FIFTH BIMONTHLY

WEEK 1. FROM APRIL 20 TO APRIL 24, 2015

Monday, April 20th -2015 Lesson 42 Teacher: Nadia Baca and Xochiquetzal Matamoros LESSON PLAN ( 42 Participles as adjectives ) Practical Grammar pages; 94,95

OBJECTIVE: to introduce students the idea of describing people, ideas, and things. To describe something you like or don’t like and how they make them feel.

Students will use past participles as adjectives to describe how Ss’ feel about their favorite movie and present participle as adjectives to describe the actor or part of the movie that makes them feel a certain way.

PRODUCT: MINI POSTER FILMBLOGGER. (PORTFOLIO)WARM-UP Start off by asking them to think what his/her favorite movie is and

what movie is the worst for them.MOTIVATION The teacher elicit the Ss’ to talk about the movie they choose by

writing some questions on the boardAre you interested or interesting in the movie? Is the movie interested or interesting?What is the tittle?What kind of movie is it?Is it a new or an old movie? Who are the actors?How do the actors look like?What is the movie about? What do they like about the movie? What is their opinion about it or them ?

EXPLANATION-DEMONSTRATION To help them along, the teacher give the SS the following sentence (or make up your own):THIS IS AN INTERESTING MOVIE. I AM INTERESTED.The movie Titanic is about the shocking crash of a huge ship. I liked that the movie is interesting and romantic. I don’t like because I felt depressed and frustrated at certain times. I would recommend this movie to people who enjoy love stories, but not necessarily happy endings. The main actor Leonardo Di Caprio is convinced to make the girl fall in love with him by drawing some amusing paintings, the girl was satisfied with those paintings.Tell Ss’ when we use present participles as adjectives to describe the person or thing that makes them feel a certain way and use past participles to describe how you feel about someone or something.Tell students which copula verbs we can use to structure the sentencesBe, look, appear, feel, seem and get.The movie makes me feel depressed

PERFOMANCE-DEMONSTRATION The teacher explains the purpose of the lesson by giving them a task. Hand out some sheets with present adjectives and past participles. Tell the students to write down example sentences using the present or past participles. These statements have got to be true for the movie they chose.

PERFORMANCE-SUPERVISION Call on students for them to read some of their examples out loud, correct the mistakes, this is made in open class. Ss’ correct the mistakes.

EVALUATION Students answer page 95.Practical grammar. Ss’ read loud the answers.

SUMMARY Hand out a pair of sheets to check the Ss’ understanding and evaluate their skills.

CLOSURE Ss’ make a brain storm for the poster.

PRESENT AND PAST PARTICIPLE AS ADJECTIVES

PRESENT PARTICIPLE AS ADJECTIVE PAST PARTIPLE AS ADJECTIVEDESCRIBE THE PERSON OR THING

(CAUSE)DESCRIBE HOW YOU FEEL ABOUT SOMEONE

OR SOMETHING(EFFECT)

Amusing amusedAnnoying Annoyed

Boring BoredConfusing ConfusedConvincing ConvincedDepressing Depressed

Disappointing DisappointedEmbarrassing Embarrassed

Exciting ExcitedFrustrating FrustratedInteresting Interested

Pleasing PleasedRelaxing Relaxed

Satisfying SatisfiedShocking ShockedSurprising Surprisedterrifying Terrified

Tiring Tiredworrying WorriedAlarming Alarmed

Exhausting ExhaustedFrightening Frightened

Overwhelming Overwhelmedamazing amazedcharming Charmed

EXAMPLESThis is a boring movie ( cause) I’m bored (effect)

This instructions are very confusing. I’m confused.I have an exciting life. I’m excited

The teacher is confusing when she teaches us. I’m confused now.I’m boring because I don’t like going out with

friends.My friends are bored of my excuses.

This movie is frightening. I’m very excited. I love those kind of movies.EXAMPLES : “ Wrong turn” : A frightening movie that makes you feel excited and surprised at

the same time due to the terrifying scenes. A frightening movie that you can see is “Wrong turn” that makes you feel scared of it.

