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V English Series Across Borders Through Reading 3 Teacher’s Manual Second Edition ISBN 978-971-07-2552-6 Copyright 2009 by Vibal Publishing House, Inc. and Evelyn B. Angeles, Alicia R. Bambico, Agnes P. Galapon, and Rodelio T. Santos All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means—electronic or mechanical, including photocopying, recording, or any information storage and retrieval system without permission in writing from the publisher and the author. Artwork belongs solely to Vibal Publishing House, Inc. Published and printed by Vibal Publishing House, Inc. Main Office: Cebu Office: Davao Office: Iloilo Office: Cagayan Office:
1253 Gregorio Araneta Avenue cor. Maria Clara Street, Quezon City, Philippines Unit 202 Cebu Holdings Center, Cebu Business Park, Cardinal Rosales Avenue, Cebu City, Philippines Kalamansi St. cor. 1st Avenue, Juna Subdivision, Matina, Davao City, Philippines Unit 6, 144 M. H del Pilar St., Molo, Iloilo, Philippines Bldg. A, Unit 4, Pride Rock Business Park, Gusa, Cagayan de Oro City, Philippines
Member: Philippine Educational Publishers’ Association; Book Development Association; Association of South East Asian Publishers; Graphic Arts Technical Foundation
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Preface The VP English Series is a language and reading program that: • reflects current trends and developments in language and reading instruction; • recognizes the interrelationships of the four components of the English program: listening, speaking, reading, and writing; • implements changes in English instruction as called for in the New Elementary Learning Competencies; • focuses on definite language and reading learning competencies attainable within specified and appropriate conditions and time; • develops language and reading skills in hierarchical and spiral fashion; • provides for learning and practice of specific language in meaningful and realistic communication situations; • relates language and reading to other subject areas in the curriculum; • promotes desirable Filipino values and cultivates in the learner a deep sense of nationalism; and • recognizes individual differences in terms of motivation, interests, and learning style and provides varied activities to meet these differences.
Features of the Teacher’s Manual The Teacher’s Manual for the VP Reading Series, Across Borders Through Reading 1-6, Second Edition, provides the classroom teacher with: (1) guidelines on how to use the worktext efficiently and (2) procedures and strategies that will result in more effective teaching. It offers: •
Integration of CD-ROM activities and web content enrichments A special feature of the series is the inclusion of Interactive Reading CD-ROMs. Two lessons in every unit incorporate animated presentations of the selection and post reading vocabulary exercises for grades three to six. The CD-ROM is easy to use. It will automatically run on Windows 98 PC with 256 MB RAM, 35 MB video card and 4X speed of CD-ROM or higher. The PC must have a compatible sound card and a working speaker. The CD-ROM will self-start a few moments after loading. Then, do the following instructions to access the specific features of the CD-ROM: 1. Select the unit title of the ABRE textbook.
The Teacher’s Manual which accompanies the worktext, Across Borders Through Reading 3, Second Edition, has been prepared primarily to provide the classroom teacher guidelines on how to use the worktext efficiently. The material is divided into units which are in turn fleshed out into lessons with labels corresponding to the unit and lesson titles in the worktext. Each lesson in the Teacher’s Manual consists of the following: Objectives, Subject Matter, Materials, and Procedure. The activities under Procedure, arranged in the sequence they are taken up in the teaching process, come under the headings: (1) Start with What You Know, (2) Add to What You Know, (3) Search for Correct Meaning, (4) Set a Goal for Reading, (5) Read, (6) Share Your Ideas, (7) Sharpen Your Reading Skills, (8) Do What’s Right, (9) Make Connections, and (10) Spin Off. The Procedure suggests ways of carrying out the day’s activity to attain the lesson objectives effectively.
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2. Select the lesson.
3. Select an activity.
4. Read the instruction and do the activity.
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There are also embedded web links in the Teacher’s Manual. Activities for one of the two computer-assisted lessons of each unit are published online at www.vibalpublishing.com, including all the web links. On the Internet, one may directly access these through the i-teach.vibalpublishing.com portal. To further help the teacher integrate educational technology in the teaching of Reading, a teaching exemplar is provided and can be accessed through the i-teach.vibalpublishing.com portal. A teaching exemplar is an expanded lesson plan or a teaching guide for a lesson that is treated special because of its many possibilities for technology integration. In this grade level, the teaching exemplar is Lesson 2 (Dreams Can Come True) in Unit IV. The instructions in this manual are given under the assumption that the English classroom is provided with multimedia equipment which the teacher operates. Alternatively, the English lesson can be conducted in a school facility where there are a number of personal computers which have CD-ROM drives or are Internet-capable. In the event that the pupils have access to computers in their homes or elsewhere, all they have to do is carry out the instructions in the CDROM box found on the first page of the lesson where there is e-learning integration. Pupils should be encouraged to run the CD-ROMs that go with their worktexts as a self-learning activity. The pupils can access the lessons through the i-learn.vibalpublishing.com. Once logged on at i-learn.vibalpublishing.com, click ENGLISH on the MYSUBJECTS panel, then, do the following instructions to access the activities.
4. Read the instruction and do the activity.
1. Select grade of ABRE textbook.
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Clearly defined lesson objectives The lesson objectives are stated in behavioral and communicative terms identifying what the learners are expected to display after the learning experiences. Every lesson also provides for an objective focusing on the development of a desirable value or attitude. These values are identified in the accompanying Scope and Sequence Chart.
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Explicit subject matter The lessons present a wide range of interesting reading materials in various genre: short stories, poems and verses, informational articles, legends and tales, plays, and many others which are rich in human and Christian values. In addition, each unit of lessons includes two or three skill lessons on specific target skills over other minor skills. This is to ensure concentration and mastery on the part of every learner.
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Well-organized procedures for the day-to-day activities The procedure in each lesson suggests ways on how the activities should be carried out to attain the objectives set. It includes specific steps/instructions on strategies and techniques to employ, background information about the selections, and sample questions to start off discussion, or elicit responses to some questions or exercises. However, the teacher is free to make modifications, revisions, or adaptations of the procedures as may be deemed necessary.
2. Select the unit and lesson.
3. Click activity.
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The lesson parts in the Teacher’s Manual correspond to the lesson parts in the pupils’ worktext. The parts are as follows: A. Start with What You Know This is the first part of the lesson. It aims to activate the pupils’ prior knowledge or schema in different ways. The manual gives suggestions on how the schema is to be activated. B. Add to What You Know This part aims to provide the pupils with additional information that can assist them in better understanding the selection. The manual provides other information that the teacher can share with the pupils. C. Search for Correct Meaning In this section, various meaning-getting strategies which pupils can use in working on the lexical items in their texts are suggested. D. Set a Goal for Reading In this section, suggestions are given on how the motive question found in the pupils’ text is to be taken up. E. Read Different techniques in taking up the reading selection are suggested in this section. In most lessons, the pupils silently read the selection. The teacher is free to determine how the selection is to be dealt with, that is, to be read orally or silently, at home or in school. In two lessons in every unit, animated presentations of the selections may be used through the Reading Interactive CD-ROM. F. Share Your Ideas In this section, a number of questions are listed for the purpose of checking the pupils’ general comprehension of the selection. Other questions are included as prompts for the pupils to demonstrate their higher order thinking skills. The questions also serve as springboards for large and small group discussions of topics of interest to pupils of a particular level.
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G. Sharpen Your Reading Skills Various reading skills are taken up in this part of the lesson – vocabulary, comprehension, literary and/or study skills. This is a very important part of the lesson as it is here where the teacher teaches a particular skill through explicit direct instruction. Several exercises are provided where the teacher requires the pupils to apply the skill taught. H. Do What’s Right This is the values inculcation part of the lesson. Various strategies are suggested such as group discussions, role playing, interviewing resource persons, and doing library research. I. Make Connections Integration with the other areas in the curriculum is done in this section. Activities which can enhance the pupils’ cognitive, socio-affective, and affective competencies are suggested. J. Spin Off This section suggests various enrichment activities the pupils can engage in. Each unit ends with two sections, namely: • Skill Focus. This section in the pupils’ worktext provides detailed explanations of selected skills. Application exercises are also provided. In the manual, suggestions are given to the teacher on how to teach the skills. • Linking Reading with Writing. This section provides opportunities for making the reading-writing connection. In grades three to six, the Genre-Process approach to teaching writing is used. The following are the steps in the approach: (1) Preparation, (2) Modeling and Reinforcing, (3) Planning, (4) Joint Constructing, (5) Independent Constructing, and (6) Revising. The Authors
Content and Objectives Outline Unit I Everyday Life Lessons
Lesson Number and Title Lesson 1 Trick or Treat
Sharpen Your Reading Skills (Objectives)
Reading Selection/ Text Señor Coyote, The Judge (Story)
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Lesson 2 Cheerful Hearts
The Good-natured Girls (Poem)
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Do What’s Right (Values)
Give the meanings of words by using synonyms Identify and form compound words Identify the parts of a book and their uses Get the meanings of words by using restatements as context clues Recall details in a selection Describe characters through their dialogues Recognize main ideas and supporting details
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Give the meanings of words by using synonyms Identify rhyming words
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Spin Off (Enrichment Activities)
Make Connections (Content Integration)
Show gratitude through words and actions Show readiness in helping others
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Show selflessness and generosity
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Identifying the natural habitats of animals
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Using drawings to convey the message of a poem
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Reading fables that show gratitude or trickery Role-playing the fables read
Memorizing and reciting a stanza from The Goodnatured Girls Collecting poems by Jane Taylor
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• • Lesson 3 Fossils, Artifacts, and Relics
A Visit to the Past (Playlet)
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Lesson 4 Bird Thoughts
Chiqui’s Nest (Short Story)
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• Lesson 5 Bird Friends
The Gulls (Short Story)
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Note implied details Illustrate a poem Get the denotative meanings of certain words Differentiate among terms related to archaeology Answer who, what, and why questions on the selection Make a simple report about one’s readings
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Show knowledge of the meanings of words by giving their antonyms Note important details
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Give the meanings of words by using a dictionary Form compound words Use guide words in finding meanings of words
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Show appreciation for the importance of fossils, relics, and artifacts of the country
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Doing Research on our ancestors
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Recognize the value of work Develop a sense of responsibility
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Recalling stories about work
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Rendering a reader’s theater presentation of Chiqui’s Nest
Show appreciation for farmers Show care and concern for birds
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Getting acquainted with the characteristics and habits of seagulls Showing kindness to animals
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Writing about insects harmful to plants
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Finding out how fossils are formed Rendering a reader’s theater presentation of the playlet A Visit to the Past
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Lesson 6 Storybook Faces
Your Own Story (Poem)
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Lesson 7 Just Saying Thank You
The Tiger and the Brahman (Playlet)
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Note explicit and implicit details Identify main ideas and supporting details Get the meanings of words by identifying their antonyms Use context to determine the meanings of words with multiple meanings Identify rhyming words Interpret the message of a poem
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Show positive attitudes by having positive thoughts
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Interpreting masks used in festivals
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Doing research on the health benefits of smiling
Determine the denotative meanings of certain words Sequence events Note explicit and implicit details
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Show kindheartedness and appreciation for help given
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Being acquainted with the habits and habitats of tigers and other wild animals
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Rendering a reader’s theater presentation of The Tiger and the Brahman
Skill Focus • Identifying the parts of a book • Using restatements as context clues • Recognizing main ideas and supporting details
Linking Reading and Writing • Rewriting a fable read or heard
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Unit II Great People, Great Deeds Lesson Number and Title Lesson 1 Little Heroes
Sharpen Your Reading Skills (Objectives)
Reading Selection/ Text We Can All Be Heroes (Poem)
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Lesson 2 Across the Seas
A Story of Ten Datus (Short Story)
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Do What’s Right (Values)
Get the denotative meanings of certain words Infer the meaning of certain synonyms through context clues Infer the meanings of certain antonyms through context clues Recall details in a selection Distinguish big ideas from small ideas
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Use context clues to get the meanings of words Identify synonyms through context clues Recall details in a story read Give appropriate titles to stories and paragraphs
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Show love of country in various ways
Spin Off (Enrichment Activities)
Make Connections (Content Integration) •
Retelling stories about animal heroes
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Give tribute to our forefathers Recognize hospitality as one of the admirable traits of Filipinos
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Doing research on the early inhabitants of the Philippines
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Recalling stories about boy and girl heroes Reading the poem A Leak in the Dike
Render a readers’ presentation of a Story of Ten Datus
Lesson 3 Story Time
A Flame Worth Dying For (Short Story)
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Identify the key sentence that fits the given supporting details
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Determine the meanings of words through context Identify compound words and their components Locate the answers to what, why, and how questions Classify related ideas or concepts under proper headings
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Value education Show determination, persistence, and bravery in order to attain one’s goals
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Reporting about Filipinos who valued education
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Interviewing people on facts about one’s school
Use a dictionary to get the meanings of words Deduce the meanings of words with prefixes by using structural analysis Answer what, why, and how questions Give titles to paragraphs
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Show appreciation for one’s courageous acts
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Listing things learned from foreign invaders to the Philippines
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Role-playing how people celebrate special days observed by people in other countries
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Lesson 4 Heroes Young
Kid (Short Story)
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Lesson 5 Living in Harmony
Defender or Wrecker (Short Story)
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• • Lesson 6 Elephant Man
The Man Who Understood (Short Story)
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• • Lesson 7 Brave Hearts
The Story of David and Goliath (Short Story)
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Identify the meanings of words by using contextual clues Deduce the meanings of words with suffixes by using structural analysis Construct a twopoint outline Recall details in a story read
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Use a dictionary to find the meanings of words Use vivid words for clearer descriptions Recall details in a story read Answer how and why questions Find the meanings of words in a dictionary Identify meanings of words by using descriptions as contextual clues Answer how and why questions
Show appreciation for Philippine wildlife Give value to our natural resources
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Becoming aware of the importance of taking care of the environment
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Making a bulletin board display of Philippine wildlife
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Show kindness to animals
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Doing research on taking care of zoo animals
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Reading books and stories written by Rudyard Kipling
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Be thankful for God’s blessings Use God’s gifts wisely
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Reading Bible stories
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Impersonating Bible characters
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Retell a story in one’s own words Be familiar with Bible stories
Skill Focus • Using synonyms and antonyms as context clues • Skimming and scanning
Linking Reading with Writing • Writing a biography
Unit III Saving Our Home Planet Lesson Number and Title Lesson 1 Country Life, City Life
Sharpen Your Reading Skills (Objectives)
Reading Selection/ Text The Horse Who Lived Upstairs (Short Story)
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Lesson 2 Water, Water All Around
Rain (Informative Article)
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Do What’s Right (Values)
Get the appropriate dictionary meanings of certain words Identify meanings of words derived from a common root Sequence events in a story read Recall who, what, where, and when details
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Give the denotative meanings of words
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Spin Off (Enrichment Activities)
Make Connections (Content Integration)
Express a desire to emulate the values of contentment and patience Show appreciation for the uniqueness of horses
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Listing ways of taking care of the environment
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Talking about the beautiful things on a farm or city
Recognize the importance of clean water
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Explaining the water cycle
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Finding information about illnesses caused polluted rain
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Lesson 3 Where Go the Clouds
Wispy, the Little Cloud (Short Story)
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Lesson 4 Tree Life
In the Great Walled Country (Short Story)
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Arrive at the meanings of words by using examples as context clues Recall details in the selection Explain a process in the correct sequential order Use time order to arrange events Get the meanings of words by using a dictionary Answer why and how questions on events and sequence of events Note spatial relationships Retell best-liked parts of a story in one’s own words
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Emulate the values of obedience, responsibility, helpfulness, and cooperation in the family
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Making reports on the weather and cloud conditions
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Holding a showand-tell activity on clouds
Arrive at the meanings of unfamiliar words through context clues Identify homophones Locate answers to how and why questions
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Be aware that the value of a gift does not lie in its cost but in the love and thoughtfulness behind it
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Reading about evergreens and pine trees
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Describing one’s notion of a Christmas tree
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Lesson 5 Nature Songs
Musical Tones of Nature (Poem)
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Lesson 6 Over Sand and Pebbles
Song of the Brook (Poem)
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Identify time and space relationships Retell a story in one’s own words
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Demonstrate ways of caring for and conserving plants/ trees
Get the denotative meanings of words Note details in a selection read Identify statements/ events that show cause-effect relationships Follow directions Identify personification
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Demonstrate commitment and awareness for the preservation of the environment
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Identifying nature sounds imitate by musical instruments
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Locating information about sounds made by members of the animal kingdom
Get the meanings of words by using a dictionary and context clues Use a glossary to get word meanings Use context clues to get the meanings of unfamiliar words Note details in a selection read
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Appreciate the importance of water to life Demonstrate love and concern for nature
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Reading about the effects of water pollution
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Drawing posters on the prevention of water pollution
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Lesson 7 Clean and Green
CD-ROAM Cleanliness and Discipline Roamers (Short Story)
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• Skill Focus • Arranging words in alphabetical order • Using examples as context clues • Predicting outcomes
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Recognize/ Identify personification Identify sensory impressions Use tracking to understand a text Recall the meanings of words Give the meanings of words by using examples as context clues Arrange words in alphabetical order Note details in a selection read Make inferences State main ideas in a paragraph Identify cause-effect relationships Predict outcomes
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Help keep the environment clean
Linking Reading and Writing • Writing an explanation
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Discussing ways of caring for the environment
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Gathering information on what the town mayor or barangay captain has done to make the environment more wholesome
Unit IV Fact or Fantasy Lesson Number and Title
Reading Selection/ Text
Lesson 1 Robots— Real or Unreal
Robots Cry, Too (Short Story)
Sharpen Your Reading Skills (Objectives) •
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• • Lesson 2 Dreams Can Come True
Daydreaming (Poem)
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Lesson 3 Internet Wonders
Surfing the Net (Informative Article)
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Do What’s Right (Values)
Give the meanings of terms associated with robots Get the meaning of a phrase by getting the meaning of each word in the phrase Make inferences Scan for details
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Use the dictionary to get the meanings of words Use the vocabulary words in proper context
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Use context clues as aid in determining the meanings of unfamiliar word or words with muliple meanings Determine the meaning of a word by using structural analysis
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Spin Off (Enrichment Activities)
Make Connections (Content Integration)
Point out the importance of robots Show love and thoughtfulness for loved ones
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Defining robotics Giving the meanings of some words used in robotics
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Drawing one’s design of a robot to be invented
Show persistence/ hardwork in pursuing dreams Point out that dreams can come true through hardwork
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Writing about man’s achievements
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Reading/Watching a movie about Aladdin and his wonderful lamp
Point out the importance of technology Show computer care Use the Internet wisely
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Telling the difference between laptop and desktop computers
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Listening to a resource person talk on how to surf the Net Listing down the information obtained
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• Lesson 4 Space Travel
The Gift (Short Story)
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Lesson 5 Let There Be Light
The Creation (Poem)
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Identify the words that make up a blend Scan to locate pieces of information quickly Make a two-point sentence outline Use the dictionary to get the meanings of words Use context clues to get the correct meanings of words with multiple meanings Note explicit and implicit details Tell whether a selection is science fiction or not
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Use context clues to derive the meanings of unfamiliar words Identify personification Use vivid words and phrases to describe things, ideas, and events Sequence events
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Value the importance of space explorations Value a gift of any form
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Doing research on recent space explorations
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Making a collage or montage of space and space travel
Recognize God’s attributes Show care and concern for God’s creation
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Reading about the Creation story in the Bible
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Rendering a choral recitation of The Creation
Lesson 6 Going HiTech
“Must Haves” Today and Tomorrow (Informative Article)
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Show appreciation for a poem by participating in a verse choir
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Deduce the meanings of words through pictures and other context clues Deduce the meanings of words through structural analysis Distinguish fact and opinion Give opinion on information read
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Identify words that collocate Use a dictionary to determine the meanings of words and phrases Distinguish between fact and fantasy Draw conclusions based on given information
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• • Lesson 7 Fly to the Moon
Albert’s Moon Party (Short Story)
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Skill Focus • Using prefixes and suffixes • Using the glossary • Distinguishing between true, realistic, and fantasy stories
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Value school things and other materials that are of great importance in our everyday life Appreciate what people of long ago used instead of school things children have today
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Reading about inventors and inventions
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Gathering information about Filipino inventors and inventions
Show appreciation for the importance of explorations to the moon Value planning and preparation for any activity or project
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Summarizing facts about the moon
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Going on an imaginary tour of the moon
Linking Reading with Writing • Writing an informative article
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Table of Specifications (Pretest, Posttest) No. of Items
Part I: Listening Skills Evaluated 1. Getting the Main Idea 2. Noting Details 3. Giving possible ending to a selection Part II: Speaking 1. Identify and form compound words 2. Give meanings of words using synonyms 3. Answer who, what, and why questions in the selection 4. Giving antonyms of words 5. Identify homophones 6. Follow directions 7. Getting the meanings of prefixes 8. Classify fantasy or reality Part III: Reading 1. Identifying the parts of a book and their uses 2. Recalling details in a selection 3. Describing characters through their dialogues 4. Recognizing main ideas and supporting details
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Item Placement Pretest
Posttest
5
21, 22, 23, 24, 25
21, 22, 23, 24, 25
5
11, 12, 13, 14, 15
11, 12, 13, 14, 15
6
5, 6, 7, 8, 9, 10
5, 6, 7, 8, 9, 10
10
26, 27, 28, 29, 30 31, 32, 33, 34, 35, 36, 37, 38, 39, 40
26, 27, 28, 29, 30 31, 32, 33, 34, 35, 36, 37, 38, 39, 40
4
1, 2, 3, 4
1, 2, 3, 4
5
5. Using guide words in finding the meanings of words 6. Using context to determine the meanings of words with multiple meanings 7. Identifying rhyming words 8. Identifying personification 9. Distinguishing big ideas from small ideas 10. Giving appropriate titles to stories or paragraphs 11. Making inferences 12. Identifying cause-effect relationships 13. Predicting outcomes 14. Using the dictionary for meaning-getting 15. Arranging words in alphabetical order 16. Using idiomatic expressions Total
5
16, 17, 18, 19, 20
16, 17, 18, 19, 20
5
41, 42, 43, 44, 45
41, 42, 43, 44, 45
3
46, 47, 48
46, 47, 48
2
49, 50
49, 50
50
50
50
Pretest/Posttest Choose the letter of the correct answer. Write your answers on your paper. I. Identify the part of a book being described to complete each sentence. 1. The __________ shows the titles of selections, lessons, or topics of a book. a. preface c. title page b. table of contents 2. The __________ tells who owns the right to publish the book and the year when it was granted. a. index c. copyright page b. glossary 3. The __________ gives the title of the book, the author or authors, and the publishing company together with its address. a. title page c. index b. copyright page 4. The __________ is a list of the topics of a book, arranged alphabetically. a. index c. table of contents b. copyright page II. Choose a synonym for each italicized word. 5. The courteous child is waiting for his turn to display his work. a. polite c. active b. helpful 6. A guest is coming to visit us. a. lady c. b. visitor
boy
7. The contest for swimming is going on. a. work c. competition b. bath
8. The cheerful girl is my sister. a. joyful c. lovely b. sad 9. The brilliant star is shining from afar. a. cool c. dull b. sparkling 10. The generous man is donating a big amount for the poor. a. kind c. angry b. selfish III. What compound word is referred to in each definition? 11. A tall plant with yellow flowers and edible seeds is a __________. a. rosebud c. sampaguita b. sunflower 12. The direct rays of the sun is __________. a. sunlight c. Sunday b. sunbath 13. The multicolored arc in the sky that appears during or after in a mist or rain is a __________. a. rainy c. rainbow b. railroad 14. A coat worn to keep one dry in the rain is a __________. a. raindrop c. raincoat b. raining 15. A room where we sleep at night is a __________. a. bedroom c. dining room b. bathroom IV. What is being personified in each statement? 16. The little pig built a house of straw. a. pig c. straw b. house
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17. “May I live with you?” asked the rabbit. a. goose c. pig b. rabbit 18. “Who will reap this wheat?” says the little red hen. a. goose c. hen b. duck
VI. Add the appropriate prefix to each italicized word.
19. A little time after this, the cat was again seized with a longing. a. mouse c. sheep b. cat
26. He is kind to the animals. a. un b. re
c.
dis
20. Then, the fish came swimming to him and said, “Well, what does she want?” a. fish c. dog b. cat
27. Carl is an honest boy. a. un b. dis
c.
re
V. Choose the best possible ending to the following situations. 21. Once upon a time, a gentle giant lived among men. He was so tall that the highest mountain only came up to his navel. When he slept, he snored and blew all the clouds in the _____ _____. a. sky c. water b. earth 22. He heard a rustle in the leaves not far away. Carefully, silently, he moved towards the sound. He found himself in a little clearing in the __________. a. lake c. forest b. river 23. He was so surprised to see her in her fairy clothes that he could not speak. She looked at him, and her eyes were liquid pools of __________. a. sadness c. thirsty b. hunger 24. The lovely girl became a fish. She was clothed in scales and learned to swim all day _________. a. short b. long c. hours
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25. Whenever the children wandered, the green buds burst forth on the trees and bushes, the grass sprang up and the cornfield grew greener, and more and more __________. a. ugly c. gray b. beautiful
28. Everybody is waiting for the new department store to open. a. un c. im b. re 29. The patient girl is waiting for her parents. a. im c. in b. un 30. The children are attentive in class. a. im c. un b. in VII. Indicate whether the statement is a fantasy or reality. Write F for fantasy and R for reality. _____ 31. There was once a shoemaker who was so poor. _____ 32.
He had nothing left but just enough leather to make one pair of shoes.
_____ 33.
He cut out the shoes at night, so as to set to work in the morning.
_____ 34.
As he was going to work, he found the pair of shoes made and finished.
_____ 35.
The poor man examined them carefully in his hand.
_____ 36. _____ 37. _____ 38. _____ 39. _____ 40.
Soon, a purchase entered and bought the shoes more than the usual price for them. In the evening, the shoemaker and his wife saw two naked little men working on the shoes. They saw the little men working so fast until everything was finished. The shoemaker and his wife made little shirts, coats, waistcoats, and breeches for them. The little men saw the little garments in surprise, slipped them on, singing, dancing, and out at the door.
VIII. Choose the correct meaning of the italicized word. 41. The rabbit has eaten the lettuce. a. a wild animal b. an animal with soft fur, long ears, and a bobbed tail c. an animal that moves slowly 42. Lorna likes the dessert. a. a fruit, pie, or ice cream served at the end of a meal b. fried fish c. cooked vegetables 43. We saw you running down the path. a. a wide street b. a narrow way or trail c. a low bridge 44. The funny clown carried large balloons. a. causing laughs b. causing pain c. sleepy person 45. At the end of the parade everyone’s foot were tired. a. to run around b. to watch people pass by c. to walk or march in streets for display
IX. Alphabetize the following words then answer each question. 46. What word comes after melody? a. meat c. maker b. member 47. What is the first word in this series? a. clap c. climb b. can 48. What is the last word in this list of words? a. boil c. bring b. buy X. Fill in the blanks with the correct idiomatic expression. 49. Please, show me another dress. That’s __________. a. not my cup of tea b. pass the hat c. let your hair down 50. The leader told his members to move __________ for the game. a. on the fence c. on the double b. on the ball Answer Key 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
b c. a. a a b c a b a
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
b a c. c a a b c b a
21. 22. 23. 24. 25. 26. 27. 28. 29. 30.
a c a. b b a. b b a b
31. 32. 33. 34. 35. 36. 37. 38. 39. 40.
