'ery= ; & you #ere the mayor #ould you do the same= ,5; & you #ere Trina*s neighbor% ho# #ould you hel! Trina and her amily= ,,; hat character traits did Trina sho# in our story=
"et us go bac to our chart earlier. "et us fill out the third column
riting to Learn +cti'ity Reer the class to LM +cti'ity 4.;
Lesson ', $a ': ( 1 st Hal):
$eter&ine 20et0er a stor is realistic or antas 1.
Presentation/4ntroduction 6ome stories are about real things; 6ome stories are about ma8e belie'e things; 6ometimes% the !ictures in a story can hel! you decide #hether a story is real or ma8e belie'e; & am going to share #ith you some !ictures; 6ho# me a >thumbs u!? sign i it is realistic and >stam! your right oot? i it is a antasy; !icture o a dog sitting on a soa
!icture o a dog reading a boo8
Picture o a school boy riding in a lying banana lea
6chool children riding in a tricycle going to school
+ rog !laying ball
+ rog chasing an insect
6ay: "et us recall our story about <$he +rave "ittle Girl= 6s the story of <$he +rave "ittle Girl= realistic or fantasy? Why do you say so?
'.
odeling/7eac0ing 6ay: Are the characters in our story realistic or a fantasy? Why do you say so? 6 have changed the ending of our story with this paragraph. "et us read.
Trina could not ust stare at their burning house #hile she 8ne# her t#o other brothers #ere there; 6he turned as s#it as she could and loH +n aluminum basin dro!!ed #here she stood and s aid >2ome Trina% #e #ill hel! your brothers?; Trina ho!!ed on to the basin and le# ast to their burning house; The !eo!le #ere in !anic that no one e'er noticed Trina and the lying basin; +ter a cou!le o minutes% Trina #as bac8 riding in the lying basin #ith her t#o brothers ree rom any burn;
Flash #ords #ith the character% setting and some e'ents in the story; 6ay: 6 will be distributing letter cards with the <*= and <)= and we will be playing a game. *aise your <*= letter card if it is realistic and <)= letter card if it is a fantasy.
Trina
Tal8ing +luminum 3asin
&n ront o the burning house
Trina could not ust stare at their burning house;
The !eo!le #ere in !anic;
The basin said >2ome Trina% #e #ill sa'e your brother;?
Trina rode on a lying basin
+s8:
!ow will you now if the characters, setting or event is realistic or a fantasy? Let the Let the !u!ils !u!ils understand understand that that the the characters% characters% setting setting or or e'ents e'ents are are realistic realistic i i they they are are real real and and can can ha!!en ha!!enin in real real lie; lie; Bn Bn the the other otherhand% hand%they they are are aa antasy antasy i i they they are are ma8e-belie'e ma8e-belie'e and and are are !roducts !roductso o one*s one*s imagination; imagination;
6kill Lesson: ai digra#0 Reer your !u!ils to LM +cti'ity 4C5;
Lesson ', G $a 3: Personal Pronouns 6kill Lesson: Personal Pronouns 1.
Presentation/4ntroduction Re'ie#the lesson !resented on ee8 o Duarter $ about !ersonal !ronouns; Reiterate that the lessons that #ill be gi'en or this day #ill be !ractice e1ercises to enhance their ca!abilities in a!!ro!riately using !ersonal !ronouns;
'.
7eac0ing/ odeling What are personal pronouns? Post the table belo# Name o 2haracter
Gender
Pronoun
Mateo
Male
@e
Mother
Female
6he
Grandma
Female
6he
2hildren
FemaleJ Male
Roc8y
Male
@e
My riends and &
FemaleJ Male
e
They
Recall the sentences gi'en; Ma8e sentence stri!s o those sentences; +llo# !u!ils to read them; ;ateo is a boy. ,e is a boy ;other is happy. She is happy $he children are noisy. The# are noisy. Duriel, Gab and *ey are playing. The# are playing When 6 am going to tal about myself then 6 should use & & 2the person taling3 am glad to be here. Ace 2 directly tal8ing to +ce) stop dancing. 0ou stop dancing. Danica, Eat and ;arie 2 to the girls & am tal8ing to 3, go to the town and buy a baset of bananas. 0ou go to the town and buy a baset of bananas. $he boo is on the table. &t is on the table. $he boos are on the table. The# are on the table. ;y friends and 6 are singing a song. !e are singing a song.
3.
