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WEEK 9

Recount Events in a Story Read

Think and Tell

Show bundle of sticks

Say: What can you say about the pictures?

Let the pupils break the bundle of sticks.

Find Out and Learn

Read the story “A Bundle of Sticks”

A Bundle Sticks

Once upon a time, an old man lived with his three sons in a village. All his three sons
were hard workers. Still, none of them agreed with each other and quarrelled all the time.
The old man tried a lot to unite them but he failed. While the villagers were surprised at their
hard work and efforts, they also made fun of them on their fights.

Months passed by and the old man fell sick. He talked to his sons to stay united, but
none of his sons heard his words. So, he decided to teach them a practical lesson so that
they would shed off their differences and stay united.

The old man called as his sons. He told them, ‘I will give you a bundle of sticks.
Separate each stick and you will have to break each stick into pieces of two. The one who
breaks the sticks quickly will be rewarded more.’

All sons agreed.

The old man gave a bundle of 10 sticks to everyone of them and asked to break it
into pieces. All the sons broke the sticks into pieces in minutes.
And again they started to quarrel among themselves as who came first.

The old man said, ‘Dear sons, the game is not over. Now I will give another bundle of
sticks to all of you. You will have to break the sticks as a bundle, not as separate sticks.’

The sons agreed and began to break the bundle of sticks. Unfortunately, they could
not break the bundle. They tried very hard but failed to complete the task.

All sons said to the father about their failure.

The old man replied, ‘Dear sons, See! You could easily break the single sticks into
pieces, but you were not able to break the bundle! The sticks were same. So, if you stay
united, nobody can make any harm to you. If you quarrel every time with your brothers,
anyone can easily defeat you. I request you to stay united.’

The three sons understood the power of unity and promised their father that whatever be
the problem, they would all stay together.

Think About It

Comprehension Questions.

1. Who are the character in the stories?


2. Where did the story happened?
3. How will you describe the three brothers?
4. Why did the man called the three brothers? What did he told them to do?
5. Did the three brothers break the sticks during their first try? What did happened
during the second time they tried it?
6. What is the moral lesson of the story?

Try and Learn


Give the events that happens in the story by placing it inside the box and it must
be in the right sequence.Choose from the sentences below the boxes.The group who
finish first will be the winner.

 The three sons understood the power of unity and promised their father
that they will resovlved problems together
 The old man let his sons quarelled all the time.
 There lived an old old and three brothers who alayas quarelled with each
other.
 The old man told his sons and told them to break the sticks again but as a
bundle.
 The old man told them the moral lessons of the bundle of sticks..
 The old man summoned his sons and asked them to separate the bundle
of
sticks and break each one of it.

Do and Learn

The teacher will ask each groups to phantomine some of the events in the
story. The group who gives the best detailt events will be the winner.

 The three brothers are all are hard working but always quarreled with
each other.
 The old man summoned his sons and asked them to separate the
bundle of sticks and break each one of it.
 The three sons understood the power of unity and promised their
father that they will resovlved problems together.

Remember

 To recount events means that to tell the details of a given events”


 To recount events effectively one must;
a. Listen or read the stories very well.
b. Be specific in giving the events in the story
c. Organize the events properly

Write About It
Recount the events in the following story. Write atleast five sentence to
recount the following events

Fight Among the Fingers

by kathavarta

Once there was a fight among the fingers. Each of them was fighting, “I am the king
of the fingers, I am the greatest, I am the most important”. All of them went to the court and
stood in front of the judge for his decision.

In the court, the thumb stood in front of the judge and said: “I am the king, because I
am the strongest and firmest. Without me no one is able to do work. Hence I am the king”.
The judge heard all that.

Next the index finger got up and said, “I am the king, because I threaten everyone. I
point to things, direct people and show things. Hence I have names like threatener, shower,
and pointer.” The judge heard all that.

Next, the middle finger got up and said, “I am the strongest and longest of all the
fingers. Hence I deserve to be the king”. The judge heard all that.

Next the ring finger stood and said, “I am the richest, because I wear a ring made of
gold, studded with all the precious gems. Hence I am the king”.

Next, the little finger stood up with eyes filled with tears and said, “I am not strong
like the thumb. I cannot threaten others. I am very small and negligible. I am very poor and
do not wear a gold ring. But when I do Namaskara, there I stand in front. I am lucky to have
the first sight (Darshan) of all the great people.”

