ENGLISH ANNUAL LESSON PLAN FOUR PRONGED APPROACH.docx

LESSON PLANS IN ENGLISH VI USING THE FOUR PRONGED APPROACH

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

LESSON NO I: I.

B. During Reading Activities: Have the pupils listen as the teacher reads the story.

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

II.

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

Subject Matter:

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

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

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

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

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

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

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

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

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

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

(Adapted)

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

Vocabulary Development: Have the pupils identify the meaning of the following words: 1. Big Dipper (through pictures) 2. tent (through picture) 3. snuggle (action) 4. scares (through action)

a. Who are the characters in the story? b. When does the story happen? c. What details in the story tell about the time the story happens?

4. Motive Question: 1

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

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

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

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

GROUP 2: DRAW ME

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

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

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

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

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

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

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

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

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

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

6.

1. Miss Magalona is absent today. 2. This is simple but exquisite gown.

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Fixing Skills: Have the pupils read the following sentences putting stress on the underlined words. 1. Liza turned twelve last Wednesday. 2. Success is never accidental.

3. When are you going to have your interview? 4. Winners and losers deserve to be congratulated. 5. A hobby can be both profitable and relaxing.

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

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

3.

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

Incomplete Insoluble Unclean Irregular

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

4.

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

B. Independent practice: Have the pupils give the meaning of the following sentences by putting stress on the underlined words. Dina bought a new calendar. Michael wants to learn karate. Ben’s favorite sport is table tennis. Tina plays the ukulele. Judy’s score is perfect.

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

Drill: Have the pupils read the following verse drill:

A fairy fell in love/ with a beautiful firefly She wanted his fire/ and she wanted to fly. //

honest market woman

Tri-

in

1.

Tie Play Heat Correct

super

TS (Transfer Stage)

Dis-

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

Pre-

1. 2. 3. 4. 5.

Mis-

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

Un-

1. 2. 3. 4. 5.

incapable insufficient illogical impossible

Re-

1. 2. 3. 4. 5.

Presentation: Have the pupils read the following words:

print angle cycle

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

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

Prefix ImInUnDisIlIrNon-

Meaning Not Not Not Not Not Not Not or without

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

Example Impossible Inexpensive Unclean Dishonest Illogical Irregular nonfat

B. TS. Direction: Read the following sentences. Complete each sentence using a word with a prefix im-, in-, un-, dis-, il-, ir-, mis- or non-. 1. Juan Tamad is a lazy, ______ and good-for-nothing fellow. (not responsible) 2. Using dynamite fishing is ______ (not legal) 3. How many words did you ______ in the test? (wrongly spell) 4. We did not want to listen to his talk because the reasons he gave were _______. (not logical) 5. The flood victims are hungry because there is _____ food for all. (not sufficient)

7. Application: Have the pupils answer the following questions: Using Prefixes: 1. If correct means right, what does incorrect mean? 2. If approval means giving permission, what does disapproval mean? 3. If connect means to link, what does disconnect mean? 4. If a conformist is someone who follows accepted rules, what is a nonconformist? 5. If regular means the usual, what does irregular mean?

LESSON NO 2: I.

OBJECTIVES: GLR: CT:

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

GOLD:

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

TS:

II.

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

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

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

References: 2002 BEC Handbook in English PELC Speaking 1.1.1; Reading 1.1

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Across Border through Language pp 266 269 Materials: strip of cartolinas, pictures,

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

Procedure:

GLR: (Genuine Love for Reading) Pre- reading Activities: 1. Drill: Pronunciation Drill: Tongue Twister: Jack Sprat will eat no fat, And Jill will eat no lean; And yet between them both you see;. They lick the platter clean. 2.

3.

Motivation: What is our national flower? Describe a sampaguita. Unlocking of Difficulties: Have the pupils know the meaning of the underlined words using the context clues given. 1. She held the garland, that long strand of pure, sweet sampaguita flowers, close to her heart. 2. The visitors gave the sick luscious fruits, those sweet, delicious fruits from Laguna, after praying for his recovery. 3. Society thinks that the parents of street children are mean for letting their children work for them. They are by scorned by the people. 4. Dawn, with its soft diffused light, gives me so much pleasure.

4. Motive Question: Why did Lakan Galing have to leave soon? B. During Reading Activities: Have the pupils listen to the story. Have them take down important details about the story listened to. THE SAMPAGUITA Long time ago when Spain was just beginning to spread her rule by force upon the islands, Masamyo, with the surrounding villages, was under the rule of a good native chieftain, Lakan Bungabong. His only daughter, Liwayway, meaning dawn, was slim and beautiful. Her skin was kayumangging-kaligatan, golden brown

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

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

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

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

Allow the pupils to perform the activities under time

-Adapted-

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

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

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

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

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

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

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What does the boy doing in the picture?

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

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

Allyson:

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

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

4. Discussion: Have the pupils identify the sentence that states a fact. Have them identify the sentence that asks question. Have them also identify the sentence that expresses a command or request. Have them read the sentence that expresses a strong feeling. What punctuation marks are used for each kind of sentence? What are the different kinds of sentences? How do these sentences help in relaying information? Discuss further. Use the information given under GENERALIZATION about the different kinds of discourse. 5.

7. Application: A. Guided Practice: Have the pupils study the picture given Based on each pictures, write two declarative sentences, two interrogative sentences, two imperative sentences and two exclamatory sentences. (The teacher will provide the pictures for each group.) B. Independent Practice: 1. Direction: Identify whether the following sentences are declarative, interrogative, imperative or exclamatory/ 1. 2. 3. 4.

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

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

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

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

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1. 2. 3. 4.

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

magic -ian history

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

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

TS – TRANSFER STAGE 1. Drill: Pronunciation drill: Have the pupils recite the following verses: If a shipshape ship shop stocks Six shipshape shop-soiled ships, How many shipshape shop-soiled ships Would six shipshape ship shops stock? 2. Review: Using Prefixes Direction: Read the following sentences. Complete each sentence using a word with a prefix im-, in-, un-, dis-, il-, ir-, mis- or non-.

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

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

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

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

perform

-er

mathematics

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

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

Play

music

or able

dance teach

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less

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

8. in a brave way - ______________ 9. without fear - _________________ IV. Evaluation: Answer the following questions. Choose the letter of the correct answer. 1. What does the suffix –ed in camped mean in this sentence? She never camped before.

7. Generalization: What are suffixes?

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

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

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

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

Suffix Ful

New Word careful

friend

Ly

friendly

help

Er

helper

home

Less

homeless

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

Meaning

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

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

5. What is the root word in painting? A. tiny B. paint C. pain V.

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

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

Word Box Bravely Loudness Useless

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

cheerful sadly hopeful

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

fearless slowly kindness

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

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c. d. e. f.

LESSON # 3: I. OBJECTIVES: GLR: CT: GOLD: TS

mounted scooped grief devoured

1. eager -

1. Enjoy listening to a story 2. Answer questions from the story listened to. 3. Use the correct intonation for a Yes – No Questions 4. Decode meaning of unfamiliar words using the dictionary.

2. Present – 1. 3. got on – picked up swiftly with the arms-

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

a. b. 5. very sad – c. 6. ate greedily –

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

4. Motive Question: Who was Gelert? What was Gelert doing while the prince was away? 1.

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

B. During Reading Activities: Have the pupils listen as the teacher reads the story: GELERT

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

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

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

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

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“Has it gone mad?” the horrified prince thought to himself. “is my son all right?” (Why do you think the prince asked himself, “is my son all right?”)

c. Why couldn’t Llewelyn see his son when he first rushed into the room? (Divide the class into 4 groups. Then give each group the task assigned to them.)

Rushing into the room, Llewelyn was shocked to see the baby’s cradle overturned. There were several patches of dried blood on the floor. (What do you think happened with the baby? What do you think did the prince do with Gelert?)

d.

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

Overcame by grief and blinded with fury, he drew his sword from its sheath and rained several blows on Gelert, crying, “Monster! You have devoured my son!” As Gelert collapsed and lay dying on the floor, Llewelyn heard a cry from under the overturned cradle. (What do you think did the prince see under the overturned cradle?) It was his little baby who lay unharmed. His head was resting on the body of a dead wolf. As he scooped up his son, Llewelyn realized that while he had been out hunting, his faithful dog had been protecting the baby. With the baby safe in one arm, he held the dying dog in the other. Gelert looked at him with doleful eyes and lied without a whimper in its master’s arm. Filled with remorse, Llewelyn buried Gelert at a place that he named BethGelert. To this day, there is still a pile of stones marking the grave of the unfortunate dog.

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

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

Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class. GROUP 3: WRITE ME A LETTER!

Source: English Lesson Book 6 p. 7

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

C. Post Reading Activities: 1. Answering the motive question: Who was Gelert? What was Gelert doing while the prince was away? (Answer: Gelert was a well-trained dog given by King John to Princess Joan and Prince Llewelyn. Gelert had been protecting the baby while Prince Llewelyn had been out hunting.)

GROUP 4: CREATE ME A POEM!

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

Allow the pupils to perform their task under time limit.

CT (Critical Thinking) 1. Comprehension Check: a. Who were the royal couple? b. Why did the prince ask himself “is my son all right?”

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

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Say: Peter Piper picked a peck of pickled pepper. A peck of pickled pepper Peter Piper picked. If Peter Piper picked a peck of pickled pepper, Where’s the peck of pickled pepper Peter Piper picked?

Karl: Yes, it is. Thank you very much. Jazzer: You’re welcome. 7. Generalization: Remember: The rise and fall of the voice when speaking or reading is called intonation. The rising intonation is used with questions answerable by Yes or No. The falling intonation is used in statements or questions not answerable by Yes or No.

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

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

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

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

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

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

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

2.

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

A.1. Have you been in Cebu? 2. Yes, I have been in Cebu. B. 1. It’s an amazing creature, isn’t it? Yes, it is. 5. Discussion: Which utterances are statements? (No. 2 sentences for A & B) How did I read the statements? (Falling intonation) Which utterances are questions? (No. 1 sentences for A & B) How did I read the questions? (Rising intonation) Are these questions answerable by yes or no? (Yes)

I am thinking of my favorite flower which is white in color, having a sweet fragrant. Is it a sampaguita? No, it isn’t. Is it a rose? No, it isn’t. Is it a dahlia? Yes, it is. I really love that flower.

GROUP 3: Put an arrow to show a rising or falling intonation. Put the correct punctuation mark for each sentence. 1. 2. 3. 4.

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

6. Fixing Skills: Have the pupils read the dialog. Have them observe the correct intonation. Jazzer: Are you looking for something, Karl? Karl: Yes, I am. I am looking for my new ball pen. Jazzer: Is this the one you’re looking for?

IV.

EVALUATION: Direction: Write whether the following sentences have a rising or falling intonation. Put the correct punctuation after each sentences. Ex. Is this your book? Rising

12

Is a rainbow an unexciting sight 2. Do people in organizations work together for a common cause 3. When seeds are beginning to grow, they are sprouting 4. Plants that are used for seasoning food are called herbs 5. Would a public notice be kept hidden

1. What is engraved on the reverse side of your watch? _____ 2. I can reverse my jacket so that the outside is red instead of blue. _____ 3. Why do you always want the reverse of what I want? _____

TS (Transfer Stage) 1. Drill: Pronunciation Drill: Please place the pleated pressed pants on the plain pressing plank. (3x)

7. Generalization: What are the different information that we could get from a dictionary?

2. Review: Checking of assignment. Think of a word that will be formed from the given suffixes. Use these words in a meaningful sentence. 1. 2. 3. 4. 5.

REMEMBER: A dictionary contains alphabetical entries that tell how to pronounce the entry word and what the word means. A dictionary entry is shown on the left-hand column in heavy black type. Pronunciation is shown in sound symbols between slant lines after each entry word. The primary accent is shown by the darker accent mark (‘). The secondary accent is shown by the lighter accent mark. The word division or syllabication of an entry word is also given. The part or parts of speech for an entry word are shown by abbreviations. A plural of noun is shown if it does not form the plural regularly by adding s or es to the singular. The past tense and ing verb forms are shown if the spelling of an entry word changes before the ending are added and if the verb is irregular. The origin of an entry word is shown in brackets at the end of the entry.

less ful able ness ly

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

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

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

5. Discussion: How are the words in the dictionary arranged? What are the different information presented in a dictionary? Discuss further. (You can be guided with the information given in the generalization under Remember.)

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

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

 

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

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

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

13

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

____4. Night blindness is caused by a deficiency in Vitamin A. (1) loss of (2) waste in (3) dose of (4) lack of ____5. The floor looked new and glossy after we waxed it. (1) smooth (2) clean (3) bright (4) shiny Answer: 1. (3) 4. (4)

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

2. (2)

3. (4) 5. (4)

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

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

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

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

Capture Chisel Compass

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

cardboard Chores compose

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

B. Direction: Replace the underlined word (s) with another of similar meaning and write its number on the space provided. _____1. Beavers are known to be industrious animals. (1) fierce (2) timid (3) hardworking (4) cunning

–

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

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

II. SUBJECT MATTER: GLR: The Parable of the Division

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GOLD: Asking questions with appropriate interrogatives. TS: Writing a composition Showing introduction, Body and Conclusion

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

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

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

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

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

The f and p in a word f p friend Filipino flipper flippant fifty fan

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

piece puzzle prisoner put profane people

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

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

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

2. Motivation: Is it good to share things equally with your brother/sister? Why? Why not? 3. Unlocking of Difficulties: Try to draw out the meaning of the underlined words through context clues. 1. A system evolved in which one does the dividing and the other gets the selecting first. a. run away from b. produced by natural means c. go around 2. To guarantee means the same as _____. a. answer joyfully a question b. to answer for something as in loan or pledge c. announce something 3. Equitable would mean _____. 15

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

A.

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

GOLD (Grammar, Oral Language Development) 1.

leaves jeep reach heel speak

Post Reading Activities: 1. Answering the motive question: Why did the younger brother drink all the contents of the whole bottle? 2.

2.

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

4.

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

Presentation: Have the pupils read the following questions: Who are in the picture? Where are the children working? What are they doing? How long have they stayed there? What does the librarian do?

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

them get wretch hell speck

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

3. Engagement Activities: Have the pupils perform the different activities assigned to them: GROUP 1: LIGHTS, CAMERA, ACTION

fish him rich hill spick

e

Sentence Drill:

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

Drill: Pronunciation Drill: iy i

16

Whom 5.

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

8.

for a sentence that requires a pronoun in the objective case.

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

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

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

Example:  Edgar’s brother will hold a oneman painting exhibit.  Whose brother will hold a oneman painting exhibit?

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

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

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

5.

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

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

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

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

IV.

17

the on the the the

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

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

TS (Transfer Stage)

REMEMBER:

1. Drill: Pronunciation drill:

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

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

/e/

/i/ till sill

dead red bless fell spell lead wet

did rid bliss fill spill lid wit

2.

7.

IV. EVALUATION: TS. Direction: Call on a volunteer to read aloud his/her composition in class. Guide the pupils to evaluate it considering these questions:

Review: How do we write sentences?

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

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

4. Presentation: Present the picture of a storm and its effect. Have the pupils talk about their feeling about a storm. 5. Discussion: (Give each pupil a meta card for them to write all the answers to the questions to be given by the teacher.)

APPLICATION: Have the pupils write the composition on a piece of paper. Be sure to apply the correct punctuation and capitalization. Note the indention at the beginning paragraph. Write neatly and clearly.

1. 2. 3. 4.

What do you encounter/ experience during and after storm? What activities do you enjoy when there is a storm? What activities can’t you enjoy? What things delight you? (Have the pupils paste their answers on the board)

V. ASSIGNMENT: A. GOLD: Choose the correct interrogative pronoun: (Who, What) did you say? (Who, Whom) does she want to see? (Whose, Which) paper is this? (What, Which) project will we do next? 5. (Who, Which) do you like better, a dog or a cat? B. TS. Have the pupils rewrite the composition on their theme notebook.

LESSON # 5

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

I. OBJECTIVES: GLR: CT:

1. Enjoy listening to a story 2. Answer questions from the story listened to. GOLD: 3. Use courteous expressions on appropriate situations: participate in club meetings.

18

TS: 

4. Decode meaning of unfamiliar words using the dictionary: words with multiple meaning of words.

4. Rena giggled coyly and tried not to let Roger know how she felt. (E) 5. Mr. and Mrs. Rat were convinced with the words of Mr. Wall. (F)

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

6. They want Rena to marry a respectable man. (A) 7. The vanity of Mr. and Mrs. Rat led them to choose a high stationed husband for their daughter. (G)

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

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

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

1.

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

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

B. During Reading Activities: Have them take down important details about the story.

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

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

1. Mr. and Mrs. Rat were very anxious fro their darling daughter, Rena, to marry into a respectable family. (C) 2. They believed that the sun is the most high stationed person they knew. (D) 3. Mr.Sun said that he was not the most powerful person of the Rat family’s acquaintance. (B)

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

“Old Roland Rat’s boy? An excellent idea!” agreed Mr. Rat. “Let’s see if he is in now.” When Roger rat appeared, Mr. and Mrs. Rat told him of their offer, which he accepted immediately. They led him to their hole, where they found Rena giggled coyly, hanging on to her mother’s hand. Although she tried not to let Roger know how she felt, she was very much delighted that her parents were arranging for her to marry him. Like most Korean girls, she was shy when she was with boys. Mr. and Mrs. Rat were every bit as pleased as Rena and Roger were about the arrangement. And Mr. Rat was convinced that he had made the best possible match for his darling daughter. (Who was the best match for Rena?) Source: Effective Reading p. 8-10

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

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

answer

the

1.

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

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

20

2. Engagement Activities:

Presentation: Have the pupils read the dialog about the club meeting on p. 8 English for You and Me Language. 5. Discussion: Who attended the meeting? Who presided the meeting? Why? How did the chairperson start the meeting? What did the members do if they wanted to speak? What did the chairperson do to indicate that a member was permitted to speak? What were discussed in the meeting? How did the meeting end? What does the expression “The meeting may now come to order” mean? Discuss further.

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

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

GROUP 4: CREATE ME A POSTER!

1.

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

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

Allow the pupils to perform their task under time limit.

GOLD: (Grammar Oral, Language Development)

I

I

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

1. Drill: Pronunciation drill: Amidst the mists and coldest frosts; With barest wrists and stoutest boasts, He thrusts his fists against the posts, And still insists he sees the ghosts.

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

2. Review: What is the intonation when we are asking questions? What is the intonation when we are stating a fact? 3.

T

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

Motivation: Does your own class conduct meetings and elect officers? What are some of the courteous expressions that you used in conducting meetings?

21

h. The meeting is adjourned. i. Is there any objection?

C. To support the motion so that it can be voted on

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

E. Ask how many agree with the suggestion

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

J. Ask for some questions GROUP 2:

TS (Transfer Stage)

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

1. Drill: Pronunciation drill: Have the pupils recite the following verses: If a shipshape ship shop stocks Six shipshape shop-soiled ships, How many shipshape shop-soiled ships Would six shipshape ship shops stock?

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

2. Review: How to write a composition correctly.

GROUP 4: Meet with the class to vote on whether or not to invite parents as judges in the forthcoming painting contest sponsored by your club.

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

IV. EVALUATION: A. GOLD: Direction: Match the expressions used in the meeting under Column A with its meaning under Column B. Write your answer on the space provided. A _____1. The meeting may now come to order _____2. The table is open ______. _____3. I suggest that …… _____4. The minutes of the meeting is _____5. I move that …… _____6. I second the motion …. _____7. How many are in favor? _____8. It has been moved and seconded that… _____9. The meeting is adjourned. ____10. Is there any objection?

Like a neckerchief, words also have many uses. 4. Presentation: Have the pupils read the following sentences: 1. a. It is hard to break the fairy’s spell. b. The hard glass broke when it dropped on the floor. 2. A. The boy hits the ball with a bat. b. The bat is hanging on a branch of a tree.

B A. To put something forward for consideration

22

5. Discussion: What does “hard” in the first sentence mean? What about in the second sentence? What does bat mean in the 1st sentence? 2nd sentence? Have the pupils read another example: A. Cinderella lost her slipper at the ball. B. The center player shot the ball.

meaning context.

8. Application: A. Play the multiple-meaning card game. Given is a set of meanings for a certain word. Guess and win the game. Write your answer in the lucky card/blank card.

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

1.

6. Fixing Skills: A. Which meaning of the underlined word is used in each sentence? 2.

track: 1. A mark left by someone or something. 2. A path. 3. A set of traits that trains move on. ______ The car raced around the track. ______ The railroad track cuts across the road. ______ Is that a bear track in the dirt?

3.

dance: 1. To move the body in time to music. 2. A party where people move to music. 4.

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

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

..an open space in the city.

..a figure with four equal sides.

..to settle

..

..a large boat

..a hallow container

..a tube that carries blood.

..

..the upper body part of the nose

..a card game

..a structure for crossing a river.

..

…the degree

of highness or lowness of sound

…to

throw

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

fix firmly on the ground

Hand – A. part of the arm B. keep assistance 1. When the terrorists attack, many people offered to lend a hand. 2. Raise your hand if you want to say something.

…a

5.

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

bomb placed under the surface of the sea

…a

deep hole for digging out coal, etc.

…to fix firmly on the ground

..belonging to me

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

…belonging to me

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

A

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

B

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

A

Read each sentence below and note the definition of each underlined word. Decide which definition gives the meaning of the words as it is used in the sentence. Write the letter of your answer on the blank space on the left.

B

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

Sentences ___1. The newly promoted general delivered an inspirational talk to the soldiers. ____2. He made some general observations regarding the peace and order situation in the country. ___3. The deer tail leads toward the main channel of the Mississippi River. ____4. The official made hi request through channels.

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

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

B

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

V.

Assignment:

A. GOLD: Write a simple dialogue of participating in a club meeting. 24

Gener

a. conc the det b. some c. holdi

chann

a. the b. any c. the tran d. a lo e. a fr tran

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

TS: Read each sentence. Decide which

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

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

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

Materials: strips of cartolina. Index cards

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

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

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

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

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

Don’t lose your sax.// If you lose your lace,/ don’t gaze.// If you lose your sax,/ don’t laze.// 2. Motivation:

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

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

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

LESSON # 6 I. OBJECTIVES:

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

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

4.

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

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

B. During Activities:

25

Reading

Have the pupils listen to the story. Let them take down important details about the story.

GROUP 2: WRITE ME A LETTER

The Proud Flower

Write a letter to the rose telling her your feeling about her being proud.

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

GROUP 3: USING A TIME LINE STORY GRAMMAR ORGANIZER

Have the pupils complete the story grammar organizer:

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

Title: _________________________ Author: _______________________ Who is the main character? Where and when did the story take place?

What is the problem or conflict? What did the main character do to solve the problem? How did the story end?

Adapted- New Dynamic Series

CT. CRITICL THINKING

GROUP 4: DRAW ME

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

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

Allow the pupils to perform the activities under limited time.

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

GOLD (Grammar Language Development)

Oral,

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

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

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

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

26

2. Review: Checking of assignment

Discuss further.

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

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

4. Presentation: Have the pupils read the dialogue.

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

I can submit my project this afternoon. How about you, two? I’m still doing some finishing touches. Maybe I can give it by Monday, next week. Well I’m ready to hand it to Mrs. Castillo tomorrow morning. How I hope I can finish it on Friday. Why can’t you? I’ll help you, now! You’re really a good friend, Jazzer. Oh, that’s nothing. What are friends for? You’ve got a true friend, Sherwin, haven’t you? Yes, I have. You two are my real friends, aren’t you? Of course! All for one and one foe all!

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

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

GROUP 1: (Computers)

1. 2. 3. 4. 5.

What are the three boys busy about? Who are the three boys? Who works fast? Why? Who’s the slowest? Why? How did they show concern for each other? 6. Were they able to beat the deadline? How?

GROUP (Coral Reefs)

What information was included in the dialogue? How did you ask questions? What words did you use in order to ask questions?

27

2:

GROUP (Forest)

3:

ate

eight

made GROUP 4: (Astronaut)

maid

fare

meat

fair

meet

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

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



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

B.

What are these words? Discuss further.

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

6. Fixing Skills: A. Fill each blank with the correct word. Refer to the list of homonyms in the box. 1. Father bought a _____ car for the family. 2. The ____ for the low cost housing was already assigned. 3. Mother would like to ____ her son’s teachers. 4. Everyday, Kyle and Gabriel ____in the library. 5. Gale cooks adobo using pork and chicken ______.

2. Review: Checking of assignment. 3. Motivation: Present the picture of an animal hare and a woman with long hair. How do you call this animal? What does a woman have? 4. Presentation: Have the pupils read the pair of words given. ant

aunt

deer

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

dear

28

B. Encircle parentheses.

the

correct

word

2. We chose to visit Laoag City, the _____ of Ilocos Norte. 3. We drove ____ the city in ____ days. (to, too, two) 4. We ____ many sign and giant billboard along the way.(read, red) 5. It was interesting to ____ the accent of the Ilocanos. (here, hear) C. From each pair of homophones, choose the word that fits the given meaning. Say the word and spell it out. (In this activity, encourage pupils to enjoy the relay game in giving answers.)

in

1. (It’s, Its) never too late to change. 2. (You’re, Your) the only person I know who like opera. 3. I bet you can’t (beat, beet) Andrei in munching carrots. 4. The (sight, site) of the new sports center is beside the lake. 5. You have to take your time and plan when you (right, write) a story. 7. GENERALIZATION:

steak - stake rowed – road sole - soul way - weigh vale – veil

HOMONYMS or HOMOPHONES are words that are pronounced the same but differ in spelling, meaning and often have different origins as well. 1.

A stick or post as of wood sharpened for driving into the ground 　  STAKE 2. A slice of meat as of beef, usually broiled or fried STEAK 3. The bottom surface of the foot SOLE 4. The rational, emotional and volitional faculties in man SOUL 5. Direction; turn; route  WAY 6. To determine the weight of as by measuring on a scale or balance  WEIGH 7. Propelled across the surface of the water with roars as a boat  ROWED 8. An open way for public passage; a highway  ROAD 9. A valley; a low lying tract of land  VALE 10. A piece of thin and light fabric, worn over the face or head for concealment, protection, or ornament  VEIL

Example: main-mane (meyn) a. Main – give the main idea (the most important or the primary) b. Mane – the mane of horse is black (the hair at the back of the neck of a horse) 8. Application: A. Circle the homophones to make the sentence correct. 1. I think ____ is going to be a thunderstorm today. a. their b. there 2. The rainy _____ is driving me crazy. a. weather b. whether 3. This is better ____ that. a. than b. then 4. History is all about what happened in the _____. a. passed b. past

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

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

1. We ____ our bikes on a very bumpy ____. (road, rode) 2. Father left _____ house an ____ before we left for school. (hour, our) 3. The ____ quickly_____ the beds and dusted the furniture. (maid, made)

B. Write the correct homophones on each blank. 1. We couldn’t decide ____ to go to Baguio or Laoag City. (weather, whether)

29

TS:

4. Mother will ____ my dress, ____ I can wear it tomorrow night. (sew, so) 5. Did you ____ that? The circus is coming _____. (here, hear)

Reference: 2002 BEC Handbook in English PELC Speaking 3.1; PELC Reading 1.5 New Dynamic Series in English p. 1 Materials: picture of a sculptor, tailor, holy man, native man, strips of cartolina,

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

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

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

Decoding meaning of unfamiliar words using context clues.

2.

Motivation: Do you perform good deeds because of the praise and honor you’ll receive? What does greediness do to mankind? Is it good to share things with others? Why or why not? 3. Unlocking of Difficulties: Have the pupils read the following words: dense sheer exhausted holy man sculptor tailor incantations claim retrieves as to set to do

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

Write Yes or No before each statement. (can be assigned one day before the topic) ____ 1. A dense forest has too many trees standing close to one another. _____2. One feels exhausted after a long and rigid exercise. _____3. A sculptor is an artist who carves figures. _____4. Sheer can also mean transparent and pure _____5. A holy man is always praying.

II. SUBJECT MATTER: GLR: The Parable of the Forest GOLD: Changing Statements into Questions

30

_____6. A tailor is someone who drags a long tail when he walks. _____7. Incantations are prayers or charms spoken as part of ritual; or magic. _____8. To claim is to deny something. _____9. When one retrieves something, he gets it back. ____10. To plan out something is the same as to set to do something. 4.

low lifeless log into a pile of flitches with his ax. (What happened to the native man?) The native man who could have led the three to safety was dead. (Juan M. Flavier)

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

Motive Question: What problem confronted the three when the work was accomplished? B. During Reading Activities: 1. Have the pupils listen to the story. Let them take down important details about the story. THE PARABLE OF THE FOREST Three men got lost in a dense forest. For several days, they could not find their own way out. Exhausted, the three men camped on a common site and discovered that one was a sculptor, another was a tailor, and the third was a holy man. Out of sheer desperation, they agreed to create native man who could then guide them out of the thick forest to safety. (What do you think each man did to create a native man?) The sculptor got a piece of trunk from a fallen tree and carved the figure of a man. The tailor gathered several leaves and sewed together a coat and pants and put them on the carved wooden structure. Then the holy man murmured his deepest incantations whereby life soon began to breathe out of the wooden man. A problem immediately arose. (What do you think was the problem?) Each began to claim the native as his creation. “If not for the wooden form, this native would not exist,” said the sculptor. “If not for the attire, this native would not be made!” exclaimed the tailor. “If not for my prayers, no life would have lived!” shouted the holy man. Since they could not agree on who should get the credit and the ownership of the creation, (What do you think they did with the native man?) the three decided to retrieve each one’s contribution. The holy man got back his prayers, the tailor stripped out the clothes, and the sculptor reduced the

B.

Engagement Activities:

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

31

What kind of mentality was shown in the story? How does this loosen our progress as people? Present your answer through a poster.

How did we change statement #1 into question? (Do the same questioning for statement B, C and D #1 & #2) 6. Fixing Skills: Change the following statement into question:

Allow the pupils to perform their task under time limit.

1. Allyson is reading the book of Harry Potter. 2. Most doctors are women. 3. Technology in the new millennium is fast advancing. 4. The parrot was caught in Palawan. 5. Your relatives were businessmen.

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

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

2. Review: What do we have to observe in participating in a meeting? 3. Motivation: What does your family love to do together?

Ex. S: Q: S: Q:

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

To change statement into question, invert the position of the subject and the first word in the verb phrase in the statement. My father is coming home today. Is my father coming home today? Lilia was a Franciscan novice. Was Lilia a Franciscan novice?

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

1. It is spring when he arrived in Vienna. 2. Is it spring when he arrived in Vienna? B. 1. Accidents are prone to happen again and again. 2. Are accidents prone to happen again and again?

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

C. 1. Our deacon was transferred to Biñan. 2. Was our deacon transferred to Biñan? D. 1. Those people were our neighbors. 2. Were those people our neighbors? 5. Discussion: Which of these sentences are statements? Which are questions? Have the pupils take a look on sentence A # 1. What is the subject used in the first sentence? What is the verb used? Take a look on sentence A #2. What kind of sentence is it?

GROUP II: Change the following statements into question. Write your answers on the shirts to be hanged on the clothesline. (Provide 5 shirts for the answer) 1. We are going to have a long quiz tomorrow. 2. St. Francis was a native of Assisi. 3. Wenn Deramas is a good director. 4. Janelle was sleeping when I arrived.

32

4. Presentation:

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

GROUP III: Change the following statements into question: 1. Mother Seton, a saint, was a Catholic convert. 2. The Last Front is a movie about an AIDS victim. 3. Joyce is writing a poem for her friend. 4. Precious and Lei are listening to their favorite music.

1. The castle was surrounded by a moat, which is a water canal, to keep enemies away. 2. A moat, a water canal to keep enemies away, was built around the castle.

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

5. Discussion:

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

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

2. 3. 4. 5.

6. Fixing Skills:

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

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

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

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

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

2. Review: Checking of assignment.

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

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

3. Motivation:

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

33

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

a. said hurriedly without thinking b. whispered softly and slowly c. sang sweetly 3. My neck was hurting before the movie was over. a. twisting b. swelling c. painful

7. GENERALIZATION:

What are the two main types of contextual clues?

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

There are two main types of contextual clues; the definition clues and the appositive clues. @ A definition clue gives a statement explaining or describing. @ An appositive clue is a word or phrase that identifies or explains further the word it follows.

Answer Key: 1. b 2. a

8. APPLICATION:

2. 3. 4. 5.

4. b

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

A. Underline the context clue that helps you guess the meaning of the italicized word in each sentence. Tell whether it is an appositive clue or a definition clue. 1.

3. c

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

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

B. Read each sentence carefully. Choose the meaning of the underlined word by looking for word clues in the sentence. 1. The operator in charge of the central switch-board rang Dorothy’s telephone number for me. a. a bus-line owner b. a person who makes switch connections for telephone callers c. a doctor operates on a patient

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

2. Nervous and excited, I blurted out to Dorothy on the phone, “Would you like to go with me to a movie?” 34

1. The court where the wise judge sat was not an ecclesiastical court, a court run by the church. 2. The courts in Ethiopia have complete autonomy; in other words, they are independent. 3. At last, the bailiff, a court’s policeman, made them understand the judge’s decision. 4. Farmer Mulugeta did not hear what she said, for he had grown deaf. LESSON # 8:

Is it good to tell a lie? Why or why not? 3. Unlocking of difficulties: Choose the letter of the right word or phrase which will complete the thought of the statement. 1. A person who is tardy is ___. a. prompt b. late c. busy d. honest 2. Birds nourish themselves when they ___ a. chase each other b. fly high c. feed on grains d. sleep well

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

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

II. SUBJECT MATTER:

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

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

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

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

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

Materials: strips of cartolina, index card 7. Apprehensions comes whenever ____ a. we are peaceful. b. we are afraid c. we are well d. we are happy

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

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

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

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

2. Motivation: 35

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

teacher listened patiently.(Do you think their teacher believe on their alibis?) “How pitiful is the carabao,” she commented. “It is good the three of you were on the spot to assist and save the poor hapless animal.” “That is right, Ma’am,” confirmed the fat one with a shade of cocksureness. “Without us, the carabao is a goner (tepok na). It is good only one leg got broken. Otherwise, it is the slaughter house for the hapless animal. We should be commended. Maybe even awarded medals.” “Enough of your lunacy,” she said with a trace of anger. “Now, spread out, one each corner of the room. Get a piece of paper and ready your pencil.” “Are you giving us a special quiz?” asked the fat one with apprehension. The three were certainly not ready for a test. (What do you think the teacher will do?) “No, this is not a quiz,” she said with a naughty and big smile. “I just want you separately to write a short essay indicating which of the four legs of the carabao got fractured. And be specific whether it is hind or front leg and whether right or left.”

THE PARABLE OF THE PERFECT ALIBI

The three barrio schoolboys were tardy as usual. Like in the past, they tarried along the way instead of proceeding directly to school. A flock of birds attracted them. They spent the better part of the morning firing their slingshot. (What did they do with the bird?) The birds hovered around the newly harvested field to nourish on the left over grains on their panicles. The boys had fun chasing the birds. And as each animal flew to safety, the stone from the force of the slingshot followed them. Now, they were late for school by almost an hour. It was not the first time. But somehow, they always put one over their young city-bred teacher. They always had good alibis. (What do you think are some of the alibis that they say to convince their teacher? It was either the farm chores or some last minute unavoidable errand or some mishap. One time, they spent the morning swimming in the river. Yet, they convinced their teacher of an emergency. A little girl was drowning so they took time to save her. Or the alibi of helping an old woman carry her heavy load. Their excuses were endless. (Do you think their teacher believe their alibis?) They also knew their teacher was getting suspicious and fed up. So the three boys made sure their next explanation was fool-proof. “I have a good idea,” said the fat one of the three boys. “Let us tell the teacher we saw this carabao in pain.” “Yes,” the second agreed. “The carabao was wounded.” “No,” the third remarked. “It must be more serious than a wound. Let us say a leg was fractured. That way, it is acceptable and will justify the length of our delay.” “Right! Brilliant. The perfect alibi,” they chorused. And so, in as dramatic a way they could master, the alibi was presented. The

-Juan M. Flavier

C. Post Reading Activities: 1. Answering the motive question. Why were the three barrio school boys always tardy? CT (Critical Thinking) Comprehension Check: Have the pupils answer the following questions. a. What alibis had been given by these three boys before? b. Why did the three boys want to make sure their next explanation was credible? Divide the pupils into four. Have them perform the activities that are assigned to them. 1. 2.

36

What alibi about the carabao did they agree to present? Group 1, present your work. Prove that this time, the three boys were not able to fool or put one over their young teacher. Group 2, present your work.

3.

4.

How did the teacher later on prove that the alibi presented about the carabao was untrue? Group 3, present your work. What is the moral of the story? Group 4, present your work.

1. The explorers were attacked by hostile natives. 2. The pupil was punished fro his insolent behavior. 3. She is amiable. 4. A baby’s skin is smooth. 5. Those plans are hazy.

3. Engagement Activities: (Allow the pupils to perform under time limit)

3. Motivation: What does your family love to do? Where do you usually do it? 4.

GROUP 1: LIGHTS, CAMERA, ACTION!

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

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

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

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

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

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

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

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

GOLD (Grammar Oral, Language Development) 1. Drill: Pronunciation drill: Have the pupils read the following verse: A good baker bakes good cookies. If a good baker bakes good cookies, How many good cookies Can a good baker bake?

What is the verb used in the first sentence? (loves) What form of the verb is loves? (-s form of the verb) How was it change into question? Please read. Why did we use does? (The subject is singular and the –s form of the verb is used.) Discuss further. Do the same questioning for sentences B & C. (You

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

37

may use the information given under REMEMBER.) 6. Fixing Skills: Direction: Change the following statements into questions. 1. The priest gives us the sacrament of penance. 2. Our friends acknowledge the roaring cheers. 3. Letty fears those men. 4. We expressed our ideas in writing. 5. The postman handed over the letter to me. 7. GENERALIZATION: How do we change statement into question? 

GROUP 3: Transform the following statements into questions: 1. Mercy and Rosa dig for dirt in the empty lot. 2. Warm blooded animals produce milk to feed their young. 3. Willy GROUP 4: sailed through the Pacific Ocean a luxury liner. Change the on following statements into 4. Lilian saw the accident. questions. 1. Children hear the mass every morning. 2. Warm blooded animals produce milk to feed their young.

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

3. Some shops advertise their products in the newspaper to attract customers. 4. They choose the best orator from

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

among the thirty contestants.

IV. EVALUATION A. GOLD: Change the following statements into questions. 1. You work in school. 2. Jillian works in a bank. 3. Prayers bring peace and contentment to the spirit. 4. We show our gratitude by our deeds. 5. You worked in a car park last year.

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

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

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

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

GROUP 1 Change the following statements into questions:

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

1. Margie wants to attend the general assembly. 2. Lilian scatters the seeds for the birds. 3. The cat’s stare scares me. GROUP 2: sings at a first class hotel. 4. John Transform the following statements into questions. 1. We bought them from a handicraft store. 2. I brought the salad to the reunion. 3. We flew to Toronto from New York. 4. Last Wednesday, Mildred wore a Malong to the party.

2. What were the points raised at the director’s meeting?

38

a. made up c. led off 3.

b. left out d. brought up

d. What should you first add when your pride is already tender? e. To improve taste, what must be added to the mixture? Discuss further. Discuss also following directions in prescriptions.

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

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

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

to the Follow

1. Draw a big circle. 2. Draw two smaller circles side by side a bit higher than the big circle. 3. Draw a small triangle below the two small circles. 4. Put an oblong below the small triangle. 5. Put two curve lines opposite each at the outer side of the big circle. 6. What did you draw?

4. Presentation: Life in a way is similar to cooking. If we put the right ingredients, and follow the procedure correctly, we will have a beautiful and fruitful life. Have the pupils read the Recipe for Daily Life below. Recipe for Daily Life Ingredients: 1 kilo of FAITH 4 cups of LOVE 1 tsp. of PRIDE 4 slices of CHARITY 500 gms. of KNOWLEDGE 5 tbsps. of UNDERSTANDING 3 tbsps. of FORGIVENESS 1 tsp of CARING 500 gms. of WISDOM

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

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

_____ Boil the “saba” bananas. _____ Boil the syrup and add the frits, stirring carefully. _____ Cook the “kaong” aand “nata de coco.” _____ Wash all the fruits and peel them. _____ Prepare syrup enough to cover the fruits and add ½ teaspoon calamansi juice. _____ Cut fruits into 1 centimeter cubes.

5. Discussion:

B. Follow the directions below. Do this on a piece of cartolina/manila paper.

a. What should you do after adding 3 tbsps. of forgiveness? b. For how long would you let your pride simmer? How would you know If it’s already done? c. How many servings will each recipe make?

1. 2.

First draw a big circle in the box. Second, write a capital A at the center of the circle. 3. Third, draw a small diamond below letter A.

39

4. Fourth, draw two small circles with spaces between them just above the letter A. 5. Fifth, draw two small triangles, one attached to the right part of the big circle and the other attached to the left.

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

What figure did you make? IV. EVALUATION TS: Read the following sentences then follow the instructions given:

II. SUBJECT MATTER: GLR: The Power of Words GOLD: Changing Questions into Statements TS: Distinguishing Changes in Meaning of Sentence Caused by Stress Reference: 2002 Basic Education Curriculum PELC Speaking 3. 3.1; PELC Reading 2. New Dynamic Series in English p. 25 Readings and Communication Skills in English p.35 - 37

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

Materials: strips of cartolina, index card III. PROCEDURE: GLR (Genuine Love for Reading) A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils recite the tongue twister: A maid with a duster made a furious bluster dusting a bust in the hall, Only to find when the bust was dusted, the bust was busted, the bust was the dust!

V. ASSIGNMENT: GOLD: A. Change the following statements into questions: 1. A path leads from the clearing. 2. Collection and sale of corals destroy the habitat of many sea animals. 3. The baby turtles hatched in the sand. 4. Mary accepted her role as God’s mother without question. 5. My story beginning provokes interest.

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

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

5

M

1

LESSON # 9 I. OBJECTIVES:

7

R

6

8

X

2

M

T U

3

40

S

Y

4

A

R

S

What can we do to avoid uttering unwholesome expressions?

T

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

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

Have them choose the answer from the given words: 1. forgive 2. comfort 3. contempt 4. heal 5. express 6. fault 7. destroy 8. power 4.

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

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

Motive Question: What can we do to avoid uttering unwholesome expressions? B. During Reading Activities: 1. Have the pupils listen to the story. Let them take down important details about the story.

GROUP 3: WRITE A LETTER 1. Do you think that unwholesome expressions help a person? Explain your answer through a letter to a friend.

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

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

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

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

-Adapted

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

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

41

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

2.

1. The victim begged the robbers to spare his life. The explorers were attacked by hostile natives. 3. I showed my passport to the immigrant officer. 4. He wants to be an archaeologist someday. 5. The pupil was punished for his insolent behavior. 3. Motivation: What does technology do to people now a day? How does it help us especially the artists?

5.

7. Fixing Skills: Direction: Change the following questions into statements. 1. Does father join tennis tournaments regularly? 2. Is winning a tournament exciting? 2. Did the boy tear a hole in his new jacket? 3. Did Nancy throw a cover over the animal cage and ran out? 4. Do some guests prefer swimming? 8.

GENERALIZATION: How do we change question into statement? 

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

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



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

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

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

Ex. (Q) Does the dainty butterfly seek and like unpleasant odor, especially of decaying matter? (S) The dainty butterfly seeks and likes unpleasant odor, especially of decaying matter. 

If the question starts with did, the statement uses the simple past tense. Ex. (Q) Did the rain fall all day, creating big puddles of water on the roads? (S) The rain fell all day, creating big puddles of water on the roads?

What are the interrogative/questions in the given sentences? How is interrogative sentence A # 1 changed into declarative sentence? (Do the same questioning for sentence B & C # 1) Discuss further. (You may use the information given in generalization) 42

3. Is Betty absent? 4. Can he swim? 5. Did you work in a car park last year?

9. Application: Divide the class into four groups. Have them perform the tasks assigned to them. GROUP 1: Transform the following questions into statements. 1. Do many small creatures scamper among the three? 2. Did Ivy run across the wooded land? 3. Does a walrus move fast in water? 4. Is Belinda from Mindanao?

TS (Transfer Stage) Drill: Pronunciation drill: Have the pupils read the following words: Voices th vs d they – day then – den thy – die there – dare those – doze though – dough seethe – seed breathe – breed

1.

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

Voice th and d in Phrases Their days They dare Those dozes These d’s

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

2.

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

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

Mary Frances loves to watch movies. She even has DVD collection of her favorite movies. On weekends, her parents take her to the mall to see a movie. She is fond of comedy and horror films.

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

3. Motivation: Have the pupils give examples for the following nouns. (You can make this a sort of game.) Name of the Game: Give Me The teacher will ask the pupils to give her a particular name of the person/place/or things/ that she will provide. 1. Give me 5 names of planets in the solar system. 2. Give me 5 names of body parts. 3. Give me 5 names of Asian countries.

IV. EVALUATION A. GOLD: Change the following questions into statements: 1. Do you work in school? 2. Does Jillian work in a bank?

4. Presentation: 43

Study the ideas inside the box and determine which ones are big ideas and which ones are small ideas. Mars Camia Jasmine Planets Dama de Noche Flowers Ilang-ilang

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

trees

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

16. 17. 18. 19. 20.

11. 12. 13. 14. 15.

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

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

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

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

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

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

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

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

following

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

GENERALIZATION: What are supporting details? What do supporting details give about the main idea? 8.

APPLICATION: Classify the small ideas inside the box under the big ideas in the chart below. Cebu uncle Batangas calesa acacia legs Pampanga cousin Mindoro

transport Body ation parts

Earth Jupiter Venus

5.

Ipil-ipil Bacolod Neck Airplane Sister Boat Arms Coconut Father

relative

LESSON # 10

head mangrove Davao hands jeepney mother narra ship motorcycle

I. OBJECTIVES: GLR: 1. Enjoy listening to a story

44

CT:

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

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

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

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

Reference: 2002 Basic Education Curriculum PELC Speaking 3. 3.2; PELC Reading 3 Phoenix 21st Century English 6 p. 153. Materials: strips of cartolina, index cards III. PROCEDURE: A. GLR (Genuine Love for Reading) 1. Drill: Pronunciation drill: Have the pupils recite the tongue twister: A maid with a duster made a furious bluster dusting a bust in the hall, Only to find when the bust was dusted, the bust was busted, the bust was the dust! 2. Motivation: Who helps cure our illness? What does a physician do to us? 3. Unlocking of Difficulties: Fill in the blanks with the word that best completes each sentence. Choose your answer from the words inside the box. reward ransacked restored

neglect of intention

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

-Adapted from Aesop’s Fables by Jack Zipes

C. Post Reading Activities: 1. Answering the motive question: What did the old woman promise to the doctor if he could cure her ailment? CT (Critical Thinking)

45

A. Comprehension Check:

Have the pupils read the following words correctly: You may use these words in spelling. committee occasion appetizer community necessity arrangement assembly pattern billboard accommodate occurrence disappear

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

2.

1. What did the physician do when he failed to get the payment for his service? Group 1, present your work. 2. How did the old woman defend her side? Group 2, present your work. 3. Do you think that the old woman’s defense was right? Explain. 4. What is the moral of the story?

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

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

3. Motivation: Have you been a class officer before?

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

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

GROUP 3: WRITE A LETTER



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

  

GROUP 4: I WRITE A SONG!



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

 

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

 

GOLD (Grammar Oral, Language, Development)

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

5. Discussion: What do you notice of the question above?

1. Drill: Pronunciation drill:

46

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

is are must

8.

1. Karl is the head of the group, _____? 2. He hasn’t applied for a job, ______? 3. Some children can’t read aloud, ____? 4. We will attend the meeting, ______? 5. I have the highest score, ________?

might were

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

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

B. Tell whether the question tags are right or wrong. ____ 1. Filipinos are creative, aren’t they? ____ 2. They can be great artists, can’t they? ____ 3. Science is fascinating, is it? ____ 4. There are no plants in the moon, aren’t there? ____ 5. Susan is an artist, isn’t he?

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

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

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

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

am

could will may was

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

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

7.

has had

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

The following auxiliaries can be used: have can shall should 47

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

1. What is the title of the story? 2. Where did the story happen? 3. Who are the characters in the story? 4. What are the two most important events that happened in the story? 5. What is the ending of the story?

1. You are making cartoon strips of outstanding woman, _____? 2. You mustn’t forget St. Joan of Arc, _____? 3. Sherwin and Karl are brothers, _____? 4. Plants need water, ______? 5. Toys and candies catch the attention of the child, ______?

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

TS (Transfer Stage) REMEMBER:

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

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

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

2. Review: Checking of assignment. 3. Motivation: How do you return good things given to you?

7. Application: Read the story carefully. Then, answer the questions that follow.

4. Presentation: Have the pupils read the paragraph given then answer the questions that followed.

The Learned Son

The Dove and the Ant

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

An ant once fell from the edge of a brook in a forest when a dove stepped on it to drink. The ant floated helplessly, for to it, the little brook was an ocean. The dove saw the poor ant and so she took a blade of grass and threw it towards the ant. The ant drifted ashore on the leaf. One day, a hunter happened to pass by. Seeing the pretty dove, he set his gun and aimed at the dove. The timely bite of the ant on his heel saved the dove from death. The dove flew away safely as the ant looked happily. 5.

Discussion: Have the pupils answer the following questions:

Write the answers on the shirts hanging on the clothesline. (Provide 5 48

shirts for the answers questions.) 3. 4. 5. 6. 7.

to the given

considered now as dwarf planet and no longer part of the solar system). Pluto is the smallest planet and the largest is the Jupiter. Earth, the third planet from the sun, is the only planet where life exists. 1. What are planets? 2. How many planets are there in the solar system? 3. Where do the planets revolve around? 4. What is the smallest planet and the farthest from the sun? 5. Which of these planets is the largest?

What word did the son forget? Where did the son come from? How did the son recall the word? Why doesn’t the son want to work? What were the father and the son suppose to do that day?

IV. EVALUATION:

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

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

4.

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

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

II. SUBJECT MATTER: GLR: Latona and the Frogs GOLD: Giving Commands and Requests TS: Giving the main idea that is explicit or implied.

V. ASSIGNMENT: A. GOLD: Supply the missing tag question:

Reference: 2002 BEC Handbook in English PELC Speaking 3. 3.2; PELC Reading 4.1 New Dynamic Series in English 6 p. 67 English for All Times Lang. p 14 - 23

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

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

B. TS. Read the paragraph. Then answer the given questions: Planets are bodies in space which are not luminous. In the solar system, there are nine planets that revolve around the sun. The planet nearest to the sun is Mercury, while the farthest is Pluto (which is 49

2.

3.

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

Unlocking of Difficulties: Have the pupils identify the meaning of the following words by arranging the scrambled letters. faint greedy threaten pleaded hasten

4.

us water? Water is free to everyone, like the sunshine, the air and the sky.” But the rude men raised their arms threateningly and still cried harshly: “Go away! Go away!” “We do no harm to you here,” pleaded Latona. ”We do not ask to bathe our weary bodies in the lake. We ask only to cool our parched throats with a drink.” “No, no,” shouted the cruel men. “Go away! Go away!” “Only look at these fainting children,” Latone begged them. “See, they stretch out their little arms toward the water. Their throats are so dry that they cannot cry out. A drink will mean life to them.” But the men, far from pitying the poor children, jumped into the margin of the lake and stirred up the soil from the bottom with their feet till the water was too muddy for the thirstiest traveler to drink. Then Latona in her great anger forgot her thirst and the misery of her children. She remembered that she was a powerful goddess. Lifting up her hands to heaven, she cried out, “Live you forever in that muddy pool!” At once, a strange change took place in the forms of the rude men. Their jaws grew wide, their necks disappeared, their backs turned green, and as newmade frogs, they went on jumping about in the muddy water. And its still their delight to live in water, sometimes with their bodies entirely under the surface, sometimes with their heads above, sometimes swimming about, above, or below the surface. And often, they sit upon the bank, basking in the sun, till with mighty leap they plunge again into the water and stir up the mud at the bottom of the pool. And even now, their voices are hoarse, their throats swell up, their mouths are wide when they cry out in their quarrelsome tones! “Go away! Go away!”

alpe hnrguy bluly bge hrury

Motive Question: What favor did Latona ask of the men beside the lake? B. During Reading Activities: Have the pupils listen to the story. Let them take down important details about the story. LATONA AND THE FROGS An old story is told of a Greek goddess whose name was Latona. Once, when the hot sun was shining fiercely upon the fields, Latona went traveling through the land with her two young children. The day grew warmer and warmer, and at last, all three were weary and faint from the heat, and their throats were dry with thirst. The children cried for water, and Latona comforted them as well as she could, saying that surely they should soon come to a stream of fresh cold water, where they could drink and rest. And sure enough, before too long, they saw in a green valley ahead of them a beautiful lake sparkling in the light. They hastened forward, happy to know that they would soon wet their dry throats and rest from the heat. But as they neared the water, some rude countrymen, who were gathering bushes from the banks of the lake, looked up and saw the thirsty travelers. These countrymen were so greedy that they did not wish to share anything good with strangers, not even anything as plentiful as the water in the lake. As Latona and her two children knelt down at the water’s edge to drink from the sparkling lake, the rude men rushed up to them crying in loud hoarse voices: “Go away! Go away!” The travelers raised their pale, weary faces and Latona said:” Why do you deny

-An Adaptation

Post Reading Activities: 1. Answering the motive question: What favor did Latona ask of the men beside the lake? 2.

Comprehension Check: Have the pupils answer the following questions: a. Who is Latona? 50

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

tomorrow beginning

What do these words have in common? Complete the word with the correct double consonants: 1. begi__ing (opposite of ending) 2. na__ate (as in tell a story) 3. ba__io (synonymous to village) 4. mi__le (in between) 5. fe__ow (a companion, a mate) 6. tomo__ow (the day after today) 7. di__atisfied (not satisfied) 8. co__unity (as in group of people) 9. ha__y (opposite of lonely) 10. rea__y (as in truly, certainly) 2. Motivation: Have the pupils play a game. Have them guess the word by answering the clues or meanings given. If one group commits an error, a consequence can be given by the other group. (Group Activity)

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

a.

GROUP 2: DRAW ME

b.

What was the punishment given by Latona to these men? Draw your answer to the question.

c.

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

d. e.

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

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

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

GOLD (Grammar, Oral, Language Development) 1.

accommodation narrate

Drill: Pronunciation drill: Have the pupils read the following words: committee possess really possibility succession appreciation 51

.

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

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

Fixing Skills:

GROUP 3: Change the following command into request.

Have the pupils identify whether the following sentences is in the form of command or request. 2. Get up and sell these rice cakes. 3. Please read the given sentence. 4. Kindly open your book now. 5. Could you clean your room? 6. Unload my groceries. 7. Give me a glass of juice. 8. Please open the door. There is somebody out there. 9. Give me a break. 10. Will you go with me to the supermarket? 11. Please open the box for me.

1. Be careful while I’m away. 2. Turn off the television when the program is over. 3. Replace the broken chair. 4. Talk to her now. 5. Catch me if you can. GROUP 4: Write a command or request that you might give in the following situations: 1. 2. 3. 4.

5.

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

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

REMEMBER:

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

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

1. 1: 7. GROUP APPLICATION: Have the appropriate pupils perform Supply the sentence inthe different activities given. the following dialog. Allyson: Jazzer: Allyson: Jazzer:

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

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

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

52

those – doze though – dough seethe – seed breathe – breed

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

Voice th and d in Phrases Their days They dare Those dozes These d’s

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

2. Review: Checking of the assignment. Have the pupils identify the main idea in the paragraph. Mary Frances loves to watch movies. She even has DVD collection of her favorite movies. On weekends, her parents take her to the mall to see a movie. She is fond of comedy and horror films. 3. Motivation: Crossword Puzzle

Adapted from:

ACROSS

DOWN

Harnessing English Arts Today p. 102

5.

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

1. not simple 1. clear in text 2. long time ago 2. at this time 3. suggested idea 3. desire to know Answers: 1. complex 2. past 3. implied 1

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

1. explicit 2. now 3. wonder 1 3

2

6.

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

3 2

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

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

Main Idea: __________________________________ 53

___________________________________ _______________

officers may be consulted as soon as these pests and diseases are observed in the farm. For more protection, clean cultural practices should be observed. Removing and destroying all possible breeding places of plant pests and diseases around the vicinity of the garden is suggested.

Supporting Details: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ________

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

GENERALIZATION: What are supporting details? What do supporting details give about the main idea? (Main idea of a paragraph tells us what the paragraph is all about. It may be stated in the paragraph or explicit and it may not be stated or implied) 8.

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

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

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

1. Sgt. Cruzado was about to enter his tent when he saw one of his comrades lying flat near his post. He quickly reached him. He asked for water and he gave him his reserve water. (merciful, forgiving, brave, friendly)

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

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

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

(merciful, kind, forgiving, brave) 3.

A soldier carried to safety a wounded companion through continuous firing from the enemies. (merciful, brave, sacrificing, reckless) 2.

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

Activity 2

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

Choose the main idea of the following paragraphs. Put a check before the right sentence. 1. Plant pests and disease are the worst enemies of cultivated crops for food and seed production. Municipal pest control 54

4.

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

GLR (Genuine Love for Reading) A. Pre-reading Activities Drill: Pronunciation drill Have the pupils recite the following verse: Amidst the mists and coldest frosts, With barest wrists and stoutest boasts, He thrusts his fists against the posts, And still insists he sees the ghosts.

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

2. Motivation: What do monkeys love to eat? 3. Unlocking of Difficulties: A. Match the words in column A with their proper meanings in column B. A B ___1. affected a. hopelessness ___2. plea b. rigid, numb ___3. spare c. bothered ___4. desperation d. request ___5. stiff e. reserve

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

B. Select the right word in Set A to complete the sentence. 1. 2.

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

3.

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

4.

story CT:

5. 5.

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

President Aquino made a _______ for peace during Christmas Season. Baguio and Nueva Ecija were mostly ______ by the July 16, 1990 earthquake. Mr. Francisco asked the receptionist to _____ a seat for him in the convention hall. People began to evacuate their homes out of ______. He tried to move his _____ hands. Motive Question: What did Mangosparos ask the monkeys to do?

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

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

MANGOSPAROS AND THE MONKEYS Once there was a man named Mangosparos. He and his wife lived near a forest. Mangosparos grew bananas. You could find many kinds of bananas in his yard – such as yellow bananas, green bananas and even red bananas.

Materials: strips of cartolina, index cards III. PROCEDURE:

55

His banana plantation attracted the monkeys living in the forest. They trooped in Mangosparos yard, climbed up the banana trees and ate all the ripe fruits. At first, Mangosparos and his wife were not affected by the monkeys. They could still keep some fruits for themselves. But somehow, more monkeys came and feasted upon the bananas. Soon enough, the couple could hardly have bananas for themselves. One morning, while the monkeys were eating bananas, Mangosparos approached them and politely requested them to leave some bananas for himself and his wife. But the animals laughed at him. They ignored his request by saying;”You may have planted the banana trees but does not mean that you should also eat their fruit.” Mangosparos continued to plead the monkeys to spare some bananas for him and his wife, but his plea was ignored all the time. In his anger, Mangosparos started setting traps for the animals. He threw stones at them and shot them with bows and arrows. But still, the monkeys came and stole bananas. Out of desperation, the couple thought of a plan on how to save the bananas and get rid of the monkeys. One early morning, the monkeys were awakened from their sleep by the loud wailing of Mangosparos’ wife. “Ai! Mangosparos is dead! Poor Mangosparos is dead! – Gone is the planter of banana! – Neighbors, come and see his body, for you will never see him again – Hu! Hu! Hu!” The monkeys talked among themselves. “Listen! The old woman says that Mangosparos is dead – His wife is crying over him!” Another hush of noise started within them. “Come, let’s go and see for ourselves. If he is dead, no one will ever bother us again.” They all rushed to Mangosparos’ place and found the windows shut and bolted. They climbed up the ladder and entered through the narrow door. They saw the woman crying over the husband, who lay stiff and still on a straw mat. The monkeys were overjoyed at this, “We will never be bothered by that cruel man again. We now all have the bananas for ourselves.” Little did they know that Mangosparos was still alive and breathing.

He and his wife were just acting as if he was really dead. As soon as all the monkeys gathered inside the house, Mangosparos’ wife quickly bolted the door. At that instant, Mangosparos rose and took a bolo which he hid at his side. His wife brought out another bolo and in a few moments, all the monkeys trapped inside their house were dead. Mangosparos and his wife finally got rid of the abusive monkeys. -Adapted B. Post Reading Activities: 1. Answering the motive question: What did Mangosparos ask the monkeys to do? 2. Comprehension Check: a. What did Mangosparos grow in his yard? b. What was the reaction of the monkey when Mangosparos asked them to spare some bananas for him and his wife? c. How did Mangosparos initially deal with the monkeys? d. How did Mangosparos and his wife finally get rid of the monkeys? e. Would you justify the killing of the monkeys? Why or why not? 3. Engagement Activities: Have the pupils perform the different activities assigned to them. GROUP 1: LIGHTS, CAMERA, ACTION Choose the part that you liked best in the story. Then make a script and dramatize the chosen part. GROUP 2: DRAW ME Pretend the story is a movie and you are supposed to advertise it. Make a movie poster of the story and then explain to the class your poster.

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

56

.

.

.

d.

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

Allow the pupils to activities under time limit.

perform

GOLD (Grammar Language Development)

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

the

Oral

1. Drill: Pronunciation drill: Have the pupils recite the following verse: She sells seashells in the seashore, If she sells seashells in the seashore, Where’s the seashells she sells in the seashore?

