Lalalawigan Elementary School

Samal, Bataan

English: Quarter 2

Week 3
Julieta S. Refuerzo
Master Teacher I

Elisa S. Ramos
Principal I
Quarter 2, Week 3

Day 1
Distinguish various types of informational/factual text
Infer meaning of borrowed words and content specific terms
using -context clues -affixes and roots -other strategies (Health)
Observe politeness at all times
 Review Let’s Learn This

In the previous week, you learned about

various types of informational text.
Today, you will learn more about types of
informational text and how to distinguish
one from the other.
 Establishing a purpose for Let’s Learn This
the lesson

Task 1. For Your Information (FYI)

Listen to your teacher as he/she reads the text below. Be ready to
answer questions about the text
Eating Healthy
Ethan loved eating chicken nuggets, pizza, fries, and burgers. To drink, he
always liked milk shakes, cola, or sugary drinks. The sweeter it was, the more
he liked it.
“You can’t keep eating this stuff!” Ethan’s mom complained.
“Why? It tastes so good.”
His mother frowned and crossed her arms. “You eat too much sugar.”
“Yum! Sugar.” Ethan smiled happily.
“Look at what you’re eating for breakfast.”
Ethan looked at the food in front of him. It looked good to him.
Establishing “Let’s
“Let’s Try
Try This”
This”
Purpose of the Lesson

“I’m
“I’mhaving
havingjuice,
juice,super
superrainbow
rainbowsugar
sugarsprinkle
sprinklekrispies,
krispies,andandaa
donut.”
donut.”HeHesmiled
smiledand andtook
tookaabite
biteof
ofhis
hisglazed,
glazed,jelly-filled
jelly-filleddonut.
donut.
He
Hechewed
chewedand andthen
thenstopped
stoppedwhenwhenhishisteeth
teethbegan
beganto toache.
ache.
“Ethan,
“Ethan,you’re
you’regoing
goingto tohave
haveto togo
gototothe
thedentist
dentistififyou’re
you’regetting
getting
cavities.”
cavities.”
“No,
“No,I’m
I’mnot!”
not!”Ethan
Ethandenied
deniedit.it.He
Hetook
tookanother
anotherbite
biteto toprove
provehehewas
was
fine.
fine.His
Histeeth
teethreally
reallyached,
ached,though.
though.
“See?”
“See?”HisHismother
mothersighed.
sighed.
“Why
“Whydo doall
allthe
thedelicious
deliciousthings
thingshave
haveto tobe
bebad
badfor
forme?me?IIcan’t
can’teat
eat
broccoli
broccoliforever.
forever.I’mI’mnot
notaarabbit.”
rabbit.”
Establishing “Let’s
“Let’s Try
Try This”
This”
Purpose of the Lesson

“I
“I know,
know, but
but you
you don’t
don’t get
get all
all the
the vitamins
vitamins andand minerals
minerals
you
you need
need from
from the
the stuff
stuff you
you like
like to
to eat.
eat.All
All that
that food
food is
is
sugar
sugar and
and fat.
fat.You
You need
need good
good foodfood for
for healthy
healthy teeth,
teeth, eyes,
eyes,
and
and even
even your
your brain!”
brain!” His
His mother
mother explained.
explained. “If “If you
you can’t
can’t
start
start making
making healthy
healthy choices
choices moremore often,
often, II won’t
won’t buy
buy any
any
junk
junk food
food or
or sweets
sweets to to keep
keep in in the
the house
house forfor snacks.”
snacks.”
“That’s
“That’s not
not fair!”
fair!” Ethan
Ethan whined.
whined.
Whining
Whining didn’t
didn’t work
work with
with mother.
mother. ItIt made
made herher more
more
serious.
serious. “Snacks
“Snacks are are supposed
supposed to to be
be occasional
occasional treats,
treats,
not
not your
your regular
regular meals.
meals. II should
should havehave bought
bought moremore
Establishing
Purpose of the Lesson “Let’s
“Let’s Try
Try This”
This”

healthy
healthybreakfast
breakfastfoods
foodsforforyou.
you.Tomorrow
Tomorrowyou youwill
willhave
haveeggs,
eggs,toast
toast
without
withoutjam,
jam,bacon,
bacon,some
somefresh
freshfruit,
fruit,and
andaaglass
glassof
ofmilk.”
milk.”
“That
“Thatdoesn’t
doesn’tsound
soundtootoobad.”
bad.”
“I’m
“I’mnot
notgoing
goingtotoput
putall
allthese
thesesweets
sweetsin inyour
yourlunch
lunchanymore,
anymore,either.
either.
You
Youwill
willgetgetyogurt,
yogurt,raisins,
raisins,ororfresh
freshfruit
fruitfor
foryour
yourdessert
dessertininyour
yourlunch,
lunch,
okay?”
okay?”
Ethan
Ethandidn’t
didn’twant
wanttotoagree,
agree,butbuthis
hismom’s
mom’ssuggestion
suggestionwasn’t
wasn’treally
reallythat
that
bad.
bad.Maybe
Maybehis histeeth
teethwouldn’t
wouldn’thurt
hurtsosomuch
muchanymore,
anymore,either.
either.He
Hereally
really
didn’t
didn’tlike
liketrips
tripsto
tothe
thedentist.
dentist.
Establishing
Purpose of the Lesson “Let’s
“Let’s Try
Try This”
This”

