2024-LS-G3-NRP-Q4-Week2.pdf XXXXXXXXXXXXX
- 1. 3 Quarter 4 Week 2 NATIONAL READING PROGRAM Lesson Script in English
- 2. National Reading Program Lesson Script in English Quarter 4: Week 2 SY 2024-2025 This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in delivering the curriculum content, standards, and lesson competencies. The Intellectual Property Code of the Philippines states that “No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for the exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.” Borrowed materials (e.g., texts, illustrations, musical notations, photos, and other copyrightable, patentable contents) included in this learning resource are owned by their respective copyright and intellectual property rights holders. Where applicable, DepEd has sought permission from these owners specifically for the development and printing of this learning resource. As such, using these materials in any form other than the agreed framework requires permission and/or licensing. No part of this material, including its original and borrowed contents, may be reproduced in any form without written permission from the Department of Education. Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please call the Office of the Director of the Bureau of Learning Delivery via telephone numbers (02) 8636-6540 and (02) 6540 or send an email to bld.od@deped.gov.ph. Published by the Department of Education Development Team DepEd R-XII – SOCCSKSARGEN Prepared by: Reviewed by: Lovely Joy C. Toquero Jessa-Ann D. Nioda Louie Mark G. Garvida Gringo M. Jusa, PhD Writer Internal Evaluator Internal Evaluator External Validator Approved by: John Jerson P. Constantino Shienna Lyn L. Antenor Arturo D. Tingson, Jr. Luz Lalli L. Ferrer EPS-English, Sarangani REPS-English REPS-LRMS CLMD Chief Kathrine H. Lotilla Carlito D. Rocafort OIC-Asst. Regional Director Regional Director
- 3. 1 WEEK 2 Intervention Category (Emerging and Developing Readers) Consolidation Category (Transitioning Readers) Enhancement Category (Grade Level Ready Readers) I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES A. Content Standards The learners demonstrate ongoing development in decoding high frequency words and content-specific vocabulary; understand and create simple sentences in getting and expressing meaning about their environment and content-specific topics. The learners demonstrate expanding vocabulary and understanding of high frequency words and content- specific vocabulary; understand and create simple and compound sentences for comprehending, analyzing, creating, and composing texts about national themes and content-specific topics. B. Performance Standards The learners use their developing word knowledge to recognize sight words; decode high frequency words and content-specific vocabulary; use simple sentences to express ideas and narrate personal experiences about their environment and content-specific topics; and read grade level sentences with appropriate speed, accuracy, and expression. The learners use their expanding vocabulary of high-frequency and content-specific words, and simple and compound sentences to comprehend, create, and compose narrative and informational texts about national themes and content-specific topics; and read grade level texts with appropriate speed, accuracy, and expression. C. Learning Objectives At the end of the lesson, the learners are able to: Day 1 1. give the sound of the given letters, 2. associate the beginning, sound /b/, /d/, /w/ to the ending - ig, and At the end of the lesson, the learners are able to: Day 1 1. connect -ig word family to its appropriate pictures, 2. name the given pictures pertaining to the CVC -ig word family, and At the end of the lesson, the learners are able to: Day 1 1. construct three or four-letter words, and 2. use -ig word family found referring to specific topics. Day 2
- 4. 2 3. segment individually the sound of -ig word family. Day 2 1. identify the words of focus, and 2. read CVC words ending with -ig word with full mastery. Day 3 1. spell and define the words of focus (Game-based), and 2. read and write phrases with - ig word family, and Day 4 3. determine the -ig word family from the puzzles, and 4. match completed puzzles to phrases Use -ig words in a simple sentence. 3. identify the words of focus (-ig word family). Day 2 1. enumerate and define-ig words learned, and 2. read the phrases with words ending with -ig word family. Day 3 1. read and comprehend simple sentences, and 2. use vocabulary referring to self, family, and friends. Day 4 1. comprehend paragraphs, and 2. construct in simple words/ sentences a memorable story. 1. use simple sentences using the -ig words to express ideas. Day 3 1. comprehend stories, and 2. note important elements from stories (characters, setting, events). Day 4 1. use your own words in retelling a narrative poem. II. CONTENT: -ig Word Family III. LEARNING RESOURCES A. References 2016 MTB-MLE K to 12 Curriculum Guide, Revised Grade 1 MTB-TG and LM, Matatag Curriculum (Reading and Literacy), NRP (CG), Primer -English (Draft) B. Other Learning Resources Canva.com (https://tinyurl.com/5wcdjm27 ) IV. TEACHING AND LEARNING PROCEDURES Day 1 Before/Pre-Lesson Proper
