Topics

Concepts/ Skills/ Teaching Learning Evaluation/ References:

Subtopics Objectives
Attitudes Strategies/Activities Assessment
Materials

Cycle 6 Lesson 4  Words that tell how After skimming, Guided Discovery Journal Robb, L., &
(October 17, 2017) a person looks, reading selection Klemp, R (2002)
sounds and feels are students will be able Introduction:
Topic: Elements of a descriptive word to: Improving
Short Story (adjectives) A character map graphic Vocabulary.
 Skimming is 1. Extract organizer is used to collect Reading tools, In
Sub-Topic: reading in order to descriptive words key information from Reader’s
Vocabulary building find specific from reading students about “Tio Handbook:
characters (descriptive information., e.g. selection (P ) Diego” from the short
words) read to find the 2. Identify the story “Sugar”. Students A student guide for
words that describes character each are asked to pay keen reading and
Materials: Tio Diego, San word describes. attention to the different learning ( 608-
Riveroll and 3. Use five aspects of the character 612). Wilmington,
Index cards (one per Juanita. vocabulary words map. The graphic Massachusetts,MS:
Student) textbook,  Words that in simple organizer is completed as Great Source
newsprint, markers. describes “Tio sentences ( P ) a whole class activity. Education Group.
Diego are: destitute, 4. Display and Development:
frail, quavering understanding of Swain Y., (2015).
wizened, wrinkled, the character’s Step one – using three Descriptive words.
delicate. impact on the questions, teacher clarifies Retrieved from
 Words that describe plot. the role of “Tio diego” in https://www.educa
San Riveroll are the story. tion.com/lesson-
wealthy, harsh, 1. What is Tio plan/ writing-
remorseful. Diego’s role in the descriptive-words/
 Words that describe story?
Juanita are: 2. How do the events
mocking, in the story
insensitive, affect :Tio
Diego”?
 thoughtless. 3. How would the
 Descriptive words story be different
can be used in without :Tio
sentences to tell us Diego” Students
about the role of answer in
characters in story. complete
sentences when
Skills: called upon.
 Extracting words
 Skimming selectio. Step two– Students get
 Using words in into small collaborative
sentences. groups. They will be
assigned a character in the
Attitudes: story. They brainstorm
 Respect views of and discuss their ideas
others about the character’s
 Value contribution actions. They analyze an
action and use textual
 Appreciate language
evidence to substantiate
answer.

Closure: Students will

clarify the impact of
“Juanita” and “”San
Riveroll” on the sroty
“Sugar:

Conclusion: Individually,
students will create a
brochure that includes
character map for one of
the character (Juanita or
San Riveroll)