2nd Grading - LP English Vi

1
LESSON PLANS IN
ENGLISH VI USING THE
FOUR PRONGED
APPROACH

2
nd
GRADING PERIOD

LESSON # 1

I. OBJECTIVES:

GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use plural of compound nouns.
TS: 4. Write a model composition-
arrange details in order.

II. SUBJECT MATTER:
GLR: The Long - Necked Giraffe and the
Humble Pullet
OLD: Using Plural of Compound Nouns.
TS: Writing a Model Composition
Arranging Details in Order

Reference: 2002 Basic Education
Curriculum
PELC Speaking 5; PELC Writing 3. p 23
Explore Your World Through Language
and Literature p. 102 103.
English For You and Me Reading p 21 - 23
Across Borders Through Language pp. 5 -7
Dynamic Series in English p. 260
Materials: strips of cartolina. Index cards

III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre reading Activities:
1. Drill: Pronunciation drill:
Have the pupils read the following
rhymes:

Young lambs to sell,
If Id much money
As I could tell,
I wouldnt be crying
Young lambs to sell.

Cobbler, cobbler, mend my shoe
Get it done by half past two.
Stitch it up and stitch it down
And then Ill give you half a crown.

2. Motivation:
Which is better, to be tall or to be
small?

3. Unlocking of Difficulties;
Have the pupils identify the
meaning of the following words by
answering the configuration clues given.

1. more distant;
remote

2. to press between tow bodies; to crush

3. to mark the surface of anything.

4. a cry of a hen or a goose

squeezed cackle
farther scratch

4. Motive Question:
What is the best thing to be, according to
the giraffe?

B. During Reading Activities:
Have the pupils listen to the
story. Let them take down
important details about the
story.

THE LONG NECKED GIRRAFE AND
THE HUMBLE PULLET

There was a giraffe that was very tall.
He always said, It is good to be tall. Oh, how
good it is to be tall.

Oh, no. It is good to be short. Honesty,
it is wonderful to be short, said the pullet.
Let us take a walk and see, the giraffe
answered back. They came upon a wall. There
trees near the wall. The giraffe ate and ate
leaves of the trees while the pullet just looked
and looked.

See, it is good to be tall! I told you so,
the giraffe said to the pullet in between big
bites.

Let us walk farther and see, said the
pullet. They came upon a very high wall. The
pullet wished she could cross the tall wall, but
with her size, she thought she couldnt. All of a
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sudden, she saw a hole at the bottom. The
pullet squeezed herself and went into the
vegetable garden. There she ate and
scratched while the giraffe waited patiently.

See, it is good to be short, the
pullet said when she joined the giraffe
again.

The giraffe remarked. You know
what I think? I think it is best to be what
you are.
You are right, my friend, cackled
the pullet happily.
And then they became the best of
friends.

C. Post Reading Activities:
1. Answering the motive question:
What is the best thing to be,
according to the giraffe?

2. Comprehension Check:
Have the pupils answer he
following questions:
a. Who was very tall? Very
short?
b. Why is it good to be tall? How was
this shown in the story?
c. Why is it good to be short? How
was this shown?
d. What became the giraffe and the
pullet at the end of the story?
e. Do you agree with the giraffe that
it is best to be what you are? If so,
give examples.

3. Engagement Activities:
Have the pupils perform the following
activities:

GOLD (Grammar, Oral Language
Development)

Have the pupils recite the given tongue
twister:

Harry Hunt hunts heavy hairy hares
Does Harry Hunt hunts heavy hairy
hares?
If Harry Hunt hunts heavy hairy hares,
Where are the heavy hairy hares Harry
Hunt hunts?

2. Motivation:
Look for the nouns in the crossword puzzle
below.

3. Review: Checking of assignment:
Direction: Read each sentence. Complete the
sentences with the correct plural form of each
noun in parentheses.

1. Three ____ and three boys form a team.
(man)
2. Two ____ play water polo. (woman)
3. A family brought their ____ so they can
play musical chairs. (radio)
4. These soccer players can run as fast as
_____. (deer)
5. The players voices created _____ (echo)

4. Presentation:
Have the pupils read the letter below
Direction: Write each sentence. Complete the
sentences with the correct plural form of each
noun in parentheses.

GROUP 1: LIGHTS, CAMERA, ACTION

Choose the part that you liked best in the
story. Then make a script and dramatize the
chosen part.
GROUP 2: WRITE ME A LETTER

Choose your most liked character
or most disliked character and write a letter
to the character expressing your feelings to
him/her.

GROUP 3: WRITING A PARAGRAPH

Give the advantages and
disadvantages of being
a. a tall child
b. a short child
GROUP 4: I WRITE A SONG!

Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.

I J H L V D S H M O
K C V O I C E K A G
Q M E L O D Y G S T
W F V T L B U Q T F
A U C T I O N E E R
A B I P N W B R R O

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5. Discussion:
What are the nouns used in the
letter above?
Have the pupils write the nouns
such as time, city, expressway, flyovers,
skyscrapers, center, sights, farmhouse,
and wildlife
What do you notice about the nouns
time, center and sights? (They are one-
word nouns)
How about the words expressways,
flyovers, skyscrapers, farmhouse, and
wildlife, what characteristics do they
have in common? (They are formed by
putting two nouns together.)
What are the nouns that make up
expressways, flyovers, skyscrapers,
farmhouse, and wildlife?
How do we call these nouns? (They
are called compound nouns)
How are compound nouns formed?

Study how the plural of the following
nouns are formed:

father in law fathers in law
editor in - chief editors in chief
bookshop bookshops
court martial courts martial

Discuss the different ways on how
compound nouns are formed.
Discuss how compound nouns form
their plural.
Discuss further. Use the given
information under Remember.

6. Fixing Skills:
A. Think of a compound noun that
fits the given meaning.
Ex. the sun goes down - sunset

1. a box for letters
2. worn on a rainy day
3. catches fish
4. gives a flashing light for emergencies
5. a game played with a basket or goal

7. GENERALIZATION:
What are compound nouns?
How are compound nouns formed?
How do compound nouns form their
plural?

The following rules are applied to
form the plural of compound nouns:

1. When the second word is a noun (noun +
noun, verb + noun), add s at the end of
the compound. This rule also applies to the
majority of compound nouns. (verb + adverb).

2. In combinations such as noun +
adverb, noun + adjective, noun + prepositional
phrase, add s to the main noun.

8. APPLICATION:
A. Guided Practice: Divide the
pupils into group. Have the pupils
perform the activities given.

October 5, 2009
Dear Rose,
How are you now? About me, Im
having a great time here in the city. Ive
traveled along wide expressways and
flyovers. Ive seen skyscrapers at the center of
the city. I was overwhelmed by all these
sights. But you know what? I miss our
farmhouse and the wildlife we enjoy so much.
Anyway, Ill be back there in a weeks time.
See you soon.

Your pal,
Lito

REMEMBER:

A compound noun consists of two or
more words. It may be a combination of:
1. noun + noun
Armchair - armchairs
2. verb + noun
Breakwater - breakwaters
3. verb+ adverb
Breakdown - breakdowns
4. noun + adverb
passer-by - passers-by
5. noun + adjective
court martial - courts martial
6. noun + prepositional phrase
brother in law
brothers in law

There are three forms of compound
noun. They can be separate words like
beauty queen; hyphenated as in officer - -in
charge; or they can be combined words as in
sideline.

GROUP 1:
Form a compound noun based on
the given definition. Then write its plural
form.
1. a store where medicines or drugs
are sold.
2. a person who pushes drugs
illegally.
3. a drop of tear.
4. a road crossing a main road
5. a ball game played by foot

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B. Independent Practice:

Match the words in column A and
column B to form compound words. Then
write the plural form of the compound
word formed.
A B
1. river hook
2. board car
3. bell bar
4. fish bank
5. box card
6. salad bath
7. bird fruit

IV. EVALUATION:
A. GOLD. Direction: Match the words in
column A with column B to form
compound nouns. Then write its
plural form.

A B

1. guard field
2. wheat top
3. tree house
4. earth shell
5. egg worm
6. horse cry
7. fire child
8. god man
9. flower fighter
10. battle bed

TS (Transfer Stage)
1. Drill: Pronunciation drill: Have the
pupils read the pair of words. Note the
difference in their sounds.

/e/ /i/
tell till
sell sill
dead did
red rid
bless bliss
fell fill
spell spill
lead lid
wet wit

2. Review:
How do we write sentences?

3. Motivation:
How do you feel about a storm?

4. Presentation:
Present the picture of a storm and its
effect.
Have the pupils talk about their feeling
about a storm.

5. Discussion:
(Give each pupil a meta card for them
to write all the answers to the questions to
be given by the teacher.)

What do you encounter/ experience
during and after storm?
What activities do you enjoy when there
is a storm?
What activities cant you enjoy?
What things delight you?
(Have the pupils paste their answers on
the board)

Have the pupils arrange all the details
written on the board in order. Have them also
formulate sentences out of the details on the
GROUP 2:
Answer each question with a
compound noun. Then write its plural form.

1. What do you call the yard at the
back of the house?
2. What kind of belt is used in a car
or an airplane?
3. What do you call the shoe of a
horse?
4. What kind of fruit has a star in its
name?
5. What kind of bird has a black
feather?

GROUP 3:
Riddle fun. What am I? Write a
compound noun to answer each riddle.
Write also its plural form.

1. I am a bird with black feathers.
2. I am the light from the sun.
3. I am the wife of your brother.
4. I am a big thorny fruit.
5. I am a machine that flies like a
bird.

GROUP 4:
Make compound word by matching the
nouns in the two columns. Then write its
plural form.

1. way boat
2. tug path
3. teller knob
4. suit barrow
5. house story
6. flower case
7. wheel dog
8. door sun

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board. Then the teacher guides the pupils in
arranging them in logical sequence to
create a meaningful body. Then the teacher
will also guide the pupils in formulating the
ending of the paragraph.

6. GENERALIZATION:
What is the characteristic
of a good paragraph?

7. APPLICATION:
Have the pupils write the
composition on a piece of paper. Be sure to
apply the correct punctuation and
capitalization. Note the indention at the
beginning paragraph. Write neatly and
clearly.

IV. EVALUATION:
TS. Direction: Call on a volunteer to read
aloud his/her composition in class. Guide
the pupils to evaluate it considering these
questions:

1. Does it have an effective beginning
sentence?
2. Do all the supporting details keep to
the topic?
3. Is the ending sentence effective?

V. ASSIGNMENT:
A. GOLD. Direction: Write the plural
form of the following compound nouns:

1. sleepwalker
2. aide de camp
3. school day
4. commander in - chief
5. dustbin

B. TS. Have the pupils rewrite the
composition on their theme notebook.

LESSON # 2

I. OBJECTIVES:

listened to.
GOLD: 3. Use nouns plural in form but singular
in meaning.
TS: 4. Sequence events of a story listened
to through guided questions.

II. SUBJECT MATTER:
GLR: Juan Tamad Sells Rice Cake
GOLD: Using nouns that are plural in form
but singular in meaning.
TS: Sequencing events through guided
questions.

Reference:
2002 Basic Education Curriculum
PELC Speaking 5.6; PELC Listening 5 p 23
Phoenix 21
st
Century English 6 p 39
English for You and Me Reading p 21 - 23
Across Borders through Language pp. 5 -7

Materials: strips of cartolina, index cards

III. PROCEDURE:
A. Pre-reading Activities:
1. Drill: Pronunciation drill: Have the pupils
recite the tongue twister:

I do like cheap sea trips,
Cheap sea trips on ships.
I like to be on the deep blue sea,
When the ship she rolls and dips.

2. Motivation:
Do you know Juan Tamad?
Do you know any story about Juan
Tamad?

3. Vocabulary Development:
Have the pupils identify the meaning of
the italicized words in the sentences.

1. When one is whistling gaily, he is
whistling ____. (happily)

2. Describe a brook. How is it different
from other bodies of water? (stream)

3. What do chores mean? (household
tasks)
REMEMBER:

A good paragraph must have an
effective beginning and ending. The body
contains the details that support the topic
well.

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4. Motive Question:
What is peculiar (strange) in the
story?

1. Have the pupils listen to the
important details about the story.

JUAN TAMAD SELLS RICE
CAKES

Wake up, Juan. The sun is already
high in the sky, said Mother.

But I am still sleepy, Mother.
Get up now. Dont just sleep all day.
Help your mother do some work in the
house.
I do help you sometimes, Mother.
Then, get up and go to town. Sell these
rice cakes I have baked early this
morning.
With this, Juan Tamad got up. He
stretched his arms and legs thinking how it
would be nice to still stay in bed.
When Mother came back, she placed a
twisted towel on Juans head so that he
could carry a basket of rice cakes on his
head.
Now go and sell the rice cakes like
how good boys do. Be sure you are paid
twenty centavos for each rice cakes, said
Mother.
And Juan went whistling gaily as he
walked. The basket of cakes was on his
head as he shouted: Rice cakes for sale!
Rice cakes for sale! Come and buy my rice
cakes!
Cheep, cheep! said the birds.
They are twenty centavos each, Juan
said.
Cheep, cheep the birds said and flew
away.
If you do not want to buy my rice
cakes, somebody else will.
Juan continued walking. The sun was
hot. The basket was getting heavy. He
called again, Rice cakes for sale! Who
wants to buy rice cakes?
Soon he came to an acacia tree. I
shall rest for a while, he said. Juan sat
under the shade of the tree. He put the
basket of cakes beside him. Soon, he began
to feel hungry. He got one of the rice cakes
and ate it.
He saw some butterflies in the acacia tree.
Here, pretty ladies, are some rice cakes, he
said.
The butterflies did not say anything.
They are very good. See, Ill get another
one. Come and taste them. The butterflies flew
away.

You think you are too good for my rice
cakes? I shall sell them to somebody else, said
Juan. He got his basket of cakes and walked on.
Pretty soon, Juan came to a brook. How
cool the water looked! It would be good for his
tired feet. Juan waded in the brook. He saw
some green frogs on the stones. Rice cakes for
sale! Do you want to taste my rice cakes?
Ko-kak! Ko-kak! said the frogs.
Oh, you want to taste the rice cakes. Here
is one. Juan threw a rice cake to the frogs.
They ate it up.
You want some more? It is only twenty
centavos each.
Juan threw one more rice cake to the frogs.
Then he threw another one. More frogs came.
Ko-kak! Ko-kak, said the frogs. Juan kept
throwing his cakes until none was left.
Now pay me.
What! You have no money now?
Ko-kak! Ko-kak!
You will pay me next week? All right. I
shall be back next week.
Juan was happy that he sold all the cakes.
He went home, whistling gaily.
When Juan got home, his mother asked,
Did you sell the cakes?
Yes, Mother.
Where is the money?
They will pay me next week.
The following week, Juan went to the brook
to ask payment from the frogs. He said, Where
is the money for the rice cakes? You said you
will pay me this week.
What! You will pay me next week again?
Be sure you do, said Juan. When Juan came
home, his mother asked for the money. He said,
They will pay next week.
Another week passed again, and still Juan
went home without the money. His mother
became angry.
I will go with you, Juan, she said. Let us
go and get the money for the rice cakes.
Juan leads his mother to the brook. When
they were near, they heard the frogs say, Ko-
kak! Ko-kak!
There is where I sold the cakes, said
Juan.
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To whom? I do not see anybody, said
Mother.
There! said Juan. Here is my
mother. Give her the money. Pay her for
the rice cakes.
They say they have no money now,
Mother.
You foolish boy! Did you give the rice
cake to the frogs?
Yes, Mother. They liked your rice
cakes very much. They ate them all.
With this, Juans mother became very
angry. How could you sell the rice cakes
to the frogs?
Juans mother dragged him back home
and made him do all the house chores as
punishment.
-Adapted

CT. CRITICAL THINKING
1. Answering the motive question.
What is peculiar in the story?

Have the pupils answer the
a. In the beginning of the story, what
gives you the idea that Juan is lazy?
b. What did his mother ask him to do?
c. Narrate Juans encounter with the
following animals:
1. birds 2. butterflies 3. frogs
d. If you were Juans mother, would
you have reacted in the same way?
Why?
e. Do you know other stories about
Juan Tamad?

activities.

GROUP 3: STORY GRAMMAR ORGANIZER
Have the pupils complete the story grammar
organizer:

Title: _________________________
Author: _______________________

GROUP 4: DRAW ME!
Draw Juan and one of the animals in the
story. Make a dialogue between the two using
the bubble.

Allow the pupils to perform the activities
under limited time.

GOLD (Grammar Oral,
Language Development)

1. Drill: Pronunciation drill: Have
the pupils recite the following words with /i/
sound.

hill pitch sick
did lips grin
mix kill chill
tick list rid
bit still chip
lift fit lid
slid ditch

Have them read the following phrases:

A silly kitten a dripping pitcher
Spilled milk kill the insect
GROUP 1: LIGHTS, CAMERA, ACION!

Choose the part that you liked best
in the story. Then make a script and
dramatize the chosen part.
GROUP 2: WRITE A SONG!

the class.
Who is the main character?
Where and when did the story take place?
What is the problem or conflict?
What did the main character do to solve
the problem?
How did the story end?
Animal: Juan:
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Hit with a stick a big fish
The fifth gift fit for a king
A written will with a grin

2. Review: Checking of assignment.
Direction: Write the plural form of the
following compound nouns:

1. sleepwalker
2. aide de camp
3. school day
4. commander in - chief
5. dustbin

3. Motivation:
words:
Aeronautics news
Physics series
Civics species

What are the numbers of these nouns?
Let us see.

4. Presentation:
sentences:

1. Mathematics is more fun when it is
learned with friends.
2. Politics is the favorite topic of
conversation of my parents during
Sunday gatherings.
3. Measles is contagious.

5. Discussion:
What are the underlined words in the
sentences?
What are these nouns?
How do these words end?
What are the numbers of these
nouns?
What from of the verb is used with
these nouns?
Discuss further. You may use the
information given under
REMEMBER.

6. Fixing Skills:
Direction: Underline the correct verb
form in each sentence.

1. Physics (is, are) Karls favorite
subject.
2. The news (is, are) aired today.
3. Economics (is, are) a subject in high
school.
4. Politics (is, are) an interesting topic for
debate.
5. Mumps (is, are) contagious disease and
it usually breaks out during summer.

7. GENERALIZATION:
What form of the verb is used
with nouns plural in form but
singular in meaning?

.

8. APPLICATION:
activities given.

REMEMBER:

Nouns such as aerobatics, billiards,
civics, mumps, mathematics, measles,
politics all end in s. Yet this does not
mean that it is used in the plural form.
Although these words end with an s, they
are still considered singular. Hence, the
verb used is singular.

GROUP 1:
Direction: Choose the correct verb form in
each sentence.

1. The study of Civics (demands,
demand) that we understand our
countrys history.
2. Social Studies (has, have) become the
most interesting subject for Sherwin
this year.
3. The senior students say that Physics
(is, are) fun and interesting subject.
4. The human species (is, are) a thing of
wonder and beauty.

GROUP 2:
Direction: Write the correct form of the verb
in the parentheses to complete the
sentence.

1. Measles ____ all over his body.
(spread)
2. Mumps ___ caused by virus. (be)
3. Tonsillitis ____ swelling of the throat.
(cause)
4. The Philippines ____ plenty of
historical places and tourists spots.
(have)
5. Mathematics _____ fun. (be)
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IV. EVALUATION:
A. GOLD. Direction: Write the correct
form of the verb in the parentheses
to complete each sentence.
1. Tuberculosis ____ one of the effects
of excessive cigarette smoking. (be)
2. Mathematics ___ somewhat a
difficult subject because of
Mathematical problems and
computations.
3. Philippines ____ three big groups of
islands. (have)
4. Home Economics ____ now a
subject for both girls and boys.
5. Measles _____ continuously over
his body. (spread)

TS. (Transfer Stage)
1. Drill: Pronunciation drill.
Have the pupils recite the
tongue twister given.

Id rather lather father
Than father lather me.
When father lathers,
He lathers rather free.

3. Motivation:
How do you feel when you failed in
fulfilling your dreams/desire?
4. Presentation:
Have the pupils read the paragraph
given:
The Fox and the Grapes

A hungry fox went into a vineyard one
day. There he saw bunches of sun-ripened
grapes hanging high on the vine. They looked so
plump and juicy he could almost taste them.
First, he jumped up to seize the nearest vine, but
he found out that it was too high and he couldnt
reach it.

Then he jumped again and again. But
hard as he tried he just couldnt reach any of
the grapes. Next, he concentrated on the lowest
bunch and exerted all his effort to reach it but
still he failed. Finally, he gave up and walked
away. With one last look at the grapes he said,
Anyone can they are sour. This just goes to
show that it is easy to despise what you cannot
possess.

5. Discussion:
Have the pupils answer the following
questions:

1. What was the first things happened in
the story?
2. When did the fox go into the vineyard?
3. What happened after the fox tried
jumping several times?
4. What was the last thing happened?

Understanding the flow of events and
following what had happened to the
characters of the story make the story
enjoyable to the readers. That is why it is
important to learn the skill of sequencing
events. Furthermore, knowing how to
sequence events helps in developing the
ability of presenting ideas in related, orderly
manner.

6. Fixing Skills:
A. Direction: Read the paragraph and then
answer the questions that follow:

After painting the picture of a dragon, Ben
left it to dry. He framed his picture and hung it
on the wall.

What did Ben do first? _________________
What did he do after painting the picture?
_____________________________________
What did he do next? ___________________
What did he do last? ____________________
GROUP 3:
Place a check on the blank if the
subject agrees with its verb. If not, rewrite it
in the correct form.

____1. The Philippines is made up of more
than seven thousand islands.
____2. Mathematics are interesting and
enjoyable subject.
____3. Billiards is becoming popular
among youngsters now a day.
____4. Measles are epidemic in rural areas
especially during summer time.
____5. Physics is a difficult among
students.

GROUP 4:
In each sentence, find a noun that
is plural in form but singular in meaning.

1. Ivy helps Ferlin with her report on the
different species of insects.
2. Many students find Physics difficult.
3. Have you heard the good news?
4. The Philippines is the home of many
talented artists.

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B. Have the pupils read the given
paragraph. Then have them sequence the
events by answering the questions given.

Allyson saw flames coming from a big
warehouse in the neighborhood. Next, he
ran home to call the Calapan Fire
Department. Then the firemen arrived to
put out the fire. Finally, fire was
extinguished after a couple of hours.

1. What happened first?
_________________
2. What happened next?
________________
3. What happened after that? _________
4. What happened finally?
______________

7. GENERALIZATION:
How do we arrange events in a
story?

REMEMBER:

Sequencing is arranging events in
order. In a story, things happen in a certain
order so that it makes sense. Understanding the
order helps you understand the story. To point
out how events are connected in time,
SEQUENCE CLUE WORDS are used.

Examples of sequence clue words:
First next afterward
after that Before then
finally early morning
meanwhile during
at the end as

8. Application:
A. Have the pupils recall the story
Juan Tamad Sells Rice Cake. Let them
sequence the story by answering the
questions given.

1. Who is the main character?
2. Where and when did the story take place?
3. What is the problem or conflict?
4. What did the main character do to solve
the problem?
5. How did the story end?

IV. EVALUATION:
TS: Direction: Read the following
selection. It is about Frank who
made something by mistake. As you
read, think about the order in which
things happen.
HOW POPSICLES CAME ABOUT

One winter night in 1905, eleven-year
old Frank Epperson from San Francisco, made
a fruit drink. First, Frank mixed the drink with a
wooden stick and left it at the back porch all
night long.

The weather got very cold. Franks drink
turned to ice and the stick would not move. In
the morning, Frank pulled out the fruit ice, held
it, and tasted it. It was great!

Frank called his icy pop the Epperson
Icicle. Soon, he changed it to Ep-sicle.

The next summer, he made these pops at
home and sold the pops to his neighbors at five
cents each.
In 1923, Frank turned 29 ad started a
business of making and selling ice pops. His
children called them pops sicle and later
changed to Popsicle by Frank. He made 7
kinds of popsicles. There are now 30 kinds and
orange is the best seller.

1. What happened one winter night in 1905?
A. Frank started a business.
B. Frank mixed a drink, left it at the
back porch all night long.
C. Frank sold the drink to his neighbors.
D. Franks fruit drink turned into ice.