R R R F R R F F F F
41. 42. 43. 44. 45. 46. 47. 48. 49. 50.
b a b a c b b b a c
xxiii
Table of Contents Unit
I
Everyday Life Lessons.........................................................2
Lesson 1 Trick or Treat?.................................................................. 2 Señor Coyote, The Judge (Story) Lesson 2 Cheerful Hearts ............................................................... 5 The Good-natured Girls (Poem) Lesson 3 Fossils, Artifacts, and Relics ............................................. 6 A Visit to the Past (Playlet) Lesson 4 Bird Thoughts .................................................................. 8 Chiqui’s Nest (Short Story) Lesson 5 Bird Friends ................................................................... 11 The Gulls (Short Story) Lesson 6 Storybook Faces ............................................................. 13 Your Own Story (Poem) Lesson 7 Just Saying Thank You.................................................... 15 The Tiger and the Brahman (Playlet)
Unit
II
Great People, Great Deeds ..............................................20
Lesson 1 Little Heroes .................................................................. 20 We Can All Be Heroes (Poem) Lesson 2 Across the Seas .............................................................. 23 A Story of Ten Datus (Short Story) Lesson 3 Story Time ..................................................................... 25 A Flame Worth Dying For (Short Story) Lesson 4 Heroes Young ................................................................. 27 Kid (Short Story) Lesson 5 Living in Harmony ......................................................... 29 Defender or Wrecker (Short Story) Lesson 6 Elephant Man ................................................................ 31 The Man Who Understood (Short Story) Lesson 7 Brave Hearts .................................................................. 33 The Story of David and Goliath (Short Story)
Skill Focus ...................................................................................... 17
Skill Focus ...................................................................................... 35
Linking Reading with Writing ......................................................... 18
Linking Reading with Writing ......................................................... 36
xxiv
Unit
III
Saving Our Home Planet .................................................37
Lesson 1 Country Life, City Life................................................... 37 The Horse Who Lived Upstairs (Short Story) Lesson 2 Water, Water All Around ................................................ 39 Rain (Informative Article) Lesson 3 Where Go the Clouds?................................................... 41 Wispy, the Little Cloud (Short Story) Lesson 4 Tree Life ........................................................................ 44 In the Great Walled Country (Short Story) Lesson 5 Nature Songs ................................................................. 47 Musical Tones of Nature (Poem) Lesson 6 Over Sand and Pebbles .................................................. 50 Song of the Brook (Poem) Lesson 7 Clean and Green............................................................ 54 CD-ROAM Cleanliness and Discipline Roamers (Short Story)
Unit
IV Fact or Fantasy? ................................................................60
Lesson 1 Robots—Real or Unreal? ............................................... 60 Robots Cry, Too (Short Story) Lesson 2 Dreams Can Come True ................................................ 63 Daydreaming (Poem) Lesson 3 Internet Wonders ........................................................... 66 Surfing the Net (Informative Article) Lesson 4 Space Travel .................................................................. 68 The Gift (Short Story) Lesson 5 Let There Be Light! ....................................................... 72 The Creation (Poem) Lesson 6 Going Hi-Tech ............................................................... 74 “Must Haves” Today and Tomorrow (Informative Article) Lesson 7 Fly to the Moon ............................................................. 76 Albert’s Moon Party (Short Story)
Skill Focus ...................................................................................... 59
Skill Focus ...................................................................................... 78
Linking Reading with Writing ......................................................... 59
Linking Reading with Writing ......................................................... 80
xxv 1
UNIT
I Everyday Life Lessons
Even at an early age, children are exposed to literature of various kinds—oral and/or written, and from various genres—poetry, short stories, plays, and the like. The stories may be true, true-to-life, or fantasy. The characters may be people—real or imaginary,— animals, or even inanimate objects which have been endowed with human attributes. The events may portray the seemingly humdrum routines of everyday life or the exciting adventure-filled days of superheroes. Those literary materials do not only entertain. They also instruct the readers on the customs, mores, taboos, and traditions which people in a particular culture value. They learn lessons in generosity, gratitude, and graciousness which are drawn from the fables, fairy tales, biographies, informative articles and even from the simple rhymes and verses that they read. The stories and poems in this unit have been especially selected to serve not only as springboards for the development of the learner’s reading proficiency but also to demonstrate to him or her that everyday mundane events may be springs from which lessons in life and living may be gleamed. LESSON
1 Trick or Treat? No. of Teaching Hours: 4
I.
Objectives A. Vocabulary and Study Skills 1. Give the meanings of words by using synonyms 2. Identify and form compound words 3. Identify the parts of a book and their uses 4. Get the meanings of words by using restatements as context clues B. Comprehension/Literary Appreciation 1. Recall details about a selection 2. Describe characters through their dialogues 3. Recognize main ideas and supporting details C. Values 1. Show gratitude through words and actions 2. Show readiness in heping others
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II. Subject Matter Selection: Señor Coyote, the Judge (short story) III. Materials Across Borders Through Reading 3 (2nd Edition) pp. 3-11 Reading Interactive CD-ROM 3 Pictures of people who are showing kindness to others Flashcards of phrases/statements expressing/showing gratitude IV. Procedure A. Start with What You Know Show pictures of people who are showing kindness to others. Elicit from the pupils the act of kindness shown in each picture. Ask: “Have you done the same acts of kindness? How did you feel after doing them?” Show flashcards of phrases/statements that express gratitude, for example: “Thank you.” “You are so kind.” “Thanks a lot.” “How can I thank you?” Have the pupils read and answer the question in Start with What You Know. B. Add to What You Know Tell the pupils to read Add to What You Know. Ask: “What is a folktale? Do you know of any folktale? Have you heard or read some Filipino folktales?” Give the titles of some familiar folktales. Tell the pupils that the story they will read is a folktale. C. Search for Correct Meaning Write on a tag board the sentence where the phrases in Search for Correct Meaning are found. Let the pupils note the italicized words. Ask them to point out clues from the sentence that may help them get the meaning of each word. Based on the clues, tell the pupils to give a synonym of each word. Review the meaning of synonyms. After giving the meaning of each word, have the pupils use the words in their own sentences.
D. Set a Goal for Reading Have the pupils study the picture and the title of the story on page 4. Have them idenitfy the animals in the picture. Ask what the picture tells about the story they are about to read. Help them formulate a question about what they expect to send in the story. Instruct a pupil to write the question on the blackboard. Tell the pupils that they will look for the answer to this question as they read the story. Call on a pupil to read the question in Set a Goal for Reading on page 3. Remind the pupils that they will also be looking for the answer to this question as they read the story. E. Read To show an animated presentation of the selection, run Reading Interactive CD-ROM 3. Instruct the pupils to click on Everyday Life Lessons, then Señor Coyote, the Judge, then, Watch and Listen. The pupils may then watch and listen to the presentation while reading along silently. Next, click on Read Along to see the same presentation, but without the voice-over. In this section, the pupils may be encouraged to read the text aloud. Alternatively, the pupils may access the interactive activities at i-learn.vibalpublishing.com. F. Share Your Ideas Ask the pupils to answer the questions in Share Your Ideas. Question 2 develops the pupils’ ability to recall details. Questions 1, 3, and 4 help them make judgments. G. Sharpen Your Reading Skills • Identifying Words with the Same Meaning Ask the pupils what synonyms are. Have them work on the exercise on page 6. Answers to the exercise are as follows: 1. jammed 2. dragged their bodies close to the ground 3. wolflike wild dog 4. fair return
5. 6. 7. 8. 9. 10.
unable to move honor moved slowly prairie wolf very good first class
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Forming Compound Words Have the pupils read the introduction to the exercise on page 7. Give other examples of one-word compounds, hyphenated compounds, and compounds separated by spaces. Have the pupils work on the exercise on page 7. Answers to the exercise are as follows: 1. afternoon 6. newspaper 2. grandmother 7. toothpaste 3. myself 8. locksmith 4. school teacher 9. drugstore 5. baking powder 10. peppermint
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Noting Details Explain what details are and what one does when he or she notes details. Run Reading Interactive CD-ROM 3. Click on Everyday Life Lessons—Señor Coyote, the Judge. Have the pupils read along or watch and listen. Ask them to note the details of the selection and the feelings expressed by the characters. Answers to the exercise are as follows: 1. b. A big stone rolled down on him. 2. b. He wanted to eat the rabbit. 3. c. He tricked the snake into going back under the rock. 4. b. Señor Rattlesnake tried to eat him. 5. c. Señor Coyote tricked Señor Rattlesnake into going back under the rock.
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H. Do What’s Right Have the pupils answer the question they raised earlier in Set a Goal for Reading. Tell the pupils that gratitude is a way to appreciate another person’s kindness. It is important to know that if a person is grateful to someone, he or she needs to express gratitude through his or her words and actions. Have the pupils answer the exercise in Do What’s Right on page 10. Boxes 2-7 should be checked. Box 1 should be left unchecked. I. Make Connections Recall where the rattlesnake in the story lived. Explain that different animals live in different places. Some live on land and others live in water. These places are called habitat. Have the pupils answer the exercise in Make Connections on pages 10-11. Answers are: starfish – water cat – land rabbit – land eagle – land
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crab – water fish – water dog – land octopus – water
J. Spin Off 1. Ask the pupils to read other fables or folktales that show gratitude and trickery. Call on volunteers to tell their story in class. After the storytelling session, divide the class into groups. Have each group choose a fable or folktale they heard in class. Then, let them have a role-playing session. 2. Teach the class how to do a chamber theater presentation of the story. In this kind of presentation, a character says all the lines where his name is mentioned which includes the lines or phrases very often read by a storyteller. For example, the paragraphs read by the characters are as follows: Paragraphs 1 _______ 2 3 _______ 4 5 _______ 6 _______ 7 8 9 _______ 10 _______ 11 _______ 12 _______ 13 _______
Inferring Traits Explain what traits are and what a reader does when he or she infers traits. Have the pupils work on the exercise on page 9. Answers to the exercise are as follows: 1. b 4. c 2. b 5. a 3. a 6. b Run Reading Interactive CD-ROM 3 for a post-reading vocabulary exercise. Tell the pupils to click Everyday Life Lessons, then, Señor Coyote, the Judge, then Search for Correct Meaning. For each item in the exercise, the pupils must read a word taken from the selection in the book and choose the correct meaning of that word based on how it was used in the text. You may also encourage the pupils to read the words aloud for added practice.
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Characters Señor Rattlesnake Señor Rabbit Señor Rattlesnake Señor Rabbit Señor Rattlesnake Señor Rabbit Señor Rattlesnake Señor Rabbit Señor Rattlesnake Señor Rabbit Señor Rattlesnake Señor Rabbit Señor Rattlesnake
Help the pupils identify the lines on page 5 that are to be said by each character.
LESSON
2 Cheerful Hearts No. of Teaching Hours: 3-4
I.
Objectives A. Vocabulary 1. Give the meanings of words by using synonyms 2. Identify rhyming words B. Comprehension/Literary Appreciation 1. Note implied ideas 2. Illustrate a poem C. Values Show selflessness and generosity
II. Subject Matter Selection: The Good-natured Girls (poem) III. Materials Across Borders Through Reading 3 (2nd Edition) pp. 12-17 Cue cards on which are written situations showing kindness Picture of the author Jane Taylor (if available) Flashcards for phrases in Search for Correct Meaning IV. Procedure A. Start with What You Know Have the pupils read and answer the questions in Start with What You Know. Tell the pupils that you have some cue cards in a box. Call on some of them to read and act out the situation on the card that they will pick from the box. Have the rest of the class guess the situation being acted out. After the activity, ask: “What do these actions show?� Elicit the answer which is kindness.
B. Add to What You Know If available, show a picture of the author Jane Taylor. Tell the pupils that the writer or author of the poem they are about to read is Jane Taylor. Together with her older sister, Ann, she wrote poems with reminders about piety and warnings about behavior to the young. C. Search for Correct Meaning Show the pupils the cards on which you have written the italicized phrases in Search for Correct Meaning. Have the pupils infer the meanings of the words from context. Tell them to check their answers by using the dictionary. Have them use each word in a sentence. D. Set a Goal for Reading Ask the pupils to study the picture on page 13. Then, have them study the title of the poem. Help them formulate a question about what they expect to learn from the poem. Ask a pupil to write this question on the blackboard. Have the pupils read the question in Set a Goal for Reading. Remind the pupils that as they read the selection, they will look for the answer to this question as well as the question on the blackboard. E. Read Read the poem orally while the pupils listen and follow along silently. Then, ask the pupils to read orally. Assign a stanza to a group of pupils. F. Share Your Ideas Have the pupils answer the questions in Share Your Ideas. Questions 1 and 5 allow the pupils to make inferences. Questions 2, 3, and 4 allow them to look into themselves and analyze their traits. G. Sharpen Your Reading Skills Ask the pupils to work on the exercises on pages 14-16. Discuss with them the answers to each exercise before going on to the next.
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•
•
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Identifying Rhyming Words Ask the pupils what rhyming words are. Take up the examples given on page 14. Ask what the end sound of each pair of words is. Have the pupils work on the exercise on this page. The expected answers are as follows: 1. Ann – Can 6. try – by 2. mute – dispute 7. go – so 3. like – strike 8. done – run 4. own – known 9. play – way 5. nice – slice 10. mind – kind Using Synonyms Ask: “What are synonyms? How can your knowledge of synonyms help you.” Have the pupils answer the exercise on page 15. The expected answers are: 1. cheerful 5. remember 2. allowed 6. grumpy 3. selfish 7. speechless/silent 4. embarrassed 8. dispute Noting Implied Ideas Explain to the pupils what implied ideas are. Work on Exercise 16, item by item, with the pupils. The following are the expected answers to the exercise: 1. d. Mary and Ann never quarrel. 2. c. Be willing to give up what’s yours. 3. b. They eat in a corner alone. 4. b. They immediately help their parents. 5. b. Children should always be good-natured.
H. Do What’s Right Have the pupils read the meanings of selflessness and generosity in Do What’s Right. Ask them how they can be selfless and generous in school and at home. Have the pupils show this through a skit.
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I. Make Connections To show their appreciation for the poem, have the pupils do the exercise in Make Connections. Let them show and explain their drawing after carrying out the activity. J. Spin Off 1. Have the pupils choose the stanza that they like best in the poem The Good-natured Girls. Let them memorize the stanza and recite it in class. Remind the pupils to observe correct pronunciation, stress, and rhythm. Have the pupils look for other poems of Jane Taylor. Choose one to share in class. 2. Have the pupils form dyads. Tell them to take turns in reading one stanza of the poem to each other.
LESSON
3 Fossils, Artifacts, and Relics No. of Teaching Hours: 4-5
I.
Objectives A. Vocabulary 1. Get the denotative meaning of certain words 2. Differentiate among terms related to archaeology B. Comprehension/Literary Appreciation 1. Answer who, what, and why questions on the selection 2. Make a simple report about one’s readings C. Values Appreciation for the importance of fossils, relics, and artifacts of the country.
II. Subject Matter Selection: A Visit to the Past (playlet)
III. Materials Across Borders Through Reading 3 (2nd Edition) pp. 18-25 Samples of fossils, relics, or artifacts (if available) Slides, pictures of fossils, relics, or artifacts or short film on fossils, relics, or artifacts IV. Procedure A. Start with What You Know Show examples of fossils, relics, or artifacts if available. Otherwise, use slides or pictures. Have the pupils identify the materials/objects shown. Ask them where these things are usually found. The discussion should bring out the word museum. Ask the pupils if they have ever been to a museum. Have them share their experiences with their classmates. B. Add to What You Know Have the pupils read the paragraph that goes with Add to What You Know and the background information in the box at the bottom of page 18. Check on their comprehension by asking the following questions: •
What things are usually displayed in a museum?
•
Why is a museum important to a country?
C. Search for Correct Meaning Show the phrases in Search for Correct Meaning earlier written on a tag board. Underline the italicized words. Let the pupils read each word. Ask the pupils what comes to their mind when they see each word. Write their answers on the board. Have them give the meaning of each word using the related words they have given. Let them check their answers using the dictionary. Have them complete some sentences using each word, e.g.: 1. We should respect the lessons we have learned from our __________ or forefathers. 2. Vigan is famous for its ___________ made from the finest clay.
3. People today are better ___________ with the invention of modern technology. D. Set a Goal for Reading Have the pupils study the pictures on pages 18 and 19. Have them relate the pictures to the title of the selection. Have the pupils formulate a question regarding what they expect to learn from the story. Have a pupil write the question on the blackboard. Then, let the pupils read the question in Set a Goal for Reading. Tell them to find in the selection the answers to this question and to the one written on the board. E. Read Assign the good oral readers in class to read the playlet orally. Let the rest of the class read along silently. The readers may rehearse reading the playlet before the class meets. F. Share Your Ideas Ask the pupils to answer the questions in Share Your Ideas. Questions 1 and 2 enable the pupils to be aware of the importance of fossils, artifacts, and relics. Questions 3 and 4 aim to develop the pupils’ interpretative and critical thinking skills as they apply the questions to their own selves. G. Sharpen Your Reading Skills • Identifying Words Through Their Given Meanings Have the pupils read the introduction to the exercise on page 22. Explain to the class how to work on a crossword puzzle. Help the pupils work on the crossword puzzle. The answers to the puzzle are as follows: Down 1. artifact 2. ancestor 3. museum 4. pottery 5. fossils
Across 1. archaeologists 6. art 7. tusk
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Noting Explicit and Implicit Details Ask what details are. Explain further the introduction to the exercise on page 23. Help the pupils answer the exercise on this page. The answers to the exercise are as follows: 1. b 3. c 2. a 4. c
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Getting the Main Idea of a Paragraph Explain what the main idea of a pragraph is the most general sentence that tells what the paragraph is about. Differentiate between the topic and the main idea of a paragraph. Take up these exercise on page 24 item by item in the class. The answers to the exercise are as follows: 1. Ms. Cortez is the museum guide. 2. Fossils are traces of ancient animals and plants found buried in a rock. 3. Many fossils have been discovered in Cagayan province. 4. These fossils, artifacts, and relics are our windows to our past. 5. A museum is better-equipped to take care of the fossils, artifacts, and other relics.
H. Do What’s Right Take the pupils to a local museum. Have them list down some of the things which are displayed there. Instruct the pupils to explain what each object tells about our past. See the examples given in Do What’s Right on page 25. I. Make Connections Have the pupils make a research about our ancestors. Let them answer the guide questions in Make Connections on page 25. Have them report their findings in class. J. Spin Off 1. Have the pupils find out from their science books or from an encyclopedia how fossils are formed. Have them make a simple report about their readings to their classmates.
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2. Divide the class into two groups. Tell the groups to plan out a reader’s theater presentation of the playlet. Each group assigns who among the members plays which roles. Explain to the class how a reader’s theater presentation is done.
LESSON
4 Bird Thoughts No. of Teaching Hours: 4-5
I.
Objectives A. Vocabulary Show knowledge of the meaning of words by giving their antonym B. Comprehension Note important details C. Values 1. Recognize the value of work 2. Develop a sense of responsibility
II. Subject Matter Selection: Chiqui’s Nest (short story) III. Materials Across Borders Through Reading 3 (2nd Edition) pp. 26-31 Reading Interactive CD-ROM 3 Chart showing the different stages of a bird’s life (from egg to adult bird) IV. Procedure A. Start with What You Know Show to the pupils the chart on the stages of a bird’s life— from egg to adult. Let them describe each stage— from the egg, to a birdling hatching from the egg, to a mother bird feeding its
birdlings, to a mother bird nudging the birdling out from the nest, and lastly, the birdling—now an adult bird—flying independently. Discuss with the pupils the importance of each stage. Let them relate the stages of a bird’s life with their own development. Have them answer the questions in Start with What You Know. B. Add to What You Know Ask the pupils to read the statement in Add to What You Know to give them an idea of the importance of doing their assignments well and promptly. Then, ask them to read the background information in the box at the bottom of page 26. Let the pupils answer these questions: • In what way are parent birds and our parents similar? • What should we do to prepare ourselves for the challenges of the world? • How can we develop our talents and skills? • How can we develop a sense of responsibility? C. Search for Correct Meaning 1. Have the pupils work on this section as a homework assignment. Tell them to look up in the dictionary the meanings of the italicized words. Check on the pupils’ understanding of the meanings by giving them an exercise similar to the following: Answer each question with yes or no, then explain your answers. 1. Do you feel happy when you are nervous? 2. Do sturdy trees easily bend and fall? 3. Does warm weather make us shiver? 4. When you practice diligence, would you rather sleep than work? 2. Write the italicized words in Search for Correct Meaning on flash cards. As you show each card to the pupils, ask them to give the opposite or antonym of the word. After an antonym is given for each word (examples: nervous-calm, sturdy-weak, shivering-steady, diligence-laziness), ask the pupils to give the meaning of each word. Let them use each word in a sentence.
D. Set a Goal for Reading Have the pupils study the pictures on pages 26 and 27 as well as the title of the story. Have the pupils think of what the story would probably be about. Have them formulate a question on it. Ask a pupil to write the question on the blackboard. Make the pupils also aware of the goal set for reading as stated on page 26. Tell them to look for the answer to this question (and the one written on the blackboard) as they read the story. E. Read 1. To show an animated presentation of the selection, run Reading Interactive CD-ROM 3. Click on Everyday Life Lessons, then, Chiqui’s Nest, then, Watch and Listen. The pupils may then watch and listen to the presentation, while reading along silently. Next, click on Read Along to see the same presentation, but without the voice-over. In this section, pupils may be encouraged to read the text aloud. 2. As an alternative to the animated presentation the pupils may read the fable silently. Remind them to follow the standards for silent reading, such as: a. Sit straight with feet flat on the floor. b. Hold the book properly. c. Use the thumb and forefinger of the right hand for turning the page. d. Read only with the eyes. Do not move your lips. F. Share Your Ideas Ask the pupils to answer the questions in Share Your Ideas. Questions 1-3 help the pupils make inferences based on details read. Question 4 develops the pupil’s ability to respond to a situation read about. You can use a story map to summarize the story. Below is an outline for a story map. Use this as your guide. Title of the Story:_____________________________________ Characters: __________________________________________ Where the story happened: ____________________________ What is the problem? _________________________________
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Event 1 _____________________________________________ Event 2 _____________________________________________ Event 3 _____________________________________________ Event 4 _____________________________________________ How is the problem solved? (ending) ____________________ Take note that events 1, 2, 3, and 4 (or more) should lead to the solution of the problem. G. Sharpen Your Reading Skills • Identifying Antonyms Have the pupils read the introduction to the exercise on page 29 before they work on Exercises A-C. The answers to the exercises are as follows: Exercise A 1. brave, calm 4. lazy; idle 2. steady, stable, calm 5. shameless 3. weak, unstable Exercise B 1. calm 4. laziness 2. weak 5. courageous, brave 3. less nervous Exercise C. Possible answers. 1. wrong, left 6. ugly 2. destroy 7. idle 3. bored, unexcited 8. end 4. sunny 9. early 5. lonely, sad 10. hot, warm •
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Noting Important Details Have the pupils read the introduction to the exercise on page 30 before they work on it. The answers to the exercises are as follows: 1. b. It was time to have them make their own nests. 2. a. A forest with tall and sturdy trees.
3. d. They wanted to be safe and warm during the rainy days. 4. c. She was busy enjoying herself. 5. a. She shivered out in the cold rain. Run Reading Interactive CD-ROM 3 for a post-reading vocabulary exercise. Click on Everyday Life Lessons, then, Chiqui’s Nest, then, Search for Correct Meaning. For each item in the exercise, the pupils must read a word taken from the selection in the book and choose the correct meaning of that word based on how it was used in the text. You may also encourage the pupils to read the words aloud for added practice. H. Do What’s Right Have the pupils work on the exercises in Do What’s Right. Let them answer the following questions: Why should you learn to do some chores? Why is it good to do some work? I. Make Connections Have the class work on the exercise in Make Connections. As a homework assignment, tell the pupils to read the listed stories all over again from whatever available source. The following day, have the pupils retell the stories. Ask: “What lessons about work does each story teach?” J. Spin Off Divide the class into several groups. Have each group do a Reader’s Theater presentation of the story “Chiqui’s Nest.”
LESSON
5 Bird Friends No. of Teaching Hours: 4-5
I.
Objectives A. Vocabulary and Study Skills 1. Give the meanings of words by using a dictionary 2. Form compound words 3. Use guide words in finding meanings of words B. Comprehension/Literary Appreciation 1. Note explicit and implicit details 2. Identify main ideas and supporting details C. Values 1. Show appreciation for farmers 2. Show kindness to animals
II. Subject Matter Selection: The Gulls (short story)
B. Add to What You Know Have the pupils read the text in the box at the bottom of the page. Make the pupils aware that the problem told about in the story happened during the pioneer days in the United States, but that in the Philippines it is also a problem. Although in our country it is locusts, not crickets, that eat farmers’ rice and corn crops. Show the picture of a seagull. C. Search for Correct Meaning Have the pupils study the phrases in Search for Correct Meaning. Let them use their dictionaries in looking for the meanings. D. Set a Goal for Reading Have the pupils study the picture on pages 32 and 33. Ask them to relate it with the title of the selection then have them think of what the selection is probably about based on the illustrations. Have them formulate a question on the selection. Ask a pupil to write the question on the blackboard. Then, have the pupils read the goal for reading stated on page 32. Tell the pupils that as they read the selection, they will look for the answers to the question given in Set a Goal for Reading as well as the one written on the board.
III. Materials Across Borders Through Reading 3 (2nd Edition) pp. 32-41 Pictures of farmers working on a farm/field Picture of a seagull IV. Procedure A. Start with What You Know Show the pupils pictures of farmers working on a field. Tell them to describe what they see in the pictures. Ask them how farmers help people. Then, ask them about problems of farmers related to raising crops. Let the pupils read the statements in Add to What You Know. Have them name some problems of farmers caused by nature and those caused by man.
E. Read You can let the pupils read the selection either silently or orally. If you decide to have the pupils read the story orally, you can ask the pupils to make predictions between paragraphs. F. Share Your Ideas Ask the pupils to answer the questions in Share Your Ideas. The discussion should lead to the answer to the question written on the board. Questions 1 and 2 develop the pupils’ ability to make conclusions based on details. Question 3 develops their ability to make causeeffect inferences. Question 4 develops the pupils’ ability to relate a situation read about to a situation within their direct experience.
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G. Sharpen Your Reading Skills •
Forming Compound Words a. Review what compound words are and how they are formed. Explain to the pupils that the meanings of some compound words can be deduced by putting together the meanings of the words that make up the compound. But this cannot be done in some compound words like butterfly and firefly. Have the pupis work on the exercise on page 35. The answers to the exercise are the following: 1. cornfield
5. endless
2. himself
6. without
3. westward
7. everyone
4. backbreaking
8. overhead
b. Ask the pupils to access the following link for added exercise on compound words: h t t p : / / w w w. t v 4 1 1 . o r g / l e s s o n s / c f m / v o c a b u l a r y. cfm?num=8&act=2&que=1 There are three activities for this site, however, you may ask them to answer only the first two sets. You may reserve the last set for the advanced pupils. •
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5. 6. 7. 8.
