LESSON 2

I. Objectives:

Listen to the poem carefully

Relay information accurately using different discourses (Statement, Questions and Commands) (1.1)

Learn some common idioms (1.1)

Use figurative language to describe people and events (1.2)

Write a composition showing introduction, body and conclusion (1.0)

II. Subject Matter:

“Speak Gently”

Listening: Listening to the Poem.

Speaking: Relaying information accurately using different discourses (Statement, Questions

and Commands)

Reading: Learning some common idioms.

Using figurative language to describe people and events.

Writing: Writing a Composition Showing Introduction, Body and Conclusion.

References:

Mind by the Sea Workbook, p. 29.

New Dynamics Series 6, 00. 287-289.

Over the Ocean 6, pp. 78-79.

Skill Builders for Effective Reading V, pp. 20-25.

English for All Times 6 Reading by Agnes P. Galapon, et. al., pp. 144-147.

English for All Times 6 Language by Agnes P. Galapon, et. al., pp. 14-23.

English for You and Me 6 Reading by Elodie A. Cada, 51-52.

English for You and Me 6 Language by Elodie A. Cada and Joyce H. Ternio, pp. 4-6

Enhancing Reading Skills 6 by Menelea Mutuc Chiu and Dr. Isabelita M. Santos, pp. 130-135,

206-211.

Materials:

Graphic Organizers, illustrations of the topic, text books, flashcards, drill boards,

charts of activities and task cards.

Value: Decisiveness and Objectivity

III. Learning Activities:

A. Before Reading

1. Pronunciation Drill

/ i /

witch tripped Wilma

it him is

lived picked

2. 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. raharshimo - irritating; offensive

b. daccentson - a modulation of the voice

c. caremaingep - to remember; to stay

d. msgrievetlos - fail; cause pain; sadness

e. thecare-wornte - harassed with troubles or worries

f. meatdepartment - to leave; to go away

g. reneternityork - endless or limitless

h. armarke - to inflict serious bodily harm on; destroy

3. 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?

Have you experienced being misunderstood or misguided? In such a situation, how should

you behave or react?

4. Motive Question

In what places can we usually read the sign “Speak Gently”? why?

Let us see how the author used the words Speak Gently in his poem with the same title. Try

to analyze the message of the poem.

B. During Reading

Standards of Choral Reading

Choral Reading (Read the poem in a proper manner)

C. After Reading

1. Collaborative Work

With the groups assigned by the teacher, perform the following tasks.

GROUP I “Draw It!”

Illustrate the message of the first stanza.

GROUP II “Act It!”

Create a short skit showing the proper way of treating children.

GROUP III “Give Them Back!”

Using the Addition Chart, write the characteristics of your parents then write the things

you should do in return.

Addition Chart

GROUP IV “Sing It!”

Think of a song that showcases the message of the fourth stanza. Then sing it together

with the group.

2. Engagement Activity

Group presentation…

What is the poem all about?

What do the following phrases mean?

…it’s 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

How do we learn the meaning of each phrase? What help us understand it?

We learn the meaning of phrases through the context clues of the poem. These phrases are

called idioms.

What is the importance of 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.

D. Critical Thinking

Read the following sentences.

His hands dangled a mile out of his sleeves.

The line at the ticket window was a mile long.

The parents waited centuries before they were attended to.

Angel’s hair looked like the sun’s rays.

Sharon has a postage stamp of a garden

Analysis and Discussion

Hyperbole

What is meant by “His hands dangled a mile out of his sleeves”?

His shirt had long sleeves.

He had very long arms.

His arms were one mile long.

Metaphor

What do we mean where we say “The line at the ticket window was a mile long”?

Many people lined up to buy ticket.

The roll of tickets was long.

The windows were a mile apart.

Metaphor

How long did the parents wait when we say “They waited centuries before they were attended

to”?

They waited for two centuries.

They were attended to for so many years.

They waited for a long time.

Simile

What is a “hair that looked like the sun’s rays”?

How will you describe Sharon’s garden if you say that she has a postage stamp of a garden?

What was used in describing people and events in the examples given?

Figurative language was used in describing people and events.

Practice Exercises

Read each figurative language bellow. Answer the questions that follow by encircling the letter of

the correct answer.

