Q3 WEEK 4 ENG 5 DAY 1

Subject Matter

Topic: Mood of Speaker Tone and Purpose

Reference: EN5 LC –IIId 2.8.1/2.82/2.8.3

EN5 OL- IIId 2.8

Setting the stage

Read “Mood Poem”

Poem

I love my friend

He went away from me.

There’s nothing more to say.

The poem ends

Soft as it began

I love my friend.

At the end of the lesson you will be able to infer the speaker’s tone, mood

and purpose.

Explaining the student what to do

Read Antonio’s story to the pupils.

Answer the comprehension check up.

Modeling for student

Read Antonio’s Diary ( See Lesson Guides in Elementary English 5 p.18-19 )

Ask the pupils the following questions:

Who is Antonio’s friend? Francisca

Is she blind like Antonio? No

When do they meet? every Saturday afternoon

Where do they meet? at the park

What would Francisca do whenever she sees Antonio coming? Shouts in her high voice ( write the answer on the board )

What would she say? “ Hello, Antonio! Let’s go!” ( write the answer on the board )

What emotion or mood do the words and action of Francisca indicate?

Excitement, eagerness ( write the answer on the board )

What would they do in the park?

walk around the park and Francisca would describe everything she sees to Antonio

How would they walk around the park?

Hold hands and talk about things Francisca see ( write the answer on the board)

What emotion do these actions indicate? Friendliness ( write the answer on the board )

Which action of Antonio tells us that sometimes he feels sad about being blind? When he cries

What does Francisca do when she sees him crying? Hold him tight and tell him that her eyes are big enough for the two of them.

What is Francisca’s mood feeling as she holds his hand and tells him about her eyes? ( compassion )

Could you say that Antonio and Francisca are close? Why/ Why not?

Yes, they are close because they like to spend time together, talk about things and console each other when one is lonely

What helped us in guessing Antonio’s and Francisca’s mood?

( their actions and what they say )

So how can we tell the mood of a person or a character in a story?

( through his /her actions and utterances/ statement )

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Guided Practice

a. Infer the mood of the person presented in each situation.

Tina saw the thin ragged beggar and gave him/her last peso.

Clara groped in the dark. She touch something slimy and hairy. She shrieked and could not move.

Ana felt like walking on air, and that everybody loved her trophy from the judges.

Tony was going to the city for the first time. He couldn’t sit tight. He pointed at the new things he saw.

Aling Pinang looked at her colorful garden. Her plants were all flowering and it was a sight to see.

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Group Activity

Divide the pupils into 4 groups. Distribute to each group, strips of

cartolina with a mood written on each strip. ( Have a list of suggested moods) ( happy, sad, afraid, disappointment, surprise )

 Tell each group member to get a strip of cartolina without showing

what was written on it to the other group members.

Tell each member to act out or make facial expression to describe the mood written on his/her strip of cartolina while the rest of the group members guess what that mood is. Each member will take his turn.

• Independent Practice

Infer the general mood of the situations that I will read to you. Choose your answer from the following list of words inside the box.

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anger sadness

disappointment

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“It breaks my heart to see you very ill” said Auring to to her sick daughter.Mang Pedro raised a wooden stick and shouted at the two boys to get out of his garden.

Yoly’s brother was playing with other children in the park. After a while she could not see him everywhere but she could not find him.

Lightning flashed followed by a terrible thunder. Sara closed her eyes and covered her ears as she sat on the chair.

Ramon had always topped his class since Grade one. Now, mother was expecting another gold medal. Awarding day came but Ramon was not called.

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Closure/Assessment

What have you learned from today’s lesson?

 Evaluation

Infer the mood of the person who said each sentence.

“Today is the day I’ve been waiting for”.

‘I hate you so much!”

“We won! We won! the game!.

“Your dress is so pretty.”

“I can’t thank you enough for the help you’ve given me.”

DAY 2

Subject Matter

Topic: Compound Words

Reference: EN5-IIId 20.3, 20.4

Setting the Stage

What are the following pastries/cakes made of?

cupcakes strawberry pancakes blueberry applesauce

At the end of the lesson you will be able to infer the meaning of unfamiliar words based on the given context clues compound words.

Explaining the students what to do

Present the short story to the pupils.

Answer the comprehension check up.

Let the pupils pick out the underlined word in the story.

