Identify the elementsof literary text.
EN5LC-Ib-2.17.1
Infer the theme of literary texts.
EN5RC-Ib-2.9.1
Observe politeness at all times.
3.
Oral Language Activity
GoodMorning! _________________
Give the appropriate response to
the following expressions.
Hello! _________________
How are You? _________________
Thank You! _________________
Unlocking of Difficulties
Itmeans walk in a
leisurely way.
Example: The men
stroll around the park.
synonyms: saunter,
amble, wander, walk,
turn
stroll
6.
Unlocking of Difficulties
(pastand past participle
of stick) being trapped
in something.
Example: The cat was
stuck in the hole.
synonyms: fixed
, fastened, attached
, glued, pinned
stuck
7.
Unlocking of Difficulties
striveto achieve or attain
something in the face of
difficulty or resistance.
Example: I saw the little
puppy struggling in the water.
Synonyms: strive, try hard,
endeavor, and make every
effort,
put oneself out
struggling
8.
Unlocking of Difficulties
anatural or intuitive way of
acting or thinking
Example: Birds have an instinct
to build nests.
synonyms:natural tendency,
inherent tendency, inclination,
urge, drive
instinct
9.
Unlocking of Difficulties
along, loud, piercing cry
expressing extreme
emotion or pain.
Example: The girls scream
when they saw the pop star.
synonyms: shriek, screech, yell,
howl, shout, bellow,
bawl, cry, yelp
scream
10.
Unlocking of Difficulties
theplace where an incident in
real life or fiction
occurs or occurred.
Example: The emergency team
were among the first on the
scene.
synonyms: location, site, place,
position, point, spot
scene
11.
If you willsee an old lady
who wants to cross the
street, what will you do?
If you will see a hungry
cat on the street, what will
you do?
12.
In the storythat I will
going to read,
Find out what did the
man do with the
struggling cat.
13.
One day, anold man was having a stroll in
the forest when he suddenly saw a little cat stuck
in a hole. The poor animal was struggling to get
out. So, he gave him his hand to get him out. But
the cat scratched his hand with fear. The man
pulled his hand screaming with pain. But he did
not stop; he tried to give a hand to the cat again
and again.
The Man and the Little Cat
14.
Another man waswatching the scene,
screamed with surprise, “For god sakes! Stop
helping this cat! He’s going to get himself out of
there”.
The other man did not care about him, he just
continued saving that animal until he finally
succeeded, and then he walked to that man and
said, “Son, it is cat’s Instincts that makes him
scratch and to hurt, and it is my job to love and
care”.
The Man and the Little Cat
15.
Comprehension Questions
Where didthe old man see the little
cat?
How did the old man help the little
cat?
What do you think will happen to the
little cat if the old man did not stroll in
the forest? Why did you say so?
Why did the old man insist himself to
help the little cat?
If you are the old man, would you help the
little cat? Why and why not?
16.
Treat everyone aroundyou
with your ethics. We have to
observe respect and
politeness in our day to day
interaction with others. Treat
the people the way
you want to be treated by
them.
17.
The story thatwe have read talks
about how we value the things
around us. We have to show
our love and affection to others by
giving them respect and
providing them our helping hands.
18.
Theme is amain idea or an
underlying meaning of a literary
work that may be stated directly or
indirectly.
Examples of theme: war,
matrimony, love, friendship,
affection, horror, drama, action,
revenge, mystery, etc.
.
19.
Elements of LiteraryText
1. Setting – tells where and when the story
happens.
2. Characters – are the people, animals, or
animated objects which interact in the
story.
3. Plot – tells the order of events from the
beginning to the rising action, to the
climax, to the resolution or falling action,
then the conclusion.
Group the classinto three. Assign clearly
the task for every group. The output will be
presented on the following day.
Group Activity
Group 1
Illustrate/draw the setting of the
story.
22.
Group 2
Dramatize theplot of
the story.
Group 3
Characterize the
characters of the story.
23.
Evaluation
Direction: Tell whetherthe given
statement is setting, character, or plot.
__________ 1. An old man strolled in
the forest.
__________ 2. The little cat.
__________ 3. In the forest.
__________ 4. The old man.
__________ 5. He just continued
saving that animal until he finally
succeeded.
•Read aloud gradelevel
appropriate text with an accuracy
rate of 95 – 100%.
