The story is about a fox and a wolf who meet in the forest one night. The hungry wolf threatens to eat the fox. However, the clever fox tricks the wolf by telling him about a delicious piece of meat at the bottom of a well. When the wolf looks down the well, the fox pushes him in. The story teaches that it is better to use one's wits than physical strength.
The document describes a story called "The Sly Fox". It includes comprehension questions about the characters (a fox and wolf), setting (a forest), and plot points. The fox tricks the wolf into falling down a well by saying it is now too thin and not delicious after having babies. Students are asked to role play or illustrate scenes from the story and answer questions about key details like characters and what the fox did to avoid being eaten.
This document provides information about English lessons for 5th grade students. It includes the learning objectives for noting details and using facial expressions to understand a story called "The Sly Fox." Students are asked comprehension questions about the story and do activities like role playing and drawing scenes from the story. The next lesson focuses on inferring the meanings of unfamiliar compound words using context clues, synonyms, and antonyms. Examples of compound words and exercises to understand them are provided.
The sly fox outsmarts the hungry wolf in the forest. The wolf threatens to eat the fox, but the fox claims to be too skinny and offers to lead the wolf to a delicious piece of meat in a nearby well. When they arrive at the well, the fox tricks the wolf into looking inside and pushes him in. The fox escapes while the wolf is trapped at the bottom of the well.
The fox tricks the hungry wolf into falling into a well to save herself from being eaten. When the wolf threatens to eat the fox, the fox claims to be too skinny and leads the wolf to a well, saying there is a fat piece of meat inside. When the wolf looks down the well, the fox pushes him in. The fox escapes, saying "I'm a sly old mother fox."
The document provides instructions and materials for a lesson on noting significant details in a story and using appropriate facial expressions. It includes objectives, topics, references, and materials. Students will discuss pictures of a fox and wolf, then read the story "The Sly Fox" about a fox who outsmarts a hungry wolf. They will practice delivering lines from the story with facial expressions and answer comprehension questions. Assessment activities include role playing, drawing scenes, and multiple choice questions to check understanding of the story and lesson.
The document provides lesson materials for an English class. It includes objectives, activities, and explanations of literary elements like tone, mood, and author's purpose. The lesson covers analyzing a song for irony and hyperbole, determining tone and purpose. Students study tone, mood, and how they are conveyed. Examples of tone in speech are provided. Students analyze a fable called "The Lion and the Mouse" and complete exercises on verb tenses.
K TO 12 GRADE 5 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)LiGhT ArOhL
This document provides lesson materials for teaching students about respect, verbs, and writing paragraphs. It includes pictures, reading passages, exercises, and discussion questions. For one activity, students are asked to role play lines from a story about a fox and wolf. They also practice identifying verbs and changing them between tenses. The document emphasizes learning about respectful behavior for Filipinos through showing respect to elders, people in authority, and God. It models writing a paragraph using an outline about characteristics of respectful and God-loving Filipinos.
The document provides instruction on identifying the aspects of verbs. It discusses the four verb aspects: simple, perfect, progressive, and perfect progressive. Examples are given to practice identifying the tense and verb in sentences. The aspects are used to describe actions where the time is indefinite, as opposed to verb tenses which are used for actions at a definite time in the past, present or future. Identifying verb aspects and tenses helps improve grammatical skills.
The document describes a story called "The Sly Fox". It includes comprehension questions about the characters (a fox and wolf), setting (a forest), and plot points. The fox tricks the wolf into falling down a well by saying it is now too thin and not delicious after having babies. Students are asked to role play or illustrate scenes from the story and answer questions about key details like characters and what the fox did to avoid being eaten.
This document provides information about English lessons for 5th grade students. It includes the learning objectives for noting details and using facial expressions to understand a story called "The Sly Fox." Students are asked comprehension questions about the story and do activities like role playing and drawing scenes from the story. The next lesson focuses on inferring the meanings of unfamiliar compound words using context clues, synonyms, and antonyms. Examples of compound words and exercises to understand them are provided.
The sly fox outsmarts the hungry wolf in the forest. The wolf threatens to eat the fox, but the fox claims to be too skinny and offers to lead the wolf to a delicious piece of meat in a nearby well. When they arrive at the well, the fox tricks the wolf into looking inside and pushes him in. The fox escapes while the wolf is trapped at the bottom of the well.