- 5. 3 Activating Prior Knowledge Good morning, class! Today, we're going to learn about the -ig word family. Let's start by thinking about what we already know. Who can tell me the sound of these letters? (Present random letters) Learners’ Responses: (Answers may vary) Great! Now, what will happen if we add the sound of “i” /I/ and “g” /g/ together? What will it make then? Learners’ Response: -ig, Teacher. Lesson Purpose/Intention Today, we have different activities about the -ig word family. You will be learning the names and sounds of these letters, will be connecting the sound of letters to complete a word, and will be reading and identifying, and look for words ending with -ig. Let's have fun learning together! Lesson Language Practice Let's practice the sounds of our focus letters together. Repeat after me: I says /I/, G says /g/ (Learners’ repeat.) Let's connect the 2 sounds together. Follow along with me. /I/ + /g/ (Repeat twice to emphasize the connection of the sound) Learners’ Response: /I/ /g/ I will show you images of words ending with -ig. Let’s see if you can tell me the names of these images. (Shows an image of wig) https://tinyurl.com/5wcdjm27 Learners’ Response: “A wig” (Show an image of flowers arrowing the big one (Rafflesia) Where is the arrow pointing at? https://tinyurl.com/5wcdjm27 Learners’ Response: To the big one, Teacher. Great! This is Rafflesia. Rafflesia is the biggest (Emphasize the word ‘big’) flower that can be found in the Philippines. How about this one? Look at what the farmer is doing? (Show an image of a farmer digging in his farm)
- 6. 4 https://tinyurl.com/5wcdjm27 Learners’ Response: The farmer is digging! Now take note of the words for these pictures. The first one is a wig, next is big, then we have the word dig. Can you tell me what these 3 words have in common? Learners’ Response: They rhyme and end with -ig, Teacher. During/Lesson Proper Intervention Category (Emerging and Developing Readers) Consolidation Category (Transitioning Readers) Enhancement Category (Grade Level Ready Readers) Reading the Key Idea/Stem Today, we're going to work with the -ig word family or the words that end with -ig in different forms of activities such as “Write me in the Box”, “Color Bubble”, and “Word building Activity”. Developing Understanding of the Key Idea/Stem Connect the beginning consonant sound to -ig and let’s find out the correct word. Let’s do this for 5 minutes. Color the -ig words that can be found in the worksheet Bubble of words. Let’s do this for 5 minutes. This activity is called Word-Building. In your group, construct 3 or 4 letter words. Write as many words as you can. Generate words out of the long word, BUILDING. I will give 1 point for each correct word. 2 points if you can give me existing or correct words that end with -ig. I will give you 10 minutes to do the task.
- 7. 5 (This activity can be done interactively through word cloud games) Deepening Understanding of the Key Idea/Stem Let's see what we’ve learned. What are the words that you’re able to find? Learners’ Response: The words are, big, dig, and wig. Now Let’s segment the sounds in each word we found. 1. big = /b/ /I/ /g/ 2. dig = /d/ /I/ /g/ 3. wig = /w/ /I/ /g/ Let's see what we’ve learned. Can anyone enumerate the words that you have found? Learners’ Response: The words are, big, dig, fig, jig, and twig.” Let’s spell them out! Who can spell, in front of the class, the word twig? Learners’ response: T-W-I-G (Do the same process to the rest of the words mentioned above) How many words were you able to find? How many of those words belong to the -ig word family? Learners’ Response: (Answers may vary) (Define a few words found. Give corresponding points to each correct word) After/Post-Lesson Proper Making Generalizations and Abstractions Today, we've learned about the word family -ig. Now, let's make some generalizations by sounding the letters of the following words. 1. BIG Learners’ Response: /b/+/i/+/g/ How about the second word? 2. DIG Learners’ Response: /d/+/i/+/g/ 3. WIG Learners’ Response: /w/+/i/+/g/ Let’s recall what we have learned. What did you do with the -ig word family in the activity? Learners’ Response: We colored it, Teacher. Again, what are those -ig word family? Learners’ Response: big, dig, wig, twig What common -ig words were you able to construct? Learners’ response: The common -ig words are- BIG, DIG. Do the words mention rhyme? Learners’ Response: Yes Teacher! Why do you think so? Learners’ Response: Because all of these words end with -ig.
