Grade 5 English Tg Unit 2.docx

English 5 Teaching Guide 2-Quarter

SECOND QUARTER WEEK 1 I. OBJECTIVES A. Expressive Objective Observe politeness at all times Show tactfulness when communicating with others B. Instructional Objectives 1. Listening Comprehension: Identify signal words from text heard 2. Oral Language: Provide accurate instructions 3. Reading Comprehension: Identify main idea, key sentences and supporting details of a given paragraph 4. Grammar: Compose clear and coherent sentences using appropriate grammatical structures; -subject-verb agreement (inverted sentences) 5. Writing/ Composition: Plan a two to three-paragraph composition using an outline/other graphic organizers 6. Viewing: Determine images/ideas that are explicitly used to influence viewers (stereotypes, point of view, and propaganda) 7. Attitude: Observe politeness at all times Show tactfulness when communicating with others II.

SUBJECT MATTER A. Topics 1. Identifying Signal Words from Text Heard 2. Providing Accurate Instructions 3. Identifying Main Idea, Key Sentences and Supporting Details 4. Subject-Verb Agreement ( inverted Sentences) 5. Planning a Two to Three-Paragraph Composition using an Otline/Graphic Organizers 6. Determining Images/Ideas That are Explicitly Used to influence Viewers B. Materials Selection, small banners, laptop

III.

PROCEDURE

Day 1 I. OBJECTIVES 1. Identify signal words from text heard. 2. Provide accurate instructions 3. Observe politeness at all times. 4. Observe care and accuracy in giving/ following directions. II.

SUBJECT MATTER A. Topic: Identifying Signal Words from Text Heard Providing Accurate Instructions B. References: EN5LC- IIa- 4 Lesson Guides in Elem. Eng. 5 p.7-8 C. Materials: Selections, pictures

III.

Procedure A. Setting the Stage Ask the pupils about their favorite food. Ask them if they cook at home. Ask also if they follow the right procedure in cooking their favorite food. B. Explaining the Students What to Do Say: At this time you have to listen to the selection about how to make apple and hazelnut crunch. After listening, you will answer the questions that follow. C. Modeling for Students Before proceeding to the selection, there will be unlocking of difficulties Read the sentences. Select the meaning of the underlined words from the box. to scatter in small amounts I sliced the cake into three pieces. to boil slightly The best way to purify water at home is to simmer it. to cut Sprinkle water on the clothes before ironing it. Have the pupils listen to the selection. “Making an Apple and Hazelnut Crunch” First, we sliced the apples. Then, we simmered them in a saucepan until they were tender. Next, we added sugar and left the stewed apples to cool. When it was cold, we stirred in yogurt. We then spooned the stewed apple into dishes and sprinkled each one with crushed fruit and hazelnut bars. Finally, we decorated each dish with apple slices. Answer the comprehension questions based on the story heard. 1. What is the first step in making apple and hazelnut crunch?

2. 3. 4. 5.

How long will you simmer the apple? After adding sugar, what will you do next? What will you do when the stewed apple becomes cold? What is the last step?

Ask: What words in the paragraph give the step-by-step direction or sequence? (first, next, then, finally) Say: The words that give the step-by-step direction or sequence are called signal words. D. Guided Practice The class will play “Advance Game”. Each group will be given small banners with signal words written on it. The leader will hold and raise it once the teacher is asking for the answer. Tell the pupils to form four lines with an equal number of members. Read the directions to the class once. Then, say it again with one missing signal word. The leader will raise the banner with the corresponding signal word. If a group got the correct answer, they will step forward two times. The group that makes the most number of steps will be the winner. (The underlined signal word will be the missing one later on) a. First, get a partner from your group. Next, raise your right hands then, clasp them together. Finally, bow at the same time and wave your hands. b. First, form a diagonal line. Next, put you left hand on the right shoulder of the classmate in front of you. Then, bend your knees and lastly, raise your left hand and make a peace sign. c. First, group yourselves into three. Next, those on both sides, hold hands. Then, enclose your classmate in the middle in your arms. Finally, still holding together, raise your hands and say “Open the Basket”. d. First, boys will put hands on waist. Next, girls will hold theirs skirt. Then, point right foot forward. And then, go to the original position. Finally, turn around clockwise and bow your head. E. Independent Practice Refer to LM, __________ F. Closure/Assessment Signal words give step-by-step direction or sequence in a paragraph/selection. First, next, then, lastly, finally, furthermore, next to that, second, after that, moreover are examples of signal words. Day 2 I.

OBJECTIVES 1. Identify main idea, key sentences and supporting details of a given paragraph. 2. Write the main idea, key sentences and supporting details of a given paragraph. 3. Observe politeness at all times.

4. Take care of one’s health. II. SUBJECT MATTER A. Topic: Identifying Main Idea, Key Sentences, and Supporting Details B. References: EN5RC-IIa-2.21 Lesson Guides in Elementary English 5 pp.124-125 Enjoying Reading 5 p.102 Vision 6 Integrated Reading and Language for Communication Arts in English p.94 C. Materials Selections, chocolate, picture, laptop III.

PROCEDURE A. Setting the Stage (Show some chocolates) Who among you love to eat chocolates? What is your favorite brand of chocolate candy? Have you ever wondered how this yummy food came to be? B. Explaining What to Do Today, we are going to read the selection entitled “Quick History of Chocolate” to find out how chocolate came to be. In later discussion, we are going to get the key sentence, supporting details, and main idea. Key Sentence is the sentence which states the topic of the paragraph. Supporting Details are the sentences in the paragraph which give information related to the topic. Main Idea of a paragraph tells us what the paragraph is all about. C. Modeling for Students Before proceeding to the selection, find out the meaning of the words in column A with the phrases in column B. A B _____1.beverage A. alcoholic drink _____2.chewable B. remove or take out _____3.liquor C. a drink _____4.extracted D. report of uncertain or doubtful truth _____5.gossip E. can be grinded with a teeth (Reading the text “Quick History of Chocolate”, LM- Read and Learn) Say: Answer the comprehension questions in LM, Talk about It a. Who were the first people to cultivate the cocoa beans? b. Where was the drinking of hot chocolate a favorite?

c. When did chocolate become a chewable food? d. Why were chocolates given to soldiers during the World War II? e. Do you agree with the decision of the Spanish King to keep the formula for hot chocolate a secret? f. Should growing children like you eat too much chocolate? Why? Why not? Say: Going back to the selection, you will now look for the key sentence, supporting details, and main idea in each paragraph. (The teacher will use graphic organizer to elicit answers) Ask: What is the key sentence of the first paragraph? in the second paragraph? What are the sentences that give information about the key sentence of the paragraph? What is the first paragraph all about? D. Guided Practice (Carousel) Each group will roam around the room and see the posted manila papers with selections. Each selection will ask for either giving the key sentence, supporting details or main idea. Paragraph 1 There are different steps in solving a problem in Mathematics. First, read the problem carefully and find out what is asked. Next, look for the given facts, then think of the process to be used. Finally solve for the answer. Give the key sentence of the paragraph: ____________________________________________ Paragraph 2 Water is used for drinking. We also use it for bathing. It is used for cooking and washing dirty clothes. Water has many uses. Give the supporting details of the key sentence: Water has may uses. Supporting details:________________________________________ _________________________________________ _________________________________________ Paragraph 3 The second month of the year, which is February, was named afterFebrualia, The Roman festival of purification. February, as we all know, is the month of love. It is in this month that Valentine’s Day or heart’s day is celebrated. On this day, we express our love to our loved ones. We can show our love not only during this month but also in all months and days of the year. Give the main idea of the paragraph: ______________________________________________

E. Independent Practice Read the following selections. Then, identify what is asked in each item by choosing the letter of the correct answer from the given choices. (Refer to LM, Do and Learn)

F. Closure/ Assessment Key Sentence is the sentence which states the topic of the paragraph. Supporting Details are the sentences in the paragraph which give information related to the topic. Main Idea of a paragraph tells us what the paragraph is all about. IV. Evaluation Direction: Give the key sentence, supporting details and main idea of the selection. The root is an important part of the plant. It is responsible for getting water and minerals from the soil for the plant to grow. It also holds the plant in position. If roots are cut off from the plant, it would die. Main Idea: ____________________________________________________________________ Key Sentence:________________________________________________________________ Supporting Details: a. ________________________________________________________________ b. ________________________________________________________________ c. ________________________________________________________________

Day 3 I. OBJECTIVES 1. Compose clear and coherent sentences using appropriate grammatical structuressubject-verb agreement (inverted sentences) 2. Observe politeness at all times 3. Show tactfulness when communicating with others. II. SUBJECT MATTER A. Topic: Subject –Verb Agreement B. References: EN5G-IIa-3.9 EN5A-IIa-16 EN5A-IIa-17 Expanding English Skills for Empowerment I p. 357 C. Materials: paragraph, laptop III. PROCEDURE A. Setting the Stage Ask: Have you ever experienced being teased by somebody? How do you feel? Who is your best friend? Does he/she defend you while you are in trouble? Do you think making fun of somebody is a good act? B. Explaining What to Do Today, you will be learning the subject verb agreement. There are times that a sentence is in inverted order. If we say inverted sentence, it is a sentence in which the verb comes before the subject. Here is a selection for you to read and analyze. After reading the paragraph, I will be asking you some comprehension questions, then, you will be given sentences in the inverted order to analyze. C. Modeling for Students (Reading the text) Lily is a thin girl. She is quiet and shy. Every time she sits at the canteen, she is always alone. Every day, at the hallway, are Nestor’s friends. Making fun of Lily is their hobby. In Lily’s bag are books. Carlo, one of the naughty boys, teases Lily, grabs the handbag, passes it with his friends, and scatters all the books on the floor. “Bamboo Stick” is what they call her. From Room 3 comes Marina. She defends Lily and argues with the boys. In simple way Marina helps. Later on, Lily and Marina became friends. At the canteen, they eat together. In going home, walk Marina and Lily. They share stories, review their lessons and help each other.

Answer the following questions. 1. Who is the thin girl? 2. Why do you think Lily is always alone? 3. Who makes fun of Lily? 4. What does Carlo do with Lily’s handbag? 5. Who helps Lily? 6. If you were Nestor’s friends, will you do the same? 7. If you were Marina, will you also defend Lily? 8. What kind of person is Marina? Say: Here are some inverted sentences from the selection. Analyze how verbs agree with the subjects. a. Every day at the hallway, areNestor’s friends. v s b. In Lily’s bag arebooks. v s c. From Room 3 comesMarina. v s d. In going home, walk Marina and Lily. v s Ask: Which comes first in the inverted order of a sentence? What happens to the verb when the subject is singular? When the subject is plural? D. Guided Practice Write the following sentences in the inverted order. 1. Everybody cares about the climate change. 2. The boys go in hiking. 3. Ramon volunteers for the difficult task. 4. Nobody cares about the spoiled food. 5. Abigail attends the birthday party. E. Independent Practice Compose coherent sentences in the inverted order using the given verbs that agree with the subjects in each item. 1. disagree the men on their plan 2. in the spelling bee join Rosa 3. come the meteor in meteorites 4. on the moon astronauts’ footprints left. 5. on a topic for a report Alexis decide F. Closure/ Assessment  Inverted sentence is a sentence in which the verb comes before the subject.  The verb agrees with the subject of the sentence.  If the subject of the inverted sentence is singular, the verb takes its s-form.  If the subject of the inverted sentence is plural, the verb takes its base form.

Day 4 I.

OBJECTIVES 1. Plan a two to three paragraph composition using an outline/ graphic organizer. 2. Observe politeness at all times. 3. Show tactfulness when communicating with others.

II. SUBJECT MATTER A. Topic: Planning a two to three-paragraph composition using an outline B. References: EN5WC-IIb-2.2.5 Lesson Guides in Elementary English 5 pp.202-203, p.208 C. Materials: outlines, video, laptop III. PROCEDURE A. Setting the Stage B. The teacher will show a slide show of different sedimentary rocks. Ask: What did you see in the picture? What kind of rocks are these? B. Explaining the Students What to Do After seeing the pictures, I will be giving you an outline about sedimentary rocks. Later on, we will be making a two to three-paragraph composition using the outline. C. Modelling for Students I. Sedimentary rocks - made of sediments cemented together A. Classic or fragmented sedimentary - rock fragments carried by wind, water and glacier B. Chemical sedimentary - deposits of minerals dissolved in water C. Organic sedimentary - shells, skeletons and other parts of plants and animals D. Cementing materials - calcium carbonate, silica, mud, clay and iron oxide Now, let us try to make a two to three-paragraph composition using the outline. Sedimentary rocks are made of sediments cemented together. There are four kinds of sedimentary rocks. Classic or fragmented sedimentary, Chemical sedimentary, Organic sedimentary and Cementing materials. Classic or fragmented sedimentary are rock fragments carried by wind, water and glacier. Chemical sedimentary are deposits of minerals dissolved in water. Organic

sedimentary are shells, skeletons and other parts of plants and animals while Cementing materials are calcium carbonate, silica, mud, clay and iron oxide. D. Guided Practice The class will be divided into two groups. Say: I have here an outline. Group 1 will make a paragraph based on the first part of the outline while group 2 will work on the second part of the outline. Your outputs will be combined to form a two-paragraph composition. Pepper I. Pepper - one of the earliest spices known to mankind. A. So expensive that a pound of it was considered an appropriate gift for a royalty to give or to receive B. Made as payment of taxes C. Considered rich property II. Pepper - a tropical vine A. Begins to bear fruit in four years B. Produces heavily in fourteen years C. Unripe berries produce black pepper D. Ripe ones produce white pepper E. Independent Practice Direction: Form a two-paragraph composition using the following outline. “Taking Care of Our Bodies” I. The human body needs both rest and exercise. A. Needs nourishment B. A healthy looking body doesn’t just happen C. A good deal of care is given to it. II. The body needs food, as the machine needs fuel as oil A. Requires an adequate amount of basic nutrients B. Protein, Fats, Carbohydrates and Minerals Taking Care of Our Bodies The human body needs both rest and exercise. It needs nourishment. A healthy looking body doesn’t just happen. A good deal of care is given to it. The body needs food, as the machine needs fuel as oil. It requires an adequate amount of basic nutrients such as protein, fats, carbohydrates and minerals. E. Closure/Assessment  

Outlining is arranging notes so that important ideas stand out. Outlining make clear which point supports each of the important ideas.

DAY 5 I. OBJECTIVES 1. Determine images/ideas that are explicitly used to influence viewers such as stereotypes, point of view, and propaganda.

2. Show tactfulness when communicating with others. II. SUBJECT MATTER A. Topic: Images/Ideas that are Explicitly Used to Influence Viewers B. References: EN5VC-IIa-7 EN5VC-IIa-7.1 EN5VC-IIa-7.2 EN5VC-IIa-7.3 https://web.stanford.edu/class/e297c/war_peace/media/hpropaganda.html http://iml.jou.ufl.edu/projects/Spring02/chandler/what-is-stereotyping-page.htm http://literarydevices.net/point-of-view/ www.youtube.com C. Materials: Videos, activity sheets III. PROCEDURE A. Setting the Stage Ask: Are you familiar with TV commercials? What is your favorite TV commercial? Can you draw inside the box your favorite product and tell something about it based on what you have watched in a TV commercial?

B. Explaining What to Do On this day, you will be learning the images/ideas in commercials that are used to influence viewers. You are going to watch some TV commercials, observe the lines of the endorsers/characters in the commercial that capture your attention. Some of you will be called to role play the scene in the commercial that you consider captivating. C. Modeling for Students Media uses stereotypes, point of view, and propaganda to influence the viewers. A propaganda is the spreading of ideas, information, or rumor for the purpose of helping or injuring an institution, a cause, or a person. Stereotypes are results of incomplete or distorted information accepted as fact without question. A stereotype is simply a widely held belief that an individual is a member of a certain group based on characteristics. Point of View is the angle of considering things, which shows us the opinion, or feelings of the individuals involved in a situation. It is a reflection of the opinion an individual from real life or fiction can have.

The teacher will present some TV commercials and call some pupils to role play a scene from the commercial that is considered to be captivating. Then the pupils will identify the ideas of the scene being portrayed as to a stereotype, point of view or propaganda. Commercial 1- Finally Ariel, Ariel Commercial 2- Makulay ang BuhaysaSinabawangGulay! Ask : What scene in each TV commercial is considered captivating? What ideas/ images in the TV commercial are used to influence the viewers? Did you gain interest of buying the product after watching the TV commercial? D.

Guided Practice The class will be divided into four. Each group should give new name of the product to endorse. A representative from each group must explain the ideas used to influence the viewers. Group 1- Make a commercial about most delicious bread through song and dance. Group 2- Show a tableau of using the best detergent bar. Group 3- Create a poster about milk drink Group 4- Present a short drama about the importance of brushing teeth using a brand of toothpaste. E. Independent Practice The teacher will present advertisement then, the pupils will determine the ideas used to influence the viewers. (Amazing Tale Nido 3+ Nestle PH) 1. Using stereotypes, the characteristic of a mother that has shown in the advertisement was______________. 2. As shown in the point of view of the advertisement, a child must have ________________. 3. The advertisement has spread the idea that Nido 3+ contains millions of _________________ that will help in protecting children’s tummy. 4.

The advertisement of Nido 3+ left a slogan at the end part stating that “___________________”

5. The advertisement is intended to persuade ______________ to buy Nido 3+ for children.

LakingNido, Protektado

mothers

healthy tummy

Tender Loving Care

fathers

good bacteria

F. Closure/ Assessment There are ideas/images in media that are explicitly used to influence the viewers.  Stereotypes- are results of incomplete or distorted information accepted as fact without question. A stereotype is simply a widely held belief that an individual is a member of a certain group based on characteristics. 

Point of view- is the angle of considering things, which shows us the opinion, or feelings of the individuals involved in a situation. It is a reflection of the opinion an individual from real life or fiction can have.



Propaganda - is the spreading of ideas, information, or rumor for the purpose of helping or injuring an institution, a cause, or a person.

WEEK 2 – I CAN SHOW MY TALENTS Objectives A. Expressive Objectives 1. Listens carefully critically to news reports and other radio broadcasts and expresses ideas accurately in oral and written forms. 2. Demonstrates confidence in the use of the language to meet everyday’s needs. 3. Read independently and gets relevant information from various texttypes. B. Instructional Objectives Listening Comprehension Identify informational text-types. Oral Language Give precise information on a given topic. Vocabulary Development Identify meaning content of specific words (denotation and connotation) Science Reading Comprehension Identify main idea, key sentences, and supporting details of a given paragraph. Study Strategy Research Use card catalogue to locate resources.

Grammar Compose clear and coherent sentences using appropriate grammatical structures: subject-verb agreement Writing/Composition Write paragraphs showing cause and effect. Viewing Determine images/ideas that are explicitly used to influence viewers. Stereotypes; Points of view; Propagandas Attitude Observe politeness at all times. Show tactfulness when communicating with others

LESSON 56 – ELEMENTS AND THEME OF A LITERARY TEXT I.

OBJECTIVE 1. Identify informational text-types. 2. Use card catalogue to locate resources.

II.

SUBJECT MATTER A. Topics - Identifying Informational Text-Types - Using Card Catalogue B. Materials pictures of internet, smartphones, newspaper, magazines reading materials C. References:  Curriculum Guide: CG in English 5 Quarter 2 Week 2 EN5LC – IIb – 3.19 EN5SS – IIb – 3.9 http://www.eslfast.com/kidsenglish/ke/ke017.htm D. Focus Skill/s:  Listening, Analyzing, Classifying E. Value Focus: Show tactfulness when communicating with others.

III.

PROCEDURE A. Setting Up the Stage Review Show titles of shows or movies and ask them to classify if it is fiction or nonfiction. Motivation Show the students a newspaper, a magazine, or an encyclopedia. Ask the students if they have read one. Ask them if they have used them in doing research. Show them a card catalogue. Ask them if they have used one in doing research. B. Explaining the Students What To Do Say: “Today we are going to learn about the informational text, its type and their use.” “We will also study how to use a card catalogue.”

C. Modelling for Students

Have the students listen to news from the newspaper or an article from a magazine. Then ask them what they have learned from what they’ve just listened to. Ask:

“What have you noticed about the article?” “How many topics were there?” “Was it informational?”

Next, discuss what a card catalogue is and what its parts are. Discuss also the use of a card catalogue is. D. Guided Practice To fully understand more about informational text and its type, have the students read “Read and Learn” on the LM page ____. Take a trip to the library and ask the students to look through the card catalogues in your library. Ask them to identify its parts E. Independent Practice Choose one book from the Library and make a card catalogue. Use ¼ of an index card. F. Closure/Assessment Informational texts are nonfictional writing, written with the intention to of informing the reader about a specific topic. It is typically found in magazines, newspaper, science books, autobiographies, and instruction manuals. It uses special text which allows its users to easily find key information and understand the main topic. This is done by placing a header over certain sections. It may also use visual representation with captions which includes pictures, graphs, tables, diagrams, and charts. A card catalogue is a file of cards uniform in size arranged in some definite order and listing the items in the collection of a library or group of libraries. Each card identifies a single item. The parts of a card catalogue are (1) call number; (2) author; (3) Title Entry; (4) publisher; (5) series title; and (6) subject headings.

G. Evaluation Identify if the following books if there are informational text or not. Write  for informational text else write  if it is not.  1. newspaper  2. magazines  3. instructional manuals  4. fairy tales  5. autobiography H. Assignment Ask the students to bring dictionary. LESSON 57 – ELEMENTS AND THEME OF A LITERARY TEXT I.

OBJECTIVE 1. Give precise information on a given topic. 2. Identify meaning content of specific words (denotation and connotation)

II.

SUBJECT MATTER A. Topics - Giving Precise Information on a Given Topic - Identifying meaning content of Specific Words B. Materials - dictionary, thesaurus - word flashcards C. References:  Curriculum Guide: CG in English 5 Quarter 2 Week 2 D. Focus Skill/s:  Speaking, E. Value Focus: - perseverance in doing work

III.

PROCEDURE A. Setting Up the Stage Group the pupils into four groups. Give each group a three set of words. Ask them to write the synonym and antonym of the words in a manila paper. Example: Word night happy afraid

Synonym evening glad scared

B. Explaining the Students What To Do

Antonym day sad brave

Say:

“Today we are going to learn about how to give precise information on a given topic and how to define words using connotation and denotation”

C. Modelling for Students Now ask the students to read the words in “Find Out and Learn” on the LM page ____. Ask them the ways on how they would define or give meaning to the words. Write their answer on their notebook. Using their dictionary ask the students to find the precise meaning of the following word: D. Guided Practice Have the students answer “Try and Learn” on the LM on page ____. E. Independent Practice Perform “Do and Learn” on the LM page ____. F. Closure/Assessment In giving precise information on a given topic, we may do the following: 1. We must have a reliable source which is verifiable. This means that the information that we get must be true and real, not made up or unsure. 2. We must have supporting information. Connotations and denotations are two principal methods of describing the meaning of words. Connotations refer to the wide array of positive and negative associations that most naturally carry them while denotation is the precise, literal definition of a word that might be found in a dictionary.

G. Evaluation Answer the following questions below. 1. Who are your parents? 2. What is your father/mothers work? Where does he/she work? 3. In what barangay do you live? In which purok? 4. What would you like to be when you grow up? 5. Where would you like to spend your vacation? LESSON 58 – IDENTIFYING THE MAIN IDEA, KEY SENTENCE, AND SUPPORTING DETAILS I.

OBJECTIVE - Identify main idea, key sentences, and supporting details of a given paragraph.

II.

SUBJECT MATTER A. Topics - Identifying main idea, key sentences, and supporting details of a given paragraph. B. Materials - short paragraphs with main ideas, key sentences and supporting details C. References: - Curriculum Guide: CG in English 5 Quarter 2 Week 2 EN5RC-IIb-2.21 D. Focus Skill/s: - Reading, Analyzing, Identifying E. Value Focus: -

III.

