Quarter1-English3-W4-Identifying Elements of the Story
- 1. English
- 2. Day 1 Good morning, class! We will be learning new things this week - new words and new ideas about English. But before we move to this week’s topics, let us first recall what we talked about last week. Do you remember the name of the main character in the story that we discussed last week? What kind of animal is he?
- 3. Can you give some of the reasons why he got interested in painting? What do you call events that cause other events? What do you call the outcomes of certain events? Call at least six learners to answer the questions. Make sure to process their answers. Follow up questions may be asked. At this point, let us do an activity that will make us ready for today’s lesson.
- 4. Lesson Purpose/Intention Today we will read a text about Lucy and how she studied for her math class. You have to listen carefully because I will be asking you to share your ideas about the selection later.
- 5. Lesson Purpose/Intention Before we start reading the selection, let us first study some words. You will have to listen to the clues given and then rearrange the letters to form the word being described. 1. This is a short test given after discussing a lesson. 2. This is an expression that you do when you are happy. 3. This is the space between two lines that meet at a point.
- 6. 4. This is an answer that you give to a particular question when you do not have all the facts, and you are not sure whether you are correct or not. 5. This is another word for guess. Once the words have been correctly guessed, write them on the board. Read them aloud twice then ask the learners to repeat after you. Briefly define each word
- 7. Reading the Key Idea/ Listen carefully as we read the poem. Try to put a circle to the describing words that you will see. Maria and Her Math Class by Fernand Kevin A. Dumalay Maria had an idea, fun and bright. She wanted to guess and get it right! Her math quiz was coming near, So she practiced without fear.
- 8. "Study hard!" her teacher said. "Practice your lines before you head to bed!" "Do your best!" said Mom with a smile. "Learning takes work, but it's worth the while!" She drew two lines, long and neat, And predicted, "Will they ever meet?" "If they’re parallel, they’ll never touch, Side by side, but not too much! If they’re perpendicular, they make a ‘T,’ A right-angle crossing—just wait and see!"
- 9. She drew more lines and made a guess, Then checked to see if she had success. "If they intersect, they cross just so, Making angles— some high, some low!" Maria smiled, her guesses were true, She loved learning—how about you? The next day, she took her test, She tried her hardest and did her best! When she got her paper back, oh my! She smiled with shining eyes—what a great try!
- 10. 1. What was Maria preparing for? 2. What advice did Maria’s teacher give her? 3. What did Maria’s mother tell her to do? 4. What did Maria do to practice for her quiz? 5. What happens to parallel lines? 6. How do perpendicular lines look? 7. What does it mean when lines intersect? 8. Why is it important to practice before a quiz? Developing Understanding of the Key Idea
- 11. Deepening Understanding of the Key Idea Let us now focus on the ending of the story. The author did not reveal to us the results of the quiz. What do you think happened in the end? How did you arrive at those conclusions? Can you give me some information from the selection that will support your guesses?
- 12. Ask the learners to reflect and complete these statements: Today I learned about _____ I also learned that in making predictions _____ Making Generalizations and Abstractions
- 13. Ask the students to retell the story by completing the Five-Finger Retell worksheet: Who (characters) What (problem) Where (setting) When (sequence of events) Why (resolution). Evaluating Learning
- 14. Day 2 Good morning, everyone! I am happy to see you today. I hope you are all well. Let us recall what we discussed yesterday. What is the name of the student in our story yesterday? What was she doing? What can we learn from her experience? We talked about Maria who prepared for her math class and how others cheer her on to succeed in learning the
- 15. Lesson Purpose/Intention Today we will read again the text we had yesterday. You have to listen carefully because I will be asking you to share your ideas about the selection. We will also find out how to give commands.
- 16. Lesson Purpose/Intention For the first reading, do not speak, just listen. For the second reading, I will pronounce each word, and you will repeat after me. For the third reading, you will read the words independently. Show flash cards containing the following words. Read them aloud and ask the learners to repeat after you.