Use
Usethe
theinformation
informationin inthe
thestory
storyto
toanswer
answerthe
thefollowing
following
questions.
questions.
1.
1.What
Whatkindkindof
offood
fooddoes
doesEthan
Ethanlike
liketo
toeat?
eat?
A.
A.Healthy
Healthyfood
food B.
B.Only
Onlymeat
meat C. C.Sweet
Sweetfood
food D. D.Organic
Organicfood
food
2.
2.Why
Whydo doEthan’s
Ethan’steeth
teethhurt?
hurt?
A.
A.He’s
He’sgetting
gettingcavities.
cavities. B.
B.He’s
He’schewing
chewingtoo toomuch.
much.
C.
C.He
Hejust
justwent
wenttotothe
thedentist.
dentist. D. D.None
Noneofofthe
theabove
above
3.
3.Which
Whichis isaaNOT
NOTaareason
reasonwhywhyEthan’s
Ethan’smom
momwants
wantshim
himtotoeat
eat
healthy?
healthy?
A.
A.Healthy
Healthyfoods
foodshave
havevitamins.
vitamins. B.B.Healthy
Healthyfoods
foodswon’t
won’thurt
hurthis
his
teeth.
teeth.
C.
C.Healthy
Healthyfoods
foodshelp
helphis
hisbody.
body. D. D.Healthy
Healthyfoods
foodstaste
tastebad.
bad.
Establishing
Purpose of the Lesson “Let’s
“Let’s Try
Try This”
This”

4.
4.Why
Whydoes
doesEthan
Ethanthinkthinkhe
hewon’t
won’tmind
mindbreakfast
breakfasttomorrow?
tomorrow?
A.
A.He
Hegets
getstotoeat
eatthe
thesame
samesweet
sweetstuff
stuffstill.
still.
B.
B.He
Hegets
getstotogo
gototoaarestaurant
restaurantfor
forbreakfast.
breakfast.
C.
C.He
Hegets
getstotoeat
eatice
icecream
creamfor
forbreakfast.
breakfast.
D.
D.The
Thefood
foodhehegets
getsto toeat
eattomorrow
tomorrowsounds
soundsdelicious.
delicious.
5.
5.What
Whatis isanother
anotherbenefit
benefitfor
forEthan
Ethanof ofeating
eatinghealthy?
healthy?
A.
A.He
Hewon’t
won’thave
haveto tosee
seethe
thedentist
dentistso
sooften.
often.
B.
B.He
Hewill
willget
getfat.
fat.
C.
C.He
Hewill
willnot
notlike
likethethefood.
food.
D.
D.He
Hewill
willbe
besad,
sad,because
becausehe hecan’t
can’teat
eatdelicious
deliciousfood.
food.
Establishing
Purpose of the Lesson “Let’s
“Let’s Try
Try This”
This”

Answer
Answer Key
Key Task
Task 1.
1. For
For Your
Your Information
Information
(FYI)
(FYI)
1.
1. C
C
2.
2. A
A
3.
3. D
D
4.
4. D
D
5.
5. A
A
 Presenting examples/
intances of the new lessons “Let’s Try This

Task 2. Look for that Clue

Remember that the five types of context clues are (1)definition
Remember that the five types of context clues are (1)definition
(synonym/restatement), (2)contrast, (3)examples, (4)general
(synonym/restatement), (2)contrast, (3)examples, (4)general
sense of the sentence, and (5)clue from another sentence. For
sense of the sentence, and (5)clue from another sentence. For
each sentence below, use the context to help you determine the
each sentence below, use the context to help you determine the
meaning of the italicized word.
meaning of the italicized word.
1. Because there was so little precipitation this year, the crops
1. Because there was so little precipitation this year, the crops
dried up and died.
dried up and died.
A) fertilizer
A) fertilizer
B) planting
B) planting
C) rain
 Presenting examples/
intances of the new lessons “Let’s Try This

Task 2. Look for that Clue

2. Although I was unable to understand all of the details of the
2. Although I was unable to understand all of the details of the
presentation, I did get the gist of it.
presentation, I did get the gist of it.
A) humor
A) humor
B) main point
B) main point
C) notes
C) notes
3. At a special ceremony, the police chief gave the officer a
3. At a special ceremony, the police chief gave the officer a
commendation for bravery.
commendation for bravery.
A) an award for an outstanding achievement
A) an award for an outstanding achievement
B) an object designed to bring good luck
B) an object designed to bring good luck
C) a lecture
C) a lecture
 Presenting examples/
intances of the new lessons “Let’s Try This

Task 2. Look for that Clue

4. One brother is an erudite professor; the other brother, however,
4. One brother is an erudite professor; the other brother, however,
has never shown any interest in books or learning.
has never shown any interest in books or learning.
A) old; elderly
A) old; elderly
B) well-educated; well-read
B) well-educated; well-read
C) snobbish; stuck up
C) snobbish; stuck up
5. Night is the time when many animals forage, or search, for
5. Night is the time when many animals forage, or search, for
food.
food.
A) come out at night
A) come out at night
B) sleep
B) sleep
C) search for food
 Presenting examples/
intances of the new lessons “Let’s Try This

