first plan, words with ze

8/21/2019 First Plan, Words With Ze

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JUNNFKJ

I. Objectives

A. Introduce oneself to the new teacher and classmates

B. Orient the pupils on the school and classrooms policiesC. Familiarize with the morning activities

D. Distribute books properly and evenly

II. Subject Matter

A. Introducing oneself to the new teacher and classmates

Orienting the pupils on the school and classrooms policies

Familiarizing with the morning activities

Distributing books properly and evenly

B. Materials: Copy of school and classroom policies, books

C.

Values: Friendliness and AwarenessIII. Procedures

A. Preparatory Activities

1. Prayer

2. Checking of Attendance

3. Arranging their seating arrangement

B. Activities

1. Introducing Oneself

The teacher will tell the pupils to look around and look at their new classmates and introduce

one self by telling the complete name, address and age.2. Orienting and Refreshing the pupils on the school and classrooms policies.

Ex: Going to school on time.

Wearing the proper school uniform.

Giving the excuse letter if absent .

3. Familiarizing with Morning Activities

a. Prayer

b. Singing of the National, Regional and Provincial Hymns

c. Pledging of Allegiance

d.

Morning Exercisee. Greeting everyone

4. Distributing the books to the pupils.

IV. Assignment

Have a copy of the National, Regional and Provincial Hymns.

v

JUNE 15, 2010 ENGLISH


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I. A.Objectives

1. Give the meaning of the new words through actions, gestures and examples

2. Answer the questions based on the story listened to

3. Respond to the story through the following activities:

GROUP IDramatize a part of a story

GROUP IIFill up the bubble map to show the ways on how we enjoy our freedom

GROUP IIIComplete the VENN Diagram to show the difference on the life of the Filipinos a long

time ago and today.4. Identify the stressed and unstressed syllables of some words

5. Decode words in selection read using phonetic analysis

e.g. ze as /z/ - breeze

6. Write some words with phonetic analysise.g. ze as /z/ - breeze

B. Strategies

1. Read aloud 5. Filling up the bubble map

2. Questioning 6. Completing the VENN Diagram

3. Dramatizing

4. Cooperative Learning

C. Values Concept: Pride in ones own raceII. Subject Matter

A.

Story: In Search of Peace and Freedom

B.

Comprehension Skills: Answering the Questions About the Story Listened to

C.

Language Structure: Identifying the stressed and unstressed syllables of some words

D.

Deciphering and Decoding: Decoding words in selection read using phonetic analysisze as /z/

E.

Writing: Writing some words with phonetic analysisze as /z/

F.

References: PELC 1, 1.1, p. 16

Fun in English (Reading), pp. 35

Skillbook in English , pp. 6061

Fun in English (Language), pp. 5-6

G.

Materials: Charts, picture, activity cards/sheets

III. Learning Activities

A. Discovering the Magic of Reading (DMR)

1.

Prereading

1.1.

Motivation and Building Background

Look at the picture. What is in the picture? What can you say about the life of the Filipinos a long

long time ago?

1.2.

Unlocking of Difficult Words

Before I read the story, here are some words we will encounter in the story which may be new to

you.

a.

Cruel (through actions and examples)

b.

Agreed ( though action and examples)

c.

Peacefully ( through questions)

d.

Fulfilled (through actions and gestures)

e. Forefathers (through examples)

JUNE 17, 2010 THURSDAY

7:208:20 IV3

8:209:20 IV2

9:4010:40 ENGLISH IV5

10:4011:40 IV1

1:002:00 IV4


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1.3. Motive Question

Our story for today is entitled, In Search of Peace and Freedom

What do you want to know about the story?

PREDICTION CHART

QUESTION OUR GUESSES WHAT REALLY HAPPENED

B. Constructing Meaning (CM)

2.

Active Reading

2.1.

First Reading of The Story

Read aloud the whole story without interrruption

2.2.

Second Reading of the story

The teacher will read aloud again the story by segment and will ask question to help the pupils

predict and monitor their comprehension.

What can you say about the king of Borneo a long time ago?

How did he rule their place?

Why did the ten Malay datus decide to leave Borneo?

Where did they go? What did they do to that land?

Do you think they made the right decision?

How did the Malays live in the land they bought?

