Restating Sentences

Heard in One’s Own

Words
Using Appropriate
Graphic Organizers in
Text Read
Reading Grade Level
Text with 128 Words
Present the story entitled “The Bug
Collection” to the students.
Ask the student to read it.
Call another student to read the story.
Call the students to read the story in
group in two’s three’s etc.
At the end of the lesson you will be able
to restate the sentences heard in your
own words you can also use
appropriate graphic organizers and can
read text correctly with 128 words per
minute.
 Read the story entitled “The Bug
Collection” by: Andrew Frinkle

Peter had to do a bug collection for

school. He was required to get several
different Orders of bugs, and at least one
Species of each of those Orders. Orders
were groups of similar bugs, and Species
were specific examples. There were 29
different Orders of bugs in the world, but
most bugs came from four common groups,
while the others could be quite rare.
He knew if he could catch about ten
Species of bugs from four different Orders,
he’d get a good grade. So, he went outside
with his bug net and caught a Yellow
Cabbage Butterfly almost right away! That
was a member of the Order Lepidoptera,
which included all the butterflies and
moths. He caught several more butterflies
and moths over the next few hours,
including a swallowtail butterfly and a
moth almost the size of his hand that had
been hiding on a tree, blending in. He’d
have to look it up in a book later to see
what kind it was.
The second Order he found was
Orthoptera. This was the group of
bugs that included grasshoppers
and crickets. He caught a black
cricket under the rose bushes, and
then snagged a big fat green locust
flying through the yard. It was hard
to catch that one, because it flew
so fast.
Hymenoptera was the next Order
he found, but it wasn’t that hard.
There was a whole anthill filled
with fire ants by the back porch,
and there were black ants in the
driveway. Then he found a dead
wasp in a spider’s web near the
barn. Those were both in the same
group of insects.
After that, it got harder. He got down
on his hands and knees and crawled
through the grass, eventually finding a
ladybug. Those were in the Order
Coleoptera. He didn’t find any other
beetles, though. He did find a spider,
but that didn’t count. Spiders were
Arachnids, creatures with eight legs.
Insects were only supposed to have six
legs. Regardless, he could not keep the
spider for his collection.
He saw a dragonfly, but it was too
fast, and that meant he didn’t have
a member of Order Odonata.