8uided Practice +llo# !u!ils to do LM +cti'ity 4C4; Guide them and lead t hem to the correct ans#er; +ter ans#ering% let !u!ils read the sentences and e1!lain the ans#ers;
Lesson ',G $a *: Personal Pronouns 6kill Lesson: ai digra#0 Reer your !u!ils to LM +cti'ity 4C, and 4C$; Recall the lessons !resented on !ronouns by reading the acti'ity-sentences on "ay $; Let the !u!ils recall the dierent !ersonal !ronouns; Post the !ersonal !ronouns on the board #hen deemed necessary;
Let the !u!ils do LM +cti'ity 4CA;
Unit 3: Week 9 (Lesson 27) Lesson Parts
Overview/ Objectives
Da# 1 Literature: Pe2aflorida* A • Modern ,ero Appreciate heroism • showed by the character 2o!y o the story PeFaflorida, A ;odern !ero
Materials
Da# 2 7se dierent sources o inormation in reading Read and #rite #ords% !hrases and sentences #ith >ay? diagra!h Pictures ta8en rom the selection >Pealorida% + Modern @ero? +cti'ity 4CC
Da# 3 7se demonstrati'e !ronouns Read and #rite #ords% !hrases and sentences #ith >ay? diagra!h
Pictures +cti'ity 4C/ and 4C0
Posters about a !olluted en'ironment% !lacards% crayon% !icture o a social #or8er% !ushcart% and cou!on bond
Da# 4 <1!ress eelings and o!inions through ournal #riting
2luster ma! !ro'ided in the LM 6am!le ournal entry
Da# 5 <1!ress eelings and o!inions through ournal #riting
+cti'ity 4/, and 4/4
+cti'ity 4C and 4/5
+cti'ity 4C. Pre-Reading Procedure
&ntroductionJ Presentation
ocabulary "e'elo!ment: Post enlarged co!ies o social #or8er% dynamic% !ictures ta8en rom the !ushcart% e1traordinary% and selection >Pealorida% + scholarshi! Modern @ero?; Reading Read the selection aloud to the !u!ils using the chun8ing method;
ModelingJTeaching: Read #ords ta8en rom the selection;
+s8 !rediction 9uestions on 7se the #ords in #riting e'ery story sto!; sentences; Post Reading +ns#er h- 9uestions
Guided +cti'ity
about the story; Pu!ils dra# and color their heroJthe !erson #ho has done something good to them; Let the !u!ils #rite t#o sentences that tell about their hero;
&ntroductionJ Presentation
PresentationJ &ntroduction
PresentationJ &ntroduction
Let the !u!ils loo8 at !ictures and read the sentences about each !icture;
Recall the selection >Pealorida% + Modern @ero?
Present a sam!le ounal e ntry;
"iscuss demonstrati'e !ronouns by gi'ing e1am!les and !ro'iding sentences;
Guided Practice
&ntroduce ournal #riting to the !u!ils;
+llo# !u!ils to ma8e a Guide the !u!ils* thin8ing cluster o to!ics or their o to!ics through clustering; ournal entry; 6ho# a sam!le ournal entry !ro'ided in the LM; +s8 9uestions about the mechanics o #riting;
Grou! +cti'ity Guided !ractice on #ords #ith digra!h JayJ
Pu!ils use demonstrati'e !ronouns by com!leting sentences; &nde!endent Practice Reer to LM or the inde!endent !ractice;
Recall and discuss the mechanics in #riting a ournal entry;
Read the ournal entry;
Let the !u!ils #rite a sam!le ournal entry ollo#ing the rules in #riting sentences
about the story; Pu!ils dra# and color their heroJthe !erson #ho has done something good to them; Let the !u!ils #rite t#o sentences that tell about their hero;
Grou! +cti'ity Guided !ractice on #ords #ith digra!h JayJ
Pu!ils use demonstrati'e !ronouns by com!leting sentences;
Read the ournal entry;
&nde!endent Practice Reer to LM or the inde!endent !ractice;
Lesson ' $a 1: Literature: CPena?orida; odern HeroE Pre-Reading 1.
Vocabular and "once#t $e%elo#&ent Read #ith the !u!ils the lashcards #ith the ollo#ing #ords social wor:er" d#na,ic" $us%cart" e-traordinar# and sc%olars%i$;
7%at are t%ese words? Let us tal: about t%e,. 6ho# a !icture o a #oman tal8ing to a mother and a child; +s8: Who do you thin is this woman? 2 !oint to the social #or8er in the !icture 3 What does she do? #o you have a social worer in your barangay or town? What do they do to help the children and women? What does a social worer mean? For the #ord d#na,ic read #ith them the ollo#ing : My ather is a dynamic man; @e #or8s all day in the arm; @e also attends meetings on 6aturdays; @e goes to church on 6undays; @e 8ee!s himsel busy; @e is a strong man;
Lesson ' $a 1: Literature: CPena?orida; odern HeroE Pre-Reading 1.
