2nd Grading - LP English Vi

LESSON PLANS IN
ENGLISH VI USING
THE FOUR
PRONGED APPROACH
3.
2nd GRADING PERIOD
Unlocking of Difficulties;
Have the pupils identify the
meaning of the following words by
answering the configuration clues given.
1. more distant;
remote
LESSON # 1
to press between tow bodies; to crush
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT:
2. Answer questions from the story
listened to.
GOLD: 3. Use plural of compound nouns.
TS: 4. Write a model compositionarrange details in order.
to mark the surface of anything.
a cry of a hen or a goose
II. SUBJECT MATTER:

GLR: The Long - Necked Giraffe and the
Humble Pullet
OLD: Using Plural of Compound Nouns.
TS:
Writing a Model Composition
Arranging Details in Order
squeezed
farther
4.
Reference: 2002 Basic Education

Curriculum
PELC Speaking 5; PELC Writing 3. p 23
Explore Your World Through Language and
Literature p. 102 103.
English For You and Me Reading p 21 - 23
Across Borders Through Language pp. 5 -7
Dynamic Series in English p. 260
Materials: strips of cartolina. Index cards
A.
1.
Motive Question:
What is the best thing to be, according to
the giraffe?
During Reading Activities:
Have the pupils listen to the
story. Let them take down
important details about the
story.
THE LONG NECKED GIRRAFE AND
THE HUMBLE PULLET
III. PROCEDURE:
GLR (Genuine Love for Reading)
Pre reading Activities:
Drill: Pronunciation drill:
Have the pupils read the following
rhymes:
There was a giraffe that was very tall.

He always said, It is good to be tall. Oh, how
good it is to be tall.
Oh, no. It is good to be short. Honesty,
it is wonderful to be short, said the pullet.
Let us take a walk and see, the giraffe
answered back. They came upon a wall. There
trees near the wall. The giraffe ate and ate
leaves of the trees while the pullet just looked
and looked.
Young lambs to sell,

If Id much money
As I could tell,
I wouldnt be crying
Young lambs to sell.
Cobbler, cobbler, mend my shoe
Get it done by half past two.
Stitch it up and stitch it down
And then Ill give you half a crown.
2.
cackle
scratch
See, it is good to be tall! I told you so,

the giraffe said to the pullet in between big
bites.
Motivation:
Which is better, to be tall or to be
small?
Let us walk farther and see, said the

pullet. They came upon a very high wall. The
pullet wished she could cross the tall wall, but
with her size, she thought she couldnt. All of a
1
sudden, she saw a hole at the bottom. The

pullet squeezed herself and went into the
vegetable garden. There she ate and
scratched while the giraffe waited
patiently.
GROUP 3: WRITING A PARAGRAPH

Give
the
advantages
disadvantages of being
a. a tall child
b. a short child
See, it is good to be short, the

pullet said when she joined the giraffe
again.
and
GROUP 4: I WRITE A SONG!
The giraffe remarked. You know

what I think? I think it is best to be what
you are.
You are right, my friend, cackled
the pullet happily.
And then they became the best of
friends.
Identify the lesson of the story and

compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
C. Post Reading Activities:

1. Answering the motive question:
What is the best thing to be,
according to the giraffe?
1. Drill: Pronunciation drill:

Have the pupils recite the given tongue
twister:
GOLD (Grammar, Oral Language

Development)
Harry Hunt hunts heavy hairy hares

Does Harry Hunt hunts heavy hairy
2. Comprehension Check:
Have the pupils answer he
following questions:
a. Who was very tall? Very
short?
b. Why is it good to be tall? How was
this shown in the story?
c. Why is it good to be short? How
was this shown?
d. What became the giraffe and the
pullet at the end of the story?
e. Do you agree with the giraffe that
it is best to be what you are? If so,
give examples.
hares?
If Harry Hunt hunts heavy hairy hares,
Where are the heavy hairy hares Harry
Hunt hunts?
2. Motivation:
Look for the nouns in the crossword puzzle
below.
I
K
Q
W
A
A
3. Engagement Activities:
Have the pupils perform the following
activities:
J
C
M
F
U
B
H
V
E
V
C
I
L
O
L
T
T
P
V
I
O
L
I
N
D
C
D
B
O
W
S
E
Y
U
N
B
H
K
G
Q
E
R
M
A
S
T
E
R
O
G
T
F
R
O
3. Review: Checking of assignment:

Direction: Read each sentence. Complete the
sentences with the correct plural form of each
noun in parentheses.
GROUP 1: LIGHTS, CAMERA, ACTION

Choose the part that you liked best in the
story. Then make a script and dramatize the
chosen part.
1. Three ____ and three boys form a team.

(man)
Two ____ play water polo. (woman)
3. A family brought their ____ so they can
play musical chairs. (radio)
4. These soccer players can run as fast as
_____. (deer)
The players voices created _____ (echo)
GROUP 2: WRITE ME A LETTER

Choose your most liked character
or most disliked character and write a letter
to the character expressing your feelings to
him/her.
4. Presentation:
Have the pupils read the letter below
Direction: Write each sentence. Complete the
sentences with the correct plural form of each
noun in parentheses.
2
1.
2.
3.
4.
5.
October 5,
2009
Dear Rose,
How are you now? About
me, Im having a great time
here in the city. Ive traveled
along wide expressways and
flyovers. Ive seen skyscrapers
at the center of the city. I was
overwhelmed by all these
sights. But you know what? I
miss our farmhouse and the
wildlife we enjoy so much.
Anyway, Ill be back there in a
7. GENERALIZATION:
What are compound nouns?
How are compound nouns formed?
How do compound nouns form their
plural?
REMEMBER:
A compound noun consists of two or
more words. It may be a combination of:
1. noun + noun
Armchair - armchairs
2. verb + noun
Breakwater - breakwaters
3. verb+ adverb
Breakdown - breakdowns
4. noun + adverb
passer-by - passers-by
5. noun + adjective
court martial - courts martial
6. noun + prepositional phrase
brother in law
brothers in law
5. Discussion:
What are the nouns used in the
letter above?
Have the pupils write the nouns
such as time, city, expressway, flyovers,
skyscrapers, center, sights, farmhouse,
and wildlife
What do you notice about the nouns
time, center and sights? (They are oneword nouns)
How about the words expressways,
flyovers, skyscrapers, farmhouse, and
wildlife, what characteristics do they
have in common? (They are formed by
putting two nouns together.)
What are the nouns that make up
expressways, flyovers, skyscrapers,
farmhouse, and wildlife?
How do we call these nouns? (They
are called compound nouns)
How are compound nouns formed?
There are three forms of compound

noun. They can be separate words like
beauty queen; hyphenated as in officer - -in
charge; or they can be combined words as in
sideline.
The following rules are applied to

form the plural of compound nouns:
1. When the second word is a noun (noun +
noun, verb + noun), add s at the end of
the compound. This rule also applies to the
majority of compound nouns. (verb + adverb).
Study how the plural of the following

nouns are formed:
father in law
editor in - chief
bookshop
court martial
a box for letters

worn on a rainy day
catches fish
gives a flashing light for emergencies
a game played with a basket or goal
fathers in law
editors in chief
bookshops
courts martial
2. In combinations such as noun +

adverb, noun + adjective, noun + prepositional
phrase, add s to the main noun.
Discuss the different ways on how

compound nouns are formed.
Discuss how compound nouns form
their plural.
Discuss further. Use the given
information under Remember.
8. APPLICATION:
A. Guided Practice: Divide the
pupils into group. Have the pupils
perform the activities given.
6. Fixing Skills:
A. Think of a compound noun that
fits the given meaning.
Ex. the sun goes down - sunset
3
GROUP 1:
Form a compound noun based on
the given definition. Then write its plural
form.
1. a store where medicines or drugs
are sold.
2. a person who pushes drugs
illegally.
3. a drop of tear.
4. a road crossing a main road
5. a ball game played by foot
GROUP 2:
Answer each question with a
compound noun. Then write its plural form.
1. guard
2. wheat
3. tree
4. earth
5. egg
6. horse
7. fire
8. god
9. flower
10. battle
1. What do you call the yard at the

back of the house?
2. What kind of belt is used in a car or
an airplane?
3. What do you call the shoe of a
horse?
4. What kind of fruit has a star in its
name?
5. What kind of bird has a black
feather?
I am a bird with black feathers.

I am the light from the sun.
I am the wife of your brother.
I am a big thorny fruit.
I am a machine that flies like a
bird.
/e/
tell
sell
dead
red
bless
fell
spell
lead
wet
GROUP 4:
Make compound word by matching the
nouns in the two columns. Then write its
plural form.
1.
2.
3.
4.
5.
6.
7.
8.
way
tug
teller
suit
house
flower
wheel
door
boat
path
knob
barrow
story
case
dog
sun
2.
/i/
till
sill
did
rid
bliss
fill
spill
lid
wit
Review:
How do we write sentences?
3. Motivation:
How do you feel about a storm?
4. Presentation:
Present the picture of a storm and its
effect.
Have the pupils talk about their feeling
about a storm.
B. Independent Practice:
Match the words in column A and
column B to form compound words. Then
write the plural form of the compound
word formed.
A
B
1. river
hook
2. board
car
3. bell
bar
4. fish
bank
5. box
card
6. salad
bath
7. bird
fruit
A.
field
top
house
shell
worm
cry
child
man
fighter
bed
TS (Transfer Stage)
1. Drill: Pronunciation drill: Have
the pupils read the pair of words.
Note the difference in their sounds.
GROUP 3:
Riddle fun. What am I? Write a
compound noun to answer each riddle.
Write also its plural form.
1.
2.
3.
4.
5.
5. Discussion:
(Give each pupil a meta card for them
to write all the answers to the questions to
be given by the teacher.)
What do you encounter/ experience
during and after storm?
What activities do you enjoy when there
is a storm?
What activities cant you enjoy?
What things delight you?
(Have the pupils paste their answers on
the board)
IV. EVALUATION:
GOLD. Direction: Match the words in
column A with column B to form
compound nouns. Then write its plural
form.
Have the pupils arrange all the details

written on the board in order. Have them also
4
formulate sentences out of the details on

the board. Then the teacher guides the
pupils in arranging them in logical
sequence to create a meaningful body. Then
the teacher will also guide the pupils in
formulating the ending of the paragraph.
LESSON # 2
I. OBJECTIVES:
GLR:
CT:
1. Enjoy listening to a story

listened to.
GOLD: 3. Use nouns plural in form but singular
in meaning.
TS:
4. Sequence events of a story listened
to through guided questions.
6. GENERALIZATION:
What
is
the
characteristic of a good
paragraph?
REMEMBER:
II. SUBJECT MATTER:

GLR:
Juan Tamad Sells Rice Cake
GOLD: Using nouns that are plural in form
but singular in meaning.
TS:
Sequencing events through guided
questions.
A good paragraph must have an

effective beginning and ending. The body
contains the details that support the topic
well.
7.
APPLICATION:
Have the pupils write the
composition on a piece of paper. Be sure to
apply the correct punctuation and
capitalization. Note the indention at the
beginning paragraph. Write neatly and
clearly.
Reference:
2002 Basic Education Curriculum
PELC Speaking 5.6; PELC Listening 5 p 23
Phoenix 21st Century English 6 p 39
English for You and Me Reading p 21 - 23
Across Borders through Language pp. 5 -7
IV. EVALUATION:
TS. Direction: Call on a volunteer to read
aloud his/her composition in class. Guide
the pupils to evaluate it considering these
questions:
Materials: strips of cartolina, index cards

III. PROCEDURE:

A. Pre-reading Activities:
1. Drill: Pronunciation drill: Have the pupils
recite the tongue twister:
1. Does it have an effective beginning

sentence?
2. Do all the supporting details keep to
the topic?
3. Is the ending sentence effective?
I do like cheap sea trips,

Cheap sea trips on ships.
I like to be on the deep blue sea,
When the ship she rolls and dips.
V. ASSIGNMENT:
A. GOLD. Direction: Write the plural
form of the following compound nouns:
1.
2.
3.
4.
5.
2. Motivation:
Do you know Juan Tamad?
Do you know any story about Juan
Tamad?
sleepwalker
aide de camp
school day
commander in - chief
dustbin
3. Vocabulary Development:
Have the pupils identify the meaning of
the italicized words in the sentences.
B. TS. Have the pupils rewrite the

composition on their theme notebook.
1. When one is whistling gaily, he is

whistling ____. (happily)
2. Describe a brook. How is it different
from other bodies of water? (stream)
3. What do chores mean? (household

tasks)
4. Motive Question:
What is peculiar (strange) in the
story?
He saw some butterflies in the acacia tree.

Here, pretty ladies, are some rice cakes, he
said.
The butterflies did not say anything.
They are very good. See, Ill get another
one. Come and taste them. The butterflies flew
away.
B. During Reading Activities:

1. Have the pupils listen to
the story. Let them take
down important details about the story.
You think you are too good for my rice

cakes? I shall sell them to somebody else, said
Juan. He got his basket of cakes and walked on.
Pretty soon, Juan came to a brook. How
cool the water looked! It would be good for his
tired feet. Juan waded in the brook. He saw
some green frogs on the stones. Rice cakes for
sale! Do you want to taste my rice cakes?
Ko-kak! Ko-kak! said the frogs.
Oh, you want to taste the rice cakes. Here
is one. Juan threw a rice cake to the frogs.
They ate it up.
You want some more? It is only twenty
centavos each.
Juan threw one more rice cake to the frogs.
Then he threw another one. More frogs came.
Ko-kak! Ko-kak, said the frogs. Juan kept
throwing his cakes until none was left.
Now pay me.
What! You have no money now?
Ko-kak! Ko-kak!
You will pay me next week? All right. I
shall be back next week.
Juan was happy that he sold all the cakes.
He went home, whistling gaily.
When Juan got home, his mother asked,
Did you sell the cakes?
Yes, Mother.
Where is the money?
They will pay me next week.
The following week, Juan went to the brook
to ask payment from the frogs. He said, Where
is the money for the rice cakes? You said you
will pay me this week.
What! You will pay me next week again?
Be sure you do, said Juan. When Juan came
home, his mother asked for the money. He said,
They will pay next week.
Another week passed again, and still Juan
went home without the money. His mother
became angry.
I will go with you, Juan, she said. Let us
go and get the money for the rice cakes.
Juan leads his mother to the brook. When
they were near, they heard the frogs say, Kokak! Ko-kak!
There is where I sold the cakes, said
Juan.
JUAN TAMAD SELLS RICE

CAKES
Wake up, Juan. The sun is already
high in the sky, said Mother.
But I am still sleepy, Mother.
Get up now. Dont just sleep all day.
Help your mother do some work in the
house.
I do help you sometimes, Mother.
Then, get up and go to town. Sell these
rice cakes I have baked early this
morning.
With this, Juan Tamad got up. He
stretched his arms and legs thinking how it
would be nice to still stay in bed.
When Mother came back, she placed a
twisted towel on Juans head so that he
could carry a basket of rice cakes on his
head.
Now go and sell the rice cakes like
how good boys do. Be sure you are paid
twenty centavos for each rice cakes, said
Mother.
And Juan went whistling gaily as he
walked. The basket of cakes was on his
head as he shouted: Rice cakes for sale!
Rice cakes for sale! Come and buy my rice
cakes!
Cheep, cheep! said the birds.
They are twenty centavos each, Juan
said.
Cheep, cheep the birds said and flew
away.
If you do not want to buy my rice
cakes, somebody else will.
Juan continued walking. The sun was
hot. The basket was getting heavy. He
called again, Rice cakes for sale! Who
wants to buy rice cakes?
Soon he came to an acacia tree. I
shall rest for a while, he said. Juan sat
under the shade of the tree. He put the
basket of cakes beside him. Soon, he began
to feel hungry. He got one of the rice cakes
and ate it.
6
GROUP 3: STORY GRAMMAR ORGANIZER
To whom? I do not see anybody, said

Mother.
There! said Juan. Here is my
mother. Give her the money. Pay her for the
rice cakes.
They say they have no money now,
Mother.
You foolish boy! Did you give the rice
cake to the frogs?
Yes, Mother. They liked your rice
cakes very much. They ate them all.
With this, Juans mother became very
angry. How could you sell the rice cakes
to the frogs?
Juans mother dragged him back home
and made him do all the house chores as
punishment.
Have the pupils complete the story grammar

organizer:
Title: _________________________
Author: _______________________
Who is the main character?

Where and when did the story take place?
What is the problem or conflict?
What did the main character do to solve

the problem?
-Adapted
CT. CRITICAL THINKING

1. Answering the motive question.
What is peculiar in the story?
Have the pupils answer the
a. In the beginning of the story, what
gives you the idea that Juan is lazy?
b. What did his mother ask him to do?
c. Narrate Juans encounter with the
following animals:
1. birds 2. butterflies
3. frogs
d. If you were Juans mother, would
you have reacted in the same way?
Why?
e. Do you know other stories about
Juan Tamad?
How did the story end?
GROUP 4: DRAW ME!
Draw Juan and one of the animals in the

story. Make a dialogue between the two using
the bubble.
Juan:
Animal:
Allow the pupils to perform the activities

under limited time.
GOLD
(Grammar
Oral,
Language Development)
activities.

the pupils recite the following words with /i/
sound.
GROUP 1: LIGHTS, CAMERA, ACION!

Choose the part that you liked best
in the story. Then make a script and
dramatize the chosen part.
hill
did
mix
tick
bit
lift
slid
GROUP 2: WRITE A SONG!

the class.
pitch
lips
kill
sick
grin
chill
list
still
fit
ditch
rid
chip
lid
Have them read the following phrases:

A silly kitten
Spilled milk
7
a dripping pitcher
kill the insect
Hit with a stick

The fifth gift
A written will
a big fish
fit for a king
with a grin
3. Economics (is, are) a subject in high

school.
4. Politics (is, are) an interesting topic for
debate.
5. Mumps (is, are) contagious disease and
it usually breaks out during summer.
2. Review: Checking of assignment.

Direction: Write the plural form of the
following compound nouns:
1.
7. GENERALIZATION:
What form of the verb is
used with nouns plural in form
but singular in meaning?
sleepwalker
2.
aide de camp
3. school day
4. commander in - chief
5. dustbin
REMEMBER:
Nouns such as aerobatics, billiards,

civics, mumps, mathematics, measles,
politics all end in s. Yet this does not
mean that it is used in the plural form.
Although these words end with an s, they
are still considered singular. Hence, the
verb used is singular.
3. Motivation:
words:
Aeronautics
news
Physics
series
Civics
species
8. APPLICATION:
activities given.
What are the numbers of these nouns?

Let us see.
4. Presentation:
sentences:
GROUP 1:
Direction: Choose the correct verb form in
each sentence.
1. Mathematics is more fun when it is

learned with friends.
2. Politics is the favorite topic of
conversation of my parents during
Sunday gatherings.
3. Measles is contagious.
1. The study of Civics (demands,

demand) that we understand our
countrys history.
2. Social Studies (has, have) become the
most interesting subject for Sherwin
this year.
3. The senior students say that Physics
(is, are) fun and interesting subject.
4. The human species (is, are) a thing of
wonder and beauty.
5. Discussion:
What are the underlined words in the
sentences?
What are these nouns?
How do these words end?
What are the numbers of these
nouns?
What from of the verb is used with
these nouns?
Discuss further. You may use the
information
given
under
REMEMBER.
GROUP 2:
Direction: Write the correct form of the verb
in the parentheses to complete the
sentence.
1. Measles ____ all over his body.
(spread)
2. Mumps ___ caused by virus. (be)
3. Tonsillitis ____ swelling of the throat.
(cause)
4. The Philippines ____ plenty of
historical places and tourists spots.
(have)
5. Mathematics _____ fun. (be)
6. Fixing Skills:
Direction: Underline the correct verb
form in each sentence.
1. Physics (is, are) Karls favorite
subject.
2. The news (is, are) aired today.
How do you feel when you failed in

fulfilling your dreams/desire?
4. Presentation:
Have the pupils read the paragraph
given:
GROUP 3:
Place a check on the blank if the
subject agrees with its verb. If not, rewrite it
in the correct form.
____1. The Philippines is made up of more
than seven thousand islands.
____2. Mathematics are interesting and
enjoyable subject.
____3. Billiards is becoming popular
among youngsters now a day.
____4. Measles are epidemic in rural areas
especially during summer time.
____5. Physics is a difficult among
students.
The Fox and the Grapes

A hungry fox went into a vineyard one
day. There he saw bunches of sun-ripened
grapes hanging high on the vine. They looked
so plump and juicy he could almost taste them.
First, he jumped up to seize the nearest vine, but
he found out that it was too high and he couldnt
reach it.
GROUP 4:
In each sentence, find a noun that
is plural in form but singular in meaning.
Then he jumped again and again. But

hard as he tried he just couldnt reach any of the
grapes. Next, he concentrated on the lowest
bunch and exerted all his effort to reach it but
still he failed. Finally, he gave up and walked
away. With one last look at the grapes he said,
Anyone can they are sour. This just goes to
show that it is easy to despise what you cannot
possess.
1. Ivy helps Ferlin with her report on the

different species of insects.
2. Many students find Physics difficult.
3. Have you heard the good news?
4. The Philippines is the home of many
talented artists.
5. Discussion:
Have the pupils answer the following
questions:
IV. EVALUATION:
A.
GOLD. Direction: Write the
correct form of the verb in the
parentheses to complete each
sentence.
1. Tuberculosis ____ one of the effects
of excessive cigarette smoking. (be)
2. Mathematics ___ somewhat a
difficult
subject
because
of
Mathematical
problems
and
computations.
3. Philippines ____ three big groups of
islands. (have)
4. Home Economics ____ now a
subject for both girls and boys.
5. Measles _____ continuously over
his body. (spread)
1. What was the first things happened in

the story?
2. When did the fox go into the vineyard?
3. What happened after the fox tried
jumping several times?
4. What was the last thing happened?
Understanding the flow of events and
following what had happened to the
characters of the story make the story
enjoyable to the readers. That is why it is
important to learn the skill of sequencing
events. Furthermore, knowing how to
sequence events helps in developing the
ability of presenting ideas in related, orderly
manner.
TS. (Transfer Stage)

1. Drill: Pronunciation drill.
Have the pupils
recite the tongue twister given.
6. Fixing Skills:
A. Direction: Read the paragraph and then
answer the questions that follow:
Id rather lather father

Than father lather me.
When father lathers,
He lathers rather free.
After painting the picture of a dragon, Ben

left it to dry. He framed his picture and hung it
on the wall.

3. Motivation:
What did Ben do first? _________________

What did he do after painting the picture?
_____________________________________
9
What
did
he
do
next?
___________________
What
did
he
do
last?
____________________
B. Have the pupils read the given
paragraph. Then have them sequence the
events by answering the questions given.
TS: Direction: Read the following selection. It

is about Frank who made something by
mistake. As you read, think about the
order in which things happen.
HOW POPSICLES CAME ABOUT
One winter night in 1905, eleven-year
old Frank Epperson from San Francisco, made
a fruit drink. First, Frank mixed the drink with
a wooden stick and left it at the back porch all
night long.
Allyson saw flames coming from a big

warehouse in the neighborhood. Next, he
ran home to call the Calapan Fire
Department. Then the firemen arrived to
put out the fire. Finally, fire was
extinguished after a couple of hours.
The weather got very cold. Franks drink

turned to ice and the stick would not move. In
the morning, Frank pulled out the fruit ice, held
it, and tasted it. It was great!
1. What
happened
first?
_________________
2. What happened next?
________________
3. What happened after that?
_________
4. What happened finally?
______________
Frank called his icy pop the Epperson

Icicle. Soon, he changed it to Ep-sicle.
The next summer, he made these pops at
home and sold the pops to his neighbors at five
cents each.
In 1923, Frank turned 29 ad started a
business of making and selling ice pops. His
children called them pops sicle and later
changed to Popsicle by Frank. He made 7
kinds of popsicles. There are now 30 kinds and
orange is the best seller.
7. GENERALIZATION:
How do we arrange events
in a story?
REMEMBER:
1. What happened one winter night in 1905?

A. Frank started a business.
B. Frank mixed a drink, left it at the
back porch all night long.
C. Frank sold the drink to his neighbors.
D. Franks fruit drink turned into ice.
Sequencing is arranging events in

order. In a story, things happen in a certain
order so that it makes sense. Understanding the
order helps you understand the story. To point
out how events are connected in time,
SEQUENCE CLUE WORDS are used.
2. How did the ice pop get its name? Number

each name in correct sequence. Write 1,2,3,4 in
each box.
Pops sicle
Epperson Icicle
Examples of sequence clue words:

First
next
afterward
after that
Before
then
finally
early morning
meanwhile
during
at the end
as
Popsicle
8. Application:
A. Have the pupils recall the story
Juan Tamad Sells Rice Cake. Let them
sequence the story by answering the
questions given.
1.
2.
Ep - sicle
3. Fill in the missing event in the third frame.