What happened to that place as time passed?

What did they call to their unit of government? What did they call it barangay?

Was Malays dream of leaving peacefully come true?

Why do you think this happened to them?

What did they afraid of?

What can you say about their culture when Spaniards came?

What are those culture?

To whom did they trade in?What did their families show to them?

What did our forefathers do to our rights and freedom?

3.

Postreading

Lead the pupils to answer the motive question/s.

Check the answers in the prediction chart.

The divide the class into three groups.

ENGAGEMENT ACTIVITY 1(Small Group)

ENGAGEMENT ACTIVITY 2(Discussion of the Story)

GROUP IDRAMATIZING TIME

Dramatize the part showing the meeting of

the ten datus plan to escape Borneo. You must

begin this way:

Datu Puti: We are not happy here. Our king is

very cruel. What shall we do?

Datu: We should look for another place.

Datu: I agree. But how shall we cross the sea?

Why did the ten Malay Datus decide to

leave Borneo?

What can you say about their king?

What did they plan?

Did someone disagree? Why do you

think?


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4.

Formative TestDirections: Answer the following questions:

a.

What can you say about the king of Borneo a long time ago?

b.

Who was the ten Malay datus leader?

c.

What did the ten malay datus look for thats why they decided to look for another place to stay?

d.

In what part of the Philippines did the datus and their families land?

e.

How did they live in Panay?

5.

Assignment

Answer the following questions:

a.

What is the story all about?

b.

When did the story happen?

c.

What are the evidences that prove that the natives had a culture of their own before the Spaniards

came?

(Continue the dialog.)

GROUP IIFILLING UP THE BUBBLE MAP

Fill up the bubble map to show the ways on

how we enjoy our freedom.Are we enjoying our freedom?

In what ways?

GROUP IIICOMPLETING THE VENN DIAGRAM

Complete the VENN Diagram to show thedifference on the life of the Filipinos a long time

ago and today.Compare the Filipinos lives along time ago

and the Filipinos lives now.

Was there a difference?

In what ways?

Are you proud to be a Filipino? How do you

show this?

Ways of

enjoyingour

freedom


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I. Objectives

A. Explain the class program

B. Familiarize the pupils on the grading system in all subject areasC. Discuss some of the materials needed inside the classroom

D. Organize new set of Classroom Officers

II. Subject Matter

A. Explaining the class program

Familiarizing the pupils on the grading system in all subject areas

Discussing some of the materials needed inside the classroom

Organizing new set of Classroom Officers

B. Materials: Copy of Class Program and Grading system

C. Values: Attentiveness and Awareness

III. Procedures

A.

Preparatory Activities

1. Morning Activities

a. Prayer

b. National Anthem

c. Pledge of Allegiance

d. CALABARZON MARCH

e. Provincial Hymn

f. Exercise

2.

Greetings


B.

Activities

1.

Explaining the Class Program

7:007:20Flag Ceremony 12:301:00Reading Time

7:208:20English 1:001:20Character Education

8:209:20Filipino 1:202:00 - MSEP

9:209:40 - Recess 2:002:40 - HEKASI

9:4010:40Math 2:403:20 - EPP

10:4011:40Science

2. Familiarizing the pupils on the Grading System

a. The teacher will give first the subjects in Grade IV

b. The teacher will explain to the pupils the components of grading system

Ex: ENGLISH

Quizzes15 %

Class Participation20 %

Assignment5 %

Project10 %

Formal/Informal Themes10 %

Other Performance15 %

Periodical Test25 %

3.

Discuss some materials needed inside the classroom

The teacher will present the list of materials needed in the classroom

EX: 10 notebooks (single line), 1 writing notebook, ballpen, 2 expanded envelops (For Portfolio), Art

materials(Typewriting paper, ultra papers, crayon, water color, etc.)

4. Organizing the new set of officers.

The teacher will preside the correct procedure of voting for the following positions.

President

Vice President

Secretary

Treasurer

Auditor

IV. Assignment

Prepare the materials needed in the classroom.