6. The waiter was so brusque that we left only a small tip. He was
6. The waiter was so brusque that we left only a small tip. He was
impolite and impatient, and seemed annoyed whenever we asked for
impolite and impatient, and seemed annoyed whenever we asked for
something.
something.
A) acting or speaking in a rude, abrupt manner
A) acting or speaking in a rude, abrupt manner
B) frightening looking
B) frightening looking
C) knowledgeable and skilled
C) knowledgeable and skilled
7. The store specializes in cutlery, such as forks and knives, that
7. The store specializes in cutlery, such as forks and knives, that
has unique designs.
has unique designs.
A) spices and seasonings
A) spices and seasonings
B) plates, bowls, and cups
B) plates, bowls, and cups
C) silverware; eating utensils
C) silverware; eating utensils
 Presenting examples/
intances of the new lessons “Let’s Try This

8. My sister loathes broccoli, but she loves spinach.

8. My sister loathes broccoli, but she loves spinach.
A) dislikes intensely
A) dislikes intensely
B) eats eagerly C) prepares and cooks
B) eats eagerly C) prepares and cooks
9. Psychologists have conducted research on altruism, which
9. Psychologists have conducted research on altruism, which
can be defined as "putting the needs and welfare of others above
can be defined as "putting the needs and welfare of others above
one's own needs and well-being."
one's own needs and well-being."
A) psychologists who conduct research
A) psychologists who conduct research
B) research conducted by psychologists
B) research conducted by psychologists
C) putting the needs and welfare of others above one's own
C) putting the needs and welfare of others above one's own
needs and well- being
needs and well- being
 Presenting examples/
intances of the new lessons “Let’s Try This

Answer key Task 2. Look for that Clue

Answer key Task 2. Look for that Clue
1. C) rain
1. C) rain
2. B) main point
2. B) main point
3. A) an award for an outstanding achievement
3. A) an award for an outstanding achievement
4. B) well-educated; well-read
4. B) well-educated; well-read
5. C) search for food
5. C) search for food
6..A) acting or speaking in a rude, abrupt manner
6..A) acting or speaking in a rude, abrupt manner
7. C) silverware; eating utensils
7. C) silverware; eating utensils
8. A) dislikes intensely
8. A) dislikes intensely
9. C) putting the needs and welfare of others above one's own
9. C) putting the needs and welfare of others above one's own
needs and well-being
 Presenting examples/
intances of the new lessons “Let’s Study This

You listened to an informational text. Informational text is

You listened to an informational text. Informational text is
defined as text with the primary purpose of expressing
defined as text with the primary purpose of expressing
information about the arts, sciences, or social studies. This
information about the arts, sciences, or social studies. This
text ranges from newspaper and magazine articles to digital
text ranges from newspaper and magazine articles to digital
information to nonfiction trade books to textbooks and
information to nonfiction trade books to textbooks and
reference materials.
reference materials.
There are specifically four types of informational text: literary
There are specifically four types of informational text: literary
nonfiction, expository, argument or persuasion, and
nonfiction, expository, argument or persuasion, and
procedural.
procedural.
 Presenting examples/
intances of the new lessons “Let’s Study This

There are specifically four types of informational text: literary

There are specifically four types of informational text: literary
nonfiction, expository, argument or persuasion, and
nonfiction, expository, argument or persuasion, and
procedural.
procedural.
Literary Nonfiction
Literary Nonfiction
Literary nonfiction includes shorter texts, such as “personal
Literary nonfiction includes shorter texts, such as “personal
essays, speeches, opinion pieces, essays about art or literature,
essays, speeches, opinion pieces, essays about art or literature,
biographies, memoirs, journalism, and historical, scientific,
biographies, memoirs, journalism, and historical, scientific,
technical, or economic accounts (including digital sources)
technical, or economic accounts (including digital sources)
written for a broad audience.” Autobiographies, biographies,
written for a broad audience.” Autobiographies, biographies,
other narrative nonfiction, informational picture books, and
other narrative nonfiction, informational picture books, and
informational poetry often fit into this category.
 Presenting examples/
intances of the new lessons “Let’s Study This

Narrative informational text typically communicates accurate

Narrative informational text typically communicates accurate
information and has a well-defined beginning, middle, and
information and has a well-defined beginning, middle, and
end. Informational poetry weaves facts into poems.
end. Informational poetry weaves facts into poems.
Finally, informational alphabet and counting books allow
Finally, informational alphabet and counting books allow
authors to use a creative format to share factual information,
authors to use a creative format to share factual information,
as in Alan Schroeder’s Ben Franklin: His Wit and Wisdom from
as in Alan Schroeder’s Ben Franklin: His Wit and Wisdom from
A–Z. Schroeder includes details of Franklin’s life and his sayings in
A–Z. Schroeder includes details of Franklin’s life and his sayings in
a clever, almanac style.
a clever, almanac style.
 Presenting examples/
intances of the new lessons “Let’s Study This

