Week 9

I. Objectives

A. Expressive Objectives

1. Observe politeness at all times

2. Show tactfulness when communicating with others

B. Instructional Objectives

Oral Language

Make a stand

Oral Reading Fluency

Make an outline from a selection read

Reading Comprehension

Read grade level text with accuracy, appropriate rate and proper expression

Writing Composition

Revise writing for clarity

- Appropriate punctuation marks- Transition/signal words

Viewing

Determine the images/ideas that are explicitly used to influence the viewers, stereotypes point of view, propaganda

Attitude

Observe politeness at all times

Show tactfulness when communicating with others

II. Subject Matter

A. Topics

Make a stand about the issue of the in the security of the West Philippine Sea

Make an outline from a selection read

Read grade level with accuracy, appropriate rate and proper expression

Revise writing for clarity

o Appropriate punctuation markso Transition/signal words

Determine the images/ideas that are explicitly used to influence the viewers, stereotypes point of view, propaganda.

B. References

http://www.philstar.com:8080/headlines/2015/07/09/1475020/bongbong-bilateral-talks-china-opened-door-we-shut-itOur World of Reading – Wind Sea Workbook – “ROCKS”https://student.unsw.edu.au/transition-signals-writinghttp://englishlinx.com/transitional_words/http://unilearning.uow.edu.au/effective/6c.htmlhttps://www.youtube.com/watch?v=h-fdvR330-Uhttps://www.youtube.com/watch?v=2Dc-lVLKTtYhttps://www.youtube.com/watch?v=UqlFT8zT8V8

C. Materials

Pictures , charts, multimedia devices and worksheets

Day 1 – 2

I. Objectives

1. Make a stand about the issue of the in the security of the West Philippine Sea2. Show tactfulness when communicating with others3. Observe politeness at all times

II. Subject Matter

Topic: Make a stand about the issue of the in the security of the West Philippine Sea

Materials: charts and worksheetsReference: :http://www.philstar.com:8080/headlines/2015/07/09/1475020/bongbong-bilateral-talks-china-opened-door-we-shut-itFocused Skill: Giving opinion on national issuesValue; Value of our sovereignty

III. Procedure

A. Setting the Stage

Show a political map of the Philippines.Give the country near it.

B. Explaining The Students What To Do

Say: Class, Our lesson for today is about standing in the issue of the security of the West Philippine Sea.

C. Modeling

Place a poster in each corner of the room. Then read a statement, and tell students to go to the corner that best describes how they feel about that statement. Here are some examples of statements:

The Philippines should handle alone the security of the West Philippine Sea without any help from any other countries.

The United States of America should provide direct assistance in the security of the West Philippine Sea.

The issue on the security of the West Philippine should be handle only of the countries in the Southeast Asian Region.

The USA should only provide military equipment for the security of the West Philippine Sea and will not directly involve in its security.

Encourage students to voice their opinions from their respective corners. Then have each group gathered in response to a statement work together to write a clear statement explaining their position.

What is your opinion about your desired statements you have chosen?

Should the USA have a direct involvement in the following issue? Why or why not?

Why do the Philippines should handle alone the security of its territory?

What can you say about the USA giving military equipment for the security our territory? Will it benefit us or the US?

Should the security of the west Philippine sea be handle by the accepting the direct assistance of our Southeast Asian neighbors?

D. Guided Practice

Group Activity

The Teacher will provide certain activities to be perform or discuss in the class after they are finish.

Group I – Statement No. 3

Make a “Brainstorming Web”

Group II - Statement No. 4

Make a “Discussion Web”

Group III - Statement No. 1

Make a Poem

Group IV - Statement 1 and 2

Make a “Venn Diagram”

E. Independent Practice

Debate

Group 1 and 2

Talk about the issue of the second statement.

Group 3 and 4

Talks about the issue of the third stement

The two groups will draw lots to take the pros and cons.

F. Closure

What did you learn on the following issues?

IV. Evaluation

Let the pupils give their opinion on the following article.

Bongbong on bilateral talks: China opened the door, we shut it

MANILA, Philippines - Sen. Ferdinand "Bongbong" Marcos Jr. perceives the Philippines' rejection of bilateral talks with China as a wasted opportunity to resolve the maritime dispute over the South China Sea.

"China opened the door and we shut it. The Chinese said let's talk and we snubbed them," Marcos said during a media forum, adding that the country failed to take advantage of the given opportunity.