The fox tricks the hungry wolf into falling into a well to save herself from being eaten. When the wolf threatens to eat the fox, the fox claims to be too skinny and leads the wolf to a well, saying there is a fat piece of meat inside. When the wolf looks down the well, the fox pushes him in. The fox escapes, saying "I'm a sly old mother fox."
The document provides instructions and materials for a lesson on noting significant details in a story and using appropriate facial expressions. It includes objectives, topics, references, and materials. Students will discuss pictures of a fox and wolf, then read the story "The Sly Fox" about a fox who outsmarts a hungry wolf. They will practice delivering lines from the story with facial expressions and answer comprehension questions. Assessment activities include role playing, drawing scenes, and multiple choice questions to check understanding of the story and lesson.
The document provides lesson materials for an English class. It includes objectives, activities, and explanations of literary elements like tone, mood, and author's purpose. The lesson covers analyzing a song for irony and hyperbole, determining tone and purpose. Students study tone, mood, and how they are conveyed. Examples of tone in speech are provided. Students analyze a fable called "The Lion and the Mouse" and complete exercises on verb tenses.
K TO 12 GRADE 5 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)LiGhT ArOhL
This document provides lesson materials for teaching students about respect, verbs, and writing paragraphs. It includes pictures, reading passages, exercises, and discussion questions. For one activity, students are asked to role play lines from a story about a fox and wolf. They also practice identifying verbs and changing them between tenses. The document emphasizes learning about respectful behavior for Filipinos through showing respect to elders, people in authority, and God. It models writing a paragraph using an outline about characteristics of respectful and God-loving Filipinos.
The document provides instruction on identifying the aspects of verbs. It discusses the four verb aspects: simple, perfect, progressive, and perfect progressive. Examples are given to practice identifying the tense and verb in sentences. The aspects are used to describe actions where the time is indefinite, as opposed to verb tenses which are used for actions at a definite time in the past, present or future. Identifying verb aspects and tenses helps improve grammatical skills.
This document summarizes a lesson presented by Ms. Katherine Million to a 5th grade class. The lesson discusses the story "The Sly Fox" and focuses on noting important details. It provides information about the characters (a fox and wolf), setting (a forest), and plot (the fox tricks the wolf into falling into a well to avoid being eaten). The class participated in activities like a role play and Venn diagram to analyze the story further. The document concludes with sample multiple choice questions to assess comprehension of the key story details.
The document provides information about descriptive text. It begins by defining descriptive text as a type of text that aims to give information by describing a particular thing, animal, person, or other entity. It then discusses the generic structure and significant grammatical features of descriptive text, which includes using simple present and past tense, verbs of being and having, and descriptive adjectives and noun phrases. Examples of descriptive text about a safari park, Barong dance, and Natural Bridge National Park are also provided.
This document provides an English lesson on analyzing sound devices and figurative language in poems. It begins with defining different sound devices like onomatopoeia, alliteration, assonance and consonance. Students are then asked to identify examples of these devices in poems. Next, it discusses figurative language such as similes, metaphors and personification. Students practice identifying these in sentences. The last part covers idiomatic expressions, with students inferring the meanings from context clues in a poem and sentences. The purpose is to help students understand and analyze linguistic elements in poems.
The Sly Fox (Noting Significant Details)Emerson Sales
Slide presentation for Grade 5 English students - Noting Significant Details. This lesson uses the story entitled "The Sly Fox" in noting significant details.
Noting details of a story means pointing out the characters around which the story revolves, the place and when it happened and the series of actions that make the story itself.
This material is based on DepEd Curriculum Guide.
Hope this material can assists teachers, parents and students.
QUARTER 1 WEEK 2 ENGLISH 4 inkay_peralta.pptxCharmzJhoy
1. Androcles helped a lion by removing a thorn from its paw and binding the wound.
2. In return, the lion became friendly with Androcles and would allow him to feed it meat until it recovered fully.
3. Later, both Androcles and the lion were caught and sentenced to death, but when the lion was released upon Androcles, it recognized its friend and refused to harm him, surprising the king.
The document discusses the use of articles in English. There are two articles: the definite and indefinite article. The indefinite article (a/an) is used with singular countable nouns to refer to nonspecific or unknown things. The definite article (the) is used to refer to specific or known things. The choice of article depends on whether the noun is modified by a limiting or descriptive attribute.