Vocabular and "once#t $e%elo#&ent Read #ith the !u!ils the lashcards #ith the ollo#ing #ords social wor:er" d#na,ic" $us%cart" e-traordinar# and sc%olars%i$;
7%at are t%ese words? Let us tal: about t%e,. 6ho# a !icture o a #oman tal8ing to a mother and a child; +s8: Who do you thin is this woman? 2 !oint to the social #or8er in the !icture 3 What does she do? #o you have a social worer in your barangay or town? What do they do to help the children and women? What does a social worer mean? For the #ord d#na,ic read #ith them the ollo#ing : My ather is a dynamic man; @e #or8s all day in the arm; @e also attends meetings on 6aturdays; @e goes to church on 6undays; @e 8ee!s himsel busy; @e is a strong man;
What things does father do? What does the word #1A;6& mean? +llo# !u!ils to gi'e the correct res!onse; 6ho# choices: acti'e% healthy;
For the #ord $us%cart sho# a !icture o a boy !ushing his !ushcart; What is this? Guide them to gi'e the correct res!onse; What can you say about a pushcart? !ow is it moved? What is a pushcart? For the #ord e-traordinar#" unloc8 through conte1t clues; Read #ith the !u!ils the ollo#ing sentences; 2choices/ amazing, large3 My grandather has an e1traordinary banana !lant; &t has so many ruits that loo8s li8e !atola; !ow does the fruit loo lie? 6s the banana plant ordinary? What does e5traordinary mean? For the #ord sc%olars%i$ unloc8 through e1am!les; 6s there anyone other than your parents who sends you to school? $he persons or groups who support your education are your sponsors. $he pupils whom they sponsor are called scholars. $he scholar is in school for free because of the scholarship. Who among you have scholarships? What does scholarship mean?
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oti%ation &an each one of us be a hero? !ow?
3.
oti%e uestion 6n the story that 6 am going to read read to you, $eacher $eacher (fren (fren is a hero. hero. Why do you thin is he considered a hero? Guide !u!ils to ind out ho# Teacher Teacher <ren become a hero=)
$uring Reading Read the selection aloud to the !u!ils using the 2hun8ing Method; +s8 a !rediction 9uestion on e'ery sto!; +ll res!onses are correct;
PeHa*lorida" A Modern ero <ren Geronimo PeSalorida% r; is a Fili!ino teacher and a social #or8er in our country; @e and his riends rom "ynamic Teen 2om!any teach children during 6aturdays in their community; They use the !ushcart as their classroom; The !ushcart is loaded #ith boo8s% !ens% tables% and chairs !hat do #ou thin' t hin' will happen to Teacher Teacher Efren3
3ecause o Teacher <ren*s e1traordinary #ay o hel!ing the children learned better% he #as named 2NN @ero o the ear or 455; @e recei'ed an a#ard and money rom the 2able Ne#s Net#or8 to su!!ort his !ushcart classroom; President Gloria Gloria +rroyo +rroyo ga'e ga'e teache teacherr <ren <ren the a#ard a#ard Brder Brder o La8and La8andula ula at Malaca MalacaSan Sang g Palace; 4o #ou thin' Teach Teacher er Efren co"es fro" fro" a rich fa"il#3
oung ung <re <ren n came came rom rom a !oor !oor am amily ily in 2a'i 2a'ite te;; @is @is ath ather er%% <re <ren n PeSalorida% 6r;% #as a tricycle dri'er; @is mother Lucita Geronimo PeSalorida #as a house8ee!er; @e hel!ed his !arents in their small noodle business; !hat do #ou thin' did Efren do as a pupil3
@e #as a 'ery bright !u!il; @e recei'ed se'eral class a#ards and honors #hen he #as a grader until he inished college; @e deser'ed the scholarshi! and the inancial su!!ort gi'en to him by his s!onsors; !hat do #ou thin' does Teacher Efren want for children li'e #ou3
+ter high school% Teacher <ren ounded the "ynamic Teen 2om!any; &ts members #ere his classmates; Their grou! #anted most o the children to be good and res!onsible in #hate'er they do;
Post Reading 1.
$iscussion ion uest estion ions •
ho is <ren PeSalorida% r;=
• • • • • • •
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hat does the "ynamic Teen 2om!any do= hy is the !ushcart an im!ortant thing in Teacher <ren*s <ren*s lie= hat #as the result o his e1traordinary #or8= ass Teacher <ren a hel!ul boy #hen he #as young= @o# did he sho# it= a hy did Teacher Teacher <ren deser'e the s cholarshi! he #as gi'en= @o# can you hel! Teacher <ren achie'e his dream or children li8e you= @o# can you be a hero li8e Teacher <ren=
nga ngage ge&e &ent nt// nri nric0 c0&e &ent nt ct cti% i%it it : +llo# !u!ils to dra# and color their heroJ the !erson #ho has done good to them; Let them #rite t#o sentences that tell about himJher;
Lesson ' $a ' : Reading "o&#re0ension Using $i5erent 6ources 6ources o 4nor&ation in Reading 1.
