English Grade 4

3. Teaching/Modelling Say: Describe each picture. Write your answers on the board. (Expected Answers: Andy is the boy who does not like to sleep early. Tubby the pot bellied cat sleeps on his bed. Andy hurriedly goes upstairs when he is about to sleep. He cannot push Tubby out of his bed so Andy sleeps on a small corner of his bed.) Ask: What conclusion can you give for the story? Say: Write it on the board. (Expected Answers: Andy decides to sleep earlier but the cat sleeps there. The next day, he goes to bed earlier than yesterday. But the cat sleeps earlier than him. Finally, Andy sleeps earlier than Tubby. Andy has a very sound sleep.) Ask: How did you come up with your conclusion? What are your basis? (Expected Answers: The past events in the story are our bases in giv- ing conclusion.) (As the children are giving their sentences, remind them to use prepositions properly.)4. Guided Practice Say: Let us write the sentences on the board. This is how we are going to write our conclusion in paragraph form. (The pupils will write on the board and be guided by the teacher.)5. Independent Practice Say: Tubby is an exceptional pet. Do you want a pet like Tubby? What is your dream pet? Use the following questions to form a paragraph. 1. What is the name of your pet? 2. What is the color of your pet? 3. How do you take care of it? 4. What does your pet eat? 5. Where does it sleep? 6. How do you feel when you take care of your pet? Show paragraph pattern on the board. _______________________ _______________________________________ ___________________________________________ ___________________________________________ ___________________________________________ _____________________________________. Teaching Point An index is placed at the end of the book and lists all the major topics in alphabetical order and their corresponding page number. 387

Study StrategyA. Review Ask: What is an Index?B. Presentation Say: Study the Index of you English book.C. Teaching/ ModelingHow are the topics in the Index arranged? What are the topics that startwith A?If I would like to read about birds, what pages can I find it? What lesson isfound on page 189?D. Guided Practice Refer to LM, Do and Learn Study the above index in the Read and Learn and answer the following questions.E. Independent Practice Refer to LM Work in a group. Give different textbooks with an index to each group.Example: Group 1- Science Group 3- English Group 2- Math Group 4- other textbooksTeachers will prepare in advance 5 questions to be answered by eachgroup.Assignment:Go to the library and find short stories about pets. Look at the index of thebook to help you locate the topic. Then write a three-to-five-sentenceparagraph for the conclusion of the story that you read.Week 5: Fun Day with Grandma I. Objectives A. Expressive Appreciate the humor and absurdity of a poem. Enjoy the rhyme, rhythm, and repetitive quality of the poem B. Instructional Listening Comprehension/Reading Comprehension Give conclusions for humorous/cumulative poem heard Oral Language Provide conclusions for humorous/cumulative poem heard 388

Vocabulary Development Identify meaning of words with suffixes –full and –less Oral Reading Fluency Read aloud cumulative poem Study Strategy Interpret chart Grammar Use prepositional phrases in sentences Writing Composition Write three to four sentences showing conclusion about the topic presented Attitude towards literacy, literature and language Express interest in text by reading available print materialsII. Subject Matter A. Topics 1. “There Was an Old Lady Who Swallowed a Fly” 2. Providing conclusions for the story heard 3. Interpreting chart 4. Prepositional Phrases 5. How to Make a Stick Puppet – Ref. Me and My World I p. 193 6. Writing a conclusion about the topic presented 7. Expressing interest in text by reading available print materials B. References English for You and Me Reading Textbook for Grade Four by Benita Miranda pp. 171-176 Me and My World p. 193 C. Materials • charts • flashcards • pictures Value: Appreciate the repetitive rhythm of the poem. 389

