through context clues - guro ako - teacher talks · web viewthey saw many trees, high hills and...

Quarter II

Week 7

I. Objectives

A. Expressive Objectives

1. Show tactfulness when communicating with others

2. Observe politeness at all times

3. Show willingness and enthusiasm in reading and listening to literary texts

B. Instructional Objectives

Vocabulary Development Identify different meanings of content specific words (denotation and connotation) (Health)

Reading Comprehension Make generalizations

Oral Reading Fluency Self-correct when reading

Study Strategy Gather relevant information from various sources -Online references

Grammar Compose Compose clear and coherent sentences using appropriate grammatical

structures: -degrees of adjectives

Writing/Composition Write paragraphs showing -comparison and contrast

Viewing Determine images/ideas that are explicitly used to influence viewers

- Stereotypes, Point of View, Propaganda

Attitude towards literacy, literature, and language Observe politeness at all times

Show tactfulness when communicating with others

II. Subject Matter

A. Topics:

1. Denotation and Connotation

2. Make Generalization/Conclusion

3. Relevant information from various sources -Online references

4. Degrees of Adjectives

5. Write paragraphs showing -comparison and contrast

6. Determine images/ideas that are explicitly used to influence viewers

- Stereotypes, Point of View, Propaganda

B. Materials:

· Picture of vegetables

· Pictures of Google

· Activity Sheets

· Computer / Laptop with internet connection

III. Procedure

Quarter II

Week 7 Day 1

I. Objective :

1. Identify different meanings of content specific words

(denotation and connotation) (Health)


II. Subject Matter

Topic : Denotation and Connotation (Health)

Materials : dictionary, chart, pictures of vegetables

References : CG EN5V-IIg-20.1.3

EN5V-IIg-20.2.3

Lesson Guide in English 5 p.9

http://grammar.about.com/od/words/a/Denotation-And-Connotation-

Exercise_2.htm

Focused Skill : Vocabulary Development

Value : Being health conscious.

III. Learning Activities

A. Setting the Stage

Show pictures of vegetables.

Ask: What is in the picture?

What can you get from eating vegetables? (Nutrient)

(Use semantic web to list the words related to the word nutrient)

__________________________________

(Nutrients)

__________________________________

B. Explain the pupils what to do

Say, Class the words you have written on the board are what we called connotation.

Our lesson for today is all about denotation and connotation.

- Denotation: the dictionary and literal meaning of a word

- Connotation : a feeling or idea that is suggested by a particular word although it need not be a part of the word's meaning, or something suggested by an object or situation:

C. Modeling

1. Call on some pupils to read the following paragraph and instruct other to listen attentively

2. Set the standards for listening attentively

3. The readers read the paragraph below

( Nutrients are chemical substances present in foods that keep the body healthy, supply materials for growth and repair of tissues, and provide energy for work and physical activities. The major nutrients include the macronutrients namely proteins, carbohydrates, and fats; micronutrients vitamins such as A, D, E, and K; the B complex, and Vitamin C. Minerals are calcium, iron, iodine, zinc, fluoride, and water.)

Analysis and Discussion

Ask the following comprehension questions.

a. What does the paragraph say about nutrients?

b. What are contained in the food nutrients?

c. What are macronutrients? Where can we get them?

d. What are micronutrients? Where do you find them?

e. Why are these nutrients needed by the body?

What is the denotation of nutrients based on the paragraph?

· Nutrients are chemical substances present in foods that keep the body healthy, supply materials for growth and repair of tissues, and provide energy for work and physical activities.

Denotation refers to the literal meaning of a word, the "dictionary definition

What are the connotations can you attached to the word nutrient?

· Food, drink, nutrition, nourishment, energy etc.

Connotation refers to the associations that are connected to certain

word or the emotional suggestions related to that word.

Other Examples:

The words home, house, residence and dwelling all have the same denotation, but the connotation of each word is very different.

Denotation: Where a person lives at any given time.

Connotation:

Home: cozy, loving, comfortableHouse: the actual building or structureResidence: cold, no feelingDwelling: primitive or basic surroundings

Snake:

Denotation: scaly, legless reptile

Connotation: dangerous, evil, disloyal person

Mother

Denotation : female parent

Connotation: love and respect security and warmth

The connotation of a word is often either positive or negative

What does it mean for a word to have a positive connotation?

