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Unlocking of Difficulties;
Have the pupils identify the
meaning of the following words by
answering the configuration clues given.
1. more distant;
remote
LESSON # 1
2. to press between tow bodies; to crush
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT:
2. Answer questions from the story
listened to.
GOLD: 3. Use plural of compound nouns.
TS: 4. Write a model compositionarrange details in order.
squeezed
farther
cackle
scratch
4. Motive Question:
What is the best thing to be, according to
the giraffe?
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre reading Activities:
1. Drill: Pronunciation drill:
Have the pupils read the following
rhymes:
2. Motivation:
Which is better, to be tall or to be
small?
and
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.
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.
I
K
Q
W
A
A
3. Engagement Activities:
Have the pupils perform the following
activities:
J
C
M
F
U
B
H
V
E
V
C
I
L
O
L
T
T
P
V
I
O
L
I
N
D
C
D
B
O
W
S
E
Y
U
N
B
H
K
G
Q
E
R
M O
A G
S T
T F
E
R
R O
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.
2
1.
2.
3.
4.
5.
October 5, 2009
Dear Rose,
How are you now? About me, Im
having a great time here in the city. Ive
traveled along wide expressways and
flyovers. Ive 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, Ill be back there in a weeks time.
See you soon.
7. GENERALIZATION:
What are compound nouns?
How are compound nouns formed?
How do compound nouns form their
plural?
Your pal,
Lito
REMEMBER:
A compound noun consists of two or
more words. It may be a combination of:
1. noun + noun
Armchair - armchairs
2. verb + noun
Breakwater - breakwaters
3. verb+ adverb
Breakdown - breakdowns
4. noun + adverb
passer-by - passers-by
5. noun + adjective
court martial - courts martial
6. noun + prepositional phrase
brother in law
brothers in law
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 oneword 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?
fathers in law
editors in chief
bookshops
courts martial
8. APPLICATION:
A. Guided Practice: Divide the
pupils into group. Have the pupils
perform the activities given.
6. Fixing Skills:
A. Think of a compound noun that
fits the given meaning.
Ex. the sun goes down - sunset
3
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 road
5. a ball game played by foot
GROUP 2:
Answer each question with a
compound noun. Then write its plural form.
1. guard
2. wheat
3. tree
4. earth
5. egg
6. horse
7. fire
8. god
9. flower
10. battle
/e/
tell
sell
dead
red
bless
fell
spell
lead
wet
GROUP 4:
Make compound word by matching the
nouns in the two columns. Then write its
plural form.
1.
2.
3.
4.
5.
6.
7.
8.
way
tug
teller
suit
house
flower
wheel
door
field
top
house
shell
worm
cry
child
man
fighter
bed
TS (Transfer Stage)
1. Drill: Pronunciation drill: Have the
pupils read the pair of words. Note the
difference in their sounds.
GROUP 3:
Riddle fun. What am I? Write a
compound noun to answer each riddle.
Write also its plural form.
1.
2.
3.
4.
5.
boat
path
knob
barrow
story
case
dog
sun
2.
/i/
till
sill
did
rid
bliss
fill
spill
lid
wit
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.
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
B
1. river
hook
2. board
car
3. bell
bar
4. fish
bank
5. box
card
6. salad
bath
7. bird
fruit
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 cant you enjoy?
What things delight you?
(Have the pupils paste their answers on
the board)
IV. EVALUATION:
A. GOLD. Direction: Match the words in
column A with column B to form
compound nouns. Then write its
plural form.
LESSON # 2
I. OBJECTIVES:
GLR:
CT:
6. GENERALIZATION:
What is the characteristic
of a good paragraph?
REMEMBER:
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.
Reference:
2002 Basic Education Curriculum
PELC Speaking 5.6; PELC Listening 5 p 23
Phoenix 21st Century English 6 p 39
English for You and Me Reading p 21 - 23
Across Borders through Language pp. 5 -7
Dynamic Series in English p. 260
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:
V. ASSIGNMENT:
A. GOLD. Direction: Write the plural
form of the following compound nouns:
1.
2.
3.
4.
5.
2. Motivation:
Do you know Juan Tamad?
Do you know any story about Juan
Tamad?
sleepwalker
aide de camp
school day
commander in - chief
dustbin
3. Vocabulary Development:
Have the pupils identify the meaning of
the italicized words in the sentences.
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.
-Adapted
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 Juans encounter with the
following animals:
1. birds 2. butterflies
3. frogs
d. If you were Juans mother, would
you have reacted in the same way?
Why?
e. Do you know other stories about
Juan Tamad?
