Guro Ako - Teacher Talks



58610557150440880562865 Republic of the Philippines DEPARTMENT OF EDUCATION Region IVA – CALABARZON Division of Laguna Sta. Cruz TEACHER’S GUIDEIN ENGLISH V DEARBORN E. VILLAFRANCAWriter58610557150440880562865 Republic of the Philippines DEPARTMENT OF EDUCATION Region IVA – CALABARZON Division of Laguna Sta. Cruz APPROVAL SHEET TEACHER’S GUIDE IN ENGLISH V DEARBORN E. VILLAFRANCA WriterReviewed by:ERMA S. VALENZUELA GODOFREDO C. MERCADO EPS – ENGLISH EPS- LRMDS Approved: ORLANDO E. VALVERDE, Ed.D. Chief Curriculum Implementation Division Quarter 1Week 8 Objectives Expressive Objectives 1.Realize the importance of humility in dealing with others2.Appreciate God-given characteristics Instructional Objectives Listening ComprehensionDistinguish reality from fantasyOral Language Recount events effectively Vocabulary Development Infer the meaning of unfamiliar words (clipped) based on given context clues (synonyms, antonyms, word parts) and other strategiesReading ComprehensionAnalyze figures of speech (simile, metaphor, personification, hyperbole) in a given textOral Reading FluencyRead grade level text with 118 words correct per minute GrammarCompose clear and coherent sentences using appropriate grammatical structures: - conjunctions AttitudeObserve politeness at all times Show tactfulness when communicating with others Subject MatterTopic LiteratureCarol’s Diary (Retrieved from: Lesson Guides in Elementary English – Grade 5, DepEd 2008) Why the Carabao has Split Hoofs (Retrieved from: Developing Reading Power 6, A Support Program to Reading, by ClemenceUmaliAbadilla, Saint Mary’s Publishing Corporation, 1998 p. 174-175)The Lark and the Wren (Retrieved from: Developing Reading Power 6, A Support Program to Reading, by ClemenceUmaliAbadillaSaint Mary’s Publishing Corporation, 1998 p. 54)The Long Necked Giraffe and the Humble Pullet (Retrieved from New Dynamic Series in English 6, JO-ES Publishing House, Inc., 2004 by Josefina V. Suarez, Ed.D. 2. Reality and fantasy3. Recounting events 4. Context clues (synonyms, antonyms, word parts) 5. Figures of Speech (simile, metaphor, personification)6. ConjunctionsMaterials Picture/illustration of acarabao and turtle Picture/illustration of a lark and wrenPicture/illustration of a giraffe and pulletReal objects Chart ProcedureDay 1Objectives1.Recount events effectively 2. Distinguish reality from fantasySubject Matter: Recounting events effectively (EN5OL-Ih-1.8)Reality and Fantasy (EN5LC-Ih-2.3)ProcedureSetting the StageDirection: Encircle the letter of the meaning of the underlined words.The school’s foundation day is a great event for them to remember.InstitutionCelebrationCollectionThe principal orders the teachers to submit their annual report.MonthlyYearly WeeklyThe teachers were overwhelmed at their presentation in the program. SurprisedBotheredOverjoyedRefer to LM, Try and LearnMotivationThe teacher shows a diarySay: “Do you have a diary at home?”“What do you write on it?” The teacher will use a semantic web to find out what the students know about a diary.DIARYSay: “We will just go back to this later to see if your answers are found in the story”.Motive QuestionCarol is a grade VI pupil who owns a diary. Find out what did she wrote in her diary. Explaining to Students What To DoSay: “Today, you are going to learn the content of a diary. I’m going to read a sample entry in a diary”. Carol a grade VI pupil owns this diary. Modelling for Students The teacher will use an actual diary while reading the things written on it. The pupils can read silently. Refer to LM, Read and LearnCarol’s Diary On March 3, 2003 a great event took place in our school. It was the start of our annual foundation week. Many contests and games were held and big prizes were at stake. My friends and I bagged the first place in the MTAP competition for grade V pupils. We were very happy and our teachers congratulated us for being the winner. The next day I led the program intended for our teachers and principal. The pupil-participants of the program showed their best in singing, dancing and even acting. It was a tiresome afternoon but an exciting day. On the 3rd day, we heard a mass in our school’s chapel and in the afternoon a sportsfest was held. Being with my friends and classmates, while participating in all the sports events is an experience. We joined the relay contest, volleyball and badminton. We launched the school project dubbed as “May PerasaBasura” a day before the end of the week-long celebration. We also served the community through tree planting and cleaning the environment.Finally, the much awaited moment for us was the fifth day of the celebration, the awarding ceremony was held and we received our awards and prizes. I felt so happy and relaxed during the afternoon for I could already rest. I thanked God because I learned many things. (Retrieved from: Lesson