Professional Documents
Culture Documents
Teaching Guide
2-Quarter
SECOND QUARTER
WEEK 1
I. OBJECTIVES
A. Expressive Objective
Observe politeness at all times
Show tactfulness when communicating with others
B. Instructional Objectives
1. Listening Comprehension:
Identify signal words from text heard
2. Oral Language:
Provide accurate instructions
3. Reading Comprehension:
Identify main idea, key sentences and supporting details of a given paragraph
4. Grammar:
Compose clear and coherent sentences using appropriate grammatical
structures; -subject-verb agreement (inverted sentences)
5. Writing/ Composition:
Plan a two to three-paragraph composition using an outline/other graphic
organizers
6. Viewing:
Determine images/ideas that are explicitly used to influence viewers (stereotypes,
point of view, and propaganda)
7. Attitude:
Observe politeness at all times
Show tactfulness when communicating with others
B. Materials
Selection, small banners, laptop
III. PROCEDURE
Day 1
I. OBJECTIVES
1. Identify signal words from text heard.
2. Provide accurate instructions
3. Observe politeness at all times.
4. Observe care and accuracy in giving/ following directions.
C. Materials:
Selections, pictures
III. Procedure
Read the sentences. Select the meaning of the underlined words from the box.
to scatter in small amounts I sliced the cake into three pieces.
to boil slightly The best way to purify water at home is to simmer it.
to cut Sprinkle water on the clothes before ironing it.
First, we sliced the apples. Then, we simmered them in a saucepan until they
were tender. Next, we added sugar and left the stewed apples to cool. When it was
cold, we stirred in yogurt. We then spooned the stewed apple into dishes and
sprinkled each one with crushed fruit and hazelnut bars. Finally, we decorated each
dish with apple slices.
D. Guided Practice
The class will play “Advance Game”. Each group will be given small banners
with signal words written on it. The leader will hold and raise it once the teacher
is asking for the answer.
Tell the pupils to form four lines with an equal number of members. Read the
directions to the class once. Then, say it again with one missing signal word.
The leader will raise the banner with the corresponding signal word. If a group
got the correct answer, they will step forward two times. The group that makes
the most number of steps will be the winner.
(The underlined signal word will be the missing one later on)
a. First, get a partner from your group. Next, raise your right hands then,
clasp them together. Finally, bow at the same time and wave your hands.
b. First, form a diagonal line. Next, put you left hand on the right shoulder of
the classmate in front of you. Then, bend your knees and lastly, raise your
left hand and make a peace sign.
c. First, group yourselves into three. Next, those on both sides, hold hands.
Then, enclose your classmate in the middle in your arms. Finally, still
holding together, raise your hands and say “Open the Basket”.
d. First, boys will put hands on waist. Next, girls will hold theirs skirt. Then,
point right foot forward. And then, go to the original position. Finally, turn
around clockwise and bow your head.
E. Independent Practice
Refer to LM, __________
F. Closure/Assessment
Signal words give step-by-step direction or sequence in a
paragraph/selection.
First, next, then, lastly, finally, furthermore, next to that, second, after that,
moreover are examples of signal words.
Day 2
I. OBJECTIVES
1. Identify main idea, key sentences and supporting details of a given paragraph.
2. Write the main idea, key sentences and supporting details of a given paragraph.
3. Observe politeness at all times.
4. Take care of one’s health.
III. PROCEDURE
A. Setting the Stage
(Show some chocolates)
Who among you love to eat chocolates?
What is your favorite brand of chocolate candy?
Have you ever wondered how this yummy food came to be?
B. Explaining What to Do
Key Sentence is the sentence which states the topic of the paragraph.
Supporting Details are the sentences in the paragraph which give information
related to the topic.
(Reading the text “Quick History of Chocolate”, LM- Read and Learn)
Say: Going back to the selection, you will now look for the key sentence, supporting
details, and main idea in each paragraph.
(The teacher will use graphic organizer to elicit answers)
Ask: What is the key sentence of the first paragraph? in the second paragraph?
What are the sentences that give information about the key sentence of the
paragraph?
What is the first paragraph all about?
D. Guided Practice
(Carousel)
Each group will roam around the room and see the posted manila papers with
selections. Each selection will ask for either giving the key sentence, supporting
details or main idea.
Paragraph 1
There are different steps in solving a problem in Mathematics. First, read the
problem carefully and find out what is asked. Next, look for the given facts, then
think of the process to be used. Finally solve for the answer.
Give the key sentence of the paragraph:
____________________________________________
Paragraph 2
Water is used for drinking. We also use it for bathing. It is used for cooking and
washing dirty clothes. Water has many uses.
Give the supporting details of the key sentence: Water has may uses.
Supporting details:________________________________________
_________________________________________
_________________________________________
Paragraph 3
The second month of the year, which is February, was named afterFebrualia,
The Roman festival of purification. February, as we all know, is the month of love. It
is in this month that Valentine’s Day or heart’s day is celebrated. On this day, we
express our love to our loved ones. We can show our love not only during this
month but also in all months and days of the year.
Give the main idea of the paragraph:
______________________________________________
E. Independent Practice
Read the following selections. Then, identify what is asked in each item by choosing
the letter of the correct answer from the given choices.
IV. Evaluation
Direction: Give the key sentence, supporting details and main idea of the selection.
The root is an important part of the plant. It is responsible for getting water and
minerals from the soil for the plant to grow. It also holds the plant in position. If roots are cut
off from the plant, it would die.
Main Idea:
____________________________________________________________________
Key
Sentence:________________________________________________________________
Supporting Details:
a. ________________________________________________________________
b. ________________________________________________________________
c. ________________________________________________________________
Day 3
I. OBJECTIVES
1. Compose clear and coherent sentences using appropriate grammatical structures-
subject-verb agreement (inverted sentences)
2. Observe politeness at all times
3. Show tactfulness when communicating with others.
B. References:
EN5G-IIa-3.9
EN5A-IIa-16
EN5A-IIa-17
Expanding English Skills for Empowerment I p. 357
C. Materials:
paragraph, laptop
III. PROCEDURE
A. Setting the Stage
Ask:
Have you ever experienced being teased by somebody?
How do you feel?
Who is your best friend?
Does he/she defend you while you are in trouble?
Do you think making fun of somebody is a good act?
B. Explaining What to Do
Today, you will be learning the subject verb agreement. There are times that a
sentence is in inverted order. If we say inverted sentence, it is a sentence in which
the verb comes before the subject. Here is a selection for you to read and analyze.
After reading the paragraph, I will be asking you some comprehension questions,
then, you will be given sentences in the inverted order to analyze.
Lily is a thin girl. She is quiet and shy. Every time she sits at the canteen, she
is always alone. Every day, at the hallway, are Nestor’s friends. Making fun of Lily is
their hobby. In Lily’s bag are books. Carlo, one of the naughty boys, teases Lily,
grabs the handbag, passes it with his friends, and scatters all the books on the floor.
“Bamboo Stick” is what they call her. From Room 3 comes Marina. She defends Lily
and argues with the boys. In simple way Marina helps. Later on, Lily and Marina
became friends. At the canteen, they eat together. In going home, walk Marina and
Lily. They share stories, review their lessons and help each other.
Answer the following questions.
1. Who is the thin girl?
2. Why do you think Lily is always alone?
3. Who makes fun of Lily?
4. What does Carlo do with Lily’s handbag?
5. Who helps Lily?
6. If you were Nestor’s friends, will you do the same?
7. If you were Marina, will you also defend Lily?
8. What kind of person is Marina?
Say: Here are some inverted sentences from the selection. Analyze how verbs agree
with the subjects.
D. Guided Practice
Write the following sentences in the inverted order.
1. Everybody cares about the climate change.
2. The boys go in hiking.
3. Ramon volunteers for the difficult task.
4. Nobody cares about the spoiled food.
5. Abigail attends the birthday party.
E. Independent Practice
Compose coherent sentences in the inverted order using the given verbs
that agree with the subjects in each item.
1. disagree the men on their plan
2. in the spelling bee join Rosa
3. come the meteor in meteorites
4. on the moon astronauts’ footprints left.
5. on a topic for a report Alexis decide
F. Closure/ Assessment
Inverted sentence is a sentence in which the verb comes before the subject.
The verb agrees with the subject of the sentence.
If the subject of the inverted sentence is singular, the verb takes its s-form.
If the subject of the inverted sentence is plural, the verb takes its base form.
Day 4
I. OBJECTIVES
1. Plan a two to three paragraph composition using an outline/ graphic organizer.
2. Observe politeness at all times.
3. Show tactfulness when communicating with others.
B. References:
EN5WC-IIb-2.2.5
Lesson Guides in Elementary English 5 pp.202-203, p.208
C. Materials:
outlines, video, laptop
III. PROCEDURE
After seeing the pictures, I will be giving you an outline about sedimentary rocks.
Later on, we will be making a two to three-paragraph composition using the outline.
B. Chemical sedimentary
- deposits of minerals dissolved in water
C. Organic sedimentary
- shells, skeletons and other parts of plants and animals
D. Cementing materials
- calcium carbonate, silica, mud, clay and iron oxide
Now, let us try to make a two to three-paragraph composition using the outline.
Sedimentary rocks are made of sediments cemented together. There are four
kinds of sedimentary rocks. Classic or fragmented sedimentary, Chemical sedimentary,
Organic sedimentary and Cementing materials.
D. Guided Practice
Pepper
I. Pepper - one of the earliest spices known to mankind.
A. So expensive that a pound of it was considered an appropriate gift for a royalty to
give or to receive
B. Made as payment of taxes
C. Considered rich property
E. Independent Practice
Direction: Form a two-paragraph composition using the following outline.
II. The body needs food, as the machine needs fuel as oil
A. Requires an adequate amount of basic nutrients
B. Protein, Fats, Carbohydrates and Minerals
The human body needs both rest and exercise. It needs nourishment. A healthy
looking body doesn’t just happen. A good deal of care is given to it.
The body needs food, as the machine needs fuel as oil. It requires an adequate
amount of basic nutrients such as protein, fats, carbohydrates and minerals.
E. Closure/Assessment
DAY 5
I. OBJECTIVES
1. Determine images/ideas that are explicitly used to influence viewers such as
stereotypes, point of view, and propaganda.
2. Show tactfulness when communicating with others.
B. References:
EN5VC-IIa-7
EN5VC-IIa-7.1
EN5VC-IIa-7.2
EN5VC-IIa-7.3
https://web.stanford.edu/class/e297c/war_peace/media/hpropaganda.html
http://iml.jou.ufl.edu/projects/Spring02/chandler/what-is-stereotyping-page.htm
http://literarydevices.net/point-of-view/
www.youtube.com
C. Materials:
Videos, activity sheets
III. PROCEDURE
B. Explaining What to Do
On this day, you will be learning the images/ideas in commercials that are used to
influence viewers. You are going to watch some TV commercials, observe the lines of
the endorsers/characters in the commercial that capture your attention. Some of you will
be called to role play the scene in the commercial that you consider captivating.
Point of View is the angle of considering things, which shows us the opinion, or
feelings of the individuals involved in a situation. It is a reflection of the opinion an
individual from real life or fiction can have.
The teacher will present some TV commercials and call some pupils to role play
a scene from the commercial that is considered to be captivating.
Then the pupils will identify the ideas of the scene being portrayed as to a
stereotype, point of view or propaganda.
Did you gain interest of buying the product after watching the TV
commercial?
D. Guided Practice
The class will be divided into four. Each group should give new name of the product
to endorse. A representative from each group must explain the ideas used to influence
the viewers.
Group 1- Make a commercial about most delicious bread through song and dance.
Group 2- Show a tableau of using the best detergent bar.
Group 3- Create a poster about milk drink
Group 4- Present a short drama about the importance of brushing teeth using
a brand of toothpaste.
E. Independent Practice
The teacher will present advertisement then, the pupils will determine the ideas used
to influence the viewers.
(Amazing Tale Nido 3+ Nestle PH)
1. Using stereotypes, the characteristic of a mother that has shown in the
advertisement was______________.
3. The advertisement has spread the idea that Nido 3+ contains millions of
_________________ that will help in protecting children’s tummy.
4. The advertisement of Nido 3+ left a slogan at the end part stating that
“___________________”
F. Closure/ Assessment
There are ideas/images in media that are explicitly used to influence the viewers.
Stereotypes- are results of incomplete or distorted information accepted as fact
without question. A stereotype is simply a widely held belief that an individual is a
member of a certain group based on characteristics.
Point of view- is the angle of considering things, which shows us the opinion, or
feelings of the individuals involved in a situation. It is a reflection of the opinion an
individual from real life or fiction can have.
Objectives
A. Expressive Objectives
1. Listens carefully critically to news reports and other radio broadcasts
and expresses ideas accurately in oral and written forms.
2. Demonstrates confidence in the use of the language to meet
everyday’s needs.
3. Read independently and gets relevant information from various text-
types.
B. Instructional Objectives
Listening Comprehension
Identify informational text-types.
Oral Language
Give precise information on a given topic.
Vocabulary Development
Identify meaning content of specific words (denotation and
connotation) Science
Reading Comprehension
Identify main idea, key sentences, and supporting details of a given
paragraph.
Writing/Composition
Write paragraphs showing cause and effect.
Viewing
Determine images/ideas that are explicitly used to influence viewers.
Stereotypes; Points of view; Propagandas
Attitude
Observe politeness at all times.
Show tactfulness when communicating with others
LESSON 56 – ELEMENTS AND THEME OF A LITERARY TEXT
I. OBJECTIVE
1. Identify informational text-types.
2. Use card catalogue to locate resources.
B. Materials
pictures of internet, smartphones, newspaper, magazines
reading materials
C. References:
Curriculum Guide: CG in English 5 Quarter 2 Week 2
EN5LC – IIb – 3.19
EN5SS – IIb – 3.9
http://www.eslfast.com/kidsenglish/ke/ke017.htm
D. Focus Skill/s:
Listening, Analyzing, Classifying
E. Value Focus:
Show tactfulness when communicating with others.
III. PROCEDURE
A. Setting Up the Stage
Review
Show titles of shows or movies and ask them to classify if it is fiction
or nonfiction.