EN5F-Ib-1.6)
•Use appropriate body
movements/gestures.
•EN5OL-Ib-2.6.2
26.
Oral Language Activity
1.What are the literay elements
of a story?
2. Who are the characters in our
story yesterday?
1. What is setting?
2. What is a plot?
3. What is theme?
27.
It’s Me WhoBuild A Cummuniy
Let us sing the song...
It’s me, it’s me, it’s me who builds commu-ni-ty. (x4)
Roll over the ocean, roll over the sea, come and do your part to
build community. (x2)
It’s you, it’s you, it’s you who builds commu-ni-ty. (x4)
Roll over the ocean, roll over the sea, come and do your part to
build community. (x2)
It’s we, it’s we, it’s we who build commu-ni-ty. (x4)
Roll over the ocean, roll over the sea, come and do your part to
build community. (x2)
It’s me, it’s you, it’s we who build commu-ni-ty. (x4)
28.
How did youfeel while singing?
In singing an action song,
we do body movements
to make it more lively
and interesting. In
reading a selection or
story, we have to observe
also appropriate body
movements and
gestures.
29.
Unlocking of Difficulties
unusualor surprising in a way
that is unsettling
or hard to understand.
Example: She found herself in
bed in a strange place.
Synonyms: unfamiliar,
unknown, new
strange
30.
Unlocking of Difficulties
disappearsuddenly and
completely.
Example: In just a blink of an
eye, the coin vanished.
Synonyms: disappear, be lost
to sight/view,
become invisible
vanish
31.
Unlocking of Difficulties
extendout, over, or beyond
the main body or line
of something
Examples: A rock jutted out
from the side of the bank.
Synonyms: stick out, project,
protrude, bulge out, overhang
jutted
32.
Unlocking of Difficulties
aroughly built hut or cabin.
Example: They go off to
their shack in the mountains
every
few months.
Synonyms: hut, chantey, cabin,
lean-to, shed; hovel
shack
33.
Unlocking of Difficulties
tobe afraid of
Example: The child was
frightened when he saw the
animal.
Synonyms: scare, startle,
alarm, terrify, petrify, shock,
chill,
panic, shake, disturb
frightened
34.
Swamp Lights
Author Unknown
(Anadaptation)
Jimmy pushed hard with pole against the bottom of the
swamp. The night was pitch dark, and Jimmy was sure
that he was lost. He had been so pleased with his catch
that he had lost track of time.
35.
Just then, Jimmyheard a sharp crackling
sound in the distance. It startled Jimmy and
sent a stab of fear through him. He recalled
all the stories that he had heard about
some strange events in the swamp.
It was said that there were places so
dark and hidden in the swamp. When
people saw these places, they would vanish
without a trace. Jimmy didn’t believe these
stories, but on a night like this they seemed
almost possible.
36.
Soon, there wasanother flash of light, and
shadows seemed to move in the trees.
Chills chased each other up and down
Jimmy’s spine.
Jimmy’s boat rounded a point of land
that jutted out into the water. He saw a tiny
shack perhaps a hundred feet in front of
him. He saw a shutter on one of the shack’s
windows creating the crackling sound. A
lantern inside the shack flooded the area
with light. That’s what made the flashes.
37.
Relieved, Jimmy stoodup, hoping that
someone inside the shack could help him
find his way. Soon, a voice called out. It was
a man’s voice.
In the next few minutes, Jimmy found that
there was nothing to be frightened of. The
owner of the voice turned out to be a very
kind man. He gave jimmy directions on how
to get home and he accepted Jimmy’s gift
of fresh fish. He also told Jimmy how
wonderful it was to live in the swamp. As
Jimmy waved goodbye, he knew that he
wouldn’t have missed this swamp
adventure for anything.
38.
Things to Rememberin Reading aloud a story
Introduce the book to the group
Read with expression and fluency
Build in time for listeners to respond along the
way
Encourage predictions
Watch your audience
Most importantly: Have a good time!
39.
Let the classread aloud
the selection “Swamp Lights”.
Ask individual pupil/group of
pupils to read the story
by parts. After the story has
been read, ask the class to
read the story together with
proper body movements and
gestures (intonation and
expression).
40.
Group Work
Read theselection assigned to your group aloud.