JUNE 16, 2010 WEDNESDAY


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I. Objectives

A. To administer Pretest in MSEP, EPP and Filipino

B. To answer the test neatly and properly

C. To show proper behavior while taking the test

D. To measure pupils previous knowledge

II. Subject Matter

A. Pretest in MSEP, EPP and Filipino

B. Materials: Test papers and answer sheetsC. Values: Honesty

III. Procedures

A. Preparatory Activities

1. Prayer

2. Morning Activities


B. Activities

1. Preparation on the Materials

2.

Presentation of the test3. Giving Test Directions

4. Distribution of the test papers

5. Test Proper

6. Supervision of the teacher

7. Checking the answers

8. Recording the Result

IV. Evaluation

Evaluating the pupils previous knowledge through the scores recorded.

V. AssignmentBe ready for the continuation of the Pretest tomorrow.

dfd

JUNE 22, 2010 TUESDAY


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DAY 2

C. Developing English Language Competencies (DELC)

1. Preparatory Activities

1.1.Drill (Using Flashcards)

Read the following words:

Laugh tough rough cough enough

2. Lesson Proper

2.1. Presentation

a. Have the pupils reread the story, In Search of Peace and freedom.

What is the story all about?

When did the story happen?

Why did the ten Malay datus decided to leave Borneo?

Where did the go?

What are the evidences that prove that the native land had a culture of their own before

the Spaniards came?

b. Read the following sentences taken from the story:

1. The ten Malay datus decided to leave the place.

2. The Malays lived peacefully and undisturbed in the land they had bought.

3. From this group of industrious, hardworking and respectable nobles, grew the

Filipino nation, a people of worthy and respect.

4. Nothing could be farther from the truth, for the natives had already developed

a culture of their own before the Spaniards came.

2.2 Discussion/Focalization

What are the underlined words?

Syllabicate each word.

How many syllables does each word have?

Listen as I read each word.

Do the syllables in each word receive the strong force or loudness?

What syllable received the strong force or loudness?

What about the syllable/s that didnt receive the force or loudness?

What do we call the strong force or loudness?

Where can we find the stress?

What do we call the syllable that has the stress? What about the syllable/s that

Have the stress?

What mark should we use to identify the stressed and unstressed syllables?

What will help us identify the stress if were confused?

2.3Generalization

Stress is the force or prominence of loudness given to a syllable. Some words are stressed

on the first syllable, second syllable, third syllable, etc.

JUNE 18, 2010 FRIDAY

7:208:20 IV3

8:209:20 IV2


10:4011:40 IV1

1:00

2:00 IV

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Syllables in words can be stressed or unstressed syllables. Stressed syllables received the

stress while unstressed syllables didnt receive the stress.

2.4Oral Practice

Directions: Identify the stressed and unstressed syllables by checking the stressed syllable

and putting a cross on the unstressed syllables.

a. in ter est ing

b. com mit tee

c. oc ca sion

2.5Practice Exercise

a. Guided Activity

Directions: Identify the stressed and unstressed syllables by drawing a on the stressed

syllable and a on the unstressed syllables.

1. ad mir able

2. in dus trious

3. act I vi ties

b. Independent Exercise

Directions: Shade the stressed syllable and cross out the unstressed syllables.

1. prob lem

2. fan ta sy

3. de li ve ry

2.6Application

Pupils will be grouped into three and will be given activities to work on.

GROUP I

Directions: Identify the stressed syllable by encircling it and unstressed syllable/s by

underlining them.

a. un der stand

b. au to mi bile

GROUP II

Directions: Identify the stressed syllable by putting a check on it and unstressed syllable/s

by putting a cross on them.

a. ne ces sa ry

b. cre a tion

GROUP III

Directions: Identify the stressed syllable by boxing it and unstressed syllable/s by

encircling them.

a. com pu ter

b. su per vi sor

2.7Formative Test

Directions: Identify the stressed syllable by putting a stress mark on it and underlining the

unstressed syllable/s.

a. ha bi tat

b. en vi ron ment

c. lib ra ry

2.8Assignment

Directions: Identify the stressed syllable by putting the stress mark on it and underlining the

unstressed syllable/s.

a. con ver sa tion

b. de ve lop

c. am phi bian


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JUNE 23, 2010 ENGLISH WEDNESDAY

DAY 3

D. Differentiated Activities (DELC)


1.1. Drill (Using Flashcards)

Read the following words with the correct stress:

develop occasion intelligent supervisor amphibian

1.2. Checking of Assignment

1.3. Review

Directions: Box the stressed syllable and underline the unstressed syllables.

a. in dus trious

b. ca ter pil lar

c. com mit tee

2. Lesson Proper

GROUP I

Seatwork I

Directions: Read each sentence. Then write the underlined word on the separate sheet of paper.

