FIRST QUARTER- TG

Week 5

I. ObjectivesA. Expressive Objectives

1. Observe politeness at all times2. Show tactfulness when communicating others

B. Instructional ObjectivesListening Comprehension Analyze sounds devices ( onomatopoeia, alliteration, assonance )Oral Language Use formal and informal English when appropriate to task and situationVocabulary Development Infer the meaning of unfamiliar words ( blended ) based on given context clues (synonyms, antonyms )Reading Comprehension Analyze a 2- stanza poem in terms of its elements ( rhymes, sound devices ,imagery and figurative language )Oral Reading Fluency Read with automatically grade level frequently occurring content area words ( Math )Grammar Compose clear and coherent sentences using appropriate grammatical structures : conjunctionsWriting / Composition Revise writing for clarity ( correct spelling )Viewing Distinguish among various types of viewing materialsAttitude Observe politeness at all times Show tactfulness when communicating with others

II. Subject MatterA. Topics1. Sound devices ( onomatopoeia , alliteration,assonance))2. Formal and informal English when appropriate to task and situation3. Meaning of unfamiliar words ( blended ) based on given context clues4.Conjunctions5. Various types of viewing materials

B. Materials Story,article Books Thesaurus

Day 1

I. ObjectivesAnalyze sounds devices ( onomatopoeia, alliteration, assonance )

II. Subject MatterTopic: . Sound devices ( onomatopoeia , alliteration,assonance)

Materials: Charts/paragraph,pictures, cartolina strips,activity sheet,Reference: EN5LC-Ie – 2.11.1 / 2.11.2/ 2.11.3 http://www.literarydevices.com/Focused Skill: AnalyzingValue: Presence of mind

III. ProcedureA. Setting the Stage

Look at the picture.

Say: What do you see in the picture? Can you imitate the sounds of it?

B. Explaining the students What to Do

Say: Today we discuss about the sound devices using onomatopoeia, alliteration, and assonance.

What is onomatopoeia?- Onomatopoeia is when a word’s pronunciation imitates its sound.

Example:

What is alliteration ?

- Alliteration  happens when words that start with the same sound are used close together in a phrase or sentence. The sound is usually a consonant and the words don’t have to always be right next to one another.

- One of the fun features of alliteration is when it becomes a tongue twister.

Example:

What is assonance ?

-Assonance takes place when two or more words close to one another

repeat the same vowel sound but start with different consonant sounds.

- Example:

C. Modeling

I could hear the crowd murmur as the news spread.

She could feel her son’s sweet smell of success.

The silken tent.

The teacher will give more sample of sound devices ( onomatopoeia , alliteration, assonance)

Refer to LM.

Say:

1. Which example /sentence imitates its sound ?2. Which sentence start with the same sound are used close together in

a phrase or sentence?3. From the examples given by the teacher which sentence takes place

when two or more words close to one another repeat the same vowel sound but start with different consonant sounds?

D. Guided Practice The teacher will present new sentences to analyze the sounds devices. Arrange it on the table below.

1. The sheep went, “Baa.” 2. Silence your cellphone so that it does not beep during the movie. 3. We light fire on the mountain. 4. I feel depressed and restless. 5. Dan’s dog dove deep in the dam, drinking dirty water as he dove. 6. Eric’s eagle eats eggs, enjoying each episode of eating

E. Independent PracticeGroup Activity

Analyzing the sound devices used in the sentences.

Group 1: List down the sentences sound devices ( onomatopoeia )Group 2: List down the sentences sound devices ( alliteration )Group 3: List down the sentences sound devices ( assonance )

F. Closure Differentiate the sound devices learned today. ( onomatopoeia, alliteration, assonance )

IV. Evaluation

The large dog said, “Bow-wow!” Both bees and buzzers buzz.The bird’s chirp filled the empty night air

Honesty is the best policy.

Let the cat out of the bag.

A stitch in time saves nine.Alice’s aunt ate apples and acorns around August.Becky’s beagle barked and bayed, becoming bothersome for Billy.Carrie's cat clawed her couch, creating chaos.

Directions: Read and analyze the sound devices used in the sentences ( onomatopoeia, alliteration, assonance ).