To be associated with something good.

What does it mean for a word to have a negative connotation?

To be associated with something bad.

What does it mean for a word to have a neutral connotation?

To be indifferent, not to have a strong feeling of the word being associated

with something good or bad.

Positive

Neutral

Negative

home

house

dump

exotic

foreign

strange

chat

talk

babble

feast

dinner

chow

fragrance

smell

stench

venerable

old

decrepit

tune

sound

noise

pet

animal

beast

D. Guided Practice

A. Direction: Form four groups. Give each group a list of words and then get its

denotation using the dictionary.

Group 1 rock, shrewd, crown

Group 2 pride, wild, audience

Group 3 chain, landmark, tourist

Group 4 demure, fray, ethnic

B. Which connotation is more positive? Choose the letter of the correct answer

1. Our trip to the amusement park was _________. ( a. fine b. wonderful )

2. _________ people rode on the roller coaster. ( a. Brave b. Foolhardy )

3. We saw _________ animals in the animal house. ( a. fascinating b. weird )

4. Some of the monkeys made _________ faces. (a. hilarious b. amusing )

5. Everyone had a ________ on his or her face on the way home. ( a. smile b. smirk )

Which connotation is more negative?

6. We bought _________ souvenirs at the amusement park. ( a.cheap b. inexpensive)

7. I ate a _________ sandwich. ( a. soggy b. moist )

8. Mike _________ us to go to the funny house. ( a. nagged b. reminded )

9. I didn't like the _________ on the jester's face.( a. smirk b. grin )

10. It made me feel _________. ( a. uneasy b. frightened )

E. Independent Practice

A. Direction :Group the pupils into four, give each group sets of words and a manila

paper. Arrange the words in proper column as to positive, neutral and negative connotation

Group 1 Relaxed, lazy, inactive

Timid, prudent, cowardly

Mousy, modest, shy

Group 2 old, time-tested, out-of-date

Persistent, stubborn, persevering

Miserly, conservative, thriftty

Group 3dignified, reserved, stiff-necked

New, up-to-date, newfangled

Self confident, proud, conceited

Group 4nosy, inquisitive, curious

Unattractive, plain, ugly

Brat, child, little one

B. Read each of the following sentences. Decide from the context whether the speaker is showing positive or negative connotation of the topic. Then circle the best word to put into the sentence.

1. “The sooner we move out of this ( home, dump ),” said Jack, “the happier I’ll be.”

2. This cell phone is ( expensive, overpriced ), but I don’t mind paying extra because

it has so many useful features.

3. You’re lucky to have Wilma on your committee. She has lots of (original, crazy) ideas.

4. Boss Reed and his ( cronies, employees ) have controlled the politics in this

city for more than twenty years. I certainly hope the other party wins this year!

5. It was a beautiful spring day, and the ( stench, scent ) of apple blossoms filled

the whole yard.

F. Closure

Class, kindly differentiate denotation from connotation.

- Denotation: the dictionary and literal meaning of a word

- Connotation : a feeling or idea that is suggested by a particular word although it need not be a part of the word's meaning, or something suggested by an object or situation:

IV. Evaluation

Read the paragraph below. Replace underlined words from the box that have the same denotation as the underline word but a different connotation. Write your answers on the lines.

( yelling walk scent forced terrible)

Kim was having a sad and unpleasant _____________day. First she was required _____________ to clean her room. Then Kim’s stroll _____________with her dad was canceled. That meant that she would not be able to pass by the park’s flower gardens with their lovely smell _____________. And finally, her brother was calling out loudly _____________. That he was going to drive her to soccer practice.

Prepared by:

Richelle G. Esguerra

Pila E.S.

Quarter II

Week 7 Day 2

I. Objective :

1. Make generalizations


II. Subject Matter:

Topic : Generalization

Materials : pictures, charts

References : CG EN5RC-IIg-2.12

https://mscregier.wikispaces.com/Making+Generalizations

http://www.sjva.net/ourpages/auto/2013/10/7/45641916/MakingGeneralizations.pdf

Focused Skill : Reading

Value : Cooperation and Open-mindedness



Show picture of dogs

List everything you know about dogs.

