Teacher’s Guide in English 54th Quarter

Week 9 I. Objectives

A. Expressive Objectives1. Observe politeness at all times2. Show tactfulness when communicating with others.

B. Instructional Objectives

Listening Comprehension Summarize information from various text types. Oral Language Use verbal and non-verbal cues in a TV Broadcast. Vocabulary Development Identify different meanings of unfamiliar words. (denotation and connotation) (Mathematics) Reading Comprehension Make generalization Oral Reading Fluency Observe accuracy, appropriate rate, proper expressions and correct punctuations in dramatic, readings and presentation. Study Strategy Conduct short research projects on a self-related topic. Grammar Use complex sentences to show problem-solution relationship of ideas. Writing Composition Compose a three-paragraph descriptive essay on self-related topic. Viewing Make connections between information viewed and personal experiences. Attitude Show tactfulness when communicating with others.

II. Subject-Matter

A. Topics

1. Literature a. “Black-out or Brown outs” (Improving Proficiency in Reading I, p.44) b. “The Jellyfish Journey“ by Josefina V. Suarez, Ed. D. (New Dynamic Series in English 5, pp. 49-50) c. “Hickory, Dickory, Dock “(Poem) d. Idioms, Connotations & Denotations e. Tongue Twisters

2. Language a. Compound words b. Verbal and Non-Verbal Cues in a TV Broadcast c. Descriptive Essay d. Contextual Clues

B. Materials short listening Selection short oral reading selection printed vocabs on meta cards (Word Bank) prediction table (board/chart) tongue twister chart activity sheets film (via power point)

C. References K-12 Curriculum Guide (English 5)

Day 1

I. Objectives 1. Show attentiveness and enthusiasm to all activities. 2. Utter each letter, word, phrase and sentence articulately. 3. Summarize the selection listened to, in their own words.II. Subject-Matter 1. Listening to a selection (Black-out or Brown-out) 2. Summarizing the Selection listened to.

References: Improving Proficiency in Reading I,p.44 K-12 Curriculum Guide in English 5 EN5LC-Iv3.13,

Materials: chart, meta cards ,activity sheets, film

III. Procedure

Setting the Stage A. Using hands, the teacher acts-out each of the given things and asks the pupils to identify. 1. rain drop 3. lightning 5. earthquake 2. thunder 4. flash flood

Ask: What are those identified things?

B. Form compound words by matching Column A and Column B.A. B

1. brown- ______________ a. load 2. construction-______________ b. outs 3. over- ________________ c. material 4. motor- _______________ d. spread 5. wide- ________________ e. vehicle

Think and Tell: Teacher reads the situation aloud.

Situation: While watching “Probinsyano”,suddenly there was an electric interruption that shot off the lights, television, electric fan, refrigerator and other household appliances in your neighbor’s home.

Ask: What is that event called?

Find-out and learn Ask: When a brown-out in your own house occurs what will you do?

Try and learn Ask: When electrical interruptions/failures occur in the entire province, will you consider it brown-out? If no, then what is it? Why does black out or brown-out occur?

Do and learn Ask: How does black-out affect a province or city?

Fill- up the prediction chart.People Work Household Appliances

Ask the pupils to explain the answers.

C. Modeling the pupils Teacher reads the selection clearly and slowly. Pause once in a while to ask questions.

Black-out or Brown-outWe use the term black-out to mean a widespread loss of electric power. This usually

Happens during uncontrollable situations such as when lightning or tree branches hit electric wires during storms. It also occurs after a total electric shot down due to an overload on the units that generate electricity.

Brown-outs on the often hand, are confined only to certain small areas. They are sometimes scheduled and announced in advanced by an electric company when it is necessary to save energy or enable its crews to perform maintenance work. But brown-outs can also be caused by fires, floods, man-made accidents such as a vehicle hitting an electric post or late getting entangled with power line or construction-materials falling on these lines.

Comprehension Questions

How is black-out different from brown-out? What may cause black-out and brown-out?

Which between black-out and brown-out is more disturbing? Support your answer. How can we prepare ourselves to any of them so that we will not be fully affected?