1. The early bird catches the worm.

2. The squeaky wheel gets the grease.

3. Go and mow the lawn.

4. Johnny went here and there and everywhere.

5. The engineer held the steering to steer the vehicle

FIRST QUARTER – LM

Day 1

Think and Tell Look at the picture.

What do you see in the picture? Can you imitate the sounds of it?

Find Out and Learn

Directions : Analyze the following sentences identify the sound device used .

I lie down by the side of my bride. Hear the lark and harken to the barking of the dark fox gone to ground. It's hot and it's monotonous. The crumbling thunder of seas. Try to light the fire. The horse’s hooves clip-clopped on the cobblestones. Those clucking chickens are driving me crazy! If you’re going to cough, please cover your mouth. The prisoner was terrified to hear the crack of the whip. We roasted marshmallows over the crackling fire. Despite their mother’s warnings, the children chose to chew with their mouths open. The rich man was so cheap that it was chilling. The crowd cheered when the champion hit the challenger with a chair. We sat around the campfire and chomped on chunks of charred chicken. Change the channel. They would have been on time, if they didn’t dilly-dally. He dunked the delicious donut in dairy creamer. There is nothing but death in the desert during the day. I woke up at school in a slobbery pool; though I used to be dry, now I’m drowning in

pool. I dreamt of a drip-dropping drain in my dream.

Try and Learn

Answer the following ;

1. Which example /sentence imitates its sound ?2. Which sentence start with the same sound are used close together in

a phrase or sentence?3. From the examples given by the teacher which sentence takes place

when two or more words close to one another repeat the same vowel sound but start with different consonant sounds?

Learn Some More

Group Activity Analyzing the sound devices used in the sentences.

Group 1: List down the sentences sound devices ( onomatopoeia )Group 2: List down the sentences sound devices ( alliteration )Group 3: List down the sentences sound devices ( assonance )

Remember

Sound Devices What is onomatopoeia?

- Onomatopoeia is when a word’s pronunciation imitates its sound.Example:

What is alliteration ?- Alliteration  happens when words that start with the same sound are

used close together in a phrase or sentence. The sound is usually a consonant and the words don’t have to always be right next to one another.

- One of the fun features of alliteration is when it becomes a tongue twister.

Example:

I could hear the crowd murmur as the news spread.

She could feel her son’s sweet smell of success.

The large dog said, “Bow-wow!” Both bees and buzzers buzz.The bird’s chirp filled the empty night air

Honesty is the best policy.

Let the cat out of the bag.

A stitch in time saves nine.Alice’s aunt ate apples and acorns around August.Becky’s beagle barked and bayed, becoming bothersome for Billy.Carrie's cat clawed her couch, creating chaos.

What is assonance ?

-Assonance t akes place when two or more words close to one another

repeat the same vowel sound but start with different consonant sounds.

- Example:

FIRST QUARTER Week 5

The silken tent.

Day 2

I. ObjectivesUse formal and informal English when appropriate to task and situation

II. Subject Matter

Topic: Formal and informal English when appropriate to task and situation

Materials: chart, pictures ,activity sheet ,meta cardsReference: EN5OL -Ie – 3.9 Internet Focused Skill: SpeakingValue:

III. ProcedureA. Setting the Stage

Look at the picture . Try to analyse which of them are using the formal and informal English based on the situation portrayed .

Say: What can you say about the picture? Can you tell something about this? Based on their actions. Which do you think shows the formal and informal conversation ?

B. Explaining the students What to Do

Say: Today we discuss about using formal and informal English based on their task and situation.

Say: How do you differentiate the formal and informal English ?

Formal English - we use it when writing essays for school, cover letters, to apply for jobs or e mails and letters at work.

Example: represent , Finally

Informal English – we use it with friends, children and relatives.

Example : stand for, In the end

C. Modeling

The teacher will give more sample of formal and informal English. Refer to LM.

Say: What have you noticed about the samples of the formal and informal English? Which of the two do you want to use ?

D. Guided Practice The teacher will present new sample of formal & informal English.

Direction: Write F if the words state formal English and IF for informal English.

