1st grading lesson plan english vi

LESSON PLANS IN ENGLISH VI USING THE FOUR PRONGED APPROACH

1ST GRADING PERIOD

LESSON NO I:

I. OBJECTIVES:

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

listened to.GOLD: 3. Distinguish changes in meaning

of sentences caused by stress.TS: 4. Decode meaning of unfamiliar

words using structural analysis. (Prefixes)

II. Subject Matter:

GLR: Green DreamsGOLD: Distinguishing Changes in

Meaning caused by shift in intonation

TS: Using Prefixes

References: 2002 BEC Handbook in English PELC Listening 1; Reading 1.1Reading for Meaning 5 p. 158; p 103

Materials: strip of cartolinas, pictures,

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

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

following:

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

2. Motivation:Recite the poem “Twinkle,

twinkle, little stars” with a little modification using jazz chant.

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

1. Big Dipper (through pictures)2. tent (through picture)3. snuggle (action)4. scares (through action)

4. Motive Question: Have the pupils ask questions

about the story. The teacher will write all the

questions to be asked by the pupils.

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

Green Dreams

It was a beautiful night. Henry and his parents lay on their backs by the fire and looked at the sky.

Henry didn’t know there were so many stars in the sky.

“There’s the Big Dipper,” Henry’s mother said.

“There’s the Little Dipper,” said Henry.

“There’s E.T. ,” said Henry’s dad.

Mudge wasn’t looking at the stars. He was chewing on a log. He couldn’t get logs this good at home. Mudge loved camping.

Henry’s father sang one more sappy love song. Then everyone went inside the tents to sleep.

Henry’s father and mother snuggled. Henry and Mudge snuggled.

It was as quiet as quiet could be. Everyone slept safe and sound and there were no bears, no scares.

Just the clean smell of trees…and wonderful green dreams.

(Adapted)

C. Post Reading Activities:1. Answering the motive questions.2. Comprehension Check:

Have the pupils answer the following questions:

a. Who are the characters in the story?

b. When does the story happen?

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c. What details in the story tell about the time the story happens?

d. Where does the story take place?e. What details tell about the place

the story takes place?f. What happens in the story?g. How does the setting affect the

events or happenings in the story?

3. Engagement Activities: Have the pupils perform

the following activities under time limit.

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: Stress

3. Motivation: Have the pupils read the following

sentences putting heaviest stress with the underlined words:

1. Miss Magalona is absent today.2. This is simple but exquisite gown.3. A nuclear plant is expensive.4. Hospitality is a national trait of

Filipinos.5. Liza turned twelve last

Wednesday.

4. Presentation: In real speaking situations, a

person puts the heaviest stress on the word(s) which s/he wants to emphasize in order to express her/his particular meaning.

Have the pupils read the following sentences giving stress on the underlined words:

1. Miss Magalona is absent today. (The speaker wants to emphasize

Miss Magalona’s absence.)

2. It is impolite to eavesdrop. (The speaker wants to emphasize

the impoliteness of eavesdropping.)

3. This is a simple but exquisite gown.(The speaker wants to emphasize the exquisiteness of the gown.)

4. A nuclear plant is expensive.(The speaker wants to emphasize that it is the nuclear power plant, not any other kind of power plant, which is expensive.)

5. Hospitality is a national trait of Filipinos.(The speaker wants to emphasize that hospitality is a Filipino trait not only in some areas of the Philippines but all over the country.)

5. Discussion:What does the first sentence mean?

2nd sentence? 3rd? 4th? 5th?How does emphatic sentence stress

change the meaning of the sentence?How do we read emphatic stress?Discuss further.

6. Fixing Skills: Have the pupils read the following sentences putting stress on the underlined words.

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: DRAW ME

Pretend the story is a movie and you are supposed to advertise it. Make a movie poster of the story and then explain to the class your poster.

GROUP 3: 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 4: SING ME A SONG

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

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1. Liza turned twelve last Wednesday.2. Success is never accidental.3. When are you going to have your

interview?4. Winners and losers deserve to be

congratulated.5. A hobby can be both profitable and

relaxing.

7. Generalization:How does intonation affect

the meaning of a word in a sentence?

How do we distinguish changes in the meaning of a sentence?

8. Application:A. Guided Practice: Have the pupils read the following intonation drill.

1. Is Miss Milan a nurse?2. Are you going to the concert? 3. Did you do your homework?4. Can you do me a favor?5. Have you met our new parish priest?

B. Independent practice:Have the pupils give the meaning

of the following sentences by putting stress on the underlined words.

1. Dina bought a new calendar.2. Michael wants to learn karate.3. Ben’s favorite sport is table tennis.4. Tina plays the ukulele.5. Judy’s score is perfect.

IV. Evaluation:A. GOLD: What does the speaker

wants to imply with the following sentences?

1. I ate a cheese sandwich.2. This is Nora’s needle.3. Everybody will join the parade.4. My mother is beautiful.5. An aardvark is a piglike animal.

TS (Transfer Stage)

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

A fairy fell in love/ with a beautiful firefly

She wanted his fire/ and she wanted to fly. //An elf said, / “The fair fairy is being funny, //She can make fire/ and she can fly/Even without a firefly!”/

2. Motivation:What are some other ways

by which we can learn the meaning of a new word?

3. Presentation: Have the pupils read the

following words:

Incomplete incapableInsoluble insufficientUnclean illogicalIrregular impossible

4. Discussion: What do we mean when we say

incomplete? (not complete)What is the root word of the word

incomplete? (complete)What is added at the beginning of

the word complete? (in)What does “in” mean? (not)Where did we add the word in? (at

the beginning)How do we call this word part

added at the beginning of a word to make new word? (prefix)

Discuss further.

5. Fixing Skill:Have the pupils read the prefixes

given on the hearts. Decide which one goes with each of the root words below.

Tie honest printPlay market angleHeat woman cycleCorrect

6. Generalization:What is the word part added at

the beginning of a word?

Pre- Mis- Un- Re-

Dis-super

in

Tri-

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Prefix Meaning ExampleIm-In-Un-Dis-Il-Ir-Non-

NotNotNotNotNotNotNot or without

ImpossibleInexpensiveUncleanDishonestIllogicalIrregularnonfat

7. Application:Have the pupils answer the following

questions:

Using Prefixes:

1. If correct means right, what does incorrect mean?

2. If approval means giving permission, what does disapproval mean?

3. If connect means to link, what does disconnect mean?

4. If a conformist is someone who follows accepted rules, what is a nonconformis t ?

5. If regular means the usual, what does irregular mean?

IV. Evaluation:TS. Direction: Complete each sentence

with a word corresponding to the meaning in the parentheses.

1. I had to turn in my assignment _________ because I was sick last night. (not finished)

2. It was __________ for Kyle to turn me down because I am not wearing red shirt at that day. (not reasonable)

3. The boys sounded _________ when they gave their alibis to their teacher. (not honest)

4. The writing was ____ and hard to read. (not clear)

5. It is best to avoid saying ______ words to others. (not kind)

V. Assignment: A. GOLD: Direction: Identify the

meaning of the following sentences.

1. There are many books about the Philippines.

2. Girls are interested in dresses, make-up, parties and boys.

3. Mr. Francisco teaches gardening.4. Rosa loves to study.5. Please lend me your pencil.

B. TS. Direction: Read the following sentences. Complete each sentence using a word with a prefix im-, in-, un-, dis-, il-, ir-, mis- or non-.

1. Juan Tamad is a lazy, ______ and good-for-nothing fellow. (not responsible)

2. Using dynamite fishing is ______ (not legal)

3. How many words did you ______ in the test? (wrongly spell)

4. We did not want to listen to his talk because the reasons he gave were _______. (not logical)

5. The flood victims are hungry because there is _____ food for all. (not sufficient)

LESSON NO 2:

I. OBJECTIVES:

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

the story listened to.GOLD: 3. Relay information accurately

using different discourse: statement; questions; commands; Exclamatory

TS: 4. Decode meaning of unfamiliar words using structural analysis. (Suffixes)

II. Subject Matter:GLR: The SampaguitaGOLD: Relaying Information

Accurately Using Different Discourse: Statements Questions; Commands; Exclamatory

TS: Using Suffixes

References: 2002 BEC Handbook in English PELC Speaking 1.1.1; Reading 1.1

Remember:Affixes are letters or syllables added at the beginning or end of a root word. Prefixes are word part added at the beginning of a root word or the base form of a word. A root word is the form of a word after all affixes are removed.

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Across Border through Language pp 266 - 269Materials: strip of cartolinas, pictures,

III. Procedure:GLR: (Genuine Love for Reading)

Pre- reading Activities:1. Drill: Pronunciation Drill: Tongue Twister:

Jack Sprat will eat no fat,And Jill will eat no lean;And yet between them both you see;.They lick the platter clean.

2. Motivation: What is our national flower?

Describe a sampaguita.

3. Unlocking of Difficulties: Have the pupils know the

meaning of the underlined words using the context clues given.

1. She held the garland, that long strand of pure, sweet sampaguita flowers, close to her heart.

2. The visitors gave the sick luscious fruits, those sweet, delicious fruits from Laguna, after praying for his recovery.

3. Society thinks that the parents of street children are mean for letting their children work for them. They are by scorned by the people.

4. Dawn , with its soft diffused light, gives me so much pleasure.

4. Motive Question:Why did Lakan Galing have to leave

soon?

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

THE SAMPAGUITA

Long time ago when Spain was just beginning to spread her rule by force upon the islands, Masamyo, with the surrounding villages, was under the rule of a good native chieftain, Lakan Bungabong. His only daughter, Liwayway, meaning dawn, was slim and beautiful. Her skin was kayumangging-kaligatan, golden brown

with light touches of rose. She was attractive with her black dreamy eyes.

One bright morning when the orchids and ferns were still sparkling with dew drops, Liwayway went to the woods. She went with her maids to gather wild flowers and luscious fruits.

In the woods, however, Liwayway got lost. As she searched for her maids, she came face –to-face with a wild beast. It was the same animal that scared the maids away. Liwayway was confused. She did not know what to do. She was so frightened that she, too, took to her heels. She ran as fast as he could until she fell into a deep ravine and lay unconscious.

When she awoke, she saw a handsome young man beside her. He looked sad; sitting there silently. He sat quietly as if guarding her. The handsome young man was Lakan Galing. He was the son of a neighboring lakan who was known far and wide as a brave warrior.

Liwayway, upon waking up, smiled shyly at Lakan Galing. He smiled, too, and helped her sit down on the thick grass.

After telling each other the stories of their lives and their homes, Lakan Galing led Liwayway to her home. By then, they had come to know each other even if they went on without saying any word. Galing, on his part, did not express his love for LIwayway, fearing that he might be scorned. On the other hand, LIwayway, who was a modest maiden, simply kept her feelings to herself.

Lakan Galing stopped walking when they were near Lakan Bungabong’s house. Liwayway waved her hand in parting. The she turned away and walked on towards her home. But as she did so, she sighed loudly. It escaped heer lips and Lakan Galing heard it. It meant that Liwayway loved him and was sorry to part from him. He rushed forward excitedly and in a moment she was in her arms.

They sang sweetly together and promised to be true to each other no matter what happened. For some time, they were happy in the company of each other.

One day, Lakan Galing told Liwayway he was leaving soon. He must help Gat Maytan fight Legaspi’s men who have made friends with Lakandula. He must help in order to send away the white men who want to get their land by force.

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In his absence, he made Liwayway promise to remember him always.

“Oh, must you go right away?” cried Liwayway

“Yes, duty calls and we must be courageous. Will you promise to be true to me forever?” asked her lover.

“I promise to remember you always and to be true to you till the end. Even in death, I shall still remember you!” the youth dais filled with emotion.

“And may Bathala protect you!” Liwayway added.

The Lakan Galing clasped Liwayway’s hand and as he did so, she said, “Sumpa kitang di lilimutin.” She swore never to forget.

Sadly, Lakan Galing was killed in the fight. When Liwayway learned that he had been killed, she become lonely. She was so broken-hearted that she soon died. Even on her death-bed, she whispered his name.

Many months passed. One day, a plant with small, white, fragrant flowers was seen growing on her grave. The flowers filled the air with a sweet scent.

“Those sweet white flowers are reminders of pure love for Lakan Galing ,” said the people.

Soon the young men and young women began pledging their love by exchanging garlands made of these flowers. And as they exchanged garlands, they said, “Sumpa kita” to each other.

Later, the flowers came to be called “Sampaguita.”

-Adapted-

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

Why did Lakan Galing have to leave soon?

2. Comprehension Check:Have the pupils answer the

following questions:

1. Who was the daughter of the chieftain? How did she look?

2. Who was Lakan Galong? How did he look like?

3. How did they become closer? Did they fall in love?

4. What happened to Lakan Galing in his figt against Legaspi’s men?

5. How did Liwayway feel about what happened?

6. What grew out of her grave as months passed by? What did they symbolize?

7.

3. Engagement Activities:Have the pupils perform the different

activities assigned to them.

Allow the pupils to perform the activities under time

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

Have the pupils read the rhymes:

I woke with a startWhen I heard my dog bark.He was out in the storm,Alone in the dark.With a short sleep cry,I jumped to the floor,And patted his coatAs he came through the door.

2. Motivation:Present a picture of a boy playing

basketball.



GROUP 2: DRAW ME






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What does the boy doing in the picture?

3. Presentation:Have the pupils read the dialogue

given.

Mother: Goodness! We’ve run out of groceries!

Allyson: That’s not a problem, Mother! Use my automated teller machine card.

Mother: But sometimes the ATM is off-line.

Allyson: Don’t worry. I have a credit card.

Mother: Well, okay. But my problem isn’t over yet. Our electric and water bills are due for payment. What shall I do if the collectors come today?

Allyson: Please stop fretting. We’ll use the express phone for that. We just dial a number and tell the responding computer to pay those bills and charge the payment to our savings account.

4. Discussion:Have the pupils identify the sentence

that states a fact.Have them identify the sentence that

asks question. Have them also identify the sentence that expresses a command or request.

Have them read the sentence that expresses a strong feeling.

What punctuation marks are used for each kind of sentence?

What are the different kinds of sentences?

How do these sentences help in relaying information?

Discuss further. Use the information given under

GENERALIZATION about the different kinds of discourse.

5. Fixing Skills:Direction: Write D if the sentence states a fact; I if it is interrogative; Ip for imperative and E for exclamatory.

1. Unbelievable! Today we have a cashless society and a wireless world.

2. People using credit cards and ATMs are a common sight.

3. How do we use the credit card?4. You use it instead of cash to pay

for products you have bought.5. Use a telephone and a fax machine

to fax message.

6. GENERALIZATION:What are the different kinds

of sentences?

REMEMBER:There are four kinds of sentences.

These are:a. Declarative sentence – states a

fact. It ends with a period. (.)b. Interrogative sentence – asks a

question. It ends with a question mark. (?)

c. Imperative sentence – gives or expresses a command or request. It ends with a period.

d. Exclamatory sentence – expresses a strong feeling such as joy, surprise, anger, excitement or other strong feeling. It ends with an exclamation point. (!)

7. Application:A. Guided Practice:

Have the pupils study the picture given Based on each pictures, write two declarative sentences, two interrogative sentences, two imperative sentences and two exclamatory sentences. (The teacher will provide the pictures for each group.)

B. Independent Practice:

1. Direction: Identify whether the following sentences are declarative, interrogative, imperative or exclamatory/

1. May I borrow your pen?2. Bring those books to the library.3. I feel so nervous!4. They do not want to get involve

with the projects of the city.5. Call me at 8:00 in the morning

tomorrow.

2. Direction: Punctuate the following sentences. Then write D for declarative, I for interrogative, IM for imperative and E for exclamatory.

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1. The dancers wear toe shoes2. Please wait for me Cora3. What a nice movie4. Would you like to go with me in

Tagaytay5. Life is very mysterious

IV. EVALUATION:Direction: Place the correct punctuation

at the end of each sentence. Then identify the kind of sentence.

1. The girls are chatting aloud even though classes are going on

2. That was a fast horse3. Is the whale a mammal4. You should plan to take a trip this

summer5. How sweet this perfume is

TS – TRANSFER STAGE1. Drill: Pronunciation drill: Have the pupils recite the following verses:

If a shipshape ship shop stocksSix shipshape shop-soiled ships,How many shipshape shop-soiled shipsWould six shipshape ship shops stock?

2. Review: Using PrefixesDirection: Read the following

sentences. Complete each sentence using a word with a prefix im-, in-, un-, dis-, il-, ir-, mis- or non-.

1. Juan Tamad is a lazy, ______ and good-for-nothing fellow. (not responsible)

2. Using dynamite fishing is ______ (not legal)

3. How many words did you ______ in the test? (wrongly spell)

4. We did not want to listen to his talk because the reasons he gave were _______. (not logical)

5. The flood victims are hungry because there is _____ food for all. (not sufficient)

3. Motivation:Game: Have the pupils form a word out of the given clues.

Play dance

perform teach

magic music

history mathematics

4. Presentation: Direction: Complete each

sentence with the correct form of the word in the brackets.

1. Mr. Lee is an ________ cook. (excel)

2. Do you have any ________ of accounting? (know)

3. It is _______ how he manages to stay underwater for so long. (remark)

4. It is not _______ to wear a tie to a picnic. (practice)

5. He invested quite a ______ amount of money in the business venture. (substance)

6. The _________of dinosaurs have been widely accepted. (exist)

7. Napoleon was an ______ general who wanted to conquer the world. (ambition)

8. He is a _____ artist from China. (fame)

9. The __________ disappearance of the billionaire baffled the police. (mystery)

10. Children are usually very ________ when they watch television. (attend)

(Answer: 1. excellent 2.knowledge3. remarkable 4. practical 5. substantial 6. existence7. ambitious 8. famous

9. mysterious 10. attentive)

5. Discussion:Were you able to form the words? What is the root word of the excellent? What is added to its root words? How do we call this word?Where did we add this word?Discuss further.

6. Fixing Skills:Connect the suffix to the correct

word to make a new word.

-er

-ian

ful er

able less

or

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1. The birthday party last night was wonder_____.

2. John Lloyd Cruz is a very good act____.3. The farm_____ began planting rice in

May.4. Reck____ drivers are likely to cause

accidents in the superhighway.5. Hermie is friendly, outgoing and

approach______.

7. Generalization:What are suffixes?

Remember:Affixes are letters or syllables added

at the beginning or end of a root word. A root word is the form of a word after all affixes are removed.

Suffixes are letters or syllables added at the end or after the stem or the root word. (Note: These may be written on charts. Include also the different prefixes and suffixes and their meanings.)

Root Word

Suffix New Word Meaning

care Ful careful full of carefriend Ly friendly in a

friendly way

help Er helper one who helps

home Less homeless without home

8. Application:Write the word that goes with each

definition. Use the words in the box.

1. being loud - ________________2. in a slow way - ______________3. full of cheer - ________________4. in a sad way - ________________5. without use - _________________6. being kind - __________________7. full of hope - _________________8. in a brave way - ______________9. without fear - _________________

IV. Evaluation:Answer the following questions.

Choose the letter of the correct answer.

1. What does the suffix –ed in camped mean in this sentence?She never camped before.

A. The action will happen in the future.

B. The action is happening now.C. The action happened in the past.

2. Star watching is a ________ activity.A. wonderfulB. wonderingC. wondered

3. What does brightly mean in the sentence: Stars twinkle brightly in the night sky.

A. in a bright wayB. full of brightnessC. without bright

4. Boy scouts love to go ______.A. campedB. camperC. camping

5. What is the root word in painting?A. tinyB. paintC. pain

V. Assignment:A. GOLD: Write a simple dialogue of

participating in a club meeting.

B. TS. Think of a word that will be formed from the given suffixes. Use these words in a meaningful sentence.

1. less2. ful3. able4. ness5. ly

LESSON # 3:

Word Box

Bravely cheerful fearlessLoudness sadly slowlyUseless hopeful kindness

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I. OBJECTIVES:

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

story listened to.GOLD: 3. Use the correct intonation for

a Yes – No QuestionsTS 4. Decode meaning of unfamiliar

words using the dictionary.

II. SUBJECT MATTER:GLR: GelertCT: Answering questions from the story

listened to.GOLD: Using the Correct Intonation for a

Yes – No QuestionsTS: Decoding meaning of unfamiliar

words using the dictionary.

Reference: 2002 BEC Handbook in English PELC Speaking 1.2; PELC Reading 1.1.3English Lesson: The Animal World p. 7English For You and Me Reading p. 9 - 12Materials: picture of a dog; strips of cartolina; index cards;

III.PROCEDURE:GLR: (Genuine Love for Reading)

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

Tongue Twister:

Jack Sprat will eat no fat, And Jill will eat no lean; Yet between them both, They lick the dishes clean.

2. Motivation: Who is your best friend?

What is your favorite pet? How do you take care of your pet?

Present a picture of a dog. Ask: How does man consider a dog?

(The dog is considered as man’s best friend.)

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

of the following words by answering the puzzle below: (Group Work)

a. willingb. giftc. mountedd. scoopede. grieff. devoured

1. eager -

2. Present –

3. got on –

4. picked up swiftly with the arms-

5. very sad –

6. ate greedily –

4. Motive Question:Who was Gelert? What was

Gelert doing while the prince was away?

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

teacher reads the story: GELERT

When his daughter Princess Joan married Prince Llewelyn of Wales, King John gave the royal couple his favorite haunting dog, Gelert, as a wedding present. Llewelyn, who was a keen huntsman, was pleased to have a well-trained dog as a gift. About a year after his marriage, he was blessed with a baby boy.

One morning, as Llewelyn mounted his horse to go hunting, he noticed that Gelert was missing. An impatient man, he rode off without his dog. When the hunt ended, he returned to the castle and was about to enter his room when Gelert came rushing out excitedly to greet him. The prince froze in horror when he saw that the dog had bloodstains on his jaws.(Pause for awhile then ask: Why do you think Gelert had bloodstains on his jaw?)

“Has it gone mad?” the horrified prince thought to himself. “is my son all right?”

(Why do you think the prince asked himself, “is my son all right?”)