Lastly encircle the stressed syllable and underline the unstressed syllables.

1. Animals have their own habitat.

2. We should keep the environment clean.

3. The flowers in the garden are very fragrant and colorful.

4. My clothes come in different styles.

Seatwork II

Directions: Identify the stressed and unstressed syllables. Pick out the syllable and put them

under the proper heading (Stressed syllable and Unstressed Syllable/s)

1. ce le bra tion

2. lib ra ry

3.

ce re mo ny

4. re pre sent

STRESSED SYLLABLE UNSTRESSED SYLLABLES

1.

2.

3.4.

Seatwork III


1.

2.

3.

4.

ne ces sa r

pre si dent

cem e te ry

res tau rant


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GROUP II

Seatwork I



5. ins pir a tion

6. su per vi sor

7. ca ter pil lar

8. oc ca sion


1.

2.

3.

4.

Seatwork IIDirections: Shade the stressed syllable and cross out the unstressed syllables.

1.

2.

3.

4.

Seatwork III



1. My teacher accepted my suggestion.

2.

That name is familiar to me.3. My mother gave me a new umbrella.

4. I read an interesting story.

GROUP III

Seatwork I


1.

2.

3.

4.

ham bur gers

brace let

as sign ment

ce le brate

daugh ter

su per

con test

ma na ger

vise


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Seatwork II



1. I felt comfortable on my new shoes.

2. We decorate balls in our room.

3. Mother prepared delicious pancake.

4. Jess is an industrious child.

Seatwork III



1. ad di tion

2. cons truc tion

3.

au to mo bile

4. im por tant


1.

2.

3.

4.


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DAY 4

E. Deciphering and Decoding Strategies and Skills (DDSS)



Read the following words:

blaze size amaze seize freeze

1.2. Review

Identify the stressed and unstressed syllables of the underlined words in the sentences.

a. I read a very interesting from my book.b. The supervisor gave her suggestion to her followers.

c. The children attended an important occasion.

1.3. Motivation

Whats the feeling of having peace in your life?

2. Lesson Proper

2.1. Presentation

a. Recall the story, In Search of Peace and Freedom.

b. Comprehension Check-up

1. Why did the ten Malay datus decided to leave Borneo?

2. What did they do when they came upon an island now known as Panay?3. What was their prize after a long and difficult journey?

4. What are the evidences that prove that the natives had a culture of their own

before the Spaniards came?

2.2. Discussion

Let us read some sentences taken from the story.

a. They did not just seize the land but bought it from the King of island.

b. Living peacefully was their prize after a long and difficult journey.

What are the underlined words?

Where do they end?

Whats the sound of ze at the end of each word?

What do these words mean?

Read other words ending in ze as /z/.

2.3. Generalization

Ze at the end of each word is pronounced as /z/.

2.4. Follow-Up Practice

Directions: Decode the words using phonetic analysis . Then complete the sentences by

filling each blank with a word ending in ze as /z/.

Prize amaze freeze gaze haze

1.

He always wishes to win first _____________when he joins contest.

2.

My father told me to _____________ the meat to avoid from being spelled.

2.5. Practice Exercise

Directions: Decode the words using phonetic analysis . Then complete the sentences by filling

each blank with a word ending in ze as /z/.

breeze gaze squeeze size graze

sneeze haze froze

1.

We should cover our mouth when we _____________.

2.

The ______________ of the shoes she bought didnt fit her.

JUNE 24, 2010 THURSDAY

7:208:20 IV3

8:209:20 IV2


10:4011:40 IV1

1:002:00 IV4


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2.6. Application

Pupils will be grouped into three and will be given activities to work on.

GROUP I

Directions: Decode the words ending in ze as /z/ using phonetic analysis. Then fill

each word correctly to complete the sentences.

graze gaze seize size breeze

Sneeze squeeze froze

1. The dust in the wind makes me _________.

2. Do you know whats your shoe _________.

GROUP II

Directions: Decode the words ending in ze as /z/ using phonetic analysis. Then complete

the puzzle. Be guided with the given meanings below.


