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LASALLIAN LEARNING MODULE

Teachers: Ms. Gail D. Inumerable and Ms. Luisa Saida A. De Guzman

Year/Level: Grade 6 Subject: Language

Term Module: Term 1 Module 1 Title: Sentence Structure in Personal Narratives

Time Frame: June 2014 – September 2014

CONTENT STANDARD PERFORMANCE STANDARD

The learners will demonstrate understanding of language conventions and functions in writing a personal narrative that taps significant events and experiences in his/her life.

The learner writes a personal narrative applying simple narrative strategies and using proper language forms and conventions.

RELATED LASALLIAN GUIDING PRINCIPLES

Lasallian educational experiences are dynamic processes that:

1) challenge learners to realize their full potential by promoting critical and creative thinking, self-knowledge and self-mastery;

2) bring Christian perspectives to bear on human knowledge and culture;

3) encourage synergy, collaboration and dialogue in an environment that is fraternal, hospitable and laden with mutual respect;

4) impel learners to translate their knowledge into actual practice for the betterment of society; and

prepare learners for responsible participation in the world of work, the family, the community, the wider society and the local

Church.

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CONTENT and COMPETENCIES

I. Sentences A. Group of Words: Sentences and Fragment B. Parts of a Sentence 1. Nouns as Subjects 2. Predicate A. Kinds of Verbs 1. Action Verbs a. Direct Object b. Indirect Object 2. Linking Verbs a. Nouns as Predicate Nominative 3. Helping Verbs Competencies A-B - Identify the parts of a sentence - Transform fragments into sentences by supplying the missing parts C. Capitalization and Punctuation Competency C - Observe writing mechanics D. Simple Sentence 1. Simple Sentence Patterns Competency D - Write complete simple sentences in expressing one’s idea

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II. Pronouns A. Personal Pronoun Competency A - Identify the appropriate pronoun to use replace nouns III. Verbs A. Tenses of the Verb 1. Simple Present Tense 2. Simple Past Tense 3. Present Perfect Tense Competencies A - Use the correct form of the verb based on time reference - Observe subject-verb agreement in writing B. Transitive and Intransitive Verbs (Review) Competency B – Identify transitive and intransitive verbs C. Voices of the Verbs 1. Active Voice 2. Passive Voice Competency C - Identify the voice of the verb needed in emphasizing a point IV. Transition Words Competency VI - Utilize transition words to achieve coherence in writing V. Writing a Personal Narrative Competency V - Write a paragraph about the given writing prompt

- Identify a well-written paragraph (personal narrative) and justify based on construction and content

- Write an inspiring personal narrative reflecting one’s language skills

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REFERENCES/ SOURCES

. A-B Passages taken from: A Lesson to Learn, http://www.thewritesource.com/studentmodels/ws2k-lesson.htm Images taken from: http://chrispearce.files.wordpress.com/2010/09/comicteach8.jpg http://peanuts.wikia.com/wiki/September_1962_comic_strips http://www.marissamoss.com/ https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQs4iPjmi9MNj3KCWKO- 2yGNXuXcFcUhyotcGSs0dc1kcmZCuUx Application – Grammar for Writers Video: NO Fragments: Subjects and Predicates, http://www.youtube.com/watch?v=EkmKNBfD5wM

Online Exercises

Finding Fragments in Passages

http://www.chompchomp.com/frag01/frag01.htm

http://www.chompchomp.com/frag03/frag03.htm

Editing Passages with Fragments

http://www.chompchomp.com/frag05/frag05.03.htm

https://owl.english.purdue.edu/exercises/5/18/39

Direct Object http://www.softschools.com/quizzes/grammar/direct_objects/quiz546.html