- 17. 1. keep 2. try 3. do 4. bring 5. shall 6. much 7. made These are some of the words that we use in constructing sentences.
- 18. Reading the Key Idea Present the following sentences on the board. Read them aloud and ask the learners to repeat after you. "Study hard” "Practice your lines before you head to bed!" "Do your best!" These were the lines said by Maria’s teacher and her mother to encourage her for her math quiz. These are examples of commands.
- 19. A command usually starts with a verb, an action word, followed by additional information (could be an extra information about the action or the object of the action), and ends with a period or exclamation mark. In the given examples, can you identify the verbs? The subject part of a command is always “you” but it is not anymore written or said. It is implied. It is an invisible subject.
- 20. Example: 1. Study well. In this sentence, the verb is “study.” The remaining word is just an additional information about the verb. It tells us how the action should be done. 2. Get the pen. In this sentence, the verb is “get” However, “the pen” is no longer an additional information. It is an object that receives the action “get” To put it simply, if it answers the question “what”, it is an object. Let us try. What should you get? The pen. So the pen is an object of the sentence
- 21. Developing Understanding of the Key Idea Sit quietly. Close the door. Pass the pencil. What is the verb? Does it have extra information about the verb or does it have an object? Commands are told to instruct someone to do something or to give an order. It is also called an imperative sentence.
- 22. Deepening Understanding of the Key Idea This time you will be rearranging the words for commands. I want you to remember the things we discussed about forming imperative sentences. Are you ready? Write you answer on a clean sheet of paper. Make sure to observe proper capitalization and punctuation marks.
- 23. 1st set of words: over / jump/ rope/ the 2nd set of words: your/ name/ write 3rd set of words: calm/ keep 4th set of words: notebook/ bring/ your 5th set of words: maria/ call/
- 24. Ask the learners to reflect and complete these statements: Today I learned about ______ Call the learners to share their insights. Making Generalizations and Abstractions
- 25. Ask the learners to write five commands that they usually hear from their teachers and five commands that they usually hear from their parents or guardians. Remind them to observe proper capitalization and punctuation. Evaluating Learning
- 26. Good morning, dear learners! It is great to see you all today. Yesterday we talked about making conclusions. We realized that it is important to look for supporting details before we present any idea. Now, we will be reading another interesting text. Day 3
- 27. What material are these objects made of? Call the learners. These objects are made of clay. Do you like playing with clay? Did you know that you can make a lot of things from it ?
- 28. Lesson Purpose/Intention Today we are going to read a poem about powerful beings and how they created the world. As we read, we will also try to guess outcomes based on the given events.
- 29. Lesson Purpose/Intention Before we begin reading the selection, let us first learn new words that can help us understand the poem. Rearrange the letters to form the word I am describing. Listen carefully to the clues. Are you ready? Note: Add more descriptions or clues until the learners can decode the word.
- 30. 1. This means powerful. 2. This means sad. 3. This means huge. 4. This means with little or no light. 5. This means shining. Once the words have been correctly decoded, write them on the board. Read them aloud twice and then, ask the learners to repeat after you.
- 31. These words are examples of describing words. We use them to provide more information about places, people or things. These words can be used to describe their colors, sizes, and other qualities. You will encounter these words in the selection that we are going to read.
- 32. Reading the Key Idea Listen carefully as we read the poem. Try to put a circle to the describing words that you will see. The Birth of the World By Fernand Kevin A. Dumalay At first, no world was there, Bathala wanted to make it fair. It was lonely and dark So, he created things with all his might.
- 33. Two strong hands shaped the land and the seas, Forming mountains, rivers home to plants and animals, we can now see. Bright stars lit up the night, Sun and moon shone big and bright, The world will no longer be lonely and dark. Strong winds blew, the seas arose, Waves would dance and softly flow.
- 34. Big trees grew forming parallel lines, Home for birds that soared the sky. Some eggs hatched, life came anew, Creatures big and small then swam and flew. Several islands rose from the sea, A home for all in harmony.