Name of
Pupil
(4-5)- Excellent (3)- Good (1-2)-Needs
Improvement
Uses a loud
voice
Articulates
words
clearly
Reads with
expression
Reads with
fluency
Makes sure
the book
doesn’t
cover his
face
Uses
appropriate
gestures and
motions
Total
Score
Averag
e
Rating
1.
2.
3.
4.
5.
6.
41.
Group 1
Fox andthe Goat
Once a fox was roaming around in the dark. Unfortunately, he fell into a
well. He tried his level best to come out but all in vain. So, he had no other
alternative but to remain there till the next morning. The next day, a goat
came that way. She peeped into the well and saw the fox there. The goat
asked “what are you doing there, Mr. Fox?”
The sly fox replied, “I came here to drink water. It is the best I have ever
tasted. Come and see for yourself.” Without thinking even for a while, the
goat jumped into the well, quenched her thirst and looked for a way to get
out. But just like the fox, she also found herself helpless to come out.
Then the fox said, “I have an idea. You stand on your hind legs. I’ll climb on
your head and get out. Then I shall help you come out too.” The goat was
innocent enough to understand the shrewdness of the fox and did as the
fox said and helped him get out of the well.
While walking away, the fox said, “Had you been intelligent enough, you
would never have got in without seeing how to get out.”
.
42.
Group 2
The GoldenEgg
Once upon a time there lived a cloth merchant in a village with his wife and
two children. They were indeed quite well-off. They had a beautiful hen
which laid an egg everyday. It was not an ordinary egg, rather, a golden
egg. But the man was not satisfied with what he used to get daily. He was a
get rich-trice kind of a person.
The man wanted to get all the golden eggs from his hen at one single go.
So, one day he thought hard and at last clicked upon a plan. He decided to
kill the hen and get all the eggs together.
So, the next day when the hen laid a golden egg, the man caught hold of it,
took a sharp knife, chopped off its neck and cut its body open. There was
nothing but blood all around & no trace of any egg at all. He was highly
grieved because now he would not get even one single egg.
His life was going on smoothly with one egg a day but now, he himself
made his life miserable. The outcome of his greed was that he started
becoming poorer & poorer day by day and ultimately became a pauper.
How jinxed and how much foolish he was.
43.
Group 3
The Bearand the Two Friends
Once two friends were walking through the forest. They knew
that anything dangerous can happen to them at any time in
the forest. So they promised each other that they would
remain united in any case of danger.
Suddenly, they saw a large bear approaching them. One of the
friends at once climbed a nearby tree. But the other one did
not know how to climb. So being led by his common sense, he
lay down on the ground breathless, pretending to be a dead
man.
The bear came near the man lying on the ground. It smelt in
his ears, and slowly left the place. Because the bears do not
touch the dead creatures.Now the friend on the tree came
down and asked his friend on the ground, “Friend, what did
the bear tell you into your ears?” The other friend replied,
“The bear advised me not to believe a false friend.”
44.
Group 4
The LittleMouse
Once upon a time there was a Baby Mouse and Mother Mouse. They
lived in a hole in the skirting board in a big, warm house with lots of cheese
to eat, where they wanted for nothing. Then, one day, Mother Mouse
decided to take Baby Mouse outside of their home. Waiting outside for
them was a huge ginger tomcat, licking its lips and waiting to eat them
both up.
"Mother, Mother! What should we do?" Cried Baby Mouse, clinging to
his mother’s tail. Mother Mouse paused, staring up into the beady eyes of
the hungry cat. But she wasn’t scared, because she knew exactly how to
deal with big, scary cats. She opened her mouth and took in a deep breath.
"Woof! Woof! Bark barkbark!" She shouted, and the cat ran away as
fast as he could.
"Wow, Mother! That was amazing!" Baby Mouse said to his mother,
smiling happily.
"And that, my child, is why it is always best to have a second
language."
Infer themeaning of
unfamiliar words (compound)
based on given context clues
(synonyms, antonyms, word
parts) and other strategies.
EN5V-Ib-12&13
47.
Read the wordson the flash cards
playground
nipa hut
class record
blackboard
shoulder bag
ice candy
tablecloth
ball pen
48.
Solve the mysterypuzzle.
1. “The children play base + ___________ in
the ____________ + yard .”
2. The __________ + chair is in the
class + __________. “
Compound words aretwo
words which are put together to
form a new word.
Closed compound words are
formed when two unique words
are joined together.
Examples: backyard, classroom,
airport, friendship, newspaper,
necktie, matchstick
51.