III. Guided Practice Group the class into three. Then, distribute the activity sheets.

Group I: Role play 5 activities of family members during occurrence of a brown-out. Group II: Act-out the usual 5 reactions to brown-out in your house. Group III: Pretend to be government agencies that will respond to call in case, a brown-out

extends longer.

Ask the pupils to present their outputs in the class.

IV. Independent Practice Write a paragraph-summary of the selection listened, to containing the following;

1. difference between black-out and brown-out2. causes3. effects

REMEMBER: A paragraph is consists of an introduction, body and conclusion. The first sentence is indented. and end with a period, question mark or exclamation point.

V. Evaluation

Choose the best answer in each item.

1. Brown-outs happen ( anytime, at night, at noon, in the morning ).

2. Black-out occurs in (a duplex, a house, an urban, a neighbor,)

3. Brown-out is caused by a ( fight, lightning ,graduation, party)

4 . (Appliances, Houses , People, Roads) are mostly affected as their work are delayed

5. It is safer to ( break-out, leave –on, ignore, turrn –off) the household appliances.

Rubric5 – 3 complete ideas with a title4 – 2 complete ideas with a title3 – 1 complete idea with a title2 – 1 incomplete idea with a title1 – 1 incomplete idea without a title0 - no idea at all

Day 2

I. Objectives 1. Value facts/factual things to find reality. 2. Use verbal and non-verbal cues. 3. Perform an oral activity using denotations and connotations.

II. Subject-Matter Verbal and Non-Verbal Cues Connotations and Denotations K -12 Curriculum Guide in English 5

References: EN5OL- IV; -4 EN5V-IVh 20.1, 20.2 Materials: charts, metacards.III. Procedure Setting the Stage Tell the compound word that fits each sentence. Select the answers below the sentences. 1. The policeman tries to stop the heavy car with an ___________. 2. The people in the neighborhood did not sleep well owing to the warmth and darkness brought by _____________. 3. Empty small or big containers in the backyard to avoid the ____________dengue viruses. 4. A lot of ___________ riders had met on ____________. 5. The carpenter needs a ____________ for building a house.

brown-out construction-material overload motor-vehicle widespread

Think and Tell Read the sentences aloud. a. The farmer is very fond of Ram, the black sheep. b. Father is angry with Roy, the family’s black sheep.

Ask: Do the two sentences convey similar ideas? If not, what is the difference? What kind of word is black sheep in the first sentence? What kind of word is black sheep in the second sentence?

Find and Learn Identify the denotative and the connotative words. a. Impossible! It rained cats and dogs. b. It rained cats and dogs during typhoon Yolanda.

a. This is a sketch of human body. Please paint a heart of gold. b. Here is Mr. Rico who gives money to the needy. He has a heart of gold. Differentiate denotations and connotations. What does each of them mean?

Do and Learn Complete the sentences with the given connotative words. Select the answers below. 1. You can’t go through this street. It’s a ____________. 2. The cruel leader dictates the people with an ____________. 3. When the speaker forgot his line, he created __________. The audience didn’t notice it. 4. The love story was ___________. It characters acted unrealistic at all.

5. When caught, the thief showed-out his ____________that the policeman didn’t believe, thinking that he was only bluffing them.

corny crib crocodile tears iron hand ad lib dead end

Fill in the blank with the correct denotation. Use the same choices found above. 1. In the lake, the crocodile lost its young. To my amazement, it gave out ______________. 2. I have strong teeth so I could eat ______________ foods. 3. Children love to watch robots moving their _______________. 4. The baby is put in a ______________. 5. If the old sick man isn’t cured, it could be his ______________.

Learn some more Find the meaning of the following connotations by matching Columns A and B.

A. B. ______1. ad lib a. forceful discipline ______2. corny b. old fashioned ______3. dead end c. additional remarks ______4. crocodile tears d. insincere grief ______5. iron hand e. street without outlet Talk about it

Discuss the meaning of the given connotations and denotations. Ask the pupils to use them in sentences. Teacher may use non-verbal expressions for further understanding of the lesson.

