lesson exemplar quarter 1 week 1 final
DESCRIPTION
Grade 5- K to 12 CurriculumTRANSCRIPT
Week 1: I’m Out ; from Home
I. Objectives
A. Expressive Objectives
1. Practice being polite when talking to parents / older people
2. Realize the importance of education n
3. Show enthusiasm and willingness to learn
B. Instructional Objectives
Listening Comprehension
-Note significant details
Oral Language
-Use appropriate facial expressions
Vocabulary Development
-Infer the meaning of unfamiliar words (compound) based on
given context clues (synonyms, antonyms, word parts) and
other strategies (i.e. building word families)
Oral Reading Fluency
-Self-correct when reading
Grammar
-Compose clear and coherent sentences using appropriate
grammatical structures:
1. simple present, simple past, simple future)
Writing/Composition
-Plan a two to three-paragraph composition using an outline/
other graphic organizers
Viewing
-Describe different forms and conventions of film and
moving pictures (lights, blocking, direction, characterization,
acting, dialog, setting or set-up)
Attitude towards literacy, literature and Language
-Observe politeness at all times
Quarter 1: Facing the World
II. Subject Matter
A. Topics
1. Literature/ Reading Texts
We’re Ready for the Big Day, (Teacher-Made Story )
Students Life by Rhea .Nitin. Muthane , Published on October
2008 (http://www.familyfriendpoems.com/poem/students-life)
2. Reading Elements/ vocabulary Development
a. Building Word families
-affixes ( prefix and suffix)
3. Language in Focus
a. Simple aspects ( present, past and future)
B. Materials
1. Picture/illustration of pupils going to school
2.pictures of different emotions
3. Poem, “ Student’s Life”
4. Tarpapel for exercises
5. DLP
6. VCD containing My School– A short Film by Laxman Rapaka
( https://www.youtube.com/watch?v=4JnH5Sh9Wn0 )
III. Procedure
( See Day 1- Day 5 Lesson Exemplar)
DAY 1 Listening
I. Objectives
A. Note significant details in selection/story listened to
B. Show genuine enthusiasm in listening to literary text
C. Realize the importance of education/going to school
D. Practice being polite when talking to parents/older people
II. Developmental Activities
A. Oral Language Activity
Ask the pupils to tell something about themselves using a
character portrait.
CHARACTER SELF-PORTRAIT
I am: __________________________
I live __________________________
I eat: __________________________
I have: __________________________
I like: __________________________
B. Pre-Listening Stage
1. Unlocking of Difficulties ( Picture Clues)
Match the word with the correct picture
a. errands
Ask: “What do you mean by errands?”
“Which picture shows that someone is
doing a duty or responsibility?”
b. yawning
Ask: “What do you usually do when you
wake up in the morning?”
“Which picture shows that someone is
stretching because s/he is sleepy?”
c. enthusiasm
Ask: “When you enjoy doing something,
how do you express your satisfaction?”
“Which picture shows that someone is
excited in doing something? “
d. peeking
Ask: “When you are in a hurry but someone
calls you, what do you usually do?”
“Which picture shows that someone just
sneak a quick look?”
2. Motivation
Show pictures of different emotions. Ask the pupils how they
feel on the first day of class. How do they anticipate this day?
Say: “Look at the pictures, what can you say about the emotions
expressed by each one? Where do you think the three kids will go?
Why?
3. Motive Question
Say: “In the story that you are going to listen to, let’s us find out what
Marie and her friends feel regarding the big day.”
NOTE To check the readability status/consensus of a teacher-made story, visit the webpage given above.
We’re Ready for the Big Day “Get up from bed, Angelie.
It’s already 5 a.m. Your father hadalready left for farm. I still have few
errands to run, we couldn’t afford to be late. Remember,vacation is
now over. Aren’t you anticipating this Day?” Angelie’s mother said.