Juan:
Animal:
GOLD
(Grammar
Oral,
Language Development)
3. Engagement Activities:
Have the pupils perform the following
activities.
hill
did
mix
tick
bit
lift
slid
pitch
lips
kill
list
still
fit
ditch
sick
grin
chill
rid
chip
lid
a dripping pitcher
kill the insect
a big fish
fit for a king
with a grin
1.
2.
3.
4.
5.
7. GENERALIZATION:
What form of the verb is used
with nouns plural in form but
singular in meaning?
sleepwalker
aide de camp
school day
commander in - chief
dustbin
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.
3. Motivation:
Have the pupils read the following
words:
Aeronautics
news
Physics
series
Civics
species
8. APPLICATION:
Have the pupils perform the following
activities given.
GROUP 1:
Direction: Choose the correct verb form in
each sentence.
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.
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)
6. Fixing Skills:
Direction: Underline the correct verb
form in each sentence.
1. Physics (is, are) Karls favorite
subject.
2. The news (is, are) aired today.
4. Presentation:
Have the pupils read the paragraph
given:
GROUP 3:
Place a check on the blank if the
subject agrees with its verb. If not, rewrite it
in the correct form.
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.
5. Discussion:
Have the pupils answer the following
questions:
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)
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:
8. Application:
A. Have the pupils recall the story
Juan Tamad Sells Rice Cake. Let them
sequence the story by answering the
questions given.
Popsicle
Ep - sicle
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.
V. ASSIGNMENT:
A. GOLD. Direction: Write the noun
being described with the following clues.
Choose your answer form the given nouns.
LESSON #3
I. OBJECTIVES:
GLR: 1. Enjoy listening a story
CT: 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.
news
politics
mumps
measles
calisthenics
acrobatics
A. Pre-reading Activities:
1. Drill: Pronunciation drill: Have the
pupils recite the tongue twister:
Nina needs nine knitting needles to knit
naughty Nitas 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 -
11
r
d
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 cant he get his dream?
4. What was his only recourse then?
5. What did he do when he wasnt 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.
12
3. Motivation:
Do you have a hobby?
What is your hobby?
Show pictures of children who are
reading, singing, dancing, swimming, etc.
4. Presentation:
Have the pupils
sentences:
read
the
following
on
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.
GROUP
4:
ORGANIZER
STORY
GRAMMAR
/a/
top tap
hot hat
cop cap
pod - pad
IV. EVALUATION:
A. GOLD: Direction: Think of an
appropriate gerund that will
complete each sentence.
7. GENERALIZATION:
What is a gerund?
What are the uses of gerunds? How
are gerunds used in the sentence?
1.
2.
3.
4.
5.
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.
TS (Transfer Stage)
1. Drill: Pronunciation drill.
Have the pupils recite the
tongue twister given.
Example:
Subject:
Farming became their main source
of income.
The shape-shifter,
Shaped like a ship,
Shifts his shape to a shapely sheep.
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.
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.
B. Independent Practice:
Underline the complete gerund
phrase in each sentence.
5. Discussion:
Have the pupils study the Graphic
Organizer below.
14
An
enemy
attacks a
lizard.
The
lizard
drops its
tail.
The tail
breaks off
and the break
closes to
prevent
bleeding.
First
after that
finally
meanwhile
at the end
next
afterward
Before
then
early morning
during
as
8. Application:
The tail
keeps
wriggling.
The enemy
pounces on
the tail.
The lizard
gets away.
In time, the
lizard gets
a new tail.
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.
7. GENERALIZATION:
How do we arrange events in a
story?
IV. EVALUATION:
Direction: Read the story then
complete the organizer below.
REMEMBER:
15
LESSON # 4
I. OBJECTIVES:
GLR: 1. Enjoy reading a story
CT: 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 Magic
GOLD: Using gerunds as Object of the
preposition and appositive.
TS:
Identifying antonyms of words.
V. ASSIGNMENT:
A. GOLD: Read Marlons story. Complete
his story by using the appropriate gerund.
Choose from the list inside the box.
waiting
standing
watching
picking
placing
protecting
driving
guarding
flying
being
staying
III. Procedure:
uncle
come
subway
up
under
love
public
us
son
some
study
utter
done
enough
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
pneumonia
wiggle
invisible
rummaged
pills
4. Motive Question:
Have the pupils organize
their own questions.
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.
THE MAGIC
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. Ill make Uncle Ramon
happy, Bobby said to himself.
GOLD:
(Grammar,
Oral,
Language Development)
from
Highlights
for
Children
3. Presentation:
Have the pupils
paragraph.
read
again
the
the
4. Discussion:
How are we satisfied?
2. Engagement Activities:
Have the pupils perform the
following activities under time limit.
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.
GROUP 4: DRAW ME
Was Uncle Ramon a good uncle to
Bobby? How? Show though a drawing.
