2nd Grading - Lp English Vi

LESSON PLANS IN ENGLISH VI USING THE FOUR

PRONGED APPROACH

2nd GRADING PERIOD

LESSON # 1

I. OBJECTIVES:

GLR: 1. Enjoy listening to a storyCT: 2. Answer questions from the story

listened to.GOLD: 3. Use plural of compound nouns.TS: 4. Write a model composition-

arrange details in order.

II. SUBJECT MATTER:GLR: The Long - Necked Giraffe and the

Humble PulletOLD: Using Plural of Compound Nouns.TS: Writing a Model Composition –

Arranging Details in Order

Reference: 2002 Basic Education CurriculumPELC Speaking 5; PELC Writing 3. p 23Explore Your World Through Language

and Literature p. 102 – 103.English For You and Me Reading p 21 - 23Across Borders Through Language pp. 5 -7Dynamic Series in English p. 260Materials: strips of cartolina. Index cards

III. PROCEDURE:GLR (Genuine Love for Reading)

A. Pre –reading Activities:1. Drill: Pronunciation drill:

Have the pupils read the following rhymes:

Young lambs to sell,If I’d much moneyAs I could tell,I wouldn’t be crying“Young lambs to sell.”

Cobbler, cobbler, mend my shoeGet it done by half past two.Stitch it up and stitch it downAnd then I’ll give you half a crown.

2. Motivation: Which is better, to be tall or to be small?

3. Unlocking of Difficulties;Have the pupils identify the

meaning of the following words by answering the configuration clues given.

1. more distant; remote

2. to press between tow bodies; to crush

3. to mark the surface of anything.

4. a cry of a hen or a goose

squeezed cacklefarther scratch

4. Motive Question:What is the best thing to be, according to the giraffe?

B. During Reading Activities:Have the pupils listen to the story. Let them take down important details about the

story.

THE LONG NECKED GIRRAFE AND THE HUMBLE PULLET

There was a giraffe that was very tall. He always said, “It is good to be tall. Oh, how good it is to be tall.”

“Oh, no. It is good to be short. Honesty, it is wonderful to be short,” said the pullet.

“Let us take a walk and see,” the giraffe answered back. They came upon a wall. There trees near the wall. The giraffe ate and ate leaves of the trees while the pullet just looked and looked.

“See, it is good to be tall! I told you so,” the giraffe said to the pullet in between big bites.

“Let us walk farther and see,” said the pullet. They came upon a very high wall. The pullet wished she could cross the tall wall, but

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with her size, she thought she couldn’t. All of a sudden, she saw a hole at the bottom. The pullet squeezed herself and went into the vegetable garden. There she ate and scratched while the giraffe waited patiently.

“See, it is good to be short,” the pullet said when she joined the giraffe again.

The giraffe remarked. “You know what I think? I think it is best to be what you are.”

“You are right, my friend,” cackled the pullet happily.

And then they became the best of friends.

C. Post Reading Activities:1. Answering the motive question:

What is the best thing to be, according to the giraffe?

2. Comprehension Check:Have the pupils answer he

following questions:a. Who was very tall? Very

short?b. Why is it good to be tall? How was

this shown in the story?c. Why is it good to be short? How

was this shown?d. What became the giraffe and the

pullet at the end of the story?e. Do you agree with the giraffe that

“it is best to be what you are?” If so, give examples.

3. Engagement Activities:Have the pupils perform the following

activities:

GOLD (Grammar, Oral Language Development)

1. Drill: Pronunciation drill: Have the pupils recite the given tongue

twister:

Harry Hunt hunts heavy hairy haresDoes Harry Hunt hunts heavy hairy

hares?If Harry Hunt hunts heavy hairy hares,Where are the heavy hairy hares Harry Hunt hunts?

2. Motivation:Look for the nouns in the crossword puzzle below.

3. Review: Checking of assignment:Direction: Read each sentence. Complete the

sentences with the correct plural form of each noun in parentheses.

1. Three ____ and three boys form a team. (man)

2. Two ____ play water polo. (woman)3. A family brought their ____ so they can

play musical chairs. (radio)4. These soccer players can run as fast as

_____. (deer)5. The players’ voices created _____ (echo)

4. Presentation:Have the pupils read the letter below

Direction: Write each sentence. Complete the sentences with the correct plural form of each noun in parentheses.

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GROUP 1: LIGHTS, CAMERA, ACTION

Choose the part that you liked best in the story. Then make a script and dramatize the chosen part.

GROUP 2: WRITE ME A LETTER

Choose your most liked character or most disliked character and write a letter to the character expressing your feelings to him/her.

GROUP 3: WRITING A PARAGRAPH

Give the advantages and disadvantages of being –

a. a tall childb. a short child

GROUP 4: I WRITE A SONG!

Identify the lesson of the story and compose a song that tells the moral lesson of the story. Prepare to sing your song to the class.

I J H L V D S H M O K C V O I C E K A G Q M E L O D Y G S T W F V T L B U Q T F A U C T I O N E E R A B I P N W B R R O

5. Discussion:What are the nouns used in the

letter above?Have the pupils write the nouns

such as time, city, expressway, flyovers, skyscrapers, center, sights, farmhouse, and wildlife

What do you notice about the nouns time, center and sights? (They are one-word nouns)

How about the words expressways, flyovers, skyscrapers, farmhouse, and wildlife, what characteristics do they have in common? (They are formed by putting two nouns together.)

What are the nouns that make up expressways, flyovers, skyscrapers, farmhouse, and wildlife?

How do we call these nouns? (They are called compound nouns)

How are compound nouns formed?

Study how the plural of the following nouns are formed:

father – in – law fathers – in – laweditor – in - chief editors – in – chiefbookshop bookshopscourt martial courts martial

Discuss the different ways on how compound nouns are formed.

Discuss how compound nouns form their plural.

Discuss further. Use the given information under Remember.

6. Fixing Skills:A. Think of a compound noun that

fits the given meaning.Ex. the sun goes down - sunset

1. a box for letters2. worn on a rainy day3. catches fish4. gives a flashing light for emergencies5. a game played with a basket or goal

7. GENERALIZATION:What are compound nouns?How are compound nouns formed?How do compound nouns form their

plural?

The following rules are applied to form the plural of compound nouns:

1. When the second word is a noun (noun + noun, verb + noun), add –s at the end of

the compound. This rule also applies to the majority of compound nouns. (verb + adverb).

2. In combinations such as noun + adverb, noun + adjective, noun + prepositional phrase, add –s to the main noun.

8. APPLICATION:A. Guided Practice: Divide the

pupils into group. Have the pupils perform the activities given.

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October 5, 2009Dear Rose,

How are you now? About me, I’m having a great time here in the city. I’ve traveled along wide expressways and flyovers. I’ve seen skyscrapers at the center of the city. I was overwhelmed by all these sights. But you know what? I miss our farmhouse and the wildlife we enjoy so much. Anyway, I’ll be back there in a

REMEMBER:

A compound noun consists of two or more words. It may be a combination of:1. noun + noun

Armchair - armchairs2. verb + noun

Breakwater - breakwaters3. verb+ adverb

Breakdown - breakdowns4. noun + adverb

passer-by - passers-by5. noun + adjective

court martial - courts martial6. noun + prepositional phrase

brother – in – lawbrothers – in – law

There are three forms of compound noun. They can be separate words like beauty queen; hyphenated as in officer - -in charge; or they can be combined words as in sideline.

GROUP 1:Form a compound noun based on

the given definition. Then write its plural form.

1. a store where medicines or drugs are sold.

2. a person who pushes drugs illegally.

3. a drop of tear.4. a road crossing a main road5. a ball game played by foot

B. Independent Practice:

Match the words in column A and column B to form compound words. Then write the plural form of the compound word formed.

A B1. river hook2. board car3. bell bar4. fish bank5. box card6. salad bath7. bird fruit

IV. EVALUATION:A. GOLD. Direction: Match the words in

column A with column B to form compound nouns. Then write its plural form.

A B

1. guard field2. wheat top3. tree house4. earth shell5. egg worm6. horse cry7. fire child8. god man9. flower fighter10. battle bed

TS (Transfer Stage)1. Drill: Pronunciation drill: Have the pupils read the pair of words.

Note the difference in their sounds.

/e/ /i/tell tillsell silldead didred ridbless blissfell fillspell spilllead lidwet wit

2. Review: How do we write sentences?

3. Motivation:How do you feel about a storm?

4. Presentation: Present the picture of a storm and its

effect.Have the pupils talk about their feeling

about a storm.

5. Discussion:(Give each pupil a meta card for them

to write all the answers to the questions to be given by the teacher.)

What do you encounter/ experience during and after storm?

What activities do you enjoy when there is a storm?

What activities can’t you enjoy?What things delight you?(Have the pupils paste their answers on the board)

Have the pupils arrange all the details written on the board in order. Have them also

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GROUP 2:Answer each question with a

compound noun. Then write its plural form.

1. What do you call the yard at the back of the house?

2. What kind of belt is used in a car or an airplane?

3. What do you call the shoe of a horse?

4. What kind of fruit has a star in its name?

5. What kind of bird has a black feather?

GROUP 3:Riddle fun. What am I? Write a

compound noun to answer each riddle. Write also its plural form.

1. I am a bird with black feathers.2. I am the light from the sun.3. I am the wife of your brother.4. I am a big thorny fruit.5. I am a machine that flies like a

bird.

GROUP 4:Make compound word by matching the nouns in the two columns. Then write its plural form.

1. way boat2. tug path3. teller knob4. suit barrow5. house story6. flower case7. wheel dog8. door sun

formulate sentences out of the details on the board. Then the teacher guides the pupils in arranging them in logical sequence to create a meaningful body. Then the teacher will also guide the pupils in formulating the ending of the paragraph.

6. GENERALIZATION:What is the

characteristic of a good paragraph?

7. APPLICATION:Have the pupils write the

composition on a piece of paper. Be sure to apply the correct punctuation and capitalization. Note the indention at the beginning paragraph. Write neatly and clearly.

IV. EVALUATION:TS. Direction: Call on a volunteer to read aloud his/her composition in class. Guide the pupils to evaluate it considering these questions:

1. Does it have an effective beginning sentence?

2. Do all the supporting details keep to the topic?

3. Is the ending sentence effective?

V. ASSIGNMENT:A. GOLD. Direction: Write the plural form of the following compound nouns:

1. sleepwalker2. aide – de – camp3. school day4. commander – in - chief5. dustbin

B. TS. Have the pupils rewrite the composition on their theme notebook.

LESSON # 2

I. OBJECTIVES:


listened to.GOLD: 3. Use nouns plural in form but singular

in meaning.TS: 4. Sequence events of a story listened

to through guided questions.

II. SUBJECT MATTER:GLR: Juan Tamad Sells Rice CakeGOLD: Using nouns that are plural in form

but singular in meaning.TS: Sequencing events through guided

questions. Reference: 2002 Basic Education CurriculumPELC Speaking 5.6; PELC Listening 5 p 23Phoenix 21st Century English 6 p 39English for You and Me Reading p 21 - 23Across Borders through Language pp. 5 -7Dynamic Series in English p. 260

Materials: strips of cartolina, index cards

III. PROCEDURE:GLR (Genuine Love for Reading)A. Pre-reading Activities:1. Drill: Pronunciation drill: Have the pupils recite the tongue twister:

I do like cheap sea trips,Cheap sea trips on ships.I like to be on the deep blue sea,When the ship she rolls and dips.

2. Motivation:Do you know Juan Tamad?Do you know any story about Juan Tamad?

3. Vocabulary Development:Have the pupils identify the meaning of

the italicized words in the sentences.

1. When one is whistling gaily, he is whistling ____. (happily)

2. Describe a brook. How is it different from other bodies of water? (stream)

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REMEMBER:

A good paragraph must have an effective beginning and ending. The body contains the details that support the topic well.

3. What do chores mean? (household tasks)

4. Motive Question:What is peculiar (strange) in the story?

B. During Reading Activities:1. Have the pupils listen to the story. Let them take

down important details about the story.

JUAN TAMAD SELLS RICE CAKES

“Wake up, Juan. The sun is already high in the sky,” said Mother.

“But I am still sleepy, Mother.”“Get up now. Don’t just sleep all day.

Help your mother do some work in the house.”

“I do help you sometimes, Mother.”‘Then, get up and go to town. Sell these

rice cakes I have baked early this morning.”

With this, Juan Tamad got up. He stretched his arms and legs thinking how it would be nice to still stay in bed.

When Mother came back, she placed a twisted towel on Juan’s head so that he could carry a basket of rice cakes on his head.

“Now go and sell the rice cakes like how good boys do. Be sure you are paid twenty centavos for each rice cakes,” said Mother.

And Juan went whistling gaily as he walked. The basket of cakes was on his head as he shouted: “Rice cakes for sale! Rice cakes for sale! Come and buy my rice cakes!”

“Cheep, cheep!” said the birds.“They are twenty centavos each,” Juan

said.“Cheep, cheep” the birds said and flew

away.“If you do not want to buy my rice

cakes, somebody else will.”Juan continued walking. The sun was

hot. The basket was getting heavy. He called again, “Rice cakes for sale! Who wants to buy rice cakes?”

Soon he came to an acacia tree. “I shall rest for a while,” he said. Juan sat under the shade of the tree. He put the basket of cakes beside him. Soon, he began to feel hungry. He got one of the rice cakes and ate it.

He saw some butterflies in the acacia tree. “Here, pretty ladies, are some rice cakes,” he said.

The butterflies did not say anything.“They are very good. See, I’ll get another

one. Come and taste them.” The butterflies flew away.

“You think you are too good for my rice cakes? I shall sell them to somebody else,” said Juan. He got his basket of cakes and walked on.

Pretty soon, Juan came to a brook. How cool the water looked! It would be good for his tired feet. Juan waded in the brook. He saw some green frogs on the stones. “Rice cakes for sale! Do you want to taste my rice cakes?”

“Ko-kak! Ko-kak!” said the frogs.“Oh, you want to taste the rice cakes. Here

is one.” Juan threw a rice cake to the frogs. They ate it up.

“You want some more? It is only twenty centavos each.”

“Ko-kak! Ko-kak!” said the frogs.Juan threw one more rice cake to the frogs.

Then he threw another one. More frogs came. “Ko-kak! Ko-kak,” said the frogs. Juan kept throwing his cakes until none was left.

“Now pay me.”“What! You have no money now?”“Ko-kak! Ko-kak!”“You will pay me next week? All right. I

shall be back next week.”Juan was happy that he sold all the cakes.

He went home, whistling gaily.When Juan got home, his mother asked,

“Did you sell the cakes?”“Yes, Mother.”“Where is the money?”“They will pay me next week.”The following week, Juan went to the brook

to ask payment from the frogs. He said, “Where is the money for the rice cakes? You said you will pay me this week.”

“Ko-kak! Ko-kak!” said the frogs. “What! You will pay me next week again?

Be sure you do, “said Juan. When Juan came home, his mother asked for the money. He said, “They will pay next week.”

Another week passed again, and still Juan went home without the money. His mother became angry.

“I will go with you, Juan,” she said. “Let us go and get the money for the rice cakes.”

Juan leads his mother to the brook. When they were near, they heard the frogs say, “Ko-kak! Ko-kak!”

“There is where I sold the cakes,” said Juan.

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“To whom? I do not see anybody,” said Mother.

“There!” said Juan. “Here is my mother. Give her the money. Pay her for the rice cakes.”

“Ko-kak! Ko-kak!” said the frogs.“They say they have no money now,

Mother.”“You foolish boy! Did you give the rice

cake to the frogs?”“Yes, Mother. They liked your rice

cakes very much. They ate them all.”With this, Juan’s mother became very

angry. “How could you sell the rice cakes to the frogs?”

Juan’s mother dragged him back home and made him do all the house chores as punishment. -Adapted

CT. CRITICAL THINKINGC. Post Reading Activities:

1. Answering the motive question.What is peculiar in the story?

2. Comprehension Check:Have the pupils answer the

following questions:a. In the beginning of the story, what

gives you the idea that Juan is lazy?b. What did his mother ask him to do?c. Narrate Juan’s encounter with the

following animals:1. birds 2. butterflies 3. frogs

d. If you were Juan’s mother, would you have reacted in the same way? Why?

e. Do you know other stories about Juan Tamad?


activities.

GROUP 3: STORY GRAMMAR ORGANIZERHave the pupils complete the story grammar

organizer:

Title: _________________________Author: _______________________

GROUP 4: DRAW ME!Draw Juan and one of the animals in the

story. Make a dialogue between the two using the bubble.

Allow the pupils to perform the activities under limited time.

GOLD (Grammar Oral, Language Development)

1. Drill: Pronunciation drill: Have the pupils recite the following words with /i/ sound.

hill pitch sickdid lips grinmix kill chilltick list ridbit still chiplift fit lidslid ditch

Have them read the following phrases:

A silly kitten a dripping pitcherSpilled milk kill the insect

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GROUP 1: LIGHTS, CAMERA, ACION!


GROUP 2: WRITE A SONG!


Who is the main character?

Where and when did the story take place?

What is the problem or conflict?

What did the main character do to solve the problem?

How did the story end?

Animal:Juan:

Hit with a stick a big fishThe fifth gift fit for a kingA written will with a grin

2. Review: Checking of assignment.Direction: Write the plural form of the

following compound nouns:

1. sleepwalker2. aide – de – camp

3. school day4. commander – in - chief5. dustbin

3. Motivation:Have the pupils read the following words:Aeronautics newsPhysics seriesCivics species

What are the numbers of these nouns?Let us see.

4. Presentation:Have the pupils read the following

sentences:

1. Mathematics is more fun when it is learned with friends.

2. Politics is the favorite topic of conversation of my parents during Sunday gatherings.

3. Measles is contagious.

5. Discussion:What are the underlined words in the sentences?

What are these nouns?How do these words end?What are the numbers of these

nouns?What from of the verb is used with

these nouns?Discuss further. You may use the

information given under REMEMBER.

6. Fixing Skills: Direction: Underline the correct verb form in each sentence.

1. Physics (is, are) Karl’s favorite subject.

2. The news (is, are) aired today.

3. Economics (is, are) a subject in high school.

4. Politics (is, are) an interesting topic for debate.

5. Mumps (is, are) contagious disease and it usually breaks out during summer.

7. GENERALIZATION:What form of the verb is

used with nouns plural in form but singular in meaning?

.

8. APPLICATION:Have the pupils perform the following

activities given.

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REMEMBER:

Nouns such as aerobatics, billiards, civics, mumps, mathematics, measles, politics all end in –s. Yet this does not mean that it is used in the plural form. Although these words end with an s, they are still considered singular. Hence, the verb used is singular.

GROUP 1:Direction: Choose the correct verb form in each sentence.

1. The study of Civics (demands, demand) that we understand our country’s history.

2. Social Studies (has, have) become the most interesting subject for Sherwin this year.

3. The senior students say that Physics (is, are) fun and interesting subject.

4. The human species (is, are) a thing of wonder and beauty.

GROUP 2:Direction: Write the correct form of the verb in the parentheses to complete the sentence.

1. Measles ____ all over his body. (spread)

2. Mumps ___ caused by virus. (be)3. Tonsillitis ____ swelling of the throat.

(cause)4. The Philippines ____ plenty of

historical places and tourists spots. (have)

5. Mathematics _____ fun. (be)

IV. EVALUATION:A. GOLD. Direction: Write the correct

form of the verb in the parentheses to complete each sentence.

1. Tuberculosis ____ one of the effects of excessive cigarette smoking. (be)

2. Mathematics ___ somewhat a difficult subject because of Mathematical problems and computations.

3. Philippines ____ three big groups of islands. (have)

4. Home Economics ____ now a subject for both girls and boys.

5. Measles _____ continuously over his body. (spread)

TS. (Transfer Stage)1. Drill: Pronunciation drill.

Have the pupils recite the tongue twister given.

I’d rather lather fatherThan father lather me.When father lathers,He lathers rather free.

2. Review: Checking of assignment.3. Motivation:How do you feel when you failed in

fulfilling your dreams/desire?

4. Presentation:Have the pupils read the paragraph

given: The Fox and the Grapes

A hungry fox went into a vineyard one day. There he saw bunches of sun-ripened grapes hanging high on the vine. They looked so plump and juicy he could almost taste them. First, he jumped up to seize the nearest vine, but he found out that it was too high and he couldn’t reach it.

Then he jumped again and again. But hard as he tried he just couldn’t reach any of the grapes. Next, he concentrated on the lowest bunch and exerted all his effort to reach it but still he failed. Finally, he gave up and walked away. With one last look at the grapes he said, “Anyone can they are sour.” This just goes to show that it is easy to despise what you cannot possess.

5. Discussion:Have the pupils answer the following

questions:

1. What was the first things happened in the story?

2. When did the fox go into the vineyard?3. What happened after the fox tried

jumping several times?4. What was the last thing happened?

Understanding the flow of events and following what had happened to the characters of the story make the story enjoyable to the readers. That is why it is important to learn the skill of sequencing events. Furthermore, knowing how to sequence events helps in developing the ability of presenting ideas in related, orderly manner.

6. Fixing Skills:A. Direction: Read the paragraph and then

answer the questions that follow:

After painting the picture of a dragon, Ben left it to dry. He framed his picture and hung it on the wall.

What did Ben do first? _________________What did he do after painting the picture? _____________________________________What did he do next? ___________________What did he do last? ____________________

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GROUP 3:Place a check on the blank if the

subject agrees with its verb. If not, rewrite it in the correct form.

____1. The Philippines is made up of more than seven thousand islands.____2. Mathematics are interesting and enjoyable subject.____3. Billiards is becoming popular among youngsters now a day.____4. Measles are epidemic in rural areas especially during summer time.____5. Physics is a difficult among students.

GROUP 4:In each sentence, find a noun that

is plural in form but singular in meaning.

1. Ivy helps Ferlin with her report on the different species of insects.

2. Many students find Physics difficult.3. Have you heard the good news?4. The Philippines is the home of many

talented artists.

B. Have the pupils read the given paragraph. Then have them sequence the events by answering the questions given.

Allyson saw flames coming from a big warehouse in the neighborhood. Next, he ran home to call the Calapan Fire Department. Then the firemen arrived to put out the fire. Finally, fire was extinguished after a couple of hours.

1. What happened first? _________________

2. What happened next? ________________

3. What happened after that? _________4. What happened finally?

______________

7. GENERALIZATION:How do we arrange events in a story?

REMEMBER:

Sequencing is arranging events in order. In a story, things happen in a certain order so that it makes sense. Understanding the order helps you understand the story. To point out how events are connected in time, SEQUENCE CLUE WORDS are used.

Examples of sequence clue words:First next afterward after that Before thenfinally early morningmeanwhile duringat the end as

8. Application:A. Have the pupils recall the story

“Juan Tamad Sells Rice Cake.” Let them sequence the story by answering the questions given.

1. Who is the main character?2. Where and when did the story take place?3. What is the problem or conflict?4. What did the main character do to solve

the problem?5. How did the story end?

IV. EVALUATION:TS: Direction: Read the following

selection. It is about Frank who made something by mistake. As you read, think about the order in which things happen.

HOW POPSICLES CAME ABOUT

One winter night in 1905, eleven-year old Frank Epperson from San Francisco, made a fruit drink. First, Frank mixed the drink with a wooden stick and left it at the back porch all night long.

The weather got very cold. Frank’s drink turned to ice and the stick would not move. In the morning, Frank pulled out the fruit ice, held it, and tasted it. It was great!

Frank called his icy pop the “Epperson Icicle.” Soon, he changed it to “Ep-sicle.”

The next summer, he made these pops at home and sold the pops to his neighbors at five cents each.

In 1923, Frank turned 29 ad started a business of making and selling ice pops. His children called them “pop’s sicle” and later changed to “Popsicle” by Frank. He made 7 kinds of popsicles. There are now 30 kinds and orange is the best seller.