Open compound wordshave a
space between the words but
when they are read together a
new meaning is formed.
Examples: full moon, real estate,
middle class, Attorney General,
post office,
52.
Hyphenated compound words
areconnected by a hyphen.
Example: one-half, well-being,
Mother-in-law, well-respected,
check-in, eye-opener,
self-respect, send-off
53.
Let us know
deeperwhat
compound words
are by looking at
their synonyms
and antonyms.
54.
Compound Word/s Synonym/sAntonym/s
airport airfield, airstrip, air terminal ------
full moon ------ new moon
send-off farewell, goodbye, leave-taking welcome
backyard courtyard, play area, lawn front yard,
friendship
comradeship, companionship,
fellowship,
enmity
newspaper
journal, gazette, tabloid,
broadsheet
-------
well-respected highly regarded, highly valued obscure, undistinguished,
check-in clock-in, show up, time in check out
everywhere all around, ubiquitously nowhere
55.
Give the synonymand antonym of
the following compound words.
well-respected
Highly
regarded
Highly
valued
obscure
undistinguished
SYNONYMS
ANTONYMS
56.
Give the synonymand antonym of
the following compound words.
Send - off
farewell
Good bye
welcome
SYNONYMS
ANTONYMS
57.
Give the synonymand antonym of
the following compound words.
friendship
comrade
ship
compani
onship
inmity
SYNONYMS
ANTONYMS
58.
Give the synonymand antonym of
the following compound words.
backyard
Play are
lawn
Front
yard
SYNONYMS
ANTONYMS
59.
Give the synonymand antonym of
the following compound words.
everywhere
All
around
ubiquitou
sly
No
where
SYNONYMS
ANTONYMS
60.
Independent Practice
Direction: Encirclethe synonym of the underlined compound
word/s in the second sentence.
1. We can see birds everywhere. They fly and build nest all
around the forest.
2.As the plane dropped below the clouds the airstrip could be
seen ahead. The moment we landed, I could see many people
waiting outside the airport.
3.The teacher is highly regarded person in the community. He is
well-respected.
4. There is an update in the tabloid about the weather condition. I
must advice my brother to buy newspaper.
5. Next week will be the send-off party to our principal. I find it
hard to say goodbye because she is like a mother to us.
61.
Homework
Write at least5
compound words
that are not included
in our lesson. Give its
synonyms and
antonyms
•Compose clear and
coherentsentences
using appropriate
grammatical structures:
Aspects of verbs.
•EN5G-Ib-3.3
•Plan a two to three
paragraph
composition using
an outline/other
graphic organizers.
EN5WC-Ib-1.1.6.1
Objective
64.
Review
Tell whether thecompound word is closed compound
word, open compound word, or hyphenated compound
word. Give its synonym and antonym.
full moon
airfield
middle class
friendship
check-in
well-being
self-respect
farewell
post office
65.
What were thechildren doing in
The picture?
What part of the speech shows action?
66.
The aspect ofa verb is determined by whether the action is
ongoing or completed.
The four aspects are:
Simple Aspect (also known as the indefinite aspect)
Example: He took the photos.
(simple aspect - no emphasis of completed or on-going action)
Perfect Aspect (also known as the complete aspect)
Example: He had taken the photos by the time the owner arrived.
(perfect aspect - action completed)
Progressive Aspect (also known as the continuing aspect)
Example: He was taking the photos when the owner arrived.
(progressive aspect - action on going)
Perfect Progressive Aspect
Examples: He had been taking the photos before the owner
arrived.
(perfect progressive aspect - action on going but then
finished)
67.
The Simple Aspect(Indefinite Aspect) Example
simple past tense I went
simple present tense I go
simple future tense I will go
The Perfect Aspect (Completed Aspect) Example
past perfect tense I had gone
present perfect tense I have gone
future perfect tense I will have gone
The Progressive Aspect (Continuing Aspect) Example
past progressive tense I was going
present progressive tense I am going
future progressive tense I will be going
The Perfect Progressive Aspect Example
past perfect progressive tense I had been going
present perfect progressive tense I have been going
future perfect progressive tense I will have been going
68.
Guided Practice
a. Identifywhat aspect of the verb is used in the sentence.
________ 1. I will go to the beach.
________ 2. The supervisor will be going to observe classes.
________ 3. I have been working with the educators for
almost two years.
