Professional Documents
Culture Documents
Charmaine B. Bramida
Lacaba
Student
Instructor
A. Objectives
After revisiting the past, the students must be able to:
1. Use pictures and context clues to get meanings of words and
phrases
2. Determine how pitch, phrasing, and pacing affect understanding
of a message
3. Observe the right pitch, phrasing, and pacing when reading texts
or passages aloud participating in conversations
4. Use appropriate idiomatic expressions in a variety of basic
interpersonal communicative situations
5. To organize ideas in the myths using comparison-contrast chart
6. Formulate correct simple sentences
7. Recognize the various sections of the library
8. Use materials in the different sections of the library
9. Write a five-to-seven sentence paragraph about the information
gathered
B. Assessment Plan
1. Pre-assessment
Word of Mouth and Memory Lane
2. Post-assessment
Library Visit and The Living Past
C. Resources
Materials
a. Copies of listening and reading texts
b. Pictures
c. Table/chart
Equipment
a. Laptop/computer
b. LCD projector
Sources:
Pajo
http://www.seasite.niu.edu/Tagalog/Tagalog_for_Kids/Picture_Stories/Palay/Palay1.htm
http://www.scribd.com/doc/21240736/Bohol-Folklore-Maria-Casenas-
D. Activities
1. Introduction DAY 1
Word of Mouth: Unlocking Vocabulary Difficulties (10 minutes)
Ask students to give the meanings of words through pictures and
context clues.
Class, are you familiar with these words?
What do you do when you encounter words that are unfamiliar
to you?
Aside from consulting the dictionary, we can also learn the
meaning of a word
through pictures and context clues.
(Show picture) What can you say about the picture? What do
you think does the word drought mean by looking at the
picture?
(Show sentence) A sentence can also have an opposite
meaning or antonym to show contrast with the unfamiliar word.
In this sentence, what do you think does scarce mean?
(Show sentence) You can also get clues of what the word
means based on the actions performed. In this sentence, what
action gives a clue for the word exhaustion? What do you think
does exhaustion mean?
(Show sentence) Examples can also unlock the meaning of a
word. In this sentence, given the example, what does the word
vigorous mean?
(Show sentence) An unfamiliar word can also be unlocked
through the repetition of a familiar word or a synonym. In this
sentence, what could be the synonym of the word tranquil?
What then do you think is the meaning of the word?
Memory Lane: Activating Prior Knowledge (5 minutes)
a.
Ask students about their knowledge regarding rice.
Class, what do you know about rice? Do you eat rice?
What kinds of rice
do you eat?
b.
Have them listen to the text The Origin Rice (Bohol
version) that you are to read.
Are you fond of legends and myths?
c. Let them share their answers with the class by supporting them
with lines from the text.
d. Remind the class to observe the effective oral language
conventions in expressing their ideas and reactions/opinions
4. Expansion
Finding Meaning: Vocabulary Development (20 minutes)
a. Introduce idiomatic expressions by defining them and by giving
examples.
In the texts you have read, you may have encountered some
idiomatic expressions. Idiomatic expressions are phrases or sayings
whose meaning cannot be understood by the individual words or
parts. Here are sentences from the selection that used idiomatic
expressions (Show sentences) 1. So beautiful was she, that the God
Lalahon almost lost his senses. 2. Lalahons troubles did not come to
an end.
Here are some other examples of idiomatic expressions and
their meanings.
b. Ask students to use the given idiomatic expressions in
meaningful sentences.
Who can give me a sentence using one of these idiomatic
expressions?
c. Expand their knowledge of idiomatic expressions by asking them
to do the research task and the Pictionary as homework.
d. Explain what a Pictionary is, its purpose, and its parts.
A Pictionary is the literal representation of the idiomatic
expression. (Show example)
e. Encourage them to be creative.
f. Suggested Criteria for Evaluation:
Clarity (meaning of idiomatic expressions) 5 points
Depth (use of the expressions in sentences) 10 points
Correctness (grammar structure and mechanics of writing) 5
points
Creativity (pictures and layout) 10 points
Total = 30 points
Making it Simple: Grammar Lesson (15 minutes) DAY 3
a. Ask students to read aloud the given sentences.
Okay class, I have here some sentences taken from the
selections you have read last meeting. Okay, everyone read the
sentences properly in unison.
He looked up to see the heavens darken with rain.
5. Synthesis DAY 4
Library Visit: Library Work (30 minutes)
a. Coordinate with the librarian to conduct a library orientation
focusing on the different sections of the library
b.
c.
1. Circulation Section this section contains the general
collection of books, fiction, and non-fiction, which the students
can borrow for home use.
d.
e.
2. Reserve Section Kept in this section are books that
maybe requested by some teachers to be made available for
p.
at.