READ: China to Philippines: Let's sit down and talk

According to the senator, there are only three ways to resolve the said dispute: by war, adjudication or multilateral or bilateral agreements.

Marcos ruled out war and arbitration since the Chinese would not recognize the latter.

"So talk, and tell them: we are not happy with what you are doing and we do not agree with what you are doing. But the next thing you say is: how do we fix this?" the senator said.

The Senate Committee of Foreign Relations chair noted that the Philippines will not lose anything if accept China's invitation to a dialogue on the maritime dispute.

"We should talk to China bilaterally because it is still the best option. Our Filipino businessmen can also help by reaching out to their Chinese counterparts and friends in China and try to come up with a solution that will persuade both governments to, at least, sit down and negotiate, or at most, resolve the problem outright," Marcos said.

Marcos stressed that the Philippines should not be "snobbish" in dealing with "superpower" China. He added that he cannot see any reason not to talk with China.

"We're strategically important to any great power in Asia-Pacific, but we have to play that role even-handedly. We have to stop thinking in terms of kakampi ko ang Chinese, kakampi ko ang Kano. Ang kakampi mo lang Pilipino," the senator added.

The Philippines sent a delegation to the United Nations Arbitral Tribunal to defend its stand against China's nine-dash line claim over the South China Sea.

Day 3

I. Objectives

1. Make an outline from a selection read2. Read grade level text with accuracy, appropriate rate and proper

expression3. Show tactfulness when communicating with others4. Observe politeness at all times

II. Subject Matter

Topic: Make an outline from a selection readRead grade level with accuracy, appropriate rate and proper expression

Materials: stories and chartsReference: Our World of Reading – Wind Sea WorkbookFocused Skill: ScanningValue: Conservation of our natural resources

III. Procedure

A. Setting The Stage

Show a video clips.

https://www.youtube.com/watch?v=r68iEwYdbh4

B. Explaining The Students What To Do

Say: Class, Our lesson for today is about making a two point outline on a selection read.

Outlining is arranging notes so that important ideas stand out and make clear which point supports each of the important ideas.

Things to remember in making an outline;

a. The title for the outline should be used in the report itself.b. Use Roman numerals I, II, III etc. to number topic from the others.c. Use capital letters A, B, C, D, to indicate subheadings.d. Use Arabic numerals 1, 2, 3 to number detail headings.e. Subdivisions of the same kind should fall under the same alignment and

indention: B under A, 2 under 1.f. A period is needed after the letter or number of each heading but not after the

heading itself.g. The first letter of each heading should be capitalized. (Tell the pupils that the

term main headings is used for main ideas and subheadings for the supporting details in an outline.

C. Modeling

Have students take a tour of the selection they will be reading. Ask them to preview the text and identify key words or clue words that will help them determine the relevant ideas. Have look at the first and last line of each paragraph.

(See to it that the pupils follow the instructions and look at the part of text they are asked to see.)

Look at the left part or side of the text.

Ask: Can you tell me about some of the important ideas that struck you?

Read the selection and have students reflect on how the tour textactivity supported their understanding about the selection.

Rocks

There are many kinds of rocks. Generally, according to how they are formed, rocks are classified as igneous, sedimentary or metamorphic.

Igneous Rocks

Deep within the earth’s surface exists molten or melted materials known as magma. This molten rock material is extremely hot with temperature ranging from 749˚ to 1093˚C. High pressure may force the magma to work its way upward to the earth’s surface through the cracks or fissures. When these molten rock materials cool off and solidify, they form what

we call igneous rocks which mean “formed by fire.” Igneous rocks occur in two principal forms: intrusive igneous rock and extrusive igneous rock. Intrusive igneous rocks are igneous rocks that do not rise all the way to the surface of the earth. They hardened up before reaching the earth’s surface. They have coarse mineral grains and crystals that can be easily seen. These are also called plutonic rocks. Extrusive igneous rocks are formed and solidified on the surface of the earth. They are usually fine grained, glassy or finely crystalline in texture. Since these rocks are formed from molten materials that are expelled by volcanic eruptions, they are also called volcanic rocks or pyroclastic rocks.

Sedimentary Rocks

There are rocks that consist of materials that were once was part of older rocks or of plants and animal parts. These rocks were deposited millions of years ago as layers of loose materials which become cemented together. They are called sedimentary rocks from the word “sediments”. They are grouped into three: 1) classic or fragmental sedimentary, 2) chemical sedimentary,and 3) organic sedimentary. Classic or fragmental sedimentary is composed of rock fragments carried and deposited by wind, water or glacier and are cemented together. Chemical sedimentary is composed of deposits of minerals dissolved in water. The evaporation of water causes the minerals to crystallize leaving mineral deposits. Organic sedimentary is composed of shells, skeletons and other parts of plants or animals.

