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TULONG-DUNONG

Xedd Gonzales of X-Pope Francis


SESSION 11 30 JANUARY 2020
It has been a very hard task to teach the children because it his hard
to make all of them cooperate all at once and it has taught me not
CONTEXT/
just to be strict but to control my temper and to control the students’
TUTOR’S
behavior. And for the last session I had extra time on the clock so for
REFLECTION
this session I will be adding more activities so I can use my time more
efficiently and for the students to learn more in the given time.
LESSON NO.
and LESSON 4: Subject – Verb Agreement (II)
TOPIC
Dear Lord God, sorry for the sins that we made. Thank you for always
guiding us in our everyday journey. May you help us with our TD
session today that the students may learn more, use the proper
OPENING
English language in their everyday lives and have more knowledge so
PRAYER
it can help them build a better future and hopefully you will help all of
us with our problems and may you be the one to show us the way to
your eternal love in Jesus’ name, Amen.
SHORT REVIEW Last session, the class and I went through Subject Verb Agreement
Ice Breaker a quick game to make the class more energized any
MOTIVATIONAL
activity that will be related to the topic is suitable to make them have
ACTIVITY
fun while learning.
LESSON INTRODUCTION
DEVELOPMENT I would tell the students what is the objectives for this day. In this
lesson,

LESSON PROPER

A. A.Reading: Raindrops Are Bombs by Martin L. Keen (attached)

1. Read the article aloud while the students read it silently.

2. Call volunteers to read one paragraph of the story at a time.

B. Spelling/Vocabulary: Instruct them to get a sheet of paper and do the following


tasks. (It would be good if the TD tutor can prepare a worksheet for the
students.)

1. Below are words with each having a number in parentheses. Find the
paragraph in the story with the same number. Then find the word in the
paragraph that fits the given meaning. Write the word on the blank.

a. Flows (2) _________________

b. Rips (2) _________________

c. Little pieces (2) ____________________

d. Breaks into pieces (4) _________________

e. Exploding, destroying (6) __________________

2. Look at each number in parenthesis. Find the paragraph in the story with the
same number. Then find the word in the paragraph that will complete the

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sentence. Write the word in the blank.

a. Mr. Garcia told us to _____________ for the test. (4)

b. The worm lives in a _____________ in the ground (4)

c. Plants take moisture from the earth through their _____________. (5)

d. Plants help in preventing soil _____________. (5)

e. Some of the rain will _____________ into the ground, but not all of it. (6)

C. Reading Comprehension: Instruct them to get a sheet of paper and do the following
tasks. (It would be good if the tutor can prepare a worksheet for the students.)

Write the letter of the phrase that completes each sentence best.

1. The selection says raindrops and bombs are alike because they both

a. make a hole in the ground and burst.

b. make a lot of noise when they hit the ground.

c. make the ground wet and muddy.

2. Based on the selection, although farmers need rain, rain can also be harmful
because

a. it makes the soil so wet that plants rot.

b. it keeps the farmers from planting crops.

c. it tears up the soil and carries it away.

3. According to the selection, plants help stop soil erosion primarily because

a. their roots hold the soil in place.

b. their stems soak up the water.

c. their leaves slow down the raindrops.

B. The following are always plural both, few, many,


others, several.
Examples:
Many are called but few are chosen.
Eric and Rose study hard and both are honor students.

Write T if the statement is true according to the selection. Write F if the statement
is false.

1. Farmers have always known how to stop soil erosion.

2. When raindrops hit the soil they soak in immediately.

3. Big raindrops are always harmful to the soil.

4. Leaves are the first defense of the plants against soil erosion.

D. Ask the students to study the following sentences and identify the subject and the
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predicate:

1. Plants need rain.

2. Rain is good for plants but it can cause problems too.

3. When a raindrop hits the soil, it makes a hole there.

E. Guide the students in noting that in sentence 1, they can identify one subject and
one predicate. However in sentences 2 and 3, they can identify 2 sets of subjects
and predicates because sentences 2 and 3 have two clauses. Use these observations
as a bridge to discussing the Points to Emphasize.

A clause is a group of words with its own subject and verb. There are two kinds of
clauses:

1. An independent clause can stand by itself as a complete sentence.

2. A subordinate clause, although it has a subject and verb, cannot stand by itself as
a complete sentence because it does not express a complete thought.

B. There are different ways of classifying sentences. One way of classifying sentences
is according to structure.

C. There are four types of sentences according to structure:

1. A simple sentence consists of a single independent clause. (e.g. sentence D1 in


the previous section)

A simple sentence can have a

a. compound subject – Plants and trees need rain.

b. compound predicate or compound verb – Rain tears up the soil and carries
it away.

c. compound subject and compound predicate – Rain and sun help and harm
plants.

