LESSON 2

I.

Objectives: Listen to the poem carefully Relay information accurately using different discourses (Statement, Questions and Commands) (1.1) Learn some common idioms (1.1) Use figurative language to describe people and events (1.2) Write a composition showing introduction, body and conclusion (1.0)

II.

Subject Matter: Speak Gently Listening: Speaking: Reading: Writing: Listening to the Poem. Relaying information accurately using different discourses (Statement, Questions and Commands) Learning some common idioms. Using figurative language to describe people and events. Writing a Composition Showing Introduction, Body and Conclusion.

References: Mind by the Sea Workbook, p. 29. New Dynamics Series 6, 00. 287-289. Over the Ocean 6, pp. 78-79. Skill Builders for Effective Reading V, pp. 20-25. English for All Times 6 Reading by Agnes P. Galapon, et. al., pp. 144-147. English for All Times 6 Language by Agnes P. Galapon, et. al., pp. 14-23. English for You and Me 6 Reading by Elodie A. Cada, 51-52. English for You and Me 6 Language by Elodie A. Cada and Joyce H. Ternio, pp. 4-6 Enhancing Reading Skills 6 by Menelea Mutuc Chiu and Dr. Isabelita M. Santos, pp. 130-135, 206-211. Materials: Graphic Organizers, illustrations of the topic, text books, flashcards, drill boards, charts of activities and task cards. Value: Decisiveness and Objectivity III. Learning Activities: A. Before Reading 1. Pronunciation Drill witch it lived /i/ tripped him picked Wilma is

2. Unlocking of Difficulties (Hidden Words) Find the word described by the phrases from the row of letters at the left. Encircle the word you find within. a. b. c. d. e. f. g. h. raharshimo daccentson caremaingep msgrievetlos thecare-wornte meatdepartment reneternityork armarke - irritating; offensive - a modulation of the voice - to remember; to stay - fail; cause pain; sadness - harassed with troubles or worries - to leave; to go away - endless or limitless - to inflict serious bodily harm on; destroy

3. Motivation Children, listen how I speak to you! (The teacher speaks with a very loud voice saying: Children, listen to me! Then in a gentle manner, say again the same words.) Which way do you like me to speak? Why? Have you experienced being misunderstood or misguided? In such a situation, how should you behave or react? 4. Motive Question In what places can we usually read the sign Speak Gently? why? Let us see how the author used the words Speak Gently in his poem with the same title. Try to analyze the message of the poem. B. During Reading Standards of Choral Reading Choral Reading (Read the poem in a proper manner) C. After Reading 1. Collaborative Work With the groups assigned by the teacher, perform the following tasks. GROUP I Draw It!

Illustrate the message of the first stanza. GROUP II Act It!

Create a short skit showing the proper way of treating children. GROUP III Give Them Back!

Using the Addition Chart, write the characteristics of your parents then write the things you should do in return. Addition Chart

GROUP IV

Sing It!

Think of a song that showcases the message of the fourth stanza. Then sing it together with the group. 2. Engagement Activity Group presentation What is the poem all about? What do the following phrases mean? its a little thing dropped in the hearts deep well rule by love; rule by fear its love be sure to gain teach in accents soft and mild care-worn heart sands of life are nearly run let such in peace depart hearts deep well eternity shall tell How do we learn the meaning of each phrase? What help us understand it? We learn the meaning of phrases through the context clues of the poem. These phrases are called idioms. What is the importance of idioms? Idioms are words/phrases used in a way that is different from the usual dictionary meaning of each word that makes it up. Idioms can liven up your writing. To figure out the meaning of idioms, use context clues and individual word meanings. D. Critical Thinking Read the following sentences. His hands dangled a mile out of his sleeves. The line at the ticket window was a mile long. The parents waited centuries before they were attended to. Angels hair looked like the suns rays. Sharon has a postage stamp of a garden

Analysis and Discussion Hyperbole What is meant by His hands dangled a mile out of his sleeves? His shirt had long sleeves. He had very long arms. His arms were one mile long. Metaphor What do we mean where we say The line at the ticket window was a mile long? Many people lined up to buy ticket. The roll of tickets was long. The windows were a mile apart. Metaphor How long did the parents wait when we say They waited centuries before they were attended to? They waited for two centuries. They were attended to for so many years. They waited for a long time.