Motivation
Show the students a newspaper, a magazine, or an encyclopedia. Ask
the students if they have read one. Ask them if they have used them in doing
research.
Show them a card catalogue. Ask them if they have used one in doing
research.
Next, discuss what a card catalogue is and what its parts are. Discuss
also the use of a card catalogue is.
D. Guided Practice
To fully understand more about informational text and its type, have
the students read “Read and Learn” on the LM page ____.
Take a trip to the library and ask the students to look through the card
catalogues in your library. Ask them to identify its parts
E. Independent Practice
Choose one book from the Library and make a card catalogue.
Use ¼ of an index card.
F. Closure/Assessment
It uses special text which allows its users to easily find key information
and understand the main topic. This is done by placing a header over certain
sections. It may also use visual representation with captions which includes
pictures, graphs, tables, diagrams, and charts.
The parts of a card catalogue are (1) call number; (2) author; (3) Title
Entry; (4) publisher; (5) series title; and (6) subject headings.
G. Evaluation
Identify if the following books if there are informational text or not.
Write for informational text else write if it is not.
1. newspaper
2. magazines
3. instructional manuals
4. fairy tales
5. autobiography
H. Assignment
Ask the students to bring dictionary.
I. OBJECTIVE
1. Give precise information on a given topic.
2. Identify meaning content of specific words (denotation and connotation)
B. Materials
- dictionary, thesaurus
- word flashcards
C. References:
Curriculum Guide: CG in English 5 Quarter 2 Week 2
D. Focus Skill/s:
Speaking,
E. Value Focus:
- perseverance in doing work
III. PROCEDURE
A. Setting Up the Stage
Group the pupils into four groups.
Give each group a three set of words. Ask them to write the synonym and
antonym of the words in a manila paper.
Example:
Using their dictionary ask the students to find the precise meaning of
the following word:
D. Guided Practice
Have the students answer “Try and Learn” on the LM on page ____.
E. Independent Practice
Perform “Do and Learn” on the LM page ____.
F. Closure/Assessment
G. Evaluation
Answer the following questions below.
1. Who are your parents?
2. What is your father/mothers work? Where does he/she work?
3. In what barangay do you live? In which purok?
4. What would you like to be when you grow up?
5. Where would you like to spend your vacation?
LESSON 58 – IDENTIFYING THE MAIN IDEA, KEY SENTENCE, AND SUPPORTING
DETAILS
I. OBJECTIVE
- Identify main idea, key sentences, and supporting details of a given
paragraph.
II. SUBJECT MATTER
A. Topics
- Identifying main idea, key sentences, and supporting details of a given
paragraph.
B. Materials
- short paragraphs with main ideas, key sentences and supporting details
C. References:
- Curriculum Guide: CG in English 5 Quarter 2 Week 2
EN5RC-IIb-2.21
D. Focus Skill/s:
- Reading, Analyzing, Identifying
E. Value Focus:
-
III. PROCEDURE
A. Setting Up the Stage
Play a game of four-pics-one-word
Example:
Ask: “From the four pictures, how did you arrive at your answer.”
D. Guided Practice
Have the students answer “Find Out and Learn” on the LM page ____.
E. Independent Practice
Do activity on “Do and Learn” of the LM.
F. Closure/Assessment
The main idea is the point of the paragraph. It is the most important
thought about the topic. To figure out the main idea, we must ask ourselves
“What is being said about the person, place, thing, or idea?”
The key sentence contains the main idea, while the supporting
sentences provide additional information about the main idea.
G. Evaluation
Identify the main idea in the paragraph below. Write your answer on a
graphic organizer.
LESSON 59 – ELEMENTS AND THEME OF A LITERARY TEXT
I. OBJECTIVE
1. Compose clear and coherent sentences using appropriate grammatical
structures: subject-verb agreement
2. Write paragraphs showing cause and effect.
B. Materials
- video on subject-verb agreement
- chart with examples on the rules of subject-verb agreement
- manila paper
C. References:
Curriculum Guide: CG in English 5 Quarter 2 Week 2
D. Focus Skill/s:
Writing, Analyzing, Classifying, Reasoning
E. Value Focus:
Caring for the environment
III. PROCEDURE
A. Setting Up the Stage
Let’s play a game. Group the pupils into four groups and on a manila
paper and have them list as many verbs they can think of.
Give the winner a prize.
“We will also study about cause and effect. You must be able to
identify which part of the sentence is the cause and the effect.”
Example:
S-form (singular) - sings, dances, writes, eats
Base form (plural) - sing, dance, write, eat
D. Guided Practice
Have the students identify the subject as well as note whether the
subject is singular or plural. Remind them on the rule on subject-verb
agreement.
Say: “Now that you know about the rule on subject-verb agreement, let us
study about cause and effect.”
E. Independent Practice
Have the pupils answer the activity on “Do and Learn” of the LM page
.
F. Closure/Assessment
The rule on subject-verb agreement states that a singular subject
takes a singular verb (s form) while a plural subject takes a plural verb (base
form).
Cause and effect statements are two related statements. One
statement, the cause, tells us the reason on an event which resulted to the
next statement, the effect, giving us the result of the action.You can usually
find sentences built this way by key words and phrases they use: so, since,
as a result of, because, therefore. It’s also important to note that the cause is
usually written before the effect is, but there are rare cases when the effect
will be written first. You should realize, however, that no matter what order
you present cause and effect in with your sentences, you cannot have an
effect happen before a cause.
G. Evaluation
A. Circle the correct form of the verb to complete each sentence.
1. Your friend (talk, talks) too much.
2. The man with the roses (look-looks) like your brother.
3. Mary (swim-swims) well.
4. The boys (walk-walks) to school every day.
5. The center on the basketball team (bounce-bounces) the ball too
high.
I. OBJECTIVE
1. Determine images/ideas that are explicitly used to influence viewers.
- Stereotypes, Points of View, Propaganda
B. Materials
- Pictures
- Video clips that are used to influence viewers.
C. References:
Curriculum Guide: CG in English 5 Quarter 2 Week 2
D. Focus Skill/s:
Viewing, Analyzing, Interpreting
E. Value Focus:
politeness
III. PROCEDURE
A. Setting Up the Stage
Show video clips of commercials (example: detergent soap, fast food
chain, powdered juice, diapers, etc.)
Ask: “What do these commercials make us do?”
“Do our parents buy them?”
D. Guided Practice
Read the article “YouTube's top ads in the Philippines for 2013” on the
“Read and Learn” of the LM page _____.
E. Independent Practice
Group the class into 6-8 groups. Give them a product. Ask them to
create a short commercialabout the product they got. Assign to them also the
type of advertisement they will use (stereotype, point of view, propaganda)
Examples:
Group 1 – Shampoo
Group 2 – Detergent Soap
Group 3 – Bath Soap
Group 4 – Toothpaste
Group 5 – Powdered Juice
Group 6 – Milk drink
Group 7 – Fast food chain
Group 8 – soft drinks
F. Closure/Assessment
For us to determine the message of an image or idea we must first
identify what image or idea was used to influence the viewer.
There are certain ways how an image or idea is expressed, here are
the following:
G. Evaluation
Have them watch the commercial “Tide:Bossing saKaputianKahit Tag-
ulan” then answer the following questions below. Choose your answer from
the bow below.
Week 3
Day 1
I. Objective
LC: Identify informational text – types
RC: Distinguish text – types according to purpose
OL:Ask questions to check understanding of information presented
A: Show tacfulness when communicating with others
I F M A T N
N R O O I A
A T L T X E
Cause and Effect- Descriptions of events and the reasons (causes) for
why the event happened. Ask yourself: What happened and why did it
happen? Clue words are since, because, if, due to, as a result of , causes,
leads to, and therefore.
C. Modeling
Pupils will listen to the parangraph below and answers the questions orally.
Questions:
D. Guided Practice
Pupils will readthe paragraph and identify the type of text used.
1.
2.
E. Independent Practice
Arrange the jumbled letters to get the exact word. Answer it orally.
USECA NDA FECFET - Descriptions of events and the reasons (causes) for why
the event
happened.
QESUECEN - Presents events in a sequence from beginning to end
F. Closure
What is informational text?
What are the types of informational text?
IV. Evaluation
A. Listen to the ff. And tell the types of informational text being used.
1. 2.
4. 5.
Day 2
I. Objective
V: Identify different meanings of content specific words (denotation and
connotation)
A: Show tactfulness when communicating with others
C. Modeling
Some boys, playing near a pond, saw a number of Frogs in the water and
LEAFING FROG
weather
factScience
observe
environment
Possible answer:
Connotation:
Observe – to see
Environment-the air, water, organisms, and other natural resources
that surround us.
Science- a conclusion
Fact – reality
Weather- sky and wind conditon
Say: What you have answered are the connotations of the given words related to
science baesd on your own understanding. Here are the denotation or their
meanings from the dictionary.
Other examples:
Connotation Denotation
A dove implies peace or gentility. a stocky seed- or fruit-eating bird
with a small head, short legs, and a
cooing voice.
A dog connotes shamelessness or an a domesticated carnivorous mammal
ugly face. that typically has a long snout, an
acute sense of smell, and a barking,
howling, or whining voice.
Politician has a negative connotation a person who is professionally
of wickedness and insincerity while involved in politics, especially as a
statesperson connotes sincerity. holder of or a candidate for an
elected office.
D. Guided Practice
Below are groups of words which are often used to describe people. What are the
connotations of the words?Underline your answer.
1. Childlike - Youthful, Childish, Young
2. Disabled, - Crippled, Handicapped, Retarded
3. Relaxed - Laid-back, Lackadaisical, Easy-going
4. Slim - Skinny, Slender, Thin
5. Cheap - Frugal, Miserly, Economical
6. Young - Immature, Juvenile, Youthful
7. Inquisitive - Interested, Curious, Convivial
8. Confident - Secure, Proud, Egotistical
9. Lovely - Knockout, Beautiful, Stunning
10. Talkative - Conversational, Chatty, Nosy
E. Independent Practice
Match the words in Column A with the denotation meaning in Column B.
(Using your dictionary)
Column A Column B
1. Age A. an individual animal, plant, or single-
celled life form.
2. Adaptation B. the action or process of adapting or
being adapted.
3. Culture C. the arts and other manifestations of
human intellectual
4. Gender achievement regarded
collectively.
5. Organism D. the length of time that a person has
lived
or a thing has existed.
IV. Evaluation
B. Mom and Dad when used in place of mother and father connote loving
parents.
3. Pushy
A. excessively or unpleasantly self-assertive or ambitious.
4. Love
B. Symbol of affection
5. Hope
B. faith
Day 3
I. Objective
SS: Gather relevant information from the glossary
F: Read with automaticity grade level frequently occurring content area words
C. Modeling
Let us study the glossary below.
Glossary
Adolescent – a boy or a girl between the ages of 12-18 when there is a great physical
change in the body.
Aeration – the spraying of water into the air to remove unpleasant odors and tastes.
Using the glossary above, fill in the blanks with the word that has the correcr
meaning.
Ask: How are words arranged in the glossary? (in alphabetical order)
What words are found in the glossary? (the difficult and unusual words used in
the book)
What information does a glossary provide? (it gives the meanings of words as
used in the selections)
D. Guided Practice
Read the glossary below.
Glossary
E.Independent Practice
Read the glossary below.
Glossary
F. Closure
What is a glossary and its function?
IV. Evaluation
Read the glossary below.
Glossary
mahogany /ma-‘hag-a-ni/ (n.) – any of the various tropical trees with reddish wood used in
furniture
naive /nu -‘ev/ (adj.) – marked by unaffected simplicity
naphthalene /’naph-tha-lin/ (n.) – crystalline hydrocarbon
octave /’ak-tav/ (adj.) – a stanza or poem of eight lines
octopus /’ak-ta-pas/ (n.) any of the various sea mollusks having eight muscular arms with two
rows of suckers.
Study this partial list froma glossary.
Answer the questions below.
1. How many syllables does thge word mahogany have?
A. 1 B. 2 C. 3 D. 4
2. What does naive mean?
A. brave B. complex C. fair D. simple
3. A stanza or poem of eight lines is a/an ________________.
A. musical score B. octave C. song D. verse
4. How are the words in the glossary arranged?
A. alphabetically B. By importance C. by topics D.
chronologically
5. Which word has two syllables?
A. indefinite B. magnitude C. mahatma D. Octave
Day 4
I. Objective
Compose clear and coherent sentences using appropriate grammatical structures
Very good! Now, we will discuss all those nouns as we move on with the
lesson.
C. Modeling
Let us take a look at the sentences below.
Man Men
Woman Women
Child Children
Say: As you can see above, when the subject is an irregular noun, we still do not
need to add an –s ending on the verb, since the subject is still plural even though it does not
end in –s.
Rule: The number of the noun (singular or plural) determines the form of the verb.
Here are some of the irregular nouns that we can use in sentence
D. Guided Practice
Divide the class into four groups.Each group will choose a leader.
The teacher will discuss the standards in doing an activity.
Direction: Study the word list. Then choose 5 irregular nouns from the list and
use those words in sentences.
WORD LIST
WORD LIST
Fish knives
Day 5
I. Objective
VC: Determine images/ ideas that are explicitly used to influence viewers
(stereotypes, point of
view, propaganda)
WC:Write paragraphs showing cause and effect
At this point, we will discuss the images/ ideas that are explicitly used to
influence viewers such as the stereotypes, point of view and propaganda.
C. Modeling
The teacher will show the video of a cat watching television show and the
influence of this video to this cat.
1. Stereotypes – this is the belief that all people within the same racial,
ethnic, or cultural group will act alike and share the same beliefs and
attitudes. Stereotypes ignore individual identity. This is a type of
discrimination. An exaggerated belief that can be positive or negative but
generalizes without allowing for differences.
First person singular: “I had the craziest night last night! I’ll tell you
all about it.”
First person plural: “New York was great. We went to the Statue of
Liberty, we walked around Central Park, and we ate fantastic food.
It’s our favorite city.”
Third person: “My grandfather was a pilot in the war, and one time
he survived a terrible crash.”