2. How did the ice pop get its name? Number
each name in correct sequence. Write 1,2,3,4 in
each box.
Pops sicle Epperson Icicle

Popsicle Ep - sicle

3. Fill in the missing event in the third frame.
Select from the choices given.

In 1905, Frank Epperson made a fruit drink
that turned into an icy pop.
Frank started a business making and selling
ice pops.

Today, Franks producing 30 kinds of
popsicles far and wide.
11

V. ASSIGNMENT:
A. GOLD. Direction: Write the noun
being described with the following clues.
Choose your answer form the given nouns.

1. Somewhat a difficult subject because of
mathematical problems and
computation.
2. It is now a subject for both girls and
boys.
3. It has three big groups of islands.
4. It is a contagious disease like mumps
and chicken fox.
5. It is the daily happenings heard over the
radio and on the television.
6. It concerns with citizenry, for the
general welfare or betterment of life.
7. Concerns with the affairs of the
government.
8. It is an acute contagious disease marked
by fever and by the swelling at the side
of the face near the ear.
9. It is a systematic exercise performed in
rhythm by a group with or without light
hand apparatus.
10. The art of performing an activity with
body contortions.

B. TS. Arrange the following events in
order. Number them 1 5.

_____ The Japanese caught him delivering
messages to the Filipino guerillas.
_____ His fellow prisoners called him
KID.
_____ Pedro was then imprisoned and
tortured.
_____ Pedro Flores was in Grade 5 when
the war broke out.

LESSON #3

I. OBJECTIVES:

GLR: 1. Enjoy listening a story
CT: 2. Answer questions from the story read.
GOLD: 3. Use gerunds as subjects and
predicate noun/nominative.
TS: 4. Sequence the episodes of the story
through story grammar.

II. SUBJECT MATTER:
GLR: The Parable of the Hostage
GOLD: Using gerunds as subjects and
predicate noun/nominative
TS: Sequencing events through story
grammar.

Reference: 2002 Basic Education Curriculum
PELC Speaking 3; PELC Reading 5.5.1 24
Phoenix 21
st
Growing in English Lang. p. 10 -15
Readings and Communication Skills in English
p. 252
Materials: strips of cartolina. Index cards

III. PROCEDURE:
pupils recite the tongue twister:

Nina needs nine knitting needles to knit
naughty Nitas knickers nicely.

2. Motivation:
What kind of toy do you want to have?
What do you do to get this toy?

meaning of the following words.

a. fantasized -

b. glimpse -

c. luxury -

d. leverage -

e. desperate -

Philippines news
Mathematics politics
Home Economics mumps
Physics measles
Economics calisthenics
Civics acrobatics

i m g e
p p
t f
o c
p w r
w r r e
d
12

(Answer: imagine; peep; comfort; power;
worried)

4. Motive Question:
What did the boy do in order to
take his wish?

1. Have the pupils listen to the story.

The Parable of the Hostage

The eight-year old son of the farmer
dreamt of a small bicycle almost every
night. In school, he fantasized riding the
toy to and from the school. This started a
year earlier when he first saw a blue
bicycle in the general store of the town
shopping center. Since then, he would do
anything to join his father marketing their
fruits and vegetables in town. For the little
boy, getting a glimpse of the bicycle in the
store made his day wonderful.

But the family finances did not
allow such an expensive luxury. The
familys priorities were school fees,
clothes, food and medical costs. A bicycle
was not even in the list.
His only recourse was to pray for a
bicycle. Above the bed of his mother was a
framed picture of Jesus Christ. It rested on
a shelf with a vase maintained with fresh
flowers everyday. On a side table was the
image of the Virgin Mary about eight
inches tall, dressed in white, complete with
blue sash.

The little boy prayed alternately to
Jesus above the bed and the mother of
Jesus on the side table. The plea was the
same. Please send me the blue bicycle
from the general store in town. I will do
anything if you give me the toy.
Since Christmas was coming, the
young lad used the occasion as leverage.
Christmas will soon be here. Please
consider a gift for me. There is only one toy
I want in the world. Nothing less matters
me. All I want this Christmas is the blue
bicycle.

Night after night, he prayed with all
intensity (dasal na buong taimtim) but
nothing happened. He went to bed full of
hope and expectations, especially after his
evening prayers. In the morning he would
run to their living room to see if the bicycle had
been delivered during the night. Then the boy
would open the kapis (flat shell) window to
check if the toy was packed in the yard fronting
the main barrio road.

Still nothing happened. The young lad
had become desperate. Several times he heard
adults citing a proverb as follows: Kung hindi
makuha sa santong dasalan, kunin sa santong
paspasan. (If you cant get it through fervent
prayers, get it by force.).

The boy went to the side table and got
the image of the Virgin Mary. He wrapped it in
an old newspaper and tied it with string.
Carefully, he placed the bundle in an empty
shoe box and covered it properly. As double
precaution, he tied the box with another piece of
string.

Then he went to the rice bin (bigasan)
which was a small barrel with a wooden cover.
With his right hand, he dug out the husked rice
(bigas) and put it in the shoe box. He covered
the box with rice, forming a mound.

Then the boy returned to the bedroom
and talked to Jesus Christ. now, if you want to
see your mother again, you have to send me the
blue bicycle. Meanwhile, I am holding her
hostage.
J uan M. Flavier

CT. CRTICAL THINKING
What did the boy in order to take
his wish?

questions:

1. What was the dream of the eight-year
old son of the farmer?
2. How did his dream start?
3. Why cant he get his dream?
4. What was his only recourse then?
5. What did he do when he wasnt able to
get his dream?
6. If you were the eight year old boy,
what will you do in order to get your
dream?

Have each group perform the different
activities assigned under time limit.
13

GROUP 4: STORY GRAMMAR
ORGANIZER

Have the pupils complete the story
grammar organizer:
Title: _________________________
Author: _______________________

GOLD (Grammar Oral,

pupils read the following

/o/ - /a/
block black top tap
sock sack hot hat
lock lack cop cap
bottle battle pod - pad

Use nouns plural in form but singular in
meaning.

3. Motivation:
Do you have a hobby?
What is your hobby?
Show pictures of children who are
reading, singing, dancing, swimming, etc.

4. Presentation:
sentences:

1. Sewing keeps Rosalie busy on
Saturdays.
2. Dancing is a good exercise.
3. Aurefes interest is cooking.
4. My hobby is reading.

5. Discussion:
What are the underlined words in the
sentences?
How do these words end? (-ing)
What is the root word of sewing? Dancing?
Cooking? Reading?
What part of speech is sew? cook? Dance?
Read? (verb)
How is sewing used in the first sentence?
(Subject)
Dancing? (Subject)
How is cooking used on the third sentence?
(Predicate Nominative)
How do we call sewing and cooking?
Discuss further.

6. Fixing Skills:
A. Change the italicized subjects into
gerunds.

1. To read biographies is Chesters hobby.
2. To draw portraits is my brothers
pastime.
3. To write poems has become Allysons
hobby.
4. To play guitar is Sherwins hobby.
5. To jog around our lawn every morning
remains my fathers habit.

B. Underline the gerund in each sentence.
Identify whether it is used as a subject or
predicate nominative.

1. Exercising helps a person maintain a healthy
lifestyle.
2. Dancing is a relaxing activity.
3. My aunt teaches dancing.
4. Her motto was winning.

Choose the part that you liked best in
the story. Then make a script and

him/her.


the class.

the problem?
14

5. One exciting sport is rowing.

7. GENERALIZATION:
What is a gerund?
What are the uses of gerunds? How
are gerunds used in the sentence?

REMEMBER:
A gerund is a verb form ending in -
ing. It is used as a noun in a sentence. Just
like a noun, a gerund can function as a
subject of the sentence and predicate noun
or subjective complement.

Example:
Subject:
Farming became their main source
of income.

Predicate Noun/Nominative:

My hobby is reading.
A gerund and the words (modifiers
and objects) that go with it make up a
gerund phrase.
Ex.
Catching a cold is ordinary.
Gerund phrase
8. APPLICATION:
A. Guided Practice:
Answer the following questions
using gerunds used as subject or predicate
noun.

1. On windy days, what would you love
doing outside the house?
2. At summertime, what do children enjoy
doing?
3. Do you enjoy going to the beach? What
do you enjoy doing most when youre
at the beach?
4. What is your fathers hobby?
5. What do you enjoy doing on weekends?

Underline the complete gerund
phrase in each sentence.

1. Riding on a plane is one of my worst
fears.
2. Drinking eight glasses of water a day is a
healthy habit.
3. Driving a car is difficult.
4. I waited for the signing of the contract.
5. I choose swimming in the pool instead of
bathing in the river.

IV. EVALUATION:
A. GOLD: Direction: Think of an
appropriate gerund that will
complete each sentence.

1. Sherwins favorite pastime is _______.
2. _______ interests Allyson a lot.
3. Karls favorite exercise is _______.
4. _______ broadens ones knowledge.
5. Jazzers hobby is _______.

TS (Transfer Stage)
tongue twister given.

The shape-shifter,
Shaped like a ship,
Shifts his shape to a shapely sheep.

Arrange the following events in order.
Number them 1 5.
_____The Japanese caught him delivering
messages to the Filipino guerillas.
_____His fellow prisoners called him KID.
_____ Pedro was then imprisoned and tortured.
_____ Pedro Flores was in Grade 5 when the
war broke out.

3. Motivation:
What do you think happens when an
alligator lizard is attacked by an enemy?

4. Presentation:
Have the pupils read the selection given.

The Tail That Saves
When an alligator lizard is attacked by
an enemy, it drops its tail. The tail has a part
where the bone breaks off easily. The break
closes quickly to stop the lizard from bleeding.

The tail keeps wriggling after it leaves
the lizards body. The attacker thinks its still
part of the lizard and pounces on it. This gives
the lizard time to get away. In time, the lizard
grows a new tail.
Adapted from Jane Ervin
Reading for Meaning 6

5. Discussion:
Have the pupils study the Graphic
Organizer below.

15

Understanding the flow of events and
following what had happened to the
characters of the story make the story
enjoyable to the readers. That is why it
is important to learn the skill of
sequencing events. Furthermore,
knowing how to sequence events helps
in developing the ability of presenting
ideas in related, orderly manner.

6. Fixing Skills:
A. Arrange the following events in
order. Number them 1 5.

____ Fernando Maria Guerrero studied law
at the University of Sto. Tomas.
____ He was sent to the United States to
help work for Philippine
Independence.
____ He finished his college education at
the Ateneo de Manila.
____ He was made an officer by General
Antonio Luna.
____ He worked for La Independencia.

7. GENERALIZATION:
How do we arrange events in a
story?

REMEMBER:
Events in a story happen in certain
order or sequence. Knowing the
sequence can help you understand why
things happen. Understanding the order
helps you understand the story. To
point out how events are connected in
time, SEQUENCE CLUE WORDS
are used.

Examples of sequence clue words:
First next afterward
after that Before then
finally early morning
meanwhile during
at the end as

8. Application:
A. Have the pupils read the paragraph.
Number the events to show the correct
sequence.

_____a. The lizard eggs hatch.
_____b. Trees, vines, roots and weeds are
carried out to sea.
_____c. The plants wash up onto a beach on the
new island.
_____d. A fat green lizard crawls on the island.

B. Arrange the following events in order.
Number them 1 5.

_____Balagtas fell in love with a beautiful lady
from Pandacan.
___ He wrote better poems than his teacher.
___ Balagtas was already weak when he got out
of prison.
___ He married a good and beautiful maiden
from Bataan.
____ He began his studies with the town priest.

IV. EVALUATION:
Direction: Read the story then
complete the organizer below.

Life Cycle of a Butterfly

Butterflies go through four stages of life;
egg, larva, (caterpillar), pupa (chrysalis) and
adult. This process is called metamorphosis. A
butterflys larva is called a caterpillar and it
spends its days munching leaves. When a
caterpillar reaches full growth, it spins a
cocoon. Inside the protective sack, it undergoes
An
enemy
attacks a
lizard.
The
lizard
drops its
tail.
The tail
breaks off
and the break
closes to
prevent
bleeding.
The tail
keeps
wriggling.
The enemy
pounces on
the tail.
The lizard
gets away.
In time, the
lizard gets
a new tail.
One day, something special comes
to the island. It is a clump of floating
tress, vines, weeds and roots. The
plants are from an island far away.
They were carried out to sea. As they
wash up onto a beach on an island, a
fat green lizard crawls off the raft.
Then she lays her eggs on the island.
Finally the eggs hatch and the island
has whole family of lizard.

16

great changes and eventually a beautiful
flying adult emerges as butterfly.

V. ASSIGNMENT:
A. GOLD: Read Marlons story. Complete
his story by using the appropriate gerund.
Choose from the list inside the box.

Im giving this scarecrow the job of _____
in the field. _____ it in a good spot in
important. I enjoyed ____ a scarecrow on
the job. Its presence has changed the
crows habit of ____ in the fields. Now, its
usual activity is ___ above the corn. By
____ the crow away, the scarecrow is
doing its job.

B. TS. Direction: Arrange the following
events in order.

_____ When the fight for our freedom
started, Apo Mena joined the rebels.
_____ He served as governor of Ilocos
Sur.
_____ He was sent to the U.S. to represent
the country in the World Fair.
_____ He spent his time in keeping alive
the peoples interest in arts, letters,
and music.
_____ He formed bands and orchestras
which played native music.

LESSON # 4

I. OBJECTIVES:

GLR: 1. Enjoy reading a story
GOLD: 3. Use gerunds as object of the
preposition and appositive.
TS: 4. Identify the antonyms of words.

II. SUBJECT MATTER:
GLR: The Magic
GOLD: Using gerunds as Object of the
preposition and appositive.
TS: Identifying antonyms of words.

PELC Speaking 5.5.5; PELC Reading 1.4
Phoenix 21
st
Reading for Meaning p 46 - 59
Readings and Communication Skills in English
p. 252
Linking the World through English pp. 288 -
292

Materials: strips of cartolina. Index cards,

III. Procedure:
GLR: (Genuine Love for Reading)
words:
/u/

uncle love study
come public utter
subway us done
up son enough
under some country

2. Motivation:
Do you believe in magic?

Have the pupils know the
meaning of the following words by
rearranging the letters to form the words.

flat invisible
pneumonia rummaged
wiggle pills

1. llsip _____________ (medicine)
2. legwig ____________(to shake)
3. tlaf _______________(lying straight)
waiting placing flying
standing protecting being
watching driving staying
picking guarding
17

4. niaompneu _________( a kind of
illness)
5. visinblei _________( cannot be
seen)
6. gedamrum ___________(searched)

4. Motive Question:
Have the pupils organize
their own questions.

Let them take down notes about the
story they are going to listen.

THE MAGIC

Mama, wheres Uncle Ramon?
Bobby asked his mom right after he
woke up, one morning.
Son, your uncle is sick. He needs
to rest in the hospital. He has been
confined for observation of his heart
ailment. But his doctor said hes all
right now, explained Mama Rosa.
Uncle Ramon and Mama Rosa are
brother and sister. Uncle Ramon has
been quite sickly even in his younger
days. He was not allowed to do
strenuous jobs. When Bobby was still a
year old, Mama Rosa took Uncle
Ramon to look after her son because
she worked full time in their
supermarket.

Now that Bobby is nine years old,
he still clings to his uncle who loved his
antics so much. The two have
something in common. They love magic.
Uncle Ramon had an invisible magic
wand. He kept it in along blue box tied
with a red ribbon. No one knew about it
except Uncle Ramon and Bobby. It was
their secret.

Did Uncle Ramon bring our magic
box, Mama? asked Bobby.
What box, Bobby? replied Mama
Rosa.
Oh, you dont know about it,
Mama. I guess, Ill have to wait for
Uncle Ramon to come home so we can
have our magic tricks, whispered
Bobby to his mother.

Well, you better wait because next
week, hell be out in the hospital. Hes
okay now. Hes just resting there,
elaborated Mama Rosa.
Thanks, Mama! So, well play again,
added Bobby.

Suddenly, Bobby felt happy with magical
feeling. His lunch tasted better. His toys
seemed to talk to him. Crabby feelings
melted away. And the sun made rainbows
through their kitchen window.

His mother prepared his lunch box and
brought him to school. When his Uncle
Ramon was sick, it was his mother who took
care of Bobby and his little brother.

Weeks went by. At last, Uncle Ramon
came home. His laughter could be heard
now from his room. Bobby felt good and
inspired to study well.
Most of the time, Uncle Ramon sat in his
chair and read books. He was so quiet and
just stared at Bobby.
Bobby remembered how it used to be.
They used to have fun together. Those were
the days when they stayed in a flat near the
supermarket. Ill make Uncle Ramon
happy, Bobby said to himself.

Bobby rummaged in his closet. He got a
small white box, opened it then whispered,
Abracadabra, ssh! Boom! Make some
magic for Uncle Ramon and me!
Booby ran to his Uncle Ramon. Looked
here, Uncle, he said and waved something
around.

Whats that? Uncle Ramon asked.
Its an invisible magic wand. I
rearranged my closet and I got this box. Just
like the one that we had before, only
smaller! said Bobby.
He waved it again and touched Uncle
Ramons chin. He made faces and tried to
wiggle his nose.
Uncle Ramon laughed.
Oh, I made you laugh again, Uncle
Ramon. Youre okay now. Youre well! Lets
play and have fun together!
Yes, Bobby. I forgot about our magic.
Its good you brought it back! said Uncle
Ramon laughing.

Its a new one, Uncle. Ill tie one
tonight with a string so it wont get away.

Good, do it now, Bobby! asked Uncle
Ramon, as he took some pills.
18

Bobby went to the kitchen and
looked for a piece of string.
Abracadabra, sssh! Boom! he
shouted. The happy feeling was back
again in the house. And the sun shone
brighter through the kitchen window
and made rainbows.
-Adapted from Highlights for
Children

A. Post Reading Activities:
1. Answering the Motive Question:


1. Were Uncle Ramon and Bobbys
secret magic a real thing?
Why?
2. Why did Uncle Ramon create it
in the first place?
3. How did Bobby enjoy the magic
of Uncle Ramon?
4. How was the magic returned?
5. How did it affect Uncle Ramons
health?
6. Was Uncle Ramon a good uncle?
7. How did the story end?

Have the pupils perform the
following activities under time limit.

GOLD: (Grammar, Oral,

Cecille likes to sell a pencil
A pencil Cecille likes to sell
Looks like a pen with a seal
Rather than a pencil.


3. Presentation:
Have the pupils read again the
paragraph.

We, Filipinos, appreciate good taste in
our food. We love eating very much. We are
satisfied by preparing our food with the
least cost required.

4. Discussion:
How are we satisfied?

We are satisfied by preparing our
food with the least cost required.

What word comes before the gerund in
the sentence? (by)

What kind of word is by? (preposition)
How is gerund in the sentence used?
(object of the preposition)

Have the pupils read the given
sentences: Have them identify the gerund
used in the sentence.

1. No one really benefits from cheating.
2. I want to learn more about healing.
3. Her hobby, sketching, eats up most of her
time.
(Sentence #3 is used as an appositive)
Discuss further.

5. Fixing Skills:
Underline the gerund used in the
following sentences then write whether it is
used as object of the preposition or as an
appositive.

1. She improved her Math skills by
practicing.
2. We should know the benefits of listening
from learned men.
3. Claire will report on the basics of
dancing.

How did Bobby show his love for his
uncle? Make a script and dramatize it.
GROUP 2: THANK YOU

Make a Thank-you Letter for
someone you would like to extend your
gratitude to.
GROUP 3: GET WEL SOON!

Make a Get-well Soon Letter for
someone who is sick.

GROUP 4: DRAW ME

Was Uncle Ramon a good uncle to
Bobby? How? Show though a drawing.

19

4. My favorite sport, playing tennis,
keeps me in shape.
5. His field of specialization,
advertising, requires creativity.

6. GENERALIZATION:
What are the other uses of gerunds?

REMEMBER:

A verb that ends in ing and is used
as a noun is a gerund. Aside form being
used as a subject and predicate
noun/subjective complement, a gerund also
performs the same function as any other
noun in the sentence such as:

1. Object of the Preposition when
the gerund used comes after the
preposition.
Example:
She will report on baking.
prep. Gerund
2. As an appositive
Example:
She spends most of her time in
productive pastime, baking cookies.

7. APPLICATION:
a. Guided practice: Have the pupils
perform the following activities
with the group:

Direction: Underline the gerund used in
the sentences and then write its function.

1. Some painters use sponges for mixing
colors.
2. His work, baking bread, helps the
community.
3. Thank you for getting me out there.
4. Ill explain about sewing next time.

IV. EVALUATION:
A. GOLD: Direction: Underline the gerund
in each of the following sentences
and identify its function:

1. The crop was ready for harvesting.
2. The project, keeping the community
clean and green, I supported by the
people.
3. The crop was ready for harvesting.
4. Their job, baking cookies, provided
more earnings.
5. Their newfound work, tilling and
weeding the land, proved to be very
exciting.

TS (Transfer Stage)
words focusing in /I/ and /iy/

/I/ /iy/
mill meal
sit seat
win wean
still steal
rid read
live leave
pill peal
din dean

GROUP 1:
Write sentences for the following
gerunds with their given function:

1. cooking (appositive)
2. fencing (object of the preposition)
3. jogging (appositive)
4. traveling (object of the preposition)
GROUP 3:
Suppose you won in a lottery
amounting to P 1,000,000. Write a
paragraph telling how you will spend
the money. Use gerund in the
sentence.
GROUP 2:
Underline the gerund in each
sentence. Write whether it is used as
object of the preposition or as an
appositive.

1. Mabini became one of the pillars of the
Revolution, committed to the ideal of
freeing the Philippines from the
Spaniards.
2. A congested classroom is not
conducive to learning.
3. Eds talent, painting, is his greatest
contribution in the school.
4. His job, writing articles for the La
Solidaridad, was a well-kept secret.

GROUP 4:
What do you do during summer?
Have each member of the group
answers the question using gerund as
object of the preposition, and appositive.
20

Direction: Select from the word box
the synonym of the given word. Write it
below the given word. The first one is
done for you.

3. Motivation:
opposite of the following:
North - _____
Right - _____
Up - _______
Smooth - ______
Correct - ______

4. Presentation:
What do the given words tell us?

Have the pupils study how the
author, Charles Dickens of A Tale of
two Cities effectively describes the
confusion at the time the story took
place.

What descriptions did Dickens use?
(Opposites)
Have the pupils study the following
words:
A B

best worst
wisdom foolishness
belief incredulity
light darkness
hope despair
everything nothing

5. Discussion:
What are the given words under A and B
tell us?
What are these words?
What are antonyms?
Discuss further.

6. Fixing Skills:
A. Direction: Identify the antonym pairs
in each of the following sentences. Then
underline them. The first one is done for you.

1. She may be my friend, but she can also be
my worst adversary.
2. The Ten Commandments were given to
establish order from chaos.
3. Her sad expression turned jubilant when she
heard the glad news.
4. I found out he was friendly, not belligerent
as he was rumored to be.
5. Dont dawdle nor hurry, but take enough
time to do your work well.

B. Read each sentence below. Copy the
italicized word on the first column of the
form following the sentences. Then copy
its antonym found in the same sentence
on the second column. Number 1 is done
for you.

1. Her quiet words belied the furious beating in
her heart.
2. The pleasant afternoon was interrupted by a
violent earthquake.
3. The walk to the seashore was easy but the
climb up the mountain was arduous.
4. To a quiet person like me, the visitor seemed
to be a garrulous man.
5. We wondered whether her act was inspired
by kindness or by malice.

ITALICIZED WORD ANTONYM IN THE
SAME SENTENCE
1. furious 1. quiet
It was the best times, it was
the worst of times. It was the age of
wisdom, it was the age of foolishness,
it was the epoch of belief, it was the
epoch of incredulity, it was the
season of Light, it was the season of
Darkness, it was the spring of hope, it
was the winter of despair, we had
everything before us, we had nothing
before us.
real
genuine
coarse
_______
value
________
decline
_______
promise
________
late
________
Word Box
rough pledge
worth refuse
genuine tardy

21

2. 2.
3. 3.
4. 4.
5. 5.

7. Generalization:
What are antonyms?

@ Antonyms are words
with opposite meanings. Antonyms
are used effectively in making
descriptions. Opposites show
strong contrast between two ideas,
persons or things.

