Beruflich Dokumente
Kultur Dokumente
Week 7
I. Objectives
A. Expressive Objectives
1. Show tactfulness when communicating with others
2. Observe politeness at all times
3. Appreciate fairy tale stories.
B. Instructional Objectives
Oral Reading Fluency Read with automaticity grade level frequently occurring content area words
(Health)
Grammar Compose clear and coherent sentences using appropriate grammatical structures: -conjunctions
Attitude towards literacy, literature, and language Observe politeness at all times
Show tactfulness when communicating with others
A. Topics
1. Tooth Fairy
2. Fantasy and Reality
3. Clipped Words
4. Figures of Speech (simile, metaphor, personification, hyperbole)
5. Conjunctions
6. Transition/Signal Words
B. Materials :
Pictures
Activity sheet
Crossword puzzle
Strips of cartolina
III. Procedure:
Quarter I
Week 7 Day 1
I. Objectives
1. Distinguish reality from fantasy
2. Recounts events effectively
3. Appreciate fairy tale stories
Say : Class look at the pictures, what is in the picture. This is a tooth fairy. The story that we are
going to read has something to do with our lesson for today, its all about Reality and Fantasy.
- Reality tells about things that could happen in real life
- Fantasy Tells about characters or events that cannot really happen or it is a product of
imagination only.
1. Unlocking of Difficulties
Choose the meaning of the underlined words.
2. James hid his face in his hands and drooped his head.
Tooth Fairy
Jenny snuggled under for blanket with her eyes wide open.
I will stay awake. Oh, I want to see the fairy, she muttered sleepily.
That afternoon in school, her milk tooth had wiggled and turned for the last time.
It fell on a page of the book that Jenny was reading. Now she had a space just as most
of her schoolmates had, right in the middle of her beautiful grin.
Before going to bed that night, Jenny put the tooth under her pillow to see
whether a fairy would take it away and leaved a surprise in its place. She wanted to stay
awake, but her eyelids drooped and closed.
The room was still quiet. Then, a tinkle, like the sound of a music box, filled the
air. Out of the darkness, the shiniest little fairy any could imagine, floated into the room.
She knelt down beside Jennys pillow and found the hidden tooth.
The fairy dropped the tooth into a golden purse and whispered, Now I have
another pearl for my queens necklace. Thanks to you Jenny. Out of gratitude, I will
leave you this coin. It will be your reward and will bring you luck, Jenny. The music
began again, and the fairy fluttered away.
Before she opened her eyes, Jenny reached under the pillow. She was surprised
when she felt something there. When she saw the coin, she sat up smiling.
Mother smiled and said, You want to believe that she came, dont you? So why
dont we just make believe that she did?
But I saw her, Mother. I just dont know how. I wish I didnt fall asleep, she said
winking at Mother. Oh, well, I still have baby teeth anyway!
Ask the following questions:
Say: Listen attentively as we recall some of the parts of the story. Let us analyze them
if they show reality or fantasy.
1. A tooth fell on a page of the book that Jenny was reading. (Reality)
2. Out of darkness, the shiniest little fairy anyone could imagine floated
into the room. (Fantasy)
3. The room was still and quiet. (Reality)
4. Now she had a space just as most of her schoolmate had, right in the middle of
her beautiful grin.(Reality)
5. The fairy dropped the tooth into a golden purse. (Fantasy)
D. Guided Practice
1. Pantomiming
a. Tell you pupils to think of their fantasy dream.
b. Let them pantomime it while their classmates will guess what it is. Ask them again to think
their ambition. Let them act it out again and class will guess it.
c. Ask them also how they will achieve their ambition
2. Raise R card if the event or action is Reality and raise letter F if the action is Fantasy.
1. Blankets should be cleaned after use.
2. Through the Internet, people can play games with each other. They can do much more.
3. When the man hit the pot, diamond came out.
4. A woodcutter cuts wood in the forest.
5. Computers can cook our food.
E. Independent Practice
The teacher will write the sentences in strips of cartolina. Then let the pupils put each one in
proper column.
Reality Fantasy
_____________________ ________________________
_____________________ ________________________
_____________________ ________________________
_____________________ ________________________
IV. Evaluation:
Sequence the events that happened in the story. Write numbers 1-5 on the space provided for.