MS4 Project Three Lessons' Plans is a complete guide to the learning objectives, the communicative tasks and the language forms to teach for third term. It includes detailed presentation and exlpanation to: reporting past events, reading the news " decoding headlines and writing news reports", responding to various situations..... and so many interesting facts
patterns of paragraph development patterns of paragraph developmentqueenpressman14
This document discusses different patterns of paragraph development, including narration, description, and definition.
1) Narration involves telling a story in chronological order using transitional words and sequencing events. Description provides detailed observations using sensory language and focusing on physical characteristics.
2) There are two types of description - objective description presents an unbiased factual account while subjective description gives a personal impression.
3) Definition explains what something means as well as what it does, its purpose, and appearance. Different patterns are used to effectively convey various types of information and stories.
This document discusses using mentor texts to teach writing. Mentor texts act as coaches and partners for students and teachers to bring joy to writing. They help students envision the type of writer they can become and help teachers advance students' overall writing skills rather than just individual pieces. Writers can imitate mentor texts and find new ways to develop their own writing.
The document discusses personal pronouns. It defines what a pronoun is and identifies personal pronouns as pronouns used in place of names of people, places, animals or things. It discusses the different kinds of personal pronouns - subject pronouns, object pronouns, and possessive pronouns. Examples are provided to illustrate the use of each type of personal pronoun in sentences. The document also contains an activity that tests the reader's understanding of using subject pronouns to replace underlined nouns.
English 6-dlp-2-relaying-information-accurately-using-different-disAlice Failano
1. The document discusses direct and indirect discourse, explaining that direct discourse uses the exact words of a speaker within quotation marks, while indirect discourse reports the words without quotation marks.
2. It provides examples of changing direct quotations to indirect discourse and asks learners to practice this.
3. The document tests the learners' understanding with multiple choice and fill-in-the-blank questions about reporting questions in direct and indirect discourse.
English 6-dlp-2-relaying-information-accurately-using-different-disAlice Failano
1. The document discusses direct and indirect discourse, explaining that direct discourse uses the exact words of a speaker within quotation marks, while indirect discourse reports the words without quotation marks.
2. Examples are provided of changing direct quotations to indirect discourse by removing the quotation marks and changing verb tenses or pronouns.
3. Questions are also discussed, noting that direct questions use a question mark instead of a comma when introducing the quotation.
logical organization of ideas through coherence and cohesionqueenpressman14
The document discusses different patterns of paragraph development, including narration, description, and varieties of description. It provides examples and characteristics of each pattern. Narration involves telling a story chronologically with a sequence of events. Description focuses on detailed observations of people, places, or things to set the scene. There are objective and subjective varieties of description, with objective description presenting an impartial picture and subjective adding emotional impressions.
This document provides examples of different types of imagery and figures of speech. It begins by defining imagery as using descriptive language that appeals to the physical senses. It then provides examples that involve sight, sound, smell, touch, and taste. The document also defines and gives examples of various figures of speech such as simile, metaphor, personification, hyperbole, and onomatopoeia. Finally, it discusses the use of specific experiences in writing to help readers connect with the situation or experience being described.
FIGURATIVE LANGUAGE
Unit 6: Lesson 1
Objectives:
Explain the concept of 'figurative language' as it pertains to elements of literature
Understand and explain the various types of figurative language
Identify the types of figurative language in a reading selection
Directions:
Step 1: Read the lesson on Figurative Language.
Step 2: Complete Lesson 1 Part A, B, & C Assignments below.
Figurative language
is often defined as any language that is not literal. This means, the writer uses words to create meaning that may be hidden. They might be trying to say that the water is beautiful, but instead say the water is ‘as blue as a precious topaz stone’. Doesn’t it sound more interesting than just saying, the water is beautiful? The trick or puzzle here is that the reader is left to “figure” out what the writer is trying to say! Let’s look at some examples of Figurative Language.
There are many types of figurative language, they include, but are not limited to the following:
1.
Alliteration
– The repetition of the same or very similar consonant sounds in words that are close together.
For example
:
a. The slight sloshing sensation of the ocean moves silently.
b. Yesterday Ulysses used a yellow paint pallet.
2.
Analogy
: A comparison between two things. It can be a comparison, a simile, a metaphor, or other type of comparison.
3.
Hyperbole
– When something is over-stated. (*Tip to remember- When someone is hyper, how do they behave? They over-react and are often loud etc.)
For example
:
When dad and I went fishing, we must have caught a million fish!
4.
Imagery
: Suggests a mental picture of sights, sounds, smells, tastes, feelings, or other impressions. May be verbal or visual.