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Indirect Object http://www.softschools.com/quizzes/grammar/indirect_objects/quiz548.html Nouns as Predicate Nominative

http://www.dailygrammar.com/Lesson-101-Predicate-Nominative.htm Downloaded Activity Sheet (Incomplete Comic Strips) http://www.educationworld.com/sites/default/files/BackToSchool01.pdf I. C Images taken from: https://i.chzbgr.com/maxW500/4151535616/h27CD39AF/ https://www.vappingo.com/word-blog/wp-content/uploads/2010/10/punctuation-saves-lives- two.png http://i.kinja-img.com/gawker-media/image/upload/s--j2HJu7jB--/17vbvg90xs6m5jpg.jpg Online Exercises Capitalization http://grammar.ccc.commnet.edu/grammar/cgi-shl/par_numberless_quiz.pl/caps_quiz.htm Punctuation http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/punct_quiz.htm I. D Passage taken from: Learning can be Scary, http://examples.yourdictionary.com/narrative-essay-examples.html Images taken from: http://www.angryjuliemonday.com/wp-content/uploads/2012/12/Wimpy-Kid-E-reader- Illustration_ABRAMS.jpg II. A Passage taken from: Overcoming Fear by Emily, http://msmcclure.com/?page_id=2289 Image/Comic Strips taken from: http://penningtonpublishing.com/blog/wp- content/uploads/2013/07/vaguepronouns.jpg

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III. A Snakes and Ladder Board game adapted from: http://www.eslprintables.com/games_worksheets/board_games/snakes_and_ladders/ Online Exercises Tenses of the Verb http://www.englishpage.com/verbpage/verbs5.htm http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm http://www.englishexercises.org/makeagame/viewgame.asp?id=1496 Subject-Verb Agreement Online Exercises: http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/sv_agr_quiz.htm http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/agreement_add1.htm http://grammar.ccc.commnet.edu/grammar/quizzes/svagr2.htm http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/agreement_add3.htm III. B

Online Exercises Transitive and Intransitive Verbs

http://www.quia.com/quiz/653869.html http://www.softschools.com/quizzes/grammar/verbs/quiz231.html III. C Images with captions taken from: http://heroesofyolanda.wordpress.com/ IV. Passages taken from: Disney Land, http://examples.yourdictionary.com/narrative-essay-examples.html

Online Activities Transition Words http://a4esl.org/q/h/9901/gc-connectives.html http://eslbee.com/transitions_and_connectors.htm http://www.quia.com/quiz/1352497.html

Downloaded Activity Sheet: http://bowvalleycollege.ca/Documents/Learning%20Resource%20Services/Library%20Learning%20Commons/E-Resources/Study%20guides/writing%20para_narr.pdf

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V. Notes about Narrative Paragraph Writing taken from: http://web.clark.edu/martpe/narrative%20parag.htm http://www.cba.edu.bo/sabado/central/WRITING%20NARRATIVE%20PARAGRA PHS262011.pdf

BLENDED TOOLS

Face-to-Face eLearning

Examples: Group/ pair discussions Games Text Analysis Picture Analysis

Video analysis Use of apps

STAGE 1: ESTABLISHING DESIRED RESULTS

TRANSFER GOAL(S): (from Unpacking the Standards)

Students will independently use their learning to write their personal narratives reflecting significant events and/or experiences in their lives.

BIG IDEA/ENDURING UNDERSTANDING (EU):

EU: Students will understand the significance of tracing one’s life experiences in order to fathom the present and eventually shape the future. Moreover, applying their knowledge of language conventions and proper sentence structure in sharing these experiences may not just be beneficial to oneself but also to others that they may be inspired to go on with life’s challenges.

ESSENTIAL QUESTION(S):

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EQ: 1. How can I make past experiences relevant to the present?

2. How can proper sentence construction help me convey my ideas and avoid miscommunication?

3. How can verb tenses affect the meaning of text?

4. How can transition words help me effectively communicate my experiences to the readers?

5. How can I write a personal narrative that can inspire other people?[D1]

STAGE 2: DETERMINING VALID EVIDENCE/ASSESSMENT

PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING IN GRASPS FORMAT

Human activities have resulted to alarming environmental issues, and as a young ambassador, you have accepted the challenge of raising students awareness of their environmental responsibility sharing your own experiences to call for an increased social action. Writing a personal narrative will bring about this purpose which will then be evaluated through its sentence structure, organization, over-all content, and pertinent language conventions.

ASSESSMENT TOOLS (taken from your Curriculum Map)

Knowledge

Process Understanding Performance/ Product

Formative assessment Oral Question and Answer Multiple Choice questions in Online Exercises Identification

Journal Logs Text Analysis

Graphic organizers

Summative assessment Assessments 1-2 Assessments 2-3 Assessment 3 and CUA Scoring Rubric

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RELATED FACET(S) OF UNDERSTANDING:

- Explanation – Explain what personal narrative is and how it is different

from other types of text (e.g. descriptive text, persuasive text)

- Interpretation – Make meaning out of real-life events and experiences in the

past and how they become relevant in the present.

