ENG4-Q2-W5-PPT-1.powerpoint presentation
- 1. ENGLISH 4 Comprehending Informational Texts (Enumerative-Descriptive) QUARTER 2 WEEK 5 D A Y 1
- 2. Write L in the space provided if the given reading material is a literary text and I if it is an informational text type. 1. 2. 3. Activate
- 3. Read. Aims
- 4. Aims Read.
- 5. Aims Read.
- 6. Aims Read.
- 7. Aims In conclusion, the grouper fish, crab, squid, tiger prawn, and other marine creatures live in different ocean habitats where they get rest, nourishment, and shelter. In order to care for these marine creatures, we need to protect the ocean and the wonderful habitats where they live.
- 8. Aims Answers to the following questions. 1. What is the text all about? 2. What do you think is the purpose of the writer for writing the text? 3. What do you think is the message of the text? 4. What type of text do you think it is? Why do you say so
- 9. Aims Literary, or fiction, books are stories that are made up by an author. Informational, or nonfiction, books give facts. Literary (Fiction) Text: A story about people, animals, or events that is made up by an author. Informational (Nonfiction) Text: A book that gives information or facts about real people, things, or events.
- 10. Activity 1 Based on the readings you have about Exploring Your Favorite Seafoods and Where They Live, do the following. Comprehension: Topic, Main Idea, and Writer’s Purpose (Group Work) Answer each question below. 1. What is the text about? The text is about ____________________ 2. What is the message or main idea of the text? I think the message of the text is ____________________ purpose?
- 11. Activity 1 3. What do you think is the writer’s purpose? I think that the writer wrote this text to________________________ 4. What type of text is the given example? Why do you so? I think the text is an example of a/an __________________________. I say so because ______________.
- 12. Activity 2 Complete the table below by writing down the information asked.
- 13. Activity 2 Complete the table below by writing down the information asked.
- 14. Activity 3 Fill out the fishbone diagram below with the characteristics of the marine habitats described in the text that you read.
- 15. Abstraction Differentiate literary from informational text.
- 16. Assessment Color the marine creature in the box if you think that the infographic poster uses the given text type.
- 17. Assessment Color the marine creature in the box if you think that the infographic poster uses the given text type.
- 18. ENGLISH 4 Comprehending Informational Texts (Enumerative-Descriptive) QUARTER 2 WEEK 5 D A Y 2
- 19. Activate Search for and underline the following words found in the reading passage, “Your Favorite Seafood and Their Habitats.”
- 20. Activate
- 21. Activate
- 23. Aims Study Context clues are hidden in the surrounding text. The new word will be situated in a particular context, and you can often use that to deduce its meaning. The clues will hint at the meaning, and you can usually figure out what the word represents.
- 24. Aims Sometimes you can guess the meaning of new words or phrases based on the words around it (the context). Follow these steps to help you guess the meaning of an unknown word: Identify the part of speech.
- 25. Aims Look at the words and sentences around the unknown word. Try and find its synonym or antonym in the text. Look at information given later in the sentence to give you a clue. Look to see if there is a smaller, more common word in the unknown word. Try a synonym in the sentence. Does it make sense?
- 26. Listen and answer the following. Activity 1
- 27. Activity 1 Select which context clues give a hint to the meaning of each of these words. 1. cycle A. can’t see it B. on the earth C. series of events goes round and round 2. vapor A. through this cycle B. a gas C. liquid water
- 28. Activity 1 3. evaporate A. heat is added to water B. heat is taken away C. turning from liquid into gas 4. condense A. turning from gas into liquid B. it freezes C. turning from liquid to solid
- 29. Activity 1 5. particle A. tiny B. create C. Becomes 6. precipitation A. particles of water B. rain or snow C. absorbed in the ground
- 30. 7. What context clue gives you a hint to the meaning of the word “constantly”? Activity 1
- 31. Activity 2 Listen and answer the questions below.
- 32. Activity 2 Select which context clues give a hint to the meaning of each of these words. 1. cycle A. one of the stages B. series of events C. thousands of years 2. magma A. produces enough heat B. melted rock C. top crust of the earth
- 33. Activity 2 3. igneous rock A. magma cools into solid rock B. this kind of rock C. the earth’s crust 4. weathering A. this kind of rock B. over time C. breaks down into smaller and smaller pieces
- 34. 5. sediment A. process B. soil C. water and wind 6. erosion A. transportation of the soil B. sediment is pressed down C. more sediment on top Activity 2
- 35. Activity 2 7. What context clue gives you a hint to the meaning of the term “sedimentary rock”?