- 8. 6 Evaluating Learning Let's test what we've learned. Can anyone tell us the sound of these letters? (Present random letters) Learners’ Response: (Answers may vary) What will happen if we connect the sound of D to -ig? Learners’ Response: /d/ + ig = dig Great! Now can anyone give me the sounds of the word big? Learners’ Response: /b/ - /i/ - /g/ (Ask learners randomly to assess their skills in naming, and identifying initial, and ending sounds.) Let’s test what we’ve learned. You read and identify the word family of -ig. Let’s name the following images. You may refer your answers on the -ig word family in the box. Write your answer on the box next to the image. big dig wig twig 1. https://tinyurl.com/5wcdjm27 2. https://tinyurl.com/5wcdjm27 3. https://tinyurl.com/5wcdjm27 Now, let’s test your vocabulary. Let’s check if you can appropriately use those -ig word family in completing the sentences. big dig wig twig 1. I saw a _ _ _ fish. 2. I am wearing a _ _ _ . 3. My father can _ _ _ a hole.
- 9. 7 4. https://tinyurl.com/5wcdjm27 Additional Activities for Application or Remediation (Connect any random consonants with -ig for mastery. ) (Write sentences and encircle the -ig words.) (Give learners another Word- Building activity) Remarks Reflection Day 2 Before/Pre-Lesson Proper Activating Prior Knowledge Good morning, class! Today, we're going to continue learning about the -ig Family or words ending with -ig. Let's start by thinking about what we already know. On the board are some -ig word family we read yesterday, who can search for the following words? Lesson Purpose/Intention Today, different activities are planned to let you learn more about the -ig word family. Some of you will be identifying and enumerating -ig words, others will be connecting pictures to their corresponding phrases, and some will be using simple sentences to express ideas with an emphasis on -ig words. Lesson Language Practice Let's practice the sounds of our focus words together. Repeat after me (Do this part explicitly, apply I do, We do, & You do approach) 1. /b/ +/I/ + /g/ = big 2. /d/ +/I/ + /g/ = dig 3. /w/ +/I/ + /g/ = wig
- 10. 8 During/Lesson Proper Reading the Key Idea/Stem Today, we're going to work with the -ig family or the words that end with -ig in different forms of activities such as “Bubble of words”, identifying -ig words, and reading a poem. Developing Understanding of the Key Idea/Stem Color the -ig words that can be found in the bubble of words. Let’s do this for 3 minutes Let’s read the phrases and encircle the image being described. 1. a big carabao https://tinyurl.com/5wcdjm27 2. a black wig https://tinyurl.com/5wcdjm27 3. dig using a shovel https://tinyurl.com/5wcdjm27 4. a small twig Let’s read a short passage and answer the following questions in your paper. Jig’s Wig Jig has a wig. His wig is big. He then went outside to dig and put his wig on a big rock. He saw a twig. He uses it to dig. Jig ran to get it and forgot about his big wig. 1. Who has a big wig? Jig has a big wig. 2. What did he do outside? He went outside to dig. 3. What did he see outside? He saw a twig. 4. Why did Jig forget about his wig? Jig forgot about his wig because he ran to get the twig.