- 35. A strong man and a beautiful woman stood in a line, Born from bamboo, good and kind. From them people were born, The world was filled, no longer forlorn. Tribes wrote songs so grand, Bathala’s smiled, his emotion felt across the land.
- 36. Developing Understanding of the Key Idea 1. Who is Bathala? 2. What was the world like in the beginning, according to the poem? 3. How did Bathala create the land and seas? 4. What natural elements were formed to light up the world? 5. What do you mean by parallel? Use it in a sentence? 6. Where did the first men and women come from, according to the poem? 7. What do you think Bathala felt after creating all those things?
- 37. Deepening Understanding of the Key Idea Did you like the story? At this point, let us see if you really understood the story that we read. I will now pair you up with your classmates. You will answer the following questions. Be ready to share your ideas. • What do you think will happen after Bathala made the land and seas?
- 38. • What do you think will happen after Bathala made the sun, the moon and the stars? • What do you think will happen after the eggs hatched? What you did is ‘Predicting Outcomes.’ This means that you try to look for information that serves as clues. And based on the clues, you think of what will happen next.
- 39. Ask the learners to reflect and complete these statements: Today I learned about _____ I also learned that we can describe things based on their_____ Making Generalizations and Abstractions
- 40. Ask the learners to create a simple story map with sections. Tell them to use the describing words used in the selection: Beginning: What was the world like before? Middle: What did Bathala create? End: What happened to the people? To Bathala? Future: What could happen next to the world created by Bathala? If people continue telling the story of the world's creation, what do you think will happen? Evaluating Learning
- 41. Have students fill in the first three sections based on the poem. Ask them to predict what will happen next and complete the “Future” section. Let them share their predictions with the class.
- 42. Good morning, dear learners! I am happy to see you today. I hope you are all well. Let us recall what we discussed yesterday. Who was the Filipino god mentioned in our poem yesterday? What were the things he created? We talked about the origin story of the world. The poem narrated how all things came to being. We also discussed how we can use clues or information from the text to predict outcomes. Day 4
- 43. Lesson Purpose/Intention Today we will read again the text we had yesterday. You have to listen carefully because I will be asking you to share your ideas about the selection.
- 44. Lesson Purpose/Intention But first, let us recall the 7 basic words assigned for this week. Can you give me one? 1. keep – I will keep my room clean. 2. try – I will try to finish my homework. 3. do – What do you want to play? 4. bring – Please bring your book to school.
- 45. 5. shall – Shall we go to the park? 6. much – I love my family very much. 7. made – My father made a beautiful card for my mother. Again, these are some of the words in English that we often hear or read. That is why it is important to be familiar with them.
- 46. Reading the Key Idea This time we will now recall some of the words used in the selection. Pay attention to the highlighted words. We will try to use those words in our own sentences. 1. It was lonely and dark. 2. Several islands rose from the sea. 3. Two strong hands shaped the land and the seas, forming mountains and rivers. 4. A strong man and a beautiful woman stood in a line. 5. Home to plants and animals, we can now see.
- 47. At this point, we are now going to use them in sentences. To show that we really know their meaning, write one sentence for each word. Call some learners to share their answers in the class. Try to guide those learners who are having difficulty generating ideas by providing appropriate prompts. Developing Understanding of the Key Idea
- 48. Deepening Understanding of the Key Idea At this point, you are going to retell the events in the poem, “The Birth of the World” in at least five sentences. You have to use the five words we just studied. Write your paragraph on a clean sheet of paper. Always observe proper capitalization and punctuation in all your sentences. Why do you think Bathala created human beings last? What do you think is the role of the human beings in this world?
- 49. Ask the learners to reflect and complete these statements: Today I learned about _____ Making Generalizations and Abstractions
- 50. Instruct the learners to do individual practice. Using any of the vocabulary words introduced, ask the learners to retell any origin story or any community story that they know. Require them to write a minimum of four sentences. Remind them to use their own words. Evaluating Learning
- 51. Than k You