Q3 WEEk2 DAY 3-5 ENGLISH V
� PROOFREADING (ORAL READING FLUENCY)�
The teacher should read or show a document with errors to see if the students can pick out the errors and determine how to fix them.
At the start of school Dora was afrad of her new Teacher. Mrs. Davis
seamed nice, but she had so manny rules for the class to folow. Scare
someone to pieces. As the school year cotinued, Dora begun to understan
how the Teacher come up with the rules The rules were their so students
would be respecfulof theyselves and each other. By the end of the year,
Dora though Mrs. Davis was the best Teacher she evere had!
The teacher will discuss the tips in proofreading
Ten Tips for Proofreading Effectively
There's no fool proof formula for perfect proofreading every time. As Twain realized, it's just too tempting to see what we meant to write rather than the words that actually appear on the page or screen. But these 10 tips should help you see (or hear) your errors before anybody else does.
1. Give it a rest.�If time allows, set your text aside for a few hours (or days) after you've finished composing, and then proofread it with fresh eyes. Rather than remember the perfect paper you meant to write, you're more likely to see what you've actually written.
2. Look for one type of problem at a time.�Read through your text several times, concentrating first on sentence structures, then word choice, then spelling, and finally punctuation. As the saying goes, if you look for trouble, you're likely to find it.
3. Double-check facts, figures, and proper names.�In addition to reviewing for correct spelling and usage, make sure that all the information in your text is accurate.
4. Review a hard copy.�Print out your text and review it line by line: rereading your work in a different format may help you catch errors that you previously missed.
5. Read your text aloud.�Or better yet, ask a friend or colleague to read it aloud. You may hear a problem (a faulty verb ending, for example, or a missing word) that you haven't been able to see.
6. Use a spellchecker.�The spellchecker can help you catch repeated words, reversed letters, and many other common errors--but it's certainly not goofproof.
7. Trust your dictionary.�Your spellchecker can tell you only if a word is a word, not if it's the right word. For instance, if you're not sure whether sand is in a desert or a dessert, visit the dictionary (or our Glossary of Commonly Confused Words).
8. Read your text backward.�Another way to catch spelling errors is to read backward, from right to left, starting with the last word in your text. Doing this will help you focus on individual words rather than sentences.
9. Create your own proofreading checklist.�Keep a list of the types of mistakes you commonly make, and then refer to that list each time you proofread.
10. Ask for help.�Invite someone else to proofread your text after you have reviewed it. A new set of eyes may immediately spot errors that you've overlooked.
*Proofreading - examining your text carefully to find and correct typographical errors and mistakes in grammar, style, and spelling
DIRECTIONS: UNDERLINE THE ERRORS�
DIRECTIONS: APPLY THE PROOFREADING MARKS TO CORRECT THE PARAGRAPH.�
DIRECTIONS: PROOFREAD�
DAY 4
Distinguishing Text-types According to Features (Problem and Solution)
The teacher will ask the pupils about the latest news they have heard/watched or what problem do they encounter in the home, school, community, etc. Let them share it in the class on how they have resolved it.
The teacher will ask the pupils to read and analyze the passage below for them understand the problem and solution text structure. “In the early 1800s, the United States needed room to grow. The problem was most people lived in the East. The cities were crowded. New land was expensive.
Young families couldn’t afford to buy farms. Then, as a solution, the United States government purchased land from France. The government also acquired land from Mexico. Soon the country stretched all the way to the Pacific Ocean. People looked to the setting sun with outstretched arms and said, “Go west!”
Settlers rode in wagons or on horses. They followed long, dusty trails across hot plains for thousands of miles. There was no shelter. People slept in tents on the ground. They had to watch out for wild animals like wolves and snakes.
The trip west could take months.Then a railroad was built that stretched from the East Coast almost to the West Coast. The railroad made travel faster. More people poured into the new lands. The settlers quickly built small towns where the farming, fishing, and mining were good.”
*Signal words provide hints that help you make sense of what you are reading.
The word problem appears in the first paragraph and indicates that the cities in the eastern United States were crowded and land was expensive.