_____1. That afternoon in school, her milk tooth had wiggled and turned for the last time.
_____2. The fairy dropped the tooth into a golden purse and whispered, Now I have another
pearl for my queens necklace.
_____3. Jenny snuggled under for blanket with her eyes wide open.
_____4. Before she opened her eyes, Jenny reached under the pillow. She was surprised
when she felt something there. When she saw the coin, she sat up smiling.
_____5. But I saw her, Mother. I Just dont know how. I wish I didnt fall asleep, she said
winking at Mother. Oh, well, I still have baby teeth anyway!
V. Agreement:
Richelle G. Esguerra
Pila E.S.
Quarter I
Week 7 Day 2
I. Objective :
1. Infer the meaning of unfamiliar words (clipped) based on given context clues (synonyms,
antonyms, word parts)
2. Observe politeness at all times
Class, our lesson for today is all about the unfamiliar clipped words
Clipped words are often used to shorten word for their convenience.
C. Modeling
Notice the underlined shorten words. Let the pupils guess its original word
1. Backclipping (Apocopation) is the loss of one or more syllables at the end of a word.
Examples:
app (application)
bi (bisexual)
bra (brassiere)
Examples:
phone (telephone)
sample (example)
coon (raccoon)
4. Middle Clipping (Syncope) retains the middle part of a word, getting rid of the
beginning and ending parts.
Examples:
flu (influenza)
tec (detective)
Examples:
Other examples:
Type of
Original Word Clipped Word Definition
Clipping
D. Guided Practice
A. Group the pupils into four. Give each group a picture. Using the picture, give its original word,
clipped word, and meaning and use it in a sentence. Be able to present it to the class.
Group 1. Group 2
Group 3 Group 4
B. Read the meaning of each clipped words and give its original word. Write your answer on the
space provided for.
__________1. decaf = to remove the caffeine from coffee
__________2. prom = a formal dance held for a school class toward the end of
the academic year
__________ 3. croc = a large aggressive aquatic reptile with massive jaws and a
body covered with bony plates
__________ 4. mike = a device for converting sound waves into electrical energypop
(music or art ) new and of general appeal, especially among young people
__________5. prom = a formal dance held for a school class toward the end of the
academic year
E. Independent Practice
A. Write the word from the box that matches the bold clipped word beside it.
Last week, my family went to Manila to visit some schools Pauleen ________ applied to.
Its strange to think that next year my sister will be a high-school grad.____________ We took a
taxi ____________ to the airport since our plane____________ left so early in the morning.
The dorm ____________ rooms were awfully small, but Pauleen was really impressed with the
science labs____________. Later on, we ate some burgers____________ at the student union
and talked to a few students.
My parents have finally decided that Im old enough to ride my bike____________ to Dr.
Cruzs office. He posted an ad____________asking for help a couple of days a week. He thinks
its great that I plan on being a vet____________one day and takes all my questions seriously.
Have you been to any ballgames? Are you keeping stats ____________ of your
favourite players? I Hope youre having a great summer.
Your friend,
Jose
B. Give the original word of the given clipped word based on its meaning. Choose the letter
of the correct answer.
1. coke = carbonated drink flavoured with extract from Kola nuts
a. coconut b. cocaine c. cocain d. coca-cola e. choke
2. co-ed = schooling attended by members of both sexes
a. coedam b. coeddo c. coedit d. coeditor e. coeducational
3. grannie, granny = the mother of your father or mother
a. granary b. grand prix c. grande dame d. grandfather e. Grandmother
4. vet = a doctor who practices veterinary medicine
a. veterinarian b. veteran c. vetchworm d. vestrywoman e. Vegetarian
5. gent = a man of refinement
a. genealogist b. general agent c. general team d. genitals e. Gentleman
F. Closure
Clipped words are often used in their shorten word for their convenience.
IV. Evaluation:
Match the original/clipped words from its meaning. Write the letter of the correct answer on
the space provided for.
Richelle G. Esguerra
Pila E.S.
Quarter I
Week 7 Day 3
I. Objectives
1. Analyze figures of speech (simile, metaphor, personification, hyperbole) in a given text
2. Appreciate figurative language
3. Show tactfulness when communicating with others
A. Ask: Have you read a poem? Did you understand the meaning of the poem or what
the author wants to convey? Why? Why not?
Say: Class our lesson for today is all about the Figures of Speech .