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Rushing into the room, Llewelyn was shocked to see the baby’s cradle overturned. There were several patches of dried blood on the floor. (What do you think happened with the baby? What do you think did the prince do with Gelert?)

Overcame by grief and blinded with fury, he drew his sword from its sheath and rained several blows on Gelert, crying, “Monster! You have devoured my son!”

As Gelert collapsed and lay dying on the floor, Llewelyn heard a cry from under the overturned cradle. (What do you think did the prince see under the overturned cradle?)

It was his little baby who lay unharmed. His head was resting on the body of a dead wolf. As he scooped up his son, Llewelyn realized that while he had been out hunting, his faithful dog had been protecting the baby.

With the baby safe in one arm, he held the dying dog in the other. Gelert looked at him with doleful eyes and lied without a whimper in its master’s arm.

Filled with remorse, Llewelyn buried Gelert at a place that he named Beth-Gelert. To this day, there is still a pile of stones marking the grave of the unfortunate dog.

Source: English Lesson Book 6 p. 7


Who was Gelert? What was Gelert doing while the prince was away?

(Answer: Gelert was a well-trained dog given by King John to Princess Joan and Prince Llewelyn. Gelert had been protecting the baby while Prince Llewelyn had been out hunting.)

CT (Critical Thinking)1. Comprehension Check:

a. Who were the royal couple?b. Why did the prince ask himself

“is my son all right?”c. Why couldn’t Llewelyn see his

son when he first rushed into the room?

(Divide the class into 4 groups. Then give each group the task assigned to them.)

d. Can the prince trust Gelert? Prove that Gelert could be trusted. Group one present your work.

e. What is the moral lesson of the story? Group two present your work.

f. If you will be Prince Llewelyn, what would you do when you saw that Gelert had bloodstains on his jaw? Express your feeling through writing a letter. Group three present your work.

g. How will you take care of your pet? Group four present your work.

2. Engagement Activities:

Allow the pupils to perform their task under time limit.

GOLD: (Grammar Oral, Language Development)

1. Drill: Pronunciation drill:Say: Peter Piper picked a

peck of pickled pepper.A peck of pickled pepper

Peter Piper picked.If Peter Piper picked a peck of

pickled pepper,Where’s the peck of pickled pepper

Peter Piper picked?

GROUP 1: LIGHTS, CAMERA, ACTION!

Prove that Gelert could be trusted. Make a script and dramatize the part to prove that Gelert could be trusted.

GROUP 2: 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.

GROUP 3: WRITE ME A LETTER!

If you will be given a chance to write to Prince Llewelyn, what will you say to him after what he had done to Gelert?

GROUP 4: CREATE ME A POEM!

Compose a poem about your favorite pet. Describe your pet.

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2. Review:Kinds of sentences.

What are the kinds of sentences?What is the intonation when we are asking questions? What is the intonation when we are stating a fact?

3. Motivation: Have the pupils read the following sentences:

a. I am new here. b. Are you new here?

What kind of sentence is sentence A? Sentence B?

How did you read sentence a? Sentence B?

4. Presentation:Have the pupils listen as the teacher

reads the following sentences.

A.1. Have you been in Cebu? 2. Yes, I have been in Cebu.

B. 1. It’s an amazing creature, isn’t it?2. Yes, it is.

5. Discussion:

Which utterances are statements? (No. 2 sentences for A & B)

How did I read the statements? (Falling intonation) Which utterances are questions? (No. 1 sentences for A & B) How did I read the questions? (Rising intonation)

Are these questions answerable by yes or no? (Yes)

6. Fixing Skills: Have the pupils read the dialog.

Have them observe the correct intonation.

Jazzer: Are you looking for something, Karl?

Karl: Yes, I am. I am looking for my new ball pen.

Jazzer: Is this the one you’re looking for?Karl: Yes, it is. Thank you very much.Jazzer: You’re welcome.

7. Generalization:

8. Application:Divide the pupils into four. Have

them perform the different task assigned to them.

IV. EVALUATION: Direction: Write whether the following

sentences have a rising or falling intonation. Put the correct punctuation after each sentences.

Ex. Is this your book? Rising

1. Is a rainbow an unexciting sight2. Do people in organizations work

together for a common cause3. When seeds are beginning to grow,

they are sprouting4. Plants that are used for seasoning food

are called herbs5. Would a public notice be kept hidden

Remember: The rise and fall of the voice when

speaking or reading is called intonation.The rising intonation is used with

questions answerable by Yes or No. The falling intonation is used in

statements or questions not answerable by Yes or No.

GROUP I:Work with your group. Make a question – and - answer game with the topic:

A. Favorite Fruit

GROUP 2: Read the dialog with your group. Observe the correct intonation.

Pupil A: I am thinking of my favorite flower which is white in color, having a sweet fragrant.

Pupil B: Is it a sampaguita?Pupil A: No, it isn’t.Pupil B: Is it a rose?Pupil A: No, it isn’t. Pupil B: Is it a dahlia?Pupil A: Yes, it is. I really love that

flower.

GROUP 3: Put an arrow to show a rising or falling intonation. Put the correct punctuation mark for each sentence.

1. The baby is crying2. Do we have a new teacher3. Does a crocodile give a thundering roar4. Did you used the talents given to you by

God5. Sherwin will join the field trip tomorrow

12

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

Please place the pleated pressed pants on the plain pressing plank. (3x)

2. Review: Checking of assignment.Think of a word that will be

formed from the given suffixes. Use these words in a meaningful sentence.

1. less2. ful3. able4. ness5. ly

3. Motivation:What reference are we going to use if we

want to know the meaning of a certain word? (Dictionary)

4. Presentation:Have the pupils open their own

dictionary. (This must be assigned one day before the topic)

What can you see in a dictionary?

5. Discussion:How are the words in the dictionary

arranged?What are the different information

presented in a dictionary?Discuss further. (You can be guided

with the information given in the generalization under Remember.)

6. Fixing Skills: A. Read the dictionary entry for the

word reverse. It gives three definitions for reverse. Then read the sentences and write the number of the definition that fits the way reverse is used in each sentence.

1. What is engraved on the reverse side of your watch? _____

2. I can reverse my jacket so that the outside is red instead of blue. _____

3. Why do you always want the reverse of what I want? _____

7. Generalization:What are the different information

that we could get from a dictionary?

Example: pennant /pen’ent/ n. A flag,

usually long and narrow, used for signaling on ships; a school banner. [fr L penne feather]

In looking for the meaning of a word in a dictionary, remember to:

Use the guide words found on the top left hand or the top right hand of the page;

Follow the alphabetical order of words; and

Read the first few pages that contain the directions on how to use it.

8. Application: Use the definition to answer questions

1 -3._________________________________

be*lu*ga (ba lyoo’ga) n. A small white whale of Arctic waters.ca*jo*ler*y (ka jo’ le re) n. Persuasion by flattery and false words.found*er (foun’der) n., v. 1. One who helps to establish something. 2. To stumbleman*a*tee (man e te’) n. A plant-eating sea creature of the tropical Atlantic coast.

REMEMBER:

A dictionary contains alphabetical entries that tell how to pronounce the entry word and what the word means. A dictionary entry is shown on the left-hand column in heavy black type. Pronunciation is shown in sound symbols between slant lines after each entry word. The primary accent is shown by the darker accent mark (‘). The secondary accent is shown by the lighter accent mark. The word division or syllabication of an entry word is also given. The part or parts of speech for an entry word are shown by abbreviations. A plural of noun is shown if it does not form the plural regularly by adding s or es to the singular. The past tense and ing verb forms are shown if the spelling of an entry word changes before the ending are added and if the verb is irregular. The origin of an entry word is shown in brackets at the end of the entry.

reverse (ri – vurs) adj., n., v.1. the opposite or contrary2. the back3. to turn the other way; to

turn inside out or upside down

13

thread*bare (thred’ber) adj. 1. So worn and frayed that the threads show. 2. Overused and commonplace or stale._________________________________

1. In what way is a beluga and a manatee alike? ___________________________

2. Is a person who uses cajolery an honest person? Why or why not?_______________________________

3. Write the number of the meaning of the underlined word in each sentence.

a. Emma’s old shirt was almost threadbare. ____

b. The puppy foundered in the mud. ___

IV. EVALUATION:TS. A. Direction: Arrange the following

words in alphabetical order.personal pencildream birthdaypaper productiondecoration accidentaltired

B. Direction: Replace the underlined word (s) with another of similar meaning and write its number on the space provided.

_____1. Beavers are known to be industrious animals.(1) fierce (2) timid(3) hardworking (4) cunning

_____2. The children love the famous story of Robin Hood and his merry men.(1) fact (2) legend(3) novel (4) theory

____3. I have no confidence in his promise.(1) belief (2) worth(3) value (4) faith

____4. Night blindness is caused by a deficiency in Vitamin A.(1) loss of (2) waste in(3) dose of (4) lack of

____5. The floor looked new and glossy after we waxed it.(1) smooth (2) clean(3) bright (4) shiny

Answer: 1. (3) 2. (2) 3. (4) 4. (4) 5. (4)

V. ASSIGNMENT:1. A. GOLD:

Make a question – and – answer game talking about your favorite subject.

B. TS. Read each set of guide words. Then write the words from the box that would appear on a page with those guide words.

calico – career chilled – circuit

________________________

________________________

commotion – conductor______________________________________

LESSON # 4

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

listened to.GOLD: 3.Ask questions with appropriate

interrogatives.TS: 4. Write a composition showing

introduction, body and conclusion.

II. SUBJECT MATTER:GLR: The Parable of the DivisionGOLD: Asking questions with appropriate

interrogatives.TS: Writing a composition Showing

introduction, Body and Conclusion

Reference: 2002 BECPELC Speaking 1.2.2; PELC Writing 1New Dynamic Series in English 6 p. 56English for all Times Language p. 3 – 9

Capture cardboardChisel ChoresCompass compose

14

Reading Links pp 23 - 34Materials: strips of cartolina, index cards

III. Procedure:GLR:

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

Have the pupils read the following:

The f and p in a word f p

friend pieceFilipino puzzleflipper prisonerflippant putfifty profanefan people

Read: Captain Philip’s four ships/ suffered fearfully in the conflict/ / Philip refused to accept his defeat / as final// for five years / off and on, / he had fought his defiant foe/ with only brief intervals for refitting his fleet. / Being a philosopher as well as fighter./ Philip reflected / that if he could raised funds, / he could still carry on effective warfare.

2. Motivation:Is it good to share things equally

with your brother/sister? Why? Why not?

3. Unlocking of Difficulties:Try to draw out the meaning of the

underlined words through context clues.

1. A system evolved in which one does the dividing and the other gets the selecting first.

a. run away fromb. produced by natural meansc. go around

2. To guarantee means the same as _____.a. answer joyfully a question

b. to answer for something as in loan or pledge

c. announce something3. Equitable would mean _____.

a. a bankb. fair and equalc. unfair

4. “Kuya” is an appellation for older brother.

a. a court appealb. a friendly greetingc. a title

5. To be disappointed is to ____.a. be unhappyb. fail in expectationc. be fatigued

6. The refreshing fluid eddied out down into his throat.

a. chicken outb. flow away like a whirlpoolc. fail in something

4. Motive Question:Why did the younger brother drink

all the contents of the whole bottle?

B. During Reading Activities:

1. Have the pupils listen to the story. Let them take down notes about the story listened to.

THE PARABLE OF THE DIVISION

The young boy and his older brother were taught by their parents to divide material things equally and fairly. This they tried to follow.

A system evolved in which one does the dividing and the other gets the selecting first. This guaranteed an equitable cutting. Otherwise, the one who divided would be in the losing end.

One day, the two boys had a pair of fish for lunch. One big fish and the other a small one. The young boy thought his older brother would give in (magparaya) to him as a younger and weaker sibling so he said, “Kuya (appellation for older brother), please go ahead and make the first selection.”

The older brother quickly got the bigger fish. The younger boy was disappointed to get the much smaller fish.

“If I were you,” said the younger boy to his older brother, “I would have taken the smaller fish.”

“What are you complaining about?” answered the older brother. “You got what you want.”

Next time around, the two boys had to share a bottle of soft drink. They were in the rice field with no glasses or containers available.

“Let’s just drink direct from the bottle,” suggested the older brother. “Be sure it is exactly half. You go ahead and drink your share.”

15

The younger boy took the bottle and raised it to his mouth. The refreshing fluid eddied out and down his throat in successive big gulps. He practically held his breath while the older brother waited.

After a minute, the content of the whole bottle was gone. The younger brother had drunk all and wiped his mouth with his wrist. He smiled contentedly.

“Why did you drink all of it?” accosted the older boy.

The younger brother replied, “My half share was at the bottom part of the bottle.”

-Juan M. Flavier

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

Why did the younger brother drink all the contents of the whole bottle?


following question.

1. What good value have the parents of the two boys taught them?

2. To make sure that equitable division is guaranteed, what practiced was observed by them?

3. What lesson is the parable wishing to share?

3. Engagement Activities:Have the pupils perform the different

activities assigned to them:

GOLD (Grammar, Oral Language Development)

1. Drill: Pronunciation Drill:iy i e

leaves fish themjeep him getreach rich wretchheel hill hellspeak spick speck

Sentence Drill:

1. Place the fish inside the jeep and cover it with leaves.

2. Karl gets the clean meat in a house near that small hill.

3. Sit on the high seat when the table is set.

2. Review: Checking of assignment: Making questions and answers game.

3. Motivation:Present a picture. Have the pupils

ask questions about it. (Any picture will do as long as there will be questions for the pupils to formulate.

4. Presentation:Have the pupils read the following

questions:

Who are in the picture?Where are the children working?What are they doing?How long have they stayed there?What does the librarian do?

5. Discussion: With what words do the questions

begin?What word is used in asking about

a person? Place? Thing? Manner? Degree? Extent or condition? Time? Place?

What are these words?Discuss further. (Refer to the generalization given for further discussion)

GROUP 2: DRAW ME







Identify the lesson in the story and compose a song that tells the lesson. Prepare to sing your song to the class. 16

6. Fixing Skills:Independent Practice:

Transform the following sentences into questions using the correct interrogative pronoun that corresponds to the underlined noun:

Example: Edgar’s brother will hold a one-

man painting exhibit. Whose brother will hold a one-

man painting exhibit?

1. Mrs. Reyes taught him the basic lessons in painting.

2. The proceeds of his painting exhibit will be given to the street children.

3. The exhibit will be held at the Quezon Memorial Circle.

4. He will hold his exhibit next month.5. He attained success through hard

work and determination.

7. GENERALIZATION:What are interrogatives? When do we use interrogatives?

REMEMBER:

Words that are used in asking questions are called interrogatives.These are:Who - for personsWhat - for thingsWhy - for reasons or causesWhen - for timeWhere - for placeWhose - for persons; when speaking

of ownershipWhich - for person and things

indicating one of a kind or definite class.

How - for degree, extent, condition or manner.

Whom - for a sentence that requires a pronoun in the objective case.

8. APPLICATION:A. Guided Practice: Have the pupils perform the different activities assigned to them under time limit.

IV. EVALUATION:GOLD: Direction: Complete each question with appropriate interrogatives.

1. ______ do you wish to talk to?2. ______ is he going to Davao?3. ______ the last person to see him?4. ______ number did you dial?5. To ____ shall I give the letter?

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

Have the pupils read the pair of words. Note the difference in their sounds.

/e/ /i/tell till

GROUP 1: Look at the picture. Think of possible

questions that you would like to ask to the president of the Philippines, Benigno Aquino III.. Use the different interrogatives to begin the questions. Play the question-and-answer game.

GROUP 2:Ask the correct “wh” questions

for each expected answer. Be sure to observe the proper intonation:

Expected answers:SwimmingDecember 25To buy new t-shirt for my birthdayEarly morning Biking

GROUP 3:Complete the following questions

with correct interrogatives:

1. _____ is the name of the girl?2. _____ is she from?3. _____ old is she?4. _____ did she save the old

woman?5. _____did the incident happen?

GROUP 4:Work with your group. Study the

picture very carefully. Then agree on questions that you want to ask about the picture. Make sure to begin with the different interrogatives. Write the questions down on a piece of paper.

17

sell sill

dead 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 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 are the characteristics 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: Choose the correct

interrogative pronoun:1. (Who, What) did you say?2. (Who, Whom) does she want to

see?3. (Whose, Which) paper is this?4. (What, Which) project will we do

next?5. (Who, Which) do you like better, a

dog or a cat?

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

LESSON # 5

I. OBJECTIVES:

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

story listened to.GOLD: 3. Use courteous expressions on

appropriate situations: participate in club meetings.

TS: 4. Decode meaning of unfamiliar words using the dictionary:

words with multiple meaning of words.

II. SUBJECT MATTER:GLR: The Vanity of the RatGOLD: Participating in a Club MeetingTS: Words with Multiple meaning

Reference: 2002 BECPELC Speaking 2.1; PELC Reading 1.4

REMEMBER:

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

18

Effective Reading Book Lesson 2 p. 8Effective Reading Book p. 5 – 6Using the Dictionary; English For You and

Me, Reading p 49.English For You and Me Language pp 8 -

13

Materials: picture of a rat, sun cloud, wind; dictionary; strips of cartolina

III. PROCEDURE:GLR (Genuine Love for Reading)

A. Pre Reading Activities:1. Drill: Pronunciation drill:

Of all the felt I ever feltI never felt a piece of feltThat felt the same as that I felt,When I first felt that felt.

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

of the following words. Match column with A with column B. Use the given sentence as your clues.

A B.1. anxious a. decent2. high stationed b. friend3. acquaintance c. worried4. coyly d. most powerful5. convinced e. shyly6. respectable f. influenced7. vanity g. pride

1. Mr. and Mrs. Rat were very anxious fro their darling daughter, Rena, to marry into a respectable family. (C)

2. They believed that the sun is the most high stationed person they knew. (D)

3. Mr.Sun said that he was not the most powerful person of the Rat family’s acquaintance. (B)

4. Rena giggled coyly and tried not to let Roger know how she felt. (E)

5. Mr. and Mrs. Rat were convinced with the words of Mr. Wall. (F)

6. They want Rena to marry a respectable man. (A)

7. The vanity of Mr. and Mrs. Rat led them to choose a high stationed husband for their daughter. (G)

3. Motivation: Do you know anything about

Filipino customs/traditions about marriage?

4. Motive Question:Why did Mr. Sun, Mr. Cloud,

Mr. Wind and Mr. Wall refuse to marry Rena?

B. During Reading Activities:1. Have them take down important

details about the story.

THE VANITY OF THE RAT

In Korea, it was formerly the custom for parents to arrange their children’s marriages. Mr. and Mrs. Rat were anxious for their darling daughter, Rena to marry into a respectable family.

From the first, they had taught that Mr. Sun was the most high-stationed and well-descended person they knew, and they decided that he was just the person to marry their daughter.

“Hello, Mr. Sun,” said Mr. Rat importantly. “I would like you to know that my daughter is old enough to marry now and that we would be very pleased to welcome you into our family as Rena’s husband. We chose you from all the men we know because of your high position and your great power. “(Do you think Mr. Sun accepted the offer of Mr. Rat?)

“You offer is indeed kind, Mr. Rat,” replied the smiling Mr. Sun, who had no desire to marry a member of the Rat family. “I feel that it is only fair to tell you, however, that I am not the most powerful person of your acquaintance. I would like to recommend to you Mr. Cloud, who can cover up my face and keep me from shining.”

“Yes, of course, of course! Mr. Cloud is certainly more powerful,” said Mr. Rat as he and his wife went to see the gentleman. (How about Mr. Cloud? Do you thin he will also accept Mr. Rat’s offer?)

When Mr. Cloud heard of Mr. Rat’s offer, he too was not eager to choose his wife from the House of the Rats. He waved his hands, saying, “You seem not to know that there is one who is more worthy of your honor than I. Though I sometimes get the better of Mr. Sun, I am still a mere

19

servant of Mr. Wind. His blast and growl make me go anywhere he pleases, whether I want or not.”

Leaving Mr. Cloud, Mr. Rat mumbled to his wife, Mr. Wind is indeed much more powerful; much more powerful. He is certainly the proper husband for our daughter. “(Did Mr. Wind accept the offer of Mr. Rat?)

Once again, Mr. Rat offered the hand of his daughter in marriage, but Mr. Wind was no more anxious than the others to become Mr. Rat’s son-in-law. Laughing hoarsely, he said, “I am indeed powerful enough, for forests tremble and ships toss in fear of me. But there is one more powerful than I. It is Mr. Wall. He sets his strong legs firm upon the earth and stands immovable in my way, arms folded, eyes blinking. But for him, how I could meddle in the lives of families?”

So saying, Mr. Wind gave another laughed and whizzed on.

Wondering how his wise brain could ever have overlooked so powerful and close a neighbor, Mr. Rat visited Mr. Wall, who likewise apologized. “It is quite true that I, without any sign of outward exertion, can check the progress of the wind, which commands the cloud, which overpowers the sun. But what am I to you, oh, Mr. Rat? Your prosperous race can undermine me and make me fall in the twinkling of an eye, if need be. Oh, Mr. Rat, I am at your mercy.” (Who could be the best groom for Rena?)

“How true, very true!” Mr. Rat said proudly. “Of course the race of rats is the most powerful of all. And my glorious race is next to none – yes, next to none in respectability. The only person for our darling Rena is to marry another rat.”

“Yes,” said Mrs. Rat. “And I know just the person: that nice Roger Rat who seems to like Rena so much. And his parents are such good friends of ours, too.”

“Old Roland Rat’s boy? An excellent idea!” agreed Mr. Rat. “Let’s see if he is in now.”

When Roger rat appeared, Mr. and Mrs. Rat told him of their offer, which he accepted immediately. They led him to their hole, where they found Rena giggled coyly, hanging on to her mother’s hand. Although she tried not to let Roger know how she felt, she was very much delighted that her parents were arranging for her to marry

him. Like most Korean girls, she was shy when she was with boys.

Mr. and Mrs. Rat were every bit as pleased as Rena and Roger were about the arrangement. And Mr. Rat was convinced that he had made the best possible match for his darling daughter. (Who was the best match for Rena?)