“I’m still sleepy, Inay,” said Angelie, still yawning from her bed. “I’m still tired from yesterday’s Santa Cruzan. We walked a few kilometers, right?" answered Marie with a smile on her face. Though still tired, she got up anyway. After folding her blanket and dusting her bed, she went outside her room and helped her mother in the kitchen.
Today she knew she better not be late. Today is the big day she and her friends have been anticipating for!
Spirited with too much enthusiasm, she breathlessly pumped water from the well and took a bath afterwards. After eating her breakfast, she geared up and packed her things. Just when she was to lift her bag, she heard someone calling her name.
“Angelie, Angelie!” called Lovie. “Let’s hurry, our friends are probably waiting for us!”
“Good Morning, Aling Esing!” greeted Liam who was with Lovie, as he saw Aling Esing peeking her head out of the window.“Good Morning too, Lovie and Liam.”
“Well, let’s get going,” Angelie urged Lovie “ Goodbye, Inay!”, said Angelie as she kissed her mother goodbye. “Be careful in going to school. Enjoy your first day as Grade –V pupils,” told Aling Esing to the kids.
“ We will!" chorused the three as they walked to school.—Jerlyn Fortus-Zara@bpes
C. During Listening Read the story to the class. Readability Consensus (http://www.readabilityformulas.com/freetests/six-readability-formulas.php )
Reading Level: Easy to read. Reader's Age: 8-9 yrs. old (Fourth and Fifth graders)
Suggested questions:
1. Who woke up early to be ready for the big day?
2. What would happen if Angelie didn’t wake up early?
3. When do you think the story happened?
4. Who came by and greeted Aling Esing? What courteous or
polite expressions were used by the three children
while talking to Aling Esing?
5. What can you say about the three children? Are you like
them? Prove your answer.
6. What is the “big day” being referred to in the title? Are you
also excited in going back to school after a long vacation?
Why?
D. Post Listening
Group in Action: Engagement Activities
Group the class into four or five depending on class size.
Using a task sheet ,clearly state the instructions on the task
each group will accomplish. Set standards and explain the
rubric for assessing the performance made by each group.
Group 1; Action Only , Please!
Using pantomime, retell the story. Three will act as
children and one as Mother. You may also have a
narrator to introduce your group and tell the beginning
and ending of the story.
Group 2; Emotions in Action
On the strips of paper, conversations from the story
were written. One of your group members will read the
conversation while other members will use appropriate
facial expressions to show the emotions expressed by
the characters in the story. Explain why the said
expression is appropriate.
Have the class rehearse/ practice their tasks or group assignment for their presentation
Group 3: Melody in tune
Think of any song that tells about experiences in going
to school. Be ready to sing it to the class.
Group 4: Poetry in the run
“Compose/Make a poem consisting of two stanzas with
four lines each. Your poem should talk about some of the
preparations your group usually does before the start of
the class.
“ Angelie, Angelie!”, called Lovie. “Let’s hurry, our friends
are probably waiting for us!”
“Well, let’s get going,” Angelie urged Lovie. “Goodbye, Inay!”,said Angelie as she kissed her mother goodbye.
“I’m still sleepy, Inay,” said Angelie, still yawning from her bed. “I’m still tired from yesterday’s Santa Cruzan. We walked a few kilometers, right?” answered Marie with a smile on her face.
Spirited with too much enthusiasm, she breathlessly
pumped water from the well and took a bath afterwards.
“Get up from bed, Angelie. It’s already 5 a.m. Your father hadalready left for farm. I still have few errands to run, we couldn’t afford to be late,” said Mother.
Annex 1
Strips for Group Task: Emotion in Action
Tasks
Criteria
4
Outstanding
3
Very Good
2
Good
1
NeedsImprovement*
Irrelevant/out of task *
Retells story
events through
pantomime
Portrays very significant and complete story events .
Portrays relevant story events , one or two events are missing.
Portrayspredictable story events, three or more events are missing.