____1 . Go up ____ 4. ASAP____2. Therefore ____ 5. negative____3. Totally

E. Independent Practice Group Activity Complete the table below .

Group 1: Abbreviation

Formal English Informal English

television

photo

Group 2: Letter of Expression

Formal English Informal English

Hi Robert

Truly Yours,

Group 3: Slang

Formal English Informal English

ChildrenRight answer

F. ClosureWhen do we use formal English ? informal English?

IV. Evaluation

Directions: Arrange the words in the table below .

Example: bad - negative

Completely loaded Smart You can call me if you need anything. Rich intelligent I look forward to having from you. Please do not hesitate to contact me. Hope to hear from you soon. totally

Formal English Informal English1. 1.2. 2.3. 3.4. 4.5. 5.

Week 5Day 2

Think and Tell

Look at the picture . Try to analyse which of them are using the formal and informal English based on the situation portrayed .

What can you say about the picture? Can you tell something about this? Based on their actions. Which do you think shows the formal and informal conversation ?

Find Out and Learn

Verbs

Formal Informalestablish Set upexamine look at

Transition

Formal Informalmoreover alsoHowever but

Emphasis

Formal Informalmuch A lot of

definitely very

Slang

Formal Informalnegative badpositive good

What have you noticed about the samples of the formal and informal English? Which of the two do you want to use ?

Learn Some More

Group Activity Complete the table below .

Group 1: Abbreviation

Formal English Informal English

television

photo

Group 2: Letter of Expression

Formal English Informal English

Hi Robert

Truly Yours,

Group 3: Slang

Formal English Informal English

ChildrenRight answer

Remember

Formal English - we use it when writing essays for school, cover letters, to apply for jobs or e mails and letters at work.

Example: represent , Finally

Informal English – we use it with friends, children and relatives.

Example : stand for, In the end

Week 5Day 3

I. Objectives

1. Infer the meaning of unfamiliar words based on given context clues ( synonyms, antonyms, word parts and other strategies )

2. Revise writing for clarity ( correct spelling )

II. Subject Matter

Topic: Meaning of Unfamiliar Words Based on Given Context Clues Materials: chart, pictures ,activity sheet ,context

Reference: EN5V- Ie-12 and 13 Internet Developing Reading Power 5 p. 17-26 Focused Skill: InferringValue: Save the animals.

III. ProcedureA. Setting the Stage

Study the following sentences. Find the meaning of the underlined word. What word in the sentence hints at the meaning of the unfamiliar word ?

Attendance in the meeting is mandatory. The parents thought it was voluntary.

The police officer was stalwart .He was not weak nor fearful.

Say: Can you tell the meaning of the unfamiliar word ? What groups of words in the sentence helps you figure out the meaning of the unfamiliar word ?

The sky was overcast and rain was expected in the afternoon. Thosand of years ago, primitive people discovered fire and learned to cook

their food.

Say : What words in the sentence hint at the meaning of the unfamiliar word ? What kind of context clue is used in the sentences ?

B. Explaining the students What to Do

Say : Inference clue is a kind of context clue. In an inference clue, some kind of information is given in the sentence to help you figure out the meaning of the unfamiliar word.Say: The examples use antonyms as hints to the meaning of the unfamiliar word. An antonym is a word that means the opposite of a given word. In this kind of Context clue the antonym of the unfamiliar word is given within the sentence or in the next to help the reader figure out the meaning of the unfamiliar word.

C. ModelingDirections: Read the paragraph below. Infer the meaning of the underlined words.

The shark is a sea animals whose prodigious strength and size is unequalled.A hungry shark attacks its prey viciously. Because of this, many people fear the animal . But the shark does not deserve such bad reputation. In reality, sharks rarely attack human beings. The animals does so only when provoked by hunters who invade its territory. Like any other animal, the shark resents invasion of its home.

1. The elephant is another mammal with prodigious strength Prodigious means

_________.a. beautiful c. wickedb. great d. unfriendly

2. Normally, the sharks’ prey are other fishes. What does prey mean ?

a. Animals who eat other animalsb. Animals that are hunted as foodc. All animals that swimd. Animals that live together

3. When a hungry shark attacks viciously, it moves _________.

a. gently c. in slow motion

b. gracefully d. with force

4. If you deserve something, you are _____ of it.

a. worthy c. burdehed

b. ashamed d. proud

5. What does reputation mean ?

a. the way a person or thing is named

b. one’s family name

c. one’s work calling

D. Guided Practice

Directions: Read each sentence. Circle the antonym clue. Underline the wordThat is explained by the antonym clue.1. Life in the barrio is not extraordinary. It is mundane.2. The drinks served today is sparkling but yesterday was flat.3. The Spaniards called the Filipinos indolent but actually we are industrious.4. The sea today is turbulent, not calm.5. The soiled bed sheet is not clean. It needs washing.

