what are the types of clipping? -...

Quarter I

Week 7I. Objectives

A. Expressive Objectives 1. Show tactfulness when communicating with others2. Observe politeness at all times3. Appreciate fairy tale stories.

B. Instructional Objectives

Listening Comprehension Distinguish reality from fantasy

Oral Language Recount events effectively

Vocabulary Development Infer meaning of unfamiliar words ( clipped) based on given context clues (synonyms, antonyms, word parts)

Reading Comprehension Analyze figures of speech (simile, metaphor, personification, hyperbole) in a given text

Oral Reading Fluency Read with automaticity grade level frequently occurring content area words (Health)

Grammar Compose clear and coherent sentences using appropriate grammatical structures: -conjunctions

Writing/Composition Revise writing for clarity -transition/ signal words

Attitude towards literacy, literature, and language Observe politeness at all times Show tactfulness when communicating with others

II. Subject Matter

A. Topics

1. “Tooth Fairy”2. Fantasy and Reality 3. Clipped Words4. Figures of Speech (simile, metaphor, personification, hyperbole)5. Conjunctions6. Transition/Signal Words

B. Materials :

PicturesActivity sheetCrossword puzzleStrips of cartolina

III. Procedure:

Quarter I

Week 7 Day 1

I. Objectives

1. Distinguish reality from fantasy

2. Recounts events effectively

3. Appreciate fairy tale stories

II. Subject Matter:

Topic : Reality and Fantasy

“ Tooth Fairy”

Materials : pictures, activity cards

References : CG ENGLC-Ig-2.3, EN5OL-Ig-1.8 Enjoying Reading 4

Focused Skills : Listening, Recounting events

Value: Appreciation and Cooperation

III. Setting the Stage:

A. Ask: Do you love reading fairy tales?

What fairy tales story do you know?

B. Explaining the Students What To Do

Say : Class look at the pictures, what is in the picture. This is a tooth fairy. The story that we are

going to read has something to do with our lesson for today, its all about Reality and Fantasy.

- Reality tells about things that could happen in real life

- Fantasy Tells about characters or events that cannot really happen or it is a product of

imagination only.

1. Unlocking of Difficulties

Choose the meaning of the underlined words.

1. I snuggled down in my sleeping bag.

2. James hid his face in his hands and drooped his head.

3. He muttered something under his breath.

4. OK,” he said with a grin.

5. The remaining petals fluttered to the ground.

to move in quick a broad smile whisper bend or hang downward settle

https://www.google.com.ph/search?biw=1366&bih=667&q=define+whisper&sa=X&ved=0ahUKEwiltdCI0efMAhXBlZQKHaTfB4oQ_SoIHjAA

C. Modeling

1. Reading the story by the teacher

2. Reading the story by the pupils

3. Choose a pupil who will read the story for the third time

Tooth Fairy

Jenny snuggled under for blanket with her eyes wide open.

“I will stay awake. Oh, I want to see the fairy,” she muttered sleepily.

That afternoon in school, her milk tooth had wiggled and turned for the last time. It fell on a page of the book that Jenny was reading. Now she had a space just as most of her schoolmates had, right in the middle of her beautiful grin.

Before going to bed that night, Jenny put the tooth under her pillow to see whether a fairy would take it away and leaved a surprise in its place. She wanted to stay awake, but her eyelids drooped and closed.

The room was still quiet. Then, a tinkle, like the sound of a music box, filled the air. Out of the darkness, the shiniest little fairy any could imagine, floated into the room. She knelt down beside Jenny’s pillow and found the hidden tooth.

The fairy dropped the tooth into a golden purse and whispered, “Now I have another pearl for my queen’s necklace. Thanks to you Jenny. Out of gratitude, I will leave you this coin. It will be your reward and will bring you luck, Jenny.” The music began again, and the fairy fluttered away.

“Wake up, Child,” Jenny’s mother bent over her.

Before she opened her eyes, Jenny reached under the pillow. She was surprised when she felt something there. When she saw the coin, she sat up smiling.

“Mother,” she cried, “did the fairy come or was I dreaming?”

Mother smiled and said, “You want to believe that she came, don’t you? So why don’t we just make believe that she did?”