Using the Dictionary for Meaning-getting Review how to get the meaning of a word by using a dictionary. Review also how to use context to get the appropriate dictionary meaning of a word. Have the pupils work on the exercise on page 36. The possible meanings of the words are as follows: 1. crumb – a small fragment of bread, cake, or cracker 2. ditch – a narrow channel dug in the ground, typically used for drainage alongside a road or the edge of a field 3. frantically – conducted in a hurried, excited, and chaotic way, typically because of the need to act quickly 4. miracle – a surprising and welcome event that cannot be explained by natural or scientific laws and thus considered to be the work of a divine agency
settlement – a place where people establish a community starve – suffer severely or die from hunger tugged – pulled hard or suddenly yelled – shouted; gave a loud, sharp cry
Teach the pupils how to use guide words. Answers to Exercise B will vary depending on the dictionary used by the pupils. •
Noting Explicit and Implicit Details Review what explicit and implicit details are. Take up the exercise on pages 38-39 item by item so the pupils will understand the objective better. 1. a. came out on a wagon train 2. c. How thin these birds are. They’re probably as hungry as we are. 3. b. Hiram remembered the small piece of bread in his pocket. 4. a. First, they had dug ditches to bring water to the fields. b. Then, they had begun the backbreaking job of turning over the soil, planting the seed, and weeding for endless hours. 5. a. millions of crickets 6. a. The fields were green and the corn was ripe. d. Soon, there would be food enough for everyone in the settlement. 7. b. The cloud moved swiftly over the field, and in seconds the fresh green cornstalks were covered with black insects. 8. a. a flock of seagulls 9. a. They pecked and scratched between the rows of corn. c. The gulls flew form one stalk to another, snatching up crickets in their beaks. 10. b. Seagulls like to eat crickets. d. Seagulls live near oceans or salty waters.
•
Identifying Main Ideas and Supporting Details Review what main ideas and supporting details are. Take up the exercise on page 40 item by item. For each item, ask why a statement is or is not the main idea. The answers to the exercise are the following: 1. Hiram and his family had done nothing but work. 2. The work was worth it. 3. They are known as the army ants. 4. Walt Disney’s dream was to build a model city. 5. Dogs are being trained to help people in many ways.
H. Do What’s Right Ask the pupils what they know about farmers. Ask what they suppose would happen if there were no farmers. Ask what people can do to show appreciation for farmers. The exercise on page 41 can be given as a homework assignment. I. Make Connections Let the pupils be aware that there are other insects which are harmful to plants. Let them do research on these insects. They can also interview a person who is an authority in farming or pest control. J. Spin Off Divide the class into groups of ten. Have them research on the topics given on page 41. Assign the topics each group will work on. Let them report their findings in class. This activity aims to enhance the pupils’ knowledge about birds.
LESSON
6 Storybook Faces No. of Teaching Hours: 3-4
I.
Objective A. Vocabulary 1. Get the meaning of words by identifying their antonyms 2. Use context clues to determine the meanings of words with multiple meanings B. Comprehension/Literary Appreciation 1. Identify rhyming words 2. Interpret the message of a poem C. Values Show positive attitude by having positive thoughts
II. Subject Matter Selection: Your Own Story (poem) III. Materials Across Borders Through Reading 3 (2nd Edition) pp. 42-47 Pictures of faces showing different feelings or emotions (ex. happy, sad, afraid, surprised, proud) IV. Procedure A. Start with What You Know Ask the pupils: “Which part of a person’s appearance gives you your first impression of that person?” Lead the pupils to come up with the answer, face. Have a class discussion of the questions in Start with What You Know. Show the class pictures of faces expressing different feelings or you can ask some pupils to show these emotions. Then, have the rest of the class tell what feeling each face shows. B. Add to What You Know Have the pupils read the saying in Add to What You Know. Let them share their ideas about the saying. Then, have the pupils read the text in the box at the bottom of page 42 to give them background information on the poem.
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C. Search for Correct Meaning Have the pupils study the phrases in Search for Correct Meaning. Make them aware that they may get the meaning of the italicized words as they read the poem. Tell them to think of an antonym for each word. D. Set a Goal for Reading Have the pupils study the pictures on page 42. Ask them what feeling is expressed in each person’s face. Accept any relevant answer. Then, have them study the illustration on the next page. Again, have them identify the feelings expressed in the faces and masks. Ask them what the indications of these feelings are. Ask the pupils to study the title of the poem. Have them relate this title with the illustrations. Ask them to form a question about what they expect to learn from the poem. Have a pupil write this question on the blackboard. Then, have the pupils read the question in Set a Goal for Reading. Tell them that they will look for the answer to this question and to the one written on the blackboard as they study the poem. E. Read Read the poem to the class or assign a good reader to read the poem orally as the rest of the class listens. Then, have the class read the poem in unison. F. Share Your Ideas After they have read the poem, ask the pupils to answer the questions in Share Your Ideas on page 44. Questions 1 and 2 develop the pupils’ ability to analyze lines of poetry for their truth and validity in comparison with their own experiences. Question 3 develops their ability to interpret metaphors. Question 4 deveops their ability to summarize the message of a poem. G. Sharpen Your Reading Skills • Identifying the Appropriate Meaning of Words with Several Meanings Explain to the class that a word may have several meanings. Give examples. Point out that some words can belong to
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different parts of speech. For example, the word fish can either be a noun or a verb. Point out that the sentence where the word appears or the context will help a reader select its appropriate dictionary meaning. Take up the exercise on pages 44-45 item by item with the class. The answers to the exercises are as follows: Exercise A 1. d, a, c, b 2. a, c, b 3. b, c, a Exercise B Below are possible meanings. Sentences may vary. 1. dear a. used as an introduction to a letter b. expensive c. a sweet or endearing person 2. line a. a long, narrow mark or band b. a furrow or wrinkle on the skin of the face or hands c. a telephone connection 3. face a. the front part of a person’s head b. the surface of a thing c. to turn in a particular direction 4. fine a. of high quality b. thin c. very small particles found in mining, milling 5. fire a. combustion or burning of something b. the shooting of bullets from guns c. dismiss from a job
•
Noting Implied Ideas Explain to the class what implied ideas are. Give examples. Take up the exercise item by item with the class. Have the pupils explain their choice. The answers are as follows: 1. d. A line on your face 2. a. Thoughts of anger and hate 3. c. Thoughts of love and kindness 4. b. It becomes a storybook people can read 5. a. “I do not like that person.”
H. Do What’s Right Have the pupils work on the exercise in Do What’s Right on page 47. This activity will make them aware of their thoughts and feelings and how they express them. Thus, they will develop the value of positive thinking. I. Make Connections To familiarize the pupils with the Moriones Festival, ask them to access this stub at Wikipilipinas: http://en.wikipilipinas.org/index.php?title=Moriones Festival You may then ask them to expand their research using the initial information they got from the stub. Have the pupils do the exercise in Make Connections. This activity will help them interpret masks used in festivals and the character traits that the masks express. J. Spin Off This activity will help the pupils become acquainted with the physiological explanations related to smiling and frowning.
LESSON
7 Just Saying Thank You No. of Teaching Hours: 4-5
I.
Objectives A. Vocabulary Determine the denotative meanings of certain words B. Comprehension/Literary Appreciation 1. Sequence events 2. Note explicit and implicit details C. Values Show kindheartedness and appreciation for help given
II. Subject Matter Selection: The Tiger and the Brahman (play) III. Materials Across Borders Through Reading 3 (2nd Edition) pp. 48-59 Pictures of nets, cages, hole in the ground, sticks and strings Pictures of a forest, a tiger, a jackal, an elephant, a Brahman Cards on which are written the phrases in Search for Correct Meaning IV. Procedure A. Start with What You Know Show pictures of traps often used in catching wild animals. Have the pupils identify them. Ask: “Why do people trap animals? Is it right to trap animals? Why?” Give time for the pupils to share their ideas. B. Add to What You Know Show the pictures listed in Materials. Have the pupils identify each picture. List down the words tiger, jackal, elephant, forest, and Brahman on the board. Tell the pupils that the play they are about to read have these characters.
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Have the pupils read Add to What You Know and the background information in the box at the bottom of the page. Check on the pupils’ comprehension by asking them the following questions: • What is a Brahman? What characteristics are usually attributed to a Brahman? (nobility, kindness) • What is a jackal? What characteristics are attributed to it? (stupidity, playfulness) • What characteristic is usually attributed to a tiger? (cruelty, slyness); to an elephant? (sturdiness, industry); to a tree? (helpfulness) C. Search for Correct Meaning Show the pupils the cards on which you have written the phrases in Search for Correct Meaning on page 48. Let the pupils note the italicized words. Have the pupils find their meanings in a dictionary. Write the following exercise on the board: Replace the underlined word(s) with a study word from Search for Correct Meaning. 1. We knew he was stronger in town because he looked confused. (bewildered) 2. People who have no self-discipline often throw things in anger. (rage) 3. No one likes to have a cruel, rude, and dirty person for a companion. (beast) 4. The ship that was in trouble had no time to radio a message. (distress) 5. The children started their project with much interest and willingness. (enthusiasm) 6. Without listening to my explanation, my neighbor waved his hand without respect and walked away. (indignantly) D. Set a Goal for Reading Have the pupils study the picture and the title of the play on page 49. Then, have them think about what they expect the play to be about. Tell them to find out later whether their expectations were confined or not.
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Have the pupils read the questions in Set a Goal for Reading. Make them aware that they will look for the answers to these questions as they read the play. E. Read Assign the speaking parts to good readers. Have a narrator read the stage directions. Let them read the play as the rest of the class follow silently. The cast of characters may be asked to practice reading their speaking parts a day before the lesson is taken up. F. Share Your Ideas Ask the pupils to answer the questions in Share Your Ideas on page 54 and the questions in Set a Goal for Reading on page 48. The questions help the pupils to infer cause-effect relationship, to infer character traits, and to relate to one’s experience situations which have been read about, and to analyze outward actions in relation to inner motives. All these have to be supported by details. G. Sharpen Your Reading Skills •
Using the Dictionary for Meaning-getting Find out who among your pupils already know how to use the dictionary. Reteach the skill if necessary. Give this exercise as a homework assignment or have the pupils bring dictionaries to class and have them work on the exercise under your supervision. Answers will vary based on the knowledge of the pupils.
•
Sequencing Events Have the pupils read the introduction to the exercise. Work in Set I of the exercise with the pupils. Then, have them work on Sets II and III. Call on volunteers to explain their answers. Answers to the exercise are as follows: Set I a. 3 d. 1 b. 2 e. 4 c. 5
Set II a. 1 b. 4 Set III a. 3 b. 1 c. 2 •
Skill Focus c. 3 d. 2 d. 4 e. 5
Noting Explicit and Implicit Details Have the pupils differentiate between explicit and implicit details. Have the pupils answer the exercise on pages 57-58. Ask whether the details in each number is explicit or implicit. Have the pupils tell why. The expected answers are: 1. d 6. b 2. a 7. c 3. b 8. a 4. a 9. d 5. a and b 10. b
H. Do What’s Right Have the pupils do the activity in Do What’s Right on page 59. Let them analyze the first example. This activity will help them realize the importance of saying “thank you,” and hopefully make this as their habit. J. Make Connections Have the pupils do the activity in Make Connections on page 59. Let them learn more about elephants, tigers, and jackals and share their findings in class. I. Spin Off Divide the class into several groups. Have each group do a Reader’s Theater presentation of the play. Have the pupils present the play The Tiger and the Brahman in a class or school program. Assign good actors to play the roles of Brahman, the Tiger, the Elephant, the Tree, and the Jackal. Masks and costumes can be worn by the characters. Conduct rehearsals before the presentation.
A. Identifying the Parts of a Book, pages 60-63 Have the pupils look at their reading book. Tell them to name its different parts and to list them down on the board. Then, have them get another textbook. Ask: “Do your books have the same parts?” If the answer is negative, have them point out the differences. If it is affirmative, have them point out the similarities. Have them read the statement in the box at the bottom of page 63. Tell them to compare their answers with the parts enumerated in the boxed statement. Have the pupils read paragraphs 1-6 on page 60. Ask them the following questions: • What is the function of the cover of a book? • What are the two kinds of book based on their covers? Call on the pupils’ attention to the centerheads (printed in green). These centerheads mark the sections under the skill. Take up each section as suggested below. Tell the pupils to read the section marked Title page. Ask: “What information do you find in the Title page”. Tell the pupils to study the title page of their book. Ask: “What information do you find on this page?” Have the pupils read the section Copyright page. Have the pupils tell what Copyright page is. Have the pupils read about the Preface. Ask: “What does the Preface tell you about the book?” Tell them to go over the Preface of their reading book and their other books. Have them discuss the information found in the Preface of these books. Have the pupils read the section marked Table of Contents. Have the pupils identiy the Table of Contents in their other books. Ask “What can you find in the Table of Contents? Have the pupils read the section marked Text. Have them look at their reading book. Let them answer the questions on page 62. Have the pupils point out the text in their other books. Ask the pupils to read about the Index on page 62. Make them aware that not all books have indexes. Instruct them to get a book with an Index. Ask: “Where is the Index usually found? What does
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the Index contain?” Let the pupils study the sample Index and have them answer the questions that follow. Have the pupils read the section marked Glossary. Ask: “What is found in the glossary?” Tell the pupils to answer the questions about the sample glossary. Have them point out the glossary in their textbooks. B. Using Restatements as Context Clues, pages 64-65 Review the meaning of context clues with the pupils. Give examples of sentences using context clues. Tell the pupils that there are different kinds of context clues. Have the pupils answer the exercise on pages 64-65. The answer to the exercise are as follows: 1. racket – noise 2. cautiously – looked out carefully 3. scampered – ran over quickly 4. gnaw – chewing little by little 5. valuable – worthy 6. jungle – a thick forest with plenty of tall grasses, trees, and vines 7. berry – a small juicy fruit growing abundantly in forests 8. wits – common sense 9. kayak – an Eskimo canoe with a skin cover on a light frame work and propelled with a double-bladed paddle 10. gourd – a fruit with a hard rind 11. abacus – a counting frame used in China and Japan 12. arctic – any place near the North Pole 13. mesa – a high broad plateau with a sharp, rocky slope 14. calculus – an advanced form of mathematics C. Recognizing Main Ideas and Supporting Details, pages 65-67 Let the pupils read again the third and fourth paragraphs of the story The Gulls on pages 33-34. Ask the pupils what the most important idea in the third paragraph is. Ask the same question about the fourth paragraph.
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Have the pupils read the section on recognizing ideas and supporting details on pages 65-66. Check on comprehension by asking the following questions: • What is known as the main idea of a paragraph? • In which part of the paragraph can the main idea be found? • What are supporting details? Take up the examples given one at a time. Have the class read the boxed generalization. Application Have the pupils answer the exercises on pages 66-67. The answers to the exercise are as follows: A. 1. You and your parents can learn to bathe your dog together. 2. When these ligaments are injured, it is called a sprain. 3. Kangaroos are marsupials or animals whose females have a pouch in which their young are carried until they are fully developed. 4. The moon’s pull explains why there are high tides and low tides. 5. Erosion changes the earth’s surface. B. Refer to the paragraphs in Exercise A to check the pupils’ answers.
Linking Reading with Writing •
Rewriting a Fable Read or Heard A. Preparation 1. Have the pupils read paragraphs 1 and 2 on page 68. Ask the pupils to name some fables they know. They may be asked to retell or read these fables in class. Point out that fables have animal characters and that they teach moral lessons.
2. Modeling and Reinforcing Read a fable to class. Here the pupils are introduced to a model of the genre. Point out the kinds of words and sentences used, the order of the events, and the way the sentences are written. 3. Planning Have the pupils read some fables from available sources. 4. Joint Constructing Have the pupils read Step 1 on page 68. Then, ask them to suggest a fable which you and the pupils can jointly construct. Ask the pupils to contribute sentences. Write the generated text on the board. This draft serves as a model. 5. Independent Constructing Have the pupils read Steps 2, 3, 4, 5, and 6. Guide the pupils as they go through each step. 6. Revising Take up Step 7 with the class. Go through the questions one at a time as the pupils go over their papers. Tell them to make the necessary corrections. Have the pupils rewrite their compositions on another sheet of paper. Have the pupils form small groups. Have them read their compositions to their respective groups. Teach the pupils how to do peer correction. B. Presentation (Background information for the teacher) Genre-process Approach (Background Information) A writer needs to know the purpose or function of his/her writing in order to make it meaningful. Purpose is needed in kindling motivation. Genre is defined as a class of communicative events, the members of which share some set of communicative purposes. Genres are also influenced by other features of the situation, such as the subject matter, the relationships between the writer and the audience (the readers) and the pattern of organization. In the Process-writing Approach, learners are encouraged to go through the same stages as skilled writers do. There are three key
stages leading to publication: prewriting or rehearsing, drafting, and revising. The Process-genre Approach involves the provision of a situation from which the learners are helped to identify the purpose and consider the field (genre) mode and tenor of the text they are about to produce. Text (audience) within the genre would have been selected and researched by the teacher who then encourages student research into the genre. Language awareness activities may be carried out. Perhaps with the help of flow charts, the pupils will plan and organize their ideas before drafting and revising with the purpose and audience in mind. C. Application Following the steps on pages 68-69, have the pupils do the writing activity on page 69. Exhibit the pupils’ output.
UNIT TEST Answers: A. 1. Yes 2. No 3. Yes 4. Yes B. 13. a 14. b 15. a 16. a
5. No 6. No 7. No 8. Yes 17. b 18. b 19. a 20. b
9. 10. 11. 12.
Yes Yes Yes No
21. a 22. b 23. b
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UNIT
II Great People, Great Deeds
Many stories have been told about people who are not only great in what they have done for their country but also in their character as well. One does not need to lead a revolution or die in a battlefield in order to become great. One does not have to be rich to help others. One can reach out to people by speaking and writing. One can be great by serving in one’s own little ways to make our country and its people safe and happy. One can fill our country’s needs not only in thoughts and in words, but also in deeds. As the pupils revisit stories and selections of great people and of their great deeds, they strengthen their skills of determining meanings by using contextual clues, skim and scan printed materials, enhance their skills in recalling details, identifying main ideas, and derive values from each lesson. LESSON
1 Little Heroes No. of Teaching Hours: 6
I.
Objectives A. Vocabulary 1. Get the denotative meaning of certain words 2. Infer the meaning of certain synonyms through context clues 3. Infer the meaning of certain antonyms through context clues B. Comprehension 1. Recall details in a selection 2. Distinguish big ideas from small ideas C. Valuing Show love of country in various ways
II. Subject Matter Selection: We Can All Be Heroes (poem)
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III. Materials Across Borders Through Reading 3 (2nd Edition) pp. 73-79 Reading Interactive CD-ROM 3 Pictures of Filipino heroes Pictures of children cleaning the yard, helping an old woman cross the street, throwing garbage properly, obeying rules and regulations, etc. OHP CD player Sentence chart IV. Procedure A. Start with What You Know Show to the class posters or pictures of Filipino heroes through an OHP. Ask the pupils to identify them. Ask a volunteer to write their names on the board Have the pupils focus their attention on the questions in Start with What You Know. Ask them to discuss how and why the heroes they have named became heroes. Call on some volunteers to share their answers with the class. B. Add to What You Know Have the pupils read the background information in Add to What You Know to give them an idea of what a hero is. Follow up with questions like the following: • What character traits does a hero show? • How can ordinary citizens like us be heroes? Call the pupils’ attention to the pictures of children cleaning, a child helping an old woman cross the street, and of children throwing garbage properly on page 73. Have them explain why these children can be considered heroes. C. Search for Correct Meaning Have the pupils read the phrases in Search for Correct Meaning on page 73. Let them repeat the italicized words.
Have them use a dictionary to get the denotative meaning of each word. Check by giving them an exercise similar to the following: Directions: Replace the underlined words with a word of the same meaning. 1. The young scout was awarded for his good actions. 2. During the Spanish rule in the Philippines, there were many people who suffered and died for a cause. 3. Dead soldiers were scattered all over the place where war is taking place. D. Set a Goal for Reading Call the pupils’ attention to the title of the selection, We Can All Be Heroes. Ask them what they would like to know about the selection. Have them state it in question form. You may write the questions on the board. Then, have the pupils go through the question in Set a Goal for Reading. E. Read To see an animated presentation of the selection, run Reading Interactive CD-ROM 3. Click on Great People, Great Deeds, then, We Can All Be Heroes, then, Watch and Listen. The pupils may then watch and listen to the presentation, while reading along silently. Next, click on Read Along to see the same presentation, but without the voice-over. In this section, the pupils may be encouraged to read the text aloud. Alternatively, the pupils may access the interactive activities at i-learn.vibalpublishing.com. Also, as an alternative to the animated presentation on CD-ROM, have the pupils listen as you read the poem We Can All Be Heroes with correct and proper intonation. Read the poem again as the pupils listen carefully. Let the whole class read the poem with correct and proper intonation and then, do it by groups. Call on volunteers to read the poem with correct and proper intonation.
F. Share Your Ideas Ask the pupils to answer the motive question and the questions in Share Your Ideas and in Set a Goal for Reading. The discussion of the answers will develop the pupils’ ability to give supported opinions. G. Sharpen Your Reading Skills • Using Synonyms and Antonyms Discuss with the pupils the meaning of synonyms. Have them study the examples on page 75. Ask them to give their own examples. Discuss with the class the meaning of antonyms. Have them study also the given examples. Ask them to give their own examples. Have the pupils note that synonyms and antonyms can be used to compare and contrast things. Let the pupils work on Exercises A and B on pages 75-76. The expected answers are: Exercise A 1. lazy 4. cowardice 2. pretty 5. deeds 3. heroes 6. small Exercise B 1. A 6. A 2. S 7. A 3. A 8. S 4. S 9. S 5. S 10. A Run Reading Interactive CD-ROM 3 for a post-reading vocabulary exercise. Then, click on Great People, Great Deeds, then, We Can All Be Heroes, then, Search for Correct Meaning. For each item in the exercise, the pupils must read a word taken from the selection in the book and choose the correct meaning of that word based on how it was used in the text. You may also encourage the pupils to read the words aloud for added practice.
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•
Distinguishing Big Ideas from Small Ideas Ask the pupils to give the difference between a big idea and a small idea. Have them study the graphic organizer on page 76. Ask: “What is the big idea all about? What do the small ideas tell about?” Have the pupils answer the exercises on pages 76-78. Let the pupils come out with small ideas from a given big idea about “Cleanliness Drive”. Have them write their answers on the board. Expected answers are: Exercise A Katipuneros, doctors, congressmen, Ninoy Aquino, street cleaners, governors, Apolinario Mabini, teachers, senators Exercise B 1. f 3. 2. d 4.
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b g
5. 6.
h i
7. 8.
j e
9. c 10. a
Exercise C 2. _✓_ ____ _✓_ ____ _✓_ _✓_ _✓_ 3. _✓_ ____ _✓_ _✓_ _✓_ ___
Cariñosa Swimming Tinikling Karate Pandanggo sa Ilaw Singkil Itik-Itik disposing of garbage properly watching television shows for many hours helping people who are disabled or sick helping with household chores making donations to typhoon and fire victims fighting with anyone to show one’s bravery
4. _✓_ _✓_ ____ _✓_
doing homework on time reading lessons in advance listening to the radio while reviewing for a test using a quiet place to study
____ _✓_
asking parents to do one’s homework requesting mother, father, sister, or brother to explain an idea when needed
5. _✓_ _✓_ ____ ____ ____ _✓_
encyclopedia dictionary maps and globe blouses vegetables storybooks
6. _✓_ _✓_ ____ _✓_ _✓_ ____
A true leader is a good follower. He or she puts himself or herself last. He or she is lazy to help others. He or she inspires others to do their best. He or she is a good role model. He or she puts the blame on others.
H. Do What’s Right • Showing Love of Country Guide the pupils in understanding that loving one’s country has to be shown both in actions and in words. Then, have them do the exercise on page 79. Answers may vary. I. Make Connections • Retelling Stories About Animal Heroes Ask pupils if they know of stories about animals that have done heroic deeds. Call on volunteers to share their stories. Give the exercise as a homework assignment. J. Spin Off 1. Divide the class into three groups. Group 1 will research on the heroism of Sajid Bulig. Group 2 will research on the heroism of Rhona Mahilum and Group 3 will research on the poem A Leak in the Dike. 2. Have each group present their research as a story or as a playlet.
LESSON
2 Across the Seas No. of Teaching Hours: 6
I.
Objectives A. Vocabulary 1. Use context clues to get the meaning of words 2. Identify synonyms through context clues B. Comprehension 1. Recall details in a story read 2. Give appropriate titles to stories and paragraphs 3. Identify the key sentence that fits the given supporting details C. Valuing 1. Give tribute to our forefathers 2. Recognize hospitality as one of the admirable traits of Filipinos
II. Subject Matter Selection: A Story of Ten Datus (short story) III. Materials Across Borders Through Reading 3 (2nd Edition) pp. 80-87 Philippine map or globe Pictures of Aetas, Malays, Indonesians Picture of a datu IV. Procedure A. Start with What You Know Show to the class a map of the Philippine or a globe. Have the pupils point out Borneo and Panay Islands. Ask what they know about these places. Stress the distance between the two places. Show pictures of Aetas, Malays, and Indonesians. Lead the discussion to the idea that these people are believed by many to be our forefathers or the first group of people who settled in the Philippines. Show also a picture of a datu. Ask: “What is a datu?” Have the pupils read the text in Start with What You Know.
B. Add to What You Know Tell the pupils that the story they are going to read is based on the Maragtas. Call on a pupil to read the explanation in Add to What You Know. Make them aware that the Maragtas is believed to be a mere collection of legends and has been found to be an unreliable source of information (Source: Yehey.com as discussed in a 1968 dissertation for UST of Anthropologist William Henry Scott). Have the pupils read the boxed statement at the bottom of page 80. C. Search for Correct Meaning Have the pupils read the phrases in Search for Correct Meaning. Let them repeat the italicized words. Find out if the pupils were able to get the meaning of the italicized words by having them use the words in sentences. D. Set a Goal for Reading Call the pupils’ attention to the title of the story. Ask: “What do you expect to read about in the selection? What do you like to know about the story?” Help the pupils formulate some questions on the story they are going to read and have them write those questions on the board. Call their attention to the question in Set a Goal for Reading, page 80. E. Read Have the pupils set the standards for silent reading. You may write the standards on the board. Have them read the story silently reminding them to note the important details in the story. F. Share Your Ideas Call on volunteers to answer the questions in Share Your Ideas. Questions 1, 2, and 3 will enable them to recall details. Question 4 will help them infer character traits and analyze present day situations in relation to these traits. Allow the rest of the class to react to the answer to the questions specially to the answer on Question 4.
