Assumption Iloilo

SY 2016-2017 UNIT PLAN

READING 5C
Teacher: Ms. Rogine Gaille L. Laurino No. of Meetings: 12
Term: FIRST QUARTER
Topic: VOCABULARY SKILLS (Root Words, Prefixes, Suffixes, Synonyms, Antonyms)

STAGE 1 – DESIRED RESULTS

ESTABLISHED GOALS TRANSFER GOALS
The learner:
Demonstrates mastery of Learners in the long term and on their own, will be able to:
basic skills in English 1. share stories to express, teach, and inspire younger people
language arts; 2. demonstrate understanding of word meaning by analyzing its origin and definition;
communicates 3. determine the meaning of words using affixes, synonyms and antonyms as clues.
appropriately, fluently and
4. make use of available and varied resources for academic purposes
accurately orally and writes
for a variety of purposes in 5. relate their personal experiences to the stories the read to become better themselves.
different social and
academic context at his
MEANING
/her level while carrying
Essential Questions (EQ) Enduring Understandings (EU)
out real life tasks
necessary to cope with the
Learners will explore the answers to: Learners will come to understand that strengthening vocabulary:
demands of a functionally
literate and competent
1. How can a story inspire people? 1. Stories are meant to be shared and inspire people;
local, national, and global
2. How does a change in a word affect its meaning? 2. As a word changes, its meaning develops;
citizen.
3. What is the importance of knowing what and how to easily 3. Reading skills are study skills;
get the needed information? 4. Information is anywhere, everywhere;
Listens critically to different
4. How do we know if an information is credible? 5. Stories make us better understand people and life situations.
text types; expresses ideas
5. Why can we always relate to stories in one way or another? 6. Root words change their meanings depending on the affix added.
logically in oral and written
6. How can learning new words help understand what How can 7. A prefix and a suffix are used as context and word origin clues,
forms; and demonstrates
the origin of the English words help readers to identify their allowing to make educated guesses about the meaning of
interest in reading to meet
meanings? unfamiliar words.
various needs.
7. How do prefixes and suffixes affect the meaning of words? 8. Having a storehouse of vocabulary enables one to choose words
with greater precision. This makes communication simpler and
Learn grade-level effective.
vocabulary by studying
categories of words, ACQUISITION
synonyms, antonyms, root KNOWLEDGE SKILLS
words, picture clues, word Learners will know: Learners will be skilled at:
origins and affixes; by
using a dictionary and prior 1. Oral reading and readers theater 1. Reading with proper expression and voice projection
knowledge experience, 2. Root words, prefixes and suffixes 2. Recognizing and defining root words and affixes
and by reading books and 3. Words have origins. 3. Noting significant details
other print materials. 4. Affixes (prefixes and suffixes) help unlock the meaning of a 4. Skimming and scanning
difficult/ unfamiliar word. 5. Getting information through the internet
5. Skimming and scanning 6. Classifying books in the library
6. Internet 7. Understanding and interpreting characters and plots
7. Library books 8. Recognizing and use words from other languages that have been
8. Narrative elements – characters and plots adopted into the English language
9. Decoding word definition by determining the origin and definition
of a word
 STAGE 2- EVIDENCE
ASSESSMENT EVIDENCE
Performance Task
Learners will show that they understand by evidence of
 Goal – Retell a children’s story with an age appropriate theme using appropriate facial expressions, gestures, tone of voice, simple costume and props.
 Role– A group of professional storytellers
 Audience – Preschool children
 Scenario –. You were given an invitation to retell a children’s story in a preschool in your barangay.
 Product- You need to retell the story using appropriate facial expressions, gestures, tone of voice, simple costume and props
 Standard- Rubric will include the following

Criteria Level 3 Level 2 Level 1

(40 + pts)
Theme The themes are clearly appropriate
for children and have a positive
message or moral
Story All elements of the children’s story
were used clearly and effectively to
communicate the story.
Facial expressions The storytellers thoroughly used
and gestures appropriate facial expressions and
gestures to effectively
communicate the story.
Tone of voice The storytellers varied the tone of
their voice to suit a particular
character.
Costume and Props The storytellers prepared and used
appropriate and simple costumes
and props.
(35-39)
Some themes are appropriate for
children and have a positive message
or moral.
Most elements of the children’s story
were used clearly and effectively to
communicate the story.
The storytellers often used appropriate
facial expressions and gestures to
effectively communicate the story.
The storytellers rarely varied the tone of
their voice to suit a particular character.
The storytellers fairly prepared and
used appropriate and simple costumes
and props.
(30-35)
The theme is not appropriate for
children and has no positive
message or moral.
Some elements of the children’s
story were used clearly and
effectively to communicate the story.
The storytellers rarely used
appropriate facial expressions and
gestures to effectively communicate
the story.
The storytellers did not vary the tone
of their voice to suit a particular
character.
The storytellers did not prepare and
use appropriate and simple
costumes and props.

Other Evidence:
Read Aloud, Paired Reading, Think Aloud, Record the story, Recitation, Oral Reading, Story telling
Reading Activities under Enrichment / Extended Activities
1. Starter 1. quizzes
2. Reinforcer 2. Seat works
3. Challenger 3. Assignment
 STAGE 3 – LEARNING PLAN
DAY 1-2 RECOGNIZING ROOT WORDS
The teaching and learning will involve…

I. Objectives
At the end of the 50 minute period, the Grade 5 will be able to…
a. pick out the root words with prefixes and suffixes;
b. distinguish the changes to get variants of root words;
c. be diligent in studying.

