How the sun works - Guro Ako - Teacher Talks



QUARTER 1Teacher’s GuideWEEK 6OBJECTIVESExpressive ObjectivesObserve politeness at all times.Show tactfulness when communicating with othersInstructional ObjectivesListening ComprehensionInfer the speaker’s tone, mood and purposeOral LanguageUse formal and informal English when appropriate to task and situationVocabulary DevelopmentInfer the meaning of unfamiliar words (blended) based on given context clues (synonyms, antonyms, word parts) and other strategiesReading ComprehensionAnalyze figures of speech (simile, metaphor, personification, hyperbole) in a given text.Oral Reading Fluency Read with automatically grade level frequently occurring content area words (Science)GrammarCompose clear and coherent sentences using appropriate grammatical structures conjunctionsWriting / CompositionRevise writing for clarity – punctuation marksAttitudeObserve politeness at all timesShow tactfulness when communicating with othersSUBJECT MATTERTopicsLiterature/ My Mother Dear Infer the meaning of the unfamiliar words (blended)Figures of speech (simile, metaphor, personification, hyperbole)ConjunctionsPunctuation marksMaterialsCurriculum GuideSelection, My Mother Dear, Enjoying Reading 5 pp. 2- 4Picture of mother and childDay 1ObjectivesInfer the speaker’s tone, mood and purpose.Use formal and informal English when appropriate to task and situation.Observe politeness at all times.Show tactfulness when communicating with othersSubject MatterTopics: Inferring the speaker’s tone, mood and purpose Using formal and informal English when appropriate to task and situationReferences: Curriculum Guide EN5LC – If – 2.B.1/ 2.B.2/ 2.B.3 EN5OL – If – 3.9 Enjoying Reading 5 pp. 2- 4Focused Skill: InferringValue: Politeness ProcedureSetting the stageAsk: Do you feel the love and care of you mother? What are the instances that show your mother’s tender loving care?Explaining the Student What to Do?Say: Class our lesson for today is about inferring the speaker’s tone, mood and purpose. When we infer the speaker’s tone, mood and purpose we are giving our idea on what maybe the feeling/intention of the speaker in the poem.It is giving the feeling/intention of the speaker or writer in one scenario.ModelingPre – Listening before the teacher read the storyUnlocking of difficultiesA dagger is thrust into her heart. The word thrust meansTo push B. to play C. to remainIf you feel secure when you are with your parents, you areAfraid B. confident C. angryWhen a mother caresses her child, she _____him/her.Touches B. scolds C. ReprimandSheila hurt herself when she touched the dagger. A dagger is _______.A round and smooth objectAn elongated and rough objectA pointed and sharp objectIt is for the sake of a child, then, it is for his/her own________.Misery B. benefit C. look outThe teacher will read the poem to the classMy Mother DearWho brought me to this worldTo see the wonder works of GodAnd enjoy life to the fullest?Who puts her arms around meDuring chilly eveningsTo make me feel warm?Who is in great pain When I am in sorrowAs if a dagger is thrust into her heart?Who tell me stories at night And caresses me as I fall asleep,Till I dream of beautiful things?Who is there at my sideWhenever I am sick?She is awake all night.Who plays with me To brighten my day?She never counts the hoursTill her tired body drops.Who offers her lifeFor the sake of her child;Not thinking of herself;Not thinking of what it may take?The woman who gave me this life,My dearest mother, whom I love so much.Say: What do you think is the speaker’s tone, mood or purpose in the poem?He/ She is happy.He/ She is feeling loved and cared by his/her mother.He/ She wants to show her appreciation to his/her mother.Say: Class this might be the speaker’s tone, mood or purpose in the poem?Children, these are what we call inferring the speaker’s tone, mood or purpose.D.Guided PracticeTeacher will read again the poem to the pupils. Then they will infer the speaker’s tone, mood or purpose.Group I – Stanzas 2 and 3Group II – Stanza 4Group III – Stanza 6Group IV – Stanza 8E. Independent PracticeThe teacher will read the following sentences and the pupil will infer the speaker’s tone, mood or purpose.Group I – Mr. Ramirez had a dialogue with the boys. During the interview, he