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Have them also answer the question in Set a Goal for Reading on page 80. G. Sharpen Your Reading Skills • Using Synonyms Ask the pupils what synonyms are. Ask them to give some examples. Have them go over the story as they work on the exercises on pages 83-84. The expected answers are: Exercise A 2. difficulties 7. barter 3. welcomed 8. afterwards 4. live 9. peacefully 5. uplands 10. freedom 6. headgear Exercise B 1. c 2. b 3. d 4. c 5. c •
d a b d a
Giving Appropriate Titles to Stories and Paragraphs Ask the pupils if they can remember some titles of stories, poems, plays, and songs that they have read. Let them think if these titles fit the story, poem, play, or song. Have them discover how titles are written. Have the pupils form small groups. Let them work on Exercise A. Have the pupils give other titles to the stories in the list. Let each group tell why the titles fit the story. Answers may vary: Explain to the class the similarity between topic and title. Have them work on Exercise B. Answers to Exercise B are as follows: 1. a
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6. 7. 8. 9. 10.
2.
a
3. c
•
Identifying the Key Sentence in a Paragraph Have the pupils read the paragraph in the box. Ask: “What is the main idea of the paragraph? Where is it usually found?” Elicit a generalization that the main idea is sometimes called the key sentence of a paragraph. Give the pupils other reading materials and let them identify the key sentence so as to give them a clearer concept of what a key sentence is. Group the class into four. Assign to each group one item in the exercise on page 86. Have each group sit together and read the item assigned to them and have them identify the key sentence. Let a member of each group tell the class why the stated sentence is the key sentence. The expected answers are: 1. Florence was kind and helpful. 2. Florence was really determined to serve her people. 3. Her name was on the lips of every soldier. 4. Florence was considered a heroine.
H. Do What’s Right • Showing Hospitality Have the pupils recall A Story of Ten Datus and tell them to identify the good traits shown by the people who are believed to be our forefathers. Tell the pupils that one good trait of Filipinos is their being a hospitable people. Discuss ways of showing hospitality. Have the class form small groups. Tell the pupils to have a small-group discussion of other ways of showing hospitality. Have them role-play one way of showing hospitality. I. Make Connections • Doing Research About Early Inhabitants of the Philippines Assign pupils to research on Australoids and Austronesians. Call on volunteers to share their finding in class. J. Spin Off Give the pupils ample time to prepare for this activity. This activity will develop the pupils’ creative abilities.
LESSON
3 Story Time No. of Teaching Hours: 5
I.
Objectives A. Vocabulary 1. Determine the meanings of words through context 2. Identify compound words and their components B. Comprehension 1. Locate the answers to what, why, and how questions on a story read 2. Classify related ideas or concepts under proper headings C. Valuing 1. Value education 2. Show determination, persistence, and bravery in order to attain one’s goal
II. Subject Matter Selection: A Flame Worth Dying For (short story) III. Materials Across Borders Through Reading 3 (2nd Edition) pp. 88-95 Philippine map Pictures of Dr. Jose Rizal and the members of his family Picture of a moth IV. Procedure A. Start with What You Know Have the pupils name the different national celebrations for each month. Ask: “Why do we commemorate December 30 as Rizal Day? What do we do on this day?” Call on a pupil to locate Laguna on a map. Ask: “What towns in Laguna do you know? When Calamba is mentioned, ask: “What or who comes into your mind when you hear the name Calamba?”
Direct the discussion to Dr. Jose Rizal and his family. Give a short background on how he became a hero. Ask: “Why is Jose Rizal our national hero?” Talk about Bagumbayan and what happened there. B. Add to What You Know Show a picture of Dr. Jose Rizal and his family. Ask the pupils what they know or what they remember about Dr. Jose Rizal’s life. Have the pupils read the paragraph in Add to What You Know and the information in Set a Goal for Reading on page 88. Ask: “Who supervised the early education of Jose Rizal? How did Jose Rizal develop a love for learning?” Have the pupils recall some anecdotes about Jose Rizal. Call on volunteers to share those stories with the class. Show a picture of a moth. Tell the class that a moth played an important role in Jose Rizal’s life as a boy. Have the pupils read the boxed text on page 88. C. Search for Correct Meaning Have the pupils study the phrases in Search for Correct Meaning. Let them take note of the italicized words. Tell them that they are going to encounter these words in the story they’re going to read. Write the following sentences on the board. Unlock the underlined words by using structural analysis, as in: 1. The Alonso family enjoys their story in their hometown during summer vacation. 2. It is a belief that a person with a wide forehead is intelligent. 3. Allen always says his prayer before bedtime. 4. You must be responsible pupils because you are the hope of our fatherland. Encourage the pupils to give their own sentences using the vocabulary words. D. Set a Goal for Reading Ask the pupils to study the picture on page 88. Then, relate it with the title of the story. Tell the pupils to formulate some
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stone house kindhearted
questions which the class would answer after reading the story. Ask a pupil to write the questions on the board.
Exercise B. Answers may vary.
E. Read Recall the standards for silent reading. Have the pupils read the story silently. Then, call on several pupils to read the story orally. F. Share Your Ideas Call on volunteers to answer the questions they raised. The questions in this section will enable the pupils to recall details as they answer what, why, and how questions. Point out other important details in the story read. G. Sharpen Your Reading Skills • Forming Compound Words Recall the story read and ask the pupils to answer the following questions. Ask volunteers to write the answers on the board. When did the young Jose Rizal usually listen to stories from his mother? Where was the young moth flying around? What kind of house did the Rizal family live in? Call the pupils’ attention to their answers, bedtime, brightlylighted, and stone house. Point out that their answers are compound words. Present other compound words, like notebook, school bus, tip-top, basketball, etc. Have the pupils note that the words given are compound words and that compound words are made up of two or three other words like bed and time, brightly and lighted, stone and house. Tell the pupils to read more examples on page 91. Tell them to work on the exercises on page 92. The expected answers are: Exercise A hometown overhear gentleman-farmer bedtime
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brightly-lighted manhood
Exercise C 1. blind 2. port 3. skate 4. sheet 5. pin •
6. 7. 8. 9. 10.
house tree goes bank boat
Classifying Related Ideas/Concepts Under Proper Headings Ask: “What do you remember about big ideas and small ideas?” Have the pupils study the diagram on page 93. Tell them that Jose Rizal’s Family and Jose Rizal are the big ideas. Then, call on pupils to read the small ideas. Have the pupils work on the exercises on pages 93-94 by dyads. Then, have them read their answers to the class. The expected answers are: Exercise A Jose Rizal’s family was rich. Had a small store Gentleman-farmer father Jose Rizal was a bright boy. Can read and write at an early age Eager to learn about things Loved to listen to stories Jose Rizal had a happy family. Loving parents and siblings Highly-respected Laughter-filled home Children read and prayed
Exercise B First heading : 2, 3, 5, 7, and 8 Second heading: 1, 4, 6, 9, and 10 H. Do What’s Is Right • Following Good Study Habits Ask: “How do you study your lessons at home? in school? Do you follow certain rules when you study?” Have the pupils work on the exercise on page 94. Answers may vary. I. Make Connections • Reporting About Filipinos Who Valued Education Assign pupils to research stories about people who showed concern for the education of Filipinos. To help the pupils find a list of educators in the Philippines, ask them to log on to Wikipilipinas and search for the category Filipino Educators. Or, they may access this link: http://en.wikipilipinas.org/index.php?title=Category: Filipino educators You may also give them specific names in the list to research and report on. Call on volunteers to share their research to class. I. Spin Off Have the pupils read the introduction to the exercise. Give them ample time to interview persons who know facts about their school. They may also be instructed to go to the library to find out things about their school. Tell the class that the questions on page 95 can guide them in the interviews they will conduct. They then present their findings in class. Then, call on volunteers to share about their findings.
LESSON
4 Heroes Young No. of Teaching Hours: 6
I.
Objectives A. Vocabulary 1. Use a dictionary to get the meanings of words 2. Deduce the meanings of words with prefixes by using structural analysis B. Comprehension 1. Answer what, why, and how questions 2. Give titles to paragraphs C. Values Show admiration for one’s courageous acts
II. Subject Matter Selection: Kid (short story) III. Materials Across Borders Through Reading 3 (2nd Edition) pp. 96-105 Pictures of Sajid Bulig, Santos Balaeres, John Kennedy Alano, Jr. Pictures of Filipino soldiers Pictures showing courageous acts like saving a drowning child, helping people in calamities like fires, floods, typhoons, etc. Pictures of Intramuros and the important buildings found there IV. Procedure A. Set a Goal for Reading Recall the poem about becoming a hero in Lesson 1. Call on a volunteer to tell what the poem is all about. Ask: “Do you know of other heroes aside from our national heroes?” Then, show pictures of Sajid Bulig, Santos Balaeres, and John Kennedy Alano, Jr. Have the pupils try to identify them and ask if they know why they are regarded as heroes.
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B. Add to What You Know Show pictures showing courageous acts of people like saving a child from drowning, helping victims of firess, floods, typhoons, and the like. Ask: “Are these persons considered heroes, too?” Have the pupils read the statement in Add to What You Know. Ask the following questions: • Does one have to die to be a hero? Explain. • Why does a hero risk his/her life? • Who are the so-called guerillas? • Why is it considered heroic helping the guerillas during the Japanese occupation? C. Search for Correct Meaning Have the pupils read the phrases in Search for Correct Meaning. Ask them to repeat the italicized words. Instruct the pupils to consult the dictionary and discuss with them the meanings which best fit the use of the words in the phrases (pupils should be told to bring their dictionaries the day before). Have the pupils use the words in their own sentences. D. Set a Goal for Reading Have the pupils read the question and the boxed text. Ask them to formulate another question by looking at the picture and the title of the selection on page 97. Write the question on the board then ask the class to read the question aloud. E. Read Have the pupils read the questions in Share Your Ideas. Tell them to have these questions in mind as they read the story silently. Tell them to remember the important details as they read the story. F. Share Your Ideas Divide the class into small groups. Assign a question in Share Your Ideas and the motive questions to each group. Have the groups discuss the answers to the questions assigned to them. Call on a member of the group to report to the class their answer to the question assigned to his or her group. Ask the class to comment or react to their answers.
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G. Sharpen Your Reading Skills • Getting the Meanings of Prefixes and Using Them Properly Have the pupils read the sentences in the box. Call the pupils attention to the words appeared, disappeared, and reappeared. Ask: “What syllable is added before the word appeared? after the word appeared? What do you call dis- and re-? What does dis- mean? What does re- mean? Divide the class into two groups. The first group will read the words with the prefixes dis- and re-. The other group will read the words with the prefixes in-, im-, and un-. Have the pupils work on the exercises on page 100. The expected answers are: Exercise A 1. impossible 2. inexact 3. unlock 4. untie 5. disconnect
6. 7. 8. 9. 10.
unusual inattentive impure dislike, unlike disuse
Exercise B 1. reteach 2. replay 3. replace 4. rewrite 5. rework
6. 7. 8. 9. 10.
reread recompute repay reprint rearrange
5. 6. 7. 8.
undisturbed unseal unlock inattentive
Exercise C 1. distrust 2. rearranged 3. inactive 4. impassable
Ask the pupils to do the prefix exercise in this link: http:// www.tv411.org/lessons/cfm/vocabulary.cfm?str=vocabulary&nu m=1&act=2&que=1 This exercise has three parts. You may ask the pupils to answer only the first two sets and reserve the last set for the advanced pupils.
•
Identifying Appropriate Titles Have the pupils recall the titles of some stories they have read. Let them think about these titles. Have them listen as you read a paragraph from the story, Kid. Ask: “What is the paragraph all about? Can you give a title to this paragraph?” Have the pupils work in pairs on the exercises on pages 101-103. Tell them to talk about the paragraph until they can decide on their answer. The expected answers are: Exercise A 1. Blind Erick’s Conquest 2. Protecting the Philippine Eagle 3. Life’s Challenge 4. The Young Antonio Luna 5. Dr. Gregoria Zara, A Great Filipino Inventor Exercise B For Exercise B, have the pupils write their answers on the board. Have them tell why they think the title they have given to a paragraph is appropriate.
H. Do What’s Right • Preserving Peace and Order Make the pupils aware that every person has a desire for peace, harmony, love, and brotherhood in homes, in the country, and in the whole world. Form groups and have each group discuss how they can have peace in their homes. Have each group draw a bad thing that war brings. They then will write a short paragraph about their drawing. Call on a volunteer from each group to tell something about the drawing to the class. I. Make Connections • Listing Things Learned from Our Invaders Show pictures of Intramuros and the buildings in the area, such as the Manila Cathedral, the Palacio del Gobernador, and
Fort Santiago. Relate to them that most buildings there were built during the Spanish regime. Have the pupils work on the exercise as a homework assignment. Tell them to do their research in the library or they may ask the help of other persons. J. Spin Off Have the pupils read the activity. Ask them what special days in the Philippines are also celebrated in other countries. Divide the class into small groups. Each group decides on a special day. Give the groups ample time to prepare for and to present this activity.
LESSON
5 Living in Harmony No. of Teaching Hours: 6
I.
Objectives A. Vocabulary and Study Skills 1. Identify the meanings of words by using contextual clues 2. Deduce the meanings of words with suffixes by using structural analysis 3. Construct a two-point outline B. Comprehension Recall details in a story read C. Values 1. Show appreciation for Philippine wildlife 2. Give value to our natural resources
II. Subject Matter Selection: Defender or Wrecker (short story) III. Materials Across Borders Through Reading 3 (2nd Edition) pp. 106-113
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Pictures/film clips of natural calamities like floods, typhoons, landslides, and others Pictures of animals like the tamaraw, mouse deer, tarsier, Philippine eagle, etc. Pictures of endangered plants and flowers like ferns, orchids, etc. IV. Procedure A. Start with What You Know Ask the pupils how many of them have been to a zoo. Ask them what animals have they seen there. Tell them to describe the animals they saw. B. Add to What You Know Show to the the class pictures or film clips of wild animals in the Philippines such as the tamaraw, mouse deer, tarsier, Philippine eagle, and others. Ask: “Did you see these animals in the zoo? Tell the pupils that these animals which are part of our country’s wildlife are now considered endangered species. Explain what endangered species mean. Make the pupils aware that some plants and flowers are also called wildlife. Show them pictures of these plants and flowers like ferns, orchids, etc. C. Search for Correct Meaning Tell the pupils to give the meanings of the italicized words in this section. Tell them to use the strategies they have learned in getting the meanings of words. Let the pupils use the words in their own sentences. D. Set a Goal for Reading Call the pupils’ attention to the title of the story. Ask: “What do you mean by defender? What do you mean by wrecker?” Then, have them think of what they want to know in the story. Write the questions on the board. E. Read Ask the pupils to turn their book to page 107.
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Tell them to read the story silently. After the silent reading, ask who the characters in the story are. Divide the class into as many groups as there are characters in the story including the storyteller. Tell them that they are going to do a dramatic oral reading of the story. F. Share Your Ideas Discuss the story with the whole class. Call on volunteers to answer the questions on the story. G. Sharpen Your Reading Skills • Identifying the Meanings of Suffixes and Using Them Write the words defender, protector, and cartoonist on the board. Ask the pupils to identify their bases. (i.e., defend, protect, cartoon). Ask: “What syllable is added to each word? To what part of speech do the words belong? (verb) To what part of speech do the words defender, protector, and cartoonist belong?”(noun) Point out to the pupils that -er, -or, and -ist are noun-forming suffixes. Have the pupils work on the exercises on pp. 109-110. The expected answers are: Exercise A processor importer artist actor teacher soloist corrector preacher violinist inspector trainer guitarist inventor player journalist Exercise B 1. violinist 2. collector 3. weaver 4. dreamer 5. writer
6. 7. 8. 9. 10.
ringer turner toaster inventor biker
•
I. Make Connections • Reading About Philippine Wildlife Talk about endangered animals, plants, and flowers in the Philippines. Ask the pupils if they can name some of them. Have the pupils work on the exercise. The expected answers are: Exercise A 1. butterflies, bees 2. snakes, eagles, hawks 3. deer, wild chickens, wild pigs 4. rattan, bamboo, lumber, shells, ferns 5. birds, frogs 6. plants, trees
Making a Two-point Outline Have the pupils turn their books to page 110. Explain to them what outlining is, what an outline is, and how to make an outline. Call on a pupil to read the boxed paragraphs. Explain to the pupils how to make a two-point outline as shown on page 111. Point out that a two-point outline is made up of topics or main ideas marked with Roman numerals and supporting details marked with capital letters. Have them work on the exercises on pages 111-112. The expected answers are: Exercise A I. A. Eight years old B. A Grade Two pupil II. A. Played with peers and with old men B. Easily defeated his rivals C. Beat two Manila-rated players Exercise B I. Community workers take care of our health A. Doctors help sick people B. Nurses assist the doctor C. Dentists keep our teeth healthy II. Workers who make things we wear A. Dressmakers make dresses B. Tailors make pants and shirts C. Shoemakers make shoes
H. Do What’s Right • Protecting the Environment 1. Show pictures or film clips of natural calamities like floods, typhoons, landslides, etc. 2. Ask: “How do natural calamities affect our environment? What can we do to avoid these problems? Are you a defender or a wrecker of our environment?” 3. Have the pupils work on the exercise on page 112. Ask them to show their answers through a poster.
Exercise B Have as many groups as there are endangered animals on the list. Give each group ample time to work on this activity. J. Spin Off Have the pupils read the suggested activity. Ask the pupils what each one can do to be able to come up with the bulletin board display.
LESSON
6 Elephant Man No. of Teaching Hours: 6
I.
Objectives A. Vocabulary 1. Use a dictionary to find the meanings of words 2. Use vivid words for clearer descriptions B. Comprehension 1. Recall details in a story read 2. Answer how and why questions C. Values Show kindness to animals
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II. Subject Matter Selection: The Man Who Understood (short story) III. Materials Across Borders Through Reading 3 (2nd Edition) pp. 114-121 Pictures of different animals in a zoo Picture of an elephant Picture of a circus IV. Procedure A. Start with What You Know Ask: “Who among you have been to a zoo? What animals did you see? Did you see an elephant?” Show a picture of an elephant. Have the pupils tell what they know about elephants. B. Add to What You Know Ask: “Have you been to a circus?” Show a picture of a circus. Have pupils who have been to a circus tell whatthey saw there. Have the pupils read the text about a circus in Add to What You Know on page 114. C. Search for Correct Meaning Have the pupils read the phrases in Search for Correct Meaning. Read again the italicized words. Tell the pupils to look up in a dictionary the meanings of the italicized words. They may be asked to give equivalents of the words in their native language. D. Set a Goal for Reading Have the pupils look at the picture and the title of the selection on page 115. Help them formulate a question on the selection. Ask a volunteer to write the question on the board.
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E. Read Call on the best readers in class to read the story by paragraphs. Remind the rest of the class to listen carefully. Tell them to use their imagination as they listen to the story. F. Share Your Ideas Ask: “Who was the man who understood?” Have the pupils read the boxed text on page 114. Divide the class into as many groups as there are questions in this section. Tell the groups to discuss and agree on the answers to the questions assigned to them. They then present their answers to the class. G. Sharpen Your Reading Skills • Using Vivid Words Have the pupils read again the second paragraph of the story on page 114. Ask: “How did the author describe the elephant? What words did he use?” Have the pupils read the introduction to the exercise on pages 118-119. Be sure to have the pupils understand what vivid words are before they work on the exercise. The expected answers are: Exercise A 2. loud – angry 4. softly 3. walking 5. shrill – sad Exercise B 1. frugal 2. nosy 3. inexpensive 4. gaudy 5. scent 6. skinny 7. downpour 8. whimper
9. 10. 11. 12. 13. 14. 15. 16.
idle holler scamper howled starving slam tender grab
Exercise C prancing, dancing, in blossom, prance, dance, whinny •
Answering How and Why Questions Explain to the pupils that asking questions and finding their answers can help them understand a story better. The exercise on page120 requires the pupils to answer how and why questions so they can show how well they have understood the story. The expected answers are: 1. a 5. a 2. a 6. b 3. b 7. b 4. b 8. b
H. Do What’s Right • Showing Kindness to Animals Ask: “Do you have pets at home? How do you take care of your pets?” The discussion of the answers on Questions 5 and 7 of Share Your Ideas will lead the pupils to mention things they could do to show their love and kindness to animals. Have the pupils work on the exercise. Have them discuss their answers. I. Make Connections • Doing Research on Taking Care of Zoo Animals Talk about the fierce animals commonly seen in a zoo like lions, tigers, bears, gorillas, crocodiles, others. Help the pupils do research on how these animals are taken care of. J. Spin Off Have the pupils look for stories written by Rudyard Kipling and have them tell the stories in class.
LESSON
7 Brave Hearts No. of Teaching Hours: 6
I.
Objectives A. Vocabulary 1. Find meaning of words in the dictionary 2. Identify meanings of words by using descriptions as contextual clues B. Comprehension 1. Answer why and how questions 2. Retell a story in one’s own words 3. Be famiiar with Bible stories C. Values 1. Be thankful for God’s blessings 2. Use God’s gifts wisely
II. Subject Matter Selection: The Story of David and Goliath (short story) III. Materials Across Borders Through Reading 3 (2nd Edition) pp. 122-129 Reading Interactive CD-ROM 3 Bible Picture of a shepherd Film clips IV. Procedure A. Start with What You Know Ask: “Have you read some Bible stories? Can you name some of these stories? Ask the pupils if they have read or heard the story of David and Goliath. Then ask: “What do you remember about this story?”
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B. Add to What You Know Show a picture of a shepherd. Talk about the picture. Have the pupils read the text that goes with Add to What You Know. C. Search for Correct Meaning 1. Have the pupils read the phrases in Search for Correct Meaning. They may use their dictionaries to get the meanings of the italicized words. 2. Ask the pupils to bring out their dictionary (assigned the day before) and have them find the meaning of the words. 3. Have the pupils use the words in their own sentences. D. Set a Goal for Reading Tell the pupils to study the title and the illustration on page 122. Ask them what they expect the selection to be about. Help the pupils formulate a question on the selection and have it written on the board. E. Read To show an animated presentation of the selection, ask the pupils what other stories about David do they know. Run Reading Interactive CD-ROM 3. Click on Great People, Great Deeds, then, The Story of David and Goliath, then, Watch and Listen. The pupils may then watch and listen to the presentation, while reading along silently. Next, click Read Along to show the same presentation, but without the voice-over. In this section, the pupils may be encouraged to read the text aloud. Have the pupils read the boxed text on page 122. Then, have them read the questions in Share Your Ideas. Divide the class into groups. Have each group read the assigned paragraphs aloud while the rest of the groups read along silently. Ask the pupils to take note of the important details in the story. F. Share Your Ideas Ask the pupils to read the questions in Share Your Ideas as well as the formulated questions.
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Guide them in discussing the answers to the questions. Encourage the pupils to participate actively in the discussion. G. Sharpen Your Reading Skills • Using Descriptions as Context Clues Have the pupils read the introduction to the exercise on page 125. Point out that a description is another kind of context clue that can be used in getting the meaning of an unfamiliar word. Have the pupils work on the exrcise on page 125-126. The expected answers are: Exercise A 1. works – washing, cooking 2. throw – send 3. belief – believed 4. dark – gray clouds 5. struggle – pain 6. shield – protective covering 7. low land – a deep narrow area between two mountains Exercise B 1. a 2. b •
3. d
4. c
5. e
Answering Why and How Questions Have the pupils read the introduction to the exercise on pages 126-128. The exercise will enable the pupils to remember important details of the story read. The expected answers are: Exercise A 1. a 3. b 5. c 7. c 9. c 2. b 4. a 6. a 8. a 10. b Exercise B 1. As a runner, Glenn looks short and thin. 2. Glenn had warm-up for one full hour. 3. He sprained his ankle. 4. He exercised daily.
Run Reading Interactive CD-ROM 3 for a post-reading vocabulary exercise. Click on Great People, Great Deeds, then, The Story of David and Goliath, then, Search for Correct Meaning. For each item in the exercise, the pupils must read a word taken from the selection in the book and choose the correct meaning of that word based on how it was used in the text. You may also encourage the pupils to read the words aloud for added practice. H. Do What’s Right •
Using God’s Gifts Wisely Have the pupils find a partner. Let each pair think of all the gifts and abilities God has given to them. Have them share the experiences they have had where they used their talents. Call on volunteers to share their talents in class.
I. Make Connections • Reading Bible Stories Have the pupils read the stories on the list from a Bible or from a book of Bible stories. Then, have them retell the story in their own words. Encourage the pupils to show pictures as they present their stories. J. Spin Off Ask the pupils to name some Bible characters they know. Say: “If you are to impersonate one of them, who would it be? What would you tell about yourself?” Tell the pupils to look at pictures of Bible characters to give them ideas about how they are going to dress themselves for the presentation.
Skill Focus A. Using Synonyms and Antonyms as Context Clues, pages 130-131 Ask the pupils to read the introductory text on pages 130131. Explain the skill further by using other examples. Have them
examine the sentences and find out the words which are similar in meaning. Have them find out also the words which are opposite in meaning. Guide the pupils to the idea that synonyms and antonyms in a sentence serve as clues to the meaning of a word. Have the pupils work on the exercise on page 131. The expected answers are: 1. S – punishment 7. S – waterfalls 2. S – sad 8. S – go out 3. A – cheerful 9. S – funny 4. A – friendly 10. A – entertaining 5. S – slave 11. A – dull 6. S – magic 12. S – brave B. Skimming and Scanning, pages 132-135 Ask: “How did you do your research assignments in your previous lessons? What reading materials did you use for your research work?” Have the pupils tell whether their research assignment was difficult or easy, and what made it so. Write the words skimming and scanning on the board. Ask if they have any idea of the word skimming and scanning. Have pupils read the introductory text on page 132. Lead the pupils to the idea that skimming and scanning help readers to get information quickly from reading materials. Have pupils work on the exercise on page 132. Take up the questions one at a time. Tell the pupils to look for the answer to the question by skimming or scanning. Tell the pupils to raise their hands as soon as they find the answer to the question. The expected answers are: 1. Andres Bonifacio’s flag was first used at the Cry of Balintawak. 2. The Katipunan flag had several versions. 3. Gregorio del Pilar’s flag used three colors: red, blue, and black.
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4. Marcela Agoncillo made the Independence Day flag of Emilio Aguinaldo. 5. Manuel L. Quezon set the standard size and the color of the present flag. 6. Mariano Llanera used the flag with a skull and crossbones. 7. Pio del Pilar’s flag was called Bandila ng Magtagumpay. 8. Gregorio del Pilar’s flag was patterned after the Cuban flag. 9. The first official flag of the KKK was red and depicted a white sun with eight rays and a face. 10. The first official KKK flag was used for less than a year.