2. A compound sentence consists of two or more independent clauses joined by a


coordinating conjunction (like “and” and “but”) or by a semicolon. (e.g.
sentence D2 in the previous section.

3. A complex sentence consists of one independent clause and one or more


subordinate clauses. (e.g. sentence D3 in the previous section. Explain that
“When a raindrop hits the soil” is a subordinate clause—it has a subject and
predicate but cannot stand alone. “It makes a hole there” can stand alone.)

4. A compound-complex sentence consists of two or more independent clauses


and one or more subordinate clauses. (Tell the students that there is such a
sentence but they will study this when they are in high school. They need
not worry about this now.)

CLOSURE
Give my final review, give them the unfinished seatwork as an
assignment. End with a closing prayer.
ASSIGNMENT INSTRUCTIONS:
Give 2 sentences and identify which type of sentence it is
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Example.
Tell the students that there is such a sentence but they will study this when they are in
high school. They need not worry about this now. (Compound-complex sentence)

MATERIALS
1. Whiteboard
MATERIALS &
2. Whiteboard marker
RESOURCES
3. Whiteboard eraser

SUBMITTED TO
SUBMITTED BY:
10-Pope Francis
Sir Anthony Ryan Mañus
Gonzales, Xedd Samuel S.
Tulong Dunong Formator

PARTS & QUALITY CRITERIA POINTS MARK


1. HEADER ITEMS: Are the following accurately indicated and
1
complete: Name, Yr./Sec. Subject Taught, Tutoring Date, Lesson Topic?
2. CONTEXT/REFLECTION: Does it include a description of “where the
kids are at” in relation to the topic? Does it adequately and clearly
5
communicate the tutor’s description of, feeling and/or insights about
the previous tutoring session or activity?
3. OPENING PRAYER: Is it indicated clearly and related to the lesson? 1
4. SHORT REVIEW: Is there an appropriate review of the past topic? 1
5. MOTIVATIONAL ACTIVITY: Is it creative and engaging? Does it
2
logically and appropriately introduce the main lesson?
6. LESSON DEVELOPMENT: Is the lesson introduced well? Are the
strategies, procedures and activities you intend to do during the session 4
helpful in the learning process? Is the session ended properly?
7. ASSIGNMENT: Is the homework clearly stated with detailed, well-
constructed questions and/or drill? Are there enough valid items that 2
deepen the skill and evaluate the learning?
8. ATTACHMENTS: Are the necessary materials (i.e. lesson guide,
2
handouts, exercise sheets, quizzes, HW, etc.) attached?
9. GENERAL QUALITIES: Is the LP neat, organized, and well-written
(without typos or error on the use of grammar rules)? Were format 2
instructions followed? (A4 paper, clear printing)
TOTAL 20

SOURCES

Forlini, G. (2002). Prentice Hall: Grammar and Composition. Pasig City: Anvil Publishing, Inc.

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Raindrops Are Bombs

by Martin L. Keen

1 Farmers need rain. Plants can’t grow without it. We all know that. Yet rain can
be a problem, too. Thousands of years ago farmers knew that rain could hurt their
fields. They knew that bit-by-bit rain washed away earth. Over time it worked large
cracks in the fields. Then the fields could not be planted.

2 Farmers could see how this happened. During a heavy rain, water runs over
bare fields. As it runs, it tears up bits of soil, or dirt, and carries them away. Farmers
watched the rain break up their fields. But they didn’t know how to stop it.

3 Water still does the same thing today. Now we have a name for this. When
water washes soil away, we call it erosion. And we know how it works.

4 Around 1950, the people who study soil found the main cause of erosion –
raindrops. How can raindrops hurt land? Each drop acts like a small bomb. When a
raindrop hits the soil, it makes a hole there. The drop bounces up taking bits of soil
with it. Then it bursts, throwing water out on all sides. The bits of soil in the drop are
not able to sink back into the earth. Instead the bits of soil mix with the water on the
ground. Falling raindrops keep this water moving. The bits of soil move with it. And
they are washed away.

5 There is a way to cut down or erosion. Less soil is washed away from land that
has plants and trees on it. People used to think that the roots of plants held soil in
place. But then they learned how raindrops blast the ground. That changed their
thinking.

6 Plants do help stop erosion. One important way is by breaking the path of
running water. This slows the water down. Some bits of soil can then sink back into
the ground. But it is the leaves and branches of plants that help most – not roots.
The leaves and branches keep raindrops from falling straight to the ground. They
break the fall of the drops. Raindrops hit the leaves first. That slows them down.
Then the drops slide or drip to the ground. The raindrops lose their blasting powers.
And a lazy raindrop is no bomb. It’s just a gift of water to the soil.

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