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Philippine literature existed even before the Spaniards came. _____ 2. Proverbs express the unending wisdom of the old. _____ 3. The form of proverbs is chiefly poetic. _____ 5. It is difficult to preserve proverbs. _____ 6. Use appropriate volume and enunciation in a given communication situation.
Philippine literature existed even before the Spaniards came. _____ 2. Proverbs express the unending wisdom of the old. _____ 3. The form of proverbs is chiefly poetic. _____ 5. It is difficult to preserve proverbs. _____ 6. Use appropriate volume and enunciation in a given communication situation.
Philippine literature existed even before the Spaniards came. _____ 2. Proverbs express the unending wisdom of the old. _____ 3. The form of proverbs is chiefly poetic. _____ 5. It is difficult to preserve proverbs. _____ 6. Use appropriate volume and enunciation in a given communication situation.
Objectives: 1. Express whether a statement is true or false based on what you know. 2. Recognize differences in voice levels and speech patterns. 3. Determine words or expressions in a selection that are similar or opposite. 4. Use information presented in an article to infer, to evaluate, and to express critical ideas. 5. Discuss the features of proverbs, their intended purpose, and the setting during which they were produced. 6. Use appropriate volume and enunciation in a given communication situation. 7. Identify the unique features and properties of oral language. 8. Observe rules on subject-verb agreement (separate lesson) 9. Recognize the features and codes of the librarys information sources. A. Overview of Content and Objectives Theme: Appreciating Myself Sub-Theme: Valuing our elders Wisdom Primary Selection: Selected Philippine Proverbs Parallel Selection: Recorded Speech and Dialogue
17 June 2013 _ Monday
Task I. TRUE OR FALSE Have the student express if the statements in Task 1 are true or false based on what they know; Ask the students to find partner to exchange ideas; Discuss the responses of the students; Introduce the coverage of the lesson.
On a half-sheet of paper, write T if the statement is true according to what you know and F if it is false. Be ready to explain your answer with a partner.
_____ 1. Philippine literature existed even before the Spaniards came. _____ 2. Proverbs express the unending wisdom of the old. _____ 3. Proverbs communicate only traditional beliefs and values. _____ 4. The form of proverbs is chiefly poetic. _____ 5. It is difficult to preserve proverbs.
Task 2. WHAT DID THEY SAY?
Have the students listen to three taped descriptions of Philippine Folk Literature twice; Ask students to make inferences about what was listened to using the grid;
B. Assessment Plan 1. Pre-Assessment TRUE or FALSE (See Task 1, Your Initial Task) 2. Post-Assessment A GLORIOUS PAST (See Your Final Task) C. Resources 1. Materials Listening inputs Writing implements Copies of pair speaking-listening tasks D. Activities 1. INTRODUCTION TRUE OR FALSE (See task 1 of Your Initial Task) WHAT DID THEY SAY? (See Task 2) Have the students listen to 3 taped descriptions of Philippine Folk literature. Ask students to make inferences about what was listened to using the grid. Elicit student generalizations that differences in voice levels and speech patterns affect our understanding of what we listen to. SIMILAR OR OPPOSITE? (See task 3) VISUAL THESAURUS Explore their awareness of a thesaurus as a helpful tool in learning synonyms and antonyms
2. PRESENTATION LOCATE, REFLECT, EVALUATE (See Task 1, Instructional Plan in English 7
Discovery Task) Have the students accomplish their task in pairs Call on the students to prove the correctness of their responses CLASSIFYING PROVERBS (See task 2, Discovery task) Ask students to use Damian Eugenios system to classify the proverbs Discuss the students responses and the meaning of proverbs In cases of differing answers, explain why proverbs may fall under one category. This is an opportunity for students to think aloud.
3. ENRICHMENT LOUD AND CLEAR Assign students into pairs. Each pair should be given a set of different passages the contents of should not be divulged immediately. Have each student read quietly his/her assigned passage and formulate three questions to ask his/her partner after reading it aloud. ORAL PRACTICE Model THE proper oral reading of each of the two passages. Have the students practice fundamentals of proper oral reading
4. EXPANSION TUNE IN: LISTENING TO DIALOGUE Before the students listen, ask the students about the important consideration then listening to people who are speaking Instruct the students to take note of the characteristics of the speakers voice and their conversation. Have the students listen to the taped dialogue between an elderly man and a student about proverbs PROCESSING THE DIALOGUE Process the listening activity by focusing on the following a. Characteristics of the speakers voice b. Quality of the conversation c. Students difficulties in listening
Complete the grid below as you listen to the recording.
Recording Descriptions of the Speaker's Voice Descriptions of the Speaker's Message 1. 2. 3.
TASK 3. SIMILAR OR OPPOSITE?
Have the students accomplish the task; Validate the responses of students by referring them to how the words were used in the selection;
In terms f meaning, a word may be synonymous (similar) or antonymous (opposite) to another. Form the correct pairs of synonyms and antonyms used in the selection.