D. Guided Practice
Read the statements below and determine if it is influenced by stereotypes,
propaganda or point of view.
__________1. Promising happiness - Selling happiness is a concept used in
ads, such as a
well-liked actor will explain why you need to buy a product in
order to solve a problem.
__________ 2. Girls are not good at sports.
__________ 3. All Americans are generally considered to be friendly,
generous, and tolerant, but
also arrogant, impatient, and domineering.
__________ 4. Sometimes you cannot clearly discern between anger and frustration
__________ 5. Building a mental image - A politician will present an image of
what the world
would be like with immigration or crime so that the voters will
think of that image and believe that voting for him will reduce
that threat.
E. Independent Practice
Read the statements below and determine if it is influenced by
stereotypes, propaganda or point of view.Write S – if it is stereotype, P –
for propaganda, and PV – for point of view.
F. Closure
What are the factors that explicitly influence the viewers?
How do they influence the viewers?
IV. Evaluation
A. Determine the factors that influenced the viewers.
1. Using slogans - If a slogan is repeated enough times, eventually the
public will come to believe it.
2. All children don't enjoy healthy food.
3. All Irish people are drunks and eat potatoes.
4. All teenagers are rebels.
5. Appealing to tradition - Good feelings are generated by the thoughts
of certain goods and actions, and are frequently included in
advertisements such as: "Baseball, apple pie, and Chevrolet."
B. Write paragraphs about the cause and effect of the television shows and
socials medias to the viewers.
QUARTER 2
Week 3
Day 1
V. Objective
LC: Identify informational text – types
RC: Distinguish text – types according to purpose
OL:Ask questions to check understanding of information presented
A: Show tacfulness when communicating with others
I F M A T N
N R O O I A
A T L T X E
Cause and Effect- Descriptions of events and the reasons (causes) for
why the event happened. Ask yourself: What happened and why did it
happen? Clue words are since, because, if, due to, as a result of , causes,
leads to, and therefore.
I. Modeling
Pupils will listen to the parangraph below and answers the questions orally.
Questions:
Say: In order to easily identify the types of informational text, take note of the
diagram below.
J. Guided Practice
Pupils will readthe paragraph and identify the type of text used.
3.
4.
K. Independent Practice
Arrange the jumbled letters to get the exact word. Answer it orally.
USECA NDA FECFET - Descriptions of events and the reasons (causes) for why
the event
happened.
QESUECEN - Presents events in a sequence from beginning to end
L. Closure
What is informational text?
What are the types of informational text?
VIII. Evaluation
C. Listen to the ff. And tell the types of informational text being used.
1. 2.
1. 2. 3.
4. 5.
Day 2
J. Objective
V: Identify different meanings of content specific words (denotation and
connotation)
A: Show tactfulness when communicating with others
V. Learning Activities
F. Setting the Stage
Have you seen a frog?
What are the characteristics of a frog? Size? Color?
What is its contribution to our environment?
H. Modeling
Some boys, playing near a pond, saw a number of Frogs in the water and
LEAFING FROG
weather
factScience
observe
environment
Possible answer:
Connotation:
Observe – to see
Environment-the air, water, organisms, and other natural resources
that surround us.
Science- a conclusion
Fact – reality
Weather- sky and wind conditon
Say: What you have answered are the connotations of the given words related to
science baesd on your own understanding. Here are the denotation or their
meanings from the dictionary.
Other examples:
Connotation Denotation
A dove implies peace or gentility. a stocky seed- or fruit-eating bird
with a small head, short legs, and a
cooing voice.
A dog connotes shamelessness or an a domesticated carnivorous mammal
ugly face. that typically has a long snout, an
acute sense of smell, and a barking,
howling, or whining voice.
Politician has a negative connotation a person who is professionally
of wickedness and insincerity while involved in politics, especially as a
statesperson connotes sincerity. holder of or a candidate for an
elected office.
I. Guided Practice
Below are groups of words which are often used to describe people. What are the
connotations of the words?Underline your answer.
11. Childlike - Youthful, Childish, Young
12. Disabled, - Crippled, Handicapped, Retarded
13. Relaxed - Laid-back, Lackadaisical, Easy-going
14. Slim - Skinny, Slender, Thin
15. Cheap - Frugal, Miserly, Economical
16. Young - Immature, Juvenile, Youthful
17. Inquisitive - Interested, Curious, Convivial
18. Confident - Secure, Proud, Egotistical
19. Lovely - Knockout, Beautiful, Stunning
20. Talkative - Conversational, Chatty, Nosy
J. Independent Practice
Match the words in Column A with the denotation meaning in Column B.
(Using your dictionary)
Column A Column B
1. Age A. an individual animal, plant, or single-
celled life form.
2. Adaptation B. the action or process of adapting or
being adapted.
3. Culture C. the arts and other manifestations of
human intellectual
4. Gender achievement regarded
collectively.
5. Organism D. the length of time that a person has
lived
or a thing has existed.
IV. Evaluation
B. Mom and Dad when used in place of mother and father connote loving
parents.
3. Pushy
4. Love
B. Symbol of affection
5. Hope
B. faith
Day 3
J. Objective
SS: Gather relevant information from the glossary
F: Read with automaticity grade level frequently occurring content area words
V. Subject Matter
Topic: Glossaries
Materials: Picture, cartolina
Reference: Curriculum Guide ,Lesson Guide V page 164
Code: EN5SS-IIc-1.4, EN5F-IIc-1.8.1
VI. Learning Activities
I. Modeling
Let us study the glossary below.
Glossary
Adolescent – a boy or a girl between the ages of 12-18 when there is a great physical
change in the body.
Aeration – the spraying of water into the air to remove unpleasant odors and tastes.
Using the glossary above, fill in the blanks with the word that has the correcr
meaning.
Ask: How are words arranged in the glossary? (in alphabetical order)
What words are found in the glossary? (the difficult and unusual words used in
the book)
What information does a glossary provide? (it gives the meanings of words as
used in the selections)
J. Guided Practice
Read the glossary below.
Glossary
K. Independent Practice
Read the glossary below.
Glossary
L. Closure
What is a glossary and its function?
VII. Evaluation
Read the glossary below.
Glossary
mahogany /ma-‘hag-a-ni/ (n.) – any of the various tropical trees with reddish wood used in
furniture
naive /nu -‘ev/ (adj.) – marked by unaffected simplicity
naphthalene /’naph-tha-lin/ (n.) – crystalline hydrocarbon
octave /’ak-tav/ (adj.) – a stanza or poem of eight lines
octopus /’ak-ta-pas/ (n.) any of the various sea mollusks having eight muscular arms with two
rows of suckers.
Day 4
J. Objective
Compose clear and coherent sentences using appropriate grammatical structures
V. Subject Matter
Topic: Irregular Nouns and Verb Agreement
Materials: pictures, charts
Reference: Curriculum Guide
Code: EN5SS-IIc-1.4
http://www.humber.ca/liberalarts/sites/default/files/SV1.pdf
http://grammarist.com/grammar/irregular-plural-nouns/
https://www.google.com.ph/search?rlz=1C1VSNG_
VI. Learning Activities
Very good! Now, we will discuss all those nouns as we move on with the
lesson.
H. Modeling
Let us take a look at the sentences below.
Man Men
Woman Women
Child Children
Say: As you can see above, when the subject is an irregular noun, we still do not
need to add an –s ending on the verb, since the subject is still plural even though it does not
end in –s.
Rule: The number of the noun (singular or plural) determines the form of the verb.
Here are some of the irregular nouns that we can use in sentences:
I. Guided Practice
Divide the class into four groups.Each group will choose a leader.
The teacher will discuss the standards in doing an activity.
Direction: Study the word list. Then choose 5 irregular nouns from the list and
use those words in sentences.
WORD LIST
J. Independent Practice
Choose a partner.
The word list contains irregular nouns. Choose two words from the list and
use it in a sentence together with you partner.
WORD LIST
Fish knives
Day 5
V. Objective
VC: Determine images/ ideas that are explicitly used to influence viewers
(stereotypes, point of
view, propaganda)
WC:Write paragraphs showing cause and effect
At this point, we will discuss the images/ ideas that are explicitly used to
influence viewers such as the stereotypes, point of view and propaganda.
I. Modeling
The teacher will show the video of a cat watching television show and the
influence of this video to this cat.
4. Stereotypes – this is the belief that all people within the same racial,
ethnic, or cultural group will act alike and share the same beliefs and
attitudes. Stereotypes ignore individual identity. This is a type of
discrimination. An exaggerated belief that can be positive or negative but
generalizes without allowing for differences.
Gender Profiling
There are also some common stereotypes of men and women, such as:
Men are strong and do all the work.
Men are the "backbone."
Women aren't as smart as a man.
Women can’t do as good of a job as a man.
Guys are messy and unclean.
Men who spend too much time on the computer or read are geeks.
Cultures
Stereotypes also exist about cultures an countries as a whole. Stereotype
examples of this sort include the premises that:
All white Americans are obese, lazy, and dim-witted. Homer Simpson
of the TV series The Simpsons is the personification of this
stereotype.
Mexican stereotypes suggest that all Mexicans are lazy and came into
America illegally.
All people who live in England have bad teeth.
Italian or French people are the best lovers.
All Blacks outside of the United States are poor.
All Jews are greedy.
All Asians are good at math. All Asians like to eat rice and drive slow.
.
Groups of Individuals
A different type of stereotype also involves grouping of individuals.
Skaters, Goths, Gangsters, and Preps are a few examples. Most of
this stereotyping is taking place in schools. For example:
Goths wear black clothes, black makeup, are depressed and hated
by society.
Punks wear mohawks, spikes, chains, are a menace to society and
are always getting in trouble.
All politicians are philanders and think only of personal gain and
benefit.
Girls are only concerned about physical appearance.
All blonds are unintelligent.
Only anorexic women can become models.
The elderly have health issues and behave like children.
Sexual Stereotypes
Sexual stereotypes, on the other hand, suggest that any feminine man
is gay and any masculine woman is a lesbian. Those who believe gay
stereotypes may also believe that homosexuality is immoral, wrong
and an abomination.
5. Propaganda -information, especially of a biased or misleading nature,
used to promote or publicize a particular political cause or point of view.
Common Examples of Propaganda
Overstating participation - The concept of "Get on the Bandwagon" is
appealing to a huge number of people by finding common threads,
like religion, race, or vocation. The theme here is "everyone else is
doing it, and so should you."
Building false images - Presidents try to appear to be “common folks”
but they really aren’t. Examples are Bill Clinton eating at McDonald’s
or Ronald Reagan chopping wood.
Creating a false dilemma - An example of false dilemma is where two
choices are offered as if they are the only two options. For example, a
president saying in order to reduce the deficit, we have to either tax
the wealthy more or ask seniors to pay more for Medicare.
Misquoting - By taking a quote out of context a false impression can
be given to the reader or listener. For the film Live Free or Die Hard,
Jack Mathews was quoted as saying, “Hysterically...entertaining.".
The real quote is, "The action in this fast-paced, hysterically
overproduced and surprisingly entertaining film is as realistic as a
Road Runner cartoon."
First person singular: “I had the craziest night last night! I’ll tell you
all about it.”
First person plural: “New York was great. We went to the Statue of
Liberty, we walked around Central Park, and we ate fantastic food.
It’s our favorite city.”
Third person: “My grandfather was a pilot in the war, and one time
he survived a terrible crash.”
J. Guided Practice
Read the statements below and determine if it is influenced by stereotypes,
propaganda or point of view.
__________1. Promising happiness - Selling happiness is a concept used in
ads, such as a
well-liked actor will explain why you need to buy a product in
order to solve a problem.
__________ 2. Girls are not good at sports.
__________ 3. All Americans are generally considered to be friendly,
generous, and tolerant, but
also arrogant, impatient, and domineering.
__________ 4. Sometimes you cannot clearly discern between anger and frustration
__________ 5. Building a mental image - A politician will present an image of
what the world
would be like with immigration or crime so that the voters will
think of that image and believe that voting for him will reduce
that threat.
K. Independent Practice
Read the statements below and determine if it is influenced by
stereotypes, propaganda or point of view.Write S – if it is stereotype, P –
for propaganda, and PV – for point of view.
L. Closure
What are the factors that explicitly influence the viewers?
How do they influence the viewers?
VIII. Evaluation
A. Determine the factors that influenced the viewers.
1. Using slogans - If a slogan is repeated enough times, eventually the
public will come to believe it.
2. All children don't enjoy healthy food.
3. All Irish people are drunks and eat potatoes.
4. All teenagers are rebels.
5. Appealing to tradition - Good feelings are generated by the thoughts
of certain goods and actions, and are frequently included in
advertisements such as: "Baseball, apple pie, and Chevrolet."
D. Write paragraphs about the cause and effect of the television shows and
socials medias to the viewers.
Week 5
I. Objectives
A. Expressive Objectives
1. Observe politeness at all times
2. Show tactfulness when communicating others
B. Instructional Objectives
Listening Comprehension
Distinguish fact from opinion
Oral Language
Respond to ideas and opinions after reflection
Vocabulary Development
Identify different meanings of content specific words( denotation and
connotation)
Reading Comprehension
Distinguish text-types according to purpose ( To recall a series of events/
information )
Oral Reading Fluency
Read with automaticity grade level frequently occurring content area words
Study Strategy Research
Gather relevant information from various sources ( Thesaurus )
Grammar
Compose clear and coherent sentences using appropriate grammatical
structures;
( Kinds of Adjectives )
Writing / Composition
Revise writing for clarity ( punctuation marks ,signal words )
Viewing
Determine images/ideas that are explicitly used to influence viewers( Point
of view )
Attitude
Observe politeness at all times
Show tactfulness when communicating with others
Day 1
I. Objectives
1. Distinguish fact from opinion
2. Respond to ideas and opinions after reflection
3. Determine images/ideas that are explicitly used to influence viewers
II. Subject Matter
Topic: Fact and Opinion
Materials: Charts/paragraph
Reference: EN5LC-IIe-2.10
English for All Times Language 5 p. 246-247
Focused Skill:Distinguishing
Value: Love for animals
III. Procedure
A. Setting the Stage
Game: Pick out a strip with a statement stating a fact or an opinion inside the
box. Those who picked a fact should post on the right side of the board and to
those who picked an opinion should post on the left side of the board.