Modeling the student

Let the pupils read the story.

One Sunday, afternoon, Julian the baker is busy making cupcakes and cooking pancakes. Celano, his helper, is busy packing applesauce and strawberry jam. They will bring these to Chinatown where anybody can buy them anytime.

Answer the following question

What is the name of the baker?

Who is Julian? What is the work of the baker? What does Celano pack? When did the story happen? If you were a baker what bread would you prefer to bake?

What are the underlined word in the story? (write the answer on the board)

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Sunday = sun + day

afternoon = after + noon

cupcakes = cup + cakes

pancakes = pan + cakes

applesauce = apple + sauce

strawberry = straw + berry

Chinatown = china + town

anybody = any + body

anytime = any + time

These two different words that have been together to form a new word is called a compound word.

Can you draw out the meaning of a compound word? ( you can try to combine the meaning of short word?cupcakes - cakes shaped likes cup pancakes- cake fried on a pan applesauce- sauce made of apple Chinatown - town of the Chinese anybody - anyone

anytime - at any moment

Guided Practice

Write the compound word that mean the following:

____________bell by the door

____________ache or pain at the back of the body

____________cake fried on a pan

____________room where classes are held

__________cloth to cover

Group Activity

Each group will do different activities.

Group 1 Box the correct compound words: Part of the day between noon and evening afterglow afternoon

Air transportation

airport airline

Paper that tells the news

newscast newspaper

Ground or place for playing

playmate playground

Paper with a rough surface

` sandpaper sandstorm

Choose and give the meaning of the compound words.

One lazy afternoon , Greggy the young dog was relaxing at the entrance of his doghouse.

He was about to daydream when Dave, the Dalmatian came by to invite him for some outdoor games.

Greggy accepted it and asked permission from his grandmother,

she said it was okey but reminded him not to stay outside after dark.

Group III

Write the compound word on the blank before its meaning.

____ = a store here books are sold

_____ = marker placed between the pages of the book

____ = a set of shelves or cabinet for holding books

_____ = a person who spends much time reading a book

___ = use to protect the eyes from the sun’s glare

Independent practice

Read each sentence and box the correct compound words.

Daylight begins early morning

We put all our toys in the playroom.

I got sunburn, when we went to the beach.

The teacher told the students to underline the correct answer.

We have P.E. in the afternoon.

Closure/Assessment

What have you learn from today’s lesson?

Evaluation

Give the meaning of the following:

seaweeds________________

sandcastle________________

fishnet___________________

swimsuit _________________

fingernails________________

DAY 3

Infer the Meaning of Unfamiliar Words Based on Given Context Clues

(EN5V-IIId-20.4 )

Distinguish Text-types According to Features (Structural and

Language) -Problem and Solution (EN5RC-IIId-3.2.4)

-Text-types According to Features ( Problem and Solution)

-Context Clues

( Integrative Teaching Science)

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Look at the pictures in the board. What form of energy is shown in each one? Put the correct word under each picture

Solar wind water/hydro

Bioenergy geothermal

Using inquiry – based approach, let the pupils form questions regarding the picture and its relevance to the literary / reading text that will be presented.

Fundamental questions ( what questions) should be established first.

Possible questions;

What source of energy is safe to the environment? What kind/form of energy is given off by the sun? What will happen if the sun dies? What provinces use natural sources of energy like wind, water and geothermal? What are the advantages of using natural sources of energy? What will happen if we run out of supply of fuels?

Solar wind water/hydro

Bioenergy geothermal

Energy Sources: A Dilemma of the Twenty-First Century

Retrieved from: www.dbe.metu.edu.tr/student/groups/int/Prob.Solution%20Ss.%20Copy.pd On most part, energy is created by burning fossil fuels -- coal, natural gas and oil. The problem with this is that these resources are finite.

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At the current rate of use, it is expected that the world will run out of fossil fuels in thirty to forty years to come. As a result, it will no longer be possible to generate power to operate factories and vehicles or to light and heat houses.

This world-wide problem can be resolved through the implementation of two possible solutions. The first solution is to improve conservation efforts. In order to do this, governments can try to raise public awareness, discourage over-consumption and encourage recycling.

For example, they can encourage the installation of high-efficiency light bulbs in homes and offices. They can inform the public of the amount of energy saved by simply turning off lights that are not being used or by using public transport more and cars less. They can also pass laws mandating the recycling of whatever possible.