- Application - Use narrative writing strategies in creating a personal narrative

- Perspective - Recognize one’s uniqueness

- Empathy - Realize one’s capability to relate the experiences of others

to one’s own.

- Self-knowledge – Trace one’s progress in writing and produce his/her own

personal narrative.

STAGE 3: LEARNING PLAN FLOW

LESSON PROPER

Objectives (Day 1- 2) Let the students set their goals Post the Essential Questions and have their Initial answers

Day 1 and Day 2 1. Using (Pic Collage) ask the students to state their own goals for the school year. The students will complete this statement:

By the end of S.Y. 2013-2014, I will be able to_______________________ For me to achieve this goal, I will ________________________________

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To motivate the students more, let them reflect on inspiring words from Mahatma Gandhi:

“A man is but the product of his thoughts. What he thinks, he becomes.” 2. Introducing Personal Narratives

To introduce the theme for the first module which is personal narratives, ask the students the following questions:

1. Do you have your own journal/diary?

2. What do you usually write on your diary?

3. How does keeping a diary help you?

After getting some of the students’ answers, show pictures of Greg Heffley and ask them what thoughts come into their mind upon seeing the images.

Process the students’ answers by asking some of these questions (may vary depending on the students’ answers)

1. Why do you think diary-type books are enjoyable to read?

2. Can you consider these examples narratives? Why or why not?

Afterwards, let them realize that every individual has his or her own story to tell which reflects the realities of life. Remind them that at the end of the term, they are expected to come up with their personal narrative.

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3. Post the essential questions.

1. How can I make past experiences relevant to the present?

2.How can proper sentence construction help me convey my ideas and avoid miscommunication?

3.How can verb tenses affect the meaning of text?

4.How can transition words help me effectively communicate my experiences to the readers?

5.How can I write a personal narrative that can inspire other people?

Using a note-taking app, tell them to answer have their Initial answers. II. INTERACTION Objectives (Days 3 – 4) Identify fragments and sentences Transform fragments into sentences Realize the use of fragments in oral communication Day 3 4. Present the following comic strips and let the students read them.

http://chrispearce.files.wordpress.com/2010/09/comicteach8.jpg

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http://chrispearce.files.wordpress.com/2010/09/comicteach8.jpg

After reading, ask the following questions:

1. Are all the questions and statements in the conversation complete sentences? Why or why not?

2. How do we call the incomplete group of words?

3. Look at the groups of words that you do not consider as sentences. Why do you think you can still understand the

flow of the story despite the presence of these groups of words?

4. Do you think you use these words/phrases in everyday communication? Is it oral or written? Why is the use of

these groups of words necessary?

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2. For the student to realize how ideas are structured in written form, present a page from Greg’s diary.

Ask the following questions: 1. Does the diary entry contain complete sentences? Why or why not?

2. How can you tell if a group of words is a sentence?

3. Have you found groups of words which are not considered sentences?

4. How is the structure of Greg’s diary different from the conversations presented through comic strips?

3. Let the students have their own definition of a SENTENCE FRAGMENT and a COMPLETE SENTENCE. Write this first in their notebook. Then, share it to the class.

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Day 4 1. Answer these online activities that enable them to locate fragments in short and long passages. For the first link, have it as a guided practice and the second link an independent practice. http://www.chompchomp.com/frag01/frag01.htm http://www.chompchomp.com/frag03/frag03.htm After the activity, ask the following questions:

1. How were you able to locate fragments in the paragraphs? 2. How do fragments affect the meaning of a passage/selection? 3. Can all groups of words that begin with a capital letter and end with a paragraph be considered sentences? Support your answer.

2. Have a follow-up discussion about fragments and sentences. 3. Guided Practice: Let the students identify orally whether the given groups of words are fragments or sentences.