- Figure of speech is an expression that means something different than the literal
meaning of the words.
- Figures of Speech can make ones poetry , speech and writing more creative,
expressive and interesting
Unlocking of Difficulties
delight - satisfaction
bower - one who bends his head or body to show respect
fold - to lay one part over another part
duster - one used to remove dust
C. Modeling
1. Reading the poem by the teacher
2. Reading the poem by the pupils
3. Choose a pupil who will read the poem for the third time
NIGHT
By William Blake
A simile states a comparison between two unlike objects but have something in common.
A simile contains the words like or as.
Look at the first sample. What human qualities are given to the moon?
The moon can walk in her silver shoes and can peer and see.
What human qualities are given to the birds in the second example?
D. Guided Practice
A. Direction: Group the pupils into four. Give each group famous lines from poems.
Then let them identify what figurative language used.
B. Direction: Form another four groups. Give each group a picture. Then out of the picture compose
a sentence using figures of speech. Have your group representative and share your answer to
the class.
Group 1 Group 2
Group 3 Group 4
E. Independent Practice
F. Closure:
IV. Evaluation
Identify the figurative words used in each sentence. Write S for simile,
M for metaphor, P for personification and H for Hyperbole
1. The kettle sings as it sits on the stove.
2. The grass dances with the wind.
3. It was so cold, I saw polar bears wearing jackets.
4. The clouds are as white as cotton.
_____ 5. Her brother was a tower of strength during those hard times.
V. Agreement
Look for a short story poem and copy it in your notebook. Underline the figurative words.
Prepared by:
Richelle G. Esguerra
Pila E.S.
Quarter I
Week 7 Day 4
I. Objectives
1. Compose clear and coherent sentences using appropriate grammatical structures: -conjunctions
2. Identify the three types of conjunctions
3. Show care and love for the other people around you.
Topic : Conjunctions
Materials : Chart, crossword puzzle
References : CG EN5WC-Ig-1.8.3
http://www.myenglishpages.com/site_php_files/grammar-lesson-conjunctions.php
English For All Times Reading Textbook
Focused Skills : Listening/ Composing coherent sentence
Value : Kindness to others
A. Ask : Class, do you have neighbors? How do you treat your neighbors?
C. Modeling
Ask the following question. The teacher will write the possible answer on the board.
1. Who are the characters in the story?
2. What do Sajid and Zarinah enjoy doing by the beach and at the sea?
3. How do Sajid, Zarinah and their friends usually spend the weekends?
4. What do Sajid loves to do that Zarina finds it boring?
How are the words and phrases in the following simple sentences connected?
3. Sajid and Zarinah with their friends, usually have picnics either in the morning or in the
afternoon.
- Conjunctions is a part of speech that joins two words, phrases or clauses together.
There are three types of conjunctions:
Coordinating Correlative
Conjunctions Conjunctions Common Subordinating Conjunctions
Coordinating conjunctions also called coordinators that connect two or more equal
items.
Examples:
He plays tennis and soccer
Correlative conjunctions are used in pairs. They work in pairs to coordinate two items.
Examples:
I didn't know that she can neither read nor write.
"So" is a small English word that can have different meanings. As mentioned in the table above, it is
commonly used as a coordinator rather than as a subordinating conjunction. There are, however,
instances when "so" may introduce purpose and in this case "so" is used as a subordinating
conjunction.
Examples:
"I took my umbrella with me so I wouldn't get wet."
" I stayed so I could see you."
D. Guided Practice
Direction : Group the pupils into four. Give each group copies of crossword puzzle. Tell them to
solve it by using appropriate conjunction.
1. 2
. 3
4 5
6
Across
3. He must be very popular, ___ everyone in school knows him.
5. John wanted to stay, ___ his sister persuaded him to go.
6. ___ the rain, we went to the beach.
7. ___ I got home, my sister had already left.
8. It's too late to go out; ___, it's beginning to rain.
Down
1. She wanted to go to the party; ___, she was not invited.
2. ___ it was cold, he went out without a sweater.
4. We can't buy it ___ we don't have enough money.
5. John had to go to the doctor ___ he was not feeling well.
( Across 3. for 5. but 6. despite 7. when 8. moreover
Down 1. however 2. although 4. since 5. because )
E. Independent Practice
A. Combine the following independent clause to form new sentences using conjunctions.
1. Our backyard is wide. It has good soil.
2. I cultivated a garden plot. I bought seeds.
3. I planted tomato seeds last week. Nothing grew.
4. I tried again. I succeeded.
5. I would like to plant more. There isnt enough space.
B. Write the appropriate conjunctions (and, or, not, but, after, before, until, that, when) to join the
sentences to complete the myth.
