DAY

1&2
React on the content
of the material
presented
Let’s Try This!
Task 1.Picture Analysis:
Look at the picture and
describe what you see to
your classmates.
Task 2. Read Along
Read along silently as
your teacher reads the
poem.
 Someday
by Bobbi Katz
Don’t you wish that you could say
You are your mom and dad
someday?
Then you could tell your parents
stuff
Like maybe they’re not clean
enough?
Sure, you could say, “It’s time for
bed,”
When they would rather play
instead,
Or when they want hot dogs to eat,
“Pass the spinach!” “Pass the
meat!”
Yes, it would be such fun, if say,
You are your mom and dad
someday,
And they might learn a lesson, too,
When all the orders come from
you!”
Let’s Study This!
Let’s answer these questions:
 What wish does the poem tell
about?
 Which of the things that are said
in the poem have been said to
you?
Read the last lines that tell
the following:
1. What could you say to
your parents about being
clean?
Don’t you wish that you could say
You are your mom and dad
someday?
Then you could tell your parents
stuff
Like maybe they’re not clean
enough?
Sure, you could say, “It’s time for
bed,”
When they would rather play
instead,
Or when they want hot dogs to eat,
“Pass the spinach!” “Pass the
meat!”
Yes, it would be such fun, if say,
You are your mom and dad
someday,
And they might learn a lesson, too,
When all the orders come from
you!”
2. What could you say when
your parents want to stay up
late and play?
Don’t you wish that you could say
You are your mom and dad
someday?
Then you could tell your parents
stuff
Like maybe they’re not clean
enough?
Sure, you could say, “It’s time for
bed,”
When they would rather play
instead,
Or when they want hot dogs to eat,
“Pass the spinach!” “Pass the
meat!”
Yes, it would be such fun, if say,
You are your mom and dad
someday,
And they might learn a lesson, too,
When all the orders come from
you!”
3. What could you say when
your parents want hotdogs
to eat?
Don’t you wish that you could say
You are your mom and dad
someday?
Then you could tell your parents
stuff
Like maybe they’re not clean
enough?
Sure, you could say, “It’s time for
bed,”
When they would rather play
instead,
Or when they want hot dogs to eat,
“Pass the spinach!” “Pass the
meat!”
Yes, it would be such fun, if say,
You are your mom and dad
someday,
And they might learn a lesson, too,
When all the orders come from
you!”
Let’s Do This!
Task 3. Talk about It
Think about what you would say to your
parents if you were a mom or a dad. Then
do these things:
1. Draw picture of yourself as a mom or a
dad. Show what you would do or say.
2. Show your picture to class. Tell what you
are doing and saying in the picture.
Let’s Do More!
Task 4. Pair Up
Work with your partner. Look at the
following pictures and work together
to answer these questions:
1. What is each family doing together?
Does your family do the same thing?
2. What is your favorite family activity?
 Whenever we read texts or literary
articles we should always be accurate,
with appropriate rate and enunciate
words properly.
 We should always be polite to others,
specially to our parents, as well as
others at all times.
 In reacting to poems, movies, or stories,
we should always be able to share our
thoughts and opinions but we should also
be wary about others’ feelings.
Nonetheless, we should always be open to
criticism and respects others’ opinions as
well.
 Let’s
Evaluate
Task 5. Analyze This
Read this poem and
answer the questions that
follow:
 I CAN FLY
by Felice Holman
I can fly, of course
Very low, Not fast,
Rather slow
I spread my arms
Like wings,
Lean on the wind,
And my body zings
About.
Nothing showy-
A few loops
And turns-
But for the most part
I just coast.
However,
Since people are prone to talk
about it
I generally prefer
Unless I am alone,
Just to walk about
Questions:
1. What does the speaker in the
poem say she can do?
2. Would you enjoy doing the
same thing? Why or why not.
3. What does the speaker in the
poem do in order to fly? Read
the lines that tell you.
4. Does the speaker fly high and
fast or low and slow? Read the
lines that tell you.
5. What reason does the speaker give
for not flying when other people are
around? Read the lines that tell you.
What might be another reason?
6. Do you think this poem is about
real flying or make-believe flying?
Why?
 Let’s
Create
Task 6. Art Attack!
Think of a television, cartoon, or comic book
character with special powers or make up a
character of your own. Do these things.
1. Write a short story about the special
things this character can do.
2. Find or draw a picture of the character.
3. Display your story and picture.
DAY 3
Let’s Try This!
Task 1. Picture Analysis:
Look at the picture and
describe what you see to
your classmates.
Task 2. Read Along
Read along silently as
your teacher reads the
poem.
GOING TO BED
by Marchette Chute
I am always told to hurry up-
Which I’d be glad to,
If there were not so many
things
That need attending to
But first I have to find my
towel
Which fell behind the rack
And when a pillow’s thrown at
me
I have to throw it back
And then I have to get the
things
I need in bed with me
Like marbles and my birthday
train
And Pete the chimpanzee.
I have to see my polliwog
Is safety in its pan,
And stand a minute on my
head
To be quite sure I can.
I have to bounce upon my
head
To see if it will sink,
And then when I am covered
up
I find I need a drink.
Task 3. Think about It
Answer these questions:
1. What is the speaker in the
poem always told to do?
2. How do you feel when you
are told to do the same thing?
3. What is the first thing the speaker in
the poem says she must do before
going to bed? Read the lines that tell
you.
4. What toys does she say she must
take to bed with her? Read the lines
that tell you.
5. What else does she say she
must do? Read the lines that tell
you.
6. Do you think the speaker
really needs to do each of these
things? Why, or why not?
Let’s Study This!
Look at these sentences from the poem:
• I was told to hurry up but I have to
find my towel first.
• A pillow is thrown at me and I have to
throw it back.
• How will I go to bed if there were so
many things to do?
 Conjunction
is a joining word. We use
conjunctions to join two words,
phrases, and clauses to make one
long sentence.
There are two types of
conjunctions:
1. Coordinating Conjunctions
2. Subordinating
Conjunctions
Coordinating Conjunctions join
elements of a sentence that are similar.
They join words, phrases, and clauses.