He got lucky and found a walking

stick before he gave up for the day.
That was a rare member of the
Order Phasmida, which included
camouflaging bugs like leaf bugs
and stick bugs. It seemed like he’d
get a pretty good grade after all!
Use the information in the story to
answer the questions below.
1. What does Peter have to collect for
school?
A. leaves B. bugs C. flowers
D. rocks
2. TRUE OR FALSE: An insect Order is a
group of similar insects?
A. True B. False
3. TRUE OR FALSE: An insect Species is
a group of similar insects?
A. True
B. False
4. What was the first insect Peter
caught?
A. a wasp
B. ants
C. a ladybug
D. a cabbage butterfly
5. What was the last insect Peter
caught?
A. a dragonfly
B. a spider
C. a walking stick
D. a swallowtail butterfly
Say: I will read again the story,
while I am reading the story, I want
you to list all the key sentences
and supporting sentences from the
story. Comprehension check up
Ask the student to tell the key
sentence in the first paragraph,
then give the supporting
sentences. Continue to ask
questions until the students were
able to organize ideas using the
graphic organizer.
From the story you have read,
list all the key sentences and
supporting sentences
Key sentences Supporting sentences
Direct the student to read the sample
of what they presented using the
graphic organizer.
Ask the student to give all the key
sentence in the story then the
supporting sentences.
Stress to the student the difference of
key sentence and supporting
sentences.
From the given graphic organizer, give
opportunity for the student to restate
the sentences/ story in their own
words.
Graphic organizersengage
students with online content by
helping to apply learning, organize
ideas, classify information,
sequence events, or compare and
contrast.
 Andres Bonifacio
Andres Bonifacio was born on
November 30, 1863 to Santiago
Bonifacio and Catalina de Castro
in Tondo in Manila, Philippines.
He was a Filipino revolutionary
hero who founded the Katipunan,
a secret society devoted to
fighting Spanish occupation of
the Philippines. He was the first
one to lay the groundwork for the
Philippine Republic.
Bonifacio’s early education started in
the Guillermo Osmena School. But,
unfortunately, his parents died when he
was 14 years old. This forced him to
quit studies and look after his younger
brothers and sisters. He earned a living
by selling paper fans and wooden canes
in the streets.
He worked in Fleming and Company as
a clerk and Fressell and Company as an
agent.
Bonifacio was interested in classic
rationalism and read some great
works of Victor Hugo, Jose Rizal, and
Eugene Sue. He had a deep interest in
reading books on French Revolution
and acquired a good understanding of
the socio-historical process. This
encouraged him to join the Liga
Filipina. The Liga Filipina was
organized in 1892 by Jose Rizal for
the purpose of uniting the nationalist
movement for reforms.
The arrest and banishment of Rizal
made the Liga practically dead as an
organization. Bonifacio continued the
struggle and formed Katipunan in
1892. The Katipunan derived its
ideological principles from the French
Revolution and provided a significant
platform for freedom, equality and
independence.
The society was discovered by the
Spaniards on August 19, 1896. On
August 23 1896, Bonifacio and his
followers assembled at Balintawak
and agreed to have an armed struggle
against the Spaniards. The first battle
took place on August 25, 1896 and this
followed a reign of terror. Due to
conflict, the rebels were split into two
groups, Magdiwang and Magdalo in
Cavite, Luzon.
When Bonifacio tried to mediate, he
attempts were rebuffed. Bonifacio’s
acts and plans were termed as
harmful for the unity and he was
arrested and executed for “treason
and sedition”. The execution was
ordered by Gen. Emilio Aguinaldo, the
elected president of the provisional
revolutionary government. Bonifacio
was executed on May 10, 1897 in the
mountains of Maragondon, Cavite.
Graphic organizersengage
students with online content by
helping to apply learning, organize
ideas, classify information,
sequence events, or compare and
contrast.
Balloons Brainstorming Cause & Effect Circles Story
Web Map
Compare Concept Map Dear Tim & Description/ Experiment
Moby Prediction Observations
Chart
Flowchart Ideas Details Item Description Knowledge & KWL Chart
Conclusion
KWS Chart Main Idea Moby Alphabet Observation Paragraph
Chart
Pause Points Predictions Story Map Story Mountain Story Pyramid
Storyboard Synonym & The 5 Ws Tim’s Shirt Venn Diagram
Antonym Pairs
Evaluation:
Read the story carefully and
correctly. Make a graphic organizer.
The Structure of the Flower
The lower and outermost part
of a flower are the sepals. They are
usually green. They look like leaves.
They form the protective covering of
the flower when it is still a bud.
Above the sepals are the
petals. Petals often have bright colors
because they attract insects. Growing
just above and within the circle of
.Each stamen has a long stem like
part called filament. At the top of
the filament is another which is
filled with yellow or reddish dust-
like grains called pollen.
The innermost part of the
flower is the pistil which has three
parts – the stigma, the style and
the large base called ovary. Within
the ovary are small structures
called ovules. Seeds develop from
the ovules.
Using Verbal and Non-
Verbal Cues
Analyzing How Visual
and Multimedia
Elements Contribute
to the Meaning of a
Text
What do you see? What are they doing?
Watch a short broadcasting scene
without sounds.
Ask the students to retell the
broadcasting scene based on what they
had watched.
Call another student to retell the scene.
Watch the broadcasting scene again
with sounds.
Ask the students to compare their
retelling of the broadcasting scene to
the original
Is your retelling of the scene correct?
What are the things that made you think
Say: You will dramatize a
Television broadcasting using
verbal and non-verbal cues.
Ask the students to list the verbal
and non-verbal cues they
previously had on the retelling of
the broadcasting scene.
Ask them to group themselves into
4 and make a script.
Watch again another broadcasting
scene.
Ask the students to list all the
verbal and non-verbal cues by
analyzing the multimedia
elements namely as: text, graphic,
sound, video and animation.
Stress to the students the
difference between verbal and
non-verbal cues
The teacher will check the
scripts of each group before
proceeding to the group
activity
Group Presentation
After each presentation, the
groups will show the list of the
verbal and non-verbal cues
they derived from the
multimedia elements.
Watch again another broadcasting video and
list/draw the verbal and non-verbal cues in
the boxes, but this time using the elements
of multimedia.
Match the multimedia cues to the
appropriate text related to news clips.

POLITICS

WEATHER

INVESTIGATION
SHOWBIZ

HEALTH

SPORTS
Multimedia is content that uses a
combination of different content
forms such as text, audio, images,
animation, video and interactive content.
Multimedia contrasts with media that use
only rudimentary computer displays such
as text-only or traditional forms of printed
or hand-produced material.
Multimedia can be recorded and played,
displayed, dynamic, interacted with or
accessed by information content processing
devices, such as computerized and
electronic devices, but can also be part of a
live performance.
•Evaluation:
Watch another broadcasting scene. Fill in
the chart with the appropriate cues
provided.
ELEMENTS VERBAL NON-VERBAL
OF CUES CUES
MULTIMEDI
A
TEXT
GRAPHICS
AUDIO
VIDEO
Identifying different meanings
of content specific words
(denotation and connotation)
Listing primary and secondary
sources of information
 What do you think the pictures are
all about?
 List the emphasized word in the article
below and try to give their possible
meaning.