Having heard that, the judge decided that the little finger deserves to be the king of
all the fingers.

Learn Some More

Recount the events that happened to you yesterday.


Recount Events in a Story Viewed

Think and Tell


Show a Picture of “Maria Makiling”

What can you say about the picture?

Find Out and Learn


The teacher will tell the students to watch The Legend of Maria Makiling

https://www.youtube.com/watch?v=CycU0owzEMw

Think About it
Ask the Following Questions

1. Who are the characters in the stories?

2. What are the good things Maria Makiling do the the town people?

3. Why are they surprise when they see the farm of the man Maria Makiling Fall in love
with?

4. What kind of letter did the young man received?

5. Did the Young man enlist in the army?

6. What did he do in order not to enlist in the army?


7. How did Maria Makiling took up the news when she learned that his beloved man will
get married? What did she do after that?

8. How will you describe the the mountain of Maria Makiling if you are in a plane land?

Try and Learn

Watch Again the Legend Of Maria Makilin. Give the events that happened
in the story. Place it inside the crcle.
Do and Learn

Watch the story of Of “Malakas and Maganda”. Recount the events in the story using a
series event chains.]

https://www.youtube.com/watch?v=wuTncnbzWQc&list=PLTCbu9CPjfnVQsEJexzNHVju
GCwReB695&index=3
Remember

How to recount events effectively?


 To recount events means that to tell the details of a given events”
 To recount events effectively one must;
d. Watch and understand the stories very well.
e. Be specific in giving the events in the story
f. Recall all the major events
g. Organize the events properly

Write About It

Watch again another stories, “”The Town Mouse and the Country Mouse”. Recount the
events in the storyin atleast 5 sentences.
https://www.youtube.com/watch?v=oi5wlyQ3hmk&list=PL2B48F21B556F3ED2&index=32
1

Clarify Meaning of Words Using Dictionaries,


Thesaurus and/or Online resources

Think and Tell


Show a Thesaurus or a Dictionary.
What is the use of the dictionary?

Find Out and Learn


Bring out your any the following a dictionaries, thesaurus or even your
cellphones. We are going to read a stories about , “Tsunamis and Earthquakes”.

Earthquakes and Tsunamis

By: Sue Peterson

Earthquakes are the sudden shock of the earth’s surface that result in the earth
shaking and rolling. They can be felt over large geographical areas for brief moments of
time. This is a natural way for the earth to release stress. Did you know that more than a
million earthquakes shock the world each year? Let’s look at what causes this unpredictable
phenomenon.

There are nearly 20 tectonic plates that are along the earth’s surface that
continuously move past each other. When these plates stretch or squeeze, huge rocks form
at their edges and the rocks shift causing an earthquake. You can visualize an earthquake
by holding a pencil horizontally in the air and applying force to both ends by pushing down
on them. Eventually, the pencil will break somewhere between the two pencil ends to
release the stress placed on it. This is exactly how the earth’s crust reacts to produce an
earthquake.

The plates move and put forces on each other so the earth’s crust breaks for this
stress to be released in the form of energy. This energy then moves at a terrifying rate
through the earth as an earthquake. A seismograph is an instrument used to record the
strength of the earthquake. It also measures how long the earthquake occurs. Other
significant terms to know concerning the topic of earthquakes include the “epicenter” which
is the point on the earth’s surface above the source of the earthquake; “seismic waves”
which is the energy created by the quake that causes building, structures, and the earth to
move horizontally; and the Richter Scale, a measurement of an earthquake’s intensity.

The points on the Richter Scale correspond to the amount of shaking of the earth
(ten times the amount of shaking and 33 times the amount of energy). It has been reported
that the energy released by a large earthquake may be equal to 10,000 times the energy of
the first atomic bomb and cause anxiety-ridden victims to panic. Following is a chart that
shows the types of earthquakes and the rating of each on the Richter Scale.