8. APPLICATION:
A. Replace each underlined word
with antonym.

1. Our living room is ugly.
2. Few plants hang by the windows.
3. I feel restless in that room.
4. The shelves hold dull pottery.
5. Dark curtains frame the windows.

B. Match the words under Column A
which means the opposite of the words
under column B.

A B
1. pretty a. big
2. dry b. deep
3. short c. ugly
4. tiny d. long
5. shallow e. wet

C. Direction: Write each sentence. Replace
each underlined word with an antonym
given from the list of words inside the
box. The first one is done for you.

1. Sometimes people smile at what they
read.
Sometime people frown at what they
read.
2. There are many wide streets in the city.
3. Mary is very extravagant.
4. How much did your brother gain in his
business.
5. Everybody is busy today.

IV. EVALUATION:
TS. Direction: From the list of words below,
select the antonym of the underlined word in
each of the sentences.

1. The winner was a sluggish runner.
2. It is humid in the jungle.
3. A glass toy would be fragile.
4. I like my cereal to be soggy.
5. Sometimes, my brother exhibits weird
behavior.

V. ASSIGNMENT:
A. GOLD: Direction: Write 5 sentences
using gerund as object of the preposition and
5 sentences using gerund as appositive.

B. TS. Direction: Read the given sentences
below. Supply the antonym of each
word in parentheses. Then rewrite the
sentences with the needed antonyms.

2. Mr. Abiog is very (rich). He lives in a (big)
house, wears (expensive) clothes and eats
(costly) food.
____________________________________
____________________________________
____________
3. Sherwin is a (bright) pupil. He always gets
the (highest) score in tests. He reads and
writes (fast). He has (many) friends.
_______________________________________
_______________________________________
_________________________________

LESSON # 5

I. OBJECTIVES:

GLR: 1. Enjoy reading a story
GOLD: 3. Use gerunds as direct object
TS: 4. Write a home reading report.

II. SUBJECT MATTER:
GLR: Gombay and the Wild Ducks
OLD: Using gerunds as Direct Object
TS: Writing a Home reading Report

thrifty narrow
idle lose
frown
dry burn
strong normal
lively
22

PELC Speaking 5; PELC Reading 1.4
Phoenix 21
st
Readings and Communication Skills in
English p. 252
Linking the World through English pp. 288
- 292

picture of a duck

III. PROCEDURE:
pupils read the tongue twister given:

What does Watt-watt White want?
Watt-watt White wants a pair of
white pants.
A pair of white pants is what Watt-
watt White wants.

2. Motivation:
Have you ever heard of the story
about the man who was allowed to own
as much land as he could and in the end
got just enough to bury him six feet
under the ground?
What does that say about wanting
more than you need?

A word can have more than one
meaning. Have the pupils decide which
meaning of duck is used in the following
sentences.

a. a swimming bird
b. to dive or dip the head
c. to avoid or evade
d. cotton fabric
e. someone who is considered
attractive or a darling
f. someone who cannot act efficiently
because of disablement
g. someone with peculiar
characteristics.

1. He was such a duck and everyone loved
him!
2. The outgoing president knew that his
decisions would eventually be
challenged by the incoming president.
He is what one may call a lame duck.
3. He had some light clothes made out of
duck.
4. He ducked the moment he sensed a revolver
aimed at his head.
5. It would not be cowardly to duck when you
spot an angry fist coming your way!

4. Motive Question:
How did Gombay came to be one of the
ducks?

1. Have the pupils listen to the story. Let
them take down notes about the story
they are going to listen.

Gombay and the Wild Duck

Once there lived a hunter named Gombay.
There was a pond near his house where wild
ducks came to play. He had been getting one for
each day as his father had before him. But one
day he thought, If I can catch a hundred wild
ducks in a day, I can be as lazy as I want for
ninety-nine days. It seemed like a very good
plan.

Immediately he set the snare of a hundred
loops made with one rope. Then he hid himself
behind a tree. It was just before dawn, and he
could count ninety-nine ducks in the loops. He
waited for one more duck. Finally, the sun
began to show bright on his face. Then the birds
were surprised to know they were in a trap, and
flew up all together at once.
Gombay, holding the end of the rope went
high up in the sky, too. Help, help! he cried
from the sky, but nobody could hear. Alas, the
rope snapped suddenly, and he went down.
Soon, he realized he had become a wild duck as
he was falling down. Yes, he was flying now as
freely as he wanted. It was like a dream for
Gombay, but he had to live as a wild duck,
anyway. He felt hungry, so he flew down near a
pond. He found a small fish swimming in the
pond. He was going to catch it for a tasty meal,
but he was caught with a snare like the one that
he had used.

Gombay became sorrowful and said to
himself, What a pity when even one duck is
caught! And I tried to get a hundred ducks at a
time. It is indeed the punishment of God. He
shed tears, and they dropped on the rope. Then
it snapped. What a miracle! Gombay was so
glad that he shed tears again for his great joy.
This time the tears flowed down and got his
clothes wet. What a miracle again! He became
Gombay as he was. Since then, he stopped
23

hunting wild ducks and he became an
honest, kind hearted farmer and lived
happily forever.
-Yoshimasa Kogawa

CT. CRITICAL
THINKING
1. Answering the motive
question:
How did Gombay came to be one of
the ducks?


1. Who is Gombay?
2. What kind of person is Gombay?
3. What did he decide to do one day?
4. What experiences did he have when he
became one of the wild ducks?
5. Did he enjoy being a wild duck?
6. What freed him for being a wild duck?
7. When he was back to being Gombay,
what lesson did he learn form his
experience?
8. To prove his resolve to be a better
person, what did he give up?
Have each group perform the
following activities.

GOLD (Grammar, Oral,

pupils read the following words:

jar guard arm card
large charm smart car
scarf market dark park
yard chart hard harm

Have them read the following phrases.
Have them read the words with /a/ sound well.

carve a heart a large scarf
a mark on the guitar a jar in the barn
a card for Arthur an ark in the park

2. Review:
Transform the following verbs into gerunds
then use each one of them in sentences as
subject and predicate noun.

1. Climb
2. Write
3. Read
4. Cook
5. Study

3. Motivation:
using questions using gerund.
What do you usually do during
weekends?
What do you like to eat during recess
time?
What is your fathers hobby?

4. Presentation:
Have the pupils read the paragraph:

We, Filipinos, appreciate good taste in
our food. We love eating very much. We are
satisfied by preparing our food with the
least cost required.

5. Discussion:
Have the pupils underline the gerund
used in the paragraph. The teacher will write
the answer on the board.
What do we love very much? (Teacher
will write the answer)

We love eating very much.
What word comes before the gerund in
the sentence? (love)
What kind of word is love? (verb)

Choose the part that you liked best in
the story. Then make a script and
GROUP 2: DRAW ME

What do you think would have
happened to Gombay if he did become
human again?

In the story, Gombay already had what
he needed but succumbed to wanting
more. If you will be given a chance to write
to him, what will you say?


the class.

24

How is the gerund eating used in
the sentence? (object of the verb)
sentences:

1. Filipino love playing
basketball.
2. Mother likes listening to her
favorite radio program.
3. My sister finds dancing
interesting.

What are the gerunds used in the
sentences?
What word comes before each gerund?
How are gerunds used in the sentence?
Discuss further.

6. Fixing Skills:
Answer the following questions
using gerund as object of the verb.

a. What do you love doing during
summer?
b. What does your sister study?
c. What does your aunt teach?
d. What do you and your friends find
interesting?
7. GENERALIZATION:

What are the other uses of gerund?
How is gerund used as direct object
or object of the verb?

REMEMBER:
A verb that ends in ing and is used
as a noun is a gerund. Aside form being
used as a subject and predicate
noun/subjective complement, a gerund also
performs the same function as any other
noun in the sentence such as:

1. Direct Object when the gerund comes
after the verb. It answers the question
what.
Example:
She likes stitching very much.
verb gerund

8. Application:
Have the pupils answer the questions
given

1. What do your friends love to do
during weekends?
2. What does Karl love to do during
winter?
3. What does Mary Frances like to do very
much?
4. What does your mother find interesting?

IV. EVALUATION:
1. GOLD: Direction: Complete the
following sentences using gerund as
object of the verb.

a. The newscaster came ______ to catch
the event. (run)
i. The police began _____ the thief.
(chase)
3. Princess and Kim find ______ interesting.
(dance)
4. The farmers started _______ the fruits
since last week. (pick)
3. Agnes loves _______ fiction story.
(write)

TS (Transfer Stage)
the pupils read the following pairs of
words:

/a/ - /e/
lace less chase chess
vase vest paste pest
gaze guess baste best
hail hell sail sell

/a/ - /a/
fate fat paint pant
hate hat laid lad
main man vein van
eight at pale pal

2. Review: Checking of assignment
Arrange the following events in order.

_____ When the fight for our freedom started,
Apo Mena joined the rebels.
_____ He served as governor of Ilocos Sur.
_____ He was sent to the U.S. to represent the
country in the World Fair.
_____ He spent his time in keeping alive the
peoples interest in arts, letters, and music.
_____ He formed bands and orchestras which
played native music.

3. Motivation:
Do you enjoy reading a story?

4. Presentation:
To be able to read well includes the
ability to interpret and summarized
accurately the content of what you read.
25

Careful analysis and evaluation are also
an important part of good reading.
Give an example of home reading
report.

Book Title: Stories of our
Country
Title: The Legend of
Mayon Volcano
Author: Amado L. Agorilla
Place and Date
of Publication: Manlapuz Publishing
Co., Manila 1989
Number of Pages: 3
Setting: Kingdom of Albay
Characters: Daragang Magayon,
Gat Malayo, and
Datu Buhawen
Theme: Love and Sacrifice
Brief Summary:
Magayon was the most beautiful
maiden in the kingdom of Albay. She fell
in love with Gat Malayo, a prince from a
Tagalog Kingdom in Tayabas. The two
decided to marry, but Datu Buhawen, the
bravest in Albay kingdom, threatened to
kill Magayons loved ones if she would not
agree to marry him. Magayon consented to
the marriage. On the day of the wedding,
Gat Malayo arrived and a fierce battle
began. Datu BUhawen was killed. When
Gat Malayo was about to claim Magayon
as his bride, a friend of Datu Buhawen
stabbed him to death. When Magayon saw
her lover dying, she took the dagger and
killed herself. The two were buried in a
common grave. After a few days, the earth
on their grave rose and turned into a
beautiful mountain-volcano. It was named
after the beautiful maiden Magayon.

Plot: a. Magayon and Gat Malayo
met and fell In love and decided
to marry.
b. Datu Buhawen threatened
Magayon to a forced marriage.
c. Before the ceremony, Gat
Malayo arrived and a battle
commenced.
d. Buhawen was killed and so
was Gat Malayo.
e. Magayon killed herself when
she saw her lover fall.
f. A mountain-volcano rose from
their common grave.

Moral Lesson: Nothing good comes out
from selfishness.
Comment: The story has a tragic ending.
Because of mans selfishness,
many lives were sacrificed.

4. Discussion:
What was the title of the home reading
report?
Who is the author?
Who Is Magayon? Gat Malayo? Datu
Buhawen?
Why did Magayon consent to the
marriage with Datu Buhawen?
What happened when Gat Malayo tried
to stop the wedding of Magayon and Datu
Buhawen?
What is the moral lesson of the story?
Discuss the parts of a home reading
report.

5. GENERALIZATION:
What are the parts of a reading report?
What does each part tell?

REMEMBER:
These are the different parts of a home
reading report:

1. Title
2. Author: the writer of the story
3. Place and Date of Publication: where and
when the story was published.
4. Number of pages
5. Brief summary: important points
6. Setting/ Characters where and when the
story happened, major and minor characters
7. Theme what topic is the story about
8. Plot sequence of events.
9. Moral Lesson what learning the story
teaches.
10. Comments what the reader think about the
story.

7. Practice Exercise:
Have the pupils read a short story. Have
them write a book report using the format
given.

Title:
Author
Place and Date of Publication
No. of Pages
Brief summary
Setting:
Characters:
Plot:
Lesson:
Comments:

26

IV. EVALUATION:
A. TS. Direction: Have the
pupils read the story. Have them
write a book report using the given
format.

The Rose Bush and the Apple Tree
(Adapted)

Near the apple tree grew a rose
bush. The rose bush saw how much she
was admired and said, Who can compare
with me, and who is as worthy as I am? My
flowers are beautiful to the sight and sweet
to the nostrils. True, the apple tree is bigger
than I, but what pleasure does he give to
mankind?

When the apple tree heard this, he
said, Even though you are worthier than I
in the beauty of your blossoms and the
sweetness of your smell, you are less
worthy in goodness and friendliness.

Tell me, the rose bush said, what
is evidence of your goodness?
And the apple tree answered, You
do not give flowers to man unless you first
wound him with your thorns. But I give my
fruit to all, even to those who throw stones
at me.

V. ASSIGNMENT:
A. GOLD: Read Marlons story. Complete
his story by using the appropriate gerund.
Choose from the list inside the box.

The crow likes ______ on the fence.
It never gets tired of _____ for me to leave.
_____ our corn is its favorite pastime. My
job is _____ the corn form the crows. That
is why Im giving this scarecrow the job of
_____ in the field. _____ it in a good spot
in important. I enjoyed ____ a scarecrow
on the job. Its presence has changed the
crows habit of ____ in the fields. Now, its
usual activity is ___ above the corn. By
____ the crow away, the scarecrow is
doing its job.

B. TS. Direction: Have the pupils read a
short story. Have them make a reading
report for the story that they are going to
read.

LESSON # 6

I. OBJECTIVES:

listened to.
GOLD: 3. Use the possessive form of nouns.
4. Form the possessive of nouns.
TS: 5. Follow series of directions in
prescriptions and experiments.

II. SUBJECT MATTER:
GLR: Pandoras Box
GOLD: Using the possessive of nouns.
Forming the possessive of nouns.
TS: Following Series of Directions

PELC Speaking 5; PELC Reading 2.1;2.2
Phoenix 21
st
Linking the World Through English pp. 288 -
292

III. PROCEDURE:
Have the pupils recite the tongue twister:

Lily Lee listens to lessons,
As Lily Lee listens to lessons,
She listed eleven lessons
on how to listen to lesson.

2. Motivation:
What does a myth mean?
Have you heard a myth story?

Have the pupils read the
following situation. From the box below,
choose the best word that describes the
situation.

tidiness curiosity
meanness grief
cruelty wickedness
greed
waiting placing flying
standing protecting being
watching driving staying
picking guarding
27

1. Vira, the stepdaughter of Dona
Mary, was washing the clothes one
morning. Another pile of soiled
clothes was given to her and when
she was about to complain, Dona
Mary hit her with her cane.
___________________________

2. Angelo, a naughty boy in Mrs.
Cabrals class was thinking of
putting the used bubble gum on his
classmates seat.
_____________________________

3. Martha was very eager to know
whats inside the forbidden room.
___________

4. Miss Castro asked the children to
research in the library. After an
hour, the bell rang. The children,
except for Arleen, gave the books to
the librarian and went away. Arlene
cleaned the mess that her classmates
left. She pushed the chairs back and
picked all the pieces of papers
scattered around. She returned the
books she borrowed and left the
library quietly.
_________________________

5. All the members of the family were
there. Tears kept falling from their
eyes. Their sick father, almost
dying, was giving his last will.
________________

6. Mario received one gallon of ice
cream from his grandfather as a
present. Lito, his youngest brother,
asked for some but Mario didnt
mind him until he had eaten all the
ice cream. _____________

7. An old lady, wearing ragged clothes
in front of Dona Narcisas house,
was asking for a piece of bread.
Dona Narcisa yelled at her and
asked her to go away.
_______________________

4. Motive Question:
Why did Pandora open the box?

Let them take down notes about the
story listened to.
PANDORAS BOX

When man had been made, Jupiter
decided that he would make woman, and send
her down to earth. He called on all the gods and
goddesses to help him, and they did.

Venus gave her beauty. Apollo gave her
the gift of music. Minerva gave her wisdom and
skill in spinning and weaving. The mischievous
Mercury stirred in for spice a few very human
failings, curiosity among them.
When she was finished, she was lovely.
Quite proud of their handiwork, the gods named
her Pandora which means the gift of all the
gods and Jupiter put into her hands a chest
of ivory, quite small but intricately carved, with
an odd golden clasp. He cautioned her to keep it
by her always, but never to open it. Then, he
sent her down to earth and presented her to
Epimetheus.

And she made Epimetheus a very good
wife. She was a good cook; she kept the house
tidy; she wove a beautiful cloth; and she obeyed
her husbands wishes in everything. In spite of
herself, however, she found her thought turning
too often to that ivory box she had brought with
her. Finally, there came a time when it seemed
to her that she and the box could not possibly be
in the same house any longer unless she knew
what was in it. So she took the little golden key
that hung from it by a silken cord, and turned it
in the lock. The she lifted the lid just a little,
just for a glimpse.

Alas, poor Pandora! In an instant, the
room was filled with tiny ugly winged creatures,
buzzing around the walls and streaming through
the windows. What had she done? In a panic,
she shut the lid again, but it was too late. For in
that box had been all the evil things the world
had not known before Meanness and Greed,
Cruelty and Pain, and a million others and as
soon as the lid was lifted, out they flew. They
have been flying about ever since, causing all
sorts of grief and misery. What a pity she ever
let them loose!

But there is one thing to be said for
Pandora when, in her panic, she clapped the
box lid shut again, she did just in time. For in
the chest, there with the wicked winged things
was Hope. If Hope had escaped with the rest,
the world would have been far worse off than it
is. But fortunately, she was left behind. And
whatever could we do without her? Myth-

28

CT. CRITICAL
THINKING
Why did Pandora open the box?


1. Why do you think Jupiter made a
woman?
2. What did Venus, Apollo, Minerva and
Mercury contribute to Pandora?
3. What does the word Pandora mean?
4. Did Epimetheus and Pandora have a
happy marriage?
5. What were inside the box?
6. What do they mean?

Have the pupils in each group
perform the following activities:

GROUP 3: STORY GRAMMAR
ORGANIZER

Have the pupils complete the story
grammar organizer:
Title: _________________________
Author: _______________________

Allow the pupils to perform the activity
under time limit.

GOLD (Oral, Language
Development)
Have the pupils recite the given tongue
twister:

Cecile likes to sell a pencil/
A pencil Cecile likes to sell,
Looks like a pen with a seal/
rather than a pencil.

Have 2 3 pupils give their
sentences using gerund used as direct
object, object of the preposition and as an
appositive.

3. Motivation:
The teacher will present different
things and will ask the question:
Whose pencil is this?
Whose bag is this?
Whose notebook is this? Etc.

4. Presentation:
dialogue. (To be written on manila
paper)

Who Owns That?

Precious, Allyson and Jamaica are at the
school playground having their short break.

Precious: Hey, someone left his bag.
Allyson: It must be Kenneths. I saw him
once using it.
Jamaica: But Kim has also one like it. It might
be his bag.
Precious: Why dont we look for any
identification inside? (looks inside
the bag) Aha, its neither Kenneths
nor JCs. Look at the ID card here. It
is Ralphs bag.
Ivy: (comes close to the girls) Excuse me.
Does anyone of you own this wallet?

Choose the part that you liked best in the
story. Then make a script and dramatize the
chosen part.
GROUP 2: DRAW ME

What do you think would have
happened if Pandora followed what was
instructed to her?

the class.

the problem?
29

Precious: It is mine. Im glad you found it.
Thank you!
Ivy: You are welcome. I thought it
was Jannelles wallet.
Allyson: Well, now we know who own
the things we found. You have
your wallet Precious. Lets go
and give this bag to Ralph. He
might be looking for it now.
Precious: Yes, lets go girls!

questions:

1. What did the girls find?
2. Who did they think owned the bag?
3. What did they do to find the rue owner
of the bag?
4. Who owns the bag?
5. To whom did the wallet belong?

statements taken from the dialogue.

1. It must be Kenneths.
2. It is JCs bag.
3. I thought it was Jannelles wallet.

5. Discussion:
What is added after the name of a
person in the sentence? How many own the
bag? Who owns the wallet?

Have them study the following
examples:

a. The girls school uniforms are still new.
b. The pupils desks are made of wood.
c. The butterflies colors attract many
people.

How many own the uniforms? the
desks? the colors? Notice that s is added to
the nouns if the owner is more than one.

Have the pupils study the following
phrases:
knob of the door
key of the room
collar of the shirt

What is used in order to show
possession? (of phrase)
How can we rewrite the following
to show possession?
Discuss how these phrases can be
transform to show possession:

doors knob
rooms key
shirts collar

Discuss further. You may use the
information given under REMEMBER.

6. Fixing Skills:
Rewrite the following to show
possession:
1. bicycle of Sherwin
2. parents of Lei and Elise
3. tools of the carpenters
4. kites of the boys
5. speech of the president

7. GENERALIZATION:
What do we use to express
possession?

REMEMBER:
A noun that expresses possession,
ownership, or connection is in the possessive
case.
The sign of the possessive case is the
apostrophe and s. (s)
The phrase of theis used with lifeless or
inanimate objects.
Possessive case of nouns may be formed
in several ways:

1.To form the possessive singular, add s to
the singular form of the noun.
Example:
Marys song girls dress

2. To form the possessive plural of nouns
ending in s, add the apostrophe () only.
Example:
ladies shoes leaders abilities

3. Proper names ending in s form the
possessive case by adding the apostrophe
and s.

Example:
Jahzeels new shirt Jamess answer

4. In compound nouns, the s is added to the
end of the word.
Example:
sister in laws recipe
sisters in laws recipes

5. If two or more nouns are used together to
indicate separate ownership, the s is used
after each noun.
30

Example:
Kathys and Sarahs dresses

6. If two or more nouns are used
together to indicate joint ownership,
the s is used after the last noun only.
Example: Karl and Jazzers
boat

7. The of-phrase is commonly used with
inanimate nouns to show possession.
Examples:
end of the story
lock of the door
cover of the book

8. APPLICATION:
A. Guided Practice:
Direction: Make your own dialogue
using possessive nouns correctly.

Direction: Fill in each blank
with the possessive form of the
noun at the left.

(God) 1. ______ saints should be our
models.
(Children) 2. ______ games are often
exciting.
(doctor) 3. A ____ training requires long
hours of study.
(Lady) 4. Girls should imitate our _____
virtues.
(Napoleon) 5. ______ gallantry won
distinction for him.
(baby) 6. The ____ loud cry awakened
the sleeping mother.
(butterfly) 7. A _____ wings are made up of
scales.
(deer) 8. The ____ horns are called
antlers.
(abbot) 9. The _____ hood is missing.
(grandparents) 10. Our ______ farm is wide and
airy.

IV. EVALUATION:
A. GOLD: Direction: Rewrite each
sentence. Change each underlined phrase
to include a possessive noun.

1.The safety habits of the students should be
perfect.
2.The students listen to the opinions of the
adults.
3.The comments of the visitors are helpful.
4.The hands of many pupils are raised now.
5.The principal reminds students to use the
office of the nurse.

TS (Transfer Stage)
following words with /v/ sound:

vie veal visage
voltage veal valve
varnish visa voter
ventral vague virgin
vibrant varsity venison


3. Motivation:
Do you know how to wash plates?

4. Presentation:
Have the pupils read the directions that
follow.

GROUP 1:
Your group was asked by the
principal to help look for the owners
of the items deposited at the schools
lost and found nook.
GROUP 2:
You talked among yourselves
about the food served at your school
canteen.
GROUP 3:
When you arrived home, you find a
new pair of shoes, a new bag, a new pair
of pants, and a new shirt.
GROUP 4: Complete the dialogue using
appropriate nouns in their correct
possessive forms.
A: We are going to celebrate our ____
anniversary.
B: Yes and our teacher wants us to present
a puppet show.
A: The ___ collection of puppets is a large
one.
B: However, the principals objective was
for _____ to write their own script.
A: Making the hand puppets can challenge
the _____ creativity.
B: What could be the ___ share in the
work?

31

First, remove the extra food from
the plates.
Then, put the plates, spoons and
forks and glasses together. Rinse them
once and soap them, beginning with the
glasses, plates, spoons and forks. Rinse
the glasses and drain them on the drain
board. Then rinse the plates well
followed by the spoons and forks. Drain
them on the dish drain. When dry, keep
them in the dish rack.