DEPENDANT PREPOSITIONS WITH PAST PARTICIPLES AS ADJECTIVE

Annoyed withBored with

Excited aboutFascinated byFrightened ofInterested in Irritated by

Pleased withSatisfied with

Scared ofTired of

Terrified ofWorried aboutPleased about

Participle Adjectives 1

Choose and circle the correct adjective:

1) My nephew was (amused / amusing) by the clown.

2) It's so (frustrated / frustrating) ! No matter how much I study I can't seem to remember this vocabulary.

3) This lesson is so (bored / boring).

4) I'm feeling (depressed / depressing) , so I'm going to go home, eat some chocolate, and go to bed early with a good book.

5) I thought her idea was absolutely (fascinated / fascinating).

6) This maths problem is so (confused / confusing) ! Can you help me?.

7) The teacher was really (amused / amusing) , so the lesson passed quickly.

8) The journey was (exhausted / exhausting) ! Twelve hours by bus!.

9) The plane began to move in a rather (alarmed / alarming) way.

10) He was (frightened / frightening) when he saw the spider.

11) I was really (embarrassed / embarrassing) when I fell over in the street.

12) That film was so (depressed / depressing) ! There was no happy ending for any of the characters.

13) I'm sorry, I can't come tonight. I'm completely (exhausted / exhausting).

14) We are going in a helicopter? How (excited / exciting) !.

15) Don't show my baby photos to people, Mum! It's so (embarrassed / embarrassing).

16) It's okay, it's only me. Don't be (alarmed / alarming) ..

17) My sister is so (excited / exciting) because she is going on holiday tomorrow.

18) I hate long flights. I'm always really (bored / boring).

19) She looked very (confused / confusing) when I told her we had to change the plan.

20) John was (fascinated / fascinating) by Mandarin when he first started learning languages. He decided to study more and now he can speak it fluently.

Tuesday, April 21th -2015 Lesson 42 Teacher: Nadia Baca and Xochiquetzal Matamoros LESSON PLAN ( 42 Participles as adjectives ) Practical Grammar pages; 94,95

OBJECTIVE: to introduce students the idea of describing people, ideas, and things. To describe something you like or don’t like and how they make them feel.

Students will use past participles as adjectives to describe how Ss’ feel about their favorite movie and present participle as adjectives to describe the actor or part of the movie that makes

them feel a certain way.PRODUCT: MINI POSTER FILMBLOGGER. (PORTFOLIO)

WARM-UP The teacher read the rubric to the Ss’ about what the poster is going to be.

MOTIVATION The teacher elicit the Ss’ to use the sheets to organize their information well.

EXPLANATION-DEMONSTRATION To help them along, the teacher give the SS the following sentence (or make up your own):“Wrong turn”: A frightening movie that makes you feel excited and surprised at the same time due to the terrifying scenes. A frightening movie that you can see is “Wrong turn” that makes you feel scared of it.The teacher draws or illustrate what it has to be in the poster. And the elements Ss’ have to include in it.

PERFOMANCE-DEMONSTRATION Ss’ create their posterPERFORMANCE-SUPERVISION The teacher checks the Ss’ work and if they are following

the rubric.EVALUATION The Ss’ give the poster with the rubric included. They

will be evaluated according to the rubric.SUMMARY The teacher give feedbacks and they correct the

mistakes.CLOSURE Ss’ make their exposition in open class. This poster has

to be keep in their portfolio.Homework: Students read

Making A Poster : FILMBLOGGER

Teacher Name: Mrs. Matamoros/ Baca Student Name: ________________________________________

CATEGORY 4 3 2 1

Use of Class Time Used time well during each class

period. Focused on getting the project

done. Never distracted others.

Used time well during each class period. Usually

focused on getting the project done

and never distracted others.

Used some of the time well during

each class period. There was some

focus on getting the project done but

occasionally distracted others.

Did not use class time to focus on the

project OR often distracted others.