Sneeze squeeze gauze

2. 4.

1.

3.

1.

Used to cover the wounds to avoid infection (down)

2.

To look without moving (down)3. It tells how long or short an object is (down)

4. To press the two opposite sides (across)

GROUP III

Directions: Decode the words ending in ze as /z/ using phonetic analysis. Then complete

the boxes to complete the sentences below.

1. She won a after winning the Dance Contest.

2. Donita wants to the ice candy.

3. Evaluation

Directions: Decode the words ending in ze as /z/ using phonetic analysis. Then fill each

word correctly to complete the sentences.


Sneeze squeeze froze

1. The soft ______________ blowing refreshes me.

2.

Let the cows ____________ in the grassy land.3. Dont _____________ the babys cheeks for he will cry.

4. Assignment

Directions: Decode the words ending in ze as /z/ using phonetic analysis. Then use them

in your own sentence.

1. realize

2. amaze

3. seize

z e

z e


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DAY 5

D. Differentiated Activities (DELC)



Read the following words :

Amaze gaze gauze realize graze

1.2. Checking of Assignment

1.3. Review

Directions: Box the stressed syllable and underline the unstressed syllables.

a. in tel li gent

b. su per vi sor

c. am phi bian

2. Lesson Proper

GROUP I

Seatwork I

Directions: Decode the words with ze as /z/. Then complete the puzzle. Be guided with

the given meanings.

4.

1.

2.

3.

1.

a bright fire (down)2. Complicated layout of paths (across)

3. To force breath out through the nose (across)

4. Length or width (down)

Seatwork II

Directions: Decode the words with ze as /z/. Then fill the boxes with the words with ze as /z/ to

complete the sentences.

1. The children at the stars at night.

2. The girls the calamansi to make juice.

3. She received a after winning the contest.

JUNE 25, 2010 FRIDAY

7:208:20 IVAzurite

8:209:20 IVAmetrine

9:4010:40 ENGLISH IVAlexandrite

10:4011:40 IVAquamarin

1:00

2:00 IV

Amethyst


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Seatwork III

Directions: Decode the words with ze as /z/. Then complete the lines to reveal the

hidden words. Be guided with the give clues.

1. I use this to protect my wound from any dirt.

____ ____ ____ z e

2. I feel this when I see something new to my eyes.

____ ____ ____ z e

3. I feel comfortable when this touches my sensitive skin.

____ ____ ____ _____ z e

GROUP II

Seatwork I



1. The children play the happily.

2. My sister and I the ice cubes.

3. The of the wind refreshes me.

Seatwork II

Directions: Decode the words with ze as /z/. Then complete the lines to reveal the hidden

words. Be guided with the give clues.

1. I cover my nose with clean towel when I do this.

____ ____ ____ _____ z e

2. I get this before I buy my shoes so that it will really fits me.

____ ____ z e

3. I do this whenever I see wonderful stars at night.

____ _____ z e

Seatwork III

Directions: Decode the words with ze as /z/. Then complete the puzzle. Be guided with the

given meanings.

4.

1.

2.

3.

1. To press the two opposite sides together (down)

2. To run into ice (across)

3. A long intent look (across)

4. A reward (down)


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GROUP III

Seatwork I

Directions: Decode the words with ze as /z/. Then complete the lines to reveal the hidden words. Be

guided with the give clues.

1. I do this when preparing calamansi juice for my baby sister.

_____ ____ ____ ____ ____ z e

2. I do this to change a liquid to solid.

____ ____ ____ _____ z e

3. I usually receive this when I won a game.

____ ____ _____ z e

Seatwork II

Directions: Decode the words with ze as /z/. Then complete the puzzle. Be guided with the

given meanings.

2. 1.

3.

4.

1. Wonder, surprise (down)

2. Used to cover the open wounds (across)

3.

To hit somebody that sometimes cause death (across)4. Gentle wind (across)

Seatwork III



1. The of my waist is 24 inches.

2.

She tried to answer the but she cant answer it right away.

