WEEK 2 – I CAN SHOW MY TALENTS

Objectives

  1. Expressive Objectives
  1. Listens carefully critically to news reports and other radio broadcasts and expresses ideas accurately in oral and written forms.
  2. Demonstrates confidence in the use of the language to meet everyday’s needs.
  3. Read independently and gets relevant information from various text-types.
  1. Instructional Objectives

Listening Comprehension

Identify informational text-types.

Oral Language

Give precise information on a given topic.

Vocabulary Development

Identify meaning content of specific words (denotation and connotation) Science

Reading Comprehension

Identify main idea, key sentences, and supporting details of a given paragraph.

Study Strategy Research

Use card catalogue to locate resources.

Grammar

Compose clear and coherent sentences using appropriate grammatical structures: subject-verb agreement

Writing/Composition

Write paragraphs showing cause and effect.

Viewing

Determine images/ideas that are explicitly used to influence viewers.

Stereotypes; Points of view; Propagandas

Attitude

Observe politeness at all times.

Show tactfulness when communicating with others

LESSON 56 – ELEMENTS AND THEME OF A LITERARY TEXT

  1. OBJECTIVE
  1. Identify informational text-types.
  2. Use card catalogue to locate resources.
  1. SUBJECT MATTER
  1. Topics

-Identifying Informational Text-Types

-Using Card Catalogue

  1. Materials

pictures of internet, smartphones, newspaper, magazines

reading materials

  1. References:
  • Curriculum Guide: CG in English 5 Quarter 2 Week 2

EN5LC – IIb – 3.19

EN5SS – IIb – 3.9

  1. Focus Skill/s:
  • Listening, Analyzing, Classifying
  1. Value Focus:

Show tactfulness when communicating with others.

  1. PROCEDURE
  1. Setting Up the Stage

Review

Show titles of shows or movies and ask them to classify if it is fiction or nonfiction.

Motivation

Show the students a newspaper, a magazine, or an encyclopedia. Ask the students if they have read one. Ask them if they have used them in doing research.

Show them a card catalogue. Ask them if they have used one in doing research.

  1. Explaining the Students What To Do

Say: “Today we are going to learn about the informational text, its type and their use.”

“We will also study how to use a card catalogue.”

  1. Modelling for Students

Have the students listen to news from the newspaper or an article from a magazine.

Then ask them what they have learned from what they’ve just listened to.

Ask: “What have you noticed about the article?”

“How many topics were there?”

“Was it informational?”

Next, discuss what a card catalogue is and what its parts are. Discuss also the use of a card catalogue is.

  1. Guided Practice

To fully understand more about informational text and its type, have the students read “Read and Learn” on the LM page ____.

Take a trip to the library and ask the students to look through the card catalogues in your library. Ask them to identify its parts

  1. Independent Practice

Choose one book from the Library and make a card catalogue.

Use ¼ of an index card.

  1. Closure/Assessment

Informational texts are nonfictional writing, written with the intention to of informing the reader about a specific topic. It is typically found in magazines, newspaper, science books, autobiographies, and instruction manuals.

It uses special text which allows its users to easily find key information and understand the main topic. This is done by placing a header over certain sections. It may also use visual representation with captions which includes pictures, graphs, tables, diagrams, and charts.

A card catalogue is a file of cards uniform in size arranged in some definite order and listing the items in the collection of a library or group of libraries. Each card identifies a single item.

The parts of a card catalogue are (1) call number; (2) author; (3) Title Entry; (4) publisher; (5) series title; and (6) subject headings.

  1. Evaluation

Identify if the following books if there are informational text or not. Write  for informational text else write  if it is not.

 1. newspaper

 2. magazines

 3. instructional manuals

 4. fairy tales

 5. autobiography

H. Assignment

Ask the students to bring dictionary.

LESSON 57 – ELEMENTS AND THEME OF A LITERARY TEXT

  1. OBJECTIVE
  1. Give precise information on a given topic.
  2. Identify meaning content of specific words (denotation and connotation)
  1. SUBJECT MATTER
  1. Topics

-Giving Precise Information on a Given Topic

-Identifying meaning content of Specific Words

  1. Materials

-dictionary, thesaurus

-word flashcards

  1. References:
  • Curriculum Guide: CG in English 5 Quarter 2 Week 2
  1. Focus Skill/s:
  • Speaking,
  1. Value Focus:

-perseverance in doing work

  1. PROCEDURE
  1. Setting Up the Stage

Group the pupils into four groups.

Give each group a three set of words. Ask them to write the synonym and antonym of the words in a manila paper.