noticed that Arthur answered his questions politely.Group II – One of the applicants was praised as worthy of confidence by the mayor and was given a recommendation.F. ClosureMood is defined in poetry as the feelings or emotions that are evoked in the reader by the poem. Conversely, tone expresses the attitude the author has towards the subject or topic of the poem.Inferring the speaker’s tone, mood or purpose may be done by determining the purpose of the author in writing the poem or selection. It may be done through keen observation on the way the speaker’s read the lines and through analyzing of the words used in the poem or selection.EvaluationThe teacher will read the paragraph. Pupils will analyze what will be the speaker’s tone, mood and purpose. “Their cheers energized him and after few more seconds, he was already on top. “I did it! I did it! he shouted politely”.Day 2ObjectiveInfer the meaning of unfamiliar words (blended) based on given context clues, synonyms, antonyms, word parts and other strategies.Subject MatterTopic: Inferring the meaning of unfamiliar words (blended) based on given context clues, synonyms, antonyms, word parts and other strategies.References: Curriculum Guide EN5V – If – 12 and 13 203 Focused Skill: Inferring ProcedureSetting the stageAsk: Have you encountered words such as brunch, motel, smog etc. Who among you knows the meaning of these unfamiliar words? Explaining the Student What to Do?Say: Class our lesson for today is about inferring the meaning of unfamiliar words (blended). We may use context clues, synonyms, antonyms word parts and other strategies to know the meaning of these unfamiliar words (blended).Blended words are two words joined together by taking parts of both words and combining the parts into a new word.Synonyms are words with the same meaning.Antonyms are words with opposite meaning.Context clues are giving the meaning from the sentence itselfWord parts by analyzing the meaning of each word being combined.ModelingRead the sentences orally. Context CluesI ate my brunch at the canteen since I haven’t eaten my breakfast and lunch.Elsa sends mail through her electronic computer last night but Anna read her email the next morning. What do you think is the meaning of brunch? Email?Say Class these are example of blended words. We can find the meaning of these unfamiliar words using context clues or we can find the meaning of words in the sentence. Such as:breakfast + lunch = brunchelectronic + mail = email Read and observe the following wordsSYNONYMSANTONYMSSmassySmart rudeSmassyUnwise timidMultiplexMultiple complexMultiplexSingle simpleWhat do you think is the meaning of smassy? Multiplex?Say. Synonyms are words with the same meaning. Unfamiliar words can be defined through synonyms. Such as Smassy = smart but rude, Multiplex = multiple complex.Antonyms are words with opposite meaning. Unfamiliar words be defined through antonyms. Such as Smassy= unwise timid, Multiplex = multiple complex.Analyze the following wordsWord partsUnfamiliar word (blended)SimultaneousbroadcastSimulcastSmokeFogSmogWhat do you is the meaning of simulcast? Smog?Say: These are example of blended words. We can find the meaning of these unfamiliar words through their word parts. Such as Simulcast = simultaneous broadcast, smog = smoke and fog.Guided PracticeGroup I – Look for the meaning of the underlined words through context clues. Report the answer through singing.Due to the smoke of kaingin and the fog in the mountain the farmers cannot see clearly because of the smog.Kaingin and forestFog and MountainSmoke and fogMang Juan used the hybrid seedlings of squash that gave him an enormous and giant harvest; he was able to sell his ginormous products at high price.Giant and enormousSeedlings and productsHybrid and squashGroup II – Arrange the jumbled letter to get the synonyms or antonyms of the following words.Report the answer through poem.INTERNATIONAL NETWORK – T E N I N E R TPICTURE ELEMENT = EXLIPGroup III – Look for the word parts of the following words inside the treasure box. Report the answer through rap.Cyborg = cybernetic + organismBash = bang + smashIndependent PracticeExercise1. Infer the meaning of the unfamiliar words.Anna must have an analysis with her urine. She will undergo urinalysis tomorrow.Everyone