3. It is bad to to your classmates handkerchief.


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I. A. Objectives

1. Give the meaning of the new words through actions, gestures and examples

2. Answer the questions based on the story listened to

3. Respond to the story through the following activities:

GROUP IDraw the parts of the body that had been identified in the story.

GROUP IIPrepare any action song about the parts of the body and present it n class.

GROUP IIIComplete the Semantic Web to show the ways on how we should take care our body. 4. Select appropriate

meaning of words from the several meanings given.

5. Decode words with th in selection read using phonetic analysis

6. Write some words with th is selection read

B. Strategies

1. Read aloud 5. Semantic Webbing

2. Questioning 6. Acting

3. Drawing

4. Cooperative Learning

C. Values Concept: Helpfulness

II. Subject Matter

A.

Story: Everybody Works

B. Comprehension Skills: Answering the Questions About the Story Listened to

C. Language Structure: Selecting Appropriate Meaning of Words from the Several Meanings Given

D. Deciphering and Decoding: Decoding Words with th in selection heard

E. Writing: Writing some words with th

F.

References: PELC 1, 1.1, p. 16 (Language)

Building English Skills, pp. 12, 13, 14, 2223

Growing in English (Language), pp. 56-57

Skillbook in English, pp. 7879

Skillbook for Grade IV, pp. 1013

G. Materials: Charts, picture, activity cards/sheets

III. Learning Activities

A. Discovering the Magic of Reading (DMR)

1. Prereading

1.1. Motivation and Building Background

Look at yourself. What are the different parts of our bodies?

Do they work altogether? In what way?

What do you think will happen if one parts of our body does not work?

1.2.

Unlocking of Difficult Words

Before I read the story, here are some words we will encounter in the story which may be new to you.

a. meeting (through picture and sentence)

b. complaining (through action and example)

c. goodfornothing (through examples)

d. provide (through sentence)

e. exclaimed (through action)

1.3. Motive Question

Our story for today is entitled, Everybody Works

What do you want to know about the story?

PREDICTION CHART

QUESTION OUR GUESSES WHAT REALLY HAPPENED

JUNE 28, 2010 MONDAY

7:208:20 IVAzurite

8:209:20 IVAmetrine

9:4010:40 ENGLISH IVAlexandrite

10:4011:40 IVAquamarine

1:002:00 IVAmethyst


18/19

B. Constructing Meaning (CM)

2. Active Reading

2.1. First Reading of The Story

Read aloud the whole story without interruption

2.2.

Second Reading of the story

The teacher will read aloud again the story by segment and will ask question to help the pupils predict and monitor their

comprehension.

Who had a meeting one day?

What were they complaining?

How did the hands call the stomach? Why?

Who do most of her work?

Who carry her about?

Who feed her?

Who cut the food into little pieces for her?

What did they plan to do?

Who are listening to them all along?

Did the head agree to their conversation? Why? Support your answer.

According to the head, what does the stomach do?

What will happen if we dont feed the stomach?

What did the parts of the learned from it?

At the end of the story, what did they do?

Are all our body parts important? Why?

What do you think will happen if one of they is not present?

3. Post Reading

Lead the pupils to answer the motive question/s.

Check the answers in the prediction chart.

Then divide the class into three groups.

4. Formative Test

Directions: Answer the following questions:

a. Who had a meeting one day?

b. What re they complaining?

c. Who did not agree to their decision?

d. When do wee need food?

e. What will happen to the our body parts if they will not get any food.

5. Assignment

Directions: Draw the different parts of our body. Then label each part.

ENGAGEMENT ACTIVITY 1

(Small Group)

ENGAGEMENT ACTIVITY 2

(Discussion of the Story)

GROUP IDRAWING TIME

Draw the different parts of out body. Label each part

GROUP IIACTING AND SINGING TIME

Prepare an action song about the different parts of

our body.

What are the different parts of our body?

Are they important to us? How?

What part of our body is useless?

Do you have complete body parts?

What do you think if one of they gone?

What should we do to maintain its number?

GROUP IIICOMPLETING THE SEMANTIC WEB

Complete the Semantic Web to show how will you

take good care of them?

What part/s of the body is/are important to us?

Do you love your parts of the body?

How will take good care of them?


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first plan, words with ze

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