Provides vague and/or superficial story events. Only one or two events from the story are clearly manifested.
No score is given because there is insufficient evidence of student performance based on the requirements of the assessment task
Explains /Portrays
character’s Emotion
Shows and provides realistic and factual explanation for character’s emotion
Shows and provides convincing explanation for character’s emotion, one or two emotion is not clearly demonstrated/explained well.
Shows and provides believable explanation for character’s actions. Yet, three or more emotions were not portrayed realistically, explanations were unclear
Shows and provides questionable explanation for character’s emotions
Creates
poem
Creates a two-stanza poem with four lines each .
Creates a two-stanza poem with one-two lines missing .
Creates only one- stanza poem with 4 lines
Creates only one- stanza poem with one line missing
Selects and sings a song
Selects and sings a song that is totally participated by all group members
Selects and sings a song that is participated by some group members, one is not totally participating.
Selects and sings a song that is partially participated by some group members, two are not totally participating
Selects and sings a song that is poorly participated by all group members
Annex 2
Sample Rubric for Assessing Performance Output
When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve.
-Adapted from AAC ...everyday assessment for teachers developed by Kendra Springsteel and Roberta Fulmes (Adapted by jerlynfortuszara)
DAY 2Oral Language and
Vocabulary Development
I . Objectives
A. Use appropriate facial expressions in portraying/retelling the
story listened to
B. Infer the meaning of unfamiliar words using build word
families (affixes i.e. suffix and prefix)
C. Realize the importance of education/going to school
D. Practice being polite when talking to parents/older people
II. Developmental Activities
A. Oral Language Activity
Ask the pupils to recall the story they listened on the previous
day.
Ask: “ Is your group ready to show the class your output?”
(You may discuss again the rubric for assessing
Performance Output.)
Each group presents the output for the assigned task.
Discussion follows after each presentation.
Group 1: Action Only , please!
Who woke Angelie up?
What did she do after getting up from bed?
Why did she have to hurry up?
Where do Angelie, Lovie and Liam going?
How did Marie show that she’s polite?
Group 2: Emotions in Action
What are the different emotions shown by the characters?
Why is it important to be true with your emotions?
Group 3: Melody in Tune
What is the message of the song?
Why is it important to go to school?
What would happen if children like Angelie, Lovie and Liam do
not go to school ? Explain your answer.
Group 4: Poetry in the Run
What are the things that you have to do before going to
school?
Why are those things necessary?
B. Skills Development
1. Review on root words
Ask: “What are root words? Which of the following are root
words?”
sleepy yawning breath careful eat kiss
untrue arrange run mislead believe
(Answers: breath, run, arrange, eat, kiss,believe)
2. Introduction/Presentation
Ask: “If I add less to the word breath, where will you put it, in
the beginning or at the end? what would be the new
word? Will the meaning change?”
( Answers: end, breathless, yes)
“What would you add to the root word arrange?
Where will you put it, before or after the root word?
What would be the new word? Is the meaning still the
same?”
(Possible Answers: 1. re-, before, rearrange, no
2. -ment, after, arrangement, no)
Teaching Chart
Words are made up of roots and affixes. An affix added
before a the root word is called a prefix. An affix added to the end of the root word is called a suffix.
Some affixes give opposite meanings when added to root words. Some affixes, add qualities and meanings. Read and study these examples .Most Common Prefixes. The four most common prefixes aredis-, in-, re-, andun-. These account for over 95% of prefixed words.Most Common Suffixes. The four most common suffixes are-ed, -ing, -ly, and -es. These account for over 95% of suffixed words.