With that thought, Jenny just smiled.

“But I saw her, Mother. I just don’t know how. I wish I didn’t fall asleep,” she said winking at Mother. “Oh, well, I still have baby teeth anyway!”

Ask the following questions:

1. What happened to Jenny’s tooth?2. Why did she want to stay awake that night?3. From out of the darkness, who floated into her room?4. Why did the fairy take Jenny’s tooth?5. If you lose a tooth, will you keep it under your pillow? Why or why not?6. If you were in Jenny’s place and you found the coin under your pillow, what

would you do with it?7. Do you believe that there is a tooth fairy? Why do you think so?

Say: Listen attentively as we recall some of the parts of the story. Let us analyze them

if they show reality or fantasy.

1. A tooth fell on a page of the book that Jenny was reading. (Reality)2. Out of darkness, the shiniest little fairy anyone could imagine floated

into the room. (Fantasy)3. The room was still and quiet. (Reality)4. Now she had a space just as most of her schoolmate had, right in the middle of her beautiful grin.(Reality)5. The fairy dropped the tooth into a golden purse. (Fantasy)

- Reality tells about things that coul happen in real life

- Fantasy tells about characters or events that cannot really happen or it is a product of

imagination only.

D. Guided Practice

1. Pantomiming

a. Tell you pupils to think of their fantasy dream.

b. Let them pantomime it while their classmates will guess what it is. Ask them again to think

their ambition. Let them act it out again and class will guess it.

c. Ask them also how they will achieve their ambition

2. Raise R card if the event or action is Reality and raise letter F if the action is Fantasy.

1. Blankets should be cleaned after use.

2. Through the Internet, people can play games with each other. They can do much more.

3. When the man hit the pot, diamond came out.

4. A woodcutter cuts wood in the forest.

5. Computers can cook our food.

E. Independent Practice

The teacher will write the sentences in strips of cartolina. Then let the pupils put each one in

proper column.

Reality Fantasy

_____________________ ________________________

_____________________ ________________________

_____________________ ________________________

_____________________ ________________________

1. The swan wears a crown.

2. The young girl is selling flowers at the church.

3. The volcano is erupting.

4. The girl’s dead grandmother comes to fetch her with a smile

5. The teacher is telling a story.

6. The witch stopped at the store

7. Antonio lives in the clouds

8. The park is full of children.

9. The farmer talked to the priest.

10. The genie granted Antonio’s wish.

F. Closure:

Children, kindly differentiate reality from Fantasy.

Reality refers to situations that may happen in real life.

Fantasy refers to situations that are magical or make believe and could not

happen in real-life

IV. Evaluation:

Sequence the events that happened in the story. Write numbers 1-5 on the space provided for.

_____1. That afternoon in school, her milk tooth had wiggled and turned for the last time.

_____2. The fairy dropped the tooth into a golden purse and whispered, “Now I have another

pearl for my queen’s necklace.

_____3. Jenny snuggled under for blanket with her eyes wide open._____4. Before she opened her eyes, Jenny reached under the pillow. She was surprised

when she felt something there. When she saw the coin, she sat up smiling._____5. “But I saw her, Mother. I Just don’t know how. I wish I didn’t fall asleep,” she said

winking at Mother. “Oh, well, I still have baby teeth anyway!”

V. Agreement:

Read each sentence carefully and decide whether it is Reality or Fantasy

_____1. The butterfly flew from flower to flower.

_____2. The top of the mountain is covered with fog.

_____3. The giant carried the building in his right hand.

_____4. They planted trees in the forest.

_____5. The man hit the pot out come diamonds

Prepared by:

Richelle G. Esguerra Pila E.S.

Quarter I

Week 7 Day 2

I. Objective :

1. Infer the meaning of unfamiliar words (clipped) based on given context clues (synonyms, antonyms, word parts)

2. Observe politeness at all times

II. Subject Matter

Topic : Meaning of unfamiliar words based on given context clues (synonyms, antonyms, word parts)

Materials : chart, picturesReferences : CG EN5V-Ig-12 and 13

http://www.esl.ph/lessons/vocabulary/word-formation-process/clipping.htmlFocused Skill : Vocabulary Development Value : Cooperation and Open-mindedness

III. Learning Activities

A. Setting the StageShow the word MathematicsIf I removed the Mathematics.Can you still recognize the word?There are times when we do not want to say the whole words, so we shorten them.

