Q4 W5 ENGLISH5

DAY 1

Restating Sentences Heard in One’s Own Words

Using Appropriate Graphic Organizers in Text Read

Reading Grade Level Text with 128 Words

Present the story entitled “The Bug Collection” to the students.

Ask the student to read it.

Call another student to read the story.

Call the students to read the story in group in two’s three’s etc.

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.

Read the story entitled “The Bug Collection” by: Andrew Frinkle

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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!

Use the information in the story to answer the questions below.

1. What does Peter have to collect for school?

A. leaves B. bugs C. flowers

D. rocks

2. TRUE OR FALSE: An insect Order is a group of similar insects?

A. True B. False

3. TRUE OR FALSE: An insect Species is a group of similar insects?

A. True

B. False

4. What was the first insect Peter caught?

A. a wasp

B. ants

C. a ladybug

D. a cabbage butterfly

5. What was the last insect Peter caught?

A. a dragonfly

B. a spider

C. a walking stick

D. a swallowtail butterfly

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. Comprehension check up

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.

From the story you have read,

list all the key sentences and supporting sentences

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Direct the student to read the sample of what they presented using the graphic organizer.

Ask the student to give all the key sentence in the story then the supporting sentences.

Stress to the student the difference of key sentence and supporting sentences.

From the given graphic organizer, give opportunity for the student to restate the sentences/ story in their own words.

Graphic organizersengage students with online content by helping to apply learning, organize ideas, classify information, sequence events, or compare and contrast.

Andres Bonifacio  ��

Bonifacio’s early education started in the Guillermo Osmena School. But, unfortunately, his parents died when he was 14 years old. This forced him to quit studies and look after his younger brothers and sisters. He earned a living by selling paper fans and wooden canes in the streets.

He worked in Fleming and Company as a clerk and Fressell and Company as an agent.

Bonifacio was interested in classic rationalism and read some great works of Victor Hugo, Jose Rizal, and Eugene Sue. He had a deep interest in reading books on French Revolution and acquired a good understanding of the socio-historical process. This encouraged him to join the Liga Filipina. The Liga Filipina was organized in 1892 by Jose Rizal for the purpose of uniting the nationalist movement for reforms.

The arrest and banishment of Rizal made the Liga practically dead as an organization. Bonifacio continued the struggle and formed Katipunan in 1892. The Katipunan derived its ideological principles from the French Revolution and provided a significant platform for freedom, equality and independence.

The society was discovered by the Spaniards on August 19, 1896. On August 23 1896, Bonifacio and his followers assembled at Balintawak and agreed to have an armed struggle against the Spaniards. The first battle took place on August 25, 1896 and this followed a reign of terror. Due to conflict, the rebels were split into two groups, Magdiwang and Magdalo in Cavite, Luzon.

When Bonifacio tried to mediate, he attempts were rebuffed. Bonifacio’s acts and plans were termed as harmful for the unity and he was arrested and executed for “treason and sedition”. The execution was ordered by Gen. Emilio Aguinaldo, the elected president of the provisional revolutionary government. Bonifacio was executed on May 10, 1897 in the mountains of Maragondon, Cavite.

Graphic organizersengage students with online content by helping to apply learning, organize ideas, classify information, sequence events, or compare and contrast.

Evaluation:

Read the story carefully and correctly. Make a graphic organizer.

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.

DAY 2

Using Verbal and Non-Verbal Cues

Analyzing How Visual and Multimedia Elements Contribute to the Meaning of a Text

What do you see? What are they doing?

Watch a short broadcasting scene without sounds.

Ask the students to retell the broadcasting scene based on what they had watched.

Call another student to retell the scene.

Watch the broadcasting scene again with sounds.

Ask the students to compare their retelling of the broadcasting scene to the original

Is your retelling of the scene correct?

What are the things that made you think that the scene is as you retold?

Say: You will dramatize a Television broadcasting using verbal and non-verbal cues.

Ask the students to list the verbal and non-verbal cues they previously had on the retelling of the broadcasting scene.

Ask them to group themselves into 4 and make a script.

Watch again another broadcasting scene.

Ask the students to list all the verbal and non-verbal cues by analyzing the multimedia elements namely as: text, graphic, sound, video and animation.

Stress to the students the difference between verbal and non-verbal cues

The teacher will check the scripts of each group before proceeding to the group activity

Group Presentation

After each presentation, the groups will show the list of the verbal and non-verbal cues they derived from the multimedia elements.

Watch again another broadcasting video and list/draw the verbal and non-verbal cues in the boxes, but this time using the elements of multimedia.