E. Independent Practice

Group Activity Group 1 Directions: Determine if the sentence has a context clue for the underlined word.Write C on the first blank if the sentence has a context clue: write NC if it does not have on the blank, write the kind of context clue used.

Refer to LM. Group 2

Directions : Study the sentences. Find the word or word group that help you understand the meaning of the underlined word. Write the clues on your paper.

Refer to LM.Group 3 Directions: Study the following sentences. Select the word or word group that has the same meaning as the underlined word. Tell the information you used To figure out the meaning of the unfamiliar word.

F. Closure

Inference clue is a kind of context clue. In an inference clue, some kind of information is given in the sentence to help you figure out the meaning of the unfamiliar word.

IV. Evaluation

A. Directions: Select the word or word group that has the same meaning as the underlined word. Tell the information you used to figure out the meaning of the unfamiliar word.

1. The head nurse has many obligations in the hospital.a. Uniform c. patientsb. Duties d. payments

2. The firemen looked through the debris of the burned building. They tried tofind out how the fire started.a. Flames c. remainsb. Twisted steel d. broken doors

3. Alvin holds a grudge against me when I did not vote for him in the studentElection.

a. Feeling of forgiveness c. feeling of happinessb. Feeling of bitterness d. feeling of encouragement

B. Directions: Read each sentence. Circle the antonym clue. Underline the word that is explained by the antonym clue.4. The parents were lukewarm in their response. They were not enthusiastic.5. Mother changed the drab color into something lively.

Week 5Day 3

Think and Tell

Study the following sentences. Find the meaning of the underlined word. What word in the sentence hints at the meaning of the unfamiliar word ?

Attendance in the meeting is mandatory. The parents thought it was voluntary.

The police officer was stalwart .He was not weak nor fearful.

Can you tell the meaning of the unfamiliar word ? What groups of words in the sentence helps you figure out the meaning of the unfamiliar word ?

The sky was overcast and rain was expected in the afternoon. Thousand of years ago, primitive people discovered fire and learned to cook

their food.

What words in the sentence hint at the meaning of the unfamiliar word ? What kind of context clue is used in the sentences ?

Find Out and Learn

Directions: Read the paragraph below. Infer the meaning of the underlined words.

The shark is a sea animals whose prodigious strength and size is unequalled.A hungry shark attacks its prey viciously. Because of this, many people fear the animal . But the shark does not deserve such bad reputation. In reality, sharks rarely attack human beings. The animals does so only when provoked by hunters who invade its territory. Like any other animal, the shark resents invasion of its

home.

1. The elephant is another mammal with prodigious strength Prodigious means

________a. beautiful c. wickedb. great d. unfriendly

2. Normally, the sharks’ prey are other fishes. What does prey mean ?

a. Animals who eat other animalsb. Animals that are hunted as foodc. All animals that swimd. Animals that live together

3. When a hungry shark attacks viciously, it moves _________.

a. gently c. in slow motion

b. gracefully d. with force

4. If you deserve something, you are _____ of it.

a. worthy c. burdehed

b. ashamed d. proud

5. What does reputation mean ?

a. the way a person or thing is named

b. one’s family name

c. one’s work calling

Try and Learn Directions: Read each sentence. Circle the antonym clue. Underline the wordThat is explained by the antonym clue.1. Life in the barrio is not extraordinary. It is mundane.2. The drinks served today is sparkling but yesterday was flat.3. The Spaniards called the Filipinos indolent but actually we are industrious.4. The sea today is turbulent, not calm.5. The soiled bed sheet is not clean. It needs washing.

Do and Learn

Group Activity Group 1 Directions: Determine if the sentence has a context clue for the underlined word.Write C on the first blank if the sentence has a context clue: write NC if it does not have on the blank, write the kind of context clue used.