B. Explain the pupils what to do

Class, our lesson for today is all about the unfamiliar clipped words

Clipped words are often used to shorten word for their convenience.

C. Modeling

Notice the underlined shorten words. Let the pupils guess its original word

Their company spends a lot of money on adsBurger does not suit old peopleThe tourist bus broke down near Pangasinan.The copter forces landed in the disturbed areas to stem the communal violenceThere are bundles of currency notes inside the case . Gas has become an expensive fuel for low income group families.My uncle goes to the gym early morning.Get me a kilo of mangoes.This college has five labs .

What are the types of Clipping?

1. Backclipping (Apocopation) is the loss of one or more syllables at the end of a word. Examples:

• abs (abdominal muscle)

• app (application)

• bi (bisexual)

• bra (brassiere)

3. Foreclipping (Aphaeresis) refers to the omission of one or more syllables at the

beginning of a word.

Examples:

• phone (telephone)

• sample (example)

• coon (raccoon)

4. Middle Clipping (Syncope) retains the middle part of a word, getting rid of the

beginning and ending parts.

Examples:

• flu (influenza)

• tec (detective)

5. Complex Clipping is the shortening of a compound word by preserving and

combining its initial parts (or first syllables).

Examples:

• sci-fi (science fiction)

• midcult (middlebrow culture)

• sitcom (situation comedy)

• forex (foreign exchange)

Other examples:

Original Word Clipped Word Type of Clipping Definition

Alchemist Chemist Fore clippinga person who tries to find a way to change ordinary metals into gold and to find a medicine which would cure any disease.

Alligator Gator Fore clippinga large reptile with a hard skin that lives in and near rivers and lakes in the hot

Dormitory Dorm Back clippinga large room containing many beds, especially in a boarding school or university

Pajamas Jams Middle clippingSoft loose clothing which is worn in bed and consists of trousers and a type of shirt.

Refrigerator Fridge Middle clippinga piece of kitchen equipment which uses electricity to preserve food at a cold temperature

Memorandum Memo Back clipping

a short written report prepared specially for a person or group of people which contains information about a particular matter.

Turnpike Pike Fore clipping a motorway which you usually have to pay to use

D. Guided Practice

A. Group the pupils into four. Give each group a picture. Using the picture, give its original word, clipped word, and meaning and use it in a sentence. Be able to present it to the class.

Group 1. Group 2

Group 3 Group 4

B. Read the meaning of each clipped words and give its original word. Write your answer on the space provided for.

__________1. decaf = to remove the caffeine from coffee __________2. prom = a formal dance held for a school class toward the end of

the academic year __________ 3. croc = a large aggressive aquatic reptile with massive jaws and a

body covered with bony plates __________ 4. mike = a device for converting sound waves into electrical energypop

(music or art ) new and of general appeal, especially among young people __________5. prom = a formal dance held for a school class toward the end of the

academic year


A. Write the word from the box that matches the bold clipped word beside it.

May 16, 2016M.H. Del Pilar St. El Nido, Palawan

Dear Wally,

Last week, my family went to Manila to visit some schools Pauleen ________ applied to. It’s strange to think that next year my sister will be a high-school grad.____________ We took a taxi ____________ to the airport since our plane____________ left so early in the morning. The dorm ____________ rooms were awfully small, but Pauleen was really impressed with the science labs____________. Later on, we ate some burgers____________ at the student union and talked to a few students.

My parents have finally decided that I’m old enough to ride my bike____________ to Dr. Cruz’s office. He posted an ad____________asking for help a couple of days a week. He thinks it’s great that I plan on being a vet____________one day and takes all my questions seriously.

Have you been to any ballgames? Are you keeping stats ____________ of your favourite players? I Hope you’re having a great summer.

Your friend,

Jose

airplane hamburgers advertisement bicycle graduate

taxicab dormitory veterinarian laboratories statistics

B. Give the original word of the given clipped word based on its meaning. Choose the letter

of the correct answer.