6. Fixing Skills: Can you change the following into reported commands or requests?

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

1. Mother said,” Alex, fetch some water for the hogs.” 2. Mrs. Pedraza said, “Class, bring some nails for your picture frames tomorrow.” 3. “Cook banana cue for our snack, Dianna,” Father said. 4. “Please help me with this heavy load, Karl,” the old woman said. 5. “Class, please arrange your chairs now,” said Mrs. Francisco.

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

7. GENERALIZATION: How do we change command into a reported one? How do we change request into a reported one?

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

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

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

The exact words of a speaker in a request tell someone to do something using the expressions please or won’t you. They are also enclosed in quotation marks. Asked is used when the sentence being reported is a request. It is also called a 57

reported request. The “infinitive introduces the imperative verb.

to”

8. APPLICATION: Group Activity: Have the pupils do the following activities:

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

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

1. Myra said, “Read the story carefully, Jane.” 2. Ramona said, “Take care of your brother, James.” 3. Lisa said, “Please stop playing with your guitar, Serj.” 4. Mrs. Tolentino said, “Children, be alert wherever you are.” 5. Mona said, “Girls, please put the baby to sleep. TS (Transfer Stage) 1. Drill: Pronunciation drill: Have the pupils recite the following verses: If a shipshape ship shop stocks Six shipshape shop-soiled ships, How many shipshape shop-soiled ships

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

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

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

3. Unlocking of Difficulties - Hidden Words Find the word described by the phrases from the row of letters at the left. Encircle the word you find within. a. raharshlmo – irritating; offensive b. daccentson a modulation of the voice c. caremaingep – to remember; to stay

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

58

d. msgrievetlos - fail; cause pain; sadness e. thecare-wornte harassed with troubles or worries f. meatdepartment – to leave; to go away g. reneternityork – endless or limitless time h. armarke – to inflict serious bodily harm on; destroy

… care-worn heart … sands of life are nearly run … let such in peace depart … heart’s deep well … eternity shall tell c. How do we learn the meaning of each phrase? What help us understand it? d. We learn the meaning of phrases through the context of the poem. These phrases are called idioms. e. What are the importances of idioms?

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

3. Generalization What are idioms?

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

Idioms are words/phrases used in a way that is different from the usual dictionary meaning of each word that makes it up. Idioms can liven up your writing. To figure out the meaning of idioms, use context clues and individual word meanings.

SPEAK GENTLY David Bates

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

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

1. The foreigner can easily get along with the native. 2. The sampaguita in your car gives off a sweet smell. 3. Eden has a very attractive getup. 4. My mother looks forward to the coming of my sister from Hawaii. 5. We have to look up to our parents.

Speak gently to the little child; It’s love be sure to gain; Teach it in accents soft and mild, It may not long remain. Speak gently to the aged one; Grieve not the care-worn heart, Whose sands of life are nearly run; Let such in peace depart.

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

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

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

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

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

…‘Tis a little thing dropped in the heart’s deep well … rule by love; rule by fear … it’s love be sure to gain … teach in accents soft and mild

__ Edgar’s stomach felt angry __ Edgar’s heart had a pain __ Edgar felt very anxious

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3. Good actors know their lines ____________, so their acting is great. 4. Moon and I had a ____________ talk about the problem. 5. Todd cares so much for Jill that he _____________.

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

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

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

1.

Enrichment Activity Complete the sentences with the appropriate idiom in the box.

4.

2.

2. 3.

5.

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

raining cats and dogs well-to-do family call on come to light cleared the air rubbed elbows

1. The fatal blow of Kid Kidlat killed his opponent. 2. The cold war between the girls was reported by the boys to their teacher. 3. Our teacher put end to the negative relationship of the girls. 4. Her beauty made her standout in the crowd. 5. My allowance was cut down by my mother because I overspent my pocket money.

1. The truth will always ___________. 2. The streets are flooded, it’s ___________. 3. She was born to a ___________. She never had any problem with money. 4. My sister will ___________ me for a visit. 5. The president ____________ between Jose de Venecia and Benjamin Abalos. IV. Evaluation Put your “heart” on the right place. T R E H A

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

LESSON # 13 I. OBJECTIVES:

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

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

1. When you try and fail, it is easy ___________. 2. They must ___________ to say no to the kitten’s cries.

II. SUBJECT MATTER:

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GLR: The Story of Our Flag GOLD: Giving Accurate Announcements TS: Stating the main idea of a paragraph that is explicit or implied.

4.

Reference: 2002 Basic Education Curriculum PELC Speaking 2; PELC Reading 4.2 Reading for Meaning 5 p. 27 Reading Links p. English for You and Me Reading

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

The Story of Our Flag

Materials: strips of cartolina. Index cards

If our flag could talk, this is the story that it would tell.

III. PROCEDURE:

GLR (Genuine Love for Reading)

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

A. Pre-Reading Activities: 1. Drill: Pronunciation drill: Have the pupils pronounce the following words. The Vowel /ey/ gate steak cake break bass great flake weight radio freight tail reign plain prey stay they pray gauge . 2. Motivation: Do you know where our flag started? Do you know who made our first flag?

I was sewn in Hongkong by Marcela Agoncillo, Lorenza Agoncillo and Delfina Natividad. Then I was brought home to the country. I was first raised in Kawit, Cavite on June 12, 1898 when Philippine Independence was declared. General Emilio Aguinaldo was named first President of the Philippine Republic. But this did not last long because the Americans took over the country. During the early part of the American Occupation, I was not allowed to fly again.

3. Vocabulary Development: Have the pupils know the meaning of the following words: a.symbolize r b. struggle

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

p

r

f

t

s

h

c. freedom

l

i

e

d. progress

g

r

w

e. hauled

d

a

g

r

y

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

h

g

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

d

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The American liberation forces under General Douglas MacArthur landed in Leyte on October 20, 1944. I was taken out of my hiding place and was raised again in Tacloban, side by side with the American flag. America granted full independence to the country on July 4, 1946. In the ceremony that marked this important event, the American flag was lowered while I was raised. From that day onward, I have always flown alone to show that my country is free.

June 12, 1898 GROUP 2: LIGHTS, CAMERA, ACTION!

Reading for Meaning 5 p. 27

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

CT. CRITICAL THINKING: C. Post Reading Activities: 1. Answering the motive question. On what event was our flag made to fly with its red field up?

GROUP 3: WRITE ME A LETTER Write a letter to Gen Emilio Aguinaldo for bringing freedom to the Philippines.

2. Comprehension Check: Have the pupils answer the following questions: a. Where was the Philippine flag made? b. Who sewed it? c. Where and when the Philippine flag was first raised? d. What was the occasion? e. How many years had the Philippine flag not been allowed to fly? f. Give the number of years that the Philippine flag flew with the American flag. g. How many years have the Philippine flag been flying alone? 3. Engagement Activities: Have the pupils following activities.

perform

GROUP 4: DRAW ME Draw the Philippine Flag. Color it correctly.

Allow the pupils to perform the activities under limited time.

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

the

GROUP 1: USING A TIME LINE

kept apt wept

Below are significant dates in “The Story of our Flag.” Use a vertical time line to show the important dates and historical events mentioned in the selection. June 12, 1898

October 20, 1944

July 4, 1946

December 8, 1941

1912

1935

Dates

Events

slept adapt abrupt

adopt crept accept

in rapt attention wept and slept adapt to the environment an apt quotation kept some souvenirs accept the abrupt chnages 2. Review:

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Change the following into a reported command or request.

A. Study the given announcement. Write an announcement similar to what is given in the example.

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

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

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

B. Read the announcement and answer the questions that follow:

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

The Grade V English Club will hold its Spelling Contest on February 12, Tuesday. Please proceed to Room 103 at 3:00 P.M.

What: Meeting Who: Glee Club Where: Rm. 201 When: Oct. 5, 2010; 2:00 p.m. Why: Discuss plans for a benefit show. The National Heroes Memorial club will present a play on the life of Jose Rizal at the school auditorium on Thursday, October 16, 2010 at four-thirty in the afternoon. Tickets are available at Room 101.

1. What is the purpose of this announcement? 2. Who is holding the contest? 3. What is the contest? 4. When and where will the meeting be held? 5. Is the announcme4nt complete, clear and straight to the point? 7. GENERALIZATION: What are the important things that we should remember in giving an announcement?

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

REMEMBER: In cases of impending disasters, important upcoming events such as field trip, contest, a tryout for singing, drama , or sports and other, or appeals, announcements should be made. Giving out announcements is very important. It tells people what they should know.

6. Fixing Skills:

An announcement should be:

63

 Clear and complete with the necessary information.  Brief and direct to the point.  Attractive and noticeable  Remember to tell what, who, when, where – and in some cases why. 8. APPLICATION: Have the announcement.

pupils

write

1. Drill: Pronunciation drill. How do you spell a word which has a root word ending in –ce or –ge and has a suffix beginning with a or o? A good rule to remember is to keep the -e before adding the suffix except in words like gracious and ridiculous.

an

Have the pupils read and study the following words. (You may use these words in spelling drill)

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

trace – notice service – change – manage – knowledge – outrage – hide – courage – advantage -

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

traceable noticeable serviceable changeable manageable knowledgeable outrageous hideous courageous advantageous

2. Review: Checking of assignment.

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

3. Motivation: What does a cow give us? 4. Presentation: Have the pupils read the paragraph given;

United Nation’s Day Parade and Program October 16, 2010 7:00 a.m. – 10:00 a.m. Provincial Capitol Parade Ground Attire: National costumes of different countries All pupils GROUP 4:

A cow is a useful animal. It gives us milk. From its flesh, we get meat. It gives us leather from its skin. Main Idea A cow is a useful animal.

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

Detail Gives us milk

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

Detail Gives us meat

Detail Gives us leather

5. Discussion: Where is the main idea found? What is a main idea? Discuss further.

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

6. Fixing Skills:

TS. Transfer Stage: 64

A. Have the pupils read the paragraph then answer the questions given:

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

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

9. Application: Read the paragraph. Find the main idea of the paragraph. Trees are very important. They give us shade. They give us food, fuel and medicines. They make the places around us beautiful. They also give us lumber.

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

Some plants can protect themselves from people and animals. Roses protect themselves by the thorns in their stems. Some plants have a bad smell that keeps children and animals away from them. Other plants have fine hair that makes those who touch them itchy.

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

Main Idea: B. Read the paragraph and then fill the diagram below. Good health habits are always of service. They keep the body in good health condition. They ward off diseases. With their aid, the person becomes energetic and sound in body.

Main Idea

Detail

Detail

Detail

IV. EVALUATION: TS. Direction: Read the given paragraphs. Find the main idea of each paragraph then write it on the first blank. Write the details on the other lines. 1. The intelligence of the elephant has long been known. Given a set task, it immediately proceeds to get it done. A single command is sufficient to make it understand. The elephant is man’s most reasoning friend. Main Idea: ___________________________ Details: 1. ___________________________ 2. ________________________ __ 3. ________________________ __ 4. ________________________ __ 2. It pays to be kind to animals. They are helpless and in many cases hungry. In gratitude, they will return double love. They become true friends.

8. GENERALIZATION: What is a main idea?

Main Idea: ___________________________ Details:

REMEMBER:

65

3. 4.

1. ___________________________ 2.__________________________ _______________________ __________________________

GOLD: Reading Orally Poems Cast for a Verse Choir TS: Writing Composition Showing Introduction, Body and Conclusion

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

Reference: 2002 Basic Education Curriculum PELC Speaking 4.1; PELC Writing 1 New Dynamic Series p 173 Explore Your World Through Language and Literature pp 34 - 35

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

Materials: strips of cartolina. Index cards

B.TS. Read the given paragraph. Find the main idea of the paragraph then write it on the first blank. Write the details on the other lines. The Muslims carve their furniture. They carve parts of their houses. They carve their boats. They carve vases and jewelry. They carve on gold, silver, bronze and brass. Carving was well-developed long ago among the Muslims. Main Idea: ___________________________ Details: 1. ___________________________ 2.__________________________ 3._________________________ 4._________________________

III. PROCEDURE: GLR (Genuine Love for Reading) A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils recite the verse drill given: The timid candidate was Nick./ Though inarticulate he was quick/ With quips of wisdom that intimidate/ The businessman,/ the pirate,/ and the delegate!// 2. Motivation: What do you do if you want to achieve something? 3. Vocabulary Development: Have the pupils read the following: a. b. c. d.

4. Motive Question: Have the pupils formulate their own questions about the story they will listen.

LESSON # 14 I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Read orally poems cast for a verse choir. TS: 4. Write a composition showing introduction, body and conclusion

During Reading Activities: Have the pupils listen as the teacher reads the story.

THE POT OF GOLD Berto and his mother lived in the forest. They worked hard every day. Berto cut firewood and sold them in them market. He had to walk several miles to

II. SUBJECT MATTER: GLR:

pot of gold (through drawing) forest fairy firewood

The Pot of Gold

66

reach the nearest village where he could sell the firewood. “I want to play. I want to play all day. I don’t want to work.” Berto said to himself on his way home.

Good Fairy was gone. “How many trees there are! Why, every tree has a mark! Every tree has a round white mark,” he wondered.

One day, Berto told his mother, “I want to be rich.”

Berto could not find his tree. How sad he was.

“Then you have to work very hard,” answered Mother.

He went home to his mother. He was very sad. Berto said, “You’re right, Mother. I cannot ask for gold. I will work. Then, I’ll be rich.” -Adapted

“But I’m tired of working all day. I want to play,” complained Berto. “How can you become rich if you will only play all day?” asked Mother.

CT. CRITICAL THINKING: C. POST READING ACTIVITIES: 1. Answering the motive questions.

“Oh, I wish I had a fairy friend,” he said. “I’ll go to her and ask for some gold.”

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

“Ask her some gold? You work, my son,” Mother said. “That’s the way to get rich.”

a. Where did Berto and his Mother live? b. What did he want to do? c. What did he tell his mother? d. What was the advice of his mother? e. Who appeared to Berto in the forest? f. What did Berto ask from the fairy? g. Did the fairy give what he wanted? h. What did Berto realize after the fairy disappeared? 3. Engagement Activities: Have the pupils perform the following activities under limited time.

The next day, Berto went into the forest to gather firewood. Again, he said to himself, “I wish I had a fairy friend.” Just then, a lovely lady dressed in white appeared to him. It was a Fairy! “What do you want?” the Fairy asked. “Oh, good Fairy,” said Berto., “I want a pot of gold.” “A pot of gold? Come,” the Fairy said to Berto. Berto was very happy. “I will have a pot of gold. I will play. I will play all day. I will not work,” said Berto. “Close your eyes,” the fairy said. “Now, open them.”

GROUP 1: WRITE ME A LETTER Suppose that you have a fairy friend, write her a letter telling about your wish.

Berto saw many, many trees. The Fairy pointed to a tree.

GROUP 2: DRAW ME What do you consider to be the most wonderful thing in this world? Draw it and GROUP LIGHTS, CAMERA, ACTION! color your3:drawing.

“See that tree with a mark? It has a round white mark. Dig under the tree. You’ll find your pot of gold.”

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

Then the fairy disappeared. “Good fairy, where are you?” Berto shouted.

GROUP 4: WRITE A SONG!

67

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

GOLD: (Grammar, Oral, Language Development) 1. Drill: pronunciation drill: Have the pupils read the given verse drill. Monica Hue has a unique menu/ Says she during a museum interview/ Monica Hue’s menu wins rave reviews/ Its main course is humor/ That rescues and renews!// 2. Review: Checking of assignment. 3. Motivation: How does a baby cry? How does a youth cry? What is the difference of the cry of the youth to that of the cry of a baby? 4. Presentation: Have the pupils read the poem entitled: The Cry of Youth

LIGHT:

I am she who shall take the green pastures,

DARK:

the gold of your hills, the might of your rivers,

MEDIUM:

fashion them with my hands,

LIGHT:

my heart, my mind and transform them into life and power.

DARK:

I am he,

LIGHT:

I am she who has a passion to build,

DARK:

who shall take this structure which you will someday bequeath to me.

MEDIUM: LIGHT:

breathe into it the warmth of my ideals, build it firm and higher into the stars until the universe shall know of its strength,

DARK:

I am he,

LIGHT:

I am she who shall think,

MEDIUM:

work, act, until that figure on the ricefield,

DARK:

that erect and fearless form of dignity shall be found on every field and every valley of this land.

THE CRY OF YOUTH Raul Manglapus

MEDIUM:

The cry of youth is no longer the cry of the crib.

DARK:

The cry of youth is the summons to act, to build, to labor,

DARK:

I am a laborer.

MEDIUM:

I am a builder.

LIGHT:

to dream if you will, but it is cry that will be heard.

LIGHT:

I am a dreamer.

MEDIUM:

I am youth,

ALL:

DARK:

I am he,

I AM YOUTH. HEED ME FOR THE FUTURE IS MINE.

LIGHT:

I am she who dreams,

DARK:

but who shall make your dreams come true?

MEDIUM:

I am he,

5. Discussion: Have the pupils read the poem correctly. The teacher reads first the pupils try to imitate the correct way of reading the poem cast for verse choir. Discuss further how to read the poem. The teacher models an interpretation of the poem for the 68

pupils. Have them glance at the poem every now and then, but should maintain eye contact with the audience. Discuss further.

( )

( ) Fair Needs Intensive

Practice Criteria:

6. Fixing Skills: Have the pupils read the poem with correct diction, pronunciation and with proper interpretation.

Maximum Poin ts

1. Volume and Quality of Voice………………………………… 10 2. Expression…………………………… 20 3. Phrasing, Blending and Intonation….. 20 4. Diction……………………………….2 0 5. Posture……………………………… 10 6. Audience Rapport (eye contact and ability to command attention) …………………………………10 7. Poise ( ease of manner) ……………….10

7. Generalization: How do we read poem cast for a verse choir? In reading poem cast for verse choir, one should remember the following: 1. Pronunciation, phrasing, blending and intonation should be as polished as possible. 2. There must be a variety of expression, tempo, volume, etc. 3. The different voice groups in the choir should know their respective cues --where to begin and end.

Total Points 100%

4. Gestures, kept down to minimum, should be meaningful and wellexecuted.

TS. (Transfer Stage) 1. Drill:

Pronunciation

drill: 5. Music and sound effects may be used to enhance the presentation.

Have the pupils read the following word drill.

6. A conductor should lead the choir. (The conductor may be a pupils or the teacher her/himself)

/ae/ and a MAT – MART lad – lard cat – cart marsh bad – bard hat – heart ban – barn barge ham – harm shark Pam – palm pat – part Dan – darn Lads – large

8. Application: The teacher forms two teams. Have each team perform and read the same poem correctly. IV. EALUATION: Oral evaluation: Given the criteria, have the group read the same poem given correctly. Discuss thoroughly the criteria to be given to the pupils: POEM INTERPRETATION CAST FOR VERSE CHOIR

back - bark mash chat - chart Sam - psalm badge shack

-

match - march patch - parch stack - stark

2. Review: Checking of assignment: Group:_________________ Rating: ________ General Comment: ( ) Excellent ( ) Very Good ( ) Good

3. Motivation: How do humans communicate with each other?

69

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

COMMUNICATION Humans communicate with each other every day using sounds and body movements. Most commonly, we share information about the world around us through spoken languages. These are special sounds we make to represent objects, actions, numbers, colors and other features. We use our brains to remember words, put them in the correct order, and make the larynx, or voice box, produce the correct sounds. If a person is unable to speak, he or she can communicate in other ways, often by using sign language. We also have written and pictorial language, which are signs, symbols, and squiggles that represent spoken words. The whole body works together to help us convey our innermost thoughts and feelings through language. 5. Discussion: What is a paragraph? What are the three parts of a paragraph? What does the beginning sentence tell us? Do the middle sentence develop the though of the beginning sentence? What is the ending sentence? Discuss further. 6. Fixing Skills: Write a short paragraph about your ideal person. Paste the picture (or if not available, draw him/her) inside the box. PASTE _____________ PICTURE ____________________________ HERE ____________________________ ____________________________ REMEMBER: ____________________________ __________ A paragraph is a group of closely related sentences that develops one topic. 7. GENERALIZATION: The paragraph is made up of three parts: What is a paragraph? What are the three parts of a 1.paragraph? The beginning sentence or the introduction attracts the attention and gives and idea of what is to follow. 2. The middle sentence or the body develops the thought given in the first sentence. 3. The ending sentence or the conclusion either tells us the last 70 thing that happen or summarizes what has been written in the middle sentence.

8. Application: Think of a topic of your interest. Write a descriptive paragraph about it. IV. EVALUATION: Write a paragraph showing the introduction, body and the conclusion of your paragraph. Choose from any of the following topics. A. Interesting place that you have visited. A. Favorite food. B. Interesting hobby. C. Interesting person V. Assignment: GOLD: Have the pupils be ready to present their oral presentation of the poem given to them. TS: Have the pupils write a descriptive paragraph from the topics which were not chosen.

LESSON # 15 I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Give a report based from an observation. TS. 4. Write a model composition through a diary/journal.

II. SUBJECT MATTER: A king once had a lake made in the courtyard for the two young princess to play in. They swam about in it, and sailed their boats and rafts on it. One day, the king told them he had asked the men to put some fish in the lake.

GLR: How the Turtle Saved Its Life GOLD: Giving a report based from an observation. TS: Writing a model composition through a diary/ journal. References: 2002 Basic Education Curriculum PELC Speaking 2.1.1; PELC Writing 3.3 Enjoying Workbook in English pp. 82 - 83 Explore Your World Through Language and Literature pp 34 – 35

Off the boys ran to see the fish. Now, along with the fish was a turtle. The boys were delighted with the fish, but they have never seen a turtle. They were afraid of it; thinking it was a demon. They ran back to their father crying, “There is a demon on the bank of the lake.”

Materials: strips of cartolina. Index cards

The king ordered his men to catch the demon and bring it to the palace. When the turtle was brought in, the boys cried and ran away.

III. PROCEDURE:

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

The king was very fond of his sons, so he ordered the men who brought the turtle to kill it.

Some cats went to a ranch,/ Wearing belts and hats/ Which belonged to the coach/ Who led a putsch.// The coach wanted to catch the cats/ Wearing his belts and hats;/ But the cats lead a putsch/ And caught the coach instead!//

“How shall we kill it?” they asked. “Pound it to powder,” said someone. “Bake it over a bed of hot coals,” said another. So one plan after another was spoken of. Then an old man who had always been afraid of the water said, “Throw the thing into the lake where it flows out over the rocks into the river. Then, it will surely be killed.”

2. Motivation: Why is it important to be smart? Do you think being smart will lead you to a better place? 3. Vocabulary Development: Have the pupils identify the meaning of the following words: a. courtyard b. rafts c. delighted d. demon e. dreadful

When the turtle heard what the old man said, he thrust out his head and asked, “Friend, what have I done that you should do such a dreadful things to me? The other plans were bad enough, but to throw me into the lake! Don’t speak of such cruel thing!”

(patio) (happy) (terrible)

When the king heard what the turtle said, he told his men to take the turtle at once and throw it into the lake.

4. Motive Question: Have the pupils organize or create their own questions about the story.

The turtle laughed to himself as he slid down the river to his old home. “Good!” he said,” those people who do not know how safe I am in the water.”

B. During Reading Activities: Have the pupils listen as the teacher reads the story.

How the Turtle Saved Its Life

71

CT. CRITICAL THINKING

In the space, draw your favorite animal then write a short prayer for its safety.

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

________________ _ ________________ ________________ ________________ ________________ ________________ _____

1. Why did the king have a lake made in the courtyard? 2. What did he order to be placed in the lake? 3. What did the king’s sons say when they saw the turtle? 4. Why did the king decide to have the turtle killed? 5. Did the turtle die? Why? 3. Engagement Activities: Have the pupils perform following activities given:

GOLD: (Grammar, Oral, Language Development) 1. Drill: Pronunciation drill: Have the pupils listen as the teacher says the following words:

the

GROUP 1: Recreate the events that took place in the story. Fill in the episodal web.

knee knock knead knight

What did you notice about these words? Use the following words in spelling drill.

1

7

knife wrap wrist knack write wrong knuckle wring wriggle knowledge wreck wrinkle

2

2. Review: Checking of assignment. 6

How the Turtle Saved Its Life

5

3. 3

Motivation: How many times have you been asked to report o your classmates on things you have observed? 4. Presentation Have the pupils read the given report:

4

GROUP 2: Value Chart: Fill in the value chart with the values you may have learned from the characters in the story. Character King Princess Turtle

Sherwin Jhed Francisco of Grade VI St. Mark won the Regional Spelling Contest held at the Rizal Stadium in Manila on October 5. Sherwin Jhed will represent the region in the national spelling contest scheduled at Quezon City on November 8.

Values learned

GROUP 3: Draw Me: Draw a turtle. Then write a slogan which will show the character of the turtle. 5.

GROUP 4: Write a short prayer.

72

Discussion: What does the news article all about?

How was it reported? What questions are answered in the news article? Discuss further. Use the information given under Remember.

that Theodore is apathetic;/ but Theodore is apathetic// That Kathy thinks it is pathetic/ That he is apathetic// 2. Review: Checking of assignment

6.

Fixing Skills: 3. Motivation: Have you seen a diary? Do you have a diary? What do you usually write in your diary?

Think of an important event that had happened in your school with which you had observed. Report that event in the class. 7. GENERALIZATION: How do you make a good report?

4. Presentation: Present an example of a diary. What is a diary? Keeping a diary helps you express your feelings and pour out your secrets without the risks of having others know and talk about them.

REMEMBER: To make a good report, one should remember the following suggestions: 1. Gather information about your topic by reading related materials to give you background information on the topic. 2. Write down your observations regarding the matter. 3. Organize your information by making an outline. Write the information in an orderly manner according to what you wish to say. 4. Practice giving the report exactly as you plan to give it in class. 5. Follow your outline when you present your report. 6. Present your report briefly. 7. Speak clearly and distinctly.

5. Discussion: How do you keep a diary? What are the things that are written in a diary? How does a diary help you? What is the correct way of writing a diary? Discuss further. 6. GENERALIZATION: Keeping a diary helps you express your feelings and pour out your secrets without the risks of having others know and talk about them.

8. Application: Observe some of the pressing problems in your community. Prepare a report on one of them.

The diary serves as reference when you want to recall some events. It also helps improve your communication skills. There is no format for writing a diary entry. All you do is think of your diary as a friend whom you can talk to in confidence.

IV. Evaluation: GOLD: Direction: Write a report based on the effect of air pollution in the environment. Make the report brief and concise.

7. Application: Write down as a diary entry your thought and feelings about a current problem that you have observed in your community. (e.g. Drug addiction; gambling; over-population; malnourished children etc…)

TS. TRANSFER STAGE: 1. Drill:

Pronunciation

drill: Have the pupils read the given tongue twister:

IV. EVALUATION: TS. Write down as a diary entry your thought and feelings about a current

Kathy thinks it is pathetic/

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situation in our environment: “The effect of the denudation of our forest.”

classify verify unify clarify

V. ASSIGNMENT: GOLD: Observe some of the pressing problem in your community. Be ready to report on one of them.

Have the pupils read the phrases:

TS. Write down as a diary entry your thought and feelings about a pressing problem that you have observed in your community.

Motivate the children Decorate the altar Pacify the quarrelsome boys Unify the different groups Purify the water Activate the organization Perpetuate what is good Verify and evaluate

LESSON # 16 I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use nouns. TS: 4. Identify the appropriate title for a selection.

2.

Motivation: What did Jesus Christ use in order to preach?

3.

Unlocking of Difficulties: Have the pupils know the meaning of the following words: multitude devoured trampled parable disciple

II. SUBJECT MATTER: GLR: The Parable of the Sower OLD: Using Nouns TS: Identifying the appropriate title for a selection.

(huge in number) (ate greedily) (compressed) (story) (follower)

4. Motive question: Among which type of soil or soils represent the redeemed?

Reference: 2002 Basic Education Curriculum PELC Speaking 5; PELC Reading 4.1 Explore Your World Through Language and Literature p. 102 – 103. Reading Links Work text p 37 Dynamic Series in English p. 4 - 8 Materials: strips of cartolina. Index cards III. PROCEDURE: GLR: (Genuine Love for Reading) A. Pre – reading Activities: 1. Drill: Pronunciation drill: Have the pupils listen as the teacher reads the following words. Have them note the pronunciation of the - ate and –ify suffixes.

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

THE PARABLE OF THE SOWER When a great multitude came together, and people from every city were coming to him, he spoke by a parable. “The farmer went out to sow his seeds. As he sowed, some fell along the road, and they were trampled under foot, and the birds of the sky devoured them. Other seeds fell on the rock, and as soon as they grew, they withered away, because they had no moisture. Others fell amid the thorns, and the thorns grew with them, and choked them. Others fell into the good ground, and grew, and brought forth fruit one hundred times.”

-ate as /eyt/ motivate consolidate evaluate perpetuate reactivate decorate activate validate i.

signify pacify purify dignify

ify as /ifai/

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As he said these things, he called out, “He who has ears to hear, let him hear!” Then his disciples asked him, “What does this parable mean?” He said, “To you it is given to know the mysteries of the Kingdom of God, but to the rest in parables; that “seeing they may not see, and hearing they may not understand.” Now the parable is this: The seed is the Word of God. Those along the road are those who hear, then the devil comes, and takes away the word from their heart that they may not believed and saved. Those on the rock are they who, when they hear, receive the word with joy but these have no root, who believe for a while, then fall away in time of temptation. That which fell among the thorns, these are those who have heard, and as they go on their way they are choked with cares, riches and pleasures of life, and bring no fruit to maturity. That in the good ground, these are such as in an honest and good heart, having heard the word, hold it tightly, and bring forth fruit with patience. -Matthew 13:3-23; Mark 4:2-20; Luke 8:4-15

8. How can people in the first three develop good soil? 3.

GROUP 1: LIGHTS, CAMERA, ACTION Choose the part that you liked best in the story. Then make a script and dramatize the chosen part. GROUP 2: DRAW ME Pretend the story is a movie and you are supposed to advertise it. Make a movie poster of the story and then explain to the class your poster. GROUP 3: WRITE ME A LETTER Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her. GROUP 4: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

C. Post Reading Activities: 1. Answering the motive question: Among which type of soil or soils represent the redeemed? 2.

Engagement Activities: Have the pupils do the activity given:

GOLD: (Grammar Oral, Language Development)

Comprehension Check: Have the pupils answer the following questions. 1. What do the seeds in the parable represent in real life? 2. What is the growing process mentioned in the parable? 3. Along the path: How does the devil take away the word from their hearts? 4. Among the rocks: What do the rocks represent? Why do you suppose they fell away? 5. Among the thorns: How do these things choke the Christian life? 6. On good soil: What are common characteristics of soil which is good for growing plants and those who do not only receive the message well, but also produce fruitfulness after much perseverance? 7. What type of soil are you growing on? How do you know?

1. Drill: Pronunciation drill: Have the pupils read the following words: The /d/ and /t/ Sounds /d/ /t/ played lost lead but sad lot end pat dead must Sentence Drill: 1. The lad played lead role but lost the prize. 2. A sad man pats the lad on the head. 3. At the end of the bend, one must beg for the rent. 4. One who lost a game felt sad but not dead. Motivation:

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Game: Have the pupils give a known brand for each of the following nouns:

_____4. Are these all a dream? _____5. Carlos P. Romulo is an orator, soldier, diplomat and a writer.

Ex. refrigerator – Westinghouse 1. pen 2. medicine 3. car 4. camera 5. paint 3.

6. GENERALIZATION: What are nouns? What are the kinds of nouns?

Presentation: Have the pupils read the following sentences: 1. 2. 3. 4. 5.

REMEMBER: A noun is a name of person, place or things. There are two main classes of nouns: - A proper noun names a particular person, place, or thing. A proper noun begins with a capital letter. - A common noun names things in general.

Taiwan is a small island off the China coast. Durable shoes are manufactured in Marikina. The pyramids of Egypt are wonders of the world. The hospitality of Filipinos is proverbial. Dr. Jose P. Rizal is the greatest of the Malay race.

Proper Nouns Atty. Sherwin Santos The Manila Times Sto. Domingo Church

4. Discussion: Have the pupils underline all the nouns given in the sentence. What are these words? What are nouns? What are the two main classes of nouns? (Discuss the two main classes of nouns. Use the information given under Remember). Have the pupils read the following sentences:

Common Nouns lawyer newspaper church

Nouns have concrete, collective and abstract forms. -

Concrete nouns name persons, places or things that can be seen, heard, smelled, tasted or touched. Ex. car radio apple tree

-

Collective nouns name a group of persons, animals, or things considered as one. Ex. group class family fleet

1.

The troop of soldiers reported for the noontime regiment. 2. The covey of geese took shelter under the pile of old tires. 3. Will there be justice in our land? What are the underlined words in the sentences? What kind of nouns are these? Discuss further.

Abstract nouns name intangible things that cannot be seen or touched such as qualities, feelings and ideas. Ex. bravery happiness justice 7. Application: A. Encircle all the proper nouns in the sentences. Underline all the common nouns.

5.

1. The Youth Club has met for a very

-

Fixing Skills: Direction: Underline all the nouns in the sentences. Identify its kind. Write your answer on the space provided. _____1. Marinduque and Mindoro are island provinces. _____2. The family is the first community to which man belongs. _____3. He grew up to be a man of selfcontrol.

noble mission. 2. Gabriela Silang is the Ilocano’s Joan of

Arc. 3. The secret of success is constant

practice. 4. Last Sunday, my family went to Ocean

Park.

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5. It was in December when they decided

___________________ ___________________

to leave for Canada. B. Write C for concrete noun and A for abstract noun before each number. _____ 1. dignity _____6. meadow _____ 2. building _____ 7. justice _____ 3. trait _____ 8. freedom _____ 4. fan _____ 9. garden _____ 5. right ____ 10. story

3. Motivation: Have the pupils read the following poem. Let them give a title for it. I look at you, and you look at me What I do, you do, too. When I smile, you smile. When I frown, you also frown I look at you and it’s me I see Oh mirror, tell me what your magic could be! -Myra R. Labay

IV. EVALUATION: A. GOLD: Direction: Underline all the nouns in the sentences. Then write whether the noun is proper, common, collective, concrete or abstract. 1. John will meet his mother today after several months working abroad. 2. Mary cannot wait to wear her new dress to church tomorrow morning. 3. Captain Lara, a Spanish soldier wooed Maria Makiling by bringing her gifts from Europe. 4. The school orchestra played wonderful pieces during the ball. 5. The covey of geese took shelter under the pile of old tires.

4. Presentation: Have the pupils read the paragraph. Then have them answer the questions that follow: Sherwin is excited about the coming Young Inventor’s Week to be held in their school. He has been working on his project for many days. Much of his time is spent researching and putting together his new invention – an electricity-saving device. He wants to show how households can save 30% on electricity by using the device. Sherwin is hoping to win the gold medal for his wonderful project.

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

1. Which of the following is the main idea of the paragraph?

/a/ /e/ mat – met man men rack – wreck lad led past – pest batter better mass – mess flash – flesh 2. Review: Checking of assignment. Read each set of guide words. Then write the words from the box that would appear on a page with those guide words. Capture Chisel Compass

calico – career ____________ ____________

a.

Sherwin is excited to attend the Young Inventor’s Week. b. Sherwin works hard on his special project for the Young Inventor’s Week. c. Sherwin is eyeing the gold medal in the Young Inventor’s Week. 2. Based on the main idea of the paragraph, which of the following is the best title for it? a. Sherwin and the Young Inventor’s Week b. Sherwin’s Special Project c. Sherwin, The Great Inventor

cardboard Chores compose

chilled – circuit ____________ ____________

5. Discussion: How do you go about choosing the most appropriate title for a selection? Discuss further. Use the information given under Remember.

commotion – conductor 77

Title 6. Fixing Skills: Identify the most appropriate title for the following selection:

COMPLETE THE MAGIC TITLE:

Karl and Jazzer found a pool in the farm. It was not deep and the two boys swam and splashed in it happily. The next day, when they returned to take another dip in the pool, they found four carabaos wallowing in it. It was the carabao’s cooling off pool.

1

13

A. An Unhappy Discovery B. Taking Care of Carabaos C. Pools on the Farm

2

3

4

5

6

7

8

9

10

11

12

14

15

Supply the missing letters to complete the following lists of words. The clues to each word are in parentheses. Then, use the numbered letters to complete PUZZLE A and come up with the “Magic Title.”

7. GENERALIZATION: How do we choose the most appropriate title for a selection?

1. R contest)

REMEMBER:

The most important thing to remember is that when you read, concentrate and take note of the main message or the main idea that the selection wants to put across. Indeed, the best title for a selection is one that was based on the main idea. It need not be the most cute, clever or funny, but the one that is most illustrative of the main idea.

A

_____

_____ ( a 6 12

2. G __ __ S T (the spirit of a dead person 1 15 3. H E ___ L ___ H (one’s well-being) 7 13 4. . D _____ _____ T (singing partners) 10 2 5. _____ O L _____ (alone) 5 14 6. C A _____ (taxi) 4 7. _____ O W (this instant) 8 8. _____ O P (policeman) 9 9. F A _____ (not close) 3 10. C _____ Y (shed tears) 11

8. APPLICATION: Identify the most appropriate title for the following selection: All over the world, people have been known to use herbs not just to improve the flavor of food but also for their medicinal value. The Philippines is abundant with various herbs that have been used as alternative medicine for various ailments. Lemon grass as well as guava and mimosa leaves have been used to cure diarrhea, while oregano, alagao and mansanilla leaves are also known to be effective against cough. Herbs commonly used as fever remedies are balimbing, ginger, lily and camias leaves.

IV. EVALUATION: TS. Direction: Choose the most appropriate title for the following selection: 1.

Find out the best title for the paragraph by completing PUZZLE A. To do this however, you need to fill in the missing letters of the word listed in PUZZLE B. Your clues are in parentheses. __________________________

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Good manners are important for two reasons. First, good manners make living with other people more pleasant and comfortable. Second, good manners are contagious. If one behaves well, those around him will treat him with courtesy and respect. Although good manners may cost us time and effort, we gain more than we give in the long run.

Filipinos are very religious people. They are devoted and committed to their chosen religion. In towns all over the country, people hold lavish festivals in honor of their patron saint. Many Filipinos also offer novenas and special devotions to different saints. Most importantly, Filipinos are firm believers in miracles and the power of prayers.

A. The Importance of Living with People B. The Importance of Good Manners C. The Importance of Friends 2.

3.

Water plants have adequate water supply, but they do not get as much air as other plants. Therefore, many aquatic plants have soft tissues which hold air while some even have special air cavities. The leaves of some are kept afloat where they are exposed to air by an air bladder or because of their broad, flat shape. Floating plants often have waxy leaves which reduce the amount of water they absorb. A. Floating Plants B. Water Plants C. Water Supply

God and the Filipinos Religious Practices of the Filipinos The Fiesta Loving People

LESSON # 17 I. OBJECTIVES: GLR: 1. Enjoy reading a story CT: 2. Answer questions from the story read. GOLD: 3. Use plural of nouns. TS: 4. Write from dictation.

Have you ever wondered why we look like our parents? That’s because we carry in our bodies a mixture of their genes. Genes contain hereditary information. Physical characteristics such as the color of your hair, the color of your eyes and your height were inherited from your parents through genes. Genes may also transfer mental abilities or even hereditary disorders from parent to child.

II. SUBJECT MATTER: GLR: The Boy Who Cried Wolf GOLD: Using Plural of nouns. TS: Writing from dictation. Reference: 2002 Basic Education Curriculum PELC Speaking 5; PELC Writing 5 Explore Your World Through Language and Literature p. 102 – 103. Reading for Meaning p 45. Across Borders through Language pp. 5 -7 Dynamic Series in English p. 4 - 8 Materials: strips of cartolina. Index cards

A. It’s All In the Genes B. Where Genes Come From C. You and Your Parents V. ASSIGNMENT: A. GOLD. Direction: Underline the noun given in each sentence and identify its kind. 1. Jose Rizal was a model citizen of our country. 2. As a boy, he was fond of reading stories. 3. But his mother taught him to study his lessons first. 4. In this way, Rizal attended to duty first instead of pleasure. 5. He grew up to be man of great selfcontrol.

III. PROCEDURE: GLR (Genuine Love for Reading) A. Pre –reading Activities: 1. Drill: Pronunciation drill: Have the pupils read the following words: /a/ same

B. TS. Direction: Read the following sentences. Rewrite them in a paragraph form. Then identify the most appropriate title for it.

away cave wave

79

stay Monday baby paper

date day

2.

Motivation: How does it feel when nobody believes in you?

3.

Unlocking of Difficulties: Have the pupils know the meaning of the following words. 1. 2. 3. 4. 5.

a. What happened when the shepherd cried wolf? b. How did the men react when they learned they were tricked? c. What did the men do about this? d. What was the men’s reaction when the boy repeated his trick? e. If you were one those men, will you do the same thing? Why? f. What did the boy do when a real wolf came? g. Did anybody come for help? Why? h. How do you think the boy feel when no one believes in him and all his sheep were eaten by the wolf?

wolf (picture) shepherd (picture) chore (action) yelled loudly (action) joke (action/ context clues)

4. Motive Question: Why did the shepherd boy cry wolf? During Reading Activities: 1. Have the pupils read the story. Have them take down important notes about the story read.

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

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

The Boy Who Cried Wolf A shepherd boy was tending his sheep alone. He got bored with his chore and couldn’t stand it anymore. He thought of something to bring people quickly to him. He blew on his horn and yelled loudly. “Wolf! Wolf!”

GROUP 2: WRITE ME A LETTER! Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her..

Quickly a dozen men came running up to the mountain only to find out it was a joke. They were very angry and they told the boy not to do it again. After a week, he got bored once more so he cried, “Wolf!” Again, the men ran to him and they were very, very angry.

GROUP 3: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

Soon afterwards, a wolf really came. The shepherd was scared. “Wolf! He cried. “Wolf! Wolf!”

GROUP 4: CAUSE AND EFFECT CHART What effect did the incident have on the shepherd boy? What was the cause? Illustrate through the cause and effect chart.

He blew his horn but alas, no one come. The wolf ate all his sheep. B.

Post Reading Activities: 1. Answering the motive question. Why did the shepherd boy cry wolf? 2. Comprehension Check: Have the pupils answer following questions:

the

Cause

the

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Effect

GOLD (Grammar, Development)

Oral

Language

1. Drill: Pronunciation drill: Have the pupils recite the tongue twister:

(You can use the information given under REMEMBER. Discuss the different ways how nouns form their plural.) 6.

All I want is a proper cup of coffee Made in a proper copper coffee pot You can believe it or not But I just want a cup of coffee Made in a proper copper coffee pot Tin coffee pots Or iron coffee pots Are no use to me.

1. tax 2. candy 3. toy 4. echo 5. cello 6. army 7. zoo 8. day 9. gas 10. waltz

2. Review: Checking of assignments. Direction: Underline the nouns given in each sentence and identify its kind.

1. The peasants of Central Luzon raise many _______ (goose) throughout the year. 2. (Sheep) _______ roam the wide and rolling meadows beside the hillsides. 3. The innocent looking children ran after the numerous and multicolored (butterfly) ________ in the field. 4. Many (life) were lost when the jetliner was shot down by the enemies. 5. Malaria is carried to man by the bite of some (mosquito).

3. Motivation: What kind of flower do you like best? Do rains like flowers too? Presentation: Have the pupils read the paragraph given. 7. People love rain as flowers do. Rain makes farmers happy. It gives water and life to plants, whether it’s a tree, a vegetable or a vine. It brings health and wealth to every living creature on earth. Take the case of flowers. Without rain, they wither and die. But rain makes flowers lovely, colorful, and attractive. Flowers uplift the dampened spirit of sick people. A bouquet of beautiful red roses given by a beloved can make a lady glad. 5.

11. sky 12. roof 13. loaf 14. moo 15. boy 16. garden 17. 100 18. tongs 19. cameo 20. man

B. Fill in the blanks with the plural of nouns at the parentheses.

1. Jose Rizal was a model citizen of our country. 2. As a boy, he was fond of reading stories. 3. But his mother taught him to study his lessons first. 4. In this way, Rizal attended to duty first instead of pleasure. 5. He grew up to be man of great selfcontrol.

4.

Fixing Skills: A. Write the plural form of the following nouns:

GENERALIZATION: How do nouns form their plural? REMEMBER: Nouns form their plural in different ways: 1. Most nouns form their plural by adding –s. boy – boys tree – trees 2. Nouns ending in –s, -ss, -z, -ch, -sh, and –x form their plural by adding –es. ax – axes brush – brushes

Discussion: What are the nouns used in the paragraph? Have the pupils classify the nouns as singular or plural. Discuss further how nouns form their plural.

3. Many nouns ending in –f or –fe form their plural by changing –f or –fe to – ves. knife – knives wife – wives Some exceptions are:

81

roof – roofs belief – beliefs

chief – chiefs chef – chefs

Manalo – Manalos Sanchez – Sanchezes

4. Nouns ending in –y preceded by a consonant form their plural by changing –y to –-i and adding –es. city – cities lily – lilies

16. Compound nouns form their plural by adding s to the important name part. mother – in – law - mothers –in – law major general - major generals

5. Nouns ending in –y preceded by a vowel form their plural by adding –s. key – keys toy – toys

Compound nouns that end with ful form their plural by adding s. cupful – cupfuls teaspoonful – teaspoonfuls

6. Some nouns ending in –o preceded by a consonant form their plural by adding – es. mango – mangoes potato – potatoes

17. Some nouns derived from Latin roots form their plural by changing the last letter or letters. alumnus – alumni crisis - crises datum – data radius – radii

7. Other nouns ending in –o preceded by a vowel form their plural by adding –s. radio – radios igloo – igloos

18. Some nouns though plural in form have singular meaning. athletics mathematics

8. Some nouns form their plural by changing their whole spelling. tooth – teeth goose – geese

8. APPLICATION: Change the nouns in the parentheses to plural form. 1. Our tour took us to several (ranch) in (valley) and (mountain) 2. But the exciting (rodeo) and beautiful (view) made up for all our (difficulty) 3. (Duck), (goose), and (turkey) scattered their (feather) as they fled to get out of the way. 4. (Ox), (sheep) and (deer) stood and stared at the whole scene. 5. Some (place) could be reached only after passing near steep (cliff)

9. The following nouns have the same form in the plural. sheep – sheep deer – deer 10. A few nouns form their plural by adding –en or –ren. ox – oxen child – children 11. Some nouns are always plural. goods proceeds scissors trousers tongs pliers pincers tweezers

shears

12. Some foreign nouns form their plural as in the original language. cactus – cacti datum – data 13. Numbers, letters and symbols form their plural by adding –s. As 15s 30s Ms

1. 2.

14. Mass nouns name things that cannot be counted. They need their counters to make their meanings complete. A glass of milk a can of oil A grain of salt a cube of ice

3. 4. 5.

15. Proper nouns form their plural by adding –s. Those that end in s, sh, ch, x or z add es. Ana – Anas Reyes – Reyeses

IV. EVALUATION: A. GOLD: Direction: Rewrite the following sentences by changing the plural form of each underlined noun. The child and adults enjoy games. The composer repeated the line several times. My friend sang in the concert. The ditty told of life on the ranch. The cloud in the sky wept for him.

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

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Have the pupils read the following rhymes. Jack Sprat could eat no fat His wife could eat no lean And so between them both you see They licked the platter clean.

Discuss further how to write from dictation. Have the pupils write the sentences as the teacher dictates the sentences. 6.

REMEMBER:

Molly, my sister, and I fell out And what do you think it was all about? She loved coffee and I loved tea And that was the reason we could not agree. 2. Review: Checking of assignment: Read the following sentences. Rewrite them in a paragraph form. Then identify the most appropriate title for it.

Generalization: How do write from dictation?

The most important thing to remember is that when you write from dictation, you should write legibly and neatly, observing correct letter form, capitalization, punctuation and spelling.

7.

Filipinos are very religious people. They are devoted and committed to their chosen religion. In towns all over the country, people hold lavish festivals in honor of their patron saint. Many Filipinos also offer novenas and special devotions to different saints. Most importantly, Filipinos are firm believers in miracles and the power of prayers.

Application: Have the pupils write the following sentences: 1.

The Greek islands are warm in the summer. 2. The Arabian climate is very warm. 3. What have you heard about Icelandic weather? 4. South American seasons are the opposite of ours. 5. I do not enjoy cold European winters. 6. It is always extremely hot in the North African deserts. 7. A Mexican vacation would be nice. 8. The cold makes us dream of Jamaican sunshine. 9. A Hawaiian holiday would bring relief. 10. Canadian air will make the temperature fall.

A. God and the Filipinos B. Religious Practices of the Filipinos C. The Fiesta Loving People 3. Motivation: How do we start a sentence in a paragraph? 4. Presentation: Have the pupils read the following sentences.

IV. EVALUATION: TS. Write the following sentences: 1. Materials for artwork are everywhere. 2. The picture showed cactus, pebbles, dried flowers and insects. 3. Jose made a poster about lakes and rivers in the Philippines. 4. Students can make a design with photographs. 5. Cut the pictures out with scissors.

1. The whole village went under water during the typhoon. 2. I was overwhelmed with both fear and apprehension. 3. Maintain your poise and dignity. 4. The imposter again eluded the arresting policemen. 5. He tried to bribe the fiscal and the judge.

V. ASSIGNMENT: A. GOLD: Direction: Write each sentence. Complete the sentences with the correct plural form of each noun in parentheses.

Let the pupils know the spelling of the different words in the sentences. 5. Discussion: How do you write the beginning of the sentence? 83

1. Three ____ and three boys form a team. (man) 2. Two ____ play water polo. (woman) 3. A family brought their ____ so they can play musical chairs. (radio) 4. These soccer players can run as fast as _____. (deer) 5. The players’ voices created _____ (echo)

TS:

4. Write a model compositionarrange details in order.

II. SUBJECT MATTER: GLR: The Long - Necked Giraffe and the Humble Pullet OLD: Using Plural of Compound Nouns. TS: Writing a Model Composition – Arranging Details in Order Reference: 2002 Basic Education Curriculum PELC Speaking 5; PELC Writing 3. p 23 Explore Your World Through Language and Literature p. 102 – 103. English For You and Me Reading p 21 - 23 Across Borders Through Language pp. 5 -7 Dynamic Series in English p. 260 Materials: strips of cartolina. Index cards

1.

III. PROCEDURE: GLR (Genuine Love for Reading) Pre –reading Activities: Drill: Pronunciation drill: Have the pupils read the following rhymes: Young lambs to sell, If I’d much money As I could tell, I wouldn’t be crying “Young lambs to sell.” Cobbler, cobbler, mend my shoe Get it done by half past two. Stitch it up and stitch it down And then I’ll give you half a crown. 2.

LESSON PLANS IN ENGLISH VI USING THE FOUR PRONGED APPROACH

3.

LESSON # 1

Motivation: Which is better, to be tall or to be small? Unlocking of Difficulties; Have the pupils identify the meaning of the following words by answering the configuration clues given.

1. more distant; remote

I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use plural of compound nouns.

to press between tow bodies; to crush

84

.

to mark the surface of anything.

.

a cry of a hen or a goose

.

squeezed farther 4.

The giraffe remarked. “You know what I think? I think it is best to be what you are.” “You are right, my friend,” cackled the pullet happily. And then they became the best of friends. C. Post Reading Activities: 1. Answering the motive question: What is the best thing to be, according to the giraffe?

cackle scratch

Motive Question: What is the best thing to be, according to the giraffe?

2. Comprehension Check: Have the pupils answer he following questions: a. Who was very tall? Very short? b. Why is it good to be tall? How was this shown in the story? c. Why is it good to be short? How was this shown? d. What became the giraffe and the pullet at the end of the story? e. Do you agree with the giraffe that “it is best to be what you are?” If so, give examples.

During Reading Activities: Have the pupils listen to the story. Let them take down important details about the story. THE LONG NECKED GIRRAFE AND THE HUMBLE PULLET There was a giraffe that was very tall. He always said, “It is good to be tall. Oh, how good it is to be tall.”

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

“Oh, no. It is good to be short. Honesty, it is wonderful to be short,” said the pullet. “Let us take a walk and see,” the giraffe answered back. They came upon a wall. There trees near the wall. The giraffe ate and ate leaves of the trees while the pullet just looked and looked.

GROUP 1: LIGHTS, CAMERA, ACTION Choose the part that you liked best in the story. Then make a script and dramatize the chosen part. GROUP 2: WRITE ME A LETTER

“See, it is good to be tall! I told you so,” the giraffe said to the pullet in between big bites.

Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her.

“Let us walk farther and see,” said the pullet. They came upon a very high wall. The pullet wished she could cross the tall wall, but with her size, she thought she couldn’t. All of a sudden, she saw a hole at the bottom. The pullet squeezed herself and went into the vegetable garden. There she ate and scratched while the giraffe waited patiently.

GROUP 3: WRITING A PARAGRAPH Give the advantages disadvantages of being – a. a tall child b. a short child

“See, it is good to be short,” the pullet said when she joined the giraffe again.

and

GROUP 4: I WRITE A SONG!

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

GOLD (Grammar, Language Development)

Oral

1. Drill: Pronunciation drill: Have the pupils recite the given tongue twister:

5. Discussion: What are the nouns used in the letter above? Have the pupils write the nouns such as time, city, expressway, flyovers, skyscrapers, center, sights, farmhouse, and wildlife What do you notice about the nouns time, center and sights? (They are one-word nouns) How about the words expressways, flyovers, skyscrapers, farmhouse, and wildlife, what characteristics do they have in common? (They are formed by putting two nouns together.) What are the nouns that make up expressways, flyovers, skyscrapers, farmhouse, and wildlife? How do we call these nouns? (They are called compound nouns) How are compound nouns formed?

Harry Hunt hunts heavy hairy hares Does Harry Hunt hunts heavy hairy hares? If Harry Hunt hunts heavy hairy hares, Where are the heavy hairy hares Harry Hunt hunts? 2. Motivation: Look for the nouns in the crossword puzzle below. I K Q W A A

J C M F U B

H V E V C I

L O L T T P

V I O L I N

D C D B O W

S E Y U N B

H K G Q E R

M A S T E R

O G T F R O

3. Review: Checking of assignment: Direction: Read each sentence. Complete the sentences with the correct plural form of each noun in parentheses.

2.

5.

Study how the plural of the following nouns are formed: father – in – law editor – in - chief bookshop court martial

1. Three ____ and three boys form a team. (man) Two ____ play water polo. (woman) 3. A family brought their ____ so they can play musical chairs. (radio) 4. These soccer players can run as fast as _____. (deer) The players’ voices created _____ (echo) 4. Presentation: Have the pupils read the letter below Direction: Write each sentence. Complete the sentences with the correct plural form of each noun in parentheses. October 5, 2009 Dear Rose, How are you now? About me, I’m having a great time here in the city. I’ve traveled along wide expressways and flyovers. I’ve seen skyscrapers at the center of the city. I was overwhelmed by all these sights. But you know what? I miss our farmhouse and the wildlife we enjoy so much. Anyway, I’ll be back there in a

fathers – in – law editors – in – chief bookshops courts martial

Discuss the different ways on how compound nouns are formed. Discuss how compound nouns form their plural. Discuss further. Use the given information under Remember. 6. Fixing Skills: A. Think of a compound noun that fits the given meaning. Ex. the sun goes down - sunset 1. 2. 3. 4.

a box for letters worn on a rainy day catches fish gives a flashing light for emergencies 5. a game played with a basket or goal

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7. GENERALIZATION: What are compound nouns? How are compound nouns formed? How do compound nouns form their plural? REMEMBER: A compound noun consists of two or more words. It may be a combination of: 1. noun + noun Armchair - armchairs 2. verb + noun Breakwater - breakwaters 3. verb+ adverb Breakdown - breakdowns 4. noun + adverb passer-by - passers-by 5. noun + adjective court martial - courts martial 6. noun + prepositional phrase brother – in – law brothers – in – law There are three forms of compound noun. They can be separate words like beauty queen; hyphenated as in officer - -in charge; or they can be combined words as in sideline.

The following rules are applied to form the plural of compound nouns: 1. When the second word is a noun (noun + noun, verb + noun), add –s at the end of the compound. This rule also applies to the majority of compound nouns. (verb + adverb).

1. 2. 3. 4. 5.

I am a bird with black feathers. I am the light from the sun. I am the wife of your brother. I am a big thorny fruit. I am a machine that flies like a bird.

GROUP 4: Make compound word by matching the nouns in the two columns. Then write its plural form. 1. 2. 3. 4. 5. 6. 7. 8.

way tug teller suit house flower wheel door

boat path knob barrow story case dog sun

B. Independent Practice: Match the words in column A and column B to form compound words. Then write the plural form of the compound word formed. A B 1. river hook 2. board car 3. bell bar 4. fish bank 5. box card 6. salad bath 7. bird fruit

2. In combinations such as noun + adverb, noun + adjective, noun + prepositional phrase, add –s to the main noun. 8. APPLICATION: A. Guided Practice: Divide the pupils into group. Have the pupils perform the activities given. GROUP 1: Form a compound noun based on the given definition. Then write its plural form. GROUP 1. a 2: store where medicines or drugs Answer are sold. each question with a compound noun.who Then write its plural form. 2. a person pushes drugs illegally. dotear. you call the yard at the 3.1. aWhat drop of the house? 4. aback roadof crossing a main road kind of belt isby used 5.2. aWhat ball game played footin a car or an airplane? 3. What do you call the shoe of a horse? 4. What kind of fruit has a star in its name? 5. What kind of bird has a black feather?

GROUP 3: Riddle fun. What am I? Write a compound noun to answer each riddle. Write also its plural form.

A.

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IV. EVALUATION: GOLD. Direction: Match the words in column A with column B to form compound nouns. Then write its plural form. A

B

1. guard

field

2. wheat 3. tree 4. earth 5. egg 6. horse 7. fire 8. god 9. flower 10. battle

top house shell worm cry child man fighter bed

on the board. Then the teacher guides the pupils in arranging them in logical sequence to create a meaningful body. Then the teacher will also guide the pupils in formulating the ending of the paragraph. 6. GENERALIZATION: What is the characteristic of a good paragraph?

TS (Transfer Stage) 1. Drill: Pronunciation drill: Have the pupils read the pair of words. Note the difference in their sounds. /e/ tell sell

/i/ till sill

dead red bless fell spell lead wet

did rid bliss fill spill lid wit

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

7.

2.

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

Review: How do we write sentences?

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

4. Does it have an effective beginning sentence? 5. Do all the supporting details keep to the topic? 6. Is the ending sentence effective?

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

V. ASSIGNMENT: A. GOLD. Direction: Write the plural form of the following compound nouns:

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

1. 2. 3. 4. 5.

What do you encounter/ experience during and after storm? What activities do you enjoy when there is a storm? What activities can’t you enjoy? What things delight you? (Have the pupils paste their answers on the board)

sleepwalker aide – de – camp school day commander – in - chief dustbin

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

Have the pupils arrange all the details written on the board in order. Have them also formulate sentences out of the details 88

3. What do chores mean? (household tasks) 4. Motive Question: What is peculiar (strange) in the story?

LESSON # 2 I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use nouns plural in form but singular in meaning. TS: 4. Sequence events of a story listened to through guided questions.

B. During Reading Activities: 1. Have the pupils listen to the story. Let them take down important details about the story. JUAN TAMAD SELLS RICE CAKES “Wake up, Juan. The sun is already high in the sky,” said Mother.

II. SUBJECT MATTER: GLR: Juan Tamad Sells Rice Cake GOLD: Using nouns that are plural in form but singular in meaning. TS: Sequencing events through guided questions.

“But I am still sleepy, Mother.” “Get up now. Don’t just sleep all day. Help your mother do some work in the house.” “I do help you sometimes, Mother.” ‘Then, get up and go to town. Sell these rice cakes I have baked early this morning.” With this, Juan Tamad got up. He stretched his arms and legs thinking how it would be nice to still stay in bed. When Mother came back, she placed a twisted towel on Juan’s head so that he could carry a basket of rice cakes on his head. “Now go and sell the rice cakes like how good boys do. Be sure you are paid twenty centavos for each rice cakes,” said Mother. And Juan went whistling gaily as he walked. The basket of cakes was on his head as he shouted: “Rice cakes for sale! Rice cakes for sale! Come and buy my rice cakes!” “Cheep, cheep!” said the birds. “They are twenty centavos each,” Juan said. “Cheep, cheep” the birds said and flew away. “If you do not want to buy my rice cakes, somebody else will.” Juan continued walking. The sun was hot. The basket was getting heavy. He called again, “Rice cakes for sale! Who wants to buy rice cakes?” Soon he came to an acacia tree. “I shall rest for a while,” he said. Juan sat under the shade of the tree. He put the basket of cakes beside him. Soon, he

Reference: 2002 Basic Education Curriculum PELC Speaking 5.6; PELC Listening 5 p 23 Phoenix 21st Century English 6 p 39 English for You and Me Reading p 21 - 23 Across Borders through Language pp. 5 -7 Dynamic Series in English p. 260 Materials: strips of cartolina, index cards III. PROCEDURE:

GLR (Genuine Love for Reading) A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils recite the tongue twister: I do like cheap sea trips, Cheap sea trips on ships. I like to be on the deep blue sea, When the ship she rolls and dips. 6. Motivation: Do you know Juan Tamad? Do you know any story about Juan Tamad? 3. Vocabulary Development: Have the pupils identify the meaning of the italicized words in the sentences. 1. When one is whistling gaily, he is whistling ____. (happily) 2. Describe a brook. How is it different from other bodies of water? (stream)

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began to feel hungry. He got one of the rice cakes and ate it. He saw some butterflies in the acacia tree. “Here, pretty ladies, are some rice cakes,” he said. The butterflies did not say anything. “They are very good. See, I’ll get another one. Come and taste them.” The butterflies flew away.