Richter Scale

4 Minor Earthquake
5 Moderate Earthquake
6 Strong Earthquake
7 Major Earthquake
8 Great Earthquake

If you live in a region of the world that has been known to have a history of
earthquakes, it is advised that you assemble a well-equipped safety and emergency kit. It is
also imperative to have an established disaster plan so everyone remains safe. During an
actual earthquake, it is advisable to get under a sturdy piece of furniture where nothing can
fall on you and to stay clear of glass windows and larger objects. If you are outdoors, you
need to stay far away of buildings, trees, and power lines. If you are in a car, it is important
to drive to a safe area and stay in the car until the trembles stop.
There may be aftershocks, movements after the earthquake. Check for personal
injuries and damage to your home when all movement has subsided. Depending on the
strength of the earthquake, you may be horrified and need someone for reassurance. It is
urgent that you remain calm. You may be able to reassemble some of the items that were
tossed about and repair the disorder that has occurred during this disaster at a later time.

Tsunamis are formed by the displacement of water, either a landslide, volcanic


eruption or by the slippage of the earth’s plates, rock about 15-200 kilometers (50,000-
650,000 feet) deep that carry the continents and seas of the earth on an underground ocean
of hot, semi-solid material. Tsunamis are large ocean waves that flow straight avoiding any
winding and circular turns like most every day waves. Tsunamis travel up to 965 kph. (600
mph), thus capable of causing severe damage with their treacherous speed alone. They
travel the fastest in deeper water, yet hit near the shoreline at 48-64 kph (30-40 mph).

Let us get the meaning of the following underlined words.

1. Geographical –
2. Unpredictable –
3. Tectonic –
4. Imperative –
5. Sturdy –
6. Aftershock –
7. Subsided –
8. Horrified –
9. Urgent –
10. Reassemble –
11. Disaster –
12. Displacement –
13. Winding –
14. Severe –
15. Treacherous –

Try and Learn

Have a contest in getting the meaning of words. (teacher may give as many
words) The first group that can post the meaning on the board wins while the
other groups will find it.
Match each word in Column A with its meaning in Column B. Write
the answer on a separate sheet of paper.

A B
1. atmosphere a. genuine and original
2. autopsy b. having no trees or other
3. blush growing plants
4. authentic c. the mixture of gases that surrounds an astronomical
5. barren object such as the earth
d. to turn red in the face because of emotion,
especially embarrassment, shame, modesty, or
pleasure
e. medical examination of a dead body in order to
establish the cause and circumstances of death

Do and Learn
Have the students to work “Scavenger Hunt” wherein the students will find
the word in a dictionary with the help of a clue and get the meaning of the
following words. The first group who will finish is the winner.

1. The last word in your dictionary –


2. A word with more than 3 meanings –
3. A word with five or more than syllables –
4. Open to any page what is the longest word you see –
5. Find a word you have never heard before -

Remember

Clarifying the meaning words can be done through the use of


dictionaries, thesaurus or other online materials.
Try and Learn
Clarify the following words using a dictionary, thesaurus or other online materials.

1. Dredge –
2. Lucid –
3. Seethe –
4. Nimble –
5. Loftly –

Learn Some Thing


Read a story and write at least 5 words you do not understand. Find
the meaning of words using the dictionary
Compose clear and coherent sentences using
gramatical structures: Conjunctions
- Coordinating Conjunctions

Think and Tell


Show a PowerPoint Presentation.
Find Out and Learn

Refer again to the later power point presentattions.


Teacher will read the sentences.

a. My favorite heroes are Batman and Green Lantern.


b. The gold is hidden at the beach or at the lake.
c. I like coffee, but I don’t like tea.
d. Jose Rizal wanted reform for the Philippines, so they established the Kilusang
Propaganda in Spain.

When to Use Each Coordinating Conjunction:

Reason Coordinating Conjunction


To communicate addition and
To communicate contrast but, yet
To communicate a result/effect so
To communicate a reason/cause for
To communicate a choice or
To communicate a negative choice nor

Other Examples:

The shoes were not blue suede nor black leather.

It wasn’t a costume party, yet many came dressed as literary villains.

I hate to waste a drop of gas, for it is very expensive these days.

 What conjunction the words in the first sentence?


 What conjunction are to be used when connect that tells a negative
choice?
 When to use the coordinating conjunction “for”?
Try and Learn
The following exercises will help you gain greater understanding about how
coordinating conjunctions work. Choose the best answer to complete each sentence.