Guides in Elementary English – Grade 5, DepEd 2008) Guided Practice – Refer to LM, Try and LearnSay: “I have here a story grid. The number of squares in the grid corresponds to the number of events/scenes in the story. You are going to arrange the events using the grid. Discussion Questions:What do people usually write in their diaries?How do you sequence or arrange the events of the story?Lead the pupils in formulating generalizations. Say: How can we recount events effectively? Teaching PointsLook for the main topics.List and identify orders of events in chronological order.Look for the transitional or clue words to arrange the events of the story. D. Modelling for StudentsRefer to LM, Read and Learn Say: Let us read the story carefully and answer the questions that follow. Why the Carabao has Split HoofsOnce, Carabao and Turtle met on a way to the meadow. Turtle was very happy. He had long hoped to befriend Carabao. He felt a big fellow like Carabao would help him if he got into trouble. He said to Carabao.“Let us live together. Let us hunt food together! We will be happy in our friendship.”“You slow foot! How dare you make this proposal. Live with the ants and worms. But not with a powerful animal like me.”“So, you do not want me for a friend. Who told you that you are powerful? I bet you could not even win a race with me.”Carabao snorted and walked away. Turtle followed and nagged.“You cannot even race against me. You are a coward! I will tell all the animals what a big coward you are.”Don’t you do that! You want a race? A race you shall have! When do you want it?”“I will give you three days to prepare. The race would be long. It would cover seven hills.”Turtle took to his confidence his most trusted friends. He gave instructions to his friends.The day of the race came. At a given signal, Carabao and Turtle ran. The two runners lost sight of each other. When Carabao reached the second hill. Turtle was waving his arms at him.“I am here a long time.”And at every hill, Carabao found Turtle relaxed and much ahead of him. When Carabao reached the seventh hill, he saw Turtle foolishly smiling. Carabao was so angry. He kicked Turtle hard. And Carabao broke his hoof at the force of the blow. Turtle was not hurt. His shell was strong. Retrieved from: Developing Reading Power 6, A Support Program to ReadingBy ClemenceUmaliAbadillaSaint Mary’s Publishing Corporation, 1998 p. 174-175E. Independent PracticeThe sentences that follow are taken from the story. In the space before each number, write reality if the sentence states a situation that can happen in real life. Write fantasy if it can only happen in fairy tales or fables. Refer to LM, Do and LearnDay 2ObjectivesInfer the meaning of unfamiliar words (clipped) based on given context clues (synonyms, antonyms, word parts) and other strategiesRead grade level text with 118 words correct per minuteSubject Matter: Inferring the meaning of unfamiliar words based on context clues(EN5V-Ih-12 and 13)Reading grade level texts with 118 words correct per minute(EN5F-Ih-1.13)ProcedureSetting the StageSay: “What words in the sentence help you figure out the meaning of the underlined word?”Refer LM, Think and TellSay: “Read the following sentences. Tell the meaning of the underlined word in the sentence. Choose from the given choices.”Explaining to Students What to DoDivide pupils into four (4) groups. Let each group do a separate task.Read the poem. Notice the underlined words in the poem. Refer to LM, Read and LearnThe Lark and the Wren“Goodnight, Sir Wren!” said Little Lark.“The daylight fades it will soon be dark.I’ve bathed my wings in the sun’s last ray.I’ve sung my hymn to the parting day.So now I fly to my quiet glenIn yonder meadow – Goodnight Wren.”“Good night poor Lark.” Said the haughty WrenWith a flick of his wings towards his happy friend.“I also go to my rest profoundBut not to sleep on the cold damp ground.The fittest place for a bird like meIs the topmost bough of a tall pine tree.” Retrieved from: Developing Reading Power 6, A Support Program to ReadingBy ClemenceUmaliAbadillaSaint Mary’s Publishing Corporation, 1998 p. 54Guided PracticeGroup pupils into four. Distribute the metacards to each group. Group 1:Draw a lark and a wren.Group 2:Compose a song about a lark and a wren.Group 3:Show a skit on the part when the lark bid goodbye to the haughty wren. Group 4:Write a short message to the lark and wren. Be ready to read it before the class.Let the group present their outputs.Independent PracticeRefer to LM, Try and Learn. Let the pupils choose the sentence that can best describe the underlined word.B. Refer to LM, Do and Learn. Let the pupilschoose the antonym of the underlined word in each sentence from the box. Let them write their answers on the blank. Day 3ObjectivesAnalyze figures of speech (simile, metaphor, personification, hyperbole) in a given text Subject Matter: Figures of Speech (EN5RC-Ih-2.3)ProcedureSetting the StageListen as the teacher reads the Refer to LM, Think and TellSay: “Listen as I read the following stanzas of some poems. Tell the two things being compared. Tell in what way the two things are alike.”Explaining to Students What To DoRefer to LM, Try and LearnSay: “The following sentences contain a metaphor. Identify the metaphor by underlining the words that tell the two objects being compared.”Guided PracticeRefer to LM, Do and Learn A. Say: “Let us read the following lines of poetry.”