List their characteristics, behaviors, etc.

Underline everything about dogs that is true all the time.

Circle everything that is true about to only some dogs.

Possible answer:

Dogs can bark. Dog is a mans best friend.Dogs are four legged-animal. .

Dogs have tail.Dogs are hairy. Dogs are small.

B. Explaining the pupils what to do

Say : When you read, you may see ideas about groups of people, animals, or things.

What you read and what you already know helps you to make a

general statement about a group.

This is called a Generalization

· A generalization is a broad statement about a group of people or things.

It states something they have in common

This is our topic for today.

C. Modeling

Read the situation to the pupils aloud.

(All dogs are kept as our pets. They are called our domestic animals. It is a faithful animal and is devoted to his master. Such a rare quality is found in dogs only. All dog has four legs. It is of many colours and of many breeds. It also differs in size. Some dogs are even kept in the pocket.Dogs help us in various ways. Hounds or the hunting dogs kill prey for their masters. Some dogs are tamed to tend sheep. They watch outhouses ^and keep strangers, thieves, animals out of the house. Some dogs can also used to locate criminals.. They are kept with police for investigation. It has sharp ears. Even a slightest noise can disturb its sleep and make it alert. A dog recognises its master and family members very well and can even die in order to save them.So dog is a man's best and true friend. It is very useful to man. It readily dies for the sake of its master.)

Based on the paragragph what is true about dogs all the time?

· All dogs are kept as our pets

· All dog has four legs.

What is true about to only some dogs?

· Some dogs are even kept in the pocket.

· Some dogs can also used to locate criminals

· Some dogs are tamed to tend sheep.

Notice the underlined words. Those words signal or give us a clue to recognize generalizations. Other clue words are the ff:

– Sometimes– Always

– Never– All

– Most– Generally

– Many– None

– Seldom

Examples:

– All birds have wings.

– Many children eat cereal for breakfast.

– Everyone in Laguna goes to the beach for the summer.

Some generalizations are valid or true, but some are faulty or invalid

Valid means true

– Supported by facts

– Agrees with what you know about the topic

– Uses logic and reasoning

– Proven with several examples

Example:

All birds have wings.

Faulty means false.

– Not supported by facts

– Watch for key words: none, all, always, never, nobody

Example:

Everyone in Tennessee goes to the beach in the summer.

Other examples. Tell whether it is Valid or Faulty

1. Girls can’t play ball. ( Valid or Faulty )

2. Teachers are mean. ( Valid or Faulty )

3. Halloween is always scary! ( Valid or Faulty )

.

D. Guided Practice

Read the paragraph. Then answer the question.

1. All birds have wings. But not all birds can fly. Birds that do not fly are called flightless birds. The penguin is one example. It uses its wings to swim underwater. Ostriches and emus flap their wings when they want to scare an enemy. Rheas use their wings like rudders when they are running from an enemy. There is even a kind of small parrot that climbs trees and then uses its wings to parachute to the ground.

What can you say in general about flightless birds?

a. All flightless birds are large.

b. Flightless birds have different uses for their wings.

c. Flightless birds are fast runners.

d. The wings of flightless birds are useless.

2. Ants are one of the most widespread insects in the world. Ants are called social insects because they live in colonies made up of other ants. A colony may have a few dozen or several million ants living in it.Ants in a colony are divided into different groups. Worker ants look for food and take care of the young. Soldier ants defend the nest from invaders. The queen ant lays eggs. These are the three main groups in a ant colony.

What generalization can you make about ants based upon your reading?

a. All ants live in large colonies.

b. All ants work to defend the colony.

c. All ants in a colony have a job.

3. About 20% of Americans have allergies. Allergies can range from mildly annoying to deadly. An allergy is an overreaction of a person’s immune system to something that is harmless. Many people are allergic to dust, pollen, or mold. Some people are allergic to certain kinds of food, perfume, or medicines. An allergy might cause sneezing, coughing, or a rash. Sometimes, an allergy is so severe, it can lead to death.