1. coke = carbonated drink flavoured with extract from Kola nuts

a. coconut b. cocaine c. cocain d. coca-cola e. choke

2. co-ed = schooling attended by members of both sexes

a. coedam b. coeddo c. coedit d. coeditor e. coeducational

3. grannie, granny = the mother of your father or mother

a. granary b. grand prix c. grande dame d. grandfather e. Grandmother

4. vet = a doctor who practices veterinary medicine

a. veterinarian b. veteran c. vetchworm d. vestrywoman e. Vegetarian

5. gent = a man of refinement

a. genealogist b. general agent c. general team d. genitals e. Gentleman

F. Closure

What do you mean by clipped words?

Clipped words are often used in their shorten word for their convenience.

IV. Evaluation:

Match the original/clipped words from its meaning. Write the letter of the correct answer on the space provided for.

Meaning Original/clipped words

____ 1. a small carriage in which a baby a. Sergeant/ sarge

is pushed around b. Permanent/ perm

____2. any of several non-commissioned officer c. aeroplane/plane

ranks in the army d perambulator/pram

____3. a member of the communist party e. Communist/ commie

____4. a series of curls in the hair made by

applying heat and chemicals

____5. An aircraft that has fixed wings and is

powered by propellers or jets

Prepared by:


Quarter I

Week 7 Day 3

I. Objectives

1. Analyze figures of speech (simile, metaphor, personification, hyperbole) in a given text

2. Appreciate figurative language

3. Show tactfulness when communicating with others

II. Subject Matter:

Topic : Figures of Speech (Simile, Metaphor, Personification, Hyperbole)

Materials : chart of poem and verses, activity sheet

References : CG EN5RC-Ig2.3 Lesson Guide in Elementary English Grade 5 p. 2

http://www.mld.metu.edu.tr/sites/default/files/FIGURATIVE%20LANGUAGE.pdf

Focused Skills : Listening/ Analyzing

Value : Cooperation and participation


A. Ask: Have you read a poem? Did you understand the meaning of the poem or what

the author wants to convey? Why? Why not?


Say: Class our lesson for today is all about the Figures of Speech . - Figure of speech is an expression that means something different than the literal

meaning of the words.

- Figures of Speech can make one’s poetry , speech and writing more creative,

expressive and interesting

Unlocking of Difficulties

delight - satisfactionbower - one who bends his head or body to show respectfold - to lay one part over another part

duster - one used to remove dust

C. Modeling

1. Reading the poem by the teacher2. Reading the poem by the pupils3. Choose a pupil who will read the poem for the third time

Analysis and Discussion

1. How did the poem describe the moon?- Like a flower in heaven’s high bower.

2. Can the moon really do what the poet wrote? 3. Explain that poets use figurative language to create sensory images.

Types of Figurative Language

Say :There are different types of figurative language. Study the following lines from some poems. These lines show one kind of figurative language.

The moon is like a flower.In heaven’s high bower.

My tree is like a duster reading high.Stretching forth to sweep the cloudy sky.

The lines above show simile.

A simile states a comparison between two unlike objects but have something in common.A simile contains the words like or as.

Ask: What two things are compared in the first example? What is common between the moon and a flower?

What two things are compared in the second example? What is common between a tree and a duster?

Say: Study another set of lines from some poems. These lines show another kind of figurative language.

NIGHTBy William Blake

The moon is like a flower.In heaven’s high bower.My tree is like a duster reading highStretching forth to sweep the cloudy sky.

A train is a dragon that roars through the dark.He wriggles his tail as he sends up a spark.

Who tossed those golden coins?The dandelions glittering on my lawn?

Say: The examples above show metaphor. Metaphor is a kind of figurative speech. It states a direct comparison of two unlike things that have something in common. A metaphor does not use the words like or as.

What two things are compared in the first sample? In what way is a train like a dragon?

What two things are compared in the second sample? How is a dandelion like a golden coin?

Say : Study the following lines from some poems. These lines show another kind of figurative language.

Slowly, silently now the moonWalks the night in her silver shoes;This way and that, she peers and seesSilver fruits upon silver trees.

The birds have washed their facesAnd cuddled in a rowUpon a little frosty bushThat twinkles in the snow.