Select from the choices given.
In 1905, Frank Epperson made a fruit drink
that turned into an icy pop.
3. What is the problem or conflict?

4. What did the main character do to solve
the problem?
5. How did the story end?
Frank started a business making and selling

ice pops.
IV. EVALUATION:
10
Today, Franks producing 30 kinds of

popsicles far and wide.
LESSON #3
V. ASSIGNMENT:
A. GOLD. Direction: Write the noun
being described with the following clues.
Choose your answer form the given nouns.
I. OBJECTIVES:
GLR: 1. Enjoy listening a story
CT: 2. Answer questions from the story read.
GOLD: 3. Use gerunds as subjects and
predicate noun/nominative.
TS: 4. Sequence the episodes of the story
through story grammar.
1. Somewhat a difficult subject because of

mathematical
problems
and
computation.
2. It is now a subject for both girls and
boys.
3. It has three big groups of islands.
4. It is a contagious disease like mumps
and chicken fox.
5. It is the daily happenings heard over the
radio and on the television.
6. It concerns with citizenry, for the
general welfare or betterment of life.
7. Concerns with the affairs of the
government.
8. It is an acute contagious disease marked
by fever and by the swelling at the side
of the face near the ear.
9. It is a systematic exercise performed in
rhythm by a group with or without light
hand apparatus.
10. The art of performing an activity with
body contortions.
Philippines
Mathematics
Home Economics
Physics
Economics
Civics
II. SUBJECT MATTER:

GLR:
The Parable of the Hostage
GOLD: Using gerunds as subjects and
predicate noun/nominative
TS:
Sequencing events through story
grammar.
Reference: 2002 Basic Education Curriculum
PELC Speaking 3; PELC Reading 5.5.1 24
Growing in English Lang. p. 10 -15
Readings and Communication Skills in English
p. 252
Materials: strips of cartolina. Index cards
III. PROCEDURE:

1. Drill: Pronunciation drill: Have the
pupils recite the tongue twister:
news
politics
mumps
measles
calisthenics
acrobatics
Nina needs nine knitting needles to knit

naughty Nitas knickers nicely.
2. Motivation:
What kind of toy do you want to have?
What do you do to get this toy?
B. TS. Arrange the following events in

order. Number them 1 5.
_____ The Japanese caught him delivering
messages to the Filipino guerillas.
_____ His fellow prisoners called him
KID.
_____ Pedro was then imprisoned and
tortured.
_____ Pedro Flores was in Grade 5 when
the war broke out.
meaning of the following words.
a. fantasized b. glimpse c. luxury d. leverage 11
c
p
o
w
t
r
e. desperate -
(Answer: imagine; peep; comfort; power;

worried)
4.
Motive Question:
What did the boy do in order to
take his wish?
hope and expectations, especially after his

evening prayers. In the morning he would run
to their living room to see if the bicycle had
been delivered during the night. Then the boy
would open the kapis (flat shell) window to
check if the toy was packed in the yard fronting
the main barrio road.
Still nothing happened. The young lad
had become desperate. Several times he heard
adults citing a proverb as follows: Kung hindi
makuha sa santong dasalan, kunin sa santong
paspasan. (If you cant get it through fervent
prayers, get it by force.).

1. Have the pupils listen to the story.
The Parable of the Hostage

The eight-year old son of the farmer
dreamt of a small bicycle almost every
night. In school, he fantasized riding the
toy to and from the school. This started a
year earlier when he first saw a blue
bicycle in the general store of the town
shopping center. Since then, he would do
anything to join his father marketing their
fruits and vegetables in town. For the little
boy, getting a glimpse of the bicycle in the
store made his day wonderful.
The boy went to the side table and got

the image of the Virgin Mary. He wrapped it in
an old newspaper and tied it with string.
Carefully, he placed the bundle in an empty
shoe box and covered it properly. As double
precaution, he tied the box with another piece of
string.
Then he went to the rice bin (bigasan)
which was a small barrel with a wooden cover.
With his right hand, he dug out the husked rice
(bigas) and put it in the shoe box. He covered
the box with rice, forming a mound.
But the family finances did not

allow such an expensive luxury. The
familys priorities were school fees, clothes,
food and medical costs. A bicycle was not
even in the list.
His only recourse was to pray for a
bicycle. Above the bed of his mother was a
framed picture of Jesus Christ. It rested on
a shelf with a vase maintained with fresh
flowers everyday. On a side table was the
image of the Virgin Mary about eight
inches tall, dressed in white, complete with
blue sash.
Then the boy returned to the bedroom

and talked to Jesus Christ. now, if you want to
see your mother again, you have to send me the
blue bicycle. Meanwhile, I am holding her
hostage.
Juan M. Flavier
CT. CRTICAL THINKING

What did the boy in order to take
his wish?
The little boy prayed alternately to

Jesus above the bed and the mother of
Jesus on the side table. The plea was the
same. Please send me the blue bicycle
from the general store in town. I will do
anything if you give me the toy.
Since Christmas was coming, the
young lad used the occasion as leverage.
Christmas will soon be here. Please
consider a gift for me. There is only one toy
I want in the world. Nothing less matters
me. All I want this Christmas is the blue
bicycle.
questions:
1. What was the dream of the eight-year
old son of the farmer?
2. How did his dream start?
3. Why cant he get his dream?
4. What was his only recourse then?
5. What did he do when he wasnt able to
get his dream?
6. If you were the eight year old boy,
what will you do in order to get your
dream?
Night after night, he prayed with all

intensity (dasal na buong taimtim) but
nothing happened. He went to bed full of
12
Have each group perform the

different activities assigned under time
limit.
Review: Checking of assignment:

Use nouns plural in form but singular in
meaning.
3. Motivation:
Do you have a hobby?
What is your hobby?
Show pictures of children who are
reading, singing, dancing, swimming, etc.
Choose the part that you liked best in

the story. Then make a script and
4. Presentation:
Have the pupils
sentences:

him/her.

the class.
STORY
following
on
5. Discussion:
What are the underlined words in the
sentences?
How do these words end? (-ing)
What is the root word of sewing? Dancing?
Cooking? Reading?
What part of speech is sew? cook? Dance?
Read? (verb)
How is sewing used in the first sentence?
(Subject)
Dancing? (Subject)
How is cooking used on the third sentence?
(Predicate Nominative)
How do we call sewing and cooking?
Discuss further.
GRAMMAR
Have the pupils complete the story

grammar organizer:
Title: _________________________
Author: _______________________
6. Fixing Skills:
A. Change the italicized subjects into
gerunds.

the problem?
1. To read biographies is Chesters hobby.

2. To draw portraits is my brothers
pastime.
3. To write poems has become Allysons
hobby.
4. To play guitar is Sherwins hobby.
5. To jog around our lawn every morning
remains my fathers habit.
GOLD (Grammar Oral,

pupils read the following
/o/
block black
sock sack
lock lack
bottle battle
the
1. Sewing keeps Rosalie busy

Saturdays.
2. Dancing is a good exercise.
3. Aurefes interest is cooking.
4. My hobby is reading.
GROUP
4:
ORGANIZER
read
B. Underline the gerund in each sentence.

Identify whether it is used as a subject or
predicate nominative.
/a/
top tap
hot hat
cop cap
pod - pad
1. Exercising helps a person maintain a healthy

lifestyle.
2. Dancing is a relaxing activity.
13
3. My aunt teaches dancing.

4. Her motto was winning.
5. One exciting sport is rowing.
IV. EVALUATION:
GOLD: Direction: Think of an appropriate
gerund that will complete each sentence.
7. GENERALIZATION:
What is a gerund?
What are the uses of gerunds? How
are gerunds used in the sentence?
1.
2.
3.
4.
5.
REMEMBER:
A gerund is a verb form ending in
-ing. It is used as a noun in a sentence. Just
like a noun, a gerund can function as a
subject of the sentence and predicate
noun or subjective complement.
TS
Sherwins favorite pastime is _______.

_______ interests Allyson a lot.
Karls favorite exercise is _______.
_______ broadens ones knowledge.
Jazzers hobby is _______.
(Transfer Stage)
1. Drill: Pronunciation drill.
Have the pupils recite the
tongue twister given.
Example:
Subject:
Farming became their main source
of income.
The shape-shifter,
Shaped like a ship,
Shifts his shape to a shapely sheep.
Predicate Noun/Nominative:

Arrange the following events in order.
Number them 1 5.
_____The Japanese caught him delivering
messages to the Filipino guerillas.
_____His fellow prisoners called him KID.
_____ Pedro was then imprisoned and tortured.
_____ Pedro Flores was in Grade 5 when the
war broke out.
My hobby is reading.
A gerund and the words (modifiers
and objects) that go with it make up a
gerund phrase.
Ex.
Catching a cold is ordinary.
Gerund phrase
8. APPLICATION:
A. Guided Practice:
Answer the following questions
using gerunds used as subject or predicate
noun.
3. Motivation:
What do you think happens when an
alligator lizard is attacked by an enemy?
1. On windy days, what would you love

doing outside the house?
2. At summertime, what do children enjoy
doing?
3. Do you enjoy going to the beach? What
do you enjoy doing most when youre
at the beach?
4. What is your fathers hobby?
5. What do you enjoy doing on weekends?
4. Presentation:
Have the pupils read the selection given.
The Tail That Saves

When an alligator lizard is attacked by
an enemy, it drops its tail. The tail has a part
where the bone breaks off easily. The break
closes quickly to stop the lizard from bleeding.
The tail keeps wriggling after it leaves
the lizards body. The attacker thinks its still
part of the lizard and pounces on it. This gives
the lizard time to get away. In time, the lizard
grows a new tail.
Underline the complete gerund
phrase in each sentence.
1. Riding on a plane is one of my worst
fears.
2. Drinking eight glasses of water a day is a
healthy habit.
3. Driving a car is difficult.
4. I waited for the signing of the contract.
5. I choose swimming in the pool instead of
bathing in the river.
Adapted from Jane Ervin

Reading for Meaning 6
5. Discussion:
Have the pupils study the Graphic
Organizer below.
14
An
enemy
attacks a
lizard.
The
lizard
drops its
tail.
Examples of sequence clue words:
The tail
breaks off
and the break
closes to
prevent
bleeding.
First
after that
finally
meanwhile
at the end
next
afterward
Before
then
early morning
during
as
8. Application:
The tail
keeps
wriggling.
The enemy
pounces on
the tail.
The lizard
gets away.
A. Have the pupils read the paragraph.

Number the events to show the correct
sequence.
One day, something special comes
to the island. It is a clump of floating
tress, vines, weeds and roots. The
plants are from an island far away.
They were carried out to sea. As they
wash up onto a beach on an island, a
fat green lizard crawls off the raft.
Then she lays her eggs on the island.
Finally the eggs hatch and the island
has whole family of lizard.
In time, the
lizard gets
a new tail.
Understanding the flow of events and
following what had happened to the
characters of the story make the story
enjoyable to the readers. That is why it
is important to learn the skill of
sequencing
events.
Furthermore,
knowing how to sequence events helps
in developing the ability of presenting
ideas in related, orderly manner.
_____a. The lizard eggs hatch.

_____b. Trees, vines, roots and weeds are
carried out to sea.
_____c. The plants wash up onto a beach on the
new island.
_____d. A fat green lizard crawls on the island.
6. Fixing Skills:
A. Arrange the following events in
order. Number them 1 5.
B. Arrange the following events in order.

Number them 1 5.
____ Fernando Maria Guerrero studied law

at the University of Sto. Tomas.
____ He was sent to the United States to
help
work
for
Philippine
Independence.
____ He finished his college education at
the Ateneo de Manila.
____ He was made an officer by General
Antonio Luna.
____ He worked for La Independencia.
_____Balagtas fell in love with a beautiful lady

from Pandacan.
___ He wrote better poems than his teacher.
___ Balagtas was already weak when he got out
of prison.
___ He married a good and beautiful maiden
from Bataan.
____ He began his studies with the town priest.
7. GENERALIZATION:
How do we arrange events in a
story?
IV. EVALUATION:
Direction: Read the story then
complete the organizer below.
REMEMBER:
Life Cycle of a Butterfly
Events in a story happen in certain

order or sequence. Knowing the
sequence can help you understand why
things happen. Understanding the order
helps you understand the story. To point
out how events are connected in time,
SEQUENCE CLUE WORDS are
used.
Butterflies go through four stages of life;

egg, larva, (caterpillar), pupa (chrysalis) and
adult. This process is called metamorphosis. A
butterflys larva is called a caterpillar and it
spends its days munching leaves. When a
caterpillar reaches full growth, it spins a
cocoon. Inside the protective sack, it undergoes
15
great changes and eventually a beautiful

flying adult emerges as butterfly.
I. OBJECTIVES:
GLR: 1. Enjoy reading a story
GOLD: 3. Use gerunds as object of the
preposition and appositive.
TS: 4. Identify the antonyms of words.
II. SUBJECT MATTER:
GLR:
The Magic
GOLD: Using gerunds as Object of the
preposition and appositive.
TS:
Identifying antonyms of words.
V. ASSIGNMENT:
A. GOLD: Read Marlons story. Complete
his story by using the appropriate gerund.
Choose from the list inside the box.
waiting
standing
watching
picking
placing
protecting
driving
guarding

PELC Speaking 5.5.5; PELC Reading 1.4
Reading for Meaning p 46 - 59
Readings and Communication Skills in English
p. 252
Linking the World through English pp. 288 292
flying
being
staying
Im giving this scarecrow the job of _____

in the field. _____ it in a good spot in
important. I enjoyed ____ a scarecrow on
the job. Its presence has changed the
crows habit of ____ in the fields. Now, its
usual activity is ___ above the corn. By
____ the crow away, the scarecrow is doing
its job.
Materials: strips of cartolina. Index cards,
III. Procedure:
GLR: (Genuine Love for Reading)

words:
/u/
B. TS. Direction: Arrange the following

events in order.
_____
_____
_____
_____
_____
When the fight for our freedom

started, Apo Mena joined the rebels.
He served as governor of Ilocos Sur.
He was sent to the U.S. to represent
the country in the World Fair.
He spent his time in keeping alive
the peoples interest in arts, letters,
and music.
He formed bands and orchestras
which played native music.
uncle
come
subway
up
under
love
public
us
son
some
study
utter
done
enough
country
2. Motivation:
Do you believe in magic?
Have the pupils know the
meaning of the following words by
rearranging the letters to form the words.
flat
pneumonia
wiggle
1.
2.
3.
4.
LESSON # 4
16
invisible
rummaged
pills
llsip _____________ (medicine)

legwig ____________(to shake)
tlaf _______________(lying straight)
niaompneu _________( a kind of illness)
5. visinblei _________( cannot be

seen)
6. gedamrum ___________(searched)
Thanks, Mama! So, well play again,

added Bobby.
Suddenly, Bobby felt happy with magical
feeling. His lunch tasted better. His toys
seemed to talk to him. Crabby feelings
melted away. And the sun made rainbows
through their kitchen window.
4. Motive Question:
Have the pupils organize
their own questions.
Let them take down notes about the
story they are going to listen.
His mother prepared his lunch box and

brought him to school. When his Uncle
Ramon was sick, it was his mother who took
care of Bobby and his little brother.
THE MAGIC
Weeks went by. At last, Uncle Ramon

came home. His laughter could be heard
now from his room. Bobby felt good and
inspired to study well.
Most of the time, Uncle Ramon sat in his
chair and read books. He was so quiet and
just stared at Bobby.
Bobby remembered how it used to be.
They used to have fun together. Those were
the days when they stayed in a flat near the
supermarket. Ill make Uncle Ramon
happy, Bobby said to himself.
Mama, wheres Uncle Ramon?

Bobby asked his mom right after he
woke up, one morning.
Son, your uncle is sick. He needs
to rest in the hospital. He has been
confined for observation of his heart
ailment. But his doctor said hes all
right now, explained Mama Rosa.
Uncle Ramon and Mama Rosa are
brother and sister. Uncle Ramon has
been quite sickly even in his younger
days. He was not allowed to do
strenuous jobs. When Bobby was still a
year old, Mama Rosa took Uncle
Ramon to look after her son because
she worked full time in their
supermarket.
Bobby rummaged in his closet. He got a

small white box, opened it then whispered,
Abracadabra, ssh! Boom! Make some
magic for Uncle Ramon and me!
Booby ran to his Uncle Ramon. Looked
here, Uncle, he said and waved something
around.
Now that Bobby is nine years old,

he still clings to his uncle who loved his
antics so much. The two have
something in common. They love
magic. Uncle Ramon had an invisible
magic wand. He kept it in along blue
box tied with a red ribbon. No one
knew about it except Uncle Ramon and
Bobby. It was their secret.
Whats that? Uncle Ramon asked.

Its an invisible magic wand. I
rearranged my closet and I got this box. Just
like the one that we had before, only
smaller! said Bobby.
He waved it again and touched Uncle
Ramons chin. He made faces and tried to
wiggle his nose.
Uncle Ramon laughed.
Oh, I made you laugh again, Uncle
Ramon. Youre okay now. Youre well! Lets
play and have fun together!
Yes, Bobby. I forgot about our magic.
Its good you brought it back! said Uncle
Ramon laughing.
Did Uncle Ramon bring our magic

box, Mama? asked Bobby.
What box, Bobby? replied Mama
Rosa.
Oh, you dont know about it,
Mama. I guess, Ill have to wait for
Uncle Ramon to come home so we can
have our magic tricks, whispered
Bobby to his mother.
Its a new one, Uncle. Ill tie one

tonight with a string so it wont get away.
Well, you better wait because next

week, hell be out in the hospital. Hes
okay now. Hes just resting there,
elaborated Mama Rosa.
Good, do it now, Bobby! asked Uncle

Ramon, as he took some pills.
17
Bobby went to the kitchen and

looked for a piece of string.
Abracadabra, sssh! Boom! he
shouted. The happy feeling was back
again in the house. And the sun shone
brighter through the kitchen window
and made rainbows.

Cecille likes to sell a
pencil
A pencil Cecille likes to sell
Looks like a pen with a seal
Rather than a pencil.
-Adapted from Highlights for

Children
3. Presentation:
Have the pupils
paragraph.
A. Post Reading Activities:

1. Answering the Motive Question:
Have the pupils answer
1.
the
the
4. Discussion:
How are we satisfied?
We are satisfied by preparing our

food with the least cost required.
What word comes before the gerund in

the sentence? (by)
What kind of word is by? (preposition)
How is gerund in the sentence used?
(object of the preposition)
Have the pupils perform the
following activities under time limit.
Have the pupils read the given

sentences: Have them identify the gerund
used in the sentence.

How did Bobby show his love for his
uncle? Make a script and dramatize it.
1. No one really benefits from cheating.

2. I want to learn more about healing.
3. Her hobby, sketching, eats up most of her
time.
(Sentence #3 is used as an appositive)
Discuss further.
GROUP 2: THANK YOU

Make a Thank-you Letter for
someone you would like to extend your
gratitude to.
5. Fixing Skills:
Underline the gerund used in the
following sentences then write whether it is
used as object of the preposition or as an
appositive.
GROUP 3: GET WEL SOON!

Make a Get-well Soon Letter for
someone who is sick.
1. She improved her Math skills by

practicing.
2. We should know the benefits of listening
from learned men.
3. Claire will report on the basics of
dancing.
4. My favorite sport, playing tennis, keeps
me in shape.
GROUP 4: DRAW ME
Was Uncle Ramon a good uncle to
Bobby? How? Show though a drawing.
(Grammar,
again
We, Filipinos, appreciate good taste in

our food. We love eating very much. We are
satisfied by preparing our food with the
least cost required.
Were Uncle Ramon and Bobbys

secret magic a real thing? Why?
2. Why did Uncle Ramon create it
in the first place?
3. How did Bobby enjoy the magic
of Uncle Ramon?
4. How was the magic returned?
5. How did it affect Uncle Ramons
health?
6. Was Uncle Ramon a good uncle?
7.
GOLD:
read
Oral,
18
5. His
field
of
specialization,
advertising, requires creativity.
6. GENERALIZATION:
What are the other uses of gerunds?
GROUP 4:
What do you do during summer?
Have each member of the group answers
the question using gerund as object of
the preposition, and appositive.
REMEMBER:
A verb that ends in ing and is used
as a noun is a gerund. Aside form being
used as a subject and predicate
noun/subjective complement, a gerund also
performs the same function as any other
noun in the sentence such as:
Independent Practice:
Direction: Underline the gerund used in
the sentences and then write its function.
1. Object of the Preposition when

the gerund used comes after the
preposition.
Example:
She will report on baking.
prep. Gerund
2. As an appositive
Example:
She spends most of her time in
productive pastime, baking cookies.
7.
1. Some painters use sponges for mixing

colors.
2. His work, baking bread, helps the
community.
3. Thank you for getting me out there.
4. Ill explain about sewing next time.
IV. EVALUATION:
A. GOLD: Direction: Underline the
gerund in each of the following
sentences and identify its function:
APPLICATION:
a. Guided practice: Have the pupils
perform the following activities
with the group:
1. The crop was ready for harvesting.

2.
The project, keeping the community
clean and green, I supported by the
people.
3. The crop was ready for harvesting.
4.
Their job, baking cookies, provided
more earnings.
5. Their newfound work, tilling and
weeding the land, proved to be very
exciting.
GROUP 1:
Write sentences for the following
gerunds with their given function:
1. cooking (appositive)
2. fencing (object of the preposition)
3. jogging (appositive)
4. traveling (object of the preposition)
TS (Transfer Stage)
GROUP 2:
Underline the gerund in each
sentence. Write whether it is used as
object of the preposition or as an
appositive.

Have the pupils read
the following words
focusing in /I/ and /iy/
1. Mabini became one of the pillars of the

Revolution, committed to the ideal of
freeing the Philippines from the
Spaniards.
2. A congested classroom is not
conducive to learning.
3. Eds talent, painting, is his greatest
contribution in the school.
4. His job, writing articles for the La
Solidaridad, was a well-kept secret.
GROUP 3:
Suppose you won in a lottery
amounting to P 1,000,000. Write a
paragraph telling how you will spend
the money. Use gerund in the
sentence.
/I/
mill
sit
win
still
rid
live
pill
din
/iy/
meal
seat
wean
steal
read
leave
peal
dean

19
Direction: Select from the word box

the synonym of the given word. Write it
below the given word. The first one is
done for you.
real
genuine
value
________
promise
________
Have the pupils study the following

words:
A
B
best
wisdom
belief
light
hope
everything
coarse
_______
decline
_______
5. Discussion:
What are the given words under A and B
tell us?
What are these words?
What are antonyms?
Discuss further.
late
________
6. Fixing Skills:
A. Direction: Identify the antonym pairs
in each of the following sentences. Then
underline them. The first one is done for you.
Word Box
rough
pledge
worth
refuse
genuine
tardy
3. Motivation:
Have the pupils identify
opposite of the following:
North - _____
Right - _____
Up - _______
Smooth - ______
Correct - ______
worst
foolishness
incredulity
darkness
despair
nothing
1. She may be my friend, but she can also be

my worst adversary.
2. The Ten Commandments were given to
establish order from chaos.
3. Her sad expression turned jubilant when she
heard the glad news.
4. I found out he was friendly, not belligerent
as he was rumored to be.
5. Dont dawdle nor hurry, but take enough
time to do your work well.
the
B. Read each sentence below. Copy the

italicized word on the first column of the
form following the sentences. Then copy
its antonym found in the same sentence
on the second column. Number 1 is done
for you.
4. Presentation:
What do the given words tell us?
Have the pupils study how the
author, Charles Dickens of A Tale of
two Cities effectively describes the
confusion at the time the story took
place.
1. Her quiet words belied the furious beating in

her heart.
2. The pleasant afternoon was interrupted by a
violent earthquake.
3. The walk to the seashore was easy but the
climb up the mountain was arduous.
4. To a quiet person like me, the visitor seemed
to be a garrulous man.
5. We wondered whether her act was inspired
by kindness or by malice.
It was the best times, it was

the worst of times. It was the age of
wisdom, it was the age of foolishness,
it was the epoch of belief, it was the
epoch of incredulity, it was the
season of Light, it was the season of
Darkness, it was the spring of hope, it
was the winter of despair, we had
everything before us, we had nothing
before us.
What descriptions did Dickens use?
(Opposites)
20
ITALICIZED WORD
ANTONYM IN THE
SAME SENTENCE
1. furious
2.
3.
1. quiet
2.
3.
4.
5.
TS. Direction: From the list of words below,

select the antonym of the underlined word in
each of the sentences.
4.
5.
7. Generalization:
What are antonyms?
The winner was a sluggish runner.