Example:

Word / Synonym / Antonym
night / evening / day
happy / glad / sad
afraid / scared / brave
  1. Explaining the Students What To Do

Say: “Today we are going to learn about how to give precise information on a given topic and how to define words using connotation and denotation”

  1. Modelling for Students

Now ask the students to read the words in “Find Out and Learn” on the LM page ____. Ask them the ways on how they would define or give meaning to the words. Write their answer on their notebook.

Using their dictionary ask the students to find the precise meaning of the following word:

  1. Guided Practice

Have the students answer “Try and Learn” on the LM on page ____.

  1. Independent Practice

Perform “Do and Learn” on the LM page ____.

  1. Closure/Assessment

In giving precise information on a given topic, we may do the following:

1. We must have a reliable source which is verifiable. This means that the information that we get must be true and real, not made up or unsure.

2. We must have supporting information.

Connotations and denotations are two principal methods of describing the meaning of words.

Connotations refer to the wide array of positive and negative associations that most naturally carry them while denotation is the precise, literal definition of a word that might be found in a dictionary.

  1. Evaluation

Answer the following questions below.

  1. Who are your parents?
  2. What is your father/mothers work? Where does he/she work?
  3. In what barangay do you live? In which purok?
  4. What would you like to be when you grow up?
  5. Where would you like to spend your vacation?

LESSON 58 – IDENTIFYING THE MAIN IDEA, KEY SENTENCE, AND SUPPORTING DETAILS

  1. OBJECTIVE

-Identify main idea, key sentences, and supporting details of a given paragraph.

  1. SUBJECT MATTER
  1. Topics

-Identifying main idea, key sentences, and supporting details of a given paragraph.

  1. Materials

-short paragraphs with main ideas, key sentences and supporting details

  1. References:

-Curriculum Guide: CG in English 5 Quarter 2 Week 2

EN5RC-IIb-2.21

  1. Focus Skill/s:

-Reading, Analyzing, Identifying

  1. Value Focus:

-

  1. PROCEDURE
  1. Setting Up the Stage

Play a game of four-pics-one-word

Example:

Ask: “From the four pictures, how did you arrive at your answer.”

  1. Explaining the Students What To Do

Say: “Today we are going to learn about how to identify main idea, key sentences, and supporting details of a given paragraph”

  1. Modelling for Students

Have the students read the passage in “Read and Learn” on the LM page ____.

  1. Guided Practice

Have the students answer “Find Out and Learn” on the LM page ____.

  1. Independent Practice

Do activity on “Do and Learn” of the LM.

  1. Closure/Assessment

The main idea is the point of the paragraph. It is the most important thought about the topic. To figure out the main idea, we must ask ourselves “What is being said about the person, place, thing, or idea?”

The main idea can be located in different places. It can be in the beginning, middle, or end of the paragraph.

The key sentence contains the main idea, while the supporting sentences provide additional information about the main idea.

  1. Evaluation

Identify the main idea in the paragraph below. Write your answer on a graphic organizer.

LESSON 59 – ELEMENTS AND THEME OF A LITERARY TEXT

  1. OBJECTIVE
  1. Compose clear and coherent sentences using appropriate grammatical structures: subject-verb agreement
  2. Write paragraphs showing cause and effect.
  1. SUBJECT MATTER
  1. Topics

-Subject-Verb Agreement

  1. Materials

-video on subject-verb agreement

-chart with examples on the rules of subject-verb agreement

-manila paper

  1. References:
  • Curriculum Guide: CG in English 5 Quarter 2 Week 2
  1. Focus Skill/s:
  • Writing, Analyzing, Classifying, Reasoning
  1. Value Focus:
  • Caring for the environment
  1. PROCEDURE
  1. Setting Up the Stage

Let’s play a game. Group the pupils into four groups and on a manila paper and have them list as many verbs they can think of.

Give the winner a prize.

  1. Explaining the Students What To Do

Say: “Today we are going to learn about subject-verb agreement. Write sentences following the rules on subject-verb agreement.”

“We will also study about cause and effect. You must be able to identify which part of the sentence is the cause and the effect.”

  1. Modelling for Students

Say:“Remember that verbs, unlike nouns, have the S-form of the word for the singular form and base form for its plural form. Please take a look at the example.

Example:

S-form (singular)-sings, dances, writes, eats

Base form (plural)-sing, dance, write, eat

Show them a chart of examples of subject verb agreement.

Have the pupils read and practice the activity on “Try and Learn” on the LM pages ______.

  1. Guided Practice

Have the students identify the subject as well as note whether the subject is singular or plural. Remind them on the rule on subject-verb agreement.