Task 3.1 Practice Makes Perfect Identify the following set of words as synonyms or antonyms _____1. Task activity _____2. Strengthen weaken _____3. Ideas concepts _____4. Virtue attitude _____5. Humorous dramatic
Instructional Plan in English 7
to the elderly Discuss with the students how their experience of noting information would be different if they were reading a written material talking about the topic of the conversation they listened to Summarize the features of oral language EXAMINING THE PARAGRAPH Have the students copy the short paragraph. It contains sentence with common errors in subject verb agreement Require students to study if the sentences in the paragraph were written correctly CONTROLLED GRAMMAR PRACTICE Have the students perform Task 4, Discovery Task EXTENDED GRAMMAR PRACTICE
5. SYNTHESIS INSIGHTS SHARING Ask each student to write on a sheet of paper two ideas a. Are proverbs just a thing of the past? b. Why should our proverbs be preserved? Have each student discuss his/her ideas with a partner. HOMEWORK Explain the mechanics of Your Final task
VISUAL THESAURUS (5 minutes)
Explore students awareness of a thesaurus as a helpful tool in learning synonyms and antonyms. Show the following visual thesaurus for the key concept in their reading selection. Ask for students awareness of the words in the visual thesaurus.
I
AGREEMENT: Know what is proverb and provide some examples by interviewing your household.
18 June 2013 Tuesday
Checking of assignment
Reading of the Selection
Comprehension Check:
1. What are proverbs? 2. Give the six categories/classification of proverbs according to Damiana L. Eugenio 3. How important proverbs during the early time? 4. Explain this: Proverbs are meaningful rules of righteous living.
Instructional Plan in English 7
(June 19, 2013) June 24, 2013
2. Task 1. LOCATE, REFLECT, AND EVALAUTE!
Have the students accomplish the task in pairs. Call on students to prove the correctness of their responses. Probe into students value judgments concerning the issues they forward or imply. _____ 1. Only a few people work on compiling folk literature. _____ 2. Proverbs and other forms of folk literature were introduced by the Spaniards. _____ 3. Our ancestors proverbs served as guideposts for upright living. _____ 4. All proverbs are poetic and figurative in nature. _____ 5. Proverbs may have geographical origins. _____ 6. People react to the meaning of proverbs quite quickly. _____ 7. Proverbs are more superior than other literary forms in expressing messages. _____ 8. If proverbs can instruct, they can definitely prescribe. _____ 9. It is impossible to classify and categorize our numerous proverbs. _____ 10. Our proverbs reflect a lot of things about our culture and identity.
Task 2. CLASSIFYING PROVERBS (20 minutes) (see LP. Pp. 7-8)
Ask students to use Damiana Eugenios system to classify the proverbs. Discuss the students responses and the meanings of the proverbs. In cases of differing answers, explain why proverbs may fall under more than one category. This is an opportunity for students to think aloud.
Use Damiana Eugenios system to classify the following proverbs. Use the given codes. G proverbs expressing a general attitude towards life and the laws that govern life E ethical proverbs recommending certain virtues and condemning certain vices V proverbs expressing a system of values T proverbs expressing general truths/observations about Instructional Plan in English 7
life and human nature H humorous proverbs M miscellaneous proverbs ____ 1. Matibay ang walis, palibhasa'y magkabigkis. A broom is sturdy because its strands are tightly bound. ____ 2. Sa taong walang takot, walang mataas na bakod. To a fearless person, no fence is high enough.
____ 3. Kung ano ang puno, siya ang bunga. Whatever the tree, so is the fruit. ____ 4. Aanhin pa ang damo, kung patay na ang kabayo. What good is the grass if the horse is already dead. ____ 5. Kung may isinuksok, may madudukot. If you save, you have something to withdraw. ____ 6. Ang magalang na sagot, nakakapawi ng pagod. A respectful retort wipes away weariness. ____ 7. Ang hindi marunong magmahal sa sariling wika, daig pa ang malangsang isda. He who does not love the national language is worse than a smelly fish. ____ 8. Ang mabigat ay gumagaan, kung pinagtutulungan. A heavy burden is lightened if everyone participates in carrying it. ____ 9. Ang buhay ay parang gulong, minsang nasa ibabaw, minsang nasa ilalim. Life is like a wheel; sometimes you are on top, sometimes you are in the bottom. ___ 10. Ang pili ng pili, natatapat sa bungi. One who is choosy ends up with the least attractive choice.
June 25, 2013 - Tuesday Task 3. Tune in! Copy the table below on a half-sheet of paper. As you listen twice to a short dialogue, write your observations and notes under the appropriate columns.