5. Discussion:
What is the first thing to do with the
dirty plates?
What is done next?
What is the next step to take?
What step follows?
What is done next?
What is done last?
This time, write the steps in
washing plates.

6. Fixing Skills:
Have the pupils read the experiment
given on how plants get water from the
soil. Then let them answer the questions
given.

Have a stalk of celery ready.
Have a clear glass half filled with
water.
Put a little red food coloring in the
water.
Mix it well.
Then drop the stalk of celery in the
glass with colored water.
Let it stay for two hours.
Observe what happens.

1. What are the materials you need in
the experiment?
2. What do you put in the glass of
water?
3. What do you do in the celery?
4. How long will you let it stay in the
water?
5. Can you predict what will happen?

7. Generalization:
How do we follow
direction?

REMEMBER:
Directions are useful in telling you
how to make something, like how to cook
rice and how to get from one place to
another. To follow directions, you must have
steps to take in the proper order.

8. Application:
A. Read the directions below.
Mother taught Mary Frances how to
cook rice.

Here are the steps given to her.
First clean the kettle where you will cook the
rice.
Then measure 3 cups of rice.
Wash the rice 2 times.
Put 3 cups of water in the washed rice.
Cook until the rice is done.
Put the stove to low fire.
Then let the rice to cook for two more minutes
to cook the rice well.

Questions to answer:
1. What is the first thing to do when cooking
rice?
2. How many times will you wash the rice?
3. How much water will you add to 3 cup of
rice?
4. What must be done when there is no more
water?
5. What is the last step to do to cook the rice
well?

B. Read the paragraphs below.
Father went to the farm and suddenly it
rained hard. He got wet and caught colds.
He asked for medicine from their family
doctor.
Here is the prescription he got.

1. What medicine was given to him?
Allyson Gale G. Francisco, M.D.

East Ave., Medical Center
Room 13 MWF 10 12:00 NN

Patients Name: Pedro Canlas Age: 40
Address: 1512 Nacar Sex: M
Date: Apr. 15/10

Px
Phonyl propanolamine HCl 25 mg - # 15
Chlorphenamine malcate 2 mg & paracetamol 500 mg
(Neozep forte)
Sig: 1 tablet every 6 hrs for 5 days.
______________
Lic. No. _________
PTR: ___________

32

2. How many times would he take the
medicine?
3. How long would father take his
medicine?

IV. EVALUATION:
Direction: Read the
directions below. Then answer
the questions that follow.

How to Grow a Plant from a Seed
Get 5 seeds of white beans. (Patani
seeds)
Pour a little water on the seeds in a
deep plate.
Let them stay overnight.
In the morning you will see a root
coming out.
Prepare the pot where you will plant
the seed.
Put sandy loam soil in it and choose
the best seed.
You will put the seed with its root
down in the soil. Plant the other
seeds on the ground or in another
pot of soil. Water them a little and
let them stay where there is
sunlight.
Observe how the plant grows.

Questions to answer:
1. What is the first thing to do with
seed?
2. How long will you let the seeds stay
in the plate?
3. What steps follow?
4. How will you position the seed you
will plant?
5. What do you do next?
6. Where will you put them?

V. ASSIGNMENT:
A. GOLD: Direction: Change the
underlined group of words to include a
possessive noun.

1.The farm of my aunt is in Laguna.
2.The school of my cousins is in a
nearby town.
3.The truck of my uncle takes them to
school.
4.The apartment of Uncle Brad is in the
city.
5.The name of my cousin is Celia.

B. TS. Direction: Read the paragraph
given then answer he questions that follow.

Jazzer had colds for the past 3 days. He
had fever and developed a cough. His
mother took him to a doctor. The doctor
gave him a prescription.

1. Where did Mother take him?
2. What medicines given to Ric?
3. How often did he have to take the
medicine?
4. How would he take the medicine?
5. How long would he take the medicine?

LESSON # 7

I. OBJECTIVES:

listened to.
GOLD: 3. Use a variety of sentence as to
structure; simple sentence
4. Form simple sentence.
TS: 5. Tell the relationship expressed in the
selection as to cause and effect.

II. SUBJECT MATTER:

GLR: Appearances are Deceptive
GOLD: Using a variety of sentence as to
structure simple sentence.
Forming simple sentence.
TS: Recognizing cause and effect
relationship.

Allyson Gale G. Francisco, M.D.

East Ave., Medical Center
Room 13 MWF 10 12:00 NN

Patients Name: Jazzer F. Age: 15
Address: 1512 Nacar Sex: M
Date: Apr. 15/10

Px
Erythromycin 250 mg - # 10(ERYCIN)
Sig: 1 tablet 2x daily for 5 days
______________
Lic. No. _________
PTR: ___________

33

PELC Speaking 6; PELC Reading 6.1 p 23
Explore your World through Language and
Literature pp 58 - 61
Dynamic Series in English 6 p 39


III. PROCEDURE:
Have the pupils recite the given
tongue twister:

Should she sell sheers sheets or
should she sell shaggy shawls?

2. Motivation:
Is it important to be beautiful?
Why?
Which is more important, to be
kind or to be beautiful? Why?

3. Unlocking of Difficulties:
meaning of the following words:

1. appearance a. luck
2. deceptive b. pupa
3. bandaged c. look
4. fate d. misleading
5. chrysalis e. tied up
6. scurrying f. rushing

4. Motive Question:
What had become Sundri?

1. Have the pupils listen to the
important details of the story.
2. Use the Direct Reading
Thinking Activity (DRTA)
when telling the story.

APPEARANCES ARE
DECEPTIVE

One day, Bina, the ant, was
scurrying about in search of food. Summer
was almost over and the rain was
approaching. Soon it would be raining and
food would be difficult to find. Bina knew it
was necessary to stock as much as possible
so that her ant colony could have enough to eat
during the difficult months ahead.

She had collected quite a bit already.
Now she was on the lookout for bits of sweet
foods that younger members of her colony loved
to eat after their meal. Going to and fro between
trees and shrubs, Bina suddenly smelt the sweet
aroma of pastry. She quickly went around the
bush and there she saw it a large bit of pastry
with a whole raisin in it. Just then she looked up
and saw something hanging from the leaf of a
bush. Looking closer, she saw that it was a tiny
tail. It seemed to be all wrapped up in
something, as if bandaged.

Oh, you poor thing! What a sad fate
you have Sundri! I can run anywhere I wish,
climb trees, or go over mountains. And look at
you, you are trapped in your shell. All you can
do is move your tail around a bit. Even ant
children can run around and do as much as we
can. They are free. You are all bound up and
cannot even move. What a life you must have!

But there was no answer from the
chrysalis. So Bina went on and walk away with
her piece of pastry. Bina did not know it, but the
thing was a chrysalis, the pupa of a butterfly.

A few days later, Bina came that way
again hoping to find more pastry or biscuit lying
around.

It was unusually hot that day and she
was sweating. Suddenly, a cloud seemed to
come over and she felt a soft cool breeze. She
looked up. Wow! One of the most beautiful
butterflies she had ever laid eyes on! Light blue
spotted with light pink and yellow dots.

Look at me, Bina. I am your much-
pitied friend. You boasted of being able to run
around and climb mountains. But now try to get
me to listen.

How beautiful and how lucky it is to be
able to fly around free!

And with a graceful flap of her wings,
Sundri, the butterfly flew away like a soft sigh of
the breeze.
-An Adaptation-

34

What had become Sundri?
(Answer: Sundri had become one
of the most beautiful butterflies Bina had
ever seen.)


a. Who is the ant in the story?
b. Why is she scurrying about in
search of food?
c. What did she see something
hanging from the leaf of a bush?
d. Why did BIna pity Sundri?
e. Do you think Bina was right to
pity Sundri? Why?
f. If you will be Bina, will you do
the same with Sundri?
g. Is it right to boast with
somebody? Why?

following activities under time
limit.

GOLD (Grammar, Oral

tongue twister:

Betty bought a bit of butter but she
found the butter bitter/
So she bought a bit of butter to make
the bitter butter better.

2. Review: Kinds of a sentence:
Identify whether each sentence is
declarative, interrogative, imperative or
exclamatory.

1. The teacher speaks clearly.
2. Turn on the radio.
3. Is there news about the hurricane?
4. Ms. Cruz feed the chicken.
5. How heavy the rainfall is!

3. Motivation:
What is a hobby?
What are your hobbies?
How does your hobby help you?
(Have the pupils write a few sentences to tell
about their hobbies.)

4. Presentation:
sentences:

1. Karl collects shells.
2. Karl collects and sells his collection.
3. Ysa and Princess make dresses for
their dolls.
4. Sherwin and Jazzer collect poems
and write their own haikus.

5. Discussion:
What is the subject in the first sentence?
(Karl)
What is the predicate? (collects)
How many subjects do we have in the
first sentence? (One)
How many predicate? (One)
What kind of subject do we have in the
first sentence? (Simple subject)
What kind of subject do we have in the
firs sentence? (Simple predicate)
What kind of sentence is this? (Simple
sentence)
Why do we say so? (It expresses only
one idea)
(Do the same questioning for sentences
b, c , d.)
(use the concept in the generalization
during the discussion)

GROUP 1: LIGHTS, CAMERA,
ACTION!

What part in the story did you like
best? Make a script and dramatize it
before the class.

Identify the lesson of the story
and compose a song that tells the
moral lesson of the story. Prepare to
sing your song to the class.

GROUP 3: WRITE ME A LETTER!

Choose your most liked
character or most disliked character
and write a letter to the character
expressing your feelings to him/her.

GROUP 4: CERTIFICATE OF
RECOGNITION

Describe Sundris attitude. Make a
certificate of recognition for her.
35

6. Generalization:
What is a simple sentence?
How do we form a simple
sentence?

REMEMBER:
A simple sentencehas one
independent clause. An independent clause
has a subject and a verb and expresses one
complete thought.

A simple sentence can be formed in
four ways:

Simple Subject and Simple
Predicate
The food is packed in three ways.

Compound subject and simple
predicate
Air, water and sunlight are
needed to make plants grow.

Simple Subject and Compound
Predicate
The rain fell and flooded the
streets.

Compound Subject and Compound
Predicate
Butterflies and other insects
alight on the flowers and sip
their nectar.

7. Application:
A. Guided practice:
Direction: Make five simple
sentences of your own following the
instructions for you.

Direction: Put a check (/) on the
blank before each number if the sentence tells a
simple sentence and cross (x) if it is not.

_____1. Big papayas are raised in that farm.
_____2. To get a good grade, you must finish
your project early.
_____3. We waited long hours at the bus
terminal.
_____ 4. Every day, I watch the incoming ships.
______5. Tricia and Allyson moved and
removed their furniture.

IV. EVALUATION:
GOLD: Direction: Complete each simple
sentence with a compound predicate.

1. Our neighbor _________________.
2. The children at the plaza
_____________________.
3. The river behind our house
____________.
4. The trees at the forest ______________.
5. Plastics _________________________.

TS (Transfer Stage)
the pupils read the following
contrastive pairs of words:

/t/ - /d/

1. ten den
2. time dime
3. tow do
4. grate grade
5. pat pad

Direction: Write the antonym of the
following words:

1. bright
2. thick
3. pleasant
4. wonderful
5. pretty

3. Motivation:
Match the phrases under column A with
the phrases under column B to complete the
thought.

A B
GROUP 1:
Your group was asked by your
English teacher to write a sentence
describing your family.
GROUP 2:
You talked among yourselves
about the food served at your school
canteen.
GROUP 3:
When you arrived home, you find
out that your father has just arrived from
the States.
GROUP 4:
Write 5 sentences about the things
that you would love to do during Christmas
36

__1. An apple a day a. ..make the
air fresh and
clean
__2. Exercise and proper bkeeps the
diet. doctor away.
__3. Chain-smoking... c. can cause a
lung cancer.
__4. Trees around us... d. make our
body strong
and healthy.

4. Presentation:
given:

5. Discussion:
Why is there massive drought or
dryness of land in many places of the
country?

sentences: (use the color coding
strategy)

1. The river has become smelly and
filthy because the people kept on
throwing their waste into it.

2. Fish in the river die because people
use dynamite in fishing.

What made the river smelly and
filthy?
What is the effect of throwing
wastes/ garbage in our rivers?
Why do fish die?
What will happen if fishermen use
dynamites in fishing?

How would you analyze your
answers in questions A and B?
How can you identify the cause of a
given situation?
How would you analyze your
answers in questions C and D?
How can you identify the effect of a
given situation?
Discuss further. Use the information
given under REMEMBER.

6. Fixing Skills:
Number the statement 1 if it happened
before (cause) and 2 if it happened after (effect).

1. _____ Lucille got low grades in Math.
_____ She did not study hard.

2. _____ Kyle graduated valedictorian of his
class.
____ He made his parents very proud.

3. _____ Computers help us a lot in our school
work.
_____ Information is easy to gather with just
one click of a finger.

4. _____ Mother praised Jamaica.
_____ Jamaica got high grades in her report
card.

5. _____The children jumped for joy and
shouted Hurray!
_____They won in the English competition.

7. Generalization:
What is a cause?
What is an effect?

REMEMBER:
CAUSE is the reason why something
happens. It is a statement that expresses what
happened before. There are some signal words
that help you recognize cause. These are: since,
because, when and if.

EFFECT is the result or outcome of
what happened. It is the statement that expresses
what happened after. There are some signal
words that help you recognize effect. These are
so, thus, as a result, and therefore.

8. Application:
A. Guided Practice:
Direction: Complete the chart. Write the
cause, the signal word used and the effects
for each sentence.

1. Today, people know a lot about how the
body works because of centuries of study.

2. Early people had strange ideas about how
the body works because they very little
scientific knowledge.

There is a massive drought or
dryness of land in many places of the
country. This happened because the El
Nio phenomenon has set into the
atmosphere.
Cause Signal Word Effect

37

3. If we understand our bodies, we can
better take care of them

4. Amy is so interested with the human
body, therefore, she decided to become
a doctor.

5. Exercise daily so your body will stay fit
and trim.

I. Direction: Write your answers in
complete sentence.

1. Why are many animals in danger of
becoming extinct?
2. Why are there heavy traffics in the city?
3. What is the effect of heavy rains?
4. What is the cause of landslide in some
mountainous areas?
5. What are the effects of eating balanced
diet?

II. Match the causes in column A with the
effects in column B. Write the letter of
the correct answer.
A B
___1. Jason got
poor grades in all
subjects in the
first quarter.
___2. Louie was
not able to attend
his classes.
___3. An old
woman fell
asleep unmindful
of a lighted
candle on a
table.
___4. There was
a power
interruption in
the entire city
for five hours.
___5. Father had
a severe
headache

a. Business
establishments
and offices used
power generators
to resume their
services.
b. A big fire
started from the
old womans
house.
c. His parents
prohibited him
from playing
computer games
and hanging-out
with friends.
d. He was absent
from his work.
e. He was not able
to take the test
scheduled for
that day.

IV. EVALUATION:
TS. Direction: In each pair of
sentences, which is the cause and
which is the effect? Write C for the cause and E
for the effect.

1. _____ Math problems are difficult.
_____ Raquel was worried and unhappy.

2. _____She is not getting enough sleep.
_____Elise May spends much time watching
TV at night.

3. _____She kept her mind in her work.
_____ Pauline turned off her TV set.

4. _____The sea waves were too rough.
_____The fishermen did not go out to the
sea.

5. _____The fisherman was happy.
_____The fisherman made a god catch last
night.

V. ASSIGNMENT:
GOLD: Direction: Complete each simple
sentence with a compound subject.

1. _______________ lent their bikes.
2. _______________ rode around the park.
3. _______________waved to us.
4. __________ scampered out of their way.
5. __________ looked on with amusement.

B. TS. Direction: Read each pair of sentences.
Write C before the sentence that tells the
cause and E before the one that tells the
effect.
1. _____The player trained vigorously for the
contest.
_____She bagged the gold medal.

2. _____She became fit and ready for
competition.
_____She trained long and hard everyday.

3. _____Despite her success, she is sweet and
gentle.
_____Most people, especially her neighbors,
adore her.

4. _____The champion made many Filipinos
proud.

38

_____She was greeted and cheered by a
huge crowd upon arrival.

5. _____She is studying sports medicine.
_____She wants to improve the health
condition of the athletes.

LESSON # 8

I. OBJECTIVES:

listened to.
structure; compound sentence
4. Form compound sentence.
TS: 5. Recognize words with ph
6. Spell words with ph

III. Subject Matter:
GLR: Gabi and the Engkanto
GOLD: Forming Compound Sentence
TS: Recognizing Words with ph

Curriculum
PELC Speaking 6; Listening:
Language Arts Today p. 14 19


III. PROCEDURE:
Have the pupils read the ed in
the following words pronounced as
/ Id/.

1. demanded
2. dedicated
3. blended
4. waded
5. reported
6. snorted
7. collected
8. raided
9. descended
10. painted

2. Motivation:
Is it important to be beautiful? Why?
Which is more important, to be kind
or to be beautiful? Why?

Have the pupils identify the meaning
of the following words:

a. Enchanted (charmed)
b. Orphan
c. Magical (the unexplained)
d. Invisible (unseen )
e. Vengeful (unforgiving)

4. Motive Question:
Was the Engkanto ng Ilog
vengeful? How?

Have the pupils listen as the teacher reads
the story.

Gabi and the Engkanto

Long ago, there lived a pretty young
woman called Gabriella. Although she was an
orphan and lived alone, she had many friends.
They loved her and called her Gabi for short.

She lived in a humble nipa hut with a
beautiful garden where different flowers like
santan, gumamela, sampaguita and rosal could
be found. Gabi took care of her plants and
flowers by watering them morning and
afternoon. She also removed the dry leaves and
flowers and trimmed the branches whenever
they had grown too long.

Beside Gabis garden was a swiftly
flowing river. Its banks were lined by great
balete trees. The people believed that Gabis
flowers grew beautifully because the river water
had magical powers. The spirit of the water,
they said, had favored Gabi.

Gabi didnt believe that the river was
enchanted for she had gone there many times
and had seen nothing at all.

But the river was truly enchanted. A
river spirit, Engkanto ng Ilog had lived there for
a hundred years. He watched Gabi silently
every day. He could not be seen as he was
invisible.

39

One morning, while Gabi was
filling her jug, the river spirit appeared
before her and introduced himself. He told
her of his desire to love Gabi as his wife
and if she agreed she would have all his
riches. Gabi turned down his offer and told
him that she did not need his wealth.
Engkanto told her that he would return next
summer and would ask for her final
answer.

Gabi was afraid, closed her eyes
and opened them again. The river spirit
had become invisible again, so she thought
it was just a dream.

The year passed. Gabi had
forgotten about the river spirit. She was too
happy taking care of her garden. When
summer came, the Engkanto appeared to
her once more. She still refused to marry
him and said, I am very sorry but I cannot
go with you. I do not love you! The
Engkanto was so angry that he turned her
into a gabi plant so that no one else could
have her. He said, Because your heart is
hard and stubborn, I will deny you the
blessings of my river and your leaves will
never get wet. He told Gabi that she will
forever remain a plant unless her heart
turns soft and she decides to marry him.

-Adapted by J asmine Roshua Cupcupin
from Marla Yotoko Chorengels Gabi and the
Engkanto

Was the Engkanto ng Ilog
vengeful? How?
(Yes, because she turned Gabi into
a gabi plant so that no one else could have
her.)

a. Who is the main character in the story?
b. How did Gabi take care of her garden?
c. What was the peoples belief about
Gabis beautiful garden?
d. Did Gabi believe them? Why?
e. Who was the river spirit? What did he
offer Gabi?
f. Did Gabi accept the Engkantos offer?
Why?

activities under time limit.


phrases after the teacher.

1. night and day
2. ice cream and cake
3. bread and butter
4. touch and go
5. push and pull
6. by hook or by crook
7. rich or poor
8. coffee or milk
9. black or white
10. take it or leave it

Direction: Complete each simple
sentence with a compound subject.

1. __________lent their bikes.
2. __________rode around the park.
3. __________waved to us.
4. __________scampered out of their way.
5. __________looked on with amusement.

ACTION!

before the class.




GROUP 4: WRITE ME A POEM

Describe Gabis attitude. Make a
poem describing her.
40

3. Motivation:
When can we say that a sentence
can stand alone?

4. Presentation:
sentences.

a. They loved her and they called her
Gabi for short.
b. I am very sorry but I cannot go with
you.
c. You will marry me or you will
forever remain a plant.

5. Discussion:
What two sentences joined the first
sentence?
Does each sentence convey one
complete idea?
What word joined the two
sentences?
How do you call and, or, but?
What form of sentences are these?
Discuss further what a compound
sentence is. Use the concept under
Remember.

6. Fixing Skills:
A. Direction: Write YES on the blank if
the sentence is a compound sentence
and then underline the two independent
clauses. Write NO on the blank if the
sentence is not a compound sentence.

_____1. Mount Pinatubo erupted in
1991 but I was not in the
Philippines then.

_____2. She cajoles everyone to get up
to read a poem or recall favorite
stanzas.

_____3. Tess read the poem I Know
Why the Caged Bird Sings and
blew us away.

_____4. Manila looked mysterious
from the 40
th
floor and she
wanted to paint its beauty on
canvas.

_____5. My Mother prepared the meal
and set the table.

B. Direction: Fill in the blank with the
needed conjunction to complete each
compound sentence.
1. You have to come early _____ you will be
marked late.
2. They need to cooperate with us _____ they
will be reprimanded.
3. I am a Filipino ____ I am willing to die for
my country.
4. I saw the movies several times ___ I still
love to watch it.
5. I love to eat a lot ____ I have to watch my
weight.

7. Generalization:
What is a compound sentence?

REMEMBER:
Sentences can also be compound. A
compound sentence contains two sentences
joined by a comma and the words and, or,
and but known as coordinating
conjunctions.

And is used to show addition.
But is used to show contrast.
Or is used to show choice.

You can form compound sentences by
joining two or more independent clauses or
complete sentences. Each sentence that
makes up the compound sentence has a
subject and a predicate of its own.

8. Application:
A. Guided Practice:
Direction: Form a compound sentence
from the given simple sentence by using the
appropriate conjunction.

1. The lights dimmed. The audience
became quiet.
2. The beginning was too boring. The
music was too loud.
3. Lightning flashed all night. It didnt rain.
4. Uncle Mario didnt see the snake. He
would have jumped back.
5. Romeo wants to build his model house.
He has no place to work on it.

Direction: Match the sentences in
Column A and B to make a meaningful
compound sentence.

A.
1. Daddy took me to a skating rink (b)
2. Some men cleaned the school building.(d)
3. Newspapers inform us about a lot of things.
(a)
4. Cute little girls danced gracefully. (c)
41

5. Classes will start on June 9 (e)

B.
a. and readers enjoy reading them.
b. and I skated for two hours.
c. and the crowd applauded their number.
d. and their wives helped them happily.
e. but we are still not ready.

IV. Evaluation:
A. GOLD: Direction: Combine each
pair of sentences to form a
compound sentence.

1. Father goes fishing often. He doesnt
like to eat fish.
2. Lino picked up his things. He ran for
the bus.
3. Volleyball is fun. It is a good exercise.
4. The amusement park was open. The
children were lining up for the rides.
5. The mouse saw the cat. The cat didnt
see her.

TS. Transfer Stage
given tongue twister:

A big blue bug bit the bold bald
bear
And the bold bald bear bled blood
badly.

Direction: In each pair of sentences,
which is the cause and which is the
effect? Write C for the cause and E for
the effect.

1. _____ Math problems are difficult.
_____ Raquel was worried and
unhappy.

2. _____She is not getting enough
sleep.
_____Elise May spends much time
watching TV at night.

3. _____She kept her mind in her
work.
_____ Pauline turned off her TV
set.
4. _____The sea waves were too
rough.
_____The fishermen did not go out to
the sea.

5. _____The fisherman was happy.
_____The fisherman made a god catch
last night.

3. Motivation:
How do you call a story of ones life, his
present and past experience, dreams or plans or
ambitions? (biography)

4. Presentation:
Show the psalms printed on cartolina strips
Read the psalms emphasizing the words with
gh and ph sounds

Psalm 131:1
Lord my heart is not proud;
my eyes are not haughty
I dont concern myself with matters
too great or awesome for me.