It is humid in the jungle.
A glass toy would be fragile.
I like my cereal to be soggy.
5. Sometimes, my brother exhibits weird
behavior.
@ Antonyms are words

with opposite meanings. Antonyms
are used effectively in making
descriptions.
Opposites
show
strong contrast between two ideas,
persons or things.
dry
strong
lively
8. APPLICATION:
A. Replace each underlined word
with antonym.
1.
2.
3.
4.
5.
V. ASSIGNMENT:
A. GOLD: Direction: Write 5 sentences
using gerund as object of the preposition and
5 sentences using gerund as appositive.
Our living room is ugly.

Few plants hang by the windows.
I feel restless in that room.
The shelves hold dull pottery.
Dark curtains frame the windows.
B. TS. Direction: Read the given sentences

below. Supply the antonym of each
word in parentheses. Then rewrite the
sentences with the needed antonyms.
B. Match the words under Column A

which means the opposite of the words
under column B.
A
1. pretty
2. dry
3. short
4. tiny
5. shallow
2. Mr. Abiog is very (rich). He lives in a (big)

house, wears (expensive) clothes and eats
(costly) food.
____________________________________
____________________________________
____________
3. Sherwin is a (bright) pupil. He always gets
the (highest) score in tests. He reads and
writes (fast). He has (many) friends.
_______________________________________
_______________________________________
_________________________________
B
a. big
b. deep
c. ugly
d. long
e. wet
C. Direction: Write each sentence. Replace

each underlined word with an antonym
given from the list of words inside the
box. The first one is done for you.
1. Sometimes people smile at what they
read.
Sometime people frown at what they
read.
2. There are many wide streets in the city.
3. Mary is very extravagant.
4. How much did your brother gain in his
business.
5. Everybody is busy today.
thrifty
idle
frown
burn
normal
LESSON # 5
I. OBJECTIVES:
GLR: 1. Enjoy reading a story
GOLD: 3. Use gerunds as direct object
TS:
4. Write a home reading report.
narrow
lose
II. SUBJECT MATTER:

GLR:
Gombay and the Wild Ducks
OLD:
Using gerunds as Direct Object
TS:
Writing a Home reading Report
IV. EVALUATION:

PELC Speaking 5; PELC Reading 1.4
21

Readings and Communication Skills in
English p. 252
Linking the World through English pp. 288
- 292
5. It would not be cowardly to duck when you

spot an angry fist coming your way!

picture of a duck

1. Have the pupils listen to the story. Let
them take down notes about the story
they are going to listen.
4. Motive Question:
How did Gombay came to be one of the
ducks?
III. PROCEDURE:
pupils read the tongue twister given:
Gombay and the Wild Duck

Once there lived a hunter named Gombay.
There was a pond near his house where wild
ducks came to play. He had been getting one for
each day as his father had before him. But one
day he thought, If I can catch a hundred wild
ducks in a day, I can be as lazy as I want for
ninety-nine days. It seemed like a very good
plan.
What does Watt-watt White want?

Watt-watt White wants a pair of
white pants.
A pair of white pants is what Wattwatt White wants.
2.
Motivation:
Have you ever heard of the story
about the man who was allowed to own
as much land as he could and in the end
got just enough to bury him six feet
under the ground?
What does that say about wanting
more than you need?
Immediately he set the snare of a hundred

loops made with one rope. Then he hid himself
behind a tree. It was just before dawn, and he
could count ninety-nine ducks in the loops. He
waited for one more duck. Finally, the sun
began to show bright on his face. Then the birds
were surprised to know they were in a trap, and
flew up all together at once.
Gombay, holding the end of the rope went
high up in the sky, too. Help, help! he cried
from the sky, but nobody could hear. Alas, the
rope snapped suddenly, and he went down.
Soon, he realized he had become a wild duck as
he was falling down. Yes, he was flying now as
freely as he wanted. It was like a dream for
Gombay, but he had to live as a wild duck,
anyway. He felt hungry, so he flew down near a
pond. He found a small fish swimming in the
pond. He was going to catch it for a tasty meal,
but he was caught with a snare like the one that
he had used.
A word can have more than one
meaning. Have the pupils decide which
meaning of duck is used in the following
sentences.
a. a swimming bird
b. to dive or dip the head
c. to avoid or evade
d.
cotton fabric
e. someone who is considered
attractive or a darling
f. someone who cannot act efficiently
because of disablement
g. someone
with
peculiar
characteristics.
Gombay became sorrowful and said to

himself, What a pity when even one duck is
caught! And I tried to get a hundred ducks at a
time. It is indeed the punishment of God. He
shed tears, and they dropped on the rope. Then
it snapped. What a miracle! Gombay was so
glad that he shed tears again for his great joy.
This time the tears flowed down and got his
clothes wet. What a miracle again! He became
Gombay as he was. Since then, he stopped
hunting wild ducks and he became an honest,
kind hearted farmer and lived happily forever.
1. He was such a duck and everyone loved

him!
2. The outgoing president knew that his
decisions
would
eventually
be
challenged by the incoming president.
He is what one may call a lame duck.
3. He had some light clothes made out of
duck.
4. He ducked the moment he sensed a
revolver aimed at his head.
-Yoshimasa Kogawa
22
jar
large
scarf
yard

1. Answering the motive
question:
How did Gombay came to be one of
the ducks?
guard
charm
market
chart
arm
smart
dark
hard
card
car
park
harm
Have them read the following phrases.

Have them read the words with /a/ sound well.
carve a heart
a large scarf
a mark on the guitar a jar in the barn
a card for Arthur
an ark in the park
the
1.
2.
3.
4.
Who is Gombay?
What kind of person is Gombay?
What did he decide to do one day?
What experiences did he have when he
became one of the wild ducks?
5. Did he enjoy being a wild duck?
6. What freed him for being a wild duck?
7. When he was back to being Gombay,
what lesson did he learn form his
experience?
8. To prove his resolve to be a better
person, what did he give up?
3.
Engagement Activities:
Have each group perform the
following activities.
2. Review:
Transform the following verbs into gerunds
then use each one of them in sentences as
subject and predicate noun.
1.
2.
3.
4.
5.
Climb
Write
Read
Cook
Study
3. Motivation:
using questions using gerund.
What do you usually do during
weekends?
What do you like to eat during recess
time?
What is your fathers hobby?

Choose the part that you liked best in
the story. Then make a script and
4.
GROUP 2: DRAW ME
Presentation:
Have the pupils read the paragraph:
We, Filipinos, appreciate good taste in
our food. We love eating very much. We are
satisfied by preparing our food with the
least cost required.
What do you think would have

happened to Gombay if he did become
human again?
Discussion:
Have the pupils underline the gerund
used in the paragraph. The teacher will write
the answer on the board.
What do we love very much? (Teacher
will write the answer)
In the story, Gombay already had what

he needed but succumbed to wanting
more. If you will be given a chance to write
to him, what will you say?
We love eating very much.

What word comes before the gerund in
the sentence? (love)
What kind of word is love? (verb)
How is the gerund eating used in the
sentence? (object of the verb)
sentences:

the class.
GOLD (Grammar, Oral,


the pupils read the following words:
23
2.
3.
1. Filipino
love
playing
basketball.
Mother likes listening to her
favorite radio program.
My sister finds dancing
interesting.
1. GOLD: Direction: Complete the

following sentences using gerund as
object of the verb.
a. The newscaster came ______ to catch
the event. (run)
i. The police began _____ the thief.
(chase)
3. Princess and Kim find ______ interesting.
(dance)
4. The farmers started _______ the fruits
since last week. (pick)
3. Agnes loves _______ fiction story.
(write)
What are the gerunds used in the

sentences?
What word comes before each gerund?
How are gerunds used in the sentence?
Discuss further.
6. Fixing Skills:
Answer the following questions
using gerund as object of the verb.
TS (Transfer Stage)
the pupils read the following pairs of
a. What do you love doing during

summer?
b. What does your sister study?
c. What does your aunt teach?
d. What do you and your friends find
interesting?
7. GENERALIZATION:
words:
What are the other uses of gerund?

How is gerund used as direct object
or object of the verb?
REMEMBER:
A verb that ends in ing and is used
as a noun is a gerund. Aside form being
used as a subject and predicate
noun/subjective complement, a gerund also
performs the same function as any other
noun in the sentence such as:
/e/
chase chess
paste pest
baste best
sail sell
/a/
fate fat
hate hat
main man
eight at
/a/
paint pant
laid lad
vein van
pale pal
2. Review: Checking of assignment

Arrange the following events in order.
_____ When the fight for our freedom started,
Apo Mena joined the rebels.
_____ He served as governor of Ilocos Sur.
_____ He was sent to the U.S. to represent the
country in the World Fair.
_____ He spent his time in keeping alive the
peoples interest in arts, letters, and music.
_____ He formed bands and orchestras which
played native music.
1. Direct Object when the gerund comes

after the verb. It answers the question
what.
Example:
She likes stitching very much.
verb
/a/
lace less
vase vest
gaze guess
hail hell
gerund
8. Application:
Have the pupils answer the questions
given
3. Motivation:
Do you enjoy reading a story?
1. What do your friends love to do

during weekends?
2. What does Karl love to do during
winter?
3. What does Mary Frances like to do
very much?
4. What does your mother find
interesting?
4. Presentation:
To be able to read well includes the
ability to interpret and summarized
accurately the content of what you read.
Careful analysis and evaluation are also an
important part of good reading.
Give an example of home reading report.
Book Title:
IV. EVALUATION:
24
Stories of our Country
Title:
Author:
Place and Date
of Publication:
Number of Pages:
Setting:
Characters:
The
Legend
of
Mayon Volcano
Amado L. Agorilla
What was the title of the home reading

report?
Who is the author?
Who Is Magayon? Gat Malayo? Datu
Buhawen?
Why did Magayon consent to the
marriage with Datu Buhawen?
What happened when Gat Malayo tried
to stop the wedding of Magayon and Datu
Buhawen?
What is the moral lesson of the story?
Discuss the parts of a home reading
report.
Manlapuz Publishing
Co., Manila 1989
3
Kingdom of Albay
Daragang Magayon,
Gat Malayo, and
Datu Buhawen
Love and Sacrifice
Theme:
Brief Summary:
Magayon was the most beautiful
maiden in the kingdom of Albay. She fell in
love with Gat Malayo, a prince from a
Tagalog Kingdom in Tayabas. The two
decided to marry, but Datu Buhawen, the
bravest in Albay kingdom, threatened to
kill Magayons loved ones if she would not
agree to marry him. Magayon consented to
the marriage. On the day of the wedding,
Gat Malayo arrived and a fierce battle
began. Datu BUhawen was killed. When
Gat Malayo was about to claim Magayon
as his bride, a friend of Datu Buhawen
stabbed him to death. When Magayon saw
her lover dying, she took the dagger and
killed herself. The two were buried in a
common grave. After a few days, the earth
on their grave rose and turned into a
beautiful mountain-volcano. It was named
after the beautiful maiden Magayon.
Plot:
5.
GENERALIZATION:
What are the parts of a reading report?
What does each part tell?
REMEMBER:
These are the different parts of a home
reading report:
1. Title
2. Author:
the writer of the story
3. Place and Date of Publication: where and
when the story was published.
4. Number of pages
5. Brief summary: important points
6. Setting/ Characters where and when the
story happened, major and minor characters
7. Theme what topic is the story about
8. Plot sequence of events.
9. Moral Lesson what learning the story
teaches.
10. Comments what the reader think about the
story.
a. Magayon and Gat Malayo

met and fell In love and decided
to marry.
b. Datu Buhawen threatened
Magayon to a forced marriage.
c. Before the ceremony, Gat
Malayo arrived and a battle
commenced.
d. Buhawen was killed and so
was Gat Malayo.
e. Magayon killed herself when
she saw her lover fall.
f. A mountain-volcano rose from
their common grave.
7. Practice Exercise:
Have the pupils read a short story. Have
them write a book report using the format
given.
Title:
Author
Place and Date of Publication
No. of Pages
Brief summary
Setting:
Characters:
Plot:
Lesson:
Comments:
Moral Lesson: Nothing good comes out

from selfishness.
Comment:
The story has a tragic
ending. Because of mans
selfishness, many lives were
sacrificed.
IV. EVALUATION:
A. TS. Direction: Have the pupils
read the story. Have them write a
book report using the given format.
4. Discussion:
25
The Rose Bush and the Apple Tree

(Adapted)
I. OBJECTIVES:
CT: 2. Answer questions from the
story listened to.
GOLD: 3. Use the possessive form of nouns.
4. Form the possessive of nouns.
TS: 5. Follow series of directions in
prescriptions and experiments.
Near the apple tree grew a rose

bush. The rose bush saw how much she was
admired and said, Who can compare with
me, and who is as worthy as I am? My
flowers are beautiful to the sight and sweet
to the nostrils. True, the apple tree is bigger
than I, but what pleasure does he give to
mankind?
II. SUBJECT MATTER:

GLR:
Pandoras Box
GOLD: Using the possessive of nouns.
Forming the possessive of nouns.
TS:
Following Series of Directions
When the apple tree heard this, he

said, Even though you are worthier than I
in the beauty of your blossoms and the
sweetness of your smell, you are less
worthy in goodness and friendliness.

PELC Speaking 5; PELC Reading 2.1;2.2
Linking the World Through English pp. 288 292
Tell me, the rose bush said, what

is evidence of your goodness?
And the apple tree answered, You
do not give flowers to man unless you first
wound him with your thorns. But I give my
fruit to all, even to those who throw stones
at me.
III. PROCEDURE:
V. ASSIGNMENT:
A. GOLD: Read Marlons story. Complete
his story by using the appropriate gerund.
Choose from the list inside the box.
waiting
standing
watching
picking
placing
protecting
driving
guarding
Have the pupils recite the tongue twister:
Lily Lee listens to lessons,
As Lily Lee listens to lessons,
She listed eleven lessons
on how to listen to lesson.
flying
being
staying
2. Motivation:
What does a myth mean?
Have you heard a myth story?
The crow likes ______ on the fence.

It never gets tired of _____ for me to leave.
_____ our corn is its favorite pastime. My
job is _____ the corn form the crows. That
is why Im giving this scarecrow the job of
_____ in the field. _____ it in a good spot
in important. I enjoyed ____ a scarecrow
on the job. Its presence has changed the
crows habit of ____ in the fields. Now, its
usual activity is ___ above the corn. By
____ the crow away, the scarecrow is doing
its job.
Have the pupils read the
following situation. From the box below,
choose the best word that describes the
situation.
tidiness
meanness
cruelty
greed
B. TS. Direction: Have the pupils read a

short story. Have them make a reading
report for the story that they are going
to read.
curiosity
grief
wickedness
1. Vira, the stepdaughter of Dona Mary,

was washing the clothes one morning.
Another pile of soiled clothes was given
to her and when she was about to
complain, Dona Mary hit her with her
cane. ___________________________
LESSON # 6
26
the gods and goddesses to help him, and they

did.
2. Angelo, a naughty boy in Mrs.

Cabrals class was thinking of
putting the used bubble gum on his
classmates
seat.
_____________________________
Venus gave her beauty. Apollo gave her

the gift of music. Minerva gave her wisdom and
skill in spinning and weaving. The mischievous
Mercury stirred in for spice a few very human
failings, curiosity among them.
When she was finished, she was lovely.
Quite proud of their handiwork, the gods named
her Pandora which means the gift of all the
gods and Jupiter put into her hands a chest
of ivory, quite small but intricately carved, with
an odd golden clasp. He cautioned her to keep
it by her always, but never to open it. Then, he
sent her down to earth and presented her to
Epimetheus.
3. Martha was very eager to know

whats inside the forbidden room.
___________
4. Miss Castro asked the children to
research in the library. After an
hour, the bell rang. The children,
except for Arleen, gave the books to
the librarian and went away. Arlene
cleaned the mess that her classmates
left. She pushed the chairs back and
picked all the pieces of papers
scattered around. She returned the
books she borrowed and left the
library
quietly.
_________________________
And she made Epimetheus a very good

wife. She was a good cook; she kept the house
tidy; she wove a beautiful cloth; and she obeyed
her husbands wishes in everything. In spite of
herself, however, she found her thought turning
too often to that ivory box she had brought with
her. Finally, there came a time when it seemed
to her that she and the box could not possibly be
in the same house any longer unless she knew
what was in it. So she took the little golden key
that hung from it by a silken cord, and turned it
in the lock. The she lifted the lid just a little,
just for a glimpse.
5. All the members of the family were

there. Tears kept falling from their
eyes. Their sick father, almost
dying, was giving his last will.
________________
6. Mario received one gallon of ice
cream from his grandfather as a
present. Lito, his youngest brother,
asked for some but Mario didnt
mind him until he had eaten all the
ice cream. _____________
Alas, poor Pandora! In an instant, the

room was filled with tiny ugly winged creatures,
buzzing around the walls and streaming through
the windows. What had she done? In a panic,
she shut the lid again, but it was too late. For in
that box had been all the evil things the world
had not known before Meanness and Greed,
Cruelty and Pain, and a million others and as
soon as the lid was lifted, out they flew. They
have been flying about ever since, causing all
sorts of grief and misery. What a pity she ever
let them loose!
7. An old lady, wearing ragged clothes

in front of Dona Narcisas house,
was asking for a piece of bread.
Dona Narcisa yelled at her and
asked
her
to
go
away.
_______________________
4. Motive Question:
Why did Pandora open the box?
But there is one thing to be said for

Pandora when, in her panic, she clapped the
box lid shut again, she did just in time. For in
the chest, there with the wicked winged things
was Hope. If Hope had escaped with the rest,
the world would have been far worse off than it
is. But fortunately, she was left behind. And
whatever could we do without her? Myth-

Let them take down notes about the
story listened to.
PANDORAS BOX
When man had been made, Jupiter
decided that he would make woman, and
send her down to earth. He called on all

1.
27
C.
Post Reading Activities:
Answering the motive question:
Why did Pandora open the box?

2.
Comprehension Check:
the
Allow the pupils to perform the activity

under time limit.
1. Why do you think Jupiter made a

woman?
2. What did Venus, Apollo, Minerva and
Mercury contribute to Pandora?
3. What does the word Pandora mean?
4. Did Epimetheus and Pandora have a
happy marriage?
5. What were inside the box?
6. What do they mean?
GOLD
(Oral,
Development)

Have the pupils recite the given tongue
twister:
Cecile likes to sell a pencil/
A pencil Cecile likes to sell,
Looks like a pen with a seal/
rather than a pencil.
Have the pupils in each group
perform the following activities:

Have 2 3 pupils give their
sentences using gerund used as direct
object, object of the preposition and as an
appositive.

Choose the part that you liked best in the
story. Then make a script and dramatize the
chosen part.
3.
Motivation:
The teacher will present different
things and will ask the question:
Whose pencil is this?
Whose bag is this?
Whose notebook is this? Etc.
GROUP 2: DRAW ME
What do you think would have
happened if Pandora followed what was
instructed to her?
GROUP
3:
ORGANIZER
STORY
Language
4.
Presentation:
dialogue. (To be written on manila
paper)
GRAMMAR
Have the pupils complete the story

grammar organizer:
Title: _________________________
Author: _______________________
Who Owns That?
Precious, Allyson and Jamaica are at the

school playground having their short break.
Precious:
Allyson:
Hey, someone left his bag.

It must be Kenneths. I saw him
once using it.
Jamaica: But Kim has also one like it. It might
be his bag.
Precious: Why dont we look for any
identification inside? (looks inside
the bag) Aha, its neither Kenneths
nor JCs. Look at the ID card here. It
is Ralphs bag.
Ivy:
(comes close to the girls) Excuse me.
Does anyone of you own this wallet?
Precious: It is mine. Im glad you found it.
Thank you!
Ivy:
You are welcome. I thought it was
Jannelles wallet.

the problem?
the class.
28
Allyson:
Well, now we know who own

the things we found. You have
your wallet Precious. Lets go
and give this bag to Ralph. He
might be looking for it now.
Precious: Yes, lets go girls!
Discuss further. You may use

information given under REMEMBER.
Fixing Skills:
Rewrite the following
possession:
1. bicycle of Sherwin
2. parents of Lei and Elise
3. tools of the carpenters
4. kites of the boys
5. speech of the president

questions:
1.
2.
4.
5.
What did the girls find?

Who did they think owned the bag?
3. What did they do to find the rue owner
of the bag?
Who owns the bag?
To whom did the wallet belong?
REMEMBER:
A noun that expresses possession,
ownership, or connection is in the possessive
case.
The sign of the possessive case is the
apostrophe and s. (s)
The phrase of the is used with lifeless or
inanimate objects.
Possessive case of nouns may be formed
in several ways:
1. It must be Kenneths.
2. It is JCs bag.
3. I thought it was Jannelles wallet.
5. Discussion:
What is added after the name of a
person in the sentence? How many own the
bag? Who owns the wallet?
a.
b.
c.
study
the
1. To form the possessive singular, add s to

the singular form of the noun.
Example:
Marys song
girls dress
following
The girls school uniforms are still new.

The pupils desks are made of wood.
The butterflies colors attract many people.
2. To form the possessive plural of nouns

ending in s, add the apostrophe () only.
Example:
ladies shoes leaders abilities
How many own the uniforms? the

desks? the colors? Notice that s is added to
the nouns if the owner is more than one.
3. Proper names ending in s form the

possessive case by adding the apostrophe
and s.
Have the pupils study the following

phrases:
knob of the door
key of the room
collar of the shirt
Example:
Jahzeels new shirt
Jamess answer
4. In compound nouns, the s is added to the

end of the word.
Example:
sister in laws recipe
sisters in laws recipes
What is used in order to show

possession? (of phrase)
How can we rewrite the following
to show possession?
Discuss how these phrases can be
transform to show possession:
show
7. GENERALIZATION:
What do we use to express
possession?

statements taken from the dialogue.
Have them
examples:
to
the
5. If two or more nouns are used together to

indicate separate ownership, the s is used
after each noun.
Example:
Kathys and Sarahs dresses
doors knob
rooms key
shirts collar
29
6. If two or more nouns are used

together to indicate joint ownership,
the s is used after the last noun only.
Example:
Karl and Jazzers
boat
(Children)
2. ______ games are often

exciting.
(doctor)
3. A ____ training requires long
hours of study.
(Lady)
4. Girls should imitate our _____
virtues.
(Napoleon) 5. ______ gallantry won
distinction for him.
(baby)
6. The ____ loud cry awakened
the sleeping mother.
(butterfly)
7. A _____ wings are made up of
scales.
(deer)
8. The ____ horns are called
antlers.
(abbot)
9. The _____ hood is missing.
(grandparents) 10. Our ______ farm is wide and
airy.
7. The of-phrase is commonly used with

inanimate nouns to show possession.
Examples:
end of the story
lock of the door
cover of the book
A.
8. APPLICATION:
Guided Practice:
Direction: Make your own dialogue
using possessive nouns correctly.
IV. EVALUATION:
A. GOLD: Direction: Rewrite each
sentence. Change each underlined phrase
to include a possessive noun.
GROUP 1:
Your group was asked by the
principal to help look for the owners
of the items deposited at the schools
lost and found nook.
1. The safety habits of the students should

be perfect.
2. The students listen to the opinions of the
adults.
3. The comments of the visitors are helpful.
4. The hands of many pupils are raised
now.
5. The principal reminds students to use the
office of the nurse.
GROUP 2:
You talked among yourselves
about the food served at your school
canteen.
GROUP 3:
When you arrived home, you find a
new pair of shoes, a new bag, a new pair
of pants, and a new shirt.
TS (Transfer Stage)
following words with /v/ sound:
GROUP 4: Complete the dialogue using

appropriate nouns in their correct
possessive forms.
A: We are going to celebrate our ____
anniversary.
B: Yes and our teacher wants us to present
a puppet show.
A: The ___ collection of puppets is a large
one.
B: However, the principals objective was
for _____ to write their own script.
A: Making the hand puppets can challenge
the _____ creativity.
B: What could be the ___ share in the
work?
vie
voltage
varnish
ventral
vibrant
visage
valve
voter
virgin
venison

3. Motivation:
Do you know how to wash plates?
4. Presentation:
Have the pupils read the directions that
follow.
Direction: Fill in each blank
with the possessive form of the
noun at the left.
(God)
veal
veal
visa
vague
varsity
First, remove the extra food from the

plates.
1. ______ saints should be our

models.
30
Then, put the plates, spoons and

forks and glasses together. Rinse them
once and soap them, beginning with the
glasses, plates, spoons and forks. Rinse
the glasses and drain them on the drain
board. Then rinse the plates well
followed by the spoons and forks. Drain
them on the dish drain. When dry, keep
them in the dish rack.
8. Application:
A. Read the directions below.
Mother taught Mary Frances how to
cook rice.
Here are the steps given to her.
First clean the kettle where you will cook the
rice.
Then measure 3 cups of rice.
Wash the rice 2 times.
Put 3 cups of water in the washed rice.
Cook until the rice is done.
Put the stove to low fire.
Then let the rice to cook for two more minutes
to cook the rice well.
5. Discussion:
What is the first thing to do with the
dirty plates?
What is done next?
What is the next step to take?
What step follows?
What is done next?
What is done last?
This time, write the steps in
washing plates.
Questions to answer:
1. What is the first thing to do when cooking
rice?
2. How many times will you wash the rice?
3. How much water will you add to 3 cup of
rice?
4. What must be done when there is no more
water?
5. What is the last step to do to cook the rice
well?
6. Fixing Skills:
Have the pupils read the experiment
given on how plants get water from the
soil. Then let them answer the questions
given.
Have a stalk of celery ready.

