Day 6 - Lesson 16 INTERVENTION Camp.pptx
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The document summarizes a story called "The Battle of the Crabs". It lists questions about the characters and plot, including that the crabs were angry at the waves for making noise and keeping them awake. It then provides activities for students to act out parts of the story in tableaus and discuss it in partners by asking comprehension questions. Vocabulary words from the story are also highlighted.
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This document provides a lesson plan about realistic fiction and poetry. It includes a reading of the poem "A Good Play" by Robert Louis Stevenson. Vocabulary and grammar lessons focus on words ending in "-le" and forming plural possessives. Comprehension strategies explore using story structure and plot elements. Fluency and expression are practiced by partner reading.
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ENGLISH 5 Q1 W2 D1-5.pptx
ELEMENTS AND THEME OF A LITERARY TEXT
English 5 Q1 w 1-5
•
OBJECTIVE
•
Identify the elements of a literary text.
•
Infer the theme of the literary text.
BE POLITE
When someone gives you something
It’s good to say “Thank you”
Say “Thank you, thank you”
“Thank you very much”
Chorus:
Be polite, be polite
Have good manners and be polite
Be polite, be polite
Have good manners and be polite
When you want something
It’s better to say “Please”
Say “Please, please, please, please”
“Pretty, pretty please”
Repeat Chorus
When you want something
It’s good to wait your turn
Be patient, patient
And wait your turn
Repeat Chorus
When you do something by accident
It’s good to say “Sorry”
Say “Sorry, sorry”
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Unlocking of Difficult Words (using picture clues, context clues, and examples.
A.
crook
Say: “The crook is stole the lady’s bag.
“What do crooks steal? Why do they steal things?”
A.
argue
Say:“Don’t argue over who little things.”(show picture of two people arguing)
“Why do people argue?”
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A Letter Soup
By Pedro Pablo Sacristan
Once upon a time there was a very evil and
unpleasant crook who only ever thought about how to get
money. Seeing anyone happy bothered the crook
enormously. What he hated most was when people were
polite and courteous to each other, saying things like
please and thank you, and don't mention it. It annoyed
him even more if they were smiling when they said these
things.
The crook thought all those kinds of words were a
useless waste, and weren't good for anything. So what
he did was spend a lot of time inventing a machine
which could steal words. With this machine, he
planned to steal 'please', 'thank you', 'don't mention
it', and similar words people used to be polite. He
was convinced that no one would notice if those words
were to suddenly disappear. When he had stolen these
words, he intended to take them apart and sell the
letters to book publishers.
Afterhestarteduphismachine,peoplewouldopentheirmouths,intendingtosaykindandpolitethings,butnothingcameout.Allthosewordsendedupinsidethebigmachine.Justasthecrookhadhoped,inthebeginningnothinghappened.Itlookedlikepeoplereallydidn'tneedtobepoliteafterall.However,afterawhile,peoplestartedtofeelliketheywerealwaysinabadmood,doingeverythingreluctantly,andfeelinglikeeveryoneelsewasbeingforeverdemandingofthem.So,withinafewdays,everyonewasangryandarguingovertheslightestlittlething.
The crook was terribly happy with his success, but he didn't count on a couple of very special little girls. Those girls were deaf, and had to communicate using sign language. Now,becausethe machine couldn't steal gestures, these girls continued being kind and polite. Soon they realised what had been happening to everyone else, and they found out about the crook and his wicked plan.
Thegirlsfollowedhimtohishideoutonthetopofahillnexttothesea.Theretheyfoundthe
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This document provides a lesson plan about realistic fiction and poetry. It includes a reading of the poem "A Good Play" by Robert Louis Stevenson. Vocabulary and grammar lessons focus on words ending in "-le" and forming plural possessives. Comprehension strategies explore using story structure and plot elements. Fluency and expression are practiced by partner reading.
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This summary provides an overview of a lesson on comparing and contrasting stories. It discusses reading an adapted Chinese version of Little Red Riding Hood called "A Red-Riding Hood Story from China". It asks comprehension questions about how the main character feels at different points in the story. The summary then discusses building vocabulary and grammar skills like using adjectives.
ENGLISH 5 Q1 W2 D1-5.pptx
ELEMENTS AND THEME OF A LITERARY TEXT
English 5 Q1 w 1-5
•
OBJECTIVE
•
Identify the elements of a literary text.
•
Infer the theme of the literary text.
BE POLITE
When someone gives you something
It’s good to say “Thank you”
Say “Thank you, thank you”
“Thank you very much”
Chorus:
Be polite, be polite
Have good manners and be polite
Be polite, be polite
Have good manners and be polite
When you want something
It’s better to say “Please”
Say “Please, please, please, please”
“Pretty, pretty please”
Repeat Chorus
When you want something
It’s good to wait your turn
Be patient, patient
And wait your turn
Repeat Chorus
When you do something by accident
It’s good to say “Sorry”
Say “Sorry, sorry”
“I’m very, very sorry”
Repeat Chorus
Unlocking of Difficult Words (using picture clues, context clues, and examples.
A.
crook
Say: “The crook is stole the lady’s bag.
