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Elysees. There she comes across Mme. Forestier, rich and beautiful as ever. Now that all the debts
are paid off, Mathilde decides she wants to finally tell Mme Forestier the sad story of the necklace
and her ten years of poverty, and she does. At that point, Madame Forestier, shocked, reveals to
Mathilde that the necklace she lost was just a fake. It was worth only five hundred francs.
LESSON PLAN
3. witch
4. demon-infant
5. mermaid
6. merman
7. dwarf
8. female fairy
C. Lesson Proper
1. Pre-listening
Activity 1
Storytelling is one of the oldest arts of man. Its common to all civilizations. The earliest known
stories were Egyptian and dated from 4,000 B.C. There are a lot of collections of stories from all
countries. One type of stories is the myth. Its a traditional or legendary story, usually concerning
some being or hero or event, with or without a determinable basis of fact or a natural explanation,
especially one that is concerned with deities or demigods and explains some practice, rite, or
phenomenon of nature.
Philippine literature is very rich in terms of these types of stories. Philippine mythology and
folklore include a collection of tales and superstitions about magical creatures & entities. The
diversity of Philippine mythology & superstitions is brought about by its geographical make-up: The
entire country is composed of numerous islands inhabited by several ethnic tribes. You will now listen
to a Philippine story of creation.
2. Listening
Listen closely as your teacher reads a Phil. Story of creation. Listen again, more carefully as your
teacher reads it a second time. You will answer questions about it.
Story of Creation
When the world first began, there was no land only the sea and the sky and between them was
a crow. One day this bird, which had nowhere to land, grew tired of flying around; so she stirred up
the sea until it threw its waters against the sky. The sky, in order to restrain the sea, showered upon
it many islands until it could no longer rise out instead flow back and forth, making a tide. Then the
sky ordered the crow to land on one of the islands to build her nest and to leave the sea and the sky
in peace.
Now at this time the land breeze and the sea breeze were married, and they had a child which
was a bamboo. One day when this bamboo was floating about on the water, it struck the feet of the
crow who was on the beach. The bird, angry that anything should struck it, pecked the bamboo, and
out of one section came a man and from the other a woman.
Then the earthquake called on all the birds and fish to see what should be done with these two,
and it was decided that they should marry. Many children wert born to the couple, and from them
came all the different races of people.
Activity 2
Answer the following questions: (comprehension check)
1. What 3 things existed in the beginning?
2. Why did the bird become tired?
3. Why did the bird stir up the sea?
4. How did the sky restrain the sea?
5. Why did the sea stop throwing its waters against the sky?
6. Who were married in the myth?
7. What was the child of the married couple?
8. Why did the bird peck the bamboo?
9. Who came out of the bamboo?
10. How does the myth account for the existence of the different races of people?
3. Post-listening
Activity 3
When telling a story, we observe the chronological sequencing of events. This means arranging the
events according to the time they occurred.
Arrange the following events in the Story of Creation as they happened in the story. Use numbers
only. Write 1 in the blank of the event which happened first. Write 2 to the event that followed, and
so on, etc..
One day, the bird, which had nowhere to land, grew tired of flying around, so she stirred
up the sea un until it threw its waters against the sky.
Now at this time the land breeze and the sea breeze were married, and they had a child
which was a bamboo.
Then the earthquake called on all the birds and fish to see what could be done with these
two. It was decided that they should marry.
When the world first began, there was no land, only the sea, the
sky, and between them was a crow.
One day when this bamboo was floating about on the water, it struck the feet of the crow
that was on the beach.
The sky, in order to restrain the sky, showered upon it many islands until it could no longer rise
out, instead flow back and forth, making a tide.
Then the sky ordered the crow to land on one of the islands to build her nest to leave the sea
and the sky in peace.
The bird, angry that anything should strike it, pecked the bamboo, and out of one section came
a man and from the other a woman.
I. Learning Objectives:
A. Focus Skill: to display critical thinking of reading material
B. Support Skill: to recall text information in memory
II. Subject Matter
A. Major Concept: Reading
B. Topic: Barrio Synthesis by Francisco B. Icasiano
C. Interdisciplinary Concepts:
1. Across Content: Values Education
2.
Function: evaluating the reading material
D. Reference: Ventures in Communication by Flores, et al, pp. 167-171
E. Materials: pictures & textbook
III. Procedure:
A. Daily routine: classroom inspection, prayer, greetings, checking of attendance
B. Motivation: Students are asked to identify the ff. Philippine national symbols:
1. Phil. natl hero:
C. Unlocking of Difficulty:
Write the word being described in each number. Be guided by the paragraph number indicated in
each item.