All people can dance.
Jose Rizal is our National Heroes.
Plants and animals are living things.
Food is one of the basic needs in order to live.
B. Explaining the students What to Do
Say: Today we discuss about distinguishing fact and opinion.
A fact is a statement which experiences and experiments have proven to
be true.It is directly observable.
An opinion is a view or guess which may or may not be true.It tells what
someone thinks or feel about something. It can be verified but only
indirectly.
C. Modeling
The teacher will read the paragraphs.
a. Bryan works with animals. In fact, he spends every spare moment in a
neighborhood pet store. After school, he helps feed the animals and clean
their cages. He spends a lot of time training the animals so that they get
along with people.
b. Bryan believes that being a veterinarian and working with animals would be a
wonderful thing for him to do when he grows up. He thinks he will become an
excellent veterinary doctor in the future.
F. Closure
Differentiate a fact from opinion.
IV. Evaluation
Direction: Write F if statement is a fact and O if the statement is an opinion.
1. The Pasig River connects Laguna Bay and Manila Bay.
2. We have a common national language- Filipino.
3. Many foreign countries are far better than our country.
4. The Philippines is known to be the pearl of the Orient Seas with 7,107 islands.
5. Computers will soon replace teachers and books inside the classroom.
Day 2
I. Objectives
1. Distinguish text – types according to purpose
- To recall a series of events / information
2. Read with automaticity grade level frequently occurring content area
words
III. Procedure
A. Setting the Stage
Class look at the picture. Do you have pets at home? Who among you
have a pet cow at home? Can you describe your pet?
B. Explaining the Students What to Do
Today we are going to read information about The Cow’s Four Stomachs.
After I was read the story you are going to recall a series of
events/information .
C. Modeling
Out small stones or any non-food matter. Then the food goes into the
cow’s third stomach called omasum.
The orsum further filters the food. Any undigested food is sent back to the
rumen. Then the cow chews it some more. The digested food from the omasum
goes into the abomasum, the cow’s fourth stomach. The digested food becomes
a part of the cow’s body.
D. Guided Practice
Number in order the stages in digesting the cow’s food.
__ a. The cow chews the cud into pulp with its back teeth and re-swallow
it.
__b. The reticulum takes out any non-food matter in the pulp.
__c. The unchewed grass is broken up by the digestive juices into a cud
here.
__d. The cow eats grass by wrapping its tongue against and pulling it
from
The ground.
__e. Any undigested food is sent back to the rumen so it can be sent
back to
The mouth to be further chewed.
__f. Then it swallows the grass without chewing it and sends to the
rumen.
__g. The cow brings back the cud into the mouth.
__h. After the pulp is re-swallowed it goes to the reticulum.
__i. The digested food in the reticulum is sent to the omasum.
__j. From the omasum , the digested food is absorbed by the cow’s body.
E. Independent Practice
Group 1
Read the information below. Sequence the events by writing numbers1-4
on the lines according to how they happened in the story.
Did you know that every drop of water makes a journey? This journey is
called the water cycle. When water on the ground ( like in a puddle, lake
or ocean ) is heated by the sun, the water changes into a gas, called
water vapor. The water vapor rises up into the sky and then becomes
part of a cloud. Wind carries the cloud across the sky. Water droplets
begin to fall from the sky as rain, falling into puddles, lakes and oceans
on the ground.
Group 2
Use Sequence Map
___ Wind carries the water in clouds.
___ Water is heated by the sun and forms water vapor.
___ Raindrops fall from the sky.
___ Water vapor rises into the sky.
Sequence Map
F. Closure
What have you learned from today’s lesson?
IV. Evaluation
Read the short stories below. Sequence the events by writing 1-5 on the
lines.
Pia got off te train. Tita Susan ran over and gave her a big hug. “ I’m so glad
you could spend the day with me here in Manila, “ Tita Susan said, smiling.
Pia and Tita Susan left the train station and walked to the aquarium. After
looking at all the sea creatures and watching the dolphin lion show, they
headed to the mall for lunch and shopping. By five o’clock it was time for
Pia’s two-hour train ride home. “ I had great fun. Thanks for spending the day
with me, “said Pia as she got on the train.
Day 3
I. Objectives
Gather relevant information from various sources ( Thesaurus )
III. Procedure
A. Setting the Stage
Say: Class look at the picture.What kind of book is this?
Say: Class are you a book lover ? Do you know what is Thesaurus?
Who among you have it? Can you describe the content of the
Thesaurus?
C. Modeling
Read quickly as possible the words in each line.Circle those that are
not in any way related to the key word. Follow the example below.
Example:
Synonyms Antonyms
Say: Two words in each of the boxes are synonyms. Cross out the
word which is not a synonym.
Say: Read the words in each line. Circle the word that has the
opposite meaning of the key word.
1. Fall = go rise color act cry
2. Lazy = honest brave hardworkingdeaf blind
3. Turn on = kill turn left turn off leave
close
D. Guided Practice
Group Activity using the Thesaurus
Group 1
Use Graphic Organizer in gathering relevant information.
Synonyms
begin sick
Group 2.
Use Graphic Organizer .Gather two sample of antonyms and list the
relevant information.
Antonyms
hhhhhororo
oooo
E. Independent Practice
a.Using the Thesaurus . List down two synonyms with the relevant
ideas/information.
b..Using the Thesaurus . List down two antonyms with the relevant
ideas/information.
F. Closure
Today we learned about gathering relevant information from various sources (
Thesaurus )
Say: What is Thesaurus?
It is a book in which words that have the same or similar
meanings are group together.
IV. Evaluation
A. Circle the word that has opposite meaning of the key word.
1. Love = hate laugh smile hate cry
2. Clever = plain pretty stupid close circle
3. Shout = jump play whisper crawl smile
B. Box the word that has the same or similar meanings as the
keyword.
4. Quickly = quiet fast rapid small swift
5. Polite = charming refined sweet courteous behave
Week 5
Day 4
I. Objectives
Identify different meanings of content specific word (denotation and
connotation )
III. Procedure
- In the sentence above, what does the word ‘rest’ mean ?( Anyone at the
first glance itself would say that ‘ rest ‘ is a period of relaxing, sleeping or
doing nothing after a period of activity.
-But class,is this a word confined to a single meaning? Can you guess
the other meanings the word reflects?
Connotation of a Word
To connote is to suggest a feeling or an idea in addition to literal
meaning. Connotative meaning refers to the associations, images,
and feelings that a word calls to mind in addition to its dictionary
meaning. The connotation of a word emphasizes certain
characteristics of specific information, or it reveals implied or hidden
attitudes.
2. Greasy
a. The detective found greasyfinger prints across the lens
- Greasy means coated with oil or grease ( denotative )
b. Our neighbor Mark Parker is a greasy person.
- Greasy means unappealing or undesirable ( connotative
)
D. Guided Practice
Exercises 1
Exercise 2
Directions: List down atleasttwo synonyms that have more
positive connotations than the given word
1. Notorious
2. Fat
3. Politician
4. Fanatic
5. Reckless
Exercises 3
Directions: Read the sentences below. Can you identify the words
that have a negative connotation ?
F. Closure
Denotation of a Word
To denote is to signify directly or refer to specifically. The denotation
of a word refers to its literal meaning- the definition you find in the
dictionary. In other words, denotative meaning of a word is its direct,
explicit meaning.
Connotation of a Word
To connote is to suggest a feeling or an idea in addition to literal
meaning. Connotative meaning refers to the associations, images,
and feelings that a word calls to mind in addition to its dictionary
meaning. The connotation of a word emphasizes certain
characteristics of specific information, or it reveals implied or hidden
attitudes.
IV. Evaluation
Directions : For each pair of words and phrase, list the one that is positive in
the “ Positive Connotation” category, the one that is negative in the “
Negative Connotation” category, and the phrase that is a more neutral
definition for both words in the “ Denotation’ column.
Your Choice
1. Gaze, look, steadily stare
2. Fragrance, odor, a smell sensed by the factory nerve
3. Brainwash, persuade, influence one way or another
4. Delayed, not on time, tardy
5. Somewhat interested, nosy curious
Week 5
Day 5
I. Objectives
Compose clear and coherent sentences using appropriate grammatical
structures:
- Kinds of Adjectives
II. Subject Matter
Topic: Kinds of Adjectives
Materials: chart, activity sheet, pictures
Reference: EN5G-IIe-5.3
Internet
Focused Skill: Speaking
Value: Thoughtfulness
III. Procedure
C. Modeling
Directions: Read the paragraph below and learn how to write two
or more adjectives before a noun. Answer the questions after the
paragraph.
Question to Answer :
1. Who is going to have a birthday party ?
2. What will mother buy her ?
3. What will mother bake ?
4. What will mother prepare ?
Exercises 1
Exercise 2
Directions: Use the following phrases in the sentences.
1. the three big girls
2. whose bag?
3. your cousin
4. these men
5. many foreigner
Exercises 3
Directions: List atleast two samples of the following;
1. Possessive Adjectives
2. Descriptive Adjectives
E. Independent Practice
Directions: List examples each type of adjectives;
Descriptive Demonstrative Interrogative Possessive Adj.
Number
F. Closure
IV. Evaluation
Directions: Use the following phrases in the sentence. Tell what kind of
adjectives is the sentences
1. his shoes……
2. which book ?.....
3. new house…….
4.those toys………
5. such stories………
Teacher’s Guide
WEEK 6
I. OBJECTIVES
A. Expressive Objectives
1. Observe politeness at all times.
2. Show tactfulness when communicating with others
B. Instructional Objectives
Oral Language
Vocabulary Development
Reading Comprehension
- To explain
Read with automatically grade level frequently occurring content area words
- Online references
Grammar
- Order of adjectives
Writing / Composition
Viewing
Determine images/ ideas that are explicitly used to influence viewers.
Attitude
Day 1
I. Objectives
1. Compose clear and coherent sentences using appropriate grammatical
structures;
Order of adjectives
2. Observe politeness at all times.
3. Show tactfulness when communicating with others
II. Subject Matter
4. Topics: Composing clear and coherent sentences using appropriate grammatical
structures;
Order of adjectives
References: Curriculum Guide EN5G – Iif – 5.5/ EN5A – Iif- 16/ EN5 – Iif– 17
English Expressways Language 5 pp. 206 – 207
http://www.learnenglishfeelgood.com/esl_adjectiveorder4.html#
Focused Skill: Writing/ Composing
Value: Politeness
III. Procedure
A. Setting the stage.
Look at the picture. Describe it.
B. Explaining the Student What to Do?
Say: Class our lesson for today is about ordering adjectives in a series. Let us
read the selection about a mother preparing a birthday party for her daughter. Try to
find out the adjectives used in the selection.
C. Modeling
Read the paragraph below and learn how to write two or more adjectives
before a noun. Answer the questions after the paragraph.
Mother is getting ready for the birthday of her pretty little daughter, Sonia.
She will buy Sonia a new yellow dress and will bake two big round brown cakes.
Sonia’s mother will also prepare five delicious dishes for visitors, classmates and
friends.
Questions:
1. Who is going to have a birthday party?
2. What will mother buy for her?
3. What will mother bake for her?
4. What will mother prepare for her?
Exercise II. For each of the following sentences, choose the correct order of adjectives to fill
in the blank.
E. Independent Practice
Exercise I. Arrange the adjectives in order to complete the sentence.
1. All the girls fell in love with the ________ teacher.
(Handsome new American)
2. I used to drive ________ car.
(An old German blue)
3. He recently married a ________ woman.
(Young beautiful Greek)
4. This is a ________ movie.
(New Italian wonderful)
5. She is a ________ supermodel.
(Beautiful slim Brazilian)
Exercise II. Give as many adjectives as you can to describe the following
nouns. The first one is done for you.
1. Cabbages – two fresh green cabbages
2. Grass - ___________________________
3. Lamp - ___________________________
4. Sun - _____________________________
5. Fairy - ____________________________
Exercise III. Write sentences from the phrases that you’ve done in exercise II.
F. Closure
Two or more one – word adjectives used to describe a noun are said to be in a
series. This series of adjectives follow a certain order: number – quality – size
– shape – color – origin - noun.
G. Evaluation
Arrange the following adjectives in order. Then write a sentence using your
answer.
1. Japanese, big, sweet, yellow, corn
2. Red, beautiful, one, rose
3. Long , two, sharp, pencils
4. Young, pretty, lady
5. White, big, round, pillow
Day 2
I. Objectives
1. Distinguish text – types according to purpose
- To explain
2. Read with automaticity grade level frequently occurring content area words.
III. Procedure
A. Setting the stage
Observe the picture.
What is the importance of tree?
Vocabulary Words
CREATE
DRAIN
REDUCE
SEEPING
PHENOMENON
PAVE
FRICTION
DUMP
PRONE
BURST
C. Modeling
Trees help prevent flooding
When plants grow in an area, the roots of plants dig deep in to the soil and
create space between soil particles. When it rains in highlands, water that flows
downhill gets drained into the space created by the root system of plants. Due to
this, chance of flooding is greatly reduced. When plants are absent, especially in
rocky areas, rocks prevent water from seeping into the ground. This phenomenon
is also observed in paved roads. Since there is no room for water to seep, flooding
occurs in nearby water bodies. When a layer of water runs off a rocky surface, it
reduces friction and the following layers of water will run more freely as there is less
friction. If more water is dumped into rivers and lakes than they can handle, these
water bodies tend to overflow and the banks burst and cause flooding. If there are
more trees in an area that is prone to water runoffs, the root system of trees can
create space between these rocks and hence reduce the amount of water being
dumped into lakes and rivers.
Questions
Say.Class this type of text – types is what we call “Explanation because it shows how
roots of the tree works and why does tree prevent flooding. Explanation is the kind of
text- type that shows how things work and why things happen.
D. Guided Practice
Draw a happy face if it is an explanation and sad face if it is not an explanation.