Psalm 126:2
We are filled with laughter
and we sang for joy
And the other nations said,
What amazing things the LORD has done
for them.

Psalm 98:6
With trumpets and the sound
of the ram horn make a joyful symphony
before the LORD the King!

Psalm 139:20
They blaspheme you your enemies take your
name in vain.

Psalm 146:9
The LORD protects the foreigners
among us,
He cares for the orphans and the
widows
Psalm 89:19
You once spoke in a vision to your
prophet and said,
I have given help to a warrior. I have
selected him from the common people to be
King.
Psalm 118:16
The strong right arm of the LORD
Is raised in triumph. The strong right
arm of the LORD has done glorious things!

42

5. Discussion:
Study the underlined words,
what do you notice?
Answer: They are words that have
consonant combinations and
sounded the same when read. They
are sounded as /f/ when read.

What are the consonant combinations in
these words?
Answer: They are ph and gh.

Read the words together. (Note mouth
movement while reading to assure
correct pronunciation.)

Demonstrate the correct position of the
tongue to stress the sound /f/.

haughty blaspheme
triumph laughter
orphans right
symphony prophets

Study the words further.

What two words from the Psalms do
not sound /f/ when read?
- haughty and right
How are they read?
- they are read with silent /gh/

Focus on the words with /ph/ and /gh/
sounded as /f/.
Go back to the given words note the
positions of /gh/ and /ph/.

Group the words under the proper
column.
medial gh final ph medial ph

laughter triumph symphony
blaspheme orphans prophet

Give more examples of words with ph
and gh sounded as /f/ when read.
Enable pupils to group words included
in the initial ph, medial ph and final ph
with words having medial gh and final
gh.
(In this activity, give pupils time to list
five related words independently. Pupils
are grouped and are encouraged to share
words. A group picks best-three words and
explains to class. This is called FIVE-
WORDS-THREE-WORDS interactive
strategy.)
Examples:
Initial ph Medial ph Final ph

1. phantom 1. graphical 1. graph
2. pharmacy 2. aphids 2. telegraph
3. phase 3. morphine 3. pictograph
4. Philippines 4. Paraphernalia 4. monograph
5. philosophy 5. paraphrase 5. paragraph

Medial gh Final gh
1. roughness 1. cough
2. toughness 2. tough
3. laughable 3. rough
4. laughing 4. enough
5. coughing

6. Fixing Skills:
Guess the key words based on the
meanings given using configuration clues.

2. a cause of merriment

3. a musical composition as in orchestral
sonata

4. to speak or address with irreverence

5. children deprived by the death of one or
both parents

6. one of the writers of the prophetic books
in the old testament

7. the joy or exultation of victory or
success

Answer Key: 1) laughter 2) symphony
3) blaspheme 4) orphans
5) prophet 6) triumph

43

7. Generalization:
How are two consonants in
sequence or digraph ph pronounced?

REMEMBER:
The two consonants in sequence or
digraph ph is pronounced as /f/.
Phonetics analysis of a word helps us
to understand the meaning of a word.
Some words have consonant
combinations which are sounded the
same when read but their spelling are
different.
Example: ph and gh are sounded as
/f/
Some words show irregularity in
spelling.
Example: words with augh and
ough.

8. Application:
A. Oral Practice:
following words correctly.

ph said as f
hyphen sapphire
siphon phosphorus
phenomenon phlegm
physics pamphlet
phonetic headphone
phosphate mimeograph
ophthalmology photogenic
orphanage hemophilia

B. Use the words given to complete the
following sentences:

a. philosophy
b. biography
c. geography
d. phantom
e. phony

1. When I read the _______ of Dr.
Jose Rizal, I was convinced that he
deserved to be called our national
hero.
2. A social workers ______ in life is
to serve others.
3. Our lesson in _______ is about the
provinces in Luzon.
4. That clown is a _______ because he
is not the real one.
5. Carmela enjoyed watching the
movie, _________ of the Opera.

C. Complete each sentences by filling in the
blank with the appropriate word using ph or
gh.

1. Organize your sentences well so that you
can make a good .
2. It is important that a beginning reader
should have
awareness.
3. An earthquake is a natural that we
can hardly predict.
4. Those are the only souvenirs of
the grand reunion.
5. Do you agree that our country, the
, is the Pearl of the Orient Seas?
6. exercises help us pronounce the
words correctly.
7. When I go to college, I will take up
, Arts and Letters.
8. He is as as a warrior when
he is faced with problems.
9. His and colds terribly trigger
his headache.
10. The and rocky road caused
the car engine to stop.

Answer Key:
1. paragraph 2. phonemic
3. Catastrophe 4. photographs
5. Philippines 6. Phonetic
7. Philosophy 8. tough
9. cough 10. rough

IV. Evaluation:
TS. Direction: Write the word with
ph described or defined.

1. a group of related sentences.
_ _ _ _ _ _ _ ph

2. a group of words.
ph_ _ _ _

3. another word for picture, usually shot by
camera.
ph _ _ _ _ _ _ ph

4. a persons own handwriting signature.
_ _ _ _ _ _ _ ph

5. anything appearing or observed,
especially one having scientific interest.
ph _ _ _ _ _ ph _

V. Assignment:
A. GOLD. Direction: Combine the
following simple sentences into a compound
sentence using conjunctions and, or and but.
44

1. The book was funny. It was exciting.
2. The cat needed excitement. He became
bored.
3. Maz had adventures. He always
escaped.
4. The cat could go to the right. He could
go to the left.
5. He was brave. He was also intelligent.

B. TS. Direction: Use the following words
with ph in meaningful sentence.

1. paragraph
2. philosophy
3. biography
4. phrases
5. geography

LESSON # 9

I. OBJECTIVES:

listened to.
structure; complex sentence
4. Form complex sentence.
TS: 5. Tell the key concept implied.

II. Subject Matter:
The King of Beasts and His Three
Advisers
Forming Complex Sentence
Telling the Key Concept Implied

Curriculum
PELC Speaking 6; PELC Reading 4


III. PROCEDURE:
Have the pupils read the words
with initial, medial and final /p/
sound.

I nitial
1. pacify
2. panic
3. pastor
4. petite
5. passion
Medial
1. rampant
2. stipend
3. trample
4. nepotism
5. participle
Final
1. bleep
2. shape
3. creep
4. shop
5. soup

2. Motivation:
Have you seen a lion?
Show a picture of lion.
Have the pupils describe the lion.

Have the pupils read the clues then
arrange the following jumbled letter to
form the correct word.

a. bsetas ( The Lion is called the King of
______ because he is big and strong.)
b. bleatiirr (The Lion had an ____ mood
because his wife told him that he had a
bad breath.)
c. nuplaesnat (The Queen Lioness said that
the Lion has the most unpleasant smell.)

4. Motive Question:
Why were the animals afraid of the lion?

Have the pupils listen as the teacher reads
the story.

The King of Beasts and His Three Advisers

The lion is called the king of beasts. He is
big and strong. So, the animals are afraid of
him. But not his wife, Queen Lioness.

One morning, the king of the forest was in
an irritable mood. His wife, the Queen had said
something he did not like. Queen Lioness ha
told King Lion that his breath was most
unpleasant. So King Beast called the animals.
First, he called the sheep.

45

Friend Sheep, he roared, opening
wide his big mouth, would you say that my
breath smells unpleasant?

Believing that the lion wanted an honest
answer, the sheep gave it, and the king of
beasts bit off her head for a fool.

King Lion was very angry. He roared
and called the goat. Mr. Goat, tell me the
truth. Do I have a bad smell? Do I have a
bad breath?

The goat saw the sheeps meat and
bones. He was afraid of the lion. So the
goat said, Why, your Majesty, you have a
breath as sweet as roses in the garden.
Before he could finish, the goat was
torn to pieces. I do not like liars, roared
the King Lion.

At last, the lion called the horse. The
horse walked slowly. He looked sick. He
coughed and coughed.

Friend Horse, tell me the truth. Queen
Lioness says that I have a bad breath. She
says I have a bad smell. Is it true?

The horse coughed and coughed. Then
he said softly, King Lion, I have a bad
cold. It rained hard while I was carrying
crops for my master. I think I also have a
head cold. So, I cannot smell at all. I am
sorry, I cannot answer your question.

King Lion nodded his head, Go home
and rest. Get well soon.

CT. CRITICAL THINKING:
6. Post Reading Activities:
Why were the animals afraid of the
lion?


a. When did the lion roar loudly?
b. Why was the lion very angry?
c. What did the sheep tell the lion?
d. Why did the sheep give an honest
answer?
e. Why did the goat tell a lie?
f. Who among the animals did the
right thing?

GOLD: Grammar, Oral,
Language Development

Have the pupils read the following phrases:

1. a blue boat
2. a beige and brown bag
3. barbecue party in the basement
4. big beetle bites
5. bathe in the bubbling brook.
6. a bunch of babbling babies
7. burst into sobs
8. a blue ribbon
9. a bundle of barbecue sticks
10. the blonde and beautiful boarder

Direction: Combine the following simple
sentences into a compound sentence using
conjunctions and, or and but.

1. The book was funny. It was exciting.
2. The cat needed excitement. He became
bored.
3. Maz had adventures. He always escaped.
4. The cat could go to the right. He could
go to the left.
ACTION!

before the class.




GROUP 4: WRITE ME A POEM

Describe the Lions attitude. Make
a poem describing him.
46

5. He was brave. He was also
intelligent.

3. Motivation:
What kind of media and technology
do you use?

4. Presentation:
sentences:

a. News travel fast / so there will be
more efficient communication.
b. The computer stores have all the
new computer games / which we all
enjoyed.

5. Discussion:
Which of the two clauses in
sentence # 1 express a complete
thought? Which is not?
How do we call a clause that can
stand on its own?
What two clauses made up the
second sentence?
Which can stand alone? Which
cannot?
What form of sentence are these?
Have the pupils read the sentence
given:

As she waited for Ana, she paced
around the room.

What is the part that can stand on its
own as a complete sentence?
What part does not give a complete
thought?
Discuss further.

6. Fixing Skills:
A. Direction: Underline the
independent clause once and the
subordinate clause twice.

1. Norie asked where we could buy a
cheaper imitation of your bag.
2. Although Sally did not pass the test,
she still hoped to pass the subject.
3. If you are truthful, others will
respect you more.
4. June is the month when we
celebrate Independence Day.
5. The book which I read taught me a
lesson about friendship.

B. Direction: Supply the appropriate
conjunction for each sentence. Choose from
the given conjunction inside the box.

1. I did not receive the bag ___ you bought
in Hongkong.
2. They were already quarrelling ____ you
arrived.
3. We went shopping at the mall ____it was
still too early to go home.
4. ____ I will spend my vacation is none of
your business.
5. _____ she is underage, she was allowed to
watch the adult movie.

7. Generalization:
What is a complex sentence?
How do we form a complex sentence?

REMEMBER:

A complex sentence is a sentence that is
made of one independent clause and one or
more subordinate clauses. An independent
clause is a complete thought that can stand on
its own. It is a complete sentence in itself. A
subordinate clause, on the other hand, cannot
stand on its own. It does not express a complete
thought.

Some common subordinating conjunctions
are used to introduce the subordinate clause.
These are:

after before though
although if unless
because as until
whenever where since
whereas than when
wherever

Example:
It had been this way since her husband
(Independent clause) (subordinate clause)
had left them.

8. Application:
A. Guided practice:
Direction: Underline the dependent
clause. Circle the subordinating conjunction;
box the simple subject and the predicate
verb of each dependent clause.

before since
which where
although

47

1. Since Liza was totally blind, her
achievements in school could be
considered extraordinary.
2. Life isnt easy when your vision is
impaired.
3. When she was in high school,
Lizas classmates elected her
president of the class.
4. Because she was brilliant, she
graduated valedictorian.
5. Before she went to college, Liza
spent summer as a music and
dramatic counselor.

Direction: Underline the independent
clause. Supply the appropriate
conjunction for each sentence.

1. The cake _____ you baked makes
my mouth watery.
2. The woman ______ car was
carnapped was crying the whole
day.
3. I admire beautiful girls ______ I am
a lover of beauty.
4. The jacket ______ you bought is
too thick.
5. ______ I know about you will not
affect your candidacy.

IV. Evaluation:
A. GOLD; Direction: Underline the
independent clause in each
sentence once and twice the
subordinate clause. Box the
conjunction used.

1. The brain, which is located in the
skull, is part of the nervous system.
2. What he did to me will not be
taken against him.
3. I did not receive the bag which you
bought in Hong Kong.
4. They were already quarrelling
before you arrived.
5. The king who treats his
subordinates with respect is well-
loved by everybody.

TS. Transfer Stage:
following words correctly:

Words with stress on the first syllable

A*sia BAN*dit
METH*ane BEA*con
FAM*ine CUR*few
COT*tage DE*pot
HUS*band LAV*ish
GOB*let AD*vo-cate
LIB*er-ty MEM*o-ra-ble

Direction: Use the following words with ph
in meaningful sentence.

1. paragraph
2. philosophy
3. biography
4. phrases
5. geography

3. Motivation:
How do we communicate with other
people?
Is it important to communicate with
them?

4. Presentation:
paragraph given. Let them identify the
key concept.

5. Discussion:
What is the key concept implied in the
sentence?
What are the details that support the key
concept?
Have the pupils fill in the story frame
with details about the selection.

Communication is derived from the
Latin word communis which mean
commonness. It is the process of
transmitting knowledge, ideas,
information, attitudes, feelings and the like.
There are numerous meanings but the
essence in only one. It is the transmission
or exchange of messages.

Title: ________________________

Key concept: ___________________
Supporting details:
_______________________________
_______________________________
_______________________________
48

6. Generalization:
What is a key concept?
Where can we find the main idea or
the key concept?

REMEMBER:

The main idea or the key concept is the
central thought of a paragraph. All the
sentences in the paragraph develop it.
Without a main idea, the paragraph would
just be a confusion of sentences. All the
sentences in the paragraph should develop
the main idea.

The key concept of the paragraph can
be found in the beginning, in the middle or
at the end of a paragraph.

7. Application:
Direction: Read the following group of
sentences. Identify the key concept
implied in the sentence.

1
We are very special and unique
creations of God. We are gifted with the
power to think and the ability to
communicate. Because of these, we are
superior to the other creations of God.
Our achievements and
accomplishments in life are made
through effective communication.

2
In our everyday life, we encounter
many problems. If we are able to
discuss our problems with someone, we
feel relieved even if the problem is not
yet solved. We always feel the need to
unload our burdens on people whom we
trust. Communication is curative and s
also a medium to maintain our good
health.

IV. Evaluation:
B. TS. Direction: Read the
paragraph and determine its key
concept and the details that support the key
concept.

The communication process is the
change that takes place in the course of its
doing. It is a process that can be compared
to life. It keeps on changing and never stays
as is. The words keep on multiplying each
day.

V. Assignment:
A. GOLD. Direction: Pick out the
independent clause and the subordinate
clause in each sentence. Write your
answers in the table provided.

1. We went shopping in the mall since it
was still too early to go home.
2. I must stay here until my daddy returns.
3. Where the fire originated is not yet
known.
4. She narrated everything to Mrs. Castro
who is our principal.
5. He completed several projects when he
was still the president of Science Club.

Independent Clause Subordinate Clause
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

B. TS. Direction: Read each paragraph. State
the key concept or implied main idea.

1.

a. The moon is bigger than the sun.
b. The moon changes its shape.
c. The moons size seems to change.

2.

a. Stars have a star life.
b. Stars can be seen in the sky.
c. Exploding stars are new stars.
Title: ________________________

Key concept: ___________________
Supporting details:
_______________________________
_______________________________
_______________________________
A full moon appears in the
horizon. After a few hours, it is
overhead. Now, the moon has become
smaller.
Stars that are old burn out. Other stars
explode into a cloud of dust and gases.
These stars that explode are called
supernova. They can still be seen in the
sky.
49

LESSON # 10

I. OBJECTIVES:

listened to.
GOLD: 3. Use direct and indirect
discourse.
4. Report direct to indirect
discourse.
TS: 5. Write from dictation

II. Subject Matter:
GLR: Bullawong
GOLD: Reporting Direct Discourse
to Indirect discourse
TS: Writing from Dictation

Curriculum
PELC Speaking 6.1; PELC Reading 5
Milestone in Reading 6 p.176


III. PROCEDURE:
a. Drill: Pronunciation drill:
verse drill correctly:

The flower girl caught the brides bouquet,/
Oh, no!/ cried her old-fashioned Aunt May
Oh yes!/ laughed the chief/ as he ate the
chefs buffet.//
Then the flower girl tossed the brides
bouquet./
To the disbelief of her Aunt May,/
Into the soup bowl/ in the middle of the chefs
buffet.//

2. Motivation:
How do rivers and other bodies of
water serve us?

Have the pupils know the meaning
of the following words.

Spoke swift
Strong rushing
Wild rest
4. Motive Question:
What were the things that Bullawong did
for the boy?

1. Have the pupils listen as the teacher
reads the story.
Bullawong

Bullawong was a river, a very wide brown
river in a very hot country.
One day, a little brown boy was walking
by the river and he sang this song as he walked
along.
Bullawong, Bullawon,
I will sing you a song, as I go along
I will sing you a song, as I go along.
Bullawong then spoke, and he said, Are
you hot, boy?
Yes, I am very hot. said the little brown
boy.
Then dive into my water, said
Bullawong. So the boy dived into the waters of
the river Bullawong.
Do you like my water? asked the river.
Yes, said the little brown boy, your
waters are swift and cool. And he swam about
and sang.
Bullawong then spoke, and he said, Are
you hungry, boy?
Yes, I am hungry, said the little brown
boy.
Then, I will send you fish. Look in front
of you and you will see a pool with many silver
fish.
So the little brown boy looked in front and
in the pool, he saw a silver fish and he ate it.
Do you like my silver fish? asked the
river.
Yes, said the little brown boy. It was
very good. And he swam about and he sang.
Bullalwong then spoke, and he said, Are
you thirsty, boy?
Yes, I am thirsty, said the little brown
boy.Then, I will send you water to drink. Look
to the right bank, and you will see a crystal
stream that flows into my waters.
So the little brown boy looked to the right,
and he drank of the crystal stream.
50

Do you like my crystal stream?
asked the river.
Yes, said the little brown boy, it is
clear and fresh. And he swam about and
sang.
Bullawong then spoke, and he said,
Are you strong, boy?
Yes, I am very strong, said the little
brown boy.
Then I will send you waves to fight.
Look behind you and you will see wild
waves rushing at you.
So the little brown boy looked behind,
and he dived into the waves and broke
them.
Do you like my waves? asked the
river.
Yes, said the little brown boy,
they are wild and rolling/ And he swam
about and sang.

Bullawong then spoke and said, Are
you tires, boy?
Yes, I am very tired, said the little
brown boy.
Then I will find you a cradle. Look
to the left bank and you will see a boat tied
up by the tree.
So the little brown boy looked to the
left bank and he climbed into the boat and
lay down to rest.
Do you like my boat? asked the
river.
Yes, said the little brown boy, it is
very pleasant. And he closed his eyes and
sang.
And the boy was fast asleep, and the
boat rocked him to and fro, to and fro, to
and fro.

What were the things that
Bullawong did for the boy?

questions:

1. What kind of relationship did the river
Bullawong and the boy have?
2. In your opinion, what kind of river was
Bullawong?
3. If you were the boy, what would you
ask from the river?
4. If you were Bullawong, would you
give what the boy needs? Why?


Group 3
Episodal Web:
Complete the episodal web with details
from the selection.

Where was the boy
walking one sunny day?

How did the story end? What did Bullawong
ask the boy? What
was his reply?

What other things did What did Bullawong
Bullawong do for the first do for the boy?
Boy?

Group 4
Sequencing Events:
Bullawong
GROUP 1: CERTIFICATE OF
RECOGNITION
Describe Bullawongs attitude.
Make a certificate of recognition for
him.


51

In the blanks, write numbers 1 5
to show the correct order of the events in
the story.

_____a. Bullawong noticed that the boy
looked hungry; the river gave him
something to eat.
_____b. One day, a boy was walking by the
river Bullawong.
_____c. The boy was thirsty; the river gave
him water to drink.
_____d. Bullawong noticed that the boy
looked tired and gave him a boat
to lie in and sleep.
_____e. Bullawong noticed that the boy felt
hot. The river invited him to for a
swim in it.

Have the pupils read the verse drill
given:

Voters from the village are nervous;/
Varsity volunteers are mischievous,/
Voters from the village are omnivorous;/
Varsity volunteers are vigorous.//

Direction: Pick out the independent
clause and the subordinate clause in
each sentence. Write your answers in
the table provided.

1. We went shopping in the mall since
it was still too early to go home.
2. I must stay here until my daddy
returns.
3. Where the fire originated is not yet
known.
4. She narrated everything to Mrs.
Castro who is our principal.
5. He completed several projects when
he was still the president of Science
Club.

3. Motivation:
How do we know todays weather?
Who announces the weather
forecast?

4. Presentation:
Have the pupils listen to a weather
forecast:

Good evening, Philippines. This is your
friendly weather forecaster, Kuya Kim.

Storm Caloy is expected to reach the
Philippine Area of Responsibility by early
tomorrow morning. It is moving 110 km/hr
and headed towards the direction of Central
Luzon.

Storm Signal Number 2 is up in Central
Luzon Pampanga, Bulacan and in Metro
Manila.

Residents of low-lying areas are advised
to be alert for any eventuality. Necessary
precautions should be taken to prevent a
disaster from happening.

Classes in the elementary and high
school levels, both private and public are
suspended.

5. Discussion:
sentences included in Kuya Kims weather
forecast.

Storm Caloy is expected to reach the
Philippine area of Responsibility by
tomorrow morning.

Residents of low-lying areas are
advised to be alert.

What kind of sentences are these?
What are the exact words of the speaker?
What punctuation mark is used in order
to show the direct words of the speaker?

If these statements are to be reported:

Kuya Kim said that Storm Caloy was
expected to reach the Philippine Area of
Responsibility by tomorrow morning.

He said that residents of low-lying areas
were advised to be alert.

What happened to the direct statement of the
speaker?
What phrase was used to introduce the
reported statement?
What were the changes made?
What happened with the quotation mark?
Discuss further.

52

6. Generalization:
How do we change the direct
discourse to a reported statement/indirect
discourse?

7. Application:

A. Guided Practice:
Have the pupils group themselves
into three. Have them perform the
following activities:

Direction: Read the following
sentences. Change these direct
discourses to indirect.

1. The teacher said, The Philippines lies
north of the equator.
2. Flowers of different colors make a
garden beautiful, Allyson said.
3. Gasoline is a fuel, Mr. Francisco said.
4. Our gardener trims the plants and
grasses everyday, Ashkelon said.
5. The smell of roses relaxes me at the end
of the day, Dra. Pedraza said.

IV. Evaluation:
GOLD: Direction: Change the
following direct discourse to indirect.

1. Tito said, You can stay with us on
weekends.
2. Mr. Alvin Diaz said, I come from a
well-to-do family.
3. We have lots of work to do, said
Mother.
4. Jahzeel said, I dream of touring
Australia.
5. My grandmother said, May God be
with you always, Francesca.

TS. Transfer Stage:
1. Drill: pronunciation drill:
tongue twister:

Lily Lee listens to lessons
As Lily Lee listens to lessons
REMEMBER:
In changing statements to
reported statements:

1. Use said that to introduce the
statement.
Ex. Kuya Kim said that.

2. Change the verbs to past form.
Ex. said that Storm Caloy was.

3. Change the pronouns.
He/him refers to a boy/male
She/her refers to a girl/female
They/them- refers to more than
one person.

4. Drop the quotation marks. ().

5. Rearrange the order of the words
in the sentence.

Group 1:
Direction: Change the following direct
discourse into indirect. Begin your
sentences with He/She.

1. Ill be late to class again.
2. We won the contest.
3. The boys are tired.
4. Earth is smaller than Jupiter.
5. Gold is heavy.

Group 3:
Direction: Read the dialogue. Change
the following direct discourse into
indirect.

Faye: What are you reading?
Adriele: Im reading an article about
the coming election in the
Philippines.
Faye: It will be the first time of the
Filipinos to use the Automated
Election.
Adriele: They are very excited
although there are threats of failure of
election and massive cheating.
Faye: I hope this will be a successful
election.
Adriele: And I hope no one will try to
foil the election.