Have a clear glass half filled with
water.
Put a little red food coloring in the
water.
Mix it well.
Then drop the stalk of celery in the
glass with colored water.
Let it stay for two hours.
Observe what happens.
B. Read the paragraphs below.

Father went to the farm and suddenly it
rained hard. He got wet and caught colds.
He asked for medicine from their family
doctor.
Here is the prescription he got.
Allyson Gale G. Francisco, M.D.

East Ave., Medical Center
Room 13 MWF 10 12:00 NN
1. What are the materials you need in

the experiment?
2. What do you put in the glass of
water?
3. What do you do in the celery?
4. How long will you let it stay in the
water?
5. Can you predict what will happen?
7. Generalization:
How
do
we
direction?
Patients Name: Pedro Canlas

Address: 1512 Nacar
Date: Apr. 15/10
Age: 40
Sex: M
Px
Phonyl propanolamine HCl 25 mg

- # 15
Chlorphenamine malcate 2 mg &
paracetamol 500 mg
(Neozep forte)
Sig: 1 tablet every 6 hrs for 5
days.
______________
follow
REMEMBER:
Directions are useful in telling you
how to make something, like how to cook
rice and how to get from one place to
another. To follow directions, you must
have steps to take in the proper order.
Lic. No. _________

PTR: ___________
1. What medicine was given to him?

2. How many times would he take the
medicine?
31
3. How long would father take his

medicine?
Jazzer had colds for the past 3 days. He

had fever and developed a cough. His
mother took him to a doctor. The doctor
gave him a prescription.
IV. EVALUATION:
Direction:
Read
the
directions
below.
Then
answer the questions that follow.
Allyson Gale G. Francisco, M.D.
How to Grow a Plant from a Seed

Get 5 seeds of white beans. (Patani
seeds)
Pour a little water on the seeds in a
deep plate.
Let them stay overnight.
In the morning you will see a root
coming out.
Prepare the pot where you will plant
the seed.
Put sandy loam soil in it and choose
the best seed.
You will put the seed with its root
down in the soil. Plant the other
seeds on the ground or in another
pot of soil. Water them a little and
let them stay where there is
sunlight.
Observe how the plant grows.
East Ave., Medical Center

Room 13 MWF 10 12:00 NN
Patients Name: Jazzer F.
Address: 1512 Nacar
Date: Apr. 15/10
Age: 15
Sex: M
Px
Erythromycin 250 mg - #
10(ERYCIN)
Sig: 1 tablet 2x daily for 5 days
______________
Lic. No. _________
PTR: ___________
1. Where did Mother take him?

2. What medicines given to Ric?
3. How often did he have to take the
medicine?
4. How would he take the medicine?
5. How long would he take the medicine?
Questions to answer:
1. What is the first thing to do with
seed?
2. How long will you let the seeds stay
in the plate?
3. What steps follow?
4. How will you position the seed you
will plant?
5. What do you do next?
6. Where will you put them?
LESSON # 7
I. OBJECTIVES:
CT:
listened to.
GOLD: 3. Use a variety of sentence as to
structure; simple sentence
4. Form simple sentence.
TS: 5. Tell the relationship expressed in the
selection as to cause and effect.
V. ASSIGNMENT:
A. GOLD: Direction: Change the
underlined group of words to include a
possessive noun.
1. The farm of my aunt is in Laguna.
2. The school of my cousins is in a
nearby town.
3. The truck of my uncle takes them to
school.
4. The apartment of Uncle Brad is in
the city.
5. The name of my cousin is Celia.
II. SUBJECT MATTER:

GLR:
Appearances are Deceptive
GOLD: Using a variety of sentence as to
structure simple sentence.
Forming simple sentence.
TS: Recognizing cause and effect
relationship.
B. TS. Direction: Read the

paragraph given then answer he
questions that follow.

PELC Speaking 6; PELC Reading 6.1 p 23
32
Explore your World through Language and

Literature pp 58 - 61
Dynamic Series in English 6 p 39
She had collected quite a bit already.

Now she was on the lookout for bits of sweet
foods that younger members of her colony loved
to eat after their meal. Going to and fro between
trees and shrubs, Bina suddenly smelt the sweet
aroma of pastry. She quickly went around the
bush and there she saw it a large bit of pastry
with a whole raisin in it. Just then she looked up
and saw something hanging from the leaf of a
bush. Looking closer, she saw that it was a tiny
tail. It seemed to be all wrapped up in
something, as if bandaged.

III. PROCEDURE:

Have the pupils recite the given
tongue twister:
Oh, you poor thing! What a sad fate

you have Sundri! I can run anywhere I wish,
climb trees, or go over mountains. And look at
you, you are trapped in your shell. All you can
do is move your tail around a bit. Even ant
children can run around and do as much as we
can. They are free. You are all bound up and
cannot even move. What a life you must have!
Should she sell sheers sheets or

should she sell shaggy shawls?
2. Motivation:
Is it important to be beautiful?
Why?
Which is more important, to be
kind or to be beautiful? Why?
But there was no answer from the

chrysalis. So Bina went on and walk away with
her piece of pastry. Bina did not know it, but the
thing was a chrysalis, the pupa of a butterfly.
3. Unlocking of Difficulties:
meaning of the following words:
1.
appearance
a. luck
2. deceptive
3. bandaged
4. fate
5. chrysalis
6. scurrying
A few days later, Bina came that way

again hoping to find more pastry or biscuit
lying around.
b. pupa
c. look
d. misleading
e. tied up
f. rushing
It was unusually hot that day and she

was sweating. Suddenly, a cloud seemed to
come over and she felt a soft cool breeze. She
looked up. Wow! One of the most beautiful
butterflies she had ever laid eyes on! Light blue
spotted with light pink and yellow dots.
4. Motive Question:
What had become Sundri?
1. Have the pupils listen to the
story. Let them take down
important details of the story.
2. Use the Direct Reading
Thinking Activity (DRTA) when
telling the story.
Look at me, Bina. I am your muchpitied friend. You boasted of being able to run
around and climb mountains. But now try to get
me to listen.
How beautiful and how lucky it is to be
able to fly around free!
APPEARANCES ARE
DECEPTIVE
And with a graceful flap of her wings,

Sundri, the butterfly flew away like a soft sigh of
the breeze.
One day, Bina, the ant, was

scurrying about in search of food. Summer
was almost over and the rain was
approaching. Soon it would be raining and
food would be difficult to find. Bina knew it
was necessary to stock as much as possible
so that her ant colony could have enough
to eat during the difficult months ahead.
-An Adaptation-

What had become Sundri?
33
(Answer: Sundri had become one

of the most beautiful butterflies Bina had
ever seen.)
Have the pupils recite the given

tongue twister:
Betty bought a bit of butter but she
found the butter bitter/
So she bought a bit of butter to make
the bitter butter better.
a. Who is the ant in the story?
b. Why is she scurrying about in
search of food?
c. What did she see something
hanging from the leaf of a bush?
d. Why did BIna pity Sundri?
e. Do you think Bina was right to
pity Sundri? Why?
f. If you will be Bina, will you do
the same with Sundri?
g. Is it right to boast with
somebody? Why?
2. Review: Kinds of a sentence:

Identify whether each sentence is
declarative, interrogative, imperative or
exclamatory.
1. The teacher speaks clearly.
2. Turn on the radio.
3. Is there news about the hurricane?
4. Ms. Cruz feed the chicken.
5. How heavy the rainfall is!
following activities under time
limit.
3. Motivation:
What is a hobby?
What are your hobbies?
How does your hobby help you?
(Have the pupils write a few sentences to tell
about their hobbies.)
GROUP 1: LIGHTS, CAMERA,

ACTION!
4. Presentation:
sentences:
What part in the story did you like

best? Make a script and dramatize it
before the class.
1. Karl collects shells.

2. Karl collects and sells his collection.
3. Ysa and Princess make dresses for
their dolls.
4. Sherwin and Jazzer collect poems
and write their own haikus.

Identify the lesson of the story
and compose a song that tells the
moral lesson of the story. Prepare to
sing your song to the class.
5. Discussion:
What is the subject in the first sentence?
(Karl)
What is the predicate? (collects)
How many subjects do we have in the
first sentence? (One)
How many predicate? (One)
What kind of subject do we have in the
first sentence? (Simple subject)
What kind of subject do we have in the
firs sentence? (Simple predicate)
What kind of sentence is this? (Simple
sentence)
Why do we say so? (It expresses only
one idea)
(Do the same questioning for sentences
b, c , d.)
(use the concept in the generalization
during the discussion)
GROUP 3: WRITE ME A LETTER!

Choose your most liked
character or most disliked character
and write a letter to the character
expressing your feelings to him/her.
GROUP 4: CERTIFICATE OF
RECOGNITION
Describe Sundris attitude. Make a
certificate of recognition for her.
GOLD (Grammar, Oral

Drill: Pronunciation drill.
34
6. Generalization:
What is a simple sentence?
How do we form a simple
sentence?
Direction: Put a check (/) on the
blank before each number if the sentence tells a
simple sentence and cross (x) if it is not.
REMEMBER:
A simple sentence has one
independent clause. An independent clause
has a subject and a verb and expresses one
complete thought.
A simple sentence can be formed in
four ways:
_____1. Big papayas are raised in that farm.

_____2. To get a good grade, you must finish
your project early.
_____3. We waited long hours at the bus
terminal.
_____ 4. Every day, I watch the incoming ships.
______5. Tricia and Allyson moved and
removed their furniture.
Simple Subject and Simple

Predicate
The food is packed in three ways.
IV. EVALUATION:
GOLD: Direction: Complete each simple
sentence with a compound predicate.
1. Our neighbor _________________.
2. The
children
at
the
plaza
_____________________.
3. The
river
behind
our
house
____________.
4. The trees at the forest ______________.
5. Plastics _________________________.
Compound subject and simple

predicate
Air, water and sunlight are
needed to make plants grow.
Simple Subject and Compound
Predicate
The rain fell and flooded the
streets.
TS (Transfer Stage)
the
pupils
read
the
following contrastive pairs of words:
Compound Subject and Compound

Predicate
Butterflies and other insects
alight on the flowers and sip
their nectar.
/t/ - /d/
ten den
time dime
tow do
grate grade
pat pad
7. Application:
Guided practice:
Direction: Make five simple
sentences of your own following the
instructions for you.

Direction: Write the antonym of the
following words:
GROUP 1:
Your group was asked by your
English teacher to write a sentence
describing your family.
bright
thick
pleasant
wonderful
pretty
GROUP 2:
You talked among yourselves
about the food served at your school
canteen.
3. Motivation:
Match the phrases under column A with
the phrases under column B to complete the
thought.
GROUP 3:
When you arrived home, you find
out that your father has just arrived from
the States.
A
__1. An apple a day
GROUP 4:
Write 5 sentences about the things
that you would love to do during Christmas
35
B
a. ..make the air
fresh and clean
__2. Exercise and proper

diet.
__3. Chain-smoking...
__4. Trees around us...
bkeeps the
doctor away.
c. can cause a
lung cancer.
d. make our
body strong
and healthy.
1. _____ Lucille got low grades in Math.

_____ She did not study hard.
2. _____ Kyle graduated valedictorian
of his class.
____ He made his parents very proud.
4. Presentation:
given:
3. _____ Computers help us a lot in our

school work.
_____ Information is easy to gather with just
one click of a finger.
There is a massive drought or

dryness of land in many places of the
country. This happened because the El
Nio phenomenon has set into the
atmosphere.
_____ Mother praised Jamaica.

_____ Jamaica got high grades in her report
card.
5. _____The children jumped for joy
and shouted Hurray!
_____They won in the English competition.
5. Discussion:
Why is there massive drought or
dryness of land in many places of the
country?
7. Generalization:
What is a cause?
What is an effect?

sentences: (use the color coding
strategy)
REMEMBER:
CAUSE is the reason why something
happens. It is a statement that expresses what
happened before. There are some signal words
that help you recognize cause. These are: since,
because, when and if.
1. The river has become smelly and

filthy because the people kept on
throwing their waste into it.
2. Fish in the river die because people
use dynamite in fishing.
EFFECT is the result or outcome of

what happened. It is the statement that expresses
what happened after. There are some signal
words that help you recognize effect. These are
so, thus, as a result, and therefore.
What made the river smelly and

filthy?
What is the effect of throwing
wastes/ garbage in our rivers?
Why do fish die?
What will happen if fishermen use
dynamites in fishing?
8. Application:
A. Guided Practice:
Direction: Complete the chart. Write the
cause, the signal word used and the effects
for each sentence.
How would you analyze your

answers in questions A and B?
How can you identify the cause of a
given situation?
How would you analyze your
answers in questions C and D?
How can you identify the effect of a
given situation?
Discuss further. Use the information
given under REMEMBER.
Cause
Signal Word
Effect
1. Today, people know a lot about how the

body works because of centuries of study.
2. Early people had strange ideas about how

the body works because they very little
scientific knowledge.
6. Fixing Skills:
Number the statement 1 if it
happened before (cause) and 2 if it
happened after (effect).
3. If we understand our bodies, we can better

take care of them
36
IV. EVALUATION:
TS. Direction: In each pair of
sentences, which is the cause and
which is the effect? Write C for the cause and E
for the effect.
4. Amy is so interested with the human

body, therefore, she decided to become
a doctor.
1. _____ Math problems are difficult.

_____ Raquel was worried and unhappy.
5. Exercise daily so your body will stay fit
and trim.
2. _____She is not getting enough sleep.

_____Elise May spends much time watching
TV at night.
3. _____She kept her mind in her work.
_____ Pauline turned off her TV set.
I. Direction: Write your answers in
complete sentence.
4. _____The sea waves were too rough.

_____The fishermen did not go out to the
sea.
1. Why are many animals in danger of

becoming extinct?
2. Why are there heavy traffics in the city?
3. What is the effect of heavy rains?
4. What is the cause of landslide in some
mountainous areas?
5. What are the effects of eating balanced
diet?
II.
5. _____The fisherman was happy.

_____The fisherman made a god catch last
night.
V. ASSIGNMENT:
GOLD: Direction: Complete each simple
sentence with a compound subject.
Match the causes in

column A with the effects in column B.
Write the letter of the correct answer.
A
B
___1. Jason got
a. Business
poor grades in
establishments
all subjects in
and offices used
the first quarter.
power generators
___2. Louie was
to resume their
not able to attend
services.
his classes.
b. A big fire
___3. An old
woman fell
started from the
asleep unmindful
old womans
of a lighted
house.
candle on a
c. His parents
table.
prohibited him
___4. There was
from playing
a power
computer games
interruption in
the entire city
and hanging-out
for five hours.
with friends.
___5. Father had
d. He was absent
a severe
from his work.
headache
e. He was not able
to take the test
scheduled for
that day.
1.
2.
3.
4.
5.
_______________ lent their bikes.

_______________ rode around the park.
_______________waved to us.
__________ scampered out of their way.
__________ looked on with amusement.
B. TS. Direction: Read each pair of sentences.

Write C before the sentence that tells the
cause and E before the one that tells the
effect.
1. _____The player trained vigorously
for the contest.
_____She bagged the gold medal.
_____She became fit and ready for competition.
_____She trained long and hard everyday.
3. _____Despite her success, she is sweet and
gentle.
_____Most people, especially her neighbors,
adore her.
4. _____The champion made many Filipinos
proud.
_____She was greeted and cheered by a
huge crowd upon arrival.
5. _____She is studying sports medicine.
37
_____She wants to improve the health

condition of the athletes.
Which is more important, to be kind

or to be beautiful? Why?
Have the pupils identify the meaning
of the following words:
LESSON # 8
Enchanted (charmed)
Orphan
Magical (the unexplained)
Invisible
(unseen )
Vengeful
(unforgiving)
I. OBJECTIVES:
CT: 2. Answer questions from the story
listened to.
structure; compound sentence
4. Form compound sentence.
TS: 5. Recognize words with ph
6.
Spell words with ph
III.
4. Motive Question:
Was the Engkanto ng Ilog
vengeful? How?
Have the pupils listen as the teacher reads
the story.
Subject Matter:
GLR:
Gabi and the Engkanto
GOLD: Forming Compound Sentence
TS:
Recognizing Words with ph
Gabi and the Engkanto

Curriculum
PELC Speaking 6; Listening:
Language Arts Today p. 14 19
Long ago, there lived a pretty young

woman called Gabriella. Although she was an
orphan and lived alone, she had many friends.
They loved her and called her Gabi for short.
She lived in a humble nipa hut with a
beautiful garden where different flowers like
santan, gumamela, sampaguita and rosal could
be found. Gabi took care of her plants and
flowers by watering them morning and
afternoon. She also removed the dry leaves and
flowers and trimmed the branches whenever
they had grown too long.

III. PROCEDURE:

Have the pupils read the ed in
the following words pronounced as
/ Id/.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Beside Gabis garden was a swiftly

flowing river. Its banks were lined by great
balete trees. The people believed that Gabis
flowers grew beautifully because the river water
had magical powers. The spirit of the water,
they said, had favored Gabi.
demanded
dedicated
blended
waded
reported
snorted
collected
raided
descended
painted
Gabi didnt believe that the river was

enchanted for she had gone there many times
and had seen nothing at all.
But the river was truly enchanted. A
river spirit, Engkanto ng Ilog had lived there for
a hundred years. He watched Gabi silently
every day. He could not be seen as he was
invisible.
2. Motivation:
Is it important to be beautiful?
Why?
One morning, while Gabi was filling her

jug, the river spirit appeared before her and
introduced himself. He told her of his desire to
38
love Gabi as his wife and if she agreed she

would have all his riches. Gabi turned
down his offer and told him that she did not
need his wealth. Engkanto told her that he
would return next summer and would ask
for her final answer.

activities under time limit.
ACTION!
before the class.
Gabi was afraid, closed her eyes

and opened them again. The river spirit
had become invisible again, so she thought
it was just a dream.

The year passed. Gabi had

forgotten about the river spirit. She was too
happy taking care of her garden. When
summer came, the Engkanto appeared to
her once more. She still refused to marry
him and said, I am very sorry but I cannot
go with you. I do not love you! The
Engkanto was so angry that he turned her
into a gabi plant so that no one else could
have her. He said, Because your heart is
hard and stubborn, I will deny you the
blessings of my river and your leaves will
never get wet. He told Gabi that she will
forever remain a plant unless her heart
turns soft and she decides to marry him.

GROUP 4: WRITE ME A POEM
Describe Gabis attitude. Make a
poem describing her.
-Adapted by Jasmine Roshua Cupcupin

from Marla Yotoko Chorengels Gabi and the
Engkanto

phrases after the teacher.

Was the Engkanto ng Ilog
vengeful? How?
(Yes, because she turned Gabi into a
gabi plant so that no one else could have
her.)
1. night and day

2. ice cream and cake
3. bread and butter
4. touch and go
5. push and pull
6. by hook or by crook
7. rich or poor
8. coffee or milk
9. black or white
10. take it or leave it
a. Who is the main character in the
story?
b. How did Gabi take care of her
garden?
c. What was the peoples belief about
Gabis beautiful garden?
d. Did Gabi believe them? Why?
e. Who was the river spirit? What did he
offer Gabi?
f. Did Gabi accept the Engkantos offer?
Why?
Review: Checking of assignment

Direction: Complete each simple
sentence with a compound subject.
1.
2.
3.
4.
5.
__________lent their bikes.

__________rode around the park.
__________waved to us.
__________scampered out of their way.
__________looked on with amusement.
Motivation:
39
When can we say that a sentence

can stand alone?
4.
1. You have to come early _____ you will be

marked late.
2. They need to cooperate with us _____ they
will be reprimanded.
3. I am a Filipino ____ I am willing to die for
my country.
4. I saw the movies several times ___ I still
love to watch it.
5. I love to eat a lot ____ I have to watch my
weight.
Presentation:
sentences.
a. They loved her and they called her
Gabi for short.
b. I am very sorry but I cannot go with
you.
c. You will marry me or you will
forever remain a plant.
5.
6.
Generalization:
What is a compound sentence?
Discussion:
What two sentences joined the first
sentence?
Does each sentence convey one
complete idea?
What word joined the two
sentences?
How do you call and, or, but?
What form of sentences are these?
Discuss further what a compound
sentence is. Use the concept under
Remember.
REMEMBER:
Sentences can also be compound. A
compound sentence contains two sentences
joined by a comma and the words and, or,
and
but
known
as
coordinating
conjunctions.
And is used to show addition.
But is used to show contrast.
Or is used to show choice.
You can form compound sentences by
joining two or more independent clauses or
complete sentences. Each sentence that
makes up the compound sentence has a
subject and a predicate of its own.
Fixing Skills:
A. Direction: Write YES on the blank if
the sentence is a compound sentence
and then underline the two independent
clauses. Write NO on the blank if the
sentence is not a compound sentence.
Application:
Guided Practice:
Direction: Form a compound sentence
from the given simple sentence by using the
appropriate conjunction.
_____1. Mount Pinatubo erupted in

1991 but I was not in the
Philippines then.
1. The lights dimmed. The audience

became quiet.
2. The beginning was too boring. The
music was too loud.
3. Lightning flashed all night. It didnt rain.
4. Uncle Mario didnt see the snake. He
would have jumped back.
5. Romeo wants to build his model house.
He has no place to work on it.
_____2. She cajoles everyone to get up

to read a poem or recall favorite
stanzas.
_____3. Tess read the poem I Know
Why the Caged Bird Sings and
blew us away.
_____4. Manila looked mysterious
from the 40th floor and she
wanted to paint its beauty on
canvas.
Direction: Match the sentences in
Column A and B to make a meaningful
compound sentence.
_____5. My Mother prepared the meal

and set the table.
A.
1. Daddy took me to a skating rink (b)
2. Some men cleaned the school building.(d)
3. Newspapers inform us about a lot of things.
(a)
4. Cute little girls danced gracefully. (c)
B. Direction: Fill in the blank with the

needed conjunction to complete each
compound sentence.
40
5. Classes will start on June 9 (e)
_____The fishermen did not go out to

the sea.
B.
a. and readers enjoy reading them.
b. and I skated for two hours.
c. and the crowd applauded their number.
d. and their wives helped them happily.
e. but we are still not ready.
IV. Evaluation:
A. GOLD: Direction: Combine each
pair of sentences to form a
compound sentence.
1. Father goes fishing often. He doesnt
like to eat fish.
2. Lino picked up his things. He ran for
the bus.
3. Volleyball is fun. It is a good exercise.
4. The amusement park was open. The
children were lining up for the rides.
5. The mouse saw the cat. The cat didnt
see her.
5. _____The fisherman was happy.

_____The fisherman made a god catch
last night.
3. Motivation:
How do you call a story of ones life, his
present and past experience, dreams or plans or
ambitions? (biography)
4. Presentation:
Show the psalms printed on cartolina strips
Read the psalms emphasizing the words with
gh and ph sounds
Psalm 131:1
Lord my heart is not proud;
my eyes are not haughty
I dont concern myself with matters
too great or awesome for me.
Psalm 126:2
We are filled with laughter
and we sang for joy
And the other nations said,
What amazing things the LORD has done
for them.
TS. Transfer Stage

Have the pupils read
the given tongue twister:
A big blue bug bit the bold bald
bear
And the bold bald bear bled blood
badly.
Psalm 98:6
With trumpets and the sound
of the ram horn make a joyful symphony
before the LORD the King!

Direction: In each pair of sentences,
which is the cause and which is the
effect? Write C for the cause and E for
the effect.
1.
Psalm 139:20
They blaspheme you your enemies take
your name in vain.
Psalm 146:9
The LORD protects the foreigners
among us,
He cares for the orphans and the
_____ Math problems are difficult.