loves wifi for many reasons. This wireless fidelity is very useful nowadays.Many of us learn to express our feelings through blogs, we can write our concern in a web and then log it in.Hospitals use intercom in every room so that every patient’s concern may be paged in this international communication for their convenience.Wireless modem is a necessity among professionals. This wireless modulator and demodulator bring convenience wherever the needs occur. Exercise2. Infer the meaning of the unfamiliar words by analyzing its word parts.Example: Brunch = breakfast + lunchCellophaneSlithySpanglishEmoticonSmog Closure(Game) Complete the statement by filling in the blanks with the words that you will get inside the balloons.Unfamiliar words (blended)may be infer through ___________,___________,__________,and__________.(Real balloons)14573251068070CONTEXT CLUES00CONTEXT CLUES895351868045WORD PARTSPA00WORD PARTSPA1152525296545ANTONYMS00ANTONYMS600075439419SYNONYMS00SYNONYMS EvaluationInfer the meaning of the unfamiliar words.BrunchEmailMotelSimulcastSmogAgreementWrite another 5 unfamiliar words (blended) in your notebooks. Day 3ObjectiveAnalyze figure of speech (simile, metaphor, personification, hyperbole in a given text.Subject MatterTopic: Analyzing figure of speech (simile, metaphor, personification, hyperbole in a given text.References: Curriculum Guide EN5RC – If – 2 and 3 Focused Skill: AnalyzingValue: Politeness ProcedureSetting the stageAsk: Who among you love poems? Why do you love poems?Let us read the line.My love is like a red red roseBy, Robert BurnsSay. This is an example of figures of speech.Explaining the Student What to Do?Say: Class our lesson for today is about analyzing figure of speech (simile, metaphor, personification, hyperbole.ModelingRead the poem orally. Analyze the similarities and differences of the poems.Simile MetaphorPersonification Hyperbole Ask. Let us analyze the first poem.What can you say about the first poem? second poem? Third poem? Fourth poem?Say. Class these are figure of speech. Figure of speech is A figure of speech is a word or phrase that has a meaning something different than its literal meaning. It is used to add color to the language.Poem 1 – SimileA figure of speech involving the comparison of one thing with another thing of a different kind, used to make a description more emphatic or vivid. It uses the word as or like.Example:Emerald is as green as grass.Poem 2 – MetaphorIt is a figure of speech that compares two unlike objects directly. It doesn’t use the word like or as.Example:Life is a broken winged bird.Poem 3 - PersonificationIt is a figure of speech that is giving life to inanimate objects.Example:The sea is a gigantic wolf.Poem 4 – HyperboleIt is an exaggerated statement or claims not meant to be taken literally.Example:They arranged themselves in the window.Guided PracticeAnalyze the following sentences and determine if it is simile, metaphor, personification or hyperbole.Group I. A ruby is as red as blood.Group II. Life is a barren field.Group III. The sea leaps all day.Group IV. They both took root in the carpet.Independent PracticeAnalyze the four poems. Figure out why it is classified to that figure of speech.( Refer to LM)Group I – Poem IGroup II – Poem IIGroup III – Poem IIIGroup IV – Poem IVClosureA figure of speech is a word or phrase that has a meaning something different than its literal meaning. It is used to add color to the language.In analyzing a poem you have to remember the following: SimileA figure of speech involving the comparison of one thing with another thing of a different kind, used to make a description more emphatic or vivid. It uses the word as or like.Example:Emerald is as green as grass. MetaphorIt is a figure of speech that compares two unlike objects directly. It doesn’t use the word like or as.Example:Life is a broken winged bird. PersonificationIt is a figure of speech that is giving life to inanimate objects.Example:The sea is a gigantic wolf. HyperboleIt is an exaggerated statement or claims not meant to be taken literally.Example:They arranged themselves in the window.EvaluationAnalyze the poem considering the figure of speech used. Refer to (LM)Day 4.ObjectiveCompose clear and coherent sentences using appropriate grammatical