PROCEDURE A. Setting Up the Stage Play a game of four-pics-one-word Example:

BITE

THINK

DRINK

Ask: “From the four pictures, how did you arrive at your answer.” B. Explaining the Students What To Do Say: “Today we are going to learn about how to identify main idea, key sentences, and supporting details of a given paragraph” C. Modelling for Students Have the students read the passage in “Read and Learn” on the LM page ____. D. Guided Practice Have the students answer “Find Out and Learn” on the LM page ____. E. Independent Practice Do activity on “Do and Learn” of the LM. F. Closure/Assessment

The main idea is the point of the paragraph. It is the most important thought about the topic. To figure out the main idea, we must ask ourselves “What is being said about the person, place, thing, or idea?” The main idea can be located in different places. It can be in the beginning, middle, or end of the paragraph. The key sentence contains the main idea, while the supporting sentences provide additional information about the main idea. G. Evaluation Identify the main idea in the paragraph below. Write your answer on a graphic organizer.

LESSON 59 – ELEMENTS AND THEME OF A LITERARY TEXT I.

OBJECTIVE 1. Compose clear and coherent sentences using appropriate grammatical structures: subject-verb agreement 2. Write paragraphs showing cause and effect.

II.

SUBJECT MATTER A. Topics - Subject-Verb Agreement B. Materials - video on subject-verb agreement - chart with examples on the rules of subject-verb agreement - manila paper C. References:  Curriculum Guide: CG in English 5 Quarter 2 Week 2 D. Focus Skill/s:  Writing, Analyzing, Classifying, Reasoning E. Value Focus:  Caring for the environment

III.

PROCEDURE A. Setting Up the Stage Let’s play a game. Group the pupils into four groups and on a manila paper and have them list as many verbs they can think of. Give the winner a prize. B. Explaining the Students What To Do Say: “Today we are going to learn about subject-verb agreement. Write sentences following the rules on subject-verb agreement.” “We will also study about cause and effect. You must be able to identify which part of the sentence is the cause and the effect.” C. Modelling for Students Say: “Remember that verbs, unlike nouns, have the S-form of the word for the singular form and base form for its plural form. Please take a look at the example. Example: S-form (singular) Base form (plural)

-

sings, dances, writes, eats sing, dance, write, eat

Show them a chart of examples of subject verb agreement.

Have the pupils read and practice the activity on “Try and Learn” on the LM pages ______. D. Guided Practice Have the students identify the subject as well as note whether the subject is singular or plural. Remind them on the rule on subject-verb agreement. Say:

“Now that you know about the rule on subject-verb agreement, let us study about cause and effect.”

E. Independent Practice Have the pupils answer the activity on “Do and Learn” of the LM page . F. Closure/Assessment The rule on subject-verb agreement states that a singular subject takes a singular verb (s form) while a plural subject takes a plural verb (base form). Cause and effect statements are two related statements. One statement, the cause, tells us the reason on an event which resulted to the next statement, the effect, giving us the result of the action.You can usually find sentences built this way by key words and phrases they use: so, since, as a result of, because, therefore. It’s also important to note that the cause is usually written before the effect is, but there are rare cases when the effect will be written first. You should realize, however, that no matter what order you present cause and effect in with your sentences, you cannot have an effect happen before a cause. G. Evaluation A. Circle the correct form of the verb to complete each sentence. 1. Your friend (talk, talks) too much. 2. The man with the roses (look-looks) like your brother. 3. Mary (swim-swims) well. 4. The boys (walk-walks) to school every day. 5. The center on the basketball team (bounce-bounces) the ball too high. B. Box the cause in the sentence and underline the effect. 1. Tim forgot his math book, so he was unable to complete his homework. 2. Keegan was hungry because he skipped lunch. 3. I stated up until midnight that’s why I woke up late. 4. Sheila got wet in the rain because she forgot to bring an umbrella. 5. Kevin went to dentist because he had a toothache.

LESSON 60 – IMAGES AND IDEAS THAT INFLUENCE VIEWERS I.

OBJECTIVE 1. Determine images/ideas that are explicitly used to influence viewers. - Stereotypes, Points of View, Propaganda

II.

SUBJECT MATTER A. Topics - Determining images/ideas that are explicitly used to influence viewers. B. Materials - Pictures - Video clips that are used to influence viewers. C. References:  Curriculum Guide: CG in English 5 Quarter 2 Week 2  D. Focus Skill/s:  Viewing, Analyzing, Interpreting E. Value Focus:  politeness

III.

PROCEDURE A. Setting Up the Stage Show video clips of commercials (example: detergent soap, fast food chain, powdered juice, diapers, etc.) Ask: “What do these commercials make us do?” “Do our parents buy them?” B. Explaining the Students What To Do Say: “Today we are going to learn how to determine images/ideas that are explicitly used to influence viewers. You are going to watch some commercials or TV ads. I want you to pay attention to the ideas that the commercial wants to deliver.” C. Modelling for Students Group the pupils into smaller groups. Have them think of a popular TV ad and have them act it out in front of the class. D. Guided Practice Read the article “YouTube's top ads in the Philippines for 2013” on the “Read and Learn” of the LM page _____. Answer the question below it. E. Independent Practice Group the class into 6-8 groups. Give them a product. Ask them to create a short commercialabout the product they got. Assign to them also the type of advertisement they will use (stereotype, point of view, propaganda)

Examples: Group 1 – Shampoo Group 2 – Detergent Soap Group 3 – Bath Soap Group 4 – Toothpaste Group 5 – Powdered Juice Group 6 – Milk drink Group 7 – Fast food chain Group 8 – soft drinks F. Closure/Assessment For us to determine the message of an image or idea we must first identify what image or idea was used to influence the viewer. There are certain ways how an image or idea is expressed, here are the following: Stereotype is a widely held but fixed and oversimplified image or idea of a particular type of person or thing. Example is the stereotype of a woman is as “the carer" and a man as “the provider” Point of view is the particular attitude or way of considering a matter. It can also be the position from which something or someone is observed. Example, two people are seeing the same image but each of them have a different point of view, they may see or interpret the image differently. Propaganda information, especially of a biased or misleading nature, used to promote or publicize a political cause or point of view. It is an information that is not impartial and is used primarily to influence an audience and further an agenda, often by presenting facts selectively to produce an emotional rather a rational response to the information. G. Evaluation Have them watch the commercial “Tide:Bossing saKaputianKahit Tagulan” then answer the following questions below. Choose your answer from the bow below. protective mother’s cleanliness it was compared to another cleanliness in clothing shows love product for family 1. Based on the video clip, a mother is always and caring of her child. 2. In the video, they see Bossing Vic as an image of . 3. The commercial was biased because 4. The message of the video is that . 5. The commercial was intended for

.

to buy.

QUARTER 2 Week 3 Day 1 I.

Objective LC: Identify informational text – types RC: Distinguish text – types according to purpose OL:Ask questions to check understanding of information presented A: Show tacfulness when communicating with others

II.

Subject Matter Topic: Informational Text - Types Materials: Puzzle, Paragraphs, Diagram Reference: Curriculum Guide Code: EN5LC-IIc-3.19, EN5RC-IIc-3.2.1,EN5OL – IIc-1.3.1, EN5A-IIc-17 http://www.cpalms.org/Public/PreviewResourceLesson/Preview/43898 https://www.google.com.ph/search?q=puzzle http://www.esc4.net/users/0223/docs/highschool2_typesoftextstructur esininformationalte xts. https://www.google.com.ph/search?q=informational+text+types

III.

Learning Activities A. Setting the Stage Pupils will arrange the given puzzle to get the two exact words.

I N

A

F R

T

M

A

T

N

O

O

I

A

L

T

X

E

Answer: INFORMATIONAL TEXT B. Explaining the Student What to do Our lesson for today is aboutinformational text and its types. Informational text are text that provide factual information to readers.

Types: 

Description- Sensory and descriptive details that help the reader visualize information. Ask yourself: what specific person, place, thing, or idea is being described. Description shares the who, what, when, where, why or how of a topic/subject. Clue words are such as, for instance, in addition, also, specifically.



Sequence- Presents events in a sequence from beginning to end, or organizes how-to text in a series of directions. Look for steps or references to time such as dates. Clue words are first, second, third, then, next, before, after, and finally.



Compare and Contrast- Comparisons are used to describe ideas. Ask yourself: what is being compared? Clue words are similar, same, alike, unlike, and different.



Cause and Effect- Descriptions of events and the reasons (causes) for why the event happened. Ask yourself: What happened and why did it happen? Clue words are since, because, if, due to, as a result of , causes, leads to, and therefore.



Problem and Solution-The text introduces a problem and presents one or more solutions. Ask yourself: What is the problem and what is the solution? Clue words are problem, issue, since, as a result, and idea.

C. Modeling Pupils will listen to the parangraph below and answers the questions orally.

Questions: 1. 2. 3. 4.

What is the topic of the paragraph? What does cyber bullying includes? Who is the writer of the paragraph? What do you think is the type of informational text being used in tha paragraph? 5. How do you say so that this is a descriptive text?

Say: In order to easily identify the types of informational text, take note of the diagram below.

D. Guided Practice Pupils will readthe paragraph and identify the type of text used. 1.

2.

E. Independent Practice Arrange the jumbled letters to get the exact word. Answer it orally. USECA NDA FECFET - Descriptions of events and the reasons (causes) for why the event happened. QESUECEN - Presents events in a sequence from beginning to end SDPCTNEIIOR

- Sensory and descriptive details

F. Closure What is informational text? What are the types of informational text? IV.

Evaluation A. Listen to the ff. And tell the types of informational text being used.

1.

2.

B. Read the descriptions and identify the type of informational text. 2. 3.

4.

5.

Day 2 I.

II.

Objective V: Identify different meanings of content specific words (denotation and connotation) A: Show tactfulness when communicating with others Subject Matter Topic: Identifying different meaning of content specific words (denotation and connotation) Materials: Pictures,Story, dictionary Reference: Curriculum Guide Code: EN5V-IIc20.1.1, EN5V-IIc-20.2.1, EN5A-IIc-17 http://literarydevices.net/denotation/ http://allaboutfrogs.org/stories/boys.html https://www.google.com.ph/search?q=frog+and+boys+clipart

http://examples.yourdictionary.com/examples-of-connotativewords.html III.

Learning Activities A. Setting the Stage Have you seen a frog? What are the characteristics of a frog? Size? Color? What is its contribution to our environment? B. Explaining the Students What to do Our lesson is about identifying the meaning of content specific words through denotation and connotation Let me define first denotation and connotation. Denotation is generally defined as literal or dictionary meanings of a word in contrast to its connotative or associated meanings. Connotation refers to a meaning that is implied by a word apart from the thing which it describes explicitly. Words carry cultural and emotional associations or meanings in addition to their literal meanings or denotations. C. Modeling The teacher will read a story to the pupils. The Boys and the Frogs Some boys, playing near a pond, saw a number of Frogs in the water and began to pelt them with stones. They killed several of them, when one of the Frogs, lifting his head out of the water, cried out: "Pray stop, my boys: what is sport to you, is death to us."

Say: As a continuation, He wanted to save other frogs but he has a problem. He needs to identify the connotative meanings of the words in the leaves in order to save other frogs. Do you want to help the frog in saving other lives? You need to answer the problems below.

LEAFING FROG

weather

factScience

observe

environment

Possible answer: Connotation: 

Observe – to see



Environment-the air, water, organisms, and other natural resources that surround us.



Science- a conclusion



Fact – reality



Weather- sky and wind conditon

Say: What you have answered are the connotations of the given words related to science baesd on your own understanding. Here are the denotation or their meanings from the dictionary. 

Observe -notice or perceive (something) and register it as being significant.



Environment - the surroundings or conditions in which a person, animal, or plant lives or operates.



Science refers to a system of acquiring knowledge. This system uses observation and experimentation to describe and explain natural phenomena.



Fact -a piece of information used as evidence or as part of a report or news article.



Weather the state of the atmosphere at a given time and place, with respect to variables such as temperature, moisture,wind velocity, and barometri c pressure.



Other examples: Connotation A dove implies peace or gentility.





A dog connotes shamelessness or an ugly face.





Politician has a negative connotation of wickedness and insincerity while statesperson connotes sincerity.



Denotation a stocky seed- or fruit-eating bird with a small head, short legs, and a cooing voice. a domesticated carnivorous mammal that typically has a long snout, an acute sense of smell, and a barking, howling, or whining voice. a person who is professionally involved in politics, especially as a holder of or a candidate for an elected office.

D. Guided Practice Below are groups of words which are often used to describe people. What are the connotations of the words?Underline your answer. 1. Childlike - Youthful, Childish, Young 2. Disabled, - Crippled, Handicapped, Retarded

3. Relaxed - Laid-back, Lackadaisical, Easy-going 4. Slim - Skinny, Slender, Thin 5. Cheap - Frugal, Miserly, Economical 6. Young - Immature, Juvenile, Youthful 7. Inquisitive - Interested, Curious, Convivial 8. Confident - Secure, Proud, Egotistical 9. Lovely - Knockout, Beautiful, Stunning 10. Talkative - Conversational, Chatty, Nosy E. Independent Practice Match the words in Column A with the denotation meaning in Column B. (Using your dictionary) Column A 1. Age celled life form. 2. Adaptation being adapted. 3. Culture human intellectual 4. Gender collectively. 5. Organism lived

Column B A. an individual animal, plant, or singleB. the action or process of adapting or C. the arts and other manifestations of achievement regarded D. the length of time that a person has or a thing has existed. E.the state of being male or female

IV. Evaluation A. Identify the connotation of the given words. 1. Home A.suggests family, comfort and security. B. the place where one lives permanently, especially as a member of a family or household. 2. Mom and Dad’ A. a father or mother or parents B. Mom and Dad when used in place of mother and father connote loving parents. 3. Pushy

A. excessively or unpleasantly self-assertive or ambitious. B. refers to someone loud-mouthed and irritating. B. Identify the denotation of the given words. 4. Love A. an intense feeling of deep affection. B. Symbol of affection 5. Hope A. a feeling of expectation and desire for a certain thing to happen B. faith

Day 3 I.

Objective SS: Gather relevant information from the glossary F: Read with automaticity grade level frequently occurring content area words

II.

Subject Matter Topic: Glossaries Materials: Picture, cartolina Reference: Curriculum Guide ,Lesson Guide V page 164 Code: EN5SS-IIc-1.4, EN5F-IIc-1.8.1 Learning Activities

III.

A. Setting the Stage

What are the different parts of a book? Tell something about each part of the book. B. Explaining the students What to do Today we are going to learn about the glossary. It is a dictionary found in some books. It is located at the back and it is where the difficult and unusual words used in the book are listed alphabetically. It gives the meanings of those words as used in the selections.

C. Modeling Let us study the glossary below.

Glossary Adolescent – a boy or a girl between the ages of 12-18 when there is a great physical change in the body. Aeration – the spraying of water into the air to remove unpleasant odors and tastes. Ailerons – Movable flaps on each side of the wings of an airplane. Air- A mixture of several gases. Airplane –a flying machine with wings and motors

Using the glossary above, fill in the blanks with the word that has the correcr meaning.     

A mixture of several gases _________ A flying machine with the wings and motor _____________ The spraying of water into the air to remove unpleasant odors and tastes. ______________ Movable flaps on each side of the wings of an airplane. _________________ A boy or a girl between the ages of 12-18 ______________

Ask: How are words arranged in the glossary? (in alphabetical order) What words are found in the glossary? (the difficult and unusual words used in the book) What information does a glossary provide? (it gives the meanings of words as used in the selections)

D. Guided Practice Read the glossary below. Glossary Airport – A place where airplanes land and take off. Air pressure – the force of air upon all surfaces. Amphibians – animals that live both on land and water Anopheles – a kind of mosquito that carries malaria germs. Antennae – feelers of the head of insects and some other animals Appendicitis – an inflammation of the appendix Fill in the blanks with the correct answer. Aquatic animals – animals that live in water 1. ____________ is a kind of mosquito that carries malaria. 2. ____________ is a place where airplanes land and take off. 3. Feelers on the head of insects or another animals are called ____________. 4. Animals that live both in land and in water are called _____________.

5. Animals that live in water are called _____________. 6. _____________ is the force of air upon all surfaces. 7. An inflammation of the appendix is called ______________.

E.Independent Practice Read the glossary below. Glossary Fish hatchery- a place where eggs of fish are artificially hatched. Fishery - a fishing ground. Force – a push of a pull. Friction – the rubbing of one thing against another Fry – the young of a fish. Fill the blanks with the correct words. 1. A fishing ground is called _____________. 2. A push or a pull is called _____________. 3. ___________ is rubbing of one thing against another. 4. __________ is the young of a fish. 5. __________ is a place where eggs of fish are artificially hatched.

F. Closure What is a glossary and its function?

IV.

Evaluation Read the glossary below. Glossary

    

mahogany /ma-‘hag-a-ni/ (n.) – any of the various tropical trees with reddish wood used in furniture naive /nu -‘ev/ (adj.) – marked by unaffected simplicity naphthalene /’naph-tha-lin/ (n.) – crystalline hydrocarbon octave /’ak-tav/ (adj.) – a stanza or poem of eight lines octopus /’ak-ta-pas/ (n.) any of the various sea mollusks having eight muscular arms with two rows of suckers.

Study this partial list froma glossary. Answer the questions below. 1. How many syllables does thge word mahogany have? A. 1 B. 2 C. 3 2. What does naive mean? A. brave B. complex C. fair 3. A stanza or poem of eight lines is a/an ________________. A. musical score B. octave C. song 4. How are the words in the glossary arranged? A. alphabetically B. By importance C. by topics chronologically 5. Which word has two syllables? A. indefinite B. magnitude C. mahatma

D. 4 D. simple D. verse D.

D. Octave

Day 4 I.

Objective Compose clear and coherent sentences using appropriate grammatical structures

II.

Subject Matter Topic: Irregular Nouns and Verb Agreement Materials: pictures, charts Reference: Curriculum Guide Code: EN5SS-IIc-1.4 http://www.humber.ca/liberalarts/sites/default/files/SV1.pdf http://grammarist.com/grammar/irregular-plural-nouns/ https://www.google.com.ph/search?rlz=1C1VSNG_

III.

Learning Activities A. Setting the Stage Look at the pictures and think of a word that best describe it.

Say: Last time we have discussed about irregular nouns. Again, what are irregular nouns? What are other examples of irregular nouns? Very good! Now, we will discuss all those nouns as we move on with the lesson.

B. Explaining the students what to do Today, we are going to compose sentences using appropriate grammatical structures: the subject (irregular nouns) + verb agreement. One of the basic rule for subject + verb agreement is singular subjects must have singular verbs. Plural subject takes plural verb.

C. Modeling Let us take a look at the sentences below. 1. Singular: The man in the room is making me nervous Plural: The men in the room are making me nervous. 2. Singular: The woman in my reading club is a very good friend of mine. Plural: The women in my reading club are very good friends of mine. 3. Singular: My chilld is playing outside. Plural: My children are playing outside Say: The irregular nouns used in the sentences are: Singular subjects

Plural subjects

Man

Men

Woman

Women

Child

Children

Say: As you can see above, when the subject is an irregular noun, we still do not need to add an –s ending on the verb, since the subject is still plural even though it does not end in –s. The basic rule for noun-verb agreement that we use is.. Rule: The number of the noun (singular or plural) determines the form of the verb. Here are some of the irregular nouns that we can use in sentence

D. Guided Practice Divide the class into four groups.Each group will choose a leader. The teacher will discuss the standards in doing an activity. Direction: Study the word list. Then choose 5 irregular nouns from the list and use those words in sentences. WORD LIST people

foot

tooth

leaves

E. I wife life bacteria dwarf n d cactus alumni data firemen e p endent Practice Choose a partner. The word list contains irregular nouns. Choose two words from the list and use it in a sentence together with you partner.

WORD LIST children

goose

mice

self

syllabus

thesis

wolf

zero

half

memorandum shelves thief

IV.

Evaluation Compose clear and coherent sentences using the words below.

Policeman

feet

Fish

mouse

knives

Day 5 I.

Objective VC: Determine images/ ideas that are explicitly used to influence viewers (stereotypes, point of view, propaganda) WC:Write paragraphs showing cause and effect

II.

Subject Matter Topic: Images/ideas that are explicitly used to influence viewers (stereotypes, point of view, propaganda) Materials: Video,cartolina

III.

Reference: Curriculum Guide Code: EN5VC-IIc-7,EN5VC-IIc-7.1, EN5VC-IIc-7.2, EN5VC-IIc-7.3 https://www.youtube.com/watch?v=lsrUfmOAUx8 http://examples.yourdictionary.com/stereotype-examples.html http://examples.yourdictionary.com/examples-of-propaganda.html http://literarydevices.net/point-of-view/ Learning Activities

A. Setting the Stage Who among you are fond of watching television? What are some of the commercials/tv shows that you usually watch in the television? What can you say about these commercials/ tv shows that you have watched? Are they useful to our day-to-day activities? B. Explaining the Students what to do At this point, we will discuss the images/ ideas that are explicitly used to influence viewers such as the stereotypes, point of view and propaganda. C. Modeling The teacher will show the video of a cat watching television show and the influence of this video to this cat. Questions: What can you say about the video? What did you notice about the cat? What is the influence of this video to the cat? Why do you think he is imitating what is in the video? If you were the cat, would you do the same? Why? Say: There are other factors that influence viewers. 1. Stereotypes – this is the belief that all people within the same racial, ethnic, or cultural group will act alike and share the same beliefs and attitudes. Stereotypes ignore individual identity. This is a type of discrimination. An exaggerated belief that can be positive or negative but generalizes without allowing for differences. Common Examples of Stereotypes: Racial Profiling One of the more common stereotype examples is stereotypes surrounding race. For example, saying that all Blacks are good at sports is a stereotype, because it’s grouping the race together to indicate that everyone of that race is a good athlete.

Gender Profiling There are also some common stereotypes of men and women, such as:      

Men are strong and do all the work. Men are the "backbone." Women aren't as smart as a man. Women can’t do as good of a job as a man. Guys are messy and unclean. Men who spend too much time on the computer or read are geeks.

Cultures Stereotypes also exist about cultures an countries as a whole. Stereotype examples of this sort include the premises that:       

All white Americans are obese, lazy, and dim-witted. Homer Simpson of the TV series The Simpsons is the personification of this stereotype. Mexican stereotypes suggest that all Mexicans are lazy and came into America illegally. All people who live in England have bad teeth. Italian or French people are the best lovers. All Blacks outside of the United States are poor. All Jews are greedy. All Asians are good at math. All Asians like to eat rice and drive slow. . Groups of Individuals A different type of stereotype also involves grouping of individuals. Skaters, Goths, Gangsters, and Preps are a few examples. Most of this stereotyping is taking place in schools. For example:

      

Goths wear black clothes, black makeup, are depressed and hated by society. Punks wear mohawks, spikes, chains, are a menace to society and are always getting in trouble. All politicians are philanders and think only of personal gain and benefit. Girls are only concerned about physical appearance. All blonds are unintelligent. Only anorexic women can become models. The elderly have health issues and behave like children. Sexual Stereotypes Sexual stereotypes, on the other hand, suggest that any feminine man is gay and any masculine woman is a lesbian. Those who believe gay stereotypes may also believe that homosexuality is immoral, wrong and an abomination.

2. Propaganda -information, especially of a biased or misleading nature, used to promote or publicize a particular political cause or point of view.

Common Examples of Propaganda 

Overstating participation - The concept of "Get on the Bandwagon" is appealing to a huge number of people by finding common threads, like religion, race, or vocation. The theme here is "everyone else is doing it, and so should you." Building false images - Presidents try to appear to be “common folks” but they really aren’t. Examples are Bill Clinton eating at McDonald’s or Ronald Reagan chopping wood. Creating a false dilemma - An example of false dilemma is where two choices are offered as if they are the only two options. For example, a president saying in order to reduce the deficit, we have to either tax the wealthy more or ask seniors to pay more for Medicare. Misquoting - By taking a quote out of context a false impression can be given to the reader or listener. For the film Live Free or Die Hard, Jack Mathews was quoted as saying, “Hysterically...entertaining.". The real quote is, "The action in this fast-paced, hysterically overproduced and surprisingly entertaining film is as realistic as a Road Runner cartoon."







