EN5LC-IVe 3.11 ; EN5RC-IVe 2.15.2 ; EN5F-IVe 1.13
BY SIR REI MARASIGAN
ALAMINOS DIST
LAGUNA DIVISION
How visual and multimedia elements contribute to the meaning of a text?
A. Reviewing previous lesson or presenting the new lesson
Read the story.
“The Bug Collection”
Read the story entitled “The Bug Collection”
by: Andrew Frinkle
Peter had to do a bug collection for school. He was required to get several different Orders of bugs, and at least one Species of each of those Orders. Orders were groups of similar bugs, and Species were specific examples. There were 29 different Orders of bugs in the world, but most bugs came from four common groups, while the others could be quite rare.
He knew if he could catch about ten Species of bugs from four different Orders, he’d get a good grade. So, he went outside with his bug net and caught a Yellow Cabbage Butterfly almost right away! That was a member of the Order Lepidoptera, which included all the butterflies and moths. He caught several more butterflies and moths over the next few hours, including a swallowtail butterfly and a moth almost the size of his hand that had been hiding on a tree, blending in. He’d have to look it up in a book later to see what kind it was.
The second Order he found was Orthoptera. This was the group of bugs that included grasshoppers and crickets. He caught a black cricket under the rose bushes, and then snagged a big fat green locust flying through the yard. It was hard to catch that one, because it flew so fast.
Hymenoptera was the next Order he found, but it wasn’t that hard. There was a whole anthill filled with fire ants by the back porch, and there were black ants in the driveway. Then he found a dead wasp in a spider’s web near the barn. Those were both in the same group of insects.
After that, it got harder. He got down on his hands and knees and crawled through the grass, eventually finding a ladybug. Those were in the Order Coleoptera. He didn’t find any other beetles, though. He did find a spider, but that didn’t count. Spiders were Arachnids, creatures with eight legs. Insects were only supposed to have six legs. Regardless, he could not keep the spider for his collection. He saw a dragonfly, but it was too fast, and that meant he didn’t have a member of Order Odonata.
He got lucky and found a walking stick before he gave up for the day. That was a rare member of the Order Phasmida, which included camouflaging bugs like leaf bugs and stick bugs. It seemed like he’d get a pretty good grade after all!
At the end of the lesson you will be able to restate the sentences heard in your own words you can also use appropriate graphic organizers and can read text correctly with 128 words per minute.
C. Presenting examples/instances of the new lesson
B. Explaining the students what to do.
1.Say: I will read again the story, while I am reading the story, I want you to list all the key sentences and supporting sentences from the story.
2.Comprehension check up
3.Ask the student to tell the key sentence in the first paragraph, then give the supporting sentences. Continue to ask questions until the students were able to organize ideas using the graphic organizer
D. Discussing new concepts and practicing new skills #1
Key sentences | Supporting sentences |
| |
E. Discussing new concepts and practicing new skills #2
C.Modelling for students
1.Read the sample of what you have presented using the graphic organizer.
2.Give all the key sentence in the story then the supporting sentences.
3.what the difference of key sentence and supporting sentences.
4. Restate the sentences/ story in your own words
Graphic organizers engage students with online content by helping to apply learning, organize ideas, classify information, sequence events, or compare and contrast.
F. Developing mastery
(Leads to Formative Assessment 3)
D.Guided Practice
(ANDRES BONIFACIO Developing Reading Power p. 226)
b.Restate the story in your own word.
Group Activity
1.Group the pupils into three group
The first group will do the graphic organizer.
The second group will read the story correctly with proper phrasing, intonation, pronunciation.
The third group will restate the story the story in their own word.
G. Finding practical applications of concepts and skills in daily living
E. Independent Practice:
1.Flash story to the class. (PAGODAS –Developing Reading Power p. 228)
2.Based on the story you have read, choose one activity you want to do. You can make a graphic organizer, you can also restate it in your own word or you can read it correctly with proper intonation, pronunciation phrasing.
H. Making generalizations and abstractions about the lesson
What have you learned from today’s lesson?
Graphic organizers engage students with online content by helping to apply learning, organize ideas, classify information, sequence events, or compare and contrast.
I. Evaluating learning
Read the story carefully and correctly. Make a graphic organizer.
The Structure of the Flower
The Structure of the Flower
The lower and outermost part of a flower are the sepals. They are usually green. They look like leaves. They form the protective covering of the flower when it is still a bud.
Above the sepals are the petals. Petals often have bright colors because they attract insects. Growing just above and within the circle of petals are the stamens. Each stamen has a long stem like part called filament. At the top of the filament is another which is filled with yellow or reddish dust-like grains called pollen.
The innermost part of the flower is the pistil which has three parts – the stigma, the style and the large base called ovary. Within the ovary are small structures called ovules. Seeds develop from the ovules.
J. Additional activities for application or remediation
Make a graphic organizer out from the story you have read.
TO GOD BE THE GLORY