18
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.
6. GENERALIZATION:
What are the other uses of gerunds?
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.
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:
B. Independent Practice:
Direction: Underline the gerund used in
the sentences and then write its function.
7. APPLICATION:
a. Guided practice: Have the pupils
perform the following activities
with the group:
GROUP 1:
Write sentences for the following
gerunds with their given function:
1.
2.
3.
4.
cooking (appositive)
fencing (object of the preposition)
jogging (appositive)
traveling (object of the preposition)
TS (Transfer Stage)
GROUP 2:
Underline the gerund in each
sentence. Write whether it is used as
object of the preposition or as an
appositive.
mill
sit
win
still
rid
live
pill
din
19
/iy/
meal
seat
wean
steal
read
leave
peal
dean
value
________
promise
________
coarse
_______
decline
_______
5. Discussion:
What are the given words under A and B
tell us?
What are these words?
What are antonyms?
Discuss further.
late
________
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.
Word Box
rough
pledge
worth
refuse
genuine
tardy
3. Motivation:
Have the pupils identify
opposite of the following:
North - _____
Right - _____
Up - _______
Smooth - ______
Correct - ______
worst
foolishness
incredulity
darkness
despair
nothing
the
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.
20
ITALICIZED WORD
ANTONYM IN THE
SAME SENTENCE
1. furious
1. quiet
2.
3.
4.
5.
IV. EVALUATION:
TS. Direction: From the list of words below,
select the antonym of the underlined word in
each of the sentences.
2.
3.
4.
5.
1.
2.
3.
4.
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.
dry
strong
lively
8. APPLICATION:
A. Replace each underlined word
with antonym.
1.
2.
3.
4.
5.
B
a. big
b. deep
c. ugly
d. long
e. wet
burn
normal
V. ASSIGNMENT:
A. GOLD: Direction: Write 5 sentences
using gerund as object of the preposition and
5 sentences using gerund as appositive.
A
1. pretty
2. dry
3. short
4. tiny
5. shallow
LESSON # 5
I. OBJECTIVES:
GLR: 1. Enjoy reading a story
CT: 2. Answer questions from the story read.
GOLD: 3. Use gerunds as direct object
TS:
4. Write a home reading report.
II. SUBJECT MATTER:
GLR:
Gombay and the Wild Ducks
OLD:
Using gerunds as Direct Object
TS:
Writing a Home reading Report
narrow
lose
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
1. Drill: Pronunciation drill: Have the
pupils read the tongue twister given:
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.
b.
c.
d.
e.
a swimming bird
to dive or dip the head
to avoid or evade
cotton fabric
someone who is considered
attractive or a darling
f. someone who cannot act efficiently
because of disablement
g. someone
with
peculiar
characteristics.
GOLD
(Grammar,
Language Development)
-Yoshimasa Kogawa
CT. CRITICAL
THINKING
jar
large
scarf
yard
Oral,
guard
charm
market
chart
arm
smart
dark
hard
card
car
park
harm
the
carve a heart
a large scarf
a mark on the guitar a jar in the barn
a card for Arthur
an ark in the park
1.
2.
3.
4.
Who is Gombay?
What kind of person is Gombay?
What did he decide to do one day?
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.
2. Review:
Transform the following verbs into gerunds
then use each one of them in sentences as
subject and predicate noun.
1.
2.
3.
4.
5.
Climb
Write
Read
Cook
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 fathers hobby?
GROUP 2: DRAW ME
4. Presentation:
Have the pupils read the paragraph:
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)
23
1. Filipino
love
playing
basketball.
2. Mother likes listening to her
favorite radio program.
3.
My sister finds dancing
interesting.
TS (Transfer Stage)
1. Drill: Pronunciation drill: Have
the pupils read the following pairs of
words:
/e/
chase chess
paste pest
baste best
sail sell
/a/
fate fat
hate hat
main man
eight at
/a/
paint pant
laid lad
vein van
pale pal
/a/
lace less
vase vest
gaze guess
hail hell
gerund
8. Application:
Have the pupils answer the questions
given
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.
24
Stories
of
Comment:
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.
our
The
Legend
of
Mayon Volcano
Amado L. Agorilla
Manlapuz Publishing
Co., Manila 1989
3
Kingdom of Albay
Daragang Magayon,
Gat Malayo, and
Datu Buhawen
Love and Sacrifice
Theme:
Brief 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 Magayons 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:
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. Title
2. Author:
the writer of the story
3. Place and Date of Publication: where and
when the story was published.
4. Number of pages
5. Brief summary: important points
6. Setting/ Characters where and when the
story happened, major and minor characters
7. Theme what topic is the story about
8. 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:
Author
Place and Date of Publication
No. of Pages
Brief summary
Setting:
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.
