1. Identify the parts of a card
Design a self-made card for a friend
EN2RC-IVe-2.16
2. Words for the Day (Drill)
Words for the Day (Drill)
Let us read the sight words. Read after me.
3. What do you give to yourmother, father, brother, sister and
friend during their birthday?
4. Show the pupils a sample card. Then, introduce its parts. Let
them design the card
5. Questions:
1. Have you received a card before? What was the occasion?
From whom? How did you feel when you received it?
2. Now, let’s look at the card.What are its important parts?
(Use the example above or, better, a real card.)
6. Give out the blank card to each student. Then, guide the
pupils fill up the parts by writing the date, the name of their
friend, and their name.( Please refer to the LM, p. )
7. Show and Tell
Directions: In front of the class, show your self-made card and
read the message that you wrote. Then give your card to your
friend.
10. Identify unfamiliar words in English and learn their meanings
Answer wh-questions
Predict what will happen next
Relate oneself/a friend with the characters in the story
Recall a similar incident or personal experience
Recall the story read
Perform different activities highlighting multiple intelligences
11. Show the students a poster of the movie Enteng Kabisote at
ang Panday.
Then, she asks the following questions: (Refer to LM, p., Get
Set)
Are you familiar with this movie? Who have watched this?
Did you like it?
Who among the superheroes is your favorite? Why?
12. Show the pictures to the class
and asks questions at each pause.) Refer to LM, “Boatman to
the Rescue” by Dali Soriano
13. What is the title of the selection?
Who wrote the story?
Do you know what a boatman is? How about the word
rescue?
14. one by Fred when it was already raining?Why?
-What kind of friend was Bobby? Do you have a friend like him?
How has he/she helped you?
-As what you have experienced, when streets become flooded in your place.
How high was it?
-As what you see, why is a motorboat better to use in rescuing flood victims
than the one without a motor?
-In the story, to whom did Fred’s mother call first for help? How did she ask
God for help? How did God answer her prayer?
-What did you learn from the story?
15. Directions: Like and Unlike each station.
(Make the like and unlike signs used in Facebook.)
16. Recognize and use exclamatory sentences
Use the exclamation point correctly
Express appropriate feelings on a given situation
EN2G-Id-e-1.3
17. “The Boat is Sinking”
Say: Let’s have a game? I will say: “The boat is sinking.” Let’s
form groups
of four.’ You have to form a group with four members. Those
who will
not belong to any group will take their seats and be out of the
game. Is
the instruction clear?
18. - When it rained hard, what do you think would Fred have
said?
- When Bobby saw the flood, what do you think would he
have said?
- When Fred’s mother saw that the water was rising inside,
what do you think
would she have said?
- When Mother saw Fred and Bobby on a boat, what do you
think would mother have said?
19.
20. Let us study each exclamatory sentence.
1. “Yehey! It’s raining.”
2. “The water is rising now!”
3. “Oh no! I have to go up to the roof.”
4. “Fred! Oh, thank God, you’re safe.”
in the air, on your desk/armres
21. Ask the following questions:
a. What feeling did Fred show when it rained hard?
b. What feeling did Bobby show when he saw that the water
on the streets
were rising?
c. What feeling did Mother show when the water in their
house was rising?
d. What feeling did Fred’s mother show when she saw Fred
was safe?
22. e. Are these feelings strong or weak?
f. What punctuation mark ends each exclamatory sentence?
Everybody, write
an exclamation point in the air, on your desk/armres
23. Directions: Put ! at the end of each exclamatory sentence.
1. We won___
2. Hurray___
3. Fire___Fire___Fire___
4. What a big dog___
5. Oh, thank you___
24. Directions: Read the sentence inside the thought bubble.
Say it in different ways. Choose a smiley face and wear it.
Then say the sentence according to the smiley face.
Check if your group mate uses the exclamatory sentence
correctly. (Refer to LM, p. We Can Do It))
25. An exclamatory sentence expresses a strong feeling.
It is used when one feels happy, angry, surprised or afraid.
It starts with a capital letter and ends with an exclamatory
point (!).
26. Directions: Read each pair of sentences. Check the box which
has an
exclamatory sentence. (Refer to LM, p,. Measure My Learning)
1. Come here, Jessa. What a sunny day!
2. Go! Crash! The glass fell.
3. Fire! Fire! Fire! Ouch! My tooth is aching.
4. Happy New Year! How are you?
5. I love red things. Surprise! I have a gift for you.
27. Ask the children how they feel when they hear a thunder clap.
What do they say
when they hear a thunder clap?
29. (Show a video of the ‘great flood’ in the city. Let he students
react to the video.)
(Note: if the teacher does not have the technology, she shows
pictures.)
(http://www.youtube.com/watch?v=WQ3DT-FNf8g )
30. Guide Questions:
1. What do you see in the video? Can you describe the place?
The people?
2. Have you experienced the same?
3. What did you do? What did your family do?
4. Was there someone who helped you? Who?
5. In your very young age, how can you help the flood
victims?
31. Read the news article on flooding Philippines: Typhoon
'Ondoy' Death Toll Reaches 243
By: Leo Reyes/ October 1, 2009
32. Comprehension Check:
1. What is the title of the news article?
2. Who wrote it?
3. When was it written?
4. How was the typhoon called?
5. Where exactly in the Philippines did the typhoon leave so much
damage?
6. Describe the typhoon.
7. How many died?
(Explain the role of the National Disaster Coordinating Council (NDCC)
8. How did you feel after listening to the news article? Why?
33. What can you say about the relationship of the meronyms to
the words at the right? How are they related?
34. Meronym is a word which is a part of a whole.
Example: “finger” is a part of the hand and “wheel” is a part
of the automobile.
35. Directions: Draw a line to connect the word at the left that is
related to the words on the fish. From the bowl, fish the word
that is related to the word at the left.