1. My mother accompanied me to school on the first day.

2. Other parents.

3. Accompanied their children as well.

4. We all waited in front of the school office.

5. Soon, a teacher came.

Independent Activity: Revise the short passages found in the link below. Let them type their answers in Notes. https://owl.english.purdue.edu/exercises/5/18/39/ 4. In writing, make an analogy between a puzzle and its pieces and fragments and sentences

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Objectives (Days 5- 6)

Locate the subject and the predicate of a sentence Revise a group of words to make it complete

Day 5 1. Present a page from Greg’s diary. Let the students identify the complete subject and complete predicate.

http://wilsonmk.wordpress.com/ 1. Today,Mr.Underwood,thePhys Ed teacher ,made an announcement.

2. The girls and the boyswill be doing separate units for the rest of the month.

3. The girlswill be doing gymnastics.

4. The boyswill be doing wrestling.

5. Everyonewas wired after the announcement.

Then, ask them these process questions: 1. How were you able to locate the subject? How about the predicate? 2. How can you distinguish the complete subject from the simple subject? How about the

complete predicate from the simple predicate?

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For number 2- Write the students’ initial responses on the board using the Butterfly Graphic Organizer which will be

uploaded in the site and the students may use Type on PDF in answering.

2. Have a follow-up discussion about the parts of a sentence. Additional Notes can be found on Unit 4, Lesson 1, pages 158 – 160 of their textbook. 3. Guided Practice: Answer Unit 4 Lesson 1, Exercise 1- pp. 160-161 and Exercise 2, p. 164 Day 6 1. Transform the given words into sentences by supplying the necessary parts.

http://www.marissamoss.com/

my best

friend

is one of the

most

memorable

persons in

my life

My dream

because

our

parents

love us

plays

basketball

well

my basketball

team

Technology

in the

classroom first day

of school

usually cooks

food for the

family my childhood

favorite

toy

my hobby

my beautiful

mom

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2. Present a sample text message conversation between a mom and a child that shows miscommunication. Using a note-taking app, let the students express their analysis and reflection on the given material. Taken from: https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQs4iPjmi9MNj3KCWKO 2yGNXuXcFcUhyotcGSs0dc1kcmZCuUx 3. After the discussion, play the video No Fragments: Subjects and Predicates, Let some students share what they

have learned.

4. Let the students answer the activities in the app- Grammar for writers Objectives (Days 7- 8) Identify the different kinds of verbs Use appropriate verbs in a sentence Day 7 1. Recognize verbs by playing, “It’s ShowVERB!”The aim of the game is to identify the action presented on the image under the colorful squares. The images are related to the text to be presented afterwards. 2. Then, familiarize them with the different kinds of verb by playing VerBINGO. The students will fill up their VerBINGO

cards by classifying the underlined verbs in the sentences taken from the selection, “A Lesson to Learn”.

A Lesson to Learn

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James is my little brother. I find him so irritating. All day long he says, “Eddie, I wonder why people can talk but animals can’t.” Or, “I wonder why the ocean looks blue.” Of course, I don’t know the answers, but I don’t let him know that. I just make up reasonable explanations, and he accepts them as if I’m the smartest person in the world. Before I answer one of his questions, I usually tell him that he perhaps he doesn’t read and asks too many questions. Well, yesterday we both got our report cards. I got B’s and C’s, and he got straight A’s. Under the “Comments” section on my report card, it said, “Eddie would be getting better grades if he asked more questions.” Of course, on my brother’s report card, it said just the opposite. To make things worse, my brother squawked all day about how I was so unwise for not asking questions! I just sighed and told James he was right—I wouldn't make fun of him anymore for asking so many questions. Yes, I learned a lesson from my little brother: Never be afraid to ask questions, and NEVER be afraid to wonder why. http://www.thewritesource.com/studentmodels/ws2k-lesson.htm Then, ask the following process questions:

1. During the game, how were you able to locate the verbs in each sentence?

2. How will you describe each kind of verb?

3. How does each type of verb function in a sentence? How important are verbs in a

sentence?