LESSON # 6
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT:
2. Answer questions from the story
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.
III. PROCEDURE:
V. ASSIGNMENT:
A. GOLD: Read Marlons story. Complete
his story by using the appropriate gerund.
Choose from the list inside the box.
waiting
standing
watching
picking
placing
protecting
driving
guarding
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.
flying
being
staying
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.
tidiness
meanness
cruelty
greed
curiosity
grief
wickedness
PANDORAS BOX
4. Motive Question:
Why did Pandora open the box?
B. During Reading Activities:
1. Have the pupils listen to the story.
Let them take down notes about the
story listened to.
27
CT. CRITICAL
THINKING
the
GOLD
(Oral,
Development)
Language
3. Engagement Activities:
Have the pupils in each group
perform the following activities:
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.
GROUP 2: DRAW ME
What do you think would have
happened if Pandora followed what was
instructed to her?
GROUP
3:
ORGANIZER
STORY
GRAMMAR
4.
Presentation:
Have the pupils read the
dialogue. (To be written on manila
paper)
Precious:
Allyson:
doors knob
rooms key
shirts collar
to
7. GENERALIZATION:
What do we use to
possession?
the
show
express
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:
Have them
examples:
study
the
Example:
Jahzeels new shirt
Jamess answer
Example:
Kathys and Sarahs dresses
(God)
IV. EVALUATION:
A. GOLD: Direction: Rewrite each
sentence. Change each underlined phrase
to include a possessive noun.
GROUP 1:
Your group was asked by the
principal to help look for the owners
of the items deposited at the schools
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.
TS (Transfer Stage)
1. Drill: Pronunciation drill:
Have the pupils read the
following words with /v/ sound:
vie
voltage
varnish
ventral
vibrant
veal
veal
visa
vague
varsity
visage
valve
voter
virgin
venison
4. Presentation:
Have the pupils read the directions that
follow.
B. Independent Practice:
Direction: Fill in each blank
with the possessive form of the
noun at the left.
30
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.
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?
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.
Age: 40
Sex: M
Px
follow
REMEMBER:
Directions are useful in telling you
how to make something, like how to cook
rice and how to get from one place to
IV. EVALUATION:
Direction:
Read
the
directions below. Then answer
the questions that follow.
Age: 15
Sex: M
Px
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?
LESSON # 7
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT:
2. Answer questions from the story
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.
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.
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.
2.
3.
4.
5.
6.
appearance
deceptive
bandaged
fate
chrysalis
scurrying
a. luck
b. pupa
c. look
d. misleading
e. tied up
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.
Look at me, Bina. I am your muchpitied 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!
APPEARANCES ARE
DECEPTIVE
-An Adaptation-
1.
What had become Sundri?
(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?
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.)
2. Engagement Activities:
Have the pupils perform the
following activities under time
limit.
4. Presentation:
Have the pupils read the following
sentences:
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
6. Generalization:
What is a simple sentence?
How do we form a simple
sentence?
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.
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:
IV. EVALUATION:
GOLD: Direction: Complete each simple
sentence with a compound predicate.
TS (Transfer Stage)
1. Drill: Pronunciation drill: Have
the pupils read the following
contrastive pairs of words:
/t/ - /d/
ten den
time dime
tow do
grate grade
pat pad
1.
2.
3.
4.
5.
7. Application:
A. Guided practice:
Direction: Make five simple
sentences of your own following the
instructions for you.
GROUP 1:
Your group was asked by your
English teacher to write a sentence
describing your family.
1.
2.
3.
4.
5.
GROUP 2:
You talked among yourselves
about the food served at your school
canteen.
bright
thick
pleasant
wonderful
pretty
3. Motivation:
Match the phrases under column A with
the phrases under column B to complete the
thought.
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
35
a. ..make the
air fresh and
clean
bkeeps the
doctor away.
c. can cause a
lung cancer.
d. make our
body strong
and healthy.
4. Presentation:
Have the pupils read the paragraph
given:
There is a massive drought or
dryness of land in many places of the
country. This happened because the El
Nio phenomenon has set into the
atmosphere.
5. Discussion:
Why is there massive drought or
dryness of land in many places of the
country?
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.
8. Application:
A. Guided Practice:
Direction: Complete the chart. Write the
cause, the signal word used and the effects
for each sentence.
Cause
Signal Word
Effect
6. Fixing Skills:
36
scheduled for
that day.
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.
B. Independent Practice:
I. Direction: Write your answers in
complete sentence.
1.
2.
3.
4.
5.
37
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.
b.
c.
d.
e.