Source: Effective Reading p. 8-10

C. Post Reading Activities: 1. Answering the motive

question: Why did Mr. Sun, Mr. Cloud,

Mr. Wind and Mr. Wall refuse to marry Rena?

CT. (Critical Thinking)Have the pupils answer the


1. What was the early Korean custom of marriage?

2. Who were the choices of Mr. and Mrs. Rat?

(Divide the class into 4 groups. Then give each group the task assigned to them.)

1. Why did the couple choose Mr. Sun? What did Mr. Sun do? Group one present your work.

2. What is the moral lesson of the story? Group two present your work.

3. If you will be Rena, what will you say to your parents with regards to your marriage? Express your feeling through writing a letter. Group three present your work.

4. Who was finally chosen to be the groom of Rena? Group four present your work.



Why did Mr. and Mrs. Rat choose the sun for their daughter? What did the sun do? Make a script and dramatize the part to prove your answer.

20



1. Drill: Pronunciation drill:

Amidst the mists and coldest frosts;With barest wrists and stoutest boasts,He thrusts his fists against the posts,And still insists he sees the ghosts.

2. Review:What is the intonation when we are

asking questions? What is the intonation when we are

stating a fact?

3. Motivation:Does your own class conduct

meetings and elect officers?What are some of the courteous

expressions that you used in conducting meetings?

4. Presentation:Have the pupils read the dialog about

the club meeting on p. 8 English for You and Me Language.5. Discussion:

Who attended the meeting?Who presided the meeting?Why?How did the chairperson start the meeting?

What did the members do if they wanted to speak?

What did the chairperson do to indicate that a member was permitted to speak?

What were discussed in the meeting?How did the meeting end?What does the expression “The

meeting may now come to order” mean?Discuss further.

6. Fixing Skills:Tell who uses the following

expressions in an election meeting.

1. The meeting will please come to order.

2. The table is now open for nomination.

3. I nominate ____ for President.4. I move that the nomination for

President be closed.5. I second the motion.

7. Generalization:What do we have to observe in

participating in a meeting?

Remember:To hold a club meeting, one must

observe proper behavior and must follow the correct procedure. Courteous expressions must also be observed. Such expressions as:

A. The meeting may now come to order.

b. The table is now open for _____.

c. I suggest that _______.d. I move that _____e. I second the motion ________.f. How many are in favor?g. It has been moved and

seconded that ___________.h. The meeting is adjourned.i. Is there any objection?

8. Application:Divide the pupils into four

groups. Have them perform the different activities.GROUP 1: LIGHTS, CAMERA, ACTION!

Do your own class meeting and elect officers.



GROUP 3: WRITE ME A LETTER!

If you will be Rena, what will you say to your parents with regards to your marriage? Express through a letter.

GROUP 4: CREATE ME A POSTER!

Who was finally chosen to be the groom of Rena?Draw a poster showing Rena and his groom in an altar.

21

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

expressions used in the meeting under Column A with its meaning under Column B. Write your answer on the space provided.

A_____1. The meeting may now come to

order_____2. The table is open ______._____3. I suggest that ……_____4. The minutes of the meeting is_____5. I move that ……_____6. I second the motion …._____7. How many are in favor?_____8. It has been moved and seconded

that…_____9. The meeting is adjourned.____10. Is there any objection?

BA. To put something forward for

consideration

C. To support the motion so that it can be voted on

D. The presiding officer is ready to receive

E. Ask how many agree with the suggestionF. The things discussed in the previous

G. The presiding officer asks fordiscussion

J. Ask for some questions

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

the pupils recite the following verses:

If a shipshape ship shop stocksSix shipshape shop-soiled ships,

How many shipshape shop-soiled shipsWould six shipshape ship shops stock?

2. Review: How to write a composition correctly.

3. Motivation:What I am holding? (a neckerchief)What are the uses of this?(A neckerchief is used by boy

scouts. ….. a sling if you have a broken arm ….. signal flag ….. tie on the head if you have

headache ….. tie on the waist if you have

stomachache….. others (answer may vary)

Like a neckerchief, words also have many uses.


following sentences:

1. a. It is hard to break the fairy’s spell.

b. The hard glass broke when it dropped on the floor.

2. A. The boy hits the ball with a bat.b. The bat is hanging on a branch of a tree.

5. Discussion:What does “hard” in the first

sentence mean? What about in the second sentence?

What does bat mean in the 1st sentence? 2nd sentence?

Have the pupils read another example:A. Cinderella lost her slipper at

the ball.B. The center player shot the

ball.

GROUP 2:

Make and pass a motion to give a gift to a much-liked teacher who is leaving the school.

GROUP 3:

Meet with the class to vote or whether not to go on a trip to the nearest museum.

GROUP 4:

Meet with the class to vote on whether or not to invite parents as judges in the forthcoming painting contest sponsored by your club.

22

What are the two different meaning of the word “ball” in the given sentences?

Discuss further.

6. Fixing Skills:A. Which meaning of the

underlined word is used in each sentence?

______ The car raced around the track.______ The railroad track cuts across the

road.______ Is that a bear track in the dirt?

_______ The dance started at seven o’clock._______ Denise likes to dance to fast music.

B. Direction: Read each sentence, and then select the right definition for it.

Hand – A. part of the arm B. keep assistance

1. When the terrorists attack, many people offered to lend a hand.

2. Raise your hand if you want to say something.

March – A. step together in rhythm B. third month of the year

1. The band will march in the Araw ng Kalayaan celebration.

2. My birthday is on March 15.

7. GENERALIZATION:Some words have

multiple meanings; the meaning can be identified through context.

8. Application:A. Play the multiple-meaning card game. Given is a set of meanings for a certain word. Guess and win the game. Write your answer in the lucky card/blank card.

1.

2.

3.

4.

5.

Answer Key:1. square2. vessel3. bridge4. pitch5. mine

B. Read the sentences and write the letter o the illustration that best explains the meaning of the italicized word in each sentence.

track:1. A mark left by someone or something.2. A path.3. A set of traits that trains move on.

dance:1. To move the body in time to music.2. A party where people move to music.

…the degree of highness or lowness of sound

…to throw

…a bomb placed under the surface of the sea

…a deep hole for digging out coal, etc.

..an open space in the city.

..a figure with four equal sides.

..to settle ..

..a large boat ..a hallow container

..a tube that carries blood.

..

..the upper body part of the nose

..a card game

..a structure for crossing a river.

..

..belonging to me

…to fix firmly on the ground

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A B

____1. The boy puts a stamp on his letter.____2. Stamp your foot twice

A B____1. The athlete hurt his foot._____2. This ruler is one foot long.

A B____1. The leaves are falling.____2. Mother leaves for work every morning.

A B

____1. Father will sign a letter.____2. The artist is making a sign.

A B

____1. A diploma carries the seal of the school.____2. The seal can do many tricks.

IV. Evaluation:

Read each sentence below and note the definition of each underlined word. Decide which definition gives the meaning of the words as it is used in the sentence. Write the letter of your answer on the blank space on the left.

Sentences Words and their Meaning

___1. The newly promoted general delivered an inspirational talk to the soldiers.

____2. He made some general observations regarding the peace and order situation in the country.

___3. The deer tail leads toward the main channel of the Mississippi River.

____4. The official made hi request through channels.

General

a. concerned with the main points rather than the detailsb. something applicable to an entire groupc. holding superior a rank

channel

a. the bed of a stream or river

b. any means of passage

c. the proper or official course for the transmission of communication

d. a long groove or furrow

e. a frequency band assigned to a single transmitting station

V. Assignment: A. GOLD: Write a simple dialogue of

participating in a club meeting.

TS: Read each sentence. Decide which meaning applies to the underlined word. Write the letter of your answer on the blank.

1. Lorenzo has a firm belief in God.

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a. fixed in placeb. determinedc. a company

2. During the summer, children spend a lot of time wading in the pool.

a. a groupb. a gamec. swim tank

3. Above the pointed church roof was a crucifix.

a. spikedb. showedc. strong

4. Tourists are entertained in the Fiesta Islands.

a. consideredb. interestedc. received as guests

5. By feeling, the faith healer knows where to apply the necessary treatment.

a. condition of being aware b. sense of touch c. emotion

LESSON # 6

I. OBJECTIVES:


listened to.GOLD: 3. Ask and answer questions about

oneself/others using pictures and or dialogues

TS: 4. Decode meaning of unfamiliar words by learning homonyms/homophones.

II. SUBJECT MATTER:

GLR: The Proud FlowerGOLD: Asking and answering questions

about oneself/othersTS: Learning homonyms/homophonesReference: 2002 Basic Education CurriculumPELC Speaking 3; PELC Reading 1.4Reading for Meaning 6 p.78 New Dynamic Series p 163

Explore Your World Through Language and Literature pp 34 - 35

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 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. Motivation: Did you know that long ago

the rose plant did not have thorns? Why do you think they have

thorns now?

3. Vocabulary Development:Have the pupils know the

meaning of the following words:

a. perched (The butterfly perched on a beautiful flower in the garden.)

b. admired (The animals that lived during that time admired the rose greatly.)c. dangerous (The rose plant became a dangerous plant to touch.)d. proud (God did not like the rose plant to be proud.)

4. Motive Question:Have the pupils create their own

questions about the story. The teacher will write all the questions on the board.


Have the pupils listen to the story. Let them take down

important details about the story.

The Proud Flower

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Many, many years ago, when the earth had only the sun and the moon, the flowers and the animals, the rose was thought to be the most beautiful flower.

It was so beautiful that all the animals that lived during that time admired it greatly.

One day, a butterfly got tired flying. It perched on the lovely rose to rest. The rose became mad. It did not like nay butterfly or insect to perch on its petals or leaves. It thought it should do something about it. At last it came up with an idea. Thorns! It could surround itself with thorns.

The rose plant became a dangerous plant to touch. Many could admire it but only a few could touch it. God did not like this. He did not like the rose plant to be proud. So He created other beautiful flower-bearing plants. He created other flowers that are more beautiful than a rose. God created orchids, tulips, chrysanthemum, and many other more beautiful flowers.

Adapted- New Dynamic Series

CT. CRITICL THINKINGA. Post Reading Activities:

1. Answering the motive question.Have the pupils answer the given

questions on the board.


following questions:a. What was admired by all the

animals?b. What perched on the lovely rose

to rest?c. What makes a rose harmful?

3. Engagement Activities:Have the pupils perform the following activities.

GROUP 3: USING A TIME LINE

STORY GRAMMAR ORGANIZER

Have the pupils complete the story grammar organizer:

Title: _________________________Author: _______________________

Allow the pupils to perform the activities under limited time.

GOLD (Grammar Oral, Language Development)

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

drill:

As Daddy loses his hair,/ And Mommy loses her maid./I burn the toasts/ and break the eggs.//As I burn the toasts/ And break the eggs,/Daddy reproaches Mommy/And Mommy pinches me!//

2. Review: Checking of assignment

3. Motivation:Do you help your friends in times

of needs? How?

4. Presentation:




Write a letter to the rose telling her your feeling about her being proud.

GROUP 4: DRAW ME

What did God do to make the rose plant realize that being very proud is not good? Answer this question by drawing.

Who is the main character?

Where and when did the story take place?

What did the main character do to solve the problem?

How did the story end?

What is the problem or conflict?

26

Have the pupils read the dialogue.Beating the Deadline

Sherwin, Karl and Jazzer are the best of friends. Whatever one does, the rest try to help.

Jazzer: I can submit my project this afternoon. How about you, two?

Sherwin: I’m still doing some finishing touches. Maybe I can give it by Monday, next week.

Karl: Well I’m ready to hand it to Mrs. Castillo tomorrow morning.

Sherwin: How I hope I can finish it on Friday.

Jazzer: Why can’t you? I’ll help you, now!

Karl: You’re really a good friend, Jazzer.

Jazzer: Oh, that’s nothing. What are friends for?

Karl: You’ve got a true friend, Sherwin, haven’t you?

Sherwin: Yes, I have. You two are my real friends, aren’t you?

Karl: Of course! All for one and one foe all!

5. Discussion:Have the pupils study the dialogue

given. Let them ask questions about the dialogue given. (Possible questions to be given are:

1. What are the three boys busy about?2. Who are the three boys?3. Who works fast? Why?4. Who’s the slowest? Why?5. How did they show concern for each

other?6. Were they able to beat the deadline?

How?

What information was included in the dialogue?

How did you ask questions?What words did you use in order to

ask questions?Discuss further.

6. Fixing Skills: A. Have the pupils

listen once again to the story

“The Proud Flower.” Have them ask questions about the story.

B. Have the pupils study the picture given. Let them ask questions about the picture.

7. GENERALIZATION:What are the important things that

we should remember in asking questions?

REMEMBER:In asking questions, one should

remember to use the –wh questions such as who, what, when, where, why, whom, and how.

8. APPLICATION:Have the pupils ask questions

about the following pictures:

GROUP 1: (Computers)

GROUP 2: (Coral Reefs)

GROUP 3: (Forest)

GROUP 4: (Astronaut)

27

IV. EVALUATION:GOLD: Direction: Ask questions about the given pictures.

A.

B.

TS. Transfer Stage:

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

Please, little star,/ tell me who you are,//Why do you stay/ up there in the sky?//Where do you stay when it rains?//Where do you stay when it snows?//Please, little star,/tell me who you are.//

2. Review: Checking of assignment.

3. Motivation: Present the picture of an animal hare

and a woman with long hair.How do you call this animal?What does a woman have?

4. Presentation:Have the pupils read the pair of

words given.

5. Discussion:

What did you notice about the pairs of words?

What is common among these words?

Give another word that sounds the same as these words. does – dash course-coarse

eye-I whole-hol which-witch to-too and-end will-wheel be-bee new-knew

What do you notice with these words?

- They sound the same but they differ in meaning and spelling.

How do we call words that sound the same but differ in meaning and spelling?

- HomophonesCan you give some examples of homophones?

What are these words?Discuss further.

6. Fixing Skills:A. Fill each blank with the correct

word. Refer to the list of homonyms in the box.

1. Father bought a _____ car for the family.

2. The ____ for the low cost housing was already assigned.

3. Mother would like to ____ her son’s teachers.

4. Everyday, Kyle and Gabriel ____in the library.

5. Gale cooks adobo using pork and chicken ______.

B. Encircle the correct word in parentheses.

1. (It’s, Its) never too late to change.2. (You’re, Your) the only person I know

who like opera.3. I bet you can’t (beat, beet) Andrei in

munching carrots.4. The (sight, site) of the new sports

center is beside the lake.5. You have to take your time and plan

when you (right, write) a story.7. GENERALIZATION:

ant aunt deer dear

ate eight fare fair

made maid meat meet

new - knewsight - sitemeet – meatad - add

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HOMONYMS or HOMOPHONES are words that are pronounced the same but differ in spelling, meaning and often have different origins as well.

Example: main-mane (meyn)

a. Main – give the main idea (the most important or the primary)

b. Mane – the mane of horse is black (the hair at the back of the neck of a horse)

8. Application:A. Circle the homophones to make the

sentence correct.

1. I think ____ is going to be a thunderstorm today.

a. their b. there

2. The rainy _____ is driving me crazy.a. weather b. whether

3. This is better ____ that.a. than b. then

4. History is all about what happened in the _____.

a. passed b. past

5. You have to walk ____ the doorway to go to this classroom.

a. threw b. through

B. Write the correct homophones on each blank.

1. We couldn’t decide ____ to go to Baguio or Laoag City. (weather, whether)

2. We chose to visit Laoag City, the _____ of Ilocos Norte.

3. We drove ____ the city in ____ days. (to, too, two)

4. We ____ many sign and giant billboard along the way.(read, red)

5. It was interesting to ____ the accent of the Ilocanos. (here, hear)

C. From each pair of homophones, choose the word that fits the given meaning. Say the word and spell it out. (In this activity, encourage pupils to enjoy the relay game in giving answers.)

steak - stakerowed – road

sole - soulway - weighvale – veil

1. A stick or post as of wood sharpened for driving into the ground 　 STAKE

2. A slice of meat as of beef, usually broiled or fried STEAK

3. The bottom surface of the foot SOLE

4. The rational, emotional and volitional faculties in man SOUL

5. Direction; turn; route WAY6. To determine the weight of as by

measuring on a scale or balance WEIGH

7. Propelled across the surface of the water with roars as a boat ROWED

8. An open way for public passage; a highway ROAD

9. A valley; a low lying tract of land VALE

10. A piece of thin and light fabric, worn over the face or head for concealment, protection, or ornament VEIL

IV. EVALUATION:TS. Direction: Supply the correct word for each blank in the sentence.

1. We ____ our bikes on a very bumpy ____. (road, rode)

2. Father left _____ house an ____ before we left for school. (hour, our)

3. The ____ quickly_____ the beds and dusted the furniture. (maid, made)

4. Mother will ____ my dress, ____ I can wear it tomorrow night. (sew, so)

5. Did you ____ that? The circus is coming _____. (here, hear)

V. ASSIGNMENT:A. GOLD: Direction: Ask questions about the picture given.

29

B. TS. Underline the correct word in parentheses to complete each sentence.

1. Do you know how birds got (their, there) colors?

2. Birds (cheep, cheap) while ducks quack.

3. Lions eat (meet, meat) that is why they are called carnivores.

4. We pray for (peace, piece) on earth.5. Allyson cannot wait to wear her

(knew, new) dress to church tomorrow morning.

LESSON # 7:

I. OBJECTIVES:

GLR: 1. Enjoys listening to a storyCT: 2. Answers questions from the story

listened to.GOLD: 3. Change statements into

questions. (Using the linking verbs: is, are, was, and were)

TS: 4. Decode meaning of unfamiliar words using context clues. .

II. SUBJECT MATTER:

GLR: The Parable of the ForestGOLD: Changing Statements into

QuestionsTS: Decoding meaning of unfamiliar

words using context clues.

Reference: 2002 BEC Handbook in EnglishPELC Speaking 3.1; PELC Reading 1.5New Dynamic Series in English p. 1

Materials: picture of a sculptor, tailor, holy man, native man, strips of cartolina,


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

Have the pupils recite the following verse:If many men knew,What many men know;If many men went,Where many men go;If many men did,What many men do;The world would be better,I think so; don’t you?

2. Motivation: Do you perform good deeds

because of the praise and honor you’ll receive?

What does greediness do to mankind?

Is it good to share things with others? Why or why not?

3. Unlocking of Difficulties:Have the pupils read the following words:dense sheerexhausted holy mansculptor tailorincantations claimretrieves as to set to do

Write Yes or No before each statement. (can be assigned one day before the topic)

____ 1. A dense forest has too many trees standing close to one another.

_____2. One feels exhausted after a long and rigid exercise.

_____3. A sculptor is an artist who carves figures.

_____4. Sheer can also mean transparent and pure

_____5. A holy man is always praying._____6. A tailor is someone who drags a

long tail when he walks._____7. Incantations are prayers or

charms spoken as part of ritual; or magic.

_____8. To claim is to deny something._____9. When one retrieves something, he

gets it back.____10. To plan out something is the same

as to set to do something.

4. Motive Question:What problem confronted the three

when the work was accomplished?

30

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

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

THE PARABLE OF THE FOREST

Three men got lost in a dense forest. For several days, they could not find their own way out. Exhausted, the three men camped on a common site and discovered that one was a sculptor, another was a tailor, and the third was a holy man.

Out of sheer desperation, they agreed to create native man who could then guide them out of the thick forest to safety. (What do you think each man did to create a native man?)

The sculptor got a piece of trunk from a fallen tree and carved the figure of a man.

The tailor gathered several leaves and sewed together a coat and pants and put them on the carved wooden structure.

Then the holy man murmured his deepest incantations whereby life soon began to breathe out of the wooden man.

A problem immediately arose. (What do you think was the problem?) Each began to claim the native as his creation.

“If not for the wooden form, this native would not exist,” said the sculptor.

“If not for the attire, this native would not be made!” exclaimed the tailor.

“If not for my prayers, no life would have lived!” shouted the holy man.

Since they could not agree on who should get the credit and the ownership of the creation, (What do you think they did with the native man?) the three decided to retrieve each one’s contribution. The holy man got back his prayers, the tailor stripped out the clothes, and the sculptor reduced the low lifeless log into a pile of flitches with his ax. (What happened to the native man?)

The native man who could have led the three to safety was dead.

(Juan M. Flavier)


What problem confronted the three when the work was accomplished?

CT. (Critical Thinking)A. Comprehension Check:

Have the pupils answer the following questions:

1. How did the sculptor, the tailor and the holy man meet?

2. To get out of the forest, what did they set their minds to do?

(Divide the class into four groups. Have them perform each group activity)

3. What did each contribute to the plan? Group 1, present your work.

4. When the problem confronted the three, was the problem solved? Group 2, present your work.

5. What is the moral of the story? Group 3, present your work.

6. What kind of mentality was shown in the story? How does this loosen our progress as people? Group 4, present your work.

B. Engagement Activities:


GOLD: (Grammar, Oral, Language Development)



GROUP 4: DRAW ME

What kind of mentality was shown in the story? How does this loosen our progress as people? Present your answer through a poster.


What did the sculptor, the tailor and the holy man contribute to the plan? Make a script and dramatize the part to prove your answer.


When the problem confronted the three, was the problem solved? Answer the question through a poem consisting of 2 stanzas, free verse.

31

1. Drill: Pronunciation drill: A great way to break plates is to take plates of great weight in great height/

Facing or gazing or gaping one wayWhile pacing or hazing another way.

2. Review: What do we have to observe in

participating in a meeting?

3. Motivation: What does your family love to do together?

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

A. 1. It is spring when he arrived in Vienna.2. Is it spring when he arrived in

Vienna?

B. 1. Accidents are prone to happen again and again.

2. Are accidents prone to happen again and again?

C. 1. Our deacon was transferred to Biñan. 2. Was our deacon transferred to Biñan?

D. 1. Those people were our neighbors. 2. Were those people our neighbors?

5. Discussion:Which of these sentences are

statements? Which are questions?Have the pupils take a look on

sentence A # 1. What is the subject used in the first sentence?

What is the verb used?Take a look on sentence A #2.