“I will go with you, Juan,” she said. “Let us go and get the money for the rice cakes.” Juan leads his mother to the brook. When they were near, they heard the frogs say, “Ko-kak! Ko-kak!” “There is where I sold the cakes,” said Juan. “To whom? I do not see anybody,” said Mother. “There!” said Juan. “Here is my mother. Give her the money. Pay her for the rice cakes.” “Ko-kak! Ko-kak!” said the frogs. “They say they have no money now, Mother.” “You foolish boy! Did you give the rice cake to the frogs?” “Yes, Mother. They liked your rice cakes very much. They ate them all.” With this, Juan’s mother became very angry. “How could you sell the rice cakes to the frogs?” Juan’s mother dragged him back home and made him do all the house chores as punishment.

“You think you are too good for my rice cakes? I shall sell them to somebody else,” said Juan. He got his basket of cakes and walked on. Pretty soon, Juan came to a brook. How cool the water looked! It would be good for his tired feet. Juan waded in the brook. He saw some green frogs on the stones. “Rice cakes for sale! Do you want to taste my rice cakes?” “Ko-kak! Ko-kak!” said the frogs. “Oh, you want to taste the rice cakes. Here is one.” Juan threw a rice cake to the frogs. They ate it up. “You want some more? It is only twenty centavos each.” “Ko-kak! Ko-kak!” said the frogs. Juan threw one more rice cake to the frogs. Then he threw another one. More frogs came. “Ko-kak! Ko-kak,” said the frogs. Juan kept throwing his cakes until none was left. “Now pay me.” “What! You have no money now?” “Ko-kak! Ko-kak!” “You will pay me next week? All right. I shall be back next week.” Juan was happy that he sold all the cakes. He went home, whistling gaily. When Juan got home, his mother asked, “Did you sell the cakes?” “Yes, Mother.” “Where is the money?” “They will pay me next week.” The following week, Juan went to the brook to ask payment from the frogs. He said, “Where is the money for the rice cakes? You said you will pay me this week.” “Ko-kak! Ko-kak!” said the frogs. “What! You will pay me next week again? Be sure you do, “said Juan. When Juan came home, his mother asked for the money. He said, “They will pay next week.” Another week passed again, and still Juan went home without the money. His mother became angry.

-Adapted

CT. CRITICAL THINKING C. Post Reading Activities: 1. Answering the motive question. What is peculiar in the story? 2. Comprehension Check: Have the pupils answer the following questions: a. In the beginning of the story, what gives you the idea that Juan is lazy? b. What did his mother ask him to do? c. Narrate Juan’s encounter with the following animals: 1. birds 2. butterflies 3. frogs d. If you were Juan’s mother, would you have reacted in the same way? Why? e. Do you know other stories about Juan Tamad? 3. Engagement Activities: Have the pupils perform the following activities. GROUP 1: LIGHTS, CAMERA, ACION! Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.

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GROUP 2: WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

GROUP 3: ORGANIZER

STORY

GRAMMAR

hill

pitch

sick

did mix tick

lips kill

grin chill

bit lift slid

still fit ditch

list

rid chip lid

Have them read the following phrases:

Have the pupils complete the story grammar organizer:

A silly kitten Spilled milk Hit with a stick The fifth gift A written will

Title: _________________________ Author: _______________________

a dripping pitcher kill the insect a big fish fit for a king with a grin

2. Review: Checking of assignment. Direction: Write the plural form of the following compound nouns:

Who is the main character? Where and when did the story take place?

1. What is the problem or conflict?

What did the main character do to solve the problem?

sleepwalker 2. aide – de – camp 7. school day 8. commander – in - chief 9. dustbin 3. Motivation: Have the pupils read the following words: Aeronautics news Physics series Civics species

How did the story end?

GROUP 4: DRAW ME!

Draw Juan and one of the animals in the story. Make a dialogue between the two using the bubble. Juan:

What are the numbers of these nouns? Let us see. 4. Presentation: Have the pupils read the following sentences:

Animal:

1. Mathematics is more fun when it is learned with friends. 2. Politics is the favorite topic of conversation of my parents during Sunday gatherings. 3. Measles is contagious.

Allow the pupils to perform the activities under limited time.

GOLD (Grammar Oral, Language Development)

5. Discussion: What are the underlined words in the sentences? What are these nouns? How do these words end? What are the numbers of these nouns?

1. Drill: Pronunciation drill: Have the pupils recite the following words with /i/ sound.

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What from of the verb is used with these nouns? Discuss further. You may use the information given under REMEMBER. 6. Fixing Skills: Direction: Underline the correct verb form in each sentence. 1. Physics (is, are) Karl’s favorite subject. 2. The news (is, are) aired today. 3. Economics (is, are) a subject in high school. 4. Politics (is, are) an interesting topic for debate. 5. Mumps (is, are) contagious disease and it usually breaks out during summer.

GROUP 3: Place a check on the blank if the subject agrees with its verb. If not, rewrite it in the correct form. ____1. The Philippines is made up of more than seven thousand islands. ____2. Mathematics are interesting and enjoyable subject. ____3. Billiards is becoming popular among youngsters now a day. ____4. Measles are epidemic in rural areas especially during summer time. ____5. Physics is a difficult among students.

7. GENERALIZATION: What form of the verb is used with nouns plural in form but singular in meaning? REMEMBER:

.

Nouns such as aerobatics, billiards, civics, mumps, mathematics, measles, politics all end in –s. Yet this does not mean that it is used in the plural form. Although these words end with an s, they are still considered singular. Hence, the verb used is singular.

8. APPLICATION: Have the pupils following activities given.

perform

GROUP 4: In each sentence, find a noun that is plural in form but singular in meaning. 1. Ivy helps Ferlin with her report on the different species of insects. 2. Many students find Physics difficult. 3. Have you heard the good news? 4. The Philippines is the home of many talented artists.

the

IV. EVALUATION: A. GOLD. Direction: Write the correct form of the verb in the parentheses to complete each sentence. 1. Tuberculosis ____ one of the effects of excessive cigarette smoking. (be) 2. Mathematics ___ somewhat a difficult subject because of Mathematical problems and computations. 3. Philippines ____ three big groups of islands. (have) 4. Home Economics ____ now a subject for both girls and boys. 5. Measles _____ continuously over his body. (spread)

GROUP 1: Direction: Choose the correct verb form in each sentence. 1. The study of Civics (demands, demand) that we understand our country’s history. 2. Social Studies (has, have) become the most interesting subject for Sherwin this year. 3. The senior students say that Physics (is, are) fun and interesting subject. 4. The human species (is, are) a thing of GROUP 2: and beauty. wonder Direction: Write the correct form of the verb in the parentheses to complete the sentence. 1. Measles ____ all over his body. (spread) 2. Mumps ___ caused by virus. (be) 3. Tonsillitis ____ swelling of the throat. (cause) 4. The Philippines ____ plenty of historical places and tourists spots. (have) 5. Mathematics _____ fun. (be)

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in developing the ability of presenting ideas in related, orderly manner.

TS. (Transfer Stage) 1. Drill: Pronunciation drill. Have the pupils recite the tongue twister given.

6. Fixing Skills: A. Direction: Read the paragraph and then answer the questions that follow:

I’d rather lather father Than father lather me. When father lathers, He lathers rather free.

After painting the picture of a dragon, Ben left it to dry. He framed his picture and hung it on the wall. What did Ben do first? _________________ What did he do after painting the picture? __________________________________ ___ What did he do next? ___________________ What did he do last? ____________________ B. Have the pupils read the given paragraph. Then have them sequence the events by answering the questions given.

2. Review: Checking of assignment. 3. Motivation: How do you feel when you failed in fulfilling your dreams/desire? 4. Presentation: Have the pupils read the paragraph given:

The Fox and the Grapes A hungry fox went into a vineyard one day. There he saw bunches of sunripened grapes hanging high on the vine. They looked so plump and juicy he could almost taste them. First, he jumped up to seize the nearest vine, but he found out that it was too high and he couldn’t reach it.

Allyson saw flames coming from a big warehouse in the neighborhood. Next, he ran home to call the Calapan Fire Department. Then the firemen arrived to put out the fire. Finally, fire was extinguished after a couple of hours.

Then he jumped again and again. But hard as he tried he just couldn’t reach any of the grapes. Next, he concentrated on the lowest bunch and exerted all his effort to reach it but still he failed. Finally, he gave up and walked away. With one last look at the grapes he said, “Anyone can they are sour.” This just goes to show that it is easy to despise what you cannot possess. 5. Discussion: Have the pupils following questions:

answer

1. What happened first? _________________ 2. What happened next? ________________ 3. What happened after that? _________ 4. What happened finally? ______________

the 7. GENERALIZATION: How do we arrange events in a story?

1. What was the first things happened in the story? 2. When did the fox go into the vineyard? 3. What happened after the fox tried jumping several times? 4. What was the last thing happened?

REMEMBER:

Sequencing is arranging events in order. In a story, things happen in a certain order so that it makes sense. Understanding the order helps you understand the story. To point out how events are connected in time, SEQUENCE CLUE WORDS are used.

Understanding the flow of events and following what had happened to the characters of the story make the story enjoyable to the readers. That is why it is important to learn the skill of sequencing events. Furthermore, knowing how to sequence events helps

Examples of sequence clue words: First next afterward after that Before then finally early morning meanwhile during

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at the end

as

2. How did the ice pop get its name? Number each name in correct sequence. Write 1,2,3,4 in each box. Pop’s sicle Epperson Icicle

8. Application: A. Have the pupils recall the story “Juan Tamad Sells Rice Cake.” Let them sequence the story by answering the questions given. 7. 8.

Who is the main character?

Popsicle

Where and when did the story take place?

9. What is the problem or conflict? 4. What did the main character do to solve the problem? 5. How did the story end?

Ep - sicle

3. Fill in the missing event in the third frame. Select from the choices given. In 1905, Frank Epperson made a fruit drink that turned into an icy pop.

IV. EVALUATION: TS: Direction: Read the following selection. It is about Frank who made something by mistake. As you read, think about the order in which things happen. HOW POPSICLES CAME ABOUT

Frank started a business making and selling ice pops.

Today, Frank’s producing 30 kinds of popsicles far and wide.

One winter night in 1905, elevenyear old Frank Epperson from San Francisco, made a fruit drink. First, Frank mixed the drink with a wooden stick and left it at the back porch all night long.

V. ASSIGNMENT: A. GOLD. Direction: Write the noun being described with the following clues. Choose your answer form the given nouns.

The weather got very cold. Frank’s drink turned to ice and the stick would not move. In the morning, Frank pulled out the fruit ice, held it, and tasted it. It was great!

1. Somewhat a difficult subject because of mathematical problems and computation. 2. It is now a subject for both girls and boys. 3. It has three big groups of islands. 4. It is a contagious disease like mumps and chicken fox. 5. It is the daily happenings heard over the radio and on the television. 6. It concerns with citizenry, for the general welfare or betterment of life. 7. Concerns with the affairs of the government. 8. It is an acute contagious disease marked by fever and by the swelling at the side of the face near the ear. 9. It is a systematic exercise performed in rhythm by a group with or without light hand apparatus. 10. The art of performing an activity with body contortions.

Frank called his icy pop the “Epperson Icicle.” Soon, he changed it to “Ep-sicle.” The next summer, he made these pops at home and sold the pops to his neighbors at five cents each. In 1923, Frank turned 29 ad started a business of making and selling ice pops. His children called them “pop’s sicle” and later changed to “Popsicle” by Frank. He made 7 kinds of popsicles. There are now 30 kinds and orange is the best seller. 1. What happened one winter night in 1905? A. Frank started a business. B. Frank mixed a drink, left it at the back porch all night long. C. Frank sold the drink to his neighbors. D. Frank’s fruit drink turned into ice.

Philippines Mathematics Home Economics Physics Economics Civics

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news politics mumps measles calisthenics acrobatics

Nina needs nine knitting needles to knit naughty Nita’s knickers nicely. B. TS. Arrange the following events in order. Number them 1 – 5.

2. Motivation: What kind of toy do you want to have? What do you do to get this toy?

_____ The Japanese caught him delivering messages to the Filipino guerillas. _____ His fellow prisoners called him KID. _____ Pedro was then imprisoned and tortured. _____ Pedro Flores was in Grade 5 when the war broke out.

3. Vocabulary Development: Have the pupils identify the meaning of the following words. a. fantasized b. glimpse c. luxury d. leverage e. desperate -

LESSON #3

m

g

p

e

p

c

f

o

p

t

w w

r r

r

(Answer: imagine; peep; comfort; power; worried)

I. OBJECTIVES: GLR: 1. Enjoy listening a story CT: 2. Answer questions from the story read. GOLD: 3. Use gerunds as subjects and predicate noun/nominative. TS: 4. Sequence the episodes of the story through story grammar.

i

4.

Motive Question: What did the boy do in order to take his wish? B. During Reading Activities: 1. Have the pupils listen to the story.

The Parable of the Hostage

II. SUBJECT MATTER: GLR: The Parable of the Hostage GOLD: Using gerunds as subjects and predicate noun/nominative TS: Sequencing events through story grammar.

The eight-year old son of the farmer dreamt of a small bicycle almost every night. In school, he fantasized riding the toy to and from the school. This started a year earlier when he first saw a blue bicycle in the general store of the town shopping center. Since then, he would do anything to join his father marketing their fruits and vegetables in town. For the little boy, getting a glimpse of the bicycle in the store made his day wonderful.

Reference: 2002 Basic Education Curriculum PELC Speaking 3; PELC Reading 5.5.1 24 Phoenix 21st Century English 6 p 297 Growing in English Lang. p. 10 -15 Readings and Communication Skills in English p. 252 Materials: strips of cartolina. Index cards

But the family finances did not allow such an expensive luxury. The family’s priorities were school fees, clothes, food and medical costs. A bicycle was not even in the list. His only recourse was to pray for a bicycle. Above the bed of his mother was a

III. PROCEDURE:

GLR (Genuine Love for Reading) A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils recite the tongue twister: 95

e

d

framed picture of Jesus Christ. It rested on a shelf with a vase maintained with fresh flowers everyday. On a side table was the image of the Virgin Mary – about eight inches tall, dressed in white, complete with blue sash.

have to send me the blue bicycle. Meanwhile, I am holding her hostage.” Juan M. Flavier

CT. CRTICAL THINKING C. Post Reading Activities: 1. Answering the motive question. What did the boy in order to take his wish?

The little boy prayed alternately to Jesus above the bed and the mother of Jesus on the side table. The plea was the same. “Please send me the blue bicycle from the general store in town. I will do anything if you give me the toy.” Since Christmas was coming, the young lad used the occasion as leverage. “Christmas will soon be here. Please consider a gift for me. There is only one toy I want in the world. Nothing less matters me. All I want this Christmas is the blue bicycle.”

2. Comprehension Check: Have the pupils answer the following questions: 1. What was the dream of the eightyear old son of the farmer? 2. How did his dream start? 3. Why can’t he get his dream? 4. What was his only recourse then? 5. What did he do when he wasn’t able to get his dream? 6. If you were the eight year old boy, what will you do in order to get your dream?

Night after night, he prayed with all intensity (dasal na buong taimtim) but nothing happened. He went to bed full of hope and expectations, especially after his evening prayers. In the morning he would run to their living room to see if the bicycle had been delivered during the night. Then the boy would open the kapis (flat shell) window to check if the toy was packed in the yard fronting the main barrio road.

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

Still nothing happened. The young lad had become desperate. Several times he heard adults citing a proverb as follows: “Kung hindi makuha sa santong dasalan, kunin sa santong paspasan.” (If you can’t get it through fervent prayers, get it by force.).”

GROUP 2: WRITE ME A LETTER Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her.

The boy went to the side table and got the image of the Virgin Mary. He wrapped it in an old newspaper and tied it with string. Carefully, he placed the bundle in an empty shoe box and covered it properly. As double precaution, he tied the box with another piece of string.

GROUP 3: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

Then he went to the rice bin (bigasan) which was a small barrel with a wooden cover. With his right hand, he dug out the husked rice (bigas) and put it in the shoe box. He covered the box with rice, forming a mound.

GROUP 4: ORGANIZER

STORY

GRAMMAR

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

Then the boy returned to the bedroom and talked to Jesus Christ. “now, if you want to see your mother again, you

Who is the main character? 96

How is sewing used in the first sentence? (Subject) Dancing? (Subject) How is cooking used on the third sentence? (Predicate Nominative) How do we call sewing and cooking? Discuss further.

Where and when did the story take place?

What is the problem or conflict?

6. Fixing Skills: A. Change the italicized subjects into gerunds.

What did the main character do to solve the problem?

1. To read biographies is Chester’s hobby. 2. To draw portraits is my brother’s pastime. 3. To write poems has become Allyson’s hobby. 4. To play guitar is Sherwin’s hobby. 5. To jog around our lawn every morning remains my father’s habit.

How did the story end?

GOLD (Grammar Oral, Language Development) 1. Drill: Pronunciation drill: Have the pupils read the following /o/ block – black sock – sack lock – lack bottle – battle 3.

B. Underline the gerund in each sentence. Identify whether it is used as a subject or predicate nominative.

/a/ top – tap hot – hat cop – cap pod - pad

1. Exercising helps a person maintain a healthy lifestyle. 2. Dancing is a relaxing activity. 3. My aunt teaches dancing. 4. Her motto was winning. 5. One exciting sport is rowing.

Review: Checking of assignment: Use nouns plural in form but singular in meaning. 3. Motivation: Do you have a hobby? What is your hobby? Show pictures of children who are reading, singing, dancing, swimming, etc.

7. GENERALIZATION: What is a gerund? What are the uses of gerunds? How are gerunds used in the sentence? REMEMBER: A gerund is a verb form ending in -ing. It is used as a noun in a sentence. Just like a noun, a gerund can function as a subject of the sentence and predicate noun or subjective complement.

4. Presentation: Have the pupils read the following sentences: 1. Sewing keeps Rosalie busy on Saturdays. 2. Dancing is a good exercise. 3. Aurefe’s interest is cooking. 4. My hobby is reading.

Example: Subject: Farming became their main source of income.

5. Discussion: What are the underlined words in the sentences? How do these words end? (-ing) What is the root word of sewing? Dancing? Cooking? Reading? What part of speech is sew? cook? Dance? Read? (verb)

Predicate Noun/Nominative: My hobby is reading. A gerund and the words (modifiers and objects) that go with it make up a gerund phrase. Ex. Catching a cold is ordinary.

97

A.

Gerund phrase

_____ Pedro was then imprisoned and tortured. _____ Pedro Flores was in Grade 5 when the war broke out.

8. APPLICATION: A. Guided Practice: Answer the following questions using gerunds used as subject or predicate noun.

3. Motivation: What do you think happens when an alligator lizard is attacked by an enemy?

1. On windy days, what would you love doing outside the house? 2. At summertime, what do children enjoy doing? 3. Do you enjoy going to the beach? What do you enjoy doing most when you’re at the beach? 4. What is your father’s hobby? 5. What do you enjoy doing on weekends?

10. Presentation: Have the pupils read the selection given.

The Tail That Saves When an alligator lizard is attacked by an enemy, it drops its tail. The tail has a part where the bone breaks off easily. The break closes quickly to stop the lizard from bleeding.

B. Independent Practice: Underline the complete gerund phrase in each sentence. 1. Riding on a plane is one of my worst fears. 2. Drinking eight glasses of water a day is a healthy habit. 3. Driving a car is difficult. 4. I waited for the signing of the contract. 5. I choose swimming in the pool instead of bathing in the river.

The tail keeps wriggling after it leaves the lizard’s body. The attacker thinks it’s still part of the lizard and pounces on it. This gives the lizard time to get away. In time, the lizard grows a new tail. Adapted

from

Jane

Ervin Reading for Meaning 6

11. Discussion: Have the pupils study the Graphic Organizer below.

IV. EVALUATION: GOLD: Direction: Think of an appropriate gerund that will complete each sentence. 1. 2. 3. 4. 5.

Sherwin’s favorite pastime is _______. _______ interests Allyson a lot. Karl’s favorite exercise is _______. _______ broadens one’s knowledge. Jazzer’s hobby is _______.

An enemy attacks a lizard.

The lizard drops its tail.

TS (Transfer Stage) 1. Drill: Pronunciation drill. Have the pupils recite the tongue twister given.

The tail keeps wriggling.

The shape-shifter, Shaped like a ship, Shifts his shape to a shapely sheep.

The enemy pounces on the tail.

The tail breaks off and the break closes to prevent bleeding.

The lizard gets away.

In time, the lizard gets a new tail.

2. Review: Checking of assignment: Arrange the following events in order. Number them 1 – 5. _____The Japanese caught him delivering messages to the Filipino guerillas. _____His fellow prisoners called him KID.

Understanding the flow of events and following what had happened to the characters of the story make the story 98

enjoyable to the readers. That is why it is important to learn the skill of sequencing events. Furthermore, knowing how to sequence events helps in developing the ability of presenting ideas in related, orderly manner.

_____a. The lizard eggs hatch. _____b. Trees, vines, roots and weeds are carried out to sea. _____c. The plants wash up onto a beach on the new island. _____d. A fat green lizard crawls on the island.

12. Fixing Skills: A. Arrange the following events in order. Number them 1 – 5. ____ Fernando Maria Guerrero studied law at the University of Sto. Tomas. ____ He was sent to the United States to help work for Philippine Independence. ____ He finished his college education at the Ateneo de Manila. ____ He was made an officer by General Antonio Luna. ____ He worked for La Independencia.

B. Arrange the following events in order. Number them 1 – 5. _____Balagtas fell in love with a beautiful lady from Pandacan. ___ He wrote better poems than his teacher. ___ Balagtas was already weak when he got out of prison. ___ He married a good and beautiful maiden from Bataan. ____ He began his studies with the town priest.

7. GENERALIZATION: How do we arrange events in a story? REMEMBER:

Events in a story happen in certain order or sequence. Knowing the sequence can help you understand why things happen. Understanding the order helps you understand the story. To point out how events are connected in time, SEQUENCE CLUE WORDS are used.

IV. EVALUATION: Direction: Read the story then complete the organizer below.

Life Cycle of a Butterfly Butterflies go through four stages of life; egg, larva, (caterpillar), pupa (chrysalis) and adult. This process is called metamorphosis. A butterfly’s larva is called a caterpillar and it spends its days munching leaves. When a caterpillar reaches full growth, it spins a cocoon. Inside the protective sack, it undergoes great changes and eventually a beautiful flying adult emerges as butterfly.

Examples of sequence clue words: First after that

next Before

afterward then

finally meanwhile at the end

early morning during as

8. Application: A. Have the pupils read the paragraph. Number the events to show the correct sequence. One day, something special comes to the island. It is a clump of floating tress, vines, weeds and roots. The plants are from an island far away. They were carried out to sea. As they wash up onto a beach on an island, a fat green lizard crawls off the raft. Then she lays her eggs on the island. Finally the eggs hatch and the island has whole family of lizard.

V. ASSIGNMENT: A. GOLD: Read Marlon’s story. Complete his story by using the 99

appropriate gerund. Choose from the list inside the box. waiting standing watching picking

placing protecting driving guarding

Reference: 2002 Basic Education Curriculum PELC Speaking 5.5.5; PELC Reading 1.4 Phoenix 21st Century English 6 p 297 Reading for Meaning p 46 - 59 Growing in English Lang. p. 10 -15 Readings and Communication Skills in English p. 252 Linking the World through English pp. 288 - 292

flying being staying

I’m giving this scarecrow the job of _____ in the field. _____ it in a good spot in important. I enjoyed ____ a scarecrow on the job. Its presence has changed the crow’s habit of ____ in the fields. Now, its usual activity is ___ above the corn. By ____ the crow away, the scarecrow is doing its job.

Materials: strips of cartolina. Index cards,

III. Procedure:

GLR: (Genuine Love for Reading) A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils read the following words: /u/

B. TS. Direction: Arrange the following events in order. _____ _____ _____ _____ _____

When the fight for our freedom started, Apo Mena joined the rebels. He served as governor of Ilocos Sur. He was sent to the U.S. to represent the country in the World Fair. He spent his time in keeping alive the people’s interest in arts, letters, and music. He formed bands and orchestras which played native music.

uncle love come public subway us up son enough under some country

study utter done

2. Motivation: Do you believe in magic? 3. Vocabulary Development: Have the pupils know the meaning of the following words by rearranging the letters to form the words. flat pneumonia wiggle

LESSON # 4

invisible rummaged pills

1. llsip _____________ (medicine) 2. legwig ____________(to shake) 3. tlaf _______________(lying straight) 4. niaompneu _________( a kind of illness) 5. visinblei _________( cannot be seen) 6. gedamrum ___________(searched)

I. OBJECTIVES: GLR: 1. Enjoy reading a story CT: 2. Answer questions from the story read. GOLD: 3. Use gerunds as object of the preposition and appositive. TS: 4. Identify the antonyms of words. II. SUBJECT MATTER: GLR: The Magic GOLD: Using gerunds as Object of the preposition and appositive. TS: Identifying antonyms of words.

4. Motive Question: Have the pupils organize their own questions. B. During Reading Activities:

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1. Have the pupils listen to the story. Let them take down notes about the story they are going to listen.

His mother prepared his lunch box and brought him to school. When his Uncle Ramon was sick, it was his mother who took care of Bobby and his little brother.

THE MAGIC

Weeks went by. At last, Uncle Ramon came home. His laughter could be heard now from his room. Bobby felt good and inspired to study well. Most of the time, Uncle Ramon sat in his chair and read books. He was so quiet and just stared at Bobby. Bobby remembered how it used to be. They used to have fun together. Those were the days when they stayed in a flat near the supermarket. I’ll make Uncle Ramon happy,” Bobby said to himself.

“Mama, where’s Uncle Ramon?” Bobby asked his mom right after he woke up, one morning. “Son, your uncle is sick. He needs to rest in the hospital. He has been confined for observation of his heart ailment. But his doctor said he’s all right now,” explained Mama Rosa. Uncle Ramon and Mama Rosa are brother and sister. Uncle Ramon has been quite sickly even in his younger days. He was not allowed to do strenuous jobs. When Bobby was still a year old, Mama Rosa took Uncle Ramon to look after her son because she worked full time in their supermarket.

Bobby rummaged in his closet. He got a small white box, opened it then whispered, “Abracadabra, ssh! Boom! Make some magic for Uncle Ramon and me!” Booby ran to his Uncle Ramon. “Looked here, Uncle,” he said and waved something around.

Now that Bobby is nine years old, he still clings to his uncle who loved his antics so much. The two have something in common. They love magic. Uncle Ramon had an invisible magic wand. He kept it in along blue box tied with a red ribbon. No one knew about it except Uncle Ramon and Bobby. It was their secret.

“What’s that?” Uncle Ramon asked. “It’s an invisible magic wand. I rearranged my closet and I got this box. Just like the one that we had before, only smaller!” said Bobby. He waved it again and touched Uncle Ramon’s chin. He made faces and tried to wiggle his nose. Uncle Ramon laughed. “Oh, I made you laugh again, Uncle Ramon. You’re okay now. You’re well! Let’s play and have fun together!” “Yes, Bobby. I forgot about our magic. It’s good you brought it back!” said Uncle Ramon laughing.

“Did Uncle Ramon bring our magic box, Mama?” asked Bobby. “What box, Bobby?” replied Mama Rosa. “Oh, you don’t know about it, Mama. I guess, I’ll have to wait for Uncle Ramon to come home so we can have our magic tricks,” whispered Bobby to his mother. “Well, you better wait because next week, he’ll be out in the hospital. He’s okay now. He’s just resting there,” elaborated Mama Rosa. “Thanks, Mama! So, we’ll play again,” added Bobby.

“It’s a new one, Uncle. I’ll tie one tonight with a string so it won’t get away.”

Suddenly, Bobby felt happy with magical feeling. His lunch tasted better. His toys seemed to talk to him. Crabby feelings melted away. And the sun made rainbows through their kitchen window.

“Good, do it now, Bobby!” asked Uncle Ramon, as he took some pills. Bobby went to the kitchen and looked for a piece of string. “Abracadabra, sssh! Boom!” he shouted. The happy feeling was back 101

again in the house. And the sun shone brighter through the kitchen window and made rainbows.

Cecille likes to sell a pencil A pencil Cecille likes to sell Looks like a pen with a seal Rather than a pencil.

-Adapted from Highlights for Children

2. Review: Checking of assignment.

CT. CRITICAL THINKING A. Post Reading Activities: 1. Answering the Motive Question: 5. Comprehension Check: Have the pupils answer following questions:

3. Presentation: Have the pupils read again the paragraph. the

We, Filipinos, appreciate good taste in our food. We love eating very much. We are satisfied by preparing our food with the least cost required.

A. Were Uncle Ramon and Bobby’s secret magic a real thing? Why? B. Why did Uncle Ramon create it in the first place? C. How did Bobby enjoy the magic of Uncle Ramon? D. How was the magic returned? E. How did it affect Uncle Ramon’s health? F. Was Uncle Ramon a good uncle? G. How did the story end?

4. Discussion: How are we satisfied?



What word comes before the gerund in the sentence? (by) What kind of word is by? (preposition) How is gerund in the sentence used? (object of the preposition)

6. Engagement Activities: Have the pupils perform the following activities under time limit.

Have the pupils read the given sentences: Have them identify the gerund used in the sentence.

GROUP 1: LIGHTS, CAMERA, ACTION How did Bobby show his love for his uncle? Make a script and dramatize it.

1. No one really benefits from cheating. 2. I want to learn more about healing. 3. Her hobby, sketching, eats up most of her time. (Sentence #3 is used as an appositive) Discuss further.

GROUP 2: THANK YOU Make a “Thank-you Letter” for someone you would like to extend your gratitude to. GROUP 3: GET WEL SOON!

5. Fixing Skills: Underline the gerund used in the following sentences then write whether it is used as object of the preposition or as an appositive.

Make a “Get-well Soon Letter” for someone who is sick.

GROUP 4: DRAW ME

1. She improved her Math skills by practicing. 2. We should know the benefits of listening from learned men. 3. Claire will report on the basics of dancing.

Was Uncle Ramon a good uncle to Bobby? How? Show though a drawing.

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

We are satisfied by preparing our food with the least cost required.

Pronunciation

102

4. My favorite sport, playing tennis, keeps me in shape. 5. His field of specialization, advertising, requires creativity.

GROUP 3: Suppose you won in a lottery amounting to P 1,000,000. Write a paragraph telling how you will spend the money. Use gerund in the sentence.

6. GENERALIZATION: What are the other uses of gerunds?

GROUP 4: What do you do during summer? Have each member of the group answers the question using gerund as object of the preposition, and appositive.

REMEMBER: A verb that ends in –ing and is used as a noun is a gerund. Aside form being used as a subject and predicate noun/subjective complement, a gerund also performs the same function as any other noun in the sentence such as:

Independent Practice: Direction: Underline the gerund used in the sentences and then write its function.

1. Object of the Preposition – when the gerund used comes after the preposition. Example: She will report on baking. prep. Gerund 2. As an appositive Example: She spends most of her time in productive pastime, baking cookies. 7.

1. Some painters use sponges for mixing colors. 2. His work, baking bread, helps the community. 3. Thank you for getting me out there. 4. I’ll explain about sewing next time. IV. EVALUATION: A. GOLD: Direction: Underline the gerund in each of the following sentences and identify its function:

APPLICATION: a. Guided practice: Have the pupils perform the following activities with the group: GROUP 1: Write sentences for the following gerunds with their given function:

1. The crop was ready for harvesting. 2. The project, keeping the community clean and green, I supported by the people. 3. The crop was ready for harvesting. 4. Their job, baking cookies, provided more earnings. 5.Their newfound work, tilling and weeding the land, proved to be very exciting.

1. cooking (appositive) 2. fencing (object of the preposition) 3. jogging (appositive) 4. traveling (object of the preposition) GROUP 2: Underline the gerund in each sentence. Write whether it is used as object of the preposition or as an appositive.

TS (Transfer Stage)

1. Mabini became one of the pillars of the Revolution, committed to the ideal of freeing the Philippines from the Spaniards. 2. A congested classroom is not conducive to learning. 3. Ed’s talent, painting, is his greatest contribution in the school. 4. His job, writing articles for the La Solidaridad, was a well-kept secret.

1. Drill: Pronunciation drill: Have the pupils read the following words focusing in /I/ and /iy/ /I/ mill sit win still rid live

103

/iy/ meal seat wean steal read leave

pill din

peal dean What descriptions did Dickens use? (Opposites) Have the pupils study the following words: A B

2. Review: Checking of assignment: Direction: Select from the word box the synonym of the given word. Write it below the given word. The first one is done for you. real genuine

value ________

promise ________

best wisdom belief light hope everything

coarse _______

decline _______

worst foolishness incredulity darkness despair nothing

5. Discussion: What are the given words under A and B tell us? What are these words? What are antonyms? Discuss further.

late ________

6. Fixing Skills: A. Direction: Identify the antonym pairs in each of the following sentences. Then underline them. The first one is done for you.

Word Box rough pledge worth refuse genuine tardy

1. She may be my friend, but she can also be my worst adversary. 2. The Ten Commandments were given to establish order from chaos. 3. Her sad expression turned jubilant when she heard the glad news. 4. I found out he was friendly, not belligerent as he was rumored to be. 5. Don’t dawdle nor hurry, but take enough time to do your work well.

3. Motivation: Have the pupils identify the opposite of the following: North - _____ Right - _____ Up - _______ Smooth - ______ Correct - ______

B. Read each sentence below. Copy the italicized word on the first column of the form following the sentences. Then copy its antonym found in the same sentence on the second column. Number 1 is done for you.

4. Presentation: What do the given words tell us? Have the pupils study how the author, Charles Dickens of “A Tale of two Cities” effectively describes the confusion at the time the story took place.

1. Her quiet words belied the furious beating in her heart. 2. The pleasant afternoon was interrupted by a violent earthquake. 3. The walk to the seashore was easy but the climb up the mountain was arduous. 4. To a quiet person like me, the visitor seemed to be a garrulous man.

“It was the best times, it was the worst of times. It was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us….” 104

5. We wondered whether her act was inspired by kindness or by malice. ITALICIZED WORD

ANTONYM IN THE SAME SENTENCE

1. furious 2. 3. 4. 5.

1. quiet 2. 3. 4. 5.

IV. EVALUATION: TS. Direction: From the list of words below, select the antonym of the underlined word in each of the sentences. The winner was a sluggish runner. It is humid in the jungle. A glass toy would be fragile. I like my cereal to be soggy. 5. Sometimes, my brother exhibits weird behavior.

7. Generalization: What are antonyms? @ Antonyms are words with opposite meanings. Antonyms are used effectively in making descriptions. Opposites show strong contrast between two ideas, persons or things.

dry strong lively

8. APPLICATION: A. Replace each underlined word with antonym. 1. 2. 3. 4. 5.

V. ASSIGNMENT: A. GOLD: Direction: Write 5 sentences using gerund as object of the preposition and 5 sentences using gerund as appositive.

Our living room is ugly. Few plants hang by the windows. I feel restless in that room. The shelves hold dull pottery. Dark curtains frame the windows.

B. TS. Direction: Read the given sentences below. Supply the antonym of each word in parentheses. Then rewrite the sentences with the needed antonyms.

B. Match the words under Column A which means the opposite of the words under column B. A 1. pretty 2. dry 3. short 4. tiny 5. shallow

B a. big b. deep c. ugly d. long e. wet

2. Mr. Abiog is very (rich). He lives in a (big) house, wears (expensive) clothes and eats (costly) food. _______________________________ _______________________________ ______________________ 3. Sherwin is a (bright) pupil. He always gets the (highest) score in tests. He reads and writes (fast). He has (many) friends. __________________________________ __________________________________ __________________________________ _________

C. Direction: Write each sentence. Replace each underlined word with an antonym given from the list of words inside the box. The first one is done for you. 1. Sometimes people smile at what they read. Sometime people frown at what they read. 2. There are many wide streets in the city. 3. Mary is very extravagant. 4. How much did your brother gain in his business. 5. Everybody is busy today. thrifty idle frown

burn normal

LESSON # 5 I. OBJECTIVES:

narrow lose 105

GLR: 1. Enjoy reading a story CT: 2. Answer questions from the story read. GOLD: 3. Use gerunds as direct object TS: 4. Write a home reading report.

f. someone who cannot act efficiently because of disablement g. someone with peculiar characteristics. 1. He was such a duck and everyone loved him! 2. The outgoing president knew that his decisions would eventually be challenged by the incoming president. He is what one may call a lame duck. 3. He had some light clothes made out of duck. 4. He ducked the moment he sensed a revolver aimed at his head. 5. It would not be cowardly to duck when you spot an angry fist coming your way!

II. SUBJECT MATTER: GLR: Gombay and the Wild Ducks OLD: Using gerunds as Direct Object TS: Writing a Home reading Report Reference: 2002 Basic Education Curriculum PELC Speaking 5; PELC Reading 1.4 Phoenix 21st Century English 6 p 297 Growing in English Lang. p. 10 -15 Readings and Communication Skills in English p. 252 Linking the World through English pp. 288 292

4. Motive Question: How did Gombay came to be one of the ducks?

Materials: strips of cartolina. Index cards, picture of a duck

B. During Reading Activities: 1. Have the pupils listen to the story. Let them take down notes about the story they are going to listen.

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

Gombay and the Wild Duck

What does Watt-watt White want? Watt-watt White wants a pair of white pants. A pair of white pants is what Wattwatt White wants. 2.

Once there lived a hunter named Gombay. There was a pond near his house where wild ducks came to play. He had been getting one for each day as his father had before him. But one day he thought, “If I can catch a hundred wild ducks in a day, I can be as lazy as I want for ninetynine days.” It seemed like a very good plan.

Motivation: Have you ever heard of the story about the man who was allowed to own as much land as he could and in the end got just enough to bury him six feet under the ground? What does that say about wanting more than you need?

Immediately he set the snare of a hundred loops made with one rope. Then he hid himself behind a tree. It was just before dawn, and he could count ninetynine ducks in the loops. He waited for one more duck. Finally, the sun began to show bright on his face. Then the birds were surprised to know they were in a trap, and flew up all together at once. Gombay, holding the end of the rope went high up in the sky, too. “Help, help!” he cried from the sky, but nobody could hear. Alas, the rope snapped suddenly, and he went down. Soon, he realized he had become a wild duck as he was falling down. Yes, he was flying now as freely as he wanted. It was like a dream for

3. Vocabulary Development: A word can have more than one meaning. Have the pupils decide which meaning of duck is used in the following sentences. a. a swimming bird b. to dive or dip the head c. to avoid or evade d. cotton fabric e. someone who is attractive or a darling

considered

106

Gombay, but he had to live as a wild duck, anyway. He felt hungry, so he flew down near a pond. He found a small fish swimming in the pond. He was going to catch it for a tasty meal, but he was caught with a snare like the one that he had used.

GROUP 3: WRITE ME A LETTER In the story, Gombay already had what he needed but succumbed to wanting more. If you will be given a chance to write to him, what will you say?

Gombay became sorrowful and said to himself, “What a pity when even one duck is caught! And I tried to get a hundred ducks at a time. It is indeed the punishment of God.” He shed tears, and they dropped on the rope. Then it snapped. What a miracle! Gombay was so glad that he shed tears again for his great joy. This time the tears flowed down and got his clothes wet. What a miracle again! He became Gombay as he was. Since then, he stopped hunting wild ducks and he became an honest, kind – hearted farmer and lived happily forever.

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

GOLD (Grammar, Oral, Language Development)

1. Drill: Pronunciation drill: Have the pupils read the following words:

-Yoshimasa Kogawa

jar large scarf yard

CT. CRITICAL THINKING C. Post Reading Activities: 1. Answering the motive question: How did Gombay came to be one of the ducks? 2. Comprehension Check: Have the pupils answer following questions:

guard charm market chart

arm smart dark hard

card car park harm

Have them read the following phrases. Have them read the words with /a/ sound well.

the

carve a heart a large scarf a mark on the guitar a jar in the barn a card for Arthur an ark in the park

1. 2. 3. 4.

Who is Gombay? What kind of person is Gombay? What did he decide to do one day? What experiences did he have when he became one of the wild ducks? 5. Did he enjoy being a wild duck? 6. What freed him for being a wild duck? 7. When he was back to being Gombay, what lesson did he learn form his experience? 8. To prove his resolve to be a better person, what did he give up? 3. Engagement Activities: Have each group perform the following activities.

2. Review: Transform the following verbs into gerunds then use each one of them in sentences as subject and predicate noun. 1. 2. 3. 4. 5.

Climb Write Read Cook Study

3. Motivation: Have the pupils answer the following using questions using gerund.  What do you usually do during weekends?  What do you like to eat during recess time?  What is your father’s hobby?

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

4.

GROUP 2: DRAW ME What do you think would have happened to Gombay if he did become human again?

107

Presentation: Have the pupils read the paragraph:

We, Filipinos, appreciate good taste in our food. We love eating very much. We are satisfied by preparing our food with the least cost required. 5.

1. Direct Object – when the gerund comes after the verb. It answers the question what. Example: She likes stitching very much. verb

Discussion: Have the pupils underline the gerund used in the paragraph. The teacher will write the answer on the board. What do we love very much? (Teacher will write the answer)

8. Application: Have the pupils answer the questions given 1. What do your friends love to do during weekends? 2. What does Karl love to do during winter? 3. What does Mary Frances like to do very much? 4. What does your mother find interesting?

We love eating very much. What word comes before the gerund in the sentence? (love) What kind of word is love? (verb) How is the gerund eating used in the sentence? (object of the verb) Have the pupils read the following sentences: e. f.

gerund

IV. EVALUATION: A. GOLD: Direction: Complete the following sentences using gerund as object of the verb.

2. Filipino love playing basketball. Mother likes listening to her favorite radio program. My sister finds dancing interesting.

a. The newscaster came ______ to catch the event. (run) i. The police began _____ the thief. (chase) 3. Princess and Kim find ______ interesting. (dance) 4. The farmers started _______ the fruits since last week. (pick) 7. Agnes loves _______ fiction story. (write)

What are the gerunds used in the sentences? What word comes before each gerund? How are gerunds used in the sentence? Discuss further. 6. Fixing Skills: Answer the following questions using gerund as object of the verb.

TS (Transfer Stage)

a. What do you love doing during summer? b. What does your sister study? c. What does your aunt teach? d. What do you and your friends find interesting? 7. GENERALIZATION:

1. Drill: Pronunciation drill: Have the pupils read the following pairs of words:

What are the other uses of gerund? How is gerund used as direct object or object of the verb? REMEMBER: A verb that ends in –ing and is used as a noun is a gerund. Aside form being used as a subject and predicate noun/subjective complement, a gerund also performs the same function as any other noun in the sentence such as:

/a/ lace – less chess vase – vest gaze – guess hail – hell

-

/a/ fate – fat hate – hat main – man eight – at

-

/e/ chase

–

paste – pest baste – best sail – sell /a/ paint – pant laid – lad vein – van pale – pal

2. Review: Checking of assignment Arrange the following events in order.

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mountain-volcano. It was named after the beautiful maiden Magayon.

_____ When the fight for our freedom started, Apo Mena joined the rebels. _____ He served as governor of Ilocos Sur. _____ He was sent to the U.S. to represent the country in the World Fair. _____ He spent his time in keeping alive the people’s interest in arts, letters, and music. _____ He formed bands and orchestras which played native music.

Plot:

3. Motivation: Do you enjoy reading a story? 4. Presentation: To be able to read well includes the ability to interpret and summarized accurately the content of what you read. Careful analysis and evaluation are also an important part of good reading. Give an example of home reading report. Book Title: Country Title: Author: Place and Date of Publication: Number of Pages: Setting: Characters:

Stories

of

a. Magayon and Gat Malayo met and fell In love and decided to marry. b. Datu Buhawen threatened Magayon to a forced marriage. c. Before the ceremony, Gat Malayo arrived and a battle commenced. d. Buhawen was killed and so was Gat Malayo. e. Magayon killed herself when she saw her lover fall. f. A mountain-volcano rose from their common grave.

Moral Lesson: Nothing good comes out from selfishness. Comment: The story has a tragic ending. Because of man’s selfishness, many lives were sacrificed.

our

The Legend of Mayon Volcano Amado L. Agorilla

8. Discussion: What was the title of the home reading report? Who is the author? Who Is Magayon? Gat Malayo? Datu Buhawen? Why did Magayon consent to the marriage with Datu Buhawen? What happened when Gat Malayo tried to stop the wedding of Magayon and Datu Buhawen? What is the moral lesson of the story? Discuss the parts of a home reading report.

Manlapuz Publishing Co., Manila 1989 3 Kingdom of Albay Daragang Magayon, Gat Malayo, and Datu Buhawen Love and Sacrifice

Theme: Brief Summary: Magayon was the most beautiful maiden in the kingdom of Albay. She fell in love with Gat Malayo, a prince from a Tagalog Kingdom in Tayabas. The two decided to marry, but Datu Buhawen, the bravest in Albay kingdom, threatened to kill Magayon’s loved ones if she would not agree to marry him. Magayon consented to the marriage. On the day of the wedding, Gat Malayo arrived and a fierce battle began. Datu BUhawen was killed. When Gat Malayo was about to claim Magayon as his bride, a friend of Datu Buhawen stabbed him to death. When Magayon saw her lover dying, she took the dagger and killed herself. The two were buried in a common grave. After a few days, the earth on their grave rose and turned into a beautiful

9.

GENERALIZATION: What are the parts of a reading report? What does each part tell?

REMEMBER: These are the different parts of a home reading report: 1. Title 2. Author: the writer of the story 3. Place and Date of Publication: where and when the story was published. 4. Number of pages 5. Brief summary: important points

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6. Setting/ Characters – where and when the story happened, major and minor characters 7. Theme – what topic is the story about 8. Plot – sequence of events. 9. Moral Lesson – what learning the story teaches. 10. Comments – what the reader think about the story.

V. ASSIGNMENT: A. GOLD: Read Marlon’s story. Complete his story by using the appropriate gerund. Choose from the list inside the box. waiting standing watching picking

7. Practice Exercise: Have the pupils read a short story. Have them write a book report using the format given.

placing protecting driving guarding

flying being staying

The crow likes ______ on the fence. It never gets tired of _____ for me to leave. _____ our corn is its favorite pastime. My job is _____ the corn form the crows. That is why I’m giving this scarecrow the job of _____ in the field. _____ it in a good spot in important. I enjoyed ____ a scarecrow on the job. Its presence has changed the crow’s habit of ____ in the fields. Now, its usual activity is ___ above the corn. By ____ the crow away, the scarecrow is doing its job.

Title: Author Place and Date of Publication No. of Pages Brief summary Setting: Characters: Plot: Lesson: Comments:

B. TS. Direction: Have the pupils read a short story. Have them make a reading report for the story that they are going to read.

IV. EVALUATION: A. TS. Direction: Have the pupils read the story. Have them write a book report using the given format.

LESSON # 6

The Rose Bush and the Apple Tree (Adapted)

I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use the possessive form of nouns. 4. Form the possessive of nouns. TS: 5. Follow series of directions in prescriptions and experiments.

Near the apple tree grew a rose bush. The rose bush saw how much she was admired and said, “Who can compare with me, and who is as worthy as I am? My flowers are beautiful to the sight and sweet to the nostrils. True, the apple tree is bigger than I, but what pleasure does he give to mankind?”

II. SUBJECT MATTER: GLR: Pandora’s Box GOLD: Using the possessive of nouns. Forming the possessive of nouns. TS: Following Series of Directions

When the apple tree heard this, he said, “Even though you are worthier than I in the beauty of your blossoms and the sweetness of your smell, you are less worthy in goodness and friendliness.”

Reference: 2002 Basic Education Curriculum PELC Speaking 5; PELC Reading 2.1;2.2 Dynamic Series in English p. 42 Phoenix 21st Century English 6 p 28 Linking the World Through English pp. 288 - 292 Materials: strips of cartolina. Index cards,

“Tell me,” the rose bush said, “what is evidence of your goodness?” And the apple tree answered, “You do not give flowers to man unless you first wound him with your thorns. But I give my fruit to all, even to those who throw stones at me.

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library quietly. _________________________

III. PROCEDURE:

GLR (Genuine Love for Reading)

5. All the members of the family were there. Tears kept falling from their eyes. Their sick father, almost dying, was giving his last will. ________________

A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils recite the tongue twister: Lily Lee listens to lessons, As Lily Lee listens to lessons, She listed eleven lessons on how to listen to lesson.

6. Mario received one gallon of ice cream from his grandfather as a present. Lito, his youngest brother, asked for some but Mario didn’t mind him until he had eaten all the ice cream. _____________

2. Motivation: What does a myth mean? Have you heard a myth story?

7. An old lady, wearing ragged clothes in front of Dona Narcisa’s house, was asking for a piece of bread. Dona Narcisa yelled at her and asked her to go away. _______________________

3. Vocabulary Development: Have the pupils read the following situation. From the box below, choose the best word that describes the situation. tidiness meanness cruelty greed

4. Motive Question: Why did Pandora open the box?

curiosity grief wickedness

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

1. Vira, the stepdaughter of Dona Mary, was washing the clothes one morning. Another pile of soiled clothes was given to her and when she was about to complain, Dona Mary hit her with her cane. ___________________________

PANDORA’S BOX When man had been made, Jupiter decided that he would make woman, and send her down to earth. He called on all the gods and goddesses to help him, and they did.

2. Angelo, a naughty boy in Mrs. Cabral’s class was thinking of putting the used bubble gum on his classmate’s seat. _____________________________

Venus gave her beauty. Apollo gave her the gift of music. Minerva gave her wisdom and skill in spinning and weaving. The mischievous Mercury stirred in for spice a few very human failings, curiosity among them. When she was finished, she was lovely. Quite proud of their handiwork, the gods named her Pandora – which means “the gift of all the gods” – and Jupiter put into her hands a chest of ivory, quite small but intricately carved, with an odd golden clasp. He cautioned her to keep it by her always, but never to open it. Then, he sent her down to earth and presented her to Epimetheus.

3. Martha was very eager to know what’s inside the forbidden room. ___________ 4. Miss Castro asked the children to research in the library. After an hour, the bell rang. The children, except for Arleen, gave the books to the librarian and went away. Arlene cleaned the mess that her classmates left. She pushed the chairs back and picked all the pieces of papers scattered around. She returned the books she borrowed and left the

And she made Epimetheus a very good wife. She was a good cook; she kept

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the house tidy; she wove a beautiful cloth; and she obeyed her husband’s wishes in everything. In spite of herself, however, she found her thought turning too often to that ivory box she had brought with her. Finally, there came a time when it seemed to her that she and the box could not possibly be in the same house any longer unless she knew what was in it. So she took the little golden key that hung from it by a silken cord, and turned it in the lock. The she lifted the lid – just a little, just for a glimpse.

Have the pupils in each group perform the following activities: GROUP 1: LIGHTS, CAMERA, ACTION Choose the part that you liked best in the story. Then make a script and dramatize the chosen part. GROUP 2: DRAW ME What do you think would have happened if Pandora followed what was instructed to her?

Alas, poor Pandora! In an instant, the room was filled with tiny ugly winged creatures, buzzing around the walls and streaming through the windows. What had she done? In a panic, she shut the lid again, but it was too late. For in that box had been all the evil things the world had not known before – Meanness and Greed, Cruelty and Pain, and a million others – and as soon as the lid was lifted, out they flew. They have been flying about ever since, causing all sorts of grief and misery. What a pity she ever let them loose!

GROUP 3: ORGANIZER

Who is the main character? Where and when did the story take place?

What is the problem or conflict?

What did the main character do to solve the problem? How did the story end? GROUP 4: I WRITE A SONG!

CT. CRITICAL THINKING C. Post Reading Activities: Answering the motive question: Why did Pandora open the box?

2.

Comprehension Check: Have the pupils answer following questions:

GRAMMAR

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

But there is one thing to be said for Pandora – when, in her panic, she clapped the box lid shut again, she did just in time. For in the chest, there with the wicked winged things was Hope. If Hope had escaped with the rest, the world would have been far worse off than it is. But fortunately, she was left behind. And whatever could we do without her? Myth-

1.

STORY

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

the

Allow the pupils to perform the activity under time limit.

1. Why do you think Jupiter made a woman? 2. What did Venus, Apollo, Minerva and Mercury contribute to Pandora? 3. What does the word “Pandora” mean? 4. Did Epimetheus and Pandora have a happy marriage? 5. What were inside the box? 6. What do they mean?

GOLD (Oral, Language Development) Drill: Pronunciation drill: Have the pupils recite the given tongue twister: Cecile likes to sell a pencil/ A pencil Cecile likes to sell, Looks like a pen with a seal/ rather than a pencil.

3. Engagement Activities:

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2. Review: Checking of assignment: Have 2 – 3 pupils give their sentences using gerund used as direct object, object of the preposition and as an appositive.

5. 6.

Have the pupils read the following statements taken from the dialogue. 1. It must be Kenneth’s. 2. It is JC’s bag. 3. I thought it was Jannelle’s wallet.

3.

Motivation: The teacher will present different things and will ask the question: Whose pencil is this? Whose bag is this? Whose notebook is this? Etc…. Presentation: Have the pupils read the dialogue. (To be written on manila paper)

5. Discussion: What is added after the name of a person in the sentence? How many own the bag? Who owns the wallet?

4.

Who Owns That?

Have them examples: a. b. c.

Precious, Allyson and Jamaica are at the school playground having their short break. Hey, someone left his bag. It must be Kenneth’s. I saw him once using it. Jamaica: But Kim has also one like it. It might be his bag. Precious: Why don’t we look for any identification inside? (looks inside the bag) Aha, it’s neither Kenneth’s nor JC’s. Look at the ID card here. It is Ralph’s bag. Ivy: (comes close to the girls) Excuse me. Does anyone of you own this wallet? Precious: It is mine. I’m glad you found it. Thank you! Ivy: You are welcome. I thought it was Jannelle’s wallet. Allyson: Well, now we know who own the things we found. You have your wallet Precious. Let’s go and give this bag to Ralph. He might be looking for it now. Precious: Yes, let’s go girls!

study

the

following

The girl’s school uniforms are still new. The pupils’ desks are made of wood. The butterflies’ colors attract many people. How many own the uniforms? the desks? the colors? Notice that s’ is added to the nouns if the owner is more than one.

Precious: Allyson:

Have the pupils study the following phrases: knob of the door key of the room collar of the shirt What is used in order to show possession? (of phrase) How can we rewrite the following to show possession? Discuss how these phrases can be transform to show possession:

  

door’s knob room’s key shirt’s collar

Discuss further. You may use the information given under REMEMBER. 7.

Have the pupils answer the following questions: 2. 3.

Who owns the bag? To whom did the wallet belong?

What did the girls find? Who did they think owned the bag? 4. What did they do to find the rue owner of the bag?

Fixing Skills: Rewrite the following to show possession: 1. bicycle of Sherwin 2. parents of Lei and Elise 3. tools of the carpenters 4. kites of the boys 5. speech of the president 7. GENERALIZATION:

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What do possession?

we

use

to

express 8. APPLICATION: Guided Practice: Direction: Make your own dialogue using possessive nouns correctly.

REMEMBER: A noun that expresses possession, ownership, or connection is in the possessive case. The sign of the possessive case is the apostrophe and s. (‘s) The phrase of the is used with lifeless or inanimate objects. Possessive case of nouns may be formed in several ways:

GROUP 1: Your group was asked by the principal to help look for the owners of the items deposited at the school’s lost – and – found nook.

GROUP 2: You talked among yourselves about the food served at your school canteen.

1. To form the possessive singular, add ‘s to the singular form of the noun. Example: Mary’s song girl’s dress

GROUP 3: When you arrived home, you find a new pair of shoes, a new bag, a new pair of pants, and a new shirt.

2. To form the possessive plural of nouns ending in s, add the apostrophe (‘) only. Example: ladies’ shoes leaders’ abilities

GROUP 4: Complete the dialogue using appropriate nouns in their correct possessive forms. A: We are going to celebrate our ____ anniversary. B: Yes and our teacher wants us to present a puppet show. A: The ___ collection of puppets is a large one. B: However, the principal’s objective was for _____ to write their own script. A: Making the hand puppets can challenge the _____ creativity. B: What could be the ___ share in the work?

3. Proper names ending in s form the possessive case by adding the apostrophe and s. Example: Jahzeel’s new shirt answer

James’s

4. In compound nouns, the ‘s is added to the end of the word. Example: sister – in –law’s recipe sisters – in –law’s recipes 5. If two or more nouns are used together to indicate separate ownership, the ‘s is used after each noun. Example: Kathy’s and Sarah’s dresses

B. Independent Practice: Direction: Fill in each blank with the possessive form of the noun at the left. (God)

1. ______ saints should be our models. (Children) 2. ______ games are often exciting. (doctor) 3. A ____ training requires long hours of study. (Lady) 4. Girls should imitate our _____ virtues. (Napoleon) 5. ______ gallantry won distinction for him. (baby) 6. The ____ loud cry awakened the sleeping mother.

6. If two or more nouns are used together to indicate joint ownership, the ‘s is used after the last noun only. Example: Karl and Jazzer’s boat 7. The of-phrase is commonly used with inanimate nouns to show possession. Examples: end of the story lock of the door cover of the book 114

(butterfly)

7. A _____ wings are made up of scales. (deer) 8. The ____ horns are called antlers. (abbot) 9. The _____ hood is missing. (grandparents) 10. Our ______ farm is wide and airy.

5. Discussion: What is the first thing to do with the dirty plates? What is done next? What is the next step to take? What step follows? What is done next? What is done last? This time, write the steps in washing plates.

IV. EVALUATION: A. GOLD: Direction: Rewrite each sentence. Change each underlined phrase to include a possessive noun.

6. Fixing Skills: Have the pupils read the experiment given on how plants get water from the soil. Then let them answer the questions given.

1. The safety habits of the students should be perfect. 2. The students listen to the opinions of the adults. 3. The comments of the visitors are helpful. 4. The hands of many pupils are raised now. 5. The principal reminds students to use the office of the nurse.

    

TS (Transfer Stage)

Have a stalk of celery ready. Have a clear glass half filled with water. Put a little red food coloring in the water. Mix it well. Then drop the stalk of celery in the glass with colored water. Let it stay for two hours. Observe what happens.

1. Drill: Pronunciation drill: Have the pupils read the following words with /v/ sound:

 

vie voltage varnish ventral vibrant

2. What are the materials you need in the experiment? 3. What do you put in the glass of water? 4. What do you do in the celery? 5. How long will you let it stay in the water? 6. Can you predict what will happen?

veal veal visa vague varsity

visage valve voter virgin venison

2. Review: Checking of assignment 3. Motivation: Do you know how to wash plates?

7. Generalization: How do we direction?

4. Presentation: Have the pupils read the directions that follow.

follow

REMEMBER: Directions are useful in telling you how to make something, like how to cook rice and how to get from one place to another. To follow directions, you must have steps to take in the proper order.

First, remove the extra food from the plates. Then, put the plates, spoons and forks and glasses together. Rinse them once and soap them, beginning with the glasses, plates, spoons and forks. Rinse the glasses and drain them on the drain board. Then rinse the plates well followed by the spoons and forks. Drain them on the dish drain. When dry, keep them in the dish rack.

8. Application: A. Read the directions below. Mother taught Mary Frances how to cook rice. Here are the steps given to her. First clean the kettle where you will cook the rice. 115

Then measure 3 cups of rice. Wash the rice 2 times. Put 3 cups of water in the washed rice. Cook until the rice is done. Put the stove to low fire. Then let the rice to cook for two more minutes to cook the rice well.

How to Grow a Plant from a Seed  Get 5 seeds of white beans. (Patani seeds)  Pour a little water on the seeds in a deep plate.  Let them stay overnight.  In the morning you will see a root coming out.  Prepare the pot where you will plant the seed.  Put sandy loam soil in it and choose the best seed.  You will put the seed with its root down in the soil. Plant the other seeds on the ground or in another pot of soil. Water them a little and let them stay where there is sunlight.  Observe how the plant grows.

Questions to answer: 1. What is the first thing to do when cooking rice? 2. How many times will you wash the rice? 3. How much water will you add to 3 cup of rice? 4. What must be done when there is no more water? 5. What is the last step to do to cook the rice well? B. Read the paragraphs below. Father went to the farm and suddenly it rained hard. He got wet and caught colds. He asked for medicine from their family doctor. Here is the prescription he got.

Questions to answer: 1. What is the first thing to do with seed? 2. How long will you let the seeds stay in the plate? 3. What steps follow? 4. How will you position the seed you will plant? 5. What do you do next? 6. Where will you put them?

Allyson Gale G. Francisco, M.D. East Ave., Medical Center Room 13 MWF 10 – 12:00 NN Patient’s Name: Pedro Canlas Address: 1512 Nacar Date: Apr. 15/10

Age: 40 Sex: M

V. ASSIGNMENT: A. GOLD: Direction: Change the underlined group of words to include a possessive noun.

Px

Phonyl propanolamine HCl 25 mg - # 15 Chlorphenamine malcate 2 mg & paracetamol 500 mg (Neozep forte) Sig: 1 tablet every 6 hrs for 5 days. ______________

1. The farm of my aunt is in Laguna. 2. The school of my cousins is in a nearby town. 3. The truck of my uncle takes them to school. 4. The apartment of Uncle Brad is in the city. 5. The name of my cousin is Celia.

Lic. No. _________ PTR: ___________

1. What medicine was given to him? 2. How many times would he take the medicine? 3. How long would father take his medicine?

B. TS. Direction: Read the paragraph given then answer he questions that follow. Jazzer had colds for the past days. He had fever and developed cough. His mother took him to doctor. The doctor gave him prescription.

IV. EVALUATION: Direction: Read the directions below. Then answer the questions that follow.

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3 a a a

Allyson Gale G. Francisco, M.D.