Simile What is a hair that looked like the suns rays? How will you describe Sharons garden if you say that she has a postage stamp of a garden? What was used in describing people and events in the examples given? Figurative language was used in describing people and events. Practice Exercises Read each figurative language bellow. Answer the questions that follow by encircling the letter of the correct answer. 1. The crowd croaked in unison. The people are compared to ____________. a. cats b. cocks c. frogs 2. The child is burning with fever. The childs fever is like ______________. a. a brick fire b. a low flame c. a dying fire 3. Grandpa is a lion when he is angry. Grandpa probably ______________. a. screams b. roars c. sing 4. The devil fish is the giant of the sea. The devil fish is a ______________. a. large b. black c. sea creatures 5. The hungry boy wolfed down his food. The boy ate like a wolf and that he a. smelled the food first before eating it b. ate in a big mouthful and swallowed without chewing c. drank water with his mouth full of food E. Mastery of Structure of the English Language (MSEL) 1. Drill (Using flashcards and Show Me Boards) Read each sentences carefully. Write S if the sentence is statement, R if it expresses a request and C if it expresses command. a. b. c. d. e. Listen attentively. Please keep your things in order. Avoid making too much noise. Stop going around please. Observe silence.

2. Motivation Game: Simon Says (Teacher uses commands and request) 3. Development of Lesson A. Presentation Read and analyze the comic strip.

Lock your room before leaving, Jim Mother Mother told Jim to lock his room before leaving. Rina

Yes, Mother.

Jim

Please polish the floor, Mang Ambo. Miss Aguila

Yes, Mam.

Mang Ambo
Miss Aguila requested Mang Ambo to polish the floor.

Ricky
B. Comprehension Checkup In the first, strip what does Mother want Jim to do? Why do you think so? In the second, strip what did Miss Aguila tell Mang Ambo? Who do you think is Mang Ambo? C. Elicitation Give the exact words of Mother and Miss Aguila. Mother said, Lock your room before leaving Jim. Miss Aguila said, Please polish the floor, Mang Ambo.

What kind of sentences was used? (command/request) They too, can be changed to indirect discourse.

Study the chart below.

Direct Discourse 1. Mother said, Lock your room before leaving Jim. 2. Miss Aguila said, Please polish the floor, Mang Ambo. 3. Miss Aguila said, Kindly polish the floor, Mang Ambo.

Indirect Discourse

Mother told Jim to lock his room before leaving. Miss Aguila asked Mang Ambo to polish the floor. Miss Aguila requested Mang Ambo to polish the floor.

Sentence no.1 is a command. What word was used instead of said? (told) What followed the word told? (the name of the person spoken to) What word is added before the verb lock? (to) What happened to the quotation marks? (dropped or removed)

Sentence no.2 is a request. What word was used instead of said? (asked/requested) What followed the word asked/requested? (the name of the person spoken to) What happened to the word please? (dropped)

D. Generalization a. In the reported command the verb said is not used. Instead the verb told is used. Told is followed by the name of the person spoken to. The word to is added before the verb. b. In reporting requests, the verbs asked or requested are used instead of told. The word please or kindly is dropped. c. The quotation marks are dropped. d. Necessary changes are made in the pronouns Ex: your becomes his 4. Application Bubble Talk Teacher calls on three (3 pupils) to act out the dialog and complete the indirect command or request. A.

Obey your parents, Jojo.

Yes, lolo.

Jojo Grandfather Obey your parents, Jojo.

Shiela
B.

Riza, please help me finish my homework. Millie

Sure.

Riza

Millie help

Riza finish project.

Raffy
IV. Evaluation: Read the short paragraph below. Follow what you are asked to do. It was vacation time. Being the eldest, Lina was assigned by her mother to clean the house. In order to finish early she called her brothers and sisters to help her. Read her instructions. Change each one into a reported form. 1. Kevin, please dust the furniture. 2. Susie, arrange the books and magazines. 3. Husk the floor, Ruben. 4. Help me put some plants inside Roy. 5. Please be careful in handling the plates, Susie.

V.

Enrichment Activity:

Read the following direct commands and requests. Fill in the blanks with the missing words to complete the sentences. a. Rico said, Eric water the plants. Rico

water the plants.

b. Liza said, Please check the papers for me, Amy. Liza Amy the papers for c.

Mr. Mirasol said, Jose, submit your project early tomorrow. Mr. Mirasol Jose project early tomorrow.

d. The maid said, Please stay in your room, children The maid the children stay in room.