LESSON # 8
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use a variety of sentence as to
structure; compound sentence
4. Form compound sentence.
TS: 5. Recognize words with ph
6. Spell words with ph
Enchanted (charmed)
Orphan
Magical (the unexplained)
Invisible
(unseen )
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.
demanded
dedicated
blended
waded
reported
snorted
collected
raided
descended
painted
38
3. Engagement Activities:
Have the pupils perform the following
activities under time limit.
GROUP 1: LIGHTS, CAMERA,
ACTION!
What part in the story did you like
best? Make a script and dramatize it
before the class.
GROUP 2: I WRITE A SONG!
39
3. Motivation:
When can we say that a sentence
can stand alone?
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.
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.
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.
8. Application:
A. Guided Practice:
Direction: Form a compound sentence
from the given simple sentence by using the
appropriate conjunction.
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)
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 doesnt
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 didnt
see her.
Psalm 126:2
We are filled with laughter
and we sang for joy
And 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 146:9
The 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!
41
Examples:
Initial ph
5. Discussion:
Study the underlined words,
what do you notice?
Answer: They are words that have
consonant
combinations
and
sounded the same when read. They
are sounded as /f/ when read.
1. phantom
2. pharmacy
3. phase
4. Philippines
5. philosophy
Medial gh
1. roughness
2. toughness
3. laughable
4. laughing
5. coughing
blaspheme
laughter
right
prophets
1. graph
2. telegraph
3. pictograph
4. monograph
5. paragraph
Final gh
1. cough
2. tough
3. rough
4. enough
1. graphical
2. aphids
3. morphine
4. Paraphernalia
5. paraphrase
2. a cause of merriment
laughter
blaspheme
Final ph
6. Fixing Skills:
Guess the key words based on the
meanings given using configuration clues.
Medial ph
symphony
prophet
7. Generalization:
How are two consonants in
sequence or digraph ph pronounced?
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
following words correctly.
ph said as f
hyphen
siphon
phenomenon
physics
phonetic
phosphate
ophthalmology
orphanage
read
the
Answer Key:
1. paragraph
3. Catastrophe
5. Philippines
7. Philosophy
9. cough
sapphire
phosphorus
phlegm
pamphlet
headphone
mimeograph
photogenic
hemophilia
IV. Evaluation:
TS. Direction: Write the word with
ph described or defined.
2. phonemic
4. photographs
6. Phonetic
8. tough
10. rough
philosophy
biography
geography
phantom
phony
2. a group of words.
ph_ _ _ _
3. another word for picture, usually shot by
camera.
ph _ _ _ _ _ _ ph
Initial
pacify
panic
pastor
petite
passion
1.
2.
3.
4.
5.
rampant
stipend
trample
nepotism
participle
1.
2.
3.
4.
5.
bleep
shape
creep
shop
soup
Medial
1.
2.
3.
4.
5.
paragraph
philosophy
biography
phrases
geography
Final
2. Motivation:
Have you seen a lion?
Show a picture of lion.
Have the pupils describe the lion.
LESSON # 9
I. OBJECTIVES:
3. Unlocking of Difficulties:
Have the pupils read the clues then
arrange the following jumbled letter to
form the correct word.
4. Motive Question:
Why were the animals afraid of the lion?
A. Pre-reading Activities:
1. Drill: Pronunciation drill:
Have the pupils read the words
with initial, medial and final /p/
sound.
44
3. Engagement Activities:
Have the pupils perform the following
activities under time limit.
GROUP 1: LIGHTS, CAMERA,
ACTION!
GOLD:
Grammar,
Oral,
Language Development
1. Drill: Pronunciation drill:
Have the pupils read the following phrases:
1. a blue boat
2. a beige and brown bag
3. barbecue party in the basement
4. big beetle bites
5. bathe in the bubbling brook.
6. a bunch of babbling babies
7. burst into sobs
8. a blue ribbon
9. a bundle of barbecue sticks
10. the blonde and beautiful boarder
a.
b.
c.
d.
5. He was brave.
intelligent.
He
was
also
3. Motivation:
What kind of media and technology
do you use?
4. Presentation:
Have the pupils read the following
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.
before
which
although
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:
since
where
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.
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.
before
if
as
where
than
though
unless
until
since
when
Example:
It had been this way since her husband
(Independent clause)
(subordinate clause)
1.
2.
3.
4.
5.
A*sia
METH*ane
FAM*ine
COT*tage
HUS*band
GOB*let
LIB*er-ty
B. Independent Practice:
Direction: Underline the independent
clause.
Supply
the
appropriate
conjunction for each sentence.
4. Presentation:
Have the pupils read the
paragraph given. Let them identify the
key concept.
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.