Day 1 I. Objectives 1. To appreciate the humor and absurdity of a poem 2. To enjoy the rhyme, rhythm and repetitive quality of the poem 3. Give conclusions for humorous/cumulative poem heard 4. Express conclusions to humorous/cumulative poem heard II. Procedure Everyday Activities: “Show and Tell” Every day, one pupil will show an object and ask the class: What do I have? Where is it? The pupil will then tell the class the name of the object, describe its color, size and shape and where he/sge got it. Example: What do I have? Where is it? You’re right. I have a ball here inside the box. (He will show it) It is blue. It is round. I use it every day in playing. Mother bought it from the market. A. Pre- listening activities 1. Unlocking of Difficulties (swallowed, catch, absurd)  swallowed (through action) The teacher will demonstrate through action. Pretend I have a biscuit. She will put it inside his/her mouth and then exaggeratedly swallowed the food. Say: I swallowed the biscuit.  catch (through action using a ball) The teacher will throw a ball and instruct somebody to catch the ball.\ Ask: What did your classmate do with the ball?  absurd (through contextual clues) The boy does absurd things because he put a frog on the food of his sister, kept the other pair of his sister’s slipper and locked her inside the room. He is so foolish. 2. Motivation Ask: What will happen if you accidentally swallowed a fly? 3. Motive Question Say: I am going to read to you a story. Its title is, “The Old Woman Who Swallowed a Fly”. What do you want to find out from the story? (What happened to the old woman who swallowed a fly?) 390

B. During Listening There Was an Old Lady Who Swallowed a Fly Poor old lady, she swallowed a fly. I don’t know why she swallowed a fly. Poor old lady, I think she’ll die! Poor old lady, she swallowed a spider, It squirmed and wriggled and turned inside her. She swallowed the spider to catch the fly. I don’t know why she swallowed a fly. Poor old lady, I think she’ll die! Ask: What do you think will be the next animal the old woman will swallow? Poor old lady, she swallowed a bird. How absurd! She swallowed a bird. She swallowed the bird to catch the spider. She swallowed the spider to catch the fly. I don’t know why she swallowed a fly. Poor old lady, I think she’ll die! Ask: What do you think will be the next animal the old woman will swallow? Poor old lady, she swallowed a cat. Think of that! She swallowed a cat. She swallowed the cat to catch the bird. She swallowed the bird to catch the spider. She swallowed the spider to catch the fly. I don’t know why she swallowed a fly. Poor old lady, I think she’ll die! Ask: What is next after the cat? Poor old lady, she swallowed a dog. She went the whole hog when she swallowed the dog. She swallowed the dog to catch the cat. She swallowed the cat to catch the bird. She swallowed the bird to catch the spider. She swallowed the spider to catch the fly. I don’t know why she swallowed a fly. Poor old lady, I think she’ll die! Say: Oh, no! Ask: Can you swallow a dog? What do you think will be the next animal? 391

Poor old lady, she swallowed a cow. I don’t know how she swallowed a cow. She swallowed the cow to catch the dog. She swallowed the dog to catch the cat. She swallowed the cat to catch the bird. She swallowed the bird to catch the spider. She swallowed the spider to catch the fly. I don’t know why she swallowed a fly. Poor old lady, I think she’ll die! Ask: What do you think will happen next? Poor old lady, she swallowed a horse. She died, of course. Ask: What happened at the end of the story? Why did the old woman die after she swallowed the horse? (Because the horse can swallow the cow, being smaller. There was no more space in her stomach.) http://www.poetry4kids.com/classic-27.html#.VSuq6fDRi4A (Group reading by the pupils) Say: I like the way the lines and stanzas of the poem are repeated. I enjoyed reading it. Ask: Would you like to try reading it? Notice that words are repeated many times. Ask: What are those words? Say: Let’s read. She, swallowed, to catch, the, fly, spider, bird, cat, dog Dramatic reading of the poem by the pupils (group, individual, by stanza, the whole poem)Day 2Post Listening activities I. Objectives 1. Appreciate the humor of a poem heard or read 2. Express conclusions to a humorous/cumulative poem heard 3. Read words with r-controlled vowels -ir 4. Write at least three to four sentences showing a possible conclusion to the old woman’s story. 392

II. Learning Activities A. Phonics Drill Reading words with r-controlled vowels -or as in for:-orch -ord -ork -orm -orn -ortporch cord cork dorm born fort torch lord fork form corn portscorch chord stork storm horn sort sword morn short torn snort worn sport scorn sworn thornPhrases:cord and sword lord has sword sort the corn form a stormscorch the torch Sentences:1. Give more corn for Mrs. Horn.2. She sorts the cord and sword.3. A storm is formed.4. A cork, a fork, and a stork were on the porch. Hickory, Dickory Dock Hickory, dickory dock The mouse ran up the clock The clock struck once The mouse ran down Hickory, dickory dock From the Collection of Nursery RhymesB. Reading of the Poem by the Teacher/PupilsC. Cooperative Group Activities/Differentiated Activities (Grouping is based on interest or multiple intelligences.)Group 1 and 2 – Draw the insects and animals in the story. Start from flyto horse. 393

