Teacher S Guide in English 5

Teacher’s Guide in English 5

4th Quarter

Week 9

I. Objectives

A. Expressive Objectives

1. Observe politeness at all times

2. Show tactfulness when communicating with others.

B. Instructional Objectives

Listening Comprehension

Summarize information from various text types.

Oral Language

Use verbal and non-verbal cues in a TV Broadcast.

Vocabulary Development

Identify different meanings of unfamiliar words.

(denotation and connotation) (Mathematics)

Reading Comprehension

Make generalization

Oral Reading Fluency

Observe accuracy, appropriate rate, proper expressions and correct punctuations in dramatic,

readings and presentation.

Study Strategy

Conduct short research projects on a self-related topic.

Grammar

Use complex sentences to show problem-solution relationship of ideas.

Writing Composition

Compose a three-paragraph descriptive essay on self-related topic.

Viewing

Make connections between information viewed and personal experiences.

Attitude

Show tactfulness when communicating with others.

II. Subject-Matter

A. Topics

1. Literature

a. “Black-out or Brown outs” (Improving Proficiency in Reading I, p.44)

b. “The Jellyfish Journey“ by Josefina V. Suarez, Ed. D.

(New Dynamic Series in English 5, pp. 49-50)

c. “Hickory, Dickory, Dock “(Poem)

d. Idioms, Connotations & Denotations

e. Tongue Twisters

2. Language

a. Compound words

b. Verbal and Non-Verbal Cues in a TV Broadcast

c. Descriptive Essay

d. Contextual Clues

B. Materials

• short listening Selection
• short oral reading selection
• printed vocabs on meta cards (Word Bank)
• prediction table (board/chart)
• tongue twister chart
• activity sheets
• film (via power point)

C. References

K-12 Curriculum Guide (English 5)

Day 1

I. Objectives

1. Show attentiveness and enthusiasm to all activities.

2. Utter each letter, word, phrase and sentence articulately.

3. Summarize the selection listened to, in their own words

.

II. Subject-Matter

1. Listening to a selection (Black-out or Brown-out)

2. Summarizing the Selection listened to.

References: Improving Proficiency in Reading I,p.44

K-12 Curriculum Guide in English 5 EN5LC-Iv3.13,

Materials: chart, meta cards ,activity sheets, film

III. Procedure

Setting the Stage

A. Using hands, the teacher acts-out each of the given things and asks the pupils to identify.

1. rain drop3. lightning5. earthquake

2. thunder4. flash flood

Ask: What are those identified things?

B. Form compound words by matching Column A and Column B.

A. B

1. brown- ______a. load

2. construction-______b. outs

3. over- ______c. material

4. motor- ______d. spread

5. wide- ______e. vehicle

Think and Tell:

Teacher reads the situation aloud.

Situation: While watching “Probinsyano”,suddenly there was an electric interruption that

shot off the lights, television, electric fan, refrigerator and other household appliances

in your neighbor’s home.

Ask: What is that event called?

Find-out and learn

Ask: When a brown-out in your own house occurs what will you do?

Try and learn

Ask: When electrical interruptions/failures occur in the entire province, will you consider it

brown-out? If no, then what is it?

Why does black out or brown-out occur?

Do and learn

Ask: How does black-out affect a province or city?

Fill- up the prediction chart.

Ask the pupils to explain the answers.

C. Modeling the pupils

Teacher reads the selection clearly and slowly. Pause once in a while to ask questions.

Comprehension Questions

How is black-out different from brown-out?

What may cause black-out and brown-out?

Which between black-out and brown-out is more disturbing? Support your answer.

How can we prepare ourselves to any of them so that we will not be fully affected?

III. Guided Practice

Group the class into three. Then, distribute the activity sheets.

Group I: Role play 5 activities of family members during occurrence of a brown-out.

Group II: Act-out the usual 5 reactions to brown-out in your house.

Group III: Pretend to be government agencies that will respond to call in case, a brown-out

extends longer.

Ask the pupils to present their outputs in the class.

IV. Independent Practice

Write a paragraph-summary of the selection listened, to containing the following;

1. difference between black-out and brown-out

2. causes

3. effects

REMEMBER: A paragraph is consists of an introduction, body and conclusion. The first sentence is indented. and end with a period, question mark or exclamation point.

V. Evaluation

Choose the best answer in each item.

1. Brown-outs happen ( anytime, at night, at noon, in the morning ).

2. Black-out occurs in (a duplex, a house, an urban, a neighbor,)

3. Brown-out is caused by a ( fight, lightning ,graduation, party)

4 . (Appliances, Houses , People, Roads) are mostly affected as their work are delayed

5. It is safer to ( break-out, leave –on, ignore, turrn –off) the household appliances.

Day 2

I. Objectives

1. Value facts/factual things to find reality.

2. Use verbal and non-verbal cues.

3. Perform an oral activity using denotations and connotations.

II. Subject-Matter

Verbal and Non-Verbal Cues

Connotations and Denotations K -12 Curriculum Guide in English 5

References: EN5OL- IV; -4 EN5V-IVh 20.1, 20.2

Materials: charts, metacards.