REMEMBER: * Denotation expresses literal or real meaning. * Connotation expresses concealed meaning. Evaluation: Write Denotation or Cooontation on each blank. ______1. When the naughty boy was scolded by his mother he shed crocodile tears. ______2. The mason seems to have an iron hand while shaping up a bolo. ______3. Your jokes are too corny, it didn’t make me laugh at all. ______4. The river had finally reached its dead end; the water dried –up,fish and plants all died. ______5. When necessary, create an ad lib to make your part very realistic.

Home Activity List down 5 connotative words with their meanings. Use them in sentences.

Day 3 I. Objectives 1. Realize that the end does not justify the means. 2. Define vocabulary words through context clues. 3. Read the selection with comprehension. 4. Write the main idea of the selection read.

II. Subject-Matter: Developing Vocabularies (Contextual Clues) Reading a Selection: “The Jellyfish’ Journey” Giving the Main Idea of the Selection read.

References: New Dynamics Series in English 5pp. 49-50. K-12 Curriculum Guide, EN5RC-IVg- 2.12

EN5F-IVg- 2.9 Materials: chart, metacards, pictures activity sheets

III. Procedure A. Setting the Stage Ask the pupils to read repeatedly. Then instruct then do recite without reading it.

Tongue TwisterVideographers

videotape the videographyof videos.

B. Contextual Clues: Analyze the sentences. Underline twice the word or words that mean (s) the underlined vocabulary in each sentence. 1. There was rejoicing in the palace yesterday. The king got married a beautiful woman. 2. Trials are test of patience. They are the spices of life. 3. The kings wife requested for a monkey’s liver. 4. Timothy is a mischievous boy. He always makes his teachers angry. 5. Juan is a silly boy. He does things that shows lack of good sense.

Check the pupils’ answers. Draw a line to match Column A with Column B.A. B.

1. rejoicing a. test of patience 2. trials b. makes his teachers angry 3. requested c. celebration lasted 4. mischievous d. respond to wife’s wish 5. silly e. lack of good sense

Explaining the pupils what to do. Our reading selection for today is “The Jellyfish Journey” Can you think of words, compound words, or remarks that we may associate to animals?

Example: yellow chickenAnticipated answers: black sheep lion-hearted crocodile tears dog tags monkey business

Show pictures of a jelly fish,dragon and monkey Find out the different blended traits of the characters in the selection. Which among the two of you is going to be defended and be cast out?

THE JELLYFISH JOURNEY

Once upon a time, the king of the dragons who was an old bachelor took it into his head to get married. His bride was a young dragonette just sixteen years old- lovely enough to become the wife of any king. The wedding caused much rejoicing. The fishes both great and small came to offer gifts to the newly wedded pair. For many days there was feasting and merriment.

But alas, even dragons have their trials. Before a month has passed, the young dragon queen fell ill. The doctors gave her every medicine that was known to dragons, but none helped her. At last, they said that there was nothing more to be done. She would probably die. But the sick queen said to her husband, “I know of something that will cure me. Get me a live monkey’s liver and I shall get well at once.

“A live monkey’s liver!” exclaimed the king. “What are you thinking of, my dear? You forgot that we dragons live in the sea, while monkey’s live on land far away among the forest trees. A monkey’s liver! My darling, you must be mad.”

The young queen burst into tears, “I have asked you for only one small thing,” she whispered, “and you won’t get it for me. I wish I had stayed at home with my own m-m-m-mama and my own papa-a-a-a.”

The dragon king did not like to have it thought that he was unkind to his beautiful young wife. So he sent for his trusty servant, the jellyfish, and said: “I have a rather difficult task for you. I want you to swim across the land and persuade a live monkey to come here with you. Tell the monkey how much nicer everything is here in Dragon Land than where he lives, so that he will be willing to come. What I really want him for is to cut out his liver to use as a medicine for the queen.”

So the jellyfish started off on his strange errand. In those days, he was just like any other fish, with eyes and fins and a tail. But he had little feet also, so that he could walk on land. It did not take him many hours to swim across the country where the monkeys live. Fortunately there happened to be a monkey jumping about among the branches of the trees near the place where the jellyfish landed.