_____ Raquel was worried and
unhappy.
widows
Psalm 89:19
You once spoke in a vision to your
prophet and said,
I have given help to a warrior. I have
selected him from the common people to be
King.
Psalm 118:16
The strong right arm of the LORD
Is raised in triumph. The strong right
arm of the LORD has done glorious things!
2. _____She is not getting enough

sleep.
_____Elise May spends much time
watching TV at night.
3. _____She kept her mind in her
work.
_____ Pauline turned off her TV
set.
4. _____The sea waves were too
rough.
41
WORDS-THREE-WORDS
strategy.)
Examples:
Initial ph
Medial ph
5. Discussion:
Study the underlined words,
what do you notice?
Answer: They are words that have
consonant
combinations
and
sounded the same when read. They
are sounded as /f/ when read.
1. phantom
2. pharmacy
3. phase
4. Philippines
5. philosophy
What are the consonant combinations

in these words?
Answer: They are ph and gh.
Medial gh
1. roughness
2. toughness
3. laughable
4. laughing
5. coughing
Read the words together. (Note mouth

movement while reading to assure
correct pronunciation.)
Demonstrate the correct position of the
6.
tongue to stress the sound /f/.
haughty
triumph
orphans
symphony
1. graphical
2. aphids
3. morphine
4. Paraphernalia
5. paraphrase
interactive
Final ph
1. graph
2. telegraph
3. pictograph
4. monograph
5. paragraph
Final gh
1. cough
2. tough
3. rough
4. enough
Fixing Skills:
Guess the key words based on the
meanings given using configuration clues.
blaspheme
laughter
right
prophets
2. a cause of merriment
Study the words further.

3. a musical composition as in orchestral
sonata
What two words from the Psalms do

not sound /f/ when read?
- haughty and right
How are they read?
- they are read with silent /gh/
4. to speak or address with

irreverence
Focus on the words with /ph/ and /gh/

sounded as /f/.
Go back to the given words note the
positions of /gh/ and /ph/.
Group the words under the proper
column.
medial gh
final ph
medial ph
laughter
blaspheme
triumph
orphans
5. children deprived by the death of one or

both parents
symphony
prophet
6. one of the writers of the prophetic books
in the old testament
Give more examples of words with ph

and gh sounded as /f/ when read.
Enable pupils to group words included
in the initial ph, medial ph and final ph
with words having medial gh and final
gh.
(In this activity, give pupils time to list
five related words independently. Pupils
are grouped and are encouraged to share
words. A group picks best-three words and
explains to class. This is called FIVE-
7. the joy or exultation of victory or

success
Answer Key: 1) laughter 2) symphony

42
3) blaspheme 4) orphans
5) prophet
6) triumph
5. Carmela enjoyed watching the movie,

_________ of the Opera.
7. Generalization:
How are two consonants
in sequence or digraph ph pronounced?
C. Complete each sentences by filling in the

blank with the appropriate word using ph or
gh.
REMEMBER:
The two consonants in sequence or
digraph ph is pronounced as /f/.
Phonetics analysis of a word helps us
to understand the meaning of a word.
Some
words
have
consonant
combinations which are sounded the
same when read but their spelling are
different.
Example: ph and gh are sounded
as /f/
Some words show irregularity in
spelling.
Example: words with augh and
ough.
1. Organize your sentences well so that you

can make a good
.
2. It is important that a beginning reader
should have
awareness.
3. An earthquake is a natural
that we
can hardly predict.
4. Those
are the only souvenirs of
the grand reunion.
5. Do you agree that our country, the
, is the Pearl of the Orient Seas?
6.
exercises help us pronounce the
words correctly.
7. When I go to college, I will take up
, Arts and Letters.
8. He is as
as a warrior when
he is faced with problems.
8. Application:
9.
His
and colds terribly trigger
A. Oral Practice:
his
headache.
10.
The
and rocky road caused
following words correctly.
the car engine to stop.
ph said as f
Answer Key:
hyphen
sapphire
1. paragraph
2. phonemic
siphon
phosphorus
3.
Catastrophe
4. photographs
phenomenon
phlegm
5. Philippines
6. Phonetic
physics
pamphlet
7.
Philosophy
8. tough
phonetic
headphone
9.
cough
10. rough
phosphate
mimeograph
ophthalmology
photogenic
IV. Evaluation:
orphanage
hemophilia
TS. Direction: Write the word
with
ph described or defined.
B. Use the words given to complete the
following sentences:
1. a group of related sentences.
_ _ _ _ _ _ _ ph
a. philosophy
b. biography
2. a group of words.
c. geography
ph_ _ _ _
d. phantom
e. phony
3. another word for picture, usually shot by
camera.
1. When I read the _______ of Dr.
ph _ _ _ _ _ _ ph
Jose Rizal, I was convinced that he
deserved to be called our national
4. a persons own handwriting signature.
hero.
_ _ _ _ _ _ _ ph
2. A social workers ______ in life is
to serve others.
5. anything appearing or observed,
3. Our lesson in _______ is about the
especially one having scientific interest.
provinces in Luzon.
ph _ _ _ _ _ ph _
4. That clown is a _______ because he
is not the real one.
V. Assignment:
43
1.
2.
3.
4.
5.
A. GOLD. Direction: Combine the

following simple sentences into a
compound sentence using conjunctions
and, or and but.
The book was funny. It was exciting.
The cat needed excitement. He became
bored.
Maz had adventures. He always
escaped.
The cat could go to the right. He could
go to the left.
He was brave. He was also intelligent.
Have the pupils read the words with

initial, medial and final /p/ sound.
Initial
paragraph
philosophy
biography
phrases
geography
rampant
stipend
trample
nepotism
participle
1.
2.
3.
4.
5.
bleep
shape
creep
shop
soup
2. Motivation:
Have you seen a lion?
Show a picture of lion.
Have the pupils describe the lion.
I. OBJECTIVES:
Have the pupils read the clues then
arrange the following jumbled letter to
form the correct word.

listened to.
structure; complex sentence
4. Form complex sentence.
TS: 5. Tell the key concept implied.
a. bsetas ( The Lion is called the King of

______ because he is big and strong.)
b. bleatiirr (The Lion had an ____ mood
because his wife told him that he had a
bad breath.)
c. nuplaesnat (The Queen Lioness said that
the Lion has the most unpleasant smell.)
Subject Matter:
The King of Beasts and His Three
Advisers
Forming Complex Sentence
Telling the Key Concept Implied
4. Motive Question:
Why were the animals afraid of the lion?

Curriculum
PELC Speaking 6; PELC Reading 4

Have the pupils listen as the teacher reads
the story.
The King of Beasts and His Three Advisers

The lion is called the king of beasts. He is
big and strong. So, the animals are afraid of
him. But not his wife, Queen Lioness.

III. PROCEDURE:

1.
1.
2.
3.
4.
5.
Final
LESSON # 9
II.
pacify
panic
pastor
petite
passion
Medial
B. TS. Direction: Use the following words

with ph in meaningful sentence.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
One morning, the king of the forest was in

an irritable mood. His wife, the Queen had said
something he did not like. Queen Lioness ha
44
told King Lion that his breath was most

unpleasant. So King Beast called the
animals. First, he called the sheep.
d. Why did the sheep give an honest

answer?
e. Why did the goat tell a lie?
f. Who among the animals did the right
thing?
Friend Sheep, he roared, opening

wide his big mouth, would you say that
my breath smells unpleasant?
Believing that the lion wanted an
honest answer, the sheep gave it, and the
king of beasts bit off her head for a fool.

ACTION!
before the class.
King Lion was very angry. He roared

and called the goat. Mr. Goat, tell me the
truth. Do I have a bad smell? Do I have a
bad breath?

The goat saw the sheeps meat and

bones. He was afraid of the lion. So the
goat said, Why, your Majesty, you have a
breath as sweet as roses in the garden.
Before he could finish, the goat was
torn to pieces. I do not like liars, roared
the King Lion.

At last, the lion called the horse. The

horse walked slowly. He looked sick. He
coughed and coughed.
GROUP 4: WRITE ME A POEM
Friend Horse, tell me the truth. Queen

Lioness says that I have a bad breath. She
says I have a bad smell. Is it true?
Describe the Lions attitude. Make

a poem describing him.
The horse coughed and coughed. Then

he said softly, King Lion, I have a bad
cold. It rained hard while I was carrying
crops for my master. I think I also have a
head cold. So, I cannot smell at all. I am
sorry, I cannot answer your question.
GOLD:
Grammar,
Language Development
Oral,

Have the pupils read the following phrases:
King Lion nodded his head, Go home

and rest. Get well soon.
1. a blue boat
2. a beige and brown bag
3. barbecue party in the basement
4. big beetle bites
5. bathe in the bubbling brook.
6. a bunch of babbling babies
7. burst into sobs
8. a blue ribbon
9. a bundle of barbecue sticks
10. the blonde and beautiful boarder
CT. CRITICAL THINKING:

6. Post Reading Activities:
Why were the animals afraid of the
lion?
Review: Checking of assignment

Direction: Combine the following simple
sentences into a compound sentence using
conjunctions and, or and but.
a. When did the lion roar loudly?

b. Why was the lion very angry?
c. What did the sheep tell the lion?
1. The book was funny. It was exciting.

45
2. The cat needed excitement. He

became bored.
3. Maz had adventures. He always
escaped.
4. The cat could go to the right. He
could go to the left.
5. He was brave. He was also
intelligent.
4. June is the month when we celebrate

Independence Day.
5. The book which I read taught me a
lesson about friendship.
3.
Motivation:
What kind of media and technology
do you use?
4.
Presentation:
sentences:
1. I did not receive the bag ___ you bought

in Hongkong.
2. They were already quarrelling ____ you
arrived.
3. We went shopping at the mall ____it was
still too early to go home.
4. ____ I will spend my vacation is none of
your business.
5. _____ she is underage, she was allowed to
watch the adult movie.
B. Direction: Supply the appropriate

conjunction for each sentence. Choose from
the given conjunction inside the box.
a. News travel fast / so there will be more

efficient communication.
b. The computer stores have all the new
computer games / which we all
enjoyed.
5.
before
which
although
Discussion:
Which of the two clauses in
sentence # 1 express a complete
thought? Which is not?
How do we call a clause that can
stand on its own?
What two clauses made up the
second sentence?
Which can stand alone? Which
cannot?
What form of sentence are these?
Have the pupils read the sentence
given:
since
where
7. Generalization:
What is a complex sentence?
How do we form a complex sentence?
REMEMBER:
A complex sentence is a sentence that is
made of one independent clause and one or
more subordinate clauses. An independent
clause is a complete thought that can stand on
its own. It is a complete sentence in itself. A
subordinate clause, on the other hand, cannot
stand on its own. It does not express a complete
thought.
As she waited for Ana, she paced

around the room.
Some common subordinating conjunctions

are used to introduce the subordinate clause.
These are:
What is the part that can stand on its

own as a complete sentence?
What part does not give a complete
thought?
Discuss further.
after
although
because
whenever
whereas
wherever
6. Fixing Skills:
A. Direction:
Underline
the
independent clause once and the
subordinate clause twice.
before
if
as
where
than
though
unless
until
since
when
Example:
It had been this way since her husband
1. Norie asked where we could buy a

cheaper imitation of your bag.
2. Although Sally did not pass the test,
she still hoped to pass the subject.
3. If you are truthful, others will
respect you more.
(Independent clause)
had left them.

8. Application:
A. Guided practice:
46
(subordinate clause)
V.
Direction: Underline the dependent

clause. Circle the subordinating
conjunction; box the simple subject and
the predicate verb of each dependent
clause.

Have the pupils
following words correctly:
1.
A*sia
METH*ane
FAM*ine
COT*tage
HUS*band
GOB*let
LIB*er-ty
2.
3.
4.
5.
Since Liza was totally blind, her

achievements in school could be
considered extraordinary.
Life isnt easy when your vision is
impaired.
When she was in high school,
Lizas classmates elected her
president of the class.
Because she was brilliant, she
graduated valedictorian.
Before she went to college, Liza
spent summer as a music and
dramatic counselor.
1.
2.
3.
4.
5.
4.
5.
paragraph
philosophy
biography
phrases
geography
3. Motivation:
How do we communicate with other
people?
Is it important to communicate with
them?
4. Presentation:
paragraph given. Let them identify the
key concept.
Communication is derived from the
Latin word communis which mean
commonness. It is the process of
transmitting knowledge, ideas, information,
attitudes, feelings and the like. There are
numerous meanings but the essence in only
one. It is the transmission or exchange of
messages.
Evaluation:
A. GOLD; Direction: Underline the
independent clause in each
sentence once and twice the
subordinate clause. Box the
conjunction used.
3.
BAN*dit
BEA*con
CUR*few
DE*pot
LAV*ish
AD*vo-cate
MEM*o-ra-ble

Direction: Use the following words with ph
in meaningful sentence.
1. The cake _____ you baked makes

my mouth watery.
2. The woman ______ car was
carnapped was crying the whole
day.
3. I admire beautiful girls ______ I am
a lover of beauty.
4. The jacket ______ you bought is
too thick.
5. ______ I know about you will not
affect your candidacy.
2.
the
Words with stress on the first syllable
Direction: Underline the independent
clause.
Supply
the
appropriate
conjunction for each sentence.
1.
read
The brain, which is located in the

skull, is part of the nervous system.
What he did to me will not be
taken against him.
I did not receive the bag which you
bought in Hong Kong.
They were already quarrelling
before you arrived.
The king who treats his
subordinates with respect is wellloved by everybody.
Discussion:
What is the key concept implied in the
sentence?
What are the details that support the key
concept?
Have the pupils fill in the story frame
with details about the selection.
Title: ________________________
TS. Transfer Stage:

47
Key concept: ___________________

Supporting details:
________________________________
________________________________
_____________________________
The communication process is the change

that takes place in the course of its doing. It is a
process that can be compared to life. It keeps on
changing and never stays as is. The words keep
on multiplying each day.
6.
Generalization:
What is a key concept?
Where can we find the main idea or
the key concept?
Title: ________________________
Key concept: ___________________
Supporting details:
________________________________
________________________________
_____________________________
REMEMBER:
The main idea or the key concept is the
central thought of a paragraph. All the
sentences in the paragraph develop it.
Without a main idea, the paragraph would
just be a confusion of sentences. All the
sentences in the paragraph should develop
the main idea.
V.
The key concept of the paragraph can

be found in the beginning, in the middle or
at the end of a paragraph.
7.
Assignment:
A. GOLD.
Direction:
Pick out the
independent clause and the subordinate
clause in each sentence. Write your
answers in the table provided.
1. We went shopping in the mall since it
was still too early to go home.
2. I must stay here until my daddy returns.
3. Where the fire originated is not yet
known.
4. She narrated everything to Mrs. Castro
who is our principal.
5. He completed several projects when he
was still the president of Science Club.
Application:
Direction: Read the following group of
sentences. Identify the key concept
implied in the sentence.
1
We are very special and unique
creations of God. We are gifted with the
power to think and the ability to
communicate. Because of these, we are
superior to the other creations of God.
Our
achievements
and
accomplishments in life are made
through effective communication.
Independent Clause
2
In our everyday life, we encounter
many problems. If we are able to
discuss our problems with someone, we
feel relieved even if the problem is not
yet solved. We always feel the need to
unload our burdens on people whom we
trust. Communication is curative and s
also a medium to maintain our good
health.
Subordinate Clause
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
B.
TS. Direction:
Read each paragraph. State the key concept
or implied main idea.
1.
A full moon appears in the

horizon. After a few hours, it is
overhead. Now, the moon has become
smaller.
The moon is bigger than the sun.

b. The moon changes its shape.
c. The moons size seems to change.
IV. Evaluation:
B. TS. Direction: Read the
paragraph and determine its key
concept and the details that support the key
concept.
2.
48
Stars that are old burn out. Other stars

explode into a cloud of dust and gases.
These stars that explode are called
supernova. They can still be seen in the
sky.
Have the pupils know the meaning of the
following words.
a. Stars have a star life.
b. Stars can be seen in the sky.
c. Exploding stars are new
stars.
Spoke
Strong
Wild
4. Motive Question:
What were the things
for the boy?
LESSON # 10
I. OBJECTIVES:
swift
rushing
rest
that Bullawong did

1. Have the pupils listen as the teacher
reads the story.
Bullawong

listened to.
GOLD: 3. Use direct and indirect
discourse.
4. Report direct to indirect
discourse.
TS: 5. Write from dictation
Bullawong was a river, a very wide brown

river in a very hot country.
One day, a little brown boy was walking
by the river and he sang this song as he walked
along.
Bullawong, Bullawon,
I will sing you a song, as I go along
I will sing you a song, as I go along.
Bullawong then spoke, and he said, Are
you hot, boy?
Yes, I am very hot. said the little brown
boy.
Then dive into my water, said
Bullawong. So the boy dived into the waters of
the river Bullawong.
Do you like my water? asked the river.
Yes, said the little brown boy, your
waters are swift and cool. And he swam about
and sang.
Bullawong then spoke, and he said, Are
you hungry, boy?
Yes, I am hungry, said the little brown
boy.
Then, I will send you fish. Look in front
of you and you will see a pool with many silver
fish.
So the little brown boy looked in front and
in the pool, he saw a silver fish and he ate it.
Do you like my silver fish? asked the
river.
Yes, said the little brown boy. It was
very good. And he swam about and he sang.
II. Subject Matter:

GLR:
Bullawong
GOLD: Reporting Direct Discourse
to Indirect discourse
TS:
Writing from Dictation
Curriculum
PELC Speaking 6.1; PELC Reading 5
Milestone in Reading 6 p.176
III. PROCEDURE:
a.
verse drill correctly:
The flower girl caught the brides bouquet,/
Oh, no!/ cried her old-fashioned Aunt May
Oh yes!/ laughed the chief/ as he ate the
chefs buffet.//
Then the flower girl tossed the brides
bouquet./
To the disbelief of her Aunt May,/
Into the soup bowl/ in the middle of the chefs
buffet.//
2. Motivation:
How do rivers and other bodies of
water serve us?
49
Bullalwong then spoke, and he said,

Are you thirsty, boy?
Yes, I am thirsty, said the little
brown boy.Then, I will send you water to
drink. Look to the right bank, and you will
see a crystal stream that flows into my
waters.
So the little brown boy looked to the
right, and he drank of the crystal stream.
Do you like my crystal stream?
asked the river.
Yes, said the little brown boy, it is
clear and fresh. And he swam about and
sang.
Bullawong then spoke, and he said,
Are you strong, boy?
Yes, I am very strong, said the little
brown boy.
Then I will send you waves to fight.
Look behind you and you will see wild
waves rushing at you.
So the little brown boy looked behind,
and he dived into the waves and broke
them.
Do you like my waves? asked the
river.
Yes, said the little brown boy, they
are wild and rolling/ And he swam about
and sang.
And the boy was fast asleep, and the boat

rocked him to and fro, to and fro, to and fro.
What were the things that Bullawong
did for the boy?
questions:
1. What kind of relationship did the river
Bullawong and the boy have?
2. In your opinion, what kind of river was
Bullawong?
3. If you were the boy, what would you ask
from the river?
4. If you were Bullawong, would you give
what the boy needs? Why?
GROUP 1: CERTIFICATE OF
RECOGNITION
Describe Bullawongs attitude.
Make a certificate of recognition for
him.
Group 3
Episodal Web:
Complete the episodal web with details
from the selection.
Bullawong then spoke and said, Are

you tires, boy?
Yes, I am very tired, said the little
brown boy.
Then I will find you a cradle. Look
to the left bank and you will see a boat tied
up by the tree.
So the little brown boy looked to the
left bank and he climbed into the boat and
lay down to rest.
Do you like my boat? asked the
river.
Yes, said the little brown boy, it is
very pleasant. And he closed his eyes and
sang.
Where was the boy

walking one sunny day?
Bullawong
50
What did Bullawong

ask the boy? What
was his reply?
What other things did

Bullawong
Bullawong do for the
boy?
Boy?
Motivation:
How do we know todays weather?
Who announces the weather forecast?
What did
first do for the
4. Presentation:
Have the pupils listen to a weather
forecast:
Good evening, Philippines. This is your
friendly weather forecaster, Kuya Kim.
Group 4
Sequencing Events:
In the blanks, write numbers 1 5
to show the correct order of the events in
the story.
Storm Caloy is expected to reach the

Philippine Area of Responsibility by early
tomorrow morning. It is moving 110 km/hr
and headed towards the direction of Central
Luzon.
_____a. Bullawong noticed that the boy

looked hungry; the river gave him
something to eat.
_____b. One day, a boy was walking by the
river Bullawong.
_____c. The boy was thirsty; the river gave
him water to drink.
_____d. Bullawong noticed that the boy
looked tired and gave him a boat
to lie in and sleep.
_____e. Bullawong noticed that the boy felt
hot. The river invited him to for a
swim in it.
Storm Signal Number 2 is up in Central

Luzon Pampanga, Bulacan and in Metro
Manila.
Residents of low-lying areas are advised
to be alert for any eventuality. Necessary
precautions should be taken to prevent a
disaster from happening.
Classes in the elementary and high
school levels, both private and public are
suspended.

5. Discussion:
sentences included in Kuya Kims weather
forecast.

Have the pupils read the verse drill
given:
Voters from the village are nervous;/
Varsity volunteers are mischievous,/
Voters from the village are omnivorous;/
Varsity volunteers are vigorous.//
Storm Caloy is expected to reach the

Philippine area of Responsibility by
tomorrow morning.

Direction: Pick out the independent
clause and the subordinate clause in
each sentence. Write your answers in
the table provided.
Residents of low-lying areas

advised to be alert.
are
What kind of sentences are these?

What are the exact words of the speaker?
What punctuation mark is used in order
to show the direct words of the speaker?
1. We went shopping in the mall since

it was still too early to go home.
2. I must stay here until my daddy
returns.
3. Where the fire originated is not yet
known.
4. She narrated everything to Mrs.
Castro who is our principal.
5. He completed several projects when
he was still the president of Science
Club.
If these statements are to be reported:
Kuya Kim said that Storm Caloy was

expected to reach the Philippine Area of
Responsibility by tomorrow morning.
He said that residents of low-lying areas
were advised to be alert.
51
What happened to the direct statement

of the speaker?
What phrase was used to introduce the
reported statement?
What were the changes made?
What happened with the quotation
mark?
Discuss further.
6. Generalization:
How do we change the direct
discourse to a reported statement/indirect
discourse?
Group 3:
Direction: Read the dialogue. Change
the following direct discourse into
indirect.
REMEMBER:
In changing statements to
reported statements:
Faye: What are you reading?

Adriele: Im reading an article about
the coming election in the
Philippines.
Faye: It will be the first time of the
Filipinos to use the Automated
Election.
Adriele: They are very excited
although there are threats of failure of
election and massive cheating.
Faye: I hope this will be a successful
election.
Adriele: And I hope no one will try to
foil the election.
1. Use said that to introduce the

statement.
Ex. Kuya Kim said that.
2. Change the verbs to past form.
Ex. said that Storm Caloy was.
3. Change the pronouns.
He/him refers to a boy/male
She/her refers to a girl/female
They/them- refers to more than
one person.
4. Drop the quotation marks. ().
Direction:
Read
the
following
sentences.
Change
these
direct
discourses to indirect.
5. Rearrange the order of the words

in the sentence.
7. Application:
1.
A. Guided Practice:
Have the pupils group themselves
into three. Have them perform the
following activities:
2.
3.
4.
Group 1:
Direction: Change the following direct
discourse into indirect. Begin your
sentences with He/She.
5.
IV. Evaluation:
GOLD: Direction: Change the
following direct discourse to indirect.
1. Ill be late to class again.

2. We won the contest.
3. The boys are tired.
4. Earth is smaller than Jupiter.
5.
Gold
Group
2: is heavy.
1. Tito said, You can stay with us on

weekends.
2. Mr. Alvin Diaz said, I come from a
well-to-do family.
3. We have lots of work to do, said
Mother.
Direction: Change the following direct

discourse into indirect.
1. Its so noisy that I cant hear you
complained, Liza Dolly said.
2. Aunt Beth said, The party will be
tomorrow.
3. The sun is the source of all
energy, Mrs. Santos said.
The teacher said, The Philippines lies

north of the equator.
Flowers of different colors make a
garden beautiful, Allyson said.
Gasoline is a fuel, Mr. Francisco said.
Our gardener trims the plants and
grasses everyday, Ashkelon said.
The smell of roses relaxes me at the end
of the day, Dra. Pedraza said.
52
4. Jahzeel said, I dream of touring

Australia.
5. My grandmother said, May God be
with you always, Francesca.
She decided to try sports. She joined the tryout. Nora felt awful. She could not be
gorgeous and highborn princess. She could
not even be a sportswoman. Fortunately, the
supportive warm orchestra conductor took
her in to play cymbals. Nora was thankful
that, at last, she belonged to an
organization.
TS. Transfer Stage:

1. Drill:
pronunciation
drill: Have the pupils
recite the given tongue twister:
5. Discussion:
How was the paragraph written?

How did we start the first sentence of the
paragraph?
Did we use the correct punctuation mark
and capitalization?
Discuss further.
Lily Lee listens to lessons

As Lily Lee listens to lessons
She licks her lips and lists down
The list that she hears
from her teachers lips
Thats the least feat that
she feels she can before getting ill.
Generalization:
How do we write a paragraph from
dictation?
Direction: Read each paragraph.