1. par. # 1: part or section __ __ __ __ __ __ __
2. par. # 2: Disappeared suddenly __ __ __ __ __ __ __ __
3. par. # 4: boundary/limit __ __ __ __
4. par. # 5: speed __ __ __ __ __
5. par. # 6: lasting only for a short time __ __ __ __ __ __ __ __ __
6. par. # 7: praising enthusiastically __ __ __ __ __ __ __
7. par. # 8: lasting __ __ __ __ __ __ __ __ __ __ __ __
8. par. # 10: self-satisfying __ __ __ __ __ __ __ __ __ __ __ __
9. par. # 12: extensive or all-around view __ __ __ __ __ __ __ __
10. par. # 13: never stopping __ __ __ __ __ __ __ __ __ __
11. par. # 13: wild or unruly state __ __ __ __ __ __ __ __ __ __
12. par. # 14: to oppose person/god __ __ __ __ __ __ __ __ __ __
13. par. # 18: an old unmarried woman __ __ __ __ __ __ __ __
14. par. # 23: a false or misleading external appearance __ __ __ __ __ __
15. par. # 24: acute annoyance/disappointment __ __ __ __ __ __ __
D. Lesson Proper
1. Pre-reading: The teacher discusses briefly the Spanish & American occupation in the
Philippines & the implication of each on the Filipinos.
2. Reading
Ask the4students to read Barrio Synthesis by Francisco B. Icasiano on pp. 167-171 of Ventures in
Communication I.
3. Discussion
Comprehension check: Answer the following questions:
1. Before the coming of the Spanish conquistadores, with whom did the early Filipinos have
contact?
2. Why did the early Filipinos have contact with these people?
3. Describe the kind of relationship established among the early Filipinos and the foreign visitors.
4.What did the Spanish conquistadores teach the Filipinos when the former arrived?
5. What major changes happened upon the arrival of the Americans in the Philippines?
6. Compare the barrio folks with the towns folks as read in paragraphs 6 & 7.
7. Explain the concept of fatalism of a typical barrio folk as read in paragraph 10.
8. As mentioned in paragraph 11, what typical activities take place in an ordinary nipa hut?
9. Why is the bamboo papag by the window a family institution?
10. As described in par. 13, how does life go on in Europe? In a typical Phil. barrio?
11. Describe a typical barrio folks faith in the Almighty as described in par. 14.
12. For a typical barrio folk, how important is the hand in eating?
13. Mention 3 superstitious beliefs as read in par. 17.
14. As mentioned in par. 18, who were the educated barrio children, and what changes took place in
them?
15. As described in par. 22 & 23, how do typical barrio folks show the strength of the human spirit in
times of misfortune?
16. As can be read in par. 24, how do Filipinos while away time in a wake?
17. As can be inferred from par. 25, why is a drinking contest among the elderly men not a welcome
idea?
18. How does the process of intellectual hardening happen in a barrio tao?
19. Describe a typical harvest scene.
20. Why must a person adapt to the changes that happen around him, and around the globe?
IV. Evaluation:
Vocabulary. Match the term to its description by writing the letters only.
I.
_____ 1. Acute annoyance or disappointment
_____ 2. A misleading external appearance
_____ 3. An old unmarried woman
_____ 4. To appease a person/
_____ 5. Wild, unruly state
_____ 6. Never stopping
_____ 7. Open and extensive or all-around view
_____ 8. Self-satisfyingly
_____ 9. Lasting only for a short time
_____10. Speed
_____11. Limit/boundary
_____12. Disappeared suddenly
II.
A. chagrin
B. complacent
C. demarcation
D. extolling
E. perpetuating
F. panorama
G. propitiate
H. relentless
I. segment
J. spinster
K. tempo
L. transient
M. turbulence
N. vanished
O. veneer
V. Assignment:
In a half sheet of paper, write five Tagalog riddles (with the answers) in English.
y3
I. Learning Objectives
A. Focus Skill: to expand ideas thorough using modifiers
B. Support Skill: to form adjectives from other parts of speech
Clothes line
Rain
Earrings
Scissors
Mat
Shadow
nail
star
Piggy bank
t-shirt
1. Pedro hides but you can still see its round head.
2. not a priest, not a king, but wears different kinds of clothes
3. Here comes Kaka, walking with open legs
4. Adams wet hair, you cant count
5. large roll in the morning, flat leaf at night
6. It has one entrance, but three exit.
7. I have a loyal friend and hes with me everywhere I go.
8. I have a cute pet, his body is full of coins.
9. I cant see it in the light, but I can see it in the dark.
10. two birds, trying to balance in one twig
C. Lesson Proper
What do you call the underlined words? An adjective is a word used to modify, describe, or qualify a
noun. They are used to make a sentence or a phrase more colorful and clearer. They can be articles,
numbers, qualities, sizes, shapes, or colors.