1. What happened one winter night in 1905? A. Frank started a business.

B. Frank mixed a drink, left it at the back porch all night long.

C. Frank sold the drink to his neighbors.D. Frank’s fruit drink turned into ice.

2. How did the ice pop get its name? Number each name in correct sequence. Write 1,2,3,4 in each box. Pop’s sicle Epperson Icicle

Popsicle Ep - sicle

3. Fill in the missing event in the third frame. Select from the choices given.

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In 1905, Frank Epperson made a fruit drink that turned into an icy pop.

Frank started a business making and selling ice pops.

Today, Frank’s producing 30 kinds of popsicles far and wide.

V. ASSIGNMENT:A. GOLD. Direction: Write the noun

being described with the following clues. Choose your answer form the given nouns.

1. Somewhat a difficult subject because of mathematical problems and computation.

2. It is now a subject for both girls and boys.

3. It has three big groups of islands.4. It is a contagious disease like mumps

and chicken fox.5. It is the daily happenings heard over the

radio and on the television.6. It concerns with citizenry, for the

general welfare or betterment of life.7. Concerns with the affairs of the

government.8. It is an acute contagious disease marked

by fever and by the swelling at the side of the face near the ear.

9. It is a systematic exercise performed in rhythm by a group with or without light hand apparatus.

10. The art of performing an activity with body contortions.

B. TS. Arrange the following events in order. Number them 1 – 5.

_____ The Japanese caught him delivering messages to the Filipino guerillas._____ His fellow prisoners called him KID._____ Pedro was then imprisoned and tortured._____ Pedro Flores was in Grade 5 when the war broke out.

LESSON #3

I. OBJECTIVES:

GLR: 1. Enjoy listening a storyCT: 2. Answer questions from the story read.GOLD: 3. Use gerunds as subjects and

predicate noun/nominative.TS: 4. Sequence the episodes of the story

through story grammar.

II. SUBJECT MATTER:GLR: The Parable of the HostageGOLD: Using gerunds as subjects and

predicate noun/nominativeTS: Sequencing events through story

grammar.

Reference: 2002 Basic Education CurriculumPELC Speaking 3; PELC Reading 5.5.1 24Phoenix 21st Century English 6 p 297Growing in English Lang. p. 10 -15Readings and Communication Skills in English p. 252Materials: strips of cartolina. Index cards

III. PROCEDURE:GLR (Genuine Love for Reading)A. Pre-reading Activities:

1. Drill: Pronunciation drill: Have the pupils recite the tongue twister:

Nina needs nine knitting needles to knit naughty Nita’s knickers nicely.

2. Motivation: What kind of toy do you want to have?What do you do to get this toy?

3. Vocabulary Development:Have the pupils identify the

meaning of the following words.

a. fantasized -

b. glimpse -

c. luxury -

d. leverage -

e. desperate -

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Philippines newsMathematics politicsHome Economics mumpsPhysics measlesEconomics calisthenicsCivics acrobatics

i m g e

p p

tfoc

p w r

w r r ed

(Answer: imagine; peep; comfort; power; worried)

4. Motive Question: What did the boy do in order to take his wish?

B. During Reading Activities:1. Have the pupils listen to the story.

The Parable of the Hostage

The eight-year old son of the farmer dreamt of a small bicycle almost every night. In school, he fantasized riding the toy to and from the school. This started a year earlier when he first saw a blue bicycle in the general store of the town shopping center. Since then, he would do anything to join his father marketing their fruits and vegetables in town. For the little boy, getting a glimpse of the bicycle in the store made his day wonderful.

But the family finances did not allow such an expensive luxury. The family’s priorities were school fees, clothes, food and medical costs. A bicycle was not even in the list.

His only recourse was to pray for a bicycle. Above the bed of his mother was a framed picture of Jesus Christ. It rested on a shelf with a vase maintained with fresh flowers everyday. On a side table was the image of the Virgin Mary – about eight inches tall, dressed in white, complete with blue sash.

The little boy prayed alternately to Jesus above the bed and the mother of Jesus on the side table. The plea was the same. “Please send me the blue bicycle from the general store in town. I will do anything if you give me the toy.”

Since Christmas was coming, the young lad used the occasion as leverage. “Christmas will soon be here. Please consider a gift for me. There is only one toy I want in the world. Nothing less matters me. All I want this Christmas is the blue bicycle.”

Night after night, he prayed with all intensity (dasal na buong taimtim) but nothing happened. He went to bed full of hope and expectations, especially after his evening prayers. In the morning he would

run to their living room to see if the bicycle had been delivered during the night. Then the boy would open the kapis (flat shell) window to check if the toy was packed in the yard fronting the main barrio road.

Still nothing happened. The young lad had become desperate. Several times he heard adults citing a proverb as follows: “Kung hindi makuha sa santong dasalan, kunin sa santong paspasan.” (If you can’t get it through fervent prayers, get it by force.).”

The boy went to the side table and got the image of the Virgin Mary. He wrapped it in an old newspaper and tied it with string. Carefully, he placed the bundle in an empty shoe box and covered it properly. As double precaution, he tied the box with another piece of string.

Then he went to the rice bin (bigasan) which was a small barrel with a wooden cover. With his right hand, he dug out the husked rice (bigas) and put it in the shoe box. He covered the box with rice, forming a mound.

Then the boy returned to the bedroom and talked to Jesus Christ. “now, if you want to see your mother again, you have to send me the blue bicycle. Meanwhile, I am holding her hostage.”

Juan M. Flavier

CT. CRTICAL THINKINGC. Post Reading Activities:

1. Answering the motive question.What did the boy in order to take

his wish?

2. Comprehension Check:Have the pupils answer the following

questions:

1. What was the dream of the eight-year old son of the farmer?

2. How did his dream start?3. Why can’t he get his dream?4. What was his only recourse then?5. What did he do when he wasn’t able to

get his dream?6. If you were the eight year old boy,

what will you do in order to get your dream?

3. Engagement Activities:Have each group perform the different

activities assigned under time limit.

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GROUP 4: STORY GRAMMAR ORGANIZER

Have the pupils complete the story grammar organizer:Title: _________________________Author: _______________________

GOLD (Grammar Oral, Language Development)

1. Drill: Pronunciation drill: Have the pupils read the following /o/ - /a/block – black top – tapsock – sack hot – hatlock – lack cop – capbottle – battle pod - pad

1. Review: Checking of assignment:

Use nouns plural in form but singular in meaning.

3. Motivation:Do you have a hobby?What is your hobby?Show pictures of children who are

reading, singing, dancing, swimming, etc.


sentences:

1. Sewing keeps Rosalie busy on Saturdays.

2. Dancing is a good exercise.3. Aurefe’s interest is cooking.4. My hobby is reading.

5. Discussion:What are the underlined words in the

sentences?How do these words end? (-ing)What is the root word of sewing? Dancing? Cooking? Reading?What part of speech is sew? cook? Dance? Read? (verb)How is sewing used in the first sentence? (Subject) Dancing? (Subject)How is cooking used on the third sentence? (Predicate Nominative)How do we call sewing and cooking?Discuss further.

6. Fixing Skills:A. Change the italicized subjects into

gerunds.

1. To read biographies is Chester’s hobby.2. To draw portraits is my brother’s

pastime.3. To write poems has become Allyson’s

hobby.4. To play guitar is Sherwin’s hobby.5. To jog around our lawn every morning

remains my father’s habit.

B. Underline the gerund in each sentence. Identify whether it is used as a subject or predicate nominative.

1. Exercising helps a person maintain a healthy lifestyle.

2. Dancing is a relaxing activity.3. My aunt teaches dancing.4. Her motto was winning.

13












5. One exciting sport is rowing.

7. GENERALIZATION:What is a gerund?What are the uses of gerunds? How

are gerunds used in the sentence?

REMEMBER:A gerund is a verb form ending in -

ing. It is used as a noun in a sentence. Just like a noun, a gerund can function as a subject of the sentence and predicate noun or subjective complement.

Example:Subject:

Farming became their main source of income.

Predicate Noun/Nominative:

My hobby is reading.A gerund and the words (modifiers

and objects) that go with it make up a gerund phrase.Ex.

Catching a cold is ordinary. Gerund phrase

8. APPLICATION: A. Guided Practice:

Answer the following questions using gerunds used as subject or predicate noun.

1. On windy days, what would you love doing outside the house?

2. At summertime, what do children enjoy doing?

3. Do you enjoy going to the beach? What do you enjoy doing most when you’re at the beach?

4. What is your father’s hobby?5. What do you enjoy doing on weekends?

B. Independent Practice:Underline the complete gerund

phrase in each sentence.

1. Riding on a plane is one of my worst fears.2. Drinking eight glasses of water a day is a

healthy habit.3. Driving a car is difficult.4. I waited for the signing of the contract.5. I choose swimming in the pool instead of

bathing in the river.

IV. EVALUATION:A. GOLD: Direction: Think of an

appropriate gerund that will complete each sentence.

1. Sherwin’s favorite pastime is _______.2. _______ interests Allyson a lot.3. Karl’s favorite exercise is _______.4. _______ broadens one’s knowledge.5. Jazzer’s hobby is _______.

TS (Transfer Stage) 1. Drill: Pronunciation drill.

Have the pupils recite the tongue twister given.

The shape-shifter,Shaped like a ship,Shifts his shape to a shapely sheep.

2. Review: Checking of assignment:Arrange the following events in order.

Number them 1 – 5._____The Japanese caught him delivering

messages to the Filipino guerillas._____His fellow prisoners called him KID._____ Pedro was then imprisoned and tortured._____ Pedro Flores was in Grade 5 when the

war broke out.

3. Motivation: What do you think happens when an

alligator lizard is attacked by an enemy?

4. Presentation: Have the pupils read the selection given.

The Tail That SavesWhen an alligator lizard is attacked by

an enemy, it drops its tail. The tail has a part where the bone breaks off easily. The break closes quickly to stop the lizard from bleeding.

The tail keeps wriggling after it leaves the lizard’s body. The attacker thinks it’s still part of the lizard and pounces on it. This gives the lizard time to get away. In time, the lizard grows a new tail.

Adapted from Jane ErvinReading for Meaning 6

5. Discussion:Have the pupils study the Graphic

Organizer below.

14

Understanding the flow of events and following what had happened to the characters of the story make the story enjoyable to the readers. That is why it is important to learn the skill of sequencing events. Furthermore, knowing how to sequence events helps in developing the ability of presenting ideas in related, orderly manner.

6. Fixing Skills:A. Arrange the following events in

order. Number them 1 – 5.

____ Fernando Maria Guerrero studied law at the University of Sto. Tomas.

____ He was sent to the United States to help work for Philippine Independence.

____ He finished his college education at the Ateneo de Manila.

____ He was made an officer by General Antonio Luna.

____ He worked for La Independencia.

7. GENERALIZATION:How do we arrange events in a story?

REMEMBER:Events in a story happen in certain

order or sequence. Knowing the sequence can help you understand why things happen. Understanding the order helps you understand the story. To point out how events are connected in time, SEQUENCE CLUE WORDS are used.

Examples of sequence clue words: First next afterward

after that Before thenfinally early morningmeanwhile duringat the end as

8. Application:A. Have the pupils read the paragraph.

Number the events to show the correct sequence.

_____a. The lizard eggs hatch._____b. Trees, vines, roots and weeds are

carried out to sea._____c. The plants wash up onto a beach on the

new island._____d. A fat green lizard crawls on the island.

B. Arrange the following events in order. Number them 1 – 5.

_____Balagtas fell in love with a beautiful lady from Pandacan.

___ He wrote better poems than his teacher.___ Balagtas was already weak when he got out

of prison.___ He married a good and beautiful maiden

from Bataan.____ He began his studies with the town priest.

IV. EVALUATION:Direction: Read the story then

complete the organizer below.

Life Cycle of a Butterfly

Butterflies go through four stages of life; egg, larva, (caterpillar), pupa (chrysalis) and adult. This process is called metamorphosis. A butterfly’s larva is called a caterpillar and it spends its days munching leaves. When a caterpillar reaches full growth, it spins a cocoon. Inside the protective sack, it undergoes

15

An enemy attacks a lizard.

The lizard drops its tail.

The tail breaks off and the break closes to prevent bleeding.

The tail keeps wriggling.

The enemy pounces on the tail.

The lizard gets away.

In time, the lizard gets a new tail.

One day, something special comes to the island. It is a clump of floating tress, vines, weeds and roots. The plants are from an island far away. They were carried out to sea. As they wash up onto a beach on an island, a fat green lizard crawls off the raft. Then she lays her eggs on the island. Finally the eggs hatch and the island has whole family of lizard.

great changes and eventually a beautiful flying adult emerges as butterfly.

V. ASSIGNMENT:A. GOLD: Read Marlon’s story. Complete his story by using the appropriate gerund. Choose from the list inside the box.

I’m giving this scarecrow the job of _____ in the field. _____ it in a good spot in important. I enjoyed ____ a scarecrow on the job. Its presence has changed the crow’s habit of ____ in the fields. Now, its usual activity is ___ above the corn. By ____ the crow away, the scarecrow is doing its job.

B. TS. Direction: Arrange the following events in order.

_____ When the fight for our freedom started, Apo Mena joined the rebels.

_____ He served as governor of Ilocos Sur._____ He was sent to the U.S. to represent

the country in the World Fair._____ He spent his time in keeping alive

the people’s interest in arts, letters, and music.

_____ He formed bands and orchestras which played native music.

LESSON # 4

I. OBJECTIVES:

GLR: 1. Enjoy reading a storyCT: 2. Answer questions from the story read.GOLD: 3. Use gerunds as object of the

preposition and appositive.TS: 4. Identify the antonyms of words.

II. SUBJECT MATTER:GLR: The MagicGOLD: Using gerunds as Object of the

preposition and appositive.TS: Identifying antonyms of words.

Reference: 2002 Basic Education CurriculumPELC Speaking 5.5.5; PELC Reading 1.4Phoenix 21st Century English 6 p 297Reading for Meaning p 46 - 59Growing in English Lang. p. 10 -15Readings and Communication Skills in English p. 252Linking the World through English pp. 288 - 292

Materials: strips of cartolina. Index cards,

III. Procedure:GLR: (Genuine Love for Reading)A. Pre-reading Activities:

1. Drill: Pronunciation drill:Have the pupils read the following words:

/u/

uncle love studycome public uttersubway us doneup son enoughunder some country

2. Motivation:Do you believe in magic?

3. Vocabulary Development:Have the pupils know the

meaning of the following words by rearranging the letters to form the words.

flat invisiblepneumonia rummagedwiggle pills

1. llsip _____________ (medicine)2. legwig ____________(to shake)3. tlaf _______________(lying straight)

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waiting placing flyingstanding protecting beingwatching driving stayingpicking guarding

4. niaompneu _________( a kind of illness)

5. visinblei _________( cannot be seen)

6. gedamrum ___________(searched)

4. Motive Question:Have the pupils organize

their own questions.


Let them take down notes about the story they are going to listen.

THE MAGIC

“Mama, where’s Uncle Ramon?” Bobby asked his mom right after he woke up, one morning.

“Son, your uncle is sick. He needs to rest in the hospital. He has been confined for observation of his heart ailment. But his doctor said he’s all right now,” explained Mama Rosa.

Uncle Ramon and Mama Rosa are brother and sister. Uncle Ramon has been quite sickly even in his younger days. He was not allowed to do strenuous jobs. When Bobby was still a year old, Mama Rosa took Uncle Ramon to look after her son because she worked full time in their supermarket.

Now that Bobby is nine years old, he still clings to his uncle who loved his antics so much. The two have something in common. They love magic. Uncle Ramon had an invisible magic wand. He kept it in along blue box tied with a red ribbon. No one knew about it except Uncle Ramon and Bobby. It was their secret.

“Did Uncle Ramon bring our magic box, Mama?” asked Bobby.

“What box, Bobby?” replied Mama Rosa.

“Oh, you don’t know about it, Mama. I guess, I’ll have to wait for Uncle Ramon to come home so we can have our magic tricks,” whispered Bobby to his mother.

“Well, you better wait because next week, he’ll be out in the hospital. He’s

okay now. He’s just resting there,” elaborated Mama Rosa.

“Thanks, Mama! So, we’ll play again,” added Bobby.

Suddenly, Bobby felt happy with magical feeling. His lunch tasted better. His toys seemed to talk to him. Crabby feelings melted away. And the sun made rainbows through their kitchen window.

His mother prepared his lunch box and brought him to school. When his Uncle Ramon was sick, it was his mother who took care of Bobby and his little brother.

Weeks went by. At last, Uncle Ramon came home. His laughter could be heard now from his room. Bobby felt good and inspired to study well.

Most of the time, Uncle Ramon sat in his chair and read books. He was so quiet and just stared at Bobby.

Bobby remembered how it used to be. They used to have fun together. Those were the days when they stayed in a flat near the supermarket. I’ll make Uncle Ramon happy,” Bobby said to himself.

Bobby rummaged in his closet. He got a small white box, opened it then whispered, “Abracadabra, ssh! Boom! Make some magic for Uncle Ramon and me!”

Booby ran to his Uncle Ramon. “Looked here, Uncle,” he said and waved something around.

“What’s that?” Uncle Ramon asked.“It’s an invisible magic wand. I

rearranged my closet and I got this box. Just like the one that we had before, only smaller!” said Bobby.

He waved it again and touched Uncle Ramon’s chin. He made faces and tried to wiggle his nose.

Uncle Ramon laughed.“Oh, I made you laugh again, Uncle

Ramon. You’re okay now. You’re well! Let’s play and have fun together!”

“Yes, Bobby. I forgot about our magic. It’s good you brought it back!” said Uncle Ramon laughing.

“It’s a new one, Uncle. I’ll tie one tonight with a string so it won’t get away.”

“Good, do it now, Bobby!” asked Uncle Ramon, as he took some pills.

17

Bobby went to the kitchen and looked for a piece of string. “Abracadabra, sssh! Boom!” he shouted. The happy feeling was back again in the house. And the sun shone brighter through the kitchen window and made rainbows.

-Adapted from Highlights for Children

CT. CRITICAL THINKINGA. Post Reading Activities:1. Answering the Motive Question:


following questions:

1. Were Uncle Ramon and Bobby’s secret magic a real thing? Why?

2. Why did Uncle Ramon create it in the first place?

3. How did Bobby enjoy the magic of Uncle Ramon?

4. How was the magic returned?5. How did it affect Uncle Ramon’s

health?6. Was Uncle Ramon a good uncle?7. How did the story end?

2. Engagement Activities: Have the pupils perform the

following activities under time limit.

GOLD: (Grammar, Oral, Language Development)1. Drill: Pronunciation drill:

Cecille likes to sell a pencil

A pencil Cecille likes to sellLooks like a pen with a sealRather than a pencil.

2. Review: Checking of assignment.

3. Presentation:Have the pupils read again the

paragraph.

We, Filipinos, appreciate good taste in our food. We love eating very much. We are satisfied by preparing our food with the least cost required.

4. Discussion:How are we satisfied?

We are satisfied by preparing our food with the least cost required.

What word comes before the gerund in the sentence? (by)

What kind of word is by? (preposition)How is gerund in the sentence used?

(object of the preposition)

Have the pupils read the given sentences: Have them identify the gerund used in the sentence.

1. No one really benefits from cheating.2. I want to learn more about healing.3. Her hobby, sketching, eats up most of her

time. (Sentence #3 is used as an appositive)

Discuss further.

5. Fixing Skills:Underline the gerund used in the

following sentences then write whether it is used as object of the preposition or as an appositive.

1. She improved her Math skills by practicing.

2. We should know the benefits of listening from learned men.

3. Claire will report on the basics of dancing.

18


How did Bobby show his love for his uncle? Make a script and dramatize it.

GROUP 2: THANK YOU

Make a “Thank-you Letter” for someone you would like to extend your gratitude to.

GROUP 3: GET WEL SOON!

Make a “Get-well Soon Letter” for someone who is sick.

GROUP 4: DRAW ME

Was Uncle Ramon a good uncle to Bobby? How? Show though a drawing.

4. My favorite sport, playing tennis, keeps me in shape.

5. His field of specialization, advertising, requires creativity.

6. GENERALIZATION:What are the other uses of gerunds?

REMEMBER:

A verb that ends in –ing and is used as a noun is a gerund. Aside form being used as a subject and predicate noun/subjective complement, a gerund also performs the same function as any other noun in the sentence such as:

1. Object of the Preposition – when the gerund used comes after the preposition.

Example:She will report on baking.

prep. Gerund2. As an appositive

Example:She spends most of her time in

productive pastime, baking cookies.

7. APPLICATION:a. Guided practice: Have the pupils

perform the following activities with the group:

B. Independent Practice: Direction: Underline the gerund used in the sentences and then write its function.

1. Some painters use sponges for mixing colors.

2. His work, baking bread, helps the community.

3. Thank you for getting me out there.4. I’ll explain about sewing next time.

IV. EVALUATION:A. GOLD: Direction: Underline the gerund

in each of the following sentences and identify its function:

1. The crop was ready for harvesting.2. The project, keeping the community

clean and green, I supported by the people.

3. The crop was ready for harvesting.4. Their job, baking cookies, provided

more earnings.5. Their newfound work, tilling and

weeding the land, proved to be very exciting.

TS (Transfer Stage)1. Drill: Pronunciation drill:

Have the pupils read the following words

focusing in /I/ and /iy/

/I/ /iy/mill mealsit seatwin weanstill stealrid readlive leavepill pealdin dean

19

GROUP 1: Write sentences for the following

gerunds with their given function:

1. cooking (appositive)2. fencing (object of the preposition)3. jogging (appositive)4. traveling (object of the preposition)

GROUP 3: Suppose you won in a lottery

amounting to P 1,000,000. Write a paragraph telling how you will spend the money. Use gerund in the sentence.

GROUP 2: Underline the gerund in each

sentence. Write whether it is used as object of the preposition or as an appositive.

1. Mabini became one of the pillars of the Revolution, committed to the ideal of freeing the Philippines from the Spaniards.

2. A congested classroom is not conducive to learning.

3. Ed’s talent, painting, is his greatest contribution in the school.

4. His job, writing articles for the La Solidaridad, was a well-kept secret.

GROUP 4: What do you do during summer?

Have each member of the group answers the question using gerund as object of the preposition, and appositive.

2. Review: Checking of assignment: Direction: Select from the word box

the synonym of the given word. Write it below the given word. The first one is done for you.

3. Motivation:Have the pupils identify the

opposite of the following:North - _____Right - _____Up - _______Smooth - ______Correct - ______

4. Presentation: What do the given words tell us?

Have the pupils study how the

author, Charles Dickens of “A Tale of two Cities” effectively describes the confusion at the time the story took place.

What descriptions did Dickens use? (Opposites)

Have the pupils study the following words:A B

best worstwisdom foolishnessbelief incredulitylight darknesshope despaireverything nothing

5. Discussion:What are the given words under A and B

tell us?What are these words?What are antonyms?Discuss further.

6. Fixing Skills:A. Direction: Identify the antonym pairs

in each of the following sentences. Then underline them. The first one is done for you.

1. She may be my friend, but she can also be my worst adversary.

2. The Ten Commandments were given to establish order from chaos.

3. Her sad expression turned jubilant when she heard the glad news.

4. I found out he was friendly, not belligerent as he was rumored to be.

5. Don’t dawdle nor hurry, but take enough time to do your work well.

B. Read each sentence below. Copy the italicized word on the first column of the form following the sentences. Then copy its antonym found in the same sentence on the second column. Number 1 is done for you.

1. Her quiet words belied the furious beating in her heart.

2. The pleasant afternoon was interrupted by a violent earthquake.

3. The walk to the seashore was easy but the climb up the mountain was arduous.

4. To a quiet person like me, the visitor seemed to be a garrulous man.

5. We wondered whether her act was inspired by kindness or by malice.

ITALICIZED WORD ANTONYM IN THE SAME SENTENCE

1. furious 1. quiet

20

“It was the best times, it was the worst of times. It was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us….”

realgenuine

coarse_______

value________

decline_______

promise________

late________

Word Boxrough pledgeworth refusegenuine tardy

2. 2.3. 3.4. 4.5. 5.