POLITICS

INVESTIGATION

Match the multimedia cues to the appropriate text related to news clips.

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SHOWBIZ

HEALTH

SPORTS

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Multimedia is content that uses a combination of different content forms such as text, audio, images, animation, video and interactive content. Multimedia contrasts with media that use only rudimentary computer displays such as text-only or traditional forms of printed or hand-produced material.

Multimedia can be recorded and played, displayed, dynamic, interacted with or accessed by information content processing devices, such as computerized and electronic devices, but can also be part of a live performance. 

• Evaluation:

Watch another broadcasting scene. Fill in the chart with the appropriate cues provided.

DAY 3

Identifying different meanings of content specific words (denotation and connotation)

Listing primary and secondary sources of information

What do you think the pictures are all about?

List the emphasized word in the article below and try to give their possible meaning.

A dictionary is a collection of words in one or more specific languages, often alphabetically (or by radical and stroke for ideographic languages), with usage of information, definitions, etymologies, phonetics, pronunciations, translation, and other information

A dictionary is a collection of words in one or more specific languages, often alphabetically (or by radical and stroke for ideographic languages), with usage of information, definitions, etymologies, phonetics, pronunciations, translation, and other information.

Go to your group.

Let us visit the library and look for denotations!

List all the primary and secondary sources of information where you find the denotations you are looking for.

Study how the dictionary works.

Use the dictionary in finding out denotations.

Brainstorm on whether it is a positive or a negative connotation. Use a primary or secondary sources where you have seen it.

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Eager hustle anxious melancholic luxurious vengeance justice outstanding clever meticulous fragile

Choose five words from the connotations above. Find its denotation and write a sentence using it.

1._______________________________________________________________________________________________________________________________.

2._______________________________________________________________________________________________________________________________.

3._______________________________________________________________________________________________________________________________.

4._______________________________________________________________________________________________________________________________.

5._______________________________________________________________________________________________________________________________.

. Define each word using a dictionary. Read the word in context. Then decide if the word has a positive or a negative connotation.

Evaluation:

Classify each word as denotation or connotation by writing D or C.

DAY 4

Using Complex Sentences to Show Cause and Effect.

Showing Tactfulness when Communicating with Others.

Review the kinds of sentences according to structure: simple, compound and complex by placing pictures with sentences (illustrating cause and effect) on the board. Ask the students to find the pair of the pictures (cause to its effect).Ask the students to read each sentences of the pictures.

Ask students to match the sentences to form a complex sentence.

Say: Match the cause to its effect to complete the complex sentences by coloring the boxes with the same color.

Check the outcomes and the complex sentences if correct.

Read the complex sentences (effects) and differentiate it again from the simple and compound.

Give other examples.

Then join the two sentences you matched to form a complex sentence.

Color the boxes with the same color to match the cause and effect and complete the complex sentences.

The Lion and the Mouse

 Once when a lion, the king of the jungle, was asleep, a little mouse began running up and down on him. This soon awakened the lion, who placed his huge paw on the mouse, and opened his big jaws to swallow him.

"Pardon, O King!" cried the little Mouse, "Forgive me this time.

I shall never repeat it and I shall never forget your kindness. And who knows, I may be able to do you a good turn one of these days!”

The Lion was so tickled by the idea of the mouse being able to help him that he lifted his paw and let him go.

Sometime later, a few hunters captured the lion, and tied him to a tree. After that they went in search of a wagon, to take him to the zoo.

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Just then the little mouse happened to pass by. On seeing the lion’s plight, he ran up to him and gnawed away the ropes that bound him, the king of the jungle.

"Was I not right?" said the little mouse, very happy to help the lion.

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Comprehension Questions

Answer the following questions orally in your class.

Why does the King lion awaken?

Why did the lion did not eat the mouse?

What happened to the lion one day?

Who saved him from the hunters?

How did the mouse save the lion?

What could have happened if the mouse did not help him?

What lesson did you get from the story?

Write another possible ending for the story below______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Complex sentence- a sentence containing a subordinate clause or clauses.

A cause is WHY something happens. An effect is WHAT happens

DAY 5

Revise Writing for Clarity- Correct Spelling

Observe Politeness at all Times

Review your previous composition. Check for clarity and spelling corrections.

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Checking your seatmate’s work, here is a checklist:

Name of seatmate:____________ Date: _______

No. of misspelled words: _____

Explain to your seatmate his/her mistakes after you have checked the work.

Make sure to politely address him/her.

Make sure that both of you agree that a change is a must.

Give some of your suggestions for a better result.

• Rewrite your own composition after the correction checking.
• Make sure to correct all possible words you need to correct.
• Write legibly.

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