Instructional Plan in English 7
Deductive Presentation of Lesson June 26, 2013 Rules on Subject and Verb Agreement
Basic Rule The basic rule states that a singular subject takes a singular verb, while a plural subject takes a plural verb. NOTE: The trick is in knowing whether the subject is singular or plural. The next trick is recognizing a singular or plural verb. Hint: Verbs do not form their plurals by adding an s as nouns do. In order to determine which verb is singular and which one is plural, think of which verb you would use with he or she and which verb you would use with they. Example: talks, talk Which one is the singular form? Which word would you use with he? We say, "He talks." Therefore, talks is singular. We say, "They talk." Therefore, talk is plural. Rule 1 Two singular subjects connected by or or nor require a singular verb. Example: My aunt or my uncle is arriving by train today. Rule 2 Two singular subjects connected by either/or or neither/nor require a singular verb as in Rule 1. Examples: Neither Juan nor Carmen is available. Either Kiana or Casey is helping today with stage decorations. Rule 3 When I is one of the two subjects connected by Instructional Plan in English 7
either/or or neither/nor, put it second and follow it with the singular verb am. Example: Neither she nor I am going to the festival. Rule 4 When a singular subject is connected by or or nor to a plural subject, put the plural subject last and use a plural verb. Example: The serving bowl or the plates go on that shelf. Rule 5 When a singular and plural subject are connected by either/or or neither/nor, put the plural subject last and use a plural verb. Example: Neither Jenny nor the others are available. Rule 6 As a general rule, use a plural verb with two or more subjects when they are connected by and. Example: A car and a bike are my means of transportation. Rule 7 Sometimes the subject is separated from the verb by words such as along with, as well as, besides, or not. Ignore these expressions when determining whether to use a singular or plural verb. Examples: The politician, along with the newsmen, is expected shortly.
Excitement, as well as nervousness, is the cause of her shaking.
Instructional Plan in English 7
Rule 8 The pronouns each, everyone, every one, everybody, anyone, anybody, someone, and somebody are singular and require singular verbs. Do not be misled by what follows of. Examples: Each of the girls sings well. Every one of the cakes is gone. NOTE: Everyone is one word when it means everybody. Every one is two words when the meaning is each one. Rule 9 With words that indicate portionspercent, fraction, part, majority, some, all, none, remainder, and so forth look at the noun in your of phrase (object of the preposition) to determine whether to use a singular or plural verb. If the object of the preposition is singular, use a singular verb. If the object of the preposition is plural, use a plural verb. Examples: Fifty percent of the pie has disappeared. Pie is the object of the preposition of. Fifty percent of the pies have disappeared. Pies is the object of the preposition. One-third of the city is unemployed. One-third of the people are unemployed. NOTE: Hyphenate all spelled-out fractions. All of the pie is gone. All of the pies are gone. Some of the pie is missing. Some of the pies are missing. None of the garbage was picked up. None of the sentences were punctuated correctly. Of all her books, none have sold as well as the first one.
Instructional Plan in English 7
Rule 10 The expression the number is followed by a singular verb while the expression a number is followed by a plural verb. Examples: The number of people we need to hire is thirteen. A number of people have written in about this subject. Rule 11 When either and neither are subjects, they always take singular verbs. Examples: Neither of them is available to speak right now. Either of us is capable of doing the job. Rule 12 The words here and there have generally been labeled as adverbs even though they indicate place. In sentences beginning with here or there, the subject follows the verb. Examples: There are four hurdles to jump. There is a high hurdle to jump. Rule 13 Use a singular verb with sums of money or periods of time. Examples: Ten dollars is a high price to pay. Five years is the maximum sentence for that offense. Rule 14 Sometimes the pronoun who, that, or which is the subject of a verb in the middle of the sentence. The pronouns who, that, and which become singular or plural according to the noun directly in front of them. So, if that noun is singular, use a singular verb. If it is plural, use a plural verb. Instructional Plan in English 7
Examples: Salma is the scientist who writes/write the reports. The word in front of who is scientist, which is singular. Therefore, use the singular verb writes. He is one of the men who does/do the work. The word in front of who is men, which is plural. Therefore, use the plural verb do. Rule 15 Collective nouns such as team and staff may be either singular or plural depending on their use in the sentence. Examples: The staff is in a meeting. Staff is acting as a unit here. The staff are in disagreement about the findings. The staff are acting as separate individuals in this example. The sentence would read even better as: The staff members are in disagreement about the findings. Guide Practice: Select the correct verb form to agree with the subject. 1. There _________ nine people on the team. are is am 2. I ____ fifteen years old. are is am 3. He ___ the fastest runner on the team. are is am
Instructional Plan in English 7
4. You____ to be home by five o'clock. has have
5. I ___ a few dollars left. have has
6. They _____ a dog named "Spot". have has
7. She ____ an appointment with her doctor. have has
8. We _____ paper and pencils, but no glue. have has
Teach Reading with Orton-Gillingham: Early Reading Skills: A Companion Guide with Dictation Activities, Decodable Passages, and Other Supplemental Materials for Struggling Readers and Students with Dyslexia