Affixes1. Prefix Meaning Example
a-, an- without amoral, atypicalante- before antecedent, antenatalanti- against anti-establishmentauto- self autopilotcircum- around circumventco- with co-conspirator, co-pilotcom-, con- with companion, contactcontra- against contradictionde- off delist, devaluedis- not disappearex- out of, former extract, ex-governorextra- beyond, more than extracurricularhetero- different heterosexualhomo- same homonym, homophoneble, -ible can be done comfortable, passable-al, -ial having the characteristics of personal-ed past-tense verbs (weak verbs) danced, jumped-en made of golden, wooden-er comparative tidier, nicer-er, -or one who actor, narrator, worker-ful full or full of cupful, careful-ic having characteristics of linguistic, sarcastic-ion, -tion, -ation, ition act or process attraction, attrition
Source: http://www.grammar-monster.com/glossary/affixes.htm
unhappy discomfort untidy rewrite
helpful penniless restart overweight
C. Vocabulary Development
Show the class pictures or illustrations that suggest the meaning of the following. Let the pupils match the pictures/illustrations with the following words.
D. Guided Practice
Set A; Boardwork
Say: “Find a partner. Work together and think of words which are
appropriate for the sentences below. Use the guide written in
the teaching chart.
1.Be ________ when you cross the street in going to
school. Accidents can happen if you are _________.
( Answers: careful, careless)
2. He had to __________ the parts to find the cause of the
failure. Afterwards, he needed to ________ those parts
back to the way it was. (Answers: disarrange, rearrange)
3. Unless we cooperate, our efforts will be ____________.
Our cooperative efforts will show our parents that we,
children can be___________ to the community, too.
(Answers: useful, useless)
4. The path underneath is an _______________.
The bridge over a road, railroad or canal is an _____.
(Answers: underpass, overpass)
Set B: Think-Pair-Share
Ask: “ What affix will you add to the words inside the parentheses to
make the sentence correct?”
1. Stephen was sitting __________________ in his seat
on the bus. (comfort) (Answer: comfortably)
2. The team that he supported was able to win the _____.
(champion) (Answer: championship)
3. He was acting in a very __________ way. (child)
(Answer: childish)
4. This word is very difficult to spell, and even worse,if
it's __________________. (pronounce)
(Answer: mispronounced)
E. Independent Practice
Say: “This time, you have to work individually. Let’s find out what you
have learned about word families.”
Match the word in column A with its definition in Column B.
Column A Column B
______1. post-test a. a note added after the signature
in a letter
______2. trilogy b. to remove from a place of power
______3. bilingual c. a series of three dramas as in
literary works
______4. postscript d. to estimate wrongly
______5. replaceable e. expression in two languages
______6. dethrone f. group of three persons
______7. miscalculate g. an exercise given after completion
of lessons
______8. Irresponsible h. to soak beforehand
______9. pre-soak i. lacking a sense of responsibility
_____10. triad j. can be replaced
F. Enrichment Activity
Build new words by adding prefix or suffix to the root words. Fill in
the graphic organizer below.
respect
Truth/true
honest
I. Objective/s
A. Read aloud grade level texts with appropriate facial
expressions and self– correct when necessary
B. Use build word families ( affixes i.e. suffix and prefix) to find/
understand the meaning of unfamiliar words
C. Realize the importance of education
D. Show enthusiasm and willingness to learn
II. Developmental Activities
A. Priming /Oral Language Activity
Let the pupils read the following;
1. I’m unhealthy because I don’t eat right.
2. Liza is resourceful; she knows where to get things
and when to improvise during our group activities.
3. Exequiel is disappointed because he can’t solve the math problem.
B. Pre-Reading1.Unlocking of Difficulties
Say: “There are some unfamiliar words that are used in the
poem that you are going to read. For you to understand
the meaning, you have to add a suffix or prefix to the word
that I will emphasize.
a. colorful
Say: “When you look into the rainbow, it has different colors.
So, we can say that a rainbow is __________.