Procedural Texts
Procedural Texts
Procedural texts provide step-by-step guidelines that describe
Procedural texts provide step-by-step guidelines that describe
how to complete a task. They often include a materials-needed
how to complete a task. They often include a materials-needed
section and graphics that illustrate the process, as found in Doug
section and graphics that illustrate the process, as found in Doug
Stillinger’s The Klutz Book of Paper Airplanes. Jane Drake and Ann
Stillinger’s The Klutz Book of Paper Airplanes. Jane Drake and Ann
Love’s Get Outside provides readers with rules for games and
Love’s Get Outside provides readers with rules for games and
directions for making things like bird feeders, kites, and sundials.
directions for making things like bird feeders, kites, and sundials.
Expository Texts
Expository Texts
Expository texts utilize various text structures, such as
Expository texts utilize various text structures, such as
description, cause and effect, comparison and contrast, problem
description, cause and effect, comparison and contrast, problem
and solution, question and answer, and temporal sequence.
and solution, question and answer, and temporal sequence.
 Presenting examples/
intances of the new lessons “Let’s Study This

Argument or Persuasion Texts

Argument or Persuasion Texts
Argument or persuasion texts provide evidence with the intent
Argument or persuasion texts provide evidence with the intent
of influencing the beliefs or actions of the target audience. These
of influencing the beliefs or actions of the target audience. These
texts typically include claims, evidence, and warrants to explain
texts typically include claims, evidence, and warrants to explain
how the evidence is linked to the claims. Writers of persuasion or
how the evidence is linked to the claims. Writers of persuasion or
argument also make appeals—appeals to the author’s credibility,
argument also make appeals—appeals to the author’s credibility,
to the audience’s needs, or to reason and evidence.
to the audience’s needs, or to reason and evidence.
Can you distinguish the types of informational text?
Discussing new concepts and
practicing new skills #1. ”Let’s DoThis
Task
Task3.
3.Talking
TalkingAbout
AboutThis
This
With
Withyour
yourgroup
groupmates,
mates,read
readand
andtalk
talkabout
aboutthe
the
informational
informationaltext
textyou
youlistened
listenedto.
to.Fill
Fillin
inthe
thetable
tablebelow
belowwith
with
your
yourresponses.
responses.

Title Type of Informational Text

Discussing new concepts and
practicing new skills #1. ”Let’s DoThis
Answer
AnswerKey
KeyTask
Task3.
3.Talking
TalkingAbout
About
This
This

Title Type of Informational Text

Eating Healthy Literary Non-fiction

Discussing new concepts and
practicing new skills #1. ”Let’s DoThis

Task
Task4.4.IIHeard
HeardThemThemRight!
Right!
Group
Groupyourselves
yourselvesintointofour.
four.Your
Yourteacher
teacherwill
willassign
assign
informational
informationaltexttextto
toyour
yourgroup.
group.With
Withyour
yourgroupmates,
groupmates,
read
readthe
thetext
textininfront
frontofofthe
theclass.
class.As
Asyou
youread,
read,ask
askthe
theother
other
groups
groupsto tolisten
listenand
andtell
tellthem
themtotoidentify
identifywhat
whattype
typeofof
informational
informationaltexttextyou
youarearereading.
reading.Let
Letthem
themwrite
writetheir
their
answer
answeron onaa“show
“showme meboard.”
board.”