Many different substances can act as cement that bind the sedimentary rocks. Of these, the most common are calcium carbonate, silica, mud, clay and iron oxide.

Metamorphic Rock

Rocks that have changed its appearance and sometimes its mineral composition due to either extreme heat or pressure are called metamorphic rocks. They often show a layered structure but some are said to be massive. Metamorphic rocks that layered in appearance are known as foliated rocks while those that are massive are known as unfoliated rocks. All kinds of rocks, including igneous and sedimentary, usually undergo metamorphism and produce the so called metamorphic rocks.

Answer the following questions.

1. What are the three main kinds of rocks?

2. What are the principal forms of igneous rocks?

3. What are the three groups of sedimentary rocks?

a. What make up clastic or fragmental sedimentary?

b. What make up chemical sedimentary?

c. What make up organic sedimentary?

4. What are the 2 kinds of metamorphic rock? Differentiate.

5. What are our natural resources?

6. Why is it necessary to conserve our natural resources?

7. As young boys and girls, how can you help conserve our mineral resources?

Here is a skeleton key of the outline that we will prepare.

I. _________________________________________________

A. ______________________________________________B. ______________________________________________C. ______________________________________________

II. _________________________________________________

A. ______________________________________________B. ______________________________________________

III. _________________________________________________

A. ______________________________________________B. ______________________________________________C. ______________________________________________D. ______________________________________________

IV. _________________________________________________

A. ______________________________________________B. ______________________________________________

Ask: ● What does the very first line at the top represent? What do the Roman numerals represent? What are found

after each Roman numeral? What do the capital letters represent? How are the capital letters written as compared with the

Roman numerals?Say: Let us make our own reminders for writing an outline.

Lead the children to make the reminder similar to the one below.

An outline should have a title. Roman numerals are used to indicate the main topic. Place a

period after each Roman numeral. Be sure that the Roman numerals and the periods are in a column.

Capital letters are used in subtopics. Indent the capital letters and place a period after each. Arrange the capital letters in a straight line too.

All main topic heading should be divided into at least two parts. A topic cannot logically be decided into only one part.

All the headings should be expressed in parallel grammatical form.

All the first word should be capitalizedPractice (orally by whole class. The teacher should help in preparing the two-point outline of Rocks.)

Ask: ● What is the title? What is the main topic? Where will we write it? Make a brief description. What are the 3 supporting details? What will we write in Roman numeral II

(Continue until the skeleton is filled up.)

ROCKS

I. Rocks according to how it was formedA. Igneous – hardened magmaB. Sedimentary – cemented sedimentsC. Metamorphic – changed due to heat and pressure

II. Igneous rocks – solidified or hardened magma

A. Intrusive igneous rock – solidified before reaching the earth’s surface

B. Extrusive igneous rock – solidified on the earth’s surface

III. Sedimentary rocks – made of sediments cemented together A. Clastic or fragmented sedimentary – rock fragments carried by

wind, water and glacier B. Chemical sedimentary – deposits of minerals dissolved in waterC. Organic sedimentary – shells skeletons and other parts of plants

and animalsD. Cementing materials – calcium carbonate, silica, mud, clay and

iron oxide

IV. Metamorphic rocks – changed its appearance and mineral composition due to heat and pressureA. Foliated rock – layered appearanceB. Unfoliated – massive appearance

D. Guided Practice

Group 1 and 2

Treasure Hunting

a. Each member of the group will look for the missing information to complete the outline.

b. The first group to complete the outline will be the winner.

The Dutch

The Dutch are people of Holland. They are serious and hardworking. They are considered the cleanest people in the world. The Dutch are fond of eating, drinking and attending parties.

Have you seen a picture of a Dutch girl? She wears big wooden shoes called klompers. Men wear baggy trousers while women wear flowing skirts, white aprons and stretched cloth caps. Dutch children are healthy for they drink plenty of milk and take big amounts of butter. Boys are trained to steer the boats and take charge of the windmill. Water sports are popular with the Dutch children.