Linking Reading with Writing •
Writing a Biography, pages 136-137 A. Preparation Have the pupils read the introductory paragraphs. Differentiate between a biography and an autobiography. Ask why biographies are important. Ask the pupils if they have written something abot themselves. If they have, tell them that they have written their autobiography. Tell the pupils that they can also write about the lives of other people, for example, the members of their family. tell them that there are certain steps that they can follow. These are found on pages 136-137 of their books. B. Modeling and Reinforcing Have the pupils read Step 1 in their book. Recall who Robert Louis Stevenson is. Tell them that the text in the box is his biography. Have the pupils read the biography. Point out the details given in each paragraph of the text. C. Planning Ask the pupils to think of a person whose biography the class
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can write (Steps 2-3). Suggest names such as the person after whom the school was named, a school official, or a very godly person. Ask the pupils what they can do to know more about the person. D. Joint Constructing In this step, you and the pupils jointly write the biography. Take up Steps 4, 5, 6, and 7 with the pupils. Guide the pupils in working out each step. E. Independent Constructing At this point, it is expected that the pupils are ready to write their own compositions. Have the pupils go back to Step 2. Ask them whose biography they have decided on writing. Ask them what they would do to learn more about the person they would write about. Tell them to write their biographies following Steps 4, 5, and 6. F. Revising Teach the pupils how to self-check their papers and to have them peer-checked. Then, ask the pupils to rewrite and read their papers in class.
Unit Test Expected answers: A. 1. 2. 3. 4. 5.
improper dishonest irresponsible unkind imperfect
6. uncomfortable 7. untrue 8. inconsistent 9. impolite
B. 10. rebuild 11. recook 12. redecorate
13. rewrite 14. rewash
C. 15. c 16. b 17. b
18. a 19. c 20. d
UNIT
III Saving Our Home Planet
Reduce, reuse, recycle—these are key words that our pupils should not only know by mind but also by heart. We believe that we have a special responsibility to help protect and preserve our environment for future generations. More than this is the practice of reducing, reusing, and recycling our available resources on earth and effectively manage solid waste. Everybody is enjoined to be environment-friendly and committed to taking a “total life cycle” approach as well. In doing so, he or she is contributing his or her share of saving the planet where we live. The lessons Country Life, City Life, Water, Water All Around, Where Go the Clouds, Tree Life, Nature Songs, Over Sand and Pebbles, and Clean and Green all bemoan the Earth’s plea for survival. The pupils will surely love the selections as well as the roles they have as “little environmentalists”. In this unit, they will likewise master arranging words alphabetically, using examples as context clues, and predicting outcomes with skill. LESSON
1 Country Life, City Life No. of Teaching Hours: 4-6
I.
III. Materials Across Borders Through Reading 3 (2nd Edition), pp.141-149 Pictures of horses, film clips showing the movements of a horse/ horses Word cards IV. Procedure A. Start with What You Know Show pictures of horses or film clips showing the movements of horses. Have the pupils tell the characteristics of these animals. Have them tell how a horse protects itself from other animals. Lead the discussion to the idea that horses contribute a lot to the lives and work of people. B. Add to What You Know Have the pupils read Add to What You Know. Make them aware that the story they will read is about a city horse. Then, have them read the boxed text at the bottom of page 141 as background information.
Objectives A. Vocabulary 1. Get the correct dictionary meaning of certain words 2. Identify meanings of words derived from a common root B. Comprehension 1. Recall details of the story that answer the questions who, what, where, when, and how 2. Sequence events in a story read C. Values 1. Express a desire to emulate the values of contentment and patience 2. Show appreciation for the uniqueness of horses
II. Subject Matter Selection: The Horse Who Lived Upstairs (short story)
C. Search for Correct Meaning Show the pupils the word cards on which you have written the phrases in Search for Correct Meaning. Let them note the italicized words. Find out if they know the denotative meaning of each word. If not, help them get the meaning of each word by using any strategy for meaning-getting that they have learned. Have the pupils use the words correctly in sentences as a way of checking pupils’ knowledge of the meanings of the vocabulary words. Tell them to find out how trough is pronounced. D. Set a Goal for Reading Ask the pupils to study the picture of a horse on page 142. Have the pupils study the title of the selection. Ask the pupils what is unusual about the title. Have them tell what they expect to learn from the selection based on its title and the illustration. Tell them to find out as they read the selection if their expectations are confirmed or not.
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Have the pupils think of another title that will fit the selection. E. Read Have the pupils read the selection silently. Ask them to note the details, the sequence of events, and the reasons why people should treat animals kindly. F. Share Your Ideas Let the pupils answer the questions in Share Your Ideas. The discussion should lead to the achievement of the aim for reading the selection as stated in Set a Goal for Reading on page 141. Questions 1-4 develop the pupils’ ability to recall details in the selection read and to make inferences. G. Sharpen Your Reading Skills • Using Borrowed Words Have the pupils read the introductory text on pages 145146. Let them study the chart of borrowed words and their meanings on page 146. Ask the pupils to use each word in a sentence. Have the pupils work on the exercise on page 146. The expected answers are: Answers: 1. c 3. f 5. d 7. a 2. g 4. h 6. e 8. b •
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Sequencing Events Have the pupils recall some events in the story The Horse Who Lived Upstairs. Have them tell what happened before Joey went to the farm and while he was there. Have the pupils test further their skill on sequencing events in a story by having them work on the exercises on pages 147-148. The expected answers are: Exercise A 1. 2 – 1 – 3 4. 1 – 2 – 3 2. 3 – 2 – 1 5. 2 – 1 – 3 3. 2 – 1 – 3
Exercise B 2, 3, 4, 5, 1 For further exercises on sequencing events, ask the pupils to access this link: http://pbskids.org/arthur/games/storyscramble/ scramble.html Instruct the pupils to drag and drop the pictures in order to sequence the events in the appropriate order. When they are done, they may click on Read It to check their answers. H. Do What’s Right • Expressing Contentment Tell the pupils to form groups of four. Instruct them to read the directions on page 149. Give them ample time to share their city and country life experiences. After the group sharing, have the pupils write a short paragraph about the question: “If you had the choice where to spend the rest of your life, where would you choose to be—in the city or in the country?” I. Make Connections • Listing Ways of Taking Care of the Environment Ask the pupils to make a list of the ways they can take care of their environment. Have them do the exercise as directed. Ask them to tell their reasons for their choices J. Spin Off Say: “Work with a classmate. Talk about the beautiful things that one can experience on a farm and in a city.” Supervise the pupils as they work on the activity.
LESSON
2 Water, Water All Around No. of Teaching Hours: 5
I.
Objectives A. Vocabulary 1. Give the denotative meanings of words 2. Arrive at the meaning of words by using examples as context clues B. Comprehension and Literary Skills 1. Recall details in the selection 2. Explain a process in the correct sequential order 3. Use time order to arrange events C. Values Recognize the importance of clean water
II. Subject Matter Selection: Rain (An informative text) III. Materials Across Borders Through Reading 3 (2nd Edition), pp.150-155 Word cards (Search for Correct Meaning) OHP and transparencies of water cycle; verse about rain; illustration of a community during rainy season; film clips/video footage of a rainy day/season IV. Procedure A. Start with What You Know Show a picture or a film clip of a rainy day. Have the pupils describe the picture or the film clip you presented. Ask: “What do people sometimes feel about the rain? Do you feel the same way? Why? What do you like to do on rainy days? ”
B. Add to What You Know Let the pupils read the questions in Add to What You Know. Tell the pupils that the selection they will read is about rain—where it comes from and how it is formed. Say: “When heavy rains pour, people in some places feel happy because there will be enough water supply for dams, plantations, and farm lands. However, in other places, people may feel devastated because too much rain may interrupt communications and cause flooding that destroys property and threatens life. Heavy rainfall also tend to damage crops and speed up the loss of soil.” Then, have the pupils read the background information in the box at the bottom of page 150. Have the pupils compare the greatest rainfall and the least rainfall averages. Ask: “What do you think does the difference in the averages tell about the rainfall in the world?” Then, give the following information on the variations in rainfall in the world. In general, rain falls more frequently in latitudes near the equator than in those close to the poles. At the equator, the intense heat of the sun causes large amounts of moisture to evaporate in the warm air. Because the polar regions receive little sunlight, the air there is too cold to hold much moisture. Areas near large bodies of water get more rain than areas in the dry interior of a continent. The larger amount of rainfall results from evaporation of moisture from nearby sources of water, including oceans, lakes, and irrigation systems. The lack of rain in the deserts of west central Asia is due mainly to their great distance from the sea. Places on the windward slopes of mountains generally have more rain than areas at a lower elevation. The slopes help produce rain by lifting warm, moist air to a higher altitude. There, the air cools, forming clouds and then rain. Most of the slopes away from the wind are dry because the wind carries little moisture across the tops of the mountains. In Asia, for example, the southern slopes of the Himalaya receive 200 to 600 inches (510 to 1,500 centimeters) of rain a year.
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Seasonal rainfall, especially in regions near the tropics, is caused by winds that blow in an opposite direction in winter than in summer. Such winds are called monsoons. The monsoon that blows across southern Asia in summer brings extremely heavy rains. Meteorologists believe the presence of cities promotes rainfall, but they are not certain why. One idea is that clouds form more quickly in the heat generated by cars, heating systems, and sun-warmed concrete. World Book, Vol. 16, pp. 124-125
C. Search for Correct Meaning Show the pupils the cards on which you have written the phrases in Search for Correct Meaning on page 150. Let them note the italicized words. Find out if the pupils were able to get the denotative meaning of each word. If not, help them get the meanings by having them use the meaning-getting strategies they have learned. Then, have the pupils use the vocabulary words in their own sentences. D. Set a Goal for Reading Say: “You already know that rain comes from clouds and clouds, in turn, come from rainwater. Ask: “How is rain formed?” Tell the pupils that they will look for the answer to this question as they read the essay Rain. E. Read Have the pupils read the text silently. Ask them to note the key concepts in the text as well as the details that support each concept. F. Share Your Ideas After they have finished reading the text, ask the pupils to answer the questions in Share Your Ideas, page 152. Then, ask the pupils to answer the question in Set a Goal for Reading. Questions 1-3 in Share Your Ideas develop the pupils’ ability to recall details. Question 4 requires the pupils to synthesize what
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they know about the importance of water for people and for the environment. Give the following summary statement: Rain comes from clouds. If the temperature of a whole cloud is below freezing, and the temperature of the air on the ground is also below freezing, snow falls on the ground. (Source: Young Student’s Learning Library Vol. 17, page. 206) G. Sharpen Your Reading Skills • Using Examples as Context Clues Call the pupils’ attention to Sharpen Your Reading Skills on page 153. Let them read the sentence in the box. Have them note the italicized phrase. After reading the sentence, ask the pupils what the italicized phrase or expression means. Ask: “How did you figure out the meanings of the phrase?” Briefly discuss the different kinds of context clues that can be used to get the meanings of unfamiliar words. Tell the pupils that one of the ways is to note the examples given. In the sample sentence, oceans and seas are examples that can lead one to know the meaning of bodies of water. Encourage the pupils to give examples of sentences that make use of “example clues” like: an example, one kind of, for instance, some types, such as, and like. Ask: “What is another way of figuring out the meaning of a word?” Then, have the pupils answer the exercise on page 153. Lead them to point out the meaning of the italicized words or expressions by using the examples as clues. The expected answers are: 1. d 2. c 3. f 4. b 5. e 6. a •
Using Time Order to Arrange Events Have the pupils read the explanation of the skill on page 154 about how events can be arranged according to the time they occurred. This is called chronological order. Guide the pupils to realize that dates, ordinals like first, second, and words like next, then, and last can help arrange events according to time.
Have the pupils do the exercise on page 154. The expected answers are: 1. 2, 1, 3, 4, 5 2. 4, 2, 1, 3, 5,
Evaporation – the process of changing from liquid to gas Condensation – the opposite of evaporation. It is the process of changing from gas to liquid Precipitation – the process of forming and falling of raindrops, snowflakes, sleet, or hailstones
H. Do What’s Right • Preventing Water Pollution Have one or two pupils talk about why clean water is important. Ask: “What can we do to lessen the pollution of rainwater?” At this point, it may be well to ask the class to cite the importance of rainwater in the life of people and animals. Cooperative learning strategies (think-pair-share, round robin brainstorming, dyads, human monument, three-minute interview) may be used. In these activities, teachers emphasize responsibility in understanding the lesson and in assisting the pupils in learning. The discussion of the answers to the question challenges the pupils to take a stand and to act with responsibility in protecting the environment against those who destroy it. I. Make Connections • Labeling Illustrations of the Water Cycle Have the pupils think about the selection they have just read. Ask: “ What is the scientific word for the rising of water into the air to form clouds?” Discuss with the pupils other words related to rain formation like “saturation”, “condensation”, “precipitation”. Let the pupils look up the meaning of these words in their science books. Then, have them label the diagram of the water cycle on page 155. This will be helpful in the discussion of what saturation, condensation, and precipitation is. In the water cycle, the sun’s heat makes water evaporate from the sea and land. Cooled vapor falls back down (precipitates) as rain or snow (or sleet or hail). Water precipitated onto the land flows through the streams and rivers to the sea. Source: Young Student’s Learning Library, Vol. 21, p. 2552
J. Spin Off The activity on page 155, Spin Off, should make the pupils realize that some illnesses are caused by polluted rain. Theactivity may be done in groups of six. Remind the members of each group that after they have written their findings/report, they are going to share it in class for consolidation. As an additional task or as an assignment, have the pupils form groups of five and hold a mini-presentation or group reporting on “How One Can Lessen His/Her Chances of Getting Sick Because of Rain or Floods.” Encourage or tell them to write some safety tips. LESSON
3 Where Go the Clouds No. of Teaching Hours: 6
I.
Objectives A. Vocabulary Get the meanings of words by using a dictionary B. Comprehension/Literary Skills 1. Answer why and how questions on events and sequence of events 2. Note spatial relationships 3. Retell best-liked parts of a story in one’s own words C. Values Emulate the values of obedience, responsibility, helpfulness, and cooperation in the family.
II. Subject Matter Selection: Wispy, the Little Cloud (short story)
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III. Materials Across Borders Through Reading 3 (2nd Edition), pp.156-161 Reading Interactive CD-ROM 3 Wordcards, picture of a child looking at the clouds above a hill Pictures or illustrations of different kinds of clouds IV. Procedure A. Start with What You Know The introduction to the selection in Start with What You Know may be used to motivate the pupils for the reading activity. Ask: “Have you seen a beautiful cloud? What would happen if there are no clouds?” Present a set of illustrations or a powerpoint presentation of the different kinds of clouds. Challenge the pupils to name and describe each one. Have the pupils answer the questions in Start with What You Know on page 156. B. Add to What You Know Ask: “How would Earth be if there are no clouds?” Let the pupils read the background information in Add to What You Know. Check on the pupils’ comprehension by asking them to: • explain or tell what they understand by the word clusters “droplets”, “ice crystals”, “hail”, “snow”. • explain or tell what comes to their minds when these words are mentioned. • enumerate/name some of the wonders of the sky or things around us that God has made. C. Search for Correct Meaning Flash the cards on which the vocabulary phrases in Search For Correct Meaning on page 156 are written. Let the pupils take note of the italicized words. Find out if they were able to get the correct dictionary meanings of these words. If not, give clues that would help them arrive at their correct meanings. Have them think of other words that may be derived from the italicized words.
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D. Set a Goal for Reading Have the pupils take another look at the lesson title. Have them formulate questions which they expect to answer as they read the selection. A pupil may be asked to write them on the board. Also, have them go through the questions in Share Your Ideas on page 158 to enable them to focus on the details in the selection they are about to read. Have the pupils read the content goal set for the selection. E. Read To show an animated presentation of the selection, run Reading Interactive CD-ROM 3. Click on Saving Our Home Planet, then, Wispy, the Little Cloud, then, Watch and Listen. The pupils may then watch and listen to the presentation, while reading along silently. Next, click on Read Along to show the same presentation, but without the voice-over. In this section, the pupils may be encouraged to read the text aloud. Alternatively, the pupils may access the interactive activities at i-learn.vibalpublishing.com. Also, as an alternative to the above activity, call on a pupil or two to recall standards for silent reading before the pupils read the selection silently. Tell them to note the details which answer why and how questions. F. Share Your Ideas After they have read the selection, ask the class to answer the motive questions written on the board. Also, have them answer the questions in Share Your Ideas on page 158. The discussion should lead the class to the answer to the question given in Set a Goal for Reading on page 156. G. Sharpen Your Reading Skills • Reading Verbs with -ing and -ed Endings Have the pupils read the story once more, then ask them to list down the verbs that show action. Expected answers are: directed frightened looked opened decided loved preferred bless wanted sighed called smoking
warned covered asked
tickled prepared help
laughed realized carrying
wasting
Have the pupils look at the list and how the words are spelled. Discuss with the pupils the skill presented on page 159. Then, have them work on the exercises. The expected answers are: Exercise A 1. singing 5. working 9. smoking 2. reading 6. barking 10. preparing 3. drawing 7. baking 11. snaking 4. painting 8. dancing 12. raking Have the pupils note that verbs in the base or simple form that end in -e like dance or bake form their present participle by dropping or removing the vowel e before adding the suffix -ing, (dancing, baking). Exercise B 1. called 9. directed 2. showed 10. erupted 3. fooled 11. jumped 4. howled 12. marked 5. wanted 13. kicked 6. shouted 14. squeaked 7. hunted 15. licked 8. surrounded 16. flashed •
Noting Spatial Relationships Direct the pupils’ attention to the explanation of the reading skill on page 160. Lead them to the idea that people, places, and things may be described according to where they are. Make them aware that events may also be described according to where they happened or are happening. This would give them an idea of how people, things, and events are related to one another.
Have the pupils do the exercises on page 160. Ask them to look for a partner and discuss the answers to the exercises. The expected answers are: A. 1. The cloud family had to travel from high up in the sky. 2. There was an ongoing fire on the earth below. The woods were on fire. 3. Wispy was hiding behind a faraway mountain. B. Yes, the picture helps me see the places, things, and events in the paragraph. Run Reading Interactive CD-ROM 3 for a post-reading vocabulary exercise. Click on Saving Our Home Planet, then, Wispy, the Little Cloud, then, Search for Correct Meaning. For each item in the exercise, the pupils must read a word taken from the selection in the book and choose the correct meaning of that word based on how it was used in the text. You may also encourage them to read the words aloud for added practice. H. Do What’s Right • Attending to One’s Duty Have the pupils do the exercise in Do What’s Right. Have them work with a partner and discuss what they will do in the situations. The discussion of the situations should bring out the idea that each person has a duty to perform. Have them keep in mind that duties teach them to be responsible persons. Let them realize the importance of developing the value of obedience, responsibility, and cooperation. Have them cite proverbs or quotation/s that show the significance of these values. I. Make Connections • Reporting on Weather and Cloud Conditions Tell the pupils to form groups of five. Give them three school days to observe the sky and the clouds. Let them make short daily weather reports by completing the chart on page 161. Have the pupils report what they have observed. The class may ask questions about each group’s observation/report. Day to day reporting on weather and cloud conditions may be done not only in science classes but also in other subjects such as in the Reading or English class as part of the daily opening activities.
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J. Spin Off The class may be asked to hold a “Show and Tell” activity. Each pupil will choose a part of the story Wispy, the Little Cloud that he or she likes best and will draw a picture about it. Then, he or she will show it to the class and will explain what is in the picture. After the activity, have the members of the class paste their pictures or illustrations on a space provided in the classroom. The class may be given enough time for the activity. Say: “I will share with you a poem about clouds. Listen as I read the poem and find out what the poet calls the clouds. What does he want the clouds to do? What question did he ask the clouds?.” Clouds White sheep, white sheep 2 On a blue hill; 3 When the wind stops 4 You all stand still. 5 When the wind blows, 6 You walk away slowly. 7 White sheep, white sheep, 8 Where do you go? 1
Read the poem again and ask the folowing questions. 1. What do you see in Line 1 of the poem? 2. What color are they? 3. Where are they? Why is the hill blue? 4. Read or recall the line that tells: a. what the sheep do when the wind stops b. what the sheep do when the wind blows 5. Do animals, like sheep, only move when the wind blows? 6. What animals don’t move when there is no wind? those that move when the wind blows? 7. Does the poet really see sheep? If not, what is it that she sees instead of sheep? 8. Read or recall the parts of the poem that make you think and say that the poet is referring to clouds.
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LESSON
4 Tree Life No. of Teaching Hours: 6
I.
Objectives A. Vocabulary 1. Arrive at the meaning of unfamiliar words through context clues 2. Identify homophones and their components B. Comprehension and Literary Skills 1. Locate answers to why and how questions 2. Identify time and space relationships 3. Retell a story in one’s own words C. Values 1. Be aware that the value of a gift lies not in its cost, but in the love and thoughtfulness behind it 2. Demonstrate ways of caring for and conserving plants/trees
II. Subject Matter Selection: In the Great Walled Country (short story) III. Materials Across Borders Through Reading 3 (2nd Edition), pp.162-171 Picture of a pine tree Word cards, pocket chart Art materials IV. Procedure A. Start with What You Know Have the pupils think of some Christmas songs. Have them write the titles of these songs on the chalkboard (ex: Christmas Tree, Oh Christmas Tree, Give Love on Christmas Day, Twelve Days of Christmas). Have the class sing one of the Christmas songs on the list.
Then, have the pupils think about the gifts they have received and gifts they have given away in the past. Ask them to give examples of non-material gifts they can give to others. 1. To people at home • cleaning one’s room and tidying up one’s bed • helping father wash the car • washing one’s own rubber shoes • feeding the dog and taking it out for exercise • leading the family in prayer before meals 2. To people in school • doing one’s task and homework on time • helping the teacher rearrange the chairs • helping a classmate do his or her tasks in school • assisting a classmate who’s been absent for a long time in his or her note-taking • doing little acts of kindness Then, ask them to read and answer the question in Start with What You Know. B. Add to What You Know Have the pupils read the text in Add to What You Know. Check on their comprehension by asking the following questions: 1. What is Christmas? 2. How do we celebrate Christmas in our country? Can you tell how people in other countries celebrate Christmas? 3. What do you think is the greatest gift that we can receive this Christmas? C. Search for Correct Meaning The phrases in Search for Correct Meaning should be assigned a day before the recitation day. Check on the pupils’ understanding of the meanings of the words by giving them an exercise, e.g.: Replace the underlined expressions with a word from Search for Correct Meaning.
(leans)
1. See how the exhausted runner rests his weight against the fence. (dreadful) 2. The passengers experienced an awful accident last week. (crippled) 3. A team of Girl Scouts assisted the disabled men and women of the community. (intend) 4. “What do you plan to do today?” asked Maria. D. Set a Goal for Reading Have the pupils study the illustrations on pages 162-163. Then, have them study the title of the reading selection. Ask them to think about what they expect the story to be about. Help them formulate a statement about their expectations. Ask a pupil to write this statement on the blackboard. Then, have the pupils read the question in Set a Goal for Reading. Make them aware that they will look for the answers to this question as they read the story. Make them also find out if the story turned out as they expected it to be. E. Read Ask the pupils to read the story silently. Remind them of the standards for silent reading. F. Share Your Ideas Have the pupils answer the questions in Share Your Ideas. Give them freedom to support the answers to questions that begin with why. The questions develop several skills: recalling details, inferring cause-effect relationship, making supported conclusions and opinions, and analyzing story situations with a view of applying them to real-life situations. The last question is designed to help in the formation of values. G. Sharpen Your Reading Skills • Identifying Homophones Lead the class in the discussion of the reading skill on
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page 167. Have the pupils give other words that have the same or almost the same sounds but have different spellings and meanings. Have them use these homophones in sentences. Then, have the pupils answer the exercise on the same page. The expected answers are: 1. eyes, ice 5. merry, marry 2. knight, night 6. princes, princess 3. hours, ours 7. hole, whole 4. its, It’s 8. to, too •
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Getting Meaning Through Context Clues Have the pupils read the text on page 168. Call their attention to the italicized words or expressions. Using different kinds of context clues, have them give the meaning of the italicized words. Guide them in doing this activity. Then, have them use the words in their own sentences. The expected answers are: 1. stays close to 2. weak and limp 3. not to be given at all Identifying Time and Space Relationship Let the pupils recall the story they have read and ask them to write down a question about it. Say: “As we read a story, it is important to note what the events were and the time they happened. It is also important to note where people and things were when the event happened.” Make the pupils aware that in identifying time and space relationships, the following questions or ideas should be considered: 1. What came before or after the event? 2. What events happened at the same time? Tell the pupils that they will understand a story better if they can put the time, place, people, and things on the story together. Call on volunteers to read orally the sentence in the story that tells the location of the places mentioned. Ask the pupils
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if the picture fits the description of the location of the places through the sentences they just read. The expected answers are: A. 1. In a faraway land called Great Walled Country, up the north end of the world live a king... so near the North Pole,... 2. Grandfather Christmas lives just on the north side of the country,... 3. ...into a huge forest of Christmas trees that grows behind the king’s palace. 4. This was a boy named Peter, who lived not far from the palace with his sister, Rose. B. 1. On the day before Christmas, just before he sets to deliver presents to the rest of the world, he goes into a huge forest of Christmas trees that grow behind the king’s palace. He fills the trees with toys, books, and all sorts of good things. 2. When night comes, the children dress up in warm clothes and go to the forest to gather gifts for their friends. The pupils take turns in retelling the story using their own words. The discussion of the answers to the four questions in Exercise C, page 169 helps to make the pupils aware that the value of a gift lies not in its cost in terms of money, nor in its colorful packaging or size, but in the thought behind the gift. The pupils are taught to be less materialistic and to be more concerned about love and care. Have the pupils read the paragraphs on page 170, Exercise D. Then, have them answer the questions that follow. Check on their understanding of the answers to the exercise by having them answer the question at the bottom of the page. H. Do What’s Right • Giving Love on Christmas Day Lead the class into the discussion of what the passage
means. Call on a pupil to lead in the singing of a Christmas song. Ask for more ways of giving love on Christmas Day. Then, ask them to work on the task required of them. Tell the pupils to be creative in presenting/sharing their ideas with the class. Examples: Father (car key chain) He brings me to school every day. Mother (Saying I love you and eat and finish my food well.) She cooks food for the family every day. Sister (Bible) She needs it in school/classes. School Nurse (A basket of fruits) She is very patient and kind to me. Classmate (Friendship/loyalty) We’ve been friends since Prep. I. Make Connections • Reading About Evergreens and Pine Trees Direct the pupils’ attention to the introduction to the exercise on page 171, Make Connections. Discuss with them the short paragraph about evergreens and pine trees. Then, have them work on the exercise. You may schedule them for a library work/research for this activity. They may also ask knowledgeable persons like foresters. Remind them that they will share their report/findings in class the next day. J. Spin Off Ask the pupils to describe the Christmas tree they have in their homes. Ask if they like their Christmas tree or not. Tell them to draw the Christmas tree that they want to have. Remind the pupils that they will explain their drawings/illustrations, especially the symbols or items that are hung on the tree.
LESSON
5 Nature Songs No. of Teaching Hours: 5
I.