3. Point of View – it is the angle of considering things, which shows us the opinion, or feelings of the individuals involved in a situation. Common Examples of Point of View 

First person singular: “I had the craziest night last night! I’ll tell you all about it.”



First person plural: “New York was great. We went to the Statue of Liberty, we walked around Central Park, and we ate fantastic food. It’s our favorite city.”



Third person: “My grandfather was a pilot in the war, and one time he survived a terrible crash.”

D. Guided Practice Read the statements below and determine if it is influenced by stereotypes, propaganda or point of view. __________1. Promising happiness - Selling happiness is a concept used in ads, such as a well-liked actor will explain why you need to buy a product in order to solve a problem. __________ 2. Girls are not good at sports. __________ 3. All Americans are generally considered to be friendly, generous, and tolerant, but also arrogant, impatient, and domineering. __________ 4. Sometimes you cannot clearly discern between anger and frustration __________ 5. Building a mental image - A politician will present an image of what the world would be like with immigration or crime so that the voters will think of that image and believe that voting for him will reduce that threat.

E. Independent Practice Read the statements below and determine if it is influenced by stereotypes, propaganda or point of view.Write S – if it is stereotype, P – for propaganda, and PV – for point of view. __________ 1. All Arabs and Muslims are terrorists. __________ 2. Assertion - This is presenting a fact without any proof, as in “This is the best cavity-fighting toothpaste out there.” __________ 3. Generating fear - Fear is generated to change people’s behavior. An ad will show a bloody accident then remind people to wear their seatbelts. __________ 4. “I felt like I was getting drowned with shame and disgrace.” __________ 5. Name calling - An example of name calling would be: "My opponent is an alcoholic" F. Closure What are the factors that explicitly influence the viewers? How do they influence the viewers?

IV.

Evaluation A. Determine the factors that influenced the viewers. 1. Using slogans - If a slogan is repeated enough times, eventually the public will come to believe it. 2. All children don't enjoy healthy food. 3. All Irish people are drunks and eat potatoes. 4. All teenagers are rebels. 5. Appealing to tradition - Good feelings are generated by the thoughts of certain goods and actions, and are frequently included in advertisements such as: "Baseball, apple pie, and Chevrolet." B. Write paragraphs about the cause and effect of the television shows and socials medias to the viewers.

QUARTER 2 Week 3 Day 1 V.

Objective LC: Identify informational text – types RC: Distinguish text – types according to purpose OL:Ask questions to check understanding of information presented A: Show tacfulness when communicating with others

VI.

Subject Matter Topic: Informational Text - Types Materials: Puzzle, Paragraphs, Diagram Reference: Curriculum Guide Code: EN5LC-IIc-3.19, EN5RC-IIc-3.2.1,EN5OL – IIc-1.3.1, EN5A-IIc-17 http://www.cpalms.org/Public/PreviewResourceLesson/Preview/43898 https://www.google.com.ph/search?q=puzzle http://www.esc4.net/users/0223/docs/highschool2_typesoftextstructur esininformationalte xts. https://www.google.com.ph/search?q=informational+text+types

VII.

Learning Activities

G. Setting the Stage Pupils will arrange the given puzzle to get the two exact words.

I N

A

F R

T

M

A

T

N

O

O

I

A

L

T

X

E

Answer: INFORMATIONAL TEXT H. Explaining the Student What to do Our lesson for today is aboutinformational text and its types. Informational text are text that provide factual information to readers.

Types: 

Description- Sensory and descriptive details that help the reader visualize information. Ask yourself: what specific person, place, thing, or idea is being described. Description shares the who, what, when, where, why or how of a topic/subject. Clue words are such as, for instance, in addition, also, specifically.



Sequence- Presents events in a sequence from beginning to end, or organizes how-to text in a series of directions. Look for steps or references to time such as dates. Clue words are first, second, third, then, next, before, after, and finally.



Compare and Contrast- Comparisons are used to describe ideas. Ask yourself: what is being compared? Clue words are similar, same, alike, unlike, and different.



Cause and Effect- Descriptions of events and the reasons (causes) for why the event happened. Ask yourself: What happened and why did it happen? Clue words are since, because, if, due to, as a result of , causes, leads to, and therefore.



Problem and Solution-The text introduces a problem and presents one or more solutions. Ask yourself: What is the problem and what is the solution? Clue words are problem, issue, since, as a result, and idea.

I.

Modeling Pupils will listen to the parangraph below and answers the questions orally.

Questions: 6. What is the topic of the paragraph?

7. What does cyber bullying includes? 8. Who is the writer of the paragraph? 9. What do you think is the type of informational text being used in tha paragraph? 10. How do you say so that this is a descriptive text?

Say: In order to easily identify the types of informational text, take note of the diagram below.

J. Guided Practice Pupils will readthe paragraph and identify the type of text used. 3.

4.

K. Independent Practice Arrange the jumbled letters to get the exact word. Answer it orally. USECA NDA FECFET - Descriptions of events and the reasons (causes) for why the event happened. QESUECEN - Presents events in a sequence from beginning to end SDPCTNEIIOR

- Sensory and descriptive details

L. Closure What is informational text? What are the types of informational text? VIII.

Evaluation C. Listen to the ff. And tell the types of informational text being used.

1.

2.

D. Read the descriptions and identify the type of informational text. 1.

2.

4.

3.

5.

Day 2 J. Objective V: Identify different meanings of content specific words (denotation and connotation) A: Show tactfulness when communicating with others IV.

Subject Matter Topic: Identifying different meaning of content specific words (denotation and connotation) Materials: Pictures,Story, dictionary Reference: Curriculum Guide Code: EN5V-IIc20.1.1, EN5V-IIc-20.2.1, EN5A-IIc-17 http://literarydevices.net/denotation/ http://allaboutfrogs.org/stories/boys.html https://www.google.com.ph/search?q=frog+and+boys+clipart

http://examples.yourdictionary.com/examples-of-connotativewords.html

V.

Learning Activities F. Setting the Stage Have you seen a frog? What are the characteristics of a frog? Size? Color? What is its contribution to our environment? G. Explaining the Students What to do Our lesson is about identifying the meaning of content specific words through denotation and connotation Let me define first denotation and connotation. Denotation is generally defined as literal or dictionary meanings of a word in contrast to its connotative or associated meanings. Connotation refers to a meaning that is implied by a word apart from the thing which it describes explicitly. Words carry cultural and emotional associations or meanings in addition to their literal meanings or denotations. H. Modeling The teacher will read a story to the pupils. The Boys and the Frogs Some boys, playing near a pond, saw a number of Frogs in the water and began to pelt them with stones. They killed several of them, when one of the Frogs, lifting his head out of the water, cried out: "Pray stop, my boys: what is sport to you, is death to us."

Say: As a continuation, He wanted to save other frogs but he has a problem. He needs to identify the connotative meanings of the words in the leaves in order to save other frogs. Do you want to help the frog in saving other lives? You need to answer the problems below.

LEAFING FROG

weather

factScience

observe

environment

Possible answer: Connotation: 

Observe – to see



Environment-the air, water, organisms, and other natural resources that surround us.



Science- a conclusion



Fact – reality



Weather- sky and wind conditon

Say: What you have answered are the connotations of the given words related to science baesd on your own understanding. Here are the denotation or their meanings from the dictionary. 

Observe -notice or perceive (something) and register it as being significant.



Environment - the surroundings or conditions in which a person, animal, or plant lives or operates.



Science refers to a system of acquiring knowledge. This system uses observation and experimentation to describe and explain natural phenomena.



Fact -a piece of information used as evidence or as part of a report or news article.



Weather the state of the atmosphere at a given time and place, with respect to variables such as temperature, moisture,wind velocity, and barometri c pressure.



Other examples: Connotation A dove implies peace or gentility.





A dog connotes shamelessness or an ugly face.





Politician has a negative connotation of wickedness and insincerity while statesperson connotes sincerity.



I.

Guided Practice

Denotation a stocky seed- or fruit-eating bird with a small head, short legs, and a cooing voice. a domesticated carnivorous mammal that typically has a long snout, an acute sense of smell, and a barking, howling, or whining voice. a person who is professionally involved in politics, especially as a holder of or a candidate for an elected office.

Below are groups of words which are often used to describe people. What are the connotations of the words?Underline your answer. 11. Childlike - Youthful, Childish, Young 12. Disabled, - Crippled, Handicapped, Retarded 13. Relaxed - Laid-back, Lackadaisical, Easy-going 14. Slim - Skinny, Slender, Thin 15. Cheap - Frugal, Miserly, Economical 16. Young - Immature, Juvenile, Youthful 17. Inquisitive - Interested, Curious, Convivial 18. Confident - Secure, Proud, Egotistical 19. Lovely - Knockout, Beautiful, Stunning 20. Talkative - Conversational, Chatty, Nosy J. Independent Practice Match the words in Column A with the denotation meaning in Column B. (Using your dictionary) Column A 1. Age celled life form. 2. Adaptation being adapted. 3. Culture human intellectual 4. Gender collectively. 5. Organism lived

Column B A. an individual animal, plant, or singleB. the action or process of adapting or C. the arts and other manifestations of achievement regarded D. the length of time that a person has or a thing has existed. E.the state of being male or female

IV. Evaluation A. Identify the connotation of the given words. 1. Home A.suggests family, comfort and security. B. the place where one lives permanently, especially as a member of a family or household.

2. Mom and Dad’ A. a father or mother or parents B. Mom and Dad when used in place of mother and father connote loving parents.

3. Pushy A. excessively or unpleasantly self-assertive or ambitious. B. refers to someone loud-mouthed and irritating. B. Identify the denotation of the given words. 4. Love A. an intense feeling of deep affection. B. Symbol of affection 5. Hope A. a feeling of expectation and desire for a certain thing to happen B. faith

Day 3 J.

Objective SS: Gather relevant information from the glossary F: Read with automaticity grade level frequently occurring content area words

V.

Subject Matter Topic: Glossaries Materials: Picture, cartolina Reference: Curriculum Guide ,Lesson Guide V page 164 Code: EN5SS-IIc-1.4, EN5F-IIc-1.8.1 Learning Activities

VI.

G. Setting the Stage

What are the different parts of a book? Tell something about each part of the book. H. Explaining the students What to do Today we are going to learn about the glossary. It is a dictionary found in some books. It is located at the back and it is where the difficult and unusual words used in the book are listed alphabetically. It gives the meanings of those words as used in the selections. I.

Modeling Let us study the glossary below.

Glossary Adolescent – a boy or a girl between the ages of 12-18 when there is a great physical change in the body. Aeration – the spraying of water into the air to remove unpleasant odors and tastes. Ailerons – Movable flaps on each side of the wings of an airplane. Air- A mixture of several gases. Airplane –a flying machine with wings and motors

Using the glossary above, fill in the blanks with the word that has the correcr meaning.     

A mixture of several gases _________ A flying machine with the wings and motor _____________ The spraying of water into the air to remove unpleasant odors and tastes. ______________ Movable flaps on each side of the wings of an airplane. _________________ A boy or a girl between the ages of 12-18 ______________

Ask: How are words arranged in the glossary? (in alphabetical order) What words are found in the glossary? (the difficult and unusual words used in the book) What information does a glossary provide? (it gives the meanings of words as used in the selections)

J. Guided Practice Read the glossary below. Glossary Airport – A place where airplanes land and take off. Air pressure – the force of air upon all surfaces. Amphibians – animals that live both on land and water Anopheles – a kind of mosquito that carries malaria germs. Antennae – feelers of the head of insects and some other animals Appendicitis – an inflammation of the appendix Aquatic animals – animals that live in water

Fill in the blanks with the correct answer. 8. ____________ is a kind of mosquito that carries malaria. 9. ____________ is a place where airplanes land and take off. 10. Feelers on the head of insects or another animals are called ____________. 11. Animals that live both in land and in water are called _____________. 12. Animals that live in water are called _____________. 13. _____________ is the force of air upon all surfaces. 14. An inflammation of the appendix is called ______________.

K. Independent Practice Read the glossary below. Glossary Fish hatchery- a place where eggs of fish are artificially hatched. Fishery - a fishing ground. Force – a push of a pull. Friction – the rubbing of one thing against another Fry – the young of a fish.

Fill the blanks with the correct words. 6. A fishing ground is called _____________. 7. A push or a pull is called _____________. 8. ___________ is rubbing of one thing against another. 9. __________ is the young of a fish. 10. __________ is a place where eggs of fish are artificially hatched.

L. Closure What is a glossary and its function? VII.

Evaluation

Read the glossary below.

Glossary     

mahogany /ma-‘hag-a-ni/ (n.) – any of the various tropical trees with reddish wood used in furniture naive /nu -‘ev/ (adj.) – marked by unaffected simplicity naphthalene /’naph-tha-lin/ (n.) – crystalline hydrocarbon octave /’ak-tav/ (adj.) – a stanza or poem of eight lines octopus /’ak-ta-pas/ (n.) any of the various sea mollusks having eight muscular arms with two rows of suckers. Study this partial list froma glossary. Answer the questions below. 6. How many syllables does thge word mahogany have? B. 1 B. 2 C. 3 7. What does naive mean? B. brave B. complex C. fair 8. A stanza or poem of eight lines is a/an ________________. B. musical score B. octave C. song 9. How are the words in the glossary arranged? B. alphabetically B. By importance C. by topics chronologically 10. Which word has two syllables? C. indefinite B. magnitude C. mahatma

D. 4 D. simple D. verse D.

D. Octave

Day 4 J.

V.

Objective Compose clear and coherent sentences using appropriate grammatical structures Subject Matter Topic: Irregular Nouns and Verb Agreement Materials: pictures, charts Reference: Curriculum Guide Code: EN5SS-IIc-1.4 http://www.humber.ca/liberalarts/sites/default/files/SV1.pdf http://grammarist.com/grammar/irregular-plural-nouns/ https://www.google.com.ph/search?rlz=1C1VSNG_

VI.

Learning Activities F. Setting the Stage Look at the pictures and think of a word that best describe it.

Say: Last time we have discussed about irregular nouns. Again, what are irregular nouns? What are other examples of irregular nouns? Very good! Now, we will discuss all those nouns as we move on with the lesson.

G.Explaining the students what to do Today, we are going to compose sentences using appropriate grammatical structures: the subject (irregular nouns) + verb agreement. One of the basic rule for subject + verb agreement is singular subjects must have singular verbs.

Plural subject takes plural verb.

H. Modeling Let us take a look at the sentences below. 4. Singular: The man in the room is making me nervous Plural: The men in the room are making me nervous. 5. Singular: The woman in my reading club is a very good friend of mine. Plural: The women in my reading club are very good friends of mine. 6. Singular: My chilld is playing outside. Plural: My children are playing outside Say: The irregular nouns used in the sentences are: Singular subjects

Plural subjects

Man

Men

Woman

Women

Child

Children

Say: As you can see above, when the subject is an irregular noun, we still do not need to add an –s ending on the verb, since the subject is still plural even though it does not end in –s. The basic rule for noun-verb agreement that we use is.. Rule: The number of the noun (singular or plural) determines the form of the verb. Here are some of the irregular nouns that we can use in sentences:

I.

Guided Practice Divide the class into four groups.Each group will choose a leader. The teacher will discuss the standards in doing an activity. Direction: Study the word list. Then choose 5 irregular nouns from the list and use those words in sentences. WORD LIST people

foot

tooth

leaves

wife

life

bacteria

dwarf

cactus

alumni

data

firemen

J. Independent Practice Choose a partner. The word list contains irregular nouns. Choose two words from the list and use it in a sentence together with you partner.

WORD LIST children

goose

mice

self

syllabus

thesis

wolf

zero

half

memorandum shelves thief

VII.

Evaluation Compose clear and coherent sentences using the words below.

Policeman

feet

Fish

mouse

knives

Day 5 V.

Objective VC: Determine images/ ideas that are explicitly used to influence viewers (stereotypes, point of view, propaganda) WC:Write paragraphs showing cause and effect

VI.

Subject Matter Topic: Images/ideas that are explicitly used to influence viewers

(stereotypes, point of view, propaganda) Materials: Video,cartolina Reference: Curriculum Guide Code: EN5VC-IIc-7,EN5VC-IIc-7.1, EN5VC-IIc-7.2, EN5VC-IIc-7.3 https://www.youtube.com/watch?v=lsrUfmOAUx8 http://examples.yourdictionary.com/stereotype-examples.html http://examples.yourdictionary.com/examples-of-propaganda.html http://literarydevices.net/point-of-view/ VII.

Learning Activities

G. Setting the Stage Who among you are fond of watching television? What are some of the commercials/tv shows that you usually watch in the television? What can you say about these commercials/ tv shows that you have watched? Are they useful to our day-to-day activities? H. Explaining the Students what to do At this point, we will discuss the images/ ideas that are explicitly used to influence viewers such as the stereotypes, point of view and propaganda. I.

Modeling The teacher will show the video of a cat watching television show and the influence of this video to this cat. Questions: What can you say about the video? What did you notice about the cat? What is the influence of this video to the cat? Why do you think he is imitating what is in the video? If you were the cat, would you do the same? Why? Say: There are other factors that influence viewers. 4. Stereotypes – this is the belief that all people within the same racial, ethnic, or cultural group will act alike and share the same beliefs and attitudes. Stereotypes ignore individual identity. This is a type of discrimination. An exaggerated belief that can be positive or negative but generalizes without allowing for differences. Common Examples of Stereotypes: Racial Profiling One of the more common stereotype examples is stereotypes surrounding race. For example, saying that all Blacks are good at sports

is a stereotype, because it’s grouping the race together to indicate that everyone of that race is a good athlete.

Gender Profiling There are also some common stereotypes of men and women, such as:      

Men are strong and do all the work. Men are the "backbone." Women aren't as smart as a man. Women can’t do as good of a job as a man. Guys are messy and unclean. Men who spend too much time on the computer or read are geeks.

Cultures Stereotypes also exist about cultures an countries as a whole. Stereotype examples of this sort include the premises that:       

All white Americans are obese, lazy, and dim-witted. Homer Simpson of the TV series The Simpsons is the personification of this stereotype. Mexican stereotypes suggest that all Mexicans are lazy and came into America illegally. All people who live in England have bad teeth. Italian or French people are the best lovers. All Blacks outside of the United States are poor. All Jews are greedy. All Asians are good at math. All Asians like to eat rice and drive slow. . Groups of Individuals A different type of stereotype also involves grouping of individuals. Skaters, Goths, Gangsters, and Preps are a few examples. Most of this stereotyping is taking place in schools. For example:

      

Goths wear black clothes, black makeup, are depressed and hated by society. Punks wear mohawks, spikes, chains, are a menace to society and are always getting in trouble. All politicians are philanders and think only of personal gain and benefit. Girls are only concerned about physical appearance. All blonds are unintelligent. Only anorexic women can become models. The elderly have health issues and behave like children. Sexual Stereotypes Sexual stereotypes, on the other hand, suggest that any feminine man is gay and any masculine woman is a lesbian. Those who believe gay stereotypes may also believe that homosexuality is immoral, wrong and an abomination.

5. Propaganda -information, especially of a biased or misleading nature, used to promote or publicize a particular political cause or point of view.

Common Examples of Propaganda 

Overstating participation - The concept of "Get on the Bandwagon" is appealing to a huge number of people by finding common threads, like religion, race, or vocation. The theme here is "everyone else is doing it, and so should you." Building false images - Presidents try to appear to be “common folks” but they really aren’t. Examples are Bill Clinton eating at McDonald’s or Ronald Reagan chopping wood. Creating a false dilemma - An example of false dilemma is where two choices are offered as if they are the only two options. For example, a president saying in order to reduce the deficit, we have to either tax the wealthy more or ask seniors to pay more for Medicare. Misquoting - By taking a quote out of context a false impression can be given to the reader or listener. For the film Live Free or Die Hard, Jack Mathews was quoted as saying, “Hysterically...entertaining.". The real quote is, "The action in this fast-paced, hysterically overproduced and surprisingly entertaining film is as realistic as a Road Runner cartoon."







6. Point of View – it is the angle of considering things, which shows us the opinion, or feelings of the individuals involved in a situation. Common Examples of Point of View 

First person singular: “I had the craziest night last night! I’ll tell you all about it.”



First person plural: “New York was great. We went to the Statue of Liberty, we walked around Central Park, and we ate fantastic food. It’s our favorite city.”



Third person: “My grandfather was a pilot in the war, and one time he survived a terrible crash.”



J. Guided Practice Read the statements below and determine if it is influenced by stereotypes, propaganda or point of view. __________1. Promising happiness - Selling happiness is a concept used in ads, such as a well-liked actor will explain why you need to buy a product in order to solve a problem. __________ 2. Girls are not good at sports. __________ 3. All Americans are generally considered to be friendly, generous, and tolerant, but also arrogant, impatient, and domineering. __________ 4. Sometimes you cannot clearly discern between anger and frustration __________ 5. Building a mental image - A politician will present an image of what the world

would be like with immigration or crime so that the voters will think of that image and believe that voting for him will reduce that threat. K. Independent Practice Read the statements below and determine if it is influenced by stereotypes, propaganda or point of view.Write S – if it is stereotype, P – for propaganda, and PV – for point of view. __________ 1. All Arabs and Muslims are terrorists. __________ 2. Assertion - This is presenting a fact without any proof, as in “This is the best cavity-fighting toothpaste out there.” __________ 3. Generating fear - Fear is generated to change people’s behavior. An ad will show a bloody accident then remind people to wear their seatbelts. __________ 4. “I felt like I was getting drowned with shame and disgrace.” __________ 5. Name calling - An example of name calling would be: "My opponent is an alcoholic" L. Closure What are the factors that explicitly influence the viewers? How do they influence the viewers?

VIII.

Evaluation A. Determine the factors that influenced the viewers. 1. Using slogans - If a slogan is repeated enough times, eventually the public will come to believe it. 2. All children don't enjoy healthy food. 3. All Irish people are drunks and eat potatoes. 4. All teenagers are rebels. 5. Appealing to tradition - Good feelings are generated by the thoughts of certain goods and actions, and are frequently included in advertisements such as: "Baseball, apple pie, and Chevrolet." D. Write paragraphs about the cause and effect of the television shows and socials medias to the viewers.

Week 5 I.

Objectives A. Expressive Objectives 1. Observe politeness at all times 2. Show tactfulness when communicating others B. Instructional Objectives Listening Comprehension Distinguish fact from opinion Oral Language Respond to ideas and opinions after reflection Vocabulary Development Identify different meanings of content specific words( denotation and connotation) Reading Comprehension Distinguish text-types according to purpose ( To recall a series of events/ information ) Oral Reading Fluency Read with automaticity grade level frequently occurring content area words Study Strategy Research Gather relevant information from various sources ( Thesaurus ) Grammar Compose clear and coherent sentences using appropriate grammatical structures; ( Kinds of Adjectives ) Writing / Composition Revise writing for clarity ( punctuation marks ,signal words ) Viewing Determine images/ideas that are explicitly used to influence viewers( Point of view ) Attitude Observe politeness at all times Show tactfulness when communicating with others

II.

Subject Matter A. Topics 1. Fact and Opinion 2. Recalling Series of Events/ Information 3. Relevant Information from Various Sources ( Thesaurus ) 4. Denotation and Connotation 5. Kinds of Adjectives B. Materials  Story,article  Books  Thesaurus Procedure

III. Day 1

I.

II.

III.