“What are the human qualities given to animals, objects or ideas?”Refer to LM, Do and Learn B.Let the pupils decide the figure of speech used in each sentence. Afterwards, let them read all the sentences. D. Independent PracticeRefer to LM, Learn Some MoreLet the pupils study the lines of poetry. Let them identify the object personified and the give the human quality given to the subject. Day 4Objectives1. Compose clear and coherent sentences using appropriate grammatical structures: -conjunctionsII. Subject Matter: Grammar Lesson: Conjunctions (EN5G-Ih-8.3/8.4)III.ProcedureSetting the StageSay: “The following sentences haveconjunctions connecting words”. a. What do you noticed about the underlined words? b. What about the words between them? c. What do we call them? Refer to LM, Think and Tell The eyes of the cat gleamed and glared in the dark.Daffodils and daisies are beautiful flowers.Honesty and obedience are positive vitues.Dina or Donna will attend the practice.Both are pretty and attractive. Explaining to Students What to DoSay, “Read the following sentences. Encircle the conjunctions in these sentences. Underline the words, phrases, or clauses connected by each conjunction.” Refer to LM, Try and Learn Independent PracticeRefer to LM, Write About It Say: “Compose your own sentences using conjunctions and, or, but. Write them on the space provided for.”Day 5Objectives1. Observe politeness at all times.2. Show tactfulness when communicating with othersII. Subject MatterPoliteness (EN5A-Ih-16)Tactfulness when communicating with others (EN5A-Ih-17)III. Procedure Setting the StageRefer to LM, Try and Learn.Ask pupils to supply the missing letters to complete the configuration cluesSay: “Let us try to guess the following words used in the story”.Write your answer in the configuration clues given before each number. ___ u r ___ h ___ r 1.more distant, remotes ___ u ___ e ___ e ____ 2.to press between two bodies, to crushs ___ r ___ t ___ ___3.to mark the surface of anything __ a ___ k ___ e 4.a cry of a hen or a goose Explaining to Students What to DoRefer to LM, Read and LearnSay: “Read the following story and find out how politeness and tactfulness can make one reach great heights.”The Long Necked Giraffe and the Humble PulletThere was a giraffe that was very tall. He always said, “It is good to be tall. Oh. How good it is to be tall”.“Oh no. It is good to be short. Honestly, it is wonderful to be short,” said the pullet.“Let us take a walk and see, “the giraffe answered back. They came upon a wall. There were trees near the wall. The giraffe ate and ate leaves of the trees while the pullet just looked and looked.“See, it is good to be tall! I told you so,” the giraffe said to the pullet in between big bites.“Let us walk farther and see,” said the pullet. They came upon a very high wall. The pullet wished she could cross the tall wall, but with her size, she thought she couldn’t. All of a sudden, she saw a hole at the bottom. The pulley squeezed herself and went into the vegetable garden. There she ate and scratched while the giraffe waited patiently.“See it is good to be short,” the pullet said when she joined the giraffe again.The giraffe remarked. “You know what I think? I think it is best to be what you are.”“You are right, my friend,” cackled the pullet happily.And then they became best of friends. Retrieved from New Dynamic Series in English 6, JO-ES Publishing House, Inc., 2004 by Josefina V. Suarez, Ed.D.C. Guided PracticeRefer to LM, Talk about It.The teacher will guide pupils in answering the following questions.Say: “Let us answer the following questions “.1. Who was very tall? very short?2. What is the best thing to be according to the giraffe?3. What became of them?4. Why is it good to be tall? How was this shown in our story?5. Why is it good to be short? How was this shown?6. Do you agree with the giraffe that “it is best to be what you are?” If so, give examples. 7. Do you like the title of the story? Why?If not, what title do you think is better?D. Independent PracticeRefer to LM, Write About It Say: Think of the advantages and disadvantages of being a tall and a short child. Write them in paragraph form on the space provided for. ................
................

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

Google Online Preview   Download