Remind learners to observe politeness at all

times
Discussing new concepts and
practicing new skills #1. ”Let’s DoThis
Group
Group11
Dr
DrJose
JoseProtacio
ProtacioRizal
Rizalwaswasbornbornininthe
thetown
townofofCalamba,
Calamba,Laguna
Lagunaonon19th
19th
June
June1861.
1861.The
Thesecond
secondson sonandandthe
theseventh
seventhamong
amongthe theeleven
elevenchildren
childrenofof
Francisco
FranciscoMercado
Mercadoand andTeodora
TeodoraAlonso.
Alonso.
With
Withhis
hismother
motheras ashis
hisfirst
firstteacher,
teacher,he hebegan
beganhishisearly
earlyeducation
educationatathome
home
and
andcontinued
continuedininBinan,
Binan,Laguna.
Laguna.He Heentered
enteredaaJesuit-run
Jesuit-runAteneo
AteneoMunicipal
Municipal
de
deManila
Manilainin1872
1872and
andobtained
obtainedaabachelor's
bachelor'sdegree
degreewith
withhighest
highesthonors
honorsinin
1876.
1876.HeHestudied
studiedmedicine
medicineat atthe
theUniversity
UniversityofofSanto
SantoTomas
Tomasbut
buthad
hadtoto
stop
stopbecause
becausehe hefelt
feltthat
thatthe
theFilipino
Filipinostudents
studentswere
werebeing
beingdiscriminated
discriminatedbyby
their
theirDominican
Dominicantutors.
tutors.He Hewent
wentto toMadrid
Madridat atUniversidad
UniversidadCentral
Centralde
de
Madrid
Madridandandinin1885
1885at atthe
theageageofof24,
24,he
hefinished
finishedhis
hiscourse
courseininPhilosophy
Philosophy
and
andLetters
Letterswith
withaagrade
gradeof of“Excellent.”
“Excellent.”
Discussing new concepts and
practicing new skills #1. ”Let’s DoThis
Group
Group22
AAsundial
sundialcompass
compassisisaacombination
combinationof ofthese
thesetwo twoinstruments,
instruments,consisting
consistingof ofaa
portable
portablesundial
sundialwhich
whichisisattached
attachedover
overaacompass
compassvia viaaahinge.
hinge.There
Thereare aresome
some
adjustable
adjustablelegs
legsthat
thatneed
needto tobe
beused
usedtotolevel
levelthe
theinstrument
instrumentififnot notononlevel
level
ground.
ground.TheThegnome
gnomeisishinged
hingedand andneeds
needsto tobe
beputputininthetheupupposition
positionwhere
whereitit
locks
locksinto
intoplace.
place.There
Thereshould
shouldbe bewhat
whatlooks
lookslikelikeaaprotractor
protractorthat
thatisisto
tothe
theright
right
ofofthe
thegnome
gnomethat
thatisison
onaahinge,
hinge,and
andthis
thisneeds
needsto tobebeflipped
flippedupupasaswell.
well.The
The
protractor
protractorisisused
usedtotoset
setthe
thesundial
sundialtotothe
thecorrect
correctlatitude
latitudeangle,
angle,while
whilethethe
compass
compassisisused
usedtotofind
findtrue
truenorth
northbased
basedon onthe
thearea’s
area’smagnetic
magneticnorth
north
declination.
declination.
Once
Onceyour
yoursundial
sundialcompass
compasshas hasbeen
beenleveled,
leveled,set setto tothe
thecorrect
correctlatitude,
latitude,and
andto to
true
truenorth,
north,aashadow
shadowwill willbe
becast
castonto
ontothe
thesundial’s
sundial’sface faceby bythe
thegnome.
gnome.For Foruse
use
ininthe
thesouthern
southernhemisphere,
hemisphere,the thesame
sameprocedure
procedureisisfollowedfollowedwith
withthe
theexception
exception
that
thattrue
trueSouth
Southmust
mustbe befound
foundinstead
insteadof oftrue
trueNorth.
North.
Discussing new concepts and
practicing new skills #1. ”Let’s DoThis
Group
Group33

Just
Just likelike visible
visible light,
light, infrared
infrared light, light, and
and radio
radio waves,
waves,
ultraviolet
ultraviolet light
light isis electromagnetic
electromagnetic radiation. radiation. On
On the
the spectrum,
spectrum,
ultraviolet
ultraviolet light
light lies
lies between
between violet violet light
light and
and xx rays,
rays, with
with
wavelengths
wavelengths ranging ranging from from four four toto 400
400 nanometers.
nanometers.Although
Although
itit isis undetectable
undetectable to to the
the nakednaked eye,eye, anyone
anyone whowho has
has been
been
exposed
exposed to to too
too much
much sunlight
sunlight has has probably
probably noted
noted the
the effects
effects
ofof ultraviolet
ultraviolet light,
light, for
for itit isis this
this radiation
radiation that
that causes
causes tanning,
tanning,
sunburn,
sunburn, and and cancan lead
lead to to skin
skin cancer.
cancer.
Discussing new concepts and
practicing new skills #1. Group
Group44
”Let’s DoThis

Teenagers
Teenagers are are forever
forever being
being toldtold that
that they
they need
need aa good
good
education
education so so that
that they
they can
can havehave the the career
career theythey want,
want, but
but
many
many dodo not
not listen.
listen. However,
However, itit isis important
important to to remember
remember that that
your
your schooling,
schooling, no no matter
matter howhow long
long itit may
may feel,
feel, lasts
lasts for
for just
just aa
few
few short
short years
years compared
compared to to the
the rest
rest ofof your
your life
life ahead
ahead of of you.
you.
Therefore,
Therefore, itit isis better
better to
to sacrifice
sacrifice aa little
little bit
bit of
of fun
fun now
now soso that
that
you
you can
can find
find happiness
happiness in in later
later life,
life, as
as you
you will
will be
be happier
happier ifif
you
you can
can do
do aa jobjob that
that you
you enjoy
enjoy and and afford
afford to to do
do the
the things
things youyou
want.
want.
Discussing new concepts and
practicing new skills #1. ”Let’s DoThis

Answer
AnswerKey
Key Task
Task4.
4.IIHeard
HeardThem
ThemRight!
Right!
Group
Group1-
1-literary
literarynonfiction
nonfiction
Group
Group22-procedural
-proceduraltext
text
Group
Group3-
3-expository
expositorytext
text
Group
Group4-
4-argument/persuasion
argument/persuasiontext
text
Finding practical
applications of concepts
and skills in daily living

Ask: How can you apply your

knowledge in various informational
texts in real life?
How about your knowledge in
borrowed words?
 Making Generalizations & Generalizations
Abstractions about the Lessons