Improvements in conservation will surely extend the life of current fuels but they are not complete answers to what will happen when fossil fuels eventually run out. The second and better solution, therefore, is to use alternative sources of energy to meet future needs. The current leading alternatives to fossil fuels are solar energy and fusion, which is the union of atomic nuclei to form heavier nuclei.

Solar energy is directly obtained from the sun so it is easily accessible and pollution-free. It can be used both to heat water and buildings and to generate electricity but mostly in countries that have ample sunlight. Fusion, on the other hand, will make it possible for nuclear power plants to generate enormous amounts of energy in order to meet the energy needs of the planet indefinitely.

In addition, despite public concern about safety and risk of contamination, fusion is a safe and clean source of energy as modern power plants take strict safety measures to prevent potential nuclear disasters and leaks. In conclusion, in order to have sufficient energy for the next century, it will be necessary.

Comprehension Check-up

Go back to the questions formulated by the pupils. Let them answer the questions they raised

1. Describe the text type used in the selection.( Narrative using problem-solution)

2. What words signal to show the purpose of the literary text? (as a result, resolved, for example, in addition, in conclusion)

3. According to the selection, what is the problem?

4. Are there a solutions offered to the problem aired in the literary text?

Fill in the graphic organizer to show the problem-solution type of literary text

TASK 2- SIMPLE JIGSAW( Collaborative Approach)

SIMPLE JIGSAW: The teacher divides a task into parts with all students from each LEARNING TEAM volunteering to become "experts" on one of the parts. EXPERT TEAMS then work together to master their part of the material and also to discover the best way to help others learn it.

All experts then reassemble in their home LEARNING TEAMS where they teach the other group members.

Using the literary problem-solution narrative text-type below, one/two members of the team will identify the solution and the two others will locate the solutions cited in the reading text.

Group 1

Save the Tigers

http://www.ereadingworksheets.com

Dr. Miller doesn‟t want the tigers to vanish. These majestic beasts are disappearing at an alarming rate. Dr. Miller thinks that we should write to our congress people. If we let them know that we demand the preservation of this species, maybe we can make a difference. Dr. Miller also thinks that we should donate to Save the Tigers. Our donations will help to support and empower those who are fighting the hardest to preserve the tigers. We owe it to our grandchildren to do something.

Group 2 Fossil Mishap

http://www.ereadingworksheets.com

It‟s important to think critically about the information that you receive, or else you may be led astray.For example, the brontosaurus is a type of dinosaur that never really existed. Many people still believe in the brontosaurus today, but the “brontosaurus” is actually the body of an apatosaurus with the head of a camarasaurus. This concocted creature was made from two mismatched fossils. Had more people thought critically about these findings, analyzing the components that were presented, entire generations of school children may not have been misinformed; therefore, think critically about the information that people tell you,

even if it‟s information you find on a book or in a worksheet.

Group 3 Earthquake-proofing

http://www.ereadingworksheets.com

Some countries, such as Japan, or parts of a country, like California in the United States, have a lot of earthquakes. In these places it is a good practice to build houses and other buildings so they will not collapse when there is an earthquake. This is called seismic design or "earthquake-proofing".

Group 4 Attendance

http://www.ereadingworksheets.com

Having good attendance is important because attendance determines the school‟s funding. Some students have poor attendance, and the school has tried many ways of addressing this: teachers have talked to parents on the phone and the school has mailed letters. Yet, some students still maintain poor attendance. Next, the staff will attempt to schedule parent/teacher/administrator conferences with students who are habitually absent. Hopefully, this will help more students get to school everyday

Group 5 Lost and Found

http://www.ereadingworksheets.com

A mobile phone is lost every second by some estimates. A 2011 survey shows that about 22% of Americans have lost a mobile phone. When a person loses their phone, they don‟t just lose a device that may have cost as much as $600, they lose phone numbers, photos, and sensitive information. If the phone isn‟t locked and it gets lost or stolen, someone may use it to commit identity theft. Perhaps the worst part about this is

that it can be prevented. Today‟s smart phones have free applications that allow you to find your lost phone using GPS signals. Even if you cannot retrieve your phone, you can use these applications to delete your data so that you are less likely to become a victim of identify theft. Losing your phone feels horrible, but if you take the time to install a phone-finding app, you‟ll be much better prepared to deal with it.