EMPHASIZED WORDS POSSIBLE MEANING

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
A dictionary is a collection of
words in one or more specific
languages, often alphabetically
(or by radical and stroke for
ideographic languages), with
usage of information,
definitions, etymologies,
phonetics, pronunciations,
translation, and other
information
 onary is a collection of words in one or more spec
ges, often alphabetically (or by radical and stroke
aphic languages), with usage of information, definitio
ogies, phonetics, pronunciations, translation, and ot
ation.
Go to your group.
Let us visit the library and
look for denotations!

List all the primary and secondary

sources of information where you
find the denotations you are
looking for.
Study how the dictionary works.
Use the dictionary in finding out
denotations.
 WORD DENOTATION PRIMARY/SECONDARY SOURCE

- ________________ - ________________
1. Infrastructure ________________
________________
________________
________________
________________ ________________

- ________________ - ________________
________________ ________________
________________ ________________
1. Acute ________________ ________________

- ________________ - ________________
________________ ________________
________________ ________________
________________ ________________
1. Philosophy

- ________________ - ________________
________________ ________________
________________ ________________
________________ ________________
1. Federalism

- ________________ - ________________
________________ ________________
________________ ________________
________________ ________________
1. Apprehension
Brainstorm on whether it is a positive or
a negative connotation. Use a primary or
secondary sources where you have seen
it.
Eager hustle anxious
melancholic luxurious
vengeance justice
outstanding clever
meticulous fragile
Choose five words from the connotations
above. Find its denotation and write a
sentence using it.
1.____________________________________
______________________________________
______________________________________
_______________.
2.____________________________________
______________________________________
______________________________________
_______________.
3.____________________________________
______________________________________
______________________________________
_______________.
4.____________________________________
______________________________________
______________________________________
_______________.
5.____________________________________
______________________________________
______________________________________
_______________.
Evaluation:
Classify each word as denotation or
connotation by writing D or C.
. Define each word using a dictionary. Read the
word in context. Then decide if the word has a
positive or a negative connotation.
Using Complex
Sentences to Show
Cause and Effect.
Showing Tactfulness
when
Communicating with
Others.
Review the kinds of sentences
according to structure: simple,
compound and complex by placing
pictures with sentences
(illustrating cause and effect) on
the board. Ask the students to find
the pair of the pictures (cause to
its effect).Ask the students to read
each sentences of the pictures.
Ask students to match the
sentences to form a complex
sentence.
Say: Match the cause to its effect
to complete the complex
sentences by coloring the boxes
with the same color.
Check the outcomes and the
complex sentences if correct.
Read the complex sentences
(effects) and differentiate it again
from the simple and compound.
Give other examples.
Then join the two sentences you matched to
form a complex sentence.
Color the boxes with the same color to match the
cause and effect and complete the complex
sentences.
The Lion and the Mouse
Once when a lion, the king of the
jungle, was asleep, a little mouse
began running up and down on him.
This soon awakened the lion, who
placed his huge paw on the mouse,
and opened his big jaws to swallow
him.
"Pardon, O King!" cried
the little Mouse, "Forgive me this
time.
I shall never repeat it and I
shall never forget your
kindness. And who knows, I
may be able to do you a good
turn one of these days!”
The Lion was so tickled
by the idea of the mouse
being able to help him that
he lifted his paw and let him
go.
 Sometime later, a few hunters
captured the lion, and tied him to a
tree. After that they went in search of
a wagon, to take him to the zoo.

Just then the little mouse happened

to pass by. On seeing the lion’s plight,
he ran up to him and gnawed away the
ropes that bound him, the king of the
jungle.
"Was I not right?" said the little mouse,
very happy to help the lion.
Comprehension Questions

Answer the following questions orally in

your class.

Why does the King lion awaken?

Why did the lion did not eat the mouse?
What happened to the lion one day?
Who saved him from the hunters?
How did the mouse save the lion?
What could have happened if the mouse
did not help him?
What lesson did you get from the story?
Write another possible ending for
the story
below________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
____________________________________
Complex sentence- a
sentence containing a
subordinate clause or
clauses.

A cause is WHY something

happens. An effect is
WHAT happens
Revise Writing for
Clarity- Correct
Spelling

Observe Politeness at
all Times
 Review your previous composition.
Check for clarity and spelling
corrections.
Checking your seatmate’s work, here is a
checklist:
Name of seatmate:____________ Date: _______
No. of misspelled words: _____
Checklist for Clarity YES NO

1. The sentences are meaningful.

2. The grammar usage is correct.

3. Uses precise/ direct descriptive words.

4. Clear pronoun references.

5. Uses the right words.

Explain to your seatmate his/her
mistakes after you have checked
the work.
Make sure to politely address
him/her.
Make sure that both of you agree
that a change is a must.
Give some of your suggestions for
a better result.
•Rewrite your own composition after the correction checking.
•Make sure to correct all possible words you need to correct.
•Write legibly.