Lesson Exemplar Quarter 1 Week 1 FINAL

Week 1: I’m Out ; from Home

I. Objectives

A. Expressive Objectives

1. Practice being polite when talking to parents / older people

2. Realize the importance of education n

3. Show enthusiasm and willingness to learn

B. Instructional Objectives

Listening Comprehension

-Note significant details

Oral Language

-Use appropriate facial expressions

Vocabulary Development

-Infer the meaning of unfamiliar words (compound) based on

given context clues (synonyms, antonyms, word parts) and

other strategies (i.e. building word families)

Oral Reading Fluency

-Self-correct when reading

Grammar

-Compose clear and coherent sentences using appropriate

grammatical structures:

1. simple present, simple past, simple future)

Writing/Composition

-Plan a two to three-paragraph composition using an outline/

other graphic organizers

Viewing

-Describe different forms and conventions of film and

moving pictures (lights, blocking, direction, characterization,

acting, dialog, setting or set-up)

Attitude towards literacy, literature and Language

-Observe politeness at all times

Quarter 1: Facing the World

II. Subject Matter

A. Topics

1. Literature/ Reading Texts

We’re Ready for the Big Day, (Teacher-Made Story )

Students Life by Rhea .Nitin. Muthane , Published on October

2008 (http://www.familyfriendpoems.com/poem/students-life)

2. Reading Elements/ vocabulary Development

a. Building Word families

-affixes ( prefix and suffix)

3. Language in Focus

a. Simple aspects ( present, past and future)

B. Materials

1. Picture/illustration of pupils going to school

2.pictures of different emotions

3. Poem, “ Student’s Life”

4. Tarpapel for exercises

5. DLP

6. VCD containing My School– A short Film by Laxman Rapaka

( https://www.youtube.com/watch?v=4JnH5Sh9Wn0 )

III. Procedure

( See Day 1- Day 5 Lesson Exemplar)

DAY 1 Listening

I. Objectives

A. Note significant details in selection/story listened to

B. Show genuine enthusiasm in listening to literary text

C. Realize the importance of education/going to school

D. Practice being polite when talking to parents/older people

II. Developmental Activities

A. Oral Language Activity

Ask the pupils to tell something about themselves using a

character portrait.

CHARACTER SELF-PORTRAIT

I am: __________________________

I live __________________________

I eat: __________________________

I have: __________________________

I like: __________________________

B. Pre-Listening Stage

1. Unlocking of Difficulties ( Picture Clues)

Match the word with the correct picture

a. errands

Ask: “What do you mean by errands?”

“Which picture shows that someone is

doing a duty or responsibility?”

b. yawning

Ask: “What do you usually do when you

wake up in the morning?”


stretching because s/he is sleepy?”

c. enthusiasm

Ask: “When you enjoy doing something,

how do you express your satisfaction?”


excited in doing something? “

d. peeking

Ask: “When you are in a hurry but someone

calls you, what do you usually do?”

“Which picture shows that someone just

sneak a quick look?”

2. Motivation

Show pictures of different emotions. Ask the pupils how they

feel on the first day of class. How do they anticipate this day?

Say: “Look at the pictures, what can you say about the emotions

expressed by each one? Where do you think the three kids will go?

Why?

3. Motive Question

Say: “In the story that you are going to listen to, let’s us find out what

Marie and her friends feel regarding the big day.”

NOTE To check the readability status/consensus of a teacher-made story, visit the webpage given above.

We’re Ready for the Big Day “Get up from bed, Angelie.

It’s already 5 a.m. Your father hadalready left for farm. I still have few

errands to run, we couldn’t afford to be late. Remember,vacation is

now over. Aren’t you anticipating this Day?” Angelie’s mother said.

“I’m still sleepy, Inay,” said Angelie, still yawning from her bed. “I’m still tired from yesterday’s Santa Cruzan. We walked a few kilometers, right?" answered Marie with a smile on her face. Though still tired, she got up anyway. After folding her blanket and dusting her bed, she went outside her room and helped her mother in the kitchen.

Today she knew she better not be late. Today is the big day she and her friends have been anticipating for!

Spirited with too much enthusiasm, she breathlessly pumped water from the well and took a bath afterwards. After eating her breakfast, she geared up and packed her things. Just when she was to lift her bag, she heard someone calling her name.

“Angelie, Angelie!” called Lovie. “Let’s hurry, our friends are probably waiting for us!”

“Good Morning, Aling Esing!” greeted Liam who was with Lovie, as he saw Aling Esing peeking her head out of the window.“Good Morning too, Lovie and Liam.”