- 11. 9 https://tinyurl.com/5wcdjm27 Deepening Understanding of the Key Idea/Stem Let's see what we’ve learned. What -ig words were you able to find? Learners’ Response: The words are, big, dig, fig, jig, and twig.” Let’s read them together! (Segment the sounds in each word whenever necessary) 1. big = /b/ - /I/ - /g/ 2. dig = /d/ - /I/ - /g/ 3. wig = /w/ - /i/ - /g/ (Make learners repeat the segmentation for mastery.) Let's see what we’ve learned. Can anyone enumerate the words that you have found? Learners’ Response: The words are, big, dig, wig.” Now, based on the given images let’s try defining these -ig words. ● Big – means a large great in dimension ● Dig – to turn up, loosen, or remove soil ● Wig – a man-made covering of hair for the head ● Twig – a small shoot or branch usually without its leaves (Make use of this time to correct learners’ responses.) Things to consider in correcting are as follows: 1. Completeness of the thought 2. Appropriate capitalization of letters (First letter, Proper Noun) 3. Punctuation Making Generalizations and Abstractions Today, we've learned about the -ig word family. You are able to identify the word family of -ig by Today, we've learned about the word family -ig. Let's make some Today, we read a short passage entitled, Jig’s Wig. We also answered the questions
- 12. 10 coloring the activities I provided. Now, let’s read these words with full mastery (May use a flip card with consonant letters) Word Family of -ig Flip card *Random Consonan t letters to flip ig generalizations by checking on your vocabularies. What do the following words mean? 1. big 2. dig 3. wig 4. twig after. In answering, you are able to construct sentences. And in constructing sentences, what are the things that we need to consider? Learners’ response: Completeness of the thought, Appropriate capitalization of letters (First letter, Proper Noun), and Punctuation Evaluating Learning Let's test what we've learned arranging the rambled letters if -ig words. 1. i b g = 2. d g i = 3. w g i = (Encourage learners who are still having difficulty in this part to identify the beginning, middle, and final sounds of the word.) You are able to define our words of focus. Now, let’s complete the phrases below by filling in the blanks with the appropriate -ig word family. 1. a _ _ _ carabao (igb) 2. a black _ _ _ (iwg) 3. _ _ _ a hole (gdi) 4. a small _ _ _ _ (igwt) Now, let’s test what we’ve learned. Make simple sentences out of the words provided. 1. Big _______________________ 2. Dig______________________ _ 3. Wig ______________________ 4. Twig _____________________ Additional Activities for Application or Remediation (if applicable) (Instruct learner to read phrases with target words) (Ask learners to read sentences with target words. ) (Ask learners to read paragraphs.) Remarks Reflection Day 3
- 13. 11 Before/Pre- Lesson Proper Activating Prior Knowledge Good morning, class! Today, we are going to continue learning about the -ig Family or words ending with -ig. Let's start by thinking about what we already know. Let's practice the sounds of our focus words together. Repeat after me. (Do this part explicitly, apply I do, we do, & You do approach) /b/ - /I/ - /g/= big /d/ - /I/ - /g/= dig /tw/ - /I/ - /g/ = twig Lesson Purpose/Intention Today, we have different activities planned based on the -ig word family. Some of you will be playing a spelling game, others will be constructing simple sentences, and some will note important details. Let's have fun learning together! Lesson Language Practice Let's practice the sounds of our focus words together. Repeat after me. (Do this part explicitly, apply I do, we do, & You do approach to develop mastery) Now, I will test your vocabulary. Raise your hand if you know the answer. 1. Which word means a man-made covering of hair for the head? Learners’ Response: A wig, Teacher! Now use the word ‘dig’ in a sentence (Raise the question to the enhancement group. Repeat the same process to the other focus words.) During/Lesson Proper Reading the Key Idea/Stem Today, we are going to work with the -ig family or the words that end with -ig in different forms of activities. We are now on our third day, and we are going to spell words in a form of games, read sentences and poems. Developing Understanding of the Key Idea/Stem It’s going to be a very fun day for us because we are going to spell words in a form of games! Here’s what we are going to do: 1. Each of you will hold a letter. 2. When I mention a word, be prepared Today, we are going to read sentences. And here’s the twist, you have to clap your hands twice, whenever you encounter a word that belongs to the -ig word family. This activity requires you to be attentive. (Read the sentences) 1. My father can dig a deep hole. Let’s read a short passage and answer the following questions. The Lonely Twig Once, there was a twig that hung from a tree. He was so happy he was with his family tree. Not until
- 14. 12 3. The moment I say “Go!”, arrange yourselves holding your letters to form the word that I am looking for. (Don’t forget to instruct safety precautions.) No. 1, arrange yourselves to form a word, BIG! (Group the learners. Points will be given to the group/s that got the correct arrangement / spelling. Do the same process to the rest, DIG, BIG, TWIG, WIG) 2. I saw a big red balloon. 3. I picked a twig. 4. My sister has a wig. a big bird sits with him carelessly. Oh! The happy twig fell to the ground aimlessly. There, the happy twig is no longer happy. The lonely twig is away from his family tree. Deepening Understanding of the Key Idea/Stem Did you enjoy our activity? Now breathe in – and breathe out, because this time we will define our words of focus. (If learners are still having difficulty reading, teachers may read the meaning for them and simplify.) 