Objectives A. Vocabulary Get the denotative meanings of words B. Comprehension and Literary Skills 1. Note details in a selection read 2. Identify statements/events that show cause and effect relationship 3. Follow directions 4. Identify personification C. Values Demonstrate commitment and awareness for the preservation of the environment
II. Subject Matter Selection: Musical Tones of Nature (poem) III. Materials Across Borders Through Reading 3 (2nd Edition), pp. 172-177 Reading Interactive CD-ROM 3 Pictures or illustrations of forests, oceans, birds, and other forms of wildlife Film clips showing the movements of leaves, the gurgling sounds of brooks and rivers, and other sounds of nature Word/sentence cards Pocket chart Picture of a quiet rainy day IV. Procedure A. Start with What You Know Ask: “Have you ever stayed on a windy day in a place with many trees? Have you ever gone to a seashore? If you have, what sounds
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did you hear around you? When was the last time you heard these sounds?” B. Add to What You Know Show colorful pictures of forests, seashores, birds, and other forms of wildlife. Have the pupils describe each picture. If available, have the pupils watch a footage or a short film clip that shows the movement of leaves with swishing sounds and a brook or a river that makes gurgling sounds as it winds its way among rocks; and other sounds or tones of nature. Have the pupils read Add to What You Know on page 172. Have them read the boxed text at the bottom of page 172. Ask: “Do you like to listen to nature sounds? Do you consider these sounds as music?” C. Search for Correct Meaning Show to the pupils the cards on which you have written the phrases in Search for Correct Meaning on page 172. Have them read the italicized words. Ask what the meaning of each italicized word is. Tell the pupils to get the meaning of each word as they read the story. At this time, the pupils should be able to use the meaning-getting strategies they have learned. Have them use the words correctly in sentences. D. Set a Goal for Reading Ask the pupils to look at the illustration on page 173, and the title of the poem that they will read. Ask: “What do the title and the illustration tell you about the poem that you are going to read? How do you feel about the sounds of nature? Let the pupils formulate questions which they expect the poem will answer. Have one or two pupils write these questions on the board. Make the pupils aware that they will look for the answers to these questions as they read the poem. Then, have the pupils read Set a Goal for Reading on page 172. Say: “Let’s find out how the speaker in the poem feels about the sounds of nature.”
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E. Read To show an animated presentation of the selection, tell the pupils to run Reading Interactive CD-ROM 3. Click on Saving Our Home Planet, then, Musical Tones of Nature, then, Watch and Listen. The pupils may then watch and listen to the presentation, while reading along silently. Next, click on Read Along to see the same presentation, but without the voice-over. In this section, the pupils may be encouraged to read the text aloud. As an alternative to the CD-ROM presentation, guide the pupils to do purposeful silent reading. Then, have them read the poem orally. Ask them to note some nonhuman things which are given human like qualities in the poem, and the feelings expressed by the speaker. F. Share Your Ideas After they have read the poem, ask the pupils to answer the questions in Share Your Ideas on page 173, as well as the questions they raised before they read the poem. The discussion of the answers to these questions should achieve the aim for reading the poem as stated in Set a Goal for Reading on page 172. Question 1 develops the pupils’ ability to recall details. Questions 2, 3, and 4 help them to make inferences. Have everyone participate in the discussion. G. Sharpen Your Reading Skills • Identifying Personification Ask the pupils to work on the exercises in Sharpen Your Reading Skills on pages 174-176. Discuss with them the answers to each exercise before going to the next exercise. The exercise on page 174 develops the pupils’ skill in identifying personification. Say: “Let’s think again about the poem we have just read. Do the brooklets, birds, and oceans really sing? Do the leaves really keep time? Does summer really have a drummer?” Tell them that all these nonhuman things are given humanlike qualities in the poem. And this technique of the writer is called personification.
Have the pupils work on Exercises A, B, and C on page 174. The expected answers to Exercise A are: 1. brooklets – sing in rhyme 2. birds – trill merry madness 3. ocean – sing lullaby 4. thunder – beat a drum 5. trees – keep time 6. waves – lull or put the world to sleep Have the pupils form small groups and do the next exercise. Give them ample time to read the poem orally in class. •
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Following Directions Tell the pupils to be ready with the realia that they will use in the activity on page 175. Lead the class in doing the experiment. Remind them that it is important to follow directions correctly. This means that they have to do the steps in correct order. This activity can be done by groups. After following the four steps in doing the experiment, ask the following questions: 1. What happened to the rice? Why? 2. What makes the air around it vibrate? 3. How does the air move? In what way does the air travel? 4. What makes the rice move? 5. Why is it important to follow directions in doing an experiment? Identifying Cause and Effect Relationship Have the pupils read the introductory paragraph to the exercise on page 176. Lead the class into the discussion about the skill in identifying cause and effect relationship. Ask them to answer the exercise. The expected answers are: 1. (Sounds are made) when something moves back and forth very quickly. 2. (More waves are produced in a second) when something vibrates very fast.
3. A mosquito’s wings vibrate about 1000 times a second, (so 1000 sound waves travel through the air every second). 4. (Mosquitoes produce high-pitched sounds) because 1000 sound waves travel through air every second. 5. The metal parts of a bulldozer vibrate slowly, (so lowpitched sounds are produced). 6. (Sounds made underwater reach our ears faster) because sounds travel faster in liquids and solids than in air. 7. (Fishermen find fish underwater) because they use a machine called a sonar. 8. Underwater rocks do not move, (so sound signals from them stay the same). 9. Fishes move, (so sound signals from them keep changing). 10. (Bats know where an insect is) because they use sound waves that echo. Run Reading Interactive CD-ROM 3 for a post-reading vocabulary exercise. Click on Saving Our Home Planet, then, Musical Tones of Nature, then, Search for Correct Meaning. For each item in the exercise, the pupils must read a word taken from the selection in the book and choose the correct meaning of that word based on how it was used in the text. You may also encourage the pupils to read the words aloud for added practice. H. Do What’s Right • Appreciating the Sounds of Nature Have the pupils answer the exercise on page 177. Have them circle the number of the phrase or idea/s about nature sounds that they like. Have them explain their answers I. Make Connections • Making Nature Songs Have the class recall some of the musical instruments that they know or play. Ask them to relate or tell something about these instruments.
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Invite a musician to the class. Tell the pupils to ask questions about the musical instruments that he/she plays.Using the instrument he or she plays, ask him or her to imitate some nature sounds. Have the pupils comment on the sounds they heard. After the invited guest/s had left, have the pupils answer the following questions: 1. Which of the sounds imitated are common in your community? 2. What can you do to always have the sounds of nature in your community? J. Spin Off Have the class do a research or make a list of birds, insects, and mammals. Tell them that they will write words for the sounds that these animals make. Have them compare notes and share them with the class. LESSON
6 Over Sand and Pebbles No. of Teaching Hours: 5
I.
Objectives A. Vocabulary 1. Get the meanings of words by using a dictionary and context clues 2. Use the glossary to get word meanings 3. Use context clues to get the meanings of unfamiliar words B. Comprehension and Literary Skills 1. Note details from a selection read 2. Recognize/Identify personifications 3. Identify sensory impressions 4. Use tracking to understand a text C. Values 1. Appreciate the importance of water to life 2. Demonstrate love and concern for nature
II. Subject Matter Selection: Song of the Brook (poem)
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III. Materials Across Borders Through Reading 3 (2nd Edition), pp.178-185 Pictures of a lake, brook, pond, river, sea, or an ocean Film clip or a Powerpoint presentation of the different bodies of water Word cards/sentence strips Pictures showing water pollution IV. Procedure A. Start with What You Know Show to the pupils some pictures or a Powerpoint presentation of the bodies of water. Let them identify and describe each body of water that you showed them. Have the pupils read Start with What You Know, page 178. Say: “Compare the bodies of water that I showed you and those that you saw in your surroundings.” Allow several answers from the pupils. B. Add to What You Know Have the pupils read Add to What You Know and the background information in the box at the bottom of the page. C. Search for Correct Meaning Show the pupils the word cards on which you have written the phrases in Search for Correct Meaning on page 178. Call the pupils’ attention to the italicized words. Find out if the pupils were able to get the meaning of each word. If not, help them get the meanings by giving them clues. 1. haunts of coot and horn – a place to which animals habitually come for food, drink, shelter, etc. 2. a sudden sally – attack; a sudden outburst or emergence into action or expression 3. slip between the ridges – a long narrow raised land formation with sloping sides 4. chatter over stony ways – to prattle, babble, chat; to speak rapidly or incessantly; to make rapid repetitive high-pitched noises
5. into eddying bays – swirling; whirling 6. a foamy flake – bubbly, foaming, lathery, sudsy. D. Set a Goal for Reading Ask the pupils to study once more the illustrations on pages 178-179. Have them study the title of the selection and help them formulate questions on the poem. Write these questions on the chalkboard. Have the pupils read Set a Goal for Reading. Then, add the following question: “Can a brook speak?” Remind the pupils that they will look for the answer to the questions raised as they read the poem. E. Read Model the reading of the poem to the pupils. Put emphasis on the vocabulary words/expressions used in Search for Correct Meaning on page 178. Then, have the pupils read the poem silently. Remind them to take note of the details (the nonhuman things that are given human qualities, and the meaning that the speaker of the poem wants to convey). F. Share Your Ideas Have the pupils answer the motive questions and the questions in Share Your Ideas on page 180. Questions 1 and 2 develop the pupils’ ability to note details. The discussion of the answers to these questions should be able to achieve the aim for reading the selection as stated in Set a Goal for Reading on page 178. Questions 3 and 4 develop the pupils’ ability to think critically. These questions also develop their awareness on ways to conserve water. Take this opportunity to elicit from the pupils the different uses of water. Water is used at home, in factories, in offices, and in farming. Focus on the use of water at home. Say: “In some parts of the country and the world, water is so scarce that people often use it more than once before throwing it away. They might save water used in bathing and wash the dishes with it.” Give the pupils the fact that in Sudan, Northeastern Africa, there may be less than five liters of water available per day for each person. Then ask: “How many liters of water do you use every day?”
Give the following information on how water is commonly used at home. (Source: Young Scientist, Vol. 2, p. 19) 110 liters for washing clothes 10 liters to water the garden 38 liters in the toilet 38 liters for drinking, cooking, and washing up 70 liters if you take a bath Then ask: “How much water does your family use in a day? Do you and your family contribute to the conservation of water? How?” Provide the following information for the pupils to realize and conclude that water is an important part of the earth and that water is very useful. Emphasize the highlighted facts. Our Watery World It might be more appropriate if we called our planet as “The Water” rather than “The Earth” because water covers more than twice the area of its surface than earth, or land. Most of this water is contained in the three great oceans— the Pacific, the Atlantic, and the Indian Oceans. They have an average depth of about 2 1/2 miles (4 km), but plummet in places to more than 6 1/2 miles (10 km). In the oceans and the smaller seas dotted around the world, the water is very salty. It is unsuitable for humans and most animals, except fish, to drink. It contains dissolved chemicals called salts, of which the most common is sodium chloride. Only about 2 percent of water on Earth is fresh and suitable for drinking. This is the water in the rivers and lakes. Another 1 percent of Earth’s water is locked in snow and ice, on high mountains, in glaciers, and especially in the ice caps of the North and South Poles. We and other living things rely on the 2 percent of fresh water to stay alive. The human body is over two-thirds water. On the average, we drink up to about half a gallon (2 liters) of water a day. But we use a hundred times this amount of water for other purposes—for bathing, flushing toilets, washing
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cars and so forth. Industries use vast amounts of water in chemical processes, especially for cooling purposes. Indeed, the demand for water is threatening to exceed its supply. Source: Let’s Investigate Science, Natural Resources, pp. 20-21
Spot Facts About Water a. The Earth contains 1.4 quintillion (“14” followed by 17 zeros) metric tons of water. b. Only one millionth of the Earth’s water is found flowing in rivers. A hundred times more than that is held in lakes. c. About 80 percent of all the lake water is held in just 20 lakes. d. Water is the only substance that occurs at ordinary temperatures in all three states of matter, that is as a solid, a liquid, and a gas. e. River water is not pure, but it is not as salty as seawater. Its salinity is measured in parts per million rather than parts per thousand. The main dissolved substance in river water is calcium carbonate. f. Because of its capacity to dissolve numerous substances in large amounts, pure water rarely occurs in nature. Macmillan Encyclopedia of Science, Vol. 3, p. 54
Disseminating information related to environmental concern or water conservation is also a good way of showing care for the environment. One example is an environmental issue poster. Have the pupils cut out and collect headlines, articles, editorials, and pictures about an environmental issue. Have them select the best items from their collection and paste these on a piece of cardboard or poster board. Have the pupils say something about the poster and share it with others by displaying it at home or in school. G. Sharpen Your Reading Skills • Using the Glossary to Get Word Meanings Ask: “Which words in the poem are not familiar to you? How did you find out their meanings and pronunciation?”
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Show book samples to the pupils. Discuss with them the parts of a book. Focus their attention on the last part called glossary. Tell the pupils that most textbooks and nonfiction books have glossaries. Tell the pupils to open their books to the excerpt from a glossary on page 271. Ask them what information they can get from the “little dictionary”. Have them recall what a glossary shows and ask them the following questions: 1. What does the syllabication tell? (The syllabication tells how the entry word is broken into syllables.) 2. What does the respelling show? (The respelling [in parentheses] shows how the word is pronounced.) 3. What does the part of speech include? (The part of speech includes the abbreviations used for the parts of speech like; n. – noun, v. – verb, adj. – adjective, and adv. – adverb.) 4. How are definitions listed? (The listing of definitions apply to the way the word is used in the textbook.) 5. What are some examples of related forms? (Words with suffixes such as -ly, -ness, -er are listed under the base word.) Elicit from the pupils the summary of concepts about a glossary. Then ask: “What is a glossary? What information does the glossary give? When do we use the glossary?” Point out that some glossaries give only the meanings of the words used in the book. Have the pupils work on the exercise on page 180. The expected answers are: 1. haunt – disturb 2. sally – a sudden start into activity 3. fern – a flowerless leafy plant 4. ridge – a long narrow hilltop
5. 6. 7. 8. 9. 10. 11. 12. 13. 14. •
bay – a broad inlet of the sea where the land curves inward swallow – a fast-flying small bird shallow – not deep wilderness – a land or forest where no one lives bramble – any thorny vine or shrub eddy – a circular movement of water brimming – filled or be full to the point of overflowing linger – to stay in a place longer than necessary bicker – to fight thorpe – a village
Identifying Personification Give the pupils a few minutes to read the poem again. Point out to them the use of personification in the poem to convey the speaker’s feelings. Ask the pupils to work on the exercises on page 181. Discuss with them the answers to each exercise before going on to the next exercise. The expected answers are: Exercise A 1. chatter 6. glance 2. travel 7. murmur 3. skip 8. loiter 4. slide 9. linger 5. gloom 10. draw Exercise B Grasshopper Green is a comical chap; He lives on the best of fare. Bright little trousers, jacket, and cap, These are his summer wear.
•
Identifying Sensory Impressions Lead the pupils to the idea that poets sometimes use words in poems that make us see, hear, smell, taste, and feel things around us. Read the phrases in the introductory paragraph on page 182 and have the pupils repeat after you. Make them aware of
the sense each phrase appeals to. Then, have the pupils answer the exercise that follows. The expected answers are: 1. a 2. e 3. a 4. a 5. e 6. a •
Tracking a Path Tell the pupils to work on the exercise on page 183 with a partner. The exercise exposes the pupils to a skill that will help them understand better what they are reading. Have the pupils read the poem on page 179. As they work on the exercise, compare their drawing with those of other pairs.
•
Reading and Enjoying a Poem Say: “One can enjoy a poem by listening to someone read the poem, by reading the poem aloud himself, or by reading it with someone else.” Have the pupils listen as you read the poem aloud. Have them note of the rhyming words and for repeated sounds, words, and lines. Then, have them read the poem as suggested.
H. Do What’s Right • Showing Concern for Streams and Brooklets Discuss how garbage in bodies of water affect people as well as the living things in the water. If possible, show pictures of these environmental issues/concerns. Have the pupils answer the exercise on page 184. Answers vary. I. Make Connections • Reading About the Effects of Water Pollution Give the pupils ample time to do a research work in the library. Have them read books and magazines in order to find out how garbage affects the lives of fishes, plants, and people. Have them prepare a research report. These reports may be compiled for future reference. J. Spin Off Tell the pupils to draw a poster telling people what they should do or should not do based on the given information. Have them share the illustration/s or art work the next day. This activity can be done in groups.
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LESSON
7 Clean and Green No. of Teaching Hours: 6
I.
Objectives A. Vocabulary and Study Skills 1. Recall the meanings of words 2. Give the meanings of words by using examples as context clues 3. Arrange words in alphabetical order B. Comprehension 1. Note details from a selection read 2. Make inferences 3. State main ideas in a paragraph 4. Identify cause-effect relationships 5. Predict outcomes C. Values 1. Cite ways on how one can help in keeping the environment clean 2. Keep the environment clean
II. Subject Matter Selection: CD-ROAM (Cleanliness and Discipline Roamers) (short story) III. Materials Across Borders Through Reading 3 (2nd Edition), pp. 186-193 Pictures of clean and dirty communities Word cards / sentence strips Tape of Sineskwela (about Recycling and Waste Segregation) if available IV. Procedure A. Start with What You Know Show pictures of a clean community and a dirty one. Have the pupils compare the two communities. Then, have them read the question in Start with What You Know on page 186.
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B. Add to What You Know Have the pupils read Add to What You Know on page 186 and the background information in the box at the bottom of the page. Point out to the pupils that the story they will read is about garbage and how it can be reduced or disposed of properly. C. Search for Correct Meaning Show the pupils the word cards on which you have written the phrases in Search for Correct Meaning on page 186. Tell them to focus their attention on the italicized words. Find out if the pupils were able to get the meaning of each word. If not, help them get the meaning by giving them clues. the meanings of the italicized words are as follows: strolling – walking leisurely volunteers – persons who offer themselves for a service without obligation to do so anti-littering – against messing up civic-minded – aware of duties as citizens biodegradable – capable of being broken down by natural process recycled – used again D. Set a Goal for Reading Let the pupils study the illustration on page 187 and the title of the story. Let them formulate questions which they expect to answer as they read the selection. Have them write these questions on the chalkboard. Have them read the questions in Set a Goal for Reading. Then, make them aware that they will look for the answers to the questions raised as they read the selection. E. Read Have a dramatic oral reading of the story. Assign four pupils who are good readers to read the lines of the characters. The fourth reader is the narrator. Remind the class to read along silently. F. Share Your Ideas Ask the pupils to answer the questions in Share Your Ideas. Have
them cite/read lines from the selection to support their answers to Questions 1 and 2. Have the pupils answer the motive question and the question in Set a Goal for Reading. The discussion of answers to these questions should hone the pupils’ skills in recalling details in a selection read, make inferences, and apply the situations to their day-to-day living. This is a good opportunity to discuss ways of recycling solid wastes. Say: “People use clothes, shoes, papers, and bags. These materials get old and worn out. What do you do when materials get old and worn out? Do you dispose of them? How?” Most of the materials that are old and worn out get thrown away. They become garbage. There are a lot of things we can do to dispose of these “garbage”. Garbage not properly disposed of causes pollution and clogs canals and waterways. Here are some suggestions on how to dispose of one’s garbage. 1. Separate the materials that decay from those that do not decay. Bury the materials that decay in a compost pit and recycle those that do not decay. Bring the materials that can be resold, such as newspapers, bottles, cans, or pots to a junk shop. Sorting the materials keeps them from becoming contaminated which lowers their usefulness and value. Softdrink cans can be washed well and be donated to institutions like Tahanang Walang Hagdan. These can be used in producing wheel chairs and metal canes for handicapped people. 2. Donate old clothes, bags, and shoes to institutions. These materials can be reused by others. 3. Use containers like plastic bags, more than once. Better still, do not use them at all. They do not decay easily in the soil. 4. Use your leftover food to feed animals. The preceding information will help develop the pupils’ awareness on the use and misuse of plastics. Ask the pupils the following question: “Do plastics harm the soil? How? What can you do to protect the soil? What do you do at home to protect the soil?”
Make the pupils aware of some plastics that are useful to us and of those that are harmful to us. Provide the following information. It might be more appropriate if we called our planet as “The Water” rather than “The Earth” because water covers more than twice the area of its surface than earth, or land. Our Watery World Plastic materials have become so numerous that you cannot go through a single day without touching something made of plastic. Toothbrushes, ballpoint pens, unbreakable dishes, cabinets, and knobs for machines and appliances, light switches –all these things and many more are made of plastic. It seems hard to believe that before 1869, there was no such thing as plastic. The first plastic celluloid was invented in 1869 by John Wesley Hyatt. A $10,000 prize had been offered to anyone who would invent a material that could replace ivory for making billiard balls. In his experiments, Hyatt dissolved nitrocellulose and camphor in alcohol. This produced a solid, white material that could be pressed into blocks. The celluloid blocks could then be cut and ground into billiard balls. Mr. Hyatt won the prize and patented his invention. For more than 40 years afterward, Hyatt’s celluloid was the only kind of plastic. Manufactures began making it into combs and brushes, button, piano keys, handles, and stiff collars and cuffs for men’s shirts. Celluloid also became the main material for making plates and false teeth. The celluloid plastic was lighter and had less taste than the hard rubber that had previously been used to hold false teeth. The main problem with celluloid was that it caught fire easily. In 1909, Leo Hendrik Baekland, a Belgian chemist living in New Jersey, invented a new kind of plastic called Bakelite. Bakelite is hard to burn and almost impossible to melt. Telephone sets were among the first products made from Bakelite. Since the early 1900s, many different plastics have been developed, each having a special characteristic or advantage
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that makes it good for various purposes. Some stand heat better, some withstand shock better, some can be spun into thread to make fabrics. Plastics are flexible. They can be made hard and soft. Colors can be mixed right into the plastic material, so plastic objects do not have to be painted. Plastics are easily shaped and molded, and they can be used together with other materials, such as metal, wood, and rubber. Source: Young Pupils Library, Vol. 16
Name and Type of Plastic Acrylic (thermoplastic)
Qualities
Some Products Manufactured from It
Very strong. Withstands weathering and cold. Holds color well and is an excellent insulator. Has no odor or taste and is nonpoisonous.
Windows, eyeglass lenses and frames, signs, paints, storefronts, floor waxes, auto parts.
Four types – Acetate, Butyrate, Ethyl Cellulose, Nitrate. Strong, not easily scratched. Colorful, tasteless, nonpoisonous. Butyrate has slight odor but can be used outdoors. Nitrate is flammable.
Acetate – lamp shades, toys, twine vacuum cleaner parts. Butyrate – underground pipe, tool handles. Ethyl Cellulose – camera cases, refrigerator and appliance parts. Nitrate – frames, table tennis balls, explosives
Epoxy (thermosetting)
Strong, hardens quickly. Not affected by heat, moisture, and chemicals. Resists weather well. Good adhesive qualities.
Paints, casting compounds, protective coating, glues, adhesives, tools.
Nylon (thermoplastic)
Strong, will not break if dropped. Can be sterilized by boiling. Good electrical insulator. Odorless, tasteless, nonpoisonous.
Fabrics, gear for machines, twine, spikes for athletic shoes, hinges, rollers, dishes, wire, insulation.
Takes rough use and is hard to scratch. Good heat resistance and electrical insulation. Resists moisture well.
Handles for kitchenware, household appliances, electric tools, telephones, light plugs, switches.
Cellulosics (thermoplastic)
Phenolic (thermosetting)
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Polyesters (thermosetting)
Can be made into very large products, as strong as any product requires. Not easily scratched or scarred. Not affected by weather or water. Withstands shock and impact well.
Boats, car bodies, furniture, roofing, bathtubs, air conditioner cabinets, fishing tackle, roof tiles, fabrics.
Polyethylene (thermoplastic)
Can be used as liquid and in non-rigid forms. Seals out water but allows flow of oxygen. Can be sealed with heat. Comes in all colors as well as clear.
Plastic bags and food wrappings, squeeze bottles, athletic equipment, mixing bowls, bristles for brushes, ice trays, chair covers.
Polysterene (thermoplastic)
Comes in all colors as well as clear. Resists very low temperatures. Seals out water. Good insulator. Surface wears well.
Wall tiles, toys, custom jewelry, shelves, freezer storage containers, dresser sets, refrigerator doors.
Silicone (thermosetting)
High elasticity. Can resist extreme heat and cold. Resists weather well. Good electrical qualities.
Elastomers in electrical insulation, seals for jet engines and aircraft windows, waterproof cloth and paper, oven gaskets, greases.
Urea (thermosetting)
Good insulator. Not affected by chemicals. Not easily broken or scratched.
Buttons, buckles, tops for tubes and jars, clock cases, light reflectors, picnic equipment.
Vinyl (thermoplastic)
Nonpoisonous. Can be made rigid or flexible sheets, tubes, liquids, etc. Resists tearing and water. Sealed with heat. Usually no odor or taste.
Raincoats, phonograph records, garden hoses, table mats, door mats, curtains, boots, auto upholstery.
Elicit from the pupils ways of protecting the soil. Recall what was discussed in Lesson 1 of this unit on how pollution affects productivity. Recall also the kinds of environmental pollution. Present again the illustration on the kinds of environmental pollution. Then, add the information that explains it.
Kinds of Environmental Pollution There are many kinds of environmental pollution that harm our planet in a wide variety of ways. Because all the factors of the environment are connected with one another, a pollutant that chiefly damages one natural system may also affect others. 1. Sewage. Untreated sewage contains diseasecarrying bacteria that cause such illness as cholera and dysentery when they get into drinking water. Treated sewage contains nitrates and phosphates that stimulate the growth of algae in water systems. Bacteria in the water consume the excess algae and use up oxygen, causing aquatic life to die. 2. Solid waste includes paper and plastic products, bottles and cans, food and garden waste, and leftover materials from industrial, agricultural, and mining processes. Both open dumps and landfills may contain toxins that can seep into soil and water systems. The uncontrolled burning of solid waste creates smoke and other air pollutants and may also release toxic heavy metals into the environment. 3. Industrial waste may contain harmful chemicals, small particles called particulates, and toxic heavy metals such as lead and mercury. When released into the air, certain industrial chemicals can cause respiratory problems. Toxic chemicals and heavy metals can collect in animal tissue and harm many living things along the food chain. 4. Oil spills pollute the water and damage beaches. Oil also coats fish, birds and marine mammals, killing many of them. 5. Pesticides can destroy soil productivity. They can also flow into ground water or other water systems and poison aquatic life. Sprayed pesticides can travel great distances when blown by wind. They can also pass through the food chain, causing harm to people and wildlife. 6. Fuel exhaust and smog. Exhaust contains carbon dioxide, a gas that can trap heat in the atmosphere and
cause global warming. It also contains nitrogen oxide which reacts with sunlight to produce acid rain. Acid rain kills fish populations, damages buildings, and may harm forest and soil. Fuel exhaust also reacts with sunlight to create the hazy mixture of gases called smog. Smog irritates the eyes and respiratory tract. 7. CFCs (chloroflourocarbon) are chemicals used in refrigerators and air conditioners that can destroy the protective ozone layer in the upper atmosphere, allowing ultraviolet radiation to reach the earth’s surface. Overexposure to this radiation can cause skin cancer and damage plant life. 8. Indoor air pollution, including smoke and hazardous fumes given off by building materials, can cause health problems in people. Radon gas released by radioactive rocks beneath buildings can cause lung cancer if inhaled in large quantities. 9. Fertilizers and animal manure can run off into water system and supply nutrients that stimulate excess algae growth.