State the key concept or implied main idea.
REMEMBER:
In writing a paragraph from a dictation,
indent your paragraph. Use correct punctuation
mark and capitalization. Write legibly and
neatly.
A full moon appears in the

horizon. After a few hours, it is
overhead. Now, the moon has become
smaller.
1.
a.
7. Application:
The moon is bigger than the
Have the pupils write the paragraph that

the teacher will dictate.
sun.
b.
c.
2.
The moon changes its shape.

The moons size seems to
change.
Fathers father, my worthy grandfather,

lives farther down the southern part of the
town. Mother wants my grandfather to join
a brotherhood of weathermen up north. But
grandfather thought that it isnt such a
worthy idea. So they decided to have a
family gathering instead of going out of the
town.
Stars that are old burn out. Other stars

explode into a cloud of dust and gases.
These stars that explode are called
supernova. They can still be seen in the
sky.
IV. Evaluation:
TS. Direction: Have the pupils
write the paragraph to be dictated
by the teacher.
a. Stars have a star life.

b. Stars can be seen in the sky.
c. Exploding stars are new stars.
3.
Motivation:
How do you write from dictation?
4.
Presentation:
given:
Nora was an ordinary student with
ordinary looks and talents. She wished
she were a gorgeous and highborn
princess. She also wished that she
could perform an absorbing monologue
in a play. But she is ordinary, too
ordinary for anything extraordinary.
Have you heard of Benjamin Franklin?

He was a great American. He helped our
country to become free. Did you know he
invented many things? The lighting rod and
a heating stove were two of them.
V. Assignment:
A. GOLD: Change the following discourse
to indirect.
1. The young boy said, I saw a rainbow in the
sky.
53
2. Jane said, Lea Salonga and Martin

Nievera are really great performers.
3. Mon said, Everything will turn out
right, Liza.
4. Zaldy said, Intramurals will be held
from February 18 to 22.
5. The schools fund raising project was a
big hit! said the director.
Her mother ignored her./

She mended her ways.//
2. Motivation:
Have you done something
without thinking of the consequences?
Cite examples as the following:
a.
Crossing a street without first

looking right and left
b. Swimming in a deep river
c. Playing with a sharp object
Have the pupils relate their experiences
LESSON # 11
3. Unlocking of Difficulties
Identify the meaning of the
words/phrases through body language.
I. OBJECTIVES:
listened to.
GOLD: 3. Use indefinite pronouns.
4. Use the verb that agrees with the
indefinite pronoun.
TS: 5. Write the main idea of a
paragraph read that is explicit or implied
II. Subject Matter:
GLR:
A Fox in the Well
GOLD: Using indefinite pronouns
TS:
Writing the main idea of a
paragraph read that is explicit or implied
a.
hind legs
b.
fore legs
c.
leap
d.
without the second thought
4. Motive Question:
Why do you think the goat believed
the fox? Explain

Curriculum
PELC Speaking 7; 7.1;PELC Reading 8
Milestone in Reading 6 p. 205
Across the Border Through Language p. 57
B.
During
Reading
Activities:
Have the pupils listen as the teacher
reads the story.
THE FOX IN THE WELL

A fox once fell into the well. He tried
to jump out but each time he did, he fell back
down.
By and by a goat passed by. Looking
into the well, he saw the fox. Hello, he
called. What are you doing down there?
Drinking some water, of course!
replied the fox. Is it good? asked the goat.
Good? Its the best water I ever tasted
in my whole life, answered the fox, drinking a
gulp of water.
Without a second thought, the goat
jumped in. After drinking some water, he
looked about for a way to get out of the well.
III. Procedure:
A.
Pre-reading
Activities
Have the pupils read the verse
drill given:
She pinched the cake/
And got pinched in turn,//
She nibbled the nuts/
And overturned the bowl;/
Her mother punished her,/
She screamed and sobbed;/
54
How do we get out of here? he asked the

fox.
I know what we can do, said the
fox, looking at the goat from the corner of
his eye. Stand on your hind legs. Plant
your forelegs firmly against the side of the
well. Ill climb on your back, and Ill step
on your horns. Then I can get out. When
Im out, Ill help you get out, too.
Thats a good idea! said the
goat happily as he did what the fox told
him to do.
The fox climbed on the goats
back and horns. Then he jumped out of the
well and started on his way.
Hey! shouted the goat. Help me
out of here. You promise to help me.
You silly goat, said the fox. You
should have thought of that before you
jumped in. Next time, look before you
leap.
1. Answering the motive questions.
Why do you think the goat
believed the fox? Explain
CT. Critical Thinking:
2. Comprehension Check
1. Where did the story happen?
2. Who fell into the well? Who jumped
into the well?
3. Why do you think the goat believed
the fox? Explain.
4. Whom do you like most, the goat or
the fox? Why?
5. How did the fox get out of the well?
6. Why did the goat decide to jump
into the well?
7. If you were the fox, would you do
the same? Why? If you were the
goat, would you do the same? Why?
Values that I Learned
Group 3: Energize your thoughts

Complete the paragraph
If I had the power to change the event of
the story, I
would______________________________
___________________________________
___________________________________
___________________________________
Group
4: Fill the story grammar with details
from the selection.

Title:
__________________
Characters
Setting
________
Events
________
___________
___________
____
Place
________
________
Initiating
Events
Time:
Internal
Response
Resolution
Attempt
___________
_________
Consequence
Theme
_________
_________
_
GOLD.
Grammar,
Language Development
GROUP 1. I WRITE A SONG!
Oral,
1. Drill: pronunciation drill: Have

the pupils read the verse drill given:

the class.
Dont lose your keys,/ dont lose your face./

If you lose your keys,/ dont fuss.//
If you lose your face,/ dont wince.//
Dont lose your lace./ dont lose your sax.//
If you lose your lace,/ dont gaze.//
If you lose your sax,/ dont laze.//
GROUP 2:
Write the values that youve learned from
the selection:
55

Change the following discourse to
indirect.
1. The young boy said, I saw a
rainbow in the sky.
2. Jane said, Lea Salonga and Martin
Nievera are really great performers.
3. Mon said, Everything will turn out
right, Liza.
4. Zaldy said, Intramurals will be
held from February 18 to 22.
5. The schools fund raising project
was a big hit! said the director.
3. Motivation:
Have you seen a wind? How do we
know that there is a wind?
COMMON INDEFINITE PRONOUNS

Singular
Plural
Singular or
Plural
Anyone
Both
All
Anybody
Few
Any
Anything
Many
Most
Everyone
Most
None
Everybody
Others
Some
Everything
Several
No one
Nobody
Each
Nothing
Either
Neither
One
Someone
Somebody]
Something
4. Presentation:
Have the pupils read the verse
below.
Only in the Wind
Someone is knocking at my door,
Somebody scrapes shoes on the floor,
And I ask, Is anybody there?
But nobody answers
Except the howling of the wind.
I listen hard
Everything is quiet once more
For several are tired
And all are asleep
I listen and wait again,
Nothing moves
It must have been only the wind.
7. Application:
A. Guided Practice:
5. Discussion:
What are the italicized words in the
verse given?
Do they refer to a particular person,
palace or thing?
What are these words? (Indefinite
REMEMBER:
Pronoun)
What verb comes after each
An indefinite pronoun does not
indefinite pronoun?
referDiscuss
to a particular
further.person, place or thing.
Group 1:
Direction: Circle the indefinite pronoun.
Underline the correct verb form.
1. Several (is, are) pulling the weeds.
2. Each (bring, brings) some herbal plants
3. Most of the boys (plant, plants) seedlings
in their plots.
4. Everyone (is, are) busy doing a share of
their work.
It is not immediately followed by a noun.
6. Generalization:
Some indefinite pronouns are
What
are
indefinite
singular, others
are plural.
pronouns?
What
are used
Use verbs
a singular
verb forwitheach
a
indefinite
pronoun?
singular indefinite pronoun; use plural
Group 2. Direction: Underline the correct

verb that will agree with the given
indefinite pronoun.
verb with a plural indefinite pronoun.

Use their when the antecedent is a
plural indefinite pronoun; use his or her or
it when the antecedent is a singular
indefinite pronoun.
56
1. After the fight, each cat (was, were)

licking (their, its) fur.
2. Everybody (wishes, wish) to go home.
3. Most of the members (feel, feels) tired
already.
4. Neither of the boys (want, wants) to be
the leader.
1. One of the judges (agree, agrees) with

your argument.
2. Few of the audience (understands,
understand) the lyrics of the song.
3. Both of my sisters (walks, walk) me to
school.
4.
Everyone
in
the
community
(contributes,
contribute) to our success.
5. Either of the books (is, are) about
friendship.
Group 3. Direction: Underline the correct

pronoun:
1. Everyone was listening attentively for
(his or her, their) name to be called.
2. Nobody thought (himself or herself,
themselves) so unlucky as not to get at
least one prize.
3. Each time someones name was called,
(he or she, they) let a joyous whoop.
4. Among my classmates most said (he or
she, they) had bought just one ticket.
Group 4. Direction: Replace the italicized
expressions with indefinite pronoun:
TS. Transfer Stage:

1. Drill: pronunciation drill: Have the pupils
recite the verse drill:
Foolish Polly knew that jealousy was folly. /
The least that she could have done was say sorry./
To her dusky fianc in the army;/
But foolish Polly was also haughty,/
Shed rather keep love away than admit/ that
jealousy was folly.//
______1. The pupils wanted their projects

recognized.
_____2. All the boys did their best.
_____3. The girls put their creativity to
work.
_____4. Not one pupil wanted his or her
project rejected.
_____5. Not one pupil thought of failure.
Review:
How do we write paragraph from
dictation?
3. Motivation
Time Machine
Place some objects on pictures in a
box. These materials are those that are used
by our forefathers and those that are
presently used. Call on a pupil to pick one
object or picture. Let them identify when
this object existed or used.
Direction: Write the appropriate
indefinite pronoun in each blank.
1. _______ has to preside at a
meeting. The one who presides is
called the chair.
2. ______ must read the minutes of the
meeting. This is usually the job of
the secretary.
3. _______ listens attentively.
4. _______ reports
on
the 1
assignment
2
given to him.
5. _______
asks
4. Unlocking of difficulties
Crossword Puzzle
ACROSS
DOWN
1. not simple
1. clear in text
2. long time ago
2. at this time
3. suggested idea
3. desire to
3
know
Answers:
1. complex
2. past
now
3. implied
3
2
questions about
the project.
IV. Evaluation:
A. GOLD: Direction: Underline the
indefinite pronoun used in each
sentence and circle the correct form
of the verb.
57
1. explicit
2.
3. wonder
6. What do you think are some positive traits

of our great-grandparents which we could
imitate to have an easier life?
6. Fixing Skills:
Activity
5. Presentation
Oral Reading of the Selection
Divide the class into four and distribute

copy of paragraphs taken from the short story
Then and Now.
Read the paragraph assigned to you.
Write one sentence that tells what the paragraph
is telling us.
Then and Now

Our world is completely
different from that of our greatgrandparents! Ours is more pleasant and
comfortable
because
of
scientific
discoveries and inventions, but it is more
complex too. Theirs was not very
comfortable and easy but it was very
simple one.
Our great-grandparents had no
movies or radio sets, but theirs was a life of
peace and quiet. Our grandmother had no
electric stoves. Hers was only a clay stove,
but she cooked good meals in it. Our
grandfather had no tractor and modern
farming tools. His were only the plow and
the carabao, but he did all right.
Now, we have electric stoves,
refrigerators and electric fans but the
problem of earning enough to pay for them
is ours. Now, we have radio, movie and
TV sets, but ours is difficulty of not
having enough time for all of these.
Sometimes, I wonder. Which life is
better - our great-grandparents or ours? Do
you also wonder if yours is a better life
than your grandparents?
Adapted from:
Harnessing English Arts Today
p. 102
6. Analysis and Discussion:

1. What were the advantages and
disadvantages of living in this
generation as cited by the author?
2. What were the advantages and
disadvantages of living during the time
of our great-grandparents?
3. If were given the chances to choose the
tie of your existence, which period
would you prefer? Why?
4. Do you think scientific discoveries in
our time are more of disadvantage than
an advantage? Why? Why not?
5. What make our life complicated now?
How can we make life easier or
uncomplicated?
7. Discussion:
What does paragraph 1 says? Paragraph
2? Paragraph 3? Paragraph 4?
Are all the paragraphs have the topic
sentence that tells the whole message of the
writer?
8.
Generalization
Main idea of a paragraph tells
us what the paragraph is all about.
It may be stated in the paragraph or
explicit and it may not be stated or implied)
9. Application
A. Activity 1 Grasping Implied Ideas
What main idea do the following
paragraphs imply? Underline the right
word in the parenthesis.
a. Sgt. Cruzado was about to enter his tent
when he saw one of his comrades lying
flat near his post. He quickly reached
him. He asked for water and he gave him
his reserve water.
(merciful, forgiving, brave, friendly)
b.
A young soldier volunteered to walk
ahead of the troop to check if the way was safe
to pass through. When he spotted a troop of
enemies, he quickly made a signal to pass other
way and they reach their camp safely.
(merciful, kind, forgiving, brave)
c.
A soldier carried to safety a wounded
companion through continuous firing from the
enemies.
(merciful, brave, sacrificing, reckless)
Activity 2
Choose the main idea of the following
paragraphs. Put a check before the right
sentence.
1. Plant pests and disease are the worst
enemies of cultivated crops for food and
58
seed production. Municipal pest

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

aloud.
IV. Evaluation
Read the following paragraphs.
State its main idea and write on your
answer sheet.
1. Different birds use different materials for
their nests. Most birds use scraps of grass,
leaves, and twigs. One kind of bird pushes
and molds these materials into a cuplike
home between the branches of a tree or
among grass. It uses saliva or mud to hold
the materials together.
2. A dolphin is a mammal like cats, dogs and
people. It has warm blood. It cannot
breathe under water. Like other mammals,
its babies are born alive. It gives milk to its
babies.
3. The bread was like a pet; I took care of it,
made sure that it was properly stirred, and
saw to it that it was alive and doing well.
You see bubbles appear on the surface just
to let you know that there is really
something truly alive inside.
___Municipal pest control officers

may be consulted about pests.
___Plant pests and diseases are the
worst enemies of cultivated crops.
____Plants pests and diseases need
to be controlled.
2. Soil is very important to plants. Plants
depend heavily on the soil for root
anchorage and for essential nutrients
such as nitrogen, phosphorous and
potash. They also depend upon the
soil for water and other mineral
nutrient
Plants depend heavily in soil.
Soil has nutrients needed by plants.
Soil is very important to plants.
3.
Adapted: Manila Bulletin Taste

March 14, 2007 p. 5
4. The Malate Church have always been a

haven for people in need. In the past, it
served as the fortress of British forces
against the Spaniard. Today, supplicants
continue to pray to Our Lady of Miraculous
Medal in time of trouble. Founded by the
Augustinians friars, the church was built in
the 18th century.
Many farm crops are very specific in

their
temperature
requirements.
Examples are melons, squash, sweet
potatoes and beans. They grow best in
warm temperatures. Slight rain can
destroy
them.
Pechay,
mustard,
Kangkong, and radish, on the other
hand, grow well during summer and can
also withstand rain.
Adapted: A Tour of Seven Churches

By Clifford Ray Olanday
1. Style Weekend Manila
Bulletin
2. March 30, 2007 p. 21
Many farm crops are very specific

in their temperature requirements.
Plants can grow in warm
temperature.
Slight rain can destroy plants.
5. Even kites can be dangerous! You can get

pulled by your kite when there are strong
winds, or you can get hurt when the string
attached to the kite rubs on your hand. A
kite can even cause a helicopter to crash!
Adapted: Fly High Junior Inquirer
May 20, 2007 p. 5
B. Enrichment Activities
V. Assignment
A. GOLD: Direction: Put a check mark (/)
on the blank if the sentence is written
correctly. If it is not, underline the
incorrect part and write the proper
structure above it.
Gallery of Text
Teacher will display several short
paragraphs cut from newspapers, old
magazines or written on manila paper.
Pupils are given three minutes to choose
from the paragraph what they want to read.
______1. Everyone is waiting inside the

room.
______2. Several of the audience is from
my hometown.
Directions: Read silently the paragraph of

your choice. Write on a piece of paper the
main idea of the paragraph. As I call on
59
______3. No one have been calling

Dana ever since she arrived.
______4. Many are in the small plastic
bag.
______5. Neither of the boys are
walking alone in the forest.
Think of a prominent person. How does

this person earn respect?
3. Vocabulary development:
Match the definition in column A
with the word being defined in column
B.
B. TS. Copy a five paragraph from any

reading material. Write the main idea
below each paragraph.
1.
2.
3.
4.
5.
LESSON #12
OBJECTIVES:
CT:
listened to.
GOLD: 3. Use demonstrative pronouns.
TS:
4. Identify the authors purpose in
writing.
Column A
it means to take care of (a)
it means to do something unplanned (b)
it refers to a bunch of flowers (c)
it means to be flying in one spot (d)
it means to behave in an arrogant way
(e)
Column B
a.
b.
c.
d.
e.
tended
chanced
bouquets
hovering
haughty
4. Motive question:
How did the butterflies come to be?
II. Subject Matter:

GLR: How Butterflies Came To Be
GOLD: Using Demonstrative pronouns
TS: Telling the writers purpose

reads the story.
Reference:
PELC Speaking 7; 7.1
PELC Reading 8
Growing in Reading p. 83; 107;
How Butterflies Came to Be

There once lived an old woman who
tended a fine flower garden by the shore of a
lake. The fisher folk who lived in a nearby
village loved her dearly, and would often visit
her to exchange their fish for lovely flowers.
They somehow knew there was

something magical about her, for her house
seemed mysteriously bright at night (no, she
didnt have any electrivit7y), and some even saw
a few dwarfs assisting what appeared to be a
beautiful young womanbut only at night,
never during the day.
III. Procedure:
GLR: Genuine Love for Reading

the pupils recite the following verse
drill.
One time, a young couple visited the

village. They were proud and hated anything
ugly.
Paul the southpaw had a bad fall,/

He landed at the orthopedic hall.//
One night/ Paul got a haunting call/
From a sorceress who was very tall.//
They chanced upon the old womans

flower garden at the edge of the lake, and
entered it to gather some bouquets. The old
woman asked them to leave, but instead of
obeying, the young man and woman made fun
of her because they found her ugly.
When the doctor called the roll,/

Paul was nowhere in the orthopedic hall./
He had left to follow the haunting call./
Of the sorceress who was very tall.//
2. Motivation:
60
To punish them, the old woman

touched them with a cane and said that
since they like only beautiful things, they
will be turned into the most beautiful
insects.
So the next time you see tow lovely
butterflies hovering near some flowers,
youll remember that haughty young
couple.
Theme
_________
_________
_
Group 2
Fill in the values web.
-Domiana Eugenio
Origin of Butterflies

How did the butterflies come to be?
questions given:
1. How did the fisherfolk regard the
old woman?
2. What is mysterious about the old
woman?
3. What did the young couple do that
insulted the old woman?
4. What did the old woman do to
punish the young couple?
5. Have you ever been in the same
situation as the old woman? Why
did you feel insulted? What did you
do?
WHAT I LEARNED FROM

THE STORY
Group 3: Energize your thoughts

Complete the paragraph
If I had the power to change the event of
the story, I
would______________________________
___________________________________
___________________________________
___________________________________
Group 4: Lights, Camera, Action!

Study the details how the young
couple walked to the house of the old
woman. Act out how they insulted the old
woman.
GOLD
(Grammar,
Oral,
Have the pupils recite the following:
Group 1; Fill the story grammar with

details from the selection.
She sells seashells by the seashore.

If she sells seashells by the seashore,
Wheres the seashells she sells by the
seashore?
Title:
__________________
Characters
Setting
________
Events
________
___________
___________
____
Place
________
________
Initiating
Events
Time:
Internal
Response
Resolution
2.
Review:
Checking
of
assignment:
Direction: Put a check mark (/) on the
blank if the sentence is written correctly. If it
is not, underline the incorrect part and write
the proper structure above it.
room.
my hometown.
______3. No one have been calling Dana
ever since she arrived.
______4. Many are in the small plastic bag.
Attempt
___________
_________
Consequence
61
______5. Neither of the boys are

walking alone in the forest.
3. Motivation:
Have you been to a science
laboratory? What are the things that we can
see there?
4. Presentation:
sentences.
1. See this aluminum? This will be the
source of electrons.
2. The electron receivers will be the
copper. These will be called
electrodes.
3. Look at that solution on the shelf.
That is called an electrolyte.
4. See those ingredients over there? We
will use those to make the electrolyte
solution that will move the electrons
on our aluminum and copper
electrodes.
7. Application:
A. Guided Practice:
Group Work:
Group 1: Direction: Underline the correct
demonstrative pronoun.
1. (This, These) are the leaves from the
talking tree.
2. He is looking for the liquid stone in
(that, those) caves.
3. In (these, that) valley lives the daughter
of the sun and the moon.
4. The ants carried the prince in (those,
this) wooden box.
5. (This, These) are the gifts I wanted
most.
5. Discussion:
What are the italicized words in
each sentence?
Do these words point to a particular
thing?
What are the words this, that, these,
and
those
called?
(Demonstrative
pronoun)
When do we use this? That? These?
Those?
Discuss further.
Group 2: Direction: Check the sentence

that has demonstrative pronoun.
1. At this moment, one out of every ten
people is suffering from the common
cold.
2. This trip is expensive.
3. This happened in many cases.
4. That story about feeding ac cold is true.
5. Leave those on your desks.
6. Generalization:
What are demonstrative pronouns?
REMEMBER:
When do we use this? That? These?
Demonstrative pronoun points out a
those?
Group 3: Direction: Write DP if the underlined

word is a demonstrative pronoun and DA if it is
a demonstrative adjective.
particular person, place or thing.

This and that are singular
demonstrative pronoun.
Examples:
1. This is the chair of the High King
of the Lake.
2. That is the gift of the acacia tree to
the sky.
1. Madam Curie is a leading scientist of the

modern age. This is what almost
everyone knows about her.
2. Because of her experiments, she was
constantly exposed to radium. This
damaged her bone marrow.
3. That is what her daughter eve tells us in
her biography.
4. These contained the precipitates and
liquids needed for their experiments.
5. This miserable old shed where she
conducted her experiments was the
happiest.
These and those are plural

demonstrative pronouns.
Examples:
1. These are the eyes of a thousand
snakes.
2. Those are the warriors from the
Kingdom of Rain.
This and these refer to things near the

speaker.
That and those refer to things far from
the speaker.
When this, these, that and those are
used before nouns, they are
adjectives not pronouns.
62
Direction: Complete the statements

with
appropriate
demonstrative
pronoun.
1.
2.
3.
4.
5.
Direction: Identify the character trait being

shown by the following situation:
1. Sir, this is your wallet. You dropped it,
the boy said to the old man.
2. Dont touch my doll! It is mine! Mara
said.
3. Faye obeys her teacher and older
classmates.
Do you know this person in this

newspaper? ______ is the author of
the book on the table at the far end
of the room.
What do you have in front of you?
_______is a porcelain flower vase
sent to me by my cousin in
Thailand.
What are these laborers putting up
on the sidewalk?
___________ are advertisements
and sign boards fro the coming
circus.
What do you have in your hand?
___________ is a bottle of drinking
water.
3. Motivation:
Ask the pupils what type of stories they
like to read and have them tell the reason for
their choice.
4. Presentation:
Have the pupils rearrange the scrambled
letters to form a word.
FROMIN
ETNREATIN
PRESAUDE
DSECIREB
NRARAET
What books are in the counter on

the other side of the room?
_____ are fairy tales.
IV. EVALUATION:
GOLD: Complete each sentence with
a demonstrative pronoun
(inform)
(entertain)
(persuade)
(describe)
(narrate)
Have the pupils choose from the given

formed words the describe words:
1.
2.
3.
4.
5.
1. Nena showed her bag to her classmate.

____ is mine, she said. ____ was
bought for me on my birthday.
2. Nenas classmates pointed to a bag a
few meters away. ____ is mine, she
said. Its new too. ___ was sent to me
by my sister who works abroad.
3. Nena opened her bag and showed it to
her classmate. ____ are the features of
this bag; a place each for pencils,
crayons, snacks, and a water bottle.
Keeps readers amused.