Group 2:
Direction: Change the following direct
discourse into indirect.

1. Its so noisy that I cant hear you
complained, Liza Dolly said.
2. Aunt Beth said, The party will be
tomorrow.
3. The sun is the source of all
energy, Mrs. Santos said.

53

She licks her lips and lists down
The list that she hears
from her teachers lips
Thats the least feat that
she feels she can before getting ill.

Direction: Read each paragraph.
State the key concept or implied main idea.

1.

a. The moon is bigger than the sun.
b. The moon changes its shape.
c. The moons size seems to change.

2.

a. Stars have a star life.
b. Stars can be seen in the sky.
c. Exploding stars are new stars.

3. Motivation:
How do you write from dictation?

4. Presentation:
given:
Nora was an ordinary student with
ordinary looks and talents. She wished
she were a gorgeous and highborn
princess. She also wished that she could
perform an absorbing monologue in a
play. But she is ordinary, too ordinary
for anything extraordinary. She decided
to try sports. She joined the try-out.
Nora felt awful. She could not be
gorgeous and highborn princess. She
could not even be a sportswoman.
Fortunately, the supportive warm
orchestra conductor took her in to play
cymbals. Nora was thankful that, at
last, she belonged to an organization.

5. Discussion:
How was the paragraph written?
How did we start the first sentence
of the paragraph?
Did we use the correct punctuation mark
and capitalization?
Discuss further.

6. Generalization:
How do we write a paragraph from
dictation?

REMEMBER:
In writing a paragraph from a dictation,
indent your paragraph. Use correct punctuation
mark and capitalization. Write legibly and
neatly.

7. Application:
Have the pupils write the paragraph that
the teacher will dictate.

Fathers father, my worthy grandfather,
lives farther down the southern part of the
town. Mother wants my grandfather to join
a brotherhood of weathermen up north. But
grandfather thought that it isnt such a
worthy idea. So they decided to have a
family gathering instead of going out of the
town.

IV. Evaluation:
TS. Direction: Have the pupils write
the paragraph to be dictated by the
teacher.

Have you heard of Benjamin Franklin?
He was a great American. He helped our
country to become free. Did you know he
invented many things? The lighting rod and
a heating stove were two of them.

V. Assignment:
A. GOLD: Change the following discourse
to indirect.

1. The young boy said, I saw a rainbow in the
sky.
2. Jane said, Lea Salonga and Martin Nievera
are really great performers.
3. Mon said, Everything will turn out right,
Liza.
4. Zaldy said, Intramurals will be held from
February 18 to 22.
5. The schools fund raising project was a big
hit! said the director.

A full moon appears in the
horizon. After a few hours, it is
overhead. Now, the moon has become
smaller.
Stars that are old burn out. Other stars
explode into a cloud of dust and gases.
These stars that explode are called
supernova. They can still be seen in the
sky.
54

LESSON # 11

I. OBJECTIVES:

listened to.
GOLD: 3. Use indefinite pronouns.
4. Use the verb that agrees with the
indefinite pronoun.
TS: 5. Write the main idea of a
paragraph read that is explicit or implied

II. Subject Matter:
GLR: A Fox in the Well
GOLD: Using indefinite pronouns
TS: Writing the main idea of a
paragraph read that is explicit or implied

Curriculum
PELC Speaking 7; 7.1;PELC Reading 8
Milestone in Reading 6 p. 205
Across the Border Through Language p. 57


III. Procedure:
A. Pre-reading Activities
Have the pupils read the verse
drill given:
She pinched the cake/
And got pinched in turn,//
She nibbled the nuts/
And overturned the bowl;/
Her mother punished her,/
She screamed and sobbed;/
Her mother ignored her./
She mended her ways.//

2. Motivation:
Have you done something
without thinking of the
consequences? Cite examples as the
following:

a. Crossing a street without first
looking right and left
b. Swimming in a deep river
c. Playing with a sharp object

Have the pupils relate their experiences

3. Unlocking of Difficulties
Identify the meaning of the
words/phrases through body language.

a.

b.

c.

d.

4. Motive Question:
Why do you think the goat believed
the fox? Explain

Have the pupils listen as the teacher
reads the story.

THE FOX IN THE WELL

A fox once fell into the well. He tried
to jump out but each time he did, he fell back
down.
By and by a goat passed by. Looking
into the well, he saw the fox. Hello, he
called. What are you doing down there?
Drinking some water, of course!
replied the fox. Is it good? asked the goat.
Good? Its the best water I ever tasted
in my whole life, answered the fox, drinking a
gulp of water.
Without a second thought, the goat
jumped in. After drinking some water, he
looked about for a way to get out of the well.
How do we get out of here? he asked the fox.
I know what we can do, said the fox,
looking at the goat from the corner of his eye.
Stand on your hind legs. Plant your forelegs
firmly against the side of the well. Ill climb on
your back, and Ill step on your horns. Then I
can get out. When Im out, Ill help you get out,
too.
Thats a good idea! said the goat
happily as he did what the fox told him to do.
The fox climbed on the goats back
and horns. Then he jumped out of the well and
started on his way.
Hey! shouted the goat. Help me out
of here. You promise to help me.
hind legs
fore legs
leap
without the second thought
55

You silly goat, said the fox.
You should have thought of that before you
jumped in. Next time, look before you
leap.

1. Answering the motive questions.
Why do you think the goat
believed the fox? Explain

CT. Critical Thinking:
2. Comprehension Check

1. Where did the story happen?
2. Who fell into the well? Who jumped
into the well?
3. Why do you think the goat believed
the fox? Explain.
4. Whom do you like most, the goat or
the fox? Why?
5. How did the fox get out of the well?
6. Why did the goat decide to jump
into the well?
7. If you were the fox, would you do
the same? Why? If you were the
goat, would you do the same? Why?


GROUP 2:
Write the values that youve learned from
the selection:

Group 3: Energize your thoughts
Complete the paragraph

Group 4: Fill the story grammar with details
from the selection.

GOLD. Grammar, Oral,
Language Development
Have the pupils read the verse drill
given:

Dont lose your keys,/ dont lose your face./
If you lose your keys,/ dont fuss.//
If you lose your face,/ dont wince.//
Dont lose your lace./ dont lose your sax.//
If you lose your lace,/ dont gaze.//
If you lose your sax,/ dont laze.//

Change the following discourse to indirect.

1. The young boy said, I saw a rainbow in
the sky.
2. Jane said, Lea Salonga and Martin
Nievera are really great performers.
3. Mon said, Everything will turn out
right, Liza.
4. Zaldy said, Intramurals will be held
from February 18 to 22.
5. The schools fund raising project was a
big hit! said the director.

GROUP 1. I WRITE A SONG!

the class.

Values that I Learned

If I had the power to change the event of
the story, I
would_____________________________
__________________________________
__________________________________
__________________________________
____
Title:
__________________
Characters

Setting
_______
_______
____
Events
_______
_______
____
__________
__________
______
Place
_______
_______
____
Consequence
Initiating
Events
Resolution
__________
__________
Attempt
Internal
Response
Time:
Theme
_________
_________
_
56

3. Motivation:
Have you seen a wind? How do we
know that there is a wind?

4. Presentation:
Have the pupils read the verse
below.
Only in the Wind

Someone is knocking at my door,
Somebody scrapes shoes on the floor,
And I ask, Is anybody there?
But nobody answers
Except the howling of the wind.

I listen hard
Everything is quiet once more
For several are tired
And all are asleep
I listen and wait again,

Nothing moves
It must have been only the wind.

5. Discussion:
What are the italicized words in the
verse given?
Do they refer to a particular person,
palace or thing?
What are these words? (Indefinite
Pronoun)
What verb comes after each
indefinite pronoun?
Discuss further.

6. Generalization:
What are indefinite
pronouns?
What verbs are used for each
indefinite pronoun?

COMMON INDEFINITE PRONOUNS
Singular Plural Singular or
Plural
Anyone
Anybody
Anything
Everyone
Everybody
Everything
No one
Nobody
Each
Nothing
Either
Neither
One
Someone
Somebody]
Something

Both
Few
Many
Most
Others
Several

All
Any
Most
None
Some

7. Application:
A. Guided Practice:

REMEMBER:

An indefinite pronoun does not
refer to a particular person, place or thing.
It is not immediately followed by a noun.

Some indefinite pronouns are
singular, others are plural.

Use a singular verb with a
singular indefinite pronoun; use plural
verb with a plural indefinite pronoun.

Use their when the antecedent is a
plural indefinite pronoun; use his or her or
it when the antecedent is a singular
indefinite pronoun.

Group 1:
Direction: Circle the indefinite pronoun.
Underline the correct verb form.

1. Several (is, are) pulling the weeds.
2. Each (bring, brings) some herbal plants
3. Most of the boys (plant, plants) seedlings
in their plots.
4. Everyone (is, are) busy doing a share of
their work.

Group 3. Direction: Underline the correct
pronoun:

1. Everyone was listening attentively for
(his or her, their) name to be called.
2. Nobody thought (himself or herself,
themselves) so unlucky as not to get at
least one prize.
3. Each time someones name was called,
(he or she, they) let a joyous whoop.
4. Among my classmates most said (he or
she, they) had bought just one ticket.

Group 2. Direction: Underline the correct
verb that will agree with the given
indefinite pronoun.

1. After the fight, each cat (was, were)
licking (their, its) fur.
2. Everybody (wishes, wish) to go home.
3. Most of the members (feel, feels) tired
already.
4. Neither of the boys (want, wants) to be
the leader.

57

Direction: Write the appropriate
indefinite pronoun in each blank.

1. _______ has to preside at a
meeting. The one who presides is
called the chair.
2. ______ must read the minutes of the
meeting. This is usually the job of
the secretary.
3. _______ listens attentively.
4. _______ reports on the assignment
given to him.
5. _______ asks questions about the
project.

IV. Evaluation:
A. GOLD: Direction:
Underline the indefinite pronoun
used in each sentence and circle the
correct form of the verb.

1. One of the judges (agree, agrees)
with your argument.
2. Few of the audience (understands,
understand) the lyrics of the song.
3. Both of my sisters (walks, walk) me
to school.
4. Everyone in the community
(contributes, contribute) to our
success.
5. Either of the books (is, are) about
friendship.

TS. Transfer Stage:
Have the pupils recite the verse
drill:

Foolish Polly knew that jealousy was folly. /
The least that she could have done was say
sorry./
To her dusky fianc in the army;/
But foolish Polly was also haughty,/
Shed rather keep love away than admit/ that
jealousy was folly.//

2. Review:
How do we write paragraph from
dictation?

3. Motivation
Time Machine

Place some objects on pictures in a
box. These materials are those that are used
by our forefathers and those that are
presently used. Call on a pupil to pick one
object or picture. Let them identify when
this object existed or used.

4. Unlocking of difficulties
Crossword Puzzle
ACROSS DOWN

1. not simple 1. clear in text
2. long time ago 2. at this time
3. suggested idea 3. desire to know

Answers:
1. complex 1. explicit
2. past 2. now
3. implied 3. wonder

5. Presentation
Oral Reading of the Selection

Then and Now

Our world is completely different
from that of our great-grandparents! Ours is
more pleasant and comfortable because of
scientific discoveries and inventions, but it is
more complex too. Theirs was not very
comfortable and easy but it was very simple
one.
Our great-grandparents had no movies or
radio sets, but theirs was a life of peace and
quiet. Our grandmother had no electric stoves.
Hers was only a clay stove, but she cooked good
meals in it. Our grandfather had no tractor and
1
1

3
2

3

2

Group 4. Direction: Replace the italicized
expressions with indefinite pronoun:

______1. The pupils wanted their projects
recognized.
_____2. All the boys did their best.
_____3. The girls put their creativity to
work.
_____4. Not one pupil wanted his or her
project rejected.
_____5. Not one pupil thought of failure.
58

modern farming tools. His were only the
plow and the carabao, but he did all right.
Now, we have electric stoves,
refrigerators and electric fans but the
problem of earning enough to pay for them
is ours. Now, we have radio, movie and
TV sets, but ours is difficulty of not
having enough time for all of these.
Sometimes, I wonder. Which life is
better - our great-grandparents or ours? Do
you also wonder if yours is a better life
than your grandparents?
Adapted from:
Harnessing English Arts Today
p. 102

6. Analysis and Discussion:

1. What were the advantages and
disadvantages of living in this
generation as cited by the author?
2. What were the advantages and
disadvantages of living during the time
of our great-grandparents?
3. If were given the chances to choose the
tie of your existence, which period
would you prefer? Why?
4. Do you think scientific discoveries in
our time are more of disadvantage than
an advantage? Why? Why not?
5. What make our life complicated now?
How can we make life easier or
uncomplicated?
6. What do you think are some positive
traits of our great-grandparents which
we could imitate to have an easier life?

6. Fixing Skills:
Activity

Divide the class into four and
distribute copy of paragraphs taken from
the short story Then and Now.
Read the paragraph assigned to you.
Write one sentence that tells what the
paragraph is telling us.

7. Discussion:
What does paragraph 1 says?
Paragraph 2? Paragraph 3? Paragraph 4?
Are all the paragraphs have the
topic sentence that tells the whole message
of the writer?

8. Generalization
Main idea of a paragraph
tells us what the paragraph is all
about. It may be stated in the
paragraph or explicit and it may not be stated
or implied)

9. Application
A. Activity 1 Grasping Implied Ideas

What main idea do the following
paragraphs imply? Underline the right
word in the parenthesis.

a. Sgt. Cruzado was about to enter his tent
when he saw one of his comrades lying
flat near his post. He quickly reached
him. He asked for water and he gave him
his reserve water.
(merciful, forgiving, brave, friendly)
b. A young soldier volunteered to walk
ahead of the troop to check if the way
was safe to pass through. When he
spotted a troop of enemies, he quickly
made a signal to pass other way and they
reach their camp safely.
(merciful, kind, forgiving, brave)
c. A soldier carried to safety a wounded
companion through continuous firing
from the enemies.
(merciful, brave, sacrificing, reckless)

Activity 2
Choose the main idea of the following
paragraphs. Put a check before the right
sentence.

1. Plant pests and disease are the worst
enemies of cultivated crops for food and
seed production. Municipal pest control
officers may be consulted as soon as
these pests and diseases are observed in
the farm. For more protection, clean
cultural practices should be observed.
Removing and destroying all possible
breeding places of plant pests and
diseases around the vicinity of the garden
is suggested.

___Municipal pest control officers may
be consulted about pests.
___Plant pests and diseases are the worst
enemies of cultivated crops.
____Plants pests and diseases need to be
controlled.

2. Soil is very important to plants. Plants
depend heavily on the soil for root
anchorage and for essential nutrients such
as nitrogen, phosphorous and potash. They
also depend upon the soil for water and
other mineral nutrient
59

Plants depend heavily in soil.
Soil has nutrients needed by plants.
Soil is very important to plants.

3. Many farm crops are very specific in
their temperature requirements.
Examples are melons, squash, sweet
potatoes and beans. They grow best in
warm temperatures. Slight rain can
destroy them. Pechay, mustard,
Kangkong, and radish, on the other
hand, grow well during summer and can
also withstand rain.

Many farm crops are very specific
in their temperature requirements.
Plants can grow in warm
temperature.
Slight rain can destroy plants.

B. Enrichment Activities

Gallery of Text

Teacher will display several short
paragraphs cut from newspapers, old
magazines or written on manila paper.
Pupils are given three minutes to choose
from the paragraph what they want to read.

Directions: Read silently the paragraph of
your choice. Write on a piece of paper the
main idea of the paragraph. As I call on
you, read your paragraph and its main idea
aloud.

IV. Evaluation
Read the following
paragraphs. State its main idea
and write on your answer sheet.

1. Different birds use different materials
for their nests. Most birds use scraps of
grass, leaves, and twigs. One kind of
bird pushes and molds these materials
into a cuplike home between the
branches of a tree or among grass. It
uses saliva or mud to hold the
materials together.
2. A dolphin is a mammal like cats, dogs
and people. It has warm blood. It
cannot breathe under water. Like other
mammals, its babies are born alive. It
gives milk to its babies.
3. The bread was like a pet; I took care of
it, made sure that it was properly
stirred, and saw to it that it was alive
and doing well. You see bubbles
appear on the surface just to let you know
that there is really something truly alive
inside.
Adapted: Manila Bulletin Taste
March 14, 2007 p. 5
4. The Malate Church have always been a
haven for people in need. In the past, it
served as the fortress of British forces
against the Spaniard. Today, supplicants
continue to pray to Our Lady of Miraculous
Medal in time of trouble. Founded by the
Augustinians friars, the church was built in
the 18
th
century.
Adapted: A Tour of Seven Churches
By Clifford Ray Olanday
1. Style Weekend Manila
Bulletin
2. March 30, 2007 p. 21
5. Even kites can be dangerous! You can get
pulled by your kite when there are strong
winds, or you can get hurt when the string
attached to the kite rubs on your hand. A
kite can even cause a helicopter to crash!
Adapted: Fly High Junior Inquirer
May 20, 2007 p. 5
V. Assignment
A. GOLD: Direction: Put a check mark (/)
on the blank if the sentence is written
correctly. If it is not, underline the
incorrect part and write the proper
structure above it.

______1. Everyone is waiting inside the
room.
______2. Several of the audience is from
my hometown.
______3. No one have been calling Dana
ever since she arrived.
______4. Many are in the small plastic bag.
______5. Neither of the boys are walking
alone in the forest.

B. TS. Copy a five paragraph from any
reading material. Write the main idea
below each paragraph.

LESSON #12

OBJECTIVES:

listened to.
GOLD: 3. Use demonstrative pronouns.
TS: 4. Identify the authors purpose in
writing.

60

II. Subject Matter:
GLR: How Butterflies Came To Be
GOLD: Using Demonstrative pronouns
TS: Telling the writers purpose

Reference:
PELC Speaking 7; 7.1
PELC Reading 8
Growing in Reading p. 83; 107;


III. Procedure:
GLR: Genuine Love for Reading
the pupils recite the following verse
drill.

Paul the southpaw had a bad fall,/
He landed at the orthopedic hall.//
One night/ Paul got a haunting call/
From a sorceress who was very tall.//

When the doctor called the roll,/
Paul was nowhere in the orthopedic hall./
He had left to follow the haunting call./
Of the sorceress who was very tall.//

2. Motivation:
Think of a prominent person. How
does this person earn respect?

3. Vocabulary development:
Match the definition in column
A with the word being defined in
column B.

Column A
1. it means to take care of (a)
2. it means to do something unplanned
(b)
3. it refers to a bunch of flowers (c)
4. it means to be flying in one spot (d)
5. it means to behave in an arrogant
way (e)

Column B
a. tended
b. chanced
c. bouquets
d. hovering
e. haughty

4. Motive question:
How did the butterflies come to be?

reads the story.

How Butterflies Came to Be

There once lived an old woman who
tended a fine flower garden by the shore of a
lake. The fisher folk who lived in a nearby
village loved her dearly, and would often visit
her to exchange their fish for lovely flowers.

They somehow knew there was
something magical about her, for her house
seemed mysteriously bright at night (no, she
didnt have any electrivit7y), and some even saw
a few dwarfs assisting what appeared to be a
beautiful young womanbut only at night,
never during the day.

One time, a young couple visited the
village. They were proud and hated anything
ugly.

They chanced upon the old womans
flower garden at the edge of the lake, and
entered it to gather some bouquets. The old
woman asked them to leave, but instead of
obeying, the young man and woman made fun of
her because they found her ugly.

To punish them, the old woman touched
them with a cane and said that since they like
only beautiful things, they will be turned into the
most beautiful insects.
So the next time you see tow lovely
butterflies hovering near some flowers, youll
remember that haughty young couple.

-Domiana Eugenio
Origin of Butterflies

How did the butterflies come to be?
Have the pupils answer the questions
given:
1. How did the fisherfolk regard the old
woman?
2. What is mysterious about the old
woman?
3. What did the young couple do that
insulted the old woman?
61

4. What did the old woman do to
punish the young couple?
5. Have you ever been in the same
situation as the old woman? Why
did you feel insulted? What did you
do?


Group 1; Fill the story grammar with
details from the selection.

Group 2
Fill in the values web.

Group 3: Energize your thoughts
Complete the paragraph

Have the pupils recite the following:

She sells seashells by the seashore.
If she sells seashells by the seashore,
Wheres the seashells she sells by the
seashore?

Direction: Put a check mark (/) on the
blank if the sentence is written correctly. If
it is not, underline the incorrect part and
write the proper structure above it.

room.
______2. Several of the audience is from
my hometown.
______3. No one have been calling Dana
ever since she arrived.
______4. Many are in the small plastic bag.
______5. Neither of the boys are walking
alone in the forest.

3. Motivation:
Have you been to a science
laboratory? What are the things that we can see
there?

4. Presentation:
sentences.

1. See this aluminum? This will be the
source of electrons.
2. The electron receivers will be the copper.
Thesewill be called electrodes.
3. Look at that solution on the shelf. That is
called an electrolyte.
4. See thoseingredients over there? We will
use those to make the electrolyte solution
that will move the electrons on our
aluminum and copper electrodes.

5. Discussion:
What are the italicized words in each
sentence?
Do these words point to a particular
thing?
Title:
__________________
Characters

Setting
_______
_______
____
Events
_______
_______
____
__________
__________
______
Place
_______
_______
____
Consequence
Initiating
Events
Resolution
__________
__________
Attempt
Internal
Response
Time:
Theme
_________
_________
_
WHAT I LEARNED
FROM THE STORY
If I had the power to change the event of
the story, I
would_____________________________
__________________________________
__________________________________
__________________________________
____
Group 4: Lights, Camera, Action!
Study the details how the young
couple walked to the house of the old
woman. Act out how they insulted the old
woman.
62

What are the words this, that, these,
and those called? (Demonstrative pronoun)
When do we use this? That? These?
Those?
Discuss further.

6. Generalization:
What are demonstrative pronouns?
When do we use this? That? These?
those?

7.Application:
A. Guided Practice:
Group Work:
Group 1: Direction: Underline the
correct demonstrative pronoun.

1. (This, These) are the leaves from
the talking tree.
2. He is looking for the liquid stone in
(that, those) caves.
3. In (these, that) valley lives the
daughter of the sun and the moon.
4. The ants carried the prince in
(those, this) wooden box.
5. (This, These) are the gifts I wanted
most.

Group 2: Direction: Check the
sentence that has demonstrative
pronoun.

1. At this moment, one out of every ten
people is suffering from the common
cold.
2. This trip is expensive.
3. This happened in many cases.
4. That story about feeding ac cold is true.
5. Leave those on your desks.

Group 3: Direction: Write DP if the underlined
word is a demonstrative pronoun and DA if it is
a demonstrative adjective.

1. Madam Curie is a leading scientist of the
modern age. This is what almost
everyone knows about her.
2. Because of her experiments, she was
constantly exposed to radium. This
damaged her bone marrow.
3. That is what her daughter eve tells us in
her biography.
4. These contained the precipitates and
liquids needed for their experiments.
5. This miserable old shed where she
conducted her experiments was the
happiest.

Direction: Complete the statements with
appropriate demonstrative pronoun.

1. Do you know this person in this
newspaper? ______ is the author of the
book on the table at the far end of the
room.
2. What do you have in front of you?
_______is a porcelain flower vase sent
to me by my cousin in Thailand.
3. What are these laborers putting up on
the sidewalk?
___________ are advertisements and
sign boards fro the coming circus.
4. What do you have in your hand?
___________ is a bottle of drinking
water.

5. What books are in the counter on the
other side of the room?
_____ are fairy tales.

IV. EVALUATION:
GOLD: Complete each
sentence with a demonstrative
pronoun

1. Nena showed her bag to her classmate.
____ is mine, she said. ____ was bought
for me on my birthday.
REMEMBER:
Demonstrative pronoun points out a
particular person, place or thing.
This and that are singular
demonstrative pronoun.
Examples:
1. This is the chair of the High King
of the Lake.
2. That is the gift of the acacia tree to
the sky.

These and thoseare plural
demonstrative pronouns.
Examples:
1. These are the eyes of a thousand
snakes.
2. Those are the warriors from the
Kingdom of Rain.