Ask: What are the various types of

informational text?
 Evaluating Learning Let’s Test Ourselves
Task
Task5.5.Mix
MixandandMatch
Match
Match
Matchthethefollowing
followingtypes
typesof
ofinformational
informationaltext
textto
toits
itsdecsription.
decsription.Write
Write
the
theletter
letterofofthe
thecorrect
correctanswer
answeron onthe
theblank
blankbefore
beforeeach
eachnumber.
number.
A.
A.utilizes
utilizesquestion
questionand
andanswer,
answer,problems
problemsand
andsolutions
solutions
B.
B.provides
providesstep-by-step
step-by-stepguidelines
guidelinesthat
thatdescribe
describehowhowtotocomplete
completeaa
task
task
C.
C.includes,
includes,biographies,
biographies,memoirs,
memoirs,journalism,
journalism,and
andhistorical,
historical,
scientific,
scientific,technical,
technical,or
oreconomic
economicaccounts
accounts
D.
D.includes
includesclaims,
claims,evidence,
evidence,and
andwarrants
warrantsto toexplain
explainhow
howthethe
evidence
evidenceis islinked
linkedto
tothe
theclaims.
claims.
____1.
____1.Argument
Argumenttexttext
____2.
____2.Literary
LiteraryNonfiction
Nonfiction
____3.
____3.Procedural
Proceduraltext
text
____4.
____4.Expository
Expositorytext
text
Evaluating Learning Let’s Test Ourselves

Task
Task 5.
5. Mix
Mix and
and Match
Match
1.
1. DD
2.
2. CC
3.
3. BB
4.
4. AA
Additional activities for the Let’s Enrich Ourselves
application or remediation

Task 6. Cut it Out

Cut a short selection from old
newspapers or magazines. Paste it
in your notebook then, write what
type of informational text it is.
Additional activities for the Let’s Enrich Ourselves
application or remediation

Answer Key
Task 6. Cut it Out
Answers may vary.
Quarter 2, Week 3

Day 2
Employ an appropriate style of speaking, adjusting
language, gestures, rate, and volume according to
audience and purpose
Read grade level text with accuracy, appropriate
rate, and proper expression
Show openness to criticism
Review

Ask: What are the different types of

informational texts?
 Establishing a Purpose
for the Lesson
Let’s Try This
Try to guess what the following gestures imply.
Talk about the following body
language.
Can you determine what each
gesture mean?
Today, we will learn
appropriate style of speaking,
adjusting language, gestures,
See the activity sheet day 2 for a clearer rate, and volume according to
picture audience and to purpose
 Presenting examples/
intances of the new lessons “Let’s Study This

Verbal communication refers to the vocal

Verbal communication refers to the vocal
performance of a speaker--its rate, volume, pitch,
performance of a speaker--its rate, volume, pitch,
and pauses. These aspects of vocalization are
and pauses. These aspects of vocalization are
critical to effectively conveying ideas (after all, if
critical to effectively conveying ideas (after all, if
your audience has trouble understanding what
your audience has trouble understanding what
words are coming out of your mouth, then they
words are coming out of your mouth, then they
will be unable to understand your message.)
will be unable to understand your message.)
 Presenting examples/
intances of the new lessons “Let’s Study This

Rate refers to the speed at which a person speaks.

Rate refers to the speed at which a person speaks.
Follow these suggestions to adjust your rate of
Follow these suggestions to adjust your rate of
speech to your best advantage:
speech to your best advantage:
1. Choose a rate appropriate for the ideas being
1. Choose a rate appropriate for the ideas being
expressed and for a speech setting. For example, it
expressed and for a speech setting. For example, it
makes sense for a sportscaster announcing a
makes sense for a sportscaster announcing a
basketball game to speak faster than a sportscaster at
basketball game to speak faster than a sportscaster at
a golf match.
a golf match.
 Presenting examples/
intances of the new lessons “Let’s Study This

2. Vary your rate of speech to express different

2. Vary your rate of speech to express different
thoughts and feelings. You may want to speak slowly
thoughts and feelings. You may want to speak slowly
to emphasize an important point or to communicate a
to emphasize an important point or to communicate a
serious or somber mood. A faster pace is appropriate
serious or somber mood. A faster pace is appropriate
when you are telling your audience something it
when you are telling your audience something it
already knows (many speeches include background
already knows (many speeches include background
information that sets the scene) or to express surprise,
information that sets the scene) or to express surprise,
happiness, or fear. Use pauses to change the pace and
happiness, or fear. Use pauses to change the pace and
add verbal variety.
add verbal variety.
 Presenting examples/
intances of the new lessons “Let’s Study This

3. Use a tape recorder to monitor your rate of speech

3. Use a tape recorder to monitor your rate of speech
while you read aloud a magazine article. Pay special
while you read aloud a magazine article. Pay special
attention to grouping words into phrases and to
attention to grouping words into phrases and to
slowing down and speeding up at appropriate points.
slowing down and speeding up at appropriate points.
Play back your speech, then adjust your phrasing for a
Play back your speech, then adjust your phrasing for a
more effective delivery.
more effective delivery.
 Presenting examples/
intances of the new lessons “Let’s Study This

Volume refers to the loudness or softness of the speaker's

Volume refers to the loudness or softness of the speaker's
voice.
voice.
1. Know what volume your voice should be in your
1. Know what volume your voice should be in your
classroom. If you speak too softly, your speech serves little
classroom. If you speak too softly, your speech serves little
purpose. At the same time, don't mistake shouting for
purpose. At the same time, don't mistake shouting for
speaking loudly.
speaking loudly.
2. Vary the volume to get attention. Whether to choose to
2. Vary the volume to get attention. Whether to choose to
speak louder or more quietly, you draw attention to your
speak louder or more quietly, you draw attention to your
speech through contrast. For example, you can speak softly
speech through contrast. For example, you can speak softly
when you narrate a sad story. In this case, a quieter approach
when you narrate a sad story. In this case, a quieter approach
is usually a more effective attention-grabber.
is usually a more effective attention-grabber.
 Presenting examples/
intances of the new lessons “Let’s Study This

Pitch means the highness or lowness of the speaker's voice.