- 36. Abstraction How to infer meaning of words from context clues?
- 37. Abstraction Fill out the cluster board below with details from the infographic. Write down the causes of marine pollution next to the numbers and the explanation and examples on the lines provided.
- 38. ENGLISH 4 Comprehending Informational Texts (Enumerative-Descriptive) QUARTER 2 WEEK 3 D A Y 3
- 39. Activate Draw a line between each marine creature, its name, and its habitat. Share your answer with your seatmate.
- 40. Activate
- 42. Aims Study Inference is just a big word that means a conclusion or judgement. If you infer that something has happened, you do not see, hear, feel, smell, or taste the actual event.
- 43. In drawing conclusions (making inferences), you are really getting at the ultimate meaning of things – what is important, why it is important, how one event influences another, how one happening leads to another. Aims
- 44. Activity 1 The following statements are possible conclusions or inferences that we can make based on the information given in the text. Draw a if the statement can be inferred or concluded from the text and a , if it cannot be concluded from the text.
- 45. Activity 1
- 46. Activity 2 Listen to the story. Then, answer the questions below.
- 47. 1. Why did the animals bring their problems to the Lion? A. The animals knew the Lion was powerful. B. The animals knew the Lion was fair. C. The animals feared that the Lion would punish them. Activity 2
- 48. Activity 2 2. Why did the Lion write a Royal Order? A. The Lion wanted the best for each and every animal. B. The Lion was tired of the animals bringing their problems to him. C. The Lion wanted to be King of the field and forest.
- 49. Activity 2 3. Why did the Lion call all the creatures together to hear the Royal Order? A. The Lion wanted to show off his power. B. The Lion wanted to punish the strongest of the creatures. C. The Lion wanted every creature to hear the new rules.
- 50. Activity 2 4. What was the purpose of the Lion’s Royal Order? A. Natural enemies would live together in peace. B. Natural enemies would live in different places of the forest. C. Natural enemies would have to settle their own differences.
- 51. Think about what makes the most sense, to draw a conclusion: 5. This is probably because: A. The Rabbit was afraid that the Lion was trying to trick all the creatures. B. The Rabbit did not think the Lion’s new rules would work. C. The Rabbit did not want to be friends with the Dog. Activity 2
- 52. Activity 2 6. Draw another conclusion: What lesson is this story meant to teach?
- 53. Abstraction Writing down 1-2 conclusions that you have drawn based on information you have read about the causes of marine pollution. Based on what I have read and understood from the poster, I therefore conclude that____________________.
- 54. Assessment What inferences and conclusions can you draw from the infographic poster? Put a before the statement if it is an inference or conclusion that you can make from the poster and a if it is not.
- 55. Abstraction Writing down 1-2 conclusions that you have drawn based on information you have read about the causes of marine pollution. Based on what I have read and understood from the poster, I therefore conclude that____________________.
- 56. ENGLISH 4 Comprehending Informational Texts (Enumerative-Descriptive) QUARTER 2 WEEK 5 D A Y 4
- 57. Activate Read and make a summary about it. Take not of the main ideas below.
- 58. Comets in our solar system orbit the sun. Comets are made of frozen gasses and bits of rock and dust. When comets are visible from earth, the appear to be motionless. The most famous comet is Halley’s Comet. Activate
- 60. Study Why outline? Helps you visualize ideas Helps you organize your ideas before writing How to Make an Outline I. Main Idea A. Supporting Idea 1. Detail or Example B. Supporting Idea 1. Detail or Example 2. Detail or Example II. Main Idea Aims
- 61. Aims Summarizing is shortening a text or story with its elements and intact. When you summarize, you gather only the important details of the text. Other details which are less important, those that may not affect the meaning or message of the text when removed, may not be included.
- 62. Aims Here are tips to summarize a story. 1. Read the story. It will easy to summarize a story when reading it. 2. Find the main characters. 3. Find the main idea. 4. Find the important events in the story.
- 63. Activity 1 Complete the outline below by filling in the blanks with details and ideas from the list in the box.
- 64. Activity 1
- 65. Activity 1
- 66. Activity 2 Complete the given summary paragraph below by filling in the blanks with the appropriate list sentence or phrase from the box.
- 67. Activity 2
- 68. Reflect on the things they learned and on the learning process. Do it in your journal. Abstraction
- 69. Draw a in the box before the sentence that best summarizes the Causes of Marine Pollution, presented in the infographic poster. Assessment