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4th Quarter
Week 9
EARNING COMPETENCIES
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
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
II. Subject-Matter
1. Listening to a selection (Black-out or Brown-out)
2. Summarizing the Selection listened to.
III. Procedure
Black-out or Brown-out
We 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?
Rubric
5 – 3 complete ideas with a title
4 – 2 complete ideas with a title
3 – 1 complete idea with a title
2 – 1 incomplete idea with a title
1 – 1 incomplete idea without a title
0- no idea at all
REMEMBER: A paragraph is consists of an introduction, body and conclusion. The first sentence is
indented
V. Evaluation
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.
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
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 ______________.
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. Realized 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 Twister
Videographers
videotape the videography
of 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 chicken
Anticipated 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?
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.
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 Practice
Cooperative Group Activity
Group 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
III. Procedure
Spell:
1. patience 4. rejoicing
2. celebration 5. silly
3. mischievous
Ask: Which one is the cause and the effect in each sentence?
Distinguish the dependent clause, the independent clause and the conjunction.
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.
Do and Learn
Use 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.
Home Activity
Complete this outline. Then develop a paragraph
My Success in Studying
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 film
K- 12 Curriculum Guide p.78 EN5VC- IV; - 2.4
Materials: pictures film
III Procedure
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
If one had been a victim of a disaster,what do you think would be his insight?
Should he lose hope? Why?
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:
REMEMBER:
Essay is a writing composition that deals with a subject from a limited point of view.