Say:“Now that you know about the rule on subject-verb agreement, let us study about cause and effect.”

  1. Independent Practice

Have the pupils answer the activity on “Do and Learn” of the LM page .

  1. Closure/Assessment

The rule on subject-verb agreement states that a singular subject takes a singular verb (s form) while a plural subject takes a plural verb (base form).

Cause and effect statements are two related statements. One statement, the cause, tells us the reason on an event which resulted to the next statement, the effect, giving us the result of the action.You can usually find sentences built this way by key words and phrases they use: so, since, as a result of, because, therefore. It’s also important to note that the cause is usually written before the effect is, but there are rare cases when the effect will be written first. You should realize, however, that no matter what order you present cause and effect in with your sentences, you cannot have an effect happen before a cause.

  1. Evaluation

A. Circle the correct form of the verb to complete each sentence.

  1. Your friend (talk, talks) too much.
  2. The man with the roses (look-looks) like your brother.
  3. Mary (swim-swims) well.
  4. The boys (walk-walks) to school every day.
  5. The center on the basketball team (bounce-bounces) the ball too high.

B. Box the cause in the sentence and underline the effect.

  1. Tim forgot his math book, so he was unable to complete his homework.
  2. Keegan was hungry because he skipped lunch.
  3. I stated up until midnight that’s why I woke up late.
  4. Sheila got wet in the rain because she forgot to bring an umbrella.
  5. Kevin went to dentist because he had a toothache.

LESSON 60 – IMAGES AND IDEAS THAT INFLUENCE VIEWERS

  1. OBJECTIVE

1. Determine images/ideas that are explicitly used to influence viewers.

- Stereotypes, Points of View, Propaganda

  1. SUBJECT MATTER
  1. Topics

-Determining images/ideas that are explicitly used to influence viewers.

  1. Materials

-Pictures

-Video clips that are used to influence viewers.

  1. References:
  • Curriculum Guide: CG in English 5 Quarter 2 Week 2
  1. Focus Skill/s:
  • Viewing, Analyzing, Interpreting
  1. Value Focus:
  • politeness
  1. PROCEDURE
  1. Setting Up the Stage

Show video clips of commercials (example: detergent soap, fast food chain, powdered juice, diapers, etc.)

Ask:“What do these commercials make us do?”

“Do our parents buy them?”

  1. Explaining the Students What To Do

Say: “Today we are going to learn how to determine images/ideas that are explicitly used to influence viewers. You are going to watch some commercials or TV ads. I want you to pay attention to the ideas that the commercial wants to deliver.”

  1. Modelling for Students

Group the pupils into smaller groups. Have them think of a popular TV ad and have them act it out in front of the class.

  1. Guided Practice

Read the article “YouTube's top ads in the Philippines for 2013” on the “Read and Learn” of the LM page _____.

Answer the question below it.

  1. Independent Practice

Group the class into 6-8 groups. Give them a product. Ask them to create a short commercialabout the product they got. Assign to them also the type of advertisement they will use (stereotype, point of view, propaganda)

Examples:

Group 1 – Shampoo

Group 2 – Detergent Soap

Group 3 – Bath Soap

Group 4 – Toothpaste

Group 5 – Powdered Juice

Group 6 – Milk drink

Group 7 – Fast food chain

Group 8 – soft drinks

  1. Closure/Assessment

For us to determine the message of an image or idea we must first identify what image or idea was used to influence the viewer.

There are certain ways how an image or idea is expressed, here are the following:

Stereotype is a widely held but fixed and oversimplified image or idea of a particular type of person or thing. Example is the stereotype of a woman is as “the carer" and a man as “the provider”

Point of view is the particular attitude or way of considering a matter. It can also be the position from which something or someone is observed. Example, two people are seeing the same image but each of them have a different point of view, they may see or interpret the image differently.

Propaganda information, especially of a biased or misleading nature, used to promote or publicize a political cause or point of view. It is an information that is not impartial and is used primarily to influence an audience and further an agenda, often by presenting facts selectively to produce an emotional rather a rational response to the information.

  1. Evaluation

Have them watch the commercial “Tide:Bossing saKaputianKahit Tag-ulan” then answer the following questions below. Choose your answer from the bow below.

protective / mother’s / cleanliness
it was compared to another product / cleanliness in clothing shows love for family

1. Based on the video clip, a mother is always and caring of her child.

2. In the video, they see Bossing Vic as an image of

.

3. The commercial was biased because .

4. The message of the video is that .

5. The commercial was intended for to buy.