Group 3 and 4 – Do you believe that an old woman could swallow animals? Write at least 3 to 4 sentences explaining why/ Group 5 – Write a three-to-four sentence paragraph stating what the old woman would do if she swallowed a fly. D. Discussion 1. What are the animals mentioned in the poem? 2. What did the old woman do to the fly? 3. Can an old woman swallow a fly? 4. If you were the old woman, what would you do to catch the fly? (Group 1 will show us their work.) 5. What did the old woman do? (The old woman swallowed the animals) 6. Do you believe that an old woman can swallow animals? (The next group will show their conclusions written on a manila paper.) (Group 3 and 4 please present your opinions.) 7. What can you say about this poem? 8. If you have a grandmother who swallowed a fly, what would you do? (Group 5 will read to us their advice.) 9. Could an old woman swallow those animals? What animal could an old woman swallow? What animal do you believe the old woman can no longer swallow? 10. What is the purpose of the writer of the poem? (Reading the poem by the class, then by groups and finally by individuals.) Assignment: Write three to four sentences showing your conclusion about the poem, “There Was an Old Lady Who Swallowed a Fly.”Day 3 I. Objectives Give the meaning of words with suffixes -full and -less II. Learning Activities Everyday: Recite the Jazz Chant: Banker’s Wife Blues A. Presentation Read the following sentences: These are some of the conclusions from the story, “There was an Old Woman who Swallowed a Fly” 1. The old woman was so powerful that she could swallow a lot of animals. 2. The old woman was careless to have swallowed a fly. 3. The old woman is beautiful. 4. She had a sleepless night when she swallowed the fly. 394

Say: Let us study the underlined words in the sentence.Word Root Syllable added Meaning of Meaning of Word after the root suffix the word word (Suffix)powerful power ful full of full of powercareless care less without without carebeautiful beauty ful full of full of beautysleepless sleep less without without sleepAsk: What is the root word of the word powerful? What syllable was added after the root word? What does suffix -ful mean? What is the meaning of the word? What does a suffix do to the word? (It changes the meaning of the word.) What is counterpart of powerful? What is counterpart of careless? Does the word beautiful have counterpart? Does the word sleepless have counterpart? What other words with suffixed -full or -less do not have counterparts?B. Guided PracticeNotice these:1. joy (happy) Joyful (full of joy)2. power (strength) powerless (without power)3. hand (part of the body) handful (enough to fill a hand)Try this:Refer to LM, Try and LearnCircle the words with syllables -ful and -less.Refer to LM, Find Out and LearnC. Independent Practice Refer to LM, Find Out and Learn Match each word in Column A with the meaning in Column B. Write the letter of the correct answer on the blank. 395

Day 4GRAMMAR I. ObjectivesUse prepositional phrase showing location in sentences II. Learning ActivitiesA. PresentationPrepositional phraseSay: Study the following. Underline the preposition in each phrase. These are prepositional phrases. Ask: What made up a prepositional phrase? Is there a noun or pronoun in each phrase?1. on the desk 6. under the chair2. above the trees 7. in the vase3. below the ground 8. on the teacher’s chair 4. under the sun 9. over the wall5. in the closet 10. above the skyB. Teaching/ModelingStudy the following sentences. Underline the prepositional phrase in thesentence.1. The old woman drives away the flies around the table.2. She watched the food until her children and grandchildren arrived.3. While waiting, she heard the screech of the car from the garage.4. The children happily got out of the car.5. It was about seven o’ clock in the evening when they started eating.6. Her son told the family that they saw a beggar along the road.7. The children told grandmother that they gave all the food at the back of the car to the beggar.8. How happy grandmother was!Say: Aside from other prepositional phrases that we have studied, there are more prepositional phrases. Encircle the preposition in each sentence. Remember that a prepositional phrase is made up of a preposition and a noun or pronoun and all the other words in between.C. Guided PracticeGroup WorkSay: We will have a contest by groups. (Show them envelopes with the phrases inside them.) 396