III. Procedure

Setting the Stage

Tell the compound word that fits each sentence. Select the answers below the sentences.

1. The policeman tries to stop the heavy car with an ______.

2. The people in the neighborhood did not sleep well owing to the warmth and darkness brought by

______.

3. Empty small or big containers in the backyard to avoid the ______dengue viruses.

4. A lot of ______riders had met on ______.

5. The carpenter needs a ______for building a house.

Think and Tell

Read the sentences aloud.

a. The farmer is very fond of Ram, the black sheep.

b. Father is angry with Roy, the family’s black sheep.

Ask: Do the two sentences convey similar ideas?

If not, what is the difference?

What kind of word is black sheep in the first sentence?

What kind of word is black sheep in the second sentence?

Find and Learn

Identify the denotative and the connotative words.

a. Impossible! It rained cats and dogs.

b. It rained cats and dogs during typhoon Yolanda.

a. This is a sketch of human body. Please paint a heart of gold.

b. Here is Mr. Rico who gives money to the needy. He has a heart of gold.

Differentiate denotations and connotations.

What does each of them mean?

Do and Learn

Complete the sentences with the given connotative words. Select the answers below.

1. You can’t go through this street. It’s a ______.

2. The cruel leader dictates the people with an ______.

3. When the speaker forgot his line, he created ______. The audience didn’t notice it.

4. The love story was ______. It characters acted unrealistic at all.

5. When caught, the thief showed-out his ______that the policeman didn’t believe, thinking that he was only bluffing them.

Fill in the blank with the correct denotation. Use the same choices found above.

1. In the lake, the crocodile lost its young. To my amazement, it gave out ______.

2. I have strong teeth so I could eat ______foods.

3. Children love to watch robots moving their ______.

4. The baby is put in a ______.

5. If the old sick man isn’t cured, it could be his ______.

Learn some more

Find the meaning of the following connotations by matching Columns A and B.

A.B.

______1. ad lib a. forceful discipline

______2. corny b. old fashioned

______3. dead end c. additional remarks

______4. crocodile tears d. insincere grief

______5. iron hand e. street without outlet

Talk about it

Discuss the meaning of the given connotations and denotations. Ask the pupils to use them in sentences. Teacher may use non-verbal expressions for further understanding of the lesson.

REMEMBER:

* Denotation expresses literal or real meaning.

* Connotation expresses concealed meaning.

Evaluation: Write Denotation or Cooontation on each blank.

______1. When the naughty boy was scolded by his mother he shed crocodile tears.

______2. The mason seems to have an iron hand while shaping up a bolo.

______3. Your jokes are too corny, it didn’t make me laugh at all.

______4. The river had finally reached its dead end; the water dried –up,fish and plants all died.

______5. When necessary, create an ad lib to make your part very realistic.

Home Activity

List down 5 connotative words with their meanings. Use them in sentences.

Day 3

I. Objectives

1. Realize that the end does not justify the means.

2. Define vocabulary words through context clues.

3. Read the selection with comprehension.

4. Write the main idea of the selection read.

II. Subject-Matter:

Developing Vocabularies (Contextual Clues)

Reading a Selection: “The Jellyfish’ Journey”

Giving the Main Idea of the Selection read.

References:

New Dynamics Series in English 5pp. 49-50.

K-12 Curriculum Guide, EN5RC-IVg- 2.12

EN5F-IVg- 2.9

Materials: chart, metacards, pictures activity sheets

III. Procedure

A. Setting the Stage

Ask the pupils to read repeatedly.

Then instruct then do recite without reading it.

Tongue Twister

Videographers

videotape the videography

of videos.

B. Contextual Clues:

Analyze the sentences. Underline twice the word or words that mean (s) the underlined

vocabulary in each sentence.

1. There was rejoicing in the palace yesterday.

The king got married a beautiful woman.

2. Trials are test of patience. They are the spices of life.

3. The kings wife requested for a monkey’s liver.

4. Timothy is a mischievous boy. He always makes his teachers angry.

5. Juan is a silly boy. He does things that shows lack of good sense.

Check the pupils’ answers. Draw a line to match Column A with Column B.

A.B.

1. rejoicing a. test of patience

2. trials b. makes his teachers angry

3. requested c. celebration lasted

4. mischievous d. respond to wife’s wish

5. silly e. lack of good sense

Explaining the pupils what to do.

Our reading selection for today is “The Jellyfish Journey”

Can you think of words, compound words, or remarks that we may associate to animals?