1. Sometimes, the suffix -ful is added to the root word to form an adjective. -ful means many,
or full of.
Activity 1. Form adjectives from these words by adding -ful. Observe correct spelling. Write
the answers in the notebook.
1. bounty
2. bale
3. Care
4. Wonder
5. Fruit
6. hope
plenty
woe
sorrow
watch
dread
peace
mercy
taste
grace
sorrow
shame
hate
pity
faith
truth
success
fright
use
beauty
duty
fear
law
thought
power
force
cheer
doubt
hope
wake
pain
2. Sometimes, the suffix -able or -ible is added to the root word to form an adjective. -able or
-ible means can be, or capable.
Activity 2. Form adjectives from these words by adding able or ible. Write the answers in
the notebook.
Receive
Believe
Move
Desire
Value
Admire
Understand
Bear
Suit
Honor
Wash
Enjoy
Read
Favor
Avoid
excuse
note
use
cure
love
excite
predict
commend
depend
person
consider
comfort
break
wear
market
refine
remove
advise
like
observe
adore
work
prevent
reason
present
pardon
explain
fashion
obtain
remark
3. The suffix -ive can sometimes beaded to the root word to form an adjective. The suffix -ive
means tending to, or likely.
Activity 3. Form adjectives from these root words by adding the suffix -ive.
Express
Secret
Possess
Imitate
Protect
act
defect
restrict
collect
effect
suggest
construct
appreciate
4. The suffix -al can sometimes be added to root words to form adjectives. This suffix means
having the nature of.
Activity 4. Now try your hand at forming the adjectives of some words with the use of the suffix al.
Magic
Nation
Nocturne
comic
form
inform
exception
ornament
nature
brute
Historic
season
face
5. Sometimes, the suffix -ish is added to the root word to form an adjective. This suffix means
somewhat.
Activity 5. Form an adjective by adding the suffix -ish to the following root words:
Boy
Green
girl
yellow
child
brown
Turk
red
devil
6. The suffix -ic can also be added to some root words to form an adjective. This suffix means of
or having to do with.
Activity 6. Practice forming adjectives by adding the suffix -ic to these words:
Iceland
Meteor
Energy
atmosphere
class
volcano
athlete
bombast
drama
hero
apology
7. Sometimes the suffix -ous , or -uous must beaded to form the adjective of some words. These
suffixes mean having much, or having the nature of.
Activity 7. Form the adjective of the following words by adding the suffix -ous or -uous.
Zeal
Bigamy
Sacrilege
Continue
murder
thunder
jealousy
conscience
fame
prosper
study
treachery
danger
carnivore
ardor
adventure
courage
herbivore
omnivore
religion
superstition
blaspheme
I. Learning Objectives:
A. Focus Skill: to expand ideas through using phrase modifiers
B. to form negative adjectives
C. Interdisciplinary Concepts:
1. Across Content: Values Education
2. Function: Expanding ideas, writing and speaking more colorful sentences
D. Reference: Ventures in Communication by Flores, et al, pp. 156-160
E. Materials: textbook, manila paper with notes, chalk, chalkboard
III. Procedure:
A. Daily Routine (classroom inspection, prayer, greeting, checking of attendance
B. Motivation: Match the product to its description by writing the letters only.
I.
_____ 1. Natural talc helps protect babys delicate
skin against wetness & perspiration
_____2. Gently cleanses & conditions even the
driest & roughest hair
_____3. Kills 99.9% of germs upon contact
_____4. Sensual fragrance
_____5. Reveals your whitest white in the first bath
_____6. For whiter & stronger teeth, fresher breath
_____7. Eliminates dirt & tough grease
_____8. Homogenized & pasteurized, creamy
soap
& delicious
_____9. Connecting people
____10. Finest blend of choice ingredients
II.