Say: Here are jumbled phrases. Arrange the jumbled phrases to form a sentence with a prepositional phrase. The first group that arranges the phrases correctly will be the winner. (Post a picture illustrating the following sentences.) 1. The old woman around the house. has many animals (Answer: The old woman has many animals around the house.) 2. in the doghouse. dogs She has (Answer: She has dog inside the doghouse.) 3. her cats and chickens at the backyard. She feeds 4. under the tree. grazed Her cow 5. from morning until night. She takes care of them D. Independent Practice Refer to LM, Do and Learn Say: This time we shall have a different activity. Everybody will make a stick puppet. Follow the printed directions. If you have understood the use of prepositional phrase, then you can come up with a beautiful stick puppet. (The teacher may write the steps on How to Make Stick Puppets on a Manila paper) Refer to Do and Learn, LM Ask some pupils to share their experience in doing the activity. Do you think you followed the instructions correctly? Did you draw your character front and back? Where did you place the stick? Did you enjoy doing the project?Day 5 I. Objectives Spell correctly the words in the vocabulary list and the words in the selection/ poem read. Write a three to four sentence paragraph giving conclusion of a poem heard. Read the poem aloud. 397

II. Learning Activities1. Conduct a spelling test. swallowed 1. The old woman swallowed a fly. absurd 2. How absurd is it to swallow a fly? woman 3. The old woman swallowed a spider. spider 4. She swallowed a spider to catch the spider. catch 5. She swallowed the bird to catch the spider pot bellied 6. Tubby is a pot-bellied cat. disappointed 7. Father and mother were disappointed with Andy. attentive 8. Andy was attentive when his parents advised him to sleep early. impolite 9. Tubby was impolite to be sleeping on Andy’s impolite bed but it is a clever way of teaching Andy. sprawled 10. Tubby sprawled out on Andy’s bed. 2. Reading the Poem Aloud The teacher first models the reading of the poem, “The Old Woman Who Swallowed a Fly.” The teacher can call pupils to read the poem while the rest of the class are told to read with their eyes only.3. Discussion • What is the poem about? • What did the old woman swallow? • Is it really possible that an old woman could swallow all those animals? • What could possibly happen if an ordinary woman would swallow any of those animals? Why do you say so? • What kind of old woman was she? Think of words that would suitably describe her.4. Reading of the poem by class, in groups and then individually.5. WritingSay: Our character in the poem is the old woman who swallowed a fly. She swallowed different animals. Please give at least 3 to 4 sentences showing what could happen or give a possible conclusion to the poem. Use the following phrases: Refer to LM, Write About It 398

Week 6Fishing is Fun I. Objectives A. Expressive Admire the little girl’s smart way of solving the problem Realize that big things can come from small things Appreciate the humor in the story B. Instructional 1. Distinguish fact from opinion in a narrative 2. Express facts or opinion in a narrative 3. Identify meaning of words with the suffixes -er and -or 4. Read grade level text correctly 5. Interpret bar and line graphs 6. Use simple sentences with simple subjects and simple predicates 7. Write three to four sentences expressing opinion in a narrative text 8. Explain how specific aspects of text illustrations contribute to what is conveyed by the words in a text II. Subject Matter A. Topic 1. The Five Foolish Fishermen 2. Fact and Opinion 3. Suffixes –er and –or 4. Simple sentences with simple subjects and simple predicates 5. Writing three to four sentences expressing opinion B. Materials chart, illustration of the story C. Reference Me and My World pp. 171-173 Every day: Banker’s Wife Blues (Jazz Chant) Where does John live? He lives near the bank. Where does he work? He works at the bank. What does he do? He ________ at the bank. When does he work? He works all day and he works all night, at the bank, at the bank at the great big bank. 399