1. Mother looked longingly at the fragile flower vases. _____________ ___________________________

2. Father was in a predicament when he did not follow the odd-even scheme traffic rule. He was in a difficult situation._____________ ____________________________

3. The coat smelled musty after it has been stored in the closest for so many months._____________ ____________________________

4. The gullies on the hillside showed the rains had washed much of the good topsoil._____________ ____________________________

5. We put up a fence on the boundary of our property. _____________ ____________________________

Group 2

Directions : Study the sentences. Find the word or word group that help you understand the meaning of the underlined word. Write the clues on your paper.

1. The dog yanked or pulled at the meat until it came off the bone.2. The sunken ship contains bag of pistoles . The bags of old gold coins are

worth a lot of money.3. The list of alternatives, that is choices, for the class trip includes a trip to the

Enchanted Kingdom.4. The fanciful or unrealistic costumes in the play are attractive. 5. Hepatitis is a very malevolent (harmful)disease.

Group 3 Directions: Study the following sentences. Select the word or word group that has the same meaning as the underlined word. Tell the information you used to figure out the meaning of the unfamiliar word.

1. The damage done by the fire was dreadful ; we lost everything we have.a. amusing c. terribleb. unimportant d. could not be explained

2. Fatima was modest about her grades, even though it was the highest in the whole grade level.

a. not happy c. not proudb. not boastful d. not sincere

3. In the LRT, I was wedged between the crowd and the door.a. offered a place c. squeezedb. pushed against d. pinned down

4. I was outraged when I saw that big boy pushing the lame boy. a. interested c. shocked b. pleased d. angered 5. The politician’s plan has many drawbacks. The people rejected it. a. advantages c. parts b. problems d. supporters

Learn Some More Directions: Study the paragraph below. At the end of the paragraph, write the underlined word. Write the meaning of the underlined word. Write the kind of context clue used to figure out the meaning of the unfamiliar word.

Malabon Zoo has an aviary or a place for keeping birds. Several tropical birds are keep here like the toucan, myna, and cockatoo. These variegated birds look like colorful butterflies.Although many visitors come to the zoo, the owner is apprehensive. Defraying or bearing the cost of the aviary is heavy. The owner came up with a novel idea to help with the expenses. He sells to the visitors souvenirs or items to remember the zoo.

Unfamiliar Words Meaning Kind of context clue used 1. ______________ _______________________2. ______________ _______________________3. ______________ _______________________4. ______________ ______________________5. ______________ _______________________

Remember Inference clue is a kind of context clue. In an inference clue, some kind of information is given in the sentence to help you figure out the meaning of the unfamiliar word.

An antonym is a word that means the opposite of a given word. In this kind of Context clue the antonym of the unfamiliar word is given within the sentence or in the next to help the reader figure out the meaning of the unfamiliar word.

Week 5Day 4

I. ObjectivesCompose clear and coherent sentences using appropriate grammatical structures;

- Conjunctions

II. Subject Matter

Topic: Conjunctions Materials: chart, pictures ,activity sheet

Reference: EN5G- Ie- 8.3 /8.4 English for All Times 5 Language p. 36-41 Focused Skill: Speaking and Writing Value: Honesty

III. ProcedureA. Setting the Stage

Directions : Listen carefully as your teacher reads letter of excuse from her student.

Say:

- Who were absent from their classes?- Why was Joyce absent and was able to go to school?- Did Joyce explain clearly their reasons to be excuse?Why?

B. Explaining the students What to Do

Say : Have you been absent from your class before? When was that? Why were you absent? Tell the class when you were absent and why. Use these patterns: I was absent last __________________.I was absent because _______________.(or : I missed my classes last _______________. I missed my classes because ___________.

You have learned that related ideas or thoughts can be joined by the conjunctions and, or, and but . Compound sentences are then built. Other conjunctions can also be used. This is to show a clear and preciserelationship between ideas or thoughts. These are as follows :

because when if unless soso that where although since

When these conjunctions are used, another kind of sentence is built. This sentence is called a complex sentence.

C. ModelingDirections: Look at how the ideas below can be combined into complex sentences. Can you explain the meaning of each combination ?

You rest and sleep. You have a bad cold.

1. You rest and sleep because you have a bad cold.2. You rest and sleep if you have a bad cold.3. When you have a bad cold, you rest and sleep.4. You rest and sleep although you have a bad cold. 5. Since you have a bad cold, you rest and sleep.