________ 4. The farmer went to the rice field.
________ 5. I had been writing novels for the youth.
________ 6. She took the photos.
________ 7. The choir will be performing tonight.
________ 8. I am going to report your bad behavior.
________ 9. My mother will cook sweet potatoes.
________ 10. I have written an excuse letter to my teacher.
69.
Complete the sentencebelow using the
appropriate predicate.
1. The painter will be ______________.
2. I am ______________________.
3. She will have been
________________.
4. The policeman had been
____________ .
5. Rosalie will have ________________ .
70.
Independent Practice
Direction: Composeclear and coherent sentences using the
graphic organizer.
Use only one verb in the four aspects.
ex. perform
Verb (base form)
simple aspect
progressive
aspect
perfect progressive
aspect
perfect
aspect
Describe the differentforms and conventions
of film and moving pictures (lights, blocking,
direction, characterization, acting, dialog,
setting or set-up. EN5VC-Ib-5.1
74.
a. Complete thesentence using the aspects
of verb.
1. The painter will be _________________.
2. I am ________________________.
3. She will have been _________________.
4. The policeman had been __________.
5. Rosalie will have ___________________.
Oral Language Activity
•Today class, wewill learn behind the scene
preparation on how these movies are
made. We will discuss the different forms
and conventions of film or motion
pictures.
79.
Forms and Conventionsof Film
•Setting – place where the action happened (time and
place).
•Character- A personality or role an actor/actress re-
creates.
Characterization- The development and portrayal of a
personality through thought, action,
dialogue, costuming, and makeup.
•Blocking - refers to the positioning and movement of the
actors in the stage.
•Sound – builds up the atmosphere
Scary scene (creepy music in background,
creaking door, etc.)
Happy scene (laughter, joy, and upbeat music)
Sad scene (slow and emotive music)
Serious scene (may use silence to enhance the
atmosphere)
80.
Forms and Conventionsof Film
Lighting – manipulate attitude towards a setting or a
character.
the way light is used can make objects, people, and
environment look beautiful or ugly, soft or harsh, artificial
or real.
May be used expressively and realistically.
Costuming – integral to portray the period of time that the
film is set in.
–can affect interpretation of characters.
Props, set-up – influence the interpretations of characters
and contribute to the atmosphere of the
film.
Theme- is a main idea or an underlying meaning(horror,
comedy, drama, romance)
Direction: Fill inthe crossword puzzle.
Guided Practice
Cross:
2 – influence the interpretation of characters
7 - a personality or role an actor/actress re-creates
16 - contribute to the atmosphere of the film.
27 - refers to the positioning and movement of the actors
in the stage.
35 - builds up the atmosphere (scary, happy, sad)
40 - integral to portray the period of time that the film is
set in
Down:
1 - main idea or an underlying meaning
6 - place where the action happened (time and place).
83.
Independent Practice
Matching Type:Identify what element in column B is being
describe in column A.
A B
1. Refers to the positioning and movement a. setting
of the actors in the stage.
2. The development and portrayal of a personality b. blocking
through thought, action, dialogue, costuming,
and makeup. c. characterization
3. Manipulate attitude towards a setting or a character.
4. Builds up the atmosphere. d. lighting
5. Place where the action happened (time and place)e. sound
#3 These are the courteous expressions that we have to use in our day to day interaction with other people. We have to show politeness to others.
#4 These are the courteous expressions that we have to use in our day to day interaction with other people. We have to show politeness to others.
#37 See how nice it is if you read the story with proper body movements and gestures.
We have to consider the following standards in reading aloud a particular selection or story
#48 : In our activity, we come up with compound words.
What do you think are the compound words used in the activity?
#65 Say: Verbs show action. Today we will learn more about what verbs are by knowing its Aspect.
#75 b. Show pictures of different movie characters.
Note: Teachers can show pictures of local heroes. (Ex. Characters from the teleserye “Ang Probinsyano”)
Show pictures of different movie characters.
#76 b. Show pictures of different movie characters.
Note: Teachers can show pictures of local heroes. (Ex. Characters from the teleserye “Ang Probinsyano”)
Show pictures of different movie characters.
#77 b. Show pictures of different movie characters.
Note: Teachers can show pictures of local heroes. (Ex. Characters from the teleserye “Ang Probinsyano”)
Show pictures of different movie characters.