“Well, let’s get going,” Angelie urged Lovie “ Goodbye, Inay!”, said Angelie as she kissed her mother goodbye. “Be careful in going to school. Enjoy your first day as Grade –V pupils,” told Aling Esing to the kids.

“ We will!" chorused the three as they walked to school.—Jerlyn Fortus-Zara@bpes

C. During Listening Read the story to the class. Readability Consensus (http://www.readabilityformulas.com/freetests/six-readability-formulas.php )

Reading Level: Easy to read. Reader's Age: 8-9 yrs. old (Fourth and Fifth graders)

Suggested questions:

1. Who woke up early to be ready for the big day?

2. What would happen if Angelie didn’t wake up early?

3. When do you think the story happened?

4. Who came by and greeted Aling Esing? What courteous or

polite expressions were used by the three children

while talking to Aling Esing?

5. What can you say about the three children? Are you like

them? Prove your answer.

6. What is the “big day” being referred to in the title? Are you

also excited in going back to school after a long vacation?

Why?

D. Post Listening

Group in Action: Engagement Activities

Group the class into four or five depending on class size.

Using a task sheet ,clearly state the instructions on the task

each group will accomplish. Set standards and explain the

rubric for assessing the performance made by each group.

Group 1; Action Only , Please!

Using pantomime, retell the story. Three will act as

children and one as Mother. You may also have a

narrator to introduce your group and tell the beginning

and ending of the story.

Group 2; Emotions in Action

On the strips of paper, conversations from the story

were written. One of your group members will read the

conversation while other members will use appropriate

facial expressions to show the emotions expressed by

the characters in the story. Explain why the said

expression is appropriate.

Have the class rehearse/ practice their tasks or group assignment for their presentation

Group 3: Melody in tune

Think of any song that tells about experiences in going

to school. Be ready to sing it to the class.

Group 4: Poetry in the run

“Compose/Make a poem consisting of two stanzas with

four lines each. Your poem should talk about some of the

preparations your group usually does before the start of

the class.

“ Angelie, Angelie!”, called Lovie. “Let’s hurry, our friends

are probably waiting for us!”

“Well, let’s get going,” Angelie urged Lovie. “Goodbye, Inay!”,said Angelie as she kissed her mother goodbye.

“I’m still sleepy, Inay,” said Angelie, still yawning from her bed. “I’m still tired from yesterday’s Santa Cruzan. We walked a few kilometers, right?” answered Marie with a smile on her face.

Spirited with too much enthusiasm, she breathlessly

pumped water from the well and took a bath afterwards.

“Get up from bed, Angelie. It’s already 5 a.m. Your father hadalready left for farm. I still have few errands to run, we couldn’t afford to be late,” said Mother.

Annex 1

Strips for Group Task: Emotion in Action

Tasks

Criteria

4

Outstanding

3

Very Good

2

Good

1

NeedsImprovement*

Irrelevant/out of task *

Retells story

events through

pantomime

Portrays very significant and complete story events .

Portrays relevant story events , one or two events are missing.

Portrayspredictable story events, three or more events are missing.

Provides vague and/or superficial story events. Only one or two events from the story are clearly manifested.

No score is given because there is insufficient evidence of student performance based on the requirements of the assessment task

Explains /Portrays

character’s Emotion

Shows and provides realistic and factual explanation for character’s emotion

Shows and provides convincing explanation for character’s emotion, one or two emotion is not clearly demonstrated/explained well.

Shows and provides believable explanation for character’s actions. Yet, three or more emotions were not portrayed realistically, explanations were unclear

Shows and provides questionable explanation for character’s emotions

Creates

poem

Creates a two-stanza poem with four lines each .

Creates a two-stanza poem with one-two lines missing .

Creates only one- stanza poem with 4 lines

Creates only one- stanza poem with one line missing

Selects and sings a song

Selects and sings a song that is totally participated by all group members

Selects and sings a song that is participated by some group members, one is not totally participating.

Selects and sings a song that is partially participated by some group members, two are not totally participating

Selects and sings a song that is poorly participated by all group members

Annex 2

Sample Rubric for Assessing Performance Output

When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve.

-Adapted from AAC ...everyday assessment for teachers developed by Kendra Springsteel and Roberta Fulmes (Adapted by jerlynfortuszara)

DAY 2Oral Language and

Vocabulary Development

I . Objectives

A. Use appropriate facial expressions in portraying/retelling the

story listened to

B. Infer the meaning of unfamiliar words using build word

families (affixes i.e. suffix and prefix)

C. Realize the importance of education/going to school

D. Practice being polite when talking to parents/older people



Ask the pupils to recall the story they listened on the previous

day.