Graphics -Clarity Graphics are all in focus and the content easily

viewed and identified.

Most graphics are in focus and the content easily

viewed and identified

Most graphics are in focus and the

content is easily viewed and identified

Many graphics are not clear or are too

small.

Labels All items of importance on the poster are clearly

labeled with labels that can be read.

Almost all items of importance on the poster are clearly

labeled with labels that can be read.

Several items of importance on the poster are clearly

labeled with labels that can be read.

Labels are too small to view OR no

important items were labeled.

Required Elements The poster includes all required

elements as well as additional

information.

( Paragraph with 10 lines)

All required elements are

included on the poster.

( Paragraph with 8 lines)

The poster include at least 50 % of the required elements

included on the poster.

Several required elements were

missing.

Knowledge Gained Student can accurately write a

description by using present and past

participles as adjectives.

Student can accurately write

most of the description by using

present and past participles as

adjectives

Student can accurately write

about 50 % of description by using

present and past participles as

adjectives.

Student appears to have insufficient knowledge about

how to write a description by using

present and past participle as adjectives.

Content - Accuracy At least 7 accurate facts are displayed

on the poster.

5-6 accurate facts are displayed on the

poster.

3-4 accurate facts are displayed on the

poster.

Less than 3 accurate facts are displayed

on the poster.

Attractiveness The poster is exceptionally

attractive in terms of design, layout,

and neatness.

The poster is attractive in terms of design, layout

and neatness.

The poster is acceptably attractive though it may be a

bit messy.

The poster is distractingly messy

or very poorly designed. It is not

attractive.

Mechanics Capitalization and punctuation are

correct throughout the poster.

There is 1 error in capitalization or

punctuation.

There are 2 errors in capitalization or

punctuation.

There are more than 2 errors in

capitalization or punctuation.

Grammar There are no grammatical

mistakes on the poster.

There is 1 grammatical

mistake on the poster.

There are 2 grammatical

mistakes on the poster.

There are more than 2 grammatical

mistakes on the poster.

ELEMENTS INCLUDED:

1. TITLE AND SUBTITLES2. IMAGES

3. DESIGN AS A BLOG4. IT HAS TO BE WRITTEN IN 1 OR 2 PARAGRAPHS.

5. PARAGRAPHS WHICH INCLUDE:A) 10 SENTENCES BY USING PRESENT AND PAST PARTICIPLES AS ADJECTIVES.

DESCRIBING THE MOVIE AND ACTORS.B) 2 SENTENCES WHICH INCLUDE “ORDER OF ADJECTIVES TO DESCRIBE A

CHARACTER ON THE MOVIE, A SCENE OR SOMETHING YOU LIKE.C) HANDWRITING HAS TO BE CLEAR AND NEATD) ADVICE SOMEONE TO SEE OR DON’T SEE THE MOVIE AND YOUR REASON.

Wednesday, April 22nd -2015 Lesson 42 Teacher: Nadia Baca and Xochiquetzal Matamoros LESSON PLAN CHAPTER REVIEW

OBJECTIVE: Ss’ correct their posters and prepare their exposition.PRODUCT: Exposition (Rubric)

WARM-UP Ss’ paste their poster on the walls.MOTIVATION Encourage students to correct the mistakes and prepare

their expositions.

EXPLANATION-DEMONSTRATION Hand out to rubric to the Ss’.PERFOMANCE-DEMONSTRATION Teacher shows how the exposition has to be according

to the rubric.PERFORMANCE-SUPERVISION Ss’ pay attention to the expositions.EVALUATION Ss’ check the exposition and evaluate with the rubric.SUMMARY Ss’ check their feedbacks and correct the mistakes.CLOSURE Ss’ check their progress by checking their rubric.

Thursday April 23rd -2015 Lesson 42 Teacher: Nadia Baca and Xochiquetzal Matamoros LESSON PLAN CHAPTER 8 YOUR BODY SYSTEM (Body Systems) Decisions for health. Pages.

