Scaffolded Reading Experience (SRE) Framework

Readers Selection Purpose

Population: 7 Whole-Language
Grade Level: Six Jonah and the Big Fish Approach/Literature-Based
Age group: 11-12 Approach
The story of Jonah and the
Big Fish tells of Jonah's
Reading Level: disobedience to God's command Using Jonah and the Big Fish as
Independent - 2 to warn the people of Nineveh, a springboard for discussing
Instructional - 5 his attempt to escape on a ship, sentence patterns aligns with the
Frustration - 0 and his subsequent encounter Whole-Language
with a great storm. After being Approach/Literature-Based
They are students from Holy thrown into the sea and Approach. By engaging with the
Child Central Colleges, Inc. at swallowed by a big fish, Jonah story, students develop a deeper
Surallah, South Cotabato repents and eventually fulfills understanding of sentence
God's command. The story structure while enhancing their
emphasizes the themes of reading, writing, speaking, and
obedience, repentance, and listening skills. It fosters a
God's mercy, demonstrating the holistic language learning
importance of second chances experience that promotes
and the need to overcome comprehension, critical
personal biases for the greater thinking, and a love for reading.
good.

Prereading Activities During Reading Activities Post-reading Activities

Activating and building Silent Reading Questioning and Writing.
background knowledge. The teacher will allocate a
designated time for students to Questioning serves as a post-
This pre-reading activity, found engage in silent reading of the reading activity during the
in the Motivation section of the story. This activity also Analysis and Generalization
lesson, helps the teacher set encourages independent phase of the lesson. The teacher
clear expectations by engaging thinking, as students have the asks motive questions to assess
students in completing patterns. freedom to interpret and process the students' comprehension of
It signals to students that the information without external the story, allowing them to
patterns are relevant to the distractions. respond orally and demonstrate
upcoming lesson. Additionally, their understanding.
the activity provides an Reading to students/Read aloud. Additionally, writing activities
opportunity for students to In addition to silent reading, the come into play during the
review their existing knowledge teacher will incorporate reading Evaluation section, where
of patterns. aloud of the story. This students are required to write
combined approach of silent their answers in sentence
reading and interactive reading patterns for each question.
aloud creates a balanced
learning experience that caters
to different learning styles
 LEARNING PLAN IN ENGLISH VI

I. Objectives/Learning Outcomes
Identify the pattern used in a sentence.

II. Subject Matter

A. Topic: Sentence Pattern
B. References: 2010 Wadsworth, Cengage Learning pp. 11-29
C. Time Allotment: 60 Minutes
D. Instructional Materials: PowerPoint Presentation (PPT), visual
aids, envelopes

III. Routing/ Introduction

A. Prayer
B. Greetings
C. Reminders and Setting of Rules
D. Review
1. What was your last lesson in English?
E. Unlocking of Difficulties

A. Word B. Picture C. Meaning D. Sentence

E. F. G. H. The boy
vomited on
to eject matter from the floor.
vomited
the stomach through
the mouth

I. J. L. The lady
preaches
to make a speech about the
about religion in a gospel.
preach
church or other
public place

K.

IV. Motivation
 “What’s Next”
The teacher will show a set of words (noun, verb, adjective)
using the PPT. Each round, the teacher will select a student
through their names (first letter), T-shirt (color), and etc. The
chosen student will complete the word pattern by providing
his/her example.

1. Reading of Objectives
2. Motive Questions
Have you ever tried to disobey a command from your parents?
Did your parents scold you for not following them?
 V. Lesson Proper
Presentation of the Story