II. Subject Matter

Powerpoint presentation, dictionary, cartolina, metacards, pentel pens, masking tapes, a box
Borjal, W. G., Salazar, E. S., Orendain, M. A., and Villamin, A. M. PLP: Skill Builders for Efficient Reading. 4th Edition.
Art Materials

III. Procedure
A. Routines
1. One-minute silence
2. Prayer
3. Word-for-the-Day given by the beadle of the day

B. Motivation
How are Greek and Latin words related to English Language?

C. Presentation
1. Steps
Introduce the lesson by explaining how Greek and Latin root words became part of the English language. Explain how the Holy Roman Empire
covered much of Europe and Asia during the height of its power. Do the same thing about how France had ruled England during the Norman conquests.

2. Learning Activity
 Prepare a table on the cartolina to be posted on the board. The table must have the following labels:
Word Prefix Base Word Suffix
  Ask some learners to pick something from a box. The box should have examples of words with a base word, a prefix, and a suffix.
(misspelling, precautionary, kilometric, unilaterally, dispassionate)
 Ask the learners to break the words by writing the word parts on metacards. Let them post word parts on the cartolina containing the table.
 Ask students to give their own examples to be added to the list on the cartolina.

3. Generalization: Ask the learners to answer the EQs

How does a simple change in a word affect its meaning?

4. Synthesis: The teacher will repeat the EU.

As a word changes, its meaning develops.
IV. Homework
Write a prayer to guide you as we start this school year. Draw a table and find words with prefixes and suffixes in your prayer. Break the words by writing the word
parts.
Word Prefix Base Word Suffix

DAY 3
Quiz on Root words

Day 4-7 USING PREFIXES AND SUFFIXES

The teaching and learning will involve…
I. Objectives
At the end of the 50 minute period, the Grade 5 will be able to…
a. affix the correct prefix and suffix to the given word;
b. form new words by adding prefixes suffixes;
c. give the meaning of the new words formed;
d. develop keen observation.

II. Subject Matter

Powerpoint presentation, newspapers, magazines
Borjal, W. G., Salazar, E. S., Orendain, M. A., and Villamin, A. M. PLP: Skill Builders for Efficient Reading. 4th Edition.
Art Materials
III. Procedure
A. Routines
1. One-minute silence
2. Prayer
3. Word-for-the-Day given by the beadle of the day

B. Motivation
Read and study the words below:
minigrocery
superstar
prewar
export
triangle

C. Presentation
1. Steps
Review the class on the meaning of prefixes and suffixes that they learned in lower grades. Call on several volunteers to give the meaning of the
prefixes and suffixes they know. Let them write the prefixes and suffixes and meanings on the board.
2. Learning Activity
 Guide the learners in answering the book activities on page 22.

3. Application
In groups
 Advertisements in magazines and newspapers can be used as sources for examples of words with prefixes and suffixes. They copy these ads
on unruled paper and underline the words with prefixes and suffixes. Use color red to underline the prefixes and blue for the suffixes.
4. Generalization: Ask the learners to answer the EQs
How does a simple change in a word affect its meaning?

4. Synthesis: The teacher will repeat the EU.

As a word changes, its meaning develops.
IV. Homework
Find a short article in the newspaper. Copy it and list the three words with prefixes and five words with suffixes. Use color red to underline the prefixes and blue for
the suffixes.
Words with Prefixes Words with Suffixes
1. 1.
2. 2.
3. 3.
DAY 8
Quiz on Prefixes and Suffixes

DAY 9-11 WORD BUILDING WITH SYNONYMS AND ANTONYMS

The teaching and learning will involve…

I. Objectives
At the end of the 50 minute period, the Grade 5 will be able to…
a. identify words that are synonyms;
b. choose the correct antonyms of a given word;
c. improve one’s vocabulary by using suitable synonyms;
d. use the dictionary to locate the synonyms and antonyms of the words
e. tell the importance of using a dictionary.

II. Subject Matter

Powerpoint presentation, dictionary, special dictionary on synonyms and antonyms, flash cards
Borjal, W. G., Salazar, E. S., Orendain, M. A., and Villamin, A. M. PLP: Skill Builders for Efficient Reading. 4th Edition.
Art Materials

III. Procedure
A. Routines
1. One-minute silence
2. Prayer
3. Word-for-the-Day given by the beadle of the day

B. Motivation
Show the picture to the learners.

When do we use a dictionary a dictionary?

How do we use the dictionary properly?
 C. Presentation
1. Steps
Divide the class into three groups.
Ask five volunteers from each group who will join the synonym relay.
To play:
 Place five cards for each group on a chair.
 At the word “Go!” the first member in each group gets one card, runs to the blackboard, writes the synonym of that word on the board.
 He/she runs back to the group, touches the member number 2 who gets the second card and does the same thing.
 This process is repeated until all have written the synonyms.
 The first group to finish with accurate answers wins.
2. Learning Activity
 Have the class do the activities in Reinforcer and Challenger. have the students explain their answers.
3. Application
In groups
 Boggle game. Show the students a set of Boggle game. Give the students a chance to play for a few minutes. Remind them them that Activity A
should be answered exactly how a Boggle game is played. Write the synonyms and antonyms of the words found from the Boggle game.
4. Generalization: Ask the learners to answer the EQs
What does reading do to our vocabulary?

4. Synthesis: The teacher will repeat the EU.

Good readers have wide vocabulary.
IV. Homework
Use a dictionary to finds five words that are same and opposite in meaning.

DAY 12
Quiz on Synonyms and Antonyms