What generalization can you make about allergies based upon your reading?

a. All allergies are deadly.

b. Allergies can cause different reactions in different people.

c. Everyone has allergies.


A. Direction: Group the pupils into four. Give each group activity to do. Have a group representative to present your answer.

Group 1. Make 5 generalization about chocolate

Group 2. Write a valid generalization about how food can be used creatively

Group 3. Write 5 generalizations about baby alligators

Group 4. Write valid generalizations about fishes

B. Decide if each generalization is valid or faulty. Clap once if it is valid, and

clap twice if it is faulty.

1. All animals migrate every year. Faulty

2. Most children like pizza. Valid

3. All boys play sports. Faulty

4. It always snows in the winter. Valid

5. Girls can’t catch. Faulty

F. Closure

What have you learned from today’s lesson?

· Generalizations make broad statements

· Some are valid, others are faulty.

· Valid generalizations are supported by facts, examples, and logical thinking. [evidence]

· Watch out for words like all or never.

IV. Evaluation:

Read the paragraph then answer the following questions.

Animal Life Spans

Humans can live to be 80, 90 or even 100 years old. In a few rare cases, they can live even longer. Most animals, however, have far shorter lives than humans.

Here are some maximum life spans for small animals. A mouse, a popular pet rodent, lives for about 3 years. If you get one as pet, don’t plan on having it until you go away to college. Guppies, the popular pet fish, live longer. They reach 5 years in age. Giant spiders can live a surprisingly long time as long as 20 years.

What about large animals? Two of the biggest animals have similar life spans. The maximum life span of an elephant is 77 years. The maximum life span of a blue whale is 80 years. Bears are another large animals that can live for quite a long time.

And how about reptiles? Alligators can live for more than 70 years. Turtles can live even longer. Some species of turtle can reach over 100 years in age.

1. List one generalization you can find in the passage.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. List one simple fact you can find in the passage.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

3. Is this generalization suported by the facts in the passage? Explain why oy why not?

Fish live longer than rodents.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

4. I this generalization supported by the facts in the passage? Explain why or why not?

No animals can live to be 100 years old.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

5. Make a generalization that is not too broad based on facts in the passage.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Prepared by:


Pila E.S.

Quarter II

Week 7 Day 3

I. Objective :

1. Gather relevant information from various sources - Online references


II. Subject Matter

Topic : Relevant information from various sources - Online references

Materials : computer with internet access, chart, handouts

References : EN5SS-IIg-1.7

Lesson Guide in English V pp.178-181

Focused Skill : Study Strategy Research

Value : Accuracy, helpfulness, consideration to others



A. For those schools with computers and internet connection:

Visit the computer room. The teacher opens the computer. Show some parts of the computer like the microsoft word, microsoft excel and google.

B. For those schools without computers:

Present a picture/ illustration of a computer

Show picture of google.

Ask the pupils about the picture and its function.

B. Explaining the pupils what to do

Say, Class our lesson for today is all about the relevant information from various

sources - Online references

C. Modeling

Unlocking of difficulties

Through Context Clues

1. An electronic apparatus for analyzing or storing data

a. wedgeb. computerc. pulley

2. A computer–based global information system

a. readingb. recyclingc. internet

3. The term ______ refers to the communication between a residence or a

business and an Internet Service Provider (ISP) that connects to the internet.