5.
Inference
: What idea can you INFER from the selection? The reader makes a decision based on interpretation, not direct statements.
6.
Metaphor
– A comparison between two completely different things
without
using the words “like” or “as” in the statement.
For example
:
a. The Ocean is a gleaming blue bowl.
b. The river is a mirror.
7.
Simile
– A comparison between two different things
using
the words “like” or “as” in the statement.
For example
:
a. Susan is as pretty as a picture.
b. The leaves on the trees shine like glass.
8.
Tone
– How the author feels about his or her subject. The author's style conveys the tone in literature. Tone may be expressed as the author's attitude.
9.
Personification
– is one type of figurative language where an idea, object or abstract concept (i.e. Father Time or Mother Earth), is given human characteristics. In simpler terms, we take something that is not human, like a tree and give it qualities a person would possess (
person
ifying).
For example
:
a. The tall oak tree salutes every visitor that comes to the park. In this example, the tree isn’t really saluting anyone, but the reader can visualize a tall tree standing straight in the air like a general saluting someone as they pass by.
b ...
patterns of paragraph developmentpatterns of paragraph developmentqueenpressman14
The document provides information on different patterns of paragraph development, including narration, description, definition, classification, and exemplification. It defines each pattern and provides examples. Narration involves telling a story chronologically. Description uses sensory details to depict people, places, or things. Definition explains the meaning and characteristics of a term. Classification sorts ideas into categories, while exemplification clarifies a topic using specific examples.
This document discusses different types of sentences: simple sentences containing one piece of information, compound sentences joined by conjunctions like "and", and complex sentences containing one or more subordinate clauses that provide extra information about the main clause. It provides examples of each type and asks the reader to identify sentences in a short text passage and rewrite a children's story passage using more sophisticated language and varied sentence structures.
Folklore includes stories, legends, and myths that are passed down orally from generation to generation. Legends are stories about heroic real people or events that are often exaggerated, while myths attempt to explain natural phenomena or cultural practices and usually involve supernatural elements. Folklore serves purposes such as teaching life lessons, preserving cultural traditions, and entertaining audiences. It features unknown authors, moral messages, magic, and oral transmission. Poems use specific forms and structures like stanzas, lines, rhythm, rhyme, figures of speech, and tone to convey meaning and messages.
This document provides instructions on how to identify adjectives in sentences. It explains that adjectives usually come before nouns and modify them. Some common adjectives can also come after nouns when used with words like "first" or "only". Adjectives can also follow linking verbs. The document lists intensifiers that can be used with adjectives to add emphasis. It also discusses the three degrees of comparison for adjectives: positive, comparative, and superlative. Examples of adjectives from passages are underlined and their other forms of comparison are provided.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
This document summarizes a lesson presented by Ms. Katherine Million to a 5th grade class. The lesson discusses the story "The Sly Fox" and focuses on noting important details. It provides information about the characters (a fox and wolf), setting (a forest), and plot (the fox tricks the wolf into falling into a well to avoid being eaten). The class participated in activities like a role play and Venn diagram to analyze the story further. The document concludes with sample multiple choice questions to assess comprehension of the key story details.
The document provides information about descriptive text. It begins by defining descriptive text as a type of text that aims to give information by describing a particular thing, animal, person, or other entity. It then discusses the generic structure and significant grammatical features of descriptive text, which includes using simple present and past tense, verbs of being and having, and descriptive adjectives and noun phrases. Examples of descriptive text about a safari park, Barong dance, and Natural Bridge National Park are also provided.
This document provides an English lesson on analyzing sound devices and figurative language in poems. It begins with defining different sound devices like onomatopoeia, alliteration, assonance and consonance. Students are then asked to identify examples of these devices in poems. Next, it discusses figurative language such as similes, metaphors and personification. Students practice identifying these in sentences. The last part covers idiomatic expressions, with students inferring the meanings from context clues in a poem and sentences. The purpose is to help students understand and analyze linguistic elements in poems.
The Sly Fox (Noting Significant Details)Emerson Sales
Slide presentation for Grade 5 English students - Noting Significant Details. This lesson uses the story entitled "The Sly Fox" in noting significant details.
Noting details of a story means pointing out the characters around which the story revolves, the place and when it happened and the series of actions that make the story itself.
This material is based on DepEd Curriculum Guide.
Hope this material can assists teachers, parents and students.