7. Generalization:What are antonyms?

@ Antonyms are words with opposite meanings. Antonyms are used effectively in making descriptions. Opposites show strong contrast between two ideas, persons or things.

8. APPLICATION:A. Replace each underlined word with antonym.

1. Our living room is ugly.2. Few plants hang by the windows.3. I feel restless in that room.4. The shelves hold dull pottery.5. Dark curtains frame the windows.

B. Match the words under Column A which means the opposite of the words under column B.

A B1. pretty a. big2. dry b. deep3. short c. ugly4. tiny d. long5. shallow e. wet

C. Direction: Write each sentence. Replace each underlined word with an antonym given from the list of words inside the box. The first one is done for you.

1. Sometimes people smile at what they read.

Sometime people frown at what they read.2. There are many wide streets in the city.3. Mary is very extravagant.4. How much did your brother gain in his

business.5. Everybody is busy today.

IV. EVALUATION:

TS. Direction: From the list of words below, select the antonym of the underlined word in each of the sentences.

1. The winner was a sluggish runner.2. It is humid in the jungle.3. A glass toy would be fragile.4. I like my cereal to be soggy.5. Sometimes, my brother exhibits weird

behavior.

V. ASSIGNMENT:A. GOLD: Direction: Write 5 sentences using gerund as object of the preposition and 5 sentences using gerund as appositive.

B. TS. Direction: Read the given sentences below. Supply the antonym of each word in parentheses. Then rewrite the sentences with the needed antonyms.

2. Mr. Abiog is very (rich). He lives in a (big) house, wears (expensive) clothes and eats (costly) food. ____________________________________________________________________________________

3. Sherwin is a (bright) pupil. He always gets the (highest) score in tests. He reads and writes (fast). He has (many) friends.

_______________________________________________________________________________________________________________

LESSON # 5

I. OBJECTIVES:

GLR: 1. Enjoy reading a storyCT: 2. Answer questions from the story read.GOLD: 3. Use gerunds as direct objectTS: 4. Write a home reading report.

II. SUBJECT MATTER:GLR: Gombay and the Wild DucksOLD: Using gerunds as Direct ObjectTS: Writing a Home reading Report

Reference: 2002 Basic Education CurriculumPELC Speaking 5; PELC Reading 1.4

21

thrifty narrowidle losefrown

dry burnstrong normallively

Phoenix 21st Century English 6 p 297Growing in English Lang. p. 10 -15Readings and Communication Skills in English p. 252Linking the World through English pp. 288 - 292

Materials: strips of cartolina. Index cards, picture of a duck

III. PROCEDURE:GLR (Genuine Love for Reading)A. Pre-reading Activities:

1. Drill: Pronunciation drill: Have the pupils read the tongue twister given:

What does Watt-watt White want?Watt-watt White wants a pair of white pants.A pair of white pants is what Watt-watt White wants.

2. Motivation: Have you ever heard of the story

about the man who was allowed to own as much land as he could and in the end got just enough to bury him six feet under the ground?

What does that say about wanting more than you need?

3. Vocabulary Development:A word can have more than one

meaning. Have the pupils decide which meaning of duck is used in the following sentences.

a. a swimming birdb. to dive or dip the headc. to avoid or evaded. cotton fabrice. someone who is considered

attractive or a darlingf. someone who cannot act efficiently

because of disablementg. someone with peculiar

characteristics.

1. He was such a duck and everyone loved him!

2. The outgoing president knew that his decisions would eventually be challenged by the incoming president. He is what one may call a lame duck.

3. He had some light clothes made out of duck.

4. He ducked the moment he sensed a revolver aimed at his head.

5. It would not be cowardly to duck when you spot an angry fist coming your way!

4. Motive Question:How did Gombay came to be one of the

ducks?

B. During Reading Activities:1. Have the pupils listen to the story. Let

them take down notes about the story they are going to listen.

Gombay and the Wild Duck

Once there lived a hunter named Gombay. There was a pond near his house where wild ducks came to play. He had been getting one for each day as his father had before him. But one day he thought, “If I can catch a hundred wild ducks in a day, I can be as lazy as I want for ninety-nine days.” It seemed like a very good plan.

Immediately he set the snare of a hundred loops made with one rope. Then he hid himself behind a tree. It was just before dawn, and he could count ninety-nine ducks in the loops. He waited for one more duck. Finally, the sun began to show bright on his face. Then the birds were surprised to know they were in a trap, and flew up all together at once.

Gombay, holding the end of the rope went high up in the sky, too. “Help, help!” he cried from the sky, but nobody could hear. Alas, the rope snapped suddenly, and he went down. Soon, he realized he had become a wild duck as he was falling down. Yes, he was flying now as freely as he wanted. It was like a dream for Gombay, but he had to live as a wild duck, anyway. He felt hungry, so he flew down near a pond. He found a small fish swimming in the pond. He was going to catch it for a tasty meal, but he was caught with a snare like the one that he had used.

Gombay became sorrowful and said to himself, “What a pity when even one duck is caught! And I tried to get a hundred ducks at a time. It is indeed the punishment of God.” He shed tears, and they dropped on the rope. Then it snapped. What a miracle! Gombay was so glad that he shed tears again for his great joy. This time the tears flowed down and got his clothes wet. What a miracle again! He became Gombay as he was. Since then, he stopped hunting wild ducks and he became an honest, kind – hearted farmer and lived happily forever.

-Yoshimasa Kogawa

22


1. Answering the motive question:

How did Gombay came to be one of the ducks?



1. Who is Gombay?2. What kind of person is Gombay?3. What did he decide to do one day?4. What experiences did he have when he

became one of the wild ducks?5. Did he enjoy being a wild duck?6. What freed him for being a wild duck?7. When he was back to being Gombay,

what lesson did he learn form his experience?

8. To prove his resolve to be a better person, what did he give up?3. Engagement Activities:

Have each group perform the following activities.

GOLD (Grammar, Oral, Language Development)

1. Drill: Pronunciation drill: Have the pupils read the following words:

jar guard arm cardlarge charm smart carscarf market dark parkyard chart hard harm

Have them read the following phrases. Have them read the words with /a/ sound well.

carve a heart a large scarfa mark on the guitar a jar in the barna card for Arthur an ark in the park

2. Review:Transform the following verbs into gerunds

then use each one of them in sentences as subject and predicate noun.

1. Climb2. Write3. Read4. Cook5. Study

3. Motivation:Have the pupils answer the following

using questions using gerund. What do you usually do during

weekends? What do you like to eat during recess

time? What is your father’s hobby?

4. Presentation:Have the pupils read the paragraph:

We, Filipinos, appreciate good taste in our food. We love eating very much. We are satisfied by preparing our food with the least cost required.

5. Discussion:Have the pupils underline the gerund

used in the paragraph. The teacher will write the answer on the board.

What do we love very much? (Teacher will write the answer)

We love eating very much.What word comes before the gerund in

the sentence? (love)What kind of word is love? (verb)How is the gerund eating used in the

sentence? (object of the verb)Have the pupils read the following

sentences:

23



GROUP 2: DRAW ME

What do you think would have happened to Gombay if he did become human again?


In the story, Gombay already had what he needed but succumbed to wanting more. If you will be given a chance to write to him, what will you say?



1. Filipino love playing basketball.

2. Mother likes listening to her favorite radio program.

3. My sister finds dancing interesting.

What are the gerunds used in the sentences? What word comes before each gerund? How are gerunds used in the sentence? Discuss further.

6. Fixing Skills:Answer the following questions

using gerund as object of the verb.

a. What do you love doing during summer?

b. What does your sister study?c. What does your aunt teach?d. What do you and your friends find

interesting?7. GENERALIZATION:

What are the other uses of gerund?How is gerund used as direct object

or object of the verb?

REMEMBER:A verb that ends in –ing and is used

as a noun is a gerund. Aside form being used as a subject and predicate noun/subjective complement, a gerund also performs the same function as any other noun in the sentence such as:

1. Direct Object – when the gerund comes after the verb. It answers the question what.

Example:She likes stitching very much. verb gerund

8. Application:Have the pupils answer the questions

given

1. What do your friends love to do during weekends?

2. What does Karl love to do during winter?

3. What does Mary Frances like to do very much?

4. What does your mother find interesting?

IV. EVALUATION:1. GOLD: Direction: Complete the

following sentences using gerund as object of the verb.

a. The newscaster came ______ to catch the event. (run)

i. The police began _____ the thief. (chase)

3. Princess and Kim find ______ interesting. (dance)

4. The farmers started _______ the fruits since last week. (pick)

3. Agnes loves _______ fiction story. (write)

TS (Transfer Stage) 1. Drill: Pronunciation drill: Have the pupils read the following pairs of

words:

/a/ - /e/lace – less chase – chessvase – vest paste – pestgaze – guess baste – besthail – hell sail – sell

/a/ - /a/fate – fat paint – panthate – hat laid – ladmain – man vein – vaneight – at pale – pal

2. Review: Checking of assignmentArrange the following events in order.

_____ When the fight for our freedom started, Apo Mena joined the rebels._____ He served as governor of Ilocos Sur._____ He was sent to the U.S. to represent the country in the World Fair._____ He spent his time in keeping alive the people’s interest in arts, letters, and music._____ He formed bands and orchestras which played native music.

3. Motivation:Do you enjoy reading a story?

4. Presentation:To be able to read well includes the

ability to interpret and summarized accurately the content of what you read. Careful analysis and evaluation are also an important part of good reading.

Give an example of home reading report.

24

Book Title: Stories of our Country

Title: The Legend of Mayon Volcano

Author: Amado L. Agorilla Place and Date of Publication: Manlapuz Publishing

Co., Manila 1989 Number of Pages: 3 Setting: Kingdom of Albay Characters: Daragang Magayon,

Gat Malayo, and Datu Buhawen

Theme: Love and SacrificeBrief Summary:

Magayon was the most beautiful maiden in the kingdom of Albay. She fell in love with Gat Malayo, a prince from a Tagalog Kingdom in Tayabas. The two decided to marry, but Datu Buhawen, the bravest in Albay kingdom, threatened to kill Magayon’s loved ones if she would not agree to marry him. Magayon consented to the marriage. On the day of the wedding, Gat Malayo arrived and a fierce battle began. Datu BUhawen was killed. When Gat Malayo was about to claim Magayon as his bride, a friend of Datu Buhawen stabbed him to death. When Magayon saw her lover dying, she took the dagger and killed herself. The two were buried in a common grave. After a few days, the earth on their grave rose and turned into a beautiful mountain-volcano. It was named after the beautiful maiden Magayon.

Plot: a. Magayon and Gat Malayo met and fell In love and decided to marry.b. Datu Buhawen threatened

Magayon to a forced marriage.c. Before the ceremony, Gat

Malayo arrived and a battle commenced.

d. Buhawen was killed and so was Gat Malayo.

e. Magayon killed herself when she saw her lover fall.

f. A mountain-volcano rose from their common grave.

Moral Lesson: Nothing good comes out from selfishness.

Comment: The story has a tragic ending. Because of man’s selfishness, many lives were sacrificed.

4. Discussion:What was the title of the home reading

report?Who is the author?Who Is Magayon? Gat Malayo? Datu

Buhawen?Why did Magayon consent to the

marriage with Datu Buhawen?What happened when Gat Malayo tried

to stop the wedding of Magayon and Datu Buhawen?

What is the moral lesson of the story?Discuss the parts of a home reading

report.

5. GENERALIZATION:What are the parts of a reading report?What does each part tell?

REMEMBER:These are the different parts of a home

reading report:

1. Title2. Author: the writer of the story3. Place and Date of Publication: where and when the story was published.4. Number of pages5. Brief summary: important points6. Setting/ Characters – where and when the story happened, major and minor characters7. Theme – what topic is the story about8. Plot – sequence of events.9. Moral Lesson – what learning the story

teaches.10. Comments – what the reader think about the

story.

7. Practice Exercise:Have the pupils read a short story. Have

them write a book report using the format given.

Title:AuthorPlace and Date of PublicationNo. of PagesBrief summarySetting:Characters:Plot:Lesson:Comments:

IV. EVALUATION:A. TS. Direction: Have the pupils

read the story. Have them write a book report using the given format.

25

The Rose Bush and the Apple Tree (Adapted)

Near the apple tree grew a rose bush. The rose bush saw how much she was admired and said, “Who can compare with me, and who is as worthy as I am? My flowers are beautiful to the sight and sweet to the nostrils. True, the apple tree is bigger than I, but what pleasure does he give to mankind?”

When the apple tree heard this, he said, “Even though you are worthier than I in the beauty of your blossoms and the sweetness of your smell, you are less worthy in goodness and friendliness.”

“Tell me,” the rose bush said, “what is evidence of your goodness?”

And the apple tree answered, “You do not give flowers to man unless you first wound him with your thorns. But I give my fruit to all, even to those who throw stones at me.

V. ASSIGNMENT:A. GOLD: Read Marlon’s story. Complete his story by using the appropriate gerund. Choose from the list inside the box.

The crow likes ______ on the fence. It never gets tired of _____ for me to leave. _____ our corn is its favorite pastime. My job is _____ the corn form the crows. That is why I’m giving this scarecrow the job of _____ in the field. _____ it in a good spot in important. I enjoyed ____ a scarecrow on the job. Its presence has changed the crow’s habit of ____ in the fields. Now, its usual activity is ___ above the corn. By ____ the crow away, the scarecrow is doing its job.

B. TS. Direction: Have the pupils read a short story. Have them make a reading report for the story that they are going to read.

LESSON # 6

I. OBJECTIVES:


listened to.GOLD: 3. Use the possessive form of nouns. 4. Form the possessive of nouns.TS: 5. Follow series of directions in

prescriptions and experiments.

II. SUBJECT MATTER:GLR: Pandora’s BoxGOLD: Using the possessive of nouns.

Forming the possessive of nouns.TS: Following Series of Directions

Reference: 2002 Basic Education CurriculumPELC Speaking 5; PELC Reading 2.1;2.2Dynamic Series in English p. 42Phoenix 21st Century English 6 p 28Linking the World Through English pp. 288 - 292Materials: strips of cartolina. Index cards,


A. Pre-reading Activities:1. Drill: Pronunciation drill:

Have the pupils recite the tongue twister:

Lily Lee listens to lessons,As Lily Lee listens to lessons,She listed eleven lessons on how to listen to lesson.

2. Motivation:What does a myth mean?Have you heard a myth story?

3. Vocabulary Development:Have the pupils read the

following situation. From the box below, choose the best word that describes the situation.

1. Vira, the stepdaughter of Dona Mary, was washing the clothes one morning. Another pile of soiled clothes was given to her and when she was about to complain, Dona Mary hit her with her

26

tidiness curiositymeanness griefcruelty wickednessgreed

waiting placing flyingstanding protecting beingwatching driving stayingpicking guarding

cane. ___________________________

2. Angelo, a naughty boy in Mrs. Cabral’s class was thinking of putting the used bubble gum on his classmate’s seat. _____________________________

3. Martha was very eager to know what’s inside the forbidden room. ___________

4. Miss Castro asked the children to research in the library. After an hour, the bell rang. The children, except for Arleen, gave the books to the librarian and went away. Arlene cleaned the mess that her classmates left. She pushed the chairs back and picked all the pieces of papers scattered around. She returned the books she borrowed and left the library quietly. _________________________

5. All the members of the family were there. Tears kept falling from their eyes. Their sick father, almost dying, was giving his last will. ________________

6. Mario received one gallon of ice cream from his grandfather as a present. Lito, his youngest brother, asked for some but Mario didn’t mind him until he had eaten all the ice cream. _____________

7. An old lady, wearing ragged clothes in front of Dona Narcisa’s house, was asking for a piece of bread. Dona Narcisa yelled at her and asked her to go away. _______________________

4. Motive Question:Why did Pandora open the box?


Let them take down notes about the story listened to.

PANDORA’S BOX

When man had been made, Jupiter decided that he would make woman, and

send her down to earth. He called on all the gods and goddesses to help him, and they did.

Venus gave her beauty. Apollo gave her the gift of music. Minerva gave her wisdom and skill in spinning and weaving. The mischievous Mercury stirred in for spice a few very human failings, curiosity among them.

When she was finished, she was lovely. Quite proud of their handiwork, the gods named her Pandora – which means “the gift of all the gods” – and Jupiter put into her hands a chest of ivory, quite small but intricately carved, with an odd golden clasp. He cautioned her to keep it by her always, but never to open it. Then, he sent her down to earth and presented her to Epimetheus.

And she made Epimetheus a very good wife. She was a good cook; she kept the house tidy; she wove a beautiful cloth; and she obeyed her husband’s wishes in everything. In spite of herself, however, she found her thought turning too often to that ivory box she had brought with her. Finally, there came a time when it seemed to her that she and the box could not possibly be in the same house any longer unless she knew what was in it. So she took the little golden key that hung from it by a silken cord, and turned it in the lock. The she lifted the lid – just a little, just for a glimpse.

Alas, poor Pandora! In an instant, the room was filled with tiny ugly winged creatures, buzzing around the walls and streaming through the windows. What had she done? In a panic, she shut the lid again, but it was too late. For in that box had been all the evil things the world had not known before – Meanness and Greed, Cruelty and Pain, and a million others – and as soon as the lid was lifted, out they flew. They have been flying about ever since, causing all sorts of grief and misery. What a pity she ever let them loose!

But there is one thing to be said for Pandora – when, in her panic, she clapped the box lid shut again, she did just in time. For in the chest, there with the wicked winged things was Hope. If Hope had escaped with the rest, the world would have been far worse off than it is. But fortunately, she was left behind. And whatever could we do without her? Myth-


27

1. Answering the motive question: Why did Pandora open the box?



1. Why do you think Jupiter made a woman?

2. What did Venus, Apollo, Minerva and Mercury contribute to Pandora?

3. What does the word “Pandora” mean?4. Did Epimetheus and Pandora have a

happy marriage?5. What were inside the box?6. What do they mean?

3. Engagement Activities:Have the pupils in each group

perform the following activities:

GROUP 3: STORY GRAMMAR ORGANIZER


Allow the pupils to perform the activity under time limit.

GOLD (Oral, Language Development)1. Drill: Pronunciation drill: Have the pupils recite the given tongue twister:

Cecile likes to sell a pencil/A pencil Cecile likes to sell, Looks like a pen with a seal/ rather than a pencil.

2. Review: Checking of assignment: Have 2 – 3 pupils give their

sentences using gerund used as direct object, object of the preposition and as an appositive.

3. Motivation: The teacher will present different things and will ask the question:

Whose pencil is this? Whose bag is this?Whose notebook is this? Etc….

4. Presentation:Have the pupils read the

dialogue. (To be written on manila paper)

Who Owns That?

Precious, Allyson and Jamaica are at the school playground having their short break.

Precious: Hey, someone left his bag.Allyson: It must be Kenneth’s. I saw him

once using it.Jamaica: But Kim has also one like it. It might

be his bag.Precious: Why don’t we look for any

identification inside? (looks inside the bag) Aha, it’s neither Kenneth’s nor JC’s. Look at the ID card here. It is Ralph’s bag.

Ivy: (comes close to the girls) Excuse me. Does anyone of you own this wallet?

Precious: It is mine. I’m glad you found it. Thank you!

Ivy: You are welcome. I thought it was Jannelle’s wallet.

28



GROUP 2: DRAW ME

What do you think would have happened if Pandora followed what was instructed to her?








Allyson: Well, now we know who own the things we found. You have your wallet Precious. Let’s go and give this bag to Ralph. He might be looking for it now.

Precious: Yes, let’s go girls!

Have the pupils answer the following questions:

1. What did the girls find?2. Who did they think owned the bag?3. What did they do to find the rue owner

of the bag?4. Who owns the bag?5. To whom did the wallet belong?

Have the pupils read the following statements taken from the dialogue.

1. It must be Kenneth’s.2. It is JC’s bag.3. I thought it was Jannelle’s wallet.

5. Discussion:What is added after the name of a

person in the sentence? How many own the bag? Who owns the wallet?

Have them study the following examples:

a. The girl’s school uniforms are still new.b. The pupils’ desks are made of wood.c. The butterflies’ colors attract many

people.

How many own the uniforms? the desks? the colors? Notice that s’ is added to the nouns if the owner is more than one.

Have the pupils study the following phrases:

knob of the doorkey of the roomcollar of the shirt

What is used in order to show possession? (of phrase)

How can we rewrite the following to show possession?

Discuss how these phrases can be transform to show possession:

door’s knob room’s key shirt’s collar

Discuss further. You may use the information given under REMEMBER.

6. Fixing Skills:Rewrite the following to show

possession:1. bicycle of Sherwin2. parents of Lei and Elise3. tools of the carpenters4. kites of the boys5. speech of the president

7. GENERALIZATION:What do we use to express

possession?

REMEMBER:A noun that expresses possession,

ownership, or connection is in the possessive case.

The sign of the possessive case is the apostrophe and s . (‘s)

The phrase of the is used with lifeless or inanimate objects.

Possessive case of nouns may be formed in several ways:

1. To form the possessive singular, add ‘s to the singular form of the noun.

Example:Mary’s song girl’s dress

2. To form the possessive plural of nouns ending in s, add the apostrophe (‘) only.

Example: ladies’ shoes leaders’ abilities

3. Proper names ending in s form the possessive case by adding the apostrophe and s.

Example: Jahzeel’s new shirt James’s answer

4. In compound nouns, the ‘s is added to the end of the word.

Example:sister – in –law’s recipesisters – in –law’s recipes

5. If two or more nouns are used together to indicate separate ownership, the ‘s is used after each noun.

Example:Kathy’s and Sarah’s dresses

29

6. If two or more nouns are used together to indicate joint ownership, the ‘s is used after the last noun only.

Example: Karl and Jazzer’s boat

7. The of-phrase is commonly used with inanimate nouns to show possession.

Examples:end of the storylock of the doorcover of the book

8. APPLICATION:A. Guided Practice:

Direction: Make your own dialogue using possessive nouns correctly.

B. Independent Practice:Direction: Fill in each blank

with the possessive form of the noun at the left.

(God) 1. ______ saints should be our models.

(Children) 2. ______ games are often exciting.

(doctor) 3. A ____ training requires long hours of study.

(Lady) 4. Girls should imitate our _____ virtues.

(Napoleon) 5. ______ gallantry won distinction for him.

(baby) 6. The ____ loud cry awakened the sleeping mother.

(butterfly) 7. A _____ wings are made up of scales.

(deer) 8. The ____ horns are called antlers.

(abbot) 9. The _____ hood is missing.(grandparents) 10. Our ______ farm is wide and

airy.

IV. EVALUATION:A. GOLD: Direction: Rewrite each

sentence. Change each underlined phrase to include a possessive noun.

1. The safety habits of the students should be perfect.

2. The students listen to the opinions of the adults.

3. The comments of the visitors are helpful.4. The hands of many pupils are raised

now.5. The principal reminds students to use the

office of the nurse.

TS (Transfer Stage)1. Drill: Pronunciation drill:

Have the pupils read the following words with /v/ sound:

vie veal visagevoltage veal valvevarnish visa voterventral vague virginvibrant varsity venison

2. Review: Checking of assignment

3. Motivation:Do you know how to wash plates?

4. Presentation:Have the pupils read the directions that

follow.

First, remove the extra food from the plates.

30

GROUP 1: Your group was asked by the principal to help look for the owners of the items deposited at the school’s lost – and – found nook.

GROUP 2: You talked among yourselves

about the food served at your school canteen.

GROUP 3: When you arrived home, you find a

new pair of shoes, a new bag, a new pair of pants, and a new shirt.

GROUP 4: Complete the dialogue using appropriate nouns in their correct possessive forms.A: We are going to celebrate our ____

anniversary.B: Yes and our teacher wants us to present

a puppet show.A: The ___ collection of puppets is a large

one.B: However, the principal’s objective was

for _____ to write their own script.A: Making the hand puppets can challenge

the _____ creativity.B: What could be the ___ share in the

work?