“What do crooks steal? Why do they steal things?”
A.
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Say:“Don’t argue over who little things.”(show picture of two people arguing)
“Why do people argue?”
A.
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Say:“The two girls are deaf.”(Show pictures of two deaf girls)
“Why do some people cannot hear?”
A.
crook
A.
Argue
A.
Deaf
A Letter Soup
By Pedro Pablo Sacristan
Once upon a time there was a very evil and
unpleasant crook who only ever thought about how to get
money. Seeing anyone happy bothered the crook
enormously. What he hated most was when people were
polite and courteous to each other, saying things like
please and thank you, and don't mention it. It annoyed
him even more if they were smiling when they said these
things.
The crook thought all those kinds of words were a
useless waste, and weren't good for anything. So what
he did was spend a lot of time inventing a machine
which could steal words. With this machine, he
planned to steal 'please', 'thank you', 'don't mention
it', and similar words people used to be polite. He
was convinced that no one would notice if those words
were to suddenly disappear. When he had stolen these
words, he intended to take them apart and sell the
letters to book publishers.
Afterhestarteduphismachine,peoplewouldopentheirmouths,intendingtosaykindandpolitethings,butnothingcameout.Allthosewordsendedupinsidethebigmachine.Justasthecrookhadhoped,inthebeginningnothinghappened.Itlookedlikepeoplereallydidn'tneedtobepoliteafterall.However,afterawhile,peoplestartedtofeelliketheywerealwaysinabadmood,doingeverythingreluctantly,andfeelinglikeeveryoneelsewasbeingforeverdemandingofthem.So,withinafewdays,everyonewasangryandarguingovertheslightestlittlething.
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Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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- 1. English Grade 7 Lesson 16 Speaking & Listening Intervention Camp
- 4. “The Battle of the Crabs”
- 5. “The Battle of the Crabs” • Who are the characters in this story? • Why were the crabs angry? • What did the male crabs do? • What happened to the male crabs? • Who did they meet? • What did the wives do? • What did the waves do?
- 6. TABLEAU PRESENTATION (A tableau is used to quickly establish a scene that involves characters.) GROUP 1. Why can’t the crabs sleep? GROUP 2. What did the crabs decide to do to the waves? GROUP 3. Why did the shrimp think a battle was not a good idea? GROUP 4. What did the waves do to the parents of the little crabs? GROUP 5. Could the crabs have ever won the battles against the waves?
- 7. Listen to the teacher and then repeat the focus words: crab agree shrimp wives friend ask sleep pinch try funny strong wash back can’t fight think other head drown noise along mother wave should went
- 8. Look for a partner! 1. With a partner, tell the story about the crabs. 2. Have you heard this story before? 3. Have you ever seen these little crabs on the beach before? 4. Do you think the waves are noisy? 5. Have you slept near the sea before? 6. Did the sound of the waves keep you awake?
- 9. Match the words in the center with the pictures to the left or right of the words. Shell car Crab fish Dog bird Man seaweed
Editor's Notes
- Component 1: Lesson Introduction (10 minutes) Teacher tells students: Today we are going to read a story. It is a traditional Philippine story about crabs on the beach. In this lesson we will be practicing listening and speaking, and in the next lessons we will practice reading. We’ll start this lesson by talking about these pictures
- 1. Look at the pictures of tracks and traces of life on the beach. 2. Representatives by row, will take turns in writing on the board the words that comes in your mind upon seeing these pictures.
- I’m going to read this story, and I want you to listen carefully because I will be asking questions later. Kindly sit properly and keep away unnecessary things that are not needed in our lesson. All students in the class should close their eyes so they can imagine or visualize the story clearly.
- Component 2: Listening to the text (15 Minutes)
- Component 2: Listening to the text (15 Minutes)
- Component 2: Listening to the text (15 minutes) By row, students will present the answers through a tableau: Why can’t the crabs sleep? What did the crabs decide to do to the waves? Why did the shrimp think a battle was not a good idea? What did the waves do to the parents of the little crabs? Could the crabs have ever won the battles against the waves?
- Component 3: Focus words (5 minutes) Teacher introduces focus words. Students turn to Day 6 – page Students highlight the words they are unsure of. Teacher and students discuss meanings. (Teachers can find the word meanings for text 6 in the teacher resource book.) Teacher reads words and students repeat each word after the Teacher.
- Component 4 “Speaking & Listening Activities” (10 minutes) 1. Students work with partner to retell the story about the crabs. 2. Teacher facilitates discussion linking text to student’s personal experiences. o Have you heard this story before? o Have you ever seen these little crabs on the beach before? o Do you think the waves are noisy? o Have you slept near the sea before? Did the sound of the waves keep you awake?
- Component 5: Lesson conclusion (5 mins) 1. Students turn to the matching exercise in their workbooks. 2. Students work in pairs to match the words with the tracks or objects on the sand. 3. Some pictures may have more than one answer.
- CHECKING ACTIVITY Now we are finished with our lesson. Thank you very much students for listening & I hope you had fun today. See you guys tomorrow.
- -END OF LESSON 16- Prepared by: ELLEN FAYE F. PADUA, SST III Agusan National High School