Day 8

3. Have a follow-up discussion about the kinds of verbs. Additional Notes can be found on Unit 2, Lesson 1, pages 260-262, 264-267 of their textbook. 4. Guided Practice: Let the students answer Unit 2, Lesson 1 pp. 263 A

Independent Activity: Unit 2, Lesson 1 264 B, 267-268 Exercise 2

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Objective (Day 9)

Recognize the different functions of nouns

Day 9

1. After identifying the verbs, cite and classify orally the nouns after the verbs in the sentences taken from, “A Lesson Learned”. James is my little brother. . I just make up reasonable explanations. We both got our report cards. I just sighed and told James he was right I learned a lesson from my little brother: Then, ask the following process questions: 1. (for DO and IO) What question do the nouns after the verbs answer? 2. How does the noun after the linking verb affect the subject? 3. Have a follow-up discussion about the functions of nouns after the verbs in the predicate. 4. Let the students answer the following online activities

Direct Object http://www.softschools.com/quizzes/grammar/direct_objects/quiz546.html Indirect Object http://www.softschools.com/quizzes/grammar/indirect_objects/quiz548.html Nouns as Predicate Nominative

http://www.dailygrammar.com/Lesson-101-Predicate-Nominative.htm 5. Let the students answer Worksheet no. 1 about the kinds of verbs and the functions of the nouns that can be found in the predicate. Objectives (Day 10) Master Subject Verb Agreement Rules Apply Subject Verb Agreement Rules in writing Day 10 1. After analyzing the different parts of speech present in a predicate of the sentence, let the students recall Subject-Verb Agreement by supplying the correct form of the verb to complete the sentences in the provided online exercises. While answering, the teacher will lead the students in realizing the subject-verb agreement rules that have been applied. Subject-Verb Agreement Online Exercises: 1.http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/sv_agr_quiz.htm

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2.http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/agreement_add1.htm 3.http://grammar.ccc.commnet.edu/grammar/quizzes/svagr2.htm 4.http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/agreement_add3.htm 2. Present an incomplete comic strip and let the students fill-in the speech balloons with appropriate and grammatically correct sentences that will match the illustrations. The incomplete comic strips activity is taken from: http://www.educationworld.com/sites/default/files/BackToSchool01.pdf Objective (Day 11) Show mastery in applying capitalization and punctuation rules Correct the error in punctuation and capitalization (Day 11) 1. Show some texts that do not follow rules of mechanics and give confusing messages. Let the students identify the capitalization and punctuation rules that were not applied in the in the given texts.

https://i.chzbgr.com/maxW500/4151535616/h27CD39AF/

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https://www.vappingo.com/word-blog/wp-content/uploads/2010/10/punctuation-saves-lives-two.png Here are some of the questions that could be asked while analyzing the materials given:

1. What rules of mechanics were not followed in the materials presented? 2. When do we capitalize a word? 3. Why do we need punctuation marks?

2. Identify the correctly punctuated and capitalized sentences and revise those that are erroneous in the provided online exercises. Then, while answering the teacher will lead the students in realizing the punctuation and capitalization rules that have been applied. Capitalization http://grammar.ccc.commnet.edu/grammar/cgi-shl/par_numberless_quiz.pl/caps_quiz.htm Punctuation http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/punct_quiz.htm 3. Post a question in class which they will answer in Socrative app that lets the teacher show some students’ answers.

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http://i.kinja-img.com/gawker-media/image/upload/s--j2HJu7jB--/17vbvg90xs6m5jpg.jpg Objectives (Day 12) Write simple sentences Choose the better paragraph based on its sentence structure Day 12 1. Present an illustration from the Diary of a Wimpy Kid and tell them to write sentences about the picture using these patterns: 1s+1p, 2s+1p, 1s+2p, 2s+2p

Taken from: Thttp://www.angryjuliemonday.com/wp-content/uploads/2012/12/Wimpy-Kid-E-reader-Illustration_ABRAMS.jpg Then, ask the following questions:

1. What is the difference between a simple subject and a compound subject? How about simple predicate and

compound predicate?

2. Did you find any difficulty in writing a sentence following a pattern? Why do you think you encountered such

difficulty?

2. Show the class some of the written sentences and let them judge whether the sentences followed the patterns or not by giving concrete explanation. 3. Have a follow-up discussion about Simple Sentences.