structures:conjunctionSubject MatterTopic. Composing clear and coherent sentences using appropriate grammatical structures:conjunctionReferences: Curriculum Guide EN5G – If – 8.3/8.4 Skill: Composing/ Writing ProcedureSetting the stage. Read the following sentences written on the piece of paper to be given in your group.I had a good time in the party although I didn’t know those people.She passed her exam because she studied very well.You won’t know what to do if you don’t listen attentively.The teacher will ask the class to read the underlined words.Say. Class these are conjunctions. It is a word used to connect clauses or sentences or to coordinate words in the same clause.Explaining the Student What to Do?Say: Class our lesson for today is composing clear and coherent sentences using appropriate grammatical structures:ConjunctionIt is a word used to connect clauses or sentences or to coordinate words in the same clause. It is a word used to connect clauses or sentences or to coordinate words in the same clause.ModelingRead and analyze the following sentences.Clause 1ConjunctionClause 2SentenceLito got sickBecauseHe played under the rain. Lito got sick because he played under the rain.Elsa’s mother supports her studies in a private schoolalthoughShe only sells vegetables for a living.Elsa’s mother supports her studies in a private school although she only sells vegetables.Ask. 1. What is the conjunction used in the first example? 2.In the second example what is the conjunction use?Say. Example no. 1 used Coordinating conjunction. It is used to give equal emphasis to a pair of main clauses. Let us remember the acronym FANBOYS. ( for, and, nor, but, or, yet and so)Example no. 2 used Subordinating conjunction. It is a conjunction that used to join independent clause and dependent clause. The most common subordinating conjunctions are: after, although, as, because, before, how, if, once, since, than, that, though, till, until, when, where, whether, while.Guided Practice Have a draw lot on how are you going to present your answer. Group I. Complete each sentence using the subordinating conjunction from the parenthesis: I visit the Grand Canyon _________ I go to Arizona. (once, whenever, wherever)This is the place _________ we stayed last time we visited. (where, when, how)_________ you win first place, you will receive a prize. (wherever, if, unless)You won’t pass the test _________ you study. (when, if, unless)I could not get a seat, _________ I came early. (as, though, when)Group II. Complete each sentence using the subordinating conjunction from the parenthesis:We are leaving Wednesday _________ or not it rains. (if, whether, though)Pay attention to your work _________ you will not make mistakes. (so that, unless, or)The musicians delivered a rousing performance _________ they had rehearsed often. (though, as, once)She’s honest _________ everyone trusts her. (if, so, when)Write this down _________ you forget. (or, when, lest) Group III. Complete each sentence using the correct coordinating conjunctions from the parenthesis:My car has a radio _________ a CD player. (but, or, and)Sharon hates to listen to rap music, _________ will she tolerate heavy metal. (but, nor, or)Carol wanted to drive to Colorado, _________ Bill insisted that they fly. (and, or, but)I’m afraid of heights, _________ I appreciate the view from the top of this building. (and, yet, nor)I have to be on time, _________ my boss will be annoyed if I’m late. (and, nor, for)Group IV. Complete each sentence using the correct coordinating conjunctions from the parenthesis:I have to go to work at six, _________ I’m waking up at four. (but, so, yet)I was on time, _________ everyone else was late. (so, but, for)Nadia doesn’t like to drive, _________ she takes the bus everywhere. (but, yet, so)Our trip to the museum was interesting, _________ there were several new artifacts on display. (but, for, yet)Do you like chocolate _________ vanilla ice cream better? (or, nor, and)Independent PracticePandora ’s BoxPick one strip of paper and fill in the correct conjunction to be used. Use the different color papers.I need to work hard _________ I pass the exam._________ he was the best candidate, he didn’t win the elections._________ you come back from your trip, we’ll meet to discuss the problem.They