Materials: strips of cartolina. Index cards,

East Ave., Medical Center Room 13 MWF 10 – 12:00 NN

III. PROCEDURE:

Patient’s Name: Jazzer F. Address: 1512 Nacar Date: Apr. 15/10

GLR (Genuine Love for Reading) A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils recite the given tongue twister:

Age: 15 Sex: M

Px

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

Erythromycin – 250 mg - # 10(ERYCIN) Sig: 1 tablet 2x daily for 5 days ______________

2. Motivation: Is it important to be beautiful? Why? Which is more important, to be kind or to be beautiful? Why?

Lic. No. _________ PTR: ___________

1. Where did Mother take him? 2. What medicines given to Ric? 3. How often did he have to take the medicine? 4. How would he take the medicine? 5. How long would he take the medicine?

3. Unlocking of Difficulties: Have the pupils identify the meaning of the following words: appearance a. luck 2. deceptive 3. bandaged 4. fate misleading 5. chrysalis 6. scurrying

LESSON # 7

b. pupa c. look d. e. tied up f. rushing

I. OBJECTIVES: 4. Motive Question: What had become Sundri?

GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use a variety of sentence as to structure; simple sentence 4. Form simple sentence. TS: 5. Tell the relationship expressed in the selection as to cause and effect.

B. During Reading Activities: 1. Have the pupils listen to the story. Let them take down important details of the story. 2. Use the Direct Reading Thinking Activity (DRTA) when telling the story.

II. SUBJECT MATTER:

APPEARANCES ARE DECEPTIVE

GLR: Appearances are Deceptive GOLD: Using a variety of sentence as to structure – simple sentence. Forming simple sentence. TS: Recognizing cause and effect relationship.

One day, Bina, the ant, was scurrying about in search of food. Summer was almost over and the rain was approaching. Soon it would be raining and food would be difficult to find. Bina knew it was necessary to stock as much as possible so that her ant colony could have enough to eat during the difficult months ahead.

Reference: 2002 Basic Education Curriculum PELC Speaking 6; PELC Reading 6.1 p 23 Explore your World through Language and Literature pp 58 - 61 Dynamic Series in English 6 p 39 Linking the World through English pp. 328

She had collected quite a bit already. Now she was on the lookout for

117

bits of sweet foods that younger members of her colony loved to eat after their meal. Going to and fro between trees and shrubs, Bina suddenly smelt the sweet aroma of pastry. She quickly went around the bush and there she saw it – a large bit of pastry with a whole raisin in it. Just then she looked up and saw something hanging from the leaf of a bush. Looking closer, she saw that it was a tiny tail. It seemed to be all wrapped up in something, as if bandaged.

What had become Sundri? (Answer: Sundri had become one of the most beautiful butterflies Bina had ever seen.) 2. Comprehension Check: d. Who is the ant in the story? e. Why is she scurrying about in search of food? f. What did she see something hanging from the leaf of a bush? g. Why did BIna pity Sundri? h. Do you think Bina was right to pity Sundri? Why? i. If you will be Bina, will you do the same with Sundri? j. Is it right to boast with somebody? Why?

“Oh, you poor thing! What a sad fate you have Sundri! I can run anywhere I wish, climb trees, or go over mountains. And look at you, you are trapped in your shell. All you can do is move your tail around a bit. Even ant children can run around and do as much as we can. They are free. You are all bound up and cannot even move. What a life you must have!”

2. Engagement Activities: Have the pupils perform the following activities under time limit.

But there was no answer from the chrysalis. So Bina went on and walk away with her piece of pastry. Bina did not know it, but the “thing” was a chrysalis, the pupa of a butterfly.

GROUP 1: LIGHTS, CAMERA, ACTION!

A few days later, Bina came that way again hoping to find more pastry or biscuit lying around.

What part in the story did you like best? Make a script and dramatize it before the class.

It was unusually hot that day and she was sweating. Suddenly, a cloud seemed to come over and she felt a soft cool breeze. She looked up. Wow! One of the most beautiful butterflies she had ever laid eyes on! Light blue spotted with light pink and yellow dots.

GROUP 2: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

“Look at me, Bina. I am your muchpitied friend. You boasted of being able to run around and climb mountains. But now try to get me to listen.”

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

“How beautiful and how lucky it is to be able to fly around free!”

GROUP 4: CERTIFICATE OF RECOGNITION

And with a graceful flap of her wings, Sundri, the butterfly flew away like a soft sigh of the breeze.

Describe Sundri’s attitude. Make a certificate of recognition for her.

-An Adaptation-

CT. CRITICAL THINKING

GOLD (Grammar, Oral Language Development)

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

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Drill: Pronunciation drill. Have the pupils recite the given tongue twister:

Why do we say so? (It expresses only one idea) (Do the same questioning for sentences b, c , d.) (use the concept in the generalization during the discussion)

Betty bought a bit of butter but she found the butter bitter/ So she bought a bit of butter to make the bitter butter better.

8. Generalization: What is a simple sentence? How do we form a simple sentence?

4. Review: Kinds of a sentence: Identify whether each sentence is declarative, interrogative, imperative or exclamatory.

REMEMBER: A simple sentence has one independent clause. An independent clause has a subject and a verb and expresses one complete thought.

i. The teacher speaks clearly. ii. Turn on the radio. iii. Is there news about the hurricane? iv. Ms. Cruz feed the chicken. v. How heavy the rainfall is!

A simple sentence can be formed in four ways:  Simple Subject and Simple Predicate  The food is packed in three ways.

5. Motivation: What is a hobby? What are your hobbies? How does your hobby help you? (Have the pupils write a few sentences to tell about their hobbies.)

 Compound subject and simple predicate  Air, water and sunlight are needed to make plants grow.

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

 Simple Subject and Compound Predicate  The rain fell and flooded the streets.

i. ii.

Karl collects shells. Karl collects and sells his collection. iii. Ysa and Princess make dresses for their dolls. iv. Sherwin and Jazzer collect poems and write their own haikus.

 Compound Subject and Compound Predicate  Butterflies and other insects alight on the flowers and sip their nectar.

7. Discussion: What is the subject in the first sentence? (Karl) What is the predicate? (collects) How many subjects do we have in the first sentence? (One) How many predicate? (One) What kind of subject do we have in the first sentence? (Simple subject) What kind of subject do we have in the firs sentence? (Simple predicate) What kind of sentence is this? (Simple sentence)

9. Application: Guided practice: Direction: Make five simple sentences of your own following the instructions for you. GROUP 1: Your group was asked by your English teacher to write a sentence describing your family. GROUP 2: You talked among yourselves about the food served at your school canteen.

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1. 2. 3. 4.

bright thick pleasant wonderf ul 5. pretty

GROUP 3: When you arrived home, you find out that your father has just arrived from the States. GROUP 4: Write 5 sentences about the things that you would love to do during Christmas

3. Motivation: Match the phrases under column A with the phrases under column B to complete the thought.

B. Independent Practice: Direction: Put a check (/) on the blank before each number if the sentence tells a simple sentence and cross (x) if it is not.

A __1. An apple a day…

_____1. Big papayas are raised in that farm. _____2. To get a good grade, you must finish your project early. _____3. We waited long hours at the bus terminal. _____ 4. Every day, I watch the incoming ships. ______5. Tricia and Allyson moved and removed their furniture.

__2. Exercise and proper diet…. __3. Chain-smoking... __4. Trees around us...

IV. EVALUATION: GOLD: Direction: Complete each simple sentence with a compound predicate.

B a. ..make the air fresh and clean b…keeps the doctor away. c. can cause a lung cancer. d. make our body strong and healthy.

4. Presentation: Have the pupils read the paragraph given: There is a massive drought or dryness of land in many places of the country. This happened because the El Niño phenomenon has set into the atmosphere.

1. Our neighbor _________________. 2. The children at the plaza _____________________. 3. The river behind our house ____________. 4. The trees at the forest ______________. 5. Plastics _________________________.

5. Discussion: Why is there massive drought or dryness of land in many places of the country?

TS (Transfer Stage)

Have the pupils read the following sentences: (use the color coding strategy)

1. Drill: Pronunciation drill: Have the pupils read the following contrastive pairs of words:

1. The river has become smelly and filthy because the people kept on throwing their waste into it.

/t/ - /d/ ten – den time – dime tow – do grate – grade pat – pad

2. Fish in the river die because people use dynamite in fishing. What made the river smelly and filthy? What is the effect of throwing wastes/ garbage in our rivers? Why do fish die?

2. Review: Checking of assignment: Direction: Write the antonym of the following words:

120

What will happen if fishermen use dynamites in fishing?

effect. These are so, thus, as a result, and therefore.

How would you analyze your answers in questions A and B? How can you identify the cause of a given situation? How would you analyze your answers in questions C and D? How can you identify the effect of a given situation? Discuss further. Use the information given under REMEMBER.

8. Application: A. Guided Practice: Direction: Complete the chart. Write the cause, the signal word used and the effects for each sentence. Cause

Signal Word

Effect

1. Today, people know a lot about how the body works because of centuries of study.

6. Fixing Skills: Number the statement 1 if it happened before (cause) and 2 if it happened after (effect).

2. Early people had strange ideas about how the body works because they very little scientific knowledge.

1. _____ Lucille got low grades in Math. _____ She did not study hard.

3. If we understand our bodies, we can better take care of them

2. _____ Kyle graduated valedictorian of his class. ____ He made his parents very proud. 4. Amy is so interested with the human body, therefore, she decided to become a doctor.

3. _____ Computers help us a lot in our school work. _____ Information is easy to gather with just one click of a finger. 4.

_____ Mother praised Jamaica. _____ Jamaica got high grades in her report card.

5. Exercise daily so your body will stay fit and trim.

5. _____The children jumped for joy and shouted “Hurray!” _____They won in the English competition.

B. Independent Practice: I. Direction: Write your answers in complete sentence.

7. Generalization: What is a cause? What is an effect?

1. Why are many animals in danger of becoming extinct? 2. Why are there heavy traffics in the city? 3. What is the effect of heavy rains? 4. What is the cause of landslide in some mountainous areas? 5. What are the effects of eating balanced diet?

REMEMBER: CAUSE is the reason why something happens. It is a statement that expresses what happened before. There are some signal words that help you recognize cause. These are: since, because, when and if.

II.

EFFECT is the result or outcome of what happened. It is the statement that expresses what happened after. There are some signal words that help you recognize

Match the causes in column A with the effects in column B. Write the letter of the correct answer. A B

___1. Jason got poor grades in 121

a. Business establishments

all subjects in the first quarter. ___2. Louie was not able to attend his classes. ___3. An old woman fell asleep unmindful of a lighted candle on a table. ___4. There was a power interruption in the entire city for five hours. ___5. Father had a severe headache

b.

c.

d. e.

and offices used power generators to resume their services. A big fire started from the old woman’s house. His parents prohibited him from playing computer games and hanging-out with friends. He was absent from his work. He was not able to take the test scheduled for that day.

4. __________ scampered out of their way. 5. __________ looked on with amusement. B. TS. Direction: Read each pair of sentences. Write C before the sentence that tells the cause and E before the one that tells the effect. 1. _____The player trained vigorously for the contest. _____She bagged the gold medal. 2.

_____She became fit and ready for competition. _____She trained long and hard everyday. 3. _____Despite her success, she is sweet and gentle. _____Most people, especially her neighbors, adore her. 4. _____The champion made many Filipinos proud. _____She was greeted and cheered by a huge crowd upon arrival.

IV. EVALUATION: TS. Direction: In each pair of sentences, which is the cause and which is the effect? Write C for the cause and E for the effect.

5. _____She is studying sports medicine. _____She wants to improve the health condition of the athletes.

1. _____ Math problems are difficult. _____ Raquel was worried and unhappy. 2. _____She is not getting enough sleep. _____Elise May spends much time watching TV at night.

LESSON # 8 I. OBJECTIVES:

3. _____She kept her mind in her work. _____ Pauline turned off her TV set.

GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use a variety of sentence as to structure; compound sentence 4. Form compound sentence. TS: 5. Recognize words with ph 6. Spell words with ph

4. _____The sea waves were too rough. _____The fishermen did not go out to the sea. 5. _____The fisherman was happy. _____The fisherman made a god catch last night.

III.

V. ASSIGNMENT: GOLD: Direction: Complete each simple sentence with a compound subject.

Subject Matter: GLR: Gabi and the Engkanto GOLD: Forming Compound Sentence TS: Recognizing Words with ph Reference: 2002 Basic Education Curriculum PELC Speaking 6; Listening: Dynamic Series in English p. 9 Explore your World through Language and Literature pp 58 - 61

1. _______________ lent their bikes. 2. _______________ rode around the park. 3. _______________waved to us. 122

. . . . .

Language Arts Today p. 14 – 19 Linking the World through English pp. 328

She lived in a humble nipa hut with a beautiful garden where different flowers like santan, gumamela, sampaguita and rosal could be found. Gabi took care of her plants and flowers by watering them morning and afternoon. She also removed the dry leaves and flowers and trimmed the branches whenever they had grown too long.

Materials: strips of cartolina. Index cards, III. PROCEDURE:

GLR (Genuine Love for Reading) A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils read the –ed in the following words pronounced as / Id/. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Beside Gabi’s garden was a swiftly flowing river. Its banks were lined by great balete trees. The people believed that Gabi’s flowers grew beautifully because the river water had magical powers. The spirit of the water, they said, had favored Gabi.

demanded dedicated blended waded reported snorted collected raided descended painted

Gabi didn’t believe that the river was enchanted for she had gone there many times and had seen nothing at all. But the river was truly enchanted. A river spirit, Engkanto ng Ilog had lived there for a hundred years. He watched Gabi silently every day. He could not be seen as he was invisible.

2. Motivation: Is it important to be beautiful? Why? Which is more important, to be kind or to be beautiful? Why?

One morning, while Gabi was filling her jug, the river spirit appeared before her and introduced himself. He told her of his desire to love Gabi as his wife and if she agreed she would have all his riches. Gabi turned down his offer and told him that she did not need his wealth. Engkanto told her that he would return next summer and would ask for her final answer.

3. Unlocking of Difficulties: Have the pupils identify the meaning of the following words: Enchanted (charmed) Orphan Magical (the unexplained) Invisible (unseen ) Vengeful (unforgiving)

Gabi was afraid, closed her eyes and opened them again. The river spirit had become invisible again, so she thought it was just a dream.

4. Motive Question: Was the Engkanto ng Ilog vengeful? How?

The year passed. Gabi had forgotten about the river spirit. She was too happy taking care of her garden. When summer came, the Engkanto appeared to her once more. She still refused to marry him and said, “I am very sorry but I cannot go with you. I do not love you!” The Engkanto was so angry that he turned her into a gabi plant so that no one else could have her. He said, “Because your heart is hard and stubborn, I will deny you the blessings of my river and your leaves will never get wet.” He told Gabi that she will forever remain a plant unless her

B. During Reading Activities: Have the pupils listen as the teacher reads the story.

Gabi and the Engkanto Long ago, there lived a pretty young woman called Gabriella. Although she was an orphan and lived alone, she had many friends. They loved her and called her Gabi for short.

123

heart turns soft and she decides to marry him.

GOLD (Grammar, Oral, Language Development)

-Adapted by Jasmine Roshua Cupcupin from Marla Yotoko Chorengel’s “Gabi and the Engkanto”

1. Drill: Pronunciation drill: Have the pupils read the following phrases after the teacher.

CT. CRITICAL THINKING C. Post Reading Activities: 1. Answering the motive question: Was the Engkanto ng Ilog vengeful? How? (Yes, because she turned Gabi into a gabi plant so that no one else could have her.) 2. Comprehension Check: a. Who is the main character in the story? b. How did Gabi take care of her garden? c. What was the people’s belief about Gabi’s beautiful garden? d. Did Gabi believe them? Why? e. Who was the river spirit? What did he offer Gabi? f. Did Gabi accept the Engkanto’s offer? Why? 3. Engagement Activities: Have the pupils perform following activities under time limit.

1. night and day 2. ice cream and cake 3. bread and butter 4. touch and go 5. push and pull 6. by hook or by crook 7. rich or poor 8. coffee or milk 9. black or white 10. take it or leave it 2.

1. 2. 3. 4.

__________lent their bikes. __________rode around the park. __________waved to us. __________scampered out of their way. 5. __________looked on with amusement.

the 3.

Motivation: When can we say that a sentence can stand alone?

4.

Presentation: Have the pupils read the following sentences.

GROUP 1: LIGHTS, CAMERA, ACTION! What part in the story did you like best? Make a script and dramatize it before the class.

a. They loved her and they called her Gabi for short. b. I am very sorry but I cannot go with you. c. You will marry me or you will forever remain a plant.

GROUP 2: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class. GROUP 3: WRITE ME A LETTER!

Review: Checking of assignment Direction: Complete each simple sentence with a compound subject.

5.

Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her. GROUP 4: WRITE ME A POEM Describe Gabi’s attitude. Make a poem describing her.

124

Discussion: What two sentences joined the first sentence? Does each sentence convey one complete idea? What word joined the two sentences? How do you call and, or, but? What form of sentences are these?

Discuss further what a compound sentence is. Use the concept under Remember. 6.

Fixing Skills: A. Direction: Write YES on the blank if the sentence is a compound sentence and then underline the two independent clauses. Write NO on the blank if the sentence is not a compound sentence.

You can form compound sentences by joining two or more independent clauses or complete sentences. Each sentence that makes up the compound sentence has a subject and a predicate of its own. 8.

_____1. Mount Pinatubo erupted in 1991 but I was not in the Philippines then. _____2. She cajoles everyone to get up to read a poem or recall favorite stanzas.

1. The lights dimmed. The audience became quiet. 2. The beginning was too boring. The music was too loud. 3. Lightning flashed all night. It didn’t rain. 4. Uncle Mario didn’t see the snake. He would have jumped back. 5. Romeo wants to build his model house. He has no place to work on it.

_____3. Tess read the poem “I Know Why the Caged Bird Sings” and blew us away. _____4. Manila looked mysterious from the 40th floor and she wanted to paint its beauty on canvas. _____5. My Mother prepared the meal and set the table.

B. Independent Practice: Direction: Match the sentences in Column A and B to make a meaningful compound sentence.

B. Direction: Fill in the blank with the needed conjunction to complete each compound sentence. 1. You have to come early _____ you will be marked late. 2. They need to cooperate with us _____ they will be reprimanded. 3. I am a Filipino ____ I am willing to die for my country. 4. I saw the movies several times ___ I still love to watch it. 5. I love to eat a lot ____ I have to watch my weight. 7.

Generalization: What is sentence?

a

Application: Guided Practice: Direction: Form a compound sentence from the given simple sentence by using the appropriate conjunction.

A. 1. Daddy took me to a skating rink (b) 2. Some men cleaned the school building. (d) 3. Newspapers inform us about a lot of things. (a) 4. Cute little girls danced gracefully. (c) 5. Classes will start on June 9 (e) B. a. and readers enjoy reading them. b. and I skated for two hours. c. and the crowd applauded their number. d. and their wives helped them happily. e. but we are still not ready.

compound

REMEMBER: Sentences can also be compound. A compound sentence contains two sentences joined by a comma and the words and, or, and but known as coordinating conjunctions.

IV. Evaluation: A. GOLD: Direction: Combine each pair of sentences to form a compound sentence. 1. Father goes fishing often. He doesn’t like to eat fish. 2. Lino picked up his things. He ran for the bus. 3. Volleyball is fun. It is a good exercise.

And is used to show addition. But is used to show contrast. Or is used to show choice. 125

4. The amusement park was open. The children were lining up for the rides. 5. The mouse saw the cat. The cat didn’t see her.

 Psalm 126:2 We are filled with laughter and we sang for joy And the other nations said, “What amazing things the LORD has done for them.”

TS. Transfer Stage 1. Drill: Pronunciation drill: Have the pupils read the given tongue twister:

 Psalm With trumpets and the sound of the ram horn make a joyful symphony before the LORD the King!

A big blue bug bit the bold bald bear And the bold bald bear bled blood badly. 2. Review: Checking of assignment: Direction: In each pair of sentences, which is the cause and which is the effect? Write C for the cause and E for the effect. 1.

 Psalm

139:20

They blaspheme you your enemies take your name in vain.  Psalm

_____ Math problems are difficult. _____ Raquel was worried and unhappy.

146:9

The LORD protects the foreigners among us, He cares for the orphans and the

2. _____She is not getting enough sleep. _____Elise May spends much time watching TV at night.

widows  Psalm 89:19 You once spoke in a vision to your prophet and said, “I have given help to a warrior. I have selected him from the common people to be King.”  Psalm 118:16

3. _____She kept her mind in her work. _____ Pauline turned off her TV set. 4. _____The sea waves were too rough. _____The fishermen did not go out to the sea.

The strong right arm of the LORD Is raised in triumph. The strong right arm of the LORD has done glorious things!

5. _____The fisherman was happy. _____The fisherman made a god catch last night. 3. Motivation: How do you call a story of one’s life, his present and past experience, dreams or plans or ambitions? (biography)

5. Discussion:  Study the underlined words, what do you notice? Answer: They are words that have consonant combinations and sounded the same when read. They are sounded as /f/ when read.

4. Presentation: Show the psalms printed on cartolina strips Read the psalms emphasizing the words with gh and ph sounds  Psalm

98:6



131:1

Lord my heart is not proud; my eyes are not haughty I don’t concern myself with matters too great or awesome for me.

What are the consonant combinations in these words? Answer: They are ph and gh.

 Read the words together. (Note mouth movement while reading to assure correct pronunciation.) 126

1. roughness 2. toughness 3. laughable 4. laughing 5. coughing

Demonstrate the correct position of the tongue to stress the sound /f/. haughty triumph orphans symphony 

blaspheme laughter right prophets

6.

Study the words further.

3. a musical composition orchestral sonata

Focus on the words with /ph/ and /gh/ sounded as /f/. Go back to the given words note the positions of /gh/ and /ph/.

symphony prophet

Give more examples of words with ph and gh sounded as /f/ when read.  Enable pupils to group words included in the initial ph, medial ph and final ph with words having medial gh and final gh. (In this activity, give pupils time to list five related words independently. Pupils are grouped and are encouraged to share words. A group picks best-three words and explains to class. This is called “FIVEWORDS-THREE-WORDS” interactive strategy.) Examples: Initial ph Medial ph Final ph

Medial gh

1. graphical 2. aphids

in

5. children deprived by the death of one or both parents



1. phantom 2. pharmacy telegraph 3. phase pictograph 4. Philippines monograph 5. philosophy paragraph

as

4. to speak or address with irreverence

Group the words under the proper column. medial gh final ph medial ph triumph orphans

Fixing Skills: Guess the key words based on the meanings given using configuration clues. 2. a cause of merriment

What two words from the Psalms do not sound /f/ when read? - haughty and right How are they read? - they are read with silent /gh/

laughter blaspheme

1. cough 2. tough 3. rough 4. enough

6. one of the writers of the prophetic books in the old testament

7. the joy or exultation of victory or success

Answer Key: 1) laughter 2) symphony

1. graph 2.

3. morphine

3.

4. Paraphernalia

4.

5. paraphrase

5.

3) blaspheme 4) orphans 5) prophet 6) triumph 7. Generalization: How are two consonants in sequence or digraph ph pronounced? REMEMBER:

Final gh

127

The two consonants in sequence or digraph ph is pronounced as /f/.  Phonetics analysis of a word helps us to understand the meaning of a word. Some words have consonant combinations which are sounded the same when read but their spelling are different. Example: ph and gh are sounded as /f/  Some words show irregularity in spelling. Example: words with augh and ough. 8. Application: A. Oral Practice: Have the pupils read the following words correctly. ph said as f hyphen siphon phenomenon physics phonetic phosphate ophthalmology orphanage

2. It is important that a beginning reader should have awareness. 3. An earthquake is a natural that we can hardly predict. 4. Those are the only souvenirs of the grand reunion. 5. Do you agree that our country, the , is the “Pearl of the Orient Seas?” 6. exercises help us pronounce the words correctly. 7. When I go to college, I will take up , Arts and Letters. 8. He is as as a warrior when he is faced with problems. 9. His and colds terribly trigger his headache. 10. The and rocky road caused the car engine to stop.

sapphire phosphorus phlegm pamphlet headphone mimeograph photogenic hemophilia

Answer Key: 1. paragraph

B. Use the words given to complete the following sentences: a. b. c. d. e.

2. phonemic

3. Catastrophe photographs 5. Philippines

4.

7. Philosophy

8.

9. cough

10. rough

6. Phonetic tough

IV. Evaluation: TS. Direction: Write the word with ph described or defined.

philosophy biography geography phantom phony

1. a group of related sentences. _ _ _ _ _ _ _ ph

1. When I read the _______ of Dr. Jose Rizal, I was convinced that he deserved to be called our national hero. 2. A social worker’s ______ in life is to serve others. 3. Our lesson in _______ is about the provinces in Luzon. 4. That clown is a _______ because he is not the real one. 5. Carmela enjoyed watching the movie, “_________ of the Opera.”

2. a group of words. ph_ _ _ _ 3. another word for picture, usually shot by camera. ph _ _ _ _ _ _ ph 4. a person’s own signature. _ _ _ _ _ _ _ ph

handwriting

5. anything appearing or observed, especially one having scientific interest. ph _ _ _ _ _ ph _

C. Complete each sentences by filling in the blank with the appropriate word using ph or gh. 1. Organize your sentences well so that you can make a good .

V. Assignment:

128

1.

1. 2. 3. 4. 5.

A. GOLD. Direction: Combine the following simple sentences into a compound sentence using conjunctions and, or and but. The book was funny. It was exciting. The cat needed excitement. He became bored. Maz had adventures. He always escaped. The cat could go to the right. He could go to the left. He was brave. He was also intelligent.

Have the pupils read the words with initial, medial and final /p/ sound. Initial 1. 2. 3. 4. 5.

pacify panic pastor petite passion Medial

B. TS. Direction: Use the following words with ph in meaningful sentence. 1. 2. 3. 4. 5.

paragraph philosophy biography phrases geography

rampant stipend trample nepotism participle

1. 2. 3. 4. 5.

bleep shape creep shop soup

Final

LESSON # 9

2. Motivation: Have you seen a lion? Show a picture of lion. Have the pupils describe the lion.

I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use a variety of sentence as to structure; complex sentence 4. Form complex sentence. TS: 5. Tell the key concept implied. II.

1. 2. 3. 4. 5.

3. Unlocking of Difficulties: Have the pupils read the clues then arrange the following jumbled letter to form the correct word.

Subject Matter: The King of Beasts and His Three Advisers Forming Complex Sentence Telling the Key Concept Implied

a. bsetas ( The Lion is called the King of ______ because he is big and strong.) b. bleatiirr (The Lion had an ____ mood because his wife told him that he had a bad breath.) c. nuplaesnat (The Queen Lioness said that the Lion has the most unpleasant smell.)

Reference: 2002 Basic Education Curriculum PELC Speaking 6; PELC Reading 4 Explore your World through Language and Literature pp 58 - 61 Language Arts Today p. 14 – 19 Linking the World through English pp. 284

4. Motive Question: Why were the animals afraid of the lion?

Materials: strips of cartolina. Index cards,

B. During Reading Activities: Have the pupils listen as the teacher reads the story.

III. PROCEDURE:

GLR (Genuine Love for Reading) A. Pre-reading Activities: Drill: Pronunciation drill:

The King of Beasts and His Three Advisers

129

The lion is called the king of beasts. He is big and strong. So, the animals are afraid of him. But not his wife, Queen Lioness.

Have the pupils answer the following questions: a. b. c. d.

When did the lion roar loudly? Why was the lion very angry? What did the sheep tell the lion? Why did the sheep give an honest answer? e. Why did the goat tell a lie? f. Who among the animals did the right thing? 3. Engagement Activities: Have the pupils perform the following activities under time limit.

One morning, the king of the forest was in an irritable mood. His wife, the Queen had said something he did not like. Queen Lioness ha told King Lion that his breath was most unpleasant. So King Beast called the animals. First, he called the sheep. “Friend Sheep,” he roared, opening wide his big mouth, “would you say that my breath smells unpleasant?”

GROUP 1: LIGHTS, CAMERA, ACTION!

Believing that the lion wanted an honest answer, the sheep gave it, and the king of beasts bit off her head for a fool.

What part in the story did you like best? Make a script and dramatize it before the class.

King Lion was very angry. He roared and called the goat. “Mr. Goat, tell me the truth. Do I have a bad smell? Do I have a bad breath?”

GROUP 2: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

The goat saw the sheep’s meat and bones. He was afraid of the lion. So the goat said, “Why, your Majesty, you have a breath as sweet as roses in the garden.” “Before he could finish, the goat was torn to pieces. “I do not like liars,” roared the King Lion.

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

At last, the lion called the horse. The horse walked slowly. He looked sick. He coughed and coughed.

GROUP 4: WRITE ME A POEM

“Friend Horse, tell me the truth. Queen Lioness says that I have a bad breath. She says I have a bad smell. Is it true?” The horse coughed and coughed. Then he said softly, “King Lion, I have a bad cold. It rained hard while I was carrying crops for my master. I think I also have a head cold. So, I cannot smell at all. I am sorry, I cannot answer your question.”

Describe the Lion’s attitude. Make a poem describing him.

GOLD: Grammar, Oral, Language Development 1.

King Lion nodded his head, “Go home and rest. Get well soon.”

Drill: Pronunciation drill: Have the pupils read the following phrases: 1. a blue boat 2. a beige and brown bag 3. barbecue party in the basement 4. big beetle bites 5. bathe in the bubbling brook. 6. a bunch of babbling babies 7. burst into sobs 8. a blue ribbon 9. a bundle of barbecue sticks 10. the blonde and beautiful boarder

CT. CRITICAL THINKING: 6. Post Reading Activities: 1. Answering the motive question: Why were the animals afraid of the lion? 2. Comprehension Check:

130

2.

A. Direction: Underline the independent clause once and the subordinate clause twice.

Review: Checking of assignment Direction: Combine the following simple sentences into a compound sentence using conjunctions and, or and but.

1. Norie asked where we could buy a cheaper imitation of your bag. 2. Although Sally did not pass the test, she still hoped to pass the subject. 3. If you are truthful, others will respect you more. 4. June is the month when we celebrate Independence Day. 5. The book which I read taught me a lesson about friendship.

1. The book was funny. It was exciting. 2. The cat needed excitement. He became bored. 3. Maz had adventures. He always escaped. 4. The cat could go to the right. He could go to the left. 5. He was brave. He was also intelligent. 3.

Motivation: What kind of media and technology do you use?

4.

Presentation: Have the pupils read the following sentences:

B. Direction: Supply the appropriate conjunction for each sentence. Choose from the given conjunction inside the box. 1. I did not receive the bag ___ you bought in Hongkong. 2. They were already quarrelling ____ you arrived. 3. We went shopping at the mall ____it was still too early to go home. 4. ____ I will spend my vacation is none of your business. 5. _____ she is underage, she was allowed to watch the adult movie.

a. News travel fast / so there will be more efficient communication. b. The computer stores have all the new computer games / which we all enjoyed. 5.

Discussion: Which of the two clauses in sentence # 1 express a complete thought? Which is not? How do we call a clause that can stand on its own? What two clauses made up the second sentence? Which can stand alone? Which cannot? What form of sentence are these? Have the pupils read the sentence given:

before which although

since where

7. Generalization: What is a complex sentence? How do we form a complex sentence? REMEMBER: A complex sentence is a sentence that is made of one independent clause and one or more subordinate clauses. An independent clause is a complete thought that can stand on its own. It is a complete sentence in itself. A subordinate clause, on the other hand, cannot stand on its own. It does not express a complete thought.

 As she waited for Ana, she paced around the room. What is the part that can stand on its own as a complete sentence? What part does not give a complete thought? Discuss further.

Some common subordinating conjunctions are used to introduce the subordinate clause. These are:

6. Fixing Skills:

131

after although because whenever whereas wherever

before if as where than

though unless until since when

1. 2. 3.

Example: It had been this way since her husband (Independent clause)

4.

(subordinate clause)

5.

had left them. 8. Application: A. Guided practice: Direction: Underline the dependent clause. Circle the subordinating conjunction; box the simple subject and the predicate verb of each dependent clause. 1. 2. 3. 4. 5.

The brain, which is located in the skull, is part of the nervous system. What he did to me will not be taken against him. I did not receive the bag which you bought in Hong Kong. They were already quarrelling before you arrived. The king who treats his subordinates with respect is wellloved by everybody.

TS. Transfer Stage: 1. Drill: Pronunciation drill: Have the pupils read the following words correctly: Words with stress on the first syllable

Since Liza was totally blind, her achievements in school could be considered extraordinary. Life isn’t easy when your vision is impaired. When she was in high school, Liza’s classmates elected her president of the class. Because she was brilliant, she graduated valedictorian. Before she went to college, Liza spent summer as a music and dramatic counselor.

A*sia METH*ane FAM*ine COT*tage HUS*band GOB*let LIB*er-ty ble

BAN*dit BEA*con CUR*few DE*pot LAV*ish AD*vo-cate MEM*o-ra-

2. Review: Checking of assignment Direction: Use the following words with ph in meaningful sentence. 1. 2. 3. 4. 5.

B. Independent Practice: Direction: Underline the independent clause. Supply the appropriate conjunction for each sentence. 1. The cake _____ you baked makes my mouth watery. 2. The woman ______ car was carnapped was crying the whole day. 3. I admire beautiful girls ______ I am a lover of beauty. 4. The jacket ______ you bought is too thick. 5. ______ I know about you will not affect your candidacy.

paragraph philosophy biography phrases geography

3. Motivation: How do we communicate with other people? Is it important to communicate with them? 4. Presentation: Have the pupils read the paragraph given. Let them identify the key concept.

Evaluation: A. GOLD; Direction: Underline the independent clause in each sentence once and twice the subordinate clause. Box the conjunction used.

Communication is derived from the Latin word communis which mean “commonness.” It is the process of transmitting knowledge, ideas, information, attitudes, feelings and the like. There are numerous meanings but the essence in only one. It is the transmission or exchange of messages. 132

5.

In our everyday life, we encounter many problems. If we are able to discuss our problems with someone, we feel relieved even if the problem is not yet solved. We always feel the need to unload our burdens on people whom we trust. Communication is curative and s also a medium to maintain our good health.

Discussion: What is the key concept implied in the sentence? What are the details that support the key concept? Have the pupils fill in the story frame with details about the selection.

IV. Evaluation: B. TS. Direction: Read the paragraph and determine its key concept and the details that support the key concept.

Title: ________________________ Key concept: ___________________ Supporting details: ________________________________ ________________________________ _____________________________

6.

The communication process is the change that takes place in the course of its doing. It is a process that can be compared to life. It keeps on changing and never stays as is. The words keep on multiplying each day.

Generalization: What is a key concept? Where can we find the main idea or the key concept?

Title: ________________________ Key concept: ___________________ Supporting details: ________________________________ ________________________________ _____________________________

REMEMBER: The main idea or the key concept is the central thought of a paragraph. All the sentences in the paragraph develop it. Without a main idea, the paragraph would just be a confusion of sentences. All the sentences in the paragraph should develop the main idea.

V.

The key concept of the paragraph can be found in the beginning, in the middle or at the end of a paragraph. 7.

Assignment: A. GOLD. Direction: Pick out the independent clause and the subordinate clause in each sentence. Write your answers in the table provided. 1. We went shopping in the mall since it was still too early to go home. 2. I must stay here until my daddy returns. 3. Where the fire originated is not yet known. 4. She narrated everything to Mrs. Castro who is our principal. 5. He completed several projects when he was still the president of Science Club.

Application: Direction: Read the following group of sentences. Identify the key concept implied in the sentence. 1 We are very special and unique creations of God. We are gifted with the power to think and the ability to communicate. Because of these, we are superior to the other creations of God. Our achievements and accomplishments in life are made through effective communication.

Independent Clause

1. 2. 3. 4.

2 133

Subordinate Clause

1. 2. 3. 4.

5. B.

1.

a.

GLR (Genuine Love for Reading) A. Pre-reading Activities: a. Drill: Pronunciation drill: Have the pupils read the following verse drill correctly:

5. TS. Direction: Read each paragraph. State the key concept or implied main idea.

The flower girl caught the bride’s bouquet,/ “Oh, no!”/ cried her old-fashioned Aunt May “Oh yes!”/ laughed the chief/ as he ate the chefs buffet.// Then the flower girl tossed the bride’s bouquet./ To the disbelief of her Aunt May,/ Into the soup bowl/ in the middle of the chefs buffet.//

A full moon appears in the horizon. After a few hours, it is overhead. Now, the moon has become smaller.

The moon is bigger than the sun. b. The moon changes its shape. c. The moon’s size seems to change. 2.

2. Motivation: How do rivers and other bodies of water serve us?

Stars that are old burn out. Other stars explode into a cloud of dust and gases. These stars that explode are called supernova. They can still be seen in the sky.

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

a. Stars have a “star life.” b. Stars can be seen in the sky. c. Exploding stars are new stars.

Spoke swift Strong rushing Wild rest 4. Motive Question: What were the things that Bullawong did for the boy?

LESSON # 10 I. OBJECTIVES:

B. During Reading Activities: 1. Have the pupils listen as the teacher reads the story. Bullawong

GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use direct and indirect discourse. 4. Report direct to indirect discourse. TS: 5. Write from dictation

Bullawong was a river, a very wide brown river in a very hot country. One day, a little brown boy was walking by the river and he sang this song as he walked along. “Bullawong, Bullawon, I will sing you a song, as I go along “Bullawong, Bullawon, I will sing you a song, as I go along.” Bullawong then spoke, and he said, “Are you hot, boy?” “Yes, I am very hot.” said the little brown boy. “Then dive into my water,” said Bullawong. So the boy dived into the waters of the river Bullawong. “Do you like my water?” asked the river. “Yes,” said the little brown boy, “your waters are swift and cool.” And he swam about and sang.

II. Subject Matter: GLR: Bullawong GOLD: Reporting Direct Discourse to Indirect discourse TS: Writing from Dictation Reference: 2002 Basic Education Curriculum PELC Speaking 6.1; PELC Reading 5 Milestone in Reading 6 p.176 Explore your World through Language and Literature pp 58 - 61 Language Arts Today p. 14 – 19 Linking the World through English pp. 284 Materials: strips of cartolina. Index cards, III. PROCEDURE:

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“Bullawong, Bullawon, I will sing you a song, as I go along “Bullawong, Bullawon, I will sing you a song, as I go along Bullawong then spoke, and he said, “Are you hungry, boy?” “Yes, I am hungry,” said the little brown boy. “Then, I will send you fish. Look in front of you and you will see a pool with many silver fish.” So the little brown boy looked in front and in the pool, he saw a silver fish and he ate it. “Do you like my silver fish?” asked the river. “Yes,” said the little brown boy. It was very good.” And he swam about and he sang. “Bullawong, Bullawon, I will sing you a song, as I go along “Bullawong, Bullawon, I will sing you a song, as I go along Bullalwong then spoke, and he said, “Are you thirsty, boy?” “Yes, I am thirsty,” said the little brown boy.“Then, I will send you water to drink. Look to the right bank, and you will see a crystal stream that flows into my waters.” So the little brown boy looked to the right, and he drank of the crystal stream. Do you like my crystal stream?” asked the river. “Yes,” said the little brown boy, “it is clear and fresh.” And he swam about and sang. “Bullawong, Bullawon, I will sing you a song, as I go along “Bullawong, Bullawon, I will sing you a song, as I go along Bullawong then spoke, and he said, “Are you strong, boy?” “Yes, I am very strong,” said the little brown boy. “Then I will send you waves to fight. Look behind you and you will see wild waves rushing at you.” So the little brown boy looked behind, and he dived into the waves and broke them. “Do you like my waves?” asked the river. “Yes,” said the little brown boy,” they are wild and rolling/” And he swam about and sang. “Bullawong, Bullawon, I will sing you a song, as I go along “Bullawong, Bullawon,

I will sing you a song, as I go along Bullawong then spoke and said, “Are you tires, boy?” “Yes, I am very tired,” said the little brown boy. “Then I will find you a cradle. Look to the left bank and you will see a boat tied up by the tree.” So the little brown boy looked to the left bank and he climbed into the boat and lay down to rest. “Do you like my boat?” asked the river. “Yes,” said the little brown boy, “it is very pleasant.” And he closed his eyes and sang. “Bullawong, Bullawon, I will sing you a song, as I go along “Bullawong, Bullawon, I will sing you a song, as I go along And the boy was fast asleep, and the boat rocked him to and fro, to and fro, to and fro. C. Post Reading Activities: 1. Answering the motive question. What were the things that Bullawong did for the boy? 2. Comprehension Check: Have the pupils answer the following questions: 1. What kind of relationship did the river Bullawong and the boy have? 2. In your opinion, what kind of river was Bullawong? 3. If you were the boy, what would you ask from the river? 4. If you were Bullawong, would you give what the boy needs? Why? 3. Engagement Activities: Have the pupils perform the following activities under time limit. GROUP 1: CERTIFICATE OF RECOGNITION Describe Bullawong’s attitude. Make a certificate of recognition for him. GROUP 2: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

135

Voters from the village are omnivorous;/ Varsity volunteers are vigorous.//

Group 3 Episodal Web: Complete the episodal web with details from the selection.

2. Review: Checking of assignment: Direction: Pick out the independent clause and the subordinate clause in each sentence. Write your answers in the table provided.

Where was the boy walking one sunny day?

How did the story end?

What did Bullawong ask the boy? What was his reply?

Bullawong

What other things did Bullawong do for the Boy?

1. We went shopping in the mall since it was still too early to go home. 2. I must stay here until my daddy returns. 3. Where the fire originated is not yet known. 4. She narrated everything to Mrs. Castro who is our principal. 5. He completed several projects when he was still the president of Science Club. 3.

What did Bullawong first do for the boy?

Motivation: How do we know today’s weather? Who announces the weather forecast? 4. Presentation: Have the pupils listen to a weather forecast:

Group 4 Sequencing Events: In the blanks, write numbers 1 – 5 to show the correct order of the events in the story.

Good evening, Philippines. This is your friendly weather forecaster, Kuya Kim. Storm Caloy is expected to reach the Philippine Area of Responsibility by early tomorrow morning. It is moving 110 km/hr and headed towards the direction of Central Luzon.

_____a. Bullawong noticed that the boy looked hungry; the river gave him something to eat. _____b. One day, a boy was walking by the river Bullawong. _____c. The boy was thirsty; the river gave him water to drink. _____d. Bullawong noticed that the boy looked tired and gave him a boat to lie in and sleep. _____e. Bullawong noticed that the boy felt hot. The river invited him to for a swim in it.

Storm Signal Number 2 is up in Central Luzon – Pampanga, Bulacan and in Metro Manila. Residents of low-lying areas are advised to be alert for any eventuality. Necessary precautions should be taken to prevent a disaster from happening. Classes in the elementary and high school levels, both private and public are suspended.

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

5. Discussion: Have the pupils read the following sentences included in Kuya Kim’s weather forecast.

Voters from the village are nervous;/ Varsity volunteers are mischievous,/

136



“Storm Caloy is expected to reach the Philippine area of Responsibility by tomorrow morning.”



“Residents of low-lying areas are advised to be alert.”

7. Application: A. Guided Practice: Have the pupils group themselves into three. Have them perform the following activities:

What kind of sentences are these? What are the exact words of the speaker? What punctuation mark is used in order to show the direct words of the speaker? If these reported:

statements

are

to

Group 1: Direction: Change the following direct discourse into indirect. Begin your sentences with “He/She.”

be

1. 2. 3. 4. 5.

 Kuya Kim said that Storm Caloy was expected to reach the Philippine Area of Responsibility by tomorrow morning.  He said that residents of low-lying areas were advised to be alert.

“I’ll be late to class again.” “We won the contest.” “The boys are tired.” “Earth is smaller than Jupiter.” “Gold is heavy.”

Group 2: Direction: Change the following direct discourse into indirect.

What happened to the direct statement of the speaker? What phrase was used to introduce the reported statement? What were the changes made? What happened with the quotation mark? Discuss further.

1. “It’s so noisy that I can’t hear you complained, Liza” Dolly said. 2. Aunt Beth said, “The party will be tomorrow.” 3. “The sun is the source of all energy,” Mrs. Santos said.

6. Generalization: How do we change the direct discourse to a reported statement/indirect discourse?

Group 3: Direction: Read the dialogue. Change the following direct discourse into indirect.

REMEMBER: In changing statements to reported statements:

Faye: What are you reading? Adriele: I’m reading an article about the coming election in the Philippines. Faye: It will be the first time of the Filipinos to use the Automated Election. Adriele: They are very excited although there are threats of failure of election and massive cheating. Faye: I hope this will be a successful election. Adriele: And I hope no one will try to foil the election.

1. Use said that to introduce the statement. Ex. Kuya Kim said that…. 2. Change the verbs to past form. Ex. …said that Storm Caloy was…. 3. Change the pronouns. He/him – refers to a boy/male She/her – refers to a girl/female They/them- refers to more than one person. 4. Drop the quotation marks. (“).

B. Independent Practice:

5. Rearrange the order of the words in the sentence.

137

Direction: Read the following sentences. Change these direct discourses to indirect.

c. 2.

1.

The teacher said, “The Philippines lies north of the equator.” “Flowers of different colors make a garden beautiful,” Allyson said. “Gasoline is a fuel,” Mr. Francisco said. “Our gardener trims the plants and grasses everyday,” Ashkelon said. “The smell of roses relaxes me at the end of the day,” Dra. Pedraza said.

2. 3. 4. 5.

IV. Evaluation: GOLD: Direction: Change the following direct discourse to

3.

Motivation: How do you write from dictation?

4.

Presentation: Have the pupils read the paragraph given: Nora was an ordinary student with ordinary looks and talents. She wished she were a gorgeous and highborn princess. She also wished that she could perform an absorbing monologue in a play. But she is ordinary, too ordinary for anything extraordinary. She decided to try sports. She joined the try-out. Nora felt awful. She could not be gorgeous and highborn princess. She could not even be a sportswoman. Fortunately, the supportive warm orchestra conductor took her in to play cymbals. Nora was thankful that, at last, she belonged to an organization.

1. Tito said, “You can stay with us on weekends.” 2. Mr. Alvin Diaz said, “I come from a well-to-do family.” 3. “We have lots of work to do,” said Mother. 4. Jahzeel said, “I dream of touring Australia.” 5. My grandmother said, “May God be with you always, Francesca.”

TS. Transfer Stage: 1. Drill:

pronunciation drill: Have the pupils recite the given tongue twister: Lily Lee listens to lessons As Lily Lee listens to lessons She licks her lips and lists down The list that she hears from her teacher’s lips That’s the least feat that she feels she can before getting ill.

5. Discussion:

How was the paragraph written? How did we start the first sentence of the paragraph? Did we use the correct punctuation mark and capitalization? Discuss further.

2. Review: Checking of assignment: 6.

A full moon appears in the horizon. After a few hours, it is overhead. Now, the moon has become smaller.

1.

a.

Generalization: How do we write a paragraph from dictation? REMEMBER: In writing a paragraph from a dictation, indent your paragraph. Use correct punctuation mark and capitalization. Write legibly and neatly.

The moon is bigger than the sun.

b.

Stars that are old burn out. Other stars explode into a cloud of dust and gases. These stars that explode are called supernova. They can still be seen in the sky. a. Stars have a “star life.” b. Stars can be seen in the sky. c. Exploding stars are new stars.

indirect.

Direction: Read each paragraph. State the key concept or implied main idea.

The moon’s size seems to change.

7. Application:

The moon changes its shape.

Have the pupils write the paragraph that the teacher will dictate. 138

GOLD: Using indefinite pronouns TS: Writing the main idea of a paragraph read that is explicit or implied

Father’s father, my worthy grandfather, lives farther down the southern part of the town. Mother wants my grandfather to join a brotherhood of weathermen up north. But grandfather thought that it isn’t such a worthy idea. So they decided to have a family gathering instead of going out of the town.

Reference: 2002 Basic Education Curriculum PELC Speaking 7; 7.1;PELC Reading 8 Milestone in Reading 6 p. 205 Explore your World through Language and Literature pp 58 - 61 Across the Border Through Language p. 57 Linking the World through English pp. 284

IV. Evaluation: TS. Direction: Have the pupils write the paragraph to be dictated by the teacher. Have you heard of Benjamin Franklin? He was a great American. He helped our country to become free. Did you know he invented many things? The lighting rod and a heating stove were two of them. V. Assignment: A. GOLD: Change discourse to indirect.

the

Materials: strips of cartolina. Index cards,

III. Procedure: GLR (Genuine Love for Reading) A. Pre-reading Activities 1. Drill: Pronunciation drill: Have the pupils read the verse drill given: She pinched the cake/ And got pinched in turn,// She nibbled the nuts/ And overturned the bowl;/ Her mother punished her,/ She screamed and sobbed;/ Her mother ignored her./ She mended her ways.//

following

1. The young boy said, “I saw a rainbow in the sky.” 2. Jane said, “Lea Salonga and Martin Nievera are really great performers. 3. Mon said, “Everything will turn out right, Liza.” 4. Zaldy said, “Intramurals will be held from February 18 to 22.” 5. “The school’s fund raising project was a big hit!” said the director.

2. Motivation: Have you done something without thinking of the consequences? Cite examples as the following: a.

LESSON # 11 I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use indefinite pronouns. 4. Use the verb that agrees with the indefinite pronoun. TS: 5. Write the main idea of a paragraph read that is explicit or implied

Crossing a street without first looking right and left b. Swimming in a deep river c. Playing with a sharp object

Have the pupils relate their experiences 3. Unlocking of Difficulties Identify the meaning of the words/phrases through body language.

II. Subject Matter: GLR: A Fox in the Well

139

a.

hind legs

b.

fore legs

c. d.

1. Answering the motive questions. Why do you think the goat believed the fox? Explain

leap

CT. Critical Thinking: 2. Comprehension Check

without the second thought

1. Where did the story happen? 2. Who fell into the well? Who jumped into the well? 3. Why do you think the goat believed the fox? Explain. 4. Whom do you like most, the goat or the fox? Why? 5. How did the fox get out of the well? 6. Why did the goat decide to jump into the well? 7. If you were the fox, would you do the same? Why? If you were the goat, would you do the same? Why?

4. Motive Question: Why do you think the goat believed the fox? Explain B.

During Reading Activities: Have the pupils listen as the teacher reads the story.

THE FOX IN THE WELL A fox once fell into the well. He tried to jump out but each time he did, he fell back down. By and by a goat passed by. Looking into the well, he saw the fox. “Hello,” he called. What are you doing down there?” Drinking some water, of course!” replied the fox. Is it good? “asked the goat. “Good? It’s the best water I ever tasted in my whole life,” answered the fox, drinking a gulp of water. Without a second thought, the goat jumped in. After drinking some water, he looked about for a way to get out of the well. “How do we get out of here?” he asked the fox.　 “I know what we can do,” said the fox, looking at the goat from the corner of his eye. “Stand on your hind legs. Plant your forelegs firmly against the side of the well. I’ll climb on your back, and I’ll step on your horns. Then I can get out. When I’m out, I’ll help you get out, too.” “That’s a good idea!” said the goat happily as he did what the fox told him to do. The fox climbed on the goat’s back and horns. Then he jumped out of the well and started on his way. “Hey!” shouted the goat. “Help me out of here. You promise to help me.” “You silly goat,” said the fox. You should have thought of that before you jumped in. Next time, look before you leap.”

2. Engagement Activities: Have the pupils perform the following activities under time limit. GROUP 1. I WRITE A SONG!

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

GROUP 2: Write the values that you’ve learned from the selection: Values that I Learned

Group 3: Energize your thoughts Complete the paragraph If I had the power to change the event of the story, I would______________________________ ___________________________________ ___________________________________ ___________________________________ Group 4: Fill the story grammar with

details from the selection. Title: __________________

C. Post Reading Activities: 140

Characters

Setting ________

Events ________

___________ ___________ ____

Place ________ ________

Initiating Events

Time:

Internal Response

Resolution

Have the pupils read the verse below. Only in the Wind Someone is knocking at my door, Somebody scrapes shoes on the floor, And I ask, “Is anybody there?” But nobody answers Except the howling of the wind. I listen hard – Everything is quiet once more For several are tired And all are asleep I listen and wait again,

Attempt ___________ _________

Nothing moves – It must have been only the wind.

Consequence

Theme

5. Discussion: What are the italicized words in the verse given? Do they refer to a particular person, palace or thing? What are these words? (Indefinite Pronoun) What verb comes after each indefinite pronoun? Discuss further.

_________ _________ _

GOLD. Grammar, Oral, Language Development 1. Drill: pronunciation drill: Have the pupils read the verse drill given:

6. Generalization: What are indefinite pronouns? What verbs are used for each indefinite pronoun?

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

REMEMBER:

2. Review: Checking of assignment. Change the following discourse to indirect.

An indefinite pronoun does not refer to a particular person, place or thing. It is not immediately followed by a noun.

1. The young boy said, “I saw a rainbow in the sky.” 2. Jane said, “Lea Salonga and Martin Nievera are really great performers. 3. Mon said, “Everything will turn out right, Liza.” 4. Zaldy said, “Intramurals will be held from February 18 to 22.” 5. “The school’s fund raising project was a big hit!” said the director.

Some indefinite singular, others are plural.

pronouns

are

Use a singular verb with a singular indefinite pronoun; use plural verb with a plural indefinite pronoun. Use their when the antecedent is a plural indefinite pronoun; use his or her or it when the antecedent is a singular indefinite pronoun.

3. Motivation: Have you seen a wind? How do we know that there is a wind?

COMMON INDEFINITE PRONOUNS Singular Plural Singular or Plural

4. Presentation: 141

Anyone Anybody Anything Everyone Everybody Everything No one Nobody Each Nothing Either Neither One Someone Somebody] Something

Both Few Many Most Others Several

All Any Most None Some

B. Independent Practice: Direction: Write the appropriate indefinite pronoun in each blank. 1. _______ has to preside at a meeting. The one who presides is called the chair. 2. ______ must read the minutes of the meeting. This is usually the job of the secretary. 3. _______ listens attentively. 4. _______ reports on the assignment given to him. 5. _______ asks questions about the project.

7. Application: A. Guided Practice: Group 1: Direction: Circle the indefinite pronoun. Underline the correct verb form. 1. Several (is, are) pulling the weeds. 2. Each (bring, brings) some herbal plants 3. Most of the boys (plant, plants) seedlings in their plots. 4. Everyone (is, are) busy doing a share of their work.

IV. Evaluation: A. GOLD: Direction: Underline the indefinite pronoun used in each sentence and circle the correct form of the verb. 1. One of the judges (agree, agrees) with your argument. 2. Few of the audience (understands, understand) the lyrics of the song. 3. Both of my sisters (walks, walk) me to school. 4. Everyone in the community (contributes, contribute) to our success. 5. Either of the books (is, are) about friendship.

Group 2. Direction: Underline the correct verb that will agree with the given indefinite pronoun. 1. After the fight, each cat (was, were) licking (their, its) fur. 2. Everybody (wishes, wish) to go home. 3. Most of the members (feel, feels) tired already. 4. Neither of the boys (want, wants) to be the leader.

TS. Transfer Stage:

Group 3. Direction: Underline the correct pronoun:

1. Drill: pronunciation drill: Have the pupils recite the verse drill:

1. Everyone was listening attentively for (his or her, their) name to be called. 2. Nobody thought (himself or herself, themselves) so unlucky as not to get at least one prize. 3. Each time someone’s name was called, (he or she, they) let a joyous whoop. 4. my classmates (he or GroupAmong 4. Direction: Replacemost the said italicized she, they) with had bought justpronoun: one ticket. expressions indefinite ______1. The pupils wanted their projects recognized. _____2. All the boys did their best. _____3. The girls put their creativity to work. _____4. Not one pupil wanted his or her project rejected. _____5. Not one pupil thought of failure.

Foolish Polly knew that jealousy was folly. / The least that she could have done was say sorry./ To her dusky fiancé in the army;/ But foolish Polly was also haughty,/ She’d rather keep love away than admit/ that jealousy was folly.//

2.

142

Review:

the plow and the carabao, but he did all right. Now, we have electric stoves, refrigerators and electric fans but the problem of earning enough to pay for them is ours. Now, we have radio, movie and TV sets, but ours is difficulty of not having enough time for all of these. Sometimes, I wonder. Which life is better our greatgrandparents or ours? Do you also wonder if yours is a better life than your grandparents?

How do we write paragraph from dictation? 3. Motivation Time Machine Place some objects on pictures in a box. These materials are those that are used by our forefathers and those that are presently used. Call on a pupil to pick one object or picture. Let them identify when this object existed or used.

Adapted from: Harnessing English Arts Today p. 102

4. Unlocking of difficulties ACROSS

Crossword Puzzle DOWN

1. not simple 2. long time ago 3. suggested idea Answers: 1. complex 2. past now 3. implied

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

6. Analysis and Discussion:

1. explicit 2. 3. wonder 1

1 2

3 2

5. Presentation Oral Reading of the Selection

Then and Now Our world is completely different from that of our greatgrandparents! Ours is more pleasant and comfortable because of scientific discoveries and inventions, but it is more complex too. Theirs was not very comfortable and easy but it was very simple one. Our great-grandparents had no movies or radio sets, but theirs was a life of peace and quiet. Our grandmother had no electric stoves. Hers was only a clay stove, but she cooked good meals in it. Our grandfather had no tractor and modern farming tools. His were only

1. What were the advantages and disadvantages of living in this generation as cited by the author? 2. What were the advantages and disadvantages of living during the time of our greatgrandparents? 3. If were given the chances 3 to choose the tie of your existence, which period would you prefer? Why? 4. Do you think scientific discoveries in our time are more of disadvantage than an advantage? Why? Why not? 5. What make our life complicated now? How can we make life easier or uncomplicated? 6. What do you think are some positive traits of our greatgrandparents which we could imitate to have an easier life? 6. Fixing Skills: Activity Divide the class into four and distribute copy of paragraphs taken from the short story Then and Now. Read the paragraph assigned to you. Write one sentence that tells what the paragraph is telling us. 7. Discussion: What does paragraph 1 says? Paragraph 2? Paragraph 3? Paragraph 4?

143

Are all the paragraphs have the topic sentence that tells the whole message of the writer? 8.

___Municipal pest control officers may be consulted about pests. ___Plant pests and diseases are the worst enemies of cultivated crops. ____Plants pests and diseases need to be controlled.

Generalization Main idea of a paragraph tells us what the paragraph is all about. It may be stated in the paragraph or explicit and it may not be stated or implied)

9. Application i. Activity Grasping Implied Ideas

5. Soil is very important to plants. Plants depend heavily on the soil for root anchorage and for essential nutrients such as nitrogen, phosphorous and potash. They also depend upon the soil for water and other mineral nutrient Plants depend heavily in soil. Soil has nutrients needed by plants. Soil is very important to plants. 6. Many farm crops are very specific in their temperature requirements. Examples are melons, squash, sweet potatoes and beans. They grow best in warm temperatures. Slight rain can destroy them. Pechay, mustard, Kangkong, and radish, on the other hand, grow well during summer and can also withstand rain.

1

What main idea do the following paragraphs imply? Underline the right word in the parenthesis. a. Sgt. Cruzado was about to enter his tent when he saw one of his comrades lying flat near his post. He quickly reached him. He asked for water and he gave him his reserve water. (merciful, forgiving, brave, friendly) b. A young soldier volunteered to walk ahead of the troop to check if the way was safe to pass through. When he spotted a troop of enemies, he quickly made a signal to pass other way and they reach their camp safely. (merciful, kind, forgiving, brave) c. A soldier carried to safety a wounded companion through continuous firing from the enemies. (merciful, brave, sacrificing, reckless)

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

Enrichment Activities

Activity 2 Choose the main idea of the following paragraphs. Put a check before the right sentence.

Gallery of Text Teacher will display several short paragraphs cut from newspapers, old magazines or written on manila paper. Pupils are given three minutes to choose from the paragraph what they want to read.

4. Plant pests and disease are the worst enemies of cultivated crops for food and seed production. Municipal pest control officers may be consulted as soon as these pests and diseases are observed in the farm. For more protection, clean cultural practices should be observed. Removing and destroying all possible breeding places of plant pests and diseases around the vicinity of the garden is suggested.

Directions: Read silently the paragraph of your choice. Write on a piece of paper the main idea of the paragraph. As I call on you, read your paragraph and its main idea aloud. IV. Evaluation

144

Read the following paragraphs. State its main idea and write on your answer

______1. Everyone is waiting inside the room. ______2. Several of the audience is from my hometown. ______3. No one have been calling Dana ever since she arrived. ______4. Many are in the small plastic bag. ______5. Neither of the boys are walking alone in the forest.

sheet. 1. Different birds use different materials for their nests. Most birds use scraps of grass, leaves, and twigs. One kind of bird pushes and molds these materials into a cuplike home between the branches of a tree or among grass. It uses saliva or mud to hold the materials together. 2. A dolphin is a mammal like cats, dogs and people. It has warm blood. It cannot breathe under water. Like other mammals, it’s babies are born alive. It gives milk to its babies. 3. The bread was like a pet; I took care of it, made sure that it was properly stirred, and saw to it that it was alive and doing well. You see bubbles appear on the surface just to let you know that there is really something truly alive inside.

B. TS. Copy a five paragraph from any reading material. Write the main idea below each paragraph. LESSON #12

OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use demonstrative pronouns. TS: 4. Identify the author’s purpose in writing.

Adapted: Manila Bulletin – Taste March 14, 2007 p. 5

4. The Malate Church have always been a haven for people in need. In the past, it served as the fortress of British forces against the Spaniard. Today, supplicants continue to pray to Our Lady of Miraculous Medal in time of trouble. Founded by the Augustinians friars, the church was built in the 18th century.