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4. Worksheet no. 2: Present two versions of the personal narrative, Learning can be Scary. Then, compare the given paragraphs and give specific reasons in choosing the better one. Day 10 Summative Assessment 1

Locate the subject and the predicate of a sentence Revise a group of words to make it complete Correct the error in punctuation and capitalization Express one’s opinion in connection to the picture and or quotation posted

Objectives (Days 13 and 14) Identify personal pronouns Use pronouns appropriately to achieve sentence fluency

Version A: Learning Can Be Scary

“Learning something new can be a scary experience. One of the hardest things I've ever had to do was learn how to swim. I was always afraid of the water, but I decided that swimming was an important skill that I should learn. I also thought it would be good exercise and help me to become physically stronger. What I didn't realize was that learning to swim would also make me a more confident person. New situations always make me a bit nervous, and my first swimming lesson was no exception. After I changed into my bathing suit in the locker room, I stood timidly by the side of the pool waiting for the teacher and other students to show up. After a couple of minutes the teacher came over. She smiled and introduced herself, and two more students joined us. Although they were both older than me, they didn't seem to be embarrassed about not knowing how to swim. I began to feel more at ease.” http://examples.yourdictionary.com/narrative-essay-

examples.html

Version B: Learning Can Be Scary

“Learning something new can be a scary experience. One of the hardest thing I've ever had to do was learn how to swim. I was always afraid of the water. but I decided that swimming was an important skill. That I should learn. I also thought it would be good exercise and help me to become physically stronger. What I didn't realize was that learning to swim would also make me a more confident person. New situations always make me a bit nervous. my first swimming lesson was no exception. After a couple of minutes the teacher came over. She smiled and introduced herself, And two more students joined us. Although they were both older than me, they didn't seem to be embarrassed about not knowing how to swim. I began to feel more at ease.” After I changed into my bathing suit in the locker room, I stood timidly by the side of the pool waiting for the teacher and other students to show up. http://examples.yourdictionary.com/narrative-essay-

examples.html

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Day 13 1. Present a version of Overcoming my Fear that does not have pronouns. Then, tell them to improve the story in pairs by replacing overly repeated nouns with pronouns. Make sure that these pronouns will make the main character the speaker in the story.

Overcoming My Fear by Emily

Emily is not afraid of roller coasters. Emily used to be, but that was before I took my first trip to Disneyland. Emily will never forget that trip. It changed Emily’s life. It all started when Emily’s family and Emily were on Emily family and Emily‘s second day at Disneyland. Emily’s family and Emily were walking by a huge, enormous, gigantic roller coaster called The Thunder Mountain Railroad. It was as tall as the Empire State building. Emily was hoping that no one would notice it so Emily’s family wouldn’t have to go on it, but Emily’s dad spotted it immediately. Emily told Emily’s dad that I really didn’t want to go on it, but Emily’s dad said that Emily would never overcome Emily’s fear of roller coasters if Emily didn’t go on one. Emily decided that Emily I would try it once. When Emily’s family and Emily got on the ride, Emily was shaking uncontrollably. The ride started moving, slowly at first, and then into a cave that was a black hole with fake bats in it. The ride went up ,up, up, and then, suddenly, it happened. Emily’s family and Emily went down the hill faster than anything. Zooming, racing, flying. Faster and faster. Emily smiled. Emily was actually having fun. When the ride was over, Emily wanted to go on it again. Emily started going on every roller coaster in Disneyland. After all the other roller coasters, Emily would always go on The Thunder Mountain Railroad because that ride will always be Emily’s favorite. Emily have learned that Emily shouldn’t decide that Emily don’t like something before Emily have tried it. Now, Emily will go on any roller coaster anyone asks me to. Emily has overcome my fear of roller coasters. Taken from: http://msmcclure.com/?page_id=2289 After revising the given text, ask the students the following questions: 1. What are the common pronouns that you have used?

2. What are the points that you have considered in revising?

3. How do pronouns help in achieving sentence fluency?

2. Have a follow-up discussion about pronouns. There are additional notes on pp. 158-160. 3. Guided Practice: Answer Unit 1, Lesson 4: Exercise 1 – pp. 160-161, Exercise 2- p. 164

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Day 14 4. Show a conversation in form of comic strips (to be uploaded in the site) that highlight the importance of correct pronoun use and pronoun reference. Tell the students to express their thoughts using a note-taking app.

http://penningtonpublishing.com/blog/wp-content/uploads/2013/07/vaguepronouns.jpg 5. Answer the following independent activities: Online Exercises: http://www.softschools.com/quizzes/grammar/personal_pronouns/quiz430.html APP – Using I and Me Objectives (Day 15 and 16) Use the correct tense of the verb with reference to time Correct sentences with error in the tense Day 15 1. Realize how tenses change by playing a modified Snakes and Ladders Game. The students will answer the questions on the tiles in the board game. They will write in on a note taking app. After the game, show some of the students’ responses and analyze. Here are the procedures:

1. Divide the class into groups of four students. Let a member to download a pdf copy of the board game in his MLD

and the another student to download Classroom Dice App. Tokens will be given by the teacher.