Then, put the plates, spoons and forks and glasses together. Rinse them once and soap them, beginning with the glasses, plates, spoons and forks. Rinse the glasses and drain them on the drain board. Then rinse the plates well followed by the spoons and forks. Drain them on the dish drain. When dry, keep them in the dish rack.

5. Discussion:What is the first thing to do with the

dirty plates?What is done next?What is the next step to take?What step follows?What is done next?What is done last?

This time, write the steps in washing plates.

6. Fixing Skills:Have the pupils read the experiment

given on how plants get water from the soil. Then let them answer the questions given.

Have a stalk of celery ready. Have a clear glass half filled with

water. Put a little red food coloring in the

water. Mix it well. Then drop the stalk of celery in the

glass with colored water. Let it stay for two hours. Observe what happens.

1. What are the materials you need in the experiment?

2. What do you put in the glass of water?

3. What do you do in the celery?4. How long will you let it stay in the

water?5. Can you predict what will happen?

7. Generalization:How do we follow

direction?

REMEMBER:Directions are useful in telling you

how to make something, like how to cook rice and how to get from one place to another. To follow directions, you must have steps to take in the proper order.

8. Application:A. Read the directions below.Mother taught Mary Frances how to

cook rice.

Here are the steps given to her.First clean the kettle where you will cook the rice.Then measure 3 cups of rice.Wash the rice 2 times.Put 3 cups of water in the washed rice.Cook until the rice is done.Put the stove to low fire.Then let the rice to cook for two more minutes to cook the rice well.

Questions to answer:1. What is the first thing to do when cooking

rice?2. How many times will you wash the rice?3. How much water will you add to 3 cup of

rice?4. What must be done when there is no more

water?5. What is the last step to do to cook the rice

well?

B. Read the paragraphs below.Father went to the farm and suddenly it

rained hard. He got wet and caught colds. He asked for medicine from their family doctor.

Here is the prescription he got.

1. What medicine was given to him?2. How many times would he take the

medicine?

31

Allyson Gale G. Francisco, M.D.

East Ave., Medical CenterRoom 13 MWF 10 – 12:00 NN

Patient’s Name: Pedro Canlas Age: 40Address: 1512 Nacar Sex: MDate: Apr. 15/10

PxPhonyl propanolamine HCl 25 mg - # 15Chlorphenamine malcate 2 mg & paracetamol 500 mg(Neozep forte)Sig: 1 tablet every 6 hrs for 5 days.

______________Lic. No. _________PTR: ___________

3. How long would father take his medicine?

IV. EVALUATION:Direction: Read the directions below. Then

answer the questions that follow.

How to Grow a Plant from a Seed Get 5 seeds of white beans. (Patani

seeds) Pour a little water on the seeds in a

deep plate. Let them stay overnight. In the morning you will see a root

coming out. Prepare the pot where you will plant

the seed. Put sandy loam soil in it and choose

the best seed. You will put the seed with its root

down in the soil. Plant the other seeds on the ground or in another pot of soil. Water them a little and let them stay where there is sunlight.

Observe how the plant grows.

Questions to answer:1. What is the first thing to do with

seed?2. How long will you let the seeds stay

in the plate?3. What steps follow?4. How will you position the seed you

will plant?5. What do you do next?6. Where will you put them?

V. ASSIGNMENT:A. GOLD: Direction: Change the

underlined group of words to include a possessive noun.

1. The farm of my aunt is in Laguna.2. The school of my cousins is in a

nearby town.3. The truck of my uncle takes them to

school.4. The apartment of Uncle Brad is in

the city.5. The name of my cousin is Celia.

B. TS. Direction: Read the paragraph given then answer he questions that follow.

Jazzer had colds for the past 3 days. He had fever and developed a cough. His mother took him to a doctor. The doctor gave him a prescription.

1. Where did Mother take him?2. What medicines given to Ric?3. How often did he have to take the

medicine?4. How would he take the medicine?5. How long would he take the medicine?

LESSON # 7

I. OBJECTIVES:


listened to.GOLD: 3. Use a variety of sentence as to

structure; simple sentence 4. Form simple sentence.TS: 5. Tell the relationship expressed in the

selection as to cause and effect.

II. SUBJECT MATTER:

GLR: Appearances are DeceptiveGOLD: Using a variety of sentence as to

structure – simple sentence.Forming simple sentence.

TS: Recognizing cause and effect relationship.

Reference: 2002 Basic Education CurriculumPELC Speaking 6; PELC Reading 6.1 p 23Explore your World through Language and Literature pp 58 - 61

32

Allyson Gale G. Francisco, M.D.

East Ave., Medical CenterRoom 13 MWF 10 – 12:00 NN

Patient’s Name: Jazzer F. Age: 15Address: 1512 Nacar Sex: MDate: Apr. 15/10

PxErythromycin – 250 mg - # 10(ERYCIN)Sig: 1 tablet 2x daily for 5 days

______________Lic. No. _________PTR: ___________

Dynamic Series in English 6 p 39Linking the World through English pp. 328




Have the pupils recite the given tongue twister:

Should she sell sheers sheets or should she sell shaggy shawls?

2. Motivation: Is it important to be beautiful? Why? Which is more important, to be kind or to be beautiful? Why?

3. Unlocking of Difficulties: Have the pupils identify the

meaning of the following words:

1. appearance a. luck2. deceptive b. pupa3. bandaged c. look4. fate d. misleading5. chrysalis e. tied up6. scurrying f. rushing

4. Motive Question:What had become Sundri?

B. During Reading Activities:1. Have the pupils listen to the

story. Let them take down important details of the story.

2. Use the Direct Reading Thinking Activity (DRTA) when telling the story.

APPEARANCES ARE DECEPTIVE

One day, Bina, the ant, was scurrying about in search of food. Summer was almost over and the rain was approaching. Soon it would be raining and food would be difficult to find. Bina knew it was necessary to stock as much as possible so that her ant colony could have enough to eat during the difficult months ahead.

She had collected quite a bit already. Now she was on the lookout for bits of sweet foods that younger members of her colony loved to eat after their meal. Going to and fro between trees and shrubs, Bina suddenly smelt the sweet aroma of pastry. She quickly went around the bush and there she saw it – a large bit of pastry with a whole raisin in it. Just then she looked up and saw something hanging from the leaf of a bush. Looking closer, she saw that it was a tiny tail. It seemed to be all wrapped up in something, as if bandaged.

“Oh, you poor thing! What a sad fate you have Sundri! I can run anywhere I wish, climb trees, or go over mountains. And look at you, you are trapped in your shell. All you can do is move your tail around a bit. Even ant children can run around and do as much as we can. They are free. You are all bound up and cannot even move. What a life you must have!”

But there was no answer from the chrysalis. So Bina went on and walk away with her piece of pastry. Bina did not know it, but the “thing” was a chrysalis, the pupa of a butterfly.

A few days later, Bina came that way again hoping to find more pastry or biscuit lying around.

It was unusually hot that day and she was sweating. Suddenly, a cloud seemed to come over and she felt a soft cool breeze. She looked up. Wow! One of the most beautiful butterflies she had ever laid eyes on! Light blue spotted with light pink and yellow dots.

“Look at me, Bina. I am your much-pitied friend. You boasted of being able to run around and climb mountains. But now try to get me to listen.”

“How beautiful and how lucky it is to be able to fly around free!”

And with a graceful flap of her wings, Sundri, the butterfly flew away like a soft sigh of the breeze.

-An Adaptation-


1. Answering the motive question:

What had become Sundri?

33

(Answer: Sundri had become one of the most beautiful butterflies Bina had ever seen.)

2. Comprehension Check:

a. Who is the ant in the story?b. Why is she scurrying about in

search of food?c. What did she see something

hanging from the leaf of a bush?d. Why did BIna pity Sundri?e. Do you think Bina was right to

pity Sundri? Why?f. If you will be Bina, will you do

the same with Sundri?g. Is it right to boast with

somebody? Why?

2. Engagement Activities:Have the pupils perform the


GOLD (Grammar, Oral Language Development)

1. Drill: Pronunciation drill.


Betty bought a bit of butter but she found the butter bitter/So she bought a bit of butter to make the bitter butter better.

2. Review: Kinds of a sentence:Identify whether each sentence is

declarative, interrogative, imperative or exclamatory.

1. The teacher speaks clearly.2. Turn on the radio.3. Is there news about the hurricane?4. Ms. Cruz feed the chicken.5. How heavy the rainfall is!

3. Motivation:What is a hobby?What are your hobbies?How does your hobby help you?

(Have the pupils write a few sentences to tell about their hobbies.)


sentences:

1. Karl collects shells.2. Karl collects and sells his collection.3. Ysa and Princess make dresses for

their dolls.4. Sherwin and Jazzer collect poems

and write their own haikus.

5. Discussion:What is the subject in the first sentence?

(Karl)What is the predicate? (collects)How many subjects do we have in the

first sentence? (One) How many predicate? (One)What kind of subject do we have in the

first sentence? (Simple subject)What kind of subject do we have in the

firs sentence? (Simple predicate)What kind of sentence is this? (Simple

sentence)Why do we say so? (It expresses only

one idea)(Do the same questioning for sentences

b, c , d.)(use the concept in the generalization

during the discussion)

34

GROUP 1: LIGHTS, CAMERA, ACTION!

What part in the story did you like best? Make a script and dramatize it before the class.



GROUP 3: WRITE ME A LETTER!


GROUP 4: CERTIFICATE OF RECOGNITION

Describe Sundri’s attitude. Make a certificate of recognition for her.

6. Generalization:What is a simple sentence?How do we form a simple

sentence?

REMEMBER:A simple sentence has one

independent clause. An independent clause has a subject and a verb and expresses one complete thought.

A simple sentence can be formed in four ways:

Simple Subject and Simple Predicate

The food is packed in three ways.

Compound subject and simple predicate Air, water and sunlight are

needed to make plants grow.

Simple Subject and Compound Predicate

The rain fell and flooded the streets.

Compound Subject and Compound Predicate

Butterflies and other insects alight on the flowers and sip their nectar.

7. Application:A. Guided practice:

Direction: Make five simple sentences of your own following the instructions for you.

B. Independent Practice:

Direction: Put a check (/) on the blank before each number if the sentence tells a simple sentence and cross (x) if it is not.

_____1. Big papayas are raised in that farm._____2. To get a good grade, you must finish

your project early._____3. We waited long hours at the bus

terminal._____ 4. Every day, I watch the incoming ships.______5. Tricia and Allyson moved and

removed their furniture.

IV. EVALUATION:GOLD: Direction: Complete each simple

sentence with a compound predicate.

1. Our neighbor _________________.2. The children at the plaza

_____________________.3. The river behind our house

____________.4. The trees at the forest ______________.5. Plastics _________________________.

TS (Transfer Stage)1. Drill: Pronunciation drill: Have

the pupils read the following contrastive pairs of words:

/t/ - /d/

1. ten – den2. time – dime3. tow – do4. grate – grade5. pat – pad

2. Review: Checking of assignment:Direction: Write the antonym of the

following words:

1. bright2. thick3. pleasant4. wonderful5. pretty

3. Motivation:Match the phrases under column A with

the phrases under column B to complete the thought.

A B__1. An apple a day… a. ..make the air

fresh and clean

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GROUP 1: Your group was asked by your English teacher to write a sentence describing your family.

GROUP 2: You talked among yourselves

about the food served at your school canteen.

GROUP 3: When you arrived home, you find

out that your father has just arrived from the States.

GROUP 4:Write 5 sentences about the things

that you would love to do during Christmas

__2. Exercise and proper b…keeps the diet…. doctor away.

__3. Chain-smoking... c. can cause a lung cancer.

__4. Trees around us... d. make our body strong and healthy.

4. Presentation:Have the pupils read the paragraph

given:

5. Discussion:Why is there massive drought or

dryness of land in many places of the country?

Have the pupils read the following sentences: (use the color coding strategy)

1. The river has become smelly and filthy because the people kept on throwing their waste into it.

2. Fish in the river die because people use dynamite in fishing.

What made the river smelly and filthy?

What is the effect of throwing wastes/ garbage in our rivers?

Why do fish die?What will happen if fishermen use

dynamites in fishing?

How would you analyze your answers in questions A and B?

How can you identify the cause of a given situation?

How would you analyze your answers in questions C and D?

How can you identify the effect of a given situation?

Discuss further. Use the information given under REMEMBER.

6. Fixing Skills:Number the statement 1 if it

happened before (cause) and 2 if it happened after (effect).

1. _____ Lucille got low grades in Math._____ She did not study hard.

2. _____ Kyle graduated valedictorian of his class.

____ He made his parents very proud.

3. _____ Computers help us a lot in our school work.

_____ Information is easy to gather with just one click of a finger.

4. _____ Mother praised Jamaica._____ Jamaica got high grades in her report

card.

5. _____The children jumped for joy and shouted “Hurray!”

_____They won in the English competition.

7. Generalization:What is a cause?What is an effect?

REMEMBER:CAUSE is the reason why something

happens. It is a statement that expresses what happened before. There are some signal words that help you recognize cause. These are: since, because, when and if.

EFFECT is the result or outcome of what happened. It is the statement that expresses what happened after. There are some signal words that help you recognize effect. These are so, thus, as a result, and therefore.

8. Application:A. Guided Practice:

Direction: Complete the chart. Write the cause, the signal word used and the effects for each sentence.

1. Today, people know a lot about how the body works because of centuries of study.

2. Early people had strange ideas about how the body works because they very little scientific knowledge.

3. If we understand our bodies, we can better take care of them

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There is a massive drought or dryness of land in many places of the country. This happened because the El Niño phenomenon has set into the atmosphere.

Cause Signal Word Effect

4. Amy is so interested with the human body, therefore, she decided to become a doctor.

5. Exercise daily so your body will stay fit and trim.

B. Independent Practice:I. Direction: Write your answers in complete sentence.

1. Why are many animals in danger of becoming extinct?

2. Why are there heavy traffics in the city?3. What is the effect of heavy rains?4. What is the cause of landslide in some

mountainous areas?5. What are the effects of eating balanced

diet?

II. Match the causes in column A with the effects in column B. Write the letter of the correct answer.

A B___1. Jason got poor grades in all subjects in the first quarter.___2. Louie was not able to attend his classes.___3. An old woman fell asleep unmindful of a lighted candle on a table.

a. Business establishments and offices used power generators to resume their services.

b. A big fire started from the old woman’s house.

c. His parents prohibited him from playing computer games and hanging-out with friends.

___4. There was a power interruption in the entire city for five hours.___5. Father had a severe

d. He was absent from his work.

e. He was not able to take the test scheduled for that day.

headache

IV. EVALUATION:TS. Direction: In each pair of sentences, which is the cause and

which is the effect? Write C for the cause and E for the effect.

1. _____ Math problems are difficult. _____ Raquel was worried and unhappy.

2. _____She is not getting enough sleep. _____Elise May spends much time watching

TV at night.

3. _____She kept her mind in her work. _____ Pauline turned off her TV set.

4. _____The sea waves were too rough. _____The fishermen did not go out to the

sea.

5. _____The fisherman was happy. _____The fisherman made a god catch last

night.

V. ASSIGNMENT:GOLD: Direction: Complete each simple sentence with a compound subject.

1. _______________ lent their bikes.2. _______________ rode around the park.3. _______________waved to us.4. __________ scampered out of their way.5. __________ looked on with amusement.

B. TS. Direction: Read each pair of sentences. Write C before the sentence that tells the cause and E before the one that tells the effect.

1. _____The player trained vigorously for the contest.

_____She bagged the gold medal.

2. _____She became fit and ready for competition.

_____She trained long and hard everyday.

3. _____Despite her success, she is sweet and gentle._____Most people, especially her neighbors, adore her.

4. _____The champion made many Filipinos proud._____She was greeted and cheered by a huge crowd upon arrival.

37

5. _____She is studying sports medicine._____She wants to improve the health condition of the athletes.

LESSON # 8

I. OBJECTIVES:



structure; compound sentence 4. Form compound sentence.TS: 5. Recognize words with ph6. Spell words with ph

III.Subject Matter:GLR: Gabi and the EngkantoGOLD: Forming Compound SentenceTS: Recognizing Words with ph

Reference: 2002 Basic Education CurriculumPELC Speaking 6; Listening:Dynamic Series in English p. 9Explore your World through Language and Literature pp 58 - 61Language Arts Today p. 14 – 19Linking the World through English pp. 328


III. PROCEDURE:GLR (Genuine Love for Reading) A. Pre-reading Activities:

1. Drill: Pronunciation drill: Have the pupils read the –ed in the following words pronounced as / Id/.

1. demanded2. dedicated3. blended4. waded5. reported6. snorted7. collected8. raided9. descended

10. painted

2. Motivation:

Is it important to be beautiful? Why? Which is more important, to be kind or to be beautiful? Why?

3. Unlocking of Difficulties: Have the pupils identify the meaning

of the following words:

a. Enchanted (charmed)b. Orphanc. Magical (the unexplained)d. Invisible (unseen )e. Vengeful (unforgiving)

4. Motive Question:Was the Engkanto ng Ilog

vengeful? How?

B. During Reading Activities: Have the pupils listen as the teacher reads the story.

Gabi and the Engkanto

Long ago, there lived a pretty young woman called Gabriella. Although she was an orphan and lived alone, she had many friends. They loved her and called her Gabi for short.

She lived in a humble nipa hut with a beautiful garden where different flowers like santan, gumamela, sampaguita and rosal could be found. Gabi took care of her plants and flowers by watering them morning and afternoon. She also removed the dry leaves and flowers and trimmed the branches whenever they had grown too long.

Beside Gabi’s garden was a swiftly flowing river. Its banks were lined by great balete trees. The people believed that Gabi’s flowers grew beautifully because the river water had magical powers. The spirit of the water, they said, had favored Gabi.

Gabi didn’t believe that the river was enchanted for she had gone there many times and had seen nothing at all.

But the river was truly enchanted. A river spirit, Engkanto ng Ilog had lived there for a hundred years. He watched Gabi silently every day. He could not be seen as he was invisible.

One morning, while Gabi was filling her jug, the river spirit appeared before her and

38

introduced himself. He told her of his desire to love Gabi as his wife and if she agreed she would have all his riches. Gabi turned down his offer and told him that she did not need his wealth. Engkanto told her that he would return next summer and would ask for her final answer.

Gabi was afraid, closed her eyes and opened them again. The river spirit had become invisible again, so she thought it was just a dream.

The year passed. Gabi had forgotten about the river spirit. She was too happy taking care of her garden. When summer came, the Engkanto appeared to her once more. She still refused to marry him and said, “I am very sorry but I cannot go with you. I do not love you!” The Engkanto was so angry that he turned her into a gabi plant so that no one else could have her. He said, “Because your heart is hard and stubborn, I will deny you the blessings of my river and your leaves will never get wet.” He told Gabi that she will forever remain a plant unless her heart turns soft and she decides to marry him.

-Adapted by Jasmine Roshua Cupcupin from Marla Yotoko Chorengel’s “Gabi and the Engkanto”


1. Answering the motive question:Was the Engkanto ng Ilog

vengeful? How?(Yes, because she turned Gabi into

a gabi plant so that no one else could have her.)

2. Comprehension Check:a. Who is the main character in the story?b. How did Gabi take care of her garden?c. What was the people’s belief about

Gabi’s beautiful garden?d. Did Gabi believe them? Why?e. Who was the river spirit? What did he

offer Gabi?f. Did Gabi accept the Engkanto’s offer?

Why?

3. Engagement Activities:Have the pupils perform the



1. Drill: Pronunciation drill:Have the pupils read the following

phrases after the teacher.

1. night and day2. ice cream and cake3. bread and butter4. touch and go5. push and pull6. by hook or by crook7. rich or poor8. coffee or milk9. black or white10. take it or leave it

2. Review: Checking of assignmentDirection: Complete each simple

sentence with a compound subject.

1. __________lent their bikes.2. __________rode around the park.3. __________waved to us.4. __________scampered out of their way.5. __________looked on with amusement.

3. Motivation: When can we say that a sentence can

stand alone?

39







GROUP 4: WRITE ME A POEM

Describe Gabi’s attitude. Make a poem describing her.

4. Presentation: Have the pupils read the following sentences.

a. They loved her and they called her Gabi for short.

b. I am very sorry but I cannot go with you.

c. You will marry me or you will forever remain a plant.

5. Discussion:What two sentences joined the first

sentence?Does each sentence convey one

complete idea?What word joined the two

sentences? How do you call and, or, but?What form of sentences are these?Discuss further what a compound

sentence is. Use the concept under Remember.

6. Fixing Skills:A. Direction: Write YES on the blank if

the sentence is a compound sentence and then underline the two independent clauses. Write NO on the blank if the sentence is not a compound sentence.

_____1. Mount Pinatubo erupted in 1991 but I was not in the Philippines then.

_____2. She cajoles everyone to get up to read a poem or recall favorite stanzas.

_____3. Tess read the poem “I Know Why the Caged Bird Sings” and blew us away.

_____4. Manila looked mysterious from the 40th floor and she wanted to paint its beauty on canvas.

_____5. My Mother prepared the meal and set the table.

B. Direction: Fill in the blank with the needed conjunction to complete each compound sentence.

1. You have to come early _____ you will be marked late.

2. They need to cooperate with us _____ they will be reprimanded.

3. I am a Filipino ____ I am willing to die for my country.

4. I saw the movies several times ___ I still love to watch it.

5. I love to eat a lot ____ I have to watch my weight.

7. Generalization:What is a compound sentence?

REMEMBER:Sentences can also be compound. A

compound sentence contains two sentences joined by a comma and the words and, or, and but known as coordinating conjunctions.

And is used to show addition.But is used to show contrast.Or is used to show choice.

You can form compound sentences by joining two or more independent clauses or complete sentences. Each sentence that makes up the compound sentence has a subject and a predicate of its own.


Direction: Form a compound sentence from the given simple sentence by using the appropriate conjunction.

1. The lights dimmed. The audience became quiet.

2. The beginning was too boring. The music was too loud.

3. Lightning flashed all night. It didn’t rain.4. Uncle Mario didn’t see the snake. He

would have jumped back.5. Romeo wants to build his model house.

He has no place to work on it.

B. Independent Practice:Direction: Match the sentences in Column A and B to make a meaningful compound sentence.

A.1. Daddy took me to a skating rink (b)2. Some men cleaned the school building.(d)3. Newspapers inform us about a lot of things.

(a)4. Cute little girls danced gracefully. (c)5. Classes will start on June 9 (e)

40

B. a. and readers enjoy reading them.b. and I skated for two hours. c. and the crowd applauded their number.d. and their wives helped them happily.e. but we are still not ready.

IV. Evaluation:A. GOLD: Direction: Combine each

pair of sentences to form a compound sentence.

1. Father goes fishing often. He doesn’t like to eat fish.

2. Lino picked up his things. He ran for the bus.

3. Volleyball is fun. It is a good exercise.4. The amusement park was open. The

children were lining up for the rides.5. The mouse saw the cat. The cat didn’t

see her.

TS. Transfer Stage1. Drill: Pronunciation drill:

Have the pupils read the given tongue twister:

A big blue bug bit the bold bald bearAnd the bold bald bear bled blood badly.

2. Review: Checking of assignment:Direction: In each pair of sentences,

which is the cause and which is the effect? Write C for the cause and E for the effect.

1. _____ Math problems are difficult._____ Raquel was worried and unhappy.

2. _____She is not getting enough sleep._____Elise May spends much time watching TV at night.

3. _____She kept her mind in her work._____ Pauline turned off her TV set.

4. _____The sea waves were too rough._____The fishermen did not go out to the sea.

5. _____The fisherman was happy._____The fisherman made a god catch last night.

3. Motivation: How do you call a story of one’s life, his

present and past experience, dreams or plans or ambitions? (biography)

4. Presentation:Show the psalms printed on cartolina strips Read the psalms emphasizing the words with

gh and ph sounds

Psalm 131:1Lord my heart is not proud;

my eyes are not haughty I don’t concern myself with matters too great or awesome for me.