1. Press and hold to select a word, and then drag the selection handle.
2. In the nineteenth century, which was dark and inflationary age in typography and
text designs may compositors were encouraged to stuff extra space between
sentences.
3. A rock crystal is formed by volcano. The lava from volcano comes down through
the valleys tumbling rocks and minerals to a flat land……
4. The reason why crystal has different colors is because of its mineral content.
5. Crystals grow in different shape because of their atoms.
E. Independent Practice
Distinguish if the following selection aims to explain something. Write down 5
sentences from the selection that expresses explanations.
What is an earthquake?
An earthquake is what happens when two blocks of the earth suddenly slip past one
another. The surface where they slip is called the fault or fault plane. The location below the
earth’s surface where the earthquake starts is called the hypocenter, and the location
directly above it on the surface of the earth is called the epicenter.
Closure
Explanation is the kind of text- type that shows how things work and why things happen.
F. Evaluation
Distinguish if it is an explanation. Why?
Day 3
I. Objectives
III. Procedures
A. Setting the stage
Observe the picture below.
Ask.
1. What can you say about the picture?
2. If you will do your assignment which between books or computer will you use?
Why?
3. What are their similarities? Differences?
C. Modeling
Figure1.
Look at the following diagram. This information came from
https://www.google.com/search?q=comparison+and+contrast
Ask:
1. What is comparing? Contrasting?
2. What are the signal words that we used in comparing? In contrasting?
Say:
( www.readingquest.org )
Apples or Oranges
Apples and oranges are both fruits. They have similar shapes. Apples
have seeds as well as the oranges. They are not only sweet but also nutritious. They
are both growing from trees.
However, apples and oranges differ in their skin. Apples have thin,
smooth and most often we eat their skin while oranges have thick and bumpy skin.
They are also differ in color. Apples have red, green, yellow or even multi – colored
on the other hand oranges has only one color, orange. Not only that, apples are
crispy but oranges are pulpy.
D. Guided Practice
Write a paragraph showing comparison and contrast in the given illustration.
E. Independent Practice
Write a paragraph showing comparison and contrast about “On line references or
Books”Use the illustration to guide you.
F. Closure
Day4.
I. Objectives
1. Provide evidence to support opinion/ fact.
2. Determine images/ ideas that are explicitly used to influence viewers
- Stereotypes
- Point of view
- Propagandas
II. Subject Matter
Topics
1. Providing evidence to support opinion/ fact.
2. Determining images/ ideas that are explicitly used to influence viewers/
Movie: The Little Prince by; Antoine de Saint Exupery
- Stereotypes
- Point of view
- Propagandas
1. Antoine de Saint Exupery is the author of the story “The Little Prince”.
2. The Little Prince is a beautiful movie that touches everyone’s heart.
Say: Class our lesson for today is about facts and opinion. We will also watch a
movie entitled “The Little Prince”
C. Modeling
III. Let us watch the movie “The Little Prince”. Then answer the following
questions:
1. What is the story of the Little Prince all about?
2. Is “The Little Prince a children's movie”? Why?
3. What is the meaning of the line” what is essential is invisible to the eye”?
4. How does the author portray the character of the little prince?
5. What is the moral lesson of the movie?
6. How will you use the lesson that you’ve learned in your real life?
7. As a child how will you appreciate your life? Cite evidences.
Sometimes ideas from the movie influence us viewers. It is our obligation to choose
what we should adopt and what we should reject.
D. Guided Practice
Exercise I. Here are some lines from the movie. Write Fact or Opinion then
provide evidence to prove your answer.
1. Grown – ups are really very odd.
2. It is only with the heart that one can see rightly. What is essential is invisible
to the eye.
3. Antoine de Saint Exupery was a French writer, poet, aristocrat, journalist and
pioneering aviator.
4. Most asteroid lie in a vast ring between Mars and Jupiter.
5. Asteroids are small rocky worlds revolving around the sun that are too small
to be called planet.
Exercise II. Complete the lines to get the ideas being impliedfrom the
quote below. ( “The Little Prince”.)
E. Independent Practice
Exercise I.Choose the statements that are Opinions. Write it on your notebook.
Then explain your answer.
Exercise II. Write something about the quote. ( The Little Prince)
F. Closure
DAY 5
I. Objective
Identify different meaning of content specific words (denotation and connotation)
Mathematics.
Procedures
Say: Class our lesson for today is about identifying different meaning of content
specific words (denotation and connotation) Mathematics.
C. Modeling
Say. Denotation is the literal meaning while connotation is the meaning involving
feelings or emotions.
D. Guided Practice
1. Difference
2. Fraction
3. Ratio
4. Congruence
5. Factor
A number that will divide into another number
Two geometrical figure of the same size and shape
Number that can be express also in fraction or decimals
In the form of numerator over denominator
Answer in subtraction
Exercise II. Give the connotative meaning of the following Mathematical words. Choose
your answer inside the box.
1. Difference
2. Fraction
3. Ratio
4. Congruence
5. Factor
E. Independent Practice
Complete the table below by giving the denotative and connotative meaning of
the Mathematical words.
F. Closure
Week 7
I. Objectives
A. Expressive Objectives
Study Strategy Gather relevant information from various sources -Online references
Grammar Compose Compose clear and coherent sentences using appropriate grammatical
structures: -degrees of adjectives
Attitude towards literacy, literature, and language Observe politeness at all times
Show tactfulness when communicating with others
A. Topics:
1. Denotation and Connotation
2. Make Generalization/Conclusion
3. Relevant information from various sources -Online references
4. Degrees of Adjectives
5. Write paragraphs showing -comparison and contrast
6. Determine images/ideas that are explicitly used to influence viewers
- Stereotypes, Point of View, Propaganda
B. Materials:
Picture of vegetables
Pictures of Google
Activity Sheets
Computer / Laptop with internet connection
III. Procedure
Week 7 Day 1
I. Objective :
1. Identify different meanings of content specific words
(denotation and connotation) (Health)
2. Show willingness and enthusiasm in reading and listening to literary texts
_________________ _________________
Nutrients
_________________ _________________
B. Explain the pupils what to do
Say, Class the words you have written on the board are what we called connotation.
Our lesson for today is all about denotation and connotation.
- Denotation: the dictionary and literal meaning of a word
- Connotation : a feeling or idea that is suggested by a particular word
although it need not be a part of the word's meaning, or
something suggested by an object or situation:
C. Modeling
1. Call on some pupils to read the following paragraph and instruct other to listen
attentively
2. Set the standards for listening attentively
3. The readers read the paragraph below
Nutrients are chemical substances present in foods that keep the body
healthy, supply materials for growth and repair of tissues, and provide energy for
work and physical activities.
The major nutrients include the macronutrients namely proteins,
carbohydrates, and fats; micronutrients vitamins such as A, D, E, and K; the B
complex, and Vitamin C. Minerals are calcium, iron, iodine, zinc, fluoride, and
water.
- Nutrients are chemical substances present in foods that keep the body
healthy, supply materials for growth and repair of tissues, and provide energy
for work and physical activities.
What are the connotations can you attached to the word nutrient?
Other Examples:
The words home, house, residence and dwelling all have the same
denotation, but the connotation of each word is very different.
Connotation:
Home : cozy, loving, comfortable
House : the actual building or structure
Residence : cold, no feeling
Dwelling : primitive or basic surroundings
Snake:
Mother
A. Direction: Form four groups. Give each group a list of words and then get its
denotation using the dictionary.
B. Which connotation is more positive? Choose the letter of the correct answer
1. Our trip to the amusement park was _________. ( a. fine b. wonderful )
2. _________ people rode on the roller coaster. ( a. Brave b. Foolhardy )
3. We saw _________ animals in the animal house. ( a. fascinating b. weird )
4. Some of the monkeys made _________ faces. (a. hilarious b. amusing )
5. Everyone had a ________ on his or her face on the way home. ( a. smile b.
smirk )
E. Independent Practice
A. Direction :Group the pupils into four, give each group sets of words and a manila
paper. Arrange the words in proper column as to positive, neutral and negative
connotation
1. “The sooner we move out of this ( home, dump ),” said Jack, “the happier
I’ll be.”
2. This cell phone is ( expensive, overpriced ), but I don’t mind paying extra
because
it has so many useful features.
3. You’re lucky to have Wilma on your committee. She has lots of (original,
crazy) ideas.
4. Boss Reed and his ( cronies, employees ) have controlled the politics in
this
city for more than twenty years. I certainly hope the other party wins this
year!
5. It was a beautiful spring day, and the ( stench, scent ) of apple blossoms
filled
the whole yard.
F. Closure
IV. Evaluation
Read the paragraph below. Replace underlined words from the box that have the
same denotation as the underline word but a different connotation. Write your answers on
the lines.
Week 7 Day 2
I. Objective :
1. Make generalizations
2. Show willingness and enthusiasm in reading and listening to literary texts
Topic : Generalization
Materials : pictures, charts
References : CG EN5RC-IIg-2.12
https://mscregier.wikispaces.com/Making+Generalizations
http://www.sjva.net/ourpages/auto/2013/10/7/45641916/MakingGeneralizations.pdf
Focused Skill : Reading
Value : Cooperation and Open-mindedness
Possible answer:
Dogs can bark. Dog is a mans best friend. Dogs are four legged-
animal. .
Dogs have tail. Dogs are hairy. Dogs are small.
Say : When you read, you may see ideas about groups of people, animals, or things.
What you read and what you already know helps you to make a
general statement about a group.
All dogs are kept as our pets. They are called our domestic animals. It
is a faithful animal and is devoted to his master. Such a rare quality is found in
dogs only. All dog has four legs. It is of many colours and of many breeds. It
also differs in size. Some dogs are even kept in the pocket.
Dogs help us in various ways. Hounds or the hunting dogs kill prey for
their masters. Some dogs are tamed to tend sheep. They watch outhouses
^and keep strangers, thieves, animals out of the house. Some dogs can also
used to locate criminals.. They are kept with police for investigation. It has
sharp ears. Even a slightest noise can disturb its sleep and make it alert. A
dog recognises its master and family members very well and can even die in
order to save them.
Based on the paragragph what is true about dogs all the time?
o All dogs are kept as our pets
o All dog has four legs.
What is true about to only some dogs?
o Some dogs are even kept in the pocket.
o Some dogs can also used to locate criminals
o Some dogs are tamed to tend sheep.
– Sometimes – Always
– Never – All
– Most – Generally
– Many – None
– Seldom
Examples:
– All birds have wings.
– Many children eat cereal for breakfast.
– Everyone in Laguna goes to the beach for the summer.
Some generalizations are valid or true, but some are faulty or invalid
D. Guided Practice
Read the paragraph. Then answer the question.
1. All birds have wings. But not all birds can fly. Birds that do not fly are called
flightless birds. The penguin is one example. It uses its wings to swim
underwater. Ostriches and emus flap their wings when they want to scare an
enemy. Rheas use their wings like rudders when they are running from an
enemy. There is even a kind of small parrot that climbs trees and then uses its
wings to parachute to the ground.
2. Ants are one of the most widespread insects in the world. Ants are called social
insects because they live in colonies made up of other ants. A colony may have
a few dozen or several million ants living in it.Ants in a colony are divided into
different groups. Worker ants look for food and take care of the young. Soldier
ants defend the nest from invaders. The queen ant lays eggs. These are the
three main groups in a ant colony.
What generalization can you make about ants based upon your reading?
a. All ants live in large colonies.
b. All ants work to defend the colony.
c. All ants in a colony have a job.
3. About 20% of Americans have allergies. Allergies can range from mildly
annoying to deadly. An allergy is an overreaction of a person’s immune system
to something that is harmless. Many people are allergic to dust, pollen, or mold.
Some people are allergic to certain kinds of food, perfume, or medicines. An
allergy might cause sneezing, coughing, or a rash. Sometimes, an allergy is so
severe, it can lead to death.
What generalization can you make about allergies based upon your reading?
a. All allergies are deadly.
b. Allergies can cause different reactions in different people.
c. Everyone has allergies.
E. Independent Practice
A. Direction: Group the pupils into four. Give each group activity to do. Have a group
representative to present your answer.
F. Closure
IV. Evaluation:
Read the paragraph then answer the following questions.
Humans can live to be 80, 90 or even 100 years old. In a few rare cases, they
can live even longer. Most animals, however, have far shorter lives than humans.
Here are some maximum life spans for small animals. A mouse, a popular pet
rodent, lives for about 3 years. If you get one as pet, don’t plan on having it until
you go away to college. Guppies, the popular pet fish, live longer. They reach 5
years in age. Giant spiders can live a surprisingly long time as long as 20 years.
What about large animals? Two of the biggest animals have similar life spans.
The maximum life span of an elephant is 77 years. The maximum life span of a
blue whale is 80 years. Bears are another large animals that can live for quite a
long time.
And how about reptiles? Alligators can live for more than 70 years. Turtles can
live even longer. Some species of turtle can reach over 100 years in age.
3. Is this generalization suported by the facts in the passage? Explain why oy why
not?
4. I this generalization supported by the facts in the passage? Explain why or why
not?
No animals can live to be 100 years old.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. Make a generalization that is not too broad based on facts in the passage.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Week 7 Day 3
I. Objective :
Unlocking of difficulties
The Internet
Companies, individuals, and institutions use the Internet in many ways. Companies use the
Internet for electronic commerce, also called e-commerce, including advertising, selling, buying,
distributing products, and providing customer service. In addition, companies use the Internet for
business-to-business transactions, such as exchanging financial information and accessing
complex databases. Businesses and institutions use the Internet for voice and video conferencing
and other forms of communication that enable people to telecommute (work away from the office
using a computer). The use of electronic mail (e-mail) speeds communication between companies
use the Internet for online news and weather services and to broadcast audio and video, including
live radio and television programs. Online chat allows people to carry on discussions using written
text. Instant messaging enables people to exchange text message in real time. Scientists and
scholars use the Internet to communicate with colleagues, perform research, distribute lecture
notes and course materials to students, and publish papers and articles. Individuals use the
Internet for communication, entertainment, finding information, and buying and selling goods and
services.
