WEEK 1
I. Objectives
A. Expressive Objective
Observe politeness at all times
Show kindness to everyone
B. Instructional Objectives
1. Listening Comprehension:
Note significant details
2. Oral Language:
Use appropriate facial expressions
3. Vocabulary Development:
Infer the meaning of unfamiliar compound words based on given context clues, synonyms and antonyms
4. Oral Reading Fluency:
Self-correct when reading
5. Grammar:
Compose clear and coherent sentences using appropriate grammatical structures (aspects of verbs)
6. Writing/ Composition:
Plan a two to three-paragraph composition using an outline/ other graphic organizers
7. Viewing:
Describe different forms and conventions of film and moving pictures (lights, blocking, direction, characterization, acting, dialog, setting or setup)
8. Attitude:
Observe politeness at all times
II. Subject Matter
A. Topics
1. Literature
The Sly Fox
2. Context Clues (Synonyms and Antonyms)
3. Aspects of verbs
4. Writing Three-paragraph composition using an outline/graphic organizers
5. Forms and Conventions of Films and Moving Pictures
B. Materials
· Selections
· Pictures (fox and wolf)
· Film (any inspirational short film)
· Picture words forming compound words
· Outline/graphic organizer
III. Procedure
Day 1
I. Objectives
1. Note significant details of the selection listened to.
2. Observe politeness at all times.
3. Show kindness to everyone.
4. Use appropriate facial expressions in delivering some lines of the characters of the selection listened to.
II. Subject Matter
A. Topic:
Noting significant details of the selection listened to
Use appropriate facial expressions
B. References:
EN5LC- Ia- 2.1
The Sly Fox -Developing Reading Power 5 p. 43-45
C. Materials:
selections, pictures, laptop
III. Procedure
A. Setting the Stage
Show pictures of fox and wolf
Ask: Are these animals the same?
What can you say about the fox? How about the wolf?
If you are going to choose between the two, who will you want to be? Why?
B. Explaining the Students What to Do
Say: Today, we are going to read a story and learn to use appropriate facial expressions in delivering the lines of the characters. You will be learning to answer questions based on the noted significant details of the selection you listened to.
Set the standards in listening to a story.
C. Modeling for Students
Let the pupils arrange the jumbled letters to identify the word used in the story being defined.
a. growing thickly ------h s y u b
b. soft hair of certain animals ------u f r
c. projecting part of the face including the mouth and nose--- z l e z m u
d. having a full rounded shape ------u m l p p
e. tricky or wise----- y s l
Have the pupils listen to the story “The Sly Fox”. While reading, the teacher emphasizes appropriate facial expressions for the lines of the characters of the story. Instruct the pupils to observe how the appropriate facial expressions are used in delivering the lines of the story. Then, pupils will be answering the questions.
“The Sly Fox”
The fox is a wild animal that looks like a dog. It has a pointed nose and ears , a bushy tail and thick fur. The fox is said to be a very clever animal in fooling others. The wolf is a wild animal that looks like a dog too. It has thick fur and pointed muzzle. Wolves and foxes hunt other animals. Sometimes, they end up hunting each other.
One night, a fox met a wolf in the forest. The wolf was very hungry and in a terrible mood. So the wolf said to the fox.
“Don’t move! I’m going to eat you this minute.”
As he spoke, the wolf backed the fox up against a tree. The fox realized she could not run away.
“I have to use my wits instead of my legs,” she said to herself.
“I could have been a good dinner for you last year. I was then very fat and plump. But I had three babies then. Now I’m slim and not delicious.”
“I don’t care if you are plump or not. I don’t care how many babies you have. I’m going to eat you right now!”
The wolf began closing in on the fox.
“Stop!, the fox shouted. “ Look how skinny I am. I ran off all my fat looking for my babies. But I know a place where you can find something good and fat.”
Wolf backed off and listened to Fox.
“There is a well near here. In the bottom of it is a big round piece of meat. You can get it instead of eating me. Shall we go?”