II. Subject Matter: GLR: How Butterflies Came To Be GOLD: Using Demonstrative pronouns TS: Telling the writer’s purpose Reference: 2002 Basic Education Curriculum PELC Speaking 7; 7.1 PELC Reading 8 Milestone in Reading 6 p. 205 Growing in Reading p. 83; 107; Across the Border Through Language p. 66 Linking the World through English pp. 156

Adapted: A Tour of Seven Churches By Clifford Ray Olanday 1. Style Weekend – Manila Bulletin 2. March 30, 2007 p. 21

5. Even kites can be dangerous! You can get pulled by your kite when there are strong winds, or you can get hurt when the string attached to the kite rubs on your hand. A kite can even cause a helicopter to crash!

Materials: strips of cartolina. Index cards, III. Procedure:

Adapted: Fly High Junior Inquirer May 20, 2007 p. 5

GLR: Genuine Love for Reading

V. Assignment

A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils recite the following verse drill.

A. GOLD: Direction: Put a check mark (/) on the blank if the sentence is written correctly. If it is not, underline the incorrect part and write the proper structure above it.

Paul the southpaw had a bad fall,/ He landed at the orthopedic hall.//

145

One night/ Paul got a haunting call/ From a sorceress who was very tall.//

One time, a young couple visited the village. They were proud and hated anything ugly.

When the doctor called the roll,/ Paul was nowhere in the orthopedic hall./ He had left to follow the haunting call./ Of the sorceress who was very tall.//

They chanced upon the old woman’s flower garden at the edge of the lake, and entered it to gather some bouquets. The old woman asked them to leave, but instead of obeying, the young man and woman made fun of her because they found her ugly.

2. Motivation: Think of a prominent person. How does this person earn respect? 3. Vocabulary development: Match the definition in column A with the word being defined in column B.

To punish them, the old woman touched them with a cane and said that since they like only beautiful things, they will be turned into the most beautiful insects. So the next time you see tow lovely butterflies hovering near some flowers, you’ll remember that haughty young couple.

Column A 1. it means to take care of (a) 2. it means to do something unplanned (b) 3. it refers to a bunch of flowers (c) 4. it means to be flying in one spot (d) 5. it means to behave in an arrogant way (e)

-Domiana Eugenio Origin of Butterflies

C. Post Reading Activities: 1. Answering the motive questions. How did the butterflies come to be? CT. Critical Thinking: 1. Comprehension Check: Have the pupils answer the questions given: 1. How did the fisherfolk regard the old woman? 2. What is mysterious about the old woman? 3. What did the young couple do that insulted the old woman? 4. What did the old woman do to punish the young couple? 5. Have you ever been in the same situation as the old woman? Why did you feel insulted? What did you do?

Column B a. b. c. d. e.

tended chanced bouquets hovering haughty

4. Motive question: How did the butterflies come to be? B. During Reading Activities: Have the pupils listen as the teacher reads the story. How Butterflies Came to Be There once lived an old woman who tended a fine flower garden by the shore of a lake. The fisher folk who lived in a nearby village loved her dearly, and would often visit her to exchange their fish for lovely flowers.

2. Engagement Activities: Have the pupils perform the following activities under time limit.

They somehow knew there was something magical about her, for her house seemed mysteriously bright at night (no, she didn’t have any electrivit7y), and some even saw a few dwarfs assisting what appeared to be a beautiful young woman…but only at night, never during the day.

Group 1; Fill the story grammar with details from the selection. Title: __________________ Characters 146

Setting ________

Events ________

___________ ___________ ____

Place ________ ________

Initiating Events

Time:

Internal Response

Resolution

Direction: Put a check mark (/) on the blank if the sentence is written correctly. If it is not, underline the incorrect part and write the proper structure above it. ______1. Everyone is waiting inside the room. ______2. Several of the audience is from my hometown. ______3. No one have been calling Dana ever since she arrived. ______4. Many are in the small plastic bag. ______5. Neither of the boys are walking alone in the forest.

Attempt ___________ _________

Consequence

Theme _________ _________ _

3. Motivation: Have you been to a science laboratory? What are the things that we can see there?

Group 2 Fill in the values web.

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

WHAT I LEARNED FROM THE STORY

1. See this aluminum? This will be the source of electrons. 2. The electron receivers will be the copper. These will be called electrodes. 3. Look at that solution on the shelf. That is called an electrolyte. 4. See those ingredients over there? We will use those to make the electrolyte solution that will move the electrons on our aluminum and copper electrodes.

Group 3: Energize your thoughts Complete the paragraph If I had the power to change the event of the story, I would______________________________ ___________________________________ ___________________________________ ___________________________________

REMEMBER: Demonstrative pronoun points out a 5. Discussion: particular person, or thing. What are the place italicized words in  This and that are singular each sentence? demonstrative pronoun. Do these words point to a Examples: particular thing? 1. This is the chair of the High King What of the are Lake.the words this, that, these,2. and those (Demonstrative That is thecalled? gift of the acacia tree to pronoun)the sky.

Group 4: Lights, Camera, Action! Study the details how the young couple walked to the house of the old woman. Act out how they insulted the old woman.

GOLD (Grammar, Oral, Language Development) 1.

2.

Drill: Pronunciation drill: Have the pupils recite the following:

When do we use this? That? These? Those?  These and those are plural Discuss further. demonstrative pronouns.

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

Examples: 1. These are the eyes of a thousand 6. Generalization: snakes. What are demonstrative pronouns? 2. When Those are do thewewarriors use from this?theThat? Kingdom of Rain. These? those?

Review: assignment:

Checking

of

 

147



This and these refer to things near the speaker. That and those refer to things far from the speaker. When this, these, that and those are used before nouns, they are adjectives not pronouns.

1. Madam Curie is a leading scientist of the modern age. This is what almost everyone knows about her. 2. Because of her experiments, she was constantly exposed to radium. This damaged her bone marrow. 3. That is what her daughter eve tells us in her biography. 4. These contained the precipitates and liquids needed for their experiments. 5. This miserable old shed where she conducted her experiments was the happiest. B. Independent Practice: Direction: Complete the statements with appropriate demonstrative pronoun. 1.

2. 7. Application: A. Guided Practice: Group Work: Group 1: Direction: Underline the correct demonstrative pronoun.

3.

1. (This, These) are the leaves from the talking tree. 2. He is looking for the liquid stone in (that, those) caves. 3. In (these, that) valley lives the daughter of the sun and the moon. 4. The ants carried the prince in (those, this) wooden box. 5. (This, These) are the gifts I wanted most.

4.

Do you know this person in this newspaper? ______ is the author of the book on the table at the far end of the room. What do you have in front of you? _______is a porcelain flower vase sent to me by my cousin in Thailand. What are these laborers putting up on the sidewalk? ___________ are advertisements and sign boards fro the coming circus. What do you have in your hand? ___________ is a bottle of drinking water. 5.

What books are in the counter on the other side of the room? _____ are fairy tales.

Group 2: Direction: Check the sentence that has demonstrative pronoun.

IV. EVALUATION: GOLD: Complete each sentence with a demonstrative pronoun

1. At this moment, one out of every ten people is suffering from the common cold. 2. This trip is expensive. 3. This happened in many cases. 4. That story about feeding ac cold is true. 5. Leave those on your desks.

1. Nena showed her bag to her classmate. “____ is mine,” she said. “____ was bought for me on my birthday.” 2. Nena’s classmates pointed to a bag a few meters away. “____ is mine,” she said. “It’s new too. ___ was sent to me by my sister who works abroad.” 3. Nena opened her bag and showed it to her classmate. “____ are the features of this bag; a place each for pencils, crayons, snacks, and a water bottle.”

Group 3: Direction: Write DP if the underlined word is a demonstrative pronoun and DA if it is a demonstrative adjective.

148

Explain to the pupils that a material, story or a book that contains facts was written for the purpose of informing. On the other hand, a selection that contains the opinions and views of the author was written to persuade.

TS. Transfer Stage 1. Drill: Pronunciation drill: Have the pupils read the following verse drill. But if you are unsure,/how can you decide?/ But if you think of all the but’s/ how can you reach the summit?/

Explain also that identifying the author’s purpose for writing helps readers to better understand what they read. (Use the information written in the generalization.)

One who achieves the ultimate/ Is willing to catch a sunbeam/ He’s willing to know the unknown/ And conquer the unconquerable./

6. Generalization: How do we determine the purpose of the author in writing a selection?

2. Review: Checking of assignment: Direction: Identify the character trait being shown by the following situation:

REMEMBER: The author’s purpose is to inform if:  You learned specific facts from the story.  The story gives true information.  The characters in the story are real.  The selection gives data, statistics, dates and figures.

1. “Sir, this is your wallet. You dropped it,” the boy said to the old man. 2. “Don’t touch my doll! It is mine!” Mara said. 3. Faye obeys her teacher and older classmates. 3. Motivation: Ask the pupils what type of stories they like to read and have them tell the reason for their choice. 4. Presentation: Have the pupils rearrange scrambled letters to form a word. FROMIN ETNREATIN PRESAUDE DSECIREB NRARAET

The author’s purpose is to persuade if:  

the

 

(inform) (entertain) (persuade) (describe) (narrate)

The author’s purpose is to entertain if: 

Have the pupils choose from the given formed words the describe words: 1. Keeps readers amused. 2. Explains the details of things and events. 3. Paints a picture through words. 4. Relates an event. 5. Gives reasons to convince his readers.

The selection tries to influence the way you think and feel. The author convinces the reader of his point of view. The selection calls for action and warns of consequences for each action. The author makes use of words like should, must, in my opinion, etc.

   7.

Answers: (1. entertain; 2. inform; 3. describe; 4. narrate; 5. persuade) 5. Discussion: 149

The selection affects the emotions of the readers. The selection gives pleasure, enjoyment, and amusement. The characters in the story are not real. The selection is funny, shocking, scary, make-believe, intriguing etc.

Application: A. Guided Practice: Read the following titles of reading materials. Decide which of these were written to entertain or to inform. Write the number of your answer inside the appropriate circle.

_____ 5. A letter requesting assistance for a Clean and Green project. (persuade)

a. Rosy’s Book of Cookie Recipe b. Origami – The Art of Paper Folding c. The Amazing Adventure of Squirmy the Worm d. .The Book of Knowledge e. Aesop’s Fable f. Harry Potter and the Order of the Phoenix g. The Illustrated Dictionary of Animal Life h. How the Ants Finally Won the War i. How to Survive the Information Age j. The Powerpuff Girls INFORM

IV.

V. ASSIGNMENT: A. GOLD: Underline the correct demonstrative pronoun for each of the following sentences. 1. (This, These) are the leaves from the talking tree. 2. He is looking for the liquid stone in (that, those) caves. 3. In (these, that) valley lives the daughter of the sun and the moon. 4. The ants carries the prince in (those, this) wooden box. 5. (These, This) are the eyes of a thousand snakes.

ENTERTAIN

B. Tell the author’s purpose for each of the following titles:

B. TS. Write the purpose of the author in writing the following article/ titles:

1. My Point of View (Persuade) 2. The Best Beaches in the Philippines (Inform) 3. I Love Lassie (Entertain) 4. Dagul: A Carabao’s Revenge (Entertain) 5. TV Guide (Inform) 6. Christianity and the Filipino (Inform) 7. What We Think About….(Persuade) 8. A Day in he Life of Bigfoot (Entertain) 9. The World’s Worst Disasters (Inform) 10. The Ghost of Monte Vista (Entertain)

1. A chapter in Science book explaining why and how volcanoes erupt. 2. A manual on how to operate a personal computer. 3. The comics page of a daily newspaper. 4. A story about a snowman who turned into a real boy for a day. 5. A column giving advice about matters of the heart.

LESSON # 13 OBJECTIVES: GLR: CT:

1. Enjoy listening to a story 2. Answer questions from the story listened to. GOLD: 3. Use intensive pronouns. TS: 4. Infer the general mood of the selection

EVALUATION: TS: Read the following titles. Write whether the purpose of the author in writing these is to entertain, inform or persuade. Write your answers on the space provided:

II. Subject Matter: GLR: Smaller But Wiser GOLD: Using Intensive Pronouns TS: Inferring the General Mood of the Selection

_____ 1. Direction for making leche flan. (inform) _____2. A poem entitled, “A Mermaid’s Song” (entertain) _____ 3. An advertisement telling about the smallest cellular phone. (persuade) _____ 4. A newspaper article about a fire that raged a squatters area along Commonwealth Avenue. (inform)

Reference: 2002 Basic Education Curriculum PELC Speaking 7; 7.3 PELC Reading 8.1 Dynamic Series in English p. 27 Milestone in Reading 6 p. 205 Grammar in Focus p. 150

Across the Border Through Language p. 80 Linking the World through English pp. 156

“Can you leap over this snail?” the elephant asked. “Yes, I can! I’ll show you,” the kangaroo replied. The kangaroo leaped over the snail. “Can you leap over this monkey?” the elephant asked. “Yes, I can! I’ll show you,” the kangaroo replied. The kangaroo leaped over the monkey. “Can you leap over this goat?” the elephant asked. “Yes, I can! I’ll show you,” the kangaroo replied. The kangaroo leaped over the goat. “Can you leap over this cow?” the elephant asked. “Yes, I can! I’ll show you,” the kangaroo replied. The kangaroo leaped over the cow. “Can you leap over me?” finally he asked. “If you can do that, I’ll give you a free swing on my tusk every day but if you fail, you will instead brush my sides every day.” “Yes, I can,” said the kangaroo. “I’ll show you,” he added. But before the kangaroo could leap over the elephant, the elephant had stood up to its tall height. The kangaroo thought the elephant was clever. It thought and thought. It didn’t want to scrub the sides of the elephant. At last, an idea came to the kangaroo. “On one condition!” it shouted. “What condition?” the elephant asked. “That you will close your eyes while I jump!” the kangaroo explained. “All right. I agree,” answered the elephant. As the elephant closed its eyes, the kangaroo hurriedly walked behind the elephant to go to the other side. That is the reason why the kangaroo in our story gets a free swing on the elephant’s tusk every day.

Materials: strips of cartolina. Index cards, III. Procedure:

GLR: Genuine Love for Reading A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils say the following phrases with the /oi/ sound. Have the pupils know that the /oi/ is a single syllable, not two. 1. the noise of the boys 2. toys made from coconut coir 3. the poise of a joyful man 4. join a tour of Troy 5. spoiled the broiled meat 6. avoid the muddy soil 7. toiling at the hoists 8. a gold coin for poison 9. join the loiterers 10. doilies that coincide 2. Motivation: Do you believe that sometimes smaller ones have better ideas than big ones? 3. Vocabulary Development: Have the pupils know the meaning of the following words: a. leap (action) b. tusk (picture) c. clever (The clever ant bit the right leg of the hunter.) d. condition (I’ll give you this money on condition that you will use it well.) e. agree (action) 4. Motive question: What made the kangaroo think that elephant was clever? B. During Reading Activities: Have the pupils listen as the teacher reads the story.

C. Post Reading Activities: 1. Answering the motive questions. What made the kangaroo think that elephant was clever?

Smaller But Wiser A silly elephant once asked a kangaroo if he could leap well..

CT. Critical Thinking: 2. Comprehension Check:

151

Have the pupils answer the questions given:

GOLD (Grammar, Oral, Language Development) Drill: Pronunciation drill: Have the pupils following:

a. When the kangaroo was about to leap over the elephant, what did the elephant do? b. What made the kangaroo think that the elephant was clever? c. Was the kangaroo willing to scrub the sides of the elephant? What condition did he give before he could leap? d. Who is more clever, the kangaroo or the elephant? Prove your answer.

the

Peter, Peter, pumpkin eater/ Had a wife and couldn’t keep her/ He put her in a pumpkin shell/ And there he kept her very well// 2.

Review: Checking of assignment: Direction: Underline the correct demonstrative pronoun for each of the following sentences.

3. Engagement Activities: Group the pupils into four. Have them perform the following activities:

1. (This, These) are the leaves from the talking tree. 2. He is looking for the liquid stone in (that, those) caves. 3. In (these, that) valley lives the daughter of the sun and the moon. 4. The ants carries the prince in (those, this) wooden box. 5. (These, This) are the eyes of a thousand snakes.

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

GROUP 2: Thank you, God! Being clever is God’s gift to us. What we do is our gift to Him. Have you done something which you think is your gift to God? If you have, recall and write them here.

3. Motivation: Have you read the stories, The Ugly Duckling, The Little Mermaid, The Tinder Box, The Snow Queen, The Princess and the Pea and The Emperor’s New Clothes? Who has written these stories? (Hans Christian Andersen)

_______________________________________ _______________________________________ _______________________________________ _______________________________

Group 3 Fill in the values web.

4. Presentation: Have the pupils read the following sentences taken from the story about the famous author, Hans Christian Andersen.

WHAT I LEARNED FROM THE STORY

1. His mother, herself, spent long hours reading stories to him. 2. His father saved money so Hans could go to the theater, and he, himself, took the boy there. 3. To encourage Hans to go back to school, his friends told him that they, themselves, would shoulder his expenses.

GROUP 4: DRAW ME!

Draw the elephant and the kangaroo in the story. Make a dialogue between the two using the bubble. Elephant:

recite

Kangaroo:

5. Discussion: What are the italicized words in the sentences? What do these words do with the nouns or pronouns that precede them?

Allow the pupils to perform the activities under limited time.

152

What does the pronoun herself emphasize? himself? themselves? What are these pronouns called? Can you leave out the intensive pronoun without changing the meaning of the sentence? (yes) Discuss further.

3. The teachers, themselves, assist the pupils to visualize what they want to write. 4. Larry, himself, offers for the illustrations. 5. All the children, themselves, enjoy writing poems.

6. Fixing Skills: Underline the intensive pronouns used in the following sentences. Box the word it intensifies/emphasizes.

IV. EVALUATION: GOLD: Direction: Complete each sentence with intensive pronouns. 1. The members of the Filipino Inventors Society, _________, have offered a solution to the environmental problem. 2. The president of the Filipino Inventors Society said that the transporters and dealers, ________, should stop from selling used oil. 3. A circular was issued by the government, _______. 4. To insure that the used oil, ______, would not be used as fuel in furnaces and of cement kiln, there should be a collection system of used oil. 5. You, _____, can help the quality of your environment.

1. I, myself, will supervise the work. 2. You, yourself, will shop for the materials. 3. We, ourselves, are responsible for the success of our project. 4. Our output, itself, will speak for us. 5. She, herself, wrote it. 7. GENERALIZATION: What are intensive pronouns? When do we use intensive pronouns? REMEMBER: Intensive pronouns end in –self when singular and –selves when plural. It is always used with antecedents. An intensive pronoun is used to emphasize a preceding noun or pronoun. It can be omitted without changing the meaning of the sentence.

TS. TRANSFER STAGE: 1. Drill: Pronunciation drill: Have the pupils recite the tongue twister.

8. Application: Guided Practice: Direction: Complete each sentence with intensive pronoun: 1. 2. 3. 4. 5.

It isn’t the hunting on the hills/ that hurts the horses’ hooves, It’s the hammer, hammer, hammer on the hard high road.

Lorna, ______, reads a nice poem. She, ______, wrote it. Her classmates, ______, read the poem and liked it. We, ______, will write, too. You, _____, have to make the illustrations.

2. Review: Checking of assignment Write the purpose of the author in writing the following article/ titles: 1. A chapter in Science book explaining why and how volcanoes erupt. 2. A manual on how to operate a personal computer. 3. The comics page of a daily newspaper. 4. A story about a snowman who turned into a real boy for a day. 5. A column giving advice about matters of the heart.

B. Independent Practice: Direction: Underline the intensive pronoun and circle its antecedent. 1. Alita, herself, compiles her poems and stories. 2. The president of the English club, himself, encourages the children to write poems and stories.

3. Motivation:

153

What was the last movie you have watched? What was it all about? Have the pupils tell the feeling or mood the movie put them in. 4.

1. Which of these choices is not described in the selection?

Presentation: Have the pupils identify the mood projected by the following situation:

A. a crowd shouting B. people fighting C. clapping hands D. loud music

a. The house was very dark. Jahzeel pushed the door and heard a loud creaking sound as it opened. He held his breath as he stepped very slowly into the room. Suddenly, a cold hand gripped his neck. _____________________ (suspenseful)

2. Read the last two sentences. How does Don probably feel? A. scared B. annoyed C. excited D. tired 3. Which phrase best completes this graphic organizer?

b. The sun is rising from behind the mountain. The flowers are all in bloom. Birds are chirping. The children are laughing.

People chanting

(happy)

Clapping hands

c. The shark slowly appeared from the deep water and started circling the boat. It is big and silvery white with small eyes and saw-like teeth that made the fisherman tremble. _______________ (fearful)

The Concert

A. people talking music C. people singing music

5. Discussion: Have the pupils understand that aside from inferring about character traits, it is also important to infer the general mood of a selection they read.

B.

quiet

D.

loud

7. GENERALIZATION: Making an inference is seeing other meanings that directly stated details in a passage imply, suggest, or hint at. An inference is going beyond the surface details.

As you read each situation, what feeling do you get from reading it? What does mood mean? How do we infer the general mood of a selection? Discuss further.

Authors use words, phrases and images to catch the attention of the readers and to work on their emotions and create the mood of the selection.

6. Fixing Skills: Read the passage below. Infer the mood each situation brings by selecting from the given choices. (Reading for

What is a mood? Mood is the feeling you experience while reading. It is the atmosphere which covers a whole range of moods; from anger to sadness; to excitement and fear.

Meaning 6 p. 158)

Don watched the crowd grow. Music blasted out of the speakers. He could feel the beat through his body. When the lights went out, everyone pushed forward. People started chanting the names of their favorite band members and clapping their hands. Don smiled and started clapping, too. He knew it would be a great concert.

?

8. Application:

154

Have the pupils read the following paragraphs. Then, infer the general mood of each selection. Arrange the letter of the following words to identify the mood given.

1. 2. 3.

1. Roland frowned. He wanted to watch a basketball game TV. But Maricel was watching another program. He suddenly switched to another channel. Maricel shouted. “How impolite!” ____________ (ngaer)

4. 5.

2. Karl and Jazzer are boy scouts. They have been learning to give first aid. They have learned what to do with the cuts, bruises, sprains and how to dress wounds. One day, while the boys were walking home from school, they saw a car hit a little girl. Karl and Jazzer ran quickly to the child. She was unconscious and blood was spurting from a wound on her wrist. __________ (chlleagne)

Quotes wished it could talk had to sit still and keep quiet. with a great roar, the mountain threw the rock high into the sky. it flew through the air and landed in a river. can’t talk but at least can travel.

Mood 1. ___________ 2. ___________ 3. ___________

4. ___________ 5._____________

MOOD BANK Anger Joy

sadness surprise

resignation appreciation

V. ASSIGNMENT: A. GOLD: Direction: Complete each sentence with intensive pronouns. Underline the noun or pronoun which the intensive pronoun refers to.

3. “What a place! Cockroaches everywhere, cobwebs, and dust thick enough to plant potatoes in it!” ___________ (gutsdis)

1.

IV. EVALUATION: TS: Direction: Read the passage below. Infer the moods directly stated by the quotes given. The MOOD BANK can serve your guide to identify the mood being referred to.

2.

Neil Armstrong, _______, prepared well fro the flight to space. His teachers, _______. Told about Neil’s excellence in Science and Math. The lesson for learning to fly a plane was expensive, but Neil, _______, earned the money for it. The training program, ________, was difficult. The U.S. President, ________, congratulated the three astronauts.

3.

Once there was an old rock on top of a mountain that wished it could talk. Now and then, a person or an animal came by. Some climbed onto the rock to look at the view.

4. 5.

“Hey!” the rock wanted to say. “Watch your step!” But it could not. Thousands of years came and went but the rock could not come and go like the people and the animals. It had to sit still and keep quiet.

B.

TS. Direction: Infer the mood of the following selection. Choose your answer form the given choices inside the box.

Then, one day, something changed. The earth moved. With a great roar, the mountain threw the rock high into the sky. It flew through the air and landed in a river miles away.

1. “Please don’t cry. Tell the kids that their daddy is fighting for them, for his wife, for his people, and for his country,” said the departing soldier. _____________.

“Well, the rock thought to itself. “I still can’t talk, but at least, I can travel.”

155

2. All the children were opening their gifts. Their faces brightened up as each took out a toy from inside colorful wrappers. But Lita had no gift to open. Tears started to flow down her cheeks. “If only my parents were alive,” she thought. 3. The Francisco family was up early, and so were the rest of the people in the whole town. Bands have been playing merrily since six o’clock in the morning. Church bells have been ringing gaily, too. The town fiesta has begun. Merry

excited

Sad

sorrow

1. Drill: Pronunciation drill: Have the pupils recite the given tongue twister: Kimbo Kemble kicked his kinsman’s kettle. Did Kimbo Kemble kcik his kinsman’s kettle? If Kimbo Kemble kicked his kinsman’s kettle, Where’s the kinsman’s kettle Kimbo Kemble kicked? 2. Motivation: How do you treat a visitor? 3. Vocabulary Development: Read the following sentences. Use context clues to decide which word from the box make sense in each sentence.

LESSON # 14

innkeeper gypsy predicament

OBJECTIVES: GLR: CT:

1. Enjoy listening to a story 2. Answer questions from the story listened to. GOLD: 3. Use reflexive pronouns. TS: 4. Recognize the figurative language to describe people and events – simile, metaphor, hyperbole and personification 5. Use the figurative language to describe people and events

chamber trial majesty

1. Upon reaching the place where we are going today, we were warmly welcomed by the ______. 2. I don’t want to be caught in a _____ because it is a difficult situation to be in. 3. She feels like a ____ every time her father is assigned from one province to another. 4. The ____ was filled with people who were eager to hear the verdict.

II. Subject Matter: GLR: Depending a Poor Man GOLD: Using Reflexive Pronouns TS: Inferring the General Mood of the Selection

4. Motive Question: Have the pupils state questions about the story. (Who depended the poor man? How?)

Reference: 2002 Basic Education Curriculum PELC Speaking 7.4 PELC Reading 7.1 Growing in English p. 204 Milestone in Reading 6 p. 205 Grammar in Focus p. Across the Border Through Language p. 80 Linking the World through English pp. 156

B. During Reading Activities: Have the pupils listen as the teacher reads the story.

Depending a Poor Man

Materials: strips of cartolina. Index cards, III. Procedure:

Janos Kadar, a Hungarian, was a hardworking fellow. He worked till the wee hour of the night. Soon he was able to pay off all his debts and still

GLR: Genuine Love for Reading A. Pre-reading Activities:

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had enough money left to live comfortably for the rest of his life. So one beautiful sunny day, Janos went to see and repay the innkeeper who had helped him when he was penniless and starving.

innkeeper is asking for you if your representative doesn’t appear in thirty seconds.” Just in time, the gypsy came bursting through the door. “Your majesty, I apologize for being late. You see, I was boiling corn at home, trying to turn it into more corns!”

How surprised the innkeeper was when he saw Janos. “Hello. Fifteen years ago, you gave me three boiled eggs when I was very poor and hungry. I came back to reward you for your kindness by paying for those eggs a hundredfold.”

Everyone in the chamber roared in laughter. “How silly you are! How can you make more from boiled corn?” asked the King.

Unfortunately, the generous innkeeper became a greedy one after fifteen years. He figured out what have happened if the three eggs had hatched into little chickens and if those chickens had grown up and hatched for more chickens, and so on. Finally, he greedily concluded that Janos must give him everything he had, including his savings.

The gypsy grinned and said, “Well, Your Majesty, how can you hatch chicks from boiled eggs?” The King stared at the gypsy thoughtfully. “I think you’re right. The boiled eggs could not hatch into chicks anymore.” Finally, he said, “Janos, you have to pay only for the eggs you ate.”

Janos almost fell dead in surprise with how his kind gesture was met with by such unimaginable greedy demands. The story of his predicament spread like fire throughout the land. The King of Hungary heard the story and volunteered to sit in the jury.

How thankful Janos was to the King and most especially to the gypsy traveler. As for the innkeeper, there was no more reward – just a few cents for his boiled eggs.

Janos became more and more upset as the time drew near for him and the innkeeper to face the king in court. Soon his hard-earned savings would disappear like a bubble for he presumed that the king would decide in favor of the crafty innkeeper.

Adapted

C.

Post Reading Activities: 1. Answering the motive questions.

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

A week before the final day, while he was thinking about his misfortune, a gypsy came by. “Why are you wearing a long face, goodman?” he asked cheerfully. Janos told him everything. “Don’t you worry. I’ll present the case to the king and you’ll surely win. You should know how clever gypsies are.” Janos accepted the offer even if he had little hope that anyone could really him.

the

a. What did the poor Hungarian owe the innkeeper? b. How much did the innkeeper want the poor man to pay? c. Who depended the poor man? How? d. If you were the gypsy, how would you depend the poor man? e. If you were the King, would ypu do the same?

On the day of the trial, Janos was looking for the gypsy in the chamber. He was nowhere to be found. After sitting and waiting for a long time, the King grew impatient. “Janos Kadar,” he said. “Prepare to give all that which the

3.

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Engagement Activities: Have the pupils perform the following activities under time limit.

.

1. Neil Armstrong, _______, prepared well fro the flight to space. 2. His teachers, _______. Told about Neil’s excellence in Science and Math. 3. The lesson for learning to fly a plane was expensive, but Neil, _______, earned the money for it. 4. The training program, ________, was difficult. 5. The U.S. President, ________, congratulated the three astronauts.

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

GROUP 2: Thank you, God! Being clever is God’s gift to us. What we do is our gift to Him. Have you done something which you think is your gift to God? If you have, recall and write them here. _______________________________________ _______________________________________ _______________________________________ _______________________________

3. Motivation: Which of the stories written by Hans Christian Andersen have you read already?

Group 3 Fill in the values web.

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

WHAT I LEARNED FROM THE STORY

GROUP 4: DRAW ME!

Draw the elephant and the kangaroo in the story. Make a dialogue between the two using the bubble. King

5.

Janos

Allow the pupils to perform the activities under limited time.

GOLD (Grammar, Oral, Language Development)

 I find myself enjoying the stories.  The swan saved itself in the water.  My parents gave themselves time to watch a movie. Discussion: What are the underlined words in each sentence? What are these words? (reflexive pronoun) Can you read each sentence without the reflexive pronoun? Does it make sense? In what way is the reflexive pronoun similar to intensive pronoun? How does it differ? Discuss further. 6.

1. Drill: Pronunciation drill: Have the pupils recite the following: Lily Lee listens to lessons, As Lily Lee listens to lessons, She listed eleven lessons on how to listen to lesson.

Fixing Skills: A. Underline the pronoun and circle its antecedent. Then put a check (/) before each number if the pronoun is a reflexive pronoun and (x) if it is intensive pronoun.

_____1. Annie reads to herself a nice poem. _____2. She, herself, wrote it. _____3. Her classmates, themselves, read the poem, and liked it. _____4. Sherwin offers himself for the illustrations. _____5. Jahzeel, himself compiles his poem and stories.

Review: Checking of assignment: Direction: Complete each sentence with intensive pronouns. Underline the noun or pronoun which the intensive pronoun refers to.

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_____3. At first, Mr. and Mrs. Salamanca, themselves, encouraged her in her work. _____4. As a doctor, Olivia cared more for her patient than for herself. _____5. Today, tuberculosis, itself, is a curable disease.

B. Complete the following sentence with reflexive pronoun. 1. Neil Armstrong prepared _____ well for the flight to space. 2. The lessons for learning to fly a plane were expensive but Neil earned the money for it _____. 3. Neil applied _____ for the astronaut program but was not optimistic about his chance because there were many applicants. 4. Nobody else but Neil _____ was surprised when he was accepted. 5. It was Neil ______ who became the first human being to step on the moon.

IV. EVALUATION: GOLD: Direction: Complete the following sentence with the correct reflexive pronoun. 1. I find ____ enjoying biking around the neighborhood. 2. Jazzer learned ____ playing the guitar. 3. The teachers gave _____ time to relax during Teacher’s Da. 4. The girls collect shells and stamps for _____. 5. Allyson make an album of butterflies for _____.

7. GENERALIZATION: What is a reflexive pronoun? REMEMBER: The reflexive pronoun is used as an object that refers to the subject. It is necessary to the sentence, and, therefore, cannot be left out.

TS. Transfer Stage 1. Drill: Pronunciation Drill: Have the pupils recite the following:

8. Application: A. Complete the following sentence with a reflexive pronoun: 1. The President of the Filipino Inventors Society said that the transporters and dealers should stop ______ from selling used oil. 2. Instead of burning, the FIS members said that they will collect the used oil for ____ to refine and recycle it and save thousands of lives of people. 3. The refining process won for _____ the Best Invention Awards in 1994 during the National Inventors Week. 4. You make an experiment about chemical change for ______. 5. Olivia Salamanca was a brilliant student ______.

Should she sell sheers sheets or should she sell shaggy shawls? 2. Motivation Have you read a poem? Did you understand the meaning of the poem or what the author wants to convey? Why? Why not? 3. Unlocking of difficulties a. delight - satisfaction b. bower - one who bends his head or body to show respect c. fold - to lay one part over another part d. duster- one used to remove dust B.

B. Write R if the italicized pronoun is reflexive and N if not. _____1. Olivia Salamanca was a bright student herself during her college years. _____2. As a student, she, herself, did research on a cure for tuberculosis.

Development of Lesson 1. Presentation a) The teacher sets standards in reading a poem and hints for pupils to learn appreciation of poems. b) The teacher will present poems written on a manila

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paper. She will post it on at a time for discussion. c) Teacher reads a poem twice.

Metaphor is a figurative language that makes direct comparison of two unlike things that make something in common.

NIGHT By William Blake The moon like a flower In heaven’s high bower With silent delight Sits and smiles in the night

i.

Present this poem on the board. A spider walked a tightrope there And did not trip or fall She even kept her balance well Without a parasol

2. Analysis and Discussion 1.

Teacher asks a pupil to read the underlined words in the poem. 2. The teacher reads the underlined words again and says that the underlined sets of words are examples of figures of speech. 3. Study the lines from the first poem.

The underlined group of words shows personification. Personification is the giving of human qualities to animals, objects and idea. What human qualities are given to the spider? walked a tightrope kept her balance well without a parasol

a. How did the poem describe the moon? Like a flower in heaven’s high bower. j. b. Can the moon really do what the poet wrote? Sits and smiles on the night With silent delight

Pupils read unison.

the

poem

in

3. Generalization

c. Explain that poets use figurative language to create sensory images. d. Tell the class that the first underlined set of words in the poem is called simile. It compares two unlike objects with the use of like or as. e. In the second and third underlined group of words, figurative language used is personification. It gives human characteristics to nonhuman things. f. Present the second poem. g. Study how the author describes a turtle. A tidy turtle folds himself up carefully and puts himself away



Figurative langauge describes ways and it goes beyond what words actually mean. These are oftentimes used by poets to suggest meanings.



The three types of figurative language learned are:

a.

Simile is stated comparisons of two unlike objects have something in common. It uses the words like and as in comparing.

b.

Personification is the giving of human qualities to animal, objects and ideas.

c.

Metaphor makes a direct comparison of two unlike things that have something in common. It does not use the word like/as.

4. Application: A. Direction: Tell whether the given sentence below is a Simile, a Metaphor or a Personification. Write your answer on a piece of paper.

h. Tell the pupils that these groups of words are called metaphor.

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_____ 1. The flower swayed happily the wind. _____ 2. The dictionary is the bankbook that guides us in use of the words and their meanings. _____ 3. The airplane was swallowed by the thick clouds. _____ 4. The leaves whisper their words to each other as the wind passes by. _____ 5. To be in the museum is to be at a time machine set back long time again.

V. ASSIGNMENT: GOLD: Make/Write 5 using Reflexive Pronoun.

sentences

TS. Direction: Identify the figurative words used in each sentence. Write S for simile, M for metaphor, P for personification. ______1. An army of fleas attacked the dogs. ______2. The wrinkled sea beneath him crawls. ______3. The taxis roll along the avenue like spools of colored threads. ______4. The wind slapped my face like an old man. 5. The car eats lot of gas.

Possible Answers: 1. Personification 2. Simile 3. Metaphor 4.Personification 5. Metaphor B. Enrichment Activities Direction: Study the following lines from the poems given to your group. Underline and identify the figurative words used. (Simile, Metaphor, Personification) Here are the poems.

LESSON # 15 OBJECTIVES:

The moon like a flower In heaven’s high bower With silent delight Sits and smiles in the night

GLR: CT:

From: NIGHT by William Blake

TS:

1. Enjoy listening to a story 2. Answer questions from the story listened to. GOLD: 3. Use relative pronouns.

My turtle is a tidy boy! When he is tired of play, He folds himself up carefully And puts himself away.

4. Sequence the key concepts or big ideas to show wholeness of the story/ selection

II. Subject Matter: GLR: The EDSA Revolution GOLD: Using Relative Pronouns TS: Sequencing the Key Concepts or Big Ideas To Show Wholeness of the Selection

From: TIDY TURTLE by Polly Chase IV. Evaluation Direction: Identify the figurative words used in each sentence. Write S for simile, M for metaphor, P for personification.

Reference: 2002 Basic Education Curriculum PELC Speaking 7.4 PELC Reading 7.1 Growing in English p. 204 Milestone in Reading 6 p. 205 Grammar in Focus p. Across the Border Through Language p. 80 Linking the World through English pp. 156

______1. The kettle sings as it sits on the stove. 2. The grass dances with the wind. 3. The sun is a ball of fire. 4. The clouds are as white as cotton. ______5. Her brother was a tower of strength during those hard times.

Materials: strips of cartolina. Index cards,

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Have the pupils formulate their own questions.

III. Procedure:

GLR: Genuine Love for Reading A. Pre-reading Activities:

B. During Reading Activities:

1. Drill: Pronunciation drill:

Have the pupils listen as the teacher reads the story.

Betty bought a bit of butter but she found the butter bitter/ So she bought a bit of butter to make the bitter butter better.

The EDSA Revolution The four days of February 22 to 25, 1986, known in the Philippines as the EDSA Revolution, is a Filipino version of a peaceful and non-violent popular uprising. It was the victory of the national purpose and conservative values of the nation. It was the outpouring of love, anger and courage which brought the people into streets against the power of a dictator and the fear of a communist takeover.

2. Motivation Who is the 10th President of the Republic of the Philippines? Who is the President next to President Ferdinand E. Marcos? How did these two presidents become popular in the history of the country? Are you familiar with the events that brought about the fall of Marcos and the rise of Cory Aquino? Today, we will read one of the momentous events in the history of the country, the EDSA Revolution. (Show pictures of the EDSA Revolution)

While the world watched, their eyes glued to their television sets, the Epifanio de los Santos Avenue or EDSA for short, became one stage for a drama: Cory Aquino as the heroine, Ferdinand Marcos as the villain and the rebel military leaders in the persons of Fidel Ramos, Juan Ponce Enrile and Gregorio Honasan as sudden heroes. Within hours of the announcement of Enrile and Ramos’ break up with Marcos in a press conference, the streets outside of the rebel headquarters became filled with people.

3. Unlocking of Difficulties Substitute another word for the underlined word in each sentence. Choose the word from the list given below.

descended rolling stormed

surged emboldened non-violent glued manned

Men, women and children descended into EDSA from all directions bringing with them provisions such as fried chicken, spaghetti, sandwiches and soft drinks, not to take part in a revolution, but in a family picnic. They came with their radios and cassettes while the women brought their umbrellas and camped on the concrete highway with their families and friends. Cars and vehicles were parked in the middle of the streets. Soon the people saw military tanks manned by heavily armed soldiers rolling towards them. Suddenly everyone ran in the direction of the advancing tanks. Instinctively, they held on to each other. Locked in each others’ arms – the praying nuns and priests, the businessmen, students, teachers,

a. The tanks were moving towards them. b. The armored tanks were driven by armed soldiers. c. The people moved forward. d. The crowd came to EDSA from all directions. e. The revolution was a noshooting struggle. f. The eyes of the whole world were stuck to their TV sets. g. No longer afraid, the lady offered him some food. h. The people broke through the gates of the palace. 4.

Motive Question:

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laborers, housewives – forming a strong chain, they all surged forward risking their lives as they faced the advancing armored tanks. “Hold on!” one man shouted.

Have the pupils answer the following questions: 



What did the Filipino people fight for during the four-day EDSA Revolution? How did EDSA become the center of drama during the revolution?



Who gathered at EDSA?



How did the people stop the military tanks from dispersing them? How did the nuns and the crowd soften the wooden heart of the soldiers?



Engagement Activities: Have the pupils perform the following activities under time limit.

“Do not let go!” another one commanded, as they held on tightly locked arm in arm.

GROUP 1: LIGHTS, CAMERA, ACION!

Holding a rosary, a nun suddenly stepped forward and sweetly offered a sampaguita garland to a soldier. Emboldened, a lady offered a second soldier some sandwiches and cigarettes. Then the crowd offered the armed soldiers in the tank pieces of fried chicken, soft drinks, other food and cigarettes which the tired and hungry soldiers could not resist.

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

GROUP 2: What I learned from the story: What moral values of the Filipinos are inferred from the following situations? 

“Join us, the people told the soldiers, let us not kill one other. We are all Filipinos and brothers.” The soldiers went down and abandoned the tanks and joined the crowd to the great joy and applause of the people.



At last, Malacañang fell. All the people stormed its gates and rushed through the rooms of the palace.



People Power had won over the dictator’s rule. A long night had ended. It was the break of a new dawn. The Filipino people had shown to the world that a non-violent struggle for freedom can be won through the unity and prayers of a people determined to live the way of peace, justice and freedom.





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

2. Comprehension Check:

A great number of people came to EDSA after a call for help was aired through the TV and radio stations. (COOPERATION) “Let us not kill one another. We are all Filipinos and brothers,” the people pleaded the soldiers. (LOVE FOR FELLOWMEN) As the crowd waited in the concrete pavement, many of them prayed while others sang spiritual hymns. (FAITH) Locked in each others’ arms like a strong chain, the people approached the advancing tanks. (UNITY) The people offered food, soft drinks and cigarettes to the tired and hungry soldiers. (CHARITY) GROUP 3:

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Fill the story grammar with details from the selection.

Have the pupils read the following sentences taken from the history of the Philippine National Anthem:

STORY GRAMMAR ORGANIZER

 The Philippine National Anthem is a song that expresses well the story of our struggle for independence.  Emilio Aguinaldo who had commissioned the song, intended it to be part of the proclamation rites of the Philippine Independence Day.  Jose Palma, who was a great poet, wrote the lyrics of the song.

Have the pupils complete the story grammar organizer: Title: _________________________ Author: _______________________ Who is the main character? Where and when did the story take place?

What is the problem or conflict?

4. Discussion: What are the italicized clauses in each sentence? What is the function of each clause? What word introduced each clause? What are these words? What is the function of relative pronoun? Discuss further.

What did the main character do to solve the problem? How did the story end?

GROUP 4: WRITE ME A LETTER

5. Fixing Skills: A. Write the correct relative pronoun to complete each sentence.

Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her.

1. During the Spanish period, the Barong Tagalog ______ was the fashionable wear at that time, was made from the fiber of the pineapple plant. 2. Tinikling, ____ is a popular dance among Filipino celebrations, uses bamboo poles. 3. Many childless married women go to Obando, Bulacan, to dance at the rites _____ has now become a devotional dance to the town’s three patron saints. 4. The “enchanted forest,” _____ is a part of Baguio City, attracts both the young and adults. 5. The yoyo, a game ____ is now played around the globe, was started in the Philippines by a Filipino.

GOLD: Grammar Oral, Language Development: 1.

Drill: pronunciation Drill: Have the pupils read the following verse drill: A fairy fell in love/ with a beautiful firefly She wanted his fire/ and she wanted to fly.// An elf said,/ “The fair fairy is being funny,// She can make fire/ and she can fly/ Even without a firefly!”/ 2. Motivation: Can you sing the National Anthem from memory?

3.

6. GENERALIZATION: What is a relative pronoun?

Presentation: 164

5. Seven years later, the general ____ lay dying on his bed, kissed the flag for the last time.

REMEMBER: A relative pronoun is a pronoun that may introduce an adjective clause. It joins its antecedent of which it is part. Relative pronoun should be placed as close as possible to their antecedents.

TS. TRANSFER STAGE: 1.

Note that the pronouns  who, whom, and whose are used to refer to people;  that is used to refer to people and things;  which is used to refer to things and animals.

Drill: Pronunciation Drill: Have the pupils recite the following tongue twister: She sells seashells from the seashore/ If she sells seashells from the seashore, Where’s the seashells she sells from the seashore? 2.

Review Do you still remember the basic elements of a short story? (Title, Main Character, Setting, Plot, Ending)

7. Application: A. Direction: Supply the following sentences with the correct relative pronoun: 1. Kawit, Cavite ____ is the site of the Declaration of the Philippine Independence, is a place memorable to me. 2. My mother, ____ is very dear to us, used to narrate how we were taken home to Kawit, Cavite. 3. A special train ____ Grandfather had hired was waiting for us. 4. From then on, our family ____ Grandfather cared for so much, stayed in Kawit. 5. Grandfather needed someone ___ could host his numerous visitors.

Presentation: Ask the pupils the title of the selection. Ask them to count the number of paragraphs in the selection. 4. Analysis and Discussion Guide pupils to identify the key concept or big ideas involved in each paragraph through these comprehension questions. Use the chain of events to sequence the key concepts. Paragraph 1: What did the Filipino people fight for during the four-day EDSA Revolution (It was the victory of national purpose and conservative values of the nation.)

IV. EVALUATION: GOLD: Direction: Write the appropriate relative pronoun for the following sentences: 1. The original flag, _____ was made in Hong Kong by Dona Marcela Agoncillo, is exhibited at the Aguinaldo Museum in Baguio City. 2. Emilio Aguinaldo, _____ brought the flag to the Philippines had it first unfurled at Kawit, Cavite on June 12, 1898. 3. The history of the Filipinos is recorded in the museum _____ was inaugurated in May, 1985. 4. This flag, ____ was taken by the Americans, was given to the American museum.

Paragraph 2: How did EDSA become the center of drama during the revolution? (The announcement of break up of the military leaders Enrile, Ramos and Honasan with Marcos authority signaled the people to pour at EDSA thus becoming the center of drama during the revolution.) Paragraph 3: Who gathered at EDSA? (Men and women from all walks of life gathered together at EDSA.)

165

Paragraph 4: How did the people stop the military tanks from dispersing them? (People formed a strong chain, risked their lives to block the advancing tanks.)

clock alarmed. So father woke him up and helped him prepare for school. Eventually, Darwin arrived late in school. Father woke up Darwin and helped the latter prepare for school. Darwin studied for his exam until late at night. Darwin was not able to wake up when the clock alarmed.

Paragraph 5: How did the nuns and the crowd soften the wooden heart of the soldiers? (The nuns and the crowd offered flowers, food and drinks to the hungry soldiers.)

Darwin arrived late in school.

6.

Generalization How do we sequence the key concepts to show the wholeness of the selection?

Paragraph 6: How did the crowd encourage the soldiers to step down from their tanks and join them? (The people said, “Let us not kill one another, we are brothers, join us!”.)

To sequence events is to arrange the events according to how they happened in the story.

Paragraph 7: What did people do upon reaching Malacañang Palace? (People stormed its gate and rushed through its rooms.)

We identify the key concept of a paragraph and arrange them according to the sequence of events in the selection.

Paragraph 8: What did the world witness in the event? (The world witnessed a non-violent struggle for freedom won through unity and prayers.) 5.

7. Application A. MINI THEATER RESENTATION

Fixing Skills:

Listen as the teacher reads each short story then sequence the following events in order. Use numbers 1-5. Mother wanted to bake a cake but she found out that there were no eggs. So she told Maribel to run to a store to buy some. When Maribel was about to go to the kitchen, she tripped on Arthur’s toy trains. Crack! The eggs fell and got broken. Mother told Maribel to buy eggs again.

b. c. d.

a. Form 4 groups of fives to correspond to the number of paragraphs in the selection. Given the key concept for each paragraph, have a role playing with the episodes in each paragraph. Show the correct sequence of events during the presentation. Use props and background music if needed.

B. Story Construction Game (Group Work, with 50 pupils) To the teacher: Divide the class into groups with five members and each group is called Mother group. The leader is the “mother” and the four members the “daughters.”

She told Maribel to buy eggs. Mother wanted to bake a cake but there were no eggs. Mother told Maribel to buy eggs

 Divide the ten groups into two – A and B respectively.

again. As Maribel was bringing the eggs to the kitchen, she tripped on Arthur’s toy trains.

 Distribute randomly each strip to each “mother” of A groups.

Darwin studied for his exam until late at night. The next morning, he was not able to wake up even though the

Pepito saw an old woman who was hardly crossing the street. 166

____ The soldiers accepted the food and cigarettes offered by the people. ____ Families and organizations prepared food such as fried chicken, sandwiches, and soft drinks as if going to picnic. ____ People power won and democracy was restored. ____ People came in great numbers and camped on the pavement of EDSA. ____ Fidel Ramos and Jose Ponce Enrile broke away from Marcos. ____ The people locked arms and met the advancing tanks.

He approached the old woman and offered help and the latter gladly accepted the offer. When the two reached the other side of the street, the old woman rewarded Pepito a big seed. When Pepito came home, he planted the big seed. The next morning he found a money tree on the place where he put the seed! Strips of events for B groups: One evening, Rhodora went to sleep without fixing her schoolthings. While she was sleeping, she was interrupted by some noise.

(Key to Correction: 4, 7, 6, 3, 8, 2, 1,5)

It was her school things – the bag, books, notebooks, pens and papers that came alive!

V. ASSIGNMENT: GOLD: Write the correct relative pronoun to complete the sentence:

Her school things were mad at her for not fixing them.

1. The colors ____ we see around us can influence our moods. 2. Scientists ____ measured the temperatures of colors have found out that reds and oranges are actually warmer than blues and greens. 3. The instrument ____ the scientists used to measure the temperature of color is called thermopile. 4. Color coding ____ people use in their business files, help them speed up their work. 5. Map makers ____ use color codes make it easier for us to identify the different features of the maps.

Rhodora asked forgiveness from her school things and promised to take care of them. Suddenly, she opened her eyes realizing everything was just a dream. Say: Mothers, stay in your group and send each of your daughter to other group. You read to the daughters the event written in the strip. Daughters, listen very carefully to the event. After that go back to your mother group and share what you have listened to. The group then arranges the events in order forming a story. Finally, retell the story to the class.

TS. Sequence the events of the given story: For the teacher to read to the class:

IV. EVALUATION: Number the concepts/ideas given below in the order in which they occurred in the EDSA Revolution.

Each weekday is a busy one for Mr. Rodriguez, a family man and a watchman in a sports center. Before he goes to his work, he drives his two children to school. In the afternoon, he gets his children back from school. At home he feeds the pigs and chicken. Lastly, Mr. Rodriguez fetches water for his family.

____ Armored tanks with heavily armed soldiers moved towards the people. ____ The people rushed through the gates of Malacañang and entered all the rooms.

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Pupils’ copy: _____ He feeds the pigs and the chicken. _____ He gets his children back from the school. _____ He goes to the sports center. _____ He fetches water. _____ Mr. Rodriguez drives his children to school. (End of Second Grading Period)

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Read the passages below and underline the word that best describes the character in each. 6. Ivy pushed her long hair away from her face and walked to the window and back. Ivy was ______ nervous tired peaceful

7. Motivation: How will you describe your mother? Your father? Your friends? Etc…..

7. “There is nothing you can do, child,” pleaded her mother. She realized that Ivy wanted to go out in the storm alone. Ivy’s mother was ______.

8. Presentation: Have the pupils rearrange the jumbled letters to identify character traits. a. b. c. d. e.

tientap (patient) cuarogesou (courageous) azly (lazy) sseiuor (serious) belumh (humble)

glad

worried proud

8. An enormous tree was rushing along in the water like a battering ram. It was headed toward the bridge support below the spot Ivy was clinging. She held her breath as she watched the thing move upward and down in the river. Ivy was _____.

What are the words formed? What are these words? Have the pupils read the following story:

excited foolish

Several days after he arrived at their house, Eddie sat for some five-year old twins, Michael and Michelle. Soon after he arrived at their house, the twins began arguing about a tricycle. Michael insisted the tricycle was his. Even though he was playing in the sandbox, he did not want Michelle to use it. “All right,” said Michelle, “I won’t use your tricycle. I’ll play in the sandbox and make a sand castle.” “No,” said Michael, “This is my sandbox because I was first to be here. You can’t play here until I finish building my fort.”

frightened

9. “Balikbayan Bridge is out!” Ivy said and she collapsed on the floor. Ivy was _____. exhausted sick cowardly 10. The passengers on the bus that Ivy saved collected money to help her continue her schooling. The passengers were _______. grateful sorry angry

(Reading for Meaning 5)

7. Generalization: What are the different traits that we can infer from a character?

5. Discussion: What can you say about Michael? (selfish) Why? What character traits could you infer that Michael has? Discuss further

Remember: When you read, you can use information from a story to help you learn more about a character that the story tells you directly. The clues you may use include what a character says or does and

6. Fixing Skills:

169

what other characters say about that person. When you do this, you are inferring character traits – the qualities that a character has. What a character says, does, thinks and feels tells you a lot about him or her. What other characters say can also give you clues.

Evidence:

3. Gale cleaned the tables and put away the dishes fro her mother. She made tea for her father when he was sick. Delia is _______.

8. Application: A. Form small groups. Talk about the character traits of each member of the group. Use the Venn Diagram.

messy helpful Main Character

neat Character Trait

Evidence:

B. Fill in the web with the character’s name, one character trait and the evidence to prove your answer. Number 1 is done for you. IV. Evaluation: TS. Direction: What trait of the character or characters is shown in each of the following situations?

1. Johnny often told everyone what to do. When the boys played games, Johnny would say, “We are all going to do things my way.” From this action, we can tell that Johnny is _____. bossy

neat

Main Character

Johnny

2. Eva and her mother walk on the snow to gather food. (persevering, patient, daring)

considerate Character Trait

3. For the first time, Eva will walk alone under the sea. (coward, courageous, shy)

bossy

4. Her mother told Eva to take care of herself. (loving, cruel, funny)

Evidence: Johnny would say, “We are all going to do things my way.”

5. “I should start working now,” Eva said. (lazy, brave, determined)

2. “Hi! You’re new here, aren’t you?” asked Jennifer. “Would you like to play with me? We could play patintero or tumbang preso, if you like.”

6. She starts singing a tune and dancing. (crazy, thankful, fun-loving)

Gwynn said, “I’d love to. I just moved here and I don’t know anyone.” Jennifer is __________. shy

friendly

Main Character

V. Assignment: A. GOLD: Direction: Put a check mark (/) on the blank if the sentence is written correctly. If it is not, underline the incorrect part and write the proper structure above it.

quiet Character Trait

170

______1. Everyone is waiting inside the room. ______2. Several of the audience is from my hometown. ______3. No one have been calling Dana ever since she arrived. ______4. Many are in the small plastic bag. ______5. Neither of the boys are walking alone in the forest.

TS:

Reference: 2002 Basic Education Curriculum PELC Speaking 5; PELC Writing 3. p 23 Explore Your World Through Language and Literature p. 102 – 103. English For You and Me Reading p 21 - 23 Across Borders Through Language pp. 5 -7 Dynamic Series in English p. 260 Materials: strips of cartolina. Index cards

B. TS. Direction: Identify the character trait being shown by the following situation: 6. “Sir, this is your wallet. You dropped it,” the boy said to the old man. 7. “Don’t touch my doll! It is mine!” Mara said. 8. Faye obeys her teacher and older classmates. 9. Laurence has saved his money since he was in Grade 3. 10. “I love to sing and dance. I enjoy my studies,” Mae said.

Writing a Model Composition – Arranging Details in Order

5.

III. PROCEDURE: GLR (Genuine Love for Reading) Pre –reading Activities: Drill: Pronunciation drill: Have the pupils read the following rhymes: Young lambs to sell, If I’d much money As I could tell, I wouldn’t be crying “Young lambs to sell.” Cobbler, cobbler, mend my shoe Get it done by half past two. Stitch it up and stitch it down And then I’ll give you half a crown. 6.

LESSON PLANS IN ENGLISH VI USING THE FOUR PRONGED APPROACH

7.

LESSON # 1

Motivation: Which is better, to be tall or to be small? Unlocking of Difficulties; Have the pupils identify the meaning of the following words by answering the configuration clues given.

5. more distant; remote

I. OBJECTIVES:

to press between tow bodies; to crush

GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use plural of compound nouns. TS: 4. Write a model compositionarrange details in order.

to mark the surface of anything.

II. SUBJECT MATTER: GLR: The Long - Necked Giraffe and the Humble Pullet OLD: Using Plural of Compound Nouns.

a cry of a hen or a goose

171

C.

squeezed farther 8.

9. Answering the motive question: What is the best thing to be, according to the giraffe?

cackle scratch

10. Comprehension Check: Have the pupils answer he following questions: a. Who was very tall? Very short? b. Why is it good to be tall? How was this shown in the story? c. Why is it good to be short? How was this shown? d. What became the giraffe and the pullet at the end of the story? e. Do you agree with the giraffe that “it is best to be what you are?” If so, give examples.

Motive Question: What is the best thing to be, according to the giraffe? During Reading Activities: Have the pupils listen to the story. Let them take down important details about the story. THE LONG NECKED GIRRAFE AND THE HUMBLE PULLET

There was a giraffe that was very tall. He always said, “It is good to be tall. Oh, how good it is to be tall.”

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

“Oh, no. It is good to be short. Honesty, it is wonderful to be short,” said the pullet. “Let us take a walk and see,” the giraffe answered back. They came upon a wall. There trees near the wall. The giraffe ate and ate leaves of the trees while the pullet just looked and looked.

GROUP 1: LIGHTS, CAMERA, ACTION Choose the part that you liked best in the story. Then make a script and dramatize the chosen part. GROUP 2: WRITE ME A LETTER Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her.

“See, it is good to be tall! I told you so,” the giraffe said to the pullet in between big bites. “Let us walk farther and see,” said the pullet. They came upon a very high wall. The pullet wished she could cross the tall wall, but with her size, she thought she couldn’t. All of a sudden, she saw a hole at the bottom. The pullet squeezed herself and went into the vegetable garden. There she ate and scratched while the giraffe waited patiently.

GROUP 3: WRITING A PARAGRAPH Give the advantages disadvantages of being – c. a tall child d. a short child

“See, it is good to be short,” the pullet said when she joined the giraffe again.

and

GROUP 4: I WRITE A SONG!

The giraffe remarked. “You know what I think? I think it is best to be what you are.” “You are right, my friend,” cackled the pullet happily. And then they became the best of friends.

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

D. Post Reading Activities:

1. Drill: Pronunciation drill:

GOLD (Grammar, Language Development)

172

Oral

Have the pupils recite the given tongue twister:

What are the nouns used in the letter above? Have the pupils write the nouns such as time, city, expressway, flyovers, skyscrapers, center, sights, farmhouse, and wildlife What do you notice about the nouns time, center and sights? (They are one-word nouns) How about the words expressways, flyovers, skyscrapers, farmhouse, and wildlife, what characteristics do they have in common? (They are formed by putting two nouns together.) What are the nouns that make up expressways, flyovers, skyscrapers, farmhouse, and wildlife? How do we call these nouns? (They are called compound nouns) How are compound nouns formed?

Harry Hunt hunts heavy hairy hares Does Harry Hunt hunts heavy hairy hares? If Harry Hunt hunts heavy hairy hares, Where are the heavy hairy hares Harry Hunt hunts? 2. Motivation: Look for the nouns in the crossword puzzle below. I K Q W A A

J C M F U B

H V E V C I

L O L T T P

V I O L I N

D C D B O W

S E Y U N B

H K G Q E R

M A S T E R

O G T F R O

3. Review: Checking of assignment: Direction: Read each sentence. Complete the sentences with the correct plural form of each noun in parentheses.

7.

10.

Study how the plural of the following nouns are formed: father – in – law editor – in - chief bookshop court martial

6. Three ____ and three boys form a team. (man) Two ____ play water polo. (woman) 8. A family brought their ____ so they can play musical chairs. (radio) 9. These soccer players can run as fast as _____. (deer) The players’ voices created _____ (echo)

fathers – in – law editors – in – chief bookshops courts martial

Discuss the different ways on how compound nouns are formed. Discuss how compound nouns form their plural. Discuss further. Use the given information under Remember.

12. Presentation: Have the pupils read the letter below Direction: Write each sentence. Complete the sentences with the correct plural form of each noun in parentheses.

14. Fixing Skills: A. Think of a compound noun that fits the given meaning. Ex. the sun goes down - sunset 8. a box for letters 9. worn on a rainy day REMEMBER: 10. catches fish 11. gives A compound a flashing light of fortwo or noun consists more words. It may be a combination of: emergencies + noun 12.1.anoun game played with a basket or Armchair - armchairs goal

October 5, 2009 Dear Rose, How are you now? About me, I’m having a great time here in the city. I’ve traveled along wide expressways and flyovers. I’ve seen skyscrapers at the center of the city. I was overwhelmed by all these sights. But you know what? I miss our farmhouse and the wildlife we enjoy so much. Anyway, I’ll be back there in a

15.

13. Discussion: 173

2. verb + noun Breakwater - breakwaters GENERALIZATION: 3. verb+ adverb - breakdowns What Breakdown are compound nouns? 4.How noun are + adverb compound nouns formed? - passers-by How passer-by do compound nouns form 5. noun + adjective their plural? court martial - courts martial 6. noun + prepositional phrase brother – in – law brothers – in – law

There are three forms of compound noun. They can be separate words like beauty queen; hyphenated as in officer - -in charge; or they can be combined words as in sideline.

GROUP 3: Riddle fun. What am I? Write a compound noun to answer each riddle. Write also its plural form. 6. 7. 8. 9. 10.