Say : These lines show personification. Personification is the giving of human qualities to animals, objects or ideas.

Look at the first sample. What human qualities are given to the moon?

The moon can walk in her silver shoes and can peer and see.

What human qualities are given to the birds in the second example?

Washed their faces and cuddled in a row

Study the following lines from some poems. These lines show another kind of figurative language

I’ll love you, dear, I’ll love you

Till China and Africa meet,

And the river jumps over the mountain

And the salmon sing in the street.

When will China and Africa meet? How can a river jump over a mountain? And when will salmon be intelligent enough to sing or evolved enough to walk the streets? Of course, none of these are literal projections for our future. W.H. Auden is using hyperbole to emphasize how long his love will last for his beloved.

Say: These lines show hyperbole. Hyperbole is an exaggeration which is obvious, extreme, and intentional. It is used in order to stir up a strong emotion or response in the reader.

D. Guided Practice

A. Direction: Group the pupils into four. Give each group famous lines from poems. Then let them identify what figurative language used.

Group 1. The stars were diamonds in the sky. Her smile was a ray of sunshine.

Group 2. I wandered lonely as a cloud That floats on high o’er vales and hills,

Group 3. How do you do it? You got me losing every breath. What did you give me to make my heart bleed out my chest?

Group 4 The wind whispered through dry grass.

The flowers danced in the gentle breeze.

B. Direction: Form another four groups. Give each group a picture. Then out of the picture compose a sentence using figures of speech. Have your group representative and share your answer to the class.

Group 1 Group 2

Group 3 Group 4


Identify the figure of speech used in the following sentences.

1. He has a heart of gold.

2. Dale’s smile was as bright as the sun shine.

3. Life is a journey; travel it well

4. A wicked whisper came and changed my life.

5. Men's words are bullets that their enemies take up and make use of against them.

6. He roared with the force of a thousand lions.

7. The theatre is his home.

8. There had been no rain for months and all the crops were death. Some parts of

the farm were beginning to look like a desert.

9. After a good night sleep, I felt like a million dollars.

10. Everyone wanted Ken on the swim team because he could swim like a fish.

F. Closure:

Children, what do you mean by Figures of Speech?

Figure of speech is an expression that means something different than the literal

meaning of the words.

- Figures of Speech can make one’s poetry , speech and writing more creative,

expressive and interesting

IV. Evaluation

Identify the figurative words used in each sentence. Write S for simile,

M for metaphor, P for personification and H for Hyperbole

1. The kettle sings as it sits on the stove.

2. The grass dances with the wind.

3. It was so cold, I saw polar bears wearing jackets.

4. The clouds are as white as cotton.

_____ 5. Her brother was a tower of strength during those hard times.

V. Agreement

Look for a short story poem and copy it in your notebook. Underline the figurative words.

Prepared by:Richelle G. Esguerra

Pila E.S.

Quarter I

Week 7 Day 4

I. Objectives

1. Compose clear and coherent sentences using appropriate grammatical structures: -conjunctions

2. Identify the three types of conjunctions

3. Show care and love for the other people around you.

II. Subject Matter:

Topic : Conjunctions

Materials : Chart, crossword puzzle

References : CG EN5WC-Ig-1.8.3 http://www.myenglishpages.com/site_php_files/grammar-lesson-conjunctions.php

English For All Times Reading Textbook

Focused Skills : Listening/ Composing coherent sentence

Value : Kindness to others


A. Ask : Class, do you have neighbors? How do you treat your neighbors?


Say : Class our lesson for today is Conjunction.

- Conjunction is a part of speech that joins two words, phrases or clauses together.

C. Modeling

Say: You will read a paragraph about Sajid and Zarinah.

a) The teacher sets standards in silent reading and hints for pupils to learn appreciation of

paragraph.

b) The teacher will present paragraph through the use of power point presentation. She

will post it again on at a time for discussion.

http://www.myenglishpages.com/site_php_files/grammar-lesson-conjunctions.php

Ask the following question. The teacher will write the possible answer on the board.

1. Who are the characters in the story?

2. What do Sajid and Zarinah enjoy doing by the beach and at the sea?

3. How do Sajid, Zarinah and their friends usually spend the weekends?

4. What do Sajid loves to do that Zarina finds it boring?

How are the words and phrases in the following simple sentences connected?