Objectives 1. Distinguish fact from opinion 2. Respond to ideas and opinions after reflection 3. Determine images/ideas that are explicitly used to influence viewers Subject Matter Topic: Fact and Opinion Materials: Charts/paragraph Reference: EN5LC-IIe-2.10 English for All Times Language 5 p. 246-247 Focused Skill:Distinguishing Value: Love for animals Procedure A. Setting the Stage Game: Pick out a strip with a statement stating a fact or an opinion inside the box. Those who picked a fact should post on the right side of the board and to those who picked an opinion should post on the left side of the board.  All people can dance.  Jose Rizal is our National Heroes.  Plants and animals are living things.  Food is one of the basic needs in order to live. B. Explaining the students What to Do Say: Today we discuss about distinguishing fact and opinion.  A fact is a statement which experiences and experiments have proven to be true.It is directly observable.  An opinion is a view or guess which may or may not be true.It tells what someone thinks or feel about something. It can be verified but only indirectly. C. Modeling The teacher will read the paragraphs. a. Bryan works with animals. In fact, he spends every spare moment in a neighborhood pet store. After school, he helps feed the animals and clean their cages. He spends a lot of time training the animals so that they get along with people. b. Bryan believes that being a veterinarian and working with animals would be a wonderful thing for him to do when he grows up. He thinks he will become an excellent veterinary doctor in the future. Say: Which paragraph expresses truth of facts? ( a) - The sentences in a express facts.These can be proven true and can be verified. Say: Which paragraph expresses a view or a belief? (b) -

These sentences express opinion.They tell what someone thinks or believes. D. Guided Practice

The teacher will present new sentences to the pupils and to distinguish if the sentence is fact or opinion. 1. Mayor Rodrigo Duterte is our new elected president. 2. Sun is the center of the solar system. 3. One week is composed of five days. 4. Health is wealth. 5. We don’t need food in order to live. E. Independent Practice Group Activity Group 1: Arranging the sentences in the table. Group 2: Article Reading. Group 3: Reflection

IV.

F. Closure Differentiate a fact from opinion. Evaluation Direction: Write F if statement is a fact and O if the statement is an opinion. 1. The Pasig River connects Laguna Bay and Manila Bay. 2. We have a common national language- Filipino. 3. Many foreign countries are far better than our country. 4. The Philippines is known to be the pearl of the Orient Seas with 7,107 islands. 5. Computers will soon replace teachers and books inside the classroom.

Day 2 I.

Objectives 1. Distinguish text – types according to purpose - To recall a series of events / information 2. Read with automaticity grade level frequently occurring content area words

II.

Subject Matter Topic: Recalling Series of Events / Information Materials: chart,article,information, sequence map Reference: EN5RC-IIe-3.2.2 Developing Reading Power 5 p.77-79 Reading Power Worktext 5 p. 19-21 Focused Skill:Distinguishing Value: Love for animals

III.

Procedure A. Setting the Stage

Class look at the picture. Do you have pets at home? Who among you have a pet cow at home? Can you describe your pet? B. Explaining the Students What to Do Today we are going to read information about The Cow’s Four Stomachs. After I was read the story you are going to recall a series of events/information . 

Events arranged in order help us in different ways. It is easier to understand a story remember it and tell it again if it is in order.The order in which things happen is what we call a sequence. Seeing ideas in sequence can help us remember things more easily.

C. Modeling Teachers read the information . The Cow’s Four Stomachs A cow has four stomachs ! It may sound unbelievable but it is true. A cow do not have ordinary digestive system. These animals do not have Upper front teeth. They eat grass by wrapping their tongue around it and pulling it from the ground .They have back teeth but they cannot chew the grass properly. Cow swallow grass without chewing up. When it is swallowed, the grass goes into the cow’s first stomach, called rumen. In the rumen, the grass is broken up by some digestive juices and forms into a ball. The ball of grass is called cud. The cow brings back the cud into its mouth. Then the cow chews the cud into a pulp with its back teeth and re-swallows it. After the cud is swallowed the second time, it goes into the cow’s second stomach called reticulum. The reticulum filters the food and takes out Out small stones or any non-food matter. Then the food goes into the cow’s third stomach called omasum. The orsum further filters the food. Any undigested food is sent back to the rumen. Then the cow chews it some more. The digested food from the omasum goes into the abomasum, the cow’s fourth stomach. The digested food becomes a part of the cow’s body. Say : Which is the first stage in digesting the cow’s food?

What does the cow do with the cud in its mouth ? What happens to the undigested food in the omasum ? What happens to the digested food in the abomasum ? Why Is any undigested food sent back to the rumen ? D. Guided Practice Number in order the stages in digesting the cow’s food. __ a. The cow chews the cud into pulp with its back teeth and re-swallow it. __b. The reticulum takes out any non-food matter in the pulp. __c. The unchewed grass is broken up by the digestive juices into a cud here. __d. The cow eats grass by wrapping its tongue against and pulling it from The ground. __e. Any undigested food is sent back to the rumen so it can be sent back to The mouth to be further chewed. __f. Then it swallows the grass without chewing it and sends to the rumen. __g. The cow brings back the cud into the mouth. __h. After the pulp is re-swallowed it goes to the reticulum. __i. The digested food in the reticulum is sent to the omasum. __j. From the omasum , the digested food is absorbed by the cow’s body. E. Independent Practice Group 1 Read the information below. Sequence the events by writing numbers1-4 on the lines according to how they happened in the story. Did you know that every drop of water makes a journey? This journey is called the water cycle. When water on the ground ( like in a puddle, lake or ocean ) is heated by the sun, the water changes into a gas, called water vapor. The water vapor rises up into the sky and then becomes part of a cloud. Wind carries the cloud across the sky. Water droplets begin to fall from the sky as rain, falling into puddles, lakes and oceans on the ground. ___ Wind carries the water in clouds. ___ Water is heated by the sun and forms water vapor. ___ Raindrops fall from the sky. ___ Water vapor rises into the sky.

Group 2

Use Sequence Map ___ Wind carries the water in clouds. ___ Water is heated by the sun and forms water vapor. ___ Raindrops fall from the sky. ___ Water vapor rises into the sky. Sequence Map

F. Closure What have you learned from today’s lesson? 

IV.

Events arranged in order help us in different ways. It is easier to understand a story remember it and tell it again if it is in order.The order in which things happenis what we call a sequence. Seeing ideas in sequence can help us remember things more easily.

Evaluation Read the short stories below. Sequence the events by writing 1-5 on the lines. Pia got off te train. Tita Susan ran over and gave her a big hug. “ I’m so glad you could spend the day with me here in Manila, “ Tita Susan said, smiling. Pia and Tita Susan left the train station and walked to the aquarium. After looking at all the sea creatures and watching the dolphin lion show, they headed to the mall for lunch and shopping. By five o’clock it was time for Pia’s two-hour train ride home. “ I had great fun. Thanks for spending the day with me, “said Pia as she got on the train. _____ Pia and Tita Susan went to the aquarium. _____ Pia’s train arrived in Manila. _____ Pia took the train home. _____ Pia and Tita Susan went to the mall.

_____ Pia and Tita Susan looking at all the sea creatures and watching dolphin lion show.

Day 3 I.

Objectives Gather relevant information from various sources ( Thesaurus )

II.

Subject Matter Topic: Relevant Information from Various Sources ( Thesaurus Materials: chart, article,concept mapping Reference: EN5SS-IIe-1.4 Reading Marvels 5 p. 15,p.36-37 Focused Skill:Gathering Value: Taking care of books.

III.

Procedure A. Setting the Stage Say: Class look at the picture.What kind of book is this?

Say: Class are you a book lover ? Do you know what is Thesaurus? Who among you have it? Can you describe the content of the Thesaurus? B. Explaining the Students What to Do Today we are going to learn about gathering relevant information from varioussources ( Thesaurus )

Say: What is Thesaurus? It is a book in which words that have the same or similar meanings are group together. C. Modeling

Read quickly as possible the words in each line.Circle those that are not in any way related to the key word. Follow the example below. Example: Synonyms

Antonyms

Pretty= charming attractive beautifulbeautifubeautifu;

Straight = long short crooked pretty

Say: Two words in each of the boxes are synonyms. Cross out the word which is not a synonym. 1.

Slim Slender plump

2.

Endless finite

entice

3.

noisy quiet

silent

Say: Read the words in each line. Circle the word that has the opposite meaning of the key word. 1. Fall = go rise color act cry 2. Lazy = honest brave hardworkingdeaf blind 3. Turn on = kill turn left turn off leave close

D. Guided Practice Group Activity using the Thesaurus Group 1 Use Graphic Organizer in gathering relevant information. Synonyms

begin sick

Group 2. Use Graphic Organizer .Gather two sample of antonyms and list the relevant information. Antonyms hhhhhororo oooo

E. Independent Practice a.Using the Thesaurus . List down two synonyms with the relevant ideas/information. b..Using the Thesaurus . List down two antonyms with the relevant ideas/information. F. Closure Today we learned about gathering relevant information from various sources ( Thesaurus ) Say: What is Thesaurus? It is a book in which words that have the same or similar meanings are group together. IV.

Evaluation A. Circle the word that has opposite meaning of the key word. 1. Love = hate laugh smile hate cry 2. Clever = plain pretty stupid close circle 3. Shout = jump play whisper crawl smile B. Box the word that has the same or similar meanings as the keyword. 4. Quickly = quiet fast rapid small swift 5. Polite = charming refined sweet courteous behave

Week 5 Day 4 I.

Objectives Identify different meanings of content specific word (denotation and connotation )

II. Subject Matter Topic: Denotation and Connotation Materials: chart, activity sheet Reference: EN5SS-IIe-20.1.2 Internet Focused Skill: Identifying Value: Awareness III. Procedure A. Setting the Stage Teacher post the example

Example #1 take rest. -

Jarold walked along the beach and decided to stop and

In the sentence above, what does the word ‘rest’ mean ?( Anyone at the first glance itself would say that ‘ rest ‘ is a period of relaxing, sleeping or doing nothing after a period of activity. -But class,is this a word confined to a single meaning? Can you guess the other meanings the word reflects? Look at this example ; Example # 2. Emily now lies at rest in the church yard.

-

Here the word ‘ rest’ to connote death.

B. Explaining the Students What to Do Today we are going to discuss about the denotation and connotation. Denotation of a Word To denote is to signify directly or refer to specifically. The denotation of a word refers to its literal meaning- the definition you find in the dictionary. In other words, denotative meaning of a word is its direct, explicit meaning. Example : Let us consider the word lamb. Lamb define a young sheep. It is the literal meaning of the word. Connotation of a Word To connote is to suggest a feeling or an idea in addition to literal meaning. Connotative meaning refers to the associations, images, and feelings that a word calls to mind in addition to its dictionary meaning. The connotation of a word emphasizes certain characteristics of specific information, or it reveals implied or hidden attitudes. As we discussed earlier the word ‘lamb’ denotes a young sheep. However, when it is compared with the characteristics of a person, the word ‘ lamb ‘ connotes innocence, gentleness or meekness. C. Modeling Look at the example. 1. Dumb a. Olivia was born deaf and dumb. -the word dumb means lacking the power of speech (denotation )

b. When the police questioned Carter , he acted dumb. - the word dumb in the sentence means condition of being stupid ( connotative ) 2. Greasy a. The detective found greasyfinger prints across the lens - Greasy means coated with oil or grease ( denotative ) b. Our neighbor Mark Parker is a greasy person. - Greasy means unappealing or undesirable ( connotative )

D. Guided Practice Exercises 1 Directions: Below are groups of words which are often used to describe people. What are the connotations of the words? 1. 2. 3. 4. 5.

Childlike, youthful, childish Disabled, crippled, handicapped Relaxed, laid-back Slim, skinny, slender, thin Cheap, frugal, miserly

Exercise 2 Directions: List down atleasttwo synonyms that have more positive connotations than the given word 1. Notorious 2. Fat 3. Politician 4. Fanatic 5. Reckless Exercises 3 Directions: Read the sentences below. Can you identify the words that have a negative connotation ? 1. Bedford is an uppity neighborhood, but the rents are cheap. 2. On my flight to Los Angeles, I sat next to this babe. She was absolutely stunning. 3. Every morning my neighbor takes his mutt to the park. It was barks loudly when leaving the building. 4. You need to be pushy when you are looking for a job. 5. Bob is quite vocal at every staff meeting. He always speaks.

E. Independent Practice

1. 2. 3. 4. 5.

Directions: For each of the following words or phrases, list at least two synonyms that have more negative connotations than the given word. Child Persistent A large group Scholarly Trusting

F. Closure Denotation of a Word To denote is to signify directly or refer to specifically. The denotation of a word refers to its literal meaning- the definition you find in the dictionary. In other words, denotative meaning of a word is its direct, explicit meaning. Connotation of a Word To connote is to suggest a feeling or an idea in addition to literal meaning. Connotative meaning refers to the associations, images, and feelings that a word calls to mind in addition to its dictionary meaning. The connotation of a word emphasizes certain characteristics of specific information, or it reveals implied or hidden attitudes.

IV. Evaluation Directions : For each pair of words and phrase, list the one that is positive in the “ Positive Connotation” category, the one that is negative in the “ Negative Connotation” category, and the phrase that is a more neutral definition for both words in the “ Denotation’ column. Your Choice 1. 2. 3. 4. 5.

Gaze, look, steadily stare Fragrance, odor, a smell sensed by the factory nerve Brainwash, persuade, influence one way or another Delayed, not on time, tardy Somewhat interested, nosy curious

POSITIVE CONNOTATION 1. 2.

DENOTATION

NEGATIVE CONNOTATION

3. 4. 5.

Week 5 Day 5 I.

Objectives Compose clear and coherent sentences using appropriate grammatical structures: - Kinds of Adjectives II. Subject Matter Topic: Kinds of Adjectives Materials: chart, activity sheet, pictures Reference: EN5G-IIe-5.3 Internet Focused Skill: Speaking Value: Thoughtfulness III. Procedure A. Setting the Stage Look at the pictures. What are the things in the pictures ? Describe each picture.

B. Explaining the Students What to Do Today we are going to discuss about the kinds of adjectives. 1. Descriptive Adjective – tell us about the kind or quality of a noun or pronoun. Example: good girl, hard work, long stick 2. Demonstrative Adjective- point out nouns. Example: thiscar ,that road , these men , such things 3. Interrogative Adjective - ask questions Example : which book ? , what answer ?, whose pen ? 4. Possessive Adjective- show possession. They are always followed by a noun. Example: my friend, her mother , your brother

5. Adjective of Number/ Quantity- tell how many or how much. Example : six balls, many people, more water, each person C. Modeling Directions: Read the paragraph below and learn how to write two or more adjectives before a noun. Answer the questions after the paragraph. Mother is getting ready for the birthday party of Sonia, her pretty little daughter. She will buy her two new yellow dresses for her birthday. She also plans to bake two big brown cakes. She will prepare five delicious dishes. Sonia will invite her classmates. Question to Answer : 1. Who is going to have a birthday party ? 2. What will mother buy her ? 3. What will mother bake ? 4. What will mother prepare ? How many adjectives are used ? What kind of adjectives used in the paragraph ? D. Guided Practice Exercises 1 Directions: Give as many adjectives as you can describe the following nouns. 1. girl 2. doll 3. father 4. school 5. baby Exercise 2 Directions: Use the following phrases in the sentences. 1. the three big girls 2. whose bag? 3. your cousin 4. these men 5. many foreigner Exercises 3 Directions: List atleast two samples of the following; 1. Possessive Adjectives 2. Descriptive Adjectives E. Independent Practice Directions: List examples each type of adjectives; Descriptive Demonstrative Interrogative Possessive Adj. Number

F. Closure 1. Descriptive Adjective – tell us about the kind or quality of a noun or pronoun. Example: good girl, hard work, long stick 2. Demonstrative Adjective- point out nouns. Example: thiscar ,that road , these men , such things 3. Interrogative Adjective - ask questions Example : which book ? , what answer ?, whose pen ? 4. Possessive Adjective- show possession. They are always followed by a noun. Example: my friend, her mother , your brother 5. Adjective of Number/ Quantity- tell how many or how much. Example : six balls, many people, more water, each person

IV. Evaluation Directions: Use the following phrases in the sentence. Tell what kind of adjectives is the sentences 1. his shoes…… 2. which book ?..... 3. new house……. 4.those toys……… 5. such stories………

Teacher’s Guide WEEK 6 I.

OBJECTIVES A. Expressive Objectives 1. Observe politeness at all times. 2. Show tactfulness when communicating with others B. Instructional Objectives

Oral Language Provide evidence to support opinion/ fact. Vocabulary Development Identify different meanings of content specific words (denotation and connotation) (Mathematics) Reading Comprehension Distinguish text – types according to purpose -

To explain

Oral Reading Fluency Read with automatically grade level frequently occurring content area words Study Strategy Research Gather relevant information from various sources -

Online references

Grammar Compose clear and coherent sentences using appropriate grammatical structures; -

Order of adjectives

Writing / Composition Write paragraphs showing -

Comparison and contrast Viewing Determine images/ ideas that are explicitly used to influence viewers.

Attitude Observe politeness at all times Show tactfulness when communicating with others II.

SUBJECT MATTER A. Topics 1. Literature/ The Little Prince 2. Fact or Opinion 3. Order of Adjectives 4. On line references 5. Text type according to purpose

6. Compare and Contrast B. Materials Curriculum Guide English Expressways Language 5 Pictures

Day 1 I.

Objectives 1. Compose clear and coherent sentences using appropriate grammatical structures; Order of adjectives 2. Observe politeness at all times. 3. Show tactfulness when communicating with others II. Subject Matter 4. Topics: Composing clear and coherent sentences using appropriate grammatical structures; Order of adjectives References: Curriculum Guide EN5G – Iif – 5.5/ EN5A – Iif- 16/ EN5 – Iif– 17 English Expressways Language 5 pp. 206 – 207 http://www.learnenglishfeelgood.com/esl_adjectiveorder4.html# Focused Skill: Writing/ Composing Value: Politeness

III. Procedure A. Setting the stage. Look at the picture. Describe it.

B. Explaining the Student What to Do? Say: Class our lesson for today is about ordering adjectives in a series. Let us read the selection about a mother preparing a birthday party for her daughter. Try to find out the adjectives used in the selection. C. Modeling Read the paragraph below and learn how to write two or more adjectives before a noun. Answer the questions after the paragraph. Mother is getting ready for the birthday of her pretty little daughter, Sonia. She will buy Sonia a new yellow dress and will bake two big round brown cakes. Sonia’s mother will also prepare five delicious dishes for visitors, classmates and friends. Questions: 1. Who is going to have a birthday party? 2. What will mother buy for her? 3. What will mother bake for her? 4. What will mother prepare for her? Read the answers you gave. 1. 2. 3. 4.

Pretty little Sonia will have birthday party. Mother will buy her a new yellow dress. Mother will bake two big round brown cakes. She will prepare five delicious dishes. In using adjectives in a series we must follow the pattern below. NUMBER QUALITY SIZE SHAPE COLOR pretty Little A new yellow Two Big round brown Five delicious

NOUN Sonia dress cakes dishes

D. Guided Practice Exercise1. Use the following phrases in sentences. 1. The three big baskets 2. The five pretty tall girls 3. Two white horses 4. Five ripe yellow mangoes 5. Six new thick red books

Exercise II. For each of the following sentences, choose the correct order of adjectives to fill in the blank. 1. I was thrilled to receive a __________________ book with my order. a. big, beautiful, leather-bound b. leather-bound, big, beautiful c. beautiful big leather-bound 2. His clown costume consists of a red nose, oversized shoes, and a ________________ jacket. a. Size 4X polka-dotted silk smoking b. polka-dotted silk smoking size 4X c. polka dotted size 4x silk smoking 3. I’ve been shopping for the perfect _______________ chopsticks. a. Japanese long sushi b. long Japanese sushi c. long sushi Japanese 4. He was wearing a ________ shirt. a. dirty old flannel b. flannel old dirty c. old dirty flannel 5. Pass me the ________ cups. a. plastic big blue b. big blue plastic c. big plastic blue

E. Independent Practice Exercise I. Arrange the adjectives in order to complete the sentence. 1. All the girls fell in love with the ________ teacher. (Handsome new American) 2. I used to drive ________ car. (An old German blue) 3. He recently married a ________ woman. (Young beautiful Greek) 4. This is a ________ movie.

(New Italian wonderful) 5. She is a ________ supermodel. (Beautiful slim Brazilian) Exercise II. Give as many adjectives as you can to describe the following nouns. The first one is done for you. 1. Cabbages – two fresh green cabbages 2. Grass - ___________________________ 3. Lamp - ___________________________ 4. Sun - _____________________________ 5. Fairy - ____________________________ Exercise III. Write sentences from the phrases that you’ve done in exercise II.

F. Closure

Two or more one – word adjectives used to describe a noun are said to be in a series. This series of adjectives follow a certain order: number – quality – size – shape – color – origin - noun.

G. Evaluation Arrange the following adjectives in order. Then write a sentence using your answer. 1. Japanese, big, sweet, yellow, corn 2. Red, beautiful, one, rose 3. Long , two, sharp, pencils 4. Young, pretty, lady 5. White, big, round, pillow

Day 2 I.

Objectives 1. Distinguish text – types according to purpose - To explain 2. Read with automaticity grade level frequently occurring content area words.

II.

Subject Matter Topics: 1. Distinguishing text – types according to purpose - To explain 2. Reading with automaticity grade level frequently occurring content area words.

References: Curriculum Guide EN5RC –II f – 3.2.3/ EN5F – Ii f – 1.8.1 http://www.greening.in/2013/05/how-trees-help-in-preventing-floods.html https://www.google.com/search? Focused Skill: Reading / Distinguishing III. Procedure A. Setting the stage Observe the picture. What is the importance of tree?

B. Explaining the Student What to Do? Say: Class our lesson for today is about The Tree and how does it prevents flooding. Before we read the selection let us read the following words. Vocabulary Words CREATE DRAIN REDUCE SEEPING PHENOMENON PAVE FRICTION DUMP PRONE

BURST

C. Modeling Trees help prevent flooding When plants grow in an area, the roots of plants dig deep in to the soil and create space between soil particles. When it rains in highlands, water that flows downhill gets drained into the space created by the root system of plants. Due to this, chance of flooding is greatly reduced. When plants are absent, especially in rocky areas, rocks prevent water from seeping into the ground. This phenomenon is also observed in paved roads. Since there is no room for water to seep, flooding occurs in nearby water bodies. When a layer of water runs off a rocky surface, it reduces friction and the following layers of water will run more freely as there is less friction. If more water is dumped into rivers and lakes than they can handle, these water bodies tend to overflow and the banks burst and cause flooding. If there are more trees in an area that is prone to water runoffs, the root system of trees can create space between these rocks and hence reduce the amount of water being dumped into lakes and rivers. Questions 1. 2. 3. 4.

What particular part of the tree helps prevent flooding? Where does the water in highlands flow when it rains? How do trees in an area that is prone to water runoffs help in flooding? Explain what is the purpose of the selection?

Say.Class this type of text – types is what we call “Explanation because it shows how roots of the tree works and why does tree prevent flooding. Explanation is the kind of text- type that shows how things work and why things happen.

D. Guided Practice Draw a happy face if it is an explanation and sad face if it is not an explanation. 1. Press and hold to select a word, and then drag the selection handle. 2. In the nineteenth century, which was dark and inflationary age in typography and text designs may compositors were encouraged to stuff extra space between sentences. 3. A rock crystal is formed by volcano. The lava from volcano comes down through the valleys tumbling rocks and minerals to a flat land…… 4. The reason why crystal has different colors is because of its mineral content. 5. Crystals grow in different shape because of their atoms. E. Independent Practice Distinguish if the following selection aims to explain something. Write down 5 sentences from the selection that expresses explanations.

What is an earthquake?