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2. Position all the students' tokens on the square marked "Start." The first student to uses Classroom Dice . His or her

token advances the number of squares indicated on the dice. If the square asks a or an information, the student

should answer the question or provide the necessary information. Other group members should list down the

answers on his/her paper.

3. If the player’s token lands on a square at the bottom of a ladder, it immediately advances to the top of the ladder,

where the student should respond to the question or request in that square. If a token lands in a square that

contains the head of a snake, it slides back to the square at the tail of the snake. (The token makes no extra move

if it lands on a square at the top of a ladder or on the tail of a snake.)

4. The first player to reach the square marked "Finish" is the winner.

5. The winner may volunteer to share the answers of other players in his/her group. Remind the students to listen

carefully to the reporter.

Taken and adapted from: http://www.eslprintables.com/games_worksheets/board_games/snakes_and_ladders/

2. After the game, ask the students to identify the tense of the verb used in answering the questions. You may point out a specific answer to one of the questions. Lead them in identifying the use of the simple present, simple past and present perfect tense. Here are the process questions:

1. What are the tenses used in answering the questions? 2. In what conditions is the present tense used? How about the past? the present perfect? 3. With regard to time, how is past tense different from the present perfect tense?

3. Have a discussion about the tenses of the verb. Additional notes are on Unit 2, Lesson 5, pp. 402-404, pp. 409-412 4. Guided Practice: Answer the exercises on pp. 413-414. Day 16 1. Let the students answer the following online activities for tenses of the verb: 1.http://www.englishpage.com/verbpage/verbs5.htm 2. http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_present_perfect.htm 3.http://www.englishexercises.org/makeagame/viewgame.asp?id=1496

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Objectives (Day 17) Know the features of narrative writing Share one’s experiences through writing Day 17 1. Recall the parts of a paragraph and highlight the distinct features of a narrative.

Review of Narrative Paragraph Writing: http://web.clark.edu/martpe/narrative%20parag.htm http://www.cba.edu.bo/sabado/central/WRITING%20NARRATIVE%20PARAGRA PHS262011.pdf

2. Let the students write a short paragraph about one’s childhood memory. (Objective (Day 18) Recognize transitive and intransitive verbs Day 18 1. For review, a guided activity: Identify the verbs and analyze orally and in writing whether the verbs have the receiver/s of the action/s by answering the following online exercises: 1. http://www.quia.com/quiz/653869.html 2. http://www.softschools.com/quizzes/grammar/verbs/quiz231.html 2. Have a follow-up discussion about transitive and intransitive verbs. Additional Notes are on pp. 341-342 3. Independent Activity: Answer pp. 343-344. Objectives (Day 19) Use the correct voice of the verb based on the conditions given Analyze the use of the voices of the verb in sentences Day 19 1. Show some images (from http://heroesofyolanda.wordpress.com/) of young heroes during typhoon Yolanda and analyze the voice of the verbs in the images’ captions.

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When asked, the boy carrying another little boy, said Hindi kopokapatidsiya; kinargakolangkasi nag iisasya,

walangkasama. (He’s not my brother; I carried him because he was alone and he had no companion.

Little angels sold lemonade by the street for typhoon Yolanda (international name Haiyan) victims, in LA, USA (Twitter Photo courtesy of YouScooper Shekinah Eden Pugh) While analyzing, here are the questions to be asked:

1. Notice the verbs and the subjects in the highlighted captions. Is the subject the doer of each action stated in the verb? 2. Is it in active or passive voice?

2. Have a follow-up discussion about voices of the verb. Additional notes are on pp. Unit 2, Lesson 4, pp. 366-369. 3. Guided Practice: Answer Unit 2, Lesson 4, pp. 370-373. Day 20 1. Present a letter written by a child for the victims of typhoon Yolanda. Let the students share their thoughts about the possible reasons in stating sentences in a specific voice. Let them write their answers in a note-taking app.