Where does he study? He studies at the bank. Why does he work all day all night all day all night at the bank at the bank at the great big bank? Because he loves his work more than his life and he loves his money more than his wife What are the blues of the banker’s wife? (Unlock blues as problems)Day 1 I. Objectives 1. Admire the little girl’s smart way of solving the problem 2. Realize that big things can come from small things 3. Appreciate the humor in the story 4. Distinguish fact from opinion in a narrative 5. Use a simple sentence with a simple subject and a simple predicate II. Learning Activities A. Pre-Listening Activities 1. Unlocking of Difficulties / Vocabulary Development (foolish, fell into the sea, basket full of fish) There was a dog walking on the seashore. He went on island hopping with his master. Along his way, he found a bone. He quickly picked it up and ran back to the boat. As he was looking down on the side of the boat, he saw another dog in the water with a big bone. He barked at the dog. How foolish for him to bark with a bone in his mouth! His bone fell into the sea. The dog in the water disappeared as the bone fell. The dog was so sad that his bone was gone, too. But his master brought home a bas- ket full of fish. The dog will surely have something for dinner. by: Michelle L. Mercado Ask: What does foolish mean in the paragraph? What other words in the paragraph mean the same as foolish? Where did the bone fall? Is there really another dog in the water? How much fish did his master brought home? 400

2. Motivation Call five pupils in front. Ask: Will you count yourselves? How many are you? 3. Motive Question How did the five fishermen count themselves?B. During Reading The Five Foolish Fishermen The five foolish fishermen went to the sea to fish. When they got back, the first fisherman said, “Let us see if there are still five of us.” So he counted, “One, two, three, four.” “Oh, no!” he cried. We are only four!” Ask: What happened to the other fisherman? “Let me count,” said the second fisherman. “One, two, three, four!” You are right! We are only four!” “Maybe one of us fell into the sea!” cried the third fisher- man. “What shall we do?” asked the fourth fisherman. Ask: What did the fishermen do? And they began to cry. Ask: Who do you think would help the fishermen find the missing fisherman? A little girl came. “Why are you crying?” she asked. “Five of us went to the sea to fish. But only four of us came back! One of us is lost!” answered the fishermen. They all cried again. “Boo hu hu! Ask: Can a little girl like her help the fishermen find the lost fisherman? “Let me count,” said the little girl. “One, two, three, four, five! There are five of you!” “Why, what a smart girl you are!” said the five fishermen. They were so happy. They gave her a basket full of fish. 401

Answering of Motive QuestionWhat was the fishermen’s problem?Did any fisherman fall into the sea?How did the fishermen count themselves?Who helped the fishermen count themselves?Is there really a missing fisherman? Why or why not?When one of the fishermen said, “Maybe one of us fell into the sea,” is thata fact or an opinion? What word in his sentence makes it an opinion?To check the idea that one of them fell into the sea, what should they do?If you were one of the fishermen, how would you count yourselves?(Reading of the story by the teacher and by some pupils)Day 2Post-Listening Activities I. Objectives 1. Admire the little girl’s smart way of solving the problem 2. Realize that big things can come from small things 3. Appreciate the humor in the story 4. Distinguish fact from opinion in a narrative 5. Use a simple sentence with a simple subject and a simple predicate II. Learning Activities Every day: Recite the Jazz Chant – Banker’s Wife Blues A. Phonics Drill Reading words with r-controlled vowels -ur as in fur-ur -urb -url -urn -urse -urtcur curb burl burn curse curt fur suburb curl turn nurse blurtblur furl churn purse spurtspur hurl spurn purl churlPhrases cat’s fur nurse’s pursecurse the nurse spurt and blurtcurb on the suburb churn, turn, and burn 402

Sentences The car bumped on a curb. The nurse’s purse was burned. The man cursed the nurse for the big purse. Rhyme: Little bird, little bird fly away home Your house is on fire Your children will burn Reading of the story, “The Five Foolish Fishermen” by the teacher and by some pupilsB. Cooperative Group Activities Group 1 Draw the scene, showing the five fishermen going to fish. Group 2 Act out the scene where the fishermen are counting themselves. Group 3 Dramatize the scene where they thought one of them fell into the sea until the girl helped them count themselves. Group 4 Write a three to four sentence paragraph about your opinion on how the fishermen should thank the little girl. Could a little girl carry a basket full of fish? If we were the fishermen, we should give the girl ___________________. Discussion of the narrative, incorporating the presentation of outputsQuestions:How many fishermen went fishing into the sea?(Group 1, present the drawing that you did. Count to us the fishermen whowent fishing into the sea.) 403