What kind of sentence is it?How did we change statement #1

into question? (Do the same questioning for statement B, C and D #1 & #2)

6. Fixing Skills:Change the following statement into

question:

1. Allyson is reading the book of Harry Potter.

2. Most doctors are women.3. Technology in the new millennium

is fast advancing.4. The parrot was caught in Palawan.

5. Your relatives were businessmen.

7. GENERALIZATION:How do we change statement into question?

REMEMBER:

To change statement into question, invert the position of the subject and the first word in the verb phrase in the statement.

Ex. S: My father is coming home today. Q: Is my father coming home today? S: Lilia was a Franciscan novice. Q: Was Lilia a Franciscan novice?

8. APPLICATION:Guided Practice: Divide the class into four groups.

Have them perform the activities given to them.

GROUP 1: Transform the following statements

into question:1. Allen was happy that her mother is

now well and fine..2. You are going to see a nice movie

tonight.3. Marlon is leaving tonight for Canada.4. They are going to present their report

on Monday.

GROUP II:Change the following statements into

question. Write your answers on the shirts to be hanged on the clothesline. (Provide 5 shirts for the answer)

1. We are going to have a long quiz tomorrow.

2. St. Francis was a native of Assisi.3. Wenn Deramas is a good director.4. Janelle was sleeping when I arrived.

GROUP III:Change the following statements into

question:1. Mother Seton, a saint, was a Catholic

convert.2. The Last Front is a movie about an

AIDS victim. 3. Joyce is writing a poem for her friend.4. Precious and Lei are listening to their

favorite music.

GROUP IV:Transform the following statements into

questions:1. The sperm whale is the only giant

among the toothed whales.2. They are reporting for work.3. He was the visitor.4. We are taught not to rely on our own

interpretation of biblical passages.

32


IV. EVALUATION:A. GOLD: Direction: Change the

following statement into question.

1. The survivors were so weak that they could hardly walk.

2. The steak I ordered was as tough as leather.

3. Jesus Christ is our Lord.4. Aluminum is a useful metal.5. The eyes are the windows of the soul.

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

Say: A twister of twist Once twisted a twist, And the twist that twisted, Was a twisted twist.

2. Review: Checking of assignment.Think of a word that will be

formed from the given suffixes. Use these words in a meaningful sentence.1. less2. ful3. able4. ness5. ly

3. Motivation:How do we find meaning of words

aside from using a dictionary?

4. Presentation:Aside from using a dictionary, we

can get or guess the meaning of words with the help of several clues, called contextual clues.

Have the pupils read the following sentences:

1. The castle was surrounded by a moat, which is a water canal, to keep enemies away.

2. A moat, a water canal to keep enemies away, was built around the castle.

5. Discussion:What is being described in the first sentence?(Answer: moat)

What does it tell about a moat? (have the pupils read the description of the moat.)

Discuss the two main types of contextual clues. Refer to generalization.

Discuss further.

6. Fixing Skills:

Read each sentence carefully and get the meaning of the underlined word as used in the sentence. Encircle the letter of your answer.

1. His father’s voice startled him and made him look back to the direction toward the town.a. surprised b. frightened c. anxious

2. Then they hailed a cab to take them to Manong Kadyo’s house near the butcher’s place.

a. to produced a sound b. to greet with shout c. to stop

3. The other members of the household spilled into the cool, clean veranda.a. furniture b. couch

c. an open porch

4. I appreciate that you chose to come here.

a. to recognize gratefully b. to apprehend c. to understand

5. Mang Pidong patted all the other children on their heads.

a. to recognize b. to strike gently c. to look

7. GENERALIZATION:What are the two main

types of contextual clues?

There are two main types of contextual clues; the definition clues and the appositive clues.

33

@ A definition clue gives a statement explaining or describing.

@ An appositive clue is a word or phrase that identifies or explains further the word it follows.

8. APPLICATION:A. Underline the context clue that helps

you guess the meaning of the italicized word in each sentence. Tell whether it is an appositive clue or a definition clue.

1. The soldiers attack the fort, a military enclosure that served as the headquarters of the enemies.

2. Intramuros is actually a pentagon, a figure with five sides.

3. Puertas are openings with elaborate gates and were built with chambers for the guards.

4. Sunset, the time when the sun goes down the horizon, makes me sad.

5. Mother had a hard time ascending or climbing a flight of stairs to reach the 5th floor.

B. Read each sentence carefully. Choose the meaning of the underlined word by looking for word clues in the sentence.

1. The operator in charge of the central switch-board rang Dorothy’s telephone number for me.

a. a bus-line ownerb. a person who makes switch

connections for telephone callers

c. a doctor operates on a patient

2. Nervous and excited, I blurted out to Dorothy on the phone, “Would you like to go with me to a movie?”

a. said hurriedly without thinkingb. whispered softly and slowlyc. sang sweetly

3. My neck was hurting before the movie was over.

a. twistingb. swellingc. painful

4. I thought it would be more sophisticated and more elegant to order something different.

a. refinedb. expensive

c. cheap and simple

Answer Key:1. b 2. a 3. c 4. b

IV. EVALUATION:TS: Direction: Underline the word or words that give

the meaning of the underline word in each sentence. 1. Mother gave her a pouch, a small

bag, which contained thirty gold pieces.

2. The boys were frightened to see a beast, a terrible – looking animal.

3. There is a possibility or a chance that you might win the first prize.

4. His success was attained or achieved through hard work and dedication.

5. The old haunted house, believed to be visited by ghosts, horrified the children.

V. ASSIGNMENT:GOLD: A. Change the

following statement into question:1. The explorers were attacked by

hostile natives.2. The pupil was punished fro his

insolent behavior.3. She is amiable.4. A baby’s skin is smooth.5. Those plans are hazy.

TS.　 From each sentence, draw out the meaning of the underlined word.

1. The court where the wise judge sat was not an ecclesiastical court, a court run by the church.

2. The courts in Ethiopia have complete autonomy; in other words, they are independent.

3. At last, the bailiff, a court’s policeman, made them understand the judge’s decision.

4. Farmer Mulugeta did not hear what she said, for he had grown deaf.

LESSON # 8:

I. OBJECTIVES:

GLR: 1. Enjoys listening to a story

34

CT: 2. Answers questions from the story listened to.

GOLD: 3.Change statements into questions. (Using do, does and did)

TS: 4. Follow a series of direction in cooking and in written directions.

II. SUBJECT MATTER:

GLR: The Parable of the Perfect AlibiGOLD: Changing statement into questions.

(Using Do, does and did)TS: Following series of direction.

Reference: 2002 BEC Handbook in EnglishPELC Speaking 3.3.1; PELC Reading 2.New Dynamic Series in English p. 25Readings and Communication Skills in English p.35 - 37

Materials: strips of cartolina, index card

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

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

phrases correctly:

tardy as usualtarried along the wayflocks of birdlength of our delayabove the newly harvested perfect alibileftover grains on the panicleslistened patientlyinvariably has good alibis

2. Motivation:Is it good to tell a lie? Why or why

not?3. Unlocking of difficulties:

Choose the letter of the right word or phrase which will complete the thought of the statement.

1. A person who is tardy is ___.a. prompt b. latec. busy d. honest

2. Birds nourish themselves when they ___ a. chase each other

b. fly highc. feed on grainsd. sleep well

3. Flowers in panicles are usually _____.

a. hanging b. in bunch or cluster

c. swinging d. alone

4. Alibis are ____.a. excuses b. flowersc. diseases d. stories

5. A goner is someone with ____.a. a gun b. a hopeless casec. an animal d. a wanderer

6. Someone who is hapless is ___.a. not wholeb. unhappyc. unfortunated. without parents

7. Apprehensions comes whenever ____

a. we are peaceful.b. we are afraidc. we are welld. we are happy

8. A fractured leg is ___.a. long b. shortc. brokend. dirty

4. Motive Question:Why were the three barrio school

boys always tardy?

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

the story. Let them take down important notes about the story.

THE PARABLE OF THE PERFECT ALIBI

The three barrio schoolboys were tardy as usual. Like in the past, they tarried along the way instead of proceeding directly to school.

A flock of birds attracted them. They spent the better part of the morning firing their slingshot. (What did they do with the bird?) The birds hovered around the newly harvested field to nourish on the left over grains on their

35

panicles. The boys had fun chasing the birds. And as each animal flew to safety, the stone from the force of the slingshot followed them.

Now, they were late for school by almost an hour. It was not the first time. But somehow, they always put one over their young city-bred teacher. They always had good alibis. (What do you think are some of the alibis that they say to convince their teacher?

It was either the farm chores or some last minute unavoidable errand or some mishap. One time, they spent the morning swimming in the river. Yet, they convinced their teacher of an emergency. A little girl was drowning so they took time to save her.

Or the alibi of helping an old woman carry her heavy load. Their excuses were endless. (Do you think their teacher believe their alibis?)

They also knew their teacher was getting suspicious and fed up. So the three boys made sure their next explanation was fool-proof.

“I have a good idea,” said the fat one of the three boys. “Let us tell the teacher we saw this carabao in pain.”

“Yes,” the second agreed. “The carabao was wounded.”

“No,” the third remarked. “It must be more serious than a wound. Let us say a leg was fractured. That way, it is acceptable and will justify the length of our delay.”

“Right! Brilliant. The perfect alibi,” they chorused.

And so, in as dramatic a way they could master, the alibi was presented. The teacher listened patiently.(Do you think their teacher believe on their alibis?)

“How pitiful is the carabao,” she commented. “It is good the three of you were on the spot to assist and save the poor hapless animal.”

“That is right, Ma’am,” confirmed the fat one with a shade of cocksureness. “Without us, the carabao is a goner (tepok na). It is good only one leg got broken. Otherwise, it is the slaughter house for the hapless animal. We should be commended. Maybe even awarded medals.”

“Enough of your lunacy,” she said with a trace of anger. “Now, spread out, one each corner of the room. Get a piece of paper and ready your pencil.”

“Are you giving us a special quiz?” asked the fat one with apprehension. The three were certainly not ready for a test. (What do you think the teacher will do?)

“No, this is not a quiz,” she said with a naughty and big smile. “I just want you separately to write a short essay indicating which of the four legs of the carabao got fractured. And be specific whether it is hind or front leg and whether right or left.”

-Juan M. Flavier

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

Why were the three barrio school boys always tardy?

CT (Critical Thinking) Comprehension Check:

Have the pupils answer the following questions.

a. What alibis had been given by these three boys before?

b. Why did the three boys want to make sure their next explanation was credible?

Divide the pupils into four. Have them perform the activities that are assigned to them.

1. What alibi about the carabao did they agree to present? Group 1, present your work.

2. Prove that this time, the three boys were not able to fool or put one over their young teacher. Group 2, present your work.

3. How did the teacher later on prove that the alibi presented about the carabao was untrue? Group 3, present your work.

4. What is the moral of the story? Group 4, present your work.

3. Engagement Activities: (Allow the pupils to perform under time limit)


What alibi about the carabao did they agree to present? Make a script and dramatize it to your class.

36


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

following verse:A good baker bakes good cookies.If a good baker bakes good cookies,How many good cookiesCan a good baker bake?

2. Review: Checking of assignment.A. Change the following statement into question:1. The explorers were attacked by hostile

natives.2. The pupil was punished fro his

insolent behavior.3. She is amiable.4. A baby’s skin is smooth.5. Those plans are hazy.

3. Motivation:What does your family love to do?Where do you usually do it?

4. Presentation:Have the pupils read the paragraph.

5. Discussion:What does my family love to do? What does my father do to kuya? What does mother do?

Have the pupils read the following sentences:(To be written on strips of

cartolina)

A. 1. My family loves to eat and talk. 2. Does my family love to eat and talk?

B.1. My sisters talk for hours.2. Do my sisters talk for hours?

C. 1. My father collected leaves and twigs from his nature trip.

2. Did my father collect leaves and twigs from his nature trip?

What is the verb used in the first sentence? (loves)

What form of the verb is loves? (-s form of the verb)

How was it change into question? Please read.

Why did we use does? (The subject is singular and the –s form of the verb is used.)

Discuss further. Do the same questioning for sentences B & C. (You may use the information given under REMEMBER.)

6. Fixing Skills:Direction: Change the following statements into

questions.1. The priest gives us the sacrament

of penance.2. Our friends acknowledge the

roaring cheers.3. Letty fears those men.4. We expressed our ideas in

writing.5. The postman handed over the

letter to me.7. GENERALIZATION:

How do we change statement into question?




Prove that this time, the three boys were not able to fool or put one over their young teacher. Group 2, present your work.

GROUP 3: WRITE A LETTER

How did the teacher later on prove that the alibi presented about the carabao was untrue? Pretend that you are the teacher and you are going to write a letter to your best friend telling her the situation about the three barrio schoolboys.

The Kitchen and My FamilyMy　family　loves　to　eat　and　talk.　

In 　 fact, 　 we 　 are 　 often 　 in 　 the 　 kitchen　together　more　than　in　any　other　room　in　our　home.　In　the　kitchen,　my　sisters　talk　for　hours,　my　father　gives　advice　to　my　kuya, 　 and 　 my 　 mother 　 listens 　 to 　 my　stories　from　school.　As　we　talk,　we　share　hearty 　 food 　 as 　 we 　 exchange 　 jokes 　 or　ghost　stories.　Indeed,　this　makes　us　one　happy　family.　

37

If the statement uses the simple tense, as in the example below, the question starts with do, does, depending on the number of the subject.

Examples:S: Karl goes to the library every

Tuesday.Q: Does Karl go to the library every

Tuesday?S: Sherwin and Jazzer enjoy reading

science fiction.Q: Do Sherwin and Jazzer enjoy reading

science fiction?

If the statement uses the simple past tense, the question starts with did.

Example:S: The tsunami killed thousands of

people.Q: Did tsunami kill thousands of people?

8. Application:Divide the class into four groups.

Have them perform the tasks assigned to them.

IV. EVALUATIONA. GOLD: Change the following

statements into questions.

1. You work in school.2. Jillian works in a bank.3. Prayers bring peace and

contentment to the spirit.4. We show our gratitude by

our deeds.5. You worked in a car park

last year.

TS (Transfer Stage)1. Drill: Pronunciation

drill:If Titay can tie a tie

and untie a tieWhy can’t I tie and untie a tieThe way Titay ties and unties a tie?

2. Review: Choose the correct meaning of the

underlined word from the choices given.

1. The police surrounded the bank before the robbers could escape.a. set up b. get awayc. look about d. run down

2. What were the points raised at the director’s meeting?a. made up b. left outc. led off d. brought up

3. Can you recognize the signature at the end of this letter?

a. own up b. point outc. brush off d. make out

3. Motivation:What should you do if you do not

know the procedures on how to cook spaghetti?

4. Presentation:Life in a way is similar to cooking.

If we put the right ingredients, and follow the procedure correctly, we will have a beautiful and fruitful life.

GROUP 1Change the following statements into questions:

1. Margie wants to attend the general assembly.

2. Lilian scatters the seeds for the birds.

3. The cat’s stare scares me.4. John sings at a first class hotel.

GROUP 2: Transform the following statements

into questions.

1. We bought them from a handicraft store.

2. I brought the salad to the reunion.3. We flew to Toronto from New York. 4. Last Wednesday, Mildred wore a

Malong to the party.

GROUP 4: Change the following statements into

questions.1. Children hear the mass every morning.2. Warm blooded animals produce milk to

feed their young.3. Some shops advertise their products

in the newspaper to attract customers.4. They choose the best orator from among

the thirty contestants.

GROUP 3:Transform the following statements

into questions:1. Mercy and Rosa dig for dirt in the

empty lot.2. Warm blooded animals produce milk

to feed their young.3. Willy sailed through the Pacific

Ocean on a luxury liner.4. Lilian saw the accident.

38

Have the pupils read the Recipe for Daily Life below.

Recipe for Daily Life

Ingredients:1 kilo of FAITH4 cups of LOVE1 tsp. of PRIDE4 slices of CHARITY500 gms. of KNOWLEDGE5 tbsps. of UNDERSTANDING3 tbsps. of FORGIVENESS1 tsp of CARING500 gms. of WISDOM

Procedure: Put your 1 kilo of faith in briskly boiling 4 cups of love. Simmer for an hour. Add your 1 tsp. of pride, boil until tender. Then add your 4 slices of charity, 500 gms. of wisdom, 500 gms. of knowledge, and 5 tbsps. of understanding. Add 3 tbsps. of forgiveness and mix well until blended. Add 1 tsp. of caring to taste. Makes 2 servings. Then store it in your heart and serve it to your nation, especially to GOD.

5. Discussion:

a. What should you do after adding 3 tbsps. of forgiveness?

b. For how long would you let your pride simmer? How would you know If it’s already done?

c. How many servings will each recipe make?

d. What should you first add when your pride is already tender?

e. To improve taste, what must be added to the mixture?

Discuss further. Discuss also following directions in prescriptions.

6. Fixing Skills: Listen to the following instructions. Follow what is asked to do.

1. Draw a big circle.2. Draw two smaller circles side by

side a bit higher than the big circle.

3. Draw a small triangle below the two small circles.

4. Put an oblong below the small triangle.

5. Put two curve lines opposite each at the outer side of the big circle.

6. What did you draw?

7. GENERALIZATION:In baking or in any other forms of cooking, what

must one do to come up with delicious meals?

8. APPLICATION:A. To prepare Philippine fruit

cocktail, you have to follow the following steps. Number the sentences 1 – 6 to show the steps.

_____ Boil the “saba” bananas._____ Boil the syrup and add the frits,

stirring carefully._____ Cook the “kaong” aand “nata de coco.”_____ Wash all the fruits and peel them._____ Prepare syrup enough to cover the

fruits and add ½ teaspoon calamansi juice.

_____ Cut fruits into 1 centimeter cubes.

B. Follow the directions below. Do this on a piece of cartolina/manila paper.

1. First draw a big circle in the box.2. Second, write a capital A at the

center of the circle.3. Third, draw a small diamond

below letter A.4. Fourth, draw two small circles with

spaces between them just above the letter A.

5. Fifth, draw two small triangles, one attached to the right part of the big circle and the other attached to the left.

What figure did you make?

IV. EVALUATIONTS: Read the following

sentences then follow the instructions given:

1. Write the past form of the verb in this sentence.

2. Place a cross mark (x) over the eight word in this sentence. Then draw a square and write that word inside the square.

39

3. One of the words below ends with the sixth letter of the alphabet. Draw a line across the word.

a. below b. withc. letter d. thief

4. f I have a large box with 3 small boxes in it and 5 very small boxes in each box, how many boxes are there in all? _______

5. Put an (X) over the second letter of the word that is rat spells backward.1. tar 2. rta3. atr 4. tra

V. ASSIGNMENT:GOLD: A. Change the following statements into questions:

1. A path leads from the clearing.2. Collection and sale of corals destroy

the habitat of many sea animals.3. The baby turtles hatched in the sand.4. Mary accepted her role as God’s

mother without question.5. My story beginning provokes interest.

B.TS: Direction: 1. Make a diagram showing your

residence from your school. Write the streets you will pass and write your address on the spot where you will find your house.

LESSON # 9

I. OBJECTIVES:

GLR: 1. Enjoys listening to a storyCT: 2. Answers questions from the story

listened to.GOLD: 3. Change questions into

statements.TS: 4. Give the details that support the

big idea.

II. SUBJECT MATTER:

GLR: The Power of WordsGOLD: Changing Questions into

StatementsTS: Distinguishing Changes in Meaning of Sentence Caused by StressReference: 2002 Basic Education CurriculumPELC Speaking 3. 3.1; PELC Reading 2.New Dynamic Series in English p. 25

Readings and Communication Skills in English p.35 - 37

Materials: strips of cartolina, index card


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

twister:

A maid with a duster made a furious bluster dusting a bust in the hall,Only to find when the bust was dusted, the bust was busted, the bust was the dust!

2. Motivation:How do words help people?

3. Unlocking of Difficulties:Complete the puzzle with the

meaning below.

ACROSS:1. to pardon2. showing disrespect3. to demolish; to ruin4. to cure; to mend

DOWN:5. to soothe in distress6. strength7. to utter; to represent8. flaw; defect

Have them choose the answer from the given words:

1. forgive2. comfort3. contempt4. heal

5

M

T

1 R 7

X

S

4

8

A

T

U

M2

3

R

6

YS

40

5. express6. fault7. destroy8. power

4. Motive Question:What can we do to avoid uttering

unwholesome expressions?

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

THE POWER OF WORDS

“Don’t let unwholesome talk come out of your mouths, but only what is helpful for building others up…” (Eph. 4:29)

One destroys a person (himself included) every time he says, “I’ll get even with him!” or “I cannot forgive him!” or “Mine is mine alone!” Yes, one destroys a person and himself every time he says words that express contempt.

On the contrary, one builds a person every time he says, “I’m sorry, it was my fault.” One builds a person every time he says, “I love you” or “May I help you?” Yes, one builds a person every time he expresses words that comfort and heal the soul.

-Adapted

C. Post Reading Activities:1. Answering the motive question:What can we do to avoid uttering

unwholesome expressions?

CT (Critical Thinking)B. Comprehension Check:

1. What is the selection all about?2. What are the unwholesome

expressions in the passage? What do they do to a person?

3. What are the wholesome expressions in the passage? What do they do to a person?

4. Do the unwholesome expressions affect the speaker, too? Why? Why not?

C. Engagement Activities:



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

A good baker bakes good cookies.If a good baker bakes good cookies,How many good cookiesCan a good baker bake?

2. Review: Checking of assignment. Change the following statements into question:

1. The victim begged the robbers to spare his life.2. The explorers were attacked by

hostile natives.3. I showed my passport to the

immigrant officer.4. He wants to be an archaeologist

someday.5. The pupil was punished for his

insolent behavior.

3. Motivation:What does technology do to people

now a day? How does it help us especially the artists?

5. Presentation:

GROUP 2: LIGHTS, CAMERA, ACTION!Prepare a skit showing appropriate expression in any of the following scenario:

a. How to reject or refuseb. How to disagree



GROUP 1: DRAW ME!!How will a person look like if

unwholesome expressions will be given to him?.


1. Do you think that unwholesome expressions help a person? Explain your answer through a letter to a friend.

41

Have the pupils read the paragraph.

