Fourth Grading Period

Week 6 Day 1

I.Objectives
a. Summarize information from various text types
b. Respond appropriately to messages of different authentic text

II. Subject Matter:

Topics:
Summarizing information from various text types
Responding appropriately to messages of different authentic text
References:
EN5LC-IVf-3.13; EN5RC-IVf-5.5
Materials:
Boxes with reading materials, different text types

III. Procedure
Setting the stage
Review the text types.
Ask the students to differentiate the following text types.
Organize texts according to the categories and let them choose what to read.
Explaining the students what to do
Say: Choose from the boxes the text types you wish to read. After reading, summarize what you have read in a space
provided in the LM.
Let the students choose a preferred text type and summarize afterwards.
Let the students share to the class the summary of one of their preferred text type and ask about their reaction to the
messages underlying the text.
Modeling fthe pupils
Show the students what to do by setting an example.
Emphasize the process and guidelines in summarizing texts.
Remind how to appropriately respond to messages of authentic text types
Guided Practice
Select a preferred text type and distribute to the class for guided practice.
Read Aloud the text to the students.
Ask what text type the text is.
Ask the students to summarize what they have heard.
Ask the students to respond/react to the message of the summary of the text.
Independent Practice
Provide enough time for the students to read and summarize different text types they prefer.
Provide r time for the students to react to their own work and to other’s work.
Closure/Assessment:
What have you learned from today’s lesson?

IV. Evaluation:
ConclusionIs the response of each members of the class to the message of the summarized texts appropriate?

Fourth Grading Period

Week 6 Day 2
I.Objectives:
a. Use complex sentences to show cause and effect
b. Use verbal and non-verbal cues in a TV broadcast
c. Show tactfulness when communicating with others

II. Subject Matter:

Topics:
Using complex sentences to show cause and effect
Using verbal and non-verbal cues in a TV broadcast
Showing tactfulness when communicating with others
References:
EN5G-IVf-1.9.1; EN5OL-IVf-4; EN5A-IVf-17
Curriculum Guide p. 82
Materials:
Perception charts, visual aids, TV, news clip

III.Procedure
Setting the stage:
Review the use of verbal and non-verbal cues.
Review complex sentences.
Review cause and effect relationship.
Explaining the students what to do
Say: I have here cues in daily Philippine news. Write a complex sentence stating the cause and effect on each topic.
Say: Then you will go to your groups and simulate a broadcasting using the complex sentences you made out of the cause
and effect topic you have written.
Say: Use verbal and non-verbal cues during the duration of your Broadcasting.
Modeling for students
Show the students a video example of what is expected as an output.
Emphasize the rules and regulations in simulation and the grading for their group work.
Guided Practice
Ask the students to group themselves and practice what they are to present.
Remind the students of the verbal and non-verbal cues and complex sentences they are to make while broadcasting cause
and effect.
Independent Practice
Provide enough time for the students to perform per group.
Closure/Assessment:
What have you learned from today’s lesson?
Evaluation:
Rate the group presentation based on standards as agreed upon.

Fourth Grading Period

Week 6 Day 3
I.Objectives:
a. Read grade level text with 128 words correct per minute.
b. Respond appropriately to different authentic texts.
c. Identify different meaning of content specific words (denotation and connotation) TLE.

II. Subject Matter:

Topics:
Reading grade level text with 128 words correct per minute.
Responding appropriately to different authentic texts.
Identifying different meaning of content specific words (denotation and connotation) TLE.
References:
EN5F-IVf-1.13; EN5RC-IVf-5.5; EN5Vf-20.1
EN5V-IVf-20.2; Curriculum Guide p. 82.
Materials:
Kitchen utensils and ingredients as specified by the cook book, cook book excerpt

III.Procedure
Setting the stage:
Present to the students a recipe. Ask the students to read it.
Call another student to read the recipe.
Call the students to read the recipe in group in two’s three’s etc.
At the end of the lesson you will be able to restate the sentences heard in your own words correctly with 128 words per
minute.
Explaining the students what to do
Say:Do you know how to cook? Have you ever read a cook book? Read the recipe in the cook book aloud.
Let the students find out the denotation and connotation of the emphasized words using a dictionary.
Answer the questions that follow orally.
Guided Practice
Let the students apply what they have read with the help of the teacher.
Prepare the materials and ingredients as instructed in the cook-book recipe.
Let the students do what the instructions tell. Let the teacher observe if the students understand and can apply what they
have read.
Independent Practice
Provide enough time for the students to apply what they have read.
Closure/Assessment:
What have you learned from today’s lesson?
Evaluation:
Rate the group activity based on the results or output of the students.

Fourth Grading Period

Week 6 Day 4
I.Objectives:
a. Compose a three-paragraph descriptive essay on self-selected topic
b. List primary and secondary sources of information
c. Observe politeness at all times

II. Subject Matter

Topics:
Compose a three-paragraph descriptive essay on self-selected topic.
List primary and secondary sources of information.
Observing politeness at all times
References:
EN5SS-IVf-5; EN5WC-IIIf-2.2.8;
Curriculum Guide p. 82
Materials:
Library holdings, paper, ballpen and LM

III.Procedure
Setting the stage:
Visit the library.
Let students find books with topics that would fit their interest and ask them to list it as primary or secondary sources.
Observe politeness inside the library.
Explaining the students what to do
Say:today we are going to library.
Say: List all the books were you can find the topics you are interested in.
Write three paragraph descriptive essay on the self-selected topic.
Say: Observe politeness at all times.
Guided Practice
Present a chart of the polite expressions to be used in the library.
Practice the expressions in a conversation form.
Independent Practice
Let the students choose their topics freely from the books in the library.
Let them list their primary and secondary sources.
Let them write three-paragraph descriptive essay on the self-selected topic.
Closure/Assessment:
What have you learned from today’s lesson?
Evaluation:
Compose a three-paragraph descriptive essay about a topic you are interested in.

Fourth Grading Period

Week 6 Day 5
I.Objective:
a. Determine images/ideas that are explicitly used to influence viewers, stereotypes, points of view, and propaganda.

II. Subject Matter:

Topic:
Determining images/ideas that are explicitly used to influence viewers, stereotypes, points of view, and propaganda.
References:
EN5VC-IVf-7; EN5VC-IVf-7.1; EN5VC-IVf-7.2
EN5VC-IVf-7.3; Curriculum Guide p. 82
Materials:
Television, worksheet, advertisement video clips

III.Procedure
Setting the stage:
Present an advertisement clip to students.
Remind students on the guidelines on how to watch/view the TV as a group.
Explaining the students what to do
Say: Have you ever watched advertisements? Have you ever been persuaded by advertisements to buy their products? Let
us watch some of the TV commercial/ advertisements we are familiar with.
Ask the students to determine the images or ideas that are explicitly used to influence the viewers.
Guided Practice
Give students worksheets (LM) as a pattern/guide on how to determine the advertisement kinds (stereotypes, point of
view, propaganda).
Explain to the students the different kinds of advertisements as stated above.
Give examples of each advertisement and the images/ideas they have that influence viewers.
Independent Practice
Watch the advertisements together and ask the students to list down the images or ideas that were explicitly used to
influence the viewers.
Closure/Assessment:
What have you learned from today’s lesson?
Evaluation:
Classify the Advertisements as whether stereotypes, point of view or propagandas.
Rate the group activity based on the results or output of the students.