Pitch means the highness or lowness of the speaker's voice.
Changes in the pitch are known as inflections.
Changes in the pitch are known as inflections.
1. When you speak in a monotone, you tell your listeners you
1. When you speak in a monotone, you tell your listeners you
have nothing to emphasize. When you vary the pitch of your
have nothing to emphasize. When you vary the pitch of your
voice, you let them know that what you are saying is
voice, you let them know that what you are saying is
important.
important.
2. As with volume, vary pitch to achieve the best effect. For
2. As with volume, vary pitch to achieve the best effect. For
example, you can speak in a low tone when you quote
example, you can speak in a low tone when you quote
someone. The change in pitch suggests that you are citing
someone. The change in pitch suggests that you are citing
evidence rather than expressing your own view.
evidence rather than expressing your own view.
 Presenting examples/
intances of the new lessons “Let’s Study This

 Pauses add color, expression, and feeling to a speech.

 Pauses add color, expression, and feeling to a speech.
They should be used deliberately to achieve a desired
They should be used deliberately to achieve a desired
effect. Here are a few suggestions:
effect. Here are a few suggestions:
1. Pause for moment when you introduce a new idea or term
1. Pause for moment when you introduce a new idea or term
to give your listeners time to absorb what you are saying.
to give your listeners time to absorb what you are saying.
 Presenting examples/
intances of the new lessons “Let’s Study This

3. Try not to take vocalized pauses such as "ah," "er," and

3. Try not to take vocalized pauses such as "ah," "er," and
"umm." A vocalized pause is usually ineffective (even
"umm." A vocalized pause is usually ineffective (even
distracting and annoying). For example, President John F.
distracting and annoying). For example, President John F.
Kennedy's famous line, "Ask not what your country can do
Kennedy's famous line, "Ask not what your country can do
for you; ask what you can do for you country," was effective
for you; ask what you can do for you country," was effective
not only because of its language but also because it was
not only because of its language but also because it was
delivered with a pause dividing the two thoughts. I think that
delivered with a pause dividing the two thoughts. I think that
you will agree that "Ask not ah what your er country can do
you will agree that "Ask not ah what your er country can do
ah for you; ask what you umm can do er for your uh country"
ah for you; ask what you umm can do er for your uh country"
just don't have the same impact as the unadorned original
just don't have the same impact as the unadorned original
statement.
 Presenting examples/
intances of the new lessons “Let’s Study This

4. Extend your pauses to two or three seconds when

4. Extend your pauses to two or three seconds when
displaying a visual aid. This tactic enables your
displaying a visual aid. This tactic enables your
audience to read the information on the visual aid
audience to read the information on the visual aid
without missing your next thought. It is important to
without missing your next thought. It is important to
pause after the display, not before it.
pause after the display, not before it.
Discussing new concepts and
practicing new skills #1.
”Let’s Do This

Task 1. Guess it!

Choose the correct meaning of the following gestures
then write your answer on the blanks provided.
shock proud worried hungry delighted

_________ _________ _________ _________ _________

Discussing new concepts and
practicing new skills #1.
”Let’s Do This

Task 1. Guess it!

Choose the correct meaning of the following gestures
then write your answer on the blanks provided.
shock proud worried hungry delighted

worried proud shock hungry delighted

Discussing new concepts and
practicing new skills #2.
”Let’s Do This
Task 2. Speak Up!
Choose your partner. Read the following lines with proper rate,
volume, and pitch.
1. I’m afraid you can’t make it.
2. Yes, I got this at last!
3. Oh common, you’re pulling my leg.
4. Please, help us.
5. Look, it will fall.
6. You are my best friend and you know that.
7. Check this out. This is the latest model of smart phone.
8. Mom, look what Alvin did! Use the Rubrics in Actitvity Sheet
9. Hurry up. We’ll be late. Task 2-5.
10. I am so proud to be your son, Dad. Rubrics for gesture, rate, volume
and pitch.
 Developing mastery Leads
to Formative Assessment 3
”Let’s Do More
Task 3. We Say You Say!
With your group mates, recite the poem “Trees” by
Joyce Kilmer. Use appropriate style of speaking,
gestures, rate, and volume.
Trees
by Joyce Kilmer
I think that I shall never see
A poem as lovely as a tree.
A tree whose hungry mouth is prest
Against the earth’s sweet flowing breast;
 Developing mastery Leads
to Formative Assessment 3
”Let’s Do More

A tree that looks at God all day,

And lifts her leafy arms to pray;
A tree that may in Summer wear
A nest of robins in her hair;
Upon whose bosom snow has lain;
Who intimately lives with rain.
Poems are made by fools like me,
But only God can make a tree.
Finding practical applications of concepts and skills
in daily living

Ask: Why should we use appropriate

speaking style, rate, volume, and pitch in
reading and speaking?
How can you apply this in daily life?
Making Generalization & Abstractions Generalizations
about the Lessons

Ask: Why should we use appropriate

speaking style, rate, volume, and pitch in
reading and speaking?
How can you apply this in daily life?
Evaluating Learning Let’s Test Ourselves

Task 4. Choose and Act!