Psalm 126:2We are filled with laughterand we sang for joyAnd the other nations said,“What amazing things the LORD has done

for them.”

Psalm 98:6 With trumpets and the sound of the ram horn make a joyful symphony before the LORD the King!

Psalm 139:20 They blaspheme you your enemies take your name in vain.

Psalm 146:9The LORD protects the foreigners among us, He cares for the orphans and the

widows Psalm 89:19

You once spoke in a vision to your prophet and said,

“I have given help to a warrior. I have selected him from the common people to be King.”

Psalm 118:16 The strong right arm of the LORD Is raised in triumph. The strong right arm of the LORD has done glorious things!

5. Discussion: Study the underlined words, what

do you notice?

41

Answer: They are words that have consonant combinations and sounded the same when read. They are sounded as /f/ when read.

What are the consonant combinations in these words?

Answer: They are ph and gh.

Read the words together. (Note mouth movement while reading to assure correct pronunciation.)

Demonstrate the correct position of the tongue to stress the sound /f/.

haughty blasphemetriumph laughterorphans rightsymphony prophets

Study the words further.

What two words from the Psalms do not sound /f/ when read?

- haughty and rightHow are they read?

- they are read with silent /gh/

Focus on the words with /ph/ and /gh/ sounded as /f/.

Go back to the given words note the positions of /gh/ and /ph/.

Group the words under the proper column.medial gh final ph medial ph

laughter triumph symphonyblaspheme orphans prophet

Give more examples of words with ph and gh sounded as /f/ when read.

Enable pupils to group words included in the initial ph, medial ph and final ph with words having medial gh and final gh.(In this activity, give pupils time to list

five related words independently. Pupils are grouped and are encouraged to share words. A group picks best-three words and explains to class. This is called “FIVE-WORDS-THREE-WORDS” interactive strategy.)

Examples:Initial ph Medial ph Final ph

1. phantom 1. graphical 1. graph2. pharmacy 2. aphids 2. telegraph3. phase 3. morphine 3. pictograph4. Philippines 4. Paraphernalia 4. monograph5. philosophy 5. paraphrase 5. paragraph

Medial gh Final gh1. roughness 1. cough2. toughness 2. tough3. laughable 3. rough4. laughing 4. enough5. coughing

6. Fixing Skills:Guess the key words based on the

meanings given using configuration clues.

2. a cause of merriment

3. a musical composition as in orchestral sonata

4. to speak or address with irreverence

5. children deprived by the death of one or both parents

6. one of the writers of the prophetic books in the old testament

7. the joy or exultation of victory or success

Answer Key: 1) laughter 2) symphony 3) blaspheme 4) orphans5) prophet 6) triumph

7. Generalization:How are two consonants in

sequence or digraph ph pronounced?

42

REMEMBER:The two consonants in sequence or

digraph ph is pronounced as /f/. Phonetics analysis of a word helps us

to understand the meaning of a word. Some words have consonant combinations which are sounded the same when read but their spelling are different.

Example: ph and gh are sounded as /f/

Some words show irregularity in spelling.

Example: words with augh and ough.

8. Application: A. Oral Practice: Have the pupils read the

following words correctly.

ph said as fhyphen sapphiresiphon phosphorusphenomenon phlegmphysics pamphletphonetic headphonephosphate mimeographophthalmology photogenicorphanage hemophilia

B. Use the words given to complete the following sentences:

a. philosophyb. biographyc. geographyd. phantome. phony

1. When I read the _______ of Dr. Jose Rizal, I was convinced that he deserved to be called our national hero.

2. A social worker’s ______ in life is to serve others.

3. Our lesson in _______ is about the provinces in Luzon.

4. That clown is a _______ because he is not the real one.

5. Carmela enjoyed watching the movie, “_________ of the Opera.”

C. Complete each sentences by filling in the blank with the appropriate word using ph or gh.

1. Organize your sentences well so that you can make a good .

2. It is important that a beginning reader should have awareness.

3. An earthquake is a natural that we can hardly predict.

4. Those are the only souvenirs of the grand reunion.

5. Do you agree that our country, the , is the “Pearl of the Orient Seas?”

6. exercises help us pronounce the words correctly.

7. When I go to college, I will take up , Arts and Letters.

8. He is as as a warrior when he is faced with problems.

9. His and colds terribly trigger his headache.

10. The and rocky road caused the car engine to stop.

Answer Key: 1. paragraph 2. phonemic 3. Catastrophe 4. photographs5. Philippines 6. Phonetic 7. Philosophy 8. tough9. cough 10. rough

IV. Evaluation:TS. Direction: Write the word with ph described or defined.

1. a group of related sentences._ _ _ _ _ _ _ ph

2. a group of words.ph_ _ _ _

3. another word for picture, usually shot by camera.ph _ _ _ _ _ _ ph

4. a person’s own handwriting signature._ _ _ _ _ _ _ ph

5. anything appearing or observed, especially one having scientific interest.ph _ _ _ _ _ ph _

V. Assignment:A. GOLD. Direction: Combine the following simple sentences into a compound sentence using conjunctions and, or and but.

1. The book was funny. It was exciting.2. The cat needed excitement. He became

bored.

43

3. Maz had adventures. He always escaped.

4. The cat could go to the right. He could go to the left.

5. He was brave. He was also intelligent.

B. TS. Direction: Use the following words with ph in meaningful sentence.

1. paragraph2. philosophy3. biography4. phrases5. geography

LESSON # 9

I. OBJECTIVES:



structure; complex sentence 4. Form complex sentence.TS: 5. Tell the key concept implied.

II. Subject Matter:The King of Beasts and His Three

AdvisersForming Complex SentenceTelling the Key Concept Implied

Reference: 2002 Basic Education CurriculumPELC Speaking 6; PELC Reading 4Explore your World through Language and Literature pp 58 - 61Language Arts Today p. 14 – 19Linking the World through English pp. 284



1. Drill: Pronunciation drill: Have the pupils read the words with initial, medial and final /p/ sound.

Initial1. pacify2. panic

3. pastor4. petite5. passion

Medial1. rampant2. stipend3. trample4. nepotism5. participle

Final1. bleep2. shape3. creep4. shop5. soup

2. Motivation: Have you seen a lion? Show a picture of lion. Have the pupils describe the lion.

3. Unlocking of Difficulties:Have the pupils read the clues then

arrange the following jumbled letter to form the correct word.

a. bsetas ( The Lion is called the King of ______ because he is big and strong.)

b. bleatiirr (The Lion had an ____ mood because his wife told him that he had a bad breath.)

c. nuplaesnat (The Queen Lioness said that the Lion has the most unpleasant smell.)

4. Motive Question:Why were the animals afraid of the lion?


The King of Beasts and His Three Advisers

The lion is called the king of beasts. He is big and strong. So, the animals are afraid of him. But not his wife, Queen Lioness.

One morning, the king of the forest was in an irritable mood. His wife, the Queen had said something he did not like. Queen Lioness ha told King Lion that his breath was most unpleasant. So King Beast called the animals. First, he called the sheep.

“Friend Sheep,” he roared, opening wide his big mouth, “would you say that my breath smells unpleasant?”

44

Believing that the lion wanted an honest answer, the sheep gave it, and the king of beasts bit off her head for a fool.

King Lion was very angry. He roared and called the goat. “Mr. Goat, tell me the truth. Do I have a bad smell? Do I have a bad breath?”

The goat saw the sheep’s meat and bones. He was afraid of the lion. So the goat said, “Why, your Majesty, you have a breath as sweet as roses in the garden.”

“Before he could finish, the goat was torn to pieces. “I do not like liars,” roared the King Lion.

At last, the lion called the horse. The horse walked slowly. He looked sick. He coughed and coughed.

“Friend Horse, tell me the truth. Queen Lioness says that I have a bad breath. She says I have a bad smell. Is it true?”

The horse coughed and coughed. Then he said softly, “King Lion, I have a bad cold. It rained hard while I was carrying crops for my master. I think I also have a head cold. So, I cannot smell at all. I am sorry, I cannot answer your question.”

King Lion nodded his head, “Go home and rest. Get well soon.”

CT. CRITICAL THINKING:6. Post Reading Activities:

1. Answering the motive question:Why were the animals afraid of the

lion?



a. When did the lion roar loudly?b. Why was the lion very angry?c. What did the sheep tell the lion?d. Why did the sheep give an honest

answer?e. Why did the goat tell a lie?f. Who among the animals did the

right thing?3. Engagement Activities:

Have the pupils perform the following activities under time limit.

GOLD: Grammar, Oral, Language Development

1. Drill: Pronunciation drill:Have the pupils read the following phrases:

1. a blue boat2. a beige and brown bag3. barbecue party in the basement4. big beetle bites5. bathe in the bubbling brook.6. a bunch of babbling babies7. burst into sobs8. a blue ribbon9. a bundle of barbecue sticks10. the blonde and beautiful boarder

2. Review: Checking of assignment Direction: Combine the following simple sentences into a compound sentence using conjunctions and, or and but.

1. The book was funny. It was exciting.2. The cat needed excitement. He became

bored.3. Maz had adventures. He always escaped.4. The cat could go to the right. He could

go to the left.5. He was brave. He was also intelligent.

3. Motivation:

45







GROUP 4: WRITE ME A POEM

Describe the Lion’s attitude. Make a poem describing him.

What kind of media and technology do you use?


sentences:

a. News travel fast / so there will be more efficient communication.

b. The computer stores have all the new computer games / which we all enjoyed.

5. Discussion:Which of the two clauses in

sentence # 1 express a complete thought? Which is not?

How do we call a clause that can stand on its own?

What two clauses made up the second sentence?

Which can stand alone? Which cannot?

What form of sentence are these?Have the pupils read the sentence

given:

As she waited for Ana, she paced around the room.

What is the part that can stand on its own as a complete sentence?

What part does not give a complete thought?

Discuss further.

6. Fixing Skills:A. Direction: Underline the

independent clause once and the subordinate clause twice.

1. Norie asked where we could buy a cheaper imitation of your bag.

2. Although Sally did not pass the test, she still hoped to pass the subject.

3. If you are truthful, others will respect you more.

4. June is the month when we celebrate Independence Day.

5. The book which I read taught me a lesson about friendship.

B. Direction: Supply the appropriate conjunction for each sentence. Choose from the given conjunction inside the box.

1. I did not receive the bag ___ you bought in Hongkong.

2. They were already quarrelling ____ you arrived.

3. We went shopping at the mall ____it was still too early to go home.

4. ____ I will spend my vacation is none of your business.

5. _____ she is underage, she was allowed to watch the adult movie.

7. Generalization:What is a complex sentence?How do we form a complex sentence?

REMEMBER:

A complex sentence is a sentence that is made of one independent clause and one or more subordinate clauses. An independent clause is a complete thought that can stand on its own. It is a complete sentence in itself. A subordinate clause, on the other hand, cannot stand on its own. It does not express a complete thought.

Some common subordinating conjunctions are used to introduce the subordinate clause. These are:

after before thoughalthough if unlessbecause as untilwhenever where sincewhereas than whenwherever

Example:It had been this way since her husband

(Independent clause) (subordinate clause)

had left them.

8. Application:A. Guided practice:

Direction: Underline the dependent clause. Circle the subordinating conjunction; box the simple subject and the predicate verb of each dependent clause.

1. Since Liza was totally blind, her achievements in school could be considered extraordinary.

46

before sincewhich wherealthough

2. Life isn’t easy when your vision is impaired.

3. When she was in high school, Liza’s classmates elected her president of the class.

4. Because she was brilliant, she graduated valedictorian.

5. Before she went to college, Liza spent summer as a music and dramatic counselor.

B. Independent Practice:Direction: Underline the independent clause. Supply the appropriate conjunction for each sentence.

1. The cake _____ you baked makes my mouth watery.

2. The woman ______ car was carnapped was crying the whole day.

3. I admire beautiful girls ______ I am a lover of beauty.

4. The jacket ______ you bought is too thick.

5. ______ I know about you will not affect your candidacy.

IV. Evaluation:A. GOLD; Direction: Underline the

independent clause in each sentence once and twice the subordinate clause. Box the conjunction used.

1. The brain, which is located in the skull, is part of the nervous system.

2. What he did to me will not be taken against him.

3. I did not receive the bag which you bought in Hong Kong.

4. They were already quarrelling before you arrived.

5. The king who treats his subordinates with respect is well-loved by everybody.

TS. Transfer Stage:1. Drill: Pronunciation drill:

Have the pupils read the following words correctly:

Words with stress on the first syllable

A*sia BAN*ditMETH*ane BEA*conFAM*ine CUR*few

COT*tage DE*potHUS*band LAV*ishGOB*let AD*vo-cateLIB*er-ty MEM*o-ra-ble

2. Review: Checking of assignmentDirection: Use the following words with ph in meaningful sentence.

1. paragraph2. philosophy3. biography4. phrases5. geography

3. Motivation: How do we communicate with other people? Is it important to communicate with them?

4. Presentation:Have the pupils read the

paragraph given. Let them identify the key concept.

5. Discussion:What is the key concept implied in the

sentence?What are the details that support the key

concept?Have the pupils fill in the story frame

with details about the selection.

6. Generalization:What is a key concept?

47

Communication is derived from the Latin word communis which mean “commonness.” It is the process of transmitting knowledge, ideas, information, attitudes, feelings and the like. There are numerous meanings but the essence in only one. It is the transmission or exchange of messages.

Title: ________________________

Key concept: ___________________Supporting details: _____________________________________________________________________________________________

Where can we find the main idea or the key concept?

REMEMBER:

The main idea or the key concept is the central thought of a paragraph. All the sentences in the paragraph develop it. Without a main idea, the paragraph would just be a confusion of sentences. All the sentences in the paragraph should develop the main idea.

The key concept of the paragraph can be found in the beginning, in the middle or at the end of a paragraph.

7. Application:Direction: Read the following group of sentences. Identify the key concept implied in the sentence.

1We are very special and unique

creations of God. We are gifted with the power to think and the ability to communicate. Because of these, we are superior to the other creations of God. Our achievements and accomplishments in life are made through effective communication.

2In our everyday life, we encounter

many problems. If we are able to discuss our problems with someone, we feel relieved even if the problem is not yet solved. We always feel the need to unload our burdens on people whom we trust. Communication is curative and s also a medium to maintain our good health.

IV. Evaluation: B. TS. Direction: Read the paragraph and determine its key concept and the details that support the key concept.

The communication process is the change that takes place in the course of its doing. It is a process that can be compared to life. It keeps on changing and never stays as is. The words keep on multiplying each day.

V. Assignment:A. GOLD. Direction: Pick out the

independent clause and the subordinate clause in each sentence. Write your answers in the table provided.

1. We went shopping in the mall since it was still too early to go home.

2. I must stay here until my daddy returns.3. Where the fire originated is not yet

known.4. She narrated everything to Mrs. Castro

who is our principal.5. He completed several projects when he

was still the president of Science Club.

Independent Clause Subordinate Clause1. 1.2. 2.3. 3.4. 4.5. 5.

B. TS. Direction: Read each paragraph. State the key concept or implied main idea.

1.

a. The moon is bigger than the sun.b. The moon changes its shape.c. The moon’s size seems to change.

2.

a. Stars have a “star life.”b. Stars can be seen in the sky.

c. Exploding stars are new stars.LESSON # 10

I. OBJECTIVES:

48

Title: ________________________


A full moon appears in the horizon. After a few hours, it is overhead. Now, the moon has become smaller.

Stars that are old burn out. Other stars explode into a cloud of dust and gases. These stars that explode are called supernova. They can still be seen in the sky.

GLR: 1. Enjoy listening to a story CT: 2. Answer questions from the story

listened to.GOLD: 3. Use direct and indirect

discourse. 4. Report direct to indirect

discourse.TS: 5. Write from dictation

II. Subject Matter:GLR: BullawongGOLD: Reporting Direct Discourse

to Indirect discourseTS: Writing from Dictation

Reference: 2002 Basic Education CurriculumPELC Speaking 6.1; PELC Reading 5Milestone in Reading 6 p.176Explore your World through Language and Literature pp 58 - 61Language Arts Today p. 14 – 19Linking the World through English pp. 284



a. Drill: Pronunciation drill: Have the pupils read the following verse drill correctly:

The flower girl caught the bride’s bouquet,/“Oh, no!”/ cried her old-fashioned Aunt May“Oh yes!”/ laughed the chief/ as he ate the chefs buffet.//Then the flower girl tossed the bride’s bouquet./To the disbelief of her Aunt May,/Into the soup bowl/ in the middle of the chefs buffet.//

2. Motivation: How do rivers and other bodies of

water serve us?

3. Vocabulary Development:Have the pupils know the meaning

of the following words.

Spoke swiftStrong rushingWild rest

4. Motive Question:What were the things that Bullawong

did for the boy?

B. During Reading Activities:1. Have the pupils listen as the teacher reads the story.

Bullawong

Bullawong was a river, a very wide brown river in a very hot country.

One day, a little brown boy was walking by the river and he sang this song as he walked along.

“Bullawong, Bullawon,I will sing you a song, as I go along“Bullawong, Bullawon,I will sing you a song, as I go along.”Bullawong then spoke, and he said, “Are

you hot, boy?”“Yes, I am very hot.” said the little brown

boy.“Then dive into my water,” said

Bullawong. So the boy dived into the waters of the river Bullawong.

“Do you like my water?” asked the river. “Yes,” said the little brown boy, “your

waters are swift and cool.” And he swam about and sang.

“Bullawong, Bullawon,I will sing you a song, as I go along“Bullawong, Bullawon,I will sing you a song, as I go alongBullawong then spoke, and he said, “Are

you hungry, boy?”“Yes, I am hungry,” said the little brown

boy.“Then, I will send you fish. Look in front

of you and you will see a pool with many silver fish.”

So the little brown boy looked in front and in the pool, he saw a silver fish and he ate it.

“Do you like my silver fish?” asked the river.

“Yes,” said the little brown boy. It was very good.” And he swam about and he sang.

“Bullawong, Bullawon,I will sing you a song, as I go along“Bullawong, Bullawon,I will sing you a song, as I go alongBullalwong then spoke, and he said, “Are

you thirsty, boy?”“Yes, I am thirsty,” said the little brown

boy.“Then, I will send you water to drink. Look to the right bank, and you will see a crystal stream that flows into my waters.”

So the little brown boy looked to the right, and he drank of the crystal stream.

Do you like my crystal stream?” asked the river.

“Yes,” said the little brown boy, “it is clear and fresh.” And he swam about and sang.

49

Title: ________________________


“Bullawong, Bullawon,I will sing you a song, as I go along“Bullawong, Bullawon,I will sing you a song, as I go alongBullawong then spoke, and he said,

“Are you strong, boy?”“Yes, I am very strong,” said the little

brown boy.“Then I will send you waves to fight.

Look behind you and you will see wild waves rushing at you.”

So the little brown boy looked behind, and he dived into the waves and broke them.

“Do you like my waves?” asked the river.

“Yes,” said the little brown boy,” they are wild and rolling/” And he swam about and sang.

“Bullawong, Bullawon,I will sing you a song, as I go along“Bullawong, Bullawon,I will sing you a song, as I go along

Bullawong then spoke and said, “Are you tires, boy?”

“Yes, I am very tired,” said the little brown boy.

“Then I will find you a cradle. Look to the left bank and you will see a boat tied up by the tree.”

So the little brown boy looked to the left bank and he climbed into the boat and lay down to rest.

“Do you like my boat?” asked the river.

“Yes,” said the little brown boy, “it is very pleasant.” And he closed his eyes and sang.

“Bullawong, Bullawon,I will sing you a song, as I go along“Bullawong, Bullawon,I will sing you a song, as I go alongAnd the boy was fast asleep, and the

boat rocked him to and fro, to and fro, to and fro.

C. Post Reading Activities:1. Answering the motive question.

What were the things that Bullawong did for the boy?

2. Comprehension Check: Have the pupils answer the


1. What kind of relationship did the river Bullawong and the boy have?

2. In your opinion, what kind of river was Bullawong?

3. If you were the boy, what would you ask from the river?

4. If you were Bullawong, would you give what the boy needs? Why?

3. Engagement Activities: Have the pupils perform the following

activities under time limit.

Group 3Episodal Web:

Complete the episodal web with details from the selection.

Where was the boy

walking one sunny day?

How did the story end? What did Bullawong ask the boy? What was his reply?

What other things did What did BullawongBullawong do for the first do for the boy?Boy?

Group 4 Sequencing Events:

In the blanks, write numbers 1 – 5 to show the correct order of the events in the story.

50

Bullawong

GROUP 1: CERTIFICATE OF RECOGNITION

Describe Bullawong’s attitude. Make a certificate of recognition for him.



_____a. Bullawong noticed that the boy looked hungry; the river gave him something to eat.

_____b. One day, a boy was walking by the river Bullawong.

_____c. The boy was thirsty; the river gave him water to drink.

_____d. Bullawong noticed that the boy looked tired and gave him a boat to lie in and sleep.

_____e. Bullawong noticed that the boy felt hot. The river invited him to for a swim in it.


1. Drill: Pronunciation drill: Have the pupils read the verse drill given:

Voters from the village are nervous;/Varsity volunteers are mischievous,/Voters from the village are omnivorous;/Varsity volunteers are vigorous.//

2. Review: Checking of assignment:Direction: Pick out the independent

clause and the subordinate clause in each sentence. Write your answers in the table provided.

1. We went shopping in the mall since it was still too early to go home.

2. I must stay here until my daddy returns.

3. Where the fire originated is not yet known.

4. She narrated everything to Mrs. Castro who is our principal.

5. He completed several projects when he was still the president of Science Club.

3. Motivation:How do we know today’s weather?Who announces the weather forecast?

4. Presentation:Have the pupils listen to a weather

forecast:

Good evening, Philippines. This is your friendly weather forecaster, Kuya Kim.

Storm Caloy is expected to reach the Philippine Area of Responsibility by

early tomorrow morning. It is moving 110 km/hr and headed towards the direction of Central Luzon.

Storm Signal Number 2 is up in Central Luzon – Pampanga, Bulacan and in Metro Manila.

Residents of low-lying areas are advised to be alert for any eventuality. Necessary precautions should be taken to prevent a disaster from happening.

Classes in the elementary and high school levels, both private and public are suspended.

5. Discussion:Have the pupils read the following

sentences included in Kuya Kim’s weather forecast.

“Storm Caloy is expected to reach the Philippine area of Responsibility by tomorrow morning.”

“Residents of low-lying areas are advised to be alert.”

What kind of sentences are these?What are the exact words of the speaker?What punctuation mark is used in order

to show the direct words of the speaker?

If these statements are to be reported:

Kuya Kim said that Storm Caloy was expected to reach the Philippine Area of Responsibility by tomorrow morning.

He said that residents of low-lying areas were advised to be alert.

What happened to the direct statement of the speaker?

What phrase was used to introduce the reported statement?

What were the changes made?What happened with the quotation mark?Discuss further.

6. Generalization:How do we change the direct discourse

to a reported statement/indirect discourse?

51

REMEMBER:In changing statements to

reported statements:

1. Use said that to introduce the statement.

Ex. Kuya Kim said that….

7. Application:

A. Guided Practice:Have the pupils group themselves

into three. Have them perform the following activities:

B. Independent Practice:Direction: Read the following sentences. Change these direct discourses to indirect.

1. The teacher said, “The Philippines lies north of the equator.”

2. “Flowers of different colors make a garden beautiful,” Allyson said.

3. “Gasoline is a fuel,” Mr. Francisco said.4. “Our gardener trims the plants and

grasses everyday,” Ashkelon said.5. “The smell of roses relaxes me at the end

of the day,” Dra. Pedraza said.

IV. Evaluation:GOLD: Direction: Change the

following direct discourse to indirect.

1. Tito said, “You can stay with us on weekends.”

2. Mr. Alvin Diaz said, “I come from a well-to-do family.”

3. “We have lots of work to do,” said Mother.