a. Internet accessb. Airlinesc. International

(The InternetThe Internet is computer–based global information system. The Internet is composed of many interconnected computer networks. Each network may link tens, hundreds, or even thousands of computers, enabling them to share information with one another and to share computational resources such as powerful supercomputers and databases of information. The Internet has made it possible for people all over the world to communicate with one another effectively and inexpensively. Unlike traditional broadcasting media, such as radio and television, the Internet does not have a centralized distribution system. Instead, an individual who has Internet access can communicate directly with anyone else on the Internet, make information available to others, find information provided by others, or sell products with a minimum overhead cost.The Internet has brought ne opportunities to government, business, and education. Government use the Internet for internal communication, distribution of information, and automated tax processing. In addition to offering goods and services online to customer, businesses use the internet to interact with other businesses. Many individuals use the Internet for communicating through electronic mail (e-mail).Companies, individuals, and institutions use the Internet in many ways. Companies use the Internet for electronic commerce, also called e-commerce, including advertising, selling, buying, distributing products, and providing customer service. In addition, companies use the Internet for business-to-business transactions, such as exchanging financial information and accessing complex databases. Businesses and institutions use the Internet for voice and video conferencing and other forms of communication that enable people to telecommute (work away from the office using a computer). The use of electronic mail (e-mail) speeds communication between companies use the Internet for online news and weather services and to broadcast audio and video, including live radio and television programs. Online chat allows people to carry on discussions using written text. Instant messaging enables people to exchange text message in real time. Scientists and scholars use the Internet to communicate with colleagues, perform research, distribute lecture notes and course materials to students, and publish papers and articles. Individuals use the Internet for communication, entertainment, finding information, and buying and selling goods and services.)

(The term Internet access refers to the communication between a residence or a business and an ISP that connects to the Internet. Access falls into two broad categories: dedicated and dial-up. With dedicated access, a subscriber’s computer remains directly connected to the Internet at all times through a permanent, physical connection. Most large businesses have high-capacity dedicated connections; small businesses or individuals that desire dedicated access choose technologies such as digital subscriber line (DSL) or cable modems, which both use existing wiring to lower cost. A DSL sends data across the same wires that telephone service uses, and cable modems use the same wiring that cable television uses. In each case, the electronic devices that are used to send data over the wires employ separate frequencies or channels that do not interfere with other signals on the wires. Thus, a DSL Internet connection can send data over a pair of wires at the same time the wires are being used for a telephone call, and cable modems can send data over a cable at the same time the cable is being used to receive television signals. The user usually pays a fixed monthly fee for a dedicated connection. In exchange, the company providing the connection agrees to relay data between the user’s computer and the internet.Dial-up is the least expensive access technology, but it is also the least convenient. To use dial-up access, a subscriber must have a telephone modem, a device that connects a computer to the telephone system and is capable of converting data into sounds and sounds back into data. The user’s ISP provides software that controls the modem. To access the internet, the user opens the software application which causes the dial-up modem to place a toll-free telephone call to the ISP. A modem at the ISP answers the call, and the two modems use audible tones to send data in both directions. When one of the modems is given data to send, the modem converts the data from the digital values used by computers – number stored as a sequence of 1s and 0s – into tones. The receiving side converts the tones back into digital values. Unlike dedicated access technologies, a dial-up modem doe not use separate frequencies, so the telephone line cannot be used for regular telephone calls at the same time a dial-up modem is sending data.Comer, Douglas E. “Internet.” Microsoft® Encarta® 2006 [CD]. Redmond, WA:Microsoft Corporation, 2005.)

Answering the motive questions:

Ask these motive questions:

1. What is the internet? the web?

2. What is the difference between the Web and the Internet?

3. What are the uses or importance of the Internet?

· The internet is composed of interconnected computer networks based globally that transmits data.

· The web is the collection of documents provided by the internet.

· The internet is the computer based-global information system while the web is a collection of information and therefore it is just a part of the internet.

· The Internet makes it possible for people all over the world to communicate with one another effectively and inexpensively any time of the day.

· The Internet access can make information available to others, find information provided by others, or sell products with a minimum overhead cost.

· It is a good source of information for research work.

Comprehension Check-up

Elicit responses from the pupils by asking the following questions.

1. Why do government offices use the Internet? What about many companies? businesses and institutions? media and entertainment companies? Scientists and scholars?

2. Is the Internet important? Why do you say so?

Ask:If you have a computer with an Internet connection, how will you use it so that it will

last long?

If your friend or classmate does not have Internet access and you have one and

he/she has an assignment that needs the Internet access, what will you do?

D. Guided Practice

A. For schools with computer and internet access. Group the pupils into three. Assign one topic and gather information through the internet.

Group 1 -The New Nine Wonders of the World

Group 2 - Different Groups of Vertebrates

Group 3 - Member Countries of the United Nations

A. For schools without computers:

Answer the following questions:

a. What are the uses of the internet/web?

b. How can the internet help you in your school work?