The preceding information will help the pupils identify ways of protecting the soil and practices that cause pollution. G. Sharpen Your Reading Skills • Recalling Meanings of Words Have the pupils read the introductory statement/information on page 189. Emphasize that to be a good reader, it would be well to remember words and their meanings. Have them work on the exercise in recalling meaning of words on pages 189190. The expected answers are: Exercise A 1. a 3. c 5. b 2. b 4. d Exercise B 1. a 3. b 2. a
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•
•
•
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Recalling Important Details Let the pupils go over the exercise on recalling important details on page 190. Tell the pupils that recalling important details in a story/selection is an important reading skill that they can use in the future. The expected answers are: 1. The mayor asked the volunteers to join an anti-loitering campaign. 2. The volunteers would be called CD-Roamers. 3. The volunteers attended a two-day training program. 4. The household wastes can be recycled. 5. The parents of these boys were all civic-minded. 6. Biodegradable materials decay easily. Stating Main Ideas Ask the pupils to read the explanatory text on Stating Main Ideas on page 191. Take the first number in the exercise as an example/guide for class discussion. Have the pupils read the text inside the first box. Tell them that the sentences in the paragraph are supporting ideas. Have them give the main idea for the paragraph. Guide the pupils in forming the main idea for each paragraph. Identifying Cause-Effect Relationships Clarify the terms cause and effect. Discuss how statements of cause and effect can be identified. Ask the pupils to work on the exercise on page 192. The expected answers are: Effects of disposing of garbage in open dumps. 1. Open dumps produce bad odor. 2. Open dumps make a place look ugly. 3. Rainwater that passes through the dump may carry harmful substances to sources of drinking water. 4. Burning the garbage in the dump may produce smoke and foul-smelling air. 5. Open dumps can become a source of a very harmful gas called methane.
H. Do What’s Right • Making a Pleasant Environment The discussion of the question should lead the pupils to tell the kind of environment they want to live in. Then, have the pupils answer the exercise on page 193. I. Make Connections • Discussing Ways of Caring for the Environment Have the pupils recall the story they have just read. Ask: “In the story CD-ROAM, what two ways of proper garbage disposal were the people encouraged to do?” Ask the pupils to enumerate kinds of biodegradable and recyclable garbage. Then, have them tell other terms that are related to garbage disposal. Have them use these terms in sentences before they answer the exercise. Have the pupils form small groups and discuss the topics assigned to them. J. Spin Off The activity should be assigned to the class at least a week before the submission of the report. This can be done in groups of five. Ask the pupils to access the following Website for a tutorial and a few exercises on finding the main idea. http://www.manatee.k12.fl.us/sites/elementary/samoset/rcmi1. htm If you are doing this in class, you may process the answers during discussion. For more exercise, you may instruct them to click the drop down menu on top and choose Main Idea Online Quizzes. Or, you may go to this link: http://www.manatee.k12.fl.us/ sites/elementary/samoset/mainideaprac.htm. Choose an item from the drop down menu and click Go. Once the pupils are done with the item, go back to the Main Practice Page to choose another item.
Skill Focus A. Arranging Words in Alphabetical Order, pages 194-195 Have the pupils sing the alphabet song. Then, have them form triads. Have the pupils take turns in reciting the letters of the alphabet to each other. Note the pupils who have not mastered this competency. Have the pupils read the explanatory paragraphs or arranging words in alphabetical order. Give additional practice exercises on alphabetizing by first letters, by second letters, and then, by third letters. Have the pupils work on the exercise on page 195. The expected answers are: 1. b, c, a, d 4. d, c, b, a 2. a, c, b, d 5. d, a, b, c 3. d, b, a, c 6. a, b, c, d B. Using Examples as Context Clues, pages 196-197 Recall the kinds of context clues used for meaning-getting that had been taken up in earlier lessons. Have the pupils read the first three paragraphs on page 196. Then, take up the sentences that follow, one at a time, to develop the skill of using examples as context clues for meaning-getting. Have the pupils work independently on the exercise on page 197. Answers may vary. C. Predicting Outcomes, pages 198-201 Have the pupils read the first paragraph on page 198. Have the pupils study the pictures on pages 198-199. Ask: “If you were to draw a third picture for each set of pictures, what would appear on it? Call on volunteers to draw the third picture on the board. Have the pupils read the explanatory text on page 199. Have them read the boxed generalization. Take up Exercises 1 and 2 on page 200. In item 1, have the pupils consider the farmer’s character traits and in item 2, the setting, for them to make plausible predictions. Have the pupils work on item 3 independently.
Linking Reading with Writing •
Writing an Explanation, pages 202-203 A. Preparation Have the pupils read paragraphs 1-3 on page 202. Tell the pupils that they can write good explanations by following some steps. B. Modeling and Reinforcing Have the pupils read Step 1 on page 202 and the boxed explanation. Call the pupils’ attention to the title, the main idea, and the supporting details. C. Planning Have the pupils read Step 2. Have them make a list of the things they want to explain. These can be stated in the form of a question, such as: Why is there night and day? Why do we have tears when we cry? D. Joint Constructing Tell the pupils that you and the class will jointly write an explanation for the question: Why do we need clean water? Have them read Steps 3 and 4. Write the pupils’ sentences on the board. Have the pupils carry out Steps 5, 6, and 7. E. Independent Constructing Tell the pupils that they would now be writing their own compositions. Have them read Step 2. Tell them to write and read the questions they will be writing an explanation for. Tell the pupils to read Steps 3, 4, 5, and 6 and carry out the instructions, one step at a time. F. Revising Have the pupils read their drafts. Tell them to self-check their compositions and make the necessary corrections. Then, have them ask a classmate to peer-check their paper. Tell the pupils to rewrite their compositions.
Unit Test A. Identifying Details in a Poem 1. a 2. c 3. c
4. c
5.
c
B. Noting Details in a Selection Read 6. c 7. a 8. c
9. b
10.
d
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UNIT
IV Fact or Fantasy
Our pupils, as citizens of the world, face a startling future. There is a vast range of technology products, global concerns, and issues they have to deal with. Hence, they should be armed with calmness and confidence to confront all of these. In this unit, the pupils are expected to be able to get oriented—or reoriented—with the “friends” and “monsters” of human creativity or inventiveness, that is technology. While surfing the net, walking on skywalks and flyovers, partying on the moon and interacting with robots, our pupils will be able to use prefixes and suffixes to decode and build words, use the glossary for meanings, and discern what is fantasy and what is reality. LESSON
1 Robots—Real or Unreal? No. of Teaching Hours: 6
I.
Objectives A. Vocabulary 1. Give the meanings of terms associated with robots 2. Get the meaning of a phrase by getting the meaning of each word in the phrase B. Comprehension 1. Make inferences 2. Scan for details C. Valuing 1. Point to the importance of robots 2. Show love and thoughtfulness for loved ones.
II. Subject Matter Selection: Robots Cry, Too (short story) III. Materials Across Borders Through Reading 3 (2nd Edition), pp. 207–215 pictures of robots as machines samples of Christmas cards
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picture of the Holy Family of Jesus, Mary, and Joseph word cards, newspapers for a particular day IV. Procedure A. Start with What You Know Have the pupils read the question in Start with What You Know. Allow several answers. Show a picture of a toy robot. Ask the pupils what a toy robot does. If the pupils brought their toy robots as assigned, have them operate their toys in groups or individually in class. B. Add to What You Know Have the pupils read Add to What You Know and the background information at the bottom of the page. Then ask the pupils to: • define or describe a robot • enumerate different kinds of robots as machines Tell the class what robots can do to make human work easier. Direct the pupils’ attention to the picture of the robot on page 209. Invite the pupils to ask questions about the robot, its body parts and other features—the metallic turbo, fan–shaped body, its antenna, sensors, etc, Discuss what the functions of these parts could be, like: •
sensors – features that receive sense impressions, as the eye, nose, ear, etc,
•
antenna – a rod, wire, or other device used to transmit or receive radio or television signals.
Make the pupils aware that the story they will read is about a humanlike robot named Bottro. Post on the board the question in Set a Goal for Reading. In addition, ask the pupils to find out in the story what makes Bottro humanlike. C. Search for Correct Meaning Have the pupils read the phrases in Search for Correct Meaning on page 207. Let the pupils note the italicized words. Have them
use the phrases in sentences. Write the following sentences on the board. Then, let them identify the words that have the same meaning as the italicized words in the phrases in each sentence. 1. The child gave his mother an impolite answer then immediately left. (pert) 2. Can you go and bring grandma’s new pair of eyeglasses to her house? (errand) 3. Christian got his bike and rolled down the street to his grandma’s house at the next block. (pavement) 4. Courageously, he passed by barking dogs. (boldly) 5. Surprisingly, that self-operating mechanical device brought breakfast to the ailing Mr. Arceo. (sensor)
The expected answers are: a. sensor – feature that receives sense impressions as the eye, nose, ear, etc. b. antenna – a device designed to project or receive electromagnetic waves, as in a television or a radio c. metallic – made of metal or alloy d. turbo – pertaining to a turbine or an engine made of one or more rotary units, actuated by steam, water, gas, or other fluid under pressure. Pupils may explain that: a. a metallic arm is an upper limb of a robot, which is made of metal b. metallic fingers are fingers made of metal c. metallic eyes are eyes made of alloy or metal
D. Set a Goal for Reading Write the title of the story on the board. Have the pupils formulate questions which they expect to be answered in the selection. Have them write the questions on the blackboard and compare these questions with those in Share Your Ideas, page 210. Let the pupils also note the goal for reading the selection set on page 207. E. Read Do the shared oral reading technique. Call on several volunteers to take turns in reading the story orally—one paragraph each.
Ask the pupils what they suppose the meaning of metallic turbo fan-shaped body is. Explain that they can get the meaning of the phrase or get the meaning of each word in that phrase. Ask pupils to draw on the basis of the description of Bottro as robot. •
Making Inferences Present Paragraph 1 of the story. Take up Item 1 as an example of how the exercise is to be done. Have the pupils read Question 1. Tell them to scan the story for words or expressions that give clues about Bottro’s job. Examples of clues are: “Express Delivery Service”, “Bottro’s wheels”, and “towards Al’s Bookstore.” To strengthen this skill, additional exercises may be given using selections read in the previous units.
•
Scanning for Details Have the pupils scan or look quickly for the answers to these questions: a. Who is/are talked about? b. What happened? c. When did it happen?
F. Share Your Ideas Have the pupils answer the motive questions raised, and the questions in Share Your Ideas on page 210. They may form small groups and discuss the answers to the questions. Give the pupils ample time to present their answers in class then guide them in synthesizing their responses. G. Sharpen Your Reading Skills • Finding the Meanings of Terms Related to Robots 1. Have the pupils read the words related to robots. Ask the pupils what they know about each word then have them look up the meanings of the words in a dictionary.
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d. Where did it happen? e. Why did it happen? f. How did it happen? Explain to the class that scanning for information is going through a text quickly to look for specific details as in answering wh- and how questions. Tell the pupils that they may just run their fingers down a book page to look for the answer to a particular question. Take up Items 1 and 2 as examples. Tell them to time you in seconds to know how fast you were able to find the answer to the question. The pupils do the same for the rest of the exercise. Then have them work on the exercise on page 213. The expected answers are: 1. Express Delivery Service Par. 1, Sentence 1 2. Al’s Bookstore Par. 1, Sentence 5 3. An attractive sign Par. 2, Sentence 1 4. What is a loved one Par. 2, Last sentence What is a family? What is a mother, a father, a brother, a sister, or a friend? 5. He saw a girl Par. 3, Last sentence 6. What is a loved one? Par. 4, Sentence 1 What are you giving your loved one for Christmas? 7. I don’t know. Par. 5, Sentence 1 8. A box of thank you cards Par. 6, Sentence 5 9. He received a hundred peso bill. Par. 6, Sentence 7 10. Five Christmas cards Par. 7 11. A picture of a rosy-cheeked baby and his parents Par. 8, Sentence 5 12. A comb, a handkerchief, a pencil case, a set of crayons Par. 11, Sentence 3 13. He heard the girl Par. 12, Sentence 1 14. A card Par. 13, Sentence 1 15. A small robot loves them and wishes them a merry Christmas and a happy new year. Par. 13, Sentence 2
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H. Do What’s Right • Appreciating Robots Review the difference between a story based on real life and a fantasy story. Have the pupils answer the questions in Set A Goal for Reading. Let them mimic their toy robots to express their answers to the question, “What can robots do?” Have them explain their answers. Divide the class into three groups. Have the groups work on Exercises A, B, and C. Give ample time for each group to work on its tasks and present its output. I. Make Connections • Using More Words About Robots Have the pupils read the words related to robotics on page 214. Then, have them answer the modified cloze test on page 215. The expected answers are: 1. tasks 6. remote control 2. computer 7. operate 3. command 8. metallic 4. program 9. sensors 5. memory 10. android J. Spin Off 1. Ask: “Which among the robots you have at home do you like best? Why? 2. Have the pupils work on the activity on page 215. Guidelines on how to write a paragraph should be recalled and modeled. 3. The pupils may put their drawings on a separate sheet of paper for display purposes.
LESSON
2 Dreams Can Come True No. of Teaching Hours: 6
I.
Objectives A. Vocabulary 1. Use the dictionary to get the meanings of words 2. Use the vocabulary words in proper contexts B. Comprehension 1. Classify ideas 2. Classify stories or parts of stories as true, realistic, or fanciful C. Valuing 1. Show persistence/ hardwork in pursuing dreams 2. Give importance to hard work as a means of making dreams come true
II. Subject Matter Selection: Daydreaming (poem) III. Materials Across Borders Through Reading 3 (2nd Edition), pp. 216–223 Reading Interactive CD–ROM 3 Pictures of a fairy, genie Word cards or sentence strips Magic slates/ whiteboard slates Dictionary IV. Procedure A. Start with What You Know Show a picture of a fairy or a genie or both. Ask what they are reminded of when they see pictures of these fairy tale characters. Have the pupils read Start with What You Know on page 216. Tell the pupils to give the titles of stories they have heard where people made wishes and how these wishes were granted.
B. Add to What You Know Call on volunteers to read Add to What You Know. Ask: “Do you know the story of Aladdin and the magic lamp?” Have them read the background information on page 216. Post two columns on the board to differentiate between daydreams/wishes and actual dreams experienced during sleep. Let the pupils list down their ideas related to each topic. C. Search for Correct Meaning Have the pupils go over the phrases in Search for Correct Meaning, page 216. Have them note the italicized words. Ask these questions to check on their understanding of the meaning of the words. 1. Is a genie a supernatural being? 2. Do you brag about your new shoes if the pair was bought from abroad? 3. Did you use your computer for extended hours if you played a game for fifteen minutes? 4. Michael enjoys participating in class. Does he have the zest to study? 5. Will there be peace and happiness if there are no more war, violence, and poverty? Ask volunteers to use the phrases or expressions in their own sentence within the proper contexts. D. Set a Goal for Reading Emphasize that the poem they will read is about a girl who daydreams on what she would wish for if a genie appears to her. Call the pupils’ attention to Set a Goal for Reading, page 216. Post the title of the poem on the board. Ask the pupils to write in their notebook at least three questions they would like to be answered by the poem. Have the pupils go over the questions in Share You Ideas, page 218. E. Read To show an animated presentation of the selection, run Reading Interactive CD–ROM 3. Click on Fact or Fantasy?, then
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Daydreaming, then, Watch and Listen. The pupils may then watch and listen to the presentation, while reading along silently. Next, click on Read Along to view the same presentation, but without the voice-over. In this section, the pupils may be encouraged to read the text aloud. Alternatively, the pupils may access the interactive activities at i–learn.vibalpublishing.com. As an alternative to the above activity, assign groups or rows to read the different stanzas. Set standards for oral reading. Ask: “What is the stanza about?” or “What does the stanza tell or express?” F. Share Your Ideas Call on volunteers to answer the questions in Set a Goal for Reading and Share Your Ideas. Have the pupils check the questions in their list to see if some have been answered during the earlier discussion. Have a class discussion of the questions that pupils have raised. G. Sharpen Your Reading Skills • Using the Dictionary Ask: “Why is a dictionary important? How does it help us? What features of a word does it give?” Have the pupils work on the exercise on page 219. The expected answers are: 1. appear – verb; to become visible, to be seen 2. brag – verb; to say or talk boastfully 3. daydream – verb; to be in wishful thinking – noun; a usually hopeful, dreamlike play of the imagination while awake 4. energy – noun; the power by which anything acts effectively 5. fulfill – verb; to make it happen 6. grant – verb; to give 7. harmony – noun; order or agreement in feeling, manner, or action 8. poverty – noun; being poor, wanting
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9. 10. •
violence
–
wealth
–
noun; injury or damage or physical force to destroy noun; richness
Classifying Ideas Write the following story titles on the board: Cinderella The Fox and the Grapes The Monkey and the Turtle Jack and the Beanstalk Rapunzel The Hare and the Turtle Ask: “What kinds of stories do these story titles represent? What do they have in common? How are they different? Can we put together those which have something in common?” Guide the pupils to group the titles into fairy tales and fables. Direct the pupils’ attention to page 220. Have them form small groups and work on the exercise. Allot ample time for the groups to present their output. The expected answers may include: Not Too Good Wishes – gold bars – – diamonds – – money
lots of toys extended hours to watch TV shows
Better Wishes – true friends – good health – fill other people’s needs – happy brothers and sisters – teachers who won’t get tired of teaching – peace in the country – no more war violence and poverty – harmony More exercises on classifying ideas related to the following
may be provided like: – daydreams vs. wishes – peace vs. war – work vs. play or leisure •
– man vs. machine/robot – pupils vs. teachers
Classifying True, Realistic, and Fanciful Stories Present the story lines of each of these stories: a. A Visit to the Past c. Cinderella b. The Gulls Ask: “How are these stories different from each other? Which is a true story? A realistic one? A fantasy? Why is it so?” Have the pupils read the explanatory notes on page 221. Ask why Story A is a realistic story, Story B a true story, and Story C a fantasy. Point out that we are not told that the trip to the museum actually happened but it can happen in real life so it is a realistic story. Have the pupils read the boxed text on page 32 to show why The Gulls is a true story. Have the pupils work on the exercises on page 221. The expected answers are: Exercise A 1. True 4. True 2. Fantasy 5. Realistic 3. Fantasy Explain that number 1 is a true stoy because it tells about Rudyard Kipling who is a real person. Before having the pupils work on Exercise B, explain to them that there are stories where some portions are realistic and where some portions are fantasy. In this case, the whole story is considered fantasy. Exercise B 1. Realistic 6. Realistic 2. Fantasy 7. Fantasy 3. Realistic 8. Realistic 4. Fantasy 9. Fantasy 5. Fantasy 10. Fantasy Ask which portions in Cinderella are realistic and which
ones are fantasy. Run Reading Interactive CD-ROM 3 for a post-reading vocabulary exercise. Click on Fact or Fantasy?, then, Daydreaming, then, Search for Correct Meaning. For each item in the exercise, the pupils must read a word taken from the selection in the book and choose the correct meaning of that word based on how it was used in the text. You may also encourage the pupils to read the words aloud for added practice. H. Do What’s Right • Working Hard to Fulfill Dreams Ask: “What are some of your wishes and dreams? What can you do to fulfill them?” Give sample answers, such as: “I want to be a doctor someday. I will study hard so I can finish high school and go to medical school.” Have the pupils talk about their wishes/dreams in dyads. Then, have them complete the chart on page 222. Call on volunteers to share their charts with the class. I. Make Connections • Writing About Man’s Achievements Show a Powerpoint presentation of different inventions or discoveries: Familiarize the pupils with these inventions/ discoveries and have them point out the importance of each, especially on its impact on the lives of people. Elicit some wishes which people who lived many, many years ago might have made. Have the exercise on page 223 done as a group work. Allow enough time for the groups to present their outputs. J. Spin Off Have the class read the story of Aladdin and his magic lamp from any available source. You may also retell the story through a Big Book or Powerpoint presentation or have pupils watch its film version. Have a class discussion of the similarities and differences between the poem and the story Aladdin and his Magic Lamp. Ask: “Should you rely on genies and fairy godmothers to have your dreams fulfilled? Why?”
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LESSON
3 Internet Wonders No. of Teaching Hours: 6
I.
Objectives A. Vocabulary 1. Use context clues as aid in determining the meanings of unfamiliar words or words with multiple meanings 2. Determine the meaning of a word by using structural analysis 3. Identify the words that make up a blend B. Comprehension 1. Scan to locate pieces of information quickly 2. Make a two-point sentence outline C. Valuing 1. Point out the importance of technology 2. Show computer care 3. Use the Internet wisely
II. Subject Matter Selection: Surfing the Net (Informative Article) III. Materials Across Borders Through Reading 3 (2nd Edition) pp. 224–233 Laptop computer Computer unit Word cards Pictures a man surfing The Ocean, a vast library. IV. Procedure A. Start with What You Know Survey through a show of hands which pupils have computer units and Internet connections at home. Elicit from the pupils other things which they can do with computers and the Internet.
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B. Add to What You Know Direct the pupils’ attention to Add What You Know, page 224. Have them read the background information in the box at the bottom of the page. Ask: “What is the difference between hardware and software? What is a modem? What does Internet mean?” Explain briefly the beginnings of the Internet.” Point out that the selection they will read is about the Internet— its benefits and its dangers. C. Search for Correct Meaning Show the pupils the word cards on which the phrases in Search for Correct Meaning on page 224 are written. Let them note the italicized words. Have the class answer the following questions. • What does one do if he or she surfs the waters in the ocean? Show a picture of a man surfing in the ocean. Discuss with the pupils surfing as a sport, then associate it with surfing the Net using the computer. • What Web sites in the computer are you familiar with? What does www mean? (If your school has a Web site, have the pupils point that out.) • Is the chat room a room like this classroom where we discuss or interact with each other? Tell the pupils that: “A popular feature of the Internet is chat. Using special software, users can gather in electronic “chat rooms” and send typed messages back and forth, discussing topics of common interest.” The Internet also features many Webbased games with animation, sound effects, and music. Game players can challenge players in distant countries to tournaments. (World Book, Vol. 10. p. 350) Think about the school library and the National Library. Which of these two can be considered a vast library? D. Set a Goal for Reading Direct the pupils’ attention to the title of the informative article Surfing the Net. Elicit from them what they expect to know from the selection. List down these expectations on the board. Have the
class go through the questions in Share Your Ideas on page 229 and the questions in Set a Goal for Reading, page 224. Tell them that they will have a class discussion on these questions.
to class. Demonstrate skimming by asking them to look for headlines, pictures, ads, etc. To demonstrate scanning, have them focus on a specific news story or feature and ask them to locate facts, figures, and other details on that story. Have the pupils work on the exercise on page 231. The expected answers are the following: 1. fiber-optic cable 2. Internet 3. Intranet 4. videocam 5. banking transactions, meal orders and deliveries, hospitalization, long–distance learning
E. Read Set standards for oral reading. Call on volunteers to read aloud the different parts of the article. As the pupils read the selection, have them point out the main idea of each part. F. Share Your Ideas Divide the class into four small groups to correspond to the number of questions in Share Your Ideas, page 229. Have each group discuss the answer to the question assigned to them. Have each group assign a reporter to present to the class the answer of the whole group. G. Sharpen Your Reading Skills • Identifying Blends Show the word cards containing these words: Internet, e-mail, e-school, e-shopping. Tell the pupils that these words are made up of two words which have been shortened and then put together resulting in a blend. Elicit more blends the pupils are familiar with. Facilitate the exercises on pages 229 and 230. The expected answers are: Exercise A 1. c 3. b 5. g 7. f 2. b 4. e 6. d 8. h Exercise B 1. c 2. b •
3. 4.
f g
5. 6.
e d
7. h 8. a
Skimming and Scanning Discuss the difference between skimming and scanning. Have the pupils bring a copy of a specific issue of a newspaper
•
Making a Sentence Outline Using an OHP or the Powerpoint, present the sample topic outline below. Modern Computers I. What Modern Computers Can Do in Most Parts of the World A. Traffic lights control B. Factory assembly lives run C. Helping air traffic controllers coordinate take offs and loadings at airports D. Bank transactions II. About Super Computers A. More powerful than Electronic Numeric Integrator and Computer (ENIAC) B. Filling a whole room of microprocessors C. Pocket calculators and wrist watches Ask these questions about the above outline. • What does an outline show? How is it different from a paragraph or sets of paragraphs? • What kind of outline do we have? What are its features?
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Direct the pupils’ attention to the outline on page 232. Have them answer the following questions. • What is the outline about? • How is it different from a topic outline? What is this called? Why is it called a two-point outline? • What do we remember when we outline? make outlines?
I. Make Connections • Telling the Difference Between Laptop and Desktop Computers You may take the pupils to the computer laboratory where they can compare a laptop computer and a desktop computer. A Powerpoint presentation of different laptop computer models may be shown. Have the pupils form small groups and work on the exercise on page 233. Have the group present their findings in class.
Divide the class into small groups. Have each group work on the exercise on page 232. The expected answers are:
J. Spin Off Invite a computer teacher to demonstrate to the class how to surf the Net. It may be done in the classroom or in a computer laboratory. Ask the pupils to make a list of the information they get from the Net and compare the lists that they have come up with.
II. B. It helps computer users share information. C. It helps them make friends. D. It allows people to play games with people thousands of miles away. E. It gives many forms of information. III.
LESSON
B. It helps people make friends and talk with other children around the world. C. It helps users send e–mails in that going D. It helps users “go to school” with IV. B. Some software can cause damage to data on one’s computer. Ask each group to present to the class their output. H. Do What’s Right • Showing Computer Care Ask: “Do you have a computer at home? How long have you had this computer? How do you take care of it?” Using a piece of oslo paper and crayons, have each pupil work on a poster that shows computer-care. Have the pupils display their posters and talk about them. As a summary, have the class list on a large sheet of paper how to take care of computers.
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4 Space Travel No. of Teaching Hours: 6
I.
Objectives A. Vocabulary 1. Use the dictionary to get the meaning of words 2. Use context clues to get the correct meanings of words with multiple meanings. B. Comprehension 1. Note explicit and implicit details 2. Tell whether a story or selection is science fiction or not C. Valuing 1. Point out the importance of space explorations 2. Value a gift of any form
II. Subject Matter Selection: The Gift (short story)
III. Materials Across Borders Through Reading 3 (2nd Edition) pp. 234–243 pictures/ realia of Christmas symbols OHP Sentence chart CD of Christmas songs CD player IV. Procedure A. Start with What You Know Show to class a realia of Christmas symbols. Have the pupils identify each and give its meaning. Ask: “What does Christmas mean to you?” Play a Christmas song like Silent Night or O, Holy Night. Ask: “What does this song remind you of?” Direct the pupils’ attention to the questions in Start with What You Know. Call on volunteers to share their answers. B. Add to What You Know Show film clips or documentaries about space and space travel, the Solar System; and/or heavenly bodies. Have the pupils share what they have learned from the film. Give the class a little background information on the beginnings of space explorations. Refer to the background information on page 234. C. Search for Correct Meaning Have the pupils read the phrases from Search for Correct Meaning. Have them repeat the italicized words. Help the pupils derive the meanings of the italicized words by presenting to them the following which you may write on a sentence chart.