6. Discussion:What are the tools used by the writers to

write their stories?What other tools are shown in the

selection?Have the pupils read the following

sentences:

A. 1. Do artists use tools in their work?2. Artists use tools in their work.

B. 1. Does technology mean the new tools that people develop to make their jobs and lives easier?

2. Technology means the new tools that people develop to make their jobs and lives easier.

C. 1. Did writers start with quill pens? 2. Writers started with quill pens.

What are the interrogative/questions in the given sentences?

How is interrogative sentence A # 1 changed into declarative sentence? (Do the same questioning for sentence B & C # 1)

Discuss further. (You may use the information given in generalization)

7. Fixing Skills:Direction: Change the following questions into statements.

1. Does father join tennis tournaments regularly?

2. Is winning a tournament exciting?2. Did the boy tear a hole in his new

jacket?3. Did Nancy throw a cover over the

animal cage and ran out?4. Do some guests prefer swimming?

8. GENERALIZATION:How do we change question into

statement?

To change question into statement, invert the position of the subject and

the first word in the verb phrase in the question.

Ex. Are the blue whales the largest animals in existence? (Q)The blue whales are the largest animals in existence. (S)

If the question starts with do or does, the statement uses the simple tense, as in the example below, depending on the number of the subject.

Ex. (Q) Do butterflies love and enjoy sunshine as they alight on flowers with wings erect?S) Butterflies love and enjoy sunshine as they alight on flowers with wings erect.

Ex. (Q) Does the dainty butterfly seek and like unpleasant odor, especially of decaying matter?(S) The dainty butterfly seeks and likes unpleasant odor, especially of decaying matter.

If the question starts with did, the statement uses the simple past tense.

Ex. (Q) Did the rain fall all day, creating big puddles of water on the roads?

(S) The rain fell all day, creating big puddles of water on the roads?


Have them perform the tasks assigned to them.

Technology means the new tools that people develop to make their jobs and lives easier. Artists use tools in their work. These tolls change overtime. Writers, for example, started with quill pens, then fountain pens, before moving on typewriters. Now, most writers use computers. The tolls that painters use have also changed and in some cases improved.

GROUP 1: Transform the following questions

into statements.1. Do many small creatures scamper

among the three?2. Did Ivy run across the wooded land?3. Does a walrus move fast in water?4. Is Belinda from Mindanao?

GROUP 2: Transform the following questions

into statement:1. Should Allan see the doctor now? 2. Has Jazzer been hooked on anime

programs lately?3. Is Marlon leaving tonight for Canada.4. Are they going to present their report

on Monday?42

IV. EVALUATIONA. GOLD: Change the

following questions into statements:

1. Do you work in school?2. Does Jillian work in a bank?3. Is Betty absent?4. Can he swim?5. Did you work in a car park last year?


drill:Have the pupils read the following words:

Voices th vs dthey – daythen – denthy – diethere – dare those – dozethough – doughseethe – seedbreathe – breed

Voice th and d in Phrases

Their days dine with theeThey dare gather the seedsThose dozes bathed in bathThese d’s though the dough

2. Review: Checking of the assignment.

Have the pupils identify the main idea in the paragraph.

Mary Frances loves to watch movies. She even has DVD collection of her favorite movies. On weekends, her parents take her to the mall to see a movie. She is fond of comedy and horror films.

3. Motivation: Have the pupils give examples for the following nouns. (You can make this a sort of game.)

Name of the Game: Give MeThe teacher will ask the pupils

to give her a particular name of the person/place/or things/ that she will provide.

1. Give me 5 names of planets in the solar system.

2. Give me 5 names of body parts.3. Give me 5 names of Asian

countries.

4. Presentation:Study the ideas inside the box and

determine which ones are big ideas and which ones are small ideas.

5. Discussion:What are the big ideas in the given

small ideas?What is a main idea?What are supporting details?What do supporting details give

about the main idea?Discuss further.


Identify the main idea in the selection and give the details that support the main idea.

GROUP 3: Change the following questions into

statements:1. Did Chester practice with the choir this

morning?2. Do children hear the mass every

morning?3. Does Joyce write to her pen pal once a

month?4. Are Precious and Lei listening to their

favorite music?5. Does Laurence bike around the

neighborhood?

GROUP IV:Transform the following statements

into questions:1. Do Mercy and Rosa dig for dirt in the

empty lot?2. Does everyone pitch in to help clean

the lot?3. Do warm blooded animals produce

milk to feed their young.4. Has the whale a hole for breathing

on the top of its head.5. Is the sperm whale the only giant

among the toothed whales?

Mars Camia EarthJasmine Planets JupiterDama de Noche VenusFlowers Ilang-ilang

43

1. Filipinos are ready to help one another especially in times of need. They help one another in building houses. They help one another when there are calamities like floods, earthquakes and volcanic eruptions. Filipinos are very helpful people.

Main Idea: ____________________________________________________________________________________Supporting Details:____________________________________________________________________________________________________________________________________________________

7. GENERALIZATION:What are supporting details?What do supporting details give about

the main idea?

8. APPLICATION:Classify the small ideas inside the box

under the big ideas in the chart below.

relative transportation

Body parts

trees Philippine Provinces

1. 2.3.4.5.

6. 7.8.9.10.

11.12.13.14.15.

16.17.18.19.20.

21.22.23.24.25.

IV. EVALUATION:B. TS: Direction: Identify the main idea

and the supporting details in the selection given:

1. Sleeping is a good way to rest. When you sleep, your muscles relax. Your bodily functions slow down. Your heart

beats a little slower – it odes not work so much. You feel refreshed after sleeping.

2. Clay can be made into many things. It can be made into vases, jars, and cooking pots. It can be made into plates, saucers and cups. It can also be made into figures of people, plants and animals.

V. Assignment:GOLD: Change the following questions into statements:

1. Are crabs experts at disguise? 2. Do collection and sale of corals

destroy the habitat of many sea animals?

3. Did the baby turtles hatch in the sand?

4. Has human and industrial waste been dumped in the sea for years?

5. Does my story beginning provoke interest?

LESSON # 10

I. OBJECTIVES:


listened to.GOLD: 3. Use tag questions.TS: 4. Note significant details in a

selections listened to – setting, main and secondary characters, climax, and ending of the story.

II. SUBJECT MATTER:

GLR: The Old Woman and the Physician GOLD: Tag QuestionsTS: Noting significant details in a

selection.

Reference: 2002 Basic Education CurriculumPELC Speaking 3. 3.2; PELC Reading 3Phoenix 21st Century English 6 p. 153.

Materials: strips of cartolina, index cards

III. PROCEDURE:A. GLR (Genuine Love for Reading)

Ipil-ipil Cebu headBacolod uncle mangroveNeck Batangas DavaoAirplane calesa handsSister acacia jeepneyBoat legs motherArms Pampanga narraCoconut cousin shipFather Mindoro motorcycle

44

1. Drill: Pronunciation drill: Have the pupils recite the tongue twister:A maid with a duster made a furious bluster dusting a bust in the hall,Only to find when the bust was dusted, the bust was busted, the bust was the dust!

2. Motivation:Who helps cure our illness?What does a physician do to us?

3. Unlocking of Difficulties:Fill in the blanks with the word that

best completes each sentence. Choose your answer from the words inside the box.

3. The old woman called an eye doctor and promised him big _____.

4. The physician treated the old lady’s eyes from time to time without the ____ of curing her immediately.

5. When the old woman recovered her eyesight, she realized that her house had been _____.

6. The doctor accused the old woman of ____ payment.

7. The old woman promised to reward the physician of he ____ her eyesight.

10. Motive Question:What did the old woman promise to

the doctor if he could cure her ailment?

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

important details about the story.

THE OLD WOMAN AND THE PHYSICIAN

An old woman, who had become blind, called in a physician and promised him before many people that she would reward him most generously if he could restore her eyesight. However, he was to receive nothing if he did not cure her blindness. Upon agreeing to these conditions, the physician treated the old lady’s eyes from time to time without the intention to make much progress.

In the meantime, he succeeded in carrying off all her goods little by little. After a few weeks, he finally set about his task in earnest and cured her, whereupon he requested his reward. But, when the old woman recovered her eyesight, she saw that her house had been ransacked and continually put off the physician with excuses whenever he demanded payment.

Consequently, he had her summoned before the judges of the court and charged with neglect of payment. In her defense, she said, “What this man says is true enough. I promised to reward him if he restored my sight and give him nothing if he did not. He now maintains that I am cured, but I say just the opposite. When I was first struck by my disease, I could still see all sorts of my furniture and goods in my house. But now, even though he asserts that he has restored my eyesight, I cannot see even a tiny trace of my furniture or my other possessions.

-Adapted from Aesop’s Fables by Jack Zipes

C. Post Reading Activities:1. Answering the motive question:What did the old woman promise

to the doctor if he could cure her ailment?

CT (Critical Thinking)A. Comprehension Check:

1. What was the old woman suffering from?

2. What did the doctor do after every treatment?

3. Divide the class into four groups. Have them perform the task assigned to them.

B. Engagement Activities:

1. What did the physician do when he failed to get the payment for his service? Group 1, present your work.

2. How did the old woman defend her side? Group 2, present your work.

3. Do you think that the old woman’s defense was right? Explain.

4. What is the moral of the story?

reward neglect of ransacked intentionrestored

GROUP 1: DRAW MEWhat did the physician do when he

failed to get the payment for his service?Present your answer through a poster.

45


Have them comment on each group’s presentation.

GOLD (Grammar Oral, Language, Development)

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

words correctly: You may use these words in spelling.

committee occasionappetizer communitynecessity arrangementassembly patternbillboard accommodateoccurrence disappear

2. Review: Checking of assignment.Change the following questions into statements:

1. Are crabs experts at disguise? 2. Do collection and sale of corals

destroy the habitat of many sea animals?

3. Did the baby turtles hatch in the sand?

4. Has human and industrial waste been dumped in the sea for years?

5. Does my story beginning provoke interest?

3. Motivation:

Have you been a class officer before?

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

You have been a class officer before, haven’t you?

You are willing to be a class officer, aren’t you?

You would like to be a Press Relations Officer, wouldn’t you?

You haven’t been a class officer, have you?

You aren’t willing to be a class officer, are you?

You wouldn’t like to be a Press Relations Officer, would you?

Marlon goes to church every Sunday, doesn’t he?

The children play at the park, don’t they?

Sherwin caught a fish yesterday, didn’t he?

5. Discussion:What do you notice of the question

above?How many parts do the questions

have?What is the first part? What is the

second part?How do we call the question part at

the end of the statement?Discuss further. You may use the

information given in the generalization under Remember for the discussion of the topic.

6. Fixing Skills:A. Give the missing parts of these tag

questions:

1. Karl is the head of the group, _____?

2. He hasn’t applied for a job, ______?

3. Some children can’t read aloud, ____?

4. We will attend the meeting, ______?

5. I have the highest score, ________?

B. Tell whether the question tags are right or wrong.

GROUP 2: LIGHTS, CAMERA, ACTION!How did the old woman defend her

side? Make a script and dramatize it to your




2. Do you think that the old woman’s defense was right? Explain.

Pretend that you are the old woman and you are going to write your answer through a letter.

46

____ 1. Filipinos are creative, aren’t they?

____ 2. They can be great artists, can’t they?

____ 3. Science is fascinating, is it?____ 4. There are no plants in the

moon, aren’t there?____ 5. Susan is an artist, isn’t he?

7. GENERALIZATION: What are tag questions?

When do we use tag questions?

REMEMBER:Tag questions are used when the

speaker wants the hearer to agree with him/her or confirm something. A rising intonation on the tag question implies that he or she is not certain.

Tag Questions are questions with two parts. The first part is a statement followed by a question part. Tag questions can be stated in two ways. If the statement is affirmative, the question tag is negative. If the statement part is negative, the question tag is affirmative. The auxiliary is followed by the appropriate subject pronoun.

The following auxiliaries can be used:

am have can shall shouldis has could will mightare had may was weremust

In cases that no auxiliary is present, do and does are used for the simple present depending on the number of subject and did for the simple past.


Have them perform the task assigned to each.

IV. EVALUATION:GOLD: Direction: Add the appropriate tag questions to each statement:

1. You are making cartoon strips of outstanding woman, _____?

2. You mustn’t forget St. Joan of Arc, _____?

3. Sherwin and Karl are brothers, _____?

4. Plants need water, ______?5. Toys and candies catch the

attention of the child, ______?

TS (Transfer Stage)

1. Drill: Pronunciation drill: Have the pupils

read the following pair of words:

GROUP 1: Supply the missing tag questions.(Use a balloon)

1. Those slippers are yours, ________?2. My prayer was answered, _____?3. Vincent isn’t complaining, ____?4. The boys didn’t lose hope, ____?5. People should continue asking help

from God, ______?

GROUP 2: Complete the following tag questions with did and didn’t.

1. The girls danced very well, ____?2. Aurefe wore a beautiful dress, ____?3. The play did not last long, _____?4. Salie sang the song sweetly, ____?5. The boys didn’t help at all, _____?

GROUP 3: Rewrite these sentences with tag question to express past time.

1. Mrs. Francisco teaches music, doesn’t she?

2. We memorize poems in class, don’t we?

3. Myra writes stories, doesn’t she?4. I tell you interesting stories, don’t

I?5. The principal sees everything

fairly, doesn’t she?

GROUP 4: Add the appropriate tag questions to each statement.

1. The Badjaos are sea dwellers, ______?

2. Christian recited very well, _____?3. Narra is our national tree, _____?4. Not all stories are interesting,

____?5. Math is a challenging subject,

_____?

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tin – thin tank – thanktrue – through tie – thightaught – thought team – themetick – thick torn – thorntemple – thimble


3. Motivation: How do you return good things given to you?

4. Presentation: Have the pupils read the paragraph given then answer the questions that followed.

The Dove and the Ant

An ant once fell from the edge of a brook in a forest when a dove stepped on it to drink. The ant floated helplessly, for to it, the little brook was an ocean. The dove saw the poor ant and so she took a blade of grass and threw it towards the ant. The ant drifted ashore on the leaf.

One day, a hunter happened to pass by. Seeing the pretty dove, he set his gun and aimed at the dove. The timely bite of the ant on his heel saved the dove from death.

The dove flew away safely as the ant looked happily.

5. Discussion:Have the pupils answer the following

questions:

1. What is the title of the story?2. Where did the story happen?3. Who are the characters in the story?4. What are the two most important

events that happened in the story?5. What is the ending of the story?

6. Generalization:What are the important elements of

the story?

7. Application:Read the story carefully. Then,

answer the questions that follow.

The Learned Son

A son once returned from the city to his father, who lived in the country.

“We’re moving today,” said the Father. “Take a rake and come and help me.”

But the son was so lazy and did not want to work, so he said, “I’m a scholar and I have forgotten all those peasant words. What is a rake?”

As we walked across the yard, he stepped on a rake that was lying in his way, and it struck him on the forehead. He suddenly seemed to recall what a rake was and, clutching his head, he cried, “What fool left a rake lying here?”

Write the answers on the shirts hanging on the clothesline. (Provide 5 shirts for the answers to the given questions.)

3. What word did the son forget?4. Where did the son come from?5. How did the son recall the word?6. Why doesn’t the son want to

work?7. What were the father and the son

suppose to do that day?

IV. EVALUATION:TS. Read the given short news article. Then answer the questions that follow.

REMEMBER:

A good reader is skilled in noting details and also in selecting details relevant to the main idea. Details usually answer the questions that begin with who, what, when, where and why.

Noting details is determining and identifying the specific parts of a story or selection. To do this, you should be able to identify the important elements of a story: title; characters (primary and secondary); setting; important events (climax); and the

Armed robbers broke into the Equitable Trust Bank in Calapan City yesterday. The security guard was shot dead while a bystander was wounded in the chest. A witness told investigators that four armed men entered the bank while four others acted as look-outs. They got away in a red Toyota Corolla with four million pesos in cash.

48

1. Who broke into the Equitable Trust Bank?

2. Where is the bank located?3. How many men entered the bank?4. Who was killed by the bank robbers?5. How much money were the robbers able

to get?6. What getaway car did they use?

V. ASSIGNMENT:A. GOLD: Supply the missing tag

question:

1. She opened and closed the box repeatedly, ______?

2. Carol and Noel left for Pampanga early in the morning, _______?

3. Adjectives and adverbs are modifiers, _____?

4. I love reading magazines, _____?5. The Filipinos elect their president,

______?

B. TS. Read the paragraph. Then answer the given questions:

Planets are bodies in space which are not luminous. In the solar system, there are nine planets that revolve around the sun. The planet nearest to the sun is Mercury, while the farthest is Pluto (which is considered now as dwarf planet and no longer part of the solar system). Pluto is the smallest planet and the largest is the Jupiter. Earth, the third planet from the sun, is the only planet where life exists.

1. What are planets?2. How many planets are there in the

solar system?3. Where do the planets revolve

around?4. What is the smallest planet and the

farthest from the sun?5. Which of these planets is the largest?

LESSON # 11

I. OBJECTIVES:

GLR: 1. Enjoy listening to a story

CT: 2. Answer questions from the story listened to.

GOLD: 3. Give commands and requests.TS: 4. Give the main idea that is

explicit or implied. II. SUBJECT MATTER:

GLR: Latona and the Frogs GOLD: Giving Commands and RequestsTS: Giving the main idea that is

explicit or implied.

Reference: 2002 BEC Handbook in English PELC Speaking 3. 3.2; PELC Reading 4.1New Dynamic Series in English 6 p. 67English for All Times Lang. p 14 - 23

Materials: strips of cartolina, index cards, pictures for the activities

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

1. Drill: Pronunciation drill:Have the pupils read the following;Three gray greedy geese,Feeding on a weedy piece,The piece was weedyThe geese were greedy,Three gray greedy geese.

2. Motivation:What are the things that you

can share with others?

3. Unlocking of Difficulties:Have the pupils identify the

meaning of the following words by arranging the scrambled letters.

faint alpegreedy hnrguythreaten blulypleaded bgehasten hrury

4. Motive Question:What favor did Latona ask

of the men beside the lake?

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

Let them take down important details about the story.

LATONA AND THE FROGS

REMEMBER:

A good reader is skilled in noting details and also in selecting details relevant to the main idea. Details usually answer the questions that begin with who, what, when, where and why.

Noting details is determining and identifying the specific parts of a story or selection. To do this, you should be able to identify the important elements of a story: title; characters (primary and secondary); setting; important events (climax); and the

49

An old story is told of a Greek goddess whose name was Latona. Once, when the hot sun was shining fiercely upon the fields, Latona went traveling through the land with her two young children. The day grew warmer and warmer, and at last, all three were weary and faint from the heat, and their throats were dry with thirst. The children cried for water, and Latona comforted them as well as she could, saying that surely they should soon come to a stream of fresh cold water, where they could drink and rest.

And sure enough, before too long, they saw in a green valley ahead of them a beautiful lake sparkling in the light. They hastened forward, happy to know that they would soon wet their dry throats and rest from the heat. But as they neared the water, some rude countrymen, who were gathering bushes from the banks of the lake, looked up and saw the thirsty travelers. These countrymen were so greedy that they did not wish to share anything good with strangers, not even anything as plentiful as the water in the lake. As Latona and her two children knelt down at the water’s edge to drink from the sparkling lake, the rude men rushed up to them crying in loud hoarse voices: “Go away! Go away!”

The travelers raised their pale, weary faces and Latona said:” Why do you deny us water? Water is free to everyone, like the sunshine, the air and the sky.”

But the rude men raised their arms threateningly and still cried harshly: “Go away! Go away!”

“We do no harm to you here,” pleaded Latona. ”We do not ask to bathe our weary bodies in the lake. We ask only to cool our parched throats with a drink.”

“No, no,” shouted the cruel men. “Go away! Go away!”

“Only look at these fainting children,” Latone begged them. “See, they stretch out their little arms toward the water. Their throats are so dry that they cannot cry out. A drink will mean life to them.”

But the men, far from pitying the poor children, jumped into the margin of the lake and stirred up the soil from the bottom with their feet till the water was too muddy for the thirstiest traveler to drink. Then Latona in her great anger forgot her thirst and the misery of her children. She remembered that she was a powerful goddess. Lifting up her

hands to heaven, she cried out, “Live you forever in that muddy pool!”

At once, a strange change took place in the forms of the rude men. Their jaws grew wide, their necks disappeared, their backs turned green, and as new-made frogs, they went on jumping about in the muddy water.

And its still their delight to live in water, sometimes with their bodies entirely under the surface, sometimes with their heads above, sometimes swimming about, above, or below the surface. And often, they sit upon the bank, basking in the sun, till with mighty leap they plunge again into the water and stir up the mud at the bottom of the pool. And even now, their voices are hoarse, their throats swell up, their mouths are wide when they cry out in their quarrelsome tones! “Go away! Go away!”

-An Adaptation


What favor did Latona ask of the men beside the lake?


following questions:a. Who is Latona?b. There are many words in the story that

best describe those men beside the lake. How will you describe those men in the lake?

c. Do you think Latona was right to punish them?

d. What was the punishment of Latona to those men in the river? Group 2, present your work.

e. What would you do if you meet people like those men and they do to you what they did to Latona? What punishment would you think is fitting for them? Group 1, present your work.

f. What characteristics of frogs suggest the acts of the rude men? Explain your answer through a letter. Group 3, present your work.

g. What is the moral lesson of the story? Group 4, present your work.

C. Engagement Activities:


What would you do if you meet people like those men and they do to you what they did to Latona? What punishment would you think is fitting for them? Make a script and be ready to act it out.

50

GOLD (Grammar, Oral, Language Development)


words:committee possessreally possibilitysuccession appreciationtomorrow accommodationbeginning narrate

What do these words have in common?