“Good morning, Mr. Monkey,” said the jellyfish. “I have come to tell you a beautiful country where the weather is always pleasant. There are plenty of ripe fruits on the trees, and there are none of those mischievous creatures called men. Will you not get on my back and let me take you there?”

The monkey thought it would be fun to see a new country. So he jumped on the jellyfish’s back, and off they started across the water. When they had gone about halfway, he began to fear that there might be some hidden danger. It seemed rather odd for jellyfish to come so far to carry a stranger home simply to see the country.

“My Jellyfish, why did you think of coming for me?”“My master, the king of the dragons, sent me to get you,” answered the jellyfish.“He wants to give your liver as medicine to the queen.”“Oh, that’s your little game, is it?” thought the monkey, but he kept his thoughts to himself, and

only said, “Nothing could please me better than to be of service to the king and queen. But I left my liver hanging on a branch of that big tree where you first saw me. A liver is heavy to carry about so I generally take mine out and play about without it. We shall have to go back for it.”

The jellyfish agreed that there was nothing else to do. The silly creature did not see that the monkey was only fooling him in order to save his life and his liver.

When they reached the shore again, the monkey bounded off the jellyfish’s back and was up the tree in less than a minute. Then he said: “I do not see my liver here. Perhaps somebody has taken it away. I will look for it. Go back and tell your master what has happened. He may become very anxious if you did not get home before dark.”

So the jellyfish started home. When he told the king of the dragons what happened, the king was so angry and said: “Away with this fellow. Take him and beat him to a pulp. Do not let a single bone remain unbroken in his body.”

The officers seized the unfortunate jellyfish and beat him as the king had commanded. That is the reason why, to this very day, jellyfish have no bones.

When the young queen found she could not have the monkey’s liver, she made up her mind to get well without it.

Modeling the pupilsTeacher reads the selection by part. Teacher asks the pupils to read after her. Teacher pauses once in a while and asks questions.

Comprehension Questions: 1. Tell the most remarkable traits of each character. 2. Why was the jelly fish sent by the king for an errand? 3. How did the jelly fish persuade the monkey to go with him? Did the jelly fish succeed? 4. If you were the monkey, what would you do to serve yourself? 5. What became of the jelly fish after being punished? 6. What does this story want to covey?

Guided PracticeCooperative Group ActivityGroup I- Draw the dragonette and write her characteristics. Group II- Draw the jelly fish and write its characteristics.Group III- Draw the monkey and write his attempts to escape his death.

Independent Practice Pick out the best answer in each sentence. Write the letter of the answer. ___1. The king dragons wife was: a. active, bright but stupid b. lovely, young but spoiled c. tall, slender but healthy d. ugly, obese but nice ___2. When the dragonette fell ill, she requested a a. beef’s liver b. cow’s liver c. monkey’s liver d. pork’s liver ___3. The jelly fish had persuaded the monkey in exchange to an offer – to have a. bananas, trees and house b. food, mountains and park c. country, fruits, men d. zoo, swamp, pen ___4. The monkey was able to escape his death by; a. drowning the jelly fish in water b. fooling-out the jelly fish by dishonesty c. giving the jelly fish, bananas d. running to the mountain to hide ___5. When the jelly fish failed to bring a monkey’s liver, he was a. beaten to pulp b. cooked into food c. driven from the sea d. smash to death

Ask: What is the story about? What is the main idea of the story?

REMEMBER: The main idea is the point of view or general perception of the reader about the reading material.

Home Activity: In a paragraph, write the main idea of the selection,” The Jellyfish’ Journey”

Day 4 I. Objectives 1. Be tactful at all times 2. Use the complex sentences to solve the cause-effect relationship of ideas 3. Write a three paragraph descriptive essay

II. Subject-Matter Using complex sentences Writing a three paragraph descriptive essay. References: Growing in English 6 (Reading) p. 177

K-12 Curriculum Guide EN5G-IVh 1.9.2, EN5WC-III h- 2.28

Materials: chart,metacards, spelling booklet

III. Procedure

A. Setting the Stage Put-out your spelling booklet.

Spell: 1. patience 4. rejoicing 2. celebration 5. silly

3. mischievous

Think and Tell Identify the cause and the effect. 1. Because its raining, the pupils open their umbrellas. 2. That was the same day when the rainbow appeared. 3. Victor, whose words are inviting, won the contest.