Ask: “ Is your group ready to show the class your output?”

(You may discuss again the rubric for assessing

Performance Output.)

Each group presents the output for the assigned task.

Discussion follows after each presentation.

Group 1: Action Only , please!

Who woke Angelie up?

What did she do after getting up from bed?

Why did she have to hurry up?

Where do Angelie, Lovie and Liam going?

How did Marie show that she’s polite?

Group 2: Emotions in Action

What are the different emotions shown by the characters?

Why is it important to be true with your emotions?

Group 3: Melody in Tune

What is the message of the song?

Why is it important to go to school?

What would happen if children like Angelie, Lovie and Liam do

not go to school ? Explain your answer.

Group 4: Poetry in the Run

What are the things that you have to do before going to

school?

Why are those things necessary?

B. Skills Development

1. Review on root words

Ask: “What are root words? Which of the following are root

words?”

sleepy yawning breath careful eat kiss

untrue arrange run mislead believe

(Answers: breath, run, arrange, eat, kiss,believe)

2. Introduction/Presentation

Ask: “If I add less to the word breath, where will you put it, in

the beginning or at the end? what would be the new

word? Will the meaning change?”

( Answers: end, breathless, yes)

“What would you add to the root word arrange?

Where will you put it, before or after the root word?

What would be the new word? Is the meaning still the

same?”

(Possible Answers: 1. re-, before, rearrange, no

2. -ment, after, arrangement, no)

Teaching Chart

Words are made up of roots and affixes. An affix added

before a the root word is called a prefix. An affix added to the end of the root word is called a suffix.

Some affixes give opposite meanings when added to root words. Some affixes, add qualities and meanings. Read and study these examples .Most Common Prefixes. The four most common prefixes aredis-, in-, re-, andun-. These account for over 95% of prefixed words.Most Common Suffixes. The four most common suffixes are-ed, -ing, -ly, and -es. These account for over 95% of suffixed words.

Affixes1. Prefix Meaning Example

a-, an- without amoral, atypicalante- before antecedent, antenatalanti- against anti-establishmentauto- self autopilotcircum- around circumventco- with co-conspirator, co-pilotcom-, con- with companion, contactcontra- against contradictionde- off delist, devaluedis- not disappearex- out of, former extract, ex-governorextra- beyond, more than extracurricularhetero- different heterosexualhomo- same homonym, homophoneble, -ible can be done comfortable, passable-al, -ial having the characteristics of personal-ed past-tense verbs (weak verbs) danced, jumped-en made of golden, wooden-er comparative tidier, nicer-er, -or one who actor, narrator, worker-ful full or full of cupful, careful-ic having characteristics of linguistic, sarcastic-ion, -tion, -ation, ition act or process attraction, attrition

Source: http://www.grammar-monster.com/glossary/affixes.htm

unhappy discomfort untidy rewrite

helpful penniless restart overweight

C. Vocabulary Development

Show the class pictures or illustrations that suggest the meaning of the following. Let the pupils match the pictures/illustrations with the following words.

D. Guided Practice

Set A; Boardwork

Say: “Find a partner. Work together and think of words which are

appropriate for the sentences below. Use the guide written in

the teaching chart.

1.Be ________ when you cross the street in going to

school. Accidents can happen if you are _________.

( Answers: careful, careless)

2. He had to __________ the parts to find the cause of the

failure. Afterwards, he needed to ________ those parts

back to the way it was. (Answers: disarrange, rearrange)

3. Unless we cooperate, our efforts will be ____________.

Our cooperative efforts will show our parents that we,

children can be___________ to the community, too.

(Answers: useful, useless)

4. The path underneath is an _______________.

The bridge over a road, railroad or canal is an _____.

(Answers: underpass, overpass)

Set B: Think-Pair-Share

Ask: “ What affix will you add to the words inside the parentheses to

make the sentence correct?”

1. Stephen was sitting __________________ in his seat

on the bus. (comfort) (Answer: comfortably)

2. The team that he supported was able to win the _____.

(champion) (Answer: championship)

3. He was acting in a very __________ way. (child)

(Answer: childish)

4. This word is very difficult to spell, and even worse,if

it's __________________. (pronounce)

(Answer: mispronounced)

E. Independent Practice

Say: “This time, you have to work individually. Let’s find out what you

have learned about word families.”

Match the word in column A with its definition in Column B.