According to one of the fishermen, how many of them came back? Did one of the fishermen really fell into the sea? What’s wrong with the way they count themselves? (Group 2, present your drama.) What did they do when they thought one of them fell into the sea? Why were the fishermen crying? What attitude do these fishermen show? Who helped them find the lost fisherman? Was any of the fishermen really lost? (Group 3, present your dramatization.) What did the fishermen give to thank the girl? If you were the fishermen, what would you do to thank the girl? Could a little girl carry a basket full of fish? Was there any fish left for the fishermen? (Group 4, present your paragraph.) What incidents in the story seem to be funny? What would like us the story to tell? What is the purpose of the writer of the story? What lesson can we get from the story?Day 3 I. Objectives Distinguish fact from opinion in a narrative. Interpret bar and line graphs. II. Learning Activities A. Presentation Say: Here are some sentences from the story, “The Five Foolish Fishermen.” Ask: Which are opinions? What makes them opinion? Which are facts? What makes them facts? 1) The five foolish fishermen went to the sea to fish. 2) When they got back, they counted themselves. 3) Maybe one of us fell into the sea. 4) They must be very happy. B. Teaching/Modeling  A fact is a true statement. It is a thing or an event that really happened or existed. It can be proven by means of observation and experience.  An opinion is a view or guess which may or may not be true. It is a feeling or attitude. Clue words like think, believe, feel, must be, must, probably, seems, and often signal an opinion. Ask: Is each sentence a fact or an opinion? Did the first sentence really happen? What makes it a fact? How about the second sentence? Did it really happen? Say: Study the third sentence. Ask: Did it really happen? What words in the sentence makes it an opinion? 404

C. Guided Practice Say: Read the following paragraph and answer the questions that follow. Study the bar graph presented. Refer to Try and Learn, LM D. Independent Practice Refer to LM, Do and Learn Enrichment Refer to LM, Learn Some More Below are sentences about different games. Write F on each blank if it states a fact or O if it states an opinion.Day 4 I. Objective Use simple sentence with simple subject and simple predicate II. Learning Activities A. Review Underline the subject once and the predicate twice. 1. Andy does not sleep early. 2. Tubby is a pot bellied cat. 3. Andy’s parents are worried about Andy’s habit. 4. Grandfather thinks of a clever way to teach Andy to sleep early. 5. Andy learns his lesson. Ask: What is a subject? What is a predicate? B. Presentation Study the following sentences. These are examples of simple sentences. 1. The five foolish fishermen went to the sea to fish 2. The girl is right. Say: Underline the subject and encircle the predicate in each of the sentences. Ask: What is the subject in sentence 1? What is the predicate in sentence 1? (Ask the same questions to sentence 2) Ask: How many subjects has sentence 2? How many predicate has sentence 2? 405

Sentence 1 Subject PredicateSentence 2 fishermen - one went - one predi- subject cate girl - one subject is - one predicateAsk: Using information from the sentences, what composes a simple sentence?A simple sentence is composed of simple subject and simple predicateC. Guided Practice Refer to LM, Read and Learn Read the fable, “The Tortoise that Wanted to fly.” Be ready to answer the questions that follow. Ask The following questions and instruct the pupils to write their answers on the board. Comprehension check-up: 1. What does the tortoise want to do? 2. Who taught him how to fly? 3. Why can’t he fly? 4. What happened when he fell to the ground? 5. What lesson did he learn? 6. What is likely the ending of the story? Expected answers: The tortoise wanted to fly. The eagle taught him how to fly. He couldn’t fly because he had no wings. He fell to the ground but he was not hurt. Do not ask for the impossible but know your limits. The turtle will be contented. Ask: Which sentences have simple subjects and simple predicates? Which sentences are simple and which are not? Group Work Refer to LM, Read and Learn Work in groups. Read the story once more. Then pick out simple sen- tences with simple subject and simple predicate. Write them on the Manila paper. Be ready to post your work on the board.D. Independent Practice Refer to LM, Do and Learn Say: Look at the pictures. Construct a simple sentence for each picture. 406