Arriving at the check–in counter, some airport officials asked us to open our luggage at the customs table. Ask: “Would the officials ask us to pay taxes or duty on some goods we bought form another country? What words in sentence tell you so?” Because of the four pieces of luggage we’re bringing into the airplane, we exceeded the weight limit. We were forced to leave one piece behind. Ask: “Was the weight of our luggage over or beyond what is required? Why?” Father and I were almost late for the trip. We ran, grasping for breath, to the check-in counter. Ask: “Did I breathe strongly or violently because I was afraid to be left behind by the airplane?” The waiting areas at the airport were surrounded by immensely thick glass. This is to protect passengers and employees from any harm. Ask: “Is the glass very, very great or huge in size? How do you know?” The beautifully-wrapped box seems to be an abandoned gift. Nobody is minding it. Ask: “Is someone claiming the gift? Why? How did you know?” As the boy stepped into the dark room, a bright and twinkling star loomed before him. He was amazed. Ask: “Did the star come into the view of the boy? How did you know?”
D. Set a Goal for Reading Direct the pupils’ attention to the title of the story The Gift. Ask: “What would you like to know about the story?” Or “What questions come to you mind after reading the title?” You may write the pupils’ questions on the board, then direct their attention to Set a Goal for Reading on page 234. Have them read the question. E. Read Recall the standards for silent reading. Give the pupils ample time to read the story silently.
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F. Share Your Ideas Have the pupils form four small groups. Assign to each group a comprehension question in Share Your Ideas on page 237. Tell each group to decide on the answer to the question assigned to it. Have each group report the answer and the rest of the pupils to react to or comment on the answers given. G. Sharpen Your Reading Skills • Using Words with Multiple Meanings Post the word “space” on the board or on a chart. Elicit from the pupils sentences that use the word. Write the sentences on the board or you may ask several pupils to write their sentences on the board. Select volunteers to use the various meanings of space. Take up the explanatory notes on page 238 with the class. Present other words like fine, command, trip, beat, etc. Follow the above procedure. Have the pupils work on the exercise on pages 238–239. The expected answers are: I. IV. 1. c 1. c 2. a 2. a 3. b 3. b II. V. 1. c 1. c 2. a 2. a 3. b 3. c III. VI. 1. a 1. b 2. c 2. c 3. b 3. a Ask the pupils to answer the online exercise on this Web site: http.//www.manatee.k12.fl.us/sites/elementary/samoset/ Resources/ps4mm1.htm Process the answers with the class when they are done with the exercise.
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•
Noting Explicit and Implicit Details Write the following sentences on the board. It was the boy’s first flight in space, his very first time. The parents wanted to bring things with them for the boy to enjoy. Ask: “Which sentence do you find in the story? Which one is implied or just suggested by other sentences?” Point out the difference between an explicit detail and an implicit detail. Have the pupils work on the exercise on page 240. The expected answers are: 1. b 3. b 5. a 7. d 9. c 2. d 4. c 6. b 8. b 10. c Discuss each item with the class.
•
Identifying Science Fiction Ask: “What kind of story is The Gift? Is it realistic? Is it a fantasy? Which portions are realistic? Which portions are fanciful?” Present the chart below and ask the pupils to fill it up with the correct ideas. The Gift Why Realistic
Why Fanciful
With real people – fathers, mother, etc. There’s a terminal. There are customs officials.
Date is December 24, 2052. There’s a rocket post.
Elicit the generalization that The Gift is science fiction because although portions are based on some scientific facts. Some parts do not have scientific basis yet, like ordinary travel to outer space. The story is a make-believe story. Have the pupils work on the exercise on page 242. The expected answers are: A. 1, 2, 3. For Letter B, the pupils’ answers may vary.
H. Do What’s Right • Appreciating the Importance of Space Explorations You may show the following space probes/ explorations for pupils to realize their importance:
Aug. 20
Viking 1
USA
Landed on Mars, Sept. 3, 1976; sent back photos and scientific data.
Sept. 9
Viking 2
USA
Flew past Jupiter in July 1979, and flew by Saturn in August 1981; flew by Uranus in January 1986; flew by Neptune in August 1989; sent back photos to earth.
1977 Aug. 20
Voyager 2
USA
Passed Jupiter on March 5, 1979, and flew by Saturn on Nov. 12, 1980; made various discoveries about both planets and their moons.
Sept. 5
Voyager 1
USA
Transmitted radar images of Venus’ surface; began orbiting on Dec. 4.
1978 May 20
Pioneer Venus 1
USA
Entered Venus’ atmosphere Dec. 9; measured its density and composition.
Aug. 8
Pioneer Venus 2
USA
Made chemical analysis of Venus’ lower atmosphere; landed on Dec. 25.
Sept. 9
Venera 11
USSR
Sent back data on atmosphere of Venus; landed on Dec. 21.
Sept. 14
Venera 12
USSR
Sent color photos of Venus and analyzed soil samples; landed on March 1, 1982.
1981 Oct. 30
Venera 13
USSR
Passed Halley’s Comet on March 13, 1986; photographed the comet’s nucleus; sent back scientific data.
Important Space Probes Date of Launch
Name
Launched By
1959 Sept. 12
Luna 2
USSR
1962 April 23
Ranger 4
USA
First US probe to strike moon; failed to televise pictures to earth.
1964 Nov. 28
Mariner 4
USA
Photographed Mars on July 14, 1965; measured condition in space.
1966 Jan. 31
Luna 9
USSR
Made first soft landing on the moon on Feb. 3; sent 27 pictures to earth.
Mar. 31
Luna 10
USSR
First spacecraft to transmit data on Venus’ atmosphere.
1967 June 12
Venera 4
USSR
Landed on the moon; sent information on lunar soil back to earth for analysis.
Sept. 8
Surveyor 5
USA
First probe to orbit the moon and return to a soft landing on earth.
1968 Sept. 14
Zond 5
USSR
First spacecraft to transmit data from Venus’ surface; landed on Dec. 15, 1970.
2985 July 2
Giotto
ESA
Used radar to map most of the surface of Venus in 1990 and 1991.
1970 Aug. 17
Venera 7
USSR
Carried capsule that made first soft landing on Mars; landed Dec. 2, 1971.
1989 May 4
Magellan
USA
First to reach to map most of the surface of Venus in 1990 and 1991.
1971 May 28
Mars 3
USSR
First probe to orbit Mars; orbited Mars; began orbiting on Nov. 13, 1971.
Oct. 18
Galileo
USA
First to reach Jupiter in 1995; photographed Earth, the moon and Venus.
May 30
Mariner 9
USA
Flew past Jupiter on Dec. 3, 1973 and sent back scientific data; on June 13, 1983, became the first spacecraft to travel beyond all the planets.
1990 Oct. 6
Ulysses
ESA/USA
First to examine the polar regions of the sun in 1994 and 1995.
1972 Mar. 2
Pioneer 10
USA
Accomplishments First probe to strike the moon.
Passed close to Jupiter on Dec. 2, 1974, and flew past Saturn on Sept. 1, 1979; sent back scientific data and photos of both planets.
1973 April 6
Pioneer– Saturn
USA
First unmanned spacecraft to photograph surface of Venus; landed on Oct. 22.
1975 June 8
Venera 9
USSR
Sent photos and data from Mars; landed on July 20, 1976.
Have the pupils work on the exercise on page 243. The answers may vary. I. Make Connections • Reading More About Space Travel Divide the class into groups. Tell them to do a library or computer research on recent space explorations/ probes. The groups share their findings in class. They also answer the exercise on page 243.
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J. Spin Off Divide the class into groups. Tell the groups to bring to class pictures of space and space travel cut out from newspapers and magazines. The groups may make a collage or a montage of space and space travel. Explain what a collage or a montage is. Show an example, if possible. Give the pupils ample time to prepare and talk about their group project. LESSON
5 Let There Be Light! No. of Teaching Hours: 6
I.
Objectives A. Vocabulary 1. Use context clues to derive the meanings of unfamiliar words 2. Identify personification 3. Use vivid words and phrases to describe things, ideas, and events B. Comprehension and Literary Skills 1. Sequence events 2. Show appreciation for a poem by participating in the recitation of the poem in a verse choir C. Valuing 1. Recognize God’s attributes 2. Show care and concern for God’s creation
II. Subject Matter Selection: The Creation (poem) III. Materials Across Borders Through Reading 3 (2nd Edition) pp. 244–251 Reading Interactive CD–ROM 3 Powerpoint presentation Fish bowl Pictures Sentence strips
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IV. Procedure A. Start with What You Know Lead the pupils to a place in school where they can see and feel the things of nature around them. Have them share how they think each thing like the sun, stars, moon, trees, etc., began. Then, lead the class back to the classroom. B. Add to What You Know 1. Direct the pupils’ attention to Add to What You Know and the background information in the box at the bottom of page 244. 2. Then ask: “What are God’s gifts to mankind? How do we take care of God’s creation? What do you think will happen if man neglects to take care and love God’s gifts?” C. Search for Correct Meaning Post on the word chart the word cards bearing the phrases in Search for Correct Meaning on page 244. Write the following sentences on a sentence chart. Have them deduce the meaning of the underscored word in each by using context clues. 1. The Boy Scouts threw a lighted torch into the woodpile and set it ablazing. 2. A star-spangled sky means the weather is fine. 3. The basketball player hurled the ball into the basket and made his team win. 4. The children made different objects from lumps of modeling clay. 5. The farmers toil diligently in their fields during the planting and harvesting seasons. Ask the pupils to use the words in sentences. D. Set a Goal for Reading Have the pupils study the picture and the title of the poem. Let them formulate questions which they expect to be answered in the selection. Let them write their questions on a piece of paper and collect them in a box. Have the pupils go through the questions
2. Focus the pupils’ attention on the underlined words. Ask: “Can the sky cry? Do pine trees have fingers? Can thunders roar?” Say: “The sky, the pine tree, and thunder are described as if they were persons.”
in Share Your Ideas on page 248. Make the pupils aware that they will look for the answers to the questions raised as they read the poem. E. Read 1. Show an animated presentation of the selection. Run Reading Interactive CD–ROM 3. Click on Fact or Fantasy?, then, The Creation, then, Watch and Listen. The pupils may then watch and listen to the presentation, while reading along silently. Next, click on Read Along to show the same presentation, but without the voice-over. In this section, read the text aloud. 2. The poem is designed for a speech choir. Hence, you may assign a pupil with a deep voice to do the solo part, and divide the other members of the class according to their voices as low, medium, and high. Have the groups practice reading their parts aloud. F. Share Your Ideas Call on volunteers to answer the questions in Share Your Ideas. Then, have the pupils each get a piece of paper from the box and answer the question written on it. G. Sharpen Your Reading Skills • Using Vivid Words Have the pupils read the phrases in Exercise A. Tell them that the phrases describe clearly/ vividly how God created the world. Have the pupils act out the phrases. Have the pupils read the list of phrases in Exercise C. Tell the class to draw pictures of the phrases. Let them choose the phrase they would want to draw. Work out Exercise C with the class. •
Identifying Personification 1. Present the following sentences a. The sky cried so hard that the plains were flooded. b. The pine tree pointed its fingers to the sky. c. Thunder roared as lightning flashed across the sky.
Elicit the generalization that personification is giving human characteristics to objects. Have the pupils give their own examples using objects around. Start with: “My book is sleeping soundly in a corner of my desk.” Have them work on the exercise on page 249 as seatwork, then evaluate their answers. Possible answers: 1. The branches of the pine tree are like fingers directed towards the sky. 2. The branches of the oak tree are like arms spread out. 3. Lakes are bodies of water surrounded by land. The waters is like a baby cuddled in a mother’s arm. 4. Rivers flow towards low lying grounds then to the sea. •
Sequencing Events Have the pupils continue the story until the creation becomes complete and in correct sequence. Explain that some words like first, next, and then help in arranging steps or events in order. Have the pupils read one stanza at a time and identify the picture that illustrates the stanza. Have the pupils number the picture that corresponds to the lines in the poem. The expected answers are: 1. space 6. lightning and thunder 2. sun 7. rain 3. moon, stars 8. trees, plants, grass 4. mountains, valleys 9. animals, fishes, birds 5. seas/ocean 10. man Run Reading Interactive CD–ROM 3 for a post–reading vocabulary exercise. Click Fact or Fantasy?, then, The Creation, then, Search of Correct Meaning. For each item in the exercise, the pupils must read a word taken from the poem in the book
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and choose the correct meaning of that word based on how it was used in the text. Encourage the pupils to read the words aloud for added practice.
LESSON
No. of Teaching Hours: 4-5
I. H. Do What’s Right • Recognizing God’s Attributes Ask: “Who created the world or the universe? How can we describe Him?” Elicit adjectives or describing words. You may ask the pupils to write the words on the board. Explain to them that common to all the words is omni, meaning “all” or “totally.” Have the pupils read the explanatory notes on page 251. God is omnipresent. (present everywhere at the same time) God is omniscient. (All-knowing, knows everything) God is omnipotent. (All-powerful) Have the pupils work on the short exercises on page 251. I. Make Connections Reading About the Creation Story in the Bible Give the exercise in this section as a homework assignment. J. Spin Off Have the pupils present the choral recitation in a class or school program.
6 Going Hi-Tech
Objective A. Vocabulary 1. Deduce the correct meaning of words through pictures/context clues 2. Deduce meanings of unfamiliar words through the use of structural analysis B. Comprehension and Literary Skills 1. Distinguish fact from opinion 2. Give opinions on information read C. Valuing 1. Value school things and other materials that are of great importance in our everyday life 2. Appreciate what people of long ago used instead of school things children have today
II. Subject Matter Selection: “Must Haves” Today and Tomorrow (short story) III. Materials Across Borders Through Reading 3 (2nd Edition) pp. 252–257 Word cards Pictures of modern machines, gadgets, and devices Realia: simple tools found at home for show-and-tell cartolina and drawing materials IV. Procedure A. Start with What You Know Before taking up this lesson, tell the pupils to bring a small tool they use in their homes.
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Ask: “If you were given the chance to invent a machine, what would you invent? Why?” Direct the pupils’ attention to Start with What You Know. Ask them to add other simple tools to the list. Have the pupils show-and-tell about the simple tools they brought. B. Add to What You Know Have the pupils go through Add to What You Know and the background information in the box at the bottom of page 252. Ask: “How would you imagine your own life to be without the basic tools or devices for building houses, for traveling to other places, and for gathering information? What period in this modern era do you belong? Why do you say so?” C. Search for Correct Meaning Post on the board the word cards in Search for Correct Meaning. Ask: “When do you say that a person or object is environmentfriendly? Is a smoke-belching vehicle environment friendly? Why? What can a vending machine do? What is a ‘must-have’?” D. Set a Goal for Reading Direct the pupils’ attention on the title of the selection and the picture on page 253. Ask: “What do you expect to know from the story? What questions do you wish to ask about it?” Let the pupils compare their questions with those in Share Your Ideas on page 254. E. Read Have a dramatic oral reading of the story. Assign volunteers to take the roles of the characters in the presentation. Set standards for oral reading. F. Share Your Ideas Call on volunteers to answer the questions in Share Your Ideas on page 254. You may divide the class into small groups. Each group must agree on an answer to Question no. 2 in Share Your Ideas and draw the “must-have” on a cartolina or big sheet of paper. A group member is assigned to talk about it in class.
G. Sharpen Your Reading Skills • Identifying Shortened Words Have the pupils enumerate the “must-haves” mentioned in the selection and discuss their meanings, as in stereo (stereophonic record player). Refer to page 255. Have the pupils work on the exercise on page 255. The expected answers are: 1. Automated Teller Machine 2. Ante meridiem (before noon)/post meridiem (after noon) 3. Save our ship 4. Emergency Room 5. As Soon As Possible 6. Philippine Atmospheric, Geophysical, and Astronomical Services Administration 7. Standard Operating Procedure 8. Department of Education 9. Amplitude Modulation/ Frequency Modulation Encourage the pupils to research on more commonly used shortened words and have them share their research in class. •
Distinguishing a Fact from an Opinion Direct the pupils’ attention to page 256. Have them read the explanatory notes. Explain why the first sentence is a fact and the second one an opinion. Have the pupils work on the exercise on page 256. The expected answers are: 1. F 3. F 5. F 7. F 9. O 2. O 4. O 6. O 8. F 10. O Access the following site for more exercises in distinguishing fact from opinion. http://www.teachingandlearningresources. co.uk/factoropinion.shtml. You can take up the exercises in class or give them as homework.
H. Do What’s Right • Valuing School Things Have the pupils identify objects which they use inside the classroom. Ask: “Have you ever imagined how children of long
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ago studied when they did not have the things you use now?” Elicit opinions. Divide the class into small groups and have them work on the exercise on page 257. Encourage each group to present its output in a creative way. I. Make Connections • Reading About Inventors and Inventions Assign each pupil to research on an inventor (local or international) and his/her invention/s. They may choose from the list on page 257 and paste the inventor’s picture and the picture of his/her invention on a piece of paper. Put these up on a bulletin board inside the classroom to be viewed by everyone. J. Spin Off This may be a follow-up of with the activity in Make Connections.
LESSON
7 Fly Me to the Moon No. of Teaching Hours: 4-5
I.
Objective A. Vocabulary and Study Skills 1. Identify words that collocate 2. Use a dictionary to determine the meanings of words and phrases B. Comprehension and Literary Skills 1. Distinguish between fact and fantasy 2. Draw conclusions based on given information C. Valuing 1. Show appreciation for the importance of explorations to the moon 2. Value planning ahead and be prepared for any activity or project preparation
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II. Subject Matter Selection: Albert’s Moon Party (short story) III. Materials Across Borders Through Reading 3 (2nd Edition), pp. 258–267 A film clip (Neil Armstrong’s landing/exploration on the moon) Newspapers Word chart IV. Procedure A. Start with What You Know Show a picture of the moon or a Powerpoint presentation of the features of the moon. Elicit from the pupils ideas about the moon. Direct the pupils’ attention on the statements in Start with What You Know. Ask the pupils what else do they know about the moon. B. Add to What You Know Ask: “If you were offered a chance to go to the moon, would you accept it? Why? Have the pupils close their eyes and imagine life on the moon and open their eyes and describe the things they have seen in their imagination. Call on a volunteer to read the additional information in this section and in the box on page 258. Ask the pupils to explain Neil Armstrong’s statement. If available, show the film clip on Armstrong’s exploration of the moon. Have the pupils point out at least three (3) explorations done by him and his crew. C. Search for Correct Meaning Show the pupils the cards on which you have written the phrases in Search for Correct Meaning on page 258. Ask a yes or no question about each phrase, for example: a. Do you get a great treat on your birthday? when else? b. Do you feel stressful when you are prepared to take a test? Do you feel stressful when you cram before taking a test? Do you feel relaxed when you cram before a test? c. Do you use a sharp object to punch a tiny hole on a piece of paper?
d. Does a satellite revolve around another heavenly body? Is the moon considered as the Earth’s satellite? D. Set a Goal for Reading Ask everybody to read aloud the questions in Set a Goal for Reading. Elicit other questions which pupils expect to be answered in the selection. Have these written on the board. Have the pupils also read the questions in Share Your Ideas on page 262. Tell them to keep three questions in mind and to try to answer them as they read the story. E. Read Have a Shared Reading of the story, that is, have the story read by parts. Call on a volunteer to read page 259. Another volunteer to read The News Mix-up on page 260, another one to read The Nosy Job on page 261, and a fourth volunteer to read the last three paragraphs also on page 261. F. Share Your Ideas 1. Ask volunteers to answer the questions in Share Your Ideas and the questions on the board. 2. Encourage the pupils to answer in full sentences. G. Sharpen Your Reading Skills • Identifying Words that Collocate Have the pupils read the explanatory notes on page 262. To clarify the concept, present the word “satellite” to form a word web. Elicit words that go with satellite such as: satellite a moving body communications dish The moon Have the pupils look up the meanings of the words that go with satellite, as in: communications satellite – an artificial body sent into orbit to send information or communication satellite dish – refers to the concave or hollow vessel containing the information
Let the pupils work on the exercise. The expected answers are: A. 1. lunar eclipse – dimming or elimination of light when the moon passes through the earth’s shadow 2. lunar module – a part of a space vehicle designed to land astronauts on the moon and leave them off to link up with the Command Module 3. lunar year – an interval of twelve lunar months 4. lunar month – the period between successive new moons B. 1. full moon – the whole of the moon disk is lighted 2. half moon – the moon when half its disk is lighted 3. new moon – phase of the moon when it is between the earth and the sun, and is nearly invisible. 4. waning moon – disappearing moon 5. waxing moon – appearing moon C. 1. 2. 3. 4. 5. 6. 7.
moonlight – light of the moon moonlit – light of the moon moonlet – little moon moonset –setting of the moon moonquake – shaking of the moon moonrise – rising of the moon moonshot – the launching of a spacecraft to the moon 8. moonshine – moonlight 9. moonscape – moon’s surface 10. moon beam – ray of moonlight
D. 1. no 5. yes 2. no 6. yes (precious stone or gem) 3. no 7. no (sentimentally romantic) 4. yes 8. no
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•
•
Distinguishing Between Fact and Fantasy Ask: “Why is the selection a fantasy? Which part of the selection proves your answer?” Post the words “fact” and “fantasy” on the board. Ask volunteers to write their ideas under each and titles of stories they know that are classified under each. Elicit generalization on the difference between fact and fantasy. Let the pupils work on the exercise on page 264. The expected answers are: 1. Fantasy 6. Fact 2. Fantasy 7. Fantasy 3. Fact 8. Fact 4. Fact 9. Fact 5. Fact 10. Fact Drawing Conclusions Based on Given Information Have the pupils read the explanatory notes on page 264. Then, have them read the first paragraph. Ask: “Has the story happened already? How do you know? Which sentence is a good conclusion?” • The story may happen in the future. • The family is going on a vacation to the moon. • Cite other situations about which pupils can draw conclusion. For example: Albert has an assignment about moon explorations. He goes to the library after class. He sits near the shelf which is labeled SCIENCE.
What can you conclude? (Albert will research on his assignments.) Have the pupils work on the exercise on page 265 as a seatwork. The expected answers are: 1. b 3. b 2. a 4. a
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H. Do What’s Right • Appreciating the Importance of Explorations to the Moon Have the pupils cite some explorations sent to the moon. Ask: “Why have explorations been sent to the moon?” Let the pupils answer the exercise on page 266. The expected answers are: All questions can be answered yes. Have the pupils cite evidences or references to support their answers.
I. Make Connections • Summarizing Facts About the Moon Give instructions to the pupils on how to carry out the activity. J. Spin Off Give instructions to the class on how to carry out the activity. Divide the class into two groups. Have the groups demonstrate how the games in the selection are played.
Skill Focus A. Using Prefixes and Suffixes, pp. 268–270 Direct the pupils’ attention to the three sentences at the beginning of page 268. Have pupils note the italicized words. Ask: “What small word is common in the three words?” The word appear is called the base word. Discuss the meanings of the prefixes dis- are re- as used with the word appear in the sentences. Proceed with the other examples given on page 268. Have the pupils read the two illustrative
sentences on top of page 269. Have the pupils note the prefixes -or and -er and their meanings. Take up the activity on using the prefixes -er and -or. Have the pupils read the boxed generalizations on page 269. Have pupils work on the exercises on pages 269–270. The expected answers are: Exercise A 1. distrust 4. impassable 2. disarranged 5. undisturbed 3. inactive 6. unseal Exercise B 1. maker 2. collector 3. weaver 4. dreamer 5. writer
6. 7. 8. 9. 10.
anger turner toaster inventor presider
Exercise C 1. something that regulates 2. something that locates places 3. one who animates/gives life 4. a body that takes charge of election/ one who elects 5. one who gives news B. Using the Glossary, pp. 271–273 Direct the pupils’ attention to the glossary on page 271. Ask: “What do we find in a glossary? What information about a word do we find?” Have the pupils bring out their dictionaries. Ask: “How is your dictionary different from the glossary?” Point out that unlike a dictionary, a glossary does not give all the meanings of a word. Only the meaning of a word as used in the book is given.
Have the pupils study the information that a glossary gives on page 272. However, some glossaries do not give all these information. Direct the class to page 280 of their textbooks. Elicit generalizations about the glossary. Facilitate the exercise on page 273. The expected answers are: 1. a. 2. to call attention b. 1. to make known in order to sell 2. datum 3. No 4. No 5. to strike with a quick, light stroke 6. computer 7. multimedia 8. credit card 9. animation 10. destruction C. Differentiating Between True, Realistic, and Fantasy Stories Ask: “What stories about fairies and elves have you read? Are these stories true?” Have the pupils read the explanatory notes on page 274. Direct the pupils’ attention to the chart of stories on page 274. Let them read aloud the titles of the stories under each column. Have the pupils explain why the stories are classified as they are. Elicit generalizations on the differences between and among fantasy, realistic, and true stories. Have them work on the exercise on page 275. The expected answers are: 1. fantasy 5. true 2. realistic 6. fantasy 3. fantasy 7. fantasy 4. fantasy 8. realistic
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Linking Reading with Writing •
Writing an Informative Article, pp. 276–277 A. Preparation 1. Have the pupils go over the paragraphs under Drawing Conclusions in Lesson 7, pages 265-266. Ask: “What do the paragraphs tell about? Do they give us information about the moon?” Point out to the pupils that if the paragraphs are put together, an informative article will result. 2. Direct the pupils’ attention on the article The Egg as Food. Call on three (3) volunteers to read the paragraphs. Ask: What facts about the topic are given? What sentences support the idea of the first paragraph? second paragraph? third paragraph? B. Modeling and Reinforcing Have the pupils read Step 1. Take up the structure of the text. The notes at the bottom of the page should help you in going over the model article with the pupils. C. Planning Point out to the pupils that they too can write a similar article. Have them think of one topic the class can write about. They can suggest a science topic related to topics they have taken up in their science classes. D. Joint Constructing In this step, you and the pupils jointly construct an exemplar of an informative article. Have the pupils read Steps 3, 4, and 5. Conduct a brainstorming session where the pupils suggest big ideas and small ideas. Guide them in forming sentences on the ideas generated. Then, have the class write the sentences in paragraph form seeing to it that the sentences are placed in sequential order. Go over the paragraph using the questions in Step 5. Have the pupils copy the paragraph which they jointly constructed.
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E. Independent Constructing Have the pupils read Step 2 again. Ask them to write the topic they intend to write about on a sheet of paper. Review the topics. Help the pupils narrow down the topics. Have the pupils read Steps 3, 4, and 5 again. Tell them to follow these steps as they write their articles. F. Revising Have the pupils read Step 6. Tell the pupils to self-check their papers and to ask a classmate to do peer-checking. They then rewrite their articles on a clean sheet of paper. The pupils may be asked to read their articles in class. Post the pupils’ papers on a bulletin board as a publication technique.
Unit Test Answer Key A. Recognizing Sentence Sense 1. a 2. b 3. d 4. b 5. c
6. 7. 8. 9. 10.
B. Noting Details in a Selection Read 11. c 12. d 13. d
d b d c a