An earthquake is what happens when two blocks of the earth suddenly slip past one another. The surface where they slip is called the fault or fault plane. The location below the earth’s surface where the earthquake starts is called the hypocenter, and the location directly above it on the surface of the earth is called the epicenter. Sometimes an earthquake hasforeshocks. These are smaller earthquakes that happen in the same place as the larger earthquake that follows. Scientists can’t tell that an earthquake is a foreshock until the larger earthquake happens. The largest, main earthquake is called the mainshock. Mainshocks always have aftershocks that follow. These are smaller earthquakes that occur afterwards in the same place as the mainshock. Depending on the size of the mainshock, aftershocks can continue for weeks, months, and even years after the mainshock!

Closure Explanation is the kind of text- type that shows how things work and why things happen.

F. Evaluation Distinguish if it is an explanation. Why?

Day 3 I. Objectives

II.

1. Gather relevant information from various sources - Online references 2. Write paragraphs showing comparison and contrast. Subject Matter Topics: 1. Gathering relevant information from various sources - Online references 2. Writing paragraphs showing comparison and contrast. References: Curriculum Guide EN5SS – II f – 1.7/ EN5WC – II f – 2.2.6

http://www.dictionary.com/browse/online https://en.wikipedia.org/wiki/Digital_reference https://www.google.com/search?q=comparison+and+contrast

Focused Skill: Writing / Gathering Value: Politeness III. Procedures A. Setting the stage Observe the picture below.

Ask. 1. What can you say about the picture? 2. If you will do your assignment which between books or computer will you use? Why? 3. What are their similarities? Differences?

B. Explaining the Student What to Do? Say: Class our lesson for today is about gathering information from “Online References”it means through a commercial electronic information service or the Internet.We will gather information about comparison and contrast. How to write paragraphs using comparison and contrast. C. Modeling Figure1. Look at the following diagram. This information came from https://www.google.com/search?q=comparison+and+contrast

Ask: 1. What is comparing? Contrasting? 2. What are the signal words that we used in comparing? In contrasting? Say: From online reference we gather the following information: 1. Comparing is citing the similarities and contrasting is citing the differences. 2. In comparison we use the signal words like; similar to, alike, same as, not only, but also, as well as both. 3. In contrast we use the signal words; different from, however, although, on the other hand, as opposed, to more than, less than. Figure2. Study the pattern on writing a paragraph showing comparison and contrast.

Base on the pattern let us write a paragraph about this illustration. ( www.readingquest.org )

Apples or Oranges Apples and oranges are both fruits. They have similar shapes. Apples have seeds as well as the oranges. They are not only sweet but also nutritious. They are both growing from trees.

However, apples and oranges differ in their skin. Apples have thin, smooth and most often we eat their skin while oranges have thick and bumpy skin. They are also differ in color. Apples have red, green, yellow or even multi – colored on the other hand oranges has only one color, orange. Not only that, apples are crispy but oranges are pulpy. D. Guided Practice Write a paragraph showing comparison and contrast in the given illustration.

E. Independent Practice Write a paragraph showing comparison and contrast about “On line references or Books”Use the illustration to guide you.

F. Closure

1. Gathering information from “Online References” means collecting data through a commercial electronic information service or the Internet. 2. Comparing is citing the similarities and contrasting is citing the differences. 3. In comparison we use the signal words like; similar to, alike, same as, not only, but also, as well as both. 4. In contrast we use the signal words; different from, however, although, on the other hand, as opposed, to more than, less than. 5. In writing a paragraph showing comparison and contrast you must make diagram A for the similarities and B for the differences.

Day4. I.

Objectives

1. Provide evidence to support opinion/ fact. 2. Determine images/ ideas that are explicitly used to influence viewers - Stereotypes - Point of view - Propagandas II. Subject Matter Topics 1. Providing evidence to support opinion/ fact. 2. Determining images/ ideas that are explicitly used to influence viewers/ Movie: The Little Prince by; Antoine de Saint Exupery - Stereotypes - Point of view - Propagandas References: Curriculum Guide EN5OL – II f – 3.5.1/ EN5VC – II f – 7, 7.1, 7.2, 7.3 English Expressways Language 5 pp. 242 – 243 Focused Skill: Viewing/ Determining/ Providing Procedure A. Setting the stage. Read the following sentences. 1. Philippines is an archipelago. 2. Philippines is a beautiful country. Ask: Which sentence maybe fact? Opinion? B. Explaining the Student What to Do? Look at the picture. Then read the sentences that follow.

1. Antoine de Saint Exupery is the author of the story “The Little Prince”. 2. The Little Prince is a beautiful movie that touches everyone’s heart. Say: Class our lesson for today is about facts and opinion. We will also watch a movie entitled “The Little Prince”

C. Modeling I.

Read the following phrases. A fact is a statement that can be verified or proven true by objective means. We use records, experimentations or observation to verify the statement. An opinion is a statement that cannot be verified by objective means. It can express a person’s feelings about an idea or situation. It can also express a judgment or a prediction based on facts. However, an opinion is valid only if facts are stated to support it.

Say: Let’s go back to the sentences under the picture. 1. Antoine de Saint Exupery is the author of the story “The Little Prince”.( fact) 2. The Little Prince is a beautiful movie that touches everyone’s heart.(opinion)

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

Let us watch the movie “The Little Prince”. Then answer the following questions: What is the story of the Little Prince all about? Is “The Little Prince a children's movie”? Why? What is the meaning of the line” what is essential is invisible to the eye”? How does the author portray the character of the little prince? What is the moral lesson of the movie? How will you use the lesson that you’ve learned in your real life? As a child how will you appreciate your life? Cite evidences. The teacher will say the following:

Sometimes ideas from the movie influence us viewers. It is our obligation to choose what we should adopt and what we should reject.

D. Guided Practice Exercise I. Here are some lines from the movie. Write Fact or Opinion then provide evidence to prove your answer. 1. Grown – ups are really very odd. 2. It is only with the heart that one can see rightly. What is essential is invisible to the eye. 3. Antoine de Saint Exupery was a French writer, poet, aristocrat, journalist and pioneering aviator.

4. Most asteroid lie in a vast ring between Mars and Jupiter. 5. Asteroids are small rocky worlds revolving around the sun that are too small to be called planet.

Exercise II. Complete the lines to get the ideas being impliedfrom the quote below. ( “The Little Prince”.)

Before you criticize __________ reflects about your ________ actions. E. Independent Practice Exercise I.Choose the statements that are Opinions. Write it on your notebook. Then explain your answer. 1. 2. 3. 4. 5.

Scientists are still looking for dinosaur bones. Lifting the bones must be hard work Scientist who study dinosaurs are all very smart. The bones indicate the size of dinosaurs. I think that dinosaurs were greenish gray.

Exercise II. Write something about the quote. ( The Little Prince)

F. Closure A fact is a statement that can be verified or proven true by objective means. We use records, experimentations or observation to verify the statement. An opinion is a statement that cannot be verified by objective means. It can express a person’s feelings about an idea or situation. It can also express a judgment or a prediction based on facts. However, an opinion is valid only if facts are stated to support it.

Sometimes ideas from the movie influence us viewers. It is our obligation to choose what we should adopt and what we should reject.

DAY 5

I. Objective Identify different meaning of content specific words (denotation and connotation) Mathematics. II.

Subject Matter Topic Identifying different meaning of content specific words (denotation and connotation) Mathematics. References: Curriculum Guide EN5V–I If – 20. 1.2 Focused Skill: Reading/ Vocabulary Development/ Identifying

Procedures A. Setting the stage Read the sentence below. 'And on a day we meet to walk the line” Ask. 1. In Mathematics what is the meaning of the word “line”? 2. If we are going to use the sentence above, what is the meaning of line? Say: Class in Mathematics the word line is a geometric figure formed by a point moving along a fixed direction and the reverse direction. In the sentence above line means following the rules and doing what is accepted.

B. Explaining the Student What to Do? Say: Class our lesson for today is about identifying different meaning of content specific words (denotation and connotation) Mathematics. Ask the pupils to give some Mathematics words. Expected words are: Addition Subtraction Multiplication Division Sum Difference Product C. Modeling Read the meaning of connotation and denotation.

Let us go back to the word that you have given. Mathematics Words Addition Subtraction

Multiplication

Division Sum

Denotation Process of combining two or more numbers. Process of deducting numbers from another numbers Is an abbreviated process of adding an integer to itself a specified number of times Process of dividing numbers into equal parts. Answer in addition

Connotation Furthermore explanation, ideas etc. Withdrawal, deduction

Increase, becoming greater in numbers Separating, disagreement between two or more groups Totality, whole

Say. Denotation is the literal meaning while connotation is the meaning involving feelings or emotions.

D. Guided Practice Exercise I. Choose the denotative meaning of the following Mathematicalwords inside the box.

1. 2. 3. 4. 5.

Difference Fraction Ratio Congruence Factor

    

A number that will divide into another number Two geometrical figure of the same size and shape Number that can be express also in fraction or decimals In the form of numerator over denominator Answer in subtraction

Exercise II. Give the connotative meaning of the following Mathematical words. Choose your answer inside the box. 1. 2. 3. 4. 5.

Difference Fraction Ratio Congruence Factor     

Of the same value Not the same, in contrast Aspect that affects something Being the part of something Measuring the relationship

E. Independent Practice Complete the table below by giving the denotative and connotative meaning of the Mathematical words. Words 1. 2. 3. 4. 5.

Connotative Abstract Numbers Base Identity Logic

F. Closure

Denotative

Week 7 I. Objectives A. Expressive Objectives 1. Show tactfulness when communicating with others 2. Observe politeness at all times 3. Show willingness and enthusiasm in reading and listening to literary texts

B. Instructional Objectives Vocabulary Development Identify different meanings of content specific words (denotation and connotation) (Health) Reading Comprehension Make generalizations Oral Reading Fluency Self-correct when reading Study Strategy Gather relevant information from various sources -Online references Grammar Compose Compose clear and coherent sentences using appropriate grammatical structures: -degrees of adjectives Writing/Composition Write paragraphs showing -comparison and contrast Viewing Determine images/ideas that are explicitly used to influence viewers - Stereotypes, Point of View, Propaganda Attitude towards literacy, literature, and language Observe politeness at all times Show tactfulness when communicating with others II. Subject Matter A. Topics: 1. Denotation and Connotation 2. Make Generalization/Conclusion 3. Relevant information from various sources -Online references 4. Degrees of Adjectives 5. Write paragraphs showing -comparison and contrast 6. Determine images/ideas that are explicitly used to influence viewers - Stereotypes, Point of View, Propaganda B. Materials:  Picture of vegetables  Pictures of Google  Activity Sheets  Computer / Laptop with internet connection III. Procedure

Week 7 Day 1 I. Objective : 1. Identify different meanings of content specific words (denotation and connotation) (Health) 2. Show willingness and enthusiasm in reading and listening to literary texts II. Subject Matter Topic Materials References

: Denotation and Connotation (Health) : dictionary, chart, pictures of vegetables : CG EN5V-IIg-20.1.3 EN5V-IIg-20.2.3

Lesson Guide in English 5 p.9 http://grammar.about.com/od/words/a/Denotation-And-ConnotationExercise_2.htm Focused Skill : Vocabulary Development Value : Being health conscious. III. Learning Activities A. Setting the Stage Show pictures of vegetables.

Ask: What is in the picture? What can you get from eating vegetables? (Nutrient) (Use semantic web to list the words related to the word nutrient)

_________________

_________________

Nutrients _________________ B. Explain the pupils what to do

_________________

Say, Class the words you have written on the board are what we called connotation. Our lesson for today is all about denotation and connotation. - Denotation: the dictionary and literal meaning of a word -

Connotation :

although it

need

a feeling or idea that not

be

is suggested by a particular word

a part of

something suggested by an object or situation: C. Modeling

the

word's meaning,

or

1. Call on some pupils to read the following paragraph and instruct other to listen attentively 2. Set the standards for listening attentively 3. The readers read the paragraph below Nutrients are chemical substances present in foods that keep the body healthy, supply materials for growth and repair of tissues, and provide energy for work and physical activities. The major nutrients include the macronutrients namely proteins, carbohydrates, and fats; micronutrients vitamins such as A, D, E, and K; the B complex, and Vitamin C. Minerals are calcium, iron, iodine, zinc, fluoride, and water.

Analysis and Discussion Ask the following comprehension questions. a. b. c. d. e.

What does the paragraph say about nutrients? What are contained in the food nutrients? What are macronutrients? Where can we get them? What are micronutrients? Where do you find them? Why are these nutrients needed by the body?

What is the denotation of nutrients based on the paragraph? -

Nutrients are chemical substances present in foods that keep the body healthy, supply materials for growth and repair of tissues, and provide energy for work and physical activities. Denotation refers to the literal meaning of a word, the "dictionary definition What are the connotations can you attached to the word nutrient?

-

Food, drink, nutrition, nourishment, energy etc. Connotation refers to the associations that are connected to certain word or the emotional suggestions related to that word.

Other Examples: The words home, house, residence and dwelling all have the same denotation, but the connotation of each word is very different. Denotation: Where a person lives at any given time. Connotation:

Home House Residence Dwelling

: : : :

cozy, loving, comfortable the actual building or structure cold, no feeling primitive or basic surroundings

Snake: Denotation: scaly, legless reptile Connotation: dangerous, evil, disloyal person Mother Denotation : female parent Connotation: love and respect security and warmth

The connotation of a word is often either positive or negative What does it mean for a word to have a positive connotation? To be associated with something good.

What does it mean for a word to have a negative connotation? To be associated with something bad.

What does it mean for a word to have a neutral connotation? To be indifferent, not to have a strong feeling of the word being associated with something good or bad. Positive home exotic chat feast fragrance venerable tune pet

Neutral house foreign talk dinner smell old sound animal

Negative dump strange babble chow stench decrepit noise beast D. G

uided Practice A. Direction: Form four groups. Give each group a list of words and then get its denotation using the dictionary. Group 1 rock, shrewd, crown

Group 2 pride, wild, audience Group 3 chain, landmark, tourist Group 4 demure, fray, ethnic

B. Which connotation is more positive? Choose the letter of the correct answer 1. Our trip to the amusement park was _________. ( a. fine b. wonderful ) 2. _________ people rode on the roller coaster. ( a. Brave b. Foolhardy ) 3. We saw _________ animals in the animal house. ( a. fascinating b. weird ) 4. Some of the monkeys made _________ faces. (a. hilarious b. amusing ) 5. Everyone had a ________ on his or her face on the way home. ( a. smile b. smirk ) Which connotation is more negative? 6. We bought _________ souvenirs at the amusement park. ( a.cheap b. inexpensive) 7. I ate a _________ sandwich. ( a. soggy b. moist ) 8. Mike _________ us to go to the funny house. ( a. nagged b. reminded ) 9. I didn't like the _________ on the jester's face.( a. smirk b. grin ) 10. It made me feel _________. ( a. uneasy b. frightened ) E. Independent Practice A. Direction :Group the pupils into four, give each group sets of words and a manila paper. Arrange the words in proper column as to positive, neutral and negative connotation

Group 1

Relaxed, lazy, inactive Timid, prudent, cowardly Mousy, modest, shy

Group 2

old, time-tested, out-of-date Persistent, stubborn, persevering Miserly, conservative, thriftty

Group 3

dignified, reserved, stiff-necked New, up-to-date, newfangled Self confident, proud, conceited

Group 4

nosy, inquisitive, curious Unattractive, plain, ugly Brat, child, little one

B. Read each of the following sentences. Decide from the context whether the speaker is showing positive or negative connotation of the topic. Then circle the best word to put into the sentence. 1. “The sooner we move out of this ( home, dump ),” said Jack, “the happier I’ll be.” 2. This cell phone is ( expensive, overpriced ), but I don’t mind paying extra because it has so many useful features. 3. You’re lucky to have Wilma on your committee. She has lots of (original, crazy) ideas. 4. Boss Reed and his ( cronies, employees ) have controlled the politics in this city for more than twenty years. I certainly hope the other party wins this year! 5. It was a beautiful spring day, and the ( stench, scent ) of apple blossoms filled the whole yard.

F. Closure Class, kindly differentiate denotation from connotation. - Denotation: the dictionary and literal meaning of a word -

Connotation :

although it

a feeling or idea that

need

not

be

is suggested by a particular word

a part of

the

word's meaning,

or

something suggested by an object or situation: IV. Evaluation Read the paragraph below. Replace underlined words from the box that have the same denotation as the underline word but a different connotation. Write your answers on the lines. yelling

walk

scent

forced

terrible

Kim was having a sad and unpleasant _____________day. First she was required _____________ to clean her room. Then Kim’s stroll _____________with her dad was canceled. That meant that she would not be able to pass by the park’s flower gardens with their lovely smell

_____________.

And

finally,

her

brother

was

calling

out

loudly

_____________. That he was going to drive her to soccer practice.

Week 7 Day 2 I. Objective : 1. Make generalizations 2. Show willingness and enthusiasm in reading and listening to literary texts II. Subject Matter: Topic Materials References

: Generalization : pictures, charts : CG EN5RC-IIg-2.12 https://mscregier.wikispaces.com/Making+Generalizations

http://www.sjva.net/ourpages/auto/2013/10/7/45641916/MakingGeneralizations.pdf

Focused Skill : Reading Value : Cooperation and Open-mindedness III. Learning Activities A. Setting the Stage Show picture of dogs

List everything you know about dogs. List their characteristics, behaviors, etc. Underline everything about dogs that is true all the time. Circle everything that is true about to only some dogs. Possible answer: Dogs can bark. animal. .

Dog is a mans best friend.

Dogs have tail.

Dogs are four legged-

Dogs are hairy.

Dogs are small.

B. Explaining the pupils what to do Say : When you read, you may see ideas about groups of people, animals, or things. What you read and what you already know helps you to make a general statement about a group. This is called a Generalization  A generalization is a broad statement about a group of people or things. It states something they have in common This is our topic for today. C. Modeling Read the situation to the pupils aloud.

All dogs are kept as our pets. They are called our domestic animals. It is a faithful animal and is devoted to his master. Such a rare quality is found in dogs only. All dog has four legs. It is of many colours and of many breeds. It also differs in size. Some dogs are even kept in the pocket. Dogs help us in various ways. Hounds or the hunting dogs kill prey for their masters. Some dogs are tamed to tend sheep. They watch outhouses ^and keep strangers, thieves, animals out of the house. Some dogs can also used to locate criminals.. They are kept with police for investigation. It has sharp ears. Even a slightest noise can disturb its sleep and make it alert. A dog recognises its master and family members very well and can even die in order to save them. So dog is a man's best and true friend. It is very useful to man. It readily dies for the sake of its master. Based on the paragragph what is true about dogs all the time? o All dogs are kept as our pets o All dog has four legs.

What is true about to only some dogs? o Some dogs are even kept in the pocket. o Some dogs can also used to locate criminals o Some dogs are tamed to tend sheep.

Notice the underlined words. Those words signal or give us a clue to recognize generalizations. Other clue words are the ff: – Sometimes – Never – Most – Many – Seldom

– Always – All – Generally – None

Examples: – All birds have wings. – Many children eat cereal for breakfast. – Everyone in Laguna goes to the beach for the summer.

Some generalizations are valid or true, but some are faulty or invalid Valid means true – Supported by facts – Agrees with what you know about the topic – Uses logic and reasoning – Proven with several examples Example: All birds have wings. Faulty means false. – Not supported by facts – Watch for key words: none, all, always, never, nobody Example: Everyone in Tennessee goes to the beach in the summer. Other examples. Tell whether it is Valid or Faulty 1. Girls can’t play ball. 2. Teachers are mean. 3. Halloween is always scary! . D. Guided Practice

( Valid or Faulty ) ( Valid or Faulty ) ( Valid or Faulty )

Read the paragraph. Then answer the question. 1. All birds have wings. But not all birds can fly. Birds that do not fly are called flightless birds. The penguin is one example. It uses its wings to swim underwater. Ostriches and emus flap their wings when they want to scare an enemy. Rheas use their wings like rudders when they are running from an enemy. There is even a kind of small parrot that climbs trees and then uses its wings to parachute to the ground. What can you say in general about flightless birds? a. All flightless birds are large. b. Flightless birds have different uses for their wings. c. Flightless birds are fast runners. d. The wings of flightless birds are useless. 2. Ants are one of the most widespread insects in the world. Ants are called social insects because they live in colonies made up of other ants. A colony may have a few dozen or several million ants living in it.Ants in a colony are divided into different groups. Worker ants look for food and take care of the young. Soldier ants defend the nest from invaders. The queen ant lays eggs. These are the three main groups in a ant colony. What generalization can you make about ants based upon your reading? a. All ants live in large colonies. b. All ants work to defend the colony. c. All ants in a colony have a job. 3. About 20% of Americans have allergies. Allergies can range from mildly annoying to deadly. An allergy is an overreaction of a person’s immune system to something that is harmless. Many people are allergic to dust, pollen, or mold. Some people are allergic to certain kinds of food, perfume, or medicines. An allergy might cause sneezing, coughing, or a rash. Sometimes, an allergy is so severe, it can lead to death. What generalization can you make about allergies based upon your reading? a. All allergies are deadly. b. Allergies can cause different reactions in different people. c. Everyone has allergies. E. Independent Practice A. Direction: Group the pupils into four. Give each group activity to do. Have a group representative to present your answer. Group 1. Make 5 generalization about chocolate

Group 2. Write a valid generalization about how food can be used creatively

Group 3. Write 5 generalizations about baby alligators

Group 4. Write valid generalizations about fishes

B. Decide if each generalization is valid or faulty. Clap once if it is valid, and clap twice if it is faulty. 1. All animals migrate every year.

Faulty

2. Most children like pizza.

Valid

3. All boys play sports.

Faulty

4. It always snows in the winter.

Valid

5. Girls can’t catch.

Faulty

F. Closure What have you learned from today’s lesson? • • •

Generalizations make broad statements Some are valid, others are faulty. Valid generalizations are supported by facts, examples, and logical thinking. [evidence]

•

Watch out for words like all or never.

IV. Evaluation: Read the paragraph then answer the following questions. Animal Life Spans Humans can live to be 80, 90 or even 100 years old. In a few rare cases, they can live even longer. Most animals, however, have far shorter lives than humans. Here are some maximum life spans for small animals. A mouse, a popular pet rodent, lives for about 3 years. If you get one as pet, don’t plan on having it until you go away to college. Guppies, the popular pet fish, live longer. They reach 5 years in age. Giant spiders can live a surprisingly long time as long as 20 years. What about large animals? Two of the biggest animals have similar life spans. The maximum life span of an elephant is 77 years. The maximum life span of a blue whale is 80 years. Bears are another large animals that can live for quite a long time. And how about reptiles? Alligators can live for more than 70 years. Turtles can live even longer. Some species of turtle can reach over 100 years in age.

1. List one generalization you can find in the passage. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 2. List one simple fact you can find in the passage. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. Is this generalization suported by the facts in the passage? Explain why oy why not? Fish live longer than rodents. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 4. I this generalization supported by the facts in the passage? Explain why or why not? No animals can live to be 100 years old. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 5. Make a generalization that is not too broad based on facts in the passage. ___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________

Week 7 Day 3 I. Objective : 1. Gather relevant information from various sources - Online references 2. Show willingness and enthusiasm in reading and listening to literary texts II. Subject Matter

Topic Materials References

: Relevant information from various sources - Online references : computer with internet access, chart, handouts : EN5SS-IIg-1.7 Lesson Guide in English V pp.178-181 Focused Skill : Study Strategy Research Value : Accuracy, helpfulness, consideration to others III. Learning Activities A. Setting the Stage A. For those schools with computers and internet connection: Visit the computer room. The teacher opens the computer. Show some parts of the computer like the microsoft word, microsoft excel and google. B. For those schools without computers: Present a picture/ illustration of a computer

Show picture of google.