I am a bird with black feathers. I am the light from the sun. I am the wife of your brother. I am a big thorny fruit. I am a machine that flies like a bird.

GROUP 4: Make compound word by matching the nouns in the two columns. Then write its plural form. 9. 10. 11. 12. 13. 14. 15. 16.

The following rules are applied to form the plural of compound nouns: 1. When the second word is a noun (noun + noun, verb + noun), add –s at the end of the compound. This rule also applies to the majority of compound nouns. (verb + adverb).

boat path knob barrow story case dog sun

B. Independent Practice: Match the words in column A and column B to form compound words. Then write the plural form of the compound word formed. A B 1. river hook 2. board car 3. bell bar 4. fish bank 5. box card 6. salad bath 7. bird fruit

2. In combinations such as noun + adverb, noun + adjective, noun + prepositional phrase, add –s to the main noun. 16. APPLICATION: A. Guided Practice: Divide the pupils into group. Have the pupils perform the activities given. GROUP 1: Form a compound noun based on the given definition. Then write its plural form. 6. a store where medicines or drugs are sold. 7. a person who pushes drugs illegally. 8. a drop of tear. GROUP 9. a 2: road crossing a main road 10. aAnswer ball gameeach playedquestion by foot with a compound noun. Then write its plural form.

way tug teller suit house flower wheel door

B.

IV. EVALUATION: GOLD. Direction: Match the words in column A with column B to form compound nouns. Then write its plural form. A 11. guard 12. wheat 13. tree 14. earth 15. egg 16. horse 17. fire 18. god 19. flower 20. battle

6. What do you call the yard at the back of the house? 7. What kind of belt is used in a car or an airplane? 8. What do you call the shoe of a horse? 9. What kind of fruit has a star in its name? 10. What kind of bird has a black feather?

174

B field top house shell worm cry child man fighter bed

TS (Transfer Stage) 1. Drill: Pronunciation drill: Have the pupils read the pair of words. Note the difference in their sounds. /e/ tell sell

/i/ till sill

dead red bless fell spell lead wet

did rid bliss fill spill lid wit

2.

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

14.

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

Review: How do we write sentences?

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

7. Does it have an effective beginning sentence? 8. Do all the supporting details keep to the topic? 9. Is the ending sentence effective?

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

V. ASSIGNMENT: A. GOLD. Direction: Write the plural form of the following compound nouns:

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

1. 2. 3. 4. 5.

What do you encounter/ experience during and after storm? What activities do you enjoy when there is a storm? What activities can’t you enjoy? What things delight you? (Have the pupils paste their answers on the board)

sleepwalker aide – de – camp school day commander – in - chief dustbin

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

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

LESSON # 2 I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to.

13. GENERALIZATION: What is the characteristic of a good paragraph? 175

GOLD: 3. Use nouns plural in form but singular in meaning. TS: 4. Sequence events of a story listened to through guided questions.

1. Have the pupils listen to the story. Let them take down important details about the story. JUAN TAMAD SELLS RICE CAKES

II. SUBJECT MATTER: GLR: Juan Tamad Sells Rice Cake GOLD: Using nouns that are plural in form but singular in meaning. TS: Sequencing events through guided questions.

“Wake up, Juan. The sun is already high in the sky,” said Mother. “But I am still sleepy, Mother.” “Get up now. Don’t just sleep all day. Help your mother do some work in the house.” “I do help you sometimes, Mother.” ‘Then, get up and go to town. Sell these rice cakes I have baked early this morning.” With this, Juan Tamad got up. He stretched his arms and legs thinking how it would be nice to still stay in bed. When Mother came back, she placed a twisted towel on Juan’s head so that he could carry a basket of rice cakes on his head. “Now go and sell the rice cakes like how good boys do. Be sure you are paid twenty centavos for each rice cakes,” said Mother. And Juan went whistling gaily as he walked. The basket of cakes was on his head as he shouted: “Rice cakes for sale! Rice cakes for sale! Come and buy my rice cakes!” “Cheep, cheep!” said the birds. “They are twenty centavos each,” Juan said. “Cheep, cheep” the birds said and flew away. “If you do not want to buy my rice cakes, somebody else will.” Juan continued walking. The sun was hot. The basket was getting heavy. He called again, “Rice cakes for sale! Who wants to buy rice cakes?” Soon he came to an acacia tree. “I shall rest for a while,” he said. Juan sat under the shade of the tree. He put the basket of cakes beside him. Soon, he began to feel hungry. He got one of the rice cakes and ate it. He saw some butterflies in the acacia tree. “Here, pretty ladies, are some rice cakes,” he said. The butterflies did not say anything.

Reference: 2002 Basic Education Curriculum PELC Speaking 5.6; PELC Listening 5 p 23 Phoenix 21st Century English 6 p 39 English for You and Me Reading p 21 - 23 Across Borders through Language pp. 5 -7 Dynamic Series in English p. 260 Materials: strips of cartolina, index cards III. PROCEDURE:

GLR (Genuine Love for Reading) A. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils recite the tongue twister: I do like cheap sea trips, Cheap sea trips on ships. I like to be on the deep blue sea, When the ship she rolls and dips. 10. Motivation: Do you know Juan Tamad? Do you know any story about Juan Tamad? 3. Vocabulary Development: Have the pupils identify the meaning of the italicized words in the sentences. 5. When one is whistling gaily, he is whistling ____. (happily) 6. Describe a brook. How is it different from other bodies of water? (stream) 7. What do chores mean? (household tasks) 8. Motive Question: What is peculiar (strange) in the story? B. During Reading Activities:

176

“They are very good. See, I’ll get another one. Come and taste them.” The butterflies flew away.

“To whom? I do not see anybody,” said Mother. “There!” said Juan. “Here is my mother. Give her the money. Pay her for the rice cakes.” “Ko-kak! Ko-kak!” said the frogs. “They say they have no money now, Mother.” “You foolish boy! Did you give the rice cake to the frogs?” “Yes, Mother. They liked your rice cakes very much. They ate them all.” With this, Juan’s mother became very angry. “How could you sell the rice cakes to the frogs?” Juan’s mother dragged him back home and made him do all the house chores as punishment.

“You think you are too good for my rice cakes? I shall sell them to somebody else,” said Juan. He got his basket of cakes and walked on. Pretty soon, Juan came to a brook. How cool the water looked! It would be good for his tired feet. Juan waded in the brook. He saw some green frogs on the stones. “Rice cakes for sale! Do you want to taste my rice cakes?” “Ko-kak! Ko-kak!” said the frogs. “Oh, you want to taste the rice cakes. Here is one.” Juan threw a rice cake to the frogs. They ate it up. “You want some more? It is only twenty centavos each.” “Ko-kak! Ko-kak!” said the frogs. Juan threw one more rice cake to the frogs. Then he threw another one. More frogs came. “Ko-kak! Ko-kak,” said the frogs. Juan kept throwing his cakes until none was left. “Now pay me.” “What! You have no money now?” “Ko-kak! Ko-kak!” “You will pay me next week? All right. I shall be back next week.” Juan was happy that he sold all the cakes. He went home, whistling gaily. When Juan got home, his mother asked, “Did you sell the cakes?” “Yes, Mother.” “Where is the money?” “They will pay me next week.” The following week, Juan went to the brook to ask payment from the frogs. He said, “Where is the money for the rice cakes? You said you will pay me this week.” “Ko-kak! Ko-kak!” said the frogs. “What! You will pay me next week again? Be sure you do, “said Juan. When Juan came home, his mother asked for the money. He said, “They will pay next week.” Another week passed again, and still Juan went home without the money. His mother became angry. “I will go with you, Juan,” she said. “Let us go and get the money for the rice cakes.” Juan leads his mother to the brook. When they were near, they heard the frogs say, “Ko-kak! Ko-kak!” “There is where I sold the cakes,” said Juan.

-Adapted

CT. CRITICAL THINKING C. Post Reading Activities: 1. Answering the motive question. What is peculiar in the story? 3. Comprehension Check: Have the pupils answer the following questions: f. In the beginning of the story, what gives you the idea that Juan is lazy? g. What did his mother ask him to do? h. Narrate Juan’s encounter with the following animals: 1. birds 2. butterflies 3. frogs i. If you were Juan’s mother, would you have reacted in the same way? Why? j. Do you know other stories about Juan Tamad? 3. Engagement Activities: Have the pupils perform the following activities. GROUP 1: LIGHTS, CAMERA, ACION! Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.

GROUP 2: WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

177

GROUP 3: ORGANIZER

STORY

Have them read the following phrases:

GRAMMAR

A silly kitten Spilled milk Hit with a stick The fifth gift A written will

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

a dripping pitcher kill the insect a big fish fit for a king with a grin

2. Review: Checking of assignment. Direction: Write the plural form of the following compound nouns:

Who is the main character? Where and when did the story take place?

1. What is the problem or conflict?

What did the main character do to solve the problem?

3. Motivation: Have the pupils read the following words: Aeronautics news Physics series Civics species

How did the story end?

GROUP 4: DRAW ME!

What are the numbers of these nouns? Let us see.

Draw Juan and one of the animals in the story. Make a dialogue between the two using the bubble. Juan:

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

Animal:

5. Mathematics is more fun when it is learned with friends. 6. Politics is the favorite topic of conversation of my parents during Sunday gatherings. 7. Measles is contagious.

Allow the pupils to perform the activities under limited time.

GOLD (Grammar Oral, Language Development)

5. Discussion: What are the underlined words in the sentences? What are these nouns? How do these words end? What are the numbers of these nouns? What from of the verb is used with these nouns? Discuss further. You may use the information given under REMEMBER.

1. Drill: Pronunciation drill: Have the pupils recite the following words with /i/ sound. hill

pitch

sick

did mix tick

lips kill

grin chill

bit lift slid

still fit ditch

list

sleepwalker 2. aide – de – camp 11. school day 12. commander – in - chief 13. dustbin

rid

6. Fixing Skills: Direction: Underline the correct verb form in each sentence.

chip lid

178

6. Physics (is, are) Karl’s favorite subject. 7. The news (is, are) aired today. 8. Economics (is, are) a subject in high school. 9. Politics (is, are) an interesting topic for debate. 10. Mumps (is, are) contagious disease and it usually breaks out during summer.

GROUP 3: Place a check on the blank if the subject agrees with its verb. If not, rewrite it in the correct form. ____1. The Philippines is made up of more than seven thousand islands. ____2. Mathematics are interesting and enjoyable subject. ____3. Billiards is becoming popular among youngsters now a day. ____4. Measles are epidemic in rural areas especially during summer time. ____5. Physics is a difficult among students.

7. GENERALIZATION: What form of the verb is used with nouns plural in form but singular in meaning? REMEMBER:

.

Nouns such as aerobatics, billiards, civics, mumps, mathematics, measles, politics all end in –s. Yet this does not mean that it is used in the plural form. Although these words end with an s, they are still considered singular. Hence, the verb used is singular.

8. APPLICATION: Have the pupils following activities given.

perform

GROUP 4: In each sentence, find a noun that is plural in form but singular in meaning. 5. Ivy helps Ferlin with her report on the different species of insects. 6. Many students find Physics difficult. 7. Have you heard the good news? 8. The Philippines is the home of many talented artists.

the

IV. EVALUATION: A. GOLD. Direction: Write the correct form of the verb in the parentheses to complete each sentence. 6. Tuberculosis ____ one of the effects of excessive cigarette smoking. (be) 7. Mathematics ___ somewhat a difficult subject because of Mathematical problems and computations. 8. Philippines ____ three big groups of islands. (have) 9. Home Economics ____ now a subject for both girls and boys. 10. Measles _____ continuously over his body. (spread)

GROUP 1: Direction: Choose the correct verb form in each sentence. 5. The study of Civics (demands, demand) that we understand our country’s history. 6. Social Studies (has, have) become the most interesting subject for Sherwin this year. 7. The senior students say that Physics (is, are) fun and interesting subject. 8. The human species (is, are) a thing of wonder and beauty. GROUP 2: Direction: Write the correct form of the verb in the parentheses to complete the sentence. 6. Measles ____ all over his body. (spread) 7. Mumps ___ caused by virus. (be) 8. Tonsillitis ____ swelling of the throat. (cause) 9. The Philippines ____ plenty of historical places and tourists spots. (have) 10. Mathematics _____ fun. (be)

TS. (Transfer Stage) 1. Drill: Pronunciation drill. Have the pupils recite the tongue twister given. I’d rather lather father

179

Than father lather me. When father lathers, He lathers rather free.

After painting the picture of a dragon, Ben left it to dry. He framed his picture and hung it on the wall.

2. Review: Checking of assignment. 3. Motivation: How do you feel when you failed in fulfilling your dreams/desire? 8. Presentation: Have the pupils read the paragraph given:

What did Ben do first? _________________ What did he do after painting the picture? __________________________________ ___ What did he do next? ___________________ What did he do last? ____________________ B. Have the pupils read the given paragraph. Then have them sequence the events by answering the questions given.

The Fox and the Grapes A hungry fox went into a vineyard one day. There he saw bunches of sunripened grapes hanging high on the vine. They looked so plump and juicy he could almost taste them. First, he jumped up to seize the nearest vine, but he found out that it was too high and he couldn’t reach it.

Allyson saw flames coming from a big warehouse in the neighborhood. Next, he ran home to call the Calapan Fire Department. Then the firemen arrived to put out the fire. Finally, fire was extinguished after a couple of hours.

Then he jumped again and again. But hard as he tried he just couldn’t reach any of the grapes. Next, he concentrated on the lowest bunch and exerted all his effort to reach it but still he failed. Finally, he gave up and walked away. With one last look at the grapes he said, “Anyone can they are sour.” This just goes to show that it is easy to despise what you cannot possess. 5. Discussion: Have the pupils following questions:

answer

5. What happened first? _________________ 6. What happened next? ________________ 7. What happened after that? _________ 8. What happened finally? ______________

the 7. GENERALIZATION: How do we arrange events in a story?

5. What was the first things happened in the story? 6. When did the fox go into the vineyard? 7. What happened after the fox tried jumping several times? 8. What was the last thing happened?

REMEMBER:

Sequencing is arranging events in order. In a story, things happen in a certain order so that it makes sense. Understanding the order helps you understand the story. To point out how events are connected in time, SEQUENCE CLUE WORDS are used.

Understanding the flow of events and following what had happened to the characters of the story make the story enjoyable to the readers. That is why it is important to learn the skill of sequencing events. Furthermore, knowing how to sequence events helps in developing the ability of presenting ideas in related, orderly manner.

Examples of sequence clue words: First next afterward after that Before then finally early morning meanwhile during at the end as

8. Application: A. Have the pupils recall the story “Juan Tamad Sells Rice Cake.” Let them sequence the story by answering the questions given.

6. Fixing Skills: A. Direction: Read the paragraph and then answer the questions that follow:

180

Popsicle 13. 14.

Ep - sicle

Who is the main character? Where and when did the story take place?

3. Fill in the missing event in the third frame. Select from the choices given.

15. What is the problem or conflict? 4. What did the main character do to solve the problem? 5. How did the story end?

In 1905, Frank Epperson made a fruit drink that turned into an icy pop.

IV. EVALUATION: TS: Direction: Read the following selection. It is about Frank who made something by mistake. As you read, think about the order in which things happen. HOW POPSICLES CAME ABOUT

Frank started a business making and selling ice pops.

Today, Frank’s producing 30 kinds of popsicles far and wide.

One winter night in 1905, elevenyear old Frank Epperson from San Francisco, made a fruit drink. First, Frank mixed the drink with a wooden stick and left it at the back porch all night long.

V. ASSIGNMENT: A. GOLD. Direction: Write the noun being described with the following clues. Choose your answer form the given nouns.

The weather got very cold. Frank’s drink turned to ice and the stick would not move. In the morning, Frank pulled out the fruit ice, held it, and tasted it. It was great!

11. Somewhat a difficult subject because of mathematical problems and computation. 12. It is now a subject for both girls and boys. 13. It has three big groups of islands. 14. It is a contagious disease like mumps and chicken fox. 15. It is the daily happenings heard over the radio and on the television. 16. It concerns with citizenry, for the general welfare or betterment of life. 17. Concerns with the affairs of the government. 18. It is an acute contagious disease marked by fever and by the swelling at the side of the face near the ear. 19. It is a systematic exercise performed in rhythm by a group with or without light hand apparatus. 20. The art of performing an activity with body contortions.

Frank called his icy pop the “Epperson Icicle.” Soon, he changed it to “Ep-sicle.” The next summer, he made these pops at home and sold the pops to his neighbors at five cents each. In 1923, Frank turned 29 ad started a business of making and selling ice pops. His children called them “pop’s sicle” and later changed to “Popsicle” by Frank. He made 7 kinds of popsicles. There are now 30 kinds and orange is the best seller. 1. What happened one winter night in 1905? A. Frank started a business. B. Frank mixed a drink, left it at the back porch all night long. C. Frank sold the drink to his neighbors. D. Frank’s fruit drink turned into ice.

Philippines Mathematics Home Economics Physics Economics Civics

2. How did the ice pop get its name? Number each name in correct sequence. Write 1,2,3,4 in each box. Pop’s sicle Epperson Icicle

news politics mumps measles calisthenics acrobatics

B. TS. Arrange the following events in order. Number them 1 – 5.

181

_____ The Japanese caught him delivering messages to the Filipino guerillas. _____ His fellow prisoners called him KID. _____ Pedro was then imprisoned and tortured. _____ Pedro Flores was in Grade 5 when the war broke out.

What kind of toy do you want to have? What do you do to get this toy? 7. Vocabulary Development: Have the pupils identify the meaning of the following words. a. fantasized b. glimpse c. luxury d. leverage -

LESSON #3

e. desperate -

I. OBJECTIVES: GLR: 1. Enjoy listening a story CT: 2. Answer questions from the story read. GOLD: 3. Use gerunds as subjects and predicate noun/nominative. TS: 4. Sequence the episodes of the story through story grammar.

i

m

g

p

e

p

c

f

o

p

t

w w

r r

r

(Answer: imagine; peep; comfort; power; worried) 8.

Motive Question: What did the boy do in order to take his wish? B. During Reading Activities: 1. Have the pupils listen to the story.

II. SUBJECT MATTER: GLR: The Parable of the Hostage GOLD: Using gerunds as subjects and predicate noun/nominative TS: Sequencing events through story grammar.

The Parable of the Hostage The eight-year old son of the farmer dreamt of a small bicycle almost every night. In school, he fantasized riding the toy to and from the school. This started a year earlier when he first saw a blue bicycle in the general store of the town shopping center. Since then, he would do anything to join his father marketing their fruits and vegetables in town. For the little boy, getting a glimpse of the bicycle in the store made his day wonderful.

Reference: 2002 Basic Education Curriculum PELC Speaking 3; PELC Reading 5.5.1 24 Phoenix 21st Century English 6 p 297 Growing in English Lang. p. 10 -15 Readings and Communication Skills in English p. 252 Materials: strips of cartolina. Index cards

But the family finances did not allow such an expensive luxury. The family’s priorities were school fees, clothes, food and medical costs. A bicycle was not even in the list. His only recourse was to pray for a bicycle. Above the bed of his mother was a framed picture of Jesus Christ. It rested on a shelf with a vase maintained with fresh flowers everyday. On a side table was the image of the Virgin Mary – about eight

III. PROCEDURE:

GLR (Genuine Love for Reading) A. Pre-reading Activities: 5. Drill: Pronunciation drill: Have the pupils recite the tongue twister: Nina needs nine knitting needles to knit naughty Nita’s knickers nicely. 6. Motivation:

182

e

d

inches tall, dressed in white, complete with blue sash.

CT. CRTICAL THINKING C. Post Reading Activities: 1. Answering the motive question. What did the boy in order to take his wish?

The little boy prayed alternately to Jesus above the bed and the mother of Jesus on the side table. The plea was the same. “Please send me the blue bicycle from the general store in town. I will do anything if you give me the toy.” Since Christmas was coming, the young lad used the occasion as leverage. “Christmas will soon be here. Please consider a gift for me. There is only one toy I want in the world. Nothing less matters me. All I want this Christmas is the blue bicycle.”

2. Comprehension Check: Have the pupils answer the following questions: 7. What was the dream of the eightyear old son of the farmer? 8. How did his dream start? 9. Why can’t he get his dream? 10. What was his only recourse then? 11. What did he do when he wasn’t able to get his dream? 12. If you were the eight year old boy, what will you do in order to get your dream?

Night after night, he prayed with all intensity (dasal na buong taimtim) but nothing happened. He went to bed full of hope and expectations, especially after his evening prayers. In the morning he would run to their living room to see if the bicycle had been delivered during the night. Then the boy would open the kapis (flat shell) window to check if the toy was packed in the yard fronting the main barrio road.

3. Engagement Activities: Have each group perform the different activities assigned under time limit. GROUP 1: LIGHTS, CAMERA, ACTION

Still nothing happened. The young lad had become desperate. Several times he heard adults citing a proverb as follows: “Kung hindi makuha sa santong dasalan, kunin sa santong paspasan.” (If you can’t get it through fervent prayers, get it by force.).”

Choose the part that you liked best in the story. Then make a script and dramatize the chosen part. GROUP 2: WRITE ME A LETTER Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her.

The boy went to the side table and got the image of the Virgin Mary. He wrapped it in an old newspaper and tied it with string. Carefully, he placed the bundle in an empty shoe box and covered it properly. As double precaution, he tied the box with another piece of string.

GROUP 3: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

Then he went to the rice bin (bigasan) which was a small barrel with a wooden cover. With his right hand, he dug out the husked rice (bigas) and put it in the shoe box. He covered the box with rice, forming a mound.

GROUP 4: ORGANIZER

STORY

GRAMMAR

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

Then the boy returned to the bedroom and talked to Jesus Christ. “now, if you want to see your mother again, you have to send me the blue bicycle. Meanwhile, I am holding her hostage.”

Who is the main character?

Juan M.

Where and when did the story take place?

Flavier

183

How do we call sewing and cooking? Discuss further.

What is the problem or conflict?

6. Fixing Skills: A. Change the italicized subjects into gerunds.

What did the main character do to solve the problem?

6. To read biographies is Chester’s hobby. 7. To draw portraits is my brother’s pastime. 8. To write poems has become Allyson’s hobby. 9. To play guitar is Sherwin’s hobby. 10. To jog around our lawn every morning remains my father’s habit.

How did the story end?

GOLD (Grammar Oral, Language Development) 1. Drill: Pronunciation drill: Have the pupils read the following /o/ block – black sock – sack lock – lack bottle – battle 10.

B. Underline the gerund in each sentence. Identify whether it is used as a subject or predicate nominative.

/a/ top – tap hot – hat cop – cap pod - pad

1. Exercising helps a person maintain a healthy lifestyle. 2. Dancing is a relaxing activity. 3. My aunt teaches dancing. 4. Her motto was winning. 5. One exciting sport is rowing.

Review: Checking of assignment: Use nouns plural in form but singular in meaning.

7. GENERALIZATION: What is a gerund? What are the uses of gerunds? How are gerunds used in the sentence?

3. Motivation: Do you have a hobby? What is your hobby? Show pictures of children who are reading, singing, dancing, swimming, etc.

REMEMBER: A gerund is a verb form ending in -ing. It is used as a noun in a sentence. Just like a noun, a gerund can function as a subject of the sentence and predicate noun or subjective complement.

4. Presentation: Have the pupils read the following sentences: 5. Sewing keeps Rosalie busy on Saturdays. 6. Dancing is a good exercise. 7. Aurefe’s interest is cooking. 8. My hobby is reading.

Example: Subject: Farming became their main source of income.

5. Discussion: What are the underlined words in the sentences? How do these words end? (-ing) What is the root word of sewing? Dancing? Cooking? Reading? What part of speech is sew? cook? Dance? Read? (verb) How is sewing used in the first sentence? (Subject) Dancing? (Subject) How is cooking used on the third sentence? (Predicate Nominative)

Predicate Noun/Nominative: My hobby is reading. A gerund and the words (modifiers and objects) that go with it make up a gerund phrase. Ex. Catching a cold is ordinary. Gerund phrase

8. APPLICATION: A. Guided Practice:

184

B.

Answer the following questions using gerunds used as subject or predicate noun.

_____ Pedro Flores was in Grade 5 when the war broke out. 3. Motivation: What do you think happens when an alligator lizard is attacked by an enemy?

6. On windy days, what would you love doing outside the house? 7. At summertime, what do children enjoy doing? 8. Do you enjoy going to the beach? What do you enjoy doing most when you’re at the beach? 9. What is your father’s hobby? 10. What do you enjoy doing on weekends?

16. Presentation: Have the pupils read the selection given.

The Tail That Saves When an alligator lizard is attacked by an enemy, it drops its tail. The tail has a part where the bone breaks off easily. The break closes quickly to stop the lizard from bleeding.

B. Independent Practice: Underline the complete gerund phrase in each sentence. 1. Riding on a plane is one of my worst fears. 2. Drinking eight glasses of water a day is a healthy habit. 3. Driving a car is difficult. 4. I waited for the signing of the contract. 5. I choose swimming in the pool instead of bathing in the river.

The tail keeps wriggling after it leaves the lizard’s body. The attacker thinks it’s still part of the lizard and pounces on it. This gives the lizard time to get away. In time, the lizard grows a new tail. Adapted

from

Jane

Ervin Reading for Meaning 6

IV. EVALUATION: GOLD: Direction: Think of an appropriate gerund that will complete each sentence.

17. Discussion: Have the pupils study the Graphic Organizer below.

6. Sherwin’s favorite pastime is _______. 7. _______ interests Allyson a lot. 8. Karl’s favorite exercise is _______. 9. _______ broadens one’s knowledge. 10. Jazzer’s hobby is _______.

An enemy attacks a lizard.

TS (Transfer Stage)

The lizard drops its tail.

1. Drill: Pronunciation drill. Have the pupils recite the tongue twister given. The tail keeps wriggling.

The shape-shifter, Shaped like a ship, Shifts his shape to a shapely sheep.

The enemy pounces on the tail.

The tail breaks off and the break closes to prevent bleeding.

The lizard gets away.

In time, the lizard gets a new tail.

2. Review: Checking of assignment: Arrange the following events in order. Number them 1 – 5. _____The Japanese caught him delivering messages to the Filipino guerillas. _____His fellow prisoners called him KID. _____ Pedro was then imprisoned and tortured.

Understanding the flow of events and following what had happened to the characters of the story make the story enjoyable to the readers. That is why it is important to learn the skill of 185

sequencing events. Furthermore, knowing how to sequence events helps in developing the ability of presenting ideas in related, orderly manner.

_____a. The lizard eggs hatch. _____b. Trees, vines, roots and weeds are carried out to sea. _____c. The plants wash up onto a beach on the new island. _____d. A fat green lizard crawls on the island.

18. Fixing Skills: C. Arrange the following events in order. Number them 1 – 5. ____ Fernando Maria Guerrero studied law at the University of Sto. Tomas. ____ He was sent to the United States to help work for Philippine Independence. ____ He finished his college education at the Ateneo de Manila. ____ He was made an officer by General Antonio Luna. ____ He worked for La Independencia.

B. Arrange the following events in order. Number them 1 – 5. _____Balagtas fell in love with a beautiful lady from Pandacan. ___ He wrote better poems than his teacher. ___ Balagtas was already weak when he got out of prison. ___ He married a good and beautiful maiden from Bataan. ____ He began his studies with the town priest.

7. GENERALIZATION: How do we arrange events in a story? REMEMBER:

Events in a story happen in certain order or sequence. Knowing the sequence can help you understand why things happen. Understanding the order helps you understand the story. To point out how events are connected in time, SEQUENCE CLUE WORDS are used.

IV. EVALUATION: Direction: Read the story then complete the organizer below.

Life Cycle of a Butterfly Butterflies go through four stages of life; egg, larva, (caterpillar), pupa (chrysalis) and adult. This process is called metamorphosis. A butterfly’s larva is called a caterpillar and it spends its days munching leaves. When a caterpillar reaches full growth, it spins a cocoon. Inside the protective sack, it undergoes great changes and eventually a beautiful flying adult emerges as butterfly.

Examples of sequence clue words: First after that

next Before

afterward then

finally meanwhile at the end

early morning during as

8. Application: A. Have the pupils read the paragraph. Number the events to show the correct sequence. One day, something special comes to the island. It is a clump of floating tress, vines, weeds and roots. The plants are from an island far away. They were carried out to sea. As they wash up onto a beach on an island, a fat green lizard crawls off the raft. Then she lays her eggs on the island. Finally the eggs hatch and the island has whole family of lizard.

V. ASSIGNMENT: A. GOLD: Read Marlon’s story. Complete his story by using the appropriate gerund. Choose from the list inside the box. 186

waiting standing watching picking

placing protecting driving guarding

PELC Speaking 5.5.5; PELC Reading 1.4 Phoenix 21st Century English 6 p 297 Reading for Meaning p 46 - 59 Growing in English Lang. p. 10 -15 Readings and Communication Skills in English p. 252 Linking the World through English pp. 288 - 292

flying being staying

I’m giving this scarecrow the job of _____ in the field. _____ it in a good spot in important. I enjoyed ____ a scarecrow on the job. Its presence has changed the crow’s habit of ____ in the fields. Now, its usual activity is ___ above the corn. By ____ the crow away, the scarecrow is doing its job.

Materials: strips of cartolina. Index cards,

III. Procedure:

GLR: (Genuine Love for Reading) A. Pre-reading Activities: 5. Drill: Pronunciation drill: Have the pupils read the following words: /u/

B. TS. Direction: Arrange the following events in order. _____ _____ _____ _____ _____

When the fight for our freedom started, Apo Mena joined the rebels. He served as governor of Ilocos Sur. He was sent to the U.S. to represent the country in the World Fair. He spent his time in keeping alive the people’s interest in arts, letters, and music. He formed bands and orchestras which played native music.

uncle love come public subway us up son enough under some country

study utter done

6. Motivation: Do you believe in magic? 7. Vocabulary Development: Have the pupils know the meaning of the following words by rearranging the letters to form the words. flat pneumonia wiggle

LESSON # 4

invisible rummaged pills

7. llsip _____________ (medicine) 8. legwig ____________(to shake) 9. tlaf _______________(lying straight) 10. niaompneu _________( a kind of illness) 11. visinblei _________( cannot be seen) 12. gedamrum ___________(searched)

I. OBJECTIVES: GLR: 1. Enjoy reading a story CT: 2. Answer questions from the story read. GOLD: 3. Use gerunds as object of the preposition and appositive. TS: 4. Identify the antonyms of words. II. SUBJECT MATTER: GLR: The Magic GOLD: Using gerunds as Object of the preposition and appositive. TS: Identifying antonyms of words.

8. Motive Question: Have the pupils organize their own questions. B. During Reading Activities:

Reference: 2002 Basic Education Curriculum 187

1. Have the pupils listen to the story. Let them take down notes about the story they are going to listen.

His mother prepared his lunch box and brought him to school. When his Uncle Ramon was sick, it was his mother who took care of Bobby and his little brother.

THE MAGIC

Weeks went by. At last, Uncle Ramon came home. His laughter could be heard now from his room. Bobby felt good and inspired to study well. Most of the time, Uncle Ramon sat in his chair and read books. He was so quiet and just stared at Bobby. Bobby remembered how it used to be. They used to have fun together. Those were the days when they stayed in a flat near the supermarket. I’ll make Uncle Ramon happy,” Bobby said to himself.

“Mama, where’s Uncle Ramon?” Bobby asked his mom right after he woke up, one morning. “Son, your uncle is sick. He needs to rest in the hospital. He has been confined for observation of his heart ailment. But his doctor said he’s all right now,” explained Mama Rosa. Uncle Ramon and Mama Rosa are brother and sister. Uncle Ramon has been quite sickly even in his younger days. He was not allowed to do strenuous jobs. When Bobby was still a year old, Mama Rosa took Uncle Ramon to look after her son because she worked full time in their supermarket.

Bobby rummaged in his closet. He got a small white box, opened it then whispered, “Abracadabra, ssh! Boom! Make some magic for Uncle Ramon and me!” Booby ran to his Uncle Ramon. “Looked here, Uncle,” he said and waved something around.

Now that Bobby is nine years old, he still clings to his uncle who loved his antics so much. The two have something in common. They love magic. Uncle Ramon had an invisible magic wand. He kept it in along blue box tied with a red ribbon. No one knew about it except Uncle Ramon and Bobby. It was their secret.

“What’s that?” Uncle Ramon asked. “It’s an invisible magic wand. I rearranged my closet and I got this box. Just like the one that we had before, only smaller!” said Bobby. He waved it again and touched Uncle Ramon’s chin. He made faces and tried to wiggle his nose. Uncle Ramon laughed. “Oh, I made you laugh again, Uncle Ramon. You’re okay now. You’re well! Let’s play and have fun together!” “Yes, Bobby. I forgot about our magic. It’s good you brought it back!” said Uncle Ramon laughing.

“Did Uncle Ramon bring our magic box, Mama?” asked Bobby. “What box, Bobby?” replied Mama Rosa. “Oh, you don’t know about it, Mama. I guess, I’ll have to wait for Uncle Ramon to come home so we can have our magic tricks,” whispered Bobby to his mother. “Well, you better wait because next week, he’ll be out in the hospital. He’s okay now. He’s just resting there,” elaborated Mama Rosa. “Thanks, Mama! So, we’ll play again,” added Bobby.

“It’s a new one, Uncle. I’ll tie one tonight with a string so it won’t get away.”

Suddenly, Bobby felt happy with magical feeling. His lunch tasted better. His toys seemed to talk to him. Crabby feelings melted away. And the sun made rainbows through their kitchen window.

“Good, do it now, Bobby!” asked Uncle Ramon, as he took some pills. Bobby went to the kitchen and looked for a piece of string. “Abracadabra, sssh! Boom!” he shouted. The happy feeling was back 188

again in the house. And the sun shone brighter through the kitchen window and made rainbows.

Cecille likes to sell a pencil A pencil Cecille likes to sell Looks like a pen with a seal Rather than a pencil.

-Adapted from Highlights for Children

4. Review: Checking of assignment.

CT. CRITICAL THINKING A. Post Reading Activities: 1. Answering the Motive Question: 10. Comprehension Check: Have the pupils answer following questions:

3. Presentation: Have the pupils read again the paragraph. the

We, Filipinos, appreciate good taste in our food. We love eating very much. We are satisfied by preparing our food with the least cost required.

A. Were Uncle Ramon and Bobby’s secret magic a real thing? Why? B. Why did Uncle Ramon create it in the first place? C. How did Bobby enjoy the magic of Uncle Ramon? D. How was the magic returned? E. How did it affect Uncle Ramon’s health? F. Was Uncle Ramon a good uncle? G. How did the story end?

4. Discussion: How are we satisfied?



What word comes before the gerund in the sentence? (by) What kind of word is by? (preposition) How is gerund in the sentence used? (object of the preposition)

11. Engagement Activities: Have the pupils perform the following activities under time limit.

Have the pupils read the given sentences: Have them identify the gerund used in the sentence.

GROUP 1: LIGHTS, CAMERA, ACTION How did Bobby show his love for his uncle? Make a script and dramatize it.

3. No one really benefits from cheating. 4. I want to learn more about healing. 3. Her hobby, sketching, eats up most of her time. (Sentence #3 is used as an appositive) Discuss further.

GROUP 2: THANK YOU Make a “Thank-you Letter” for someone you would like to extend your gratitude to. GROUP 3: GET WEL SOON!

5. Fixing Skills: Underline the gerund used in the following sentences then write whether it is used as object of the preposition or as an appositive.

Make a “Get-well Soon Letter” for someone who is sick.

GROUP 4: DRAW ME

8. She improved her Math skills by practicing. 9. We should know the benefits of listening from learned men. 10. Claire will report on the basics of dancing.

Was Uncle Ramon a good uncle to Bobby? How? Show though a drawing.

GOLD: (Grammar, Oral, Language Development) 3. Drill: drill:

We are satisfied by preparing our food with the least cost required.

Pronunciation

189

11. My favorite sport, playing tennis, keeps me in shape. 12. His field of specialization, advertising, requires creativity.

GROUP 3: Suppose you won in a lottery amounting to P 1,000,000. Write a paragraph telling how you will spend the money. Use gerund in the sentence.

13. GENERALIZATION: What are the other uses of gerunds?

GROUP 4: What do you do during summer? Have each member of the group answers the question using gerund as object of the preposition, and appositive.

REMEMBER: A verb that ends in –ing and is used as a noun is a gerund. Aside form being used as a subject and predicate noun/subjective complement, a gerund also performs the same function as any other noun in the sentence such as:

Independent Practice: Direction: Underline the gerund used in the sentences and then write its function.

3. Object of the Preposition – when the gerund used comes after the preposition. Example: She will report on baking. prep. Gerund 4. As an appositive Example: She spends most of her time in productive pastime, baking cookies. 14.

5. Some painters use sponges for mixing colors. 6. His work, baking bread, helps the community. 7. Thank you for getting me out there. 8. I’ll explain about sewing next time. IV. EVALUATION: B. GOLD: Direction: Underline the gerund in each of the following sentences and identify its function:

APPLICATION: a. Guided practice: Have the pupils perform the following activities with the group: GROUP 1: Write sentences for the following gerunds with their given function:

6. The crop was ready for harvesting. 7. The project, keeping the community clean and green, I supported by the people. 8. The crop was ready for harvesting. 9. Their job, baking cookies, provided more earnings. 10. Their newfound work, tilling and weeding the land, proved to be very exciting.

5. cooking (appositive) 6. fencing (object of the preposition) 7. jogging (appositive) 8. traveling (object of the preposition) GROUP 2: Underline the gerund in each sentence. Write whether it is used as object of the preposition or as an appositive.

TS (Transfer Stage)

5. Mabini became one of the pillars of the Revolution, committed to the ideal of freeing the Philippines from the Spaniards. 6. A congested classroom is not conducive to learning. 7. Ed’s talent, painting, is his greatest contribution in the school. 8. His job, writing articles for the La Solidaridad, was a well-kept secret.

1. Drill: Pronunciation drill: Have the pupils read the following words focusing in /I/ and /iy/ /I/ mill sit win still rid live

190

/iy/ meal seat wean steal read leave

pill din

peal dean What descriptions did Dickens use? (Opposites) Have the pupils study the following words: A B

2. Review: Checking of assignment: Direction: Select from the word box the synonym of the given word. Write it below the given word. The first one is done for you. real genuine

value ________

promise ________

best wisdom belief light hope everything

coarse _______

decline _______

worst foolishness incredulity darkness despair nothing

5. Discussion: What are the given words under A and B tell us? What are these words? What are antonyms? Discuss further.

late ________

6. Fixing Skills: A. Direction: Identify the antonym pairs in each of the following sentences. Then underline them. The first one is done for you.

Word Box rough pledge worth refuse genuine tardy

4. She may be my friend, but she can also be my worst adversary. 5. The Ten Commandments were given to establish order from chaos. 6. Her sad expression turned jubilant when she heard the glad news. 7. I found out he was friendly, not belligerent as he was rumored to be. 8. Don’t dawdle nor hurry, but take enough time to do your work well.

3. Motivation: Have the pupils identify the opposite of the following: North - _____ Right - _____ Up - _______ Smooth - ______ Correct - ______

C. Read each sentence below. Copy the italicized word on the first column of the form following the sentences. Then copy its antonym found in the same sentence on the second column. Number 1 is done for you.

4. Presentation: What do the given words tell us? Have the pupils study how the author, Charles Dickens of “A Tale of two Cities” effectively describes the confusion at the time the story took place.

1. Her quiet words belied the furious beating in her heart. 2. The pleasant afternoon was interrupted by a violent earthquake. 3. The walk to the seashore was easy but the climb up the mountain was arduous. 4. To a quiet person like me, the visitor seemed to be a garrulous man.

“It was the best times, it was the worst of times. It was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us….” 191

5. We wondered whether her act was inspired by kindness or by malice. ITALICIZED WORD

ANTONYM IN THE SAME SENTENCE

1. furious 2. 3. 4. 5.

1. quiet 2. 3. 4. 5.

IV. EVALUATION: TS. Direction: From the list of words below, select the antonym of the underlined word in each of the sentences. The winner was a sluggish runner. It is humid in the jungle. A glass toy would be fragile. I like my cereal to be soggy. 5. Sometimes, my brother exhibits weird behavior.

7. Generalization: What are antonyms? @ Antonyms are words with opposite meanings. Antonyms are used effectively in making descriptions. Opposites show strong contrast between two ideas, persons or things.

dry strong lively

8. APPLICATION: A. Replace each underlined word with antonym.

V. ASSIGNMENT: A. GOLD: Direction: Write 5 sentences using gerund as object of the preposition and 5 sentences using gerund as appositive.

6. Our living room is ugly. 7. Few plants hang by the windows. 8. I feel restless in that room. 9. The shelves hold dull pottery. 10. Dark curtains frame the windows.

B. TS. Direction: Read the given sentences below. Supply the antonym of each word in parentheses. Then rewrite the sentences with the needed antonyms.

B. Match the words under Column A which means the opposite of the words under column B. A 1. pretty 2. dry 3. short 4. tiny 5. shallow

B a. big b. deep c. ugly d. long e. wet

2. Mr. Abiog is very (rich). He lives in a (big) house, wears (expensive) clothes and eats (costly) food. _______________________________ _______________________________ ______________________ 3. Sherwin is a (bright) pupil. He always gets the (highest) score in tests. He reads and writes (fast). He has (many) friends. __________________________________ __________________________________ __________________________________ _________

C. Direction: Write each sentence. Replace each underlined word with an antonym given from the list of words inside the box. The first one is done for you. 1. Sometimes people smile at what they read. Sometime people frown at what they read. 2. There are many wide streets in the city. 3. Mary is very extravagant. 4. How much did your brother gain in his business. 5. Everybody is busy today. thrifty idle frown

burn normal

LESSON # 5 I. OBJECTIVES:

narrow lose 192

GLR: 1. Enjoy reading a story CT: 2. Answer questions from the story read. GOLD: 3. Use gerunds as direct object TS: 4. Write a home reading report.

f. someone who cannot act efficiently because of disablement g. someone with peculiar characteristics. 6. He was such a duck and everyone loved him! 7. The outgoing president knew that his decisions would eventually be challenged by the incoming president. He is what one may call a lame duck. 8. He had some light clothes made out of duck. 9. He ducked the moment he sensed a revolver aimed at his head. 10. It would not be cowardly to duck when you spot an angry fist coming your way!

II. SUBJECT MATTER: GLR: Gombay and the Wild Ducks OLD: Using gerunds as Direct Object TS: Writing a Home reading Report Reference: 2002 Basic Education Curriculum PELC Speaking 5; PELC Reading 1.4 Phoenix 21st Century English 6 p 297 Growing in English Lang. p. 10 -15 Readings and Communication Skills in English p. 252 Linking the World through English pp. 288 292

4. Motive Question: How did Gombay came to be one of the ducks?

Materials: strips of cartolina. Index cards, picture of a duck

B. During Reading Activities: 1. Have the pupils listen to the story. Let them take down notes about the story they are going to listen.

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

Gombay and the Wild Duck

What does Watt-watt White want? Watt-watt White wants a pair of white pants. A pair of white pants is what Wattwatt White wants. 6.

Once there lived a hunter named Gombay. There was a pond near his house where wild ducks came to play. He had been getting one for each day as his father had before him. But one day he thought, “If I can catch a hundred wild ducks in a day, I can be as lazy as I want for ninetynine days.” It seemed like a very good plan.

Motivation: Have you ever heard of the story about the man who was allowed to own as much land as he could and in the end got just enough to bury him six feet under the ground? What does that say about wanting more than you need?

Immediately he set the snare of a hundred loops made with one rope. Then he hid himself behind a tree. It was just before dawn, and he could count ninetynine ducks in the loops. He waited for one more duck. Finally, the sun began to show bright on his face. Then the birds were surprised to know they were in a trap, and flew up all together at once. Gombay, holding the end of the rope went high up in the sky, too. “Help, help!” he cried from the sky, but nobody could hear. Alas, the rope snapped suddenly, and he went down. Soon, he realized he had become a wild duck as he was falling down. Yes, he was flying now as freely as he wanted. It was like a dream for

3. Vocabulary Development: A word can have more than one meaning. Have the pupils decide which meaning of duck is used in the following sentences. a. a swimming bird b. to dive or dip the head c. to avoid or evade d. cotton fabric e. someone who is attractive or a darling

considered

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Gombay, but he had to live as a wild duck, anyway. He felt hungry, so he flew down near a pond. He found a small fish swimming in the pond. He was going to catch it for a tasty meal, but he was caught with a snare like the one that he had used.

GROUP 3: WRITE ME A LETTER In the story, Gombay already had what he needed but succumbed to wanting more. If you will be given a chance to write to him, what will you say?

Gombay became sorrowful and said to himself, “What a pity when even one duck is caught! And I tried to get a hundred ducks at a time. It is indeed the punishment of God.” He shed tears, and they dropped on the rope. Then it snapped. What a miracle! Gombay was so glad that he shed tears again for his great joy. This time the tears flowed down and got his clothes wet. What a miracle again! He became Gombay as he was. Since then, he stopped hunting wild ducks and he became an honest, kind – hearted farmer and lived happily forever.

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

GOLD (Grammar, Oral, Language Development)

2. Drill: Pronunciation drill: Have the pupils read the following words:

-Yoshimasa Kogawa

jar large scarf yard

CT. CRITICAL THINKING C. Post Reading Activities: 1. Answering the motive question: How did Gombay came to be one of the ducks? 2. Comprehension Check: Have the pupils answer following questions:

guard charm market chart

arm smart dark hard

card car park harm

Have them read the following phrases. Have them read the words with /a/ sound well.

the

carve a heart a large scarf a mark on the guitar a jar in the barn a card for Arthur an ark in the park

9. Who is Gombay? 10. What kind of person is Gombay? 11. What did he decide to do one day? 12. What experiences did he have when he became one of the wild ducks? 13. Did he enjoy being a wild duck? 14. What freed him for being a wild duck? 15. When he was back to being Gombay, what lesson did he learn form his experience? 16. To prove his resolve to be a better person, what did he give up? 7. Engagement Activities: Have each group perform the following activities.

2. Review: Transform the following verbs into gerunds then use each one of them in sentences as subject and predicate noun. 6. Climb 7. Write 8. Read 9. Cook 10. Study 3. Motivation: Have the pupils answer the following using questions using gerund.  What do you usually do during weekends?  What do you like to eat during recess time?  What is your father’s hobby?

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

8.

GROUP 2: DRAW ME What do you think would have happened to Gombay if he did become human again?

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Presentation: Have the pupils read the paragraph:

We, Filipinos, appreciate good taste in our food. We love eating very much. We are satisfied by preparing our food with the least cost required. 9.

2. Direct Object – when the gerund comes after the verb. It answers the question what. Example: She likes stitching very much. verb

Discussion: Have the pupils underline the gerund used in the paragraph. The teacher will write the answer on the board. What do we love very much? (Teacher will write the answer)

8. Application: Have the pupils answer the questions given 1. What do your friends love to do during weekends? 2. What does Karl love to do during winter? 3. What does Mary Frances like to do very much? 4. What does your mother find interesting?

We love eating very much. What word comes before the gerund in the sentence? (love) What kind of word is love? (verb) How is the gerund eating used in the sentence? (object of the verb) Have the pupils read the following sentences: g. h.

gerund

IV. EVALUATION: A. GOLD: Direction: Complete the following sentences using gerund as object of the verb.

1. Filipino love playing basketball. Mother likes listening to her favorite radio program. My sister finds dancing interesting.

a. The newscaster came ______ to catch the event. (run) i. The police began _____ the thief. (chase) 3. Princess and Kim find ______ interesting. (dance) 4. The farmers started _______ the fruits since last week. (pick) 12. Agnes loves _______ fiction story. (write)

What are the gerunds used in the sentences? What word comes before each gerund? How are gerunds used in the sentence? Discuss further. 6. Fixing Skills: Answer the following questions using gerund as object of the verb.

TS (Transfer Stage)

a. What do you love doing during summer? b. What does your sister study? c. What does your aunt teach? d. What do you and your friends find interesting? 7. GENERALIZATION:

1. Drill: Pronunciation drill: Have the pupils read the following pairs of words:

What are the other uses of gerund? How is gerund used as direct object or object of the verb? REMEMBER: A verb that ends in –ing and is used as a noun is a gerund. Aside form being used as a subject and predicate noun/subjective complement, a gerund also performs the same function as any other noun in the sentence such as:

/a/ lace – less chess vase – vest gaze – guess hail – hell

-

/a/ fate – fat hate – hat main – man eight – at

-

/e/ chase

–

paste – pest baste – best sail – sell /a/ paint – pant laid – lad vein – van pale – pal

2. Review: Checking of assignment Arrange the following events in order.

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mountain-volcano. It was named after the beautiful maiden Magayon.

_____ When the fight for our freedom started, Apo Mena joined the rebels. _____ He served as governor of Ilocos Sur. _____ He was sent to the U.S. to represent the country in the World Fair. _____ He spent his time in keeping alive the people’s interest in arts, letters, and music. _____ He formed bands and orchestras which played native music.

Plot:

3. Motivation: Do you enjoy reading a story? 4. Presentation: To be able to read well includes the ability to interpret and summarized accurately the content of what you read. Careful analysis and evaluation are also an important part of good reading. Give an example of home reading report. Book Title: Country Title: Author: Place and Date of Publication: Number of Pages: Setting: Characters:

Stories

of

a. Magayon and Gat Malayo met and fell In love and decided to marry. b. Datu Buhawen threatened Magayon to a forced marriage. c. Before the ceremony, Gat Malayo arrived and a battle commenced. d. Buhawen was killed and so was Gat Malayo. e. Magayon killed herself when she saw her lover fall. f. A mountain-volcano rose from their common grave.

Moral Lesson: Nothing good comes out from selfishness. Comment: The story has a tragic ending. Because of man’s selfishness, many lives were sacrificed.

our

The Legend of Mayon Volcano Amado L. Agorilla

13. Discussion: What was the title of the home reading report? Who is the author? Who Is Magayon? Gat Malayo? Datu Buhawen? Why did Magayon consent to the marriage with Datu Buhawen? What happened when Gat Malayo tried to stop the wedding of Magayon and Datu Buhawen? What is the moral lesson of the story? Discuss the parts of a home reading report.

Manlapuz Publishing Co., Manila 1989 3 Kingdom of Albay Daragang Magayon, Gat Malayo, and Datu Buhawen Love and Sacrifice

Theme: Brief Summary: Magayon was the most beautiful maiden in the kingdom of Albay. She fell in love with Gat Malayo, a prince from a Tagalog Kingdom in Tayabas. The two decided to marry, but Datu Buhawen, the bravest in Albay kingdom, threatened to kill Magayon’s loved ones if she would not agree to marry him. Magayon consented to the marriage. On the day of the wedding, Gat Malayo arrived and a fierce battle began. Datu BUhawen was killed. When Gat Malayo was about to claim Magayon as his bride, a friend of Datu Buhawen stabbed him to death. When Magayon saw her lover dying, she took the dagger and killed herself. The two were buried in a common grave. After a few days, the earth on their grave rose and turned into a beautiful

14.

GENERALIZATION: What are the parts of a reading report? What does each part tell?

REMEMBER: These are the different parts of a home reading report: 2. Title 2. Author: the writer of the story 3. Place and Date of Publication: where and when the story was published. 4. Number of pages 5. Brief summary: important points

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6. Setting/ Characters – where and when the story happened, major and minor characters 7. Theme – what topic is the story about 8. Plot – sequence of events. 9. Moral Lesson – what learning the story teaches. 10. Comments – what the reader think about the story.

V. ASSIGNMENT: A. GOLD: Read Marlon’s story. Complete his story by using the appropriate gerund. Choose from the list inside the box. waiting standing watching picking

7. Practice Exercise: Have the pupils read a short story. Have them write a book report using the format given.

placing protecting driving guarding

flying being staying

The crow likes ______ on the fence. It never gets tired of _____ for me to leave. _____ our corn is its favorite pastime. My job is _____ the corn form the crows. That is why I’m giving this scarecrow the job of _____ in the field. _____ it in a good spot in important. I enjoyed ____ a scarecrow on the job. Its presence has changed the crow’s habit of ____ in the fields. Now, its usual activity is ___ above the corn. By ____ the crow away, the scarecrow is doing its job.

Title: Author Place and Date of Publication No. of Pages Brief summary Setting: Characters: Plot: Lesson: Comments:

B. TS. Direction: Have the pupils read a short story. Have them make a reading report for the story that they are going to read.

IV. EVALUATION: A. TS. Direction: Have the pupils read the story. Have them write a book report using the given format.

LESSON # 6

The Rose Bush and the Apple Tree (Adapted)

I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use the possessive form of nouns. 4. Form the possessive of nouns. TS: 5. Follow series of directions in prescriptions and experiments.

Near the apple tree grew a rose bush. The rose bush saw how much she was admired and said, “Who can compare with me, and who is as worthy as I am? My flowers are beautiful to the sight and sweet to the nostrils. True, the apple tree is bigger than I, but what pleasure does he give to mankind?”

II. SUBJECT MATTER: GLR: Pandora’s Box GOLD: Using the possessive of nouns. Forming the possessive of nouns. TS: Following Series of Directions

When the apple tree heard this, he said, “Even though you are worthier than I in the beauty of your blossoms and the sweetness of your smell, you are less worthy in goodness and friendliness.”

Reference: 2002 Basic Education Curriculum PELC Speaking 5; PELC Reading 2.1;2.2 Dynamic Series in English p. 42 Phoenix 21st Century English 6 p 28 Linking the World Through English pp. 288 - 292 Materials: strips of cartolina. Index cards,

“Tell me,” the rose bush said, “what is evidence of your goodness?” And the apple tree answered, “You do not give flowers to man unless you first wound him with your thorns. But I give my fruit to all, even to those who throw stones at me.

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library quietly. _________________________

III. PROCEDURE:

GLR (Genuine Love for Reading)

12. All the members of the family were there. Tears kept falling from their eyes. Their sick father, almost dying, was giving his last will. ________________

A. Pre-reading Activities: 4. Drill: Pronunciation drill: Have the pupils recite the tongue twister: Lily Lee listens to lessons, As Lily Lee listens to lessons, She listed eleven lessons on how to listen to lesson.

13. Mario received one gallon of ice cream from his grandfather as a present. Lito, his youngest brother, asked for some but Mario didn’t mind him until he had eaten all the ice cream. _____________

5. Motivation: What does a myth mean? Have you heard a myth story?

14. An old lady, wearing ragged clothes in front of Dona Narcisa’s house, was asking for a piece of bread. Dona Narcisa yelled at her and asked her to go away. _______________________

6. Vocabulary Development: Have the pupils read the following situation. From the box below, choose the best word that describes the situation. tidiness meanness cruelty greed

4. Motive Question: Why did Pandora open the box?

curiosity grief wickedness

B. During Reading Activities: 4. Have the pupils listen to the story. Let them take down notes about the story listened to.

8. Vira, the stepdaughter of Dona Mary, was washing the clothes one morning. Another pile of soiled clothes was given to her and when she was about to complain, Dona Mary hit her with her cane. ___________________________

PANDORA’S BOX When man had been made, Jupiter decided that he would make woman, and send her down to earth. He called on all the gods and goddesses to help him, and they did.

9. Angelo, a naughty boy in Mrs. Cabral’s class was thinking of putting the used bubble gum on his classmate’s seat. _____________________________

Venus gave her beauty. Apollo gave her the gift of music. Minerva gave her wisdom and skill in spinning and weaving. The mischievous Mercury stirred in for spice a few very human failings, curiosity among them. When she was finished, she was lovely. Quite proud of their handiwork, the gods named her Pandora – which means “the gift of all the gods” – and Jupiter put into her hands a chest of ivory, quite small but intricately carved, with an odd golden clasp. He cautioned her to keep it by her always, but never to open it. Then, he sent her down to earth and presented her to Epimetheus.

10. Martha was very eager to know what’s inside the forbidden room. ___________ 11. Miss Castro asked the children to research in the library. After an hour, the bell rang. The children, except for Arleen, gave the books to the librarian and went away. Arlene cleaned the mess that her classmates left. She pushed the chairs back and picked all the pieces of papers scattered around. She returned the books she borrowed and left the

And she made Epimetheus a very good wife. She was a good cook; she kept

198

the house tidy; she wove a beautiful cloth; and she obeyed her husband’s wishes in everything. In spite of herself, however, she found her thought turning too often to that ivory box she had brought with her. Finally, there came a time when it seemed to her that she and the box could not possibly be in the same house any longer unless she knew what was in it. So she took the little golden key that hung from it by a silken cord, and turned it in the lock. The she lifted the lid – just a little, just for a glimpse.

Have the pupils in each group perform the following activities: GROUP 1: LIGHTS, CAMERA, ACTION Choose the part that you liked best in the story. Then make a script and dramatize the chosen part. GROUP 2: DRAW ME What do you think would have happened if Pandora followed what was instructed to her?

Alas, poor Pandora! In an instant, the room was filled with tiny ugly winged creatures, buzzing around the walls and streaming through the windows. What had she done? In a panic, she shut the lid again, but it was too late. For in that box had been all the evil things the world had not known before – Meanness and Greed, Cruelty and Pain, and a million others – and as soon as the lid was lifted, out they flew. They have been flying about ever since, causing all sorts of grief and misery. What a pity she ever let them loose!

GROUP 3: ORGANIZER

Who is the main character? Where and when did the story take place?

What is the problem or conflict?

What did the main character do to solve the problem? How did the story end? GROUP 4: I WRITE A SONG!

CT. CRITICAL THINKING C. Post Reading Activities: Answering the motive question: Why did Pandora open the box?

6.

Comprehension Check: Have the pupils answer following questions:

GRAMMAR

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

But there is one thing to be said for Pandora – when, in her panic, she clapped the box lid shut again, she did just in time. For in the chest, there with the wicked winged things was Hope. If Hope had escaped with the rest, the world would have been far worse off than it is. But fortunately, she was left behind. And whatever could we do without her? Myth-

5.

STORY

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

the

Allow the pupils to perform the activity under time limit.

7. Why do you think Jupiter made a woman? 8. What did Venus, Apollo, Minerva and Mercury contribute to Pandora? 9. What does the word “Pandora” mean? 10. Did Epimetheus and Pandora have a happy marriage? 11. What were inside the box? 12. What do they mean?

GOLD (Oral, Language Development) Drill: Pronunciation drill: Have the pupils recite the given tongue twister: Cecile likes to sell a pencil/ A pencil Cecile likes to sell, Looks like a pen with a seal/ rather than a pencil.

7. Engagement Activities:

199

2. Review: Checking of assignment: Have 2 – 3 pupils give their sentences using gerund used as direct object, object of the preposition and as an appositive.

11. 12.

Have the pupils read the following statements taken from the dialogue. 1. It must be Kenneth’s. 5. It is JC’s bag. 6. I thought it was Jannelle’s wallet.

3.

Motivation: The teacher will present different things and will ask the question: Whose pencil is this? Whose bag is this? Whose notebook is this? Etc…. Presentation: Have the pupils read the dialogue. (To be written on manila paper)

5. Discussion: What is added after the name of a person in the sentence? How many own the bag? Who owns the wallet?

8.

Who Owns That?

Have them examples: d. e. f.

Precious, Allyson and Jamaica are at the school playground having their short break. Hey, someone left his bag. It must be Kenneth’s. I saw him once using it. Jamaica: But Kim has also one like it. It might be his bag. Precious: Why don’t we look for any identification inside? (looks inside the bag) Aha, it’s neither Kenneth’s nor JC’s. Look at the ID card here. It is Ralph’s bag. Ivy: (comes close to the girls) Excuse me. Does anyone of you own this wallet? Precious: It is mine. I’m glad you found it. Thank you! Ivy: You are welcome. I thought it was Jannelle’s wallet. Allyson: Well, now we know who own the things we found. You have your wallet Precious. Let’s go and give this bag to Ralph. He might be looking for it now. Precious: Yes, let’s go girls!

study

the

following

The girl’s school uniforms are still new. The pupils’ desks are made of wood. The butterflies’ colors attract many people. How many own the uniforms? the desks? the colors? Notice that s’ is added to the nouns if the owner is more than one.

Precious: Allyson:

Have the pupils study the following phrases: knob of the door key of the room collar of the shirt What is used in order to show possession? (of phrase) How can we rewrite the following to show possession? Discuss how these phrases can be transform to show possession:

  

door’s knob room’s key shirt’s collar

Discuss further. You may use the information given under REMEMBER. 13.

Have the pupils answer the following questions: 8. 9.

Who owns the bag? To whom did the wallet belong?

What did the girls find? Who did they think owned the bag? 10. What did they do to find the rue owner of the bag?

Fixing Skills: Rewrite the following to show possession: 6. bicycle of Sherwin 7. parents of Lei and Elise 8. tools of the carpenters 9. kites of the boys 10. speech of the president 7. GENERALIZATION:

200

What do possession?

we

use

to

express 16. APPLICATION: Guided Practice: Direction: Make your own dialogue using possessive nouns correctly.

REMEMBER: A noun that expresses possession, ownership, or connection is in the possessive case. The sign of the possessive case is the apostrophe and s. (‘s) The phrase of the is used with lifeless or inanimate objects. Possessive case of nouns may be formed in several ways:

GROUP 1: Your group was asked by the principal to help look for the owners of the items deposited at the school’s lost – and – found nook.

GROUP 2: You talked among yourselves about the food served at your school canteen.

9. To form the possessive singular, add ‘s to the singular form of the noun. Example: Mary’s song girl’s dress

GROUP 3: When you arrived home, you find a new pair of shoes, a new bag, a new pair of pants, and a new shirt.