There are seven (7) coordinating

conjunctions They give equal
importance to the words sentences
they connect.
Coordinating Conjunctions are known as
“FANBOYS”:
F- for
A- and
N- nor
B- but
O- or
Y- yet
S- so
Let’s Do This!
Task 4. Write Ups!
Connect these sentences
using the correct
coordinating conjunction:
1. It was a warm day. We
took off our jacket.
It was a warm day, so we
took off our jacket.
2. Tell the truth. I will
punish you.
Tell the truth, or I will
punish you.
3. I studied for the test. I
got a poor grade.
I studied for the test, but I
got a poor grade.
4. I like candy. I like
chocolate.
I like candy, and I like
chocolate.
5. He was an extravagant
person. He did not spend all
his money.
He was an extravagant
person, yet he did not spend
all his money.
6. I ate a lot. I am still
hungry.
I ate a lot, but I am still
hungry.
7. His pen was broken. He
couldn’t write with it.
His pen was broken, so he
couldn’t write with it.
8. I like to sleep. I don’t
like to nap.
I like to sleep, but I don’t
like to nap.
9. I have a meeting. I need
to wake up early.
I have a meeting, so I
need to wake up early.
10. She felt ill. She went
to bed.
She felt ill, so she went to
bed.
Let’s Do More!
Task 5. Match Up
Choose one clause from
Column A, and complete the
sentence using a coordinating
conjunction and a clause from
column B.
• We use conjunctions to join two
words, phrases and clauses to make
one long sentence.
• There are two types of conjunctions:
coordinating conjunctions and
subordinating conjunctions
• Coordinating Conjunctions join
elements of a sentence that are
similar. They join words, phrases, and
clauses.
• The seven coordinating conjunctions
are known as “FANBOYS” mnemonic
to easily memorize.
Let’s Test
Ourselves!
Task 6. Testing… 1,2,3!
Using these coordinating
conjunctions, write down 2
sentences for each. Be ready to
present it in class.
DAY 4
Let’s Try This!
Task 1. Picture Analysis:
Look at the picture and
describe what you see to
your classmates.
Task 2. Read Along
Read along silently as
your teacher reads the
story.
A Surprise for
Me
by Michelle B. Balatbat
 As soon as I opened my eyes that
beautiful Saturday morning, Papa told me
that I should get ready for he’s got a
surprise for me! Though I still feel like
staying in bed for I am still sleepy, I knew it
was something I’ll definitely enjoy! Just as
I finished preparing myself up, Mom came
up and told me to hurry up.
 Once we got to the car, Papa told me that I
would definitely enjoy where we are going!
I’m feeling all the excitement and once we
parked into this unfamiliar garage I wonder,
whose house that was? Until we knocked
on the door, I kept trying to make guesses
of who’s house could that be? And just as
the door opens, I heard a familiar voice!
 “Come in, come in!” says that lovely
voice.
It’s grandma! While I was jumping up
and down Grandma showed up with a
wonderful smile! As soon as I saw her, my
heart felt so happy. It’s been a long time
since I’ve seen her and this is such a
wonderful surprise!
 Even though the house is quite old, it felt
so comfortable and welcoming. While they
were preparing for lunch, I went to Papa
and whispered, “Thank you for this
surprise Papa! I really missed, Gradma!”
“You’re welcome, my son. Whenever you
want to visit her just tell me and I’ll bring
you here.”
Task 3. Think about It
Answer these questions:
• Why did the boy wake up early?
• Where did they drive to see the
surprise?
• Do you think he had fun with that
surprise? Explain your answer.
Let’s Study This!
Look at the highlighted words used
in the story.
just as although while
though once even though
as soon as until whenever
Subordinating Conjunctions
These are also joining words used
to join two words, phrases and
clauses to make one long
sentence.
A subordinating conjunction joins a
main clause to a clause that is not as
important. They often show a
comparison (than), a reason (because,
since), a purpose (so that, in order
that), time (until, as), or place
(where).
• Fang is locked outside
because he is naughty.
• We’ll never finish the project
if you don’t help.
• I’ll wait until my dad arrives.
• The doorbell rang after
dinner was served.