This and theserefer to things near the
speaker.
That and thoserefer to things far from
the speaker.
When this, these, that and those are
used before nouns, they are
adjectives not pronouns.

63

2. Nenas classmates pointed to a bag a
few meters away. ____ is mine, she
said. Its new too. ___ was sent to me
by my sister who works abroad.
3. Nena opened her bag and showed it to
her classmate. ____ are the features of
this bag; a place each for pencils,
crayons, snacks, and a water bottle.

TS. Transfer Stage
following verse drill.

But if you are unsure,/how can you
decide?/
But if you think of all the buts/ how can
you reach the summit?/

One who achieves the ultimate/
Is willing to catch a sunbeam/
Hes willing to know the unknown/
And conquer the unconquerable./

Direction: Identify the character trait
being shown by the following
situation:

1. Sir, this is your wallet. You dropped
it, the boy said to the old man.
2. Dont touch my doll! It is mine!
Mara said.
3. Faye obeys her teacher and older
classmates.

3. Motivation:
Ask the pupils what type of stories
they like to read and have them tell the
reason for their choice.

4. Presentation:
Have the pupils rearrange the
scrambled letters to form a word.

FROMIN (inform)
ETNREATIN (entertain)
PRESAUDE (persuade)
DSECIREB (describe)
NRARAET (narrate)

Have the pupils choose from the given
formed words the describe words:

1. Keeps readers amused.
2. Explains the details of things and
events.
3. Paints a picture through words.
4. Relates an event.
5. Gives reasons to convince his readers.

Answers: (1. entertain; 2. inform; 3. describe;
4. narrate; 5. persuade)

5. Discussion:
Explain to the pupils that a material,
story or a book that contains facts was written
for the purpose of informing. On the other hand,
a selection that contains the opinions and views
of the author was written to persuade.

Explain also that identifying the authors
purpose for writing helps readers to better
understand what they read.
(Use the information written in the
generalization.)

6. Generalization:
How do we determine the purpose of the
author in writing a selection?

REMEMBER:
The authors purpose is to
inform if:
You learned specific facts
from the story.
The story gives true information.
The characters in the story are real.
The selection gives data, statistics,
dates and figures.

The authors purpose is to persuade if:

The selection tries to influence the way you
think and feel.
The author convinces the reader of his point
of view.
The selection calls for action and warns of
consequences for each action.
The author makes use of words like should,
must, in my opinion, etc.

The authors purpose is to entertain if:

The selection affects the emotions of the
readers.
The selection gives pleasure, enjoyment, and
amusement.
The characters in the story are not real.
The selection is funny, shocking, scary,
make-believe, intriguing etc.

7. Application:
A. Guided Practice:
64

Read the following titles of reading
materials. Decide which of these were
written to entertain or to inform. Write
the number of your answer inside the
appropriate circle.

a. Rosys Book of Cookie Recipe
b. Origami The Art of Paper Folding
c. The Amazing Adventure of
Squirmy the Worm
d. .The Book of Knowledge
e. Aesops Fable
f. Harry Potter and the Order of the
Phoenix
g. The Illustrated Dictionary of
Animal Life
h. How the Ants Finally Won the War
i. How to Survive the Information
Age
j. The Powerpuff Girls

B. Tell the authors purpose for each of the
following titles:

1. My Point of View (Persuade)
2. The Best Beaches in the Philippines
(I nform)
3. I Love Lassie (Entertain)
4. Dagul: A Carabaos Revenge
(Entertain)
5. TV Guide (I nform)
6. Christianity and the Filipino
(I nform)
7. What We Think
About.(Persuade)
8. A Day in he Life of Bigfoot
(Entertain)
9. The Worlds Worst Disasters
(I nform)
10. The Ghost of Monte Vista
(Entertain)

IV. EVALUATION:
TS: Read the following titles.
Write whether the purpose of
the author in writing these is to
entertain, inform or persuade. Write
your answers on the space provided:

_____ 1. Direction for making leche flan.
(inform)
_____2. A poem entitled, A Mermaids
Song (entertain)
_____ 3. An advertisement telling about the
smallest cellular phone. (persuade)
_____ 4. A newspaper article about a fire that
raged a squatters area along
Commonwealth Avenue. (inform)
_____ 5. A letter requesting assistance for a
Clean and Green project. (persuade)

V. ASSIGNMENT:
A. GOLD: Underline the correct
demonstrative pronoun for each of the following
sentences.

1. (This, These) are the leaves from the talking
tree.
2. He is looking for the liquid stone in (that,
those) caves.
3. In (these, that) valley lives the daughter of
the sun and the moon.
4. The ants carries the prince in (those, this)
wooden box.
5. (These, This) are the eyes of a thousand
snakes.

B. TS. Write the purpose of the author in
writing the following article/ titles:

1. A chapter in Science book explaining why
and how volcanoes erupt.
2. A manual on how to operate a personal
computer.
3. The comics page of a daily newspaper.
4. A story about a snowman who turned into a
real boy for a day.
5. A column giving advice about matters of the
heart.

LESSON # 13

OBJECTIVES:

listened to.
GOLD: 3. Use intensive pronouns.
TS: 4. Infer the general mood of the
selection

II. Subject Matter:
GLR: Smaller But Wiser
GOLD: Using Intensive Pronouns
TS: Inferring the General Mood of the
Selection

Reference:
INFORM ENTERTAIN
65

PELC Speaking 7; 7.3
PELC Reading 8.1
Grammar in Focus p.


III. Procedure:
Have the pupils say the following
phrases with the /oi/ sound. Have the
pupils know that the /oi/ is a single
syllable, not two.

1. the noise of the boys
2. toys made from coconut coir
3. the poise of a joyful man
4. join a tour of Troy
5. spoiled the broiled meat
6. avoid the muddy soil
7. toiling at the hoists
8. a gold coin for poison
9. join the loiterers
10. doilies that coincide

2. Motivation:
Do you believe that
sometimes smaller ones have better
ideas than big ones?

Have the pupils know the
meaning of the following words:

a. leap (action)
b. tusk (picture)
c. clever (The clever ant bit the right leg
of the hunter.)
d. condition (Ill give you this money on
condition that you will use it well.)
e. agree (action)

4. Motive question:
What made the kangaroo
think that elephant was clever?

reads the story.

Smaller But Wiser

A silly elephant once asked a kangaroo
if he could leap well..
Can you leap over this snail? the
elephant asked.
Yes, I can! Ill show you, the
kangaroo replied. The kangaroo leaped over
the snail.
Can you leap over this monkey? the
elephant asked.
the monkey.
Can you leap over this goat? the
elephant asked.
the goat.
Can you leap over this cow? the
elephant asked.
the cow.
Can you leap over me? finally he
asked. If you can do that, Ill give you a
free swing on my tusk every day but if you
fail, you will instead brush my sides every
day.
Yes, I can, said the kangaroo. Ill
show you, he added. But before the
kangaroo could leap over the elephant, the
elephant had stood up to its tall height.
The kangaroo thought the elephant was
clever. It thought and thought. It didnt want
to scrub the sides of the elephant. At last, an
idea came to the kangaroo.
On one condition! it shouted.
What condition? the elephant asked.
That you will close your eyes while I
jump! the kangaroo explained.
All right. I agree, answered the
elephant.
As the elephant closed its eyes, the
kangaroo hurriedly walked behind the
elephant to go to the other side.
That is the reason why the kangaroo in
our story gets a free swing on the elephants
tusk every day.

What made the kangaroo think
that elephant was clever?

66

questions given:

a. When the kangaroo was about to leap
over the elephant, what did the elephant
do?
b. What made the kangaroo think that the
elephant was clever?
c. Was the kangaroo willing to scrub the
sides of the elephant? What condition
did he give before he could leap?
d. Who is more clever, the kangaroo or the
elephant? Prove your answer.

Group the pupils into four. Have
them perform the following activities:

GROUP 2: Thank you, God!
Being clever is Gods gift to us. What
we do is our gift to Him. Have you done
something which you think is your gift to God?
If you have, recall and write them here.

______________________________________
______________________________________
______________________________________
__________________________________

Group 3

GROUP 4: DRAW ME!
Draw the elephant and the kangaroo in
the story. Make a dialogue between the two
using the bubble.

Allow the pupils to perform the
activities under limited time.

GOLD (Grammar, Oral, Language
Development)

Peter, Peter, pumpkin eater/
Had a wife and couldnt keep her/
He put her in a pumpkin shell/
And there he kept her very well//

Direction: Underline the correct
demonstrative pronoun for each of the following
sentences.

1. (This, These) are the leaves from the talking
tree.
2. He is looking for the liquid stone in (that,
those) caves.
3. In (these, that) valley lives the daughter of
the sun and the moon.
4. The ants carries the prince in (those, this)
wooden box.
5. (These, This) are the eyes of a thousand
snakes.

3. Motivation:
Have you read the stories, The Ugly
Duckling, The Little Mermaid, The Tinder Box,
The Snow Queen, The Princess and the Pea and
The Emperors New Clothes? Who has written
these stories? (Hans Christian Andersen)

4. Presentation:
Have the pupils read the following sentences
taken from the story about the famous author,
Hans Christian Andersen.

1. His mother, herself, spent long hours
reading stories to him.
2. His father saved money so Hans could go to
the theater, and he, himself, took the boy
there.
3. To encourage Hans to go back to school, his
friends told him that they, themselves,
would shoulder his expenses.

5. Discussion:
What are the italicized words in the
sentences?
What do these words do with the nouns
or pronouns that precede them?
What does the pronoun herself
emphasize? himself? themselves?
What are these pronouns called?

WHAT I LEARNED
FROM THE STORY
Kangaroo: Elephant:
67

Can you leave out the intensive
pronoun without changing the meaning
of the sentence? (yes)
Discuss further.

6. Fixing Skills:
Underline the intensive pronouns
used in the following sentences. Box
the word it intensifies/emphasizes.

1. I, myself, will supervise the work.
2. You, yourself, will shop for the
materials.
3. We, ourselves, are responsible for the
success of our project.
4. Our output, itself, will speak for us.
5. She, herself, wrote it.

7. GENERALIZATION:
What are intensive pronouns?
When do we use intensive
pronouns?

REMEMBER:
I ntensive pronouns end in self
when singular and selves when plural. It is
always used with antecedents.

An intensive pronoun is used to
emphasize a preceding noun or pronoun. It
can be omitted without changing the
meaning of the sentence.

8. Application:
A. Guided Practice:
Direction: Complete each sentence with
intensive pronoun:

1. Lorna, ______, reads a nice poem.
2. She, ______, wrote it.
3. Her classmates, ______, read the
poem and liked it.
4. We, ______, will write, too.
5. You, _____, have to make the
illustrations.

Direction: Underline the intensive
pronoun and circle its antecedent.

1. Alita, herself, compiles her poems
and stories.
2. The president of the English club,
himself, encourages the children to
write poems and stories.
3. The teachers, themselves, assist the
pupils to visualize what they want
to write.
4. Larry, himself, offers for the
illustrations.
5. All the children, themselves, enjoy
writing poems.

IV. EVALUATION:
GOLD: Direction: Complete each sentence
with intensive pronouns.

1. The members of the Filipino Inventors
Society, _________, have offered a
solution to the environmental problem.
2. The president of the Filipino Inventors
Society said that the transporters and
dealers, ________, should stop from
selling used oil.
3. A circular was issued by the
government, _______.
4. To insure that the used oil, ______,
would not be used as fuel in furnaces
and of cement kiln, there should be a
collection system of used oil.
5. You, _____, can help the quality of your
environment.

TS. TRANSFER STAGE:
tongue twister.

It isnt the hunting on the hills/ that hurts
the horses hooves,
Its the hammer, hammer, hammer on
the hard high road.

Write the purpose of the author in
writing the following article/ titles:

1. A chapter in Science book explaining why
and how volcanoes erupt.
2. A manual on how to operate a personal
computer.
3. The comics page of a daily newspaper.
4. A story about a snowman who turned into
a real boy for a day.
5. A column giving advice about matters of
the heart.

3. Motivation:
What was the last movie you have
watched?
What was it all about?
Have the pupils tell the feeling or mood
the movie put them in.

68

4. Presentation:
Have the pupils identify the mood
projected by the following situation:

a. The house was very dark. Jahzeel
pushed the door and heard a loud
creaking sound as it opened. He held
his breath as he stepped very slowly
into the room. Suddenly, a cold hand
gripped his neck.
_____________________
(suspenseful)

b. The sun is rising from behind the
mountain. The flowers are all in
bloom. Birds are chirping. The
children are laughing.

(happy)

c. The shark slowly appeared from the
deep water and started circling the
boat. It is big and silvery white with
small eyes and saw-like teeth that
made the fisherman tremble.
_______________
(fearful)

5. Discussion:
Have the pupils understand that
aside from inferring about character
traits, it is also important to infer the
general mood of a selection they read.

As you read each situation, what
feeling do you get from reading it?
What does mood mean?
How do we infer the general mood
of a selection?
Discuss further.

6. Fixing Skills:
Read the passage below. Infer the
mood each situation brings by selecting
from the given choices. (Reading for
Meaning 6 p. 158)

1. Which of these choices is not described
in the selection?

A. a crowd shouting
B. people fighting
C. clapping hands
D. loud music

2. Read the last two sentences. How does
Don probably feel?
A. scared B. annoyed
C. excited D. tired

3. Which phrase best completes this
graphic organizer?

A. people talking B. quiet music
C. people singing D. loud music

7. GENERALIZATION:

Making an inference is seeing other
meanings that directly stated details in a
passage imply, suggest, or hint at. An inference
is going beyond the surface details.

Authors use words, phrases and images
to catch the attention of the readers and to work
on their emotions and create the mood of the
selection.

What is a mood? Mood is the feeling you
experience while reading. It is the atmosphere
which covers a whole range of moods; from
anger to sadness; to excitement and fear.

8. Application:
paragraphs. Then, infer the general mood of
each selection. Arrange the letter of the
following words to identify the mood given.

1. Roland frowned. He wanted to watch a
basketball game TV. But Maricel was
watching another program. He suddenly
switched to another channel. Maricel
shouted. How impolite!
____________ (ngaer)
Don watched the crowd grow.
Music blasted out of the speakers. He
could feel the beat through his body.
When the lights went out, everyone
pushed forward. People started chanting
the names of their favorite band members
and clapping their hands. Don smiled and
started clapping, too. He knew it would be
a great concert.
The
Concert
Clapping
hands
?
People
chanting
69

2. Karl and Jazzer are boy scouts. They
have been learning to give first aid.
They have learned what to do with the
cuts, bruises, sprains and how to dress
wounds. One day, while the boys were
walking home from school, they saw a
car hit a little girl. Karl and Jazzer ran
quickly to the child. She was
unconscious and blood was spurting
from a wound on her wrist.
__________ (chlleagne)

3. What a place! Cockroaches
everywhere, cobwebs, and dust thick
enough to plant potatoes in it!
___________ (gutsdis)

IV. EVALUATION:
TS: Direction: Read the passage below.
Infer the moods directly stated by the
quotes given. The MOOD BANK can
serve your guide to identify the mood being
referred to.

Once there was an old rock on top
of a mountain that wished it could talk.
Now and then, a person or an animal came
by. Some climbed onto the rock to look at
the view.

Hey! the rock wanted to say.
Watch your step! But it could not.
Thousands of years came and went
but the rock could not come and go like the
people and the animals. It had to sit still
and keep quiet.

Then, one day, something changed.
The earth moved. With a great roar, the
mountain threw the rock high into the sky.
It flew through the air and landed in a river
miles away.

Well, the rock thought to itself. I
still cant talk, but at least, I can travel.

Quotes Mood
1.wished it could
talk
2.had to sit still and
keep quiet.
3.with a great roar,
the mountain threw
the rock high into
the sky.
4.it flew through the
1. ___________

2. ___________

3. ___________

4. ___________
air and landed in a
river.
5.cant talk but at
least can travel.

5._____________

V. ASSIGNMENT:
A. GOLD: Direction: Complete each
sentence with intensive pronouns.
Underline the noun or pronoun which
the intensive pronoun refers to.

1. Neil Armstrong, _______, prepared
well fro the flight to space.
2. His teachers, _______. Told about
Neils excellence in Science and
Math.
3. The lesson for learning to fly a plane
was expensive, but Neil, _______,
earned the money for it.
4. The training program, ________, was
difficult.
5. The U.S. President, ________,
congratulated the three astronauts.

B. TS. Direction: Infer the
mood of the following selection.
Choose your answer form the given
choices inside the box.

1. Please dont cry. Tell the kids that their
daddy is fighting for them, for his wife,
for his people, and for his country, said
the departing soldier. _____________.
2. All the children were opening their gifts.
Their faces brightened up as each took
out a toy from inside colorful wrappers.
But Lita had no gift to open. Tears
started to flow down her cheeks. If only
my parents were alive, she thought.
3. The Francisco family was up early, and
so were the rest of the people in the
whole town. Bands have been playing
merrily since six oclock in the morning.
Church bells have been ringing gaily,
too. The town fiesta has begun.

MOOD BANK

Anger sadness resignation
Joy surprise appreciation
Merry excited

Sad sorrow
70

LESSON # 14

OBJECTIVES:

CT: 2. Answer questions from the
story listened to.
GOLD: 3. Use reflexive pronouns.
TS: 4. Recognize the figurative language
to describe people and events
simile, metaphor, hyperbole and
personification
5. Use the figurative language to
describe people and events

II. Subject Matter:
GLR: Depending a Poor Man
GOLD: Using Reflexive Pronouns
TS: Inferring the General Mood of
the Selection

Reference:
PELC Speaking 7.4
PELC Reading 7.1
Growing in English p. 204
Grammar in Focus p.


III. Procedure:
the pupils recite the given tongue
twister:

Kimbo Kemble kicked his kinsmans
kettle.
Did Kimbo Kemble kcik his kinsmans
kettle?
If Kimbo Kemble kicked his kinsmans
kettle,
Wheres the kinsmans kettle Kimbo
Kemble kicked?

2. Motivation:
How do you treat a visitor?

Read the following sentences. Use
context clues to decide which
word from the box make sense in
each sentence.

1. Upon reaching the place where we
are going today, we were warmly
welcomed by the ______.
2. I dont want to be caught in a _____
because it is a difficult situation to be
in.
3. She feels like a ____ every time her
father is assigned from one province
to another.
4. The ____ was filled with people who
were eager to hear the verdict.

4. Motive Question:
Have the pupils state questions
about the story.
(Who depended the poor man? How?)

Have the pupils listen as the
teacher reads the story.

Depending a Poor Man

Janos Kadar, a Hungarian, was a
hardworking fellow. He worked till the wee
hour of the night. Soon he was able to pay
off all his debts and still had enough money
left to live comfortably for the rest of his life.
So one beautiful sunny day, Janos went to
see and repay the innkeeper who had helped
him when he was penniless and starving.

How surprised the innkeeper was when
he saw Janos. Hello. Fifteen years ago,
you gave me three boiled eggs when I was
very poor and hungry. I came back to
reward you for your kindness by paying for
those eggs a hundredfold.

Unfortunately, the generous innkeeper
became a greedy one after fifteen years. He
figured out what have happened if the three
eggs had hatched into little chickens and if
those chickens had grown up and hatched
for more chickens, and so on. Finally, he
greedily concluded that Janos must give him
everything he had, including his savings.

Janos almost fell dead in surprise with
how his kind gesture was met with by such
unimaginable greedy demands. The story of
innkeeper chamber
gypsy trial
predicament majesty
71

his predicament spread like fire
throughout the land. The King of
Hungary heard the story and
volunteered to sit in the jury.

Janos became more and more upset
as the time drew near for him and the
innkeeper to face the king in court.
Soon his hard-earned savings would
disappear like a bubble for he
presumed that the king would decide in
favor of the crafty innkeeper.

A week before the final day, while
he was thinking about his misfortune, a
gypsy came by. Why are you wearing
a long face, goodman? he asked
cheerfully. Janos told him everything.
Dont you worry. Ill present the case
to the king and youll surely win. You
should know how clever gypsies are.
Janos accepted the offer even if he had
little hope that anyone could really him.

On the day of the trial, Janos was
looking for the gypsy in the chamber.
He was nowhere to be found. After
sitting and waiting for a long time, the
King grew impatient. Janos Kadar,
he said. Prepare to give all that which
the innkeeper is asking for you if your
representative doesnt appear in thirty
seconds.

Just in time, the gypsy came
bursting through the door. Your
majesty, I apologize for being late. You
see, I was boiling corn at home, trying
to turn it into more corns!

Everyone in the chamber roared in
laughter.

How silly you are! How can you
make more from boiled corn? asked
the King.

The gypsy grinned and said, Well,
Your Majesty, how can you hatch
chicks from boiled eggs?

The King stared at the gypsy
thoughtfully. I think youre right. The
boiled eggs could not hatch into chicks
anymore. Finally, he said, Janos,
you have to pay only for the eggs you
ate.

How thankful Janos was to the King and
most especially to the gypsy traveler. As for
the innkeeper, there was no more reward
just a few cents for his boiled eggs.

Adapted

1. Answering the motive
questions.

questions:

a. What did the poor Hungarian owe the
innkeeper?
b. How much did the innkeeper want the poor
man to pay?
c. Who depended the poor man? How?
d. If you were the gypsy, how would you
depend the poor man?
e. If you were the King, would ypu do the
same?

following activities under time limit.

GROUP 2: Thank you, God!
Being clever is Gods gift to us. What we do
is our gift to Him. Have you done something which
you think is your gift to God? If you have, recall and
write them here.

__________________________________________
__________________________________________
__________________________________________
______________________

Group 3

GROUP 4: DRAW ME!

WHAT I LEARNED
FROM THE STORY
72

Draw the elephant and the kangaroo in
the story. Make a dialogue between the two
using the bubble.

Allow the pupils to perform the
activities under limited time.

GOLD (Grammar, Oral, Language
Development)
following:

Lily Lee listens to lessons,
As Lily Lee listens to lessons,
She listed eleven lessons
on how to listen to lesson.

Direction: Complete each sentence
with intensive pronouns. Underline
the noun or pronoun which the
intensive pronoun refers to.

1. Neil Armstrong, _______, prepared
well fro the flight to space.
2. His teachers, _______. Told about
Neils excellence in Science and Math.
3. The lesson for learning to fly a plane
was expensive, but Neil, _______,
earned the money for it.
4. The training program, ________, was
difficult.
5. The U.S. President, ________,
congratulated the three astronauts.

3. Motivation:
Which of the stories written by
Hans Christian Andersen have you read
already?

4. Presentation:
sentences:

I find myself enjoying the
stories.
The swan saved itself in the
water.
My parents gave themselves
time to watch a movie.
5. Discussion:
What are the underlined words in each
sentence?
What are these words? (reflexive
pronoun)
Can you read each sentence without the
reflexive pronoun?
Does it make sense?
In what way is the reflexive pronoun
similar to intensive pronoun? How does it
differ?
Discuss further.

6. Fixing Skills:
A. Underline the pronoun and circle its
antecedent. Then put a check (/) before
each number if the pronoun is a
reflexive pronoun and (x) if it is
intensive pronoun.

_____1. Annie reads to herself a nice poem.
_____2. She, herself, wrote it.
_____3. Her classmates, themselves, read the
poem, and liked it.
_____4. Sherwin offers himself for the
illustrations.
_____5. Jahzeel, himself compiles his poem and
stories.

B. Complete the following sentence with
reflexive pronoun.

1. Neil Armstrong prepared _____ well
for the flight to space.
2. The lessons for learning to fly a
plane were expensive but Neil
earned the money for it _____.
3. Neil applied _____ for the astronaut
program but was not optimistic about
his chance because there were many
applicants.
4. Nobody else but Neil _____ was
surprised when he was accepted.
5. It was Neil ______ who became the
first human being to step on the
moon.

7. GENERALIZATION:
What is a reflexive pronoun?

REMEMBER:

The reflexive pronoun is used as an
object that refers to the subject. It is
necessary to the sentence, and,
therefore, cannot be left out.

8. Application:
Janos King
73

A. Complete the following sentence with a
reflexive pronoun:

1. The President of the Filipino
Inventors Society said that the
transporters and dealers should stop
______ from selling used oil.
2. Instead of burning, the FIS
members said that they will collect
the used oil for ____ to refine and
recycle it and save thousands of
lives of people.
3. The refining process won for _____
the Best Invention Awards in 1994
during the National Inventors
Week.
4. You make an experiment about
chemical change for ______.
5. Olivia Salamanca was a brilliant
student ______.