A. alcohol
B. baby powder
C. cologne
D. condensed milk
E. dishwashing paste
F. mayonnaise
G. mobile phone
H. shampoo
I. tooth paste
J. whitening bath
C. Lesson Proper
The negative adjectives are frequently formed by the use of prefixes or suffixes. The most
common are: un-, im-, ir-, il-, dis-, and less. Examples: mobile-immobile; harm-harmless
Activity 1
Supply the negative forms of the following adjectives. Write your answers in the notebook.
legal
accurate
tidy
attentive
fortunate
courteous
respectful
honest
possible
regular
perfect
responsible
literate
modest
happy
mature
legible
agreeable
pertinent
pleasant
Activity 2
Now after adding the suffix able or ible to the root words listed in no. 2 of the lesson proper on
day 3, add in-, im-, un-, or dis- to mean not.
Activity 3
Add in-, im-, un-, or dis- to these root words tomean not. Write your answers in sheet of paper.
1. count
6. Cure
2. honor
7. Break
3. suit
8. Move
4. love
9. Obtain
5.drink
10. Bear
Study the following sentences.
1. The Philippines is an archipelago that stretches from the north at the southern tip of Taiwan to the
south with its tip ending close to northern Borneo.
2. A revolutionary Filipino government was set up in Malolos, Bulacan, which later became the
capital of the short-lived Philippine Republic.
A phrase adjective is usually made up of a preposition and the noun or pronoun used to complete
its meaning. Such a phrase is called a prepositional phrase and can be used exactly like a one-word
modifier. Examples are from the north and to the south.
An adjective clause is joined to the independent clause by a relative pronoun who, whose, whom,
which, or that). An example is which later became the capital of the short-lived Philippine Republic.
Note that single-word adjectives normally come before the word they modify. Phrase and clause
adjectives normally follow the words they modify.
IV. Evaluation
Identify the word that is described in each number.
1. cannot move
6. not legible
2. not protected
7. not modest
3. not effective
8. not mature
4. not important
9. not attentive
5. not respectful
10. not perfect
V. Assignment
Bring five postcards or cut-out pictures of tourist spots or scenic places in the Philippines. Paste
them on bond paper.
5
I. Learning Objectives:
A. Focus Skill: to develop a paragraph using modifiers
B. Support Skill: to observe correct margins, proper capitalization and punctuation
II. Subject Matter
A. Major Concept: Writing
B. Topic: Phrase modifiers (adjectives)
C. Interdisciplinary Concepts:
1. Across Content: Values Education
2. Function: expanding ideas through the use of adjectives
D. Reference: Ventures in Communication I by Flores, et al,pp. 156-160
E. Materials: textbook, pictures or postcards of tourist spots in the Philippines
III. Procedure:
A. Daily Routine: classroom inspection, prayer, greeting, checking of attendance
B. Motivation:
What are the famous Philippine tourist spots found in the following places?
1. Bohol
6. Manila
2. Legaspi, Albay
7. Intramuros
3. Pagsanjan, Laguna
8. Banawe
4. Alaminos, Pangasinan
9. Lanao del Norte
5. Batangas
10. Davao
Pre-writing
The Philippines is blessed with panoramic views and rich natural resources, Any tourist will
inevitably be attracted to the countrys fantastic white beaches, pristine waters, and awesome natural
landscapes. All these make the Philippines the Pearl of the Orient Seas.
Guided writing
Activity 1
Write a paragraph or two about the Philippine tourist spot whose picture you brought. Be sure to
make your description vivid by using adjectives.
Recapitulate the different parts of a friendly letter: 1. heading, 2. Salutation, greeting, 3. Body, 4.
Complimentary close, and 5. Signature.
Activity 2
Imagine you have a friend who is a foreigner. Write him/her a letter describing the Philippines-its
scenic places, and why it is worth visiting the Philippines. Describe not only the Philippine tourist
spots, but also its people. Observe proper spelling, margin, capitalization, and punctuation.
IV. Evaluation:
Write a letter to your friend inviting him/her to your coming birthday party. Be sure to include
important details like the venue, the time, and the date of your party. Also label the parts of your
letter.
V. Assignment:
Read something about the good traits of Filipinos.
Those who enter the religious life intent to meet God and possess Him definitely.
I-
OBJECTIVES:
1.
2.
II-
Use critical thinking in answering the questions about the play given by the teacher.
Learn new vocabulary words.
SUBJECT MATTER:
Literature: The World is an Apple by Alberto S. Florentino
Reference: Internet
www.mahaliahscent.poetryonline.blog.com
Materials: copy of the play, chart
Valuing: Cooperation
III-
PRODEDURE:
A.