4. Jahzeel said, “I dream of touring Australia.”

5. My grandmother said, “May God be with you always, Francesca.”

TS. Transfer Stage:1. Drill: pronunciation drill:


Lily Lee listens to lessonsAs Lily Lee listens to lessonsShe licks her lips and lists downThe list that she hears from her teacher’s lipsThat’s the least feat that she feels she can before getting ill.

52

REMEMBER:In changing statements to

reported statements:

1. Use said that to introduce the statement.

Ex. Kuya Kim said that….

Group 1:Direction: Change the following direct discourse into indirect. Begin your sentences with “He/She.”

1. “I’ll be late to class again.”2. “We won the contest.”3. “The boys are tired.”4. “Earth is smaller than Jupiter.”5. “Gold is heavy.”

Group 3:Direction: Read the dialogue. Change the following direct discourse into indirect.

Faye: What are you reading?Adriele: I’m reading an article about

the coming election in the Philippines.

Faye: It will be the first time of the Filipinos to use the Automated Election.

Group 2:Direction: Change the following direct discourse into indirect.

1. “It’s so noisy that I can’t hear you complained, Liza” Dolly said.

2. Aunt Beth said, “The party will be tomorrow.”

3. “The sun is the source of all energy,” Mrs. Santos said.

2. Review: Checking of assignment:Direction: Read each paragraph.

State the key concept or implied main idea.

1.

a. The moon is bigger than the sun.b. The moon changes its shape.c. The moon’s size seems to change.

2.

a. Stars have a “star life.”b. Stars can be seen in the sky.c. Exploding stars are new stars.

3. Motivation:How do you write from dictation?

4. Presentation:Have the pupils read the paragraph given:

Nora was an ordinary student with ordinary looks and talents. She wished she were a gorgeous and highborn princess. She also wished that she could perform an absorbing monologue in a play. But she is ordinary, too ordinary for anything extraordinary. She decided to try sports. She joined the try-out. Nora felt awful. She could not be gorgeous and highborn princess. She could not even be a sportswoman. Fortunately, the supportive warm orchestra conductor took her in to play cymbals. Nora was thankful that, at last, she belonged to an organization.

5. Discussion:How was the paragraph written?How did we start the first sentence

of the paragraph?Did we use the correct punctuation

mark and capitalization?Discuss further.

6. Generalization:How do we write a paragraph from

dictation?

REMEMBER:In writing a paragraph from a dictation,

indent your paragraph. Use correct punctuation mark and capitalization. Write legibly and neatly.

7. Application:Have the pupils write the paragraph that

the teacher will dictate.

Father’s father, my worthy grandfather, lives farther down the southern part of the town. Mother wants my grandfather to join a brotherhood of weathermen up north. But grandfather thought that it isn’t such a worthy idea. So they decided to have a family gathering instead of going out of the town.

IV. Evaluation:TS. Direction: Have the pupils

write the paragraph to be dictated by the teacher.

Have you heard of Benjamin Franklin? He was a great American. He helped our country to become free. Did you know he invented many things? The lighting rod and a heating stove were two of them.

V. Assignment:A. GOLD: Change the following discourse

to indirect.

1. The young boy said, “I saw a rainbow in the sky.”

2. Jane said, “Lea Salonga and Martin Nievera are really great performers.

3. Mon said, “Everything will turn out right, Liza.”

4. Zaldy said, “Intramurals will be held from February 18 to 22.”

5. “The school’s fund raising project was a big hit!” said the director.

LESSON # 11

I. OBJECTIVES:

GLR: 1. Enjoy listening to a story

53

Group 3:Direction: Read the dialogue. Change the following direct discourse into indirect.

Faye: What are you reading?Adriele: I’m reading an article about

the coming election in the Philippines.

Faye: It will be the first time of the Filipinos to use the Automated Election.

A full moon appears in the horizon. After a few hours, it is overhead. Now, the moon has become smaller.

Stars that are old burn out. Other stars explode into a cloud of dust and gases. These stars that explode are called supernova. They can still be seen in the sky.

CT: 2. Answer questions from the story listened to.

GOLD: 3. Use indefinite pronouns.4. Use the verb that agrees with the

indefinite pronoun.TS: 5. Write the main idea of a paragraph read that is explicit or implied

II. Subject Matter:GLR: A Fox in the WellGOLD: Using indefinite pronouns

TS: Writing the main idea of a paragraph read that is explicit or implied

Reference: 2002 Basic Education CurriculumPELC Speaking 7; 7.1;PELC Reading 8Milestone in Reading 6 p. 205Explore your World through Language and Literature pp 58 - 61Across the Border Through Language p. 57Linking the World through English pp. 284


III. Procedure:GLR (Genuine Love for Reading)A. Pre-reading Activities

1. Drill: Pronunciation drill:Have the pupils read the verse

drill given:She pinched the cake/And got pinched in turn,//She nibbled the nuts/And overturned the bowl;/Her mother punished her,/She screamed and sobbed;/Her mother ignored her./She mended her ways.//

2. Motivation:Have you done something

without thinking of the consequences? Cite examples as the following:

a. Crossing a street without first looking right and left

b. Swimming in a deep riverc. Playing with a sharp object

Have the pupils relate their experiences

3. Unlocking of Difficulties

Identify the meaning of the words/phrases through body language.

a.

b.

c.

d.

4. Motive Question:Why do you think the goat believed

the fox? Explain

B. During Reading Activities:Have the pupils listen as the teacher

reads the story.

THE FOX IN THE WELL

A fox once fell into the well. He tried to jump out but each time he did, he fell back down.

By and by a goat passed by. Looking into the well, he saw the fox. “Hello,” he called. What are you doing down there?”

Drinking some water, of course!” replied the fox. Is it good? “asked the goat.

“Good? It’s the best water I ever tasted in my whole life,” answered the fox, drinking a gulp of water.

Without a second thought, the goat jumped in. After drinking some water, he looked about for a way to get out of the well. “How do we get out of here?” he asked the fox.

“I know what we can do,” said the fox, looking at the goat from the corner of his eye. “Stand on your hind legs. Plant your forelegs firmly against the side of the well. I’ll climb on your back, and I’ll step on your horns. Then I can get out. When I’m out, I’ll help you get out, too.”

“That’s a good idea!” said the goat happily as he did what the fox told him to do.

The fox climbed on the goat’s back and horns. Then he jumped out of the well and started on his way.

“Hey!” shouted the goat. “Help me out of here. You promise to help me.”

“You silly goat,” said the fox. You should have thought of that before you jumped in. Next time, look before you leap.”

54

hind legs

fore legs

leap

without the second thought

C. Post Reading Activities:1. Answering the motive questions.

Why do you think the goat believed the fox? Explain

CT. Critical Thinking:2. Comprehension Check

1. Where did the story happen?2. Who fell into the well? Who jumped

into the well?3. Why do you think the goat believed

the fox? Explain.4. Whom do you like most, the goat or

the fox? Why?5. How did the fox get out of the well?6. Why did the goat decide to jump

into the well?7. If you were the fox, would you do

the same? Why? If you were the goat, would you do the same? Why?



GROUP 2:Write the values that you’ve learned from the selection:

Group 3: Energize your thoughtsComplete the paragraph

Group 4: Fill the story grammar with details from the selection.

GOLD. Grammar, Oral, Language Development

1. Drill: pronunciation drill: Have the pupils read the verse drill given:

Don’t lose your keys,/ don’t lose your face./If you lose your keys,/ don’t fuss.//If you lose your face,/ don’t wince.//Don’t lose your lace./ don’t lose your sax.//If you lose your lace,/ don’t gaze.//If you lose your sax,/ don’t laze.//

2. Review: Checking of assignment.Change the following discourse to indirect.

1. The young boy said, “I saw a rainbow in the sky.”

2. Jane said, “Lea Salonga and Martin Nievera are really great performers.

3. Mon said, “Everything will turn out right, Liza.”

4. Zaldy said, “Intramurals will be held from February 18 to 22.”

5. “The school’s fund raising project was a big hit!” said the director.

3. Motivation:Have you seen a wind? How do we

know that there is a wind?

55

GROUP 1. I WRITE A SONG!


Values that I Learned

If I had the power to change the event of the story, I would_______________________________________________________________________________________________________________________________________

Title:__________________

Characters Setting________

Events________

__________________________

Place________________

Consequence

Initiating Events

Resolution

____________________

Attempt

Internal Response

Time:

Theme

___________________

4. Presentation:Have the pupils read the verse

below.Only in the Wind

Someone is knocking at my door,Somebody scrapes shoes on the floor,And I ask, “Is anybody there?”But nobody answersExcept the howling of the wind.

I listen hard – Everything is quiet once moreFor several are tiredAnd all are asleepI listen and wait again,

Nothing moves – It must have been only the wind.

5. Discussion:What are the italicized words in the

verse given?Do they refer to a particular person,

palace or thing?What are these words? (Indefinite

Pronoun)What verb comes after each

indefinite pronoun?Discuss further.

6. Generalization:What are indefinite

pronouns?What verbs are used for each

indefinite pronoun?

COMMON INDEFINITE PRONOUNSSingular Plural Singular or

Plural

AnyoneAnybodyAnythingEveryoneEverybodyEverythingNo oneNobodyEachNothingEitherNeitherOneSomeoneSomebody]Something

BothFewManyMostOthersSeveral

All AnyMostNoneSome


56

REMEMBER:

An indefinite pronoun does not refer to a particular person, place or thing. It is not immediately followed by a noun.

Some indefinite pronouns are singular, others are plural.

Use a singular verb with a singular indefinite pronoun; use plural verb with a plural indefinite pronoun.

Use their when the antecedent is a plural indefinite pronoun; use his or her or it when the antecedent is a singular indefinite pronoun.

Group 1:Direction: Circle the indefinite pronoun. Underline the correct verb form.

1. Several (is, are) pulling the weeds.2. Each (bring, brings) some herbal plants3. Most of the boys (plant, plants) seedlings

in their plots.4. Everyone (is, are) busy doing a share of

their work.

Group 3. Direction: Underline the correct pronoun:

1. Everyone was listening attentively for (his or her, their) name to be called.

2. Nobody thought (himself or herself, themselves) so unlucky as not to get at least one prize.

3. Each time someone’s name was called, (he or she, they) let a joyous whoop.

4. Among my classmates most said (he or she, they) had bought just one ticket.

Group 2. Direction: Underline the correct verb that will agree with the given indefinite pronoun.

1. After the fight, each cat (was, were) licking (their, its) fur.

2. Everybody (wishes, wish) to go home.3. Most of the members (feel, feels) tired

already.4. Neither of the boys (want, wants) to be

the leader.

Group 4. Direction: Replace the italicized expressions with indefinite pronoun:

______1. The pupils wanted their projects recognized. _____2. All the boys did their best._____3. The girls put their creativity to work._____4. Not one pupil wanted his or her project rejected._____5. Not one pupil thought of failure.

B. Independent Practice:Direction: Write the appropriate indefinite pronoun in each blank.

1. _______ has to preside at a meeting. The one who presides is called the chair.

2. ______ must read the minutes of the meeting. This is usually the job of the secretary.

3. _______ listens attentively.4. _______ reports on the assignment

given to him.5. _______ asks questions about the

project.

IV. Evaluation:A. GOLD: Direction:

Underline the indefinite pronoun used in each sentence and circle the correct form of the verb.

1. One of the judges (agree, agrees) with your argument.

2. Few of the audience (understands, understand) the lyrics of the song.

3. Both of my sisters (walks, walk) me to school.

4. Everyone in the community (contributes, contribute) to our success.

5. Either of the books (is, are) about friendship.

TS. Transfer Stage:1. Drill: pronunciation drill:

Have the pupils recite the verse drill:

Foolish Polly knew that jealousy was folly. /The least that she could have done was say

sorry./To her dusky fiancé in the army;/But foolish Polly was also haughty,/She’d rather keep love away than admit/ that

jealousy was folly.//

2. Review:How do we write paragraph from

dictation?

3. MotivationTime Machine

Place some objects on pictures in a box. These materials are those that are used by our forefathers and those that are presently used. Call on a pupil to pick one object or picture. Let them identify when this object existed or used.

4. Unlocking of difficultiesCrossword Puzzle

ACROSS DOWN

1. not simple 1. clear in text2. long time ago 2. at this time3. suggested idea 3. desire to know

Answers:1. complex 1. explicit2. past 2. now3. implied 3. wonder

5. Presentation Oral Reading of the Selection

Then and Now

Our world is completely different from that of our great-grandparents! Ours is more pleasant and comfortable because of scientific discoveries and inventions, but it is more complex too. Theirs was not very comfortable and easy but it was very simple one.

Our great-grandparents had no movies or radio sets, but theirs was a life of peace and quiet. Our grandmother had no electric stoves. Hers was only a clay stove, but she cooked good meals in it. Our grandfather had no tractor and modern farming tools. His were only the plow and the carabao, but he did all right.

Now, we have electric stoves, refrigerators and electric fans but the problem of earning enough to pay for them is ours. Now, we have radio, movie and TV sets, but

57

1 1

3

2

3

2

ours is difficulty of not having enough time for all of these.

Sometimes, I wonder. Which life is better - our great-grandparents or ours? Do you also wonder if yours is a better life than your grandparents?

Adapted from:Harnessing English Arts Today

p. 102

6. Analysis and Discussion:

1. What were the advantages and disadvantages of living in this generation as cited by the author?

2. What were the advantages and disadvantages of living during the time of our great-grandparents?

3. If were given the chances to choose the tie of your existence, which period would you prefer? Why?

4. Do you think scientific discoveries in our time are more of disadvantage than an advantage? Why? Why not?

5. What make our life complicated now? How can we make life easier or uncomplicated?

6. What do you think are some positive traits of our great-grandparents which we could imitate to have an easier life?

6. Fixing Skills:Activity

Divide the class into four and distribute copy of paragraphs taken from the short story Then and Now.

Read the paragraph assigned to you. Write one sentence that tells what the paragraph is telling us.

7. Discussion:What does paragraph 1 says?

Paragraph 2? Paragraph 3? Paragraph 4?Are all the paragraphs have the

topic sentence that tells the whole message of the writer?

8. GeneralizationMain idea of a paragraph

tells us what the paragraph is all about. It may be stated in

the paragraph or explicit and it may not be stated or implied)

9. ApplicationA. Activity 1 Grasping Implied Ideas

What main idea do the following paragraphs imply? Underline the right word in the parenthesis.

a. Sgt. Cruzado was about to enter his tent when he saw one of his comrades lying flat near his post. He quickly reached him. He asked for water and he gave him his reserve water.

(merciful, forgiving, brave, friendly)b. A young soldier volunteered to walk

ahead of the troop to check if the way was safe to pass through. When he spotted a troop of enemies, he quickly made a signal to pass other way and they reach their camp safely.

(merciful, kind, forgiving, brave)c. A soldier carried to safety a wounded

companion through continuous firing from the enemies.

(merciful, brave, sacrificing, reckless)

Activity 2Choose the main idea of the following

paragraphs. Put a check before the right sentence.

1. Plant pests and disease are the worst enemies of cultivated crops for food and seed production. Municipal pest control officers may be consulted as soon as these pests and diseases are observed in the farm. For more protection, clean cultural practices should be observed. Removing and destroying all possible breeding places of plant pests and diseases around the vicinity of the garden is suggested.

___Municipal pest control officers may be consulted about pests. ___ Plant pests and diseases are the worst enemies of cultivated crops.____Plants pests and diseases need to be controlled.

2. Soil is very important to plants. Plants depend heavily on the soil for root anchorage and for essential nutrients such as nitrogen, phosphorous and potash. They also depend upon the soil for water and other mineral nutrient

Plants depend heavily in soil. Soil has nutrients needed by plants. Soil is very important to plants.

3. Many farm crops are very specific in their temperature requirements. Examples are

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melons, squash, sweet potatoes and beans. They grow best in warm temperatures. Slight rain can destroy them. Pechay, mustard, Kangkong, and radish, on the other hand, grow well during summer and can also withstand rain.

Many farm crops are very specific in their temperature requirements. Plants can grow in warm temperature. Slight rain can destroy plants.

B. Enrichment Activities

Gallery of Text

Teacher will display several short paragraphs cut from newspapers, old magazines or written on manila paper. Pupils are given three minutes to choose from the paragraph what they want to read.

Directions: Read silently the paragraph of your choice. Write on a piece of paper the main idea of the paragraph. As I call on you, read your paragraph and its main idea aloud.

IV. EvaluationRead the following

paragraphs. State its main idea and write on your answer sheet.

1. Different birds use different materials for their nests. Most birds use scraps of grass, leaves, and twigs. One kind of bird pushes and molds these materials into a cuplike home between the branches of a tree or among grass. It uses saliva or mud to hold the materials together.

2. A dolphin is a mammal like cats, dogs and people. It has warm blood. It cannot breathe under water. Like other mammals, it’s babies are born alive. It gives milk to its babies.

3. The bread was like a pet; I took care of it, made sure that it was properly stirred, and saw to it that it was alive and doing well. You see bubbles appear on the surface just to let you know that there is really something truly alive inside.

Adapted: Manila Bulletin – TasteMarch 14, 2007 p. 5

4. The Malate Church have always been a haven for people in need. In the past, it served as the fortress of British forces against the Spaniard. Today, supplicants continue to pray to Our Lady of Miraculous Medal in time of trouble. Founded by the Augustinians friars, the church was built in the 18th century.

Adapted: A Tour of Seven ChurchesBy Clifford Ray Olanday

1. Style Weekend – Manila Bulletin

2. March 30, 2007 p. 215. Even kites can be dangerous! You can get

pulled by your kite when there are strong winds, or you can get hurt when the string attached to the kite rubs on your hand. A kite can even cause a helicopter to crash!

Adapted: Fly High Junior InquirerMay 20, 2007 p. 5

V. Assignment A. GOLD: Direction: Put a check mark (/)

on the blank if the sentence is written correctly. If it is not, underline the incorrect part and write the proper structure above it.

______1. Everyone is waiting inside the room.

______2. Several of the audience is from my hometown.

______3. No one have been calling Dana ever since she arrived.

______4. Many are in the small plastic bag.______5. Neither of the boys are walking

alone in the forest.

B. TS. Copy a five paragraph from any reading material. Write the main idea

below each paragraph.

LESSON #12

OBJECTIVES:


listened to.GOLD: 3. Use demonstrative pronouns.TS: 4. Identify the author’s purpose in

writing.

II. Subject Matter:GLR: How Butterflies Came To BeGOLD: Using Demonstrative pronounsTS: Telling the writer’s purpose

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Reference: 2002 Basic Education CurriculumPELC Speaking 7; 7.1PELC Reading 8Milestone in Reading 6 p. 205Growing in Reading p. 83; 107;Across the Border Through Language p. 66Linking the World through English pp. 156


III.Procedure:GLR: Genuine Love for ReadingA. Pre-reading Activities:

1. Drill: Pronunciation drill: Have the pupils recite the following verse drill.

Paul the southpaw had a bad fall,/He landed at the orthopedic hall.//One night/ Paul got a haunting call/From a sorceress who was very tall.//

When the doctor called the roll,/Paul was nowhere in the orthopedic hall./He had left to follow the haunting call./Of the sorceress who was very tall.//

2. Motivation:Think of a prominent person. How

does this person earn respect?

3. Vocabulary development: Match the definition in column A with the word being defined in column B.

Column A1. it means to take care of (a)2. it means to do something unplanned

(b)3. it refers to a bunch of flowers (c)4. it means to be flying in one spot (d)5. it means to behave in an arrogant

way (e)

Column Ba. tendedb. chancedc. bouquetsd. hoveringe. haughty

4. Motive question:How did the butterflies come to be?

B. During Reading Activities:

Have the pupils listen as the teacher reads the story.

How Butterflies Came to Be

There once lived an old woman who tended a fine flower garden by the shore of a lake. The fisher folk who lived in a nearby village loved her dearly, and would often visit her to exchange their fish for lovely flowers.

They somehow knew there was something magical about her, for her house seemed mysteriously bright at night (no, she didn’t have any electrivit7y), and some even saw a few dwarfs assisting what appeared to be a beautiful young woman…but only at night, never during the day.

One time, a young couple visited the village. They were proud and hated anything ugly.

They chanced upon the old woman’s flower garden at the edge of the lake, and entered it to gather some bouquets. The old woman asked them to leave, but instead of obeying, the young man and woman made fun of her because they found her ugly.

To punish them, the old woman touched them with a cane and said that since they like only beautiful things, they will be turned into the most beautiful insects.

So the next time you see tow lovely butterflies hovering near some flowers, you’ll remember that haughty young couple.

-Domiana EugenioOrigin of Butterflies


How did the butterflies come to be?CT. Critical Thinking:

1. Comprehension Check: Have the pupils answer the questions

given:1. How did the fisherfolk regard the old

woman?2. What is mysterious about the old

woman?3. What did the young couple do that

insulted the old woman?4. What did the old woman do to punish

the young couple?

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5. Have you ever been in the same situation as the old woman? Why did you feel insulted? What did you do?



Group 1; Fill the story grammar with details from the selection.

Group 2Fill in the values web.

Group 3: Energize your thoughtsComplete the paragraph


1.Drill: Pronunciation drill: Have the pupils recite the following:

She sells seashells by the seashore.If she sells seashells by the seashore,Where’s the seashells she sells by the seashore?

2. Review: Checking of assignment:Direction: Put a check mark (/) on the

blank if the sentence is written correctly. If it is not, underline the incorrect part and write the proper structure above it.




______4. Many are in the small plastic bag.______5. Neither of the boys are walking

alone in the forest.

3. Motivation:Have you been to a science

laboratory? What are the things that we can see there?


sentences.

1. See this aluminum? This will be the source of electrons.

2. The electron receivers will be the copper. These will be called electrodes.

3. Look at that solution on the shelf. That is called an electrolyte.

4. See those ingredients over there? We will use those to make the electrolyte solution that will move the electrons on our aluminum and copper electrodes.

5. Discussion:What are the italicized words in each

sentence? Do these words point to a particular

thing?What are the words this, that, these, and

those called? (Demonstrative pronoun)

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Title:__________________

Characters Setting________

Events________

__________________________

Place________________

Consequence

Initiating Events

Resolution

____________________

Attempt

Internal Response

Time:

Theme

___________________

WHAT I LEARNED FROM THE STORY

If I had the power to change the event of the story, I would_______________________________________________________________________________________________________________________________________

Group 4: Lights, Camera, Action!Study the details how the young

couple walked to the house of the old woman. Act out how they insulted the old woman.

When do we use this? That? These? Those?

Discuss further.

6. Generalization:What are demonstrative pronouns?When do we use this? That? These?

those?


Group Work:Group 1: Direction: Underline the correct demonstrative pronoun.

1. (This, These) are the leaves from the talking tree.

2. He is looking for the liquid stone in (that, those) caves.

3. In (these, that) valley lives the daughter of the sun and the moon.

4. The ants carried the prince in (those, this) wooden box.

5. (This, These) are the gifts I wanted most.

Group 2: Direction: Check the sentence that has demonstrative pronoun.

1. At this moment, one out of every ten people is suffering from the common cold.

2. This trip is expensive.3. This happened in many cases.4. That story about feeding ac cold is true.5. Leave those on your desks.

Group 3: Direction: Write DP if the underlined word is a demonstrative pronoun and DA if it is a demonstrative adjective.

1. Madam Curie is a leading scientist of the modern age. This is what almost everyone knows about her.

2. Because of her experiments, she was constantly exposed to radium. This damaged her bone marrow.

3. That is what her daughter eve tells us in her biography.

4. These contained the precipitates and liquids needed for their experiments.

5. This miserable old shed where she conducted her experiments was the happiest.

B. Independent Practice:Direction: Complete the statements with appropriate demonstrative pronoun.

1. Do you know this person in this newspaper? ______ is the author of the book on the table at the far end of the room.

2. What do you have in front of you? _______is a porcelain flower vase sent to me by my cousin in Thailand.

3. What are these laborers putting up on the sidewalk?___________ are advertisements and sign boards fro the coming circus.