IV. Evaluation:
A. GOLD; Direction: Underline the
independent clause in each
sentence once and twice the
subordinate clause. Box the
conjunction used.
2.
3.
4.
5.
paragraph
philosophy
biography
phrases
geography
3. Motivation:
How do we communicate with other
people?
Is it important to communicate with
them?
1.
BAN*dit
BEA*con
CUR*few
DE*pot
LAV*ish
AD*vo-cate
MEM*o-ra-ble
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.
Title: ________________________
Key concept: ___________________
Supporting details:
_______________________________
_______________________________
_______________________________
47
6. Generalization:
What is a key concept?
Where can we find the main idea or
the key concept?
Title: ________________________
Key concept: ___________________
Supporting details:
_______________________________
_______________________________
_______________________________
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.
V. Assignment:
A. GOLD.
Direction:
Pick out the
independent clause and the subordinate
clause in each sentence. Write your
answers in the table provided.
7. Application:
Direction: Read the following group of
sentences. Identify the key concept
implied in the sentence.
1
We 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.
Independent Clause
1.
2.
3.
4.
5.
Subordinate Clause
1.
2.
3.
4.
5.
2
In 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.
1.
IV. Evaluation:
B. TS. Direction: Read the
paragraph and determine its key
concept and the details that support the key
concept.
2.
48
4. Motive Question:
What were the things that Bullawong did
for the boy?
LESSON # 10
I. OBJECTIVES:
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
Strong
Wild
swift
rushing
rest
49
Group 3
Episodal Web:
Complete the episodal web with details
from the selection.
Bullawong
Group 4
Sequencing Events:
2. Comprehension Check:
50
5. Discussion:
Have the pupils read the following
sentences included in Kuya Kims weather
forecast.
3. Motivation:
How do we know todays weather?
Who announces the weather
forecast?
4. Presentation:
Have the pupils listen to a weather
forecast:
51
6. Generalization:
How do we change the direct
discourse to a reported statement/indirect
discourse?
Group 3:
Direction: Read the dialogue. Change
the following direct discourse into
indirect.
REMEMBER:
In changing statements to
reported statements:
B. Independent Practice:
Direction:
Read
the
following
sentences.
Change
these
direct
discourses to indirect.
7. Application:
1.
A. Guided Practice:
Have the pupils group themselves
into three. Have them perform the
following activities:
2.
3.
4.
Group 1:
Direction: Change the following direct
discourse into indirect. Begin your
sentences with He/She.
1.
2.
3.
4.
5.
5.
Group 2:
Direction: Change the following direct
discourse into indirect.
1. Its so noisy that I cant 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.
52
1.
REMEMBER:
In writing a paragraph from a dictation,
indent your paragraph. Use correct punctuation
mark and capitalization. Write legibly and
neatly.
7. Application:
IV. Evaluation:
TS. Direction: Have the pupils write
the paragraph to be dictated by the
teacher.
3. Motivation:
4. Presentation:
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 schools fund raising project was a big
hit! said the director.
5. Discussion:
53
LESSON # 11
3. Unlocking of Difficulties
Identify the meaning of the
words/phrases through body language.
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
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 Well
GOLD: Using indefinite pronouns
TS:
Writing the main idea of a
paragraph read that is explicit or implied
a.
hind legs
b.
fore legs
c.
leap
d.
4. Motive Question:
Why do you think the goat believed
the fox? Explain
B.
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 river
c. Playing with a sharp object
54
__________
__________
______
Events
_______
_______
____
Initiating
Events
Internal
Response
Resolution
Attempt
__________
__________
Consequence
Theme
_________
_________
_
GOLD.
Grammar,
Language Development
Oral,
GROUP 2:
Write the values that youve learned from
the selection:
Values that I Learned
Setting
_______
_______
____
Place
_______
_______
____
Time:
55
3. Motivation:
Have you seen a wind? How do we
know that there is a wind?
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 answers
Except the howling of the wind.
I listen hard
Everything is quiet once more
For several are tired
And all are asleep
I listen and wait again,
Nothing moves
It must have been only the wind.
7. Application:
A. Guided Practice:
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.
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 plants
3. Most of the boys (plant, plants) seedlings
in their plots.
4. Everyone (is, are) busy doing a share of
their work.
6. Generalization:
What
are
indefinite
pronouns?
What verbs are used for each
indefinite pronoun?
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
singular, others are plural.
are
Group 3. Direction: Underline the correct
pronoun:
56
2. Review:
How do we write paragraph from
dictation?
3. Motivation
Time 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.
B. Independent Practice:
Direction: Write the appropriate
indefinite pronoun in each blank.