Ask the pupils about the picture and its function. B. Explaining the pupils what to do Say, Class our lesson for today is all about the relevant information from various sources - Online references C. Modeling Unlocking of difficulties Through Context Clues 1. An electronic apparatus for analyzing or storing data a. wedge b. computer c. pulley 2. A computer–based global information system a. reading b. recycling c. internet 3. The term ______ refers to the communication between a residence or a

business and an Internet Service Provider (ISP) that connects to the internet. a. Internet access b. Airlines c. International

The Internet The Internet is computer–based global information system. The Internet is composed of many interconnected computer networks. Each network may link tens, hundreds, or even thousands of computers, enabling them to share information with one another and to share computational resources such as powerful supercomputers and databases of information. The Internet has made it possible for people all over the world to communicate with one another effectively and inexpensively. Unlike traditional broadcasting media, such as radio and television, the Internet does not have a centralized distribution system. Instead, an individual who has Internet access can communicate directly with anyone else on the Internet, make information available to others, find information provided by others, or sell products with a minimum overhead cost. The Internet has brought ne opportunities to government, business, and education. Government use the Internet for internal communication, distribution of information, and automated tax processing. In addition to offering goods and services online to customer, businesses use the internet to interact with other businesses. Many individuals use the Internet for communicating through electronic mail (e-mail). Companies, individuals, and institutions use the Internet in many ways. Companies use the Internet for electronic commerce, also called e-commerce, including advertising, selling, buying, distributing products, and providing customer service. In addition, companies use the Internet for business-to-business transactions, such as exchanging financial information and accessing complex databases. Businesses and institutions use the Internet for voice and video conferencing and other forms of communication that enable people to telecommute (work away from the office using a computer). The use of electronic mail (e-mail) speeds communication between companies use the Internet for online news and weather services and to broadcast audio and video, including live radio and television programs. Online chat allows people to carry on discussions using written text. Instant messaging enables people to exchange text message in real time. Scientists and scholars use the Internet to communicate with colleagues, perform research, distribute lecture notes and course materials to students, and publish papers and articles. Individuals use the Internet for communication, entertainment, finding information, and buying and selling goods and services. The term Internet access refers to the communication between a residence or a business and an ISP that connects to the Internet. Access falls into two broad categories: dedicated and dial-up. With dedicated access, a subscriber’s computer remains directly connected to the Internet at all times through a permanent, physical connection. Most large businesses have high-capacity dedicated connections; small businesses or individuals that desire dedicated access choose technologies such as digital subscriber line (DSL) or cable modems, which both use existing wiring to lower cost. A DSL sends data across the same wires that telephone service uses, and cable modems use the same wiring that cable television uses. In each case, the electronic devices that are used to send data over the wires employ separate frequencies or channels that do not interfere with other signals on the wires. Thus, a DSL Internet connection can send data over a pair of wires at the same time the wires are being used for a telephone call, and cable modems can send data over a cable at the same time the cable is being used to receive television signals. The user usually pays a fixed monthly fee for a dedicated connection. In exchange, the company providing the connection agrees to relay data between the user’s computer and the internet. Dial-up is the least expensive access technology, but it is also the least convenient. To use

Answering the motive questions: Ask these motive questions: 1. What is the internet? the web? 2. What is the difference between the Web and the Internet? 3. What are the uses or importance of the Internet? 

The internet is composed of interconnected computer networks based globally that transmits data.  The web is the collection of documents provided by the internet.  The internet is the computer based-global information system while the web is a collection of information and therefore it is just a part of the internet.  The Internet makes it possible for people all over the world to communicate with one another effectively and inexpensively any time of the day.  The Internet access can make information available to others, find information provided by others, or sell products with a minimum overhead cost.  It is a good source of information for research work. Comprehension Check-up Elicit responses from the pupils by asking the following questions. 1. Why do government offices use the Internet? What about many companies? businesses and institutions? media and entertainment companies? Scientists and scholars? 2. Is the Internet important? Why do you say so? Ask:If you have a computer with an Internet connection, how will you use it so that it will last long? If your friend or classmate does not have Internet access and you have one and he/she has an assignment that needs the Internet access, what will you do?

D. Guided Practice A. For schools with computer and internet access. Group the pupils into three. Assign one topic and gather information through the internet. Group 1 -The New Nine Wonders of the World Group 2 - Different Groups of Vertebrates Group 3 - Member Countries of the United Nations A. For schools without computers: Answer the following questions: a. What are the uses of the internet/web? b. How can the internet help you in your school work? E. Independent Practice Distribute manila paper, pentel pen, and a copy of the selection “The Beginnings of the Internet” to each group. The group assigns a member to write their answers to the question on the manila paper and a reporter for the group. Silent reading of the selection and answering the questions in a mind map. The Beginnings of the Internet The Internet was first conceived in the early ‘60’s. Under the leadership of the Department of Defense’s Research Project Association (ARPA), it grew from a paper architecture to a small network called the ARPANET. It was intended to promote the sharing of super-computers among researchers in the United States. America’s military think-tank were trying to figure out an important strategic problem: how could US authorities talk to each other in the aftermath of a nuclear attack?

Communication networks of the day were chained point-to-point, with each place on the network dependent on the link before it. If one point in the network was blown up, the whole network would become useless. Paul Baran, one of the US military’s thinkers, conceived the idea for a new kind of communications network; one that wasn’t organized point-to-point, but instead was set up more like a fishnet. He believed this structure could allow information to find its own path through the network even if a section had been destroyed. Activity 1 Based on the article, answer the following questions:

1. When was the Internet conceived? 2. What was the initial function of the internet? 3. What does ARPA stand for? 4. In what country did the networking originate? 5. Who thought of a fishnet-like setup?

Activity 2 The need for the availability of communication prompted the thinkers to come up with a communication system that is the Internet. Answer the following questions. How important is communication? How often do we communicate? To whom do we communicate? Is it possible to live a single day without communicating? How does it feel to have someone to talk to all the time? When was the last time you talked with your friends? With your answers to these questions, write a paragraph on: The Importance of Communication to Man

1

2 INTERNET

3

4

5

F. Closure Class, aside from reading materials, where else can we gather data? -

From online resources

IV. Evaluation Put a check () inside the box if the sentence tells about the uses of the Internet and a cross (x) if not. 1. The Internet has made it possible for people all over the world to communicate with one another effectively and inexpensively. 2. We can use the web, Internet to look for the answers to our assignments. 3. The web, Internet is only used by the wealthy people. 4. Media and entertainment companies use the Internet for on-line news and weather services and to broadcast audio and video, including live radio and television programs. 5. Companies use the Internet for selling, buying, distributing products, and providing customer service.

V. Agreement 1. Study more about the web, Internet or have clippings about the importance of the web, Internet. 2. (For those with internet access) Research for student-friendly websites and list down some information you may get from them.

Week 7 Day 4 I. Objective : 1. Compose clear and coherent sentences using appropriate grammatical structures: - degrees of adjectives 2. Pronounce words in the the story correctly 3. Show willingness and enthusiasm in reading and listening to literary texts II. Subject Matter: Topic Materials

: Degrees of adjectives : activity sheet, chart References : CG EN5G-IIg-5.2 Lesson Guide in Elementary English 4 English Expressway Language Focused Skill : Speaking/ Composing coherent sentence Value : Cooperation and Open-mindedness

III. Learning Activities A. Setting the Stage Ask : Have you experienced going in an outing? Where did you go? Did you enjoy? B. Explaining the Students What To Do Say: Class, the selection we are going to read has something to do with our lesson for today which is Degrees of Adjectives C. Modeling The teacher will read the story to the pupils. One Sunday, the Torres family traveled on a wide road. In he car were Mr. And Mrs. Torres, Shirley and her brother, Peter. They saw many trees, high hills and mountains along the highway. As they traveled, they noticed that the road was becoming wider and longer. They could not wait to reach their destination. At last, they arrived at Donna’s place. Donna and her parents were happy to

Ask :

1. Where did the family go? 2. How did they feel? 3. How was the place described? 4. How did their compare the place? 5. What words used to compare the places? 6. What did the family in the story show about our country?

Teacher read the phrases  Was becoming wider and longer  Is fresher in the city  Taller than those along the highway  The tallest trees are in the mountain (Tell the pupils to encircle the adjectives in the phrases) Ask :

What did you notice at the adjectives used? The teacher will ask the class to read the sentences. 1. Mt. Arayat is high. 2. Mt. Pulog is higher than Mt. Arat. 3. Mt. Apo is the highest mountain of the three.

Ask :

What adjectives is used in the first sentence? Is Mt. Arayat being compared to anyone? When an adjective is used to described, it is in the positive form. Look at the second sentence, is there any comparison made? Compared? What word is used to show comparison?

When an adjective is used to compare two places, the adjectives is in the comparative form. Now look at the third sentence. Is there any comparison made? How many are compared? When an adjective is used to compare three places, the adjective is in the superlative form. D. Guided Practice A.

Ask three pupils of different height to stand in front of the class. Let the pupils describes their height using the three forms of adjectives.

B. Below is a chart showing three kinds of animals. Read the information opposite each picture, then make your own sentences using degrees of comparisons. Animal

Length

Height

Speed

8 inches

1.5 inches

12 ft/hr

24 inches

18 inches

100 ft/hr

72 inches

48 inches

10, 500ft/hr

E. Independent Practice A. 1. Divide the classs into three groups. 2. Give each group objects to be compared. Group 1 – three thin things with different length Group 2 – three kinds of fruits that are sweet

Group 3 – three kinds of thing that are heavy c. Let them compare the objects using the three forms of adjectives. d. Have a group report after the activity. B. Complete the following sentences using the correct degree of the adjective given in the brackets. 1. My brother’s handwriting is ____________ (bad) mine. 2. Health is ____________ wealth. (important) 3. Blood is ____________ water. (thick) 4. Everest is ____________ peak in the world. (high) 5. This is ____________ lay I have ever heard on the radio. (interesting) 6. Susie is ____________ of all the four sisters. (beautiful) 7. The planet Mars is ____________ from the earth than the satellite Moon. (far) 8. The elephant is ____________. animal in the world. (large) 9. An ocean is certainly ____________ a sea. (big) 10. I am ____________ in cricket than in football. (interested)

F. Closure What are the three forms of adjectives? The three forms of adjectives are positive, comparative and superlative. When do we use the positive form? The positive form of adjective is used to described on person, place, or thing. When do we use the comparative form? The comparative form of adjective is used to compare two persons, places or things. When do we use the superlative form? The superlative form of adjective is used to compare three or more persons, places or things. IV. Evaluation Describe each pair of objects in the pictures using an adjective. Then, compare them using comparative degree. Example : _________________________ The bus is a fast vehicle, but an airplane is much faster than a bus.

_________________________ _________________________ _________________________ _________________________ 1. _________________________ _________________________ _________________________ _________________________ _________________________ 2. _________________________ _________________________ _________________________ _________________________ _________________________ 3. _________________________ _________________________ _________________________ _________________________ _________________________

4. _________________________ _________________________ _________________________ _________________________ _________________________ 5. _________________________ _________________________ _________________________ _________________________ _________________________

V. Agreement Write a short paragraph about persons, places or events you want to compare. Use appropriate grammatical structures and the correct form of adjective to compare them.

Week 7 Day 5 I. Objective : 1. Write paragraphs showing comparison and contast 2. Determine images/ideas that are explicitly used to influence viewers - Stereotypes, Point of View, Propaganda 3.Show willingness and enthusiasm in reading and listening to literary texts II. Subject Matter Topic Materials References

: Comparison and Contrast : pictures, chart : CG EN5WC-IIg-2.2.2.6 https://printables.scholastic.com/shop/prcontent/Compare-and-

Contrast Focused Skill : Reading Comprehension / Writing Value : Cooperation and Open-mindedness III. Learning Activities A. Setting the Stage Show pictures of a man playing soccer, and another man playing football.

Ask: What do like soccer or football? Why?

B. Explaining the Students What To Do Say: Class, today we are going to study about comparison and contrast. You will learn how to write paragraphs using comparison and contrast.

A comparison shows how two subjects are similar; a contrast shows how two subjects are different. In writing you must first decide whether you will compare and contrast or both

C. Modeling Tell the pupils that they are going to read a paragraph related to the topic for the day.

Soccer and Football Soccer and football are alike in a few ways, but have many differences. One similarity is that there are eleven players on the field at one time in both soccer and football. They are both popular sports in the United States and they both require the use of a ball and a field. The difference between soccer and football are numerous. Soccer players use a ball shaped like a sphere, whereas football players use a ball that has two ends. In soccer, players are trying to get the ball in goal. However, in football, players are trying to get the ball in the end zone or through the goal posts. The rules are also very different. In soccer, players are rarely allowed to touch the ball with their hands while, football players frequently touch the ball. Football players are allowed to tackle, but this is forbidden in soccer. These are just a few ways that soccer and football are different. Nonetheless, most people agree that both soccer and football are fun sports!

Ask the following questions: a. What are the two sports being compared in the paragraph? b. From what country do these sports popular? c. What is the shape of the soccer ball?

Analysis and Discussion The teacher will draw a Venn Diagram and ask the pupil to write the similaries and differences of soccer and football. The diagram will appear like this.

Football Soccer Use sphere shaped ball players are trying to get the ball in goal rarely touch the ball

eleven players on the field both popular sports in the United States both require the use of a ball and a field both are fun sports

forbidden to tackle

use a ball that has two ends players are trying to get the ball in the end zone or through the goal posts frequently touch the ball allowed to tackle

When you compare 2 things you ask yourself, "How are these things alike?

When you contrast 2 things you ask yourself, "How are these things different?" Some words that signal comparisons are: both, each, like, same, also, too Some words that signal contrasts are: different, but, on the other hand, however Example: Compare and contrast a car and skate board

How Alike? 

Both are forms of transportation



They each have wheels



Cars come in different colors and skateboards do also



A car cost money and a skateboard does too

D. Guided Practice

How different? 

A car is large but a skateboard is small



You usually sit in a car but you stand on a skateboard



many people can ride in a car, however only one person rides on a skateboard



a car has doors but a skateboard does not

A. Compare and contrast Amanda and Maxwell wrote about three things they did last summer. Write the things that they did on the lines below. Put the item that both of them did in the center. Amanda’s Report: What I Did On Summer Vacation I went on vacation at the beach last summer. My brother and I played in the ocean and built castles out of sand. I also read lots of books last summer. My favorite book was The Secret Garden. At the end of the summer, my mom and dad took me to the water park and we went swimming. It was fun!

Maxwell’s Report: What I Did On Summer Vacation I went on a car trip with my dad last summer. We drove a long way. I also read a book last summer called The Hardy Boys. It was an adventure story. I went to summer camp with my best friend too. I had a great time. Amanda Maxwell

AMANDA

MAXWELL

B. Direction: Group the pupils into four, and then give each group two pictures. Write a short paragraph about it showing comparison and contrast. Have the group representative and present it to the class.

Group 1

Group 2

Group 3

Group 4

E. Independent Practice Direction : Group the pupils into four, each group will be given pictures. Write a paragraph about it using comparison and contrast. Then, have a representative of your group and share your answer. Group I - Using Propaganda picture

Group III - Using streotype picture

Group II - Using Propaganda picture

Group IV - Give your point of view using comparison and contrast

F. Closure: What is the difference between comparison and contrast?

-

A comparison shows how two subjects are similar; a contrast shows how two subjects are different. In writing you must first decide whether you will compare and contrast or both

IV. Evaluation Choose one topic then write a paragraph showing comparison and contrast 1. Cold weather vs. hot weather. 2. Playing video games vs. reading an interesting story 3 What is your favorite pastime : playing with friends or watching TV?

WEEK 8 I. OBJECTIVES A. Expressive Objectives: 1. Observe politeness at all times 2. Show tactfulness when communicating with others.

B. Instructional Objective Oral Language Make a stand. Vocabulary Development Identify different meanings of content specific words (denotation and connotation)(Health). Reading Comprehension Make an outline from a selection read. Oral Reading Fluency

Read grade level text with accuracy, appropriate rate and proper expression. Study Strategy Research Organize information from primary sources in preparation for writing, reporting and similar academic tasks in collaboration with others. Grammar Compose clear and coherent sentences using appropriate grammatical structures, subordinate and coordinate conjunctions Writing / Composition Revise writing for clarity – correct spelling Viewing Determine images/ideas that are explicitly used to influence viewers - Stereotypes - Point of view - Propagandas Attitude Observe politeness at all times Show tactfulness when communicating with others. II. Subject Matter A. Topics 1. Making an outline. 2. Correct Spelling 3. Clear and coherent sentences using appropriate grammatical structures, subordinate and coordinate conjunctions. B. Materials    

Pictures Chart lap top overhead projector

C. References Youtube: https://www.youtube.com/watch?v=cipXm45ObDI (http://www.orwell.ru/library/essays/politics/english/e_polit) https://www.youtube.com/watch?v=VikoHKuEzng https://www.youtube.com/watch?v=KDBj_sw3Qag https://www.youtube.com/watch?v=4Fs4xzVC404

III. Procedure Day 1

I.

Objective OL: Make a stand. W/C: Revise writing for clarity – correct spelling A: Show tactfulness when communicating with others

II.

Subject Matter Topic: Revising writing for clarity – correct spelling Materials: video Reference: Curriculum Guide EN5OL – IIH – 4 and EN5WC-IIH-1.8.2

You tube: https://www.youtube.com/watch?v=cipXm45ObDI (http://www.orwell.ru/library/essays/politics/english/e_polit) III. LEARNING ACTIVITIES

A. Setting the Stage Ask: How do you value opinion of your classmates? In coming to your what do you want to wear? Do you want to wear uniform or not? B. Explaining the Students What to Do Say: Class, our lesson for today is about making a stand based on the video presented. What is your stand about wearing uniform in school or not? C. Modeling/Teaching The teacher will show a video presentation. Watch the video clip, and then take

note of the important points being raised. Watch: You tube: https://www.youtube.com/watch?v=cipXm45ObDI Say: Who are in favor of wearing uniform in school? Why? Who are not in favor of wearing uniform? Why?

D. Guided Practice Issue to be discussed: Are you in favor of K-12 or not? Let the pupils form five groups. Let each group form a small circle. Let each member of every group share with the rest of the group members . E.Independent Practice Clarity/Conciseness: Revise the following sentences to remove clutter, eliminate wordiness, and clarify meaning (credits to Zinsser). (1) The bricks on our new house are red in color and in spite of the fact that they are new, the look of these bricks is a used, beat-up appearance.

(2) Due to the fact that he hadn’t totally and completely read all the material, he lacked in the ability to do the writing for the purpose of the class exercise. (3) America has two main kinds of business. Americans need to pay attention to getting justice for all, and they also need to be sure that everyone is treated alike. (4) It is interesting to note that numerous individuals required assistance, whereas, the remainder took a pass. (5) I was not facilitated in reading her comments she had written in my paper because of the handwriting that was illegible and therefore could not be read. F. Closure How to revise sentences in writing with clarity and correct spelling? What are the things that you should remember? III.

Evaluation Read the given sentences, then choose one of the words from below that will best fit the sentence. After this, underline the word in the sentence that gave you clue to the word you chose.

1. 2. 3. 4. 5.

Vase

knocking

mailing

Morning

light

write

Every ________ I have breakfast. Turn on the _____________. It is dark in this room. Bring this letter to the post office for _____________. I can hear someone _______________ at the door. Father brought some flowers which mother put in a _____________.

Day 2 I Objectives: RC: Make an outline from a selection read. F: Read grade level text with accuracy, appropriate rate and proper expression. II.Subject Matter

Topic: Making an outline from a selection read. Reading grade level text with accuracy, appropriate rate and proper expression. Materials: Projector, powerpoint presentation, lap top Reference: Curriculum Guide EN5RC-IIH-2.15.1 AND EN5F-IIH-1.3 Focused Skill: Reading Value: taking care III. LEARNING ACTIVITIES

A. Setting the Stage Ask: How do you take care of your body? Why isit important to have a healthy body? B. Explaining the Students What to Do Say: Class, our lesson for today is about making an outline from a selection read. Outlining is arranging notes so that important ideas stand out and make clear which point supports each of the important ideas. An outline is a method for taking notes of a written work or speech. The outline is usually presented using headings and subheadings. C. Modeling/Teaching Read the selection then answer the questions that follows. “Taking Care of Our Bodies” The human body needs both rest and exercise. It also needs nourishment. A healthy looking body doesn’t just happen. A good deal of care is given to it. The body needs food, as the machine needs fuel as oil. The body requires an adequate amount of basic nutrients such as protein, fats, carbohydrates and minerals.

Ask:

      

What is the main idea of the fist paragraph? How did you know these details were more important than the other details in the selection? What other ideas struck you while reading the text? Did you notice or find any cue word that help you determine the essential idea or information? What is the title or concept? What is the main idea of the second paragraph? What are the facts that support the idea?

Title __________________________________________ I. Main Topic A._____________________________________ B._____________________________________ C. _____________________________________ II. _____________________________________ A._____________________________________ B._____________________________________ C. _____________________________________

D. Guided Practice Group the class into 4. Each member of the group will look for the missing information to complete the outline. The first group to complete the outline will be the winner. Pepper Pepper is one of the earliest spices known to mankind. At one time it was so expensive that a pound of it was considered an appropriate gift for royalty to give or to taxes. Pepper plants were considered rich property.Pepper is a tropical vine. It begins to bear fruit in four years. It produces heavily for fourteen years. Unripe berries produce black pepper and ripe ones produce white pepper.

Title ______________________________ I. _____________________________________ A._____________________________________ B._____________________________________ C. _____________________________________

II. _____________________________________ A._____________________________________ B._____________________________________ C. _____________________________________

E.Independent Practice Make an outline from the selection. The Dutch The Dutch are people of Hollabd. They are serious and hardworking. They are considered the cleanest people in the world. The Dutch are fond of eating, drinking and attending parties.

Have you seen a picture of a Dutch girl? She wears big wooden shoes called klompers. Men wear baggy trousers while women wear flowing skirts, white aprons and stretched cloth caps. Dutch children are healthy for they drink plenty of milk and take big amounts ofbutter. Boys are trained to steer the boats and take charge of the windmill. Water sports are popular with the Dutch children.

F. Closure How to make an outline? What are the things to remember in making an outline? IV.

Evaluation Directions: Make an outline using the jumbled details about main headings and subheadings. Kind of fossils Location of fossils Uses of fossils Telling the story of the earth Molds of plants and animals

Skeletal remains of plants and animals Hard rocks Layers of sedimentary rocks Preserved bodies of parts of bodies of plants and animals Tracing the changes of the earth’s surface Telling the changes in climate Holes in the mud Prints made by parts of plants and animals Mud or sand

Day 3 I Objectives: V: Identify different meanings of content specific words (denotation and connotation)(Health) A: Observe politeness at all times. II.Subject Matter Topic: Identifying different meanings of content specific words (denotation and connotation) (Health) Observing politeness at all times. Materials: Projector, power point presentation, lap top Reference: Curriculum Guide EN5V-IIH-20.1.3 AND EN5V-IIH-20.2.3 Focused Skill: Reading Value: III. LEARNING ACTIVITIES

A. Setting the Stage (Show pictures of Girl Scouts and Boy Scouts) Ask: Are members of Girl Scouts and Boy Scouts? What are the activities that you enjoy most during scouting? B. Explaining the Students What to Do Say: Class, our lesson for today is about identifying different meanings of content specific words (denotation and connotation) Denotation is when you mean what you say, literally. Connotation is created when you mean something else, something that might be initially hidden. The connotative meaning of a word is based on implication, or shared emotional association with a word.