10. To form the possessive plural of nouns ending in s, add the apostrophe (‘) only. Example: ladies’ shoes leaders’ abilities

GROUP 4: Complete the dialogue using appropriate nouns in their correct possessive forms. A: We are going to celebrate our ____ anniversary. B: Yes and our teacher wants us to present a puppet show. A: The ___ collection of puppets is a large one. B: However, the principal’s objective was for _____ to write their own script. A: Making the hand puppets can challenge the _____ creativity. B: What could be the ___ share in the work?

11. Proper names ending in s form the possessive case by adding the apostrophe and s. Example: Jahzeel’s new shirt answer

James’s

12. In compound nouns, the ‘s is added to the end of the word. Example: sister – in –law’s recipe sisters – in –law’s recipes 13. If two or more nouns are used together to indicate separate ownership, the ‘s is used after each noun. Example: Kathy’s and Sarah’s dresses

B. Independent Practice: Direction: Fill in each blank with the possessive form of the noun at the left. (God)

1. ______ saints should be our models. (Children) 2. ______ games are often exciting. (doctor) 3. A ____ training requires long hours of study. (Lady) 4. Girls should imitate our _____ virtues. (Napoleon) 5. ______ gallantry won distinction for him. (baby) 6. The ____ loud cry awakened the sleeping mother.

14. If two or more nouns are used together to indicate joint ownership, the ‘s is used after the last noun only. Example: Karl and Jazzer’s boat 15. The of-phrase is commonly used with inanimate nouns to show possession. Examples: end of the story lock of the door cover of the book 201

(butterfly)

7. A _____ wings are made up of scales. (deer) 8. The ____ horns are called antlers. (abbot) 9. The _____ hood is missing. (grandparents) 10. Our ______ farm is wide and airy.

13. Discussion: What is the first thing to do with the dirty plates? What is done next? What is the next step to take? What step follows? What is done next? What is done last? This time, write the steps in washing plates.

IV. EVALUATION: A. GOLD: Direction: Rewrite each sentence. Change each underlined phrase to include a possessive noun.

14. Fixing Skills: Have the pupils read the experiment given on how plants get water from the soil. Then let them answer the questions given.

6. The safety habits of the students should be perfect. 7. The students listen to the opinions of the adults. 8. The comments of the visitors are helpful. 9. The hands of many pupils are raised now. 10. The principal reminds students to use the office of the nurse.

    

TS (Transfer Stage)

Have a stalk of celery ready. Have a clear glass half filled with water. Put a little red food coloring in the water. Mix it well. Then drop the stalk of celery in the glass with colored water. Let it stay for two hours. Observe what happens.

9. Drill: Pronunciation drill: Have the pupils read the following words with /v/ sound:

 

vie voltage varnish ventral vibrant

7. What are the materials you need in the experiment? 8. What do you put in the glass of water? 9. What do you do in the celery? 10. How long will you let it stay in the water? 11. Can you predict what will happen?

veal veal visa vague varsity

visage valve voter virgin venison

10. Review: Checking of assignment 11. Motivation: Do you know how to wash plates?

15. Generalization: How do we direction?

12. Presentation: Have the pupils read the directions that follow.

follow

REMEMBER: Directions are useful in telling you how to make something, like how to cook rice and how to get from one place to another. To follow directions, you must have steps to take in the proper order.

First, remove the extra food from the plates. Then, put the plates, spoons and forks and glasses together. Rinse them once and soap them, beginning with the glasses, plates, spoons and forks. Rinse the glasses and drain them on the drain board. Then rinse the plates well followed by the spoons and forks. Drain them on the dish drain. When dry, keep them in the dish rack.

16. Application: A. Read the directions below. Mother taught Mary Frances how to cook rice. Here are the steps given to her. First clean the kettle where you will cook the rice. 202

Then measure 3 cups of rice. Wash the rice 2 times. Put 3 cups of water in the washed rice. Cook until the rice is done. Put the stove to low fire. Then let the rice to cook for two more minutes to cook the rice well.

How to Grow a Plant from a Seed  Get 5 seeds of white beans. (Patani seeds)  Pour a little water on the seeds in a deep plate.  Let them stay overnight.  In the morning you will see a root coming out.  Prepare the pot where you will plant the seed.  Put sandy loam soil in it and choose the best seed.  You will put the seed with its root down in the soil. Plant the other seeds on the ground or in another pot of soil. Water them a little and let them stay where there is sunlight.  Observe how the plant grows.

Questions to answer: 6. What is the first thing to do when cooking rice? 7. How many times will you wash the rice? 8. How much water will you add to 3 cup of rice? 9. What must be done when there is no more water? 10. What is the last step to do to cook the rice well? B. Read the paragraphs below. Father went to the farm and suddenly it rained hard. He got wet and caught colds. He asked for medicine from their family doctor. Here is the prescription he got.

Questions to answer: 7. What is the first thing to do with seed? 8. How long will you let the seeds stay in the plate? 9. What steps follow? 10. How will you position the seed you will plant? 11. What do you do next? 12. Where will you put them?

Allyson Gale G. Francisco, M.D. East Ave., Medical Center Room 13 MWF 10 – 12:00 NN Patient’s Name: Pedro Canlas Address: 1512 Nacar Date: Apr. 15/10

Age: 40 Sex: M

V. ASSIGNMENT: A. GOLD: Direction: Change the underlined group of words to include a possessive noun.

Px

Phonyl propanolamine HCl 25 mg - # 15 Chlorphenamine malcate 2 mg & paracetamol 500 mg (Neozep forte) Sig: 1 tablet every 6 hrs for 5 days. ______________

1. The farm of my aunt is in Laguna. 2. The school of my cousins is in a nearby town. 3. The truck of my uncle takes them to school. 4. The apartment of Uncle Brad is in the city. 5. The name of my cousin is Celia.

Lic. No. _________ PTR: ___________

4. What medicine was given to him? 5. How many times would he take the medicine? 6. How long would father take his medicine?

B. TS. Direction: Read the paragraph given then answer he questions that follow. Jazzer had colds for the past days. He had fever and developed cough. His mother took him to doctor. The doctor gave him prescription.

IV. EVALUATION: Direction: Read the directions below. Then answer the questions that follow.

203

3 a a a

Allyson Gale G. Francisco, M.D.

Materials: strips of cartolina. Index cards,

East Ave., Medical Center Room 13 MWF 10 – 12:00 NN

III. PROCEDURE:

Patient’s Name: Jazzer F. Address: 1512 Nacar Date: Apr. 15/10

GLR (Genuine Love for Reading) C. Pre-reading Activities: 1. Drill: Pronunciation drill: Have the pupils recite the given tongue twister:

Age: 15 Sex: M

Px

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

Erythromycin – 250 mg - # 10(ERYCIN) Sig: 1 tablet 2x daily for 5 days ______________

2. Motivation: Is it important to be beautiful? Why? Which is more important, to be kind or to be beautiful? Why?

Lic. No. _________ PTR: ___________

6. Where did Mother take him? 7. What medicines given to Ric? 8. How often did he have to take the medicine? 9. How would he take the medicine? 10. How long would he take the medicine?

3. Unlocking of Difficulties: Have the pupils identify the meaning of the following words: appearance a. luck 2. deceptive 3. bandaged 4. fate misleading 5. chrysalis 6. scurrying

LESSON # 7

b. pupa c. look d. e. tied up f. rushing

I. OBJECTIVES: 4. Motive Question: What had become Sundri?

GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use a variety of sentence as to structure; simple sentence 4. Form simple sentence. TS: 5. Tell the relationship expressed in the selection as to cause and effect.

D. During Reading Activities: 1. Have the pupils listen to the story. Let them take down important details of the story. 2. Use the Direct Reading Thinking Activity (DRTA) when telling the story.

II. SUBJECT MATTER:

APPEARANCES ARE DECEPTIVE

GLR: Appearances are Deceptive GOLD: Using a variety of sentence as to structure – simple sentence. Forming simple sentence. TS: Recognizing cause and effect relationship.

One day, Bina, the ant, was scurrying about in search of food. Summer was almost over and the rain was approaching. Soon it would be raining and food would be difficult to find. Bina knew it was necessary to stock as much as possible so that her ant colony could have enough to eat during the difficult months ahead.

Reference: 2002 Basic Education Curriculum PELC Speaking 6; PELC Reading 6.1 p 23 Explore your World through Language and Literature pp 58 - 61 Dynamic Series in English 6 p 39 Linking the World through English pp. 328

She had collected quite a bit already. Now she was on the lookout for

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bits of sweet foods that younger members of her colony loved to eat after their meal. Going to and fro between trees and shrubs, Bina suddenly smelt the sweet aroma of pastry. She quickly went around the bush and there she saw it – a large bit of pastry with a whole raisin in it. Just then she looked up and saw something hanging from the leaf of a bush. Looking closer, she saw that it was a tiny tail. It seemed to be all wrapped up in something, as if bandaged.

What had become Sundri? (Answer: Sundri had become one of the most beautiful butterflies Bina had ever seen.) 2. Comprehension Check: a. Who is the ant in the story? b. Why is she scurrying about in search of food? c. What did she see something hanging from the leaf of a bush? d. Why did BIna pity Sundri? e. Do you think Bina was right to pity Sundri? Why? f. If you will be Bina, will you do the same with Sundri? g. Is it right to boast with somebody? Why?

“Oh, you poor thing! What a sad fate you have Sundri! I can run anywhere I wish, climb trees, or go over mountains. And look at you, you are trapped in your shell. All you can do is move your tail around a bit. Even ant children can run around and do as much as we can. They are free. You are all bound up and cannot even move. What a life you must have!”

2. Engagement Activities: Have the pupils perform the following activities under time limit.

But there was no answer from the chrysalis. So Bina went on and walk away with her piece of pastry. Bina did not know it, but the “thing” was a chrysalis, the pupa of a butterfly.

GROUP 1: LIGHTS, CAMERA, ACTION!

A few days later, Bina came that way again hoping to find more pastry or biscuit lying around.

What part in the story did you like best? Make a script and dramatize it before the class.

It was unusually hot that day and she was sweating. Suddenly, a cloud seemed to come over and she felt a soft cool breeze. She looked up. Wow! One of the most beautiful butterflies she had ever laid eyes on! Light blue spotted with light pink and yellow dots.

GROUP 2: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

“Look at me, Bina. I am your muchpitied friend. You boasted of being able to run around and climb mountains. But now try to get me to listen.”

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

“How beautiful and how lucky it is to be able to fly around free!”

GROUP 4: CERTIFICATE OF RECOGNITION

And with a graceful flap of her wings, Sundri, the butterfly flew away like a soft sigh of the breeze.

Describe Sundri’s attitude. Make a certificate of recognition for her.

-An Adaptation-

CT. CRITICAL THINKING

GOLD (Grammar, Oral Language Development)

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

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Drill: Pronunciation drill. Have the pupils recite the given tongue twister:

Why do we say so? (It expresses only one idea) (Do the same questioning for sentences b, c , d.) (use the concept in the generalization during the discussion)

Betty bought a bit of butter but she found the butter bitter/ So she bought a bit of butter to make the bitter butter better.

15. Generalization: What is a simple sentence? How do we form a simple sentence?

11. Review: Kinds of a sentence: Identify whether each sentence is declarative, interrogative, imperative or exclamatory.

REMEMBER: A simple sentence has one independent clause. An independent clause has a subject and a verb and expresses one complete thought.

i. The teacher speaks clearly. ii. Turn on the radio. iii. Is there news about the hurricane? iv. Ms. Cruz feed the chicken. v. How heavy the rainfall is!

A simple sentence can be formed in four ways:  Simple Subject and Simple Predicate  The food is packed in three ways.

12. Motivation: What is a hobby? What are your hobbies? How does your hobby help you? (Have the pupils write a few sentences to tell about their hobbies.)

 Compound subject and simple predicate  Air, water and sunlight are needed to make plants grow.

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

 Simple Subject and Compound Predicate  The rain fell and flooded the streets.

i. ii.

Karl collects shells. Karl collects and sells his collection. iii. Ysa and Princess make dresses for their dolls. iv. Sherwin and Jazzer collect poems and write their own haikus.

 Compound Subject and Compound Predicate  Butterflies and other insects alight on the flowers and sip their nectar.

14. Discussion: What is the subject in the first sentence? (Karl) What is the predicate? (collects) How many subjects do we have in the first sentence? (One) How many predicate? (One) What kind of subject do we have in the first sentence? (Simple subject) What kind of subject do we have in the firs sentence? (Simple predicate) What kind of sentence is this? (Simple sentence)

16. Application: Guided practice: Direction: Make five simple sentences of your own following the instructions for you. GROUP 1: Your group was asked by your English teacher to write a sentence describing your family. GROUP 2: You talked among yourselves about the food served at your school canteen.

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6. 7. 8. 9.

bright thick pleasant wonderf ul 10. pretty

GROUP 3: When you arrived home, you find out that your father has just arrived from the States. GROUP 4: Write 5 sentences about the things that you would love to do during Christmas

3. Motivation: Match the phrases under column A with the phrases under column B to complete the thought.

D. Independent Practice: Direction: Put a check (/) on the blank before each number if the sentence tells a simple sentence and cross (x) if it is not.

A __1. An apple a day…

_____1. Big papayas are raised in that farm. _____2. To get a good grade, you must finish your project early. _____3. We waited long hours at the bus terminal. _____ 4. Every day, I watch the incoming ships. ______5. Tricia and Allyson moved and removed their furniture.

__2. Exercise and proper diet…. __3. Chain-smoking... __4. Trees around us...

IV. EVALUATION: GOLD: Direction: Complete each simple sentence with a compound predicate.

B a. ..make the air fresh and clean b…keeps the doctor away. c. can cause a lung cancer. d. make our body strong and healthy.

4. Presentation: Have the pupils read the paragraph given: There is a massive drought or dryness of land in many places of the country. This happened because the El Niño phenomenon has set into the atmosphere.

6. Our neighbor _________________. 7. The children at the plaza _____________________. 8. The river behind our house ____________. 9. The trees at the forest ______________. 10. Plastics _________________________.

5. Discussion: Why is there massive drought or dryness of land in many places of the country?

TS (Transfer Stage)

Have the pupils read the following sentences: (use the color coding strategy)

1. Drill: Pronunciation drill: Have the pupils read the following contrastive pairs of words:

7. The river has become smelly and filthy because the people kept on throwing their waste into it.

/t/ - /d/ ten – den time – dime tow – do grate – grade pat – pad

8. Fish in the river die because people use dynamite in fishing. What made the river smelly and filthy? What is the effect of throwing wastes/ garbage in our rivers? Why do fish die?

2. Review: Checking of assignment: Direction: Write the antonym of the following words:

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What will happen if fishermen use dynamites in fishing?

effect. These are so, thus, as a result, and therefore.

How would you analyze your answers in questions A and B? How can you identify the cause of a given situation? How would you analyze your answers in questions C and D? How can you identify the effect of a given situation? Discuss further. Use the information given under REMEMBER.

8. Application: A. Guided Practice: Direction: Complete the chart. Write the cause, the signal word used and the effects for each sentence. Cause

Signal Word

Effect

6. Today, people know a lot about how the body works because of centuries of study.

6. Fixing Skills: Number the statement 1 if it happened before (cause) and 2 if it happened after (effect).

7. Early people had strange ideas about how the body works because they very little scientific knowledge.

6. _____ Lucille got low grades in Math. _____ She did not study hard.

8. If we understand our bodies, we can better take care of them

7. _____ Kyle graduated valedictorian of his class. ____ He made his parents very proud. 9. Amy is so interested with the human body, therefore, she decided to become a doctor.

8. _____ Computers help us a lot in our school work. _____ Information is easy to gather with just one click of a finger. 9.

_____ Mother praised Jamaica. _____ Jamaica got high grades in her report card.

10. Exercise daily so your body will stay fit and trim.

10. _____The children jumped for joy and shouted “Hurray!” _____They won in the English competition.

B. Independent Practice: I. Direction: Write your answers in complete sentence.

7. Generalization: What is a cause? What is an effect?

1. Why are many animals in danger of becoming extinct? 2. Why are there heavy traffics in the city? 9. What is the effect of heavy rains? 10. What is the cause of landslide in some mountainous areas? 11. What are the effects of eating balanced diet?

REMEMBER: CAUSE is the reason why something happens. It is a statement that expresses what happened before. There are some signal words that help you recognize cause. These are: since, because, when and if.

VI.

EFFECT is the result or outcome of what happened. It is the statement that expresses what happened after. There are some signal words that help you recognize

Match the causes in column A with the effects in column B. Write the letter of the correct answer. A B

___1. Jason got poor grades in 208

f. Business establishments

all subjects in the first quarter. ___2. Louie was not able to attend his classes. ___3. An old woman fell asleep unmindful of a lighted candle on a table. ___4. There was a power interruption in the entire city for five hours. ___5. Father had a severe headache

g.

h.

i. j.

and offices used power generators to resume their services. A big fire started from the old woman’s house. His parents prohibited him from playing computer games and hanging-out with friends. He was absent from his work. He was not able to take the test scheduled for that day.

10. __________ scampered out of their way. 11. __________ looked on with amusement. B. TS. Direction: Read each pair of sentences. Write C before the sentence that tells the cause and E before the one that tells the effect. 6. _____The player trained vigorously for the contest. _____She bagged the gold medal. 7.

_____She became fit and ready for competition. _____She trained long and hard everyday. 8. _____Despite her success, she is sweet and gentle. _____Most people, especially her neighbors, adore her. 9. _____The champion made many Filipinos proud. _____She was greeted and cheered by a huge crowd upon arrival.

IV. EVALUATION: TS. Direction: In each pair of sentences, which is the cause and which is the effect? Write C for the cause and E for the effect.

10. _____She is studying sports medicine. _____She wants to improve the health condition of the athletes.

6. _____ Math problems are difficult. _____ Raquel was worried and unhappy. 7. _____She is not getting enough sleep. _____Elise May spends much time watching TV at night.

LESSON # 8 I. OBJECTIVES:

8. _____She kept her mind in her work. _____ Pauline turned off her TV set.

GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use a variety of sentence as to structure; compound sentence 4. Form compound sentence. TS: 5. Recognize words with ph 12. Spell words with ph

9. _____The sea waves were too rough. _____The fishermen did not go out to the sea. 10. _____The fisherman was happy. _____The fisherman made a god catch last night.

VII. Subject Matter: GLR: Gabi and the Engkanto GOLD: Forming Compound Sentence TS: Recognizing Words with ph

V. ASSIGNMENT: GOLD: Direction: Complete each simple sentence with a compound subject.

Reference: 2002 Basic Education Curriculum PELC Speaking 6; Listening: Dynamic Series in English p. 9 Explore your World through Language and Literature pp 58 - 61

7. _______________ lent their bikes. 8. _______________ rode around the park. 9. _______________waved to us. 209

. . . . .

Language Arts Today p. 14 – 19 Linking the World through English pp. 328

She lived in a humble nipa hut with a beautiful garden where different flowers like santan, gumamela, sampaguita and rosal could be found. Gabi took care of her plants and flowers by watering them morning and afternoon. She also removed the dry leaves and flowers and trimmed the branches whenever they had grown too long.

Materials: strips of cartolina. Index cards, III. PROCEDURE:

GLR (Genuine Love for Reading) A. Pre-reading Activities: 5. Drill: Pronunciation drill: Have the pupils read the –ed in the following words pronounced as / Id/. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Beside Gabi’s garden was a swiftly flowing river. Its banks were lined by great balete trees. The people believed that Gabi’s flowers grew beautifully because the river water had magical powers. The spirit of the water, they said, had favored Gabi.

demanded dedicated blended waded reported snorted collected raided descended painted

Gabi didn’t believe that the river was enchanted for she had gone there many times and had seen nothing at all. But the river was truly enchanted. A river spirit, Engkanto ng Ilog had lived there for a hundred years. He watched Gabi silently every day. He could not be seen as he was invisible.

6. Motivation: Is it important to be beautiful? Why? Which is more important, to be kind or to be beautiful? Why?

One morning, while Gabi was filling her jug, the river spirit appeared before her and introduced himself. He told her of his desire to love Gabi as his wife and if she agreed she would have all his riches. Gabi turned down his offer and told him that she did not need his wealth. Engkanto told her that he would return next summer and would ask for her final answer.

7. Unlocking of Difficulties: Have the pupils identify the meaning of the following words: Enchanted (charmed) Orphan Magical (the unexplained) Invisible (unseen ) Vengeful (unforgiving)

Gabi was afraid, closed her eyes and opened them again. The river spirit had become invisible again, so she thought it was just a dream.

8. Motive Question: Was the Engkanto ng Ilog vengeful? How?

The year passed. Gabi had forgotten about the river spirit. She was too happy taking care of her garden. When summer came, the Engkanto appeared to her once more. She still refused to marry him and said, “I am very sorry but I cannot go with you. I do not love you!” The Engkanto was so angry that he turned her into a gabi plant so that no one else could have her. He said, “Because your heart is hard and stubborn, I will deny you the blessings of my river and your leaves will never get wet.” He told Gabi that she will forever remain a plant unless her

B. During Reading Activities: Have the pupils listen as the teacher reads the story.

Gabi and the Engkanto Long ago, there lived a pretty young woman called Gabriella. Although she was an orphan and lived alone, she had many friends. They loved her and called her Gabi for short.

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heart turns soft and she decides to marry him.

GOLD (Grammar, Oral, Language Development)

-Adapted by Jasmine Roshua Cupcupin from Marla Yotoko Chorengel’s “Gabi and the Engkanto”

9. Drill: Pronunciation drill: Have the pupils read the following phrases after the teacher.

CT. CRITICAL THINKING C. Post Reading Activities: 1. Answering the motive question: Was the Engkanto ng Ilog vengeful? How? (Yes, because she turned Gabi into a gabi plant so that no one else could have her.) 2. Comprehension Check: a. Who is the main character in the story? b. How did Gabi take care of her garden? c. What was the people’s belief about Gabi’s beautiful garden? d. Did Gabi believe them? Why? e. Who was the river spirit? What did he offer Gabi? f. Did Gabi accept the Engkanto’s offer? Why? 3. Engagement Activities: Have the pupils perform following activities under time limit.

11. night and day 12. ice cream and cake 13. bread and butter 14. touch and go 15. push and pull 16. by hook or by crook 17. rich or poor 18. coffee or milk 19. black or white 20. take it or leave it 10.

6. 7. 8. 9.

__________lent their bikes. __________rode around the park. __________waved to us. __________scampered out of their way. 10. __________looked on with amusement.

the 11.

Motivation: When can we say that a sentence can stand alone?

12.

Presentation: Have the pupils read the following sentences.

GROUP 1: LIGHTS, CAMERA, ACTION! What part in the story did you like best? Make a script and dramatize it before the class.

d. They loved her and they called her Gabi for short. e. I am very sorry but I cannot go with you. f. You will marry me or you will forever remain a plant.

GROUP 2: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class. GROUP 3: WRITE ME A LETTER!

Review: Checking of assignment Direction: Complete each simple sentence with a compound subject.

13.

Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her. GROUP 4: WRITE ME A POEM Describe Gabi’s attitude. Make a poem describing her.

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Discussion: What two sentences joined the first sentence? Does each sentence convey one complete idea? What word joined the two sentences? How do you call and, or, but? What form of sentences are these?

Discuss further what a compound sentence is. Use the concept under Remember. 14.

Fixing Skills: A. Direction: Write YES on the blank if the sentence is a compound sentence and then underline the two independent clauses. Write NO on the blank if the sentence is not a compound sentence.

You can form compound sentences by joining two or more independent clauses or complete sentences. Each sentence that makes up the compound sentence has a subject and a predicate of its own. 16.

_____1. Mount Pinatubo erupted in 1991 but I was not in the Philippines then. _____2. She cajoles everyone to get up to read a poem or recall favorite stanzas.

6. The lights dimmed. The audience became quiet. 7. The beginning was too boring. The music was too loud. 8. Lightning flashed all night. It didn’t rain. 9. Uncle Mario didn’t see the snake. He would have jumped back. 10. Romeo wants to build his model house. He has no place to work on it.

_____3. Tess read the poem “I Know Why the Caged Bird Sings” and blew us away. _____4. Manila looked mysterious from the 40th floor and she wanted to paint its beauty on canvas. _____5. My Mother prepared the meal and set the table.

B. Independent Practice: Direction: Match the sentences in Column A and B to make a meaningful compound sentence.

B. Direction: Fill in the blank with the needed conjunction to complete each compound sentence. 6. You have to come early _____ you will be marked late. 7. They need to cooperate with us _____ they will be reprimanded. 8. I am a Filipino ____ I am willing to die for my country. 9. I saw the movies several times ___ I still love to watch it. 10. I love to eat a lot ____ I have to watch my weight. 15.

Application: Guided Practice: Direction: Form a compound sentence from the given simple sentence by using the appropriate conjunction.

A. 1. Daddy took me to a skating rink (b) 2. Some men cleaned the school building. (d) 3. Newspapers inform us about a lot of things. (a) 4. Cute little girls danced gracefully. (c) 5. Classes will start on June 9 (e) B. a. and readers enjoy reading them. b. and I skated for two hours. c. and the crowd applauded their number. d. and their wives helped them happily. e. but we are still not ready.

Generalization: What is a compound sentence? REMEMBER: Sentences can also be compound. A compound sentence contains two sentences joined by a comma and the words and, or, and but known as coordinating conjunctions.

IV. Evaluation: B. GOLD: Direction: Combine each pair of sentences to form a compound sentence. 6. Father goes fishing often. He doesn’t like to eat fish. 7. Lino picked up his things. He ran for the bus. 8. Volleyball is fun. It is a good exercise.

And is used to show addition. But is used to show contrast. Or is used to show choice.

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9. The amusement park was open. The children were lining up for the rides. 10. The mouse saw the cat. The cat didn’t see her.

 Psalm 126:2 We are filled with laughter and we sang for joy And the other nations said, “What amazing things the LORD has done for them.”

TS. Transfer Stage 8. Drill: Pronunciation drill: Have the pupils read the given tongue twister:

 Psalm With trumpets and the sound of the ram horn make a joyful symphony before the LORD the King!

A big blue bug bit the bold bald bear And the bold bald bear bled blood badly. 9. Review: Checking of assignment: Direction: In each pair of sentences, which is the cause and which is the effect? Write C for the cause and E for the effect. 1.

 Psalm

139:20

They blaspheme you your enemies take your name in vain.  Psalm

_____ Math problems are difficult. _____ Raquel was worried and unhappy.

146:9

The LORD protects the foreigners among us, He cares for the orphans and the

2. _____She is not getting enough sleep. _____Elise May spends much time watching TV at night.

widows  Psalm 89:19 You once spoke in a vision to your prophet and said, “I have given help to a warrior. I have selected him from the common people to be King.”  Psalm 118:16

3. _____She kept her mind in her work. _____ Pauline turned off her TV set. 4. _____The sea waves were too rough. _____The fishermen did not go out to the sea.

The strong right arm of the LORD Is raised in triumph. The strong right arm of the LORD has done glorious things!

5. _____The fisherman was happy. _____The fisherman made a god catch last night. 3. Motivation: How do you call a story of one’s life, his present and past experience, dreams or plans or ambitions? (biography)

5. Discussion:  Study the underlined words, what do you notice? Answer: They are words that have consonant combinations and sounded the same when read. They are sounded as /f/ when read.

4. Presentation: Show the psalms printed on cartolina strips Read the psalms emphasizing the words with gh and ph sounds  Psalm

98:6



131:1

Lord my heart is not proud; my eyes are not haughty I don’t concern myself with matters too great or awesome for me.

What are the consonant combinations in these words? Answer: They are ph and gh.

 Read the words together. (Note mouth movement while reading to assure correct pronunciation.) 213

1. roughness 2. toughness 3. laughable 4. laughing 5. coughing

Demonstrate the correct position of the tongue to stress the sound /f/. haughty triumph orphans symphony 

blaspheme laughter right prophets

6.

Study the words further.

3. a musical composition orchestral sonata

Focus on the words with /ph/ and /gh/ sounded as /f/. Go back to the given words note the positions of /gh/ and /ph/.

symphony prophet

Give more examples of words with ph and gh sounded as /f/ when read.  Enable pupils to group words included in the initial ph, medial ph and final ph with words having medial gh and final gh. (In this activity, give pupils time to list five related words independently. Pupils are grouped and are encouraged to share words. A group picks best-three words and explains to class. This is called “FIVEWORDS-THREE-WORDS” interactive strategy.) Examples: Initial ph Medial ph Final ph

Medial gh

1. graphical 2. aphids

in

5. children deprived by the death of one or both parents



1. phantom 2. pharmacy telegraph 3. phase pictograph 4. Philippines monograph 5. philosophy paragraph

as

4. to speak or address with irreverence

Group the words under the proper column. medial gh final ph medial ph triumph orphans

Fixing Skills: Guess the key words based on the meanings given using configuration clues. 2. a cause of merriment

What two words from the Psalms do not sound /f/ when read? - haughty and right How are they read? - they are read with silent /gh/

laughter blaspheme

1. cough 2. tough 3. rough 4. enough

6. one of the writers of the prophetic books in the old testament

7. the joy or exultation of victory or success

Answer Key: 1) laughter 2) symphony

1. graph 2.

3. morphine

3.

4. Paraphernalia

4.

5. paraphrase

5.

3) blaspheme 4) orphans 5) prophet 6) triumph 7. Generalization: How are two consonants in sequence or digraph ph pronounced? REMEMBER:

Final gh

214

The two consonants in sequence or digraph ph is pronounced as /f/.  Phonetics analysis of a word helps us to understand the meaning of a word. Some words have consonant combinations which are sounded the same when read but their spelling are different. Example: ph and gh are sounded as /f/  Some words show irregularity in spelling. Example: words with augh and ough. 8. Application: A. Oral Practice: Have the pupils read the following words correctly. ph said as f hyphen siphon phenomenon physics phonetic phosphate ophthalmology orphanage

12. It is important that a beginning reader should have awareness. 13. An earthquake is a natural that we can hardly predict. 14. Those are the only souvenirs of the grand reunion. 15. Do you agree that our country, the , is the “Pearl of the Orient Seas?” 16. exercises help us pronounce the words correctly. 17. When I go to college, I will take up , Arts and Letters. 18. He is as as a warrior when he is faced with problems. 19. His and colds terribly trigger his headache. 20. The and rocky road caused the car engine to stop.

sapphire phosphorus phlegm pamphlet headphone mimeograph photogenic hemophilia

Answer Key: 1. paragraph

B. Use the words given to complete the following sentences: a. b. c. d. e.

2. phonemic

3. Catastrophe photographs 5. Philippines

4.

7. Philosophy

8.

9. cough

10. rough

6. Phonetic tough

IV. Evaluation: TS. Direction: Write the word with ph described or defined.

philosophy biography geography phantom phony

6. a group of related sentences. _ _ _ _ _ _ _ ph

6. When I read the _______ of Dr. Jose Rizal, I was convinced that he deserved to be called our national hero. 7. A social worker’s ______ in life is to serve others. 8. Our lesson in _______ is about the provinces in Luzon. 9. That clown is a _______ because he is not the real one. 10. Carmela enjoyed watching the movie, “_________ of the Opera.”

7. a group of words. ph_ _ _ _ 8. another word for picture, usually shot by camera. ph _ _ _ _ _ _ ph 9. a person’s own signature. _ _ _ _ _ _ _ ph

handwriting

10. anything appearing or observed, especially one having scientific interest. ph _ _ _ _ _ ph _

C. Complete each sentences by filling in the blank with the appropriate word using ph or gh. 11. Organize your sentences well so that you can make a good .

V. Assignment:

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1.

A. GOLD. Direction: Combine the following simple sentences into a compound sentence using conjunctions and, or and but. 6. The book was funny. It was exciting. 7. The cat needed excitement. He became bored. 8. Maz had adventures. He always escaped. 9. The cat could go to the right. He could go to the left. 10. He was brave. He was also intelligent.

Have the pupils read the words with initial, medial and final /p/ sound. Initial 6. pacify 7. panic 8. pastor 9. petite 10. passion Medial

B. TS. Direction: Use the following words with ph in meaningful sentence.

6. rampant 7. stipend 8. trample 9. nepotism 10. participle

6. paragraph 7. philosophy 8. biography 9. phrases 10. geography

Final 6. bleep 7. shape 8. creep 9. shop 10. soup

LESSON # 9

2. Motivation: Have you seen a lion? Show a picture of lion. Have the pupils describe the lion.

I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use a variety of sentence as to structure; complex sentence 4. Form complex sentence. TS: 5. Tell the key concept implied. III.

3. Unlocking of Difficulties: Have the pupils read the clues then arrange the following jumbled letter to form the correct word.

Subject Matter: The King of Beasts and His Three Advisers Forming Complex Sentence Telling the Key Concept Implied

a. bsetas ( The Lion is called the King of ______ because he is big and strong.) b. bleatiirr (The Lion had an ____ mood because his wife told him that he had a bad breath.) c. nuplaesnat (The Queen Lioness said that the Lion has the most unpleasant smell.)

Reference: 2002 Basic Education Curriculum PELC Speaking 6; PELC Reading 4 Explore your World through Language and Literature pp 58 - 61 Language Arts Today p. 14 – 19 Linking the World through English pp. 284

4. Motive Question: Why were the animals afraid of the lion?

Materials: strips of cartolina. Index cards,

B. During Reading Activities: Have the pupils listen as the teacher reads the story.

III. PROCEDURE:

GLR (Genuine Love for Reading) A. Pre-reading Activities: Drill: Pronunciation drill:

The King of Beasts and His Three Advisers

216

The lion is called the king of beasts. He is big and strong. So, the animals are afraid of him. But not his wife, Queen Lioness.

Have the pupils answer the following questions: g. h. i. j.

When did the lion roar loudly? Why was the lion very angry? What did the sheep tell the lion? Why did the sheep give an honest answer? k. Why did the goat tell a lie? l. Who among the animals did the right thing? 3. Engagement Activities: Have the pupils perform the following activities under time limit.

One morning, the king of the forest was in an irritable mood. His wife, the Queen had said something he did not like. Queen Lioness ha told King Lion that his breath was most unpleasant. So King Beast called the animals. First, he called the sheep. “Friend Sheep,” he roared, opening wide his big mouth, “would you say that my breath smells unpleasant?”

GROUP 1: LIGHTS, CAMERA, ACTION!

Believing that the lion wanted an honest answer, the sheep gave it, and the king of beasts bit off her head for a fool.

What part in the story did you like best? Make a script and dramatize it before the class.

King Lion was very angry. He roared and called the goat. “Mr. Goat, tell me the truth. Do I have a bad smell? Do I have a bad breath?”

GROUP 2: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

The goat saw the sheep’s meat and bones. He was afraid of the lion. So the goat said, “Why, your Majesty, you have a breath as sweet as roses in the garden.” “Before he could finish, the goat was torn to pieces. “I do not like liars,” roared the King Lion.

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

At last, the lion called the horse. The horse walked slowly. He looked sick. He coughed and coughed.

GROUP 4: WRITE ME A POEM

“Friend Horse, tell me the truth. Queen Lioness says that I have a bad breath. She says I have a bad smell. Is it true?” The horse coughed and coughed. Then he said softly, “King Lion, I have a bad cold. It rained hard while I was carrying crops for my master. I think I also have a head cold. So, I cannot smell at all. I am sorry, I cannot answer your question.”

Describe the Lion’s attitude. Make a poem describing him.

GOLD: Grammar, Oral, Language Development 7.

King Lion nodded his head, “Go home and rest. Get well soon.”

Drill: Pronunciation drill: Have the pupils read the following phrases: 11. a blue boat 12. a beige and brown bag 13. barbecue party in the basement 14. big beetle bites 15. bathe in the bubbling brook. 16. a bunch of babbling babies 17. burst into sobs 18. a blue ribbon 19. a bundle of barbecue sticks 20. the blonde and beautiful boarder

CT. CRITICAL THINKING: 12. Post Reading Activities: 1. Answering the motive question: Why were the animals afraid of the lion? 2. Comprehension Check:

217

8.

A. Direction: Underline the independent clause once and the subordinate clause twice.

Review: Checking of assignment Direction: Combine the following simple sentences into a compound sentence using conjunctions and, or and but.

6. Norie asked where we could buy a cheaper imitation of your bag. 7. Although Sally did not pass the test, she still hoped to pass the subject. 8. If you are truthful, others will respect you more. 9. June is the month when we celebrate Independence Day. 10. The book which I read taught me a lesson about friendship.

6. The book was funny. It was exciting. 7. The cat needed excitement. He became bored. 8. Maz had adventures. He always escaped. 9. The cat could go to the right. He could go to the left. 10. He was brave. He was also intelligent. 9.

Motivation: What kind of media and technology do you use?

10.

Presentation: Have the pupils read the following sentences:

B. Direction: Supply the appropriate conjunction for each sentence. Choose from the given conjunction inside the box. 1. I did not receive the bag ___ you bought in Hongkong. 2. They were already quarrelling ____ you arrived. 3. We went shopping at the mall ____it was still too early to go home. 4. ____ I will spend my vacation is none of your business. 5. _____ she is underage, she was allowed to watch the adult movie.

a. News travel fast / so there will be more efficient communication. b. The computer stores have all the new computer games / which we all enjoyed. 11.

Discussion: Which of the two clauses in sentence # 1 express a complete thought? Which is not? How do we call a clause that can stand on its own? What two clauses made up the second sentence? Which can stand alone? Which cannot? What form of sentence are these? Have the pupils read the sentence given:

before which although

since where

7. Generalization: What is a complex sentence? How do we form a complex sentence? REMEMBER: A complex sentence is a sentence that is made of one independent clause and one or more subordinate clauses. An independent clause is a complete thought that can stand on its own. It is a complete sentence in itself. A subordinate clause, on the other hand, cannot stand on its own. It does not express a complete thought.

 As she waited for Ana, she paced around the room. What is the part that can stand on its own as a complete sentence? What part does not give a complete thought? Discuss further.

Some common subordinating conjunctions are used to introduce the subordinate clause. These are:

12. Fixing Skills:

218

after although because whenever whereas wherever

before if as where than

though unless until since when

6.

The brain, which is located in the skull, is part of the nervous system. 7. What he did to me will not be taken against him. 8. I did not receive the bag which you bought in Hong Kong. 9. They were already quarrelling before you arrived. 10. The king who treats his subordinates with respect is wellloved by everybody.

Example: It had been this way since her husband (Independent clause)

(subordinate clause)

had left them. 8. Application: A. Guided practice: Direction: Underline the dependent clause. Circle the subordinating conjunction; box the simple subject and the predicate verb of each dependent clause.

TS. Transfer Stage: 2. Drill: Pronunciation drill: Have the pupils read the following words correctly: Words with stress on the first syllable

6.

Since Liza was totally blind, her achievements in school could be considered extraordinary. 7. Life isn’t easy when your vision is impaired. 8. When she was in high school, Liza’s classmates elected her president of the class. 9. Because she was brilliant, she graduated valedictorian. 10. Before she went to college, Liza spent summer as a music and dramatic counselor.

A*sia METH*ane FAM*ine COT*tage HUS*band GOB*let LIB*er-ty ble

BAN*dit BEA*con CUR*few DE*pot LAV*ish AD*vo-cate MEM*o-ra-

2. Review: Checking of assignment Direction: Use the following words with ph in meaningful sentence. 6. paragraph 7. philosophy 8. biography 9. phrases 10. geography

B. Independent Practice: Direction: Underline the independent clause. Supply the appropriate conjunction for each sentence. 6. The cake _____ you baked makes my mouth watery. 7. The woman ______ car was carnapped was crying the whole day. 8. I admire beautiful girls ______ I am a lover of beauty. 9. The jacket ______ you bought is too thick. 10. ______ I know about you will not affect your candidacy.

10. Motivation: How do we communicate with other people? Is it important to communicate with them? 11. Presentation: Have the pupils read the paragraph given. Let them identify the key concept.

Evaluation: A. GOLD; Direction: Underline the independent clause in each sentence once and twice the subordinate clause. Box the conjunction used.

Communication is derived from the Latin word communis which mean “commonness.” It is the process of transmitting knowledge, ideas, information, attitudes, feelings and the like. There are numerous meanings but the essence in only one. It is the transmission or exchange of messages. 219

12.

In our everyday life, we encounter many problems. If we are able to discuss our problems with someone, we feel relieved even if the problem is not yet solved. We always feel the need to unload our burdens on people whom we trust. Communication is curative and s also a medium to maintain our good health.

Discussion: What is the key concept implied in the sentence? What are the details that support the key concept? Have the pupils fill in the story frame with details about the selection.

IV. Evaluation: B. TS. Direction: Read the paragraph and determine its key concept and the details that support the key concept.

Title: ________________________ Key concept: ___________________ Supporting details: ________________________________ ________________________________ _____________________________

13.

The communication process is the change that takes place in the course of its doing. It is a process that can be compared to life. It keeps on changing and never stays as is. The words keep on multiplying each day.

Generalization: What is a key concept? Where can we find the main idea or the key concept?

Title: ________________________ Key concept: ___________________ Supporting details: ________________________________ ________________________________ _____________________________

REMEMBER: The main idea or the key concept is the central thought of a paragraph. All the sentences in the paragraph develop it. Without a main idea, the paragraph would just be a confusion of sentences. All the sentences in the paragraph should develop the main idea.

IX.

The key concept of the paragraph can be found in the beginning, in the middle or at the end of a paragraph. 14.

Assignment: A. GOLD. Direction: Pick out the independent clause and the subordinate clause in each sentence. Write your answers in the table provided. 6. We went shopping in the mall since it was still too early to go home. 7. I must stay here until my daddy returns. 8. Where the fire originated is not yet known. 9. She narrated everything to Mrs. Castro who is our principal. 10. He completed several projects when he was still the president of Science Club.

Application: Direction: Read the following group of sentences. Identify the key concept implied in the sentence. 1 We are very special and unique creations of God. We are gifted with the power to think and the ability to communicate. Because of these, we are superior to the other creations of God. Our achievements and accomplishments in life are made through effective communication.

Independent Clause

1. 2. 3. 4.

2 220

Subordinate Clause

1. 2. 3. 4.

5. B.

1.

a.

GLR (Genuine Love for Reading) A. Pre-reading Activities: a. Drill: Pronunciation drill: Have the pupils read the following verse drill correctly:

5. TS. Direction: Read each paragraph. State the key concept or implied main idea.

The flower girl caught the bride’s bouquet,/ “Oh, no!”/ cried her old-fashioned Aunt May “Oh yes!”/ laughed the chief/ as he ate the chefs buffet.// Then the flower girl tossed the bride’s bouquet./ To the disbelief of her Aunt May,/ Into the soup bowl/ in the middle of the chefs buffet.//

A full moon appears in the horizon. After a few hours, it is overhead. Now, the moon has become smaller.

The moon is bigger than the sun. b. The moon changes its shape. c. The moon’s size seems to change. 2.

2. Motivation: How do rivers and other bodies of water serve us?

Stars that are old burn out. Other stars explode into a cloud of dust and gases. These stars that explode are called supernova. They can still be seen in the sky.

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

d. Stars have a “star life.” e. Stars can be seen in the sky. f. Exploding stars are new stars.

Spoke swift Strong rushing Wild rest 4. Motive Question: What were the things that Bullawong did for the boy?

LESSON # 10 I. OBJECTIVES:

B. During Reading Activities: 1. Have the pupils listen as the teacher reads the story. Bullawong

GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use direct and indirect discourse. 4. Report direct to indirect discourse. TS: 5. Write from dictation

Bullawong was a river, a very wide brown river in a very hot country. One day, a little brown boy was walking by the river and he sang this song as he walked along. “Bullawong, Bullawon, I will sing you a song, as I go along “Bullawong, Bullawon, I will sing you a song, as I go along.” Bullawong then spoke, and he said, “Are you hot, boy?” “Yes, I am very hot.” said the little brown boy. “Then dive into my water,” said Bullawong. So the boy dived into the waters of the river Bullawong. “Do you like my water?” asked the river. “Yes,” said the little brown boy, “your waters are swift and cool.” And he swam about and sang.

II. Subject Matter: GLR: Bullawong GOLD: Reporting Direct Discourse to Indirect discourse TS: Writing from Dictation Reference: 2002 Basic Education Curriculum PELC Speaking 6.1; PELC Reading 5 Milestone in Reading 6 p.176 Explore your World through Language and Literature pp 58 - 61 Language Arts Today p. 14 – 19 Linking the World through English pp. 284 Materials: strips of cartolina. Index cards, III. PROCEDURE:

221

“Bullawong, Bullawon, I will sing you a song, as I go along “Bullawong, Bullawon, I will sing you a song, as I go along Bullawong then spoke, and he said, “Are you hungry, boy?” “Yes, I am hungry,” said the little brown boy. “Then, I will send you fish. Look in front of you and you will see a pool with many silver fish.” So the little brown boy looked in front and in the pool, he saw a silver fish and he ate it. “Do you like my silver fish?” asked the river. “Yes,” said the little brown boy. It was very good.” And he swam about and he sang. “Bullawong, Bullawon, I will sing you a song, as I go along “Bullawong, Bullawon, I will sing you a song, as I go along Bullalwong then spoke, and he said, “Are you thirsty, boy?” “Yes, I am thirsty,” said the little brown boy.“Then, I will send you water to drink. Look to the right bank, and you will see a crystal stream that flows into my waters.” So the little brown boy looked to the right, and he drank of the crystal stream. Do you like my crystal stream?” asked the river. “Yes,” said the little brown boy, “it is clear and fresh.” And he swam about and sang. “Bullawong, Bullawon, I will sing you a song, as I go along “Bullawong, Bullawon, I will sing you a song, as I go along Bullawong then spoke, and he said, “Are you strong, boy?” “Yes, I am very strong,” said the little brown boy. “Then I will send you waves to fight. Look behind you and you will see wild waves rushing at you.” So the little brown boy looked behind, and he dived into the waves and broke them. “Do you like my waves?” asked the river. “Yes,” said the little brown boy,” they are wild and rolling/” And he swam about and sang. “Bullawong, Bullawon, I will sing you a song, as I go along “Bullawong, Bullawon,

I will sing you a song, as I go along Bullawong then spoke and said, “Are you tires, boy?” “Yes, I am very tired,” said the little brown boy. “Then I will find you a cradle. Look to the left bank and you will see a boat tied up by the tree.” So the little brown boy looked to the left bank and he climbed into the boat and lay down to rest. “Do you like my boat?” asked the river. “Yes,” said the little brown boy, “it is very pleasant.” And he closed his eyes and sang. “Bullawong, Bullawon, I will sing you a song, as I go along “Bullawong, Bullawon, I will sing you a song, as I go along And the boy was fast asleep, and the boat rocked him to and fro, to and fro, to and fro. C. Post Reading Activities: 1. Answering the motive question. What were the things that Bullawong did for the boy? 2. Comprehension Check: Have the pupils answer the following questions: 5. What kind of relationship did the river Bullawong and the boy have? 6. In your opinion, what kind of river was Bullawong? 7. If you were the boy, what would you ask from the river? 8. If you were Bullawong, would you give what the boy needs? Why? 3. Engagement Activities: Have the pupils perform the following activities under time limit. GROUP 1: CERTIFICATE OF RECOGNITION Describe Bullawong’s attitude. Make a certificate of recognition for him. GROUP 2: I WRITE A SONG! Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

222

Voters from the village are omnivorous;/ Varsity volunteers are vigorous.//

Group 3 Episodal Web: Complete the episodal web with details from the selection.

7. Review: Checking of assignment: Direction: Pick out the independent clause and the subordinate clause in each sentence. Write your answers in the table provided.

Where was the boy walking one sunny day?

How did the story end?

What did Bullawong ask the boy? What was his reply?

Bullawong

What other things did Bullawong do for the Boy?

6. We went shopping in the mall since it was still too early to go home. 7. I must stay here until my daddy returns. 8. Where the fire originated is not yet known. 9. She narrated everything to Mrs. Castro who is our principal. 10. He completed several projects when he was still the president of Science Club. 8.

What did Bullawong first do for the boy?

Motivation: How do we know today’s weather? Who announces the weather forecast? 9. Presentation: Have the pupils listen to a weather forecast:

Group 4 Sequencing Events: In the blanks, write numbers 1 – 5 to show the correct order of the events in the story.

Good evening, Philippines. This is your friendly weather forecaster, Kuya Kim. Storm Caloy is expected to reach the Philippine Area of Responsibility by early tomorrow morning. It is moving 110 km/hr and headed towards the direction of Central Luzon.

_____a. Bullawong noticed that the boy looked hungry; the river gave him something to eat. _____b. One day, a boy was walking by the river Bullawong. _____c. The boy was thirsty; the river gave him water to drink. _____d. Bullawong noticed that the boy looked tired and gave him a boat to lie in and sleep. _____e. Bullawong noticed that the boy felt hot. The river invited him to for a swim in it.

Storm Signal Number 2 is up in Central Luzon – Pampanga, Bulacan and in Metro Manila. Residents of low-lying areas are advised to be alert for any eventuality. Necessary precautions should be taken to prevent a disaster from happening. Classes in the elementary and high school levels, both private and public are suspended.

GOLD (Grammar, Oral, Language Development) 6. Drill: Pronunciation drill: Have the pupils read the verse drill given:

10. Discussion: Have the pupils read the following sentences included in Kuya Kim’s weather forecast.

Voters from the village are nervous;/ Varsity volunteers are mischievous,/

223



“Storm Caloy is expected to reach the Philippine area of Responsibility by tomorrow morning.”



“Residents of low-lying areas are advised to be alert.”

7. Application: A. Guided Practice: Have the pupils group themselves into three. Have them perform the following activities:

What kind of sentences are these? What are the exact words of the speaker? What punctuation mark is used in order to show the direct words of the speaker? If these reported:

statements

are

to

Group 1: Direction: Change the following direct discourse into indirect. Begin your sentences with “He/She.”

be

6. 7. 8. 9. 10.

 Kuya Kim said that Storm Caloy was expected to reach the Philippine Area of Responsibility by tomorrow morning.  He said that residents of low-lying areas were advised to be alert.

“I’ll be late to class again.” “We won the contest.” “The boys are tired.” “Earth is smaller than Jupiter.” “Gold is heavy.”

Group 2: Direction: Change the following direct discourse into indirect.

What happened to the direct statement of the speaker? What phrase was used to introduce the reported statement? What were the changes made? What happened with the quotation mark? Discuss further.

4. “It’s so noisy that I can’t hear you complained, Liza” Dolly said. 5. Aunt Beth said, “The party will be tomorrow.” 6. “The sun is the source of all energy,” Mrs. Santos said.

6. Generalization: How do we change the direct discourse to a reported statement/indirect discourse?

Group 3: Direction: Read the dialogue. Change the following direct discourse into indirect.

REMEMBER: In changing statements to reported statements:

Faye: What are you reading? Adriele: I’m reading an article about the coming election in the Philippines. Faye: It will be the first time of the Filipinos to use the Automated Election. Adriele: They are very excited although there are threats of failure of election and massive cheating. Faye: I hope this will be a successful election. Adriele: And I hope no one will try to foil the election.

5. Use said that to introduce the statement. Ex. Kuya Kim said that…. 6. Change the verbs to past form. Ex. …said that Storm Caloy was…. 7. Change the pronouns. He/him – refers to a boy/male She/her – refers to a girl/female They/them- refers to more than one person. 8. Drop the quotation marks. (“).

B. Independent Practice:

5. Rearrange the order of the words in the sentence.

224

Direction: Read the following sentences. Change these direct discourses to indirect.

c. 2.

6.

The teacher said, “The Philippines lies north of the equator.” “Flowers of different colors make a garden beautiful,” Allyson said. “Gasoline is a fuel,” Mr. Francisco said. “Our gardener trims the plants and grasses everyday,” Ashkelon said. “The smell of roses relaxes me at the end of the day,” Dra. Pedraza said.

7. 8. 9. 10.

IV. Evaluation: GOLD: Direction: Change the following direct discourse to

10.

Motivation: How do you write from dictation?

11.

Presentation: Have the pupils read the paragraph given: Nora was an ordinary student with ordinary looks and talents. She wished she were a gorgeous and highborn princess. She also wished that she could perform an absorbing monologue in a play. But she is ordinary, too ordinary for anything extraordinary. She decided to try sports. She joined the try-out. Nora felt awful. She could not be gorgeous and highborn princess. She could not even be a sportswoman. Fortunately, the supportive warm orchestra conductor took her in to play cymbals. Nora was thankful that, at last, she belonged to an organization.

6. Tito said, “You can stay with us on weekends.” 7. Mr. Alvin Diaz said, “I come from a well-to-do family.” 8. “We have lots of work to do,” said Mother. 9. Jahzeel said, “I dream of touring Australia.” 10. My grandmother said, “May God be with you always, Francesca.”

TS. Transfer Stage: 8. Drill:

pronunciation drill: Have the pupils recite the given tongue twister: Lily Lee listens to lessons As Lily Lee listens to lessons She licks her lips and lists down The list that she hears from her teacher’s lips That’s the least feat that she feels she can before getting ill.

12. Discussion:

How was the paragraph written? How did we start the first sentence of the paragraph? Did we use the correct punctuation mark and capitalization? Discuss further.

9. Review: Checking of assignment: 13.

A full moon appears in the horizon. After a few hours, it is overhead. Now, the moon has become smaller.

1.

a.

Generalization: How do we write a paragraph from dictation? REMEMBER: In writing a paragraph from a dictation, indent your paragraph. Use correct punctuation mark and capitalization. Write legibly and neatly.

The moon is bigger than the sun.

b.

Stars that are old burn out. Other stars explode into a cloud of dust and gases. These stars that explode are called supernova. They can still be seen in the sky. a. Stars have a “star life.” b. Stars can be seen in the sky. c. Exploding stars are new stars.

indirect.

Direction: Read each paragraph. State the key concept or implied main idea.

The moon’s size seems to change.

14. Application:

The moon changes its shape.

Have the pupils write the paragraph that the teacher will dictate. 225

GOLD: Using indefinite pronouns TS: Writing the main idea of a paragraph read that is explicit or implied

Father’s father, my worthy grandfather, lives farther down the southern part of the town. Mother wants my grandfather to join a brotherhood of weathermen up north. But grandfather thought that it isn’t such a worthy idea. So they decided to have a family gathering instead of going out of the town.

Reference: 2002 Basic Education Curriculum PELC Speaking 7; 7.1;PELC Reading 8 Milestone in Reading 6 p. 205 Explore your World through Language and Literature pp 58 - 61 Across the Border Through Language p. 57 Linking the World through English pp. 284

IV. Evaluation: TS. Direction: Have the pupils write the paragraph to be dictated by the teacher. Have you heard of Benjamin Franklin? He was a great American. He helped our country to become free. Did you know he invented many things? The lighting rod and a heating stove were two of them. V. Assignment: A. GOLD: Change discourse to indirect.

the

Materials: strips of cartolina. Index cards,

III. Procedure: GLR (Genuine Love for Reading) A. Pre-reading Activities 1. Drill: Pronunciation drill: Have the pupils read the verse drill given: She pinched the cake/ And got pinched in turn,// She nibbled the nuts/ And overturned the bowl;/ Her mother punished her,/ She screamed and sobbed;/ Her mother ignored her./ She mended her ways.//

following

1. The young boy said, “I saw a rainbow in the sky.” 2. Jane said, “Lea Salonga and Martin Nievera are really great performers. 3. Mon said, “Everything will turn out right, Liza.” 4. Zaldy said, “Intramurals will be held from February 18 to 22.” 5. “The school’s fund raising project was a big hit!” said the director.

2. Motivation: Have you done something without thinking of the consequences? Cite examples as the following: a.

LESSON # 11 I. OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use indefinite pronouns. 4. Use the verb that agrees with the indefinite pronoun. TS: 5. Write the main idea of a paragraph read that is explicit or implied

Crossing a street without first looking right and left b. Swimming in a deep river c. Playing with a sharp object

Have the pupils relate their experiences 3. Unlocking of Difficulties Identify the meaning of the words/phrases through body language.

II. Subject Matter: GLR: A Fox in the Well

226

a.

hind legs

b.

fore legs

c. d.

1. Answering the motive questions. Why do you think the goat believed the fox? Explain

leap

CT. Critical Thinking: 3. Comprehension Check

without the second thought

1. Where did the story happen? 2. Who fell into the well? Who jumped into the well? 3. Why do you think the goat believed the fox? Explain. 4. Whom do you like most, the goat or the fox? Why? 5. How did the fox get out of the well? 6. Why did the goat decide to jump into the well? 7. If you were the fox, would you do the same? Why? If you were the goat, would you do the same? Why?

4. Motive Question: Why do you think the goat believed the fox? Explain B.

During Reading Activities: Have the pupils listen as the teacher reads the story.

THE FOX IN THE WELL A fox once fell into the well. He tried to jump out but each time he did, he fell back down. By and by a goat passed by. Looking into the well, he saw the fox. “Hello,” he called. What are you doing down there?” Drinking some water, of course!” replied the fox. Is it good? “asked the goat. “Good? It’s the best water I ever tasted in my whole life,” answered the fox, drinking a gulp of water. Without a second thought, the goat jumped in. After drinking some water, he looked about for a way to get out of the well. “How do we get out of here?” he asked the fox.　 “I know what we can do,” said the fox, looking at the goat from the corner of his eye. “Stand on your hind legs. Plant your forelegs firmly against the side of the well. I’ll climb on your back, and I’ll step on your horns. Then I can get out. When I’m out, I’ll help you get out, too.” “That’s a good idea!” said the goat happily as he did what the fox told him to do. The fox climbed on the goat’s back and horns. Then he jumped out of the well and started on his way. “Hey!” shouted the goat. “Help me out of here. You promise to help me.” “You silly goat,” said the fox. You should have thought of that before you jumped in. Next time, look before you leap.”

2. Engagement Activities: Have the pupils perform the following activities under time limit. GROUP 1. I WRITE A SONG!

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

GROUP 2: Write the values that you’ve learned from the selection: Values that I Learned

Group 3: Energize your thoughts Complete the paragraph If I had the power to change the event of the story, I would______________________________ ___________________________________ ___________________________________ ___________________________________ Group 4: Fill the story grammar with

details from the selection. Title: __________________

C. Post Reading Activities: 227

Characters

Setting ________

Events ________

___________ ___________ ____

Place ________ ________

Initiating Events

Time:

Internal Response

Resolution

11. Presentation: Have the pupils read the verse below. Only in the Wind Someone is knocking at my door, Somebody scrapes shoes on the floor, And I ask, “Is anybody there?” But nobody answers Except the howling of the wind. I listen hard – Everything is quiet once more For several are tired And all are asleep I listen and wait again,

Attempt ___________ _________

Consequence

Nothing moves – It must have been only the wind.

Theme

12. Discussion: What are the italicized words in the verse given? Do they refer to a particular person, palace or thing? What are these words? (Indefinite Pronoun) What verb comes after each indefinite pronoun? Discuss further.

_________ _________ _

GOLD. Grammar, Oral, Language Development 8. Drill: pronunciation drill: Have the pupils read the verse drill given:

13. Generalization: What are indefinite pronouns? What verbs are used for each indefinite pronoun?

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

REMEMBER:

9. Review: Checking of assignment. Change the following discourse to indirect.

An indefinite pronoun does not refer to a particular person, place or thing. It is not immediately followed by a noun.

9. The young boy said, “I saw a rainbow in the sky.” 10. Jane said, “Lea Salonga and Martin Nievera are really great performers. 11. Mon said, “Everything will turn out right, Liza.” 12. Zaldy said, “Intramurals will be held from February 18 to 22.” 13. “The school’s fund raising project was a big hit!” said the director.

Some indefinite singular, others are plural.

pronouns

are

Use a singular verb with a singular indefinite pronoun; use plural verb with a plural indefinite pronoun. Use their when the antecedent is a plural indefinite pronoun; use his or her or it when the antecedent is a singular indefinite pronoun.

10. Motivation: Have you seen a wind? How do we know that there is a wind?

COMMON INDEFINITE PRONOUNS Singular Plural Singular or

228

Plural Anyone Anybody Anything Everyone Everybody Everything No one Nobody Each Nothing Either Neither One Someone Somebody] Something

Both Few Many Most Others Several

All Any Most None Some

14. Application: A. Guided Practice: Group 1: Direction: Circle the indefinite pronoun. Underline the correct verb form. 5. Several (is, are) pulling the weeds. 6. Each (bring, brings) some herbal plants 7. Most of the boys (plant, plants) seedlings in their plots. 8. Everyone (is, are) busy doing a share of their work. Group 2. Direction: Underline the correct verb that will agree with the given indefinite pronoun. 5. After the fight, each cat (was, were) licking (their, its) fur. 6. Everybody (wishes, wish) to go home. 7. Most of the members (feel, feels) tired already. 8. Neither of the boys (want, wants) to be the leader. Group 3. Direction: Underline the correct pronoun: 5. Everyone was listening attentively for (his or her, their) name to be called. 6. Nobody thought (himself or herself, themselves) so unlucky as not to get at least one prize. 7. Each time someone’s name was called, Group(he4.orDirection: thewhoop. italicized she, they) Replace let a joyous with indefinitemost pronoun: 8. expressions Among my classmates said (he or she, they) had bought just one ticket. ______1. The pupils wanted their projects recognized. 10. _____2. All the boys did their best. _____3. The girls put their creativity to work. _____4. Not one pupil wanted his or her 229 project rejected. _____5. Not one pupil thought of failure.

B. Independent Practice: Direction: Write the appropriate indefinite pronoun in each blank. 6. _______ has to preside at a meeting. The one who presides is called the chair. 7. ______ must read the minutes of the meeting. This is usually the job of the secretary. 8. _______ listens attentively. 9. _______ reports on the assignment given to him. 10. _______ asks questions about the project. IV. Evaluation: C. GOLD: Direction: Underline the indefinite pronoun used in each sentence and circle the correct form of the verb. 1. One of the judges (agree, agrees) with your argument. 2. Few of the audience (understands, understand) the lyrics of the song. 3. Both of my sisters (walks, walk) me to school. 4. Everyone in the community (contributes, contribute) to our success. 5. Either of the books (is, are) about friendship.