B. Write R if the italicized pronoun is
reflexive and N if not.
_____1. Olivia Salamanca was a bright
student herself during her
college years.
_____2. As a student, she, herself, did
research on a cure for
tuberculosis.
_____3. At first, Mr. and Mrs.
Salamanca, themselves,
encouraged her in her work.
_____4. As a doctor, Olivia cared more
for her patient than for herself.
_____5. Today, tuberculosis, itself, is a
curable disease.

IV. EVALUATION:
GOLD: Direction: Complete the following
sentence with the correct reflexive pronoun.

1. I find ____ enjoying biking around
the neighborhood.
2. Jazzer learned ____ playing the
guitar.
3. The teachers gave _____ time to
relax during Teachers Da.
4. The girls collect shells and stamps
for _____.
5. Allyson make an album of
butterflies for _____.

TS. Transfer Stage

1. Drill: Pronunciation Drill:

Should she sell sheers sheets or should
she sell shaggy shawls?

2. Motivation
Have you read a poem? Did you
understand the meaning of the poem or what the
author wants to convey? Why? Why not?

3. Unlocking of difficulties

a. delight - satisfaction
b. bower - one who bends his head or body
to show respect
c. fold - to lay one part over
another part
d. duster - one used to remove dust

B. Development of Lesson
1. Presentation

a) The teacher sets standards in reading a
poem and hints for pupils to learn
appreciation of poems.
b) The teacher will present poems written
on a manila paper. She will post it on
at a time for discussion.
c) Teacher reads a poem twice.

NIGHT
By William Blake

The moon like a flower
In heavens high bower
With silent delight
Sits and smiles in the night

2. Analysis and Discussion

1. Teacher asks a pupil to read the
underlined words in the poem.
2. The teacher reads the underlined words
again and says that the underlined sets
of words are examples of figures of
speech.
3. Study the lines from the first poem.

a. How did the poem describe the moon?
Like a flower in heavens high bower.

b. Can the moon really do what the poet
wrote?
Sits and smiles on the night
With silent delight

c. Explain that poets use figurative
language to create sensory images.

74

d. Tell the class that the first
underlined set of words in the
poem is called simile. It compares
two unlike objects with the use of
like or as.

e. In the second and third underlined
group of words, figurative
language used is personification.
It gives human characteristics to
non-human things.

f. Present the second poem.
g. Study how the author describes a
turtle.
A tidy turtle folds himself up
carefully and puts himself away

h. Tell the pupils that these groups
of words are called metaphor.

Metaphor is a figurative language
that makes direct comparison of
two unlike things that make
something in common.

i. Present this poem on the board.

A spider walked a tightrope there
And did not trip or fall
She even kept her balance well
Without a parasol

The underlined group of words
shows personification.
Personification is the giving of
human qualities to animals, objects
and idea.

What human qualities are given to
the spider?
walked a tightrope
kept her balance well without a
parasol

j. Pupils read the poem in unison.

3. Generalization

Figurative langauge describes ways
and it goes beyond what words
actually mean. These are oftentimes
used by poets to suggest meanings.

The three types of figurative
language learned are:

a. Simile is stated comparisons of two
unlike objects have something in
common. It uses the words like and
as in comparing.

b. Personification is the giving of
human qualities to animal, objects
and ideas.

c. Metaphor makes a direct comparison
of two unlike things that have
something in common. It does not
use the word like/as.

4. Application:
A. Direction: Tell whether the given
sentence below is a Simile, a Metaphor or a
Personification. Write your answer on a
piece of paper.

_____ 1. The flower swayed happily the wind.
_____ 2. The dictionary is the bankbook that
guides us in use of the words and
their meanings.
_____ 3. The airplane was swallowed by the
thick clouds.
_____ 4. The leaves whisper their words to
each other as the wind passes by.
_____ 5. To be in the museum is to be at a time
machine set back long time again.

Possible Answers:
1. Personification 2. Simile
3. Metaphor 4.Personification
5. Metaphor

B. Enrichment Activities
Direction: Study the following lines
from the poems given to your group.
Underline and identify the figurative words
used. (Simile, Metaphor, Personification)
Here are the poems.

The moon like a flower
In heavens high bower
With silent delight
Sits and smiles in the night

From: NIGHT by William Blake

My turtle is a tidy boy!
When he is tired of play,
He folds himself up carefully
And puts himself away.

From: TIDY TURTLE by Polly Chase

75

IV. Evaluation
Direction: Identify the figurative
words used in each sentence.
Write S for simile, M for metaphor,
P for personification.

______1. The kettle sings as it sits on the
stove.
2. The grass dances with the wind.
3. The sun is a ball of fire.
4. The clouds are as white as cotton.
______5. Her brother was a tower of
strength during those hard
times.

V. ASSIGNMENT:
GOLD: Make/Write 5 sentences using
Reflexive Pronoun.

TS. Direction: Identify the figurative
words used in each sentence. Write
S for simile, M for metaphor, P for
personification.

______1. An army of fleas attacked the
dogs.
______2. The wrinkled sea beneath him
crawls.
______3. The taxis roll along the avenue
like spools of colored threads.
______4. The wind slapped my face like an
old man.
5. The car eats lot of gas.

LESSON # 15

OBJECTIVES:

CT: 2. Answer questions from the
story listened to.
GOLD: 3. Use relative pronouns.
TS: 4. Sequence the key concepts or big
ideas to show wholeness of the
story/ selection

II. Subject Matter:
GLR: The EDSA Revolution
GOLD: Using Relative Pronouns
TS: Sequencing the Key Concepts or
Big Ideas To Show Wholeness of the
Selection

Reference:
PELC Speaking 7.4
PELC Reading 7.1
Growing in English p. 204
Grammar in Focus p.


III. Procedure:

Betty bought a bit of butter but she
found the butter bitter/
So she bought a bit of butter to make
the bitter butter better.

2. Motivation

Who is the 10
th
President of the
Republic of the Philippines?
Who is the President next to
President Ferdinand E. Marcos?
How did these two presidents
become popular in the history of the
country?
Are you familiar with the events
that brought about the fall of Marcos
and the rise of Cory Aquino?
Today, we will read one of the
momentous events in the history of the
country, the EDSA Revolution. (Show
pictures of the EDSA Revolution)

3. Unlocking of Difficulties
Substitute another word for the
underlined word in each sentence.
Choose the word from the list given
below.

a. The tanks were moving towards
them.
b. The armored tanks were driven by
armed soldiers.
c. The people moved forward.
d. The crowd came to EDSA from all
directions.
descended surged emboldened
rolling non-violent glued
stormed manned
76

e. The revolution was a no-shooting
struggle.
f. The eyes of the whole world were
stuck to their TV sets.
g. No longer afraid, the lady offered
him some food.
h. The people broke through the gates
of the palace.

4. Motive Question:
Have the pupils formulate their own
questions.

Have the pupils listen as the
teacher reads the story.

The EDSA Revolution

The four days of February 22 to
25, 1986, known in the Philippines as the
EDSA Revolution, is a Filipino version of a
peaceful and non-violent popular uprising.
It was the victory of the national purpose
and conservative values of the nation. It
was the outpouring of love, anger and
courage which brought the people into
streets against the power of a dictator and
the fear of a communist takeover.

While the world watched, their
eyes glued to their television sets, the
Epifanio de los Santos Avenue or EDSA for
short, became one stage for a drama: Cory
Aquino as the heroine, Ferdinand Marcos
as the villain and the rebel military leaders
in the persons of Fidel Ramos, Juan Ponce
Enrile and Gregorio Honasan as sudden
heroes. Within hours of the announcement
of Enrile and Ramos break up with
Marcos in a press conference, the streets
outside of the rebel headquarters became
filled with people.

Men, women and children
descended into EDSA from all directions
bringing with them provisions such as fried
chicken, spaghetti, sandwiches and soft
drinks, not to take part in a revolution, but
in a family picnic. They came with their
radios and cassettes while the women
brought their umbrellas and camped on the
concrete highway with their families and
friends. Cars and vehicles were parked in
the middle of the streets.
Soon the people saw military tanks
manned by heavily armed soldiers rolling
towards them. Suddenly everyone ran in the
direction of the advancing tanks. Instinctively,
they held on to each other. Locked in each
others arms the praying nuns and priests, the
businessmen, students, teachers, laborers,
housewives forming a strong chain, they all
surged forward risking their lives as they faced
the advancing armored tanks.
Hold on! one man shouted.

Do not let go! another one
commanded, as they held on tightly locked arm
in arm.

Holding a rosary, a nun suddenly
stepped forward and sweetly offered a
sampaguita garland to a soldier. Emboldened,
a lady offered a second soldier some
sandwiches and cigarettes. Then the crowd
offered the armed soldiers in the tank pieces of
fried chicken, soft drinks, other food and
cigarettes which the tired and hungry soldiers
could not resist.

Join us, the people told the soldiers, let
us not kill one other. We are all Filipinos and
brothers. The soldiers went down and
abandoned the tanks and joined the crowd to the
great joy and applause of the people.

At last, Malacaang fell. All the people
stormed its gates and rushed through the rooms
of the palace.

People Power had won over the
dictators rule. A long night had ended. It was
the break of a new dawn. The Filipino people
had shown to the world that a non-violent
struggle for freedom can be won through the
unity and prayers of a people determined to live
the way of peace, justice and freedom.

1. Answering the motive questions:

77


What did the Filipino people fight
for during the four-day EDSA
Revolution?
How did EDSA become the center
of drama during the revolution?
Who gathered at EDSA?
How did the people stop the
military tanks from dispersing
them?
How did the nuns and the crowd
soften the wooden heart of the
soldiers?

Engagement Activities:

following activities under time
limit.

GROUP 2: What I learned from the
story:
What moral values of the Filipinos
are inferred from the following
situations?

A great number of people came to
EDSA after a call for help was aired
through the TV and radio stations.
(COOPERATION)
Let us not kill one another. We are all
Filipinos and brothers, the people
pleaded the soldiers.
(LOVE FOR FELLOWMEN)
As the crowd waited in the concrete
pavement, many of them prayed while
others sang spiritual hymns.
(FAITH)
Locked in each others arms like a
strong chain, the people approached the
advancing tanks.
(UNITY)
The people offered food, soft drinks
and cigarettes to the tired and hungry
soldiers.
(CHARITY)

GROUP 3:
Fill the story grammar with details
from the selection.

STORY GRAMMAR ORGANIZER

Have the pupils complete the story grammar
organizer:
Title: _________________________
Author: _______________________

GROUP 4:

GOLD: Grammar Oral, Language
Development:

1. Drill: pronunciation Drill:
verse drill:

A fairy fell in love/ with a beautiful
firefly
She wanted his fire/ and she wanted to
fly.//
An elf said,/ The fair fairy is being
funny,//
She can make fire/ and she can fly/
Even without a firefly!/

2. Motivation:
Can you sing the National Anthem from
memory?


the problem?
WRITE ME A LETTER

him/her.

78

3. Presentation:
sentences taken from the history of the
Philippine National Anthem:

The Philippine National Anthem is
a song that expresses well the story
of our struggle for independence.
Emilio Aguinaldo who had
commissioned the song, intended it
to be part of the proclamation rites
of the Philippine Independence
Day.
Jose Palma, who was a great poet,
wrote the lyrics of the song.

4. Discussion:

What are the italicized clauses in
each sentence?
What is the function of each clause?
What word introduced each clause?
What is the function of relative
pronoun?
Discuss further.

5. Fixing Skills:
A. Write the correct relative
pronoun to complete each sentence.

1. During the Spanish period, the
Barong Tagalog ______ was the
fashionable wear at that time, was
made from the fiber of the
pineapple plant.
2. Tinikling, ____ is a popular dance
among Filipino celebrations, uses
bamboo poles.
3. Many childless married women go
to Obando, Bulacan, to dance at the
rites _____ has now become a
devotional dance to the towns three
patron saints.
4. The enchanted forest, _____ is a
part of Baguio City, attracts both
the young and adults.
5. The yoyo, a game ____ is now
played around the globe, was started
in the Philippines by a Filipino.

6. GENERALIZATION:

What is a relative pronoun?

REMEMBER:

A relative pronoun is a pronoun that
may introduce an adjective clause. It joins
its antecedent of which it is part. Relative
pronoun should be placed as close as
possible to their antecedents.

Note that the pronouns
who, whom, and whoseare used to
refer to people;
that is used to refer to people and
things;
which is used to refer to things and
animals.

7. Application:
A. Direction: Supply the following
sentences with the correct relative
pronoun:

1. Kawit, Cavite ____ is the site of the
Declaration of the Philippine
Independence, is a place memorable
to me.
2. My mother, ____ is very dear to us,
used to narrate how we were taken
home to Kawit, Cavite.
3. A special train ____ Grandfather had
hired was waiting for us.
4. From then on, our family ____
Grandfather cared for so much,
stayed in Kawit.
5. Grandfather needed someone ___
could host his numerous visitors.

IV. EVALUATION:
GOLD: Direction: Write the
appropriate relative pronoun for the
following sentences:

1. The original flag, _____ was made in
Hong Kong by Dona Marcela Agoncillo,
is exhibited at the Aguinaldo Museum in
Baguio City.
2. Emilio Aguinaldo, _____ brought the
flag to the Philippines had it first
unfurled at Kawit, Cavite on June 12,
1898.
3. The history of the Filipinos is recorded
in the museum _____ was inaugurated in
May, 1985.
4. This flag, ____ was taken by the
Americans, was given to the American
museum.
5. Seven years later, the general ____ lay
dying on his bed, kissed the flag for the
last time.

79

TS. TRANSFER STAGE:
1. Drill: Pronunciation Drill:
following tongue twister:

She sells seashells from the
seashore/
If she sells seashells from the
seashore,
Wheres the seashells she sells from
the seashore?

2. Review
Do you still remember the basic
elements of a short story?
(Title, Main Character, Setting, Plot,
Ending)

3. Presentation:
Ask the pupils the title of the
selection. Ask them to count the number
of paragraphs in the selection.

4. Analysis and Discussion

Guide pupils to identify the key
concept or big ideas involved in each
paragraph through these comprehension
questions. Use the chain of events to
sequence the key concepts.

Paragraph 1: What did the Filipino people
fight for during the four-day EDSA
Revolution (It was the victory of national
purpose and conservative values of the
nation.)

Paragraph 2: How did EDSA become the
center of drama during the revolution?
(The announcement of break up of the
military leaders Enrile, Ramos and
Honasan with Marcos authority signaled
the people to pour at EDSA thus becoming
the center of drama during the revolution.)

Paragraph 3: Who gathered at EDSA?
(Men and women from all walks of life
gathered together at EDSA.)

Paragraph 4: How did the people stop the
military tanks from dispersing them?
(People formed a strong chain, risked their
lives to block the advancing tanks.)

Paragraph 5: How did the nuns and the crowd
soften the wooden heart of the soldiers?
(The nuns and the crowd offered flowers, food
and drinks to the hungry soldiers.)

Paragraph 6: How did the crowd encourage the
soldiers to step down from their tanks and join
them?
(The people said, Let us not kill one another,
we are brothers, join us!.)

Paragraph 7: What did people do upon reaching
Malacaang Palace?
(People stormed its gate and rushed through its
rooms.)

Paragraph 8: What did the world witness in the
event?
(The world witnessed a non-violent struggle for
freedom won through unity and prayers.)

5. Fixing Skills:

Listen as the teacher reads each short
story then sequence the following events in
order. Use numbers 1-5.

Mother wanted to bake a cake but she
found out that there were no eggs. So she told
Maribel to run to a store to buy some. When
Maribel was about to go to the kitchen, she
tripped on Arthurs toy trains. Crack! The
eggs fell and got broken. Mother told Maribel
to buy eggs again.

She told Maribel to buy eggs.
Mother wanted to bake a cake but there
were no eggs.
Mother told Maribel to buy eggs again.
As Maribel was bringing the eggs to the
kitchen, she tripped on Arthurs toy trains.

Darwin studied for his exam until late at
night. The next morning, he was not
able to wake up even though the clock
alarmed. So father woke him up and
helped him prepare for school.
Eventually, Darwin arrived late in
school.

Father woke up Darwin and helped the
latter prepare for school.
Darwin studied for his exam until late at
night.
80

Darwin was not able to wake up
when the clock alarmed.
Darwin arrived late in school.

6. Generalization
How do we sequence the key
concepts to show the wholeness of the
selection?

To sequence events is to arrange the
events according to how they happened in
the story.

We identify the key concept of a
paragraph and arrange them according
to the sequence of events in the selection.

7. Application

A. MINI THEATER RESENTATION

a. Form 4 groups of fives to correspond
to the number of paragraphs in the
selection.
b. Given the key concept for each
paragraph, have a role playing with
the episodes in each paragraph.
c. Show the correct sequence of events
during the presentation.
d. Use props and background music if
needed.

B. Story Construction Game (Group
Work, with 50 pupils)

To the teacher: Divide the class into
groups with five members and each group
is called Mother group. The leader is the
mother and the four members the
daughters.

Divide the ten groups into two A and
B respectively.

Distribute randomly each strip to each
mother of A groups.

Pepito saw an old woman who was
hardly crossing the street.

He approached the old woman and
offered help and the latter gladly
accepted the offer.

When the two reached the other side of
the street, the old woman rewarded
Pepito a big seed.

When Pepito came home, he planted the big
seed. The next morning he found a money tree
on the place where he put the seed!

Strips of events for B groups:

One evening, Rhodora went to sleep without
fixing her schoolthings. While she was sleeping,
she was interrupted by some noise.

It was her school things the bag, books,
notebooks, pens and papers that came alive!

Her school things were mad at her for not fixing
them.

Rhodora asked forgiveness from her school
things and promised to take care of them.
Suddenly, she opened her eyes realizing
everything was just a dream.

Say: Mothers, stay in your group and send
each of your daughter to other group.
You read to the daughters the event
written in the strip. Daughters, listen
very carefully to the event. After that go
back to your mother group and share
what you have listened to. The group
then arranges the events in order forming
a story. Finally, retell the story to the
class.

IV. EVALUATION:
Number the concepts/ideas given
below in the order in which they occurred
in the EDSA Revolution.

____ Armored tanks with heavily armed
soldiers moved towards the people.
____ The people rushed through the gates
of Malacaang and entered all the
rooms.
____ The soldiers accepted the food and
cigarettes offered by the people.
____ Families and organizations prepared
food such as fried chicken,
sandwiches, and soft drinks as if
going to picnic.
____ People power won and democracy
was restored.
____ People came in great numbers and
camped on the pavement of EDSA.
____ Fidel Ramos and Jose Ponce Enrile
broke away from Marcos.
81

____ The people locked arms and met
the advancing tanks.

(Key to Correction: 4, 7, 6, 3, 8, 2,
1,5)

V. ASSIGNMENT:
GOLD: Write the correct relative
pronoun to complete the sentence:

1. The colors ____ we see around us
can influence our moods.
2. Scientists ____ measured the
temperatures of colors have found
out that reds and oranges are
actually warmer than blues and
greens.
3. The instrument ____ the scientists
used to measure the temperature of
color is called thermopile.
4. Color coding ____ people use in
their business files, help them speed
up their work.
5. Map makers ____ use color codes
make it easier for us to identify the
different features of the maps.

TS. Sequence the events of the given
story: For the teacher to read to the
class:

Each weekday is a busy one for Mr.
Rodriguez, a family man and a
watchman in a sports center.
Before he goes to his work, he
drives his two children to school. In
the afternoon, he gets his children
back from school. At home he
feeds the pigs and chicken. Lastly,
Mr. Rodriguez fetches water for his
family.

Pupils copy:

_____ He feeds the pigs and the
chicken.
_____ He gets his children back
from the school.
_____ He goes to the sports center.
_____ He fetches water.
_____ Mr. Rodriguez drives his
children to school.

(End of Second Grading Period)

82

7. Motivation:
How will you describe your
mother? Your father? Your friends?
Etc..

8. Presentation:
Have the pupils rearrange the
jumbled letters to identify character traits.

a. tientap (patient)
b. cuarogesou (courageous)
c. azly (lazy)
d. sseiuor (serious)
e. belumh (humble)

What are the words formed?

Have the pupils read the following story:

5. Discussion:
What can you say about Michael? (selfish)
Why?
What character traits could you infer that
Michael has?
Discuss further

6. Fixing Skills:
Read the passages below and underline
the word that best describes the character in
each.

6. Ivy pushed her long hair away from her
face and walked to the window and
back. Ivy was ______

nervous tired peaceful

7. There is nothing you can do, child,
pleaded her mother. She realized that Ivy
wanted to go out in the storm alone.
Ivys mother was ______.

glad worried proud

8. An enormous tree was rushing along in
the water like a battering ram. It was
headed toward the bridge support below
Several days after he arrived at their
house, Eddie sat for some five-year old
twins, Michael and Michelle. Soon after he
arrived at their house, the twins began
arguing about a tricycle. Michael insisted
the tricycle was his. Even though he was
playing in the sandbox, he did not want
Michelle to use it.
All right, said Michelle, I wont
use your tricycle. Ill play in the sandbox and
make a sand castle.
No, said Michael, This is my
sandbox because I was first to be here. You
cant play here until I finish building my
fort.
(Reading for Meaning 5)
83

the spot Ivy was clinging. She held
her breath as she watched the thing
move upward and down in the river.
Ivy was _____.

excited frightened
foolish

9. Balikbayan Bridge is out! Ivy
said and she collapsed on the floor.
Ivy was _____.

exhausted sick
cowardly

10. The passengers on the bus that Ivy
saved collected money to help her
continue her schooling. The
passengers were _______.

grateful sorry angry

7. Generalization:
What are the different traits that we
can infer from a character?

Remember:

When you read, you can use
information from a story to help you learn
more about a character that the story tells
you directly. The clues you may use
include what a character says or does and
what other characters say about that person.
When you do this, you are inferring
character traits the qualities that a
character has. What a character says, does,
thinks and feels tells you a lot about him or
her. What other characters say can also
give you clues.

8. Application:
A. Form small groups. Talk about the
character traits of each member of the
group. Use the Venn Diagram.

B. Fill in the web with the characters
name, one character trait and the
evidence to prove your answer.
Number 1 is done for you.

1. Johnny often told everyone what to do.
When the boys played games, Johnny would
say, We are all going to do things my
way. From this action, we can tell that
Johnny is _____.

bossy neat considerate

2. Hi! Youre new here, arent you? asked
Jennifer. Would you like to play with me?
We could play patintero or tumbang preso, if
you like.

Gwynn said, Id love to. I just moved here
and I dont know anyone.
Jennifer is __________.

shy friendly quiet

3. Gale cleaned the tables and put away the
dishes fro her mother. She made tea for her
father when he was sick. Delia is _______.

messy neat helpful

IV. Evaluation:
Main Character

Johnny
Character Trait

bossy
Evidence:
Johnny would say, We
are all going to do things
my way.
Main Character

Character Trait

Evidence:
Main Character

Character Trait

Evidence:
84

TS. Direction: What trait of the character
or characters is shown in each of the
following situations?

2. Eva and her mother walk on the
snow to gather food.
(persevering, patient, daring)

3. For the first time, Eva will walk
alone under the sea.
(coward, courageous, shy)

4. Her mother told Eva to take care of
herself.
(loving, cruel, funny)

5. I should start working now, Eva
said.
(lazy, brave, determined)

6. She starts singing a tune and
dancing.
(crazy, thankful, fun-loving)

V. Assignment:
A. GOLD: Direction: Put a check
mark (/) on the blank if the sentence
is written correctly. If it is not,
underline the incorrect part and
write the proper structure above it.

room.
______2. Several of the audience is
from my hometown.
______3. No one have been calling
Dana ever since she arrived.
______4. Many are in the small plastic
bag.
______5. Neither of the boys are
walking alone in the forest.

B. TS. Direction: Identify the character
trait being shown by the
following situation:

6. Sir, this is your wallet. You
dropped it, the boy said to the old
man.
7. Dont touch my doll! It is mine!
Mara said.
8. Faye obeys her teacher and older
classmates.
9. Laurence has saved his money
since he was in Grade 3.
10. I love to sing and dance. I enjoy
my studies, Mae said.

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