The solution follows the problem and is indicated by the word solution in the second paragraph. The United States government acquired more land to the west and people built small towns on this new land.
Directions: Analyze and read the text
“The type of government created after the American Revolution included the ideals of protecting individual liberties while at the same time preserving the collective order of society. To that end, a government based on combining popular consent, separation of powers, and federalism was created.”
DIRECTIONS: THE PUPILS WILL CITE AN EXAMPLE OF A PROBLEM WHICH WILL BE ALSO SOLVED BY THEMSELVES. THEY WILL FOLLOW THIS STRUCTURE:�
DAY 5
Composing Clear and Coherent Sentences Using Appropriate Grammatical Structures (Prepositional Phrases)
PREPOSITIONAL PHRASE POEM GAME�
The teacher will give the pupils a list of prepositional phrases. The pupils will pick only one prepositional phrase that inspires them. Play the poem game by picking a prepositional phrase and writing a short poem that uses this phrase creatively in the first and last lines.
Pupils cannot simply repeat the first and last lines. The game helps the pupils become familiar with different ways to use a prepositional phrase. When pupils complete their prepositional phrase poems, call on volunteers to read the poems aloud.
The teacher will give sentences orally and the pupils will identify the prepositional phrase present.
1. to the store He went to the store.
2. after dinner After dinner, I will go out.
3. when it rains When it rains, it pours.
4. around the corner Around the corner is my house.
5. at 10 tonight At 10 tonight, we will see fireworks.
6. through the window Through the window, I see my dog.
7. across the street My friend lives across the street.
8. to the party Will you come to the party?
9. according to my mother According to my mother, it is going to rain.
10. throughout the world Caye Caulker is known throughout the world.
A prepositional phrase begins with a preposition and ends with a noun or pronoun.
Other words may be in between the preposition and the noun or pronoun, which is also known as the object of the preposition.
Some prepositional phrases are used as adjectives. They describe nouns. Other prepositional phrases are used as adverbs. They describe a verb and answer the questions how, why, or when.
example 1: I bought a book about fairy tales.
About fairy tales is a prepositional phrase that describesthe noun, book. The phrase is used as an adjective.
Example 2: I read the book after dinner.
After dinner is a prepositional phrase telling when I read.Since it describes the verb, read, the phrase is used as an adverb.
Prepositional Phrase Puzzle
Prepositional phrase puzzles can help students explore the structure of a sentence. The teacher will print out several sentences in a large font and cut each sentence apart word by word. Put the pieces of each sentence into individual envelopes.
Divide the class into groups and give each group an envelope. The purpose of the game is to put the sentence together and then point out which part of the sentence is the prepositional phrase. Note: If you want a faster-paced game, offer prizes to the first couple groups that finish the puzzle successfully.
Directions: Write a sentence using the following prepositional phrases
about the book
over the river
on Tuesday
by the chair
Directions: Underline the prepositional phrases in the poem below and the poem on the other side of the sheet.
A Fire-Truck
Right down the shocked street with a siren-blast
That sends all else skittering to the curb,
Redness, brass, ladders and hats hurl past,
Blurring to sheer verb,
Shift at the corner into uproarious gear
And make it around the turn in a squall
of traction, The headlong bell maintaining sure and clear,
Thought is degraded action!
Beautiful, heavy, unweary, loud, obvious thing!
I stand here purged of nuance, my mind a blank.
All I was brooding upon has taken wing,
And I have you to thank.
As you howl beyond hearing I carry you into my mind,
Ladders and brass and all, there to admire
Your phoenix-red simplicity, enshrined
In that not extinguished fire.
Richard Wilbur
WRITE ABOUT IT�
Directions: Underlinethe prepositional phrase in each sentence. Circle the preposition.
1) The strange man parked his car next to the tall trees.
2) The confused foreign exchange student walked through the school halls.
3) My cousin Jesse wore a bandage on his nose to cover the wound.
4) Our crazy dog escaped and wandered all around the neighborhood.
5) Your little brother had surgery and must stay in the hospital.