164-169OBJECTIVE: The Ss’ identify and explain what body systems are and how body systems work

together and use the order of adjectives to describe the body systems.PRODUCT: Summary about the Reading Physical and Chemical Digestion. (Portfolio)

WARM-UP Ss’ run for about 3 minutes and count number while they are doing the activity.

MOTIVATION Ask Ss’ the following questions:What senses did you use to do these tasks?What bones and joints did you use for these tasks?What body parts did you use for thinking and acting on your thoughts? What internal body parts were at work as you did these task? What part of your body controlled everything you did?Were these tasks simple for your body to perform?

EXPLANATION-DEMONSTRATION Hand out a photocopy with the reading. Ss’ will read it and check out how the writing is going to be.

PERFOMANCE-DEMONSTRATION Ss’ make a summary about the reading.PERFORMANCE-SUPERVISION Ss’ write about the warm up activity and answer the

questions following the sample. Check the Ss’ are following the rubric.

EVALUATION Ss’ hand the writing and the rubric.SUMMARY Ss’ check their feedbacks and correct the mistakes.CLOSURE Ss’ read their compositions in an open class.

Writing : Analyzing how body systems work together

when we run.

Teacher Name: Ms. Matamoros/ Baca 

Student Name:     ________________________________________

CATEGORY 4 3 2 1

Sentences & Paragraphs

Sentences and paragraphs are complete, well-constructed and of varied structure.

All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well.

Most sentences are complete and well-constructed. Paragraphing needs some work.

Many sentence fragments or run-on sentences OR paragraphing needs lots of work.

Grammar & spelling (conventions)

Writer makes no errors in grammar or spelling.

Writer makes 1-2 errors in grammar and/or spelling.

Writer makes 3-4 errors in grammar and/or spelling

Writer makes more than 4 errors in grammar and/or spelling.

Ideas Ideas were expressed in a clear and organized fashion. It was easy to figure out what the writing was about.

Ideas were expressed in a pretty clear manner, but the organization could have been better.

Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the writing was about.

The writing seemed to be a collection of unrelated sentences. It was very difficult to figure out what the writing was about.

Capitalization and Punctuation

Writer makes no errors in capitalization and punctuation.

Writer makes 1-2 errors in capitalization and punctuation.

Writer makes 3-4 errors in capitalization and punctuation.

Writer makes more than 4 errors in capitalization and punctuation.

Length The writing is 30 or more sentences.

The writing is 15-20 sentences.

The writing is 10 sentences.

The writing is less than 5 sentences.

Neatness The writting is typed, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride.

The writing is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care.

Thewriting is typed and is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care.

The writing is typed and looks like it had been shoved in a pocket or locker. It may have several distracting error corrections. It looks like it was done in a hurry or stored improperly.

Format Complies with all the requirements and images.

Complies with almost all the requirements and images.

Complies with several of the requirements and images.

Complies with less than 75% of the requirements and images.

Friday April 24th -2015 Lesson 42 Teacher: Nadia Baca and Xochiquetzal Matamoros LESSON PLAN CHAPTER 8 YOUR BODY SYSTEM (Body Systems) Decisions for health. Pages.

164-169OBJECTIVE: The Ss’ learn Describe the functions of the skeletal system, problems on it and

how to take care of it.

PRODUCT: skeletal project with names (Portfolio)WARM-UP Ask Ss’ what kind of project they are going to do.MOTIVATION Ask Ss’ the following questions:

What material are they going to use?Tell students they have to create a nice skeletal system and learn the names.

EXPLANATION-DEMONSTRATION Hand out a photocopy with the names. Ss’ will answer it and check out how the bones have to be written. Ss’ check the rubric.

PERFOMANCE-DEMONSTRATION Ss’ create their skeletal system.PERFORMANCE-SUPERVISION Ss’ follow the instructions.EVALUATION Ss’ hand their project and rubric.SUMMARY Ss’ check their feedbacks and correct the mistakes.CLOSURE Ss’ tell the teacher the names of the skeletal system.

Bone Anatomy