1. Sajid and Zarinah are the characters in the story.

2. They sail the boat or spend their afternoon swimming.

3. Sajid and Zarinah with their friends, usually have picnics either in the morning or in the afternoon.

4. Sajid loves fishing but Zarinah finds it boring.

Say: The encircled words are what we called as Conjunctions

- Conjunctions is a part of speech that joins two words, phrases or clauses together.

Sajid and Zarinah are just two of our many Muslim brothers and

sisters in Mindanao.

Sajid and Zarinah are neighbors and over the years they have

become good friends. They live near the sea which Sajid calls “waters.

Another neighbour has a boat and the two children are allowed to use

it any time they like. They sail the boat or spend their afternoon swimming.

Sajid loves fishing but Zarinah finds it boring. She just swims or gather shells.

On Saturdays and Sundays they often have beach picnics with their

friends. The boys including Sajid make a charcoal bonfire and the girls set a

picnic mat on the sand. Most of their friends prefer fishing but sometimes

they have roast chicken.

Sajid usually plays his guitar and everyone sings or dances. After

every picnic they clean up the beach and carry all the dishes and food back

home. They go home before dark or they wait for the beautiful sunset.

There are three types of conjunctions:

Coordinating Conjunctions

Correlative Conjunctions Common Subordinating Conjunctions

forandnorbutoryetso

either...orneither...nornot only...butalsoboth...andwhether...or

afterbeforealthoughthougheven thoughas much asas long asas soon asbecausesinceso that

in order thatiflesteven ifthatunlessuntilwhenwherewhetherwhile

Coordinating conjunctions also called coordinators that connect two or more equal

items.

Examples:

He plays tennis and soccer

Correlative conjunctions are used in pairs. They work in pairs to coordinate two items.

Examples:

I didn't know that she can neither read nor write.

Subordinating conjunctions, also called subordinators. Conjunctions that join a dependent

(or subordinating) clause to an independent (or main) clause.

Examples:

He reads the newspapers after he finishes work..

"So" is a small English word that can have different meanings. As mentioned in the table above, it is

commonly used as a coordinator rather than as a subordinating conjunction. There are, however,

instances when "so" may introduce purpose and in this case "so" is used as a subordinating

conjunction.

Examples:

"I took my umbrella with me so I wouldn't get wet."" I stayed so I could see you."

D. Guided Practice

Direction : Group the pupils into four. Give each group copies of crossword puzzle. Tell them to solve it by using appropriate conjunction.

.

Across3. He must be very popular, ___ everyone in school knows him.5. John wanted to stay, ___ his sister persuaded him to go.6. ___ the rain, we went to the beach.7. ___ I got home, my sister had already left.8. It's too late to go out; ___, it's beginning to rain.

Down1. She wanted to go to the party; ___, she was not invited.2. ___ it was cold, he went out without a sweater.4. We can't buy it ___ we don't have enough money.5. John had to go to the doctor ___ he was not feeling well.( Across 3. for 5. but 6. despite 7. when 8. moreover Down 1. however 2. although 4. since 5. because )


A. Combine the following independent clause to form new sentences using conjunctions.1. Our backyard is wide. It has good soil.2. I cultivated a garden plot. I bought seeds.3. I planted tomato seeds last week. Nothing grew.4. I tried again. I succeeded.5. I would like to plant more. There isn’t enough space.

1. 2

3

4 5

6

7

8

B. Write the appropriate conjunctions (and, or, not, but, after, before, until, that, when) to join the sentences to complete the myth.

F. Closure:

What are the three types of conjunctions?

- Coordinating conjunctions

- Correlative conjunctions

- Subordinating conjunctions

IV. Evaluation

Compose 5 sentences using appropriate conjunctions

V. Agreement

Fill in the blanks with appropriate conjunctions.

1. We started early _______ we might not miss the show.a. because b. so c. so that d. on condition that

2. I can help you _______ you tell me the truth.a. unless b. provided c. so d. since

3. He is both scholarly _______cultured.a. and b. also c. as well d. none of these

4. He looks ________he is ill.a. as if b. like c. as d. though

5. You must apologize_______ you will be punished.a. otherwise b. unless c. whether d. but

Prepared by:

The Rose

There once was a pretty __________ very naughty child. Her name was Rosa. She was scornful of others, especially the poor.