C. Modeling/Teaching Read the selection then answer the questions that follows.

Story Last year, the Girl Scouts in our district celebrated their anniversary with a journey. The purpose or point of this trip was to explore the virgin forests of Palawan. Since the forests of Palawan have not yet been touched by loggers. Many of the Girl Scouts who went were independent girls and did not need help in doing basic or essential things like cooking and hiking. Learning the meaning of cooperation helped to make their trip a success. By Ask: working together well, most of them learned the value of preserving or taking care of  Who celebrated their anniversary? our forests to avoid floods and soil their erotion.  How did they celebrate anniversary?  What was the purpose of their trip?  How can you describe a virgin forest?  What value did the Girl Scout learn about the forest?  How will show your politeness at all times as one of the value of Girl Scouts? D. Guided Practice Encircle the letter of the correct answer. 1. Select a synonym for "Denotation" A.Definition B.Diction C.Reference D.Meaning 2. What does "Connotation" mean? A.Definition B.Diction C.Cultural defintion 3. If someone uses the term "rugrat", is this a denotative or connotative definition for the term "child"? A.Connotative B.Denotative C.Neither 4. What is the denotation of "snake"? A.An amphibian B.A liar, cheater, or fraud C.Snake 5. What is a connotative meaning of the term, "babe"? A.A baby pig B.Babe C.Someone you're attracted to E.Independent Practice Put a check mark (/) on the left of the correct answer.

1. Which connotation is more positive? Our trip to the amusement park was __________ ? (1 point) fine wonderful 2. Which connotation is more positive? ___________ people rode on the roller coaster. (1 point) Brave Foolhardy 3. Which connotation is more positive? We saw __________ animals in the animal house. (1 point) fascinating weird 4. Which connotation is more positive? Some of the monkeys made __________ faces. (1 point) hilarious amusing 5. Which connotation is more positive? Everyone had a __________ on his or her face on the way home. (1 point) smile Smirk

F. Closure What is the difference between denotative and connotative meaning of a word? V.

Evaluation

The following questions will quiz you on connotation and denotation. Some questions ask you analyze a word and some ask you to choose whether the example is showing the connotation or the denotation of the underlined words. Shade the small circle on the left that gives the correct answer.

1. Helen was guarded about her private life. She did not like to give anyone details about herself.


What does the word guarded suggest about Helen in the sentence above? She was excited about her life. She does not care about her life. She is protective over her life. She is bored with her life. 2.Jackie screamed and pulled her hand away from the scalding water. Her hand was bright red and hurting.
What does the word scalding suggest about the water in the sentence above?

icily cold painfully hot amazingly cold pretty warm 3. Mark was sick of receiving a dozen annoying e-mails with jokes from Sally every day. He dashed off a sloppy reply letting her know that he wasn't allowed to receive silly e-mails at school.
What does the word "sick" suggest Mark was feeling as it is used in the first sentence of this story? fed up with nauseous Full Bored 4. Look at the story from #4.
What does the phrase "dashed off" suggest that Mark did as it is used in the second sentence of this story? ran away puntuated Ambled

carelessly wrote 5. Benjamin was a lanky kid. He was the tallest kid in the class, and he was not a big kid. His mom packed him a huge lunch in the hopes he would get some more muscle on his bony arms and legs.
What is the dictionary meaning of the word lanky in the sentence above? huge and tall tall and thin muscular and tall thin and short

Day 4

I.

Objective SS: Organize information from primary sources in preparation for writing, reporting and similar academic tasks in collaboration with others. A: Show tactfulness when communicating with others

II.

Subject Matter Topic: Organizing information from primary sources in preparation for writing, reporting and similar academic tasks in collaboration with others. Materials: chart power point presentation lap top Reference: Curriculum Guide EN5SS – IIh –1.8 and EN5A-IIh-17

III. LEARNING ACTIVITIES

A. Setting the Stage Ask the pupils to find six words from the puzzle that are written vertically, horizontally, diagonally or even backwards. tell pupils to lop the words found in the puzzle. LOOP-THE-WORD B C C O T M

C M S

D P R

V A L

E R Q

F A P

G B O

H L N

I E M

J K L

U P V W I G N O R E S X O Y Z D A B C D E Y M N L K A J I H G F N N E O P T Q R S T V T C N B A E Z Y X W V H D T E F D G H I J R E T S S R Q P O N M L T U V W X Y Z A B Z D I F E F O L K L D R I C Directions: Write on the blank the appropriate word that corresponds or related to the phrase or clause below. Choose from the found looped words. a. _______________- one of the parts which a thing or object is made of or composed of. b, _______________- takes no notice of; pays no attention to. c. _______________- proven, tested. d. _______________- similar, having the same qualities. e. _______________- artificially produced material or substance f. ________________- pertaining to or related to beliefs of or ancestors. B. Explaining the Students What to Do Say: Class, our lesson for today is about organizing information from primary sources in preparation for writing, reporting and similar academic tasks in collaboration with others. Reports include: 1. an account of events in the order in which they happened. 2. a reference to what people have said 3. a brief description of people involved in the story 4. past-tense verbs, because they refer to evnts that have already taken place C. Modeling/Teaching Kaylee sets the pace for a heartfelt celebration Kaylee Davidson will be celebrating a very special event on Tuesday the 10th anniversary of her donor heart. The lively youngster from Washington, who loves todance, run and play was just five months old when she became the youngest child to Britain to have a successful heart transplant. Yesterday Kaylee was guest of honour at a party in Newcastle for her mother Carol, 29, now vice-chairman of support group. Heart Transplant families Together said, “I can’t believe 10 years have gone by, Kaylee is a normal girl and she lives life to the fullest.”

Ask: What does the clear headline of the report read? What is the main point or evnt of the news report? What part of the report is the main point, first par? middle part? or last part?

D. Guided Practice

Directions: Arrange the following sentences to form a report. Follow the format below. Parents have the right to use what is called reasonable chastisement to keep their children under control

So, parents may hit them, but not hard enough to cause serious injury. HITTING OUT A 12 year old boy won the right to go to the European Court of Human Right in Strasbourg last week. His stepfather beat him with a garden cane when he was nine years old. The hearing may take two years – if the boy wins, smacking may be banned in Britain. Should parents be allowed to smack their children?

Title _____________________________________________ Introduction _______________________________________ Main points 1. _________________________________________ 2._________________________________________ 3. _________________________________________ 4. _________________________________________ Conclusion 1. _________________________________________ 2. _________________________________________ E.Independent Practice The Puzzle

Oil Depots in Commercial Area Giant oil Chevron, Petron and Shell have asked the government fr a 10-year extension of their depots in barangay Bula, General Santos City. Under the city’s zooming ordinance passed in 1990, Bula was identified as a commercial area. With the passage of the ordinance, the oil depots

were considered risks and that the oil companies were given until March next year to relocate.

After the four groups have made the puzzle, ask: 1. What is the title of the news report? 2. What is the introduction? 3. What are the main points? 4. What is the conclusion? 5. What are the points to remember again in writing a report? F. Closure What are the points to remember in writing reports? What gives the reader an idea about what will be in the report? VI.

Evaluation Directions: On a one whole sheet of paper, arrange and write the sentences into a news report. A. Mayor John Johnson said 60 others were affected by the disease that could have been caused by contaminated water. Most of the victims were residents of the hinterland village of Lamidan, Davao del Sur which is predominantly populated by Manobo and Lagakaulo natives. B. Diarrhea outbreak in Davao del Sur, 6 dead. C. At least six children, aged 4-6 years, have died since Oct. 29 as government officials continued to cope with a diarrhea outbreak in several villages here. D. Dr. Darwin Trinidad, a physician at the Manila District Hospital, said he had ordered the municipal health office to trace the source of the disease to prevent more people from getting ill.

VII. Assignment Write a brief news report about your community. Be able to follow the points to remember in writing a report.

Day 5

I.

Objectives VC: Determine images/ideas that are explicitly used to influence viewers Stereotypes, Point of view, Propaganda A: Show tactfulness when communicating with others

II. Subject Matter Topic: Determining images/ideas that are explicitly used to influence viewers Stereotypes, Point of View, Propaganda Materials: chart power point presentation lap top Reference: Curriculum Guide EN5VC-IIh-7, EN5VC-IIh-7.1 to 7.3 and EN5A-IIh-17 https://www.youtube.com/watch?v=VikoHKuEzng https://www.youtube.com/watch?v=KDBj_sw3Qag https://www.youtube.com/watch?v=4Fs4xzVC404

Focused Skill: Writing with clarity Value: Proud to be a Filipino

I.

Procedure A. Setting The Stage

What can you say about the quotes? B. Explaining The Students What To Do Say: Class, Our lesson for today is about determining the images/ideas that are explicitly used to influence the viewers, stereotypes point of view and propaganda.

C. Modeling Say: Let us watch the following video clips. Watch and carefully analyze the video clips. https://www.youtube.com/watch?v=VikoHKuEzng  

What can you say about the video clips? Describe the positive and negative portrayal in our government. What can you say about it?

D. Guided Practice Let the groups do the following activity. Group 1 Make a “Propaganda” on the video clips watch.

Group 2 Compose a ”Song”about the Marcos government system and our present government system?

Group 3 Compose a poem about the video clip.

Group 4 Make your Point of View about the video clips.

E. Independent Practice

Watch the following video then make a simple role play about each Filipino Values. https://www.youtube.com/watch?v=KDBj_sw3Qag

F. Closure How to determine the images/ideas that are explicitly used to influence the viewers, stereotypes point of view, propaganda?

II.

Evaluation https://www.youtube.com/watch?v=4Fs4xzVC404 Watch the following videos then write 5 intelligent reactions about the issue on ,Who Made the Philippines Poor?

Week 9 III.

Objectives A. Expressive Objectives 1. Observe politeness at all times 2.

Show tactfulness when communicating with others

B. Instructional Objectives

Oral Language Make a stand Oral Reading Fluency Make an outline from a selection read Reading Comprehension Read grade level text with accuracy, appropriate rate and proper expression Writing Composition Revise writing for clarity -

Appropriate punctuation marks Transition/signal words

Viewing Determine the images/ideas that are explicitly used to influence the viewers, stereotypes point of view, propaganda

Attitude Observe politeness at all times Show tactfulness when communicating with others

IV.

Subject Matter A. Topics Make a stand about the issue of the in the security of the West Philippine Sea Make an outline from a selection read Read grade level with accuracy, appropriate rate and proper expression Revise writing for clarity o o

Appropriate punctuation marks Transition/signal words

Determine the images/ideas that are explicitly used to influence the viewers, stereotypes point of view, propaganda. B. References http://www.philstar.com:8080/headlines/2015/07/09/1475020/bongbongbilateral-talks-china-opened-door-we-shut-it Our World of Reading – Wind Sea Workbook – “ROCKS” https://student.unsw.edu.au/transition-signals-writing http://englishlinx.com/transitional_words/ http://unilearning.uow.edu.au/effective/6c.html https://www.youtube.com/watch?v=h-fdvR330-U https://www.youtube.com/watch?v=2Dc-lVLKTtY https://www.youtube.com/watch?v=UqlFT8zT8V8

C. Materials Pictures , charts, multimedia devices and worksheets

Day 1– 2

I.

Objectives 1. Make a stand about the issue of the in the security of the West Philippine Sea 2. Show tactfulness when communicating with others 3. Observe politeness at all times

II.

Subject Matter

Topic:

Make a stand about the issue of the in the security of the West Philippine Sea charts and worksheets

Materials: Reference: :http://www.philstar.com:8080/headlines/2015/07/09/1475020/bongbong-bilateraltalks-china-opened-door-we-shut-it Focused Skill: Giving opinion on national issues Value; Value of our sovereignty III.

Procedure

A. Setting the Stage Show a political map of the Philippines. Give the country near it. B. Explaining The Students What To Do Say: Class, Our lesson for today is about standing in the issue of the security of the West Philippine Sea. C. Modeling

Place a poster in each corner of the room. Then read a statement, and tell students to go to the corner that best describes how they feel about that statement. Here are some examples of statements:    

The Philippines should handle alone the security of the West Philippine Sea without any help from any other countries. The United States of America should provide direct assistance in the security of the West Philippine Sea. The issue on the security of the West Philippine should be handleonly of the countries in the Southeast Asian Region. The USA should only provide military equipment for the security of the West Philippine Sea and will not directly involve in its security.

Encourage students to voice their opinions from their respective corners. Then have each group gathered in response to a statement work together to write a clear statement explaining their position. What is your opinion about your desired statements you have chosen? Should the USA have a direct involvement in the following issue? Why or why not? Why do the Philippines should handle alone the security of its territory? What can you say about the USA giving military equipment for the security our territory? Will it benefit us or the US? Should the security of the west Philippine sea be handle by the accepting the direct assistance of our Southeast Asian neighbors?

D. Guided Practice Group Activity The Teacher will provide certain activities to be perform or discuss in the class after they are finish. Group I – Statement No. 3 Make a “Brainstorming Web” Group II - Statement No. 4 Make a “Discussion Web” Group III - Statement No. 1 Make a Poem

Group IV - Statement 1 and 2 Make a “Venn Diagram”

E. Independent Practice

Debate Group 1 and 2 Talk about the issue of the second statement. Group 3 and 4 Talks about the issue of the third stement

The two groups will draw lots to take the pros and cons.

F. Closure What did you learn on the following issues?

IV.

Evaluation

Let the pupils give their opinion on the following article.

Bongbong on bilateral talks: China opened the door, we shut it

MANILA, Philippines - Sen. Ferdinand "Bongbong" Marcos Jr. perceives the Philippines' rejection of bilateral talks with China as a wasted opportunity to resolve the maritime dispute over the South China Sea. "China opened the door and we shut it. The Chinese said let's talk and we snubbed them," Marcos said during a media forum, adding that the country failed to take advantage of the given opportunity. READ: China to Philippines: Let's sit down and talk

According to the senator, there are only three ways to resolve the said dispute: by war, adjudication or multilateral or bilateral agreements. Marcos ruled out war and arbitration since the Chinese would not recognize the latter. "So talk, and tell them: we are not happy with what you are doing and we do not agree with what you are doing. But the next thing you say is: how do we fix this?" the senator said. The Senate Committee of Foreign Relations chair noted that the Philippines will not lose anything if accept China's invitation to a dialogue on the maritime dispute. "We should talk to China bilaterally because it is still the best option. Our Filipino businessmen can also help by reaching out to their Chinese counterparts and friends in China and try to come up with a solution that will persuade both governments to, at least, sit down and negotiate, or at most, resolve the problem outright," Marcos said. Marcos stressed that the Philippines should not be "snobbish" in dealing with "superpower" China. He added that he cannot see any reason not to talk with China. "We're strategically important to any great power in Asia-Pacific, but we have to play that role even-handedly. We have to stop thinking in terms of kakampikoang Chinese, kakampikoang Kano. Angkakampimolang Pilipino," the senator added. The Philippines sent a delegation to the United Nations Arbitral Tribunal to defend its stand against China's nine-dash line claim over the South China Sea.

Day 3 I.

Objectives 1. Make an outline from a selection read 2. Read grade level text with accuracy, appropriate rate and proper expression 3. Show tactfulness when communicating with others 4. Observe politeness at all times

II.

Subject Matter

Topic:

Materials:

Make an outline from a selection read Read grade level with accuracy, appropriate rate and proper expression stories and charts

III.

Reference: Focused Skill: Value: Procedure

Our World of Reading – Wind Sea Workbook Scanning Conservation of our natural resources

A. Setting The Stage

Show a video clips. https://www.youtube.com/watch?v=r68iEwYdbh4

B. Explaining The Students What To Do Say: Class, Our lesson for today is about making a two point outline on a selection read. 

Outlining is arranging notes so that important ideas stand out and make clear which point supports each of the important ideas.

Things to remember in making an outline; a. b. c. d. e.

The title for the outline should be used in the report itself. Use Roman numerals I, II, III etc. to number topic from the others. Use capital letters A, B, C, D, to indicate subheadings. Use Arabic numerals 1, 2, 3 to number detail headings. Subdivisions of the same kind should fall under the same alignment and indention: B under A, 2 under 1. f. A period is needed after the letter or number of each heading but not after the heading itself. g. The first letter of each heading should be capitalized. (Tell the pupils that the term main headings is used for main ideas and subheadings for the supporting details in an outline. C. Modeling

Have students take a tour of the selection they will be reading. Ask them to preview the text and identify key words or clue words that will help them determine the relevant ideas. Have look at the first and last line of each paragraph. (See to it that the pupils follow the instructions and look at the part of text they are asked to see.) Look at the left part or side of the text. Ask: Can you tell me about some of the important ideas that struck you? Read the selection and have students reflect on how the tour text activity supported their understanding about the selection.

Rocks There are many kinds of rocks. Generally, according to how they are formed, rocks are classified as igneous, sedimentary or metamorphic.

Igneous Rocks Deep within the earth’s surface exists molten or melted materials known as magma. This molten rock material is extremely hot with temperature ranging from 749˚ to 1093˚C. High pressure may force the magma to work its way upward to the earth’s surface through the cracks or fissures. When these molten rock materials cool off and solidify, they form what we call igneous rocks which mean “formed by fire.” Igneous rocks occur in two principal forms: intrusive igneous rock and extrusive igneous rock. Intrusive igneous rocks are igneous rocks that do not rise all the way to the surface of the earth. They hardened up before reaching the earth’s surface. They have coarse mineral grains and crystals that can be easily seen. These are also called plutonic rocks. Extrusive igneous rocks are formed and solidified on the surface of the earth. They are usually fine grained, glassy or finely crystalline in texture. Since these rocks are formed from molten materials that are expelled by volcanic eruptions, they are also called volcanic rocks or pyroclastic rocks.

Sedimentary Rocks There are rocks that consist of materials that were once was part of older rocks or of plants and animal parts. These rocks were deposited millions of years ago as layers of loose materials which become cemented together. They are called sedimentary rocks from the word “sediments”. They are grouped into three: 1) classic or fragmental sedimentary, 2) chemical sedimentary,and 3) organic sedimentary. Classic or fragmental sedimentary is composed of rock fragments carried and deposited by wind, water or glacier and are cemented together. Chemical sedimentary is composed of deposits of minerals dissolved in water. The evaporation of water causes the minerals to crystallize leaving mineral deposits. Organic sedimentary is composed of shells, skeletons and other parts of plants or animals. Many different substances can act as cement that bind the sedimentary rocks. Of these, the most common are calcium carbonate, silica, mud, clay and iron oxide.

Metamorphic Rock Rocks that have changed its appearance and sometimes its mineral composition due to either extreme heat or pressure are called metamorphic rocks. They often show a layered structure but some are said to be massive. Metamorphic rocks that layered in appearance are known as foliated rocks while those that are massive are known as unfoliated rocks. All kinds of rocks, including igneous and sedimentary, usually undergo metamorphism and produce the so called metamorphic rocks.

Answer the following questions. 1.

What are the three main kinds of rocks?

2.

What are the principal forms of igneous rocks?

3.

What are the three groups of sedimentary rocks?

a.

What make up clastic or fragmental sedimentary?

b.

What make up chemical sedimentary?

c.

What make up organic sedimentary?

4.

What are the 2 kinds of metamorphic rock? Differentiate.

5.

What are our natural resources?

6.

Why is it necessary to conserve our natural resources?

7.

As young boys and girls, how can you help conserve our mineral resources?

Here is a skeleton key of the outline that we will prepare.

I.

_________________________________________________ A. ______________________________________________ B. ______________________________________________ C. ______________________________________________

II. _________________________________________________ A. ______________________________________________ B. ______________________________________________ III. _________________________________________________ A. B. C. D.

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

IV. _________________________________________________ A. ______________________________________________ B. ______________________________________________ Ask:

●

What does the very first line at the top represent?

   Say:

What do the Roman numerals represent? What are found after each Roman numeral? What do the capital letters represent? How are the capital letters written as compared with the Roman numerals? Let us make our own reminders for writing an outline.

Lead the children to make the reminder similar to the one below.  

An outline should have a title. Roman numerals are used to indicate the main topic. Place a period after each Roman numeral. Be sure that the Roman numerals and the periods are in a column.  Capital letters are used in subtopics. Indent the capital letters and place a period after each. Arrange the capital letters in a straight line too.  All main topic heading should be divided into at least two parts. A topic cannot logically be decided into only one part.  All the headings should be expressed in parallel grammatical form.  All the first word should be capitalized Practice (orally by whole class. The teacher should help in preparing the two-point outline of Rocks.) Ask:

●    

What is the title? What is the main topic? Where will we write it? Make a brief description. What are the 3 supporting details? What will we write in Roman numeral II

(Continue until the skeleton is filled up.) ROCKS I. Rocks according to how it was formed A. Igneous – hardened magma B. Sedimentary – cemented sediments C. Metamorphic – changed due to heat and pressure II. Igneous rocks – solidified or hardened magma A. Intrusive igneous rock – solidified before reaching the earth’s surface B. Extrusive igneous rock – solidified on the earth’s surface III. Sedimentary rocks – made of sediments cemented together A. Clastic or fragmented sedimentary – rock fragments carried by wind, water and glacier B. Chemical sedimentary – deposits of minerals dissolved in water C. Organic sedimentary – shells skeletons and other parts of plants and animals D. Cementing materials – calcium carbonate, silica, mud, clay and iron oxide

IV. Metamorphic rocks – changed its composition due to heat and pressure A. Foliated rock – layered appearance B. Unfoliated – massive appearance

appearance

and

mineral

D. Guided Practice Group 1 and 2 Treasure Hunting

a. Each member of the group will look for the missing information to complete the outline. b. The first group to complete the outline will be the winner. Group 1 The Dutch The Dutch are people of Holland. They are serious and hardworking. They are considered the cleanest people in the world. The Dutch are fond of eating, drinking and attending parties. Have you seen a picture of a Dutch girl? She wears big wooden shoes called klompers. Men wear baggy trousers while women wear flowing skirts, white aprons and stretched cloth caps. Dutch children are healthy for they drink plenty of milk and take big amounts of butter. Boys are trained to steer the boats and take charge of the windmill. Water sports are popular with the Dutch children. The Dutch I.

Dutch are people of Holland A. Serious and hardworking B. Considered the cleanest people in the world C. ___________________________________

II. ______________________________________ A. She wears big wooden shoes called klompers. Group 2 Pepper Pepper is one of the earliest spices known to mankind. At one time it was so expensive that a pound of it was considered an appropriate gift for royalty to give or to receive. It was then made as payment of taxes. Pepper plants were considered rich property. Pepper is a tropical vine. It begins to bear fruit in four years. It produces heavily for fourteen years. Unripe berries produce black pepper and ripe ones produce white pepper.

Pepper I.

Earliest spices known to mankind A. So expensive that a pound served as royal gift B. _____________________________________ C. Considered rich property __________________________________________ A. Bear fruits in four years B. Produces heavily for fourteen years C. _____________________________________

II.

Group 3 and 4 Pairing/Brainstorming Directions: 1. 2. 3. 4.

Read the selection/paragraph. Discuss or share ideas with a partner. Identify the main topic and subtopics. Make an outline

Group 3 A. In some parts of the world, hundreds of people are injured or killed by lightning strikes each year. Most death occur out in the open or under trees. To protect yourself from lightning avoid isolated trees or tall structures. Go to the bottom of the hill or ravine. Stay inside your house home or building. Get out of the shower or tub.

Group 4 D. The skin on your lips is especially sensitive. Dry weather can cause it to chap and even crack.Applying a moisturizer to your lips daily or as needed can help. You can use a lip balm or skin moisturizer. The greasier the product the better. A humidifier to moisten the air in your home can also help. In addition, avoid wetting your lips. And if you’re outside for a long period of time, cover your lips with a mask. E. Independent Practice

Make an outline using the jumbled details about Main headings and subheadings:  Kinds of fossils  Location of fossils  Uses of fossils  Telling the story of the earth

         

Molds of plants and animals Skeletal remains of plants and animals Hard rocks Layers of sedimentary rocks Preserved bodies or parts of bodies of plants & animals Tracing the changes of the earth’s surface Telling the changes in climate Holes in the mud Prints made by parts of plants and animals Mud or sand

FOSSILS I. _____________________________________ A. _____________________________________ B. _____________________________________ C. _____________________________________ II. _____________________________________ A. _____________________________________ B. _____________________________________ C. _____________________________________ D. _____________________________________ III. _____________________________________ A. _____________________________________ B. _____________________________________ C. _____________________________________ D. _____________________________________

IV.