4. What do you have in your hand?___________ is a bottle of drinking water.

5. What books are in the counter on the other side of the room?

_____ are fairy tales.

IV. EVALUATION: GOLD: Complete each sentence with a demonstrative pronoun

1. Nena showed her bag to her classmate. “____ is mine,” she said. “____ was bought for me on my birthday.”

2. Nena’s classmates pointed to a bag a few meters away. “____ is mine,” she said. “It’s

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REMEMBER: Demonstrative pronoun points out a

particular person, place or thing. This and that are singular

demonstrative pronoun.Examples:

1. This is the chair of the High King of the Lake.

2. That is the gift of the acacia tree to the sky.

These and those are plural demonstrative pronouns.

Examples:1. These are the eyes of a thousand

snakes.2. Those are the warriors from the

Kingdom of Rain.

This and these refer to things near the speaker.

That and those refer to things far from the speaker.

When this, these, that and those are used before nouns, they are adjectives not pronouns.

new too. ___ was sent to me by my sister who works abroad.”

3. Nena opened her bag and showed it to her classmate. “____ are the features of this bag; a place each for pencils, crayons, snacks, and a water bottle.”

TS. Transfer Stage1. Drill: Pronunciation drill:

Have the pupils read the following verse drill.

But if you are unsure,/how can you decide?/But if you think of all the but’s/ how can you reach the summit?/

One who achieves the ultimate/Is willing to catch a sunbeam/He’s willing to know the unknown/And conquer the unconquerable./

2. Review: Checking of assignment:Direction: Identify the character trait

being shown by the following situation:

1. “Sir, this is your wallet. You dropped it,” the boy said to the old man.

2. “Don’t touch my doll! It is mine!” Mara said.

3. Faye obeys her teacher and older classmates.

3. Motivation:Ask the pupils what type of stories

they like to read and have them tell the reason for their choice.

4. Presentation:Have the pupils rearrange the

scrambled letters to form a word.

FROMIN (inform)ETNREATIN (entertain)PRESAUDE (persuade)DSECIREB (describe)NRARAET (narrate)

Have the pupils choose from the given formed words the describe words:

1. Keeps readers amused.2. Explains the details of things and

events.3. Paints a picture through words.4. Relates an event.

5. Gives reasons to convince his readers.

Answers: (1. entertain; 2. inform; 3. describe; 4. narrate; 5. persuade)

5. Discussion:Explain to the pupils that a material,

story or a book that contains facts was written for the purpose of informing. On the other hand, a selection that contains the opinions and views of the author was written to persuade.

Explain also that identifying the author’s purpose for writing helps readers to better understand what they read.

(Use the information written in the generalization.)

6. Generalization:How do we determine the purpose of the

author in writing a selection?

REMEMBER:The author’s purpose is to inform if: You learned specific facts

from the story. The story gives true information. The characters in the story are real. The selection gives data, statistics,

dates and figures.

The author’s purpose is to persuade if:

The selection tries to influence the way you think and feel.

The author convinces the reader of his point of view.

The selection calls for action and warns of consequences for each action.

The author makes use of words like should, must, in my opinion, etc.

The author’s purpose is to entertain if:

The selection affects the emotions of the readers.

The selection gives pleasure, enjoyment, and amusement.

The characters in the story are not real. The selection is funny, shocking, scary,

make-believe, intriguing etc.


Read the following titles of reading materials. Decide which of these were

63

written to entertain or to inform. Write the number of your answer inside the appropriate circle.

a. Rosy’s Book of Cookie Recipeb. Origami – The Art of Paper Foldingc. The Amazing Adventure of

Squirmy the Wormd. .The Book of Knowledgee. Aesop’s Fablef. Harry Potter and the Order of the

Phoenixg. The Illustrated Dictionary of

Animal Lifeh. How the Ants Finally Won the Wari. How to Survive the Information

Agej. The Powerpuff Girls

B. Tell the author’s purpose for each of the following titles:

1. My Point of View (Persuade)2. The Best Beaches in the Philippines

(Inform)3. I Love Lassie (Entertain)4. Dagul: A Carabao’s Revenge

(Entertain)5. TV Guide (Inform)6. Christianity and the Filipino

(Inform)7. What We Think About….

(Persuade)8. A Day in he Life of Bigfoot

(Entertain)9. The World’s Worst Disasters

(Inform)10. The Ghost of Monte Vista

(Entertain)

IV. EVALUATION:TS: Read the following titles.

Write whether the purpose of the author in writing these is to entertain, inform or persuade. Write your answers on the space provided:

_____ 1. Direction for making leche flan. (inform)

_____2. A poem entitled, “A Mermaid’s Song” (entertain)

_____ 3. An advertisement telling about the smallest cellular phone. (persuade)

_____ 4. A newspaper article about a fire that raged a squatters area along Commonwealth Avenue. (inform)

_____ 5. A letter requesting assistance for a Clean and Green project. (persuade)

V. ASSIGNMENT: A. GOLD: Underline the correct demonstrative pronoun for each of the following sentences.




4. The ants carries the prince in (those, this) wooden box.

5. (These, This) are the eyes of a thousand snakes.

B. TS. Write the purpose of the author in writing the following article/ titles:

1. A chapter in Science book explaining why and how volcanoes erupt.

2. A manual on how to operate a personal computer.

3. The comics page of a daily newspaper.4. A story about a snowman who turned into a

real boy for a day.5. A column giving advice about matters of the

heart.

LESSON # 13

OBJECTIVES:


listened to.GOLD: 3. Use intensive pronouns.TS: 4. Infer the general mood of the

selection

II. Subject Matter:GLR: Smaller But WiserGOLD: Using Intensive PronounsTS: Inferring the General Mood of the

Selection

Reference: 2002 Basic Education Curriculum

64

INFORM ENTERTAIN

PELC Speaking 7; 7.3PELC Reading 8.1Dynamic Series in English p. 27Milestone in Reading 6 p. 205Grammar in Focus p.Across the Border Through Language p. 80Linking the World through English pp. 156


III. Procedure:GLR: Genuine Love for Reading


Have the pupils say the following phrases with the /oi/ sound. Have the pupils know that the /oi/ is a single syllable, not two.

1. the noise of the boys2. toys made from coconut coir3. the poise of a joyful man4. join a tour of Troy5. spoiled the broiled meat6. avoid the muddy soil7. toiling at the hoists8. a gold coin for poison9. join the loiterers10. doilies that coincide

2. Motivation:Do you believe that

sometimes smaller ones have better ideas than big ones?

3. Vocabulary Development:Have the pupils know the

meaning of the following words:

a. leap (action)b. tusk (picture)c. clever (The clever ant bit the right leg

of the hunter.)d. condition (I’ll give you this money on

condition that you will use it well.)e. agree (action)

4. Motive question:What made the kangaroo

think that elephant was clever?

B. During Reading Activities:Have the pupils listen as the teacher

reads the story.

Smaller But Wiser

A silly elephant once asked a kangaroo if he could leap well..

“Can you leap over this snail?” the elephant asked.

“Yes, I can! I’ll show you,” the kangaroo replied. The kangaroo leaped over the snail.

“Can you leap over this monkey?” the elephant asked.

“Yes, I can! I’ll show you,” the kangaroo replied. The kangaroo leaped over the monkey.

“Can you leap over this goat?” the elephant asked.

“Yes, I can! I’ll show you,” the kangaroo replied. The kangaroo leaped over the goat.

“Can you leap over this cow?” the elephant asked.

“Yes, I can! I’ll show you,” the kangaroo replied. The kangaroo leaped over the cow.

“Can you leap over me?” finally he asked. “If you can do that, I’ll give you a free swing on my tusk every day but if you fail, you will instead brush my sides every day.”

“Yes, I can,” said the kangaroo. “I’ll show you,” he added. But before the kangaroo could leap over the elephant, the elephant had stood up to its tall height.

The kangaroo thought the elephant was clever. It thought and thought. It didn’t want to scrub the sides of the elephant. At last, an idea came to the kangaroo.

“On one condition!” it shouted.“What condition?” the elephant asked.“That you will close your eyes while I

jump!” the kangaroo explained.“All right. I agree,” answered the

elephant.As the elephant closed its eyes, the

kangaroo hurriedly walked behind the elephant to go to the other side.

That is the reason why the kangaroo in our story gets a free swing on the elephant’s tusk every day.


What made the kangaroo think that elephant was clever?

CT. Critical Thinking:2. Comprehension Check:

65

Have the pupils answer the questions given:

a. When the kangaroo was about to leap over the elephant, what did the elephant do?

b. What made the kangaroo think that the elephant was clever?

c. Was the kangaroo willing to scrub the sides of the elephant? What condition did he give before he could leap?

d. Who is more clever, the kangaroo or the elephant? Prove your answer.

3. Engagement Activities:Group the pupils into four. Have

them perform the following activities:

GROUP 2: Thank you, God!Being clever is God’s gift to us. What

we do is our gift to Him. Have you done something which you think is your gift to God? If you have, recall and write them here.

____________________________________________________________________________________________________________________________________________________


GROUP 4: DRAW ME!Draw the elephant and the kangaroo in

the story. Make a dialogue between the two using the bubble.



1. Drill: Pronunciation drill: Have the pupils recite the following:

Peter, Peter, pumpkin eater/Had a wife and couldn’t keep her/He put her in a pumpkin shell/And there he kept her very well//

2. Review: Checking of assignment: Direction: Underline the correct demonstrative pronoun for each of the following sentences.




4. The ants carries the prince in (those, this) wooden box.

5. (These, This) are the eyes of a thousand snakes.

3. Motivation:Have you read the stories, The Ugly

Duckling, The Little Mermaid, The Tinder Box, The Snow Queen, The Princess and the Pea and The Emperor’s New Clothes? Who has written these stories? (Hans Christian Andersen)

4. Presentation: Have the pupils read the following sentences

taken from the story about the famous author, Hans Christian Andersen.

1. His mother, herself, spent long hours reading stories to him.

2. His father saved money so Hans could go to the theater, and he, himself, took the boy there.

3. To encourage Hans to go back to school, his friends told him that they, themselves, would shoulder his expenses.

5. Discussion: What are the italicized words in the sentences?

What do these words do with the nouns or pronouns that precede them?

What does the pronoun herself emphasize? himself? themselves?

What are these pronouns called?

66




Kangaroo:Elephant:

Can you leave out the intensive pronoun without changing the meaning of the sentence? (yes)

Discuss further.

6. Fixing Skills:Underline the intensive pronouns

used in the following sentences. Box the word it intensifies/emphasizes.

1. I, myself, will supervise the work.2. You, yourself, will shop for the

materials.3. We, ourselves, are responsible for the

success of our project.4. Our output, itself, will speak for us.5. She, herself, wrote it.

7. GENERALIZATION: What are intensive pronouns? When do we use intensive

pronouns?

REMEMBER:Intensive pronouns end in –self

when singular and –selves when plural. It is always used with antecedents.

An intensive pronoun is used to emphasize a preceding noun or pronoun. It can be omitted without changing the meaning of the sentence.


Direction: Complete each sentence with intensive pronoun:

1. Lorna, ______, reads a nice poem.2. She, ______, wrote it.3. Her classmates, ______, read the

poem and liked it.4. We, ______, will write, too.5. You, _____, have to make the

illustrations.

B. Independent Practice:Direction: Underline the intensive pronoun and circle its antecedent.

1. Alita, herself, compiles her poems and stories.

2. The president of the English club, himself, encourages the children to write poems and stories.

3. The teachers, themselves, assist the pupils to visualize what they want to write.

4. Larry, himself, offers for the illustrations.

5. All the children, themselves, enjoy writing poems.

IV. EVALUATION: GOLD: Direction: Complete each sentence with intensive pronouns.

1. The members of the Filipino Inventors Society, _________, have offered a solution to the environmental problem.

2. The president of the Filipino Inventors Society said that the transporters and dealers, ________, should stop from selling used oil.

3. A circular was issued by the government, _______.

4. To insure that the used oil, ______, would not be used as fuel in furnaces and of cement kiln, there should be a collection system of used oil.

5. You, _____, can help the quality of your environment.

TS. TRANSFER STAGE:1. Drill: Pronunciation drill:

Have the pupils recite the tongue twister.

It isn’t the hunting on the hills/ that hurts the horses’ hooves,It’s the hammer, hammer, hammer on the hard high road.

2. Review: Checking of assignmentWrite the purpose of the author in

writing the following article/ titles:

1. A chapter in Science book explaining why and how volcanoes erupt.

2. A manual on how to operate a personal computer.

3. The comics page of a daily newspaper.4. A story about a snowman who turned into

a real boy for a day.5. A column giving advice about matters of

the heart.

3. Motivation: What was the last movie you have

watched?What was it all about?Have the pupils tell the feeling or mood

the movie put them in.

67

4. Presentation:Have the pupils identify the mood

projected by the following situation:

a. The house was very dark. Jahzeel pushed the door and heard a loud creaking sound as it opened. He held his breath as he stepped very slowly into the room. Suddenly, a cold hand gripped his neck.

_____________________ (suspenseful)

b. The sun is rising from behind the mountain. The flowers are all in bloom. Birds are chirping. The children are laughing.

(happy)

c. The shark slowly appeared from the deep water and started circling the boat. It is big and silvery white with small eyes and saw-like teeth that made the fisherman tremble.

_______________(fearful)

5. Discussion:Have the pupils understand that

aside from inferring about character traits, it is also important to infer the general mood of a selection they read.

As you read each situation, what feeling do you get from reading it?

What does mood mean?How do we infer the general mood

of a selection? Discuss further.

6. Fixing Skills:Read the passage below. Infer the

mood each situation brings by selecting from the given choices. (Reading for Meaning 6 p. 158)

1. Which of these choices is not described in the selection?

A. a crowd shoutingB. people fightingC. clapping handsD. loud music

2. Read the last two sentences. How does Don probably feel?A. scared B. annoyedC. excited D. tired

3. Which phrase best completes this graphic organizer?

A. people talking B. quiet musicC. people singing D. loud music

7. GENERALIZATION:

Making an inference is seeing other meanings that directly stated details in a passage imply, suggest, or hint at. An inference is going beyond the surface details.

Authors use words, phrases and images to catch the attention of the readers and to work on their emotions and create the mood of the selection.

What is a mood? Mood is the feeling you experience while reading. It is the atmosphere which covers a whole range of moods; from anger to sadness; to excitement and fear.

8. Application:Have the pupils read the following

paragraphs. Then, infer the general mood of each selection. Arrange the letter of the following words to identify the mood given.

1. Roland frowned. He wanted to watch a basketball game TV. But Maricel was watching another program. He suddenly switched to another channel. Maricel shouted. “How impolite!”

____________ (ngaer)

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Don watched the crowd grow. Music blasted out of the speakers. He could feel the beat through his body. When the lights went out, everyone pushed forward. People started chanting the names of their favorite band members and clapping their hands. Don smiled and started clapping, too. He knew it would be a great concert.

The Concert

Clapping hands ?

People chanting

2. Karl and Jazzer are boy scouts. They have been learning to give first aid. They have learned what to do with the cuts, bruises, sprains and how to dress wounds. One day, while the boys were walking home from school, they saw a car hit a little girl. Karl and Jazzer ran quickly to the child. She was unconscious and blood was spurting from a wound on her wrist.

__________ (chlleagne)

3. “What a place! Cockroaches everywhere, cobwebs, and dust thick enough to plant potatoes in it!”

___________ (gutsdis)

IV. EVALUATION:TS: Direction: Read the passage below. Infer the moods directly stated by the quotes given. The MOOD BANK can serve your guide to identify the mood being referred to.

Once there was an old rock on top of a mountain that wished it could talk. Now and then, a person or an animal came by. Some climbed onto the rock to look at the view.

“Hey!” the rock wanted to say. “Watch your step!” But it could not.

Thousands of years came and went but the rock could not come and go like the people and the animals. It had to sit still and keep quiet.

Then, one day, something changed. The earth moved. With a great roar, the mountain threw the rock high into the sky. It flew through the air and landed in a river miles away.

“Well, the rock thought to itself. “I still can’t talk, but at least, I can travel.”

Quotes Mood

1. wished it could talk2. had to sit still and keep

quiet.3. with a great roar, the

mountain threw the rock high into the sky.

4. it flew through the air and landed in a river.

5. can’t talk but at least can travel.

1. ___________

2. ___________

3. ___________

4. ___________

5._____________

V. ASSIGNMENT:A. GOLD: Direction: Complete each

sentence with intensive pronouns. Underline the noun or pronoun which the intensive pronoun refers to.

1. Neil Armstrong, _______, prepared well fro the flight to space.

2. His teachers, _______. Told about Neil’s excellence in Science and Math.

3. The lesson for learning to fly a plane was expensive, but Neil, _______, earned the money for it.

4. The training program, ________, was difficult.

5. The U.S. President, ________, congratulated the three astronauts.

B. TS. Direction: Infer the mood of the following selection. Choose your

answer form the given choices inside the box.

1. “Please don’t cry. Tell the kids that their daddy is fighting for them, for his wife, for his people, and for his country,” said the departing soldier. _____________.

2. All the children were opening their gifts. Their faces brightened up as each took out a toy from inside colorful wrappers. But Lita had no gift to open. Tears started to flow down her cheeks. “If only my parents were alive,” she thought.

3. The Francisco family was up early, and so were the rest of the people in the whole town. Bands have been playing merrily since six o’clock in the morning.

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MOOD BANK

Anger sadness resignationJoy surprise appreciation

Church bells have been ringing gaily, too. The town fiesta has begun.

LESSON # 14

OBJECTIVES:

GLR: 1. Enjoy listening to a storyCT: 2. Answer questions from the

story listened to.GOLD: 3. Use reflexive pronouns.TS: 4. Recognize the figurative language

to describe people and events –simile, metaphor, hyperbole and personification

5. Use the figurative language to describe people and events

II. Subject Matter:GLR: Depending a Poor ManGOLD: Using Reflexive PronounsTS: Inferring the General Mood of

the Selection

Reference: 2002 Basic Education CurriculumPELC Speaking 7.4PELC Reading 7.1Growing in English p. 204Milestone in Reading 6 p. 205Grammar in Focus p.Across the Border Through Language p. 80Linking the World through English pp. 156



A. Pre-reading Activities:1. Drill: Pronunciation drill: Have

the pupils recite the given tongue twister:

Kimbo Kemble kicked his kinsman’s kettle.Did Kimbo Kemble kcik his kinsman’s kettle?If Kimbo Kemble kicked his kinsman’s kettle,Where’s the kinsman’s kettle Kimbo Kemble kicked?

2. Motivation:How do you treat a visitor?

3. Vocabulary Development:Read the following sentences. Use context clues to decide which word from the box make sense in each sentence.

1. Upon reaching the place where we are going today, we were warmly welcomed by the ______.

2. I don’t want to be caught in a _____ because it is a difficult situation to be in.

3. She feels like a ____ every time her father is assigned from one province to another.

4. The ____ was filled with people who were eager to hear the verdict.

4. Motive Question:Have the pupils state questions

about the story.(Who depended the poor man? How?)

B. During Reading Activities:Have the pupils listen as the

teacher reads the story.

Depending a Poor Man

Janos Kadar, a Hungarian, was a hardworking fellow. He worked till the wee hour of the night. Soon he was able to pay off all his debts and still had enough money left to live comfortably for the rest of his life. So one beautiful sunny day, Janos went to see and repay the innkeeper who had helped him when he was penniless and starving.

How surprised the innkeeper was when he saw Janos. “Hello. Fifteen years ago, you gave me three boiled eggs when I was very poor and hungry. I came back to reward you for your kindness by paying for those eggs a hundredfold.”

Unfortunately, the generous innkeeper became a greedy one after fifteen years. He figured out what have happened if the three

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Merry excited

Sad sorrow

innkeeper chambergypsy trialpredicament majesty

eggs had hatched into little chickens and if those chickens had grown up and hatched for more chickens, and so on. Finally, he greedily concluded that Janos must give him everything he had, including his savings.

Janos almost fell dead in surprise with how his kind gesture was met with by such unimaginable greedy demands. The story of his predicament spread like fire throughout the land. The King of Hungary heard the story and volunteered to sit in the jury.

Janos became more and more upset as the time drew near for him and the innkeeper to face the king in court. Soon his hard-earned savings would disappear like a bubble for he presumed that the king would decide in favor of the crafty innkeeper.

A week before the final day, while he was thinking about his misfortune, a gypsy came by. “Why are you wearing a long face, goodman?” he asked cheerfully. Janos told him everything. “Don’t you worry. I’ll present the case to the king and you’ll surely win. You should know how clever gypsies are.” Janos accepted the offer even if he had little hope that anyone could really him.

On the day of the trial, Janos was looking for the gypsy in the chamber. He was nowhere to be found. After sitting and waiting for a long time, the King grew impatient. “Janos Kadar,” he said. “Prepare to give all that which the innkeeper is asking for you if your representative doesn’t appear in thirty seconds.”

Just in time, the gypsy came bursting through the door. “Your majesty, I apologize for being late. You see, I was boiling corn at home, trying to turn it into more corns!”

Everyone in the chamber roared in laughter.

“How silly you are! How can you make more from boiled corn?” asked the King.

The gypsy grinned and said, “Well, Your Majesty, how can you hatch chicks from boiled eggs?”

The King stared at the gypsy thoughtfully. “I think you’re right. The boiled eggs could not hatch into chicks anymore.” Finally, he said, “Janos, you have to pay only for the eggs you ate.”

How thankful Janos was to the King and most especially to the gypsy traveler. As for the innkeeper, there was no more reward – just a few cents for his boiled eggs.

Adapted

C. Post Reading Activities:1. Answering the motive

questions.

2. Comprehension Check:Have the pupils answer the following

questions:

a. What did the poor Hungarian owe the innkeeper?

b. How much did the innkeeper want the poor man to pay?

c. Who depended the poor man? How?d. If you were the gypsy, how would you

depend the poor man?e. If you were the King, would ypu do the

same?

3. Engagement Activities: Have the pupils perform the


GROUP 2: Thank you, God!Being clever is God’s gift to us. What we do

is our gift to Him. Have you done something which you think is your gift to God? If you have, recall and write them here.

____________________________________________________________________________________________________________________________________________________


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GROUP 4: DRAW ME!Draw the elephant and the kangaroo in

the story. Make a dialogue between the two using the bubble.



1. Drill: Pronunciation drill: Have the pupils recite the

following:

Lily Lee listens to lessons,As Lily Lee listens to lessons,She listed eleven lessons on how to listen to lesson.

2. Review: Checking of assignment:Direction: Complete each sentence with intensive pronouns. Underline the noun or pronoun which the intensive pronoun refers to.

1. Neil Armstrong, _______, prepared well fro the flight to space.

2. His teachers, _______. Told about Neil’s excellence in Science and Math.

3. The lesson for learning to fly a plane was expensive, but Neil, _______, earned the money for it.

4. The training program, ________, was difficult.

5. The U.S. President, ________, congratulated the three astronauts.

3. Motivation:Which of the stories written by

Hans Christian Andersen have you read already?


sentences:

I find myself enjoying the stories. The swan saved itself in the water. My parents gave themselves time to

watch a movie.5. Discussion:

What are the underlined words in each sentence?

What are these words? (reflexive pronoun)

Can you read each sentence without the reflexive pronoun?

Does it make sense?In what way is the reflexive pronoun

similar to intensive pronoun? How does it differ?

Discuss further.

6. Fixing Skills:A. Underline the pronoun and circle its

antecedent. Then put a check (/) before each number if the pronoun is a reflexive pronoun and (x) if it is intensive pronoun.

_____1. Annie reads to herself a nice poem._____2. She, herself, wrote it._____3. Her classmates, themselves, read the

poem, and liked it._____4. Sherwin offers himself for the

illustrations._____5. Jahzeel, himself compiles his poem and

stories.

B. Complete the following sentence with reflexive pronoun.

1. Neil Armstrong prepared _____ well for the flight to space.

2. The lessons for learning to fly a plane were expensive but Neil earned the money for it _____.

3. Neil applied _____ for the astronaut program but was not optimistic about his chance because there were many applicants.