QUARTER 1 WEEK 2 ENGLISH 4 inkay_peralta.pptxCharmzJhoy
1. Androcles helped a lion by removing a thorn from its paw and binding the wound.
2. In return, the lion became friendly with Androcles and would allow him to feed it meat until it recovered fully.
3. Later, both Androcles and the lion were caught and sentenced to death, but when the lion was released upon Androcles, it recognized its friend and refused to harm him, surprising the king.
The document discusses the use of articles in English. There are two articles: the definite and indefinite article. The indefinite article (a/an) is used with singular countable nouns to refer to nonspecific or unknown things. The definite article (the) is used to refer to specific or known things. The choice of article depends on whether the noun is modified by a limiting or descriptive attribute.
MS4 Project Three Lessons' Plans is a complete guide to the learning objectives, the communicative tasks and the language forms to teach for third term. It includes detailed presentation and exlpanation to: reporting past events, reading the news " decoding headlines and writing news reports", responding to various situations..... and so many interesting facts
patterns of paragraph development patterns of paragraph developmentqueenpressman14
This document discusses different patterns of paragraph development, including narration, description, and definition.
1) Narration involves telling a story in chronological order using transitional words and sequencing events. Description provides detailed observations using sensory language and focusing on physical characteristics.
2) There are two types of description - objective description presents an unbiased factual account while subjective description gives a personal impression.
3) Definition explains what something means as well as what it does, its purpose, and appearance. Different patterns are used to effectively convey various types of information and stories.
This document discusses using mentor texts to teach writing. Mentor texts act as coaches and partners for students and teachers to bring joy to writing. They help students envision the type of writer they can become and help teachers advance students' overall writing skills rather than just individual pieces. Writers can imitate mentor texts and find new ways to develop their own writing.
The document discusses personal pronouns. It defines what a pronoun is and identifies personal pronouns as pronouns used in place of names of people, places, animals or things. It discusses the different kinds of personal pronouns - subject pronouns, object pronouns, and possessive pronouns. Examples are provided to illustrate the use of each type of personal pronoun in sentences. The document also contains an activity that tests the reader's understanding of using subject pronouns to replace underlined nouns.
English 6-dlp-2-relaying-information-accurately-using-different-disAlice Failano
1. The document discusses direct and indirect discourse, explaining that direct discourse uses the exact words of a speaker within quotation marks, while indirect discourse reports the words without quotation marks.
2. It provides examples of changing direct quotations to indirect discourse and asks learners to practice this.
3. The document tests the learners' understanding with multiple choice and fill-in-the-blank questions about reporting questions in direct and indirect discourse.
English 6-dlp-2-relaying-information-accurately-using-different-disAlice Failano
1. The document discusses direct and indirect discourse, explaining that direct discourse uses the exact words of a speaker within quotation marks, while indirect discourse reports the words without quotation marks.
2. Examples are provided of changing direct quotations to indirect discourse by removing the quotation marks and changing verb tenses or pronouns.
3. Questions are also discussed, noting that direct questions use a question mark instead of a comma when introducing the quotation.
logical organization of ideas through coherence and cohesionqueenpressman14
The document discusses different patterns of paragraph development, including narration, description, and varieties of description. It provides examples and characteristics of each pattern. Narration involves telling a story chronologically with a sequence of events. Description focuses on detailed observations of people, places, or things to set the scene. There are objective and subjective varieties of description, with objective description presenting an impartial picture and subjective adding emotional impressions.
This document provides examples of different types of imagery and figures of speech. It begins by defining imagery as using descriptive language that appeals to the physical senses. It then provides examples that involve sight, sound, smell, touch, and taste. The document also defines and gives examples of various figures of speech such as simile, metaphor, personification, hyperbole, and onomatopoeia. Finally, it discusses the use of specific experiences in writing to help readers connect with the situation or experience being described.
FIGURATIVE LANGUAGE
Unit 6: Lesson 1
Objectives:
Explain the concept of 'figurative language' as it pertains to elements of literature
Understand and explain the various types of figurative language
Identify the types of figurative language in a reading selection
Directions:
Step 1: Read the lesson on Figurative Language.
Step 2: Complete Lesson 1 Part A, B, & C Assignments below.
Figurative language
is often defined as any language that is not literal. This means, the writer uses words to create meaning that may be hidden. They might be trying to say that the water is beautiful, but instead say the water is ‘as blue as a precious topaz stone’. Doesn’t it sound more interesting than just saying, the water is beautiful? The trick or puzzle here is that the reader is left to “figure” out what the writer is trying to say! Let’s look at some examples of Figurative Language.