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Anthony, aged six, on a written letter to his aunt Mae Paner (aka Juana Change) donated his own little savings to typhoon victims. 2. Answer Worksheet no.3 that covers verb tenses, transitive and intransitive verbs and voices of the verb. Day 21 SUMMATIVE ASSESSMENT 2

Replace nouns with appropriate pronouns Supply the sentence with the correct verb form Revise erroneous sentences Decide whether or not the sentence should be in active voice or in passive voice based on the conditions given Write a paragraph about one’s personal experience

Objectives (Day 22) Use appropriate transition words to achieve organization in a paragraph Revise a paragraph by using transition words Day 22 1. Let the student examine the paragraph, Disney Land and locate the transition words and hypothesize for the use of each transition word.

Disney Land

“It was a hot sunny day, when I finally took my kids to the Disney Land. My son Matthew and my daughter Audra endlessly asked me to show them the dream land of many children with Mickey Mouse and Snow-white walking by and arousing a huge portion of emotions. Somehow, these fairy tale creatures can make children happy without such “small”

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presents as $100 Lego or a Barbie’s house in 6 rooms and garden furniture. Therefore, I thought that Disney Land was a good invention for loving parents.” http://examples.yourdictionary.com/narrative-essay-examples.html 2. Have a follow-up discussion about the different transition words that can be used in narratives. 3. Let the students answer the online exercises and lead them in choosing the best connector to ensure unity in a paragraph.

1.http://a4esl.org/q/h/9901/gc-connectives.html 2.http://eslbee.com/transitions_and_connectors.htm 3.http://www.quia.com/quiz/1352497.html

4. Present the paragraph that lacks transition words and let the students revise it. The activity taken from: http://bowvalleycollege.ca/Documents/Learning%20Resource%20Services/Library%20Learning%20Commons/E-Resources/Study%20guides/writing%20para_narr.pdf The following narrative paragraph lacks time transitions. Fill in the blanks with the appropriate transitions to give the paragraph coherence. (glues the structure together)

Let me tell you the story about a woman named Jyll and a friend of hers called Jack. – The 1.__________ thing that

happened was that Jyll was running out of fresh water at her cabin. She decided she would have to walk into town to pick

up some fresh spring water. 2.__________ she left she wanted to contact her neighbour, Jack, to let him know she would

be out of the area for the day. 3.__________ she left the cabin, she grabbed the old wooden pail. 4.__________ she

would use it as a signal to Jack that she was absent from the cabin. She tied a rope around the handle of the pail and

5.__________ was able to toss the pail up into the air and over the giant arbutus tree next to the cabin. High up there it

could be seen by Jack while he stood on the porch of his cabin down the road. He would know she was away from the

cabin. This was a safety measure. Jyll 6.__________ went off to town for the spring water not knowing that Jack had

gone tumbling down. 7.__________ that day, it was discovered what had happened. 8.__________ Jyll had gone to fetch

the pail for water, she hadn’t noticed Jack coming around the bend in the forest path. 9.__________ the doctor and

police were able to reconstruct the scene of the crime. It seems that when Jyll threw the pail up in the tree, it hit Jack’s

crown on its way down. 10.__________ Jack has had his nob patched, but he hasn’t seemed the same fellow.

11.__________ Jyll has been known to giggle at Jack’s disaster which sometimes gets her in trouble with his mother.

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12.__________ Jack and Jyll still play at being neighbours, but Jack won’t go near the water pail.

Answers

1. first 5. eventually 9. after

2. before 6. then 10. afterwards

3. when 7. later 11. in the meantime

4. then 8. when 12. Today

Day 23

SUMMATIVE ASSESSMENT 3 Make the sentences in sequence by locating the transition words and arrange them to form a paragraph Add transition words to make the ideas coherent

Day 24 CULMINATING UNIT ASSESSMENT Identify which among the three paragraphs (personal narratives) excellently followed the rules of mechanics and has a substantial content Day 25 Pre-Writing Have photo of an event in your life that you find inspiring and want to share. Then, using Pic Collage, write the things (words or phrases) that make it memorable Day 26 First Draft Write the first draft of your narrative Day 27 Editing Read and check your work. Then, submit to the teacher for editing Day 28-Day 29 Revising Revise the work considering the comments given Day 27 Publishing Before writing the final paper, let a friend edit the work and the writer will also use the self-assessment checklist