1. Big – means a large great in dimension. 2. Dig – to turn up, loosen, or remove soil using a shovel. 3. Wig – a man-made covering of natural or synthetic hair for the head. 4. Twig – a small shoot or branch usually without its leaves Let’s read simple sentences and answer the questions that come next to each. Let’s practice doing it in a complete and appropriate construction of a sentence. Things to consider in correcting are as follows: 1. Completeness of the thought 2. Appropriate capitalization of letters (First letter, Proper Noun) 3. Punctuation 1. Mig will dig a pit. Who will dig a pit? Mig will dig a pit. 2. Jen fits the wig. Who fits the wig? Jen fits the wig. Let’s answer the following questions. Questions Answers 1. What hung from a tree? A twig hung from a tree. 2. Where did the story happen? The story happened in a tree. 3. How did the twig feel when he’s with his family? The twig was happy with his family. 4. Why did the twig fall to the ground? The twig fell to the ground because a big bird sits with him carelessly. 5. Why is the bird no longer happy? The twig is no longer happy because he is away from his family.
- 15. 13 3. The man holds a twig. Who holds the twig? The man holds a twig. After/Post-Lesson Proper Making Generalizations and Abstractions Today, we've learned a lot about the word family -ig. Let’s check your understanding of the words we defined. (Let learners play “Pass the cabbage” game, wherein the peeled leaf of a paper cabbage contains a word of focus. Allow learners to play and keep on passing until no more paper leaves left to peel.) Today, we've learned a lot about the -ig word family and answered questions in complete sentences. Always remember that there are things that we need to consider in constructing sentences. What are those considerations? Learners’ Response: 1. Completeness of the thought 2. Appropriate capitalization of letters (First letter, Proper Noun) 3. Punctuation You are able to read and answer the comprehension. Let’s take note of the important details. The Elements of the Story are as follows. 1. Character - is a person or other being in a story 2. Settings – is the time and place in which the happens 3. Events - the sequence or series of events that unfold in a story Evaluating Learning Let’s test what we’ve learned. You were able to spell and define our words of focus. As we continue, let’s try to check your understanding by completing the following phrases. 1. a _ _ _ cow (big, dig) 2. the _ _ _ _ in the ground (big, twig) 3. can _ _ _ a hole (dig, jig) 4. wear a _ _ _ (twig, wig) Now, let’s test what we’ve learned. Make simple sentences out of the words provided. You may use vocabulary referring to yourself, family, and friends. 1. big _______________________ 2. dig _______________________ 3. wig _______________________ 4. twig ______________________ Now, let’s test what we’ve learned. Based on the story we have read, let us note the important details. Answer the following questions: 1. Who are the charact ers of the story? 2. Where did the
- 16. 14 story happen ? 3. Arrange the series of events (Write 1- 3) ∏ The happy twig fell to the ground aimlessly. ∏ the happy twig is no longer happy ∏ He was so happy he’s with his family tree. Additional Activities for Application or Remediation (if applicable) (Read phrases with target words) (Develop crossword activity to encourage engaging and fun-filled mind exercise.) (Provide short stories for learners to analyze the details.) Remarks Reflection Day 4 Before/Pre-Lesson Proper Activating Prior Knowledge Good morning, class! Today, we're going to continue learning about the -ig word family. Let's start by thinking about what we already know. Let’s begin with reading the -ig word family. (For consolidation and enhancement group, use the focus words in phrases / sentences.) Lesson Purpose/Intention Today, we have different activities planned based on the -ig family. Some of you will be playing a spelling game, others will be constructing simple sentences, and some will be noting important details. Let's have fun learning together! Lesson Language Practice Let’s read a short passage and match the underlined words to their corresponding images. (Use this as a guide)
- 17. 15 Jig’s Wig Jig has a wig. His wig is big. He went outside to dig. He put his wig on a big rock. He saw a twig. He uses it to dig. Then his mom called him. Jig ran so fast and forgot about his big wig. https://tinyurl.com/5wcdjm27 During/Lesson Proper Reading the Key Idea/Stem We're going to work with the -ig family or the words that end with -ig in different forms of activities such as “solving -ig words puzzles”, “Paragraph Build-Me-Up”, and retelling a narrative poem. Developing Understanding of the Key Idea/Stem Each will have a puzzle to solve. You may bring out your materials now. This activity will be done for 3 minutes only. (Provide random images of -ig word family or not -ig word) After completing your puzzles, it’s about time to present them in class. Stand Up, if you think your image portrays an -ig word family and if it doesn’t, sit down and let’s altogether give 5 claps for every one of us. To play another engaging activity. I will give you strips containing a sentence. Here’s what you are going to do. I will put our focus words on the board (dig, wig,). Let’s say you picked a sentence “I wear a wig”. To which focus word should we group it? Learners’ response: to the WIG word, Teacher. (Below are the sentences to give randomly to the learners.) Let’s read a short passage and answer the following activity. The Lonely Twig Once, there was a twig that hung from a tree. He was so happy he was with his family tree. Not until a big bird sits with him carelessly. Oh! The happy twig fell to the ground aimlessly. There, the happy twig is no longer happy. The lonely twig is away from his family tree.