The term Internet access refers to the communication between a residence or a business
and an ISP that connects to the Internet. Access falls into two broad categories: dedicated and
dial-up. With dedicated access, a subscriber’s computer remains directly connected to the Internet
at all times through a permanent, physical connection. Most large businesses have high-capacity
dedicated connections; small businesses or individuals that desire dedicated access choose
technologies such as digital subscriber line (DSL) or cable modems, which both use existing wiring
to lower cost. A DSL sends data across the same wires that telephone service uses, and cable
modems use the same wiring that cable television uses. In each case, the electronic devices that
are used to send data over the wires employ separate frequencies or channels that do not interfere
with other signals on the wires. Thus, a DSL Internet connection can send data over a pair of wires
at the same time the wires are being used for a telephone call, and cable modems can send data
over a cable at the same time the cable is being used to receive television signals. The user
usually pays a fixed monthly fee for a dedicated connection. In exchange, the company providing
the connection agrees to relay data between the user’s computer and the internet.
Dial-up is the least expensive access technology, but it is also the least convenient. To use
Answering the motive questions:
Ask these motive questions:
1. Why do government offices use the Internet? What about many companies?
businesses and institutions? media and entertainment companies? Scientists
and scholars?
2. Is the Internet important? Why do you say so?
Ask:If you have a computer with an Internet connection, how will you use it so that it
will
last long?
If your friend or classmate does not have Internet access and you have one and
he/she has an assignment that needs the Internet access, what will you do?
D. Guided Practice
A. For schools with computer and internet access. Group the pupils into three. Assign
one topic and gather information through the internet.
Group 1 -The New Nine Wonders of the World
Group 2 - Different Groups of Vertebrates
Group 3 - Member Countries of the United Nations
E. Independent Practice
Distribute manila paper, pentel pen, and a copy of the selection “The Beginnings
of the Internet” to each group. The group assigns a member to write their answers to
the question on the manila paper and a reporter for the group.
Silent reading of the selection and answering the questions in a mind map.
The Internet was first conceived in the early ‘60’s. Under the leadership of
the Department of Defense’s Research Project Association (ARPA), it grew from
a paper architecture to a small network called the ARPANET. It was intended to
promote the sharing of super-computers among researchers in the United States.
America’s military think-tank were trying to figure out an important strategic
problem: how could US authorities talk to each other in the aftermath of a
nuclear attack?
Activity 1
Activity 2
The need for the availability of communication prompted the thinkers to come
up with a communication system that is the Internet.
1 2
INTERNET
3 5
4
F. Closure
Class, aside from reading materials, where else can we gather data?
Put a check () inside the box if the sentence tells about the uses
of the Internet and a cross (x) if not.
1. The Internet has made it possible for people all over the world to
communicate with one another effectively and inexpensively.
2. We can use the web, Internet to look for the answers to our assignments.
4. Media and entertainment companies use the Internet for on-line news and
weather services and to broadcast audio and video, including live radio
and television programs.
5. Companies use the Internet for selling, buying, distributing products, and
providing customer service.
V. Agreement
1. Study more about the web, Internet or have clippings about the importance of the
web, Internet.
2. (For those with internet access) Research for student-friendly websites and list
down some information you may get from them.
Week 7 Day 4
I. Objective :
C. Modeling
The teacher will read the story to the pupils.
One Sunday, the Torres family traveled on a wide road. In he car were Mr. And
Mrs. Torres, Shirley and her brother, Peter. They saw many trees, high hills and
mountains along the highway. As they traveled, they noticed that the road was
becoming wider and longer. They could not wait to reach their destination.
At last, they arrived at Donna’s place. Donna and her parents were happy to
Ask : 1. Where did the family go?
2. How did they feel?
3. How was the place described?
4. How did their compare the place?
5. What words used to compare the places?
6. What did the family in the story show about our country?
D. Guided Practice
B. Below is a chart showing three kinds of animals. Read the information opposite
each picture, then make your own sentences using degrees of comparisons.
E. Independent Practice
B. Complete the following sentences using the correct degree of the adjective given
in the brackets.
F. Closure
IV. Evaluation
Describe each pair of objects in the pictures using an adjective. Then, compare them using
comparative degree.
Example :
_________________________
The bus is a fast vehicle, but
an airplane is much faster than
a bus.
_________________________
_________________________
_________________________
_________________________
1. _________________________
_________________________
_________________________
_________________________
_________________________
2. _________________________
_________________________
_________________________
_________________________
_________________________
3. _________________________
_________________________
_________________________
_________________________
_________________________
4. _________________________
_________________________
_________________________
_________________________
_________________________
5. _________________________
_________________________
_________________________
_________________________
_________________________
V. Agreement
Write a short paragraph about persons, places or events you want to compare. Use
appropriate grammatical structures and the correct form of adjective to compare them.
Week 7 Day 5
I. Objective :
Say: Class, today we are going to study about comparison and contrast. You will
learn how to
write paragraphs using comparison and contrast.
A comparison shows how two subjects are similar; a contrast shows how
two subjects are different. In writing you must first decide whether you will
compare and contrast or both
C. Modeling
Tell the pupils that they are going to read a paragraph related to the topic for
the day.
Soccer and football are alike in a few ways, but have many differences. One
similarity is that there are eleven players on the field at one time in both soccer and
football. They are both popular sports in the United States and they both require the
use of a ball and a field.
The difference between soccer and football are numerous. Soccer players use
a ball shaped like a sphere, whereas football players use a ball that has two ends. In
soccer, players are trying to get the ball in goal. However, in football, players are
trying to get the ball in the end zone or through the goal posts. The rules are also
very different. In soccer, players are rarely allowed to touch the ball with their hands
while, football players frequently touch the ball. Football players are allowed to tackle,
but this is forbidden in soccer. These are just a few ways that soccer and football are
different. Nonetheless, most people agree that both soccer and football are fun
sports!
The teacher will draw a Venn Diagram and ask the pupil to write the
similaries and differences of soccer and football. The diagram will appear like
this.
Football
Soccer
use a ball that has
Use sphere shaped eleven players on two ends
ball the field
both popular sports players are trying to
players are trying in the United States get the ball in the
to get the ball in both require the use end zone or through
goal of a ball and a field the goal posts
rarely touch the both are fun sports frequently touch the
ball ball
When you compare 2 things you ask yourself, "How are these things alike?
When you contrast 2 things you ask yourself, "How are these things different?"
Some words that signal comparisons are: both, each, like, same, also, too
Some words that signal contrasts are: different, but, on the other hand, however
D. Guided Practice
A. Compare and contrast Amanda and Maxwell wrote about three things they did
last summer. Write the things that they did on the lines below. Put the item that
both of them did in the center.
I went on a car trip with my dad last summer. We drove a long way. I also read a
book last summer called The Hardy Boys. It was an adventure story. I went to
summer camp with my best friend too. I had a great time. Amanda Maxwell
AMANDA MAXWELL
B. Direction: Group the pupils into four, and then give each group two pictures. Write
a short paragraph about it showing comparison and contrast. Have the group
representative and present it to the class.
Group 1 Group 2
Group 3 Group 4
E. Independent Practice
Direction : Group the pupils into four, each group will be given pictures. Write a
paragraph about it using comparison and contrast. Then, have a representative of
your group and share your answer.
F. Closure:
IV. Evaluation
Choose one topic then write a paragraph showing comparison and contrast
WEEK 8
I. OBJECTIVES
A. Expressive Objectives:
1. Observe politeness at all times
2. Show tactfulness when communicating with others.
B. Instructional Objective
Oral Language
Make a stand.
Vocabulary Development
Identify different meanings of content specific words (denotation and
connotation)(Health).
Reading Comprehension
Make an outline from a selection read.
Grammar
Compose clear and coherent sentences using appropriate
grammatical structures, subordinate and coordinate conjunctions
Writing / Composition
Revise writing for clarity – correct spelling
Viewing
Determine images/ideas that are explicitly used to influence viewers
- Stereotypes - Point of view - Propagandas
Attitude
Observe politeness at all times
Show tactfulness when communicating with others.
A. Topics
1. Making an outline.
2. Correct Spelling
3. Clear and coherent sentences using appropriate grammatical structures,
subordinate and coordinate conjunctions.
B. Materials
Pictures
Chart
lap top
overhead projector
C. References
Youtube: https://www.youtube.com/watch?v=cipXm45ObDI
(http://www.orwell.ru/library/essays/politics/english/e_polit)
https://www.youtube.com/watch?v=VikoHKuEzng
https://www.youtube.com/watch?v=KDBj_sw3Qag
https://www.youtube.com/watch?v=4Fs4xzVC404
III. Procedure
Day 1
I. Objective
OL: Make a stand.
W/C: Revise writing for clarity – correct spelling
A: Show tactfulness when communicating with others
Say: Class, our lesson for today is about making a stand based on the video
presented. What is your stand about wearing uniform in school or not?
C. Modeling/Teaching
The teacher will show a video presentation. Watch the video clip, and then take
note of the important points being raised.
D. Guided Practice
Issue to be discussed: Are you in favor of K-12 or not?
Let the pupils form five groups. Let each group form a small circle.
Let each member of every group share with the rest of the group members .
E.Independent Practice
Clarity/Conciseness: Revise the following sentences to remove clutter, eliminate wordiness,
and clarify meaning (credits to Zinsser).
(1) The bricks on our new house are red in color and in spite of the fact that they are new,
the look of these bricks is a used, beat-up appearance.
(2) Due to the fact that he hadn’t totally and completely read all the material, he lacked in the
ability to do the writing for the purpose of the class exercise.
(3) America has two main kinds of business. Americans need to pay attention to getting
justice for all, and they also need to be sure that everyone is treated alike.
(4) It is interesting to note that numerous individuals required assistance, whereas, the
remainder took a pass.
(5) I was not facilitated in reading her comments she had written in my paper because of
the handwriting that was illegible and therefore could not be read.
F. Closure
How to revise sentences in writing with clarity and correct spelling?
What are the things that you should remember?
III. Evaluation
Read the given sentences, then choose one of the words from below that will
best fit the sentence. After this, underline the word in the sentence that gave you
clue to the word you chose.
Day 2
I Objectives:
RC: Make an outline from a selection read.
F: Read grade level text with accuracy, appropriate rate and proper expression.
II.Subject Matter
Topic: Making an outline from a selection read.
Reading grade level text with accuracy, appropriate rate and proper
expression.
Materials: Projector, powerpoint presentation, lap top
Reference: Curriculum Guide
EN5RC-IIH-2.15.1 AND EN5F-IIH-1.3
Focused Skill: Reading
Value: taking care
Say: Class, our lesson for today is about making an outline from a selection read.
Outlining is arranging notes so that important ideas stand out and make clear which point
supports each of the important ideas.
An outline is a method for taking notes of a written work or speech. The outline is
usually presented using headings and subheadings.
C. Modeling/Teaching
Read the selection then answer the questions that follows.
Ask:
What is the main idea of the fist paragraph?
How did you know these details were more important than the other
details in the selection?
What other ideas struck you while reading the text?
Did you notice or find any cue word that help you determine the
essential idea or information?
What is the title or concept?
What is the main idea of the second paragraph?
What are the facts that support the idea?
Title
__________________________________________
I. Main Topic
A._____________________________________
B._____________________________________
C. _____________________________________
II. _____________________________________
A._____________________________________
B._____________________________________
C. _____________________________________
D. Guided Practice
Group the class into 4. Each member of the group will look for the missing
information to complete the outline. The first group to complete the outline will be the winner.
Pepper
Title
______________________________
I. _____________________________________
A._____________________________________
B._____________________________________
C. _____________________________________
II. _____________________________________
A._____________________________________
B._____________________________________
C. _____________________________________
E.Independent Practice
Make an outline from the selection.
The Dutch
F. Closure
How to make an outline?
What are the things to remember in making an outline?
IV. Evaluation
Directions: Make an outline using the jumbled details about main headings and
subheadings.
Kind of fossils
Location of fossils
Uses of fossils
Telling the story of the earth
Molds of plants and animals
Skeletal remains of plants and animals
Hard rocks
Layers of sedimentary rocks
Preserved bodies of parts of bodies of plants and animals
Tracing the changes of the earth’s surface
Telling the changes in climate
Holes in the mud
Prints made by parts of plants and animals
Mud or sand
Day 3
I Objectives:
V: Identify different meanings of content specific words (denotation and
connotation)(Health)
A: Observe politeness at all times.
II.Subject Matter
Say: Class, our lesson for today is about identifying different meanings of content
specific words (denotation and connotation)
Denotation is when you mean what you say, literally. Connotation is created when
you mean something else, something that might be initially hidden.
The connotative meaning of a word is based on implication, or shared emotional
association with a word.
C. Modeling/Teaching
Read the selection then answer the questions that follows.
Story
Last year, the Girl Scouts in our district celebrated their anniversary
with a journey. The purpose or point of this trip was to explore the virgin
forests of Palawan. Since the forests of Palawan have not yet been touched
by loggers. Many of the Girl Scouts who went were independent girls and
did not need help in doing basic or essential things like cooking and hiking.
Learning the meaning of cooperation helped to make their trip a success. By
Ask:
working together well, most of them learned the value of preserving or taking care of
Who celebrated their anniversary?
our forests
Howto avoid floods
did they and soil their
celebrate erotion.
anniversary?
What was the purpose of their trip?
How can you describe a virgin forest?
What value did the Girl Scout learn about the forest?
How will show your politeness at all times as one of the value of Girl
Scouts?
D. Guided Practice
3. If someone uses the term "rugrat", is this a denotative or connotative definition for the
term "child"?
A.Connotative
B.Denotative
C.Neither
E.Independent Practice
Put a check mark (/) on the left of the correct answer.
1. Which connotation is more positive?
Our trip to the amusement park was __________ ? (1 point)
fine
wonderful
F. Closure
What is the difference between denotative and connotative meaning of a
word?
V. Evaluation
The following questions will quiz you on connotation and denotation. Some questions
ask you analyze a word and some ask you to choose whether the example is showing
the connotation or the denotation of the underlined words. Shade the small circle on
the left that gives the correct answer.
1. Helen was guarded about her private life. She did not like to give anyone details
about herself.