1. The crowd croaked in unison. The people are compared to ____________.

a. cats b. cocks c. frogs

2. The child is burning with fever. The child’s fever is like ______________.

a. a brick fire b. a low flame c. a dying fire

3. Grandpa is a lion when he is angry. Grandpa probably ______________.

a. screams b. roars c. sing

4. The devil fish is the giant of the sea. The devil fish is a ______________.

a. large b. black c. sea creatures

5. The hungry boy wolfed down his food. The boy ate like a wolf and that he…

a. smelled the food first before eating it

b. ate in a big mouthful and swallowed without chewing

c. drank water with his mouth full of food

E. Mastery of Structure of the English Language (MSEL)

1. Drill (Using flashcards and Show Me Boards)

Read each sentences carefully. Write S if the sentence is statement, R if it expresses a

request and C if it expresses command.

a. Listen attentively.

b. Please keep your things in order.

c. Avoid making too much noise.

d. Stop going around please.

e. Observe silence.

2. Motivation

Game: Simon Says (Teacher uses commands and request)

3. Development of Lesson

A. Presentation

Read and analyze the comic strip.

B. Comprehension Checkup

In the first, strip what does Mother want Jim to do? Why do you think so? In the second, strip what did Miss Aguila tell Mang Ambo? Who do you think is Mang Ambo?

C. Elicitation

Give the exact words of Mother and Miss Aguila. Mother said, “Lock your room before leaving Jim.” Miss Aguila said, “Please polish the floor, Mang Ambo.” What kind of sentences was used? (command/request) They too, can be changed to indirect discourse.

“Lock your room

before leaving,

Jim”

Mother told Jim

to lock his room

before leaving.

“Yes, Mother.”

Jim Mother

Rina

“Please polish

the floor, Mang

Ambo.”

Miss Aguila

requested Mang

Ambo to polish

the floor.

“Yes, Mam.”

Mang Ambo

Miss Aguila

Ricky

Study the chart below.

Direct Discourse

Indirect Discourse

1. Mother said, “Lock your room before

leaving Jim.” 2. Miss Aguila said, “Please polish the floor,

Mang Ambo.” 3. Miss Aguila said, “Kindly polish the floor,

Mang Ambo.”

Mother told Jim to lock his room before leaving. Miss Aguila asked Mang Ambo to polish the floor. Miss Aguila requested Mang Ambo to polish the floor.

Sentence no.1 is a command. What word was used instead of said? (told)

What followed the word told? (the name of the person spoken to) What word is added before the verb lock? (to) What happened to the quotation marks? (dropped or removed)

Sentence no.2 is a request. What word was used instead of said? (asked/requested)

What followed the word asked/requested? (the name of the person spoken to) What happened to the word please? (dropped)

D. Generalization

a. In the reported command the verb said is not used. Instead the verb told is used. Told is followed by the name of the person spoken to. The word to is added before the verb.

b. In reporting requests, the verbs asked or requested are used instead of told. The word please or kindly is dropped.

c. The quotation marks are dropped. d. Necessary changes are made in the pronouns

Ex: your becomes his

4. Application

Bubble Talk Teacher calls on three (3 pupils) to act out the dialog and complete the indirect command or request. A. B.

“Obey your

parents, Jojo.”

Obey your

parents, Jojo.

“Yes, lolo.”

Grandfather

Jojo

Shiela

“Riza, please

help me finish

my homework.”

“Sure.”

Millie Riza

IV. Evaluation:

Read the short paragraph below. Follow what you are asked to do. It was vacation time. Being the eldest, Lina was assigned by her mother to clean the house. In order to finish early she called her brothers and sisters to help her. Read her instructions. Change each one into a reported form.

1. “Kevin, please dust the furniture.” 2. “Susie, arrange the books and magazines.”

3. “Husk the floor, Ruben.”

4. “Help me put some plants inside Roy.”

5. “Please be careful in handling the plates, Susie.”

V. Enrichment Activity:

Read the following direct commands and requests. Fill in the blanks with the missing words to complete the sentences.

a. Rico said, “Eric water the plants.” Rico water the plants.

b. Liza said, “Please check the papers for me, Amy.” Liza Amy the papers for .

c. Mr. Mirasol said, “Jose, submit your project early tomorrow.” Mr. Mirasol Jose project early tomorrow.

d. The maid said, “Please stay in your room, children” The maid the children stay in room.

Millie Riza

help finish

project.

Raffy