Presentation/4ntroduction Post enlarged co!ies o the !ictures belo# one by one on the board and as8 9uestions about the !ictures; "oo at the pictures. $hese are are the pictures taen taen from the selection
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odeling/ 7eac0ing 6ay: !ere 6ay: !ere are important words taen from from the selection. "et us read them.
Reer the class to +cti'ity 4C.; 6ay: 7e will use t%ese words in sentences; Lead the class to read the ollo#ing sentences . 2all on !u!ils to read by grou!% by !air and indi'idually; • • • • • • • •
3.
Teacher Teacher <ren is a teac%er; @e has a $us%cart classroom; @e is also a social wor:er. @e hel!s in an e-traordinar# #ay; @e recei'ed an award; They had a noodle business; @e #as an %onor !u!il; @e had a sc%olars%i$;@e #anted children to be res$onsible
8uided Practice Reer to LM +cti'ity 4CC;
6kill Lesson: Words Words;; and 6entences 2it0 a $igra#0 Reer our #u#ils to L cti%it ',.
Lesson ' $a 3: 8ra&&ar: Using $e&onstrati%e Pronouns 1.
Presen esenta tati tion on// 4nt 4ntroduc oducttion ion +s8 !u!ils to loo8 at the !ictures; Read #ith the !u!ils the sentences about each; Reer the class to +cti'ity 4C0+; Which words are used to point out to ob4ects or friends?
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odeli eling/ 7eac0ing ing Bbser'e careully ho# near or ar the obects or !eo!le are rom the !erson s!ea8ing; !here is Teacher Efren3
&s he near or ar= !here are the pupils3
+re they near or ar= !here is the house3
&s it near or ar rom Teacher Teacher <ren= !here are Teacher Efren)s friend3
+re they near or ar rom him= Tell Tell the !u!ils that the #ords t%is" t%ese" t%at and t%ose are De,onstrative Pronouns. They tell ho# ar or near the obects or !ersons rom someone s!ea8ing;
%is and t%at are used to !oint to one !erson or obect #hich are near to someone s!ea8ing; %ese and t%ose are used to !oint to more than one obects or !ersons ar rom someone s!ea8ing; @el! !u!ils state the generalization;
3.
8uided Practice Grou! the !u!ils into . members; "o the ollo#ing: a; @old @old an an ob obec ect; t; Pu!ils 6ay= %is is a/an IIIIIIII.
@old t#o or more more obects; Pu!ils say: %ese are IIIIIIII. b; Loo8 outside; Point to a thing or a !erson; !erson; Pu!ils say: %at is a/an IIIIIIII. c; Loo8 outside; Point to many things or !ersons; Pu!ils say: %ose are IIIIIIIII.
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4nde#endent Practice Reer the class to +cti'ity 4C03;
6kill Lesson: P0rases and 6entences 2it0 a $igra#0 Reer your !u!ils to LM +cti'ity 4C+% 3% and 2;
Lesson ' $a * : Writing: =#ress eelings eelings and A#inions t0roug0 Iournal Iournal Writing 1.
Presen esenta tati tion on// 4nt 4ntroduc oducttion ion "et us recall the selection
!ow do you thin did he feel?
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odeling/ 7eac0ing $oday, you will write a 4ournal entry of your own. A 4ournal could either be a noteboo or a folder with pages in it. 6n a 4ournal, you write how you feel and what you do on certain days. ;ae a cluster to help you thin of topics for a 4ournal entry. $hin of things you have done today and how you feel about them. Reer the class to LM +cti'ity 4/5+;
3.
8uided Practice Reer the class to LM +cti'ity 4/53; "et us read the 4ournal entry. Were you able to say what you wanted to say?H #o you want to add something? 6f we have nothing more to add, let us chec the 4ournal entry again; 6s there a date written? #id we use capitalization correctly? #id we use comma and periods correctly? $hen, let us mae a final copy of the 4ournal entry.
6kill Lesson: Poe& 2it0 a $igra#0 Reer your !u!ils to LM +cti'ity 4/,;
Lesson ' $a +: Writing: =#ress eelings and A#inions t0roug0 Iournal Writing 1.
4nde#endent Practice Recall the ournal entry made yesterday; +s8 !u!ils or the essentials o a ournal entry- #hat to #rite and ho# to #rite sentences; Tell them that they are going to #rite their o#n ournal entry; Guide the !u!ils by sho#ing them again the cluster; @a'e them ill it out and #rite them as the class did it yesterday;