Ask: Which one is the cause and the effect in each sentence? Distinguish the dependent clause, the independent clause and the conjunction.

Find-out and Learn Here are some sentences from the selection, “The Jellyfish Journey”. Underline the independent clause, box the dependent clause and circle the conjunction. 1. Before a month has passed, the young dragon fell ill.

2. Tell the monkey, how much nicer everything here in Dragon Lands so that he will be willing to come.

. 3. When he told the dragon king what happened, the king got angry.

4. The officer beat the jellyfish, that’s why the jelly fish have no bones.

Ask: What composed the independent clause? What does it tell? What composed the dependent clause It is complete in ideas? What is connected by conjunction?

What kind of sentence does each form?

Try and LearnUnderline once the cause and underline twice the effect. 1._________ Math problems are difficult. _________ Rinalyn was worried and unhappy.

2._________ The sea waves were too rough.\ _________ The fisherman did not go out to the sea.

3._________ Cananava area were flooded for 3 days. _________ Poor drainage and improper waste disposal in other area.

Do and LearnUse a conjunction to connect the 2 sentences to form a complex sentence. 1._____ The girl turned off her TV set. _____ She kept her mind in her work. 2._____ She is not getting enough sleep. _____ Claudia spends much time watching TV at night. 3._____ Mabini was . _____ He was the brain of the Katipunan.

Ask: What is a complex sentence? How do you form a complex sentence?

Learn some more 1. What are the possible causes why many animals are in danger of becoming extinct? a. b. c. 2. If people have made many changes in the environment, what will be its effect? a. b.

c.

EvaluationMatch the cause and its effect. write the letters only.

A. B.____1. because the air is not moving a. a giant hole was cruelled____2. when you rub them together b. your hands get warm____3. because the lights are c. forest fires ____4. because a meteorite fell d. the building is dark____5. because some people are careless e. there is no wind

with Home Activity

Complete this outline. Then develop a paragraph

My Success in Studying

A. Causes of success in studying 1. 2. 3.B. Effects of success in studying 1. 2. 3.C. If you became successful, how will you share it to others? 1. 2. 3.

My Success in Studying_________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Day 5

I- Objectives 1. Be tactful in the observation and in giving analysis. 2. Use .a picture of a place under a storm or typhoon 3. Write a reaction to the given film relevant to personal experiences.

II- Subject-Matter Viewing film (any short educated film will do)

Writing personal rea ctions to the viewed film.

References:Any educated filmK- 12 Curriculum Guide p.78 EN5VC- IV; - 2.4

Materials: pictures film

III Procedure

A.Setting the Stage Have you had an experience about a storm ? What were your feelings reactios/

that you had been afraid of? What were those things that caused your fear?

Do you think your neighbors had the same feelings or reactions? What about other people who were not beset by a storm, what could be their

feelings or reactions? Think and tell Teacher shows a picture of a place (rural) under a storm

Ask: Is the place in order? Is the situation normal? Why? What happens to the people, to the houses,to the nature/? Why do storm, flood,and,typhoon occur? Can they be controlled by man? Who are affected? Can people do something in order that they will not be so much affected?

Do and learn Cooperative Group Activity Group I- Name 5 disasters.Write harm and distructions that each brings. Group II- Draw the most destructive disaster that you have witnessed in your place. Identify the elements in your output. Group III- Name all agencies of the government, people, private corporations that may help the victms of calamity Ask each group to present their work.

Try and learn

If one had been a victim of a disaster,what do you think would be his insight? Should he lose hope? Why?

Learn some more Ask the pupils to see a pleasant film that shows the beautiful aspect of life Ask them to observe proper behavior while watching the film.

Talk about it What is the film about? What does it show? What can you say about the characters? How did they face their life? Who were with them? What did they do to make their life happy and contented? Would you like to be happy and contented? How?

Write about it Ask the pupils to write a three –paragraph descriptive essay about the topic: Light After Darkness

REMEMBER:

Essay is a writing composition that deals with a subject from a limited point of view.