4. Unlocking of difficulties
Crossword Puzzle
ACROSS
DOWN
1. not simple
2. long time ago
3. suggested idea
Answers:
1. complex
2. past
3. implied
IV. Evaluation:
A. GOLD:
Direction:
Underline the indefinite pronoun
used in each sentence and circle the
correct form of the verb.
1. clear in text
2. at this time
3. desire to know
1. explicit
2. now
3. wonder
1
3
2
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
57
Adapted from:
Harnessing English Arts Today
p. 102
Activity 2
Choose 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.
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. Generalization
Main idea of a paragraph
tells us what the paragraph is all
about. It may be stated in the
58
B. Enrichment Activities
Gallery of Text
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.
IV. Evaluation
Read
the
following
paragraphs. State its main idea
and write on your answer sheet.
LESSON #12
OBJECTIVES:
GLR:
CT:
59
4. Motive question:
How did the butterflies come to be?
B. During Reading Activities:
Have the pupils listen as the teacher
reads the story.
Reference:
2002 Basic Education Curriculum
PELC Speaking 7; 7.1
PELC Reading 8
Milestone in Reading 6 p. 205
Growing in Reading p. 83; 107;
Across the Border Through Language p. 66
Linking the World through English pp. 156
III. Procedure:
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.
1.
2.
3.
4.
5.
Column A
it means to take care of (a)
it means to do something unplanned
(b)
it refers to a bunch of flowers (c)
it means to be flying in one spot (d)
it means to behave in an arrogant
way (e)
-Domiana Eugenio
Origin of Butterflies
Column B
a.
b.
c.
d.
e.
tended
chanced
bouquets
hovering
haughty
60
2. Engagement Activities:
Have the pupils perform the following
activities under time limit.
GOLD
(Grammar,
Language Development)
Title:
__________________
Characters
__________
__________
______
Setting
_______
_______
____
Place
_______
_______
____
Time:
Oral,
Events
_______
_______
____
Initiating
Events
Internal
Response
Resolution
Attempt
__________
__________
Consequence
3. Motivation:
Have you been to a science
laboratory? What are the things that we can see
there?
Theme
_________
_________
_
4. Presentation:
Have the pupils read the following
sentences.
Group 2
Fill in the values web.
WHAT I LEARNED
FROM THE STORY
5. Discussion:
What are the italicized words in each
sentence?
Do these words point to a particular
thing?
61
6. Generalization:
What are demonstrative pronouns?
When do we use this? That? These?
those?
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.
B. Independent Practice:
Direction: Complete the statements with
appropriate demonstrative pronoun.
1.
2.
3.
7.Application:
A. Guided Practice:
Group Work:
Group 1: Direction: Underline the
correct demonstrative pronoun.
4.
pronoun
5.
62
6. Generalization:
How do we determine the purpose of the
author in writing a selection?
REMEMBER:
2. Review: Checking of assignment:
Direction: Identify the character trait
being shown by the following
situation:
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
ETNREATIN
PRESAUDE
DSECIREB
NRARAET
(inform)
(entertain)
(persuade)
(describe)
(narrate)
7. Application:
A. Guided Practice:
63
V. ASSIGNMENT:
A. GOLD:
Underline the correct
demonstrative pronoun for each of the following
sentences.
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 carries the prince in (those, this)
wooden box.
5. (These, This) are the eyes of a thousand
snakes.
ENTERTAIN
LESSON # 13
OBJECTIVES:
GLR:
CT:
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:
Reference:
2002 Basic Education Curriculum
64
Have the
questions given:
pupils
answer
the
GOLD (Grammar,
Development)
Language
3. Engagement Activities:
Group the pupils into four. Have
them perform the following activities:
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 Emperors 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.
Group 3
Fill in the values web.
WHAT I LEARNED
FROM THE STORY
Elephant:
Oral,
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?
Kangaroo:
6. Fixing Skills:
Underline the intensive pronouns
used in the following sentences. Box
the word it intensifies/emphasizes.
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.
8. Application:
A. Guided Practice:
Direction: Complete each sentence with
intensive pronoun:
1.
2.
3.
4.
5.
B. Independent Practice:
Direction: Underline the intensive
pronoun and circle its antecedent.
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.
4. Presentation:
Have the pupils identify the mood
projected by the following situation:
A. a crowd shouting
B. people fighting
C. clapping hands
D. loud music
completes
this
People
chanting
(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)
Clapping
hands
?
The
Concert
A. people talking
C. people singing
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.
B. quiet music
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.
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)
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.
MOOD BANK
Anger
Joy
sadness
surprise
resignation
appreciation
V. ASSIGNMENT:
A. GOLD:
Direction: Complete each
sentence with intensive pronouns.
Underline the noun or pronoun which
the intensive pronoun refers to.
3. What
a
place!