Evaluation Make an outline on the following selection

Space Explorations Pioneers in Space On October 4, 1957, the Soviet satellite called Sputnik travelled into space. A few months later, the United States launched Explorer 1. These early space launches of manufactured satellites paved the way for people to explore the space. People in Space By the 1960s, the United States and the Soviet Union had sent people in space. On April 12, 1961, Russian cosmonaut Yuri Gagarin became the first man in space. In 1962, American astronaut John Glenn orbited earth in Friendship 7. Following these early years of space exploration, the Untied States launched Apollo 11, which traveled 200,000 miles and make history.

The Moon Landing After three days’ travel though space, Apollo 11 reached the moon’s orbit Astronauts Neil Armstrong and Edwin Aldrin climbed into the Eagle, a lunar module designed to take them from the spaceship and land on the moon. On July 20, 1969, Armstrong and Aldrin were the first people to walk on the moon.

I.

__________________________________________________ A. _______________________________________________ B. _______________________________________________

II.

__________________________________________________ A. _______________________________________________ B. _______________________________________________

III.

__________________________________________________ A. _______________________________________________ B. _______________________________________________ C. _______________________________________________

Day 4

I.

Objectives 1. Revise writing for clarity o Appropriate punctuation marks o Transition/signal words 2. Read grade level text with accuracy, appropriate rate and proper expression 3. Show tactfulness when communicating with others 4. Observe politeness at all times

II.

Subject Matter

Topic:

Revise writing for clarity  

Materials: Reference:

Appropriate punctuation marks Transition/signal words Read grade level with accuracy, appropriate rate and proper expression worksheets and charts https://student.unsw.edu.au/transition-signals-writing

http://englishlinx.com/transitional_words/ http://unilearning.uow.edu.au/effective/6c.html Focused Skill: Value: III.

Writing with clarity Politeness

Procedure A. Setting The Stage

Give a word and let the students connect a word to it.

B. Explaining The Students What To Do Say: Class, Our lesson for today is about revise writing with appropriate punctuation marks and transition/signal words for clarity. 

Transition/signal words are linking words or phrases that connect your ideas and add cohesion to your writing. They signpost or indicate to the reader the relationships between sentences and between paragraphs, making it easier for the reader to understand your ideas. We use a variety of transition signals to fulfill a number of functions. Some of these functions include: to show the order or sequence of events; to indicate that a new idea or an example will follow; to show that a contrasting idea will be presented, or to signal a summary or a conclusion.

To introduce an example: specifically

in this case

to illustrate

for instance

for example

one example of this is

to demonstrate

on this occasion

To introduce an opposite idea or show exception: alternatively

in contrast

on the other hand

but

despite

in spite of

still

instead

nevertheless

while

whereas however

even though one could also say

To show agreement: accordingly

in accordance with

To introduce an additional idea:

yet

additionally

as well as

in addition

again

also

besides

moreover

equally important

and

furthermore

one could also say

further

and then To indicate sequence or order, or logically divide an idea: after

eventually

previously

next

finally

first

second

third

at this point

followed by

subsequently

simultaneously

at this time

last

concurrently

ultimately

before

meanwhile

and then

after

earlier

previously

later

at this point

finally

prior to

formerly

soon

at this time

immediately

then

before

initially

thereafter

during

likewise

like

just likeanother way to view this

by comparison

balanced against

whereaswhile

a different view is

even so

nevertheless

yet

balanced against

in contrast

still

however

but

on the contrary

unlike

notwithstanding

conversely

on the other hand

differing from

To indicate time:

To compare:

similarly To contrast:

To show cause and effect: and so

consequently

thereforeas a consequence

as a result

for this reason

thushence

To summarise or conclude: as a result

in conclusion

therefore

as shown

in other words

thus

consequently

in summary

to conclude

finally

on the whole

to summarise

hence

summing up

ultimately

in brief



Punctuation marks are symbols that are used to aid the clarity and comprehension of written language. Some commonpunctuation marks are the period, comma, question mark, exclamation point, apostrophe, quotation mark and hyphen. C. Modeling

Teacher reads the paragraphs. Then, the students will read it by themselves. Let them study the underlined words in the paragraph.

During [1] the early twentieth century, in addition [4] to industrialization, urban growth and technological development, Australian society was experiencing a transformation of the domestic ideal. Consequently [5], people were subject to an increasing array of government and professional programs aiming to manage and regulate life, particularly [6] family life. Some of these programs were designed to counter social changes, others were designed to engineer them; overall [2] they each heralded a growing expert encroachment into the private sphere. Intervention and influence took three forms [3]. Firstly [3], techniques designed to maximize efficiency were introduced into the home and scientific principles were applied to its design. In addition [4], housework and parenting methods were scrutinized and subject to unprecedented standards. Secondly [3], all aspects of reproduction attracted increasing intervention from government and the medical profession. Thirdly [3], state, professional and philanthropic groups began to usurp the parental role within the family through instruction and policy. Ultimately [2], the development of 'modern' social ideals brought regulations, intervention and ever-increasing unrealistic standards.

[1] Indicating a specific time [2] Indicating a conclusion [3] To indicate sequence and logically divide an idea

[4] Indicating extra information [5] Indicating a result [6] To add emphasis

Ask the following:     

What does thefirst underlined word on the first sentence indicate? How about the second underlined word, what does it indicate? What are the transition words used in the second sentence? What does each indicate? On the second paragraph, what are the transition words used? What do they indicate? What are the punctuation marks mostly used in the following paragraphs? D. Guided Practice Group 1

When you write an essay, you need to use transition words in order to connect ideas together. Sequence: first, then, next, after that, thus, therefore, in conclusion, lastly, to conclude

Directions: Read each sentence and use a transitional word to show sequence. Example A: I went to the restaurant. I sat next to my friend. Answer: I went to the restaurant. Then, I sat next to my friend. 1. Susan played basketball at the park. Susan walked home. ___________________________________________________________________ 2. John and David went to the movies. They went to get ice cream. ___________________________________________________________________ 3. The family went to the restaurant. The family went to watch a movie together. ___________________________________________________________________ 4. First, Michael got in line for the movie. He walked inside to buy popcorn.

___________________________________________________________________ 5. My mom told me about the great news. She told everyone else. ___________________________________________________________________ 6. My brother couldn’t finish his test on time. He got a low grade. ___________________________________________________________________

Group 2 DIRECTIONS: Create an original sentence or pair of sentences using the transitions indicated.

1. meanwhile

2. for example

3. consequently

4. without a doubt

5. therefore

Group 3

When you write an essay, you need to use transition words in order to connect ideas together. Sequence: first, then, next, after that, thus, therefore, in conclusion, lastly, to conclude

Directions: Read each sentence and use a transitional word to show sequence.

Example A: I went to the restaurant. I sat next to my friend. Answer: I went to the restaurant. Then, I sat next to my friend. 1. I went to the theme park. I went on my favorite rides. ___________________________________________________________________ 2. David and Michael went to a party. They went home. ___________________________________________________________________ 3. I didn’t get in line in time for the movie. I wasn’t able to see it. ___________________________________________________________________ 4. First, I walked to school. I went to my first period class. ___________________________________________________________________ 5. He did not pay his taxes. He was fined even more money. ___________________________________________________________________ 6. The man did not complete the work. He did not receive the full payment. ________________________________________

Group 4 Correct the following sentence using the transition words. Transition words are used in a sentence to connect two ideas. They join clauses or sentences together to showa difference or a connection.Use the following transition words below: although

as a result

consequently

likewise

meanwhile

therefore

for example

Example 1: We arrived late at the movie; indeed, we missed the first thirty minutes. Indeed is a transition word. It clarifies how late we arrived at the movie.

Example 2: We arrived late at the movie; however we missed the first thirty minutes. However is the transition word in the second example, but doesn’t make sense as it is use d in the sentence. However is a transition word that shows contrast, yet there is no contrast to be made. Bot h clauses are about being late to the movie. A better sentence with however would be: Example 3: We left early to go to the movie; however, we still missed the first thirty minutes. In Example 3, however shows the contrast between leaving early and still missing the beg inning of the movie. Below are sentences with misused transition words. Cross out the incorrect transition word s and write a betterone in the space below the sentence.

1. Tim earned an A on the test; even so, Justin also received an A.

2. The book was interesting; as a result, it was hard to read. 3. Gordon finished his chores early; meanwhile, he had time to play football. 4. Sarah’s horse is beautiful; instead, it is well-bred. 5. The sailors prepared the ship to sail; otherwise, the dock workers loaded the cargo. 6. Her sister had a cold; however, Julie’s family canceled the trip. 7. Oranges are good for you; nevertheless, they are full of vitamin C. 8. Two seats were left on the bus; similarly, most of the group had to wait for the next on.

E. Independent Practice Write 5 sentences that use transitional/signal words. Observe proper punctuation marks. Write it in your notebook.

F. Closure What are transition signals?

IV.

Evaluation

Select a topic from the list below. Write a paragraph about that topic using at least three transition words. Circle each transition word used in your paragraph. a sport a holiday

eating healthy foods living with a disability

a vacation a pet

Day 5

J. Objectives 1. Determine the images/ideas that are explicitly used to influence the viewers, stereotypes point of view, propaganda 2. Observe politeness at all times

II.

Subject Matter

Topic:

Revise writing for clarity  

Appropriate punctuation marks Transition/signal words

Materials: Reference:

Read grade level with accuracy, appropriate rate and proper expression worksheets and charts https://student.unsw.edu.au/transition-signals-writing http://englishlinx.com/transitional_words/ http://unilearning.uow.edu.au/effective/6c.html

Focused Skill: Value:

Writing with clarity Proud to be a Filipino

V.

Procedure G. Setting The Stage

Show a quote of Ferdinand Marcos.

What can you say about the quotes? H. Explaining The Students What To Do Say: Class, Our lesson for today is about determining the images/ideas that are explicitly used to influence the viewers, stereotypes point of view and propaganda.

I.

Modeling Say: Let us watch the following video clips. Watch and carefully analyze the video clips. https://www.youtube.com/watch?v=h-fdvR330-U

 

What can you say about the video clips? Describe the negative portrayal in our government. What can you say about it?



*According to the video clips, what can you say about the parliamentary system? Will it benefit our country? Give your opinions about it.

J. Guided Practice Let the groups do the following activity. Group 1 Make a “Cluster Map” on the video clips watch. Group 2 Make a “Venn Diagram” about the parliamentary system and our present government system? Group 3 Compose a poem or a song about the video clip. Group 4 Make a simple”Role Play” about the lessons of the video clips. K. Independent Practice

Watch the following video then make a simple role play about it https://www.youtube.com/watch?v=2Dc-lVLKTtY L. Closure

VI.

How to determine the images/ideas that are explicitly used to influence the viewers, stereotypes point of view, propaganda? Evaluation https://www.youtube.com/watch?v=UqlFT8zT8V8 Watch the following videos then write 5 intelligent reactions about the concept of how Filipino speak in English and how they express it.

Week 10 I.

Objectives A. Expressive Objectives

Observe politeness at all times B. Instructional Objectives Oral Language Make a stand Oral Reading Fluency Read grade level text with accuracy., approriate rate and proper expression Writing Composition Distinguish amomnfg Forms (kinds and descriptions) Fill outforms accurately(school forms,deposit and witdrawal slips,etc.) Viewing Determine images/ideas that are explicity used to influence viewers Stereotypes -point of view - propagandees Attitudes Observe politeness at all times II. Subject Matter A. Topics 1.Read grade level text with accuracy., approriate rate and proper expression 2. Distinguish among Forms (kinds and descriptions) Fill outforms accurately(school forms,deposit and witdrawal slips,etc.) 3. Determine images/ideas that are explicity used to influence viewers Stereotypes -point of view - propagandees 4. Observe politeness at all times B. Materials: Projector, pictures, chart B. References: English Textbook Expressway Language and Reading Teachers Guide GradeIV,Lesson guide in English V https/www youtube.com, goggle.com.ph,

Day 1– Oral Language I.

Objectives: Make a stand

II.

Subject Matter: Making a stand

References:EN5OL-IIj-4,http://www.pasadena.edu/files/syllabi/jcstevens_36421.pdf http://cpaws-southernalberta.org/upload/Take_a_Stand.pdf Materials:pictures, chart,flashcard, projector

III. Learning Activities A. Setting the Stage Take a stand game. Stand up if you are agree with the statement and sit down if you are disagree . – Tattoos are wrong for a young like me -I know how to handle life – I know what true love is - I am lucky to be a Filipino – Graduation from High School should be followed immediately by College – Everyone should experience to read good book, watch movie, and used Facebook anytime – Everyone should be more environmentally conscious – Not everyone has the right to go to school to learn – All children should not play outdoors. – Everyone should love and be loved. – Competition increases performance level of children. B. Explaining the student what to do After students have taken their stand, emphasize that in this matter there are no right or wrong positions, since everyone is entitled to stand in their own opinion... . C. Modeling for students Then play the role of interviewer and ask individuals from different groups to stand in this statement.“ A beautiful house and ugly car or an ugly house and beautiful car?Teacher will give her stand first. D. Guided Practice: WOULD YOU RATHER game.(Teacher will prepare two corner side of the classroom for the game)Leader or one member of the group go to one side of the room totake a stand for their beliefs and make a short reason why the choose it.           

Would you rather be rich and ugly, or poor and good looking? Would you rather be stranded on an island alone or with someone you hate? Would you rather be the most popular or the smartest person you know? Would you rather be the sand castle or the wave? Would you rather eat a bar of soap or drink a bottle of dishwashing liquid? Would you rather give bad advice or take bad advice? Would you rather eat a stick of butter or a gallon of ice cream? Would you rather eat a stick of margarine or five tablespoons of hot pepper sauce? Would you rather eat poison ivy or a handful of bumblebees? Would you rather end hunger or hatred? Would you rather find true love or 10 million dollars? E. Independent Practice Read some controversial issues flash on the projector. Take a short Brainstormingby the group and make a standon how you feel about the topic.Designated areas where assigned for the group to stand:  Stand in front of the classroom -strongly agree,  Back of the classroom – strongly disagree  Right part of the classroom- somewhat agree

 Left part of the classroom-no opinion 1. 2. 3. 4. 5. 6. 7. 8.

Is cloning or copying good or bad Should death penalty be stopped Should cell phones be allowed in schools Are prisons the only way to eliminate crime? Can curfews help keep teenagers out of trouble? Is it justified not to allow a single male to adopt a child? Is global warming real? and Global warming, fact or fiction Gay marriages and lesbian marriages; is a crime against nature?

E. Closure Assessment: What have you learned for today? How to make a stand?  To make a stand is to determined effort to defend something or to stop something from happening. The key is to completely believing in the topic yourself. Because if you don't believe in what you're telling or writing, how can you convince the listener or someone else. IV. Evaluation: Make a stand based on the topic sentence below, “The School Uniform Question”. Write it on your notebook and read it with confident to the class. School uniforms should be required in public schools for three reasons. Topic Sentence – Body 1 .First, wearing school uniforms would help make students’lives simpler. Topic Sentence – Body 2. Second, school uniforms influence students to act responsibly in groups and as individuals. Topic Sentence – Body 3. Finally, students feel equal when they are all wearing the same school uniform

Day 2- Oral Reading Fluency Read grade level text with accuracy., approriate rate anfd proper expression I.

Objectives: Observe politeness at all times Read grade level text with accuracy, appropriate rate and proper expression

II.

Subject Matter: Making a stand Reading grade level text with accuracy, appropriate rate and proper expression Story: Princess Polite

References:EN5F-IIj-1.3,EN5F-IIj-1.6,EN5F-IIj-1.7, EN5A-IIj-16 http://www.write4fun.net/view-entry/138585 Materials: chart, flashcard III.

Learning Activities A. Setting the Stage: Practice reading silent W. silent T, Silent H Silent W wrote wrestling wrinkle whole two wrap wrist

Silent T witch castle fasten soften often listen Christmas

Silent H what when where white rhythm hour honest

B. Explaining the students what to do Refer to LM ( Find out and Learn) Give the most common words and phrases that anyone who cares about proper etiquette that incorporate into everyday language:

– This is one of those words that can show good manners or come across as sarcastic, based on your tone. Any time you ask for something, it's always a good idea to add this word to soften the request.( please) – When someone says, "Thank you," your instant response should be, "You're welcome," "You're certainly welcome," or some variation that feels comfortable to you. Another way to express the same thought is, "I was happy to do it," or, "My pleasure."(You're welcome)

C. Modeling for students Teacher will read the story “Princess Polite” with accuracy, appropriate rate and proper expression. Refer to LM Try and Learn D. Guided Practice Comprehension Checkup, Refer to LM Find Out and Learn Read the story, 1st group will read the first paragraph guided by the teacher and so on. E. Independent Practice: Role Playing Refer to LM -Do and learn Group story presentation; make a script or dialogue based in the story. Make it sure to recite the lines with accuracy and proper expression. IV.

Evaluation: Using Fish bowl, teacher call individual to read the storywith. accuracy, appropriate rate and proper expression.

Day 3- Oral Reading Fluency I.

Objectives Distinguish among Forms (kinds and descriptions) Fill outforms accurately(school forms,deposit and withdrawal, slips,etc.)

II.

Subject Matter: Distinguish among Forms (kinds and descriptions) Fill out forms accurately (school forms, deposit and withdrawal, slips, etc.) References:EN5WC-IIj-3.7,https://www.google.com.ph/ Materials: Pictures, copy of song, Projector.

III.

Learning Activities A. Setting the stage Read the following words with /f/ correctly. fill fold form fund found find find fell Ask: Have you experienced filling out forms? When did you fill out forms? What forms have you already filled out? Today, we are going to study how to fill out forms. B. Explaining what the students what to do Refer to LM Find Out and Learn Show the enrolment form to the class. What kind of form is this? What information is asked for in the form? Let us fill up this form together. C. Modeling for students Show the different sample of form flash in the projector. (Refer to LM) Try and Learn D. Guided Practice Refer to LM- Do and Learn Say: Let us fill out this form together. Post an enlarged photocopy of the National Achievement Test form. E. Independent Practice: Refer to LM- Learn Some More Small Group Dynamics

Divide the class into four groups. Provide each group a form to fill out. F. Closure Assessment Say: Now that you are already familiar words, what should you remember to fill out forms,what should you do to make it clean and neat? What should you remember in giving out information? Refer to LM- Remember IV.

Evaluation: Provide the learners with a photocopy of the school admission form. Fill out the form accurately. Refer To LM ( Try and Learn)

Day 4 -Attitudes

I.

Objectives Determine images/ideas that are explicity used to influence viewers Stereotypes -point of view - propagandees

II.

Subject Matter: Determine images/ideas that are explicity used to influence viewers Stereotypes References:EN5VC-IIj-7,EN5VC-IIj-7.1 https://www.google.com.ph/search?q=stereotypes+definition&biw http://www.discoveryeducation.com/teachers/free-lessonplans/understanding-stereotypes.cfm

Materials: story of the selection, illustration/pictures,lcd projector for Power Point III.

Learning activities A. Setting the Stage: Let the pupils analyze the words or the ideas inside the box ..

B. Explaining the Students what to do What are the words that explain the word stereotype inside the box?

Look at the different images of a girls, Do you think that describe with them is true?

C. Modeling for Students Watch the video, ”Stereotype song”(https://www.youtube.com/watch?v=wCgx8zM3woQ) D. GuidedPractice-Watch the Short Video: Types of Kid at School https://www.youtube.com/watch?v=eR_nzGqYXNw&index=2&list=RDmTXun sNF Do you think that the images and action of the kid in the short video will influence viewers? E. Independent Practice Divide the class into four groups and supply each student in the class with a marker.  Give each group one of the five sheets of paper. Ask them to list as many stereotypes that are commonly used to describe the category of people written at the top of paper.  Give students three minutes to complete the exercise. Emphasize that students should list stereotypes that they have heard, not ones that they necessarily believe to be true.  When they are finished, rotate the sheets of paper between groups so that each group works on a new sheet. Have them add any unlisted stereotype adjectives. Rotate every three minutes until every group has worked on every sheet. F. Closure Assessment. Discussion on the exercise, ask the students the following question:  How do the stereotypes recorded by the class make you feel?  What do you notice about the stereotypes listed? Be aware that the students may have listed good and bad adjectives, many stereotypes for different groups, or the same stereotypes for different groups.  Where have you seen these stereotypes portrayed? television programs,

movies, magazines, books?  How do you think a stereotype might cause someone to act unfairly toward another person? A stereotype is a thought that can be adopted about specific types of individuals or certain ways of doing things.These thoughts or beliefs may or may not accurately reflect reality IV.

Evaluation: Think about a situation when someone made a biased judgment about you or acted unfairly toward you because of your age, skin color, clothes you were wearing, gender, the way you speak, where you live, how much money your family has, or some other reason. Ask students to consider the following questions before they begin to write:  How did you know that you were being unfairly judged?  What words or actions were directed at you because of assumptions or stereotypes?  Why do you think those assumptions were made about you?  How did the experience make you feel?  How do you think you should have been treated in that situation?

Day 5- Attitudes I.

Objectives Determine images/ideas that are explicitly used to influence viewers -point of view - propagandees

II.

Subject Matter Determining images/ideas that are explicitly used to influence viewers -point of view - propagandees References :EN5VC-IIj7.3https://www.google.com.ph/search?q=propagande,https://www.google.com.ph /search?, http://www.tip.sas.upenn.edu/curriculum/units/2009/01/09.01.03.pdf Materials: pictures, metacard, projector,chart,

III.

Learning Activities A. Setting the Stage: Four Picture one Word:

P__OPA__AND___

Are you exposed to propaganda in your day-to-day life? If so, what kinds? What messages are you receiving? Tell something about the images using prior knowledge about the issue of 2016 presidential election? B. Explaining the students what to do Teacher will show images of propaganda advertisements What words of praise for the product; nice words like goodness or patriotism.

   

Who is the target audience? What evidence suggests this? How does the layout of the advertisement emphasize the propaganda technique? How do the font styles, colors, subtext, background colors, props and photography techniques emphasize the propaganda technique? Is this advertisement effective /influence the audience like you? Why? Why not? C. Modeling for students. Viewing; https://www.youtube.com/watch?v=FqvbHHY8lq8 "The Bully" - A Short Film with a Lesson Questions: What is your point of views or ideas in bullying? How does propaganda of bullying influence to a viewer like you? D. Guided Practice: Study the image.

The teacher will lead the students through the analysis of one image. By this point, students should be able to respond to the analysis questions with some prompting from the teacher.Propaganda analysis question • What is “happening” in the image? • What expectations are being made and about what/whom? Why do you think the authors of the image made these assumptions? • What is being left out entirely? (Ideas, facts, points of view, etc.) • What facts are being misrepresented? Do you spot any outright lies? • What do the producers of this image want you to believe? Why might they want you to believe that? • How does the poster use visual effects (i.e. color, lettering) in order to persuade? • Are there people in the poster? If so, what are they doing? Are there any aspects of their appearance that might be used to persuade?

E. Independent Practice: Students will rotate through two or three more images, analyzing them in small groups. The teacher should set up the desks in groups and have groups of students move around the room (allowing students 8-10 minutes for each image using the same question in the guided practice)

F. Closure Assessment: What have you learned today? Propaganda is a mode of communication used to manipulate or influence the opinion of groups to support a particular cause or belief. Over the centuries, propaganda has taken the form of artwork, films, speeches, and music, though it's not limited to these forms of communication.Propaganda involves the spreading of information and ideas to advance a cause or discredit an opposing cause. IV.

Evaluation: The teacher will provide students with a photocopied handout that contains two propaganda image and the analysis questions they have been answering (by now, these questions and the process should be quite familiar). If students can answer these questions with confidence, they have shown that they understand the process.

 What expectations are being made, and about what/whom? Why do you think the authors of the image made these expectations?  What is being left out completely? (Ideas, facts, points of view, etc.)  What facts are being twisted or misrepresented? Do you spot any outright lies?