Jonah and the Big Fish

Many years ago, there was a man named Jonah lived in the land of Israel. One
day, God told him to go to Nineveh, the biggest, most powerful city in the world. Jonah
was to warn all the people there that God knew how wicked they were. Jonah
disobeyed God! Instead of going to Nineveh, Jonah got onto a ship and sailed away to a
place called Tarshish.
The LORD God sent out a great wind and strong storm
into the sea. Terrified, the sailors prayed to their gods and threw
all the cargo overboard to lighten the ship. But nothing helped.
Jonah was the only person on board who wasn’t praying.
Instead, he was sleeping inside the ship. The ship’s captain
found him. “What are you doing? Get up! Say a prayer to your
God!”
Jonah told them that he was running away from the
LORD. They asked, “What should we do to you, so that the
sea may become calm for us?” “Pick me up and throw me
into the sea,” Jonah replied. After praying for forgiveness,
the sailors lifted Jonah up and threw him into the sea. As
Jonah disappeared, the sea became still and the wind died
down. Meanwhile, the LORD had prepared a big fish to
swallow up Jonah. One gulp and Jonah was out of the sea
and into the fish’s belly for three days. He had lots of time to think and pray.
Three days later, Jonah finally promised to obey
God. Right away, God spoke to the fish, and it vomited
Jonah on to the beach. Once again, God told Jonah to go
to Nineveh and preach God’s word. This time, Jonah went!
Jonah entered the city, shouting. “In forty days, Nineveh
will be overthrown.” The people of Nineveh believed God’s
word. Even the king humbled himself before God. He
commanded everyone to pray that the LORD would forgive them. God did forgive them!
Later, Jonah realized his work was finished and started
on his journey back to Israel. However, he was still hoping that
Nineveh would be destroyed. So, when God decided not to
destroy the city, Jonah was not happy. God realized what he
was thinking and spoke to him. “Jonah, why are you unhappy?”
Jonah answered, “You had said that you would destroy Nineveh. These people are
enemies of Israel!”
God replied, “Jonah, these people are no longer your
enemies. I believe that everybody needs a second chance to
correct their mistakes. So, if they make use of the
opportunity to become good, then why should I destroy
them? “Very well my God. I understand now. Thank you for
this chance to serve you my LORD. Thank you for saving me
many times”, Jonah said.
Jonah then made the journey back to Israel and continued to speak about God
and the love for His people.
A. Activity
The class will be divided into three groups. Each group will
choose an envelope with a corresponding task inside of it. Each
group will be given three minutes to finish the task and another
three minutes to present their work in front of the class.
Red Team: Complete the Character Organizer
and write what they did in the story.

Green Team: “If you were Jonah, what will you

do if God told you to warn the people you
consider as enemy?” Answer this by making a
flow chart.

Blue Team: Act a scene answering the

question If you asked by the sailors, “What
should we do to you so that the sea may
become calm?” Would you let them to throw
you in the sea?
B. Analysis
A. The class will answer the two motive questions.
B. Comprehension Check-up
a. Who are the characters in the story?
 (Presentation of Red Team’s output)

b. If you were Jonah, would you obey God?

 (Presentation of Green Team’s output)

c. If you were Jonah, would you tell the sailors to throw

you in the sea in the middle of a strong storm?
 (Presentation of Blue Team’s output)
C. Abstraction

The Basic Sentence Patterns

1. To find the Subject, ask, “Who bought or what bought?”

The answer is Micko, then, Micko is the subject.
2. To find the Direct Object, ask, “Micko bought what or
whom?” The answer is food, then, food is the direct
subject.
3. To find the Indirect Object, ask, “For whom did I buy
food?” The answer is Mike, then, Mike is the indirect
object.

1. Practice Exercise
The class will identify the pattern used in every sentence
flashed in the TV.
1. Jacob left early.
2. Daniel skipped breakfast.
3. Rebecca sang a lullaby.
4. Esther baked Delilah a cake.
5. Deborah gave me money.

2. Generalization
What are the three basic sentence patterns?

D. Application
The class will be divided into three groups and will select seven
representatives. Each group will identify the pattern used in
every sentence shown in the PPT by forming a line using the
 seven representatives labeled as S, V, DO, IO, OC, SC, or LV.
The group with the highest number of correct answer will win
the game.

Subject Verb Direct Object Indirect Object

(S) (V) (DO) (IO)

1. Peter sent Andrew an apology letter.

2. John drinks coffee.
3. James showed Thomas his new cellphone.
4. Philip sat on the floor.
5. Matthew throws the garbage.

VI. Evaluation
Direction: Identify the sentence patterns used in the following sentences.
Write your answer on the line provided in each item.

Example: S/V/IO/DO 1. Micko gave Mike some toys.

__________1. My brother teaches me sign language.

__________2. My father punches the wall.
__________3. I bought my mother food for dinner.
__________4. My sister cried.
__________5. My classmates danced “Tala”.

VII. Assignment
Make three sentences in each sentence pattern.

1. S/V/IO/DO
2. S/V/DO
3. S/V

Prepared by:

DONNA CLAIRE L. DILI

MAED RDNG 1st Year