The Rose
There once was a pretty __________ very naughty child. Her name was
Rosa. She was scornful of others, especially the poor.
One day, a beggar went to their house. He begged for a drink
__________ he was ignored by Rosa. She sent him away instead.
Just __________ the beggar left, the world darkened.
It rained hard. It thundered __________ lightning flashed.
A bolt of lightning struck Rosas house. The rain stopped __________
the world brightened. Rosa was nowhere to be seen. Her parents couldnt find
her __________ they grieved.
One day, a plant sprouted in their yard. It grew __________ bore a
beautiful flower __________ was thorny. It reminded the parents their lost child.
They called the plant rose, a reminder of their lost child.
F. Closure:
- Coordinating conjunctions
- Correlative conjunctions
- Subordinating conjunctions
IV. Evaluation
V. Agreement
a. as if b. like c. as d. though
Prepared by:
Richelle G. Esguerra
Pila E.S.
Quarter I
Week 7 Day 5
I. Objectives
1. Revise writing for clarity transitions /signal words
2. Read with automaticity occurring content area words (Health)
3. Show tactfulness when communicating with others
Read the sentences. Then let the pupils tell the meaning of the word in the sentence you will say
twice (underlined word in the sentence).
C. Modeling
Read the selection to the class.
First, we sliced the apples. Then, we simmered them in a saucepan until they
were tender. Next, we added sugar and left the stew to cool. When it was cold, we
stirred in yogurt. We then spooned the stewed apple into dishes and sprinkled each with
crushed fruit and nut bars. Finally, we decorated each dish with apple slices.
Read again the underlined words. Tell the class that those are the examples of
transition/signal words
Transition signals are linking words or phrases that connect your ideas and add cohesion to
your writing. They signpost or indicate to the reader the relationships between sentences and
between paragraphs, making it easier for the reader to understand your ideas. We use a variety of
transition signals to fulfill a number of functions. Some of these functions include: to show the order
or sequence of events; to indicate that a new idea or an example will follow; to show that a
contrasting idea will be presented, or to signal a summary or a conclusion.
Example: In the novel, there are many tragic events that take place. The princes untimely
death occurs two days before the wedding.
Revision: In the novel, there are many tragic events that take place. For example, the
princes untimely death occurs two days before the wedding.
Say : The transition helps to connect the idea to the example that follows.
D. Guided Practice
A. Direction : Tell the pupils to read the paragraph, then highlight all of the transition words.
Ever since I moved into my own apartment last fall, I have gotten out of the habit
of making my bed--except on Fridays, of course, when I change the sheets. Although
some people may think that I am a slob, I have some sound reasons for breaking the
bed-making habit. In the first place, I am not concerned about maintaining a tidy
bedroom because no one except me ever ventures in there. Secondly, I only use my bed
to sleep in, so why go to all of the effort of making it when I am just going to mess it up
again the next time Im in my room. In addition, I find nothing uncomfortable about
crawling into a rumpled mass of sheets and blankets. On the contrary, I enjoy poking out
a cozy space for myself before drifting off to sleep. Also, I think that a tightly made bed is
downright uncomfortable: entering one makes me feel like a loaf of bread being wrapped
and sealed. Finally, and most importantly, I think bed-making is an awful way to waste
time in the morning. I would rather spend those precious minutes checking my email or
feeding the cat than tucking in corners or snapping the spread. Therefore, I will not
conform to the rules on tidiness and my bed will remain unmade!
A. Complete the paragraph by filling in the blanks with the correct transition words in the box.
B. Direction: Select a topic from the list below. Then write a short paragraph using transition words.
.
a sport eating healthy food a vacation a holiday a pet
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
F. Closure
IV. Evaluation
Revise the following sentences by writing appropriate transition word on the line provided.
3. The ballet did not impress the students. ______, the break dancers were a big hit.
4. We visited Phoenix, Tucson, Albuquerque, Santa Fe, and ______, Las Vegas.
5. Some chili recipes do not include kidney beans. ______ would be the traditional West Texas chili.