One day, a beggar went to their house. He begged for a drink __________ he was ignored by Rosa. She sent him away instead.

Just __________ the beggar left, the world darkened.It rained hard. It thundered __________ lightning flashed.A bolt of lightning struck Rosa’s house. The rain stopped __________

the world brightened. Rosa was nowhere to be seen. Her parents couldn’t find her __________ they grieved.

One day, a plant sprouted in their yard. It grew __________ bore a beautiful flower __________ was thorny. It reminded the parents their lost child. They called the plant rose, a reminder of their lost child.


Quarter I

Week 7 Day 5

I. Objectives

1. Revise writing for clarity –transitions /signal words

2. Read with automaticity occurring content area words (Health)

3. Show tactfulness when communicating with others

II. Subject Matter:

Topic : Transition words / Signal words

Materials : pictures, strips of cartolina

References : EN5WC-Ig-1.8.3 Lesson Guide in English 5 p. 7

http://www.readingrockets.org/content/pdfs/transition%20words.pdf

Focused Skills : Writing

Value : Appreciation


A. Show a picture of a girl or a boy cooking in the kitchen. Let the pupils tell something about the

picture; Then ask them if they also cook at home.

Ask: Do you also eat vegetables? What nutrients can you get from eating vegetables?

Have the pupils read the words written in flash cards.


Say: Class, the selection we are going to read has something to do with our lesson for

today which is all about transition words /signal words.

vitamin nutritious wellness calorie calcium

- In writing, a transition is a word or phrase that connects one idea to another.

This connection can occur within a paragraph or between paragraphs

Unlocking of Difficulties

Read the sentences. Then let the pupils tell the meaning of the word in the sentence you will say twice (underlined word in the sentence).

1. I sliced the cake into three pieces. 2. The best way to purify water at home is to simmer it.3. Sprinkle water on the clothes before ironing it.

C. Modeling

Read the selection to the class.

Analysis and Discussion

What is the first step in making apple and hazelnut crunch?

How long will you simmer the apple?

After adding sugar, what will you do next?

What will you do when the stewed apple becomes cold?

What is the last step?

Why do you think we should decorate the crunches with apple slices?

Read again the underlined words. Tell the class that those are the examples of

transition/signal words

What are transition signals?

Transition signals are linking words or phrases that connect your ideas and add cohesion to your writing. They signpost or indicate to the reader the relationships between sentences and between paragraphs, making it easier for the reader to understand your ideas. We use a variety of transition signals to fulfill a number of functions. Some of these functions include: to show the order

to scatter in small amountto boil slightlycut

First, we sliced the apples. Then, we simmered them in a saucepan until they

were tender. Next, we added sugar and left the stew to cool. When it was cold, we

stirred in yogurt. We then spooned the stewed apple into dishes and sprinkled each with

crushed fruit and nut bars. Finally, we decorated each dish with apple slices.

or sequence of events; to indicate that a new idea or an example will follow; to show that a contrasting idea will be presented, or to signal a summary or a conclusion.

How are transition signals useful? Transition signals will:

• make it easier for the reader to follow your ideas. • create powerful links between sentences and paragraphs to improve the flow of information across the whole text. The result is that the writing is smoother. • help to carry over a thought from one sentence to another, from one idea to another or from one paragraph to another.

How are transition signals used?

• Transition signals are usually placed at the start of sentences; however, they may also appear in the middle or end of sentences. • A transition signal, or the clause introduced by a transition signal, is usually separated from the rest of the sentence by commas. • You DO NOT need to use transition signals in every sentence in a paragraph; however, good use of transition words will help to make the relationship between the ideas in your writing clear and logical.

Here are the commonly used transition words

Using transitions within a paragraphTransitions may be used at various times within a paragraph to show the connections

between sentences. Here are some examples:

Example: The main character displays strength and courage throughout the story.