Complete the word with the correct double consonants:

1. begi__ing (opposite of ending)2. na__ate (as in tell a story)3. ba__io (synonymous to village)4. mi__le (in between)5. fe__ow (a companion, a mate)6. tomo__ow (the day after today)7. di__atisfied (not satisfied)8. co__unity (as in group of

people)9. ha__y (opposite of lonely)10. rea__y (as in truly, certainly)

2. Motivation:Have the pupils play a game. Have

them guess the word by answering the clues or meanings given. If one group commits an error, a consequence can be given by the other group. (Group Activity)

a. R__ __ __ A four letter word that means a contest. (RACE)

b. __ __ Y A three letter word that mean shed tears. (CRY)

c. __ O __ A three letter word that means this instant. (NOW)

d. D __ __ __ A four letter word that means a singing partners. (DUET)

e. F __ __ A three letter word that means not close. (FAR)

3. Presentation:Have the pupils read the following sets

of sentences. A

1. Speak up2. Get a glass of water.3. Stand up.4. Wait.5. Carry my luggage.

B1. Please speak up.2. Kindly get a glass of water.3. Please stand up.4. Can you wait?5. Please carry my luggage.

4. Discussion:Which set of sentences express

requests?Which set of sentences express

commands?What polite expressions are used in

the requests?Do the commands appear incomplete?Do they make sense?Discuss further. (You can use the

information given under Generalization)

5. Fixing Skills:

Have the pupils identify whether the following sentences is in the form of command or request.

2. Get up and sell these rice cakes.

3. Please read the given sentence.4. Kindly open your book now.5. Could you clean your room?6. Unload my groceries.7. Give me a glass of juice.8. Please open the door. There is

somebody out there.9. Give me a break.

GROUP 2: DRAW ME

What was the punishment given by Latona to these men? Draw your answer to the question.



GROUP 3: WRITE ME A LETTERWhat characteristics of frogs suggest

the acts of the rude men? Explain your answer through expressing your feelings in a letter.

51

10. Will you go with me to the supermarket?

11. Please open the box for me.

6. GENERALIZATION:What is a command?What is a request?

7. APPLICATION:Have the pupils perform the

different activities given.

IV. EVALUATION:A. GOLD. Direction: Give

a command or request for the given situation:

It was 6:30 in the evening. The electric lights in the neighborhood suddenly went out. Paul and Baden were watching the television. Hans was in the yard talking to some of his friends. The baby was sleeping in the room upstairs. Mother was cooking something in the kitchen. What will Mother tell her children to do?

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

Have the pupils read the following words:

Voices th vs dthey – daythen – denthy – diethere – dare those – dozethough – doughseethe – seedbreathe – breed

Voice th and d in Phrases

Their days dine with theeThey dare gather the seedsThose dozes bathed in bathThese d’s though the dough

2. Review: Checking of the assignment.

Have the pupils identify the main idea in the paragraph.

Mary Frances loves to watch movies. She even has DVD collection of her favorite movies. On weekends, her parents take her to the mall to see a movie. She is fond of comedy and horror films.

3. Motivation:Crossword　Puzzle

ACROSS DOWN

GROUP 2:Study the pictures given. Give five

commands and five requests about the scenes given.

GROUP 1:

Supply the appropriate sentence in the following dialog.

Allyson: (commands Jazzer to turn on the television.)

Jazzer: (request Allyson to open the can of juice for him.)

Allyson: (strongly tells Jazzer to look for her missing doll)

Jazzer: (with humility asks Allyson to pray for his sick friend.)

GROUP 3:Change the following command into

request.

1. Be careful while I’m away.2. Turn off the television when the

program is over.3. Replace the broken chair.4. Talk to her now.5. Catch me if you can.

GROUP 4:Write a command or request that you

might give in the following situations:

1. A woman carrying a heavy basket.2. Mother cooking supper.3. Father planting vegetables.4. Withering plants in the garden5. Sherwin sweeping the floor.

REMEMBER:A sentence that tells someone to do

something is called a command. It ends with a period. It begins with imperative verb.

A sentence that tells someone to do something using the expression please or won’t you at the beginning or ending of the sentence is called a request.

Commands or requests end with a period or questions mark. They may be one-word or two-word or one or more sentences.

52

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

1 1

3

2

3

2

4. PresentationHave the pupils read the given paragraph.

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 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

5. 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?

What is a main idea?What are supporting details?What do supporting details give about

the main idea?Discuss further.


Identify the main idea in the selection and give the details that support the main idea.

1. Filipinos are ready to help one another especially in times of need. They help one another in building houses. They help one another when there are calamities like floods, earthquakes and volcanic eruptions. Filipinos are very helpful people.

Main Idea: ____________________________________________________________________________________

Supporting Details:____________________________________________________________________________________________________________________________________________________

7. GENERALIZATION:What are supporting

details?What do supporting

details give about the main idea?

(Main 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)

8. APPLICATION:What main idea do the following paragraphs imply? Underline the right word in the parenthesis.

1. Sgt. Cruzado was about to enter his tent when he saw one of his comrades lying flat near his post.

53

He quickly reached him. He asked for water and he gave him his reserve water. (merciful, forgiving, brave, friendly)

2. 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)

3. A soldier carried to safety a wounded companion through continuous firing from the enemies.(merciful, brave, sacrificing, reckless)

2. 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.

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 nutrients

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 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.

IV. EVALUATION:B. TS: Direction: Identify the main idea

and the supporting details in the selection given:

1. Sleeping is a good way to rest. When you sleep, your muscles relax. Your bodily functions slow down. Your heart beats a little slower – it odes not work so much. You feel refreshed after sleeping.

4. Clay can be made into many things. It can be made into vases, jars, and cooking pots. It can be made into plates, saucers and cups. It can also be made into figures of people, plants and animals.

V. ASSIGNMENT: A. Give a command or request for the following situation:

1. Faye was left alone in the house with Adriel, his younger brother. Her baby sister was asleep so she started cleaning up the kitchen and at the same time boiling the water for her baby sister’s milk. Adriel is busy cleaning the yard. After a while, Faye heard her baby crying but she was not able to attend to her because the water was boiling. What will she tell to Adriel?

B. Underline the main idea twice and once the supporting details.

Precious and Allyson hang out together all the time. In school, you hardly ever see one of them without the other. I often see them at the mall. They also love to play volleyball and tennis.

54

LESSON # 12

I. OBJECTIVES:GLR: 1. Enjoys listening to a

storyCT: 2. Answers questions from the story

listened to.GOLD: 3. Report commands and requests.TS: 4. Learn some common idioms.

II. SUBJECT MATTER:GLR: Mangosparos and the MonkeysGOLD: Reporting Commands and

RequestsTS: Learning some Common Idioms.

Reference: 2002 Basic Education CurriculumPELC Speaking 3. 3.2; PELC Reading 1.1New Dynamic Series in English 6 p. 120; p. 188 - 192English for All Times Lang. p 14 -

Materials: strips of cartolina, index cards


A. Pre-reading Activities1. Drill: Pronunciation drill

Have the pupils recite the following verse:Amidst the mists and coldest frosts,With barest wrists and stoutest boasts,He thrusts his fists against the posts,And still insists he sees the ghosts.

2. Motivation:What do monkeys love to eat?

3. Unlocking of Difficulties:A. Match the words in column A

with their proper meanings in column B.A B

___1. affected a. hopelessness___2. plea b. rigid, numb___3. spare c. bothered___4. desperation d. request___5. stiff e. reserve

B. Select the right word in Set A to complete the sentence.

1. President Aquino made a _______ for peace during Christmas Season.

2. Baguio and Nueva Ecija were mostly ______ by the July 16, 1990 earthquake.

3. Mr. Francisco asked the receptionist to _____ a seat for him in the convention hall.

4. People began to evacuate their homes out of ______.

5. He tried to move his _____ hands.

5. Motive Question:What did Mangosparos ask the

monkeys to do?

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

using the DRTA (Direct reading thinking activity)

MANGOSPAROS AND THE MONKEYS

Once there was a man named Mangosparos. He and his wife lived near a forest. Mangosparos grew bananas. You could find many kinds of bananas in his yard – such as yellow bananas, green bananas and even red bananas.

His banana plantation attracted the monkeys living in the forest. They trooped in Mangosparos yard, climbed up the banana trees and ate all the ripe fruits.

At first, Mangosparos and his wife were not affected by the monkeys. They could still keep some fruits for themselves. But somehow, more monkeys came and feasted upon the bananas. Soon enough, the couple could hardly have bananas for themselves.

One morning, while the monkeys were eating bananas, Mangosparos approached them and politely requested them to leave some bananas for himself and his wife. But the animals laughed at him. They ignored his request by saying;”You may have planted the banana trees but does not mean that you should also eat their fruit.”

Mangosparos continued to plead the monkeys to spare some bananas for him and his wife, but his plea was ignored all the time.

In his anger, Mangosparos started setting traps for the animals. He threw stones at them and shot them with bows and arrows. But still, the monkeys came and stole bananas. Out of desperation, the couple thought of a plan on how to save the bananas and get rid of the monkeys.

One early morning, the monkeys were awakened from their sleep by the

55

loud wailing of Mangosparos’ wife. “Ai! Mangosparos is dead! Poor Mangosparos is dead! – Gone is the planter of banana! – Neighbors, come and see his body, for you will never see him again – Hu! Hu! Hu!”

The monkeys talked among themselves. “Listen! The old woman says that Mangosparos is dead – His wife is crying over him!” Another hush of noise started within them. “Come, let’s go and see for ourselves. If he is dead, no one will ever bother us again.”

They all rushed to Mangosparos’ place and found the windows shut and bolted. They climbed up the ladder and entered through the narrow door. They saw the woman crying over the husband, who lay stiff and still on a straw mat. The monkeys were overjoyed at this, “We will never be bothered by that cruel man again. We now all have the bananas for ourselves.”

Little did they know that Mangosparos was still alive and breathing. He and his wife were just acting as if he was really dead.

As soon as all the monkeys gathered inside the house, Mangosparos’ wife quickly bolted the door. At that instant, Mangosparos rose and took a bolo which he hid at his side. His wife brought out another bolo and in a few moments, all the monkeys trapped inside their house were dead.

Mangosparos and his wife finally got rid of the abusive monkeys.

-Adapted

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

What did Mangosparos ask the monkeys to do?

2. Comprehension Check:a. What did Mangosparos grow in

his yard?b. What was the reaction of the

monkey when Mangosparos asked them to spare some bananas for him and his wife?

c. How did Mangosparos initially deal with the monkeys?

d. How did Mangosparos and his wife finally get rid of the monkeys?

e. Would you justify the killing of the monkeys? Why or why not?


Have the pupils perform the different activities assigned to them.

Allow the pupils to perform the activities under time limit.

GOLD (Grammar Oral Language Development)

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

verse:

She sells seashells in the seashore,If she sells seashells in the seashore,Where’s the seashells she sells in the seashore?

2. Review: Checking of assignment:Give a command or request for

the following situation:

Faye was left alone in the house with Adriel, his younger brother. Her baby sister was asleep so she started cleaning up the kitchen and at the same time boiling the water for her baby sister’s milk. Adriel is busy cleaning the yard. After a while, Faye heard her baby crying but she was not able to attend to



GROUP 2: DRAW ME






56

her because the water was boiling. What will she tell to Adriel?

3. Motivation:Play the game: I pass the

message.

The teacher will give each group a passage and then one by one, they are going to pass the message to the group. The last pupil of the group will be the one to echo the message given. The group with the correct message relayed will win the game.


sentences. (To be written on strips of cartolina)

a. Mother said, “Replace the broken bulb, Kyle.”

b. Mother told Kyle to replace the broken bulb.

c. Miss Castro said, “Please erase the writings on the board, Tricia.”

d. Miss Castro asked Tricia to erase the writings on the board.

5. Discussion:What are the exact words of mother?What are the punctuation marks

used?What happened to the exact words of

the speaker in sentence A when it was reported in sentence B?

What word is used instead of said?(Do the same questioning in sentence

C and D.)Discuss further. (You may use the

information given under GENERALIZATION)

6. Fixing Skills:Can you change the following into

reported commands or requests?

1. Mother said,” Alex, fetch some water for the hogs.”

2. Mrs. Pedraza said, “Class, bring some nails for your picture frames tomorrow.”

3. “Cook banana cue for our snack, Dianna,” Father said.

4. “Please help me with this heavy load, Karl,” the old woman said.

5. “Class, please arrange your chairs now,” said Mrs. Francisco.

7. GENERALIZATION:How do we change command into a reported one?How do we change request into a reported one?

REMEMBER:

The exact words of the speaker are enclosed in quotation marks. They are introduced by the quotation tag. Told is used when the sentence being reported is a command. It is also called a reported command. In a reported command or request, the quotation marks and commas are dropped. The infinitive to introduces the imperative verb.

The exact words of a speaker in a request tell someone to do something using the expressions please or won’t you. They are also enclosed in quotation marks. Asked is used when the sentence being reported is a request. It is also called a reported request. The “infinitive to” introduces the imperative verb. 8. APPLICATION:

Group Activity:Have the pupils do the following

activities:

GROUP 1:Write a reported command or request for

each of the following reminders.1. Agnes said, “Dan, be home before

six.”2. The bill collector said, “Give the

electric bill to your mother, Rio.”3. Mrs. Merano said, “Please pay the

bill for me John.”4. Jamaica said, “Please take our

computer to the repair shop, Jester.”5. Aurefe said, “Please move the

electric fan to the left, Bong.”

GROUP 2:Write a reported command or

request.1. The doctor said, “Mr. Castillo, avoid

staying in air conditioned rooms.”2. Mr. Sison said, “Mike, have your

father’s transistor radio fixed.”3. Mother said, “Please give me some

of your orange juice, Gale.”4. Donna said, “Please take your

medicine now, Mr. Garcia.”57

IV. EVALUATION:A. GOLD: Write a reported command

or request for the following:

1. Myra said, “Read the story carefully, Jane.”2. Ramona said, “Take care of your

brother, James.”3. Lisa said, “Please stop playing with

your guitar, Serj.”4. Mrs. Tolentino said, “Children, be

alert wherever you are.”5. Mona said, “Girls, please put the

baby to sleep.

TS (Transfer Stage)

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

following verses:

If a shipshape ship shop stocksSix shipshape shop-soiled ships,How many shipshape shop-soiled ships

2. Motivation Children, listen how I speak to you!

(The teacher speaks with a very loud voice saying: Children, listen to me! Then in a gentle manner, say again the same words.) Which way do you like me to speak? Why?

Let us say it together in two ways. Which way do like to say it? Why?

3. Unlocking of Difficulties - Hidden Words -

Find the word described by the phrases from the row of letters at the left. Encircle the word you find within.

a. raharshlmo – irritating; offensiveb. daccentson - a modulation of the

voicec. caremaingep – to remember; to

stayd. msgrievetlos - fail; cause pain;

sadnesse. thecare-wornte - harassed with

troubles or worries

f. meatdepartment – to leave; to go away

g. reneternityork – endless or limitless time

h. armarke – to inflict serious bodily harm on; destroy

(Answer: harsh; accent; grieve; worn; depart; eternity; mark)

B. Development of Lesson1. Presentation

Reading of the poem by the teacher/pupils

What is the message of the poem?(on a chart)

SPEAK GENTLY David Bates

Speak gently; it is better farTo rule by love than fear,Speak gently; let no harsh word marThe good we may do here.

Speak gently to the little child;It’s love be sure to gain;Teach it in accents soft and mild,It may not long remain.

Speak gently to the aged one;Grieve not the care-worn heart,

GROUP 3:Being the youngest in the family, John is always reminded by his brothers and sisters to do some things. Here are some of their reminders. Change each reminder into a reported form.

1. Dave: “Sweep the floor, John.”2. Ingrid: “Please do your Science

experiment right away.”3. Marlyn: “Please dust the furniture.”4. Jillian: “Stop playing with the switch.”5. Vince: “Please be careful in cleaning

the electric appliances.”

GROUP 4:Write three commands which are

likely to be given in the situation:

Bert and his father were on their way to school in a bus. They were suddenly caught in a traffic jam. A jeepney, few meters ahead of them broke down. A policeman was directing the jeepney drivers, bus drivers, and the car owners on what to do.

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Whose sands of life are nearly run;Let such in peace depart.

Speak gently; it’s a little thingDropped in the heart’s deep well;The good the joy that it may bring

Eternity shall tell.

2. Discussions:a.What is the poem all about?b. What do the following phrases

mean?

…‘Tis a little thing dropped in the heart’s deep well

… rule by love; rule by fear… it’s love be sure to gain… teach in accents soft and mild… care-worn heart… sands of life are nearly run… let such in peace depart… heart’s deep well… eternity shall tell

c. How do we learn the meaning of each phrase? What help us understand it?

d. We learn the meaning of phrases through the context of the poem. These phrases are called idioms.

e. What are the importances of idioms?

3. Generalization What are idioms?

Idioms are words/phrases used in a way that is different from the usual dictionary meaning of each word that makes it up. Idioms can liven up your writing. To figure out the meaning of idioms, use context clues and individual word meanings.

4. Application Activity 1

Read and analyze the sentences. Underline the idioms used in each.

1. The foreigner can easily get along with the native.

2. The sampaguita in your car gives off a sweet smell.

3. Eden has a very attractive getup.4. My mother looks forward to the coming

of my sister from Hawaii.5. We have to look up to our parents.

Activity 2:

Read each of the sentences and put an (x) mark on the blank beside the phrase which fit the underlined part of the sentence.

1. Francis ran from third base to home plate like a flash. __angrily __in bright light __with great speed

2. Edgar’s heart was in his mouth while the votes were being counted.

__ Edgar’s stomach felt angry __ Edgar’s heart had a pain

__ Edgar felt very anxious

3. “That is big talk for a little boy”, said the father. __a long speech __bold talk__ using long words

4. Thomas inched his way across the raft to the rope.__ moved an inched at a time __ counted each inch of the way__ crept very slowly

5. Evelyn is counting on her friends to finish the project. __ is numbering__ is adding the number of__ is depending upon

2. Enrichment Activity

Complete the sentences with the appropriate

idiom in the box.

1. The truth will always ___________.2. The streets are flooded, it’s

___________.3. She was born to a ___________.

She never had any problem with money.

4. My sister will ___________ me for a visit.

raining cats and dogswell-to-do familycall on come to lightcleared the air rubbed elbows

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5. The president ____________ between Jose de Venecia and Benjamin Abalos.

IV. Evaluation Put your “heart” on the right place.

T wears his heart on his sleeve

R heart to heartE have hearts of stoneH to lose heartA by heart

1. When you try and fail, it is easy ___________.

2. They must ___________ to say no to the kitten’s cries.

3. Good actors know their lines ____________, so their acting is great.

4. Moon and I had a ____________ talk about the problem.

5. Todd cares so much for Jill that he _____________.

V. Assignment A. GOLD: Change the following into a reported command or request.

1. Mrs. Ante said, “Submit your project on time, Ralph.”

2. Marlon said, “Please call me when you reach your destination, Adie.”

3. Vic said, “Give me the guitar, Boyet.”

4. Karl said, “Please turn off the radio, Andrei.”

5. Father said, “Paint the walls white, Jessie.”

B. TS. Give the meaning of the idioms in each sentence and use it in a sentence.

1. The fatal blow of Kid Kidlat killed his opponent.

2. The cold war between the girls was reported by the boys to their teacher.

3. Our teacher put end to the negative relationship of the girls.

4. Her beauty made her standout in the crowd.

5. My allowance was cut down by my mother because I overspent my pocket money.

LESSON # 13

I. OBJECTIVES:


listened to.GOLD: 3. Give accurate announcements.TS: 4. State the main idea of a

paragraph that is explicit or implied.

II. SUBJECT MATTER:

GLR: The Story of Our FlagGOLD: Giving Accurate

AnnouncementsTS: Stating the main idea of a

paragraph that is explicit or implied.

Reference: 2002 Basic Education CurriculumPELC Speaking 2; PELC Reading 4.2Reading for Meaning 5 p. 27Reading Links p.English for You and Me Reading


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

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

The Vowel /ey/

gate steakcake breakbass greatflake weightradio freighttail reignplain preystay theypray gauge.

2. Motivation:

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Do you know where our flag started?Do you know who made our first flag?

3. Vocabulary Development:Have the pupils know the


a. symbolize

b. struggle

c. freedom

d. progress

e. hauled

4. Motive Question:On what event was our flag made to

fly with its red field up?

B. During Reading Activities:Have the pupils listen

to the story. Let them take down important details about the story.

The Story of Our Flag

If our flag could talk, this is the story that it would tell.

I am the Philippine Flag. My life has been both sad and happy. I symbolize the many struggles undergone by the country to be free. My ardent hope is to remain a symbol of unity of all the Filipino in the whole archipelago. If there is unity among Filipinos, then there will be progress throughout the nation.

I was sewn in Hongkong by Marcela Agoncillo, Lorenza Agoncillo and Delfina Natividad. Then I was brought home to the country.

I was first raised in Kawit, Cavite on June 12, 1898 when Philippine Independence was declared. General Emilio Aguinaldo was named first President of the Philippine Republic. But

this did not last long because the Americans took over the country. During the early part of the American Occupation, I was not allowed to fly again.

I flew together with the American flag when the Commonwealth government was declared in 1935. President Manuel L. Quezon became President of the Philippine Commonwealth.

On December 8, 1941, World War II broke out and I flew with my red field up. I was hauled together with the American flag. The Japanese flag was raised and this marked the Japanese rule in the country. This lasted for almost five years.

The American liberation forces under General Douglas MacArthur landed in Leyte on October 20, 1944. I was taken out of my hiding place and was raised again in Tacloban, side by side with the American flag.

America granted full independence to the country on July 4, 1946. In the ceremony that marked this important event, the American flag was lowered while I was raised. From that day onward, I have always flown alone to show that my country is free.

Reading for Meaning 5 p. 27

CT. CRITICAL THINKING:C. Post Reading Activities:

1. Answering the motive question.On what event was our flag

made to fly with its red field up?


following questions:a. Where was the Philippine flag

made?b. Who sewed it?c. Where and when the Philippine

flag was first raised?d. What was the occasion?e. How many years had the

Philippine flag not been allowed to fly?

r p r st

f h

l i e r y

g r w h

da g g

d

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f. Give the number of years that the Philippine flag flew with the American flag.

g. How many years have the Philippine flag been flying alone?

3. Engagement Activities:Have the pupils perform the

following activities.

GROUP 1: USING A TIME LINE

Below are significant dates in “The Story of our Flag.” Use a vertical time line to show the important dates and historical events mentioned in the selection.