Day 5 I. Objectives Identify meaning of words with suffixes -er and -or II. Learning Activities A. Presentation Say: Read the sentences taken from the story, “The Five Foolish Fishermen”. Study the underlined word. Ask: What is the root word? What syllable is added to the root word? What does the syllable do to the meaning of the word? The five foolish fishermen went to the sea to fish. fool - ish fish - er One fisher is missing. The smart girl is a thinker. think -er B. Teaching/Modeling Present the poem, “Work.” Pick out the words that show roots with suffix –er/-or. Write them on the chart. Word Root Suffix Meaning Meaning word of the of the driver drive -er suffix word keeper keep -er teacher teach -er one who one who sailor sail -or one who drives actor act -or one who one who one who one who keeps one who teaches one who sails one who acts Ask: What do the suffixes -er/-or do to a word? What meaning does the suffix -er or -or bring to the world? What does each newly formed word mean? C. Guided Practice Refer to LM, Do and Learn Write the proper word by adding -er or -or to a root word. The meaning will help you. The first has been done for you. D. Independent Practice Refer to LM, Read and Learn Read the paragraph. Add the suffix -er or -or on the space provided. 407

Week 7Fun in Summer I. Objectives A. Expressive Realize that one should be proud of speaking out one’s reason/s B. Instructional Oral Language Express fact and opinion from an informational text Vocabulary Development Identify meaning of words with prefixes de-, dis- Reading Comprehension Distinguish fact and opinion from an informational text Study Strategy Use the encyclopedia to get information Grammar Use simple sentences in giving facts and opinions (Compound Subject + Simple Predicate) Writing Composition Write a 5-to-6-sentence paragraph about a given topic II. Subject Matter A. Topics 1. Fact and Opinion 2. Prefixes (de-, dis-) 3. Words with ie and ei 4. Using the encyclopedia 5. Simple Sentences (Compound Subject and Simple Predicate) B. Materials • Charts, • calendar • pictures • assessment sheets 408

C. References Selections:  “Will You Go to School This Summer?” (Source: ReadWorks.org)  “Summer is the Best Season” (Source:http://sirajibir.blogspot.com/2012/11/summer-is-best- season.htm)  De-, Dis- Activities (Source Our World of Reading, On the Horizon Workbook p.47, Grade 3, Anvil Publishing, Inc.) Value Focus: Interest in learning III. ProcedureDay 1 I. Objectives 1. Realize that one should feel proud of those who express their own reasons 2. Distinguish fact and opinion from an informational text 3. Express fact and opinion from an informational text II. Learning Activities A. Oral Language Practice Show and Tell: Show to the class drawing or picture or photo of what you did last summer. Say: This (drawing / picture / photo) shows what I did last summer. Last summer, I __________________________________. Reading Comprehension A. Pre-reading 1. Unlocking of Difficult Words (all year long / year-round, vacation breaks, boring, summer)  all year long / year-round Show a calendar. Ask the pupils to name the months in a year. Ask: How many months are there in a year? What is the first month? What is the last month? Say: All year long or year-round means from January to December.  vacation breaks 409

Using the calendar, let pupils mark the start and the end of the schoolyear.Say: We go to school from June to March while from April to May is our vacation break. boring (Context Clues)Let the pupils read the sentences. The movie we saw was boring. We did not have fun watching it. We did not enjoy it.Ask: What is the underlined word? (boring) What group of words in the second and third sentences tells us the meaning of the word “boring?” (did not have fun, did not enjoy) summer (Semantic Web)Ask: What can you say about summer? (Possible answers: hot, beach, swimming, vacation, etc.)2. Motivation Show these pictures of children’s activities during summer.a child a girl taking some boys two boyspainting a a piano playing playingpicture lesson basketball kitesAsk: What activities do each of the children do? When do they usually do such activities?Do a quick survey to find out who among the pupils do any of theactivities shown in the pictures.Ask: What other activities may children do in the summer? 410