Group 1

The Dutch

I. Dutch are people of HollandA. Serious and hardworkingB. Considered the cleanest people in the worldC. ___________________________________

II. ______________________________________A. She wears big wooden shoes called klompers.

Group 2

Pepper

I. Earliest spices known to mankindA. So expensive that a pound served as royal gift B. _____________________________________C. Considered rich property

II. __________________________________________A. Bear fruits in four yearsB. Produces heavily for fourteen yearsC. _____________________________________

Group 3 and 4

Pairing/Brainstorming

Pepper

Pepper is one of the earliest spices known to mankind. At one time it was so expensive that a pound of it was considered an appropriate gift for royalty to give or to receive. It was then made as payment of taxes. Pepper plants were considered rich property.

Pepper is a tropical vine. It begins to bear fruit in four years. It produces heavily for fourteen years. Unripe berries produce black pepper and ripe ones produce white pepper.

Directions:

1. Read the selection/paragraph.2. Discuss or share ideas with a partner.3. Identify the main topic and subtopics.4. Make an outline

Group 3

A. In some parts of the world, hundreds of people are injured or killed by lightning strikes each year. Most death occur out in the open or under trees. To protect yourself from lightning avoid isolated trees or tall structures. Go to the bottom of the hill or ravine. Stay inside your house home or building. Get out of the shower or tub.

Group 4

D. The skin on your lips is especially sensitive. Dry weather can cause it to chap and even crack.Applying a moisturizer to your lips daily or as needed can help. You can use a lip balm or skin moisturizer. The greasier the product the better. A humidifier to moisten the air in your home can also help. In addition, avoid wetting your lips. And if you’re outside for a long period of time, cover your lips with a mask.

E. Independent Practice

Make an outline using the jumbled details aboutMain headings and subheadings:

Kinds of fossils Location of fossils Uses of fossils Telling the story of the earth Molds of plants and animals Skeletal remains of plants and animals Hard rocks Layers of sedimentary rocks Preserved bodies or parts of bodies of plants & animals Tracing the changes of the earth’s surface Telling the changes in climate Holes in the mud Prints made by parts of plants and animals Mud or sand

FOSSILSI. _____________________________________

A. _____________________________________B. _____________________________________C. _____________________________________

II. _____________________________________A. _____________________________________

B. _____________________________________C. _____________________________________D. _____________________________________

III. _____________________________________A. _____________________________________B. _____________________________________C. _____________________________________D. _____________________________________

IV. Evaluation

Make an outline on the following selection

Space Explorations

Pioneers in Space

On October 4, 1957, the Soviet satellite called Sputnik travelled into space. A few months later, the United States launched Explorer 1. These early space launches of manufactured satellites paved the way for people to explore the space.

People in Space

By the 1960s, the United States and the Soviet Union had sent people in space. On April 12, 1961, Russian cosmonaut Yuri Gagarin became the first man in space. In 1962, American astronaut John Glenn orbited earth in Friendship 7.

Following these early years of space exploration, the Untied States launched Apollo 11, which traveled 200,000 miles and make history.

The Moon Landing

After three days’ travel though space, Apollo 11 reached the moon’s orbit Astronauts Neil Armstrong and Edwin Aldrin climbed into the Eagle, a lunar module designed to take them from the spaceship and land on the moon. On July 20, 1969, Armstrong and Aldrin were the first people to walk on the moon.

I. __________________________________________________A. _______________________________________________B. _______________________________________________

II. __________________________________________________A. _______________________________________________B. _______________________________________________

III. __________________________________________________A. _______________________________________________B. _______________________________________________C. _______________________________________________

Day 4

I. Objectives

1. Revise writing for clarityo Appropriate punctuation markso Transition/signal words

2. Read grade level text with accuracy, appropriate rate and proper expression3. Show tactfulness when communicating with others4. Observe politeness at all times

II. Subject Matter

Topic: Revise writing for clarity

Appropriate punctuation marks Transition/signal words

Read grade level with accuracy, appropriate rate and proper expression

Materials: worksheets and chartsReference: https://student.unsw.edu.au/transition-signals-writing

http://englishlinx.com/transitional_words/http://unilearning.uow.edu.au/effective/6c.html

Focused Skill: Writing with clarityValue: Politeness

III. Procedure

A. Setting The Stage

Give a word and let the students connect a word to it.

B. Explaining The Students What To Do

Say: Class, Our lesson for today is about revise writing with appropriate punctuation marks and transition/signal words for clarity.