Choose a line to recite. Be sure to employ correct
rate, volume, and gestures.
 Evaluating Learning Let’s Test Ourselves
Task 4. Choose and Act!
Choose a line to recite. Be sure to employ correct rate, volume, and
gestures. Captain! My Captain!
by Walt Whitman
O Captain! my Captain! our fearful trip is done,
The ship has weather’d every rack,
the prize we sought is won,
The port is near, the bells I hear,
the people all exulting,
While follow eyes the steady keel,
the vessel grim and daring;
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.
Evaluating Learning Let’s Test Ourselves
O Captain! my Captain! rise up and hear the bells;
Rise up—for you the flag is flung—for you the bugle
trills,
For you bouquets and ribbon’d wreaths—for you the
shores a-crowding,
For you they call, the swaying mass, their eager faces
turning;
Here Captain! dear father!
This arm beneath your head!
It is some dream that on the deck,
You’ve fallen cold and dead.
Evaluating Learning
Let’s Test Ourselves
My Captain does not answer, his lips are pale and still,
My father does not feel my arm, he has no pulse nor will,
The ship is anchor’d safe and sound, its voyage closed and
done,
From fearful trip the victor ship comes in with object won;
Exult O shores, and ring O bells!
But I with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.
 Additional activities for Let’s Enrich Ourselves
applications or remediation

Task 5. The Duos!

Choose your partner. Memorize a stanza from “The
Old Woman Who Swallowed the Fly”. Present it in
front. Be sure to use proper expression.
There Was an Old Woman
There was an old woman who swallowed a fly, I
don't know why she swallowed a fly, Perhaps she'll
die.
 Additional activities for Let’s Enrich Ourselves
applications or remediation

There was an old woman who swallowed a spider,

That wriggled and jiggled and tickled inside her, She
swallowed the spider to catch the fly, I don't know
why she swallowed the fly, Perhaps she'll die.
 Additional activities for Let’s Enrich Ourselves
applications or remediation

There was an old woman who swallowed a bird,

How absurd! to swallow a bird, She swallowed the
bird to catch the spider, That wriggled and jiggled
and tickled inside her, She swallowed the spider to
catch the fly, I don't know why she swallowed the fly,
Perhaps she'll die.
 Additional activities for Let’s Enrich Ourselves
applications or remediation

There was an old woman who swallowed a cat,

Imagine that! to swallow a cat, She swallowed the cat
to catch the bird, She swallowed the bird to catch the
spider, That wriggled and jiggled and tickled inside
her, She swallowed the spider to catch the fly, I don't
know why she swallowed the fly, Perhaps she'll die.
 Additional activities for Let’s Enrich Ourselves
applications or remediation

There was an old woman who swallowed a dog,

What a hog! to swallow a dog, She swallowed the dog
to catch the cat, She swallowed the cat to catch the
bird, She swallowed the bird to catch the spider, That
wriggled and jiggled and tickled inside her, She
swallowed the spider to catch the fly, I don't know
why she swallowed the fly, Perhaps she'll die.
 Additional activities for Let’s Enrich Ourselves
applications or remediation

There was an old woman who swallowed a goat, Just

opened her throat! to swallow a goat, She swallowed
the goat to catch the dog, She swallowed the dog to
catch the cat, She swallowed the cat to catch the bird,
She swallowed the bird to catch the spider, That
wriggled and jiggled and tickled inside her, She
swallowed the spider to catch the fly, I don't know
why she swallowed the fly, Perhaps she'll die.
 Additional activities for Let’s Enrich Ourselves
applications or remediation

There was an old woman who swallowed a cow, I don't

know how she swallowed a cow! She swallowed the cow to
catch the goat, She swallowed the goat to catch the dog, She
swallowed the dog to catch the cat, She swallowed the cat to
catch the bird, She swallowed the bird to catch the spider,
That wriggled and jiggled and tickled inside her, She
swallowed the spider to catch the fly, I don't know why she
swallowed the fly, Perhaps she'll die.
There was an old woman who swallowed a horse, She's dead
—of course!
 Additional activities for Let’s Remember This
applications or remediation

We have all heard at least one person in our lives whose

voice is so beautiful that we enjoy listening to him/her
speak, regardless of what he/she is actually saying. While
developing perfect vocal intonation and diction can be a
lifelong task, a beautiful sounding voice can be obtained in a
relatively short amount of time. All you need is a little
guidance and some dedicated practice.
To answer Activity 2-5 Use the
Rubrics go to Activity Sheet
day 3
Quarter 2, Week 3

Day 3
Day 3
 Thank You
and God Bless
Us All
Juliet S.
Refuerzo