Many adverbs of time act as

conjunctions.
• Unless we play our hardest,
we’ll never make the finals.

You can start a sentence with a

conjunction.
Here are some common
subordinating conjunctions
that you should remember:
After As though
Although Because
As Before
As if Even if
As long as Even though
If Rather than
If only Since
In order that So that
Now that Than
once That
Though Whenever
Till Where
Unless Whereas
Until Wherever
When While
Let’s Do This!
Task 4. Choosy Me!
The following exercises will help you
gain greater understanding about how
subordinating conjunctions work.
Choose the best answer to complete
each sentence.
1. _________ the basement
flooded, we spent all day
cleaning up.
(After, Although, Before, Even if)
2. I don’t want to go to the
movies _____________ I hate
the smell of popcorn.
( although, because,
whenever, so that)
3. I paid Larry, ___________
garden design work is top-
notch.
( whenever, whose, after, if)
4. ___________ spring arrives,
we have to be prepared for
more snow.
( Because, Until, Although,
Now that)
5. _____________ the alarm
goes off, I hit the snooze button.
( As soon as, Because, Before,
Now that)
Let’s Do More!
Task 5. Sing Along

Subordinate Conjunctions
To be sung to the tune of “The Itsy Bitsy Spider”
Subordinating conjunctions are really
such a bore.
There’s after, although, as, because, and
before.
If, provided, since, unless, until and then.
There’s whenever, wherever, while,
where and when.
In case that was too easy let’s add
another rhyme,
As long as, as soon as, once and by the
time.
Now that you know them comma rules
are done
If you start with a sub clause comma, if
not then there’s none.
Subordinating conjunctions joins a
subordinate clause to a main clause
A subordinate clause cannot exist alone
as a single sentence because it depends on
a main clause for its meaning.
 They often show comparison, a reason, a
purpose, time, or place.
Let’s Test
Ourselves!
Task 6. Testing… 1,2,3!
The sentences below either have
subordinating clause or a coordinating
clause. Circle the conjunction used in each
sentence, then shade SC box if it is a
subordinating conjunction or shade the CC
box if it is a coordinating conjunction:
1. James picked the dinner,
and Nadine picked the
dessert.

SC CC
2. Malia laughed when the
puppy chased its tail.

SC CC
3. The lion limped as it crept
through the jungle.

SC CC
4. Because it began to rain,
the game was called off.

SC CC
5. I called Alyana, but she
didn’t answer.

SC CC
6. If the door is open, you
should close it.

SC CC
7. It was a good movie, yet
no one saw it.

SC CC
8. Whenever Anne is ready,
we all leave.

SC CC
9. The class picnic will be at
the beach, or it will be at the
zoo.

SC CC
10. The campers stopped to
rest although they were in a
hurry.

SC CC
Task 6. Testing...1,2,3
1. CC
2. SC
3. SC
4. SC
5. CC
6. SC
7. CC
8. SC
9. CC
10. SC
DAY 5
Let’s Try This!
Task 1. Unscrambled
Arrange the following letters to form a
word about problems in our
environment:
YTERVOP
POVERTY
 LLEILAG
NGMIIN
ILLEGAL MINING
 LLEILAG
GRDUS
ILLEGAL DRUGS
NGIOUSH
HOUSING
PLLOUNIOT
POLLUTION
Task 2. Graph Me Up
Complete this graphical organizer with
problems in our community. You can
add more ideas aside from the words
mentioned.
Let’s Study This!
A paragraph is a collection of related sentences
dealing with a single topic. Learning to write a
good paragraph will help you as a writer, to stay
on track during your drafting and revision
stages. A good paragraph will also assist your
readers in following your ideas. You can have an
amazing idea but if these ideas aren’t presented
in an organized fashion, you will lose your
readers.
The entire paragraph should
concern itself with a single focus. If
it begins with one focus or major
point of discussion, it should not
end with another or wander with
different ideas.
Coherence is the trait that makes
the paragraph easily
understandable to a reader. You
can help create coherence in your
paragraph by creating logical
bridges and verbal bridges.
Let’s Do This!
Task 3: Caterpillar Ideas
From the web of ideas that we identified a
while ago, try drafting your ideas through
an organizer. List down the possible
solutions that you think might help solve
the problem that you identified. Work with
your group members to organize your
ideas.
Let’s Do More!
Task 4: Write Up
Now that you’ve arranged your
ideas for possible solution to the
problems, write the first draft of
your paragraph.
• A paragraph is a collection of related
sentences dealing with a single topic.
• The entire paragraph should concern
itself with a single focus. If it begins with
on focus or major point of discussion, it
should not end with another or wander
with different ideas.
• Coherence is makes the paragraph easily
understandable to a reader. You can
help create coherence in your paragraph
by creating logical bridges and verbal
bridges.
Let’s Test
Ourselves!
Direction: Write
the final draft of
your
composition.