Example: yellow chicken

Anticipated answers:

black sheep lion-hearted crocodile tearsdog tags monkey business

Show pictures of a jelly fish,dragon and monkey

Find out the different blended traits of the characters in the selection.

Which among the two of you is going to be defended and be cast out?

THE JELLYFISH JOURNEY

Once upon a time, the king of the dragons who was an old bachelor took it into his head to get married. His bride was a young dragonette just sixteen years old- lovely enough to become the wife of any king. The wedding caused much rejoicing. The fishes both great and small came to offer gifts to the newly wedded pair. For many days there was feasting and merriment.

But alas, even dragons have their trials. Before a month has passed, the young dragon queen fell ill. The doctors gave her every medicine that was known to dragons, but none helped her. At last, they said that there was nothing more to be done. She would probably die. But the sick queen said to her husband, “I know of something that will cure me. Get me a live monkey’s liver and I shall get well at once.

“A live monkey’s liver!” exclaimed the king. “What are you thinking of, my dear? You forgot that we dragons live in the sea, while monkey’s live on land far away among the forest trees. A monkey’s liver! My darling, you must be mad.”

The young queen burst into tears, “I have asked you for only one small thing,” she whispered, “and you won’t get it for me. I wish I had stayed at home with my own m-m-m-mama and my own papa-a-a-a.”

The dragon king did not like to have it thought that he was unkind to his beautiful young wife. So he sent for his trusty servant, the jellyfish, and said: “I have a rather difficult task for you. I want you to swim across the land and persuade a live monkey to come here with you. Tell the monkey how much nicer everything is here in Dragon Land than where he lives, so that he will be willing to come. What I really want him for is to cut out his liver to use as a medicine for the queen.”

So the jellyfish started off on his strange errand. In those days, he was just like any other fish, with eyes and fins and a tail. But he had little feet also, so that he could walk on land. It did not take him many hours to swim across the country where the monkeys live. Fortunately there happened to be a monkey jumping about among the branches of the trees near the place where the jellyfish landed.

“Good morning, Mr. Monkey,” said the jellyfish. “I have come to tell you a beautiful country where the weather is always pleasant. There are plenty of ripe fruits on the trees, and there are none of those mischievous creatures called men. Will you not get on my back and let me take you there?”

The monkey thought it would be fun to see a new country. So he jumped on the jellyfish’s back, and off they started across the water. When they had gone about halfway, he began to fear that there might be some hidden danger. It seemed rather odd for jellyfish to come so far to carry a stranger home simply to see the country.

“My Jellyfish, why did you think of coming for me?”

“My master, the king of the dragons, sent me to get you,” answered the jellyfish.

“He wants to give your liver as medicine to the queen.”

“Oh, that’s your little game, is it?” thought the monkey, but he kept his thoughts to himself, and only said, “Nothing could please me better than to be of service to the king and queen. But I left my liver hanging on a branch of that big tree where you first saw me. A liver is heavy to carry about so I generally take mine out and play about without it. We shall have to go back for it.”

The jellyfish agreed that there was nothing else to do. The silly creature did not see that the monkey was only fooling him in order to save his life and his liver.

When they reached the shore again, the monkey bounded off the jellyfish’s back and was up the tree in less than a minute. Then he said: “I do not see my liver here. Perhaps somebody has taken it away. I will look for it. Go back and tell your master what has happened. He may become very anxious if you did not get home before dark.”

So the jellyfish started home. When he told the king of the dragons what happened, the king was so angry and said: “Away with this fellow. Take him and beat him to a pulp. Do not let a single bone remain unbroken in his body.”

The officers seized the unfortunate jellyfish and beat him as the king had commanded. That is the reason why, to this very day, jellyfish have no bones.

When the young queen found she could not have the monkey’s liver, she made up her mind to get well without it.

Modeling the pupils

Teacher reads the selection by part.

Teacher asks the pupils to read after her.

Teacher pauses once in a while and asks questions.

Comprehension Questions:

1. Tell the most remarkable traits of each character.

2. Why was the jelly fish sent by the king for an errand?

3. How did the jelly fish persuade the monkey to go with him? Did the jelly fish succeed?

4. If you were the monkey, what would you do to serve yourself?

5. What became of the jelly fish after being punished?

6. What does this story want to covey?

Guided Practice

Cooperative Group Activity

Group I- Draw the dragonette and write her characteristics.

Group II- Draw the jelly fish and write its characteristics.

Group III- Draw the monkey and write his attempts to escape his death.

Independent Practice

Pick out the best answer in each sentence. Write the letter of the answer.

___1. The king dragons wife was:

a. active, bright but stupid

b. lovely, young but spoiled

c. tall, slender but healthy

d. ugly, obese but nice

___2. When the dragonette fell ill, she requested a

a. beef’s liver

b. cow’s liver