Explains the details of things and events.
Paints a picture through words.
Relates an event.
Gives reasons to convince his readers.
Answers: (1. entertain; 2. inform; 3. describe;

4. narrate; 5. persuade)
5. Discussion:
Explain to the pupils that a material,
story or a book that contains facts was written
for the purpose of informing. On the other hand,
a selection that contains the opinions and views
of the author was written to persuade.
TS. Transfer Stage

following verse drill.
Explain also that identifying the authors

purpose for writing helps readers to better
understand what they read.
(Use the information written in the
generalization.)
But if you are unsure,/how can you

decide?/
But if you think of all the buts/ how can
you reach the summit?/
6. Generalization:
How do we determine the purpose of the
author in writing a selection?
One who achieves the ultimate/

Is willing to catch a sunbeam/
Hes willing to know the unknown/
And conquer the unconquerable./
REMEMBER:
The authors purpose is to inform if:

63
You learned specific facts from

the story.
The story gives true information.
The characters in the story are
real.
The selection gives data, statistics,
dates and figures.
B. Tell the authors purpose for each of the

following titles:
1. My Point of View (Persuade)
2. The Best Beaches in the Philippines
(Inform)
3. I Love Lassie (Entertain)
4. Dagul:
A
Carabaos
Revenge
(Entertain)
5. TV Guide (Inform)
6. Christianity and the Filipino (Inform)
7. What We Think About.(Persuade)
8. A Day in he Life of Bigfoot (Entertain)
9. The Worlds Worst Disasters (Inform)
10. The Ghost of Monte Vista (Entertain)
The authors purpose is to persuade if:
The selection tries to influence the way

you think and feel.
The author convinces the reader of his
point of view.
The selection calls for action and warns
of consequences for each action.
The author makes use of words like
should, must, in my opinion, etc.
EVALUATION:
TS: Read the following titles. Write
whether the purpose of the author
in writing these is to entertain, inform or
persuade. Write your answers on the space
provided:
The authors purpose is to entertain if:
7.
The selection affects the emotions of

the readers.
The
selection
gives
pleasure,
enjoyment, and amusement.
The characters in the story are not real.
The selection is funny, shocking, scary,
make-believe, intriguing etc.
_____ 1. Direction for making leche flan.

(inform)
_____2. A poem entitled, A Mermaids Song
(entertain)
_____ 3. An advertisement telling about the
smallest cellular phone. (persuade)
_____ 4. A newspaper article about a fire that
raged a squatters area along
Commonwealth Avenue. (inform)
_____ 5. A letter requesting assistance for a
Clean and Green project. (persuade)
Application:
A. Guided Practice:
Read the following titles of reading
materials. Decide which of these were
written to entertain or to inform. Write
the number of your answer inside the
appropriate circle.
V. ASSIGNMENT:
A. GOLD: Underline the correct
demonstrative pronoun for each of the following
sentences.
a. Rosys Book of Cookie Recipe

b. Origami The Art of Paper Folding
c. The Amazing Adventure of Squirmy
the Worm
d. .The Book of Knowledge
e. Aesops Fable
f. Harry Potter and the Order of the
Phoenix
g. The Illustrated Dictionary of
Animal Life
h. How the Ants Finally Won the War
i. How to Survive the Information
Age
j. The Powerpuff Girls
INFORM
1. (This, These) are the leaves from the talking

tree.
2. He is looking for the liquid stone in (that,
those) caves.
3. In (these, that) valley lives the daughter of
the sun and the moon.
4. The ants carries the prince in (those, this)
wooden box.
5. (These, This) are the eyes of a thousand
snakes.
B. TS. Write the purpose of the author in
writing the following article/ titles:
ENTERTAIN
1. A chapter in Science book explaining why

and how volcanoes erupt.
64
2.
A manual on how to operate a personal

computer.
3. The comics page of a daily newspaper.
4. A story about a snowman who turned
into a real boy for a day.
5. A column giving advice about matters
of the heart.
2. Motivation:
Do you believe that sometimes
smaller ones have better ideas than big
ones?
Have the pupils know the
meaning of the following words:
LESSON # 13
a. leap (action)
b. tusk (picture)
c. clever (The clever ant bit the right leg of the
hunter.)
d. condition (Ill give you this money on
condition that you will use it well.)
e. agree (action)
OBJECTIVES:
GLR:
CT:

2. Answer questions from the
story listened to.
GOLD: 3. Use intensive pronouns.
TS:
4. Infer the general mood of the
selection
4. Motive question:
What made the kangaroo think
that elephant was clever?
II. Subject Matter:

GLR: Smaller But Wiser
GOLD: Using Intensive Pronouns
TS:
Inferring the General Mood of
the Selection

reads the story.
Reference:
PELC Speaking 7; 7.3
PELC Reading 8.1
Grammar in Focus p.
Smaller But Wiser

A silly elephant once asked a kangaroo
if he could leap well..
Can you leap over this snail? the
elephant asked.
Yes, I can! Ill show you, the
kangaroo replied. The kangaroo leaped over
the snail.
Can you leap over this monkey? the
elephant asked.
the monkey.
Can you leap over this goat? the
elephant asked.
the goat.
Can you leap over this cow? the
elephant asked.
the cow.
Can you leap over me? finally he
asked. If you can do that, Ill give you a
free swing on my tusk every day but if you
fail, you will instead brush my sides every
day.

III. Procedure:

Have the pupils say the following
phrases with the /oi/ sound. Have the
pupils know that the /oi/ is a single
syllable, not two.
1. the noise of the boys
2. toys made from coconut coir
3. the poise of a joyful man
4. join a tour of Troy
5. spoiled the broiled meat
6. avoid the muddy soil
7. toiling at the hoists
8. a gold coin for poison
9. join the loiterers
10. doilies that coincide
65
Being clever is Gods gift to us. What we do

is our gift to Him. Have you done something which
you think is your gift to God? If you have, recall and
write them here.
Yes, I can, said the kangaroo.

Ill show you, he added. But before
the kangaroo could leap over the
elephant, the elephant had stood up to
its tall height.
The kangaroo thought the elephant
was clever. It thought and thought. It
didnt want to scrub the sides of the
elephant. At last, an idea came to the
kangaroo.
On one condition! it shouted.
What condition? the elephant
asked.
That you will close your eyes
while I jump! the kangaroo explained.
All right. I agree, answered the
elephant.
As the elephant closed its eyes, the
kangaroo hurriedly walked behind the
elephant to go to the other side.
That is the reason why the
kangaroo in our story gets a free swing
on the elephants tusk every day.
What made the kangaroo
think that elephant was clever?
__________________________________________
__________________________________________
__________________________________________
______________________
Group 3
WHAT I LEARNED FROM
THE STORY
GROUP 4: DRAW ME!
Draw the elephant and the kangaroo in the

story. Make a dialogue between the two using
the bubble.
Elephant:
Kangaroo:

questions given:
Allow the pupils to perform the activities

under limited time.
a. When the kangaroo was about to leap

over the elephant, what did the elephant
do?
b. What made the kangaroo think that the
elephant was clever?
c. Was the kangaroo willing to scrub the
sides of the elephant? What condition
did he give before he could leap?
d. Who is more clever, the kangaroo or the
elephant? Prove your answer.

GOLD (Grammar,
Development)
Oral,
Language
Peter, Peter, pumpkin eater/

Had a wife and couldnt keep her/
He put her in a pumpkin shell/
And there he kept her very well//
2.
Review:
Checking
of
assignment:
Direction: Underline the correct
demonstrative pronoun for each of the following
sentences.
Group the pupils into four. Have
them perform the following activities:
1. (This, These) are the leaves from the talking

tree.
2. He is looking for the liquid stone in (that,
those) caves.
3. In (these, that) valley lives the daughter of
the sun and the moon.
4. The ants carries the prince in (those, this)
wooden box.

GROUP 2: Thank you, God!
66
5. (These, This) are the eyes of a thousand

snakes.
Intensive pronouns end in self when

singular and selves when plural. It is always
used with antecedents.
3. Motivation:
Have you read the stories, The Ugly
Duckling, The Little Mermaid, The Tinder
Box, The Snow Queen, The Princess and
the Pea and The Emperors New Clothes?
Who has written these stories? (Hans
Christian Andersen)
An intensive pronoun is used to

emphasize a preceding noun or pronoun. It can
be omitted without changing the meaning of the
sentence.
8. Application:
Guided Practice:
Direction: Complete each sentence with
intensive pronoun:
4. Presentation:
sentences taken from the story about the
famous author, Hans Christian Andersen.
1.
2.
3.
1. His mother, herself, spent long hours

reading stories to him.
2. His father saved money so Hans could
go to the theater, and he, himself, took
the boy there.
3. To encourage Hans to go back to
school, his friends told him that they,
themselves, would shoulder his
expenses.
4.
5.
Lorna, ______, reads a nice poem.

She, ______, wrote it.
Her classmates, ______, read the poem
and liked it.
We, ______, will write, too.
You, _____, have to make the
illustrations.
Direction: Underline the intensive
pronoun and circle its antecedent.
5. Discussion:
What are the italicized words in the
sentences?
What do these words do with the
nouns or pronouns that precede them?
What does the pronoun herself
emphasize? himself? themselves?
What are these pronouns called?
Can you leave out the intensive
pronoun without changing the meaning
of the sentence? (yes)
Discuss further.
1. Alita, herself, compiles her poems and

stories.
2. The president of the English club,
himself, encourages the children to write
poems and stories.
3. The teachers, themselves, assist the
pupils to visualize what they want to
write.
4. Larry, himself,
offers
for
the
illustrations.
5. All the children, themselves, enjoy
writing poems.
6. Fixing Skills:
Underline the intensive pronouns
used in the following sentences. Box
the word it intensifies/emphasizes.
IV. EVALUATION:
GOLD: Direction: Complete each sentence
with intensive pronouns.
1. The members of the Filipino Inventors
Society, _________, have offered a
solution to the environmental problem.
2. The president of the Filipino Inventors
Society said that the transporters and
dealers, ________, should stop from
selling used oil.
3. A circular was issued by the
government, _______.
4. To insure that the used oil, ______,
would not be used as fuel in furnaces
and of cement kiln, there should be a
collection system of used oil.
5. You, _____, can help the quality of your
environment.
1. I, myself, will supervise the work.

2. You, yourself, will shop for the
materials.
3. We, ourselves, are responsible for the
success of our project.
4. Our output, itself, will speak for us.
5. She, herself, wrote it.
7. GENERALIZATION:
What are intensive pronouns?
When do we use intensive
pronouns?
REMEMBER:
67
boat. It is big and silvery white with small

eyes and saw-like teeth that made the
fisherman tremble.
_______________
(fearful)
TS. TRANSFER STAGE:

1. Drill:
Pronunciation
drill:
tongue twister.
5. Discussion:
Have the pupils understand that aside
from inferring about character traits, it is
also important to infer the general mood of a
selection they read.
It isnt the hunting on the hills/ that

hurts the horses hooves,
Its the hammer, hammer, hammer
on the hard high road.
As you read each situation, what feeling

do you get from reading it?
What does mood mean?
How do we infer the general mood of a
selection?
Discuss further.

Write the purpose of the author in
writing the following article/ titles:
1. A chapter in Science book explaining
why and how volcanoes erupt.
2. A manual on how to operate a
personal computer.
3. The comics page of a daily
newspaper.
4. A story about a snowman who turned
into a real boy for a day.
5. A column giving advice about matters
of the heart.
6. Fixing Skills:
Read the passage below. Infer the mood
each situation brings by selecting from the
given choices. (Reading for Meaning 6 p. 158)
Don watched the crowd grow.
Music blasted out of the speakers. He
could feel the beat through his body.
When the lights went out, everyone
pushed forward. People started chanting
the names of their favorite band members
and clapping their hands. Don smiled and
started clapping, too. He knew it would be
a great concert.
3. Motivation:
What was the last movie you have
watched?
What was it all about?
Have the pupils tell the feeling or
mood the movie put them in.
4.
1. Which of these choices is not described

in the selection?
Presentation:
Have the pupils identify the mood
projected by the following situation:
A. a crowd shouting
B. people fighting
C. clapping hands
D. loud music
a. The house was very dark. Jahzeel

pushed the door and heard a loud
creaking sound as it opened. He held
his breath as he stepped very slowly
into the room. Suddenly, a cold hand
gripped his neck.
_____________________
(suspenseful)
2. Read the last two sentences. How does

Don probably feel?
A. scared
B. annoyed
C. excited
D. tired
3. Which phrase best
graphic organizer?
b. The sun is rising from behind the

mountain. The flowers are all in
bloom. Birds are chirping. The
children are laughing.
completes
People
chanting
(happy)
Clapping hands
c. The shark slowly appeared from the

deep water and started circling the
?
The Concert
68
this
A. people talking
music
C. people singing
music
B.
quiet
D.
loud
TS: Direction: Read the passage below. Infer

the moods directly stated by the quotes given.
The MOOD BANK can serve your guide to
identify the mood being referred to.
Once there was an old rock on top of a
mountain that wished it could talk. Now and
then, a person or an animal came by. Some
climbed onto the rock to look at the view.
7. GENERALIZATION:
Making an inference is seeing
other meanings that directly stated details
in a passage imply, suggest, or hint at. An
inference is going beyond the surface
details.
Hey! the rock wanted to say. Watch

your step! But it could not.
Thousands of years came and went but
the rock could not come and go like the people
and the animals. It had to sit still and keep
quiet.
Authors use words, phrases and

images to catch the attention of the readers
and to work on their emotions and create
the mood of the selection.
Then, one day, something changed. The

earth moved. With a great roar, the mountain
threw the rock high into the sky. It flew through
the air and landed in a river miles away.
What is a mood? Mood is the

feeling you experience while reading. It is
the atmosphere which covers a whole
range of moods; from anger to sadness; to
excitement and fear.
8. Application:
paragraphs. Then, infer the general
mood of each selection. Arrange the
letter of the following words to identify
the mood given.
1. Roland frowned. He wanted to watch a
basketball game TV. But Maricel was
watching another program. He
suddenly switched to another channel.
Maricel shouted. How impolite!
____________ (ngaer)
2. Karl and Jazzer are boy scouts. They
have been learning to give first aid.
They have learned what to do with the
cuts, bruises, sprains and how to dress
wounds. One day, while the boys were
walking home from school, they saw a
car hit a little girl. Karl and Jazzer ran
quickly to the child. She was
unconscious and blood was spurting
from a wound on her wrist.
__________ (chlleagne)
Well, the rock thought to itself. I still

cant talk, but at least, I can travel.
Quotes
1. wished it could
talk
2. had to sit still and
keep quiet.
3. with a great roar,
the mountain threw
the rock high into
the sky.
4. it flew through the
air and landed in a
river.
5. cant talk but at
least can travel.
Mood
1. ___________
2. ___________
3. ___________
4. ___________
5._____________
MOOD BANK
Anger
Joy
sadness
surprise
resignation
appreciation
V. ASSIGNMENT:
A. GOLD:
Direction: Complete each
sentence with intensive pronouns.
Underline the noun or pronoun which
the intensive pronoun refers to.
3. What
a
place!
Cockroaches
everywhere, cobwebs, and dust thick
enough to plant potatoes in it!
___________ (gutsdis)
1.
2.
IV. EVALUATION:
69
Neil Armstrong, _______, prepared

well fro the flight to space.
His teachers, _______. Told about
Neils excellence in Science and
Math.
3.
4.
The lesson for learning to fly a

plane was expensive, but Neil,
_______, earned the money for
it.
The training program, ________,
was difficult.
The U.S. President, ________,
congratulated
the
three
astronauts.
5.
GLR: Depending a Poor Man

GOLD: Using Reflexive Pronouns
TS:
Inferring the General Mood of the
Selection
Reference:
PELC Speaking 7.4
PELC Reading 7.1
Growing in English p. 204
Grammar in Focus p.
B.
TS.
Direction:
Infer the
mood of the following
selection. Choose your answer form
the given choices inside the box.

1. Please dont cry. Tell the kids that
their daddy is fighting for them, for
his wife, for his people, and for his
country, said the departing soldier.
_____________.
2. All the children were opening their
gifts. Their faces brightened up as
each took out a toy from inside
colorful wrappers. But Lita had no
gift to open. Tears started to flow
down her cheeks. If only my
parents were alive, she thought.
3. The Francisco family was up early,
and so were the rest of the people in
the whole town. Bands have been
playing merrily since six oclock in
the morning. Church bells have
been ringing gaily, too. The town
fiesta has begun.
Merry
excited
Sad
sorrow
III. Procedure:

pupils recite the given tongue twister:
Kimbo Kemble kicked his kinsmans kettle.
Did Kimbo Kemble kcik his kinsmans
kettle?
If Kimbo Kemble kicked his kinsmans
kettle,
Wheres the kinsmans kettle Kimbo
Kemble kicked?
2. Motivation:
How do you treat a visitor?
Read the following sentences. Use
context clues to decide which word
from the box make sense in each
sentence.
innkeeper
gypsy
predicament
LESSON # 14
chamber
trial
majesty
OBJECTIVES:
GLR:
CT:

2. Answer questions from the
story listened to.
GOLD: 3. Use reflexive pronouns.
TS: 4. Recognize the figurative language
to describe people and events
simile, metaphor, hyperbole and
personification
5. Use the figurative language to
describe people and events
1. Upon reaching the place where we

are going today, we were warmly
welcomed by the ______.
2. I dont want to be caught in a _____
because it is a difficult situation to be
in.
3. She feels like a ____ every time her
father is assigned from one province
to another.
4. The ____ was filled with people who
were eager to hear the verdict.
II. Subject Matter:

70
4. Motive Question:
Have the pupils state
questions about the story.
(Who depended the poor man? How?)
A week before the final day, while he

was thinking about his misfortune, a gypsy
came by. Why are you wearing a long face,
goodman? he asked cheerfully. Janos told
him everything. Dont you worry. Ill
present the case to the king and youll surely
win. You should know how clever gypsies
are. Janos accepted the offer even if he
had little hope that anyone could really him.

Have the pupils listen as the
teacher reads the story.
Depending a Poor Man
On the day of the trial, Janos was looking

for the gypsy in the chamber. He was
nowhere to be found. After sitting and
waiting for a long time, the King grew
impatient. Janos Kadar, he said.
Prepare to give all that which the
innkeeper is asking for you if your
representative doesnt appear in thirty
seconds.
Janos Kadar, a Hungarian, was a

hardworking fellow. He worked till the
wee hour of the night. Soon he was able
to pay off all his debts and still had
enough money left to live comfortably
for the rest of his life. So one beautiful
sunny day, Janos went to see and repay
the innkeeper who had helped him
when he was penniless and starving.
Just in time, the gypsy came bursting

through the door. Your majesty, I apologize
for being late. You see, I was boiling corn at
home, trying to turn it into more corns!
How surprised the innkeeper was

when he saw Janos. Hello. Fifteen
years ago, you gave me three boiled
eggs when I was very poor and hungry.
I came back to reward you for your
kindness by paying for those eggs a
hundredfold.
Everyone in the chamber roared in

laughter.
How silly you are! How can you make
more from boiled corn? asked the King.
Unfortunately,
the
generous
innkeeper became a greedy one after
fifteen years. He figured out what have
happened if the three eggs had hatched
into little chickens and if those chickens
had grown up and hatched for more
chickens, and so on. Finally, he
greedily concluded that Janos must
give him everything he had, including
his savings.
The gypsy grinned and said, Well, Your

Majesty, how can you hatch chicks from
boiled eggs?
The King stared at the gypsy
thoughtfully. I think youre right. The
boiled eggs could not hatch into chicks
anymore. Finally, he said, Janos, you
have to pay only for the eggs you ate.
Janos almost fell dead in surprise

with how his kind gesture was met with
by such unimaginable greedy demands.
The story of his predicament spread
like fire throughout the land. The King
of Hungary heard the story and
volunteered to sit in the jury.
Janos became more and more upset
as the time drew near for him and the
innkeeper to face the king in court.
Soon his hard-earned savings would
disappear like a bubble for he
presumed that the king would decide in
favor of the crafty innkeeper.
How thankful Janos was to the King and

most especially to the gypsy traveler. As for
the innkeeper, there was no more reward
just a few cents for his boiled eggs.
Adapted
C.
Post Reading Activities:

1. Answering
the
questions.
motive
questions:
a. What did the poor Hungarian owe the
innkeeper?
71
b. How much did the innkeeper want the

poor man to pay?
c. Who depended the poor man? How?
d. If you were the gypsy, how would you
depend the poor man?
e. If you were the King, would ypu do the
same?
3.
Lily Lee listens to lessons,

As Lily Lee listens to lessons,
She listed eleven lessons
on how to listen to lesson.
Review: Checking of assignment:
Direction: Complete each sentence with
intensive pronouns. Underline the noun
or pronoun which the intensive pronoun
refers to.
following activities under time
limit.
1. Neil Armstrong, _______, prepared well

fro the flight to space.
2. His teachers, _______. Told about Neils
excellence in Science and Math.
3. The lesson for learning to fly a plane was
expensive, but Neil, _______, earned the
money for it.
4. The training program, ________, was
difficult.
5. The
U.S.
President,
________,
congratulated the three astronauts.

GROUP 2: Thank you, God!

Being clever is Gods gift to us. What
we do is our gift to Him. Have you done
something which you think is your gift to God?
If you have, recall and write them here.
3. Motivation:
Which of the stories written by Hans
Christian Andersen have you read already?
______________________________________
______________________________________
______________________________________
__________________________________
4. Presentation:
sentences:
Group 3
I find myself enjoying the stories.

The swan saved itself in the water.
My parents gave themselves time to
watch a movie.
Discussion:
What are the underlined words in each
sentence?
What are these words? (reflexive
pronoun)
Can you read each sentence without the
reflexive pronoun?
Does it make sense?
In what way is the reflexive pronoun
similar to intensive pronoun? How does it
differ?
Discuss further.
WHAT I LEARNED FROM

THE STORY
5.
GROUP 4: DRAW ME!
Draw the elephant and the kangaroo in

the story. Make a dialogue between the two
using the bubble.
King
Janos
6.
Allow the pupils to perform the

activities under limited time.
GOLD (Grammar, Oral, Language

Development)
Have the pupils recite
following:
the
Fixing Skills:
A. Underline the pronoun and circle its
antecedent. Then put a check (/) before
each number if the pronoun is a
reflexive pronoun and (x) if it is
intensive pronoun.
_____1. Annie reads to herself a nice poem.

72
_____2. She, herself, wrote it.