TS. Transfer Stage: 9. Drill: pronunciation drill: Have the pupils recite the verse drill: Foolish Polly knew that jealousy was folly. / The least that she could have done was say sorry./ To her dusky fiancé in the army;/ But foolish Polly was also haughty,/ She’d rather keep love away than admit/ that jealousy was folly.//

Review:

the plow and the carabao, but he did all right. Now, we have electric stoves, refrigerators and electric fans but the problem of earning enough to pay for them is ours. Now, we have radio, movie and TV sets, but ours is difficulty of not having enough time for all of these. Sometimes, I wonder. Which life is better our greatgrandparents or ours? Do you also wonder if yours is a better life than your grandparents?

How do we write paragraph from dictation? 11. Motivation Time Machine Place some objects on pictures in a box. These materials are those that are used by our forefathers and those that are presently used. Call on a pupil to pick one object or picture. Let them identify when this object existed or used.

Adapted from: Harnessing English Arts Today p. 102

12. Unlocking of difficulties ACROSS

Crossword Puzzle DOWN

1. not simple 2. long time ago 3. suggested idea Answers: 1. complex 2. past now 3. implied

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

14.

1. explicit 2. 3. wonder 1

1 2

3 2

13.

Presentation Oral Reading of the

Selection

Then and Now Our world is completely different from that of our greatgrandparents! Ours is more pleasant and comfortable because of scientific discoveries and inventions, but it is more complex too. Theirs was not very comfortable and easy but it was very simple one. Our great-grandparents had no movies or radio sets, but theirs was a life of peace and quiet. Our grandmother had no electric stoves. Hers was only a clay stove, but she cooked good meals in it. Our grandfather had no tractor and modern farming tools. His were only

Analysis and Discussion:

10.What were the advantages and disadvantages of living in this generation as cited by the author? 11.What were the advantages and disadvantages of living during the time of our greatgrandparents? 12.If were given the chances 3 to choose the tie of your existence, which period would you prefer? Why? 13.Do you think scientific discoveries in our time are more of disadvantage than an advantage? Why? Why not? 14.What make our life complicated now? How can we make life easier or uncomplicated? 15.What do you think are some positive traits of our greatgrandparents which we could imitate to have an easier life? 6. Fixing Skills: Activity Divide the class into four and distribute copy of paragraphs taken from the short story Then and Now. Read the paragraph assigned to you. Write one sentence that tells what the paragraph is telling us. 16.

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

230

Are all the paragraphs have the topic sentence that tells the whole message of the writer?

___Municipal pest control officers may be consulted about pests. ___Plant pests and diseases are the worst enemies of cultivated crops. ____Plants pests and diseases need to be controlled.

17.

Generalization Main idea of a paragraph tells us what the paragraph is all about. It may be stated in the paragraph or explicit and it may not be stated or implied)

18. Application i. Activity Grasping Implied Ideas

8. Soil is very important to plants. Plants depend heavily on the soil for root anchorage and for essential nutrients such as nitrogen, phosphorous and potash. They also depend upon the soil for water and other mineral nutrient Plants depend heavily in soil. Soil has nutrients needed by plants. Soil is very important to plants. 9. Many farm crops are very specific in their temperature requirements. Examples are melons, squash, sweet potatoes and beans. They grow best in warm temperatures. Slight rain can destroy them. Pechay, mustard, Kangkong, and radish, on the other hand, grow well during summer and can also withstand rain.

1

What main idea do the following paragraphs imply? Underline the right word in the parenthesis. a. Sgt. Cruzado was about to enter his tent when he saw one of his comrades lying flat near his post. He quickly reached him. He asked for water and he gave him his reserve water. (merciful, forgiving, brave, friendly) b. A young soldier volunteered to walk ahead of the troop to check if the way was safe to pass through. When he spotted a troop of enemies, he quickly made a signal to pass other way and they reach their camp safely. (merciful, kind, forgiving, brave) c. A soldier carried to safety a wounded companion through continuous firing from the enemies. (merciful, brave, sacrificing, reckless)

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

Enrichment Activities

Activity 2 Choose the main idea of the following paragraphs. Put a check before the right sentence.

Gallery of Text Teacher will display several short paragraphs cut from newspapers, old magazines or written on manila paper. Pupils are given three minutes to choose from the paragraph what they want to read.

7. Plant pests and disease are the worst enemies of cultivated crops for food and seed production. Municipal pest control officers may be consulted as soon as these pests and diseases are observed in the farm. For more protection, clean cultural practices should be observed. Removing and destroying all possible breeding places of plant pests and diseases around the vicinity of the garden is suggested.

Directions: Read silently the paragraph of your choice. Write on a piece of paper the main idea of the paragraph. As I call on you, read your paragraph and its main idea aloud. IV. Evaluation

231

Read the following paragraphs. State its main idea and write on your answer

______1. Everyone is waiting inside the room. ______2. Several of the audience is from my hometown. ______3. No one have been calling Dana ever since she arrived. ______4. Many are in the small plastic bag. ______5. Neither of the boys are walking alone in the forest.

sheet. 6. Different birds use different materials for their nests. Most birds use scraps of grass, leaves, and twigs. One kind of bird pushes and molds these materials into a cuplike home between the branches of a tree or among grass. It uses saliva or mud to hold the materials together. 7. A dolphin is a mammal like cats, dogs and people. It has warm blood. It cannot breathe under water. Like other mammals, it’s babies are born alive. It gives milk to its babies. 8. The bread was like a pet; I took care of it, made sure that it was properly stirred, and saw to it that it was alive and doing well. You see bubbles appear on the surface just to let you know that there is really something truly alive inside.

C. TS. Copy a five paragraph from any reading material. Write the main idea below each paragraph. LESSON #12

OBJECTIVES: GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story listened to. GOLD: 3. Use demonstrative pronouns. TS: 4. Identify the author’s purpose in writing.

Adapted: Manila Bulletin – Taste March 14, 2007 p. 5

9. The Malate Church have always been a haven for people in need. In the past, it served as the fortress of British forces against the Spaniard. Today, supplicants continue to pray to Our Lady of Miraculous Medal in time of trouble. Founded by the Augustinians friars, the church was built in the 18th century.

II. Subject Matter: GLR: How Butterflies Came To Be GOLD: Using Demonstrative pronouns TS: Telling the writer’s purpose Reference: 2002 Basic Education Curriculum PELC Speaking 7; 7.1 PELC Reading 8 Milestone in Reading 6 p. 205 Growing in Reading p. 83; 107; Across the Border Through Language p. 66 Linking the World through English pp. 156

Adapted: A Tour of Seven Churches By Clifford Ray Olanday 3. Style Weekend – Manila Bulletin 4. March 30, 2007 p. 21

10.Even kites can be dangerous! You can get pulled by your kite when there are strong winds, or you can get hurt when the string attached to the kite rubs on your hand. A kite can even cause a helicopter to crash!

Materials: strips of cartolina. Index cards, VI. Procedure:

Adapted: Fly High Junior Inquirer May 20, 2007 p. 5

GLR: Genuine Love for Reading

V. Assignment

C. Pre-reading Activities: 5. Drill: Pronunciation drill: Have the pupils recite the following verse drill.

B. GOLD: Direction: Put a check mark (/) on the blank if the sentence is written correctly. If it is not, underline the incorrect part and write the proper structure above it.

Paul the southpaw had a bad fall,/ He landed at the orthopedic hall.//

232

One night/ Paul got a haunting call/ From a sorceress who was very tall.//

One time, a young couple visited the village. They were proud and hated anything ugly.

When the doctor called the roll,/ Paul was nowhere in the orthopedic hall./ He had left to follow the haunting call./ Of the sorceress who was very tall.//

They chanced upon the old woman’s flower garden at the edge of the lake, and entered it to gather some bouquets. The old woman asked them to leave, but instead of obeying, the young man and woman made fun of her because they found her ugly.

6. Motivation: Think of a prominent person. How does this person earn respect? 7. Vocabulary development: Match the definition in column A with the word being defined in column B.

To punish them, the old woman touched them with a cane and said that since they like only beautiful things, they will be turned into the most beautiful insects. So the next time you see tow lovely butterflies hovering near some flowers, you’ll remember that haughty young couple.

Column A 6. it means to take care of (a) 7. it means to do something unplanned (b) 8. it refers to a bunch of flowers (c) 9. it means to be flying in one spot (d) 10. it means to behave in an arrogant way (e)

-Domiana Eugenio Origin of Butterflies

C. Post Reading Activities: 1. Answering the motive questions. How did the butterflies come to be? CT. Critical Thinking: 1. Comprehension Check: Have the pupils answer the questions given: 6. How did the fisherfolk regard the old woman? 7. What is mysterious about the old woman? 8. What did the young couple do that insulted the old woman? 9. What did the old woman do to punish the young couple? 10. Have you ever been in the same situation as the old woman? Why did you feel insulted? What did you do?

Column B f. g. h. i. j.

tended chanced bouquets hovering haughty

8. Motive question: How did the butterflies come to be? D. During Reading Activities: Have the pupils listen as the teacher reads the story. How Butterflies Came to Be There once lived an old woman who tended a fine flower garden by the shore of a lake. The fisher folk who lived in a nearby village loved her dearly, and would often visit her to exchange their fish for lovely flowers.

2. Engagement Activities: Have the pupils perform the following activities under time limit.

They somehow knew there was something magical about her, for her house seemed mysteriously bright at night (no, she didn’t have any electrivit7y), and some even saw a few dwarfs assisting what appeared to be a beautiful young woman…but only at night, never during the day.

Group 1; Fill the story grammar with details from the selection. Title: __________________ Characters 233

Setting ________

Events ________

___________ ___________ ____

Place ________ ________

Initiating Events

Time:

Internal Response

Resolution

Direction: Put a check mark (/) on the blank if the sentence is written correctly. If it is not, underline the incorrect part and write the proper structure above it. ______1. Everyone is waiting inside the room. ______2. Several of the audience is from my hometown. ______3. No one have been calling Dana ever since she arrived. ______4. Many are in the small plastic bag. ______5. Neither of the boys are walking alone in the forest.

Attempt ___________ _________

Consequence

Theme _________ _________ _

3. Motivation: Have you been to a science laboratory? What are the things that we can see there?

Group 2 Fill in the values web.

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

WHAT I LEARNED FROM THE STORY

8. See this aluminum? This will be the source of electrons. 9. The electron receivers will be the copper. These will be called electrodes. 10. Look at that solution on the shelf. That is called an electrolyte. 11. See those ingredients over there? We will use those to make the electrolyte solution that will move the electrons on our aluminum and copper electrodes.

Group 3: Energize your thoughts Complete the paragraph If I had the power to change the event of the story, I would______________________________ ___________________________________ ___________________________________ ___________________________________

REMEMBER:  Discussion: Demonstrative pronoun points out a 12. particular person, or thing. What are the place italicized words in  This and that are singular each sentence? demonstrative pronoun. Do these words point to a Examples: particular thing? 3. This is the chair of the High King What of the are Lake.the words this, that, these,4. and those (Demonstrative That is thecalled? gift of the acacia tree to pronoun)the sky.

Group 4: Lights, Camera, Action! Study the details how the young couple walked to the house of the old woman. Act out how they insulted the old woman.

GOLD (Grammar, Oral, Language Development) 1.

2.

Drill: Pronunciation drill: Have the pupils recite the following:

When do we use this? That? These? Those?  These and those are plural Discuss further. demonstrative pronouns.

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

Examples: 3. These are the eyes of a thousand 13. Generalization: snakes. What are demonstrative pronouns? 4. When Those are do thewewarriors use from this?theThat? Kingdom of Rain. These? those?

Review: assignment:

Checking

of

 

234



This and these refer to things near the speaker. That and those refer to things far from the speaker. When this, these, that and those are used before nouns, they are adjectives not pronouns.

6. Madam Curie is a leading scientist of the modern age. This is what almost everyone knows about her. 7. Because of her experiments, she was constantly exposed to radium. This damaged her bone marrow. 8. That is what her daughter eve tells us in her biography. 9. These contained the precipitates and liquids needed for their experiments. 10. This miserable old shed where she conducted her experiments was the happiest. B. Independent Practice: Direction: Complete the statements with appropriate demonstrative pronoun. 6.

7. 14. Application: A. Guided Practice: Group Work: Group 1: Direction: Underline the correct demonstrative pronoun.

8.

6. (This, These) are the leaves from the talking tree. 7. He is looking for the liquid stone in (that, those) caves. 8. In (these, that) valley lives the daughter of the sun and the moon. 9. The ants carried the prince in (those, this) wooden box. 10. (This, These) are the gifts I wanted most.

9.

Do you know this person in this newspaper? ______ is the author of the book on the table at the far end of the room. What do you have in front of you? _______is a porcelain flower vase sent to me by my cousin in Thailand. What are these laborers putting up on the sidewalk? ___________ are advertisements and sign boards fro the coming circus. What do you have in your hand? ___________ is a bottle of drinking water. 10. What books are in the counter on the other side of the room? _____ are fairy tales.

Group 2: Direction: Check the sentence that has demonstrative pronoun.

IV. EVALUATION: GOLD: Complete each sentence with a demonstrative pronoun

6. At this moment, one out of every ten people is suffering from the common cold. 7. This trip is expensive. 8. This happened in many cases. 9. That story about feeding ac cold is true. 10. Leave those on your desks.

1. Nena showed her bag to her classmate. “____ is mine,” she said. “____ was bought for me on my birthday.” 2. Nena’s classmates pointed to a bag a few meters away. “____ is mine,” she said. “It’s new too. ___ was sent to me by my sister who works abroad.” 3. Nena opened her bag and showed it to her classmate. “____ are the features of this bag; a place each for pencils, crayons, snacks, and a water bottle.”

Group 3: Direction: Write DP if the underlined word is a demonstrative pronoun and DA if it is a demonstrative adjective.

235

Explain to the pupils that a material, story or a book that contains facts was written for the purpose of informing. On the other hand, a selection that contains the opinions and views of the author was written to persuade.

TS. Transfer Stage 2. Drill: Pronunciation drill: Have the pupils read the following verse drill. But if you are unsure,/how can you decide?/ But if you think of all the but’s/ how can you reach the summit?/

Explain also that identifying the author’s purpose for writing helps readers to better understand what they read. (Use the information written in the generalization.)

One who achieves the ultimate/ Is willing to catch a sunbeam/ He’s willing to know the unknown/ And conquer the unconquerable./

13. Generalization: How do we determine the purpose of the author in writing a selection?

2. Review: Checking of assignment: Direction: Identify the character trait being shown by the following situation:

REMEMBER: The author’s purpose is to inform if:  You learned specific facts from the story.  The story gives true information.  The characters in the story are real.  The selection gives data, statistics, dates and figures.

8. “Sir, this is your wallet. You dropped it,” the boy said to the old man. 9. “Don’t touch my doll! It is mine!” Mara said. 10. Faye obeys her teacher and older classmates. 3. Motivation: Ask the pupils what type of stories they like to read and have them tell the reason for their choice. 11. Presentation: Have the pupils rearrange scrambled letters to form a word. FROMIN ETNREATIN PRESAUDE DSECIREB NRARAET

The author’s purpose is to persuade if:  

the

 

(inform) (entertain) (persuade) (describe) (narrate)

The author’s purpose is to entertain if: 

Have the pupils choose from the given formed words the describe words: 6. Keeps readers amused. 7. Explains the details of things and events. 8. Paints a picture through words. 9. Relates an event. 10. Gives reasons to convince his readers.

The selection tries to influence the way you think and feel. The author convinces the reader of his point of view. The selection calls for action and warns of consequences for each action. The author makes use of words like should, must, in my opinion, etc.

   14.

Answers: (1. entertain; 2. inform; 3. describe; 4. narrate; 5. persuade) 12. Discussion: 236

The selection affects the emotions of the readers. The selection gives pleasure, enjoyment, and amusement. The characters in the story are not real. The selection is funny, shocking, scary, make-believe, intriguing etc.

Application: A. Guided Practice: Read the following titles of reading materials. Decide which of these were written to entertain or to inform. Write the number of your answer inside the appropriate circle.

_____ 5. A letter requesting assistance for a Clean and Green project. (persuade)

a. Rosy’s Book of Cookie Recipe b. Origami – The Art of Paper Folding c. The Amazing Adventure of Squirmy the Worm d. .The Book of Knowledge e. Aesop’s Fable f. Harry Potter and the Order of the Phoenix g. The Illustrated Dictionary of Animal Life h. How the Ants Finally Won the War i. How to Survive the Information Age j. The Powerpuff Girls INFORM

VII.

V. ASSIGNMENT: A. GOLD: Underline the correct demonstrative pronoun for each of the following sentences. 6. (This, These) are the leaves from the talking tree. 7. He is looking for the liquid stone in (that, those) caves. 8. In (these, that) valley lives the daughter of the sun and the moon. 9. The ants carries the prince in (those, this) wooden box. 10. (These, This) are the eyes of a thousand snakes.

ENTERTAIN

B. Tell the author’s purpose for each of the following titles:

B. TS. Write the purpose of the author in writing the following article/ titles:

11. My Point of View (Persuade) 12. The Best Beaches in the Philippines (Inform) 13. I Love Lassie (Entertain) 14. Dagul: A Carabao’s Revenge (Entertain) 15. TV Guide (Inform) 16. Christianity and the Filipino (Inform) 17. What We Think About….(Persuade) 18. A Day in he Life of Bigfoot (Entertain) 19. The World’s Worst Disasters (Inform) 20. The Ghost of Monte Vista (Entertain)

6. A chapter in Science book explaining why and how volcanoes erupt. 7. A manual on how to operate a personal computer. 8. The comics page of a daily newspaper. 9. A story about a snowman who turned into a real boy for a day. 10. A column giving advice about matters of the heart.

LESSON # 13 OBJECTIVES: GLR: CT:

1. Enjoy listening to a story 2. Answer questions from the story listened to. GOLD: 3. Use intensive pronouns. TS: 4. Infer the general mood of the selection

EVALUATION: TS: Read the following titles. Write whether the purpose of the author in writing these is to entertain, inform or persuade. Write your answers on the space provided:

II. Subject Matter: GLR: Smaller But Wiser GOLD: Using Intensive Pronouns TS: Inferring the General Mood of the Selection

_____ 1. Direction for making leche flan. (inform) _____2. A poem entitled, “A Mermaid’s Song” (entertain) _____ 3. An advertisement telling about the smallest cellular phone. (persuade) _____ 4. A newspaper article about a fire that raged a squatters area along Commonwealth Avenue. (inform)

Reference: 2002 Basic Education Curriculum PELC Speaking 7; 7.3 PELC Reading 8.1 Dynamic Series in English p. 27 Milestone in Reading 6 p. 205 Grammar in Focus p. 237

Across the Border Through Language p. 80 Linking the World through English pp. 156

“Can you leap over this snail?” the elephant asked. “Yes, I can! I’ll show you,” the kangaroo replied. The kangaroo leaped over the snail. “Can you leap over this monkey?” the elephant asked. “Yes, I can! I’ll show you,” the kangaroo replied. The kangaroo leaped over the monkey. “Can you leap over this goat?” the elephant asked. “Yes, I can! I’ll show you,” the kangaroo replied. The kangaroo leaped over the goat. “Can you leap over this cow?” the elephant asked. “Yes, I can! I’ll show you,” the kangaroo replied. The kangaroo leaped over the cow. “Can you leap over me?” finally he asked. “If you can do that, I’ll give you a free swing on my tusk every day but if you fail, you will instead brush my sides every day.” “Yes, I can,” said the kangaroo. “I’ll show you,” he added. But before the kangaroo could leap over the elephant, the elephant had stood up to its tall height. The kangaroo thought the elephant was clever. It thought and thought. It didn’t want to scrub the sides of the elephant. At last, an idea came to the kangaroo. “On one condition!” it shouted. “What condition?” the elephant asked. “That you will close your eyes while I jump!” the kangaroo explained. “All right. I agree,” answered the elephant. As the elephant closed its eyes, the kangaroo hurriedly walked behind the elephant to go to the other side. That is the reason why the kangaroo in our story gets a free swing on the elephant’s tusk every day.

Materials: strips of cartolina. Index cards, III. Procedure:

GLR: Genuine Love for Reading A. Pre-reading Activities: 5. Drill: Pronunciation drill: Have the pupils say the following phrases with the /oi/ sound. Have the pupils know that the /oi/ is a single syllable, not two. 11. the noise of the boys 12. toys made from coconut coir 13. the poise of a joyful man 14. join a tour of Troy 15. spoiled the broiled meat 16. avoid the muddy soil 17. toiling at the hoists 18. a gold coin for poison 19. join the loiterers 20. doilies that coincide 6. Motivation: Do you believe that sometimes smaller ones have better ideas than big ones? 7. Vocabulary Development: Have the pupils know the meaning of the following words: a. leap (action) b. tusk (picture) c. clever (The clever ant bit the right leg of the hunter.) d. condition (I’ll give you this money on condition that you will use it well.) e. agree (action) 8. Motive question: What made the kangaroo think that elephant was clever? B. During Reading Activities: Have the pupils listen as the teacher reads the story.

C. Post Reading Activities: 1. Answering the motive questions. What made the kangaroo think that elephant was clever?

Smaller But Wiser A silly elephant once asked a kangaroo if he could leap well..

CT. Critical Thinking: 2. Comprehension Check:

238

Have the pupils answer the questions given:

GOLD (Grammar, Oral, Language Development) Drill: Pronunciation drill: Have the pupils following:

a. When the kangaroo was about to leap over the elephant, what did the elephant do? b. What made the kangaroo think that the elephant was clever? c. Was the kangaroo willing to scrub the sides of the elephant? What condition did he give before he could leap? d. Who is more clever, the kangaroo or the elephant? Prove your answer.

the

Peter, Peter, pumpkin eater/ Had a wife and couldn’t keep her/ He put her in a pumpkin shell/ And there he kept her very well// 2.

Review: Checking of assignment: Direction: Underline the correct demonstrative pronoun for each of the following sentences.

3. Engagement Activities: Group the pupils into four. Have them perform the following activities:

1. (This, These) are the leaves from the talking tree. 2. He is looking for the liquid stone in (that, those) caves. 3. In (these, that) valley lives the daughter of the sun and the moon. 4. The ants carries the prince in (those, this) wooden box. 5. (These, This) are the eyes of a thousand snakes.

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

GROUP 2: Thank you, God! Being clever is God’s gift to us. What we do is our gift to Him. Have you done something which you think is your gift to God? If you have, recall and write them here.

3. Motivation: Have you read the stories, The Ugly Duckling, The Little Mermaid, The Tinder Box, The Snow Queen, The Princess and the Pea and The Emperor’s New Clothes? Who has written these stories? (Hans Christian Andersen)

_______________________________________ _______________________________________ _______________________________________ _______________________________

Group 3 Fill in the values web.

4. Presentation: Have the pupils read the following sentences taken from the story about the famous author, Hans Christian Andersen.

WHAT I LEARNED FROM THE STORY

4. His mother, herself, spent long hours reading stories to him. 5. His father saved money so Hans could go to the theater, and he, himself, took the boy there. 6. To encourage Hans to go back to school, his friends told him that they, themselves, would shoulder his expenses.

GROUP 4: DRAW ME!

Draw the elephant and the kangaroo in the story. Make a dialogue between the two using the bubble. Elephant:

recite

Kangaroo:

5. Discussion: What are the italicized words in the sentences? What do these words do with the nouns or pronouns that precede them?

Allow the pupils to perform the activities under limited time.

239

What does the pronoun herself emphasize? himself? themselves? What are these pronouns called? Can you leave out the intensive pronoun without changing the meaning of the sentence? (yes) Discuss further.

3. The teachers, themselves, assist the pupils to visualize what they want to write. 4. Larry, himself, offers for the illustrations. 5. All the children, themselves, enjoy writing poems.

6. Fixing Skills: Underline the intensive pronouns used in the following sentences. Box the word it intensifies/emphasizes.

IV. EVALUATION: GOLD: Direction: Complete each sentence with intensive pronouns. 6. The members of the Filipino Inventors Society, _________, have offered a solution to the environmental problem. 7. The president of the Filipino Inventors Society said that the transporters and dealers, ________, should stop from selling used oil. 8. A circular was issued by the government, _______. 9. To insure that the used oil, ______, would not be used as fuel in furnaces and of cement kiln, there should be a collection system of used oil. 10. You, _____, can help the quality of your environment.

1. I, myself, will supervise the work. 2. You, yourself, will shop for the materials. 3. We, ourselves, are responsible for the success of our project. 4. Our output, itself, will speak for us. 5. She, herself, wrote it. 7. GENERALIZATION: What are intensive pronouns? When do we use intensive pronouns? REMEMBER: Intensive pronouns end in –self when singular and –selves when plural. It is always used with antecedents. An intensive pronoun is used to emphasize a preceding noun or pronoun. It can be omitted without changing the meaning of the sentence.

TS. TRANSFER STAGE: 9. Drill: Pronunciation drill: Have the pupils recite the tongue twister.

8. Application: Guided Practice: Direction: Complete each sentence with intensive pronoun: 1. 2. 3. 4. 5.

It isn’t the hunting on the hills/ that hurts the horses’ hooves, It’s the hammer, hammer, hammer on the hard high road.

Lorna, ______, reads a nice poem. She, ______, wrote it. Her classmates, ______, read the poem and liked it. We, ______, will write, too. You, _____, have to make the illustrations.

10. Review: Checking of assignment Write the purpose of the author in writing the following article/ titles: 6. A chapter in Science book explaining why and how volcanoes erupt. 7. A manual on how to operate a personal computer. 8. The comics page of a daily newspaper. 9. A story about a snowman who turned into a real boy for a day. 10. A column giving advice about matters of the heart.

B. Independent Practice: Direction: Underline the intensive pronoun and circle its antecedent. 1. Alita, herself, compiles her poems and stories. 2. The president of the English club, himself, encourages the children to write poems and stories.

11. Motivation:

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What was the last movie you have watched? What was it all about? Have the pupils tell the feeling or mood the movie put them in. 12.

4. Which of these choices is not described in the selection?

Presentation: Have the pupils identify the mood projected by the following situation:

A. a crowd shouting B. people fighting C. clapping hands D. loud music

d. The house was very dark. Jahzeel pushed the door and heard a loud creaking sound as it opened. He held his breath as he stepped very slowly into the room. Suddenly, a cold hand gripped his neck. _____________________ (suspenseful)

5. Read the last two sentences. How does Don probably feel? A. scared B. annoyed C. excited D. tired 6. Which phrase best completes this graphic organizer?

e. The sun is rising from behind the mountain. The flowers are all in bloom. Birds are chirping. The children are laughing.

People chanting

(happy)

Clapping hands

f. The shark slowly appeared from the deep water and started circling the boat. It is big and silvery white with small eyes and saw-like teeth that made the fisherman tremble. _______________ (fearful)

The Concert

A. people talking music C. people singing music

13. Discussion: Have the pupils understand that aside from inferring about character traits, it is also important to infer the general mood of a selection they read.

B.

quiet

D.

loud

15. GENERALIZATION: Making an inference is seeing other meanings that directly stated details in a passage imply, suggest, or hint at. An inference is going beyond the surface details.

As you read each situation, what feeling do you get from reading it? What does mood mean? How do we infer the general mood of a selection? Discuss further.

Authors use words, phrases and images to catch the attention of the readers and to work on their emotions and create the mood of the selection.

14. Fixing Skills: Read the passage below. Infer the mood each situation brings by selecting from the given choices. (Reading for

What is a mood? Mood is the feeling you experience while reading. It is the atmosphere which covers a whole range of moods; from anger to sadness; to excitement and fear.

Meaning 6 p. 158)

Don watched the crowd grow. Music blasted out of the speakers. He could feel the beat through his body. When the lights went out, everyone pushed forward. People started chanting the names of their favorite band members and clapping their hands. Don smiled and started clapping, too. He knew it would be a great concert.

?

16. Application:

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Have the pupils read the following paragraphs. Then, infer the general mood of each selection. Arrange the letter of the following words to identify the mood given.

Quotes 6. wished it could talk 7. had to sit still and keep quiet. 8. with a great roar, the mountain threw the rock high into the sky. 9. it flew through the air and landed in a river. 10. can’t talk but at least can travel.

4. Roland frowned. He wanted to watch a basketball game TV. But Maricel was watching another program. He suddenly switched to another channel. Maricel shouted. “How impolite!” ____________ (ngaer) 5. Karl and Jazzer are boy scouts. They have been learning to give first aid. They have learned what to do with the cuts, bruises, sprains and how to dress wounds. One day, while the boys were walking home from school, they saw a car hit a little girl. Karl and Jazzer ran quickly to the child. She was unconscious and blood was spurting from a wound on her wrist. __________ (chlleagne)

Mood 5. ___________ 6. ___________ 7. ___________

8. ___________ 5._____________

MOOD BANK Anger Joy

sadness surprise

resignation appreciation

VIII. ASSIGNMENT: A. GOLD: Direction: Complete each sentence with intensive pronouns. Underline the noun or pronoun which the intensive pronoun refers to.

6. “What a place! Cockroaches everywhere, cobwebs, and dust thick enough to plant potatoes in it!” ___________ (gutsdis)

1.

IV. EVALUATION: TS: Direction: Read the passage below. Infer the moods directly stated by the quotes given. The MOOD BANK can serve your guide to identify the mood being referred to.

2.

Neil Armstrong, _______, prepared well fro the flight to space. His teachers, _______. Told about Neil’s excellence in Science and Math. The lesson for learning to fly a plane was expensive, but Neil, _______, earned the money for it. The training program, ________, was difficult. The U.S. President, ________, congratulated the three astronauts.

3.

Once there was an old rock on top of a mountain that wished it could talk. Now and then, a person or an animal came by. Some climbed onto the rock to look at the view.

4. 5.

“Hey!” the rock wanted to say. “Watch your step!” But it could not. Thousands of years came and went but the rock could not come and go like the people and the animals. It had to sit still and keep quiet.

B.

TS. Direction: Infer the mood of the following selection. Choose your answer form the given choices inside the box.

Then, one day, something changed. The earth moved. With a great roar, the mountain threw the rock high into the sky. It flew through the air and landed in a river miles away.

4. “Please don’t cry. Tell the kids that their daddy is fighting for them, for his wife, for his people, and for his country,” said the departing soldier. _____________.

“Well, the rock thought to itself. “I still can’t talk, but at least, I can travel.”

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5. All the children were opening their gifts. Their faces brightened up as each took out a toy from inside colorful wrappers. But Lita had no gift to open. Tears started to flow down her cheeks. “If only my parents were alive,” she thought. 6. The Francisco family was up early, and so were the rest of the people in the whole town. Bands have been playing merrily since six o’clock in the morning. Church bells have been ringing gaily, too. The town fiesta has begun. Merry

excited

Sad

sorrow

1. Drill: Pronunciation drill: Have the pupils recite the given tongue twister: Kimbo Kemble kicked his kinsman’s kettle. Did Kimbo Kemble kcik his kinsman’s kettle? If Kimbo Kemble kicked his kinsman’s kettle, Where’s the kinsman’s kettle Kimbo Kemble kicked? 2. Motivation: How do you treat a visitor? 3. Vocabulary Development: Read the following sentences. Use context clues to decide which word from the box make sense in each sentence.

LESSON # 14

innkeeper gypsy predicament

OBJECTIVES: GLR: CT:

1. Enjoy listening to a story 2. Answer questions from the story listened to. GOLD: 3. Use reflexive pronouns. TS: 4. Recognize the figurative language to describe people and events – simile, metaphor, hyperbole and personification 5. Use the figurative language to describe people and events

chamber trial majesty

5. Upon reaching the place where we are going today, we were warmly welcomed by the ______. 6. I don’t want to be caught in a _____ because it is a difficult situation to be in. 7. She feels like a ____ every time her father is assigned from one province to another. 8. The ____ was filled with people who were eager to hear the verdict.

II. Subject Matter: GLR: Depending a Poor Man GOLD: Using Reflexive Pronouns TS: Inferring the General Mood of the Selection

4. Motive Question: Have the pupils state questions about the story. (Who depended the poor man? How?)

Reference: 2002 Basic Education Curriculum PELC Speaking 7.4 PELC Reading 7.1 Growing in English p. 204 Milestone in Reading 6 p. 205 Grammar in Focus p. Across the Border Through Language p. 80 Linking the World through English pp. 156

B. During Reading Activities: Have the pupils listen as the teacher reads the story.

Depending a Poor Man

Materials: strips of cartolina. Index cards, III. Procedure:

Janos Kadar, a Hungarian, was a hardworking fellow. He worked till the wee hour of the night. Soon he was able to pay off all his debts and still

GLR: Genuine Love for Reading A. Pre-reading Activities:

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had enough money left to live comfortably for the rest of his life. So one beautiful sunny day, Janos went to see and repay the innkeeper who had helped him when he was penniless and starving.

innkeeper is asking for you if your representative doesn’t appear in thirty seconds.” Just in time, the gypsy came bursting through the door. “Your majesty, I apologize for being late. You see, I was boiling corn at home, trying to turn it into more corns!”

How surprised the innkeeper was when he saw Janos. “Hello. Fifteen years ago, you gave me three boiled eggs when I was very poor and hungry. I came back to reward you for your kindness by paying for those eggs a hundredfold.”

Everyone in the chamber roared in laughter. “How silly you are! How can you make more from boiled corn?” asked the King.

Unfortunately, the generous innkeeper became a greedy one after fifteen years. He figured out what have happened if the three eggs had hatched into little chickens and if those chickens had grown up and hatched for more chickens, and so on. Finally, he greedily concluded that Janos must give him everything he had, including his savings.

The gypsy grinned and said, “Well, Your Majesty, how can you hatch chicks from boiled eggs?” The King stared at the gypsy thoughtfully. “I think you’re right. The boiled eggs could not hatch into chicks anymore.” Finally, he said, “Janos, you have to pay only for the eggs you ate.”

Janos almost fell dead in surprise with how his kind gesture was met with by such unimaginable greedy demands. The story of his predicament spread like fire throughout the land. The King of Hungary heard the story and volunteered to sit in the jury.

How thankful Janos was to the King and most especially to the gypsy traveler. As for the innkeeper, there was no more reward – just a few cents for his boiled eggs.

Janos became more and more upset as the time drew near for him and the innkeeper to face the king in court. Soon his hard-earned savings would disappear like a bubble for he presumed that the king would decide in favor of the crafty innkeeper.

Adapted

C.

Post Reading Activities: 1. Answering the motive questions.

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

A week before the final day, while he was thinking about his misfortune, a gypsy came by. “Why are you wearing a long face, goodman?” he asked cheerfully. Janos told him everything. “Don’t you worry. I’ll present the case to the king and you’ll surely win. You should know how clever gypsies are.” Janos accepted the offer even if he had little hope that anyone could really him.

the

f. What did the poor Hungarian owe the innkeeper? g. How much did the innkeeper want the poor man to pay? h. Who depended the poor man? How? i. If you were the gypsy, how would you depend the poor man? j. If you were the King, would ypu do the same?

On the day of the trial, Janos was looking for the gypsy in the chamber. He was nowhere to be found. After sitting and waiting for a long time, the King grew impatient. “Janos Kadar,” he said. “Prepare to give all that which the

3.

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Engagement Activities: Have the pupils perform the following activities under time limit.

.

1. Neil Armstrong, _______, prepared well fro the flight to space. 2. His teachers, _______. Told about Neil’s excellence in Science and Math. 3. The lesson for learning to fly a plane was expensive, but Neil, _______, earned the money for it. 4. The training program, ________, was difficult. 5. The U.S. President, ________, congratulated the three astronauts.

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

GROUP 2: Thank you, God! Being clever is God’s gift to us. What we do is our gift to Him. Have you done something which you think is your gift to God? If you have, recall and write them here. _______________________________________ _______________________________________ _______________________________________ _______________________________

9. Motivation: Which of the stories written by Hans Christian Andersen have you read already?

Group 3 Fill in the values web.

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

WHAT I LEARNED FROM THE STORY

GROUP 4: DRAW ME!

Draw the elephant and the kangaroo in the story. Make a dialogue between the two using the bubble. King

11.

Janos

Allow the pupils to perform the activities under limited time.

GOLD (Grammar, Oral, Language Development)

 I find myself enjoying the stories.  The swan saved itself in the water.  My parents gave themselves time to watch a movie. Discussion: What are the underlined words in each sentence? What are these words? (reflexive pronoun) Can you read each sentence without the reflexive pronoun? Does it make sense? In what way is the reflexive pronoun similar to intensive pronoun? How does it differ? Discuss further. 12.

7. Drill: Pronunciation drill: Have the pupils recite the following: Lily Lee listens to lessons, As Lily Lee listens to lessons, She listed eleven lessons on how to listen to lesson.

Fixing Skills: A. Underline the pronoun and circle its antecedent. Then put a check (/) before each number if the pronoun is a reflexive pronoun and (x) if it is intensive pronoun.

_____1. Annie reads to herself a nice poem. _____2. She, herself, wrote it. _____3. Her classmates, themselves, read the poem, and liked it. _____4. Sherwin offers himself for the illustrations. _____5. Jahzeel, himself compiles his poem and stories.

Review: Checking of assignment: Direction: Complete each sentence with intensive pronouns. Underline the noun or pronoun which the intensive pronoun refers to.

245

_____3. At first, Mr. and Mrs. Salamanca, themselves, encouraged her in her work. _____4. As a doctor, Olivia cared more for her patient than for herself. _____5. Today, tuberculosis, itself, is a curable disease.

B. Complete the following sentence with reflexive pronoun. 1. Neil Armstrong prepared _____ well for the flight to space. 2. The lessons for learning to fly a plane were expensive but Neil earned the money for it _____. 3. Neil applied _____ for the astronaut program but was not optimistic about his chance because there were many applicants. 4. Nobody else but Neil _____ was surprised when he was accepted. 5. It was Neil ______ who became the first human being to step on the moon.

IV. EVALUATION: GOLD: Direction: Complete the following sentence with the correct reflexive pronoun. 6. I find ____ enjoying biking around the neighborhood. 7. Jazzer learned ____ playing the guitar. 8. The teachers gave _____ time to relax during Teacher’s Da. 9. The girls collect shells and stamps for _____. 10. Allyson make an album of butterflies for _____.

7. GENERALIZATION: What is a reflexive pronoun? REMEMBER: The reflexive pronoun is used as an object that refers to the subject. It is necessary to the sentence, and, therefore, cannot be left out.

TS. Transfer Stage 3. Drill: Pronunciation Drill: Have the pupils recite the following:

8. Application: A. Complete the following sentence with a reflexive pronoun: 6. The President of the Filipino Inventors Society said that the transporters and dealers should stop ______ from selling used oil. 7. Instead of burning, the FIS members said that they will collect the used oil for ____ to refine and recycle it and save thousands of lives of people. 8. The refining process won for _____ the Best Invention Awards in 1994 during the National Inventors Week. 9. You make an experiment about chemical change for ______. 10. Olivia Salamanca was a brilliant student ______.

Should she sell sheers sheets or should she sell shaggy shawls? 4. Motivation Have you read a poem? Did you understand the meaning of the poem or what the author wants to convey? Why? Why not? 5. Unlocking of difficulties e. delight - satisfaction f. bower - one who bends his head or body to show respect g. fold - to lay one part over another part h. duster- one used to remove dust D.

C. Write R if the italicized pronoun is reflexive and N if not. _____1. Olivia Salamanca was a bright student herself during her college years. _____2. As a student, she, herself, did research on a cure for tuberculosis.

Development of Lesson 5. Presentation a) The teacher sets standards in reading a poem and hints for pupils to learn appreciation of poems. b) The teacher will present poems written on a manila

246

paper. She will post it on at a time for discussion. c) Teacher reads a poem twice.

Metaphor is a figurative language that makes direct comparison of two unlike things that make something in common.

NIGHT By William Blake The moon like a flower In heaven’s high bower With silent delight Sits and smiles in the night

i.

Present this poem on the board. A spider walked a tightrope there And did not trip or fall She even kept her balance well Without a parasol

6. Analysis and Discussion 4.

Teacher asks a pupil to read the underlined words in the poem. 5. The teacher reads the underlined words again and says that the underlined sets of words are examples of figures of speech. 6. Study the lines from the first poem.

The underlined group of words shows personification. Personification is the giving of human qualities to animals, objects and idea. What human qualities are given to the spider? walked a tightrope kept her balance well without a parasol

a. How did the poem describe the moon? Like a flower in heaven’s high bower. j. b. Can the moon really do what the poet wrote? Sits and smiles on the night With silent delight

Pupils read unison.

the

poem

in

7. Generalization

c. Explain that poets use figurative language to create sensory images. d. Tell the class that the first underlined set of words in the poem is called simile. It compares two unlike objects with the use of like or as. e. In the second and third underlined group of words, figurative language used is personification. It gives human characteristics to nonhuman things. f. Present the second poem. g. Study how the author describes a turtle. A tidy turtle folds himself up carefully and puts himself away



Figurative langauge describes ways and it goes beyond what words actually mean. These are oftentimes used by poets to suggest meanings.



The three types of figurative language learned are:

d.

Simile is stated comparisons of two unlike objects have something in common. It uses the words like and as in comparing.

e.

Personification is the giving of human qualities to animal, objects and ideas.

f.

Metaphor makes a direct comparison of two unlike things that have something in common. It does not use the word like/as.

8. Application: C. Direction: Tell whether the given sentence below is a Simile, a Metaphor or a Personification. Write your answer on a piece of paper.

h. Tell the pupils that these groups of words are called metaphor.

247

_____ 1. The flower swayed happily the wind. _____ 2. The dictionary is the bankbook that guides us in use of the words and their meanings. _____ 3. The airplane was swallowed by the thick clouds. _____ 4. The leaves whisper their words to each other as the wind passes by. _____ 5. To be in the museum is to be at a time machine set back long time again.

V. ASSIGNMENT: GOLD: Make/Write 5 using Reflexive Pronoun.

sentences

TS. Direction: Identify the figurative words used in each sentence. Write S for simile, M for metaphor, P for personification. ______1. An army of fleas attacked the dogs. ______2. The wrinkled sea beneath him crawls. ______3. The taxis roll along the avenue like spools of colored threads. ______4. The wind slapped my face like an old man. 5. The car eats lot of gas.

Possible Answers: 1. Personification 2. Simile 3. Metaphor 4.Personification 5. Metaphor D. Enrichment Activities Direction: Study the following lines from the poems given to your group. Underline and identify the figurative words used. (Simile, Metaphor, Personification) Here are the poems.

LESSON # 15 OBJECTIVES:

The moon like a flower In heaven’s high bower With silent delight Sits and smiles in the night

GLR: CT:

From: NIGHT by William Blake

TS:

1. Enjoy listening to a story 2. Answer questions from the story listened to. GOLD: 3. Use relative pronouns.

My turtle is a tidy boy! When he is tired of play, He folds himself up carefully And puts himself away.

4. Sequence the key concepts or big ideas to show wholeness of the story/ selection

II. Subject Matter: GLR: The EDSA Revolution GOLD: Using Relative Pronouns TS: Sequencing the Key Concepts or Big Ideas To Show Wholeness of the Selection

From: TIDY TURTLE by Polly Chase IV. Evaluation Direction: Identify the figurative words used in each sentence. Write S for simile, M for metaphor, P for personification.

Reference: 2002 Basic Education Curriculum PELC Speaking 7.4 PELC Reading 7.1 Growing in English p. 204 Milestone in Reading 6 p. 205 Grammar in Focus p. Across the Border Through Language p. 80 Linking the World through English pp. 156

______1. The kettle sings as it sits on the stove. 2. The grass dances with the wind. 3. The sun is a ball of fire. 4. The clouds are as white as cotton. ______5. Her brother was a tower of strength during those hard times.

Materials: strips of cartolina. Index cards,

248

Have the pupils formulate their own questions.

III. Procedure:

GLR: Genuine Love for Reading B. Pre-reading Activities:

B. During Reading Activities:

1. Drill: Pronunciation drill:

Have the pupils listen as the teacher reads the story.

Betty bought a bit of butter but she found the butter bitter/ So she bought a bit of butter to make the bitter butter better.

The EDSA Revolution The four days of February 22 to 25, 1986, known in the Philippines as the EDSA Revolution, is a Filipino version of a peaceful and non-violent popular uprising. It was the victory of the national purpose and conservative values of the nation. It was the outpouring of love, anger and courage which brought the people into streets against the power of a dictator and the fear of a communist takeover.

2. Motivation Who is the 10th President of the Republic of the Philippines? Who is the President next to President Ferdinand E. Marcos? How did these two presidents become popular in the history of the country? Are you familiar with the events that brought about the fall of Marcos and the rise of Cory Aquino? Today, we will read one of the momentous events in the history of the country, the EDSA Revolution. (Show pictures of the EDSA Revolution)

While the world watched, their eyes glued to their television sets, the Epifanio de los Santos Avenue or EDSA for short, became one stage for a drama: Cory Aquino as the heroine, Ferdinand Marcos as the villain and the rebel military leaders in the persons of Fidel Ramos, Juan Ponce Enrile and Gregorio Honasan as sudden heroes. Within hours of the announcement of Enrile and Ramos’ break up with Marcos in a press conference, the streets outside of the rebel headquarters became filled with people.

3. Unlocking of Difficulties Substitute another word for the underlined word in each sentence. Choose the word from the list given below.

descended rolling stormed

surged emboldened non-violent glued manned

Men, women and children descended into EDSA from all directions bringing with them provisions such as fried chicken, spaghetti, sandwiches and soft drinks, not to take part in a revolution, but in a family picnic. They came with their radios and cassettes while the women brought their umbrellas and camped on the concrete highway with their families and friends. Cars and vehicles were parked in the middle of the streets. Soon the people saw military tanks manned by heavily armed soldiers rolling towards them. Suddenly everyone ran in the direction of the advancing tanks. Instinctively, they held on to each other. Locked in each others’ arms – the praying nuns and priests, the businessmen, students, teachers,

i.

m. n. o. p. 4.

The tanks were moving towards them. j. The armored tanks were driven by armed soldiers. k. The people moved forward. l. The crowd came to EDSA from all directions. The revolution was a noshooting struggle. The eyes of the whole world were stuck to their TV sets. No longer afraid, the lady offered him some food. The people broke through the gates of the palace.

Motive Question:

249

laborers, housewives – forming a strong chain, they all surged forward risking their lives as they faced the advancing armored tanks. “Hold on!” one man shouted.

Have the pupils answer the following questions: 



What did the Filipino people fight for during the four-day EDSA Revolution? How did EDSA become the center of drama during the revolution?



Who gathered at EDSA?



How did the people stop the military tanks from dispersing them? How did the nuns and the crowd soften the wooden heart of the soldiers?



Engagement Activities: Have the pupils perform the following activities under time limit.

“Do not let go!” another one commanded, as they held on tightly locked arm in arm.

GROUP 1: LIGHTS, CAMERA, ACION!

Holding a rosary, a nun suddenly stepped forward and sweetly offered a sampaguita garland to a soldier. Emboldened, a lady offered a second soldier some sandwiches and cigarettes. Then the crowd offered the armed soldiers in the tank pieces of fried chicken, soft drinks, other food and cigarettes which the tired and hungry soldiers could not resist.

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

GROUP 2: What I learned from the story: What moral values of the Filipinos are inferred from the following situations? 

“Join us, the people told the soldiers, let us not kill one other. We are all Filipinos and brothers.” The soldiers went down and abandoned the tanks and joined the crowd to the great joy and applause of the people.



At last, Malacañang fell. All the people stormed its gates and rushed through the rooms of the palace.



People Power had won over the dictator’s rule. A long night had ended. It was the break of a new dawn. The Filipino people had shown to the world that a non-violent struggle for freedom can be won through the unity and prayers of a people determined to live the way of peace, justice and freedom.





E. Post Reading Activities: 1. Answering the motive questions:

2. Comprehension Check:

A great number of people came to EDSA after a call for help was aired through the TV and radio stations. (COOPERATION) “Let us not kill one another. We are all Filipinos and brothers,” the people pleaded the soldiers. (LOVE FOR FELLOWMEN) As the crowd waited in the concrete pavement, many of them prayed while others sang spiritual hymns. (FAITH) Locked in each others’ arms like a strong chain, the people approached the advancing tanks. (UNITY) The people offered food, soft drinks and cigarettes to the tired and hungry soldiers. (CHARITY) GROUP 3:

250

Fill the story grammar with details from the selection.

Have the pupils read the following sentences taken from the history of the Philippine National Anthem:

STORY GRAMMAR ORGANIZER

 The Philippine National Anthem is a song that expresses well the story of our struggle for independence.  Emilio Aguinaldo who had commissioned the song, intended it to be part of the proclamation rites of the Philippine Independence Day.  Jose Palma, who was a great poet, wrote the lyrics of the song.

Have the pupils complete the story grammar organizer: Title: _________________________ Author: _______________________ Who is the main character? Where and when did the story take place?

What is the problem or conflict?

4. Discussion: What are the italicized clauses in each sentence? What is the function of each clause? What word introduced each clause? What are these words? What is the function of relative pronoun? Discuss further.

What did the main character do to solve the problem? How did the story end?

GROUP 4: WRITE ME A LETTER

5. Fixing Skills: A. Write the correct relative pronoun to complete each sentence.

Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her.

8. During the Spanish period, the Barong Tagalog ______ was the fashionable wear at that time, was made from the fiber of the pineapple plant. 9. Tinikling, ____ is a popular dance among Filipino celebrations, uses bamboo poles. 10. Many childless married women go to Obando, Bulacan, to dance at the rites _____ has now become a devotional dance to the town’s three patron saints. 11. The “enchanted forest,” _____ is a part of Baguio City, attracts both the young and adults. 12. The yoyo, a game ____ is now played around the globe, was started in the Philippines by a Filipino.

GOLD: Grammar Oral, Language Development: 1.

Drill: pronunciation Drill: Have the pupils read the following verse drill: A fairy fell in love/ with a beautiful firefly She wanted his fire/ and she wanted to fly.// An elf said,/ “The fair fairy is being funny,// She can make fire/ and she can fly/ Even without a firefly!”/ 2. Motivation: Can you sing the National Anthem from memory?

3.

13. GENERALIZATION: What is a relative pronoun?

Presentation: 251

10. Seven years later, the general ____ lay dying on his bed, kissed the flag for the last time.

REMEMBER: A relative pronoun is a pronoun that may introduce an adjective clause. It joins its antecedent of which it is part. Relative pronoun should be placed as close as possible to their antecedents.

TS. TRANSFER STAGE: 8.

Note that the pronouns  who, whom, and whose are used to refer to people;  that is used to refer to people and things;  which is used to refer to things and animals.

Drill: Pronunciation Drill: Have the pupils recite the following tongue twister: She sells seashells from the seashore/ If she sells seashells from the seashore, Where’s the seashells she sells from the seashore? 9.

Review Do you still remember the basic elements of a short story? (Title, Main Character, Setting, Plot, Ending)

14. Application: A. Direction: Supply the following sentences with the correct relative pronoun: 6. Kawit, Cavite ____ is the site of the Declaration of the Philippine Independence, is a place memorable to me. 7. My mother, ____ is very dear to us, used to narrate how we were taken home to Kawit, Cavite. 8. A special train ____ Grandfather had hired was waiting for us. 9. From then on, our family ____ Grandfather cared for so much, stayed in Kawit. 10. Grandfather needed someone ___ could host his numerous visitors.

Presentation: Ask the pupils the title of the selection. Ask them to count the number of paragraphs in the selection. 11. Analysis Discussion

and

Guide pupils to identify the key concept or big ideas involved in each paragraph through these comprehension questions. Use the chain of events to sequence the key concepts.

IV. EVALUATION: GOLD: Direction: Write the appropriate relative pronoun for the following sentences:

Paragraph 1: What did the Filipino people fight for during the four-day EDSA Revolution (It was the victory of national purpose and conservative values of the nation.)

6. The original flag, _____ was made in Hong Kong by Dona Marcela Agoncillo, is exhibited at the Aguinaldo Museum in Baguio City. 7. Emilio Aguinaldo, _____ brought the flag to the Philippines had it first unfurled at Kawit, Cavite on June 12, 1898. 8. The history of the Filipinos is recorded in the museum _____ was inaugurated in May, 1985. 9. This flag, ____ was taken by the Americans, was given to the American museum.

Paragraph 2: How did EDSA become the center of drama during the revolution? (The announcement of break up of the military leaders Enrile, Ramos and Honasan with Marcos authority signaled the people to pour at EDSA thus becoming the center of drama during the revolution.) Paragraph 3: Who gathered at EDSA? (Men and women from all walks of life gathered together at EDSA.)

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not able to wake up even though the clock alarmed. So father woke him up and helped him prepare for school. Eventually, Darwin arrived late in school.

Paragraph 4: How did the people stop the military tanks from dispersing them? (People formed a strong chain, risked their lives to block the advancing tanks.)

Father woke up Darwin and helped the latter prepare for school. Darwin studied for his exam until late at night. Darwin was not able to wake up when the clock alarmed.

Paragraph 5: How did the nuns and the crowd soften the wooden heart of the soldiers? (The nuns and the crowd offered flowers, food and drinks to the hungry soldiers.)

Darwin arrived late in school. 13.

Generalization How do we sequence the key concepts to show the wholeness of the selection?

Paragraph 6: How did the crowd encourage the soldiers to step down from their tanks and join them? (The people said, “Let us not kill one another, we are brothers, join us!”.)

To sequence events is to arrange the events according to how they happened in the story.

Paragraph 7: What did people do upon reaching Malacañang Palace? (People stormed its gate and rushed through its rooms.)

We identify the key concept of a paragraph and arrange them according to the sequence of events in the selection.

Paragraph 8: What did the world witness in the event? (The world witnessed a non-violent struggle for freedom won through unity and prayers.) 12.

14. Application A. MINI THEATER RESENTATION

Fixing Skills:

Listen as the teacher reads each short story then sequence the following events in order. Use numbers 1-5. Mother wanted to bake a cake but she found out that there were no eggs. So she told Maribel to run to a store to buy some. When Maribel was about to go to the kitchen, she tripped on Arthur’s toy trains. Crack! The eggs fell and got broken. Mother told Maribel to buy eggs again.

b. c. d.

a. Form 4 groups of fives to correspond to the number of paragraphs in the selection. Given the key concept for each paragraph, have a role playing with the episodes in each paragraph. Show the correct sequence of events during the presentation. Use props and background music if needed.

B. Story Construction Game (Group Work, with 50 pupils) To the teacher: Divide the class into groups with five members and each group is called Mother group. The leader is the “mother” and the four members the “daughters.”

She told Maribel to buy eggs. Mother wanted to bake a cake but there were no eggs. Mother told Maribel to buy eggs

 Divide the ten groups into two – A and B respectively.

again. As Maribel was bringing the eggs to the kitchen, she tripped on Arthur’s toy trains.

 Distribute randomly each strip to each “mother” of A groups.

Darwin studied for his exam until late at night. The next morning, he was 253

____ The people rushed through the gates of Malacañang and entered all the rooms. ____ The soldiers accepted the food and cigarettes offered by the people. ____ Families and organizations prepared food such as fried chicken, sandwiches, and soft drinks as if going to picnic. ____ People power won and democracy was restored. ____ People came in great numbers and camped on the pavement of EDSA. ____ Fidel Ramos and Jose Ponce Enrile broke away from Marcos. ____ The people locked arms and met the advancing tanks.

Pepito saw an old woman who was hardly crossing the street. He approached the old woman and offered help and the latter gladly accepted the offer. When the two reached the other side of the street, the old woman rewarded Pepito a big seed. When Pepito came home, he planted the big seed. The next morning he found a money tree on the place where he put the seed! Strips of events for B groups: One evening, Rhodora went to sleep without fixing her schoolthings. While she was sleeping, she was interrupted by some noise.

(Key to Correction: 4, 7, 6, 3, 8, 2, 1,5)

It was her school things – the bag, books, notebooks, pens and papers that came alive!

V. ASSIGNMENT: GOLD: Write the correct relative pronoun to complete the sentence:

Her school things were mad at her for not fixing them.

6. The colors ____ we see around us can influence our moods. 7. Scientists ____ measured the temperatures of colors have found out that reds and oranges are actually warmer than blues and greens. 8. The instrument ____ the scientists used to measure the temperature of color is called thermopile. 9. Color coding ____ people use in their business files, help them speed up their work. 10.Map makers ____ use color codes make it easier for us to identify the different features of the maps.

Rhodora asked forgiveness from her school things and promised to take care of them. Suddenly, she opened her eyes realizing everything was just a dream. Say: Mothers, stay in your group and send each of your daughter to other group. You read to the daughters the event written in the strip. Daughters, listen very carefully to the event. After that go back to your mother group and share what you have listened to. The group then arranges the events in order forming a story. Finally, retell the story to the class.

TS. Sequence the events of the given story: For the teacher to read to the class:

IV. EVALUATION: Number the concepts/ideas given below in the order in which they occurred in the EDSA Revolution.

Each weekday is a busy one for Mr. Rodriguez, a family man and a watchman in a sports center. Before he goes to his work, he drives his two children to school. In the afternoon, he gets his children back from school. At

____ Armored tanks with heavily armed soldiers moved towards the people.

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home he feeds the pigs and chicken. Lastly, Mr. Rodriguez fetches water for his family. Pupils’ copy: _____ He feeds the pigs and the chicken. _____ He gets his children back from the school. _____ He goes to the sports center. _____ He fetches water. _____ Mr. Rodriguez drives his children to school. (End of Second Grading Period)

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14. Fixing Skills: Read the passages below and underline the word that best describes the character in each. 6. Ivy pushed her long hair away from her face and walked to the window and back. Ivy was ______ nervous tired peaceful 15. Motivation: How will you describe your mother? Your father? Your friends? Etc…..

7. “There is nothing you can do, child,” pleaded her mother. She realized that Ivy wanted to go out in the storm alone. Ivy’s mother was ______.

16. Presentation: Have the pupils rearrange the jumbled letters to identify character traits.

glad a. b. c. d. e.

tientap (patient) cuarogesou (courageous) azly (lazy) sseiuor (serious) belumh (humble)

worried proud

8. An enormous tree was rushing along in the water like a battering ram. It was headed toward the bridge support below the spot Ivy was clinging. She held her breath as she watched the thing move upward and down in the river. Ivy was _____.

What are the words formed? What are these words? Have the pupils read the following story:

excited foolish

Several days after he arrived at their house, Eddie sat for some five-year old twins, Michael and Michelle. Soon after he arrived at their house, the twins began arguing about a tricycle. Michael insisted the tricycle was his. Even though he was playing in the sandbox, he did not want Michelle to use it. “All right,” said Michelle, “I won’t use your tricycle. I’ll play in the sandbox and make a sand castle.” “No,” said Michael, “This is my sandbox because I was first to be here. You can’t play here until I finish building my fort.”

frightened

9. “Balikbayan Bridge is out!” Ivy said and she collapsed on the floor. Ivy was _____. exhausted sick cowardly 10. The passengers on the bus that Ivy saved collected money to help her continue her schooling. The passengers were _______. grateful sorry angry

(Reading for Meaning 5)

15. Generalization: What are the different traits that we can infer from a character?

5. Discussion: What can you say about Michael? (selfish) Why? What character traits could you infer that Michael has? Discuss further

Remember: When you read, you can use information from a story to help you learn more about a character that the story tells 256

you directly. The clues you may use include what a character says or does and what other characters say about that person. When you do this, you are inferring character traits – the qualities that a character has. What a character says, does, thinks and feels tells you a lot about him or her. What other characters say can also give you clues.

Evidence:

3. Gale cleaned the tables and put away the dishes fro her mother. She made tea for her father when he was sick. Delia is _______.

16. Application: A. Form small groups. Talk about the character traits of each member of the group. Use the Venn Diagram.

messy helpful Main Character

neat Character Trait

Evidence:

D. Fill in the web with the character’s name, one character trait and the evidence to prove your answer. Number 1 is done for you. IV. Evaluation: TS. Direction: What trait of the character or characters is shown in each of the following situations?

1. Johnny often told everyone what to do. When the boys played games, Johnny would say, “We are all going to do things my way.” From this action, we can tell that Johnny is _____. bossy

neat

Main Character

Johnny

7. Eva and her mother walk on the snow to gather food. (persevering, patient, daring)

considerate Character Trait

8. For the first time, Eva will walk alone under the sea. (coward, courageous, shy)

bossy

9. Her mother told Eva to take care of herself. (loving, cruel, funny)

Evidence: Johnny would say, “We are all going to do things my way.”

10. “I should start working now,” Eva said. (lazy, brave, determined)

2. “Hi! You’re new here, aren’t you?” asked Jennifer. “Would you like to play with me? We could play patintero or tumbang preso, if you like.”

11. She starts singing a tune and dancing. (crazy, thankful, fun-loving)

Gwynn said, “I’d love to. I just moved here and I don’t know anyone.” Jennifer is __________. shy

friendly

Main Character

V. Assignment: A. GOLD: Direction: Put a check mark (/) on the blank if the sentence is written correctly. If it is not, underline the incorrect part and write the proper structure above it.

quiet Character Trait

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______1. Everyone is waiting inside the room. ______2. Several of the audience is from my hometown. ______3. No one have been calling Dana ever since she arrived. ______4. Many are in the small plastic bag. ______5. Neither of the boys are walking alone in the forest.

7. “Don’t touch my doll! It is mine!” Mara said. 8. Faye obeys her teacher and older classmates. 9. Laurence has saved his money since he was in Grade 3. 10. “I love to sing and dance. I enjoy my studies,” Mae said.

B. TS. Direction: Identify the character trait being shown by the following situation: 6. “Sir, this is your wallet. You dropped it,” the boy said to the old man.

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