Transition/signal words are linking words or phrases that connect your ideas and add cohesion to your writing. They signpost or indicate to the reader the relationships between sentences and between paragraphs, making it easier for the reader to understand your ideas. We use a variety of transition signals to fulfill a number of functions. Some of these functions include: to show the order or sequence of events; to indicate that a new idea or an example will follow; to show that a contrasting idea will be presented, or to signal a summary or a conclusion.

To introduce an example:

specifically in this case to illustrate for instance

for example one example of this is to demonstrate on this occasion

To introduce an opposite idea or show exception:

alternatively in contrast on the other hand but

despite in spite of still instead

whereas even though nevertheless whilehowever one could also say yet

To show agreement:

accordingly in accordance with

To introduce an additional idea:

additionally as well as in addition again

also besides moreover equally important

and furthermore one could also say further

and then

To indicate sequence or order, or logically divide an idea:

after eventually previously next

finally first second third

at this point followed by subsequently simultaneously

at this time last concurrently ultimately

before meanwhile and then

To indicate time:

after earlier previously later

at this point finally prior to formerly

soon at this time immediately then

before initially thereafter during

To compare:

likewise like just like another way to view this

by comparison balanced against whereas while

similarly

To contrast:

a different view is even so nevertheless yet

balanced against in contrast still however

but on the contrary unlike notwithstanding

conversely on the other hand differing from

To show cause and effect:

and so consequently therefore as a consequence

as a result for this reason thus hence

To summarise or conclude:

as a result in conclusion therefore as shown

in other words thus consequently in summary

to conclude finally on the whole to summarise

hence summing up ultimately in brief

Punctuation marks are symbols that are used to aid the clarity and comprehension of written language. Some common punctuation marks are the period, comma, question mark, exclamation point, apostrophe, quotation mark and hyphen.

C. Modeling

Teacher reads the paragraphs. Then, the students will read it by themselves. Let them study the underlined words in the paragraph.

During [1] the early twentieth century, in addition [4] to industrialization, urban growth and technological development, Australian society was experiencing a transformation of the domestic ideal. Consequently [5], people were subject to an increasing array of government and professional programs aiming to manage and regulate life, particularly [6] family life. Some of these programs were designed to counter social changes, others were designed to engineer them; overall [2] they each heralded a growing expert encroachment into the private sphere.

Intervention and influence took three forms [3]. Firstly [3], techniques designed to maximize efficiency were introduced into the home and scientific principles were applied to its design. In addition [4], housework and parenting methods were scrutinized and subject to unprecedented standards. Secondly [3], all aspects of reproduction attracted increasing intervention from government and the medical profession. Thirdly [3], state, professional and philanthropic groups began to usurp the parental role within the family through instruction and policy. Ultimately [2], the development of 'modern' social ideals brought regulations, intervention and ever-increasing unrealistic standards.

[1] Indicating a specific time

[2] Indicating a conclusion

[3] To indicate sequence and logically divide an idea

[4] Indicating extra information

[5] Indicating a result

[6] To add emphasis

Ask the following:

What does the first underlined word on the first sentence indicate? How about the second underlined word, what does it indicate? What are the transition words used in the second sentence? What does each

indicate? On the second paragraph, what are the transition words used? What do they

indicate? What are the punctuation marks mostly used in the following paragraphs?

D. Guided Practice

Group 1 

When you write an essay, you need to use transition words in order to connect ideas

together.

Sequence: first, then, next, after that, thus, therefore, in conclusion, lastly, to

conclude

Directions: Read each sentence and use a transitional word to show sequence.

Example A: I went to the restaurant. I sat next to my friend.

Answer: I went to the restaurant. Then, I sat next to my friend.

1. Susan played basketball at the park. Susan walked home.

___________________________________________________________________

2. John and David went to the movies. They went to get ice cream.

___________________________________________________________________

3. The family went to the restaurant. The family went to watch a movie together.

___________________________________________________________________

4. First, Michael got in line for the movie. He walked inside to buy popcorn.

___________________________________________________________________

5. My mom told me about the great news. She told everyone else.

___________________________________________________________________

6. My brother couldn’t finish his test on time. He got a low grade.

___________________________________________________________________

Group 2

DIRECTIONS: Create an original sentence or pair of sentences using the transitions indicated.  

1. meanwhile 

 

2. for example  

 

3. consequently 

 

4. without a doubt 

  

5. therefore 

 Group 3

 When you write an essay, you need to use transition words in order to connect ideas

together.

Sequence: first, then, next, after that, thus, therefore, in conclusion, lastly, to

conclude

Directions: Read each sentence and use a transitional word to show sequence.