- 18. 16 My father went to the farm. I have a wig. He went there with a big shovel. I put it in my head. He plans to dig a hole. I love it because its color is red. The hole is for the compost- pit. I am excited to wear it on my birthday. What are the missing words? Fill in the blanks. The Lonely Twig Once, there was a _____ that hung from a tree. He was so happy he was with his family ____. Not until a ___ bird sits with him carelessly. Oh! The happy twig fell to the ____ aimlessly. There, the happy twig is no longer happy. The ____ twig is away from his family tree. Deepening Understanding of the Key Idea/Stem Let’s play, “Describe Me”. This time, those who are holding an image that portrays an -ig word family should look for a pair from those who are not holding an image of -ig word. afterwards, work with your pair to think of a phrase that describes the image that you are holding. a big flower twig on the ground a red wig dig a hole hold a twig wig on the head Let’s process the activity that we just had. How did you know that the sentence you are holding is for the focus words, dig and wig? Learners’ Response: Because of their relation to the words (Answers may vary) Great job! And because of the sentences you grouped, we are now able to construct a paragraph. Yesterday, we talked about the poem, “The Lonely Tree”. We answered comprehensively the questions which are important in noting details. This time, those important elements are our main focus in retelling narrative. Retelling a story means you have to tell a story in your own words based on a story you have read.
- 19. 17 After/Post-Lesson Proper Making Generalizations and Abstractions Let’s process what we just did! Previously, you are able to solve a puzzle and match the images to their corresponding phrases. Let’s read the phrases again. a big flower dig a hole a red wig twig on the ground hold a twig wig on the head Remember, a paragraph is composed of sentences. Now, how many sentences do we have on our first group? And the second group? Learners’ Response: There are Four sentences (Ask the following question to check comprehension) What composes a word? Letters What composes a sentence? words What composes a paragraph? Sentences Do you remember the elements of the story that we talked about yesterday? Learners’ response: The character, setting, and events. Great! Now, try to list down the elements of the short passage, The Lonely Twig. I will give you 5 minutes to do the task. Elements Details Character Twig, Big Bird Setting Tress Events 1. There was a happy twig on a tree. 2. The happy twig fell to the ground aimlessly. 3. the happy twig is no longer happy Evaluating Learning Complete the following sentences by filling in the phrases that we have learned. Construct sentences from our focus words. Each of you may choose only one focus word. And construct Let’s try to practice our retelling skills. Remember our key elements.
- 20. 18 a big flower pick a twig a red wig dig a hole 1. There was _________________ in the garden. 2. She is wearing a ______________ on her head. 3. Ken and Ben ____________ on the ground. four sentences out of the word you chose, it may be a memorable story to make it easier for you. Big Twig In doing this task, we will abide by the rubrics. Completeness of the thought based on the key elements: 50% Delivery: 50% (Add other components to consider) Additional Activities for Application or Remediation (if applicable) (Ask learners to copy the sentences and read them at home.) (Give other activities to help learners develop their writing skills.) Provide a short passage for learners to analyze at home. Remarks Reflection