The wolf trotted off after the fox, making sure that she could not run away. They came upon a well.
“See for yourself, what a fat juicy piece of meat is at the bottom of this well. I wanted to get it for my babies. But you can have it.”
Inside the well was a delicious looking yellow round piece of meat. Above the well, the moon shone bright and clear. The wolf leaned over the well wondering how to get the piece of meat. The fox jumped up quickly and pushed the wolf down into the deep well.
“ I’m a sly old mother Fox!” Fox said to herself.
Afterwards, the teacher will call each row to deliver the lines of the characters of the story listened to with appropriate facial expressions. Then, the teacher will call some of pupils individually in front of the class to deliver the lines with appropriate facial expressions.
Ø “Don’t move! I’m going to eat you this minute.”
Ø “I have to use my wits instead of my legs”
Ø “I could have been a good dinner for you last year. I was then very fat and plump. But I had three babies then. Now I’m slim and not delicious”.
How did facial expressions affect in saying these lines of the characters of the story you listened to? (Facial expressions make the story more realistic and emotional)
Answer the comprehension questions based on the story heard.
1. Who were the characters of the story?
2. Where did the story happen?
3. What did the fox do to be not eaten for dinner by the wolf?
4. Why did the wolf not eat the fox?
5. What was at the bottom of the well that looked delicious and good?
Ask: What did you do to answer all the given questions? (Listened to the story and remembered the details)
D. Guided Practice
Refer to LM, Try and Learn
E. Independent Practice
Refer to LM, Do and Learn
F. Closure/Assessment
Noting details of a story means pointing out the characters around which the story revolves, the place and when it happened and the series of actions that make the story itself.
Use of appropriate facial expressions in delivering the lines of the characters in the story helps in making the story more realistic, creative and emotional. The listeners feel more excited to know what will happen next and they become more imaginative.
IV. Evaluation
Listen to the story to be read by the teacher. Then answer the questions that follow.
Aurea is in a hurry preparing to go to school. She didn’t wake up early because she watched her favorite late night show. She opened her purse and said, “My allowance is not enough for the remaining three days before my next allowance” she felt so worried. It is because she is fond of buying bracelets and necklaces.
Questions:
1. Who is the main character of the story?
2. Draw the appropriate facial expression related to this line of Aurea “My allowance is not enough for the remaining three days before my next allowance”.
V. Assignment
Make a comic strip of the story “The Sly Fox”
Day 2
I. Objectives:
1. Infer the meaning of unfamiliar compound words based on given context clues, synonyms and antonyms.
2. Appreciate experiences in life.
3. Write meaningful sentences using compound words.
II. Subject Matter
A. Topic:
Inferring Meaning of Unfamiliar Compound Words Based on Context Clues, Synonyms and Antonyms.
B. References:
EN5V-Ia-12 and 13
Lesson Guides in Elem Eng. 5(Ateneo) p.103
https://www.google.com.ph/search?q=short+stories+with+compound+words&biw=1242&bih=585&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiw-ffrseLMAhXKnpQKHfQaCgwQ_AUIBigB#imgrc=C2ehXQLCWXLwiM%3A
C. Materials:
short paragraph
activity sheets
pictures
III. Procedure
A. Setting the Stage
Have you experienced riding a bus?
Did you experience witnessing a commotion on your community?
What did you feel?
B. Explaining the Students What to Do
Say: We are going to read a short paragraph about Mark’s experiences on his way home. In here, you are going to learn some compound words. And later on, we are going to infer meanings of unfamiliar compound words based on given context clues, synonyms and antonyms.
Compound words are words that are combined together to form new words and new meanings.
Context clues are the parts of sentence or paragraph that comes before or after the unfamiliar words.
Synonyms are words with similar meanings while antonyms are those words with opposite meanings.
C. Modeling for the Students
The class will read the paragraph.