3. Setting of Purpose Say: The selection we are going to read today offers a different activity which children may do during the summer. Its title is “Will You Go to School This Summer?” 4. Motive Question Ask: Will you go to school this summer? Why or why not? B. During Reading Say: Now, you will read the selection silently. As you read, take note if the reasons given are the same as yours. Refer to LM, Read and Learn C. Post Reading After reading the selection, ask the pupils if their answers / reasons are the same as those in the text. Ask pupils to raise their hands if their answers / reasons are the same as the given one in the text. D. Assignment Show and tell: Drawing / picture / photo of what they did last summerDay 2 I. Objectives 1. Realize that one should feel proud of those who express their own reasons 2. Distinguish fact and opinion from an informational text 3. Express fact and opinion from an informational text 4. Use simple sentences in expressing fact and opinion Reading Comprehension B. Post Reading 1. Check-up of motive question 2. What do many schools learn about pupils going to school all year long? 3. What does this mean for pupils? 4. What does the survey show regarding this? 5. According to the survey, why do a number of pupils find it good to go to school even during summer? 6. Why don’t other pupils like to go to school in the summer? 411

7. If a similar survey is taken in your school, what will your answer be? Be ready to give a reason for your answer. Will you go to school this summer?Post on the board:Distribute small strips of paper and ask pupils to write their answer “yes”or “no.”Say: On Thursday, we will announce the result of the survey and find out if many of you would like to go to school this summer or not.Assign a group of pupils to count the results and report the next day.C. Small Group Activities (Engagement Activity #1: If pupils will go to school...Chart) Say: Group 1 will list down what will happen if the pupils will go to school in summer.If pupils will go to _______________school in summer _______________ _______________ _______________ _______________Reading Comprehension A. Introduction/Presentation Say: Let us go back to the selection. I have divided the text into four parts: the first two paragraphs and the given “good” and “bad” reasons. Show the text chart as shown. Will You Go to School This Summer? Many schools find that pupils learn better and remem- ber more when they go to school all year long. Does that mean pupils won’t get a vacation? No.It means that students will get many short breaks instead of just a long one.412

What do pupils say about year-round school? It’s good! - I can remember more of what I learned. - I like having more short breaks. - Summer gets boring, and I miss my friends. It’s bad! - I can’t go to summer activities. - I like to play outside and swim in the warm weather. - It’s too hot to be in school in the summer. (Source: ReadWorks.org)Writing Composition A. Survey Report Let the assigned group report the results of the survey. Say: The result says that many of you want / do not want to go to school in summer. Let us now find out what your parents and neighbors say about the issue. B. Prewriting (Class) Ask: What did your parents/neighbors say about you going to school during summer? Call a number of pupils to give their answers. Write their answers on the board under the appropriate column. In answering, let pupils use the pat- tern below. Refer to LM, Write About It (a) C. Writing (Individual) Then say: Let us write a short paragraph about the topic we discussed yesterday. Copy and complete the chart below. Use the ideas written on the board. Allow the pupils enough time to write. Refer to LM, Write About It (b) D. Editing/Revising (Individual) After a few minutes, tell pupils to read the paragraph to themselves. Mark places where they feel they have to add or change words. B. Teaching/Modelling Model “Think Aloud” as you analyze the text for fact and opinion. Say: I will model to you the Think Aloud as we look for the facts and opinions in the text. 413

Text Think AloudWill You Go to SchoolThis Summer? Read the first part aloud. Then say: I think the firstMany schools find that sentence is a fact becausepupils learn better and it says that “Many schoolsremember more when they find.” Finding is a resultgo to school all year long. of studies made. So this statement is a FACT. A factDoes that mean pupils is a statement based onwon’t get a vacation? No. truth and can be proven toIt means that pupils will be true. It is not an opinionget many short vacation because an opinion is abreaks instead of just a statement based on feelings,long one. beliefs or emotions.What do pupils say about Ask: Do you agree that thisyear- round school? statement is a fact?It’s good!- I can remember more of Read the next partwhat I learned. Say: I think this statement- I like having more breaks. is also a FACT because it- Summer gets boring, and explains what it means byI miss my friends. having all year long school. Say: Now let’s go to the next part. Ask a pupil to read each line. After each line ask the class if it is a FACT or OPINION. Ask: Why do you say it is a fact / opinion? Say: This line is a fact/opinion. Ask: Why is it a fact /opinion?It’s bad! Do the same in the last part.- I can’t go to summercamp.- I like to play outside andswim in the warm weather.- It’s too hot to be in schoolin the summer.Ask: Can you add more fact/s or opinion/s about this topic?Say: Answer the Individual Assessment Sheet. Refer to LM, Do and Learn414