Which sentences tell why you have to rest and sleep? Which tells a condition for you to rest and sleep ?

When combining two ideas into one sentence, think how they are relatedTo each other. Then, choose a conjunction that will clearly show that relationship.

D. Guided Practice

Directions: Can you combine the ideas in this paragraph clearly ? Use the appropriate conjunctions and form complex sentences.

We wanted to go camping. We love the outdoors. We packed our supplies. We boarded the bus. We sang. We would not feel bored and sleepy.

Did you come up with these complex sentence ?

1. We wanted to go camping because we love the outdoors.2. After we packed our things, we boarded the bus.3. We sang so that we would not feel bored and sleepy.

E. Independent Practice

Group Activity Group 1 Directions: Go around the classroom. Ask classmates to answer the questions or to complete the statements below. Record every answer.

Refer to LM. Group 2

Directions : Choose the most appropriate conjunction to connect the ideas in each sentence.

Refer to LM.Group 3 Directions: Complete each into a complex sentence. Add another idea appropriate to the given conjunction.

Refer to LM.

F. Closure

Use conjunctions like, because, so that, when, where, if, although, among others, to express clear relationships. A complex sentence is made up of two or more ideas combined using the said conjunctions.

IV. Evaluation

Directions: Combine the given ideas into a complex sentence. Use appropriate conjunctions like because, if, although, unless, so that, before, after, when, were among others. Example : I like gardening. I love green plants.Answer: I like gardening because I love green plants.

1. I like farming. It is a man’s work.2. I started gardening. I was seven.3. I used pots made of small cans. I was still young for a garden pot.4. I used animal manure as fertilizer. My plants grew healthy and robust.5. I save some of my earnings in the bank. I can buy my favorite reading books.

Week 5Day 4

Think and Tell Directions : Listen carefully as your teacher reads letter of excuse from her student.

Say:

- Who were absent from their classes?- Why was Joyce absent and was able to go to school?- Did Joyce explain clearly their reasons to be excuse?Why?

Find Out and Learn

Directions: Look at how the ideas below can be combined into complex sentences. Can you explain the meaning of each combination ?

You rest and sleep. You have a bad cold.

1. You rest and sleep because you have a bad cold.2. You rest and sleep if you have a bad cold.3. When you have a bad cold, you rest and sleep.4. You rest and sleep although you have a bad cold. 5. Since you have a bad cold, you rest and sleep.

Which sentences tell why you have to rest and sleep? Which tells a condition for you to rest and sleep ?

When combining two ideas into one sentence, think how they are relatedTo each other. Then, choose a conjunction that will clearly show that relationship.

Try and Learn

Directions: Can you combine the ideas in this paragraph clearly ? Use the appropriate conjunctions and form complex sentences.

We wanted to go camping. We love the outdoors. We packed our supplies. We boarded the bus. We sang. We would not feel bored and sleepy.

Do and Learn

Group Activity Group 1 Directions: Go around the classroom. Ask classmates to answer the questions or to complete the statements below. Record every answer.1. I climb a mountain if………..2. I paint when …………….3. We study hard so ………..4. We can learn anything fast if ……..

I play the guitar although ……………

Group 2

Directions: Complete each into a complex sentence. Add another idea appropriate to the given conjunction.

1. It was a warm and bright day when ________.2. Dondon and Edgar dressed up well because _______.3. They had formed a singing group since ____________.4. The boys had practiced for long hours so that __________.5. They would not join the singing contest unless __________.

Group 3

Directions : Choose the most appropriate conjunction to connect the ideas in each sentence.

1. Dona brings a waterjug ( when, where ) he goes hiking.2. I like hiking, too, ( since, although ) it can be tiring.3. ( When, Before ) I get very tired, I usually take a rest.4. I began hiking 9 since, if ) I was seven.5. You should not climb the mountain( so that, unless ) someone is with you.

Learn Some More

Directions: Complete each into a complex sentence. Add another idea appropriate to the given conjunction.

1. They strongly believe in winning because ___________.2. The audience was very quiet when ________________.3. At last the time came when __________.4. After _________, the boys continued to practice singing.5. If _________, you should develop by using it well.