June 12, 1898 October 20, 1944

July 4, 1946 December 8, 1941

1912 1935

Dates Events

June 12, 1898

Allow the pupils to perform the activities under limited time.


1. Drill: Pronunciation drill: Have the pupils listen as the

teacher says the following words and phrases. Note that both –p and –t are sounded.

kept slept adoptapt adapt creptwept abrupt accept

in rapt attentionwept and sleptadapt to the environmentan apt quotationkept some souvenirsaccept the abrupt chnages

2. Review: Change the following into a

reported command or request.

1. Mrs. Ante said, “Submit your project on time, Ralph.”

2. Marlon said, “Please call me when you reach your destination, Adie.”

3. Vic said, “Give me the guitar, Boyet.”

4. Karl said, “Please turn off the radio, Andrei.”

5. Father said, “Paint the walls white, Jessie.”

3. Motivation:Do you make it a habit to read the

bulletin board in school? Why is it important to read the bulletin board every day?


following announcements given. Have the pupils note the two different styles of giving announcement.




Write a letter to Gen Emilio Aguinaldo for bringing freedom to the Philippines.

GROUP 4: DRAW ME

Draw the Philippine Flag. Color it correctly.

What: MeetingWho: Glee ClubWhere: Rm. 201When: Oct. 5, 2010;

2:00 p.m.Why: Discuss plans for a benefit show.

The National Heroes Memorial club will present a play on the life of Jose Rizal at the school auditorium on Thursday, October 16, 2010 at four-thirty in the afternoon. Tickets are available at Room 101.

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5. Discussion:What information does each

announcement give?Why is this information necessary?What information was included in

the announcement? What is the purpose of the

announcement?Discuss further.

6. Fixing Skills:A. Study the given announcement. Write an announcement similar to what is given in the example.

B. Read the announcement and answer the questions that follow:

1. What is the purpose of this announcement?

2. Who is holding the contest?3. What is the contest?4. When and where will the meeting be

held?5. Is the announcme4nt complete, clear and

straight to the point?

7. GENERALIZATION:

What are the important things that we should remember in giving an announcement?

REMEMBER:In cases of impending disasters,

important upcoming events such as field trip, contest, a tryout for singing, drama , or sports and other, or appeals, announcements should be made. Giving out announcements is very important. It tells people what they should know.

An announcement should be:

Clear and complete with the necessary information.

Brief and direct to the point. Attractive and noticeable Remember to tell what, who, when,

where – and in some cases why.

8. APPLICATION:Have the pupils write an

announcement.

The National Heroes Memorial club will present a play on the life of Jose Rizal at the school auditorium on Thursday, October 16, 2010 at four-thirty in the afternoon. Tickets are available at Room 101.

What’s Up?

The Young Writer’s Club will have a filed trip to the historic Kawit, Cavite on November 8, 2010.

Fee is P250 including transportation and entrance fee.

Bring packed lunch and snacks.

Assembly place is at the school ground at 6:00 a.m. See you

GROUP 1:

Write an announcement about an Upcoming “Dance for a Cause” party in your school.

GROUP 2:

Write an announcement about the Requirements for Boy Scouts/Girl Scouts organization in your school.

GROUP 3:Write an announcement

using the following important details.

United Nation’s Day Parade and ProgramOctober 16, 20107:00 a.m. – 10:00 a.m.Provincial Capitol Parade GroundAttire: National costumes of different countriesAll pupilsGROUP 4:

Write an announcement in paragraph form about a science quiz bee.

The Grade V English Club will hold its Spelling Contest on February 12, Tuesday. Please proceed to Room 103 at 3:00 P.M.

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IV. EVALUATION: GOLD: Direction: Write an announcement in two different styles of giving an announcement. Choose one from any of the following:

1. an art contest2. a fire and earthquake drill3. a spelling contest4. invitation for young journalists club

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

How do you spell a word which has a root word

ending in –ce or –ge and has a suffix beginning with a or o?

A good rule to remember is to keep the -e before adding the suffix except in words like gracious and ridiculous.

Have the pupils read and study the following words. (You may use these words in spelling drill)

trace – traceablenotice - noticeableservice – serviceablechange – changeablemanage – manageableknowledge – knowledgeableoutrage – outrageoushide – hideouscourage – courageousadvantage - advantageous


3. Motivation:What does a cow give us?

4. Presentation:Have the pupils read the paragraph given;

A cow is a useful animal. It gives us milk. From its flesh, we get meat. It gives us leather from its skin.

5. Discussion:Where is the main idea found?What is a main idea?Discuss further.

6. Fixing Skills:A. Have the pupils read the paragraph

then answer the questions given:

Hurricanes are enormous, powerful storms. When a hurricane strikes, trees are uprooted, buildings are flattened, and rain falls on large areas. A hurricane can travel hundreds of miles and can last eighteen or more hours. The winds can blow at the speed of 130 to 150 miles (209) to 241 kilometers) per hour.

1. What is the topic of the paragraph?

2. Which sentences states the topic of the paragraph?

Fill in the inverted pyramid on the details of the paragraph.

Main Idea:

B. Read the paragraph and then fill the diagram below.

Main IdeaA cow is a useful animal.

DetailGives us milk

DetailGives us meat

DetailGives us leather

Good health habits are always of service. They keep the body in good health condition. They ward off diseases. With their aid, the person becomes energetic and sound in body.

Main Idea

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8. GENERALIZATION:

What is a main idea?

REMEMBER:

Main Idea tells what the story is mostly about. Usually the main idea is the key sentence of a paragraph. It is the most important idea or the main point in a paragraph or in the story.

9. Application:Read the paragraph. Find the main

idea of the paragraph.

IV. EVALUATION:TS. Direction: Read the given paragraphs. Find the main idea of each paragraph then write it on the first blank. Write the details on the other lines.

1. The intelligence of the elephant has long been known. Given a set task, it immediately proceeds to get it done. A single command is sufficient to make it understand. The elephant is man’s most reasoning friend.

Main Idea: ___________________________Details:

1. ___________________________2. __________________________3. __________________________4. __________________________

2. It pays to be kind to animals. They are helpless and in many cases hungry. In gratitude, they will return double love. They become true friends.

Main Idea: ___________________________Details: 1. ___________________________2.__________________________3. _______________________4. __________________________

V. ASSIGNMENT: A. GOLD. Direction: Make an announcement. Choose from any of the following suggestions:

a. about a badminton championship game.

b. Invitation to an art clubc. A singing contest

B.TS. Read the given paragraph. Find the main idea of the paragraph then write it on the first blank. Write the details on the other lines.

Main Idea: ___________________________Details: 1. ___________________________2.__________________________

3._________________________4._________________________

LESSON # 14

I. OBJECTIVES:

Detail Detail

Detail

Trees are very important. They give us shade. They give us food, fuel and medicines. They make the places around us beautiful. They also give us lumber.

Some plants can protect themselves from people and animals. Roses protect themselves by the thorns in their stems. Some plants have a bad smell that keeps children and animals away from them. Other plants have fine hair that makes those who touch them itchy.

The Muslims carve their furniture. They carve parts of their houses. They carve their boats. They carve vases and jewelry. They carve on gold, silver, bronze and brass. Carving was well-developed long ago among the Muslims.

65


listened to.GOLD: 3. Read orally poems cast for a

verse choir.TS: 4. Write a composition showing

introduction, body and conclusion

II. SUBJECT MATTER:

GLR: The Pot of GoldGOLD: Reading Orally Poems Cast for a

Verse ChoirTS: Writing Composition Showing

Introduction, Body and Conclusion

Reference: 2002 Basic Education CurriculumPELC Speaking 4.1; PELC Writing 1New Dynamic Series p 173Explore Your World Through Language and Literature pp 34 - 35




The timid candidate was Nick./Though inarticulate he was quick/With quips of wisdom that intimidate/The businessman,/ the pirate,/ and the delegate!//

2. Motivation: What do you do if you want to

achieve something?

3. Vocabulary Development:Have the pupils read the

following:

a. pot of gold (through drawing)b. forestc. fairyd. firewood

4. Motive Question:Have the pupils formulate

their own questions about the story they will listen.


Have the pupils listen as the teacher reads the story.

THE POT OF GOLD

Berto and his mother lived in the forest. They worked hard every day. Berto cut firewood and sold them in them market. He had to walk several miles to reach the nearest village where he could sell the firewood.

“I want to play. I want to play all day. I don’t want to work.” Berto said to himself on his way home.

One day, Berto told his mother, “I want to be rich.”

“Then you have to work very hard,” answered Mother.

“But I’m tired of working all day. I want to play,” complained Berto.

“How can you become rich if you will only play all day?” asked Mother.

“Oh, I wish I had a fairy friend,” he said. “I’ll go to her and ask for some gold.”

“Ask her some gold? You work, my son,” Mother said. “That’s the way to get rich.”

The next day, Berto went into the forest to gather firewood. Again, he said to himself, “I wish I had a fairy friend.” Just then, a lovely lady dressed in white appeared to him. It was a Fairy!

“What do you want?” the Fairy asked.

“Oh, good Fairy,” said Berto., “I want a pot of gold.”

“A pot of gold? Come,” the Fairy said to Berto.

Berto was very happy. “I will have a pot of gold. I will play. I will play all day. I will not work,” said Berto.

“Close your eyes,” the fairy said. “Now, open them.”

66

Berto saw many, many trees.

The Fairy pointed to a tree.

“See that tree with a mark? It has a round white mark. Dig under the tree. You’ll find your pot of gold.”

Then the fairy disappeared.

“Good fairy, where are you?” Berto shouted.

Good Fairy was gone.

“How many trees there are! Why, every tree has a mark! Every tree has a round white mark,” he wondered.

Berto could not find his tree. How sad he was.

He went home to his mother. He was very sad. Berto said, “You’re right, Mother. I cannot ask for gold. I will work. Then, I’ll be rich.”

-Adapted

CT. CRITICAL THINKING:C. POST READING ACTIVITIES:

1. Answering the motive questions.

6. Comprehension Check: Have the pupils answer the


a. Where did Berto and his Mother live?

b. What did he want to do?c. What did he tell his mother?d. What was the advice of his

mother?e. Who appeared to Berto in the

forest?f. What did Berto ask from the

fairy?g. Did the fairy give what he

wanted?h. What did Berto realize after the

fairy disappeared?3. Engagement Activities:

Have the pupils perform the following activities under limited time.

GOLD: (Grammar, Oral, Language

Development)

1. Drill: pronunciation drill: Have the pupils read the

given verse drill.

Monica Hue has a unique menu/Says she during a museum interview/Monica Hue’s menu wins rave reviews/Its main course is humor/That rescues and renews!//

2. Review: Checking of assignment.3. Motivation:

How does a baby cry?How does a youth cry?What is the difference of

the cry of the youth to that of the cry of a baby?

4. Presentation:Have the pupils read the

poem entitled: The Cry of Youth

THE CRY OF YOUTH Raul Manglapus

MEDIUM: The cry of youth is no longer the cry of the crib.

DARK: The cry of youth is the summons to act, to build, to labor,


Suppose that you have a fairy friend, write her a letter telling about your wish.

GROUP 2: DRAW ME

What do you consider to be the most wonderful thing in this world? Draw it and color your drawing.GROUP 3: LIGHTS, CAMERA, ACTION!


GROUP 4: WRITE A SONG!


67

LIGHT: to dream if you will, but it is cry that will be heard.

MEDIUM: I am youth,

DARK: I am he,

LIGHT: I am she who dreams,

DARK: but who shall make your dreams come true?

MEDIUM: I am he,

LIGHT: I am she who shall take the green pastures,

DARK: the gold of your hills, the might of your rivers,

MEDIUM: fashion them with my hands,

LIGHT: my heart, my mind and transform them into life and power.

DARK: I am he,

LIGHT: I am she who has a passion to build,

DARK: who shall take this structure which you will someday bequeath to me.

MEDIUM: breathe into it the warmth of my ideals,

LIGHT: build it firm and higher into the stars until the universe shall know of its strength,

DARK: I am he,

LIGHT: I am she who shall think,

MEDIUM: work, act, until that figure on the ricefield,

DARK: that erect and fearless form of dignity shall be found on every field and every valley of this land.

DARK: I am a laborer.

MEDIUM: I am a builder.

LIGHT: I am a dreamer.

ALL: I AM YOUTH. HEED ME FOR THE FUTURE IS MINE.

5. Discussion:Have the pupils read the poem

correctly. The teacher reads first the pupils try to imitate the correct way of reading the poem cast for verse choir.

Discuss further how to read the poem. The teacher models an interpretation of the poem for the pupils. Have them glance at the poem every now and then, but should maintain eye contact with the audience.

Discuss further.

6. Fixing Skills:Have the pupils read the poem with

correct diction, pronunciation and with proper interpretation.

7. Generalization: How do we read poem cast for a verse choir?

In reading poem cast for verse choir, one should remember the following:

1. Pronunciation, phrasing, blending and intonation should be as polished as possible.

2. There must be a variety of expression, tempo, volume, etc.

3. The different voice groups in the choir should know their respective cues --- where to begin and end.

4. Gestures, kept down to minimum, should be meaningful and well-executed.

5. Music and sound effects may be used to enhance the presentation.

6. A conductor should lead the choir. (The conductor may be a pupils or the teacher her/himself)

8. Application:The teacher forms two teams. Have

each team perform and read the same poem correctly.

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IV. EALUATION:Oral evaluation: Given the criteria,

have the group read the same poem given correctly. Discuss thoroughly the criteria to be given to the pupils:

POEM INTERPRETATION CAST FOR VERSE CHOIR

Group:_________________ Rating: ________General Comment: ( ) Excellent

( ) Very Good( ) Good( ) Fair

( ) Needs Intensive Practice

Criteria: Maximum Points

1. Volume and Quality of Voice…………………………………10

2. Expression……………………………203. Phrasing, Blending and Intonation…..

204. Diction……………………………….205. Posture………………………………106. Audience Rapport (eye contact and ability to command attention)…………………………………107. Poise ( ease of manner)……………….10

Total Points 100%

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

Have the pupils read the following word drill.

/ae/ and aMAT – MART

lad – lard back - barkcat – cart mash - marshbad – bard chat - charthat – heart Sam - psalmban – barn badge - bargeham – harm shack - sharkPam – palm match - marchpat – part patch - parchDan – darn stack - starkLads – large

2. Review: Checking of assignment:

3. Motivation:How do humans communicate with each other?

4. Presentation:Have the pupils read the paragraph

given:

COMMUNICATIONHumans communicate with each

other every day using sounds and body movements. Most commonly, we share information about the world around us through spoken languages. These are special sounds we make to represent objects, actions, numbers, colors and other features.

We use our brains to remember words, put them in the correct order, and make the larynx, or voice box, produce the correct sounds. If a person is unable to speak, he or she can communicate in other ways, often by using sign language. We also have written and pictorial language, which are signs, symbols, and squiggles that represent spoken words.

The whole body works together to help us convey our innermost thoughts and feelings through language.

5. Discussion:What is a paragraph?What are the three parts of a

paragraph?What does the beginning sentence

tell us? Do the middle sentence develop

the though of the beginning sentence?What is the ending sentence?Discuss further.

6. Fixing Skills:Write a short paragraph about your

ideal person. Paste the picture (or if not available, draw him/her) inside the box.

_______________________________________________________________________________________________________________________________________

7. GENERALIZATION:What is a paragraph?

PASTE PICTURE HERE

69

What are the three parts of a paragraph?

8. Application:

Think of a topic of your interest. Write a descriptive paragraph about it.

IV. EVALUATION: Write a paragraph showing the introduction, body and the conclusion of your paragraph. Choose from any of the following topics.

A. Interesting place that you have visited.A. Favorite food.B. Interesting hobby.C. Interesting person

V. Assignment:GOLD: Have the pupils be ready to present their oral presentation of the poem given to them.

TS: Have the pupils write a descriptive paragraph from the topics which were not chosen.

LESSON # 15

I. OBJECTIVES:

GLR: 1. Enjoy listening to a story

CT: 2. Answer questions from the story listened to.

GOLD: 3. Give a report based from an observation.

TS. 4. Write a model composition through a diary/journal.

II. SUBJECT MATTER:

GLR: How the Turtle Saved Its LifeGOLD: Giving a report based from an

observation.TS: Writing a model composition

through a diary/ journal.

References: 2002 Basic Education CurriculumPELC Speaking 2.1.1; PELC Writing 3.3Enjoying Workbook in English pp. 82 - 83Explore Your World Through Language and Literature pp 34 – 35




Some cats went to a ranch,/Wearing belts and hats/Which belonged to the coach/Who led a putsch.//The coach wanted to catch the cats/Wearing his belts and hats;/But the cats lead a putsch/And caught the coach instead!//

2. Motivation: Why is it important to be

smart? Do you think being smart will

lead you to a better place?

3. Vocabulary Development:Have the pupils identify the


a. courtyard (patio)b. raftsc. delighted (happy)d. demone. dreadful (terrible)

REMEMBER:

A paragraph is a group of closely related sentences that develops one topic. The paragraph is made up of three parts:

1. The beginning sentence or the introduction attracts the attention and gives and idea of what is to follow.

2. The middle sentence or the body develops the thought given in the first sentence.

3. The ending sentence or the conclusion either tells us the last thing that happen or summarizes what has been written in the middle sentence.

70

4. Motive Question:Have the pupils organize or

create their own questions about the story.

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

reads the story.

How the Turtle Saved Its Life

A king once had a lake made in the courtyard for the two young princess to play in. They swam about in it, and sailed their boats and rafts on it. One day, the king told them he had asked the men to put some fish in the lake.

Off the boys ran to see the fish. Now, along with the fish was a turtle. The boys were delighted with the fish, but they have never seen a turtle. They were afraid of it; thinking it was a demon. They ran back to their father crying, “There is a demon on the bank of the lake.”

The king ordered his men to catch the demon and bring it to the palace. When the turtle was brought in, the boys cried and ran away.

The king was very fond of his sons, so he ordered the men who brought the turtle to kill it.

“How shall we kill it?” they asked.

“Pound it to powder,” said someone.

“Bake it over a bed of hot coals,” said another.

So one plan after another was spoken of. Then an old man who had always been afraid of the water said, “Throw the thing into the lake where it flows out over the rocks into the river. Then, it will surely be killed.”

When the turtle heard what the old man said, he thrust out his head and asked, “Friend, what have I done that you should do such a dreadful things to me? The other plans were bad enough, but to throw me into the lake! Don’t speak of such cruel thing!”

When the king heard what the turtle said, he told his men to take the turtle at once and throw it into the lake.

The turtle laughed to himself as he slid down the river to his old home. “Good!” he said,” those people who do not know how safe I am in the water.”

CT. CRITICAL THINKINGA. Post Reading Activities:1. Answering the motive questions.



1. Why did the king have a lake made in the courtyard?

2. What did he order to be placed in the lake?

3. What did the king’s sons say when they saw the turtle?

4. Why did the king decide to have the turtle killed?

5. Did the turtle die? Why?


following activities given:

GROUP 1:Recreate the events that took place

in the story. Fill in the episodal web.

GROUP 2: Value Chart:Fill in the value chart with the

values you may have learned from the characters in the story.

How the Turtle Saved Its Life

1

27

6

3

54

71

Character Values learnedKingPrincessTurtle

GROUP 3: Draw Me:Draw a turtle. Then write a slogan

which will show the character of the turtle.

GROUP 4: Write a short prayer.

In the space, draw your favorite animal then write a short prayer for its safety.

_________________ _____________________________________________________________________________________

GOLD: (Grammar, Oral, Language Development)

1. Drill: Pronunciation drill:Have the pupils listen as the teacher

says the following words:

knee knife wrap wristknock knack write wrongknead knuckle wring wriggleknight knowledge wreck wrinkle

What did you notice about these words?Use the following words in spelling drill.


3. Motivation:How many times have you been

asked to report o your classmates on things you have observed?

4. PresentationHave the pupils read the given

report:

5. Discussion:What does the news article all about?How was it reported?What questions are answered in the news article?Discuss further. Use the information given under Remember.

6. Fixing Skills:

Think of an important event that had happened in your school with which you had observed. Report that event in the class.

7. GENERALIZATION:How do you make a good report?

REMEMBER:

To make a good report, one should remember the following suggestions:

1. Gather information about your topic by reading related materials to give you background information on the topic.

2. Write down your observations regarding the matter.

3. Organize your information by making an outline. Write the information in an orderly manner according to what you wish to say.

4. Practice giving the report exactly as you plan to give it in class.

5. Follow your outline when you present your report.

6. Present your report briefly.7. Speak clearly and distinctly.

8. Application: Observe some of the pressing problems in your community. Prepare a report on one of them.

IV. Evaluation:GOLD: Direction: Write a report

based on the effect of air pollution in the environment. Make the report brief and concise.

Sherwin Jhed Francisco of Grade VI St. Mark won the Regional Spelling Contest held at the Rizal Stadium in Manila on October 5. Sherwin Jhed will represent the region in the national spelling contest scheduled at Quezon City on November 8. 72

TS. TRANSFER STAGE:

1. Drill: Pronunciation drill:

Have the pupils read the given tongue twister:

Kathy thinks it is pathetic/ that Theodore is apathetic;/but Theodore is apathetic//That Kathy thinks it is pathetic/That he is apathetic//

2. Review: Checking of assignment

3. Motivation: Have you seen a diary? Do you have a diary?What do you usually write in your diary?

4. Presentation:Present an example of a diary.What is a diary?Keeping a diary helps you express

your feelings and pour out your secrets without the risks of having others know and talk about them.

5. Discussion:How do you keep a diary?What are the things that are written in

a diary?How does a diary help you?What is the correct way of writing a

diary?Discuss further.

6. GENERALIZATION:

Keeping a diary helps you express your feelings and pour out your secrets without the risks of having others know and talk about them.

The diary serves as reference when you want to recall some events. It also helps improve your communication skills.

There is no format for writing a diary entry. All you do is think of your diary as a friend whom you can talk to in confidence.

7. Application:

Write down as a diary entry your thought and feelings about a current problem that you have observed in your community. (e.g. Drug addiction; gambling; over-population; malnourished children etc…)

IV. EVALUATION:TS. Write down as a diary entry your thought and feelings about a current situation in our environment: “The effect of the denudation of our forest.”