Distribute manila paper, pentel pen, and a copy of the selection “The Beginnings of the Internet” to each group. The group assigns a member to write their answers to the question on the manila paper and a reporter for the group.

Silent reading of the selection and answering the questions in a mind map.

The Beginnings of the Internet

The Internet was first conceived in the early ‘60’s. Under the leadership of the Department of Defense’s Research Project Association (ARPA), it grew from a paper architecture to a small network called the ARPANET. It was intended to promote the sharing of super-computers among researchers in the United States.

America’s military think-tank were trying to figure out an important strategic problem: how could US authorities talk to each other in the aftermath of a nuclear attack?

Communication networks of the day were chained point-to-point, with each place on the network dependent on the link before it. If one point in the network was blown up, the whole network would become useless. Paul Baran, one of the US military’s thinkers, conceived the idea for a new kind of communications network; one that wasn’t organized point-to-point, but instead was set up more like a fishnet. He believed this structure could allow information to find its own path through the network even if a section had been destroyed.

Activity 1

Based on the article, answer the following questions:

1. When was the Internet conceived?

2. What was the initial function of the internet?

3. What does ARPA stand for?

4. In what country did the networking originate?

5. Who thought of a fishnet-like setup?

Activity 2

The need for the availability of communication prompted the thinkers to come up with a communication system that is the Internet.

Answer the following questions.

How important is communication?

How often do we communicate?

To whom do we communicate?

Is it possible to live a single day without communicating?

How does it feel to have someone to talk to all the time?

When was the last time you talked with your friends?

With your answers to these questions, write a paragraph on:

The Importance of Communication to Man

( 1 2 INTERNET 3 4 5)

F. Closure

Class, aside from reading materials, where else can we gather data?

· From online resources

IV. Evaluation

Put a check () inside the box if the sentence tells about the uses

of the Internet and a cross (x) if not.

1. The Internet has made it possible for people all over the world to communicate with one another effectively and inexpensively.

2. We can use the web, Internet to look for the answers to our assignments.

3. The web, Internet is only used by the wealthy people.

4. Media and entertainment companies use the Internet for on-line news and weather services and to broadcast audio and video, including live radio and television programs.

5. Companies use the Internet for selling, buying, distributing products, and providing customer service.

V. Agreement

1.Study more about the web, Internet or have clippings about the importance of the web, Internet.

2. (For those with internet access) Research for student-friendly websites and list down some information you may get from them.

Prepared by:


Pila E.S.

Quarter II

Week 7 Day 4

I. Objective :

1. Compose clear and coherent sentences using appropriate grammatical structures:

- degrees of adjectives

2. Pronounce words in the the story correctly


II. Subject Matter:

Topic : Degrees of adjectives

Materials : activity sheet, chart

References : CG EN5G-IIg-5.2

Lesson Guide in Elementary English 4

English Expressway Language

Focused Skill : Speaking/ Composing coherent sentence




Ask : Have you experienced going in an outing?

Where did you go?

Did you enjoy?

B. Explaining the Students What To Do

Say: Class, the selection we are going to read has something to do with our lesson for today which is Degrees of Adjectives

C. Modeling

The teacher will read the story to the pupils.

(One Sunday, the Torres family traveled on a wide road. In he car were Mr. And Mrs. Torres, Shirley and her brother, Peter. They saw many trees, high hills and mountains along the highway. As they traveled, they noticed that the road was becoming wider and longer. They could not wait to reach their destination.At last, they arrived at Donna’s place. Donna and her parents were happy to meet them. “Your place is very nice. The air here is fresher than the city, “ said Mr. Torres.“The trees around are are taller than those along the highway,” remarked Mrs. Torres.“But the tallest trees are in that mountain. Is that the highest mountain in the Philippines?” asked Peter as he pointed at the mountain.“No, that is Mt. Arayat. The highest mountain is Mt. Apo. It is in Davao,” aswered Donna. “Let us climb the mountain, “said Shirley.“Come in and rest a while. I know you are very tired because you have just come from a long trip,” said Donna’s mother.“We have prepared some native dishes and delicacies for you,” said Donna’s father.“Thank you. I’m sure we shall enjoy our stay here,” said Mrs. Torres.)