Column A Column B

______1. post-test a. a note added after the signature

in a letter

______2. trilogy b. to remove from a place of power

______3. bilingual c. a series of three dramas as in

literary works

______4. postscript d. to estimate wrongly

______5. replaceable e. expression in two languages

______6. dethrone f. group of three persons

______7. miscalculate g. an exercise given after completion

of lessons

______8. Irresponsible h. to soak beforehand

______9. pre-soak i. lacking a sense of responsibility

_____10. triad j. can be replaced

F. Enrichment Activity

Build new words by adding prefix or suffix to the root words. Fill in

the graphic organizer below.

respect

Truth/true

honest

I. Objective/s

A. Read aloud grade level texts with appropriate facial

expressions and self– correct when necessary

B. Use build word families ( affixes i.e. suffix and prefix) to find/

understand the meaning of unfamiliar words

C. Realize the importance of education

D. Show enthusiasm and willingness to learn


A. Priming /Oral Language Activity

Let the pupils read the following;

1. I’m unhealthy because I don’t eat right.

2. Liza is resourceful; she knows where to get things

and when to improvise during our group activities.

3. Exequiel is disappointed because he can’t solve the math problem.

B. Pre-Reading1.Unlocking of Difficulties

Say: “There are some unfamiliar words that are used in the

poem that you are going to read. For you to understand

the meaning, you have to add a suffix or prefix to the word

that I will emphasize.

a. colorful

Say: “When you look into the rainbow, it has different colors.

So, we can say that a rainbow is __________.

( add a suffix to the word color)

DAY 3Oral Language and

Oral ReadingFluency

b. appreciation

Say: “When someone from your class gives you something,

you say thank you to appreciate his/her gratefulness. The

manner by which we appreciate things is referred to as

_____________. ( add a suffix to the word appreciate)

c. recreation

Say; “When we play in school, we create something for our

selves. We enjoy doing painting and art activities, and

they are forms of __________. ( add suffix and prefix to

the word create)

d. painless

Say. “ During School Immunization, some say that it’s painful

when the syringe enters your skin. When you feel less

pain, or you don’t feel any pain at all, it is___________.

( opposite of painful)

2. Motive Question

Do you really enjoy going to school? What are the things that you like

and love about school?

C. During Reading

Say: “I will read the poem first. See how I read each line. After

wards, I will ask some volunteers to read it by part/

stanza.

Remember to use appropriate facial expressions

and self-correct if necessary.

( see poem in the next page)

Student’s Lifeby Rhea .Nitin. MuthaneStudent’s life is full of fun

work and play.Their day begins with a prayer

And, ends with play.

They go to school with a heavy bag on their back,And water bottles in their hand.

They sit in the class and toil all day,And learn about millipedes that coil all day.

In school they make many friends,And learn many trends.They even learn values

of love and life.

They study all dayAnd are bright like the sunray

They can even swim Like the fish on sea-bay.

Studies develop brainpower,Sports develop willpower.

They can do both Without any pain!

They use pens,They use papers.

They can draw many thingsAnd make many colorful rings.

But when March month comes,They study all day

They work for appreciationAnd sacrifice lot of recreation.

East or west Student’s life is the best,

they can start their day with a prayerAnd end with lots of play!

Readability Consensus ; Grade Level: 5Reading Level: Easy to read. Reader's Age: 8-9 yrs. old (Fourth and Fifth graders)

D. Post Reading

1. Differentiated Activities

Say: “Form three groups. Choose your leader for the group

activity that you will perform later.

Explain clearly the instructions. Set standards for a well-

managed group task.

Group 1: Draw it

Draw the facial expression of pupils to show how they

feel when they are in school, doing different activities.

Group 2: Act it

Act out your best part of the poem. Explain why you

like it.

Group 3: Rap it

Rap the whole poem. Be sure to read and rap each word

Accurately.

Writing/Composition

Write a short essay with two paragraphs narrating your most

memorable experience in school.

______________________________

________________________________________________________

_____________________________________________________________

_________________________________________________.

________________________________________________________

_____________________________________________________________

_________________________________________________.

I. Objective

Compose clear and coherent sentences using simple aspects of

verb (simple present tense)



Present the following lines taken from the poem,

“ Student’s Life”

Say: “Let’s read the following lines excerpted from yesterday’s

poem.”

1. Their day begins with a prayer

and, ends with play.

2. They sit in the class and toil all day

3. Studies develop brainpower,

Sports develop willpower.

4. They study all day

They work for appreciation.

B. Teaching and Modeling

Ask: “ What are the words used to tell the actions/things done

by students in school?

Let the pupils write them on the board.

Ask: “What are these words? ( action words, verb)

How are the words formed? ( with -s, without -s)

What does each word tell? ( something is done in the

present, or shows action regularly done)

DAY 4Grammar /Language

begins ends sit toil

develop study work

Present the following;

Say: “Give and read the verbs used in the sample

sentences.” ( goes,helps,develop,pass)

“What are the nouns/subjects used in the sentences?”