Example A: I went to the restaurant. I sat next to my friend.

Answer: I went to the restaurant. Then, I sat next to my friend.

1. I went to the theme park. I went on my favorite rides.

___________________________________________________________________

2. David and Michael went to a party. They went home.

___________________________________________________________________

3. I didn’t get in line in time for the movie. I wasn’t able to see it.

___________________________________________________________________

4. First, I walked to school. I went to my first period class.

___________________________________________________________________

5. He did not pay his taxes. He was fined even more money.

___________________________________________________________________

6. The man did not complete the work. He did not receive the full payment.

________________________________________

Group 4

Correct the following sentence using the transition words.

Transition words are used in a sentence to connect two ideas. They join clauses or 

sentences together to showa difference or a connection.Use the following transition words

below:

although as a result consequently for example

likewise meanwhile therefore

Example 1:We arrived late at the movie; indeed, we missed the first thirty minutes.

Indeed is a transition word. It clarifies how late we arrived at the movie.

Example 2:We arrived late at the movie; however we missed the first thirty minutes.

However is the transition word in the second example, but doesn’t make sense as it is 

used in the sentence.However is a transition word that shows contrast, yet there is no contrast to be made. Both clauses are aboutbeing late to the movie. A better sentence with however would be:

Example 3:We left early to go to the movie; however, we still missed the first thirty minutes.

In Example 3, however shows the contrast between leaving early and still missing the 

beginning of the movie.

Below are sentences with misused transition words. Cross out the incorrect transition 

words and write a better one in the space below the sentence.

1. Tim earned an A on the test; even so, Justin also received an A.

2. The book was interesting; as a result, it was hard to read.

3. Gordon finished his chores early; meanwhile, he had time to play football.

4. Sarah’s horse is beautiful; instead, it is well-bred.

5. The sailors prepared the ship to sail; otherwise, the dock workers loaded the cargo.

6. Her sister had a cold; however, Julie’s family canceled the trip.

7. Oranges are good for you; nevertheless, they are full of vitamin C.

8. Two seats were left on the bus; similarly, most of the group had to wait for the next on.

E. Independent Practice

Write 5 sentences that use transitional/signal words. Observe proper punctuation marks. Write it in your notebook.

F. Closure

What are transition signals?

IV. Evaluation

Select a topic from the list below. Write a paragraph about that topic using at least threetransition words. Circle each transition word used in your paragraph.

a sport eating healthy foods a vacationa holiday living with a disability a pet

Day 5

I. Objectives

1. Determine the images/ideas that are explicitly used to influence the viewers, stereotypes point of view, propaganda

2. Observe politeness at all times

II. Subject Matter

Topic: Revise writing for clarity

Appropriate punctuation marks Transition/signal words

Read grade level with accuracy, appropriate rate and proper expression

Materials: worksheets and chartsReference: https://student.unsw.edu.au/transition-signals-writing

http://englishlinx.com/transitional_words/http://unilearning.uow.edu.au/effective/6c.html

Focused Skill: Writing with clarityValue: Proud to be a Filipino

III. Procedure

A. Setting The Stage

Show a quote of Ferdinand Marcos.

What can you say about the quotes?

B. Explaining The Students What To Do

Say: Class, Our lesson for today is about determining the images/ideas that are explicitly used to influence the viewers, stereotypes point of view and propaganda.

C. Modeling

Say: Let us watch the following video clips. Watch and carefully analyze the video clips.

https://www.youtube.com/watch?v=h-fdvR330-U

What can you say about the video clips? Describe the negative portrayal in our government. What can you say about it?

*According to the video clips, what can you say about the parliamentary system? Will it benefit our country? Give your opinions about it.

D. Guided Practice

Let the groups do the following activity.

Group 1

Make a “Cluster Map” on the video clips watch.

Group 2

Make a “Venn Diagram” about the parliamentary system and our present government system?

Group 3

Compose a poem or a song about the video clip.

Group 4

Make a simple ”Role Play” about the lessons of the video clips.

E. Independent Practice

Watch the following video then make a simple role play about it

https://www.youtube.com/watch?v=2Dc-lVLKTtY

F. Closure

How to determine the images/ideas that are explicitly used to influence the viewers, stereotypes point of view, propaganda?

IV. Evaluation

https://www.youtube.com/watch?v=UqlFT8zT8V8

Watch the following videos then write 5 intelligent reactions about the concept of how Filipino speak in English and how they express it.