Ask : 1. Where did the family go?

2. How did they feel?

3. How was the place described?

4. How did their compare the place?

5. What words used to compare the places?

6. What did the family in the story show about our country?

Teacher read the phrases

· Was becoming wider and longer

· Is fresher in the city

· Taller than those along the highway

· The tallest trees are in the mountain

(Tell the pupils to encircle the adjectives in the phrases)

Ask : What did you notice at the adjectives used?

The teacher will ask the class to read the sentences.

1. Mt. Arayat is high.

2. Mt. Pulog is higher than Mt. Arat.

3. Mt. Apo is the highest mountain of the three.

Ask :What adjectives is used in the first sentence?

Is Mt. Arayat being compared to anyone?

When an adjective is used to described, it is in the positive form.

Look at the second sentence, is there any comparison made? Compared?

What word is used to show comparison?

When an adjective is used to compare two places, the adjectives is in

the comparative form.

Now look at the third sentence. Is there any comparison made?

How many are compared?

When an adjective is used to compare three places, the adjective is in

the superlative form.

D. Guided Practice

A. Ask three pupils of different height to stand in front of the class.

Let the pupils describes their height using the three forms of adjectives.

B. Below is a chart showing three kinds of animals. Read the information opposite

each picture, then make your own sentences using degrees of comparisons.

Animal

Length

Height

Speed

8 inches

1.5 inches

12 ft/hr

24 inches

18 inches

100 ft/hr

72 inches

48 inches

10, 500ft/hr


A. 1. Divide the classs into three groups.

2. Give each group objects to be compared.

Group 1 – three thin things with different length

Group 2 – three kinds of fruits that are sweet

Group 3 – three kinds of thing that are heavy

c. Let them compare the objects using the three forms of adjectives.

d. Have a group report after the activity.

B. Complete the following sentences using the correct degree of the adjective given in the brackets.

1. My brother’s handwriting is ____________ (bad) mine.

2. Health is ____________ wealth. (important)

3. Blood is ____________ water. (thick)

4. Everest is ____________ peak in the world. (high)

5. This is ____________ lay I have ever heard on the radio. (interesting)

6. Susie is ____________ of all the four sisters. (beautiful)

7. The planet Mars is ____________ from the earth than the satellite Moon. (far)

8. The elephant is ____________. animal in the world. (large)

9. An ocean is certainly ____________ a sea. (big)

10. I am ____________ in cricket than in football. (interested)

F. Closure

What are the three forms of adjectives?

The three forms of adjectives are positive, comparative and superlative.

When do we use the positive form?

The positive form of adjective is used to described on person, place, or thing.

When do we use the comparative form?

The comparative form of adjective is used to compare two persons, places or things.

When do we use the superlative form?

The superlative form of adjective is used to compare three or more persons, places or things.

IV. Evaluation

Describe each pair of objects in the pictures using an adjective. Then, compare them using comparative degree.

(The bus is a fast vehicle, but an airplane is much faster than a bus.)Example :

_________________________

_________________________

_________________________

_________________________

_________________________

(1. _________________________ _________________________ _________________________ _________________________ _________________________)

(2. _________________________ _________________________ _________________________ _________________________ _________________________3. _________________________ _________________________ _________________________ _________________________ _________________________ )

(4. _________________________ _________________________ _________________________ _________________________ _________________________5. _________________________ _________________________ _________________________ _________________________ _________________________)

V. Agreement

Write a short paragraph about persons, places or events you want to compare. Use appropriate grammatical structures and the correct form of adjective to compare them.

Prepared by:


Pila E.S.

Quarter II

Week 7 Day 5

I. Objective :

1. Write paragraphs showing comparison and contast

2. Determine images/ideas that are explicitly used to influence viewers

- Stereotypes, Point of View,

Propaganda

3.Show willingness and enthusiasm in reading and listening to literary texts

II. Subject Matter

Topic : Comparison and Contrast

Materials : pictures, chart

References : CG EN5WC-IIg-2.2.2.6

https://printables.scholastic.com/shop/prcontent/Compare-and-Contrast

Focused Skill : Reading Comprehension / Writing




Show pictures of a man playing soccer, and another man playing football.