Identify the problem and the solution/s in the literary text below

It seems like there has been a surge in teen pregnancies these days. Teen pregnancies make it very difficult for young mothers to pursue their dreams and meet the demands of an infant.

Fortunately, most teen pregnancies can be easily prevented by using birth control; however, even birth control is not 100% effective. The most effective way to prevent teen pregnancies is abstinence, which is 100% effective.

( Journal Writing – Reflective Approach)

What are the most common problems that you encounter in school?

How do you deal with it? What are your solutions?

What are the different text types that you remember from previous lessons? How will you describe a problem and solution literary text? How does it differ with cause - effect relationship?

Weightlessness in Space

Astronauts face many problems in space caused by weightlessness. One of these problems is floating around the cabin. To solve this problem, astronauts wear wear shoes that are coated with a special adhesive.

This adhesive sticks to the floor of the cabin. Serving food is another problem. It won't stay put on the table! Experts solved this problem by putting food and drinks in pouches and tubes. It only needs to be mixed with water.

Weightlessness also causes problems when an astronaut tries to work. The simple task of turning a wrench or a doorknob can be difficult. Since there is no gravity to keep him down, when he exerts a force in one direction, the opposite force may flip him over completely.

To solve this problem, he must be very careful about how much force he uses to do these simple tasks. Here on earth, life is much simpler, thanks to gravity.

Problem:________-

Solution:

1.

2.

3.

DAY 4

Use a particular kind of sentence for a specific purpose and audience (EN5G-IIId-1.8.1 EN5G-IIId-1.8.2)

a. asking permission

b. responding to permission

Observe politeness at all times ( EN5A-IIId-16 )

Asking and Responding to Permission

REVIEW: Identify the problem and the solution in this literary text

According to Department of Health ( DOH), there is an increase in firework related injuries every year during New Year‟s Celebration. Emergency rooms are often filled with children and adults suffering from wounds and burns due to fireworks.

Authorities always say that there is no need to suffer from these injuries just to make New Year‟s Celebration merry and loud.Keep yourself safe by staying away from fireworks and firecrackers. If you see someone who is not a professional in lighting fireworks, take that as your cue to step away.

If everyone stayed away from fireworks, there wouldn‟t be any fireworks related injuries. You can‟t control everyone, but you can control yourself. If you remember that accidents happen, you can keep them from happening to you.

Game ; May EYE ?

Call some volunteers to pick an eye and read the sentence written on it. Pay attention on how they read the sentences

PRESENTATION: The sentences that you read are used to ask permission. Let‟s read the conversation below and find out how we should ask permission correctly and politely. Pay attention as well on the way the permission is answered ( granted or denied).

Example Situations - Asking for Permission which is Given

Jack: Hi Sam, do you think I could use your celphone for a moment? Sam: Sure, no problem. Here you are. Jack: Thanks buddy. It will only be a minute or two.

Sam: Take your time. No rush. Jack: Thanks!

Example Situations - Asking for Permission which is Denied

Employee: Would you mind if I came in late to work tomorrow?

Boss: I'm afraid I'd prefer if you didn't.

Employee: Hmmm. What if I work overtime

tonight?

Boss: Well, I really need you for the

meeting tomorrow. Is there any way

you can do whatever it is you

need to do later.

Employee: If you put it that way, I'm sure I can figure something out.

Boss: Thanks, I appreciate it.

1. Which of the sentences in the conversations were used to ask permission? 2. What were the answers to the request for permission? 3. What verbs are used for asking permission? 4. Why is important to be polite in asking for permission and in answering the question?

DISCUSSION

Find a partner and read the following conversations correctly. Observe politeness in asking and answering permission

Conversation 1

John and Sandra are a couple on holiday in Puerto Galera and John goes up to a stranger:

John : „Excuse me, sorry to bother you, would you mind taking our picture?‟

Stranger: „No not at all. Where would you like to stand?‟

Sandra : „Here‟s fine. In front of this boat.‟

Stranger „Great, say cheese.‟

Conversation 2

Paul needs to ask his boss for permission to leave work early the next day:

Leo: „Mr Santos.‟

Mr . Santos: „Hi Leo, is everything fine?‟

Leo: „Yes thank you, Sir. It‟s just, do you mind if I leave early tomorrow?