said that the movie was fantastic _________I watched it._________ he was very ill, he didn’t take any medicine.ClosureConjunction is a word used to connect clauses or sentences or to coordinate words in the same clause. It is a word used to connect clauses or sentences or to coordinate words in the same clause.To write clear and coherent sentence using conjunction we must remember the following:Coordinating conjunction is used to give equal emphasis to a pair of main clauses. Let us remember the acronym FANBOYS. ( for, and, nor, but, or, yet and so)Subordinating conjunction is used to join independent clause and dependent clause. The most common subordinating conjunctions are: after, although, as, because, before, how, if, once, since, than, that, though, till, until, when, where, whether, while.EvaluationWrite 5 sentences using conjunctions.DAY 5ObjectiveRead with automaticity grade level frequently occurring content area words. (Science)Revise writing for clarityPunctuation marksSubject MatterTopics. Reading with automaticity grade level frequently occurring content area words. (Science)Revising writing for clarityPunctuation marksReferences: Curriculum Guide EN5F – If – 1.8.1.3, EN5WC – If – 1.8.1 Fish That Shoots His Dinner by: Carl BurgerReading Marvel 5 pp. 98 - 99Focused Skill: Reading/ Writing ProceduresA. Setting the stageAsk. Class what can you say about the picture? Why it is important to us?B. Explaining the Student What to Do?Say: Class our lesson for today is about sun. We are going to read the selection orally and afterwards we are going to revise some related writings about the sun for clarity with the use of proper punctuation marks.C. ModelingBefore reading the selection teacher will read the science words used in the selection.NUCLEAR REACTIONNUCLEAR FUSIONCOREHELIUMELECTROMAGNETIC RADIATION Read the selection orally. First reading will be done by the teacher. How the sun worksThe sun is a giant ball of burning, glowing gases. It is 333 400 times the mass of the Earth and 109 times its diameter. The sun shines because of the incredible amount of energy produced by a nuclear reaction called nuclear fusion. This reaction occurs in the center of the sun, also called the core. Nuclear fusion works by taking the nucleuses of atoms - in this case, hydrogen atoms - and forcing them together, creating a new element - in this case, helium. Nuclear fusion creates immense amounts of energy which is radiated in the form of electromagnetic radiation, which includes infrared radiation, visible light, x-rays and gamma rays.The teacher will ask the pupil to read again the highlighted words.Say. Class these are some of the science words that we encountered in our selectionAsk: 1.What is the punctuation mark used in the selection after each declarative sentence? How about if we have to pause for a while, what is the punctuation mark used? How about if we are expressing strong feeling, what is the punctuation mark to be used? In asking a question what punctuation mark are we going to be used?D. Guided Practice Read the selection orally. Then fill in the blanks the proper punctuation marks for the clarity of the selection. ( . , ? ! )Hundreds of earthquakes occur every year__ Most earthquakes do little harm __ but a few have killed thousands of people and cause enormous destruction __ Man has to endure earthquakes throughout history __ Can earthquakes be detected or predicted ___ How is this being done__E. Independent PracticeRewrite the selection to make it clear. Use proper punctuation marks if needed.The archerfish’s water pistol is part of his body__ A narrow groove runs along his mouth__ When his tongue is pressed against this groove__ it makes a little tube __ To shoot __ the archerfish fills his mouth with water __ Then he quickly closes his gills __ This forces the water out of his mouth __ The archer knows how to control the water __ too__ He can make it come out one drop at a time __ Or he can make it come in one big squirt__ F. ClosurePunctuation marks are symbols that are used to aid the clarity and comprehension of written language. Some common punctuation marks are the period, comma, question mark, exclamation point, apostrophe, quotation mark and hyphen. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download