DAY 3

I. Objectives
Infer the meaning of unfamiliar words ( compound ) based on ( EN5V- IIIe20.3 ) other strategies ( Mathematics )
Distinguish text- types according to features ( structural and language )
- Cause and effect ( EN5RC- IIIe-3.2.6 )
Show politeness at all times (EN5A- IIIe- 16 )
II. Subject Matter
A. Inferring of Unfamiliar Words ( compound ) Based on Other Strategies
( Mathematics )
Distinguishing Text- types According to Features ( Structural and
Language )
B. Learning to Hate Mathematics , by Anne Miller
grammarabout.com/od/essayassig
MISOSA English V p.2
Powerpoint of the text- Cause and Effect Essay
Learning English Today 5 pp.141-142
C. Politeness
III. Procedure
Priming
Unlocking of Difficulties
divided by

( through demonstration )

The teacher divided the melon by 8.

What did i do with the melon?
droning out ( context clue )
The announcer droning the winning numbers out.
A. talking out without stopping
B. being quiet
C. being silent

wonderful ( synonym )
Being on top pupil when I was in grade 4 ,it was a wonderful gift that
God gave me.
A. poor
B. marvelous
C. Bad
queasy ( context clue )
Im feeling queasy when I am riding on a Ferris Wheel.
A. healthy
B. always feeling good
C. feeling sick
Activity
Motivation
What is your favorite subject? Why ?
Setting the Purpose in Reading ( Prediction Chart )
Learning to Hate Mathematics

Questions

Guesses

Really Happened

Setting of Standards in Silent Reading

Silent Reading
Learning To Hate Mathematics
I started to dread arithmetic back in the third grade because I didnt
want to memorize the multiplication table. Unlike learning how to read,
studying math seemed to have no purpose other than to give me massive
Headaches and shattered nerves. The alphabet was a wonderful code that,

when deciphered, entertained me with stories and revealed all kinds of secrets
about the world. Multiplication tables, on the other hand, just told me how much
six times nine was. There was no joy in knowing that. Although even in third
grade I understood that I shared with many other pupils a terrible fear and hatred
of mathematics, i drew little comfort from that fact. Since then, I have struggled
with
number of reasons.
I especially began to hate math when my sister Celine forced us to
participate in her sadistic counting contests.
Having ordered us to stand in rows, this jolly nun would shout problems at
us: Forty- eight divided by three? ... Nine times twelve? The pupils who called
out the correct answers fastest would win; those of us who answered wrong or
not at all would have to to sit down.
To be honest, losing never bothered me that much. You know ,that awful
math feeling. During the contests, I would deliberately give an incorrect answer
early on so that I could escape the game quickly.
As I grew older, math grew worse, like a persistent headache that makes
you want to scream to relieve the pain.Patiently my brother would talk to me . He
helped me with my homework.
After years of hating math , I started to compoundd my difficulties .In anger
and frustration ,I broke pencils and tore paper as I dutifully filled page after page
with utterly meaningless calculations. In my recurring nightmares, my head was
fractured by fractions and crushed by multiplication signs.
Though Im through with my math classes now and carry a calculator in
my purse .math still has a way of making me queasy. On a whim th other day , I
bought a book called Mathematics for People Who Hate Math , though it seemed
written in a foreign language, Ive been enjoying the book. architecture and
engineering. In physics andelectronics, even in arts and music, mathematics
does have a purpose and a meaning. Now, without sadistic teachers conducting
drills or competitions, I think i might even enjoylearning about math--- on my own

terms , at my own pace. But dont you dare throw any problems at me when Im
not looking, because I still get that feeling in my stomach sometimes.
Analysis
a. Answering the prediction chart
b. Does the introduction attract your interest while clearly suggesting
the purpose and direction of the text ? Why?
c. Discuss how the writer uses humor in the text to maintain our
interest and emphasize her key points.
d. Is the concluding paragraph effective? Explain why or why not ?
e. How does the writer use specific details and examples to identify
the various causes and effects?
Skill development
What is the reason why the writer hated math ?
Cause _____________
What is the effect of sadistic teachers conducting drills or competitions
from the writer ?
Abstraction
A cause is an event that makes something else happen.
An effect is what happens as aresult of the cause.
Application

Group 1
Write the cause in the green
Circle circle. And the effects
in the

Cause: Not using the pedestrian lane

Effects: _____

Group 2

Cause : No mastery of the mathematical

facts
Effects :________

Group 3

Group 4
Read each sentence then give the possible cause or effect.
1. Marianne is crying ___________________,
2. The workers thumb is sore ____________________.
3. Water spilled from the jar ______________________.
4. The car stopped _____________________________.
5. The camel would not move _____________________.
6. Its raining so hard ____________________________.
7. The cats are well-fed __________________________.
8. The planys were given fertilizers _________________.
9. The machine is regularly oiled ___________________.
10. The boys look healthy _________________________.
IV. Evaluation
Directions: Read each sentence or paragraph silently. Choose only
letter of the correct answer
1. Mr. Cruz retired early. He farmed his big hectares of land. After a
year, he was able to labor on his farm. He sold sacks of palay and
plenty of vegetables. He did all these because_________.
A. He wanted to get rich.
B. He wanted to earn money by farming.
C. He wanted to own more lands.
2. Alden was chosen to represent his school on spelling contest. He
prepared a list of spelling words to study. He followed and
remembered the rules in spelling. If he did all of these, what will be
the cause?
A. He desired to win.

B. He didnt want to be the last.

C. He had nothing to do.
3. The pupils of Mrs. Mendoza listened to her advice. She told them
to bring with them the questions theyve got to answer during their
trip to the Rain Forest park. What will be the effect if they followed
their teacher?
A. They had something to write on.
B. They could go anywhere they wanted.
C. They could be guided in answering the questions.
4. Michael Kent had a new basketball which his uncle Jonathan
gave him last Christmas. His friend called him to play ball. He
asked permission from his mother , but he had to clean his room.
Michael Kent sighed. If only he had obeyed his mother, he would
be playing with his friends now. Michael Kent got the broom and
started cleaning so that _________________.
A. he could play in his room
B. he could be permitted to play with his friend
C. he could sleep
5. That Sunday morning, JOhn Paul went to his father to help him
water the plants. He fixed the fence which the dog destroyed last
week. He swept their baackyard and threw the garbage into the
After supper, John Paul slept early, because__________.
A. he had to do more works
B. he was very lazy
C. he was very tired

V. Assignment
Directions: Read each pair of sentences. Write C for the
statement that states the cause and E for the effect.

pit.

1. ________The player trained vigorously for the contest.

________ She bagged the gold medal.
2. ________ She became thin and needed health care.
________ She trained hard and long everyday.
3. ________ They were proud of the champions.
________ The crowd at the airport greeted and cheered
them.
4. ________ She is studying sports medicine.
________ She wants to improve the health condition of all
athletes.
5. ________ Despite her success, she is sweet and gentle.
________ Most people especially her neighbors adore her.