( add a suffix to the word color)
DAY 3Oral Language and
Oral ReadingFluency
b. appreciation
Say: “When someone from your class gives you something,
you say thank you to appreciate his/her gratefulness. The
manner by which we appreciate things is referred to as
_____________. ( add a suffix to the word appreciate)
c. recreation
Say; “When we play in school, we create something for our
selves. We enjoy doing painting and art activities, and
they are forms of __________. ( add suffix and prefix to
the word create)
d. painless
Say. “ During School Immunization, some say that it’s painful
when the syringe enters your skin. When you feel less
pain, or you don’t feel any pain at all, it is___________.
( opposite of painful)
2. Motive Question
Do you really enjoy going to school? What are the things that you like
and love about school?
C. During Reading
Say: “I will read the poem first. See how I read each line. After
wards, I will ask some volunteers to read it by part/
stanza.
Remember to use appropriate facial expressions
and self-correct if necessary.
( see poem in the next page)
Student’s Lifeby Rhea .Nitin. MuthaneStudent’s life is full of fun
work and play.Their day begins with a prayer
And, ends with play.
They go to school with a heavy bag on their back,And water bottles in their hand.
They sit in the class and toil all day,And learn about millipedes that coil all day.
In school they make many friends,And learn many trends.They even learn values
of love and life.
They study all dayAnd are bright like the sunray
They can even swim Like the fish on sea-bay.
Studies develop brainpower,Sports develop willpower.
They can do both Without any pain!
They use pens,They use papers.
They can draw many thingsAnd make many colorful rings.
But when March month comes,They study all day
They work for appreciationAnd sacrifice lot of recreation.
East or west Student’s life is the best,
they can start their day with a prayerAnd end with lots of play!
Readability Consensus ; Grade Level: 5Reading Level: Easy to read. Reader's Age: 8-9 yrs. old (Fourth and Fifth graders)
D. Post Reading
1. Differentiated Activities
Say: “Form three groups. Choose your leader for the group
activity that you will perform later.
Explain clearly the instructions. Set standards for a well-
managed group task.
Group 1: Draw it
Draw the facial expression of pupils to show how they
feel when they are in school, doing different activities.
Group 2: Act it
Act out your best part of the poem. Explain why you
like it.
Group 3: Rap it
Rap the whole poem. Be sure to read and rap each word
Accurately.
Writing/Composition
Write a short essay with two paragraphs narrating your most
memorable experience in school.
______________________________
________________________________________________________
_____________________________________________________________
_________________________________________________.
________________________________________________________
_____________________________________________________________
_________________________________________________.
I. Objective
Compose clear and coherent sentences using simple aspects of
verb (simple present tense)
II. Developmental Activities
A. Oral Language Activity
Present the following lines taken from the poem,
“ Student’s Life”
Say: “Let’s read the following lines excerpted from yesterday’s
poem.”
1. Their day begins with a prayer
and, ends with play.
2. They sit in the class and toil all day
3. Studies develop brainpower,
Sports develop willpower.
4. They study all day
They work for appreciation.
B. Teaching and Modeling
Ask: “ What are the words used to tell the actions/things done
by students in school?
Let the pupils write them on the board.
Ask: “What are these words? ( action words, verb)
How are the words formed? ( with -s, without -s)
What does each word tell? ( something is done in the
present, or shows action regularly done)
DAY 4Grammar /Language
begins ends sit toil
develop study work
Present the following;
Say: “Give and read the verbs used in the sample
sentences.” ( goes,helps,develop,pass)
“What are the nouns/subjects used in the sentences?”
(Migz, Reading, Studies and teachers)
What have you noticed to the verbs used?
( with -s or -es / without -s)
What verb should we use with singular nouns?
( with-s/-es) plural nouns? (without -s)
C. Guided Practice
Set A. Board Work
Directions: Use the present form of the verbs to complete the
sentences below. Write your answer on the blanks.
1. S/he (teach) __________ the children.
2.She (show) __________ me her pictures.
3.They (practice) __________ for the tournament
tomorrow.