1.
2.
3.
Daily Routine
Prayer
Classroom Management
Checking of Attendance
B. Unlocking of difficulties
Each sentence below consists of context clues. Find the word in the box that corresponds to each clue.
Crate
1.
2.
3.
4.
5.
scrawny
shabby
pilfering
reek
C. Motivation:
Illustrative Concepts
1.
2.
3.
4.
5.
6.
Group the class into five. Have the learners draw an apple and the world.
Let the learners decide on the proximity of items to one another.
Tell them to enrich their illustrations with colors.
Have the learners write three (3) possible reasons for the connection between an apple and the world.
Tell the group representatives to share their answers in class.
Process the learners answer.
D. Reading Proper
Give learners ten minutes to read, The World is an Apple, by Alberto S. Florentino.
Allow the learners to plot the similarities at the middle circle and the differences at the two adjacent circles.
Instruct learners to write details about the apple and the world as well as their link in the story.
Allow learners to share their answers in class.
EVALUATION:
Character perspective chart:
1.
2.
3.
4.
5.
Questions
Setting: Where and at what point in the drama
Ex: Gloria
V-
ASSIGNMENT:
OBJECTIVES:
1.
2.
II-
SUBJECT MATTER:
Topic: Limiting Adjectives
Reference: Grammar and Idioms
Self-Taught, pp. 55-56
Insights: I pp. 103-104
Materials: Teamwork, Chart, Workbook
III-
PROCEDURE:
a.
Daily Routine
1.
2.
3.
Prayer
Classroom management
Checking of Attendance
b.
Drill
Fill in the blanks with present (-ing) be form or past participle (ed/en) depending upon the situation given.
1.
2.
3.
4.
5.
Because of the strong winds, dry branches are falling. Many____ (dry) branches are now lying on the
grounds.
The hot sun makes the leaves wither immediately. All the (wither) ____ leaves turned yellow and brown.
She considered herself a ____(misunderstand) child since her presents do not understand her.
The baby wants to eat ____ (boil) eggs for her meal.
The ___ (flood) area was visited by the Mayor.
c.
Lesson Proper
Limiting Adjectives
-denotes adjectives that indicate quantity, number, or limit in some way.
KINDS OF LIMITING ADJECTIVES
Encircle the limiting adjective (s) in the sentence and tell what kind.
1.
2.
3.
4.
5.
IV-
ASSESSMENT:
Think of your favorite teacher in the past or at present. Write a paragraph about this teacher by describing
all the qualities he/she has. Underline all the adjectives.
V-
ASSIGNMENT:
Review one previous topic and be ready for preliminary examination.
Reference: English Textbook
1. Identify and give examples of Poetic Devices Imagery, Figures of Speech, Sound Devices.
2. Appreciate the message of the song entitled Colors of the Wind
III. PROCEDURE
A. Daily Routine
1. prayer
2. greetings
3. checking of attendance/classroom
B. Warm-up/Motivation
INSTRUCTION: First, ask the students to form a circle. Upon doing so, the first student will be given
a statement: HAVE YOU EVER HEARD THE WOLF CRY TO THE BLUE CORN MOON, which
he/she will pass to the rest of the group. And the last person should write the statement on the
board.
This activity is done to motivate the students and prepare them for their listening activity.
1. Pre-listening
- Asks the students their idea about the statement that they passed during the activity and remind
them about the pointers on listening properly i.e., sit properly, concentrate on the audio and
discriminate the unnecessary sounds that they hear.
- Present the guide questions related with the recorded audio.
GUIDE QUESTIONS:
1. What is the message of the song?
2. What are the figurative expressions used?
3. To whom do you think was the song dedicated?
2. Listening Proper
- Play the audio or the song Colors of the Wind and monitor the students while they are listening.
3. Post-listening
-Discuss the Guide Questions by soliciting ideas from the students.
4. Elicitation
- Post the copy of the song on the board.
- Let the students identify the statements or phrases which they think are Poetic Devices specifically
Imagery, Figures of Speech & Sound Devices.
5. Lesson proper
Discuss the ff:
Definition & examples of Imagery, Figures of Speech & Sound Devices
D. Enrichment
Let the students think of more examples of Imagery, Figures of Speech & Sound devices used in
poetry.
IV. ASSIGNMENT
Read the selection entitled: Africa by David Diop and answer these questions:
1. Who is the author and what is his nationality?
2. What is the theme of the poem?