_____3. Her classmates, themselves, read
the poem, and liked it.
_____4. Sherwin offers himself for the
illustrations.
_____5. Jahzeel, himself compiles his
poem and stories.
B. Write R if the italicized pronoun is reflexive

and N if not.
_____1. Olivia Salamanca was a bright
student herself during her college
years.
_____2. As a student, she, herself, did
research on a cure for tuberculosis.
_____3. At first, Mr. and Mrs. Salamanca,
themselves, encouraged her in her
work.
_____4. As a doctor, Olivia cared more for
her patient than for herself.
_____5. Today, tuberculosis, itself, is a
curable disease.
B. Complete the following sentence

with reflexive pronoun.
1. Neil Armstrong prepared _____
well for the flight to space.
2. The lessons for learning to fly a
plane were expensive but Neil
earned the money for it _____.
3. Neil applied _____ for the
astronaut program but was not
optimistic about his chance
because there were many
applicants.
4. Nobody else but Neil _____ was
surprised when he was accepted.
5. It was Neil ______ who became
the first human being to step on
the moon.
IV. EVALUATION:
GOLD: Direction: Complete the following
sentence with the correct reflexive pronoun.
1. I find ____ enjoying biking around the
neighborhood.
2. Jazzer learned ____ playing the guitar.
3. The teachers gave _____ time to relax
during Teachers Da.
4. The girls collect shells and stamps for
_____.
5. Allyson make an album of butterflies for
_____.
7. GENERALIZATION:
What is a reflexive pronoun?
REMEMBER:
TS. Transfer Stage
The reflexive pronoun is used as

an object that refers to the
subject. It is necessary to the
sentence, and, therefore, cannot
be left out.
1. Drill: Pronunciation Drill:

Should she sell sheers sheets or should
she sell shaggy shawls?
8. Application:
A. Complete the following sentence with a
reflexive pronoun:
2. Motivation
Have you read a poem? Did you
understand the meaning of the poem or what the
author wants to convey? Why? Why not?
1. The President of the Filipino

Inventors Society said that the
transporters and dealers should stop
______ from selling used oil.
2. Instead of burning, the FIS
members said that they will collect
the used oil for ____ to refine and
recycle it and save thousands of
lives of people.
3. The refining process won for _____
the Best Invention Awards in 1994
during the National Inventors Week.
4. You make an experiment about
chemical change for ______.
5. Olivia Salamanca was a brilliant
student ______.
3. Unlocking of difficulties
a. delight - satisfaction
b. bower - one who bends his head or body
to show respect
c. fold
- to lay one part over
another part
d. duster - one used to remove dust
Development of Lesson
1. Presentation
73
a) The teacher sets standards in

reading a poem and hints for
pupils to learn appreciation of
poems.
b) The teacher will present poems
written on a manila paper. She
will post it on at a time for
discussion.
c) Teacher reads a poem twice.
A tidy turtle folds himself up carefully

and puts himself away
h. Tell the pupils that these groups of
words are called metaphor.
Metaphor is a figurative language that
makes direct comparison of two unlike
things that make something in
common.
NIGHT
By William Blake
i. Present this poem on the board.
The moon like a flower

In heavens high bower
With silent delight
Sits and smiles in the night
A spider walked a tightrope there

And did not trip or fall
She even kept her balance well
Without a parasol
2. Analysis and Discussion
The underlined group of words shows

personification.
Personification is the giving of human
qualities to animals, objects and idea.
1.
Teacher asks a pupil to read the

underlined words in the poem.
2. The teacher reads the underlined
words again and says that the
underlined sets of words are
examples of figures of speech.
3. Study the lines from the first
poem.
What human qualities are given to the

spider?
walked a tightrope
kept her balance well without a parasol
j. Pupils read the poem in unison.
a. How did the poem describe the

moon?
Like a flower in heavens high
bower.
3. Generalization
b. Can the moon really do what the

poet wrote?
Sits and smiles on the night
With silent delight
c. Explain that poets use figurative
language to create sensory
images.
d. Tell the class that the first
underlined set of words in the
poem is called simile. It compares
two unlike objects with the use of
like or as.
Figurative langauge describes ways and it

goes beyond what words actually mean.
These are oftentimes used by poets to
suggest meanings.
The three types of figurative language

learned are:
a.
Simile is stated comparisons of two

unlike objects have something in common. It
uses the words like and as in comparing.
b.
Personification is the giving of

human qualities to animal, objects and ideas.
c.
Metaphor makes a direct comparison

of two unlike things that have something in
common. It does not use the word like/as.
e. In the second and third underlined

group of words, figurative
language used is personification.
It gives human characteristics to
non-human things.
4. Application:
A.
Direction: Tell whether the given
sentence below is a Simile, a Metaphor or a
Personification. Write your answer on a piece of
paper.
f. Present the second poem.

g. Study how the author describes a
turtle.
74
_____ 1. The flower swayed happily the

wind.
_____ 2. The dictionary is the bankbook
that guides us in use of the words
and their meanings.
_____ 3. The airplane was swallowed by
the thick clouds.
_____ 4. The leaves whisper their words
to each other as the wind passes
by.
_____ 5. To be in the museum is to be at a
time machine set back long time
again.
GOLD: Make/Write
Reflexive Pronoun.
sentences
using
TS. Direction: Identify the figurative words

used in each sentence. Write S for
simile, M for metaphor, P for
personification.
______1. An army of fleas attacked the dogs.
______2. The wrinkled sea beneath him crawls.
______3. The taxis roll along the avenue like
spools of colored threads.
______4. The wind slapped my face like an old
man.
5. The car eats lot of gas.
Possible Answers:
1. Personification
2. Simile
3. Metaphor
4.Personification
5. Metaphor
B. Enrichment Activities
Direction:
Study the following
lines from the poems given to your
group. Underline and identify the
figurative words used. (Simile,
Metaphor, Personification)
Here are the poems.
LESSON # 15
OBJECTIVES:
GLR:
CT:

listened to.
GOLD: 3. Use relative pronouns.
TS: 4. Sequence the key concepts or big ideas
to show wholeness of the story/
selection
The moon like a flower

In heavens high bower
With silent delight
Sits and smiles in the night
II. Subject Matter:

GLR: The EDSA Revolution
GOLD: Using Relative Pronouns
TS:
Sequencing the Key Concepts or Big
Ideas To Show Wholeness of the Selection
From: NIGHT by William

Blake
My turtle is a tidy boy!
When he is tired of play,
He folds himself up carefully
And puts himself away.
Reference:
PELC Speaking 7.4
PELC Reading 7.1
Growing in English p. 204
Grammar in Focus p.
From: TIDY TURTLE by Polly Chase

IV. Evaluation
Direction: Identify the
figurative words used in
each sentence. Write S for simile, M
for metaphor, P for personification.
______1. The kettle sings as it sits on the
stove.
2. The grass dances with the wind.
3. The sun is a ball of fire.
4. The clouds are as white as cotton.
______5. Her brother was a tower of
strength during those hard
times.

III. Procedure:

Betty bought a bit of butter but she
found the butter bitter/
V. ASSIGNMENT:
75
So she bought a bit of butter to

make the bitter butter better.
The four days of February 22 to 25,

1986, known in the Philippines as the EDSA
Revolution, is a Filipino version of a peaceful
and non-violent popular uprising. It was the
victory of the national purpose and conservative
values of the nation. It was the outpouring of
love, anger and courage which brought the
people into streets against the power of a
dictator and the fear of a communist takeover.
2. Motivation
Who is the 10th President of
the Republic of the Philippines?
Who is the President next to
President Ferdinand E. Marcos?
How did these two presidents
become popular in the history of
the country?
Are you familiar with the
events that brought about the fall
of Marcos and the rise of Cory
Aquino?
Today, we will read one of the
momentous events in the history
of the country, the EDSA
Revolution. (Show pictures of the
EDSA Revolution)
While the world watched, their eyes

glued to their television sets, the Epifanio de los
Santos Avenue or EDSA for short, became one
stage for a drama: Cory Aquino as the heroine,
Ferdinand Marcos as the villain and the rebel
military leaders in the persons of Fidel Ramos,
Juan Ponce Enrile and Gregorio Honasan as
sudden heroes. Within hours of the
announcement of Enrile and Ramos break up
with Marcos in a press conference, the streets
outside of the rebel headquarters became filled
with people.
3. Unlocking of Difficulties
Substitute another word for
the underlined word in each
sentence. Choose the word from
the list given below.
descended
rolling
stormed
e.
f.
g.
h.
4.
Men, women and children descended

into EDSA from all directions bringing with
them provisions such as fried chicken, spaghetti,
sandwiches and soft drinks, not to take part in a
revolution, but in a family picnic. They came
with their radios and cassettes while the women
brought their umbrellas and camped on the
concrete highway with their families and
friends. Cars and vehicles were parked in the
middle of the streets.
Soon the people saw military tanks
manned by heavily armed soldiers rolling
towards them. Suddenly everyone ran in the
direction of the advancing tanks. Instinctively,
they held on to each other. Locked in each
others arms the praying nuns and priests, the
businessmen, students, teachers, laborers,
housewives forming a strong chain, they all
surged forward risking their lives as they faced
the advancing armored tanks.
Hold on! one man shouted.
surged
emboldened
non-violent glued
manned
a. The tanks were moving towards

them.
b. The armored tanks were driven
by armed soldiers.
c. The people moved forward.
d. The crowd came to EDSA from
all directions.
The revolution was a no-shooting
struggle.
The eyes of the whole world were
stuck to their TV sets.
No longer afraid, the lady offered
him some food.
The people broke through the gates
of the palace.
Motive Question:
Have the pupils formulate their own
questions.
Have the pupils listen as the
teacher reads the story.
The EDSA Revolution
76
How did EDSA become the center of

drama during the revolution?
Who gathered at EDSA?
How did the people stop the military
tanks from dispersing them?
How did the nuns and the crowd soften
the wooden heart of the soldiers?
following activities under time limit.
Do not let go! another one

commanded, as they held on tightly locked
arm in arm.

Holding a rosary, a nun suddenly

stepped forward and sweetly offered a
sampaguita garland to a soldier.
Emboldened, a lady offered a second
soldier some sandwiches and cigarettes.
Then the crowd offered the armed soldiers
in the tank pieces of fried chicken, soft
drinks, other food and cigarettes which the
tired and hungry soldiers could not resist.
GROUP 2: What I learned from the story:

What moral values of the Filipinos are
inferred from the following situations?
Join us, the people told the

soldiers, let us not kill one other. We are all
Filipinos and brothers. The soldiers went
down and abandoned the tanks and joined
the crowd to the great joy and applause of
the people.
At last, Malacaang fell. All the

people stormed its gates and rushed
through the rooms of the palace.
People Power had won over the

dictators rule. A long night had ended. It
was the break of a new dawn. The Filipino
people had shown to the world that a nonviolent struggle for freedom can be won
through the unity and prayers of a people
determined to live the way of peace, justice
and freedom.
GROUP 3:
Fill the story grammar with details
from the selection.

1. Answering the motive questions:
A great number of people came to EDSA

after a call for help was aired through the
TV and radio stations.
(COOPERATION)
Let us not kill one another. We are all
Filipinos and brothers, the people pleaded
the soldiers.
(LOVE FOR FELLOWMEN)
As the crowd waited in the concrete
pavement, many of them prayed while
others sang spiritual hymns.
(FAITH)
Locked in each others arms like a strong
chain, the people approached the advancing
tanks.
(UNITY)
The people offered food, soft drinks and
cigarettes to the tired and hungry soldiers.
(CHARITY)
STORY GRAMMAR ORGANIZER
Have the pupils complete the story grammar

organizer:
Title: _________________________
Author: _______________________
What did the Filipino people fight

for during the four-day EDSA
Revolution?

77
Jose Palma, who was a great poet,

wrote the lyrics of the song.
4. Discussion:
What are the italicized clauses in each
sentence?
What is the function of each clause?
What word introduced each clause?
What are these words?
What is the function of relative pronoun?
Discuss further.

the problem?
5. Fixing Skills:
A. Write the correct relative pronoun to
complete each sentence.
GROUP 4:
WRITE ME A LETTER
1. During the Spanish period, the Barong

Tagalog ______ was the fashionable
wear at that time, was made from the
fiber of the pineapple plant.
2. Tinikling, ____ is a popular dance
among Filipino celebrations, uses
bamboo poles.
3. Many childless married women go to
Obando, Bulacan, to dance at the rites
_____ has now become a devotional
dance to the towns three patron saints.
4. The enchanted forest, _____ is a part
of Baguio City, attracts both the young
and adults.
5. The yoyo, a game ____ is now played
around the globe, was started in the
Philippines by a Filipino.

him/her.
GOLD: Grammar Oral,

Language Development:
1.
Drill: pronunciation Drill:

following verse drill:
A fairy fell in love/ with a beautiful
firefly
She wanted his fire/ and she wanted
to fly.//
An elf said,/ The fair fairy is being
funny,//
She can make fire/ and she can fly/
Even without a firefly!/
6. GENERALIZATION:
What is a relative pronoun?
REMEMBER:
2. Motivation:
Can you sing the National Anthem
from memory?
3.
A relative pronoun is a pronoun that

may introduce an adjective clause. It joins
its antecedent of which it is part. Relative
pronoun should be placed as close as
possible to their antecedents.
Presentation:
sentences taken from the history of the
Philippine National Anthem:
Note that the pronouns

who, whom, and whose are used to
refer to people;
that is used to refer to people and
things;
which is used to refer to things and
animals.
The Philippine National Anthem is

a song that expresses well the story
of our struggle for independence.
Emilio Aguinaldo who had
commissioned the song, intended it
to be part of the proclamation rites
of the Philippine Independence Day.
7. Application:
78
A. Direction: Supply the following

sentences with the correct
relative pronoun:
Do you still remember the basic elements

of a short story?
(Title, Main Character, Setting, Plot,
Ending)
1. Kawit, Cavite ____ is the site of

the Declaration of the Philippine
Independence, is a place
memorable to me.
2. My mother, ____ is very dear to
us, used to narrate how we were
taken home to Kawit, Cavite.
3. A special train ____ Grandfather
had hired was waiting for us.
4. From then on, our family ____
Grandfather cared for so much,
stayed in Kawit.
5. Grandfather needed someone
___ could host his numerous
visitors.
Presentation:
Ask the pupils the title of the selection.
Ask them to count the number of paragraphs
in the selection.
4. Analysis and Discussion
Guide pupils to identify the key concept or
big ideas involved in each paragraph through
these comprehension questions. Use the chain
of events to sequence the key concepts.
Paragraph 1: What did the Filipino people fight
for during the four-day EDSA Revolution (It
was the victory of national purpose and
conservative values of the nation.)
IV. EVALUATION:
GOLD: Direction: Write the
appropriate relative pronoun for
the following sentences:
Paragraph 2: How did EDSA become the center

of drama during the revolution?
(The announcement of break up of the military
leaders Enrile, Ramos and Honasan with
Marcos authority signaled the people to pour at
EDSA thus becoming the center of drama
during the revolution.)
1. The original flag, _____ was made

in Hong Kong by Dona Marcela
Agoncillo, is exhibited at the
Aguinaldo Museum in Baguio City.
2. Emilio Aguinaldo, _____ brought
the flag to the Philippines had it
first unfurled at Kawit, Cavite on
June 12, 1898.
3. The history of the Filipinos is
recorded in the museum _____ was
inaugurated in May, 1985.
4. This flag, ____ was taken by the
Americans, was given to the
American museum.
5. Seven years later, the general ____
lay dying on his bed, kissed the flag
for the last time.
Paragraph 3: Who gathered at EDSA?

(Men and women from all walks of life gathered
together at EDSA.)
Paragraph 4: How did the people stop the
military tanks from dispersing them?
(People formed a strong chain, risked their lives
to block the advancing tanks.)
Paragraph 5: How did the nuns and the crowd
soften the wooden heart of the soldiers?
(The nuns and the crowd offered flowers, food
and drinks to the hungry soldiers.)
TS. TRANSFER STAGE:

1.
Drill: Pronunciation Drill:

following tongue twister:
Paragraph 6: How did the crowd encourage the

soldiers to step down from their tanks and join
them?
(The people said, Let us not kill one another,
we are brothers, join us!.)
She sells seashells from the

seashore/
If she sells seashells from the
seashore,
Wheres the seashells she sells from
the seashore?
2.
Paragraph 7: What did people do upon reaching

Malacaang Palace?
(People stormed its gate and rushed through
its rooms.)
Review
79
Paragraph 8: What did the world witness in

the event?
(The world witnessed a non-violent
struggle for freedom won through unity
and prayers.)
We identify the key concept of a

paragraph and arrange them according to the
sequence of events in the selection.
7. Application
A. MINI THEATER RESENTATION
5.
Fixing Skills:
Listen as the teacher reads each

short story then sequence the following
events in order. Use numbers 1-5.
Mother wanted to bake a cake but
she found out that there were no eggs. So
she told Maribel to run to a store to buy
some. When Maribel was about to go to
the kitchen, she tripped on Arthurs toy
trains. Crack! The eggs fell and got
broken. Mother told Maribel to buy eggs
again.
a. Form 4 groups of fives to correspond to

the number of paragraphs in the selection.
Given the key concept for each paragraph, have
a role playing with the episodes in each
paragraph.
Show the correct sequence of events during the
presentation.
Use props and background music if needed.
b.
c.
d.
B. Story Construction Game (Group Work,

with 50 pupils)
To the teacher: Divide the class into
groups with five members and each group is
called Mother group.
The leader is the
mother and the four members the
daughters.
She told Maribel to buy eggs.

Mother wanted to bake a cake but
there were no eggs.
Mother told Maribel to buy eggs
Divide the ten groups into two A and B

respectively.
again.
As Maribel was bringing the eggs
to the kitchen, she tripped
on Arthurs
toy trains.
Distribute randomly each strip to each

mother of A groups.
Darwin studied for his exam until

late at night. The next morning, he
was not able to wake up even
though the clock alarmed. So father
woke him up and helped him
prepare for school.
Eventually,
Darwin arrived late in school.
Pepito saw an old woman who was hardly

crossing the street.
He approached the old woman and offered
help and the latter gladly accepted the offer.
When the two reached the other side of the
street, the old woman rewarded Pepito a big
seed.
Father woke up Darwin and helped

the latter prepare for school.
Darwin studied for his exam until
late at night.
Darwin was not able to wake up
when the clock alarmed.
Darwin arrived late in school.
When Pepito came home, he planted the big

seed. The next morning he found a money tree
on the place where he put the seed!
Strips of events for B groups:
6.
Generalization
How do we sequence the key
concepts to show the wholeness of the
selection?
One evening, Rhodora went to sleep without

fixing her schoolthings. While she was sleeping,
she was interrupted by some noise.
To sequence events is to arrange the

events according to how they happened
in the story.
It was her school things the bag, books,

notebooks, pens and papers that came alive!
80
1. The colors ____ we see around us can

influence our moods.
2. Scientists
____
measured
the
temperatures of colors have found out
that reds and oranges are actually
warmer than blues and greens.
3. The instrument ____ the scientists used
to measure the temperature of color is
called thermopile.
4. Color coding ____ people use in their
business files, help them speed up their
work.
5. Map makers ____ use color codes make
it easier for us to identify the different
features of the maps.
Her school things were mad at her for not

fixing them.
Rhodora asked forgiveness from her school
things and promised to take care of them.
Suddenly, she opened her eyes realizing
everything was just a dream.
Say: Mothers, stay in your group and send
each of your daughter to other group.
You read to the daughters the event
written in the strip. Daughters, listen
very carefully to the event. After
that go back to your mother group
and share what you have listened to.
The group then arranges the events
in order forming a story. Finally,
retell the story to the class.
TS. Sequence the events of the given story: For

the teacher to read to the class:
Each weekday is a busy one for Mr.
Rodriguez, a family man and a
watchman in a sports center. Before he
goes to his work, he drives his two
children to school. In the afternoon, he
gets his children back from school. At
home he feeds the pigs and chicken.
Lastly, Mr. Rodriguez fetches water for
his family.
IV. EVALUATION:
Number the concepts/ideas
given below in the order in which
they occurred in the EDSA
Revolution.
____ Armored tanks with heavily
armed soldiers moved towards
the people.
____ The people rushed through the
gates of Malacaang and
entered all the rooms.
____ The soldiers accepted the food
and cigarettes offered by the
people.
____ Families and organizations
prepared food such as fried
chicken, sandwiches, and soft
drinks as if going to picnic.
____ People power won and
democracy was restored.
____ People came in great numbers
and camped on the pavement of
EDSA.
____ Fidel Ramos and Jose Ponce
Enrile broke away from
Marcos.
____ The people locked arms and met
the advancing tanks.
Pupils copy:
_____ He feeds the pigs and the chicken.
_____ He gets his children back from
the school.
_____ He goes to the sports center.
_____ He fetches water.
_____ Mr. Rodriguez drives his children
to school.
(End of Second Grading Period)
(Key to Correction: 4, 7, 6, 3, 8, 2,
1,5)
V. ASSIGNMENT:
GOLD: Write the correct relative
pronoun to complete the sentence:
81
7. Motivation:
How will you describe your mother?
Your father? Your friends? Etc..
8. Presentation:
Have the pupils rearrange the jumbled
letters to identify character traits.
a. tientap
(patient)
b. cuarogesou (courageous)
c. azly
(lazy)
d.
sseiuor
Several days after he(serious)
arrived at their
e. belumh
(humble)
house, Eddie
sat for some five-year
old
twins, Michael and Michelle. Soon after he
What
the house,
words formed?
arrived
at are
their
the twins began
What
are
these
words?
arguing about a tricycle. Michael insisted
the tricycle was his. Even though he was
Have
read the
story:
playing
in the
the pupils
sandbox,
he following
did not want
Michelle to use it.
All right, said Michelle, I wont
use your tricycle. Ill play in the sandbox and
make a sand castle.
No, said Michael, This is my
82
sandbox because I was first to be here. You
cant play here until I finish building my
fort.
(Reading for Meaning 5)
exhausted
sick
cowardly
10. The passengers on the bus that Ivy saved

collected money to help her continue her
schooling.
The
passengers
were
_______.
grateful
sorry
angry
7. Generalization:
What are the different traits that we can
infer from a character?
Remember:
5. Discussion:
What can you say about Michael?
(selfish)
Why?
What character traits could you infer
that Michael has?
Discuss further
When you read, you can use information

from a story to help you learn more about a
character that the story tells you directly. The
clues you may use include what a character says
or does and what other characters say about that
person. When you do this, you are inferring
character traits the qualities that a character
has. What a character says, does, thinks and
feels tells you a lot about him or her. What
other characters say can also give you clues.
6. Fixing Skills:
Read the passages below and
underline the word that best describes
the character in each.
8. Application:
A. Form small groups. Talk about the
character traits of each member of the group.
Use the Venn Diagram.
6. Ivy pushed her long hair away from

her face and walked to the window
and back. Ivy was ______
nervous
tired
peaceful
7. There is nothing you can do,
child, pleaded her mother. She
realized that Ivy wanted to go out in
the storm alone. Ivys mother was
______.
glad
worried
B. Fill in the web with the characters

name, one character trait and the
evidence to prove your answer. Number
1 is done for you.
proud
8. An enormous tree was rushing

along in the water like a battering
ram. It was headed toward the
bridge support below the spot Ivy
was clinging. She held her breath as
she watched the thing move upward
and down in the river. Ivy was
_____.
excited
foolish
1. Johnny often told everyone what to do.

When the boys played games, Johnny would
say, We are all going to do things my way.
From this action, we can tell that Johnny is
_____.
bossy
neat
Main Character
frightened
Johnny
9. Balikbayan Bridge is out! Ivy

said and she collapsed on the floor.
Ivy was _____.
83
considerate
Character Trait
bossy
Evidence:
Johnny would say, We
are all going to do things
my way.
3. For the first time, Eva will walk alone

under the sea.
(coward, courageous, shy)
2. Hi! Youre new here, arent you?
asked Jennifer. Would you like to play
with me? We could play patintero or
tumbang preso, if you like.
4. Her mother told Eva to take care of

herself.
(loving, cruel, funny)
5. I should start working now, Eva said.
(lazy, brave, determined)
Gwynn said, Id love to. I just moved

here and I dont know anyone.
Jennifer is __________.
shy
friendly
6. She starts singing a tune and dancing.

(crazy, thankful, fun-loving)
quiet
Main Character
V. Assignment:
A. GOLD: Direction: Put a check mark (/)
on the blank if the sentence is written
correctly. If it is not, underline the
incorrect part and write the proper
structure above it.
Character Trait
Evidence:

room.
my hometown.
______3. No one have been calling Dana
ever since she arrived.
______4. Many are in the small plastic bag.
______5. Neither of the boys are walking
alone in the forest.
3. Gale cleaned the tables and put away

the dishes fro her mother. She made tea
for her father when he was sick. Delia
is _______.
messy
helpful
Main Character
neat
B. TS. Direction: Identify the character trait

being shown by the following
situation:
Character Trait
6. Sir, this is your wallet. You dropped it,

the boy said to the old man.
7. Dont touch my doll! It is mine! Mara
said.
8. Faye obeys her teacher and older
classmates.
9. Laurence has saved his money since he
was in Grade 3.
10. I love to sing and dance. I enjoy my
studies, Mae said.
Evidence:
IV. Evaluation:
TS. Direction: What trait of the character
or characters is shown in each of the
following situations?
2. Eva and her mother walk on the
snow to gather food.
(persevering, patient, daring)
84

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2nd Grading - LP English Vi

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LESSON PLANS IN

2nd GRADING PERIOD

to press between tow bodies; to crush

to mark the surface of anything.

a cry of a hen or a goose

II. SUBJECT MATTER:

Reference: 2002 Basic Education

There was a giraffe that was very tall.

Young lambs to sell,

See, it is good to be tall! I told you so,

Let us walk farther and see, said the

sudden, she saw a hole at the bottom. The

GROUP 3: WRITING A PARAGRAPH

See, it is good to be short, the

GROUP 4: I WRITE A SONG!

The giraffe remarked. You know

Identify the lesson of the story and

C. Post Reading Activities:

1. Drill: Pronunciation drill:

GOLD (Grammar, Oral Language

Harry Hunt hunts heavy hairy hares

3. Review: Checking of assignment:

GROUP 1: LIGHTS, CAMERA, ACTION

1. Three ____ and three boys form a team.

GROUP 2: WRITE ME A LETTER

There are three forms of compound

The following rules are applied to

Study how the plural of the following

a box for letters

2. In combinations such as noun +

Discuss the different ways on how

1. What do you call the yard at the

I am a bird with black feathers.

Have the pupils arrange all the details

formulate sentences out of the details on

1. Enjoy listening to a story

II. SUBJECT MATTER:

A good paragraph must have an

Materials: strips of cartolina, index cards

GLR (Genuine Love for Reading)

1. Does it have an effective beginning

I do like cheap sea trips,

B. TS. Have the pupils rewrite the

1. When one is whistling gaily, he is

3. What do chores mean? (household

He saw some butterflies in the acacia tree.

B. During Reading Activities:

You think you are too good for my rice

JUAN TAMAD SELLS RICE

GROUP 3: STORY GRAMMAR ORGANIZER

To whom? I do not see anybody, said

Have the pupils complete the story grammar

Who is the main character?

What is the problem or conflict?

What did the main character do to solve

CT. CRITICAL THINKING

How did the story end?

GROUP 4: DRAW ME!

Draw Juan and one of the animals in the

Allow the pupils to perform the activities

1. Drill: Pronunciation drill: Have

GROUP 1: LIGHTS, CAMERA, ACION!

GROUP 2: WRITE A SONG!