4. Nobody else but Neil _____ was surprised when he was accepted.

5. It was Neil ______ who became the first human being to step on the moon.

7. GENERALIZATION:What is a reflexive pronoun?

REMEMBER:

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JanosKing

The reflexive pronoun is used as an object that refers to the subject. It is necessary to the sentence, and, therefore, cannot be left out.

8. Application:A. Complete the following sentence with a

reflexive pronoun:

1. The President of the Filipino Inventors Society said that the transporters and dealers should stop ______ from selling used oil.

2. Instead of burning, the FIS members said that they will collect the used oil for ____ to refine and recycle it and save thousands of lives of people.

3. The refining process won for _____ the Best Invention Awards in 1994 during the National Inventors Week.

4. You make an experiment about chemical change for ______.

5. Olivia Salamanca was a brilliant student ______.

B. Write R if the italicized pronoun is reflexive and N if not._____1. Olivia Salamanca was a bright

student herself during her college years.

_____2. As a student, she, herself, did research on a cure for tuberculosis.

_____3. At first, Mr. and Mrs. Salamanca, themselves, encouraged her in her work.

_____4. As a doctor, Olivia cared more for her patient than for herself.

_____5. Today, tuberculosis, itself, is a curable disease.

IV. EVALUATION:GOLD: Direction: Complete the following sentence with the correct reflexive pronoun.

1. I find ____ enjoying biking around the neighborhood.

2. Jazzer learned ____ playing the guitar.

3. The teachers gave _____ time to relax during Teacher’s Da.

4. The girls collect shells and stamps for _____.

5. Allyson make an album of butterflies for _____.

TS. Transfer Stage

1. Drill: Pronunciation Drill:Have the pupils recite the following:

Should she sell sheers sheets or should she sell shaggy shawls?

2. MotivationHave you read a poem? Did you

understand the meaning of the poem or what the author wants to convey? Why? Why not?

3. Unlocking of difficulties

a. delight - satisfactionb. bower - one who bends his head or body

to show respectc. fold - to lay one part over

another partd. duster - one used to remove dust

B. Development of Lesson1. Presentation

a) The teacher sets standards in reading a poem and hints for pupils to learn appreciation of poems.

b) The teacher will present poems written on a manila paper. She will post it on at a time for discussion.

c) Teacher reads a poem twice.

NIGHTBy William Blake

The moon like a flowerIn heaven’s high bowerWith silent delightSits and smiles in the night

2. Analysis and Discussion

1. Teacher asks a pupil to read the underlined words in the poem.

2. The teacher reads the underlined words again and says that the underlined sets of words are examples of figures of speech.

3. Study the lines from the first poem.

a. How did the poem describe the moon?Like a flower in heaven’s high bower.

b. Can the moon really do what the poet wrote?

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Sits and smiles on the nightWith silent delight

c. Explain that poets use figurative language to create sensory images.

d. Tell the class that the first underlined set of words in the poem is called simile. It compares two unlike objects with the use of like or as.

e. In the second and third underlined group of words, figurative language used is personification. It gives human characteristics to non-human things.

f. Present the second poem.g. Study how the author describes a

turtle.A tidy turtle folds himself up carefully and puts himself away

h. Tell the pupils that these groups of words are called metaphor.

Metaphor is a figurative language that makes direct comparison of two unlike things that make something in common.

i. Present this poem on the board.

A spider walked a tightrope thereAnd did not trip or fall She even kept her balance wellWithout a parasol

The underlined group of words shows personification.Personification is the giving of human qualities to animals, objects and idea.

What human qualities are given to the spider?walked a tightropekept her balance well without a

parasol

j. Pupils read the poem in unison.

3. Generalization

Figurative langauge describes ways and it goes beyond what words actually mean. These are oftentimes used by poets to suggest meanings.

The three types of figurative language learned are:

a. Simile is stated comparisons of two unlike objects have something in common. It uses the words like and as in comparing.

b. Personification is the giving of human qualities to animal, objects and ideas.

c. Metaphor makes a direct comparison of two unlike things that have something in common. It does not use the word like/as.

4. Application:A. Direction: Tell whether the given sentence below is a Simile, a Metaphor or a Personification. Write your answer on a piece of paper.

_____ 1. The flower swayed happily the wind._____ 2. The dictionary is the bankbook that

guides us in use of the words and their meanings.

_____ 3. The airplane was swallowed by the thick clouds.

_____ 4. The leaves whisper their words to each other as the wind passes by.

_____ 5. To be in the museum is to be at a time machine set back long time again.

Possible Answers:1. Personification 2. Simile3. Metaphor 4.Personification5. Metaphor

B. Enrichment ActivitiesDirection: Study the following lines from the poems given to your group. Underline and identify the figurative words used. (Simile, Metaphor, Personification)

Here are the poems.

The moon like a flowerIn heaven’s high bowerWith silent delightSits and smiles in the night

From: NIGHT by William Blake

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My turtle is a tidy boy!When he is tired of play,He folds himself up carefullyAnd puts himself away.

From: TIDY TURTLE by Polly Chase

IV. EvaluationDirection: Identify the figurative words used in

each sentence. Write S for simile, M for metaphor, P for personification.

______1. The kettle sings as it sits on the stove.

2. The grass dances with the wind. 3. The sun is a ball of fire. 4. The clouds are as white as cotton.______5. Her brother was a tower of

strength during those hard times.

V. ASSIGNMENT:GOLD: Make/Write 5 sentences using Reflexive Pronoun.

TS. Direction: Identify the figurative words used in each sentence. Write S for simile, M for metaphor, P for personification.

______1. An army of fleas attacked the dogs.

______2. The wrinkled sea beneath him crawls.

______3. The taxis roll along the avenue like spools of colored threads.

______4. The wind slapped my face like an old man.

5. The car eats lot of gas.

LESSON # 15

OBJECTIVES:

GLR: 1. Enjoy listening to a storyCT: 2. Answer questions from the

story listened to.GOLD: 3. Use relative pronouns.TS: 4. Sequence the key concepts or big

ideas to show wholeness of the story/ selection

II. Subject Matter:GLR: The EDSA RevolutionGOLD: Using Relative PronounsTS: Sequencing the Key Concepts or Big Ideas To Show Wholeness of the Selection

Reference: 2002 Basic Education CurriculumPELC Speaking 7.4PELC Reading 7.1Growing in English p. 204Milestone in Reading 6 p. 205Grammar in Focus p.Across the Border Through Language p. 80Linking the World through English pp. 156




Betty bought a bit of butter but she found the butter bitter/So she bought a bit of butter to make the bitter butter better.

2. Motivation

Who is the 10th President of the Republic of the Philippines?

Who is the President next to President Ferdinand E. Marcos?

How did these two presidents become popular in the history of the country?

Are you familiar with the events that brought about the fall of Marcos and the rise of Cory Aquino?

Today, we will read one of the momentous events in the history of the country, the EDSA Revolution. (Show pictures of the EDSA Revolution)

3. Unlocking of Difficulties Substitute another word for the

underlined word in each sentence. Choose the word from the list given below.

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descended surged emboldenedrolling non-violent gluedstormed manned

a. The tanks were moving towards them.

b. The armored tanks were driven by armed soldiers.

c. The people moved forward.d. The crowd came to EDSA

from all directions.e. The revolution was a no-shooting

struggle.f. The eyes of the whole world were

stuck to their TV sets.g. No longer afraid , the lady offered

him some food.h. The people broke through the gates

of the palace.

4. Motive Question:Have the pupils formulate their own questions.


The EDSA Revolution

The four days of February 22 to 25, 1986, known in the Philippines as the EDSA Revolution, is a Filipino version of a peaceful and non-violent popular uprising. It was the victory of the national purpose and conservative values of the nation. It was the outpouring of love, anger and courage which brought the people into streets against the power of a dictator and the fear of a communist takeover.

While the world watched, their eyes glued to their television sets, the Epifanio de los Santos Avenue or EDSA for short, became one stage for a drama: Cory Aquino as the heroine, Ferdinand Marcos as the villain and the rebel military leaders in the persons of Fidel Ramos, Juan Ponce Enrile and Gregorio Honasan as sudden heroes. Within hours of the announcement of Enrile and Ramos’ break up with Marcos in a press conference, the streets outside of the rebel headquarters became filled with people.

Men, women and children descended into EDSA from all directions bringing with them provisions such as fried chicken, spaghetti, sandwiches and soft drinks, not to take part in a revolution, but in a family picnic. They came with their radios and cassettes while the women

brought their umbrellas and camped on the concrete highway with their families and friends. Cars and vehicles were parked in the middle of the streets.

Soon the people saw military tanks manned by heavily armed soldiers rolling towards them. Suddenly everyone ran in the direction of the advancing tanks. Instinctively, they held on to each other. Locked in each others’ arms – the praying nuns and priests, the businessmen, students, teachers, laborers, housewives – forming a strong chain, they all surged forward risking their lives as they faced the advancing armored tanks.

“Hold on!” one man shouted.

“Do not let go!” another one commanded, as they held on tightly locked arm in arm.

Holding a rosary, a nun suddenly stepped forward and sweetly offered a sampaguita garland to a soldier. Emboldened, a lady offered a second soldier some sandwiches and cigarettes. Then the crowd offered the armed soldiers in the tank pieces of fried chicken, soft drinks, other food and cigarettes which the tired and hungry soldiers could not resist.

“Join us, the people told the soldiers, let us not kill one other. We are all Filipinos and brothers.” The soldiers went down and abandoned the tanks and joined the crowd to the great joy and applause of the people.

At last, Malacañang fell. All the people stormed its gates and rushed through the rooms of the palace.

People Power had won over the dictator’s rule. A long night had ended. It was the break of a new dawn. The Filipino people

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had shown to the world that a non-violent struggle for freedom can be won through the unity and prayers of a people determined to live the way of peace, justice and freedom.

C. Post Reading Activities:1. Answering the motive questions:2. Comprehension Check:

Have the pupils answer the following questions:

What did the Filipino people fight for during the four-day EDSA Revolution?

How did EDSA become the center of drama during the revolution?

Who gathered at EDSA? How did the people stop the

military tanks from dispersing them?

How did the nuns and the crowd soften the wooden heart of the soldiers?

Engagement Activities:

Have the pupils perform the following activities under time limit.

GROUP 2: What I learned from the story:

What moral values of the Filipinos are inferred from the following situations?

A great number of people came to EDSA after a call for help was aired through the TV and radio stations.

(COOPERATION) “Let us not kill one another. We are all

Filipinos and brothers,” the people pleaded the soldiers.

(LOVE FOR FELLOWMEN) As the crowd waited in the concrete

pavement, many of them prayed while others sang spiritual hymns.

(FAITH)

Locked in each others’ arms like a strong chain, the people approached the advancing tanks.

(UNITY) The people offered food, soft drinks and

cigarettes to the tired and hungry soldiers.(CHARITY)

GROUP 3:Fill the story grammar with details

from the selection.

STORY GRAMMAR ORGANIZER


GROUP 4:

GOLD: Grammar Oral, Language Development:

1. Drill: pronunciation Drill:Have the pupils read the following verse drill:

A fairy fell in love/ with a beautiful fireflyShe wanted his fire/ and she wanted to fly.//An elf said,/ “The fair fairy is being funny,//

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WRITE ME A LETTER


She can make fire/ and she can fly/Even without a firefly!”/

2. Motivation:Can you sing the National Anthem from memory?


sentences taken from the history of the Philippine National Anthem:

The Philippine National Anthem is a song that expresses well the story of our struggle for independence.

Emilio Aguinaldo who had commissioned the song, intended it to be part of the proclamation rites of the Philippine Independence Day.

Jose Palma, who was a great poet, wrote the lyrics of the song.

4. Discussion:

What are the italicized clauses in each sentence?

What is the function of each clause?What word introduced each clause? What are these words?What is the function of relative

pronoun?Discuss further.

5. Fixing Skills:A. Write the correct relative

pronoun to complete each sentence.

1. During the Spanish period, the Barong Tagalog ______ was the fashionable wear at that time, was made from the fiber of the pineapple plant.

2. Tinikling, ____ is a popular dance among Filipino celebrations, uses bamboo poles.

3. Many childless married women go to Obando, Bulacan, to dance at the rites _____ has now become a devotional dance to the town’s three patron saints.

4. The “enchanted forest,” _____ is a part of Baguio City, attracts both the young and adults.

5. The yoyo, a game ____ is now played around the globe, was started in the Philippines by a Filipino.

6. GENERALIZATION:

What is a relative pronoun?

REMEMBER:

A relative pronoun is a pronoun that may introduce an adjective clause. It joins its antecedent of which it is part. Relative pronoun should be placed as close as possible to their antecedents.

Note that the pronouns who, whom, and whose are used to refer to people;that is used to refer to people and things;which is used to refer to things and animals.

7. Application:A. Direction: Supply the following

sentences with the correct relative pronoun:

1. Kawit, Cavite ____ is the site of the Declaration of the Philippine Independence, is a place memorable to me.

2. My mother, ____ is very dear to us, used to narrate how we were taken home to Kawit, Cavite.

3. A special train ____ Grandfather had hired was waiting for us.

4. From then on, our family ____ Grandfather cared for so much, stayed in Kawit.

5. Grandfather needed someone ___ could host his numerous visitors.

IV. EVALUATION:GOLD: Direction: Write the appropriate relative pronoun for the

following sentences:

1. The original flag, _____ was made in Hong Kong by Dona Marcela Agoncillo, is exhibited at the Aguinaldo Museum in Baguio City.

2. Emilio Aguinaldo, _____ brought the flag to the Philippines had it first unfurled at Kawit, Cavite on June 12, 1898.

3. The history of the Filipinos is recorded in the museum _____ was inaugurated in May, 1985.

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4. This flag, ____ was taken by the Americans, was given to the American museum.

5. Seven years later, the general ____ lay dying on his bed, kissed the flag for the last time.

TS. TRANSFER STAGE:1. Drill: Pronunciation Drill:

Have the pupils recite the following tongue twister:

She sells seashells from the seashore/ If she sells seashells from the seashore,

Where’s the seashells she sells from the seashore?

2. ReviewDo you still remember the basic

elements of a short story?(Title, Main Character, Setting, Plot,

Ending)

3. Presentation:Ask the pupils the title of the

selection. Ask them to count the number of paragraphs in the selection.

4. Analysis and Discussion

Guide pupils to identify the key concept or big ideas involved in each paragraph through these comprehension questions. Use the chain of events to sequence the key concepts.

Paragraph 1: What did the Filipino people fight for during the four-day EDSA Revolution (It was the victory of national purpose and conservative values of the nation.)

Paragraph 2: How did EDSA become the center of drama during the revolution? (The announcement of break up of the military leaders Enrile, Ramos and Honasan with Marcos authority signaled the people to pour at EDSA thus becoming the center of drama during the revolution.)

Paragraph 3: Who gathered at EDSA?(Men and women from all walks of life gathered together at EDSA.)

Paragraph 4: How did the people stop the military tanks from dispersing them?(People formed a strong chain, risked their lives to block the advancing tanks.)

Paragraph 5: How did the nuns and the crowd soften the wooden heart of the soldiers?(The nuns and the crowd offered flowers, food and drinks to the hungry soldiers.)

Paragraph 6: How did the crowd encourage the soldiers to step down from their tanks and join them?(The people said, “Let us not kill one another, we are brothers, join us!”.)

Paragraph 7: What did people do upon reaching Malacañang Palace?(People stormed its gate and rushed through its rooms.)

Paragraph 8: What did the world witness in the event?

(The world witnessed a non-violent struggle for freedom won through unity and prayers.)

5. Fixing Skills:

Listen as the teacher reads each short story then sequence the following events in order. Use numbers 1-5.

Mother wanted to bake a cake but she found out that there were no eggs. So she told Maribel to run to a store to buy some. When Maribel was about to go to the kitchen, she tripped on Arthur’s toy trains. Crack! The eggs fell and got broken. Mother told Maribel to buy eggs again.

She told Maribel to buy eggs. Mother wanted to bake a cake but there

were no eggs. Mother told Maribel to buy eggs again. As Maribel was bringing the eggs to the kitchen, she tripped on Arthur’s toy trains.

Darwin studied for his exam until late at night. The next morning, he was not able to wake up even though the clock alarmed. So father woke him up and helped him prepare for school. Eventually, Darwin arrived late in school.

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Father woke up Darwin and helped the latter prepare for school. Darwin studied for his exam until late at night. Darwin was not able to wake up when the clock alarmed. Darwin arrived late in school.

6. Generalization How do we sequence the key

concepts to show the wholeness of the selection?

To sequence events is to arrange the events according to how they happened in the story.

We identify the key concept of a paragraph and arrange them according to the sequence of events in the selection.

7. Application

A. MINI THEATER RESENTATION

a. Form 4 groups of fives to correspond to the number of paragraphs in the selection.

b. Given the key concept for each paragraph, have a role playing with the episodes in each paragraph.

c. Show the correct sequence of events during the presentation.

d. Use props and background music if needed.

B. Story Construction Game (Group Work, with 50 pupils)

To the teacher: Divide the class into groups with five members and each group is called Mother group. The leader is the “mother” and the four members the “daughters.”

Divide the ten groups into two – A and B respectively.

Distribute randomly each strip to each “mother” of A groups.

Pepito saw an old woman who was hardly crossing the street.

He approached the old woman and offered help and the latter gladly accepted the offer.

When the two reached the other side of the street, the old woman rewarded Pepito a big seed.

When Pepito came home, he planted the big seed. The next morning he found a money tree on the place where he put the seed!

Strips of events for B groups:

One evening, Rhodora went to sleep without fixing her schoolthings. While she was sleeping, she was interrupted by some noise.

It was her school things – the bag, books, notebooks, pens and papers that came alive!

Her school things were mad at her for not fixing them.

Rhodora asked forgiveness from her school things and promised to take care of them. Suddenly, she opened her eyes realizing everything was just a dream.

Say: Mothers, stay in your group and send each of your daughter to other group. You read to the daughters the event written in the strip. Daughters, listen very carefully to the event. After that go back to your mother group and share what you have listened to. The group then arranges the events in order forming a story. Finally, retell the story to the class.

IV. EVALUATION:Number the concepts/ideas given

below in the order in which they occurred in the EDSA Revolution.

____ Armored tanks with heavily armed soldiers moved towards the people.

____ The people rushed through the gates of Malacañang and entered all the rooms.

____ The soldiers accepted the food and cigarettes offered by the people.

____ Families and organizations prepared food such as fried chicken, sandwiches, and soft drinks as if going to picnic.

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____ People power won and democracy was restored.

____ People came in great numbers and camped on the pavement of EDSA.

____ Fidel Ramos and Jose Ponce Enrile broke away from Marcos.

____ The people locked arms and met the advancing tanks.

(Key to Correction: 4, 7, 6, 3, 8, 2, 1,5)

V. ASSIGNMENT:GOLD: Write the correct relative pronoun to complete the sentence:

1. The colors ____ we see around us can influence our moods.

2. Scientists ____ measured the temperatures of colors have found out that reds and oranges are actually warmer than blues and greens.

3. The instrument ____ the scientists used to measure the temperature of color is called thermopile.

4. Color coding ____ people use in their business files, help them speed up their work.

5. Map makers ____ use color codes make it easier for us to identify the different features of the maps.

TS. Sequence the events of the given story: For the teacher to read to the class:

Each weekday is a busy one for Mr. Rodriguez, a family man and a watchman in a sports center. Before he goes to his work, he drives his two children to school. In the afternoon, he gets his children back from school. At home he feeds the pigs and chicken. Lastly, Mr. Rodriguez fetches water for his family.

Pupils’ copy:

_____ He feeds the pigs and the chicken._____ He gets his children back from the school._____ He goes to the sports center._____ He fetches water.

_____ Mr. Rodriguez drives his children to school.

(End of Second Grading Period)

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7. Motivation:How will you describe your mother?

Your father? Your friends? Etc…..

8. Presentation:Have the pupils rearrange the jumbled

letters to identify character traits.

a. tientap (patient)b. cuarogesou (courageous)c. azly (lazy)d. sseiuor (serious)e. belumh (humble)

What are the words formed?What are these words?

Have the pupils read the following story:

5. Discussion: What can you say about Michael? (selfish) Why? What character traits could you infer that Michael has? Discuss further

6. Fixing Skills:Read the passages below and underline

the word that best describes the character in each.

6. Ivy pushed her long hair away from her face and walked to the window and back. Ivy was ______

nervous tired peaceful

7. “There is nothing you can do, child,” pleaded her mother. She realized that Ivy

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Several days after he arrived at their house, Eddie sat for some five-year old twins, Michael and Michelle. Soon after he arrived at their house, the twins began arguing about a tricycle. Michael insisted the tricycle was his. Even though he was playing in the sandbox, he did not want Michelle to use it.

“All right,” said Michelle, “I won’t use your tricycle. I’ll play in the sandbox and make a sand castle.”

“No,” said Michael, “This is my sandbox because I was first to be here. You can’t play here until I finish building my fort.”

(Reading for Meaning 5)

wanted to go out in the storm alone. Ivy’s mother was ______.

glad worried proud

8. An enormous tree was rushing along in the water like a battering ram. It was headed toward the bridge support below the spot Ivy was clinging. She held her breath as she watched the thing move upward and down in the river. Ivy was _____.

excited frightened foolish

9. “Balikbayan Bridge is out!” Ivy said and she collapsed on the floor. Ivy was _____.

exhausted sickcowardly

10. The passengers on the bus that Ivy saved collected money to help her continue her schooling. The passengers were _______.

grateful sorry angry

7. Generalization:What are the different traits that we

can infer from a character?

Remember:

When you read, you can use information from a story to help you learn more about a character that the story tells you directly. The clues you may use include what a character says or does and what other characters say about that person. When you do this, you are inferring character traits – the qualities that a character has. What a character says, does, thinks and feels tells you a lot about him or her. What other characters say can also give you clues.

8. Application:A. Form small groups. Talk about the character traits of each member of the group. Use the Venn Diagram.

B. Fill in the web with the character’s name, one character trait and the evidence to prove your answer. Number 1 is done for you.

1. Johnny often told everyone what to do. When the boys played games, Johnny would say, “We are all going to do things my way.” From this action, we can tell that Johnny is _____.

bossy neat considerate

2. “Hi! You’re new here, aren’t you?” asked Jennifer. “Would you like to play with me? We could play patintero or tumbang preso, if you like.”

Gwynn said, “I’d love to. I just moved here and I don’t know anyone.”Jennifer is __________.

shy friendly quiet

3. Gale cleaned the tables and put away the dishes fro her mother. She made tea for her father when he was sick. Delia is _______.

messy neat helpful

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Main Character

Johnny

Character Trait

bossy

Evidence:Johnny would say, “We are all going to do things my way.”

Main Character Character Trait

Evidence:

Main Character Character Trait

IV. Evaluation:TS. Direction: What trait of the character

or characters is shown in each of the following situations?

2. Eva and her mother walk on the snow to gather food.(persevering, patient, daring)

3. For the first time, Eva will walk alone under the sea.(coward, courageous, shy)

4. Her mother told Eva to take care of herself.(loving, cruel, funny)

5. “I should start working now,” Eva said.(lazy, brave, determined)

6. She starts singing a tune and dancing.(crazy, thankful, fun-loving)

V. Assignment:A. GOLD: Direction: Put a check

mark (/) on the blank if the sentence is written correctly. If it is not, underline the incorrect part and write the proper structure above it.




______4. Many are in the small plastic bag.

______5. Neither of the boys are walking alone in the forest.

B. TS. Direction: Identify the character trait being shown by the following situation:

6. “Sir, this is your wallet. You dropped it,” the boy said to the old man.

7. “Don’t touch my doll! It is mine!” Mara said.

8. Faye obeys her teacher and older classmates.

9. Laurence has saved his money since he was in Grade 3.

10. “I love to sing and dance. I enjoy my studies,” Mae said.

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Evidence:

Documents

2nd Grading - Lp English Vi