<BR>
What does the word guarded suggest about Helen in the sentence above?
She was excited about her life.
She does not care about her life.
She is protective over her life.
She is bored with her life.
2.Jackie screamed and pulled her hand away from the scalding water. Her hand
was bright red and hurting.
<BR>
What does the word scalding suggest about the water in the sentence above?
icily cold
painfully hot
amazingly cold
pretty warm
3. Mark was sick of receiving a dozen annoying e-mails with jokes from Sally every
day. He dashed off a sloppy reply letting her know that he wasn't allowed to
receive silly e-mails at school.
<BR>
What does the word "sick" suggest Mark was feeling as it is used in the first
sentence of this story?
fed up with
nauseous
Full
Bored
5. Benjamin was a lanky kid. He was the tallest kid in the class, and he was not a
big kid. His mom packed him a huge lunch in the hopes he would get some more
muscle on his bony arms and legs.
<BR>
What is the dictionary meaning of the word lanky in the sentence above?
huge and tall
tall and thin
muscular and tall
thin and short
Day 4
I. Objective
SS: Organize information from primary sources in preparation for writing,
reporting and similar academic tasks in collaboration with others.
A: Show tactfulness when communicating with others
Ask the pupils to find six words from the puzzle that are written vertically,
horizontally, diagonally or even backwards. tell pupils to lop the words found in the puzzle.
LOOP-THE-WORD
B C C D V E F G H I J
C O M P A R A B L E K
T M S R L Q P O N M L
U P V W I G N O R E S
X O Y Z D A B C D E Y
M N L K A J I H G F N
N E O P T Q R S T V T
C N B A E Z Y X W V H
D T E F D G H I J R E
T S S R Q P O N M L T
U V W X Y Z A B Z D I
F E F O L K L D R I C
Directions: Write on the blank the appropriate word that corresponds or related to the phrase
or clause below. Choose from the found looped words.
a. _______________- one of the parts which a thing or object is made of or
composed of.
b, _______________- takes no notice of; pays no attention to.
c. _______________- proven, tested.
d. _______________- similar, having the same qualities.
e. _______________- artificially produced material or substance
f. ________________- pertaining to or related to beliefs of or ancestors.
Say: Class, our lesson for today is about organizing information from primary
sources in preparation for writing, reporting and similar academic tasks in
collaboration with others.
Reports include:
1. an account of events in the order in which they happened.
2. a reference to what people have said
3. a brief description of people involved in the story
4. past-tense verbs, because they refer to evnts that have already taken
place
C. Modeling/Teaching
D. Guided Practice
Directions: Arrange the following sentences to form a report. Follow the format
below.
HITTING OUT
Title _____________________________________________
Introduction _______________________________________
Main points
1. _________________________________________
2._________________________________________
3. _________________________________________
4. _________________________________________
Conclusion
1. _________________________________________
2. _________________________________________
E.Independent Practice
The Puzzle
F. Closure
What are the points to remember in writing reports?
What gives the reader an idea about what will be in the report?
VI. Evaluation
Directions: On a one whole sheet of paper, arrange and write the sentences into
a news report.
A. Mayor John Johnson said 60 others were affected by the disease that could
have been caused by contaminated water. Most of the victims were residents of
the hinterland village of Lamidan, Davao del Sur which is predominantly
populated by Manobo and Lagakaulo natives.
B. Diarrhea outbreak in Davao del Sur, 6 dead.
C. At least six children, aged 4-6 years, have died since Oct. 29 as government
officials continued to cope with a diarrhea outbreak in several villages here.
D. Dr. Darwin Trinidad, a physician at the Manila District Hospital, said he had
ordered the municipal health office to trace the source of the disease to prevent
more people from getting ill.
VII. Assignment
Write a brief news report about your community. Be able to follow the points
to remember in writing a report.
Day 5
I. Objectives
VC: Determine images/ideas that are explicitly used to influence viewers
Stereotypes, Point of view, Propaganda
A: Show tactfulness when communicating with others
II. Subject Matter
Topic: Determining images/ideas that are explicitly used to influence viewers
Stereotypes, Point of View, Propaganda
Materials: chart power point presentation lap top
Reference: Curriculum Guide
EN5VC-IIh-7, EN5VC-IIh-7.1 to 7.3 and EN5A-IIh-17
https://www.youtube.com/watch?v=VikoHKuEzng
https://www.youtube.com/watch?v=KDBj_sw3Qag
https://www.youtube.com/watch?v=4Fs4xzVC404
I. Procedure
Say: Class, Our lesson for today is about determining the images/ideas that are
explicitly used to influence the viewers, stereotypes point of view and
propaganda.
C. Modeling
Say: Let us watch the following video clips. Watch and carefully analyze the video
clips.
https://www.youtube.com/watch?v=VikoHKuEzng
D. Guided Practice
Group 1
Group 2
Group 3
Group 4
E. Independent Practice
Watch the following video then make a simple role play about each Filipino Values.
https://www.youtube.com/watch?v=KDBj_sw3Qag
F. Closure
How to determine the images/ideas that are explicitly used to influence the
viewers, stereotypes point of view, propaganda?
II. Evaluation
https://www.youtube.com/watch?v=4Fs4xzVC404
Watch the following videos then write 5 intelligent reactions about the issue on
,Who Made the Philippines Poor?
Week 9
III. Objectives
A. Expressive Objectives
B. Instructional Objectives
Oral Language
Make a stand
Reading Comprehension
Read grade level text with accuracy, appropriate rate and proper expression
Writing Composition
Viewing
Determine the images/ideas that are explicitly used to influence the viewers,
stereotypes point of view, propaganda
Attitude
A. Topics
Make a stand about the issue of the in the security of the West Philippine Sea
Read grade level with accuracy, appropriate rate and proper expression
Determine the images/ideas that are explicitly used to influence the viewers,
stereotypes point of view, propaganda.
B. References
http://www.philstar.com:8080/headlines/2015/07/09/1475020/bongbong-
bilateral-talks-china-opened-door-we-shut-it
Our World of Reading – Wind Sea Workbook – “ROCKS”
https://student.unsw.edu.au/transition-signals-writing
http://englishlinx.com/transitional_words/
http://unilearning.uow.edu.au/effective/6c.html
https://www.youtube.com/watch?v=h-fdvR330-U
https://www.youtube.com/watch?v=2Dc-lVLKTtY
https://www.youtube.com/watch?v=UqlFT8zT8V8
C. Materials
I. Objectives
1. Make a stand about the issue of the in the security of the West Philippine Sea
2. Show tactfulness when communicating with others
3. Observe politeness at all times
Topic: Make a stand about the issue of the in the security of the West
Philippine Sea
Materials: charts and worksheets
Reference:
:http://www.philstar.com:8080/headlines/2015/07/09/1475020/bongbong-bilateral-
talks-china-opened-door-we-shut-it
Focused Skill: Giving opinion on national issues
Value; Value of our sovereignty
III. Procedure
Say: Class, Our lesson for today is about standing in the issue of the security
of the West Philippine Sea.
C. Modeling
Place a poster in each corner of the room. Then read a statement, and tell
students to go to the corner that best describes how they feel about that statement.
Here are some examples of statements:
The Philippines should handle alone the security of the West Philippine
Sea without any help from any other countries.
The United States of America should provide direct assistance in the
security of the West Philippine Sea.
The issue on the security of the West Philippine should be handleonly of
the countries in the Southeast Asian Region.
The USA should only provide military equipment for the security of the
West Philippine Sea and will not directly involve in its security.
What is your opinion about your desired statements you have chosen?
Should the USA have a direct involvement in the following issue? Why or why not?
Why do the Philippines should handle alone the security of its territory?
What can you say about the USA giving military equipment for the security our
territory? Will it benefit us or the US?
Should the security of the west Philippine sea be handle by the accepting the direct
assistance of our Southeast Asian neighbors?
D. Guided Practice
Group Activity
Make a Poem
Group IV - Statement 1 and 2
E. Independent Practice
Debate
Group 1 and 2
Group 3 and 4
The two groups will draw lots to take the pros and cons.
F. Closure
IV. Evaluation
"China opened the door and we shut it. The Chinese said let's talk and we snubbed
them," Marcos said during a media forum, adding that the country failed to take advantage of
the given opportunity.
Marcos ruled out war and arbitration since the Chinese would not recognize the
latter.
"So talk, and tell them: we are not happy with what you are doing and we do not
agree with what you are doing. But the next thing you say is: how do we fix this?" the
senator said.
The Senate Committee of Foreign Relations chair noted that the Philippines will not
lose anything if accept China's invitation to a dialogue on the maritime dispute.
"We should talk to China bilaterally because it is still the best option. Our Filipino
businessmen can also help by reaching out to their Chinese counterparts and friends in
China and try to come up with a solution that will persuade both governments to, at least, sit
down and negotiate, or at most, resolve the problem outright," Marcos said.
Marcos stressed that the Philippines should not be "snobbish" in dealing with
"superpower" China. He added that he cannot see any reason not to talk with China.
"We're strategically important to any great power in Asia-Pacific, but we have to play
that role even-handedly. We have to stop thinking in terms of kakampikoang Chinese,
kakampikoang Kano. Angkakampimolang Pilipino," the senator added.
The Philippines sent a delegation to the United Nations Arbitral Tribunal to defend its
stand against China's nine-dash line claim over the South China Sea.
Day 3
I. Objectives
https://www.youtube.com/watch?v=r68iEwYdbh4
Say: Class, Our lesson for today is about making a two point outline on a
selection read.
Outlining is arranging notes so that important ideas stand out and make clear
which point supports each of the important ideas.
a. The title for the outline should be used in the report itself.
b. Use Roman numerals I, II, III etc. to number topic from the others.
c. Use capital letters A, B, C, D, to indicate subheadings.
d. Use Arabic numerals 1, 2, 3 to number detail headings.
e. Subdivisions of the same kind should fall under the same alignment and
indention: B under A, 2 under 1.
f. A period is needed after the letter or number of each heading but not after the
heading itself.
g. The first letter of each heading should be capitalized. (Tell the pupils that the
term main headings is used for main ideas and subheadings for the
supporting details in an outline.
C. Modeling
Have students take a tour of the selection they will be reading. Ask them to
preview the text and identify key words or clue words that will help them determine
the relevant ideas. Have look at the first and last line of each paragraph.
(See to it that the pupils follow the instructions and look at the part of text they
are asked to see.)
Ask: Can you tell me about some of the important ideas that struck you?
Read the selection and have students reflect on how the tour text
activity supported their understanding about the selection.
Rocks
There are many kinds of rocks. Generally, according to how they are formed, rocks
are classified as igneous, sedimentary or metamorphic.
Igneous Rocks
Deep within the earth’s surface exists molten or melted materials known as magma.
This molten rock material is extremely hot with temperature ranging from 749˚ to 1093˚C.
High pressure may force the magma to work its way upward to the earth’s surface through
the cracks or fissures. When these molten rock materials cool off and solidify, they form
what we call igneous rocks which mean “formed by fire.” Igneous rocks occur in two principal
forms: intrusive igneous rock and extrusive igneous rock. Intrusive igneous rocks are
igneous rocks that do not rise all the way to the surface of the earth. They hardened up
before reaching the earth’s surface. They have coarse mineral grains and crystals that can
be easily seen. These are also called plutonic rocks. Extrusive igneous rocks are formed
and solidified on the surface of the earth. They are usually fine grained, glassy or finely
crystalline in texture. Since these rocks are formed from molten materials that are expelled
by volcanic eruptions, they are also called volcanic rocks or pyroclastic rocks.
Sedimentary Rocks
There are rocks that consist of materials that were once was part of older rocks or of
plants and animal parts. These rocks were deposited millions of years ago as layers of loose
materials which become cemented together. They are called sedimentary rocks from
the word “sediments”. They are grouped into three: 1) classic or fragmental sedimentary,
2) chemical sedimentary,and 3) organic sedimentary. Classic or fragmental sedimentary is
composed of rock fragments carried and deposited by wind, water or glacier and are
cemented together. Chemical sedimentary is composed of deposits of minerals dissolved in
water. The evaporation of water causes the minerals to crystallize leaving mineral deposits.
Organic sedimentary is composed of shells, skeletons and other parts of plants or animals.
Many different substances can act as cement that bind the sedimentary rocks. Of
these, the most common are calcium carbonate, silica, mud, clay and iron oxide.
Metamorphic Rock
Rocks that have changed its appearance and sometimes its mineral composition due
to either extreme heat or pressure are called metamorphic rocks. They often show a layered
structure but some are said to be massive. Metamorphic rocks that layered in appearance
are known as foliated rocks while those that are massive are known as unfoliated rocks. All
kinds of rocks, including igneous and sedimentary, usually undergo metamorphism and
produce the so called metamorphic rocks.
Answer the following questions.
7. As young boys and girls, how can you help conserve our mineral resources?
I. _________________________________________________
A. ______________________________________________
B. ______________________________________________
C. ______________________________________________
II. _________________________________________________
A. ______________________________________________
B. ______________________________________________
III. _________________________________________________
A. ______________________________________________
B. ______________________________________________
C. ______________________________________________
D. ______________________________________________
IV. _________________________________________________
A. ______________________________________________
B. ______________________________________________
Ask: ● What does the very first line at the top represent?
What do the Roman numerals represent? What are found
after each Roman numeral?
What do the capital letters represent?
How are the capital letters written as compared with the
Roman numerals?
Say: Let us make our own reminders for writing an outline.
Lead the children to make the reminder similar to the one below.
ROCKS
D. Guided Practice
Group 1 and 2
Treasure Hunting
a. Each member of the group will look for the missing information to complete
the outline.
b. The first group to complete the outline will be the winner.
Group 1
The Dutch
The Dutch
II. ______________________________________
A. She wears big wooden shoes called klompers.
Group 2
Pepper
Group 3 and 4
Pairing/Brainstorming
Directions:
Group 3
Group 4
D. The skin on your lips is especially sensitive. Dry weather can cause it to chap
and even crack.Applying a moisturizer to your lips daily or as needed can
help. You can use a lip balm or skin moisturizer. The greasier the product the
better.