Ask: What do like soccer or football? Why?

B. Explaining the Students What To Do

Say: Class, today we are going to study about comparison and contrast. You will learn how to

write paragraphs using comparison and contrast.

A comparison shows how two subjects are similar; a contrast shows how two subjects are different. In writing you must first decide whether you will compare and contrast or both

C. Modeling

Tell the pupils that they are going to read a paragraph related to the topic for

the day.

(Soccer and Football Soccer and football are alike in a few ways, but have many differences. One similarity is that there are eleven players on the field at one time in both soccer and football. They are both popular sports in the United States and they both require the use of a ball and a field. The difference between soccer and football are numerous. Soccer players use a ball shaped like a sphere, whereas football players use a ball that has two ends. In soccer, players are trying to get the ball in goal. However, in football, players are trying to get the ball in the end zone or through the goal posts. The rules are also very different. In soccer, players are rarely allowed to touch the ball with their hands while, football players frequently touch the ball. Football players are allowed to tackle, but this is forbidden in soccer. These are just a few ways that soccer and football are different. Nonetheless, most people agree that both soccer and football are fun sports!)

Ask the following questions:

a. What are the two sports being compared in the paragraph?

b. From what country do these sports popular?

c. What is the shape of the soccer ball?

Analysis and Discussion

The teacher will draw a Venn Diagram and ask the pupil to write the similaries and differences of soccer and football. The diagram will appear like this.

(eleven players on the fieldboth popular sports in the United Statesboth require the use of a ball and a fieldboth are fun sports SoccerUse sphere shaped ballplayers are trying to get the ball in goalrarely touch the ball forbidden to tackleFootballuse a ball that has two endsplayers are trying to get the ball in the end zone or through the goal postsfrequently touch the ballallowed to tackle)

When you compare 2 things you ask yourself, "How are these things alike?

When you contrast 2 things you ask yourself, "How are these things different?"

Some words that signal comparisons are: both, each, like, same, also, too

Some words that signal contrasts are: different, but, on the other hand, however

Example: Compare and contrast a car and skate board

How Alike?

How different?

· Both are forms of transportation

· They each have wheels

· Cars come in different colors and skateboards do also

· A car cost money and a skateboard does too

· A car is large but a skateboard is small

· You usually sit in a car but you stand on a skateboard

· many people can ride in a car, however only one person rides on a skateboard

· a car has doors but a skateboard does not

D. Guided Practice

A. Compare and contrast Amanda and Maxwell wrote about three things they did last summer. Write the things that they did on the lines below. Put the item that both of them did in the center.

(Amanda’s Report: What I Did On Summer VacationI went on vacation at the beach last summer. My brother and I played in the ocean and built castles out of sand. I also read lots of books last summer. My favorite book was The Secret Garden. At the end of the summer, my mom and dad took me to the water park and we went swimming. It was fun!)

(Maxwell’s Report: What I Did On Summer VacationI went on a car trip with my dad last summer. We drove a long way. I also read a book last summer called The Hardy Boys. It was an adventure story. I went to summer camp with my best friend too. I had a great time. Amanda Maxwell)

( AMANDA MAXWELL)

B. Direction: Group the pupils into four, and then give each group two pictures. Write a short paragraph about it showing comparison and contrast. Have the group representative and present it to the class.

Group 1 Group 2

Group 3 Group 4


Direction : Group the pupils into four, each group will be given pictures. Write a paragraph about it using comparison and contrast. Then, have a representative of your group and share your answer.

Group I - Using Propaganda picture Group III - Using streotype picture

Group II - Using Propaganda picture Group IV - Give your point of view

using comparison and contrast

F. Closure:

What is the difference between comparison and contrast?

· A comparison shows how two subjects are similar; a contrast shows how two subjects are different. In writing you must first decide whether you will compare and contrast or both

IV. Evaluation

Choose one topic then write a paragraph showing comparison and contrast

1. Cold weather vs. hot weather.

2. Playing video games vs. reading an interesting story

3 What is your favorite pastime : playing with friends or watching TV?

Prepared by:


Pila E.S.

through context clues - guro ako - teacher talks · web viewthey saw many trees, high hills and...

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