Teaching Chart
A verb’s tense tells when an action takes place. The present tense describes an action
1. that happens regularly.Migz goes to school every week days.Reading helps me know a lot of good things.
2. It can also express a general truth.Studies develop brainpower.Teachers in DepEd pass their licensure exam.
Set B: Pair/Dyad Activity
Say: “Find a partner. Work together in answering the task
below.
Directions: Use the present form of the verb to complete the
sentences by boxing the correct word inside the parentheses.
1. I (study, studies) my lesson every night.
2. Our driver (earn, earns) much every day.
3. Many people (go, goes) to church early.
4. He (feed, feeds) his chickens every morning.
5. Flies (carry, carries) diseases.
D. Independent Practice ( Do this as part of your Informal Theme Writing)
Say: “Please get your informal theme writing notebook. Based
on the rules on the usage of the present tense of the
verb, complete the paragraph by filling in the correct
form of the present tense of the verb.
Many people (go) _________ to Cebu during the Sinulog Festival.
This week-long celebration is held in January every year. The image
of Santo Niño, dressed in red velvet, is carried in a procession around
the city. Men and women (dance) ________ in the streets.
They (do) ________ this as a thanksgiving for all the favors
they (receive) _________ during the year. Sinulog is the most colorful
religious celebration in Cebu.
Assignment:
Write five (5) sentences using the present form of the verb.
Sentences must talk/discuss things that you do at home habitually or
regularly.
I. Objective/s
A. View and describe forms and conventions of short film /
movie ( Characterization/performance, setting/set up and plot)
B. Plan a two-three paragraph composition using a film strip
graphic organizer based from the short film watched
II. Developmental Activities
A. Priming/ Oral Language Activity
Say: “Get your notebook and let’s check you assignment.”
Call some pupils to read their sentences. Be sure to correct
errors and emphasize the rules in using the present form of
the verb.
B. Pre-Viewing .
1. Unlocking of Difficulties
a. characterization
Ask: “What can you say about Ador in “Probinsyano”?
Is he the same as Coco Martin in real life?
When an actor portrays a different persona, we
call it characterization.
b. setting
Ask: “When does the story happen? Is it realistic? If the
film is horror, is it really frightening? Are you taken
to that dimension?
c. plot
Ask: “Do the events in the movie follow the same pattern as
they happen in the real life? Is it a flashback ?
Can you anticipate the next event that would happen?
If your answers are yes, then we are talking
about the plot.”
DAY 5Viewing /Writing
d. Performance
Say: “Are the actors expressive like Aura in “Probinsyano”?
Do facial expressions really affect how the audience respond?
Do they feel the emotions expected of them? If it’s a
comedy film, are you able to laugh?
2. Motivation
Ask: “Today you’re going to view a short film. You’re going to
describe some of the elements /forms of conventions in
a film or movie.”
“This is a movie about a boy whose life was changed by
his teacher’s motherly affection and outmost concern.”
“What are the things that we have to remember before
watching an educational video/film? ( Setting of Standards)
C. While Viewing
For the first viewing, let the pupils analyze the forms and conventions
( just mere watching/plain viewing)
For the second viewing, explain the turn of events.
My School– A short Film by Laxman Rapaka
( https://www.youtube.com/watch?v=4JnH5Sh9Wn0 )
D. Post Viewing
Suggested questions:
1. Was the characterization convincing?
2. If you’re going to rate the performance, what grade will you give?
3. Were you able to relate to the film? Why do you think so?
Reminder The sample video uses other Language aside from English. You may opt to change your viewing material
1. 2. 3. 4. 55.
E. Writing
Say: Based from what you have viewed/watched, plan to
write a two- paragraph composition using a film strip graphic
organizer as your guide .
1.What was the usual routine of the boy?
2. What seemed to be the problem with him?
3. What were the things that he usually does when he is
in school?
4. What did his teacher do? What did she tell him?
5. What happened after 22 years?