A humidifier to moisten the air in your home can also help. In addition, avoid
wetting your lips. And if you’re outside for a long period of time, cover your
lips with a mask.
E. Independent Practice
FOSSILS
I. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
II. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
III. _____________________________________
A. _____________________________________
B. _____________________________________
C. _____________________________________
D. _____________________________________
IV. Evaluation
Space Explorations
Pioneers in Space
People in Space
By the 1960s, the United States and the Soviet Union had sent people in
space. On April 12, 1961, Russian cosmonaut Yuri Gagarin became the first
man in space. In 1962, American astronaut John Glenn orbited earth in
Friendship 7.
After three days’ travel though space, Apollo 11 reached the moon’s orbit
Astronauts Neil Armstrong and Edwin Aldrin climbed into the Eagle, a lunar
module designed to take them from the spaceship and land on the moon. On
July 20, 1969, Armstrong and Aldrin were the first people to walk on the moon.
I. __________________________________________________
A. _______________________________________________
B. _______________________________________________
II. __________________________________________________
A. _______________________________________________
B. _______________________________________________
III. __________________________________________________
A. _______________________________________________
B. _______________________________________________
C. _______________________________________________
Day 4
I. Objectives
III. Procedure
Say: Class, Our lesson for today is about revise writing with appropriate
punctuation marks and transition/signal words for clarity.
Transition/signal words are linking words or phrases that connect your ideas and
add cohesion to your writing. They signpost or indicate to the reader the relationships
between sentences and between paragraphs, making it easier for the reader to
understand your ideas. We use a variety of transition signals to fulfill a number of
functions. Some of these functions include: to show the order or sequence of events;
to indicate that a new idea or an example will follow; to show that a contrasting idea
will be presented, or to signal a summary or a conclusion.
To introduce an example:
specifically in this case to illustrate for instance
for example one example of this is to demonstrate on this occasion
To show agreement:
accordingly in accordance with
To indicate time:
after earlier previously later
at this point finally prior to formerly
soon at this time immediately then
before initially thereafter during
To compare:
likewise like just likeanother way to view this
by comparison balanced against whereaswhile
similarly
To contrast:
a different view is even so nevertheless yet
balanced against in contrast still however
but on the contrary unlike notwithstanding
conversely on the other hand differing from
To summarise or conclude:
as a result in conclusion therefore as shown
in other words thus consequently in summary
to conclude finally on the whole to summarise
hence summing up ultimately in brief
Punctuation marks are symbols that are used to aid the clarity and comprehension of
written language. Some commonpunctuation marks are the period, comma,
question mark, exclamation point, apostrophe, quotation mark and hyphen.
C. Modeling
Teacher reads the paragraphs. Then, the students will read it by themselves. Let
them study the underlined words in the paragraph.
D. Guided Practice
Group 1
When you write an essay, you need to use transition words in order to connect ideas
together.
Sequence: first, then, next, after that, thus, therefore, in conclusion, lastly, to
conclude
Directions: Read each sentence and use a transitional word to show sequence.
___________________________________________________________________
2. John and David went to the movies. They went to get ice cream.
___________________________________________________________________
3. The family went to the restaurant. The family went to watch a movie together.
___________________________________________________________________
4. First, Michael got in line for the movie. He walked inside to buy popcorn.
___________________________________________________________________
5. My mom told me about the great news. She told everyone else.
___________________________________________________________________
___________________________________________________________________
Group 2
1. meanwhile
2. for example
3. consequently
4. without a doubt
5. therefore
Group 3
When you write an essay, you need to use transition words in order to connect ideas
together.
Sequence: first, then, next, after that, thus, therefore, in conclusion, lastly, to
conclude
Directions: Read each sentence and use a transitional word to show sequence.
Example A: I went to the restaurant. I sat next to my friend.
Answer: I went to the restaurant. Then, I sat next to my friend.
___________________________________________________________________
___________________________________________________________________
3. I didn’t get in line in time for the movie. I wasn’t able to see it.
___________________________________________________________________
___________________________________________________________________
5. He did not pay his taxes. He was fined even more money.
___________________________________________________________________
6. The man did not complete the work. He did not receive the full payment.
________________________________________
Group 4
Transition words are used in a sentence to connect two ideas. They join clauses or
below:
Example 1:
We arrived late at the movie; indeed, we missed the first thirty minutes.
Indeed is a transition word. It clarifies how late we arrived at the movie.
Example 2:
We arrived late at the movie; however we missed the first thirty minutes.
However is the transition word in the second example, but doesn’t make sense as it is use
d in the sentence.
However is a transition word that shows contrast, yet there is no contrast to be made. Bot
h clauses are about
being late to the movie. A better sentence with however would be:
Example 3:
We left early to go to the movie; however, we still missed the first thirty minutes.
In Example 3, however shows the contrast between leaving early and still missing the beg
inning of the movie.
Below are sentences with misused transition words. Cross out the incorrect transition word
3. Gordon finished his chores early; meanwhile, he had time to play football.
5. The sailors prepared the ship to sail; otherwise, the dock workers loaded the cargo.
6. Her sister had a cold; however, Julie’s family canceled the trip.
7. Oranges are good for you; nevertheless, they are full of vitamin C.
8. Two seats were left on the bus; similarly, most of the group had to wait for the next on.
E. Independent Practice
IV. Evaluation
Select a topic from the list below. Write a paragraph about that topic using at least three
transition words. Circle each transition word used in your paragraph.
J. Objectives
1. Determine the images/ideas that are explicitly used to influence the viewers,
stereotypes point of view, propaganda
2. Observe politeness at all times
Say: Class, Our lesson for today is about determining the images/ideas that are
explicitly used to influence the viewers, stereotypes point of view and
propaganda.
I. Modeling
Say: Let us watch the following video clips. Watch and carefully analyze the video
clips.
https://www.youtube.com/watch?v=h-fdvR330-U
J. Guided Practice
Group 1
Group 2
Make a “Venn Diagram” about the parliamentary system and our present government
system?
Group 3
Group 4
K. Independent Practice
Watch the following video then make a simple role play about it
https://www.youtube.com/watch?v=2Dc-lVLKTtY
L. Closure
How to determine the images/ideas that are explicitly used to influence the
viewers, stereotypes point of view, propaganda?
VI. Evaluation
https://www.youtube.com/watch?v=UqlFT8zT8V8
Watch the following videos then write 5 intelligent reactions about the concept of
how Filipino speak in English and how they express it.
Week 10
I. Objectives
A. Expressive Objectives
Observe politeness at all times
B. Instructional Objectives
Oral Language
Make a stand
Oral Reading Fluency
Read grade level text with accuracy., approriate rate and proper expression
Writing Composition
Distinguish amomnfg Forms (kinds and descriptions)
Fill outforms accurately(school forms,deposit and witdrawal slips,etc.)
Viewing
Determine images/ideas that are explicity used to influence viewers
Stereotypes -point of view - propagandees
Attitudes
Observe politeness at all times
I. Objectives:
Make a stand
References:EN5OL-IIj-4,http://www.pasadena.edu/files/syllabi/jcstevens_36421.pdf
http://cpaws-southernalberta.org/upload/Take_a_Stand.pdf
Materials:pictures, chart,flashcard, projector
III. Learning Activities
A. Setting the Stage
Take a stand game.
Stand up if you are agree with the statement and sit down if you are disagree .
– Tattoos are wrong for a young like me
-I know how to handle life
– I know what true love is
- I am lucky to be a Filipino
– Graduation from High School should be followed immediately by College
– Everyone should experience to read good book, watch movie, and used Facebook
anytime
– Everyone should be more environmentally conscious
– Not everyone has the right to go to school to learn
– All children should not play outdoors.
– Everyone should love and be loved.
– Competition increases performance level of children.
After students have taken their stand, emphasize that in this matter there are no right
or wrong positions, since everyone is entitled to stand in their own opinion...
.
C. Modeling for students
Then play the role of interviewer and ask individuals from different groups to stand in
this statement.“ A beautiful house and ugly car or an ugly house and beautiful car?Teacher
will give her stand first.
D. Guided Practice:
WOULD YOU RATHER game.(Teacher will prepare two corner side of the
classroom for the game)Leader or one member of the group go to one side of
the room totake a stand for their beliefs and make a short reason why the
choose it.
Would you rather be rich and ugly, or poor and good looking?
Would you rather be stranded on an island alone or with someone you hate?
Would you rather be the most popular or the smartest person you know?
Would you rather be the sand castle or the wave?
Would you rather eat a bar of soap or drink a bottle of dishwashing liquid?
Would you rather give bad advice or take bad advice?
Would you rather eat a stick of butter or a gallon of ice cream?
Would you rather eat a stick of margarine or five tablespoons of hot pepper sauce?
Would you rather eat poison ivy or a handful of bumblebees?
Would you rather end hunger or hatred?
Would you rather find true love or 10 million dollars?
E. Independent Practice
Read some controversial issues flash on the projector.
Take a short Brainstormingby the group and make a standon how you feel about the
topic.Designated areas where assigned for the group to stand:
Stand in front of the classroom -strongly agree,
Back of the classroom – strongly disagree
Right part of the classroom- somewhat agree
Left part of the classroom-no opinion
E. Closure Assessment:
What have you learned for today? How to make a stand?
To make a stand is to determined effort to defend something or to stop
something from happening. The key is to completely believing in the topic
yourself. Because if you don't believe in what you're telling or writing, how can
you convince the listener or someone else.
IV. Evaluation:
Make a stand based on the topic sentence below, “The School Uniform
Question”.
Write it on your notebook and read it with confident to the class.
Topic Sentence – Body 1 .First, wearing school uniforms would help make
students’lives
simpler.
Topic Sentence – Body 2. Second, school uniforms influence students to act
responsibly
in groups and as individuals.
Topic Sentence – Body 3. Finally, students feel equal when they are all wearing the
same school uniform
I. Objectives:
Observe politeness at all times
Read grade level text with accuracy, appropriate rate and proper expression
D. Guided Practice
Comprehension Checkup, Refer to LM Find Out and Learn
Read the story, 1st group will read the first paragraph guided by the teacher
and so on.
IV. Evaluation: Using Fish bowl, teacher call individual to read the storywith.
accuracy, appropriate rate and proper expression.
Day 3- Oral Reading Fluency
I. Objectives
Distinguish among Forms (kinds and descriptions)
Fill outforms accurately(school forms,deposit and withdrawal, slips,etc.)
References:EN5WC-IIj-3.7,https://www.google.com.ph/
D. Guided Practice
Refer to LM- Do and Learn
Say: Let us fill out this form together. Post an enlarged photocopy of the
National Achievement Test form.
E. Independent Practice:
Refer to LM- Learn Some More
Small Group Dynamics
Divide the class into four groups. Provide each group a form to fill out.
F. Closure Assessment
Say: Now that you are already familiar words, what should you remember to
fill out forms,what should you do to make it clean and neat? What should you
remember in giving out information? Refer to LM- Remember
IV. Evaluation: Provide the learners with a photocopy of the school admission form.
Fill out the form accurately. Refer To LM ( Try and Learn)
Day 4 -Attitudes
I. Objectives
A. Setting the Stage: Let the pupils analyze the words or the ideas inside the
box
..
E. Independent Practice
Divide the class into four groups and supply each student in the class with a
marker.
Give each group one of the five sheets of paper. Ask them to list as
many stereotypes that are commonly used to describe the category of
people written at the top of paper.
Give students three minutes to complete the exercise. Emphasize
that students should list stereotypes that they have heard, not ones
that they necessarily believe to be true.
When they are finished, rotate the sheets of paper between groups so
that each group works on a new sheet. Have them add any unlisted
stereotype adjectives. Rotate every three minutes until every group
has worked on every sheet.
F. Closure Assessment.
Discussion on the exercise, ask the students the following question:
How do the stereotypes recorded by the class make you feel?
What do you notice about the stereotypes listed? Be aware that the students
may have listed good and bad adjectives, many stereotypes for different
groups, or the same stereotypes for different groups.
Where have you seen these stereotypes portrayed? television programs,
movies, magazines, books?
How do you think a stereotype might cause someone to act unfairly toward
another person?
IV. Evaluation:
Think about a situation when someone made a biased judgment about you or
acted unfairly toward you because of your age, skin color, clothes you were wearing,
gender, the way you speak, where you live, how much money your family has, or
some other reason.
Ask students to consider the following questions before they begin to write:
How did you know that you were being unfairly judged?
What words or actions were directed at you because of assumptions or
stereotypes?
Why do you think those assumptions were made about you?
How did the experience make you feel?
How do you think you should have been treated in that situation?
Day 5- Attitudes
I. Objectives
Determine images/ideas that are explicitly used to influence viewers
-point of view - propagandees
References :EN5VC-IIj-
7.3https://www.google.com.ph/search?q=propagande,https://www.google.com.ph
/search?, http://www.tip.sas.upenn.edu/curriculum/units/2009/01/09.01.03.pdf
Viewing; https://www.youtube.com/watch?v=FqvbHHY8lq8
"The Bully" - A Short Film with a Lesson
Questions: What is your point of views or ideas in bullying? How does propaganda of
bullying influence to a viewer like you?
D. Guided Practice:
Study the image.
The teacher will lead the students through the analysis of one image. By this point,
students should be able to respond to the analysis questions with some prompting from the
teacher.Propaganda analysis question
E. Independent Practice:
Students will rotate through two or three more images, analyzing them
in small groups. The teacher should set up the desks in groups and have
groups of students move around the room (allowing students 8-10 minutes for
each image using the same question in the guided practice)
F. Closure Assessment:
What have you learned today?
Propaganda is a mode of communication used to manipulate or
influence the opinion of groups to support a particular cause or belief. Over
the centuries, propaganda has taken the form of artwork, films, speeches,
and music, though it's not limited to these forms of
communication.Propaganda involves the spreading of information and ideas
to advance a cause or discredit an opposing cause.
IV. Evaluation:
The teacher will provide students with a photocopied handout that contains
two propaganda image and the analysis questions they have been answering
(by now, these questions and the process should be quite familiar). If
students can answer these questions with confidence, they have shown that
they understand the process.