Remember

Use conjunctions like, because, so that, when, where, if, although, among others, to express clear relationships. A complex sentence is made up of two or more ideas combined using the said conjunctions.

Week 5Day 5

I. Objectives1. Analyze a 2- stanza poem in terms of its elements ( rhymes, sound

devices, imaginary and figurative language )2. Distinguish among various types of viewing materials.

II. Subject Matter

Topic: Analyzing a 2- stanza poem in terms of its elements Materials: chart, poems ,activity sheet

Reference: EN5RC – I e – 6 / EN5VC – I e 6 Developing Reader Power 5 p. 35-37 Focused Skill: Analyzing Value: Appreciate all the creatures of God.

III. ProcedureA. Setting the Stage

Presenting some lines from several poems.

Slides Presentation

B. Explaining the students What to Do

Say : Here are some lines from several poems. Can you tell the meaning of the underlined words ? What do the underlined words describe ?

Figurative Language describes things in new ways. This kind of Language goes beyond what words actually mean. Poets often use figurative language meanings.

C. Modeling Directions: Read the poem. THE NIGHT WILL NEVER STAY By : Eleonor Farjeon The night will never stay,

The night will still go by, Though with a million stars You pin it to the sky Though you bind it with the blowing wind, And buckle it with the moon. The night will slip away. Like a sorrow or a tune

What do you call the underlined word? How did the poet describe the moon? Can moon really do what the poet’s suggest?

D. Guided Practice

MEXICAN PALM By: Emilie F. johnson My tree is like a duster reaching high. Stretching forth to sweep the cloudy sky.

How the author describes the tree?

E. Independent Practice

Group Activity Directions : Study the following lines from some poems. Identify the figurative language used. Tell the meaning of the figurative words in everyday language. Group 1: Group 3:

Where carts are blueAnd barns are red,And the road unwindsLike a twist of thread.

Group 2:

They seem like animal eyes in the darkThat are stealthily searching for prey;And the road is afraid for it wriggles its tailAnd hurriedly slithers away.

F. Closure

Figurative Language describes things in new ways. This kind of Language goes beyond what words actually mean. Poets often use figurative language meanings.

Slowly,silently now the moonWalks the night in her silver shoonThis way and that , she peers and seesSilver fruits upon silver trees.

IV. EvaluationDirections: Study the lines from poem. Identify the figurative language used. Tell the

meaning of the figurative words in everyday language.

Butterfly, butterfly,light a summer air

Dartting up,floating down,drifting everywhere

Are the fairies using you.

As an airplane for a fairy crew ?

Week 5 Day 5

Think and Tell

Directions: Study the following lines from some points. Identify the figurative language used. Tell the meaning of the figurative words in everyday language.

1. Where carts are blueAnd barns are red,

And the road unwindsLike a twist of thread.

2. The moon like a flowerIn heaven’s high bower,

With silent delightSits and smiles in the night.

3. My turtle is a tidy boy!When he is tired of play,

He folds himself up carefullyAnd puts himself away.

Find Out and Learn

THE NIGHT WILL NEVER STAY By : Eleonor Farjeon

The night will never stay,The night will still go by,

Though with a million starsYou pin it to the sky

Though you bind it with the blowing wind,And buckle it with the moon.

The night will slip away. Like a sorrow or a tune

.

What do you call the underlined word? How did the poet describe the moon? Can moon really do what the poet’s suggest?

Try and Learn

MEXICAN PALM By: Emilie F. johnson My tree is like a duster reaching high.

Stretching forth to sweep the cloudy sky

How the author describes the tree?

Do and Learn Group Activity Directions : Study the following lines from some poems. Identify the figurative language used. Tell the meaning of the figurative words in everyday language. Group 1: Group 3:

Where carts are blueAnd barns are red,And the road unwindsLike a twist of thread.

Group 2:

They seem like animal eyes in the darkThat are stealthily searching for prey;And the road is afraid for it wriggles its tailAnd hurriedly slithers away.

Remember

Figurative Language describes things in new ways. This kind of Language goes beyond what words actually mean. Poets often use figurative language meanings.

Slowly,silently now the moonWalks the night in her silver shoonThis way and that , she peers and seesSilver fruits upon silver trees.