I need to take my sister to the airport.‟

Mr. Santos: „No, of course not. That‟s fine.”

Leo: „Thank you so much , Mr. Santos.‟

DEVELOPING MASTERY

Make / Construct sentences when asking permission to .

• go out on a Friday night with trusted friends

• use someone's book for researching

• use Father‟s bicycle in going to a classmate‟s house

• play someone's ball

APPLICATION

Your friend invited you to attend her birthday party on Saturday. How would you ask permission to your mother? If your mother

denies your request, how would you answer her? What would you

say and do?

GENERALIZATION

How do you ask permission?

What would you answer if

your permission is granted ?

What if it is denied? How

would you say?

EVALUATION

Choose the correct sentence to be used in the following situations.

1.Two Batangueños in a bus

a. “ It‟s quite hot in here. Can I open the window?”

b. “ It‟s quite hot in here. Do you mind if I open the window?”

2) Two public school teachers at work:

a. “I forgot my pen today. Could I use yours for the day?”

b. I forgot my pen today. Give me one of yours for the day.”

3) At a Filipino restaurant: “Excuse me but do you mind if I take

this chair?”

a.“No, not at all.‟

b.“Yes, sure.”

4) Aling Ador to his neighbor

a. Manong Jose, sorry to bother you but it‟s almost midnight and I have to get up early. Do you mind keeping the volume of the videoke down?‟

b. Sorry Mang Jose, but the volume of your videoke is a little too loud. Could you keep it down, please? It‟s late and I have to get up early tomorrow.

5) A tourist in a Picnic Groove in Tagaytay:

a. “Excuse me. How do I get to Sky Ranch?”

b. “Excuse me. Could you tell me how to get to Sky Ranch?”

DAY 5

Organize information from secondary sources in preparation for writing (EN5SS-IIId-4)

Plan a two to three-paragraph composition using an outline/other

graphic organizers (EN5WC-IIId-1.1.6.1)

Organizing Information from Secondary Sources in Preparation for writing

REVIEW:

What would you say if you want to ask permission from your teacher in going to the library?

Give examples of sentences on asking permission

Establishing a purpose for the lesson:

Where do you usually get information when a teacher gives you a homework or a study report?

Show a picture of library

What are the different reference materials that are found in a library?

What information can you get from these library sources?

PRESENTATION:

Do you have a facebook or twitter account? Do you make blog articles? Below is a blog article from the internet. Aside from library , we can get information from the internet

(http://blog.globalizationpartners.com/the-philippines-culture-and-tradition.aspx)

How are Filipinos described?

Tell something about the origin of the name of our country.

To whom did early Filipinos interact with?

What was the result of this interaction?

DISCUSSION:

Can you write a similar blog in your social network account?

What are the things to do before writing any composition?

Why is important to plan what you will write?

What will aid you in planning to write?

Look on the graphic organizer below.

Paper Talk ( Collaborative Approach)

( This collaborative approach is facilitated by letting pupils write his/her own idea in a paper without the intervention of the teacher or other pupils during the sharing stage)

1. Form a group consisting of 4-5 members.

2. Using your English Book as your source , look for a certain topic/story.

3. Read the chosen topic/story carefully to get ideas on how paragraphs are written. ( Pay attention to technical aspects; coherence, unity, transition and others)

4. Plan a two-three three-paragraph composition using an outline/other graphic organizers using the tarpapel that the teacher will provide. Topic will be about the importance of group cooperation.

DEVELOPING MASTERY:

Plan a two to three-paragraph composition using the graphic organizer below.

Choose from any of the following topics

1. Traditions and Customs of Batangueños

2. Tourist Spots in your own town

3. Famous people in your locality and their accomplishments

GENERALIZATION:

What should be done prior to writing a composition?

What should be included in your outline/draft?

What will aid you in planning your composition?

Fill in the graphic organizer with the correct idea/ information to

be included in each part when planning your composition

Choices for the title:

 Music and Arts

 Religion

 Sports

Choices for the content ( Introduction, body, ending)

 Ways / Means

 Impact on everyday Living

 Importance/ Benefits

 Origin/ Influence

 How –to / Procedures

 Preservation

ENJOY SHARING YOUR IDEAS

NANCY D. GUTIERREZ

LBCES

LOS BAÑOS, LAGUNA