1. Would you rather have cheese _____ bologna on your sandwich?


1. For
2. Nor
3. Or
4. So

2. His two favorite sports are football ______ tennis.


1. Or
2. And
3. Nor
4. For

3. I wanted to go to the beach, _______ Mary refused.


1. But
2. Or
3. So
4. For

4. I am allergic to cats, ______ I have three of them.


1. Or
2. For
3. Yet
4. So
5. I am a vegetarian, _______ I don’t eat any meat.
1. So
2. Yet
3. Nor
4. But

Do and Learn

Compose a coherent and clear sentence using the different coordinating


conjunctions. The group who presents the most coherent sentences will be the winner.
Remind the students to be tactful in constructing a sentence.

and but yet so for nor or

Remember

Conjunctions are words that joins two or more words, phrases and clause.

Coordinating conjunctions are used to join words, phrases, and independent clauses.

When to Use Each Coordinating Conjunction:

Reason Coordinating Conjunction


To communicate addition and
To communicate contrast but, yet
To communicate a result/effect so
To communicate a reason/cause for
To communicate a choice or
To communicate a negative choice nor

Write About It

Compose a coherent and clear sentence using the coordinating conjunction for,
nor, or, so and yet. Do this on a piece of paper.
Learn Some More

Choose a conjunction below to join each pair of sentences.

and but yet so for nor or

1. I was going to see a movie. My mother asked me to clean our backyard.


2. Toni saves money everyday. He will buy a new dress for her mother.
3. Pampilo finishes his work early. He can go to his night job.

Compose clear and coherent sentences using


gramatical structures: Conjunctions
- Suborrdinating Conjunctions

Think and Tell

Show a Picture
Study the picture very well.
Guess what is the missing word in the picture?
Clue: It is a person who is lower in rank or position.
The answer must be in plural form.
Find Out and Learn

The teacher will read the following.

A subordinating conjunction may appear at a sentence beginning or


between two clauses in a sentence.

A subordinate conjunction usually provides a tighter connection between


clauses than a coordinating conjunctions does.

Loose: It is raining, so we have an umbrella.


Tight: Because it is raining, we have an umbrella.

Punctuation Note:

When the dependent clause is placed first in a sentence, use a comma between the two
clauses. When the independent clause is placed first and the dependent clause second, do not
separate the two clauses with a comma.
When to Use Common Subordinate Conjunctions:

Reason Subordinate Conjunction

Regarding time after, before, once, since,


until, when, whenever, while

To communicate a reason/cause as, because, since

To communicate a result/effect in order that, so that, that

To communicate a condition if, even if, unless

To communicate contrast although, even though,


though, whereas

Regarding location where, wherever

Regarding a choice than, whether

Other examples;

Once she found the perfect broach, she purchased three outfits to match it.

He wore the top hat wherever he went.

 What does a subordinating conjunction connect?


 What happen to the other clause when a subordinating conjunction is
used?
 What happen when the dependent clause is place at the beginning of the
sentence?
 When do we use the subordinating conjunctions “even if” and “unless”
 What are the subordinating conjunctions to be used when it communicate
a contrast?
Try and Learn

Choose from among these subordinating conjunctions to complete each sentence:

although as long as because even if so that unless

until while

1. She has decided to move to Portland _______ there are more opportunities for employment
in that city.

2. You can borrow my car _______ you agree to be very careful with it.

3. They'll have a good corn harvest this year ________ it rains a lot and prevents them from
harvesting their crops.

4. Our neighbor is going to buy a gun _________ she can protect herself from intruders who
break into her apartment.

5. _________ he can save a lot of money by taking the bus, Russ still drives his car into the
city every day.

6. Ronald is going to finish his homework _________ it takes him all night.

7. My daughter can't wait _______ she gets her new bike.

8. Stay in the car ________ I go into the store. I'll be right back.

9. It's a good idea to go to college for four years ________ it's possible to get a good job without
a degree.

10. __________ he's overweight, Tony eats a lot of food before he goes to bed. That's not
healthy.

Do and Learn

Compose a coherent and clear sentence using the different subordinating


conjunctions. The group who presents the most coherent sentences will be the winner.
Remind the students to be tactful in constructing a sentence.

once because in order that even if even though than wherever


Remember

 A subordinating conjunction joins a dependent clause into an independent


clause.

 Subordinating conjunctions often begin a dependent clause. If the dependent


clause begins or interrupts the sentence, then it is separated from the
independent clause by a comma.

 Subordinating conjunctions also join two clauses together, but in doing so, they
make one clause dependent (or "subordinate") upon the other.

Write About It

Compose a coherent and clear sentence using the different subordinating


conjunctions. Use the following subordinating conjunctions below.

after since if so that although than