(Migz, Reading, Studies and teachers)

What have you noticed to the verbs used?

( with -s or -es / without -s)

What verb should we use with singular nouns?

( with-s/-es) plural nouns? (without -s)

C. Guided Practice

Set A. Board Work

Directions: Use the present form of the verbs to complete the

sentences below. Write your answer on the blanks.

1. S/he (teach) __________ the children.

2.She (show) __________ me her pictures.

3.They (practice) __________ for the tournament

tomorrow.

Teaching Chart

A verb’s tense tells when an action takes place. The present tense describes an action

1. that happens regularly.Migz goes to school every week days.Reading helps me know a lot of good things.

2. It can also express a general truth.Studies develop brainpower.Teachers in DepEd pass their licensure exam.

Set B: Pair/Dyad Activity

Say: “Find a partner. Work together in answering the task

below.

Directions: Use the present form of the verb to complete the

sentences by boxing the correct word inside the parentheses.

1. I (study, studies) my lesson every night.

2. Our driver (earn, earns) much every day.

3. Many people (go, goes) to church early.

4. He (feed, feeds) his chickens every morning.

5. Flies (carry, carries) diseases.

D. Independent Practice ( Do this as part of your Informal Theme Writing)

Say: “Please get your informal theme writing notebook. Based

on the rules on the usage of the present tense of the

verb, complete the paragraph by filling in the correct

form of the present tense of the verb.

Many people (go) _________ to Cebu during the Sinulog Festival.

This week-long celebration is held in January every year. The image

of Santo Niño, dressed in red velvet, is carried in a procession around

the city. Men and women (dance) ________ in the streets.

They (do) ________ this as a thanksgiving for all the favors

they (receive) _________ during the year. Sinulog is the most colorful

religious celebration in Cebu.

Assignment:

Write five (5) sentences using the present form of the verb.

Sentences must talk/discuss things that you do at home habitually or

regularly.

I. Objective/s

A. View and describe forms and conventions of short film /

movie ( Characterization/performance, setting/set up and plot)

B. Plan a two-three paragraph composition using a film strip

graphic organizer based from the short film watched


A. Priming/ Oral Language Activity

Say: “Get your notebook and let’s check you assignment.”

Call some pupils to read their sentences. Be sure to correct

errors and emphasize the rules in using the present form of

the verb.

B. Pre-Viewing .

1. Unlocking of Difficulties

a. characterization

Ask: “What can you say about Ador in “Probinsyano”?

Is he the same as Coco Martin in real life?

When an actor portrays a different persona, we

call it characterization.

b. setting

Ask: “When does the story happen? Is it realistic? If the

film is horror, is it really frightening? Are you taken

to that dimension?

c. plot

Ask: “Do the events in the movie follow the same pattern as

they happen in the real life? Is it a flashback ?

Can you anticipate the next event that would happen?

If your answers are yes, then we are talking

about the plot.”

DAY 5Viewing /Writing

d. Performance

Say: “Are the actors expressive like Aura in “Probinsyano”?

Do facial expressions really affect how the audience respond?

Do they feel the emotions expected of them? If it’s a

comedy film, are you able to laugh?

2. Motivation

Ask: “Today you’re going to view a short film. You’re going to

describe some of the elements /forms of conventions in

a film or movie.”

“This is a movie about a boy whose life was changed by

his teacher’s motherly affection and outmost concern.”

“What are the things that we have to remember before

watching an educational video/film? ( Setting of Standards)

C. While Viewing

For the first viewing, let the pupils analyze the forms and conventions

( just mere watching/plain viewing)

For the second viewing, explain the turn of events.

My School– A short Film by Laxman Rapaka

( https://www.youtube.com/watch?v=4JnH5Sh9Wn0 )

D. Post Viewing

Suggested questions:

1. Was the characterization convincing?

2. If you’re going to rate the performance, what grade will you give?

3. Were you able to relate to the film? Why do you think so?

Reminder The sample video uses other Language aside from English. You may opt to change your viewing material

1. 2. 3. 4. 55.

E. Writing

Say: Based from what you have viewed/watched, plan to

write a two- paragraph composition using a film strip graphic

organizer as your guide .

1.What was the usual routine of the boy?

2. What seemed to be the problem with him?

3. What were the things that he usually does when he is

in school?

4. What did his teacher do? What did she tell him?

5. What happened after 22 years?

Documents

Lesson Exemplar Quarter 1 Week 1 FINAL