V. ASSIGNMENT:GOLD: Observe some of the pressing problem in your community. Be ready to report on one of them.

TS. Write down as a diary entry your thought and feelings about a pressing problem that you have observed in your community.

LESSON # 16

I. OBJECTIVES:


listened to.GOLD: 3. Use nouns.TS: 4. Identify the appropriate title for

a selection.

II. SUBJECT MATTER:

GLR: The Parable of the SowerOLD: Using NounsTS: Identifying the appropriate title

for a selection.

Reference: 2002 Basic Education CurriculumPELC Speaking 5; PELC Reading 4.1Explore Your World Through Language

and Literature p. 102 – 103.Reading Links Work text p 37Dynamic Series in English p. 4 - 8Materials: strips of cartolina. Index cardsIII. PROCEDURE:GLR: (Genuine Love for Reading)

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

the pupils listen as the teacher reads the following words. Have

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them note the pronunciation of the - ate and –ify suffixes.

-ate as /eyt/motivate consolidateevaluate perpetuatereactivate decorateactivate validate

i. ify as /ifai/

classify signifyverify pacifyunify purifyclarify dignify

Have the pupils read the phrases:

Motivate the childrenDecorate the altarPacify the quarrelsome boysUnify the different groupsPurify the waterActivate the organizationPerpetuate what is goodVerify and evaluate

2. Motivation:What did Jesus Christ use in order to

preach?

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

of the following words:

multitude (huge in number)devoured (ate greedily)trampled (compressed)parable (story)disciple (follower)

4. Motive question:Among which type of soil or soils

represent the redeemed?

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

them take down important details about the story.

THE PARABLE OF THE SOWER

When a great multitude came together, and people from every city were coming to him, he spoke by a parable. “The farmer went out to sow his seeds. As he

sowed, some fell along the road, and they were trampled under foot, and the birds of the sky devoured them. Other seeds fell on the rock, and as soon as they grew, they withered away, because they had no moisture. Others fell amid the thorns, and the thorns grew with them, and choked them. Others fell into the good ground, and grew, and brought forth fruit one hundred times.”

As he said these things, he called out, “He who has ears to hear, let him hear!”

Then his disciples asked him, “What does this parable mean?”

He said, “To you it is given to know the mysteries of the Kingdom of God, but to the rest in parables; that “seeing they may not see, and hearing they may not understand.”

Now the parable is this: The seed is the Word of God. Those along the road are those who hear, then the devil comes, and takes away the word from their heart that they may not believed and saved. Those on the rock are they who, when they hear, receive the word with joy but these have no root, who believe for a while, then fall away in time of temptation. That which fell among the thorns, these are those who have heard, and as they go on their way they are choked with cares, riches and pleasures of life, and bring no fruit to maturity. That in the good ground, these are such as in an honest and good heart, having heard the word, hold it tightly, and bring forth fruit with patience.

-Matthew 13:3-23; Mark 4:2-20; Luke 8:4-15


Among which type of soil or soils represent the redeemed?


following questions.1. What do the seeds in the parable

represent in real life?2. What is the growing process

mentioned in the parable?3. Along the path: How does the devil

take away the word from their hearts?

4. Among the rocks: What do the rocks represent? Why do you suppose they fell away?

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5. Among the thorns: How do these things choke the Christian life?

6. On good soil: What are common characteristics of soil which is good for growing plants and those who do not only receive the message well, but also produce fruitfulness after much perseverance?

7. What type of soil are you growing on? How do you know?

8. How can people in the first three develop good soil?

3. Engagement Activities:Have the pupils do the activity given:



words: The /d/ and /t/ Sounds

/d/ /t/played lostlead butsad lotend pat dead must

Sentence Drill:

1. The lad played lead role but lost the prize.

2. A sad man pats the lad on the head.3. At the end of the bend, one must

beg for the rent.4. One who lost a game felt sad but

not dead.

2. Motivation:Game: Have the pupils give a

known brand for each of the following nouns:

Ex. refrigerator – Westinghouse1. pen2. medicine3. car4. camera5. paint


sentences:

1. Taiwan is a small island off the China coast.

2. Durable shoes are manufactured in Marikina.

3. The pyramids of Egypt are wonders of the world.

4. The hospitality of Filipinos is proverbial.

5. Dr. Jose P. Rizal is the greatest of the Malay race.

4. Discussion:Have the pupils underline all the

nouns given in the sentence.What are these words?What are nouns?What are the two main classes of

nouns?(Discuss the two main classes of

nouns. Use the information given under Remember).

Have the pupils read the following sentences:

1. The troop of soldiers reported for the noontime regiment.

2. The covey of geese took shelter under the pile of old tires.

3. Will there be justice in our land?What are the underlined words in the sentences?What kind of nouns are these?Discuss further.



GROUP 2: DRAW ME






75

5. Fixing Skills:Direction: Underline all the nouns

in the sentences. Identify its kind. Write your answer on the space provided.

_____1. Marinduque and Mindoro are island provinces.

_____2. The family is the first community to which man belongs.

_____3. He grew up to be a man of self-control.

_____4. Are these all a dream?_____5. Carlos P. Romulo is an orator,

soldier, diplomat and a writer.

6. GENERALIZATION:What are nouns?

What are the kinds of nouns?

REMEMBER:

A noun is a name of person, place or things. There are two main classes of nouns:- A proper noun names a particular person, place, or thing. A proper noun begins with a capital letter.- A common noun names things in general.

Proper Nouns Common NounsAtty. Sherwin Santos

lawyer

The Manila Times newspaperSto. Domingo Church

church

Nouns have concrete, collective and abstract forms.

- Concrete nouns name persons, places or things that can be seen, heard, smelled, tasted or touched.Ex. car radio apple tree

- Collective nouns name a group of persons, animals, or things considered as one.Ex. group class family fleet

- Abstract nouns name intangible things that cannot be seen or touched such as qualities, feelings and ideas.Ex. bravery happiness justice

7. Application:

A. Encircle all the proper nouns in the sentences. Underline all the common nouns.

1. The Youth Club has met for a very noble mission.

2. Gabriela Silang is the Ilocano’s Joan of Arc.

3. The secret of success is constant practice.

4. Last Sunday, my family went to Ocean Park.

5. It was in December when they decided to leave for Canada.

B. Write C for concrete noun and A for abstract noun before each number._____ 1. dignity _____6. meadow_____ 2. building _____ 7. justice_____ 3. trait _____ 8. freedom_____ 4. fan _____ 9. garden_____ 5. right ____ 10. story

IV. EVALUATION:A. GOLD: Direction: Underline all

the nouns in the sentences. Then write whether the noun is proper, common, collective, concrete or abstract.

1. John will meet his mother today after several months working abroad.

2. Mary cannot wait to wear her new dress to church tomorrow morning.

3. Captain Lara, a Spanish soldier wooed Maria Makiling by bringing her gifts from Europe.

4. The school orchestra played wonderful pieces during the ball.

5. The covey of geese took shelter under the pile of old tires.

TS ( Transfer Stage)1. Drill: Pronunciation

drill:Have the pupils read the following words:

/a/ /e/mat – metman - menrack – wrecklad - ledpast – pestbatter - bettermass – messflash – flesh


76

Read each set of guide words. Then write the words from the box that would appear on a page with those guide words.

calico – career chilled – circuit____________ ________________________ ____________

commotion – conductor______________________________________

3. Motivation:Have the pupils read the following

poem. Let them give a title for it.

I look at you, and you look at meWhat I do, you do, too.When I smile, you smile.When I frown, you also frownI look at you and it’s me I seeOh mirror, tell me what your magic could be!

-Myra R. Labay

4. Presentation:Have the pupils read the paragraph.

Then have them answer the questions that follow:

1. Which of the following is the main idea of the paragraph?

a. Sherwin is excited to attend the Young Inventor’s Week.

b. Sherwin works hard on his special project for the Young Inventor’s Week.

c. Sherwin is eyeing the gold medal in the Young Inventor’s Week.

2. Based on the main idea of the paragraph, which of the following is the best title for it?

a. Sherwin and the Young Inventor’s Week

b. Sherwin’s Special Projectc. Sherwin, The Great Inventor

5. Discussion:How do you go about choosing the

most appropriate title for a selection?Discuss further. Use the

information given under Remember.

6. Fixing Skills:Identify the most appropriate title for the following selection:

Karl and Jazzer found a pool in the farm. It was not deep and the two boys swam and splashed in it happily. The next day, when they returned to take another dip in the pool, they found four carabaos wallowing in it. It was the carabao’s cooling off pool.

A. An Unhappy DiscoveryB. Taking Care of CarabaosC. Pools on the Farm

7. GENERALIZATION:How do we choose the

most appropriate title for a selection?

REMEMBER:

The most important thing to remember is that when you read, concentrate and take note of the main message or the main idea that the selection wants to put across.

Indeed, the best title for a selection is one that was based on the main idea. It need not be the most cute, clever or funny, but the one that is most illustrative of the main idea.

8. APPLICATION:Identify the most appropriate title for the following

selection:

All over the world, people have been known to use herbs not just to improve the flavor of food but also for their medicinal value. The Philippines is abundant with various herbs that have been used as alternative medicine for various ailments. Lemon grass as well as guava and mimosa leaves have been used to cure diarrhea, while oregano, alagao and mansanilla leaves are also known to be effective against cough. Herbs

Sherwin is excited about the coming Young Inventor’s Week to be held in their school. He has been working on his project for many days. Much of his time is spent researching and putting together his new invention – an electricity-saving device. He wants to show how households can save 30% on electricity by using the device. Sherwin is hoping to win the gold medal for his wonderful project.

Capture cardboardChisel ChoresCompass compose

77

commonly used as fever remedies are balimbing, ginger, lily and camias leaves.

Find out the best title for the paragraph by completing PUZZLE A. To do this however, you need to fill in the missing letters of the word listed in PUZZLE B. Your clues are in parentheses.

__________________________ Title

COMPLETE THE MAGIC TITLE:

1 2 3 4 5

6 7 8

9 10 11 12

13 14 15

Supply the missing letters to complete the following lists of words. The clues to each word are in parentheses. Then, use the numbered letters to complete PUZZLE A and come up with the “Magic Title.”

1. R A _____ _____ ( a contest) 6 12

2. G __ __ S T (the spirit of a dead person 1 15

3. H E ___ L ___ H (one’s well-being) 7 13

4. . D _____ _____ T (singing partners) 10 2

5. _____ O L _____ (alone) 5 14

6. C A _____ (taxi) 4

7. _____ O W (this instant) 88. _____ O P (policeman) 99. F A _____ (not close)

310. C _____ Y (shed tears) 11

IV. EVALUATION:TS. Direction: Choose the most appropriate title for the following selection:

1. Good manners are important for two reasons. First, good manners make living with other people more pleasant and comfortable. Second, good manners are contagious. If one behaves well, those around him will treat him with courtesy and respect. Although good manners may cost us time and effort, we gain more than we give in the long run.

A. The Importance of Living with People

B. The Importance of Good Manners

C. The Importance of Friends

2. Water plants have adequate water supply, but they do not get as much air as other plants. Therefore, many aquatic plants have soft tissues which hold air while some even have special air cavities. The leaves of some are kept afloat where they are exposed to air by an air bladder or because of their broad, flat shape. Floating plants often have waxy leaves which reduce the amount of water they absorb.

A. Floating PlantsB. Water PlantsC. Water Supply

3. Have you ever wondered why we look like our parents? That’s because we carry in our bodies a mixture of their genes. Genes contain hereditary information. Physical characteristics such as the color of your hair, the color of your eyes and your height were inherited from your parents through genes. Genes may also transfer mental abilities or even hereditary disorders from parent to child.

A. It’s All In the GenesB. Where Genes Come FromC. You and Your Parents

V. ASSIGNMENT: A. GOLD. Direction: Underline the noun given in each sentence and identify its kind.

1. Jose Rizal was a model citizen of our country.

2. As a boy, he was fond of reading stories.

3. But his mother taught him to study his lessons first.

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4. In this way, Rizal attended to duty first instead of pleasure.5. He grew up to be man of great self-control.

B. TS. Direction: Read the following sentences. Rewrite them in a paragraph form. Then identify the most appropriate title for it.

Filipinos are very religious people.They are devoted and committed to their chosen religion. In towns all over the country, people hold lavish festivals in honor of their patron saint.Many Filipinos also offer novenas and special devotions to different saints.Most importantly, Filipinos are firm believers in miracles and the power of prayers.

i. God and the Filipinosii. Religious Practices of the Filipinos

iii. The Fiesta Loving People

LESSON # 17

I. OBJECTIVES:

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

read.GOLD: 3. Use plural of nouns.TS: 4. Write from dictation.

II. SUBJECT MATTER:

GLR: The Boy Who Cried WolfGOLD: Using Plural of nouns.TS: Writing from dictation.

Reference: 2002 Basic Education CurriculumPELC Speaking 5; PELC Writing 5Explore Your World Through Language and

Literature p. 102 – 103.Reading for Meaning p 45.Across Borders through Language pp. 5 -7Dynamic Series in English p. 4 - 8Materials: strips of cartolina. Index cards


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

Have the pupils read the following words:

/ a /

same stayMonday

away baby datecave paper daywave

2. Motivation:How does it feel when nobody

believes in you?

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

the following words.

1. wolf (picture)2. shepherd (picture)3. chore (action)4. yelled loudly (action)5. joke (action/ context clues)

4. Motive Question:Why did the shepherd boy cry wolf?

During Reading Activities:

1. Have the pupils read the story. Have them take down important notes about the story read.

The Boy Who Cried Wolf

A shepherd boy was tending his sheep alone. He got bored with his chore and couldn’t stand it anymore. He thought of something to bring people quickly to him. He blew on his horn and yelled loudly. “Wolf! Wolf!”

Quickly a dozen men came running up to the mountain only to find out it was a joke. They were very angry and they told the boy not to do it again. After a week, he got bored once more so he cried, “Wolf!” Again, the men ran to him and they were very, very angry.

Soon afterwards, a wolf really came. The shepherd was scared. “Wolf! He cried. “Wolf! Wolf!”

79

He blew his horn but alas, no one come. The wolf ate all his sheep.

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

Why did the shepherd boy cry wolf?

2. Comprehension Check:Have the pupils answer the following questions:

a. What happened when the shepherd cried wolf?

b. How did the men react when they learned they were tricked?

c. What did the men do about this?d. What was the men’s reaction

when the boy repeated his trick?e. If you were one those men, will

you do the same thing? Why?f. What did the boy do when a real

wolf came?g. Did anybody come for help?

Why?h. How do you think the boy feel

when no one believes in him and all his sheep were eaten by the wolf?


following activities:

GROUP 4: CAUSE AND EFFECT CHART

What effect did the incident have on the shepherd boy? What was the cause? Illustrate through the cause and effect chart.

GOLD (Grammar, Oral Language Development)

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

twister:

All I want is a proper cup of coffeeMade in a proper copper coffee potYou can believe it or notBut I just want a cup of coffeeMade in a proper copper coffee potTin coffee potsOr iron coffee potsAre no use to me.

2. Review: Checking of assignments.Direction: Underline the nouns given

in each sentence and identify its kind.

1. Jose Rizal was a model citizen of our country.

2. As a boy, he was fond of reading stories.

3. But his mother taught him to study his lessons first.

4. In this way, Rizal attended to duty first instead of pleasure.

5. He grew up to be man of great self-control.

3. Motivation: What kind of flower do you like

best? Do rains like flowers too?


paragraph given.

People love rain as flowers do. Rain makes farmers happy. It gives water and life to plants, whether it’s a tree, a vegetable or a vine. It brings health and wealth to every living creature on earth.

GROUP I: 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..

Cause Effect

80

Take the case of flowers. Without rain, they wither and die. But rain makes flowers lovely, colorful, and attractive. Flowers uplift the dampened spirit of sick people. A bouquet of beautiful red roses given by a beloved can make a lady glad.

5. Discussion:What are the nouns used in the

paragraph?Have the pupils classify the nouns as

singular or plural.Discuss further how nouns form their

plural.(You can use the information given

under REMEMBER. Discuss the different ways how nouns form their plural.)

6. Fixing Skills:A. Write the plural form of the following nouns:

1. tax 11. sky2. candy 12. roof3. toy 13. loaf4. echo 14. moo5. cello 15. boy6. army 16. garden7. zoo 17. 1008. day 18. tongs9. gas 19. cameo10. waltz 20. man

B. Fill in the blanks with the plural of nouns at the parentheses.

1. The peasants of Central Luzon raise many _______ (goose) throughout the year.

2. (Sheep) _______ roam the wide and rolling meadows beside the hillsides.

3. The innocent looking children ran after the numerous and multicolored (butterfly) ________ in the field.

4. Many (life) were lost when the jetliner was shot down by the enemies.

5. Malaria is carried to man by the bite of some (mosquito).

7. GENERALIZATION:How do nouns form their plural?

REMEMBER:Nouns form their plural in different

ways:

1. Most nouns form their plural by adding –s.

boy – boys tree – trees2. Nouns ending in –s, -ss, -z, -ch, -sh,

and –x form their plural by adding –es.ax – axes brush – brushes

3. Many nouns ending in –f or –fe form their plural by changing –f or –fe to –ves.

knife – knives wife – wivesSome exceptions are:

roof – roofs chief – chiefs

belief – beliefs chef – chefs

4. Nouns ending in –y preceded by a consonant form their plural by changing –y to –-i and adding –es.city – cities lily – lilies

5. Nouns ending in –y preceded by a vowel form their plural by adding –s.key – keys toy – toys

6. Some nouns ending in –o preceded by a consonant form their plural by adding –es.

mango – mangoes potato – potatoes

7. Other nouns ending in –o preceded by a vowel form their plural by adding –s.radio – radios igloo – igloos

8. Some nouns form their plural by changing their whole spelling. tooth – teeth goose – geese

9. The following nouns have the same form in the plural.sheep – sheep deer – deer

10. A few nouns form their plural by adding –en or –ren.

ox – oxen child – children

11. Some nouns are always plural.goods proceedsscissors trousersshears tongspliers pincerstweezers

12. Some foreign nouns form their plural as in the original language.

cactus – cacti datum – data

81

13. Numbers, letters and symbols form their plural by adding –s.

As 15s 30s Ms

14. Mass nouns name things that cannot be counted. They need their counters to make their meanings complete.

A glass of milk a can of oilA grain of salt a cube of ice

15. Proper nouns form their plural by adding –s. Those that end in s, sh, ch, x or z add es. Ana – Anas Reyes – ReyesesManalo – Manalos Sanchez – Sanchezes

16. Compound nouns form their plural by adding s to the important name part.mother – in – law - mothers –in – lawmajor general - major generals

Compound nouns that end with ful form their plural by adding s.cupful – cupfulsteaspoonful – teaspoonfuls

17. Some nouns derived from Latin roots form their plural by changing the last letter or letters.alumnus – alumni crisis - crisesdatum – data radius – radii

18. Some nouns though plural in form have singular meaning.athletics mathematics

8. APPLICATION:Change the nouns in the parentheses

to plural form.1. Our tour took us to several (ranch) in

(valley) and (mountain)2. But the exciting (rodeo) and

beautiful (view) made up for all our (difficulty)

3. (Duck), (goose), and (turkey) scattered their (feather) as they fled to get out of the way.

4. (Ox), (sheep) and (deer) stood and stared at the whole scene.

5. Some (place) could be reached only after passing near steep (cliff)

IV. EVALUATION:A. GOLD: Direction:

Rewrite the following sentences by changing

the plural form of each underlined noun.

1. The child and adults enjoy games.2. The composer repeated the line

several times.3. My friend sang in the concert.4. The ditty told of life on the ranch.5. The cloud in the sky wept for him.


drill: Have the pupils read

the following rhymes.

Jack Sprat could eat no fatHis wife could eat no leanAnd so between them both you seeThey licked the platter clean.

Molly, my sister, and I fell outAnd what do you think it was all

about?She loved coffee and I loved teaAnd that was the reason we could not

agree.

2. Review: Checking of assignment:Read the following sentences.

Rewrite them in a paragraph form. Then identify the most appropriate title for it.

Filipinos are very religious people.They are devoted and committed to their chosen religion.In towns all over the country, people hold lavish festivals in honor of their patron saint.Many Filipinos also offer novenas and special devotions to different saints.Most importantly, Filipinos are firm believers in miracles and the power of prayers.

A. God and the FilipinosB. Religious Practices of the

Filipinos C. The Fiesta Loving People

3. Motivation:How do we start a sentence in a

paragraph?

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

82

1. The whole village went under water during the typhoon.

2. I was overwhelmed with both fear and apprehension.

3. Maintain your poise and dignity.4. The imposter again eluded the

arresting policemen.5. He tried to bribe the fiscal and the

judge.

Let the pupils know the spelling of the different words in the sentences.

5. Discussion: How do you write the beginning of the

sentence? Discuss further how to write from

dictation.Have the pupils write the sentences as

the teacher dictates the sentences.

6. Generalization:How do write from dictation?

REMEMBER:

The most important thing to remember is that when you write from dictation, you should write legibly and neatly, observing correct letter form, capitalization, punctuation and spelling.

7. Application:

Have the pupils write the following sentences:

1. The Greek islands are warm in the summer.

2. The Arabian climate is very warm.3. What have you heard about Icelandic

weather?4. South American seasons are the

opposite of ours.5. I do not enjoy cold European winters.6. It is always extremely hot in the North

African deserts.7. A Mexican vacation would be nice.8. The cold makes us dream of Jamaican

sunshine.9. A Hawaiian holiday would bring

relief.10. Canadian air will make the

temperature fall.

IV. EVALUATION:TS. Write the following sentences:

1. Materials for artwork are everywhere.

2. The picture showed cactus, pebbles, dried flowers and insects.

3. Jose made a poster about lakes and rivers in the Philippines.

4. Students can make a design with photographs.

5. Cut the pictures out with scissors.

V. ASSIGNMENT:A. GOLD: Direction:

Write 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)

END OF 1ST GRADING PERIOD

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1st grading lesson plan english vi

Documents

following activities

following questions

post reading activities

prereading activities

motive questions

answer questions

little stars

little dipper