Words or phrases to help sequenceideas or transition between sentencesor paragraphs

First Second third...in the first place... also... lastly afterbeforebefore longfinally in the meantimelatermeanwhilenext soonthen

Words or phrases to show location

aboveacross aroundbehindbesidebetweenin back ofin front ofinsidenearoutsideoverunder

Words or phrases to show location

aboveacrossaroundbehindbesidebetweenin back ofin front ofinsidenearoutsideoverunder

Words or phrases to show time

whilemeanwhilesoon thenaftersecondtoday laternext tomorrowafterward as soon as before nownext week

Words or phrases to indicatemore information

besidesfurthermore in additionin fact

Words or phrases to help concludea piece of writing

in conclusionfinallylastlyto sum up

He shows fear and apprehension when he encounters the antagonist.

Revision: The main character displays strength and courage throughout the story.

However, he shows fear and apprehension when he encounters the antagonist.

Say : The use of the transition in this case helps to show the contrast between the

two ideas while also connecting them.

Example: In the novel, there are many tragic events that take place. The prince’s untimely

death occurs two days before the wedding.

Revision: In the novel, there are many tragic events that take place. For example, the

prince’s untimely death occurs two days before the wedding.

Say : The transition helps to connect the idea to the example that follows.

D. Guided Practice

A. Direction : Tell the pupils to read the paragraph, then highlight all of the transition words.

B. Choose the correct answer to each question.

1. Which transition word shows location?

a. for example b. below c. then

2. Which transition word shows time?

a. between b. in other words c. Later

3. Which transition word adds information?

a. in addition b. over c. Earlier

4. Which transition word compares and contrasts?

Ever since I moved into my own apartment last fall, I have gotten out of the habit of making my bed--except on Fridays, of course, when I change the sheets. Although some people may think that I am a slob, I have some sound reasons for breaking the bed-making habit. In the first place, I am not concerned about maintaining a tidy bedroom because no one except me ever ventures in there. Secondly, I only use my bed to sleep in, so why go to all of the effort of making it when I am just going to mess it up again the next time I’m in my room. In addition, I find nothing uncomfortable about crawling into a rumpled mass of sheets and blankets. On the contrary, I enjoy poking out a cozy space for myself before drifting off to sleep. Also, I think that a tightly made bed is downright uncomfortable: entering one makes me feel like a loaf of bread being wrapped and sealed. Finally, and most importantly, I think bed-making is an awful way to waste time in the morning. I would rather spend those precious minutes checking my email or feeding the cat than tucking in corners or snapping the spread. Therefore, I will not conform to the rules on tidiness and my bed will remain unmade!

a. earlier b. besides c. Otherwise

5. Which transition word clarifies?

a. first b. besides c. in other words


A. Complete the paragraph by filling in the blanks with the correct transition words in the box.

(1)__________________ there lived a family of bears in a lovely wooded area. Their

home was (2) __________________some trees (3) __________________a small stream.

One day (4)__________________ the bears were not at home, a little girl came to the house.

(5)__________________, she knocked on the door. (6) __________________ even though

no one answered her knock, she entered the house. (7) __________________ she ate some

of the bears' food, and she napped on one of their beds. (8) __________________ the bears

returned home. They were surprised to see their door open. Their roars woke up the girl, and

she fearfully ran from the house, (9) __________________ the woods, and back to her own

home. (10)__________________ her experiences, she never again went into the woods

alone.

B. Direction: Select a topic from the list below. Then write a short paragraph using transition words.

.

a sport eating healthy food a vacation a holiday a pet

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

F. Closure

What have you learned from today’s lesson?

A transition is a word or phrase that connects one idea to another.

Meanwhile as a result of once upon a time while first

through next under beside then

IV. Evaluation

Revise the following sentences by writing appropriate transition word on the line provided.

1. We wanted to go to a movie, ______ the theater was closed.

2. Joey’s car was full of gas, ______ we drove it to the beach.

3. The ballet did not impress the students. ______, the break dancers were a big hit.

4. We visited Phoenix, Tucson, Albuquerque, Santa Fe, and ______, Las Vegas.

5. Some chili recipes do not include kidney beans. ______ would be the traditional West Texas chili.

( Answers 1. however 2. therefore 3. on the other hand 4. lastly 5. an example of this)

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