Cockroaches
everywhere, cobwebs, and dust thick
enough to plant potatoes in it!
___________ (gutsdis)
1.
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.
2.
3.
4.
5.
5._____________
Mood
1. ___________
2. ___________
3. ___________
4. ___________
69
Merry
excited
Sad
sorrow
LESSON # 14
innkeeper
gypsy
predicament
OBJECTIVES:
1. Enjoy listening to a story
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
chamber
trial
majesty
GLR:
CT:
4. Motive Question:
Have the pupils state questions
about the story.
(Who depended the poor man? How?)
Reference:
2002 Basic Education Curriculum
PELC Speaking 7.4
PELC Reading 7.1
Growing in English p. 204
Milestone in Reading 6 p. 205
Grammar in Focus p.
Across the Border Through Language p. 80
Linking the World through English pp. 156
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.
motive
2. Comprehension Check:
Have the pupils answer the following
questions:
3. Engagement Activities:
Have the pupils perform the
following activities under time limit.
GROUP 1: LIGHTS, CAMERA, ACION!
Choose the part that you liked best
in the story. Then make a script and
dramatize the chosen part.
__________________________________________
__________________________________________
__________________________________________
______________________
Group 3
Fill in the values web.
WHAT I LEARNED
FROM THE STORY
71
King
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.
Janos
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.
the
3. Motivation:
Which of the stories written by
Hans Christian Andersen have you read
already?
7. GENERALIZATION:
What is a reflexive pronoun?
4. Presentation:
Have the pupils read the following
sentences:
REMEMBER:
I find myself enjoying the
stories.
The swan saved itself in the
water.
My parents gave themselves
time to watch a movie.
2. Motivation
Have 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 - satisfaction
b. bower - one who bends his head or body
to show respect
c. fold
- to lay one part over
another part
d. duster - one used to remove dust
B. Development of Lesson
1. 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.
NIGHT
By William Blake
The moon like a flower
In heavens high bower
With silent delight
Sits and smiles in the night
2. Analysis and Discussion
IV. EVALUATION:
GOLD: Direction: Complete the following
sentence with the correct reflexive pronoun.
73
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.
Possible Answers:
1. Personification
2. Simile
3. Metaphor
4.Personification
5. Metaphor
B. Enrichment Activities
Direction:
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.
figurative
From: TIDY TURTLE by Polly Chase
74
Reference:
2002 Basic Education Curriculum
PELC Speaking 7.4
PELC Reading 7.1
Growing in English p. 204
Milestone in Reading 6 p. 205
Grammar in Focus p.
Across the Border Through Language p. 80
Linking the World through English pp. 156
IV. Evaluation
Direction: 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.
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)
LESSON # 15
OBJECTIVES:
3. Unlocking of Difficulties
Substitute another word for the
underlined word in each sentence.
Choose the word from the list given
below.
GLR:
CT:
descended
rolling
stormed
surged
emboldened
non-violent glued
manned
4. Motive Question:
Have the pupils formulate their own
questions.
B. During Reading Activities:
Have the pupils listen as the
teacher reads the story.
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.
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
2. Comprehension Check:
Have the pupils answer the
following questions:
GROUP 3:
Fill the story grammar with details
from the selection.
Engagement Activities:
Have the pupils perform the
following activities under time
limit.
GROUP 4:
WRITE ME A LETTER
2. Motivation:
Can you sing the National Anthem from
memory?
77
3. Presentation:
Have the pupils read the following
sentences taken from the history of the
Philippine National Anthem:
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 towns 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.
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.
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.
6. GENERALIZATION:
What is a relative pronoun?
REMEMBER:
78
2. Review
Do 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
5. Fixing Skills:
79
6. Generalization
How do we sequence the key
concepts to show the wholeness of 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.
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 Malacaang 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.
____ 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.
81
a.
b.
c.
d.
e.
tientap
cuarogesou
azly
sseiuor
belumh
(patient)
(courageous)
(lazy)
(serious)
(humble)
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. Motivation:
How will you describe your
mother? Your father? Your friends?
Etc..
glad
worried
proud
8. Presentation:
Have the pupils rearrange the
jumbled letters to identify character traits.
82
frightened
bossy
Main Character
Character Trait
bossy
Evidence:
Johnny would say, We
are all going to do things
my way.
considerate
Johnny
exhausted
sick
cowardly
grateful
neat
angry
7. Generalization:
What are the different traits that we
can infer from a character?
Remember:
shy
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.
friendly
quiet
Main Character
Character Trait
Evidence:
8. Application:
A. Form small groups. Talk about the
character traits of each member of the
group. Use the Venn Diagram.
messy
Main Character
neat
helpful
Character Trait
Evidence:
IV. Evaluation:
83