Mark slung his backpack over his shoulder and ran. The bus company had just introduced a new bus route. Over the cliffs in the distance, Mark could see the sea sparkling. With a smile, he paid for his ticket and sat down. On the drivers lap there was a newspaper with a bold headline reading ‘Burglar Caught’. At the back of the bus, a commotion started up with two teenage boys arguing. Over the bridge, the bus traveled on until it pulled up at Mark’s stop. Below the deep water in the canal, fish swam in the murky depths. Turning down a side alley, Mark reached his front door and took out his key. From the back lawn the dog was barking a welcome, and Mark was very glad to be home at last.
Read the following words:
A B C
backpack front door mother-in-law
newspaper back lawn editor-in-chief
How many words were combined to form new word and new meaning?
What do you call the words with two or more words that are combined together to form a new word and new meaning?
How do compound words in column A written? In column B? in column C?
Say: Infer the meaning of the underlined compound words in the following sentences.
a. The sky was overcast, rain was expected because it was cloudy afternoon.
-. What word in the sentence hint the meaning of the unfamiliar word? (cloudy)`
This is an example of context clue.
- Encircle the synonym of the underlined compound word.
b. I have read the foreword of the book “Mother’s Wit”.( conclusion, introduction, content)
Foreword and conclusion are synonyms, they have the same meaning.
- Box the word that has opposite meaning of the underlined compound word.
c. His statement was an example of falsehood. ( truth, lies, rumor)
Falsehood and truth are antonyms, they have opposite meaning.
D. Guided Practice
The class will be divided into 4 for a group activity.
Gr. 1- Infer meaning of compound words through context clues
Gr. 2- Infer meaning of compound words through synonyms
Gr.3- Infer meaning of compound words through antonyms
E. Independent Practice
For Exercise 1 refer to LM, Do and Learn
For Exercise 2 refer to LM, Learn Some More
F. Closure/ Assessment
Compound words come from two or more words that are combined together to form a new word and a new meaning.
Context clues hint the parts of a sentence or paragraph that come before or after the unfamiliar word.
Synonyms are words with similar meanings.
Antonyms are words with opposite meanings.
IV. Evaluation
Infer the meaning of the compound word in each sentence. Encircle the letter of the correct answer.
1. My mother and I cross at the overpass. The underlined compound word is synonymous to ______.
a. footbridge b. hall way c. road
2. The keywords must be in uppercase because it is easier to emphasize if they are written in capital letters. What words in the sentence hint the meaning of the word uppercase?
a. capital letters b. keywords c. emphasize
3. Manny Pacquiao experienced being knocked-out in his fights. ______has opposite meaning with the word knocked-out.
a. cheated b. defeated c. revived
V. Assignment
Using your own understanding of the words, define the following words and compound words. Use the compound words in meaningful sentences.
1. boxing-______
ring-______
boxing ring- ______
Sentence:______
2. finger-______
print-______
finger print-______
Sentence:______
Day 3
I. Objectives
1. Compose clear and coherent sentences using appropriate grammatical structures- aspects of verbs.
2. Infer the meaning of unfamiliar compound words based on word parts.
3. Appreciate the beauty of the environment
II. Subject Matter
A. Topic:
Aspects of Verbs
Inferring Meaning of Compound Words Based on Word Parts
B. References:
EN5-Ia-12 and 13
EN5G-Ia-3.3
http://promethee.philo.ulg.ac.be/engdep1/download/defiswitt/doc/compounds.pdf
C. Materials:
laptop, pictures, metacards
III. Procedure
A. Setting the Stage
The teacher will show pictures of trees, flowers, birds, rivers
Ask:
Do you take care of our environment?
What activity do you usually do to take care of our environment?
B. Explaining the Students What to Do
Say: You have learned that verbs are action words. Today, you will be learning different aspects of verbs. Before proceeding to the topic of the day let us first have a drill.
C. Modeling for Students
Read and analyze the following words.
A
postdate post(after) + date= after the dat
supernatural super(more than) + natural= more than the natural - ex- president ex( former)+ president= former president