There are many types of figurative language, they include, but are not limited to the following:
1.
Alliteration
– The repetition of the same or very similar consonant sounds in words that are close together.
For example
:
a. The slight sloshing sensation of the ocean moves silently.
b. Yesterday Ulysses used a yellow paint pallet.
2.
Analogy
: A comparison between two things. It can be a comparison, a simile, a metaphor, or other type of comparison.
3.
Hyperbole
– When something is over-stated. (*Tip to remember- When someone is hyper, how do they behave? They over-react and are often loud etc.)
For example
:
When dad and I went fishing, we must have caught a million fish!
4.
Imagery
: Suggests a mental picture of sights, sounds, smells, tastes, feelings, or other impressions. May be verbal or visual.
5.
Inference
: What idea can you INFER from the selection? The reader makes a decision based on interpretation, not direct statements.
6.
Metaphor
– A comparison between two completely different things
without
using the words “like” or “as” in the statement.
For example
:
a. The Ocean is a gleaming blue bowl.
b. The river is a mirror.
7.
Simile
– A comparison between two different things
using
the words “like” or “as” in the statement.
For example
:
a. Susan is as pretty as a picture.
b. The leaves on the trees shine like glass.
8.
Tone
– How the author feels about his or her subject. The author's style conveys the tone in literature. Tone may be expressed as the author's attitude.
9.
Personification
– is one type of figurative language where an idea, object or abstract concept (i.e. Father Time or Mother Earth), is given human characteristics. In simpler terms, we take something that is not human, like a tree and give it qualities a person would possess (
person
ifying).
For example
:
a. The tall oak tree salutes every visitor that comes to the park. In this example, the tree isn’t really saluting anyone, but the reader can visualize a tall tree standing straight in the air like a general saluting someone as they pass by.
b ...
patterns of paragraph developmentpatterns of paragraph developmentqueenpressman14
The document provides information on different patterns of paragraph development, including narration, description, definition, classification, and exemplification. It defines each pattern and provides examples. Narration involves telling a story chronologically. Description uses sensory details to depict people, places, or things. Definition explains the meaning and characteristics of a term. Classification sorts ideas into categories, while exemplification clarifies a topic using specific examples.
This document discusses different types of sentences: simple sentences containing one piece of information, compound sentences joined by conjunctions like "and", and complex sentences containing one or more subordinate clauses that provide extra information about the main clause. It provides examples of each type and asks the reader to identify sentences in a short text passage and rewrite a children's story passage using more sophisticated language and varied sentence structures.
Folklore includes stories, legends, and myths that are passed down orally from generation to generation. Legends are stories about heroic real people or events that are often exaggerated, while myths attempt to explain natural phenomena or cultural practices and usually involve supernatural elements. Folklore serves purposes such as teaching life lessons, preserving cultural traditions, and entertaining audiences. It features unknown authors, moral messages, magic, and oral transmission. Poems use specific forms and structures like stanzas, lines, rhythm, rhyme, figures of speech, and tone to convey meaning and messages.
This document provides instructions on how to identify adjectives in sentences. It explains that adjectives usually come before nouns and modify them. Some common adjectives can also come after nouns when used with words like "first" or "only". Adjectives can also follow linking verbs. The document lists intensifiers that can be used with adjectives to add emphasis. It also discusses the three degrees of comparison for adjectives: positive, comparative, and superlative. Examples of adjectives from passages are underlined and their other forms of comparison are provided.
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Keynote presentation to the Educational Leaders hui Kōkiritia Marautanga held in Auckland on 26 June 2024. Provides a high level overview of the history and development of the science of learning, and implications for the design of learning in our modern schools and classrooms.
6. Arrange the jumbled letters to identify the word used in the
story being defined.
a. growing thickly ------- h s y u b
b. soft hair of certain animals ------ u f r
7. c. projecting part of the face including the mouth
and nose
--- z l e z m u
d. having a full rounded shape ------ u m l p p
e. tricky or wise----- y s l
8. “The Sly Fox”
The fox is a wild animal that looks like a
dog. It has a pointed nose and ears , a bushy
tail and thick fur. The fox is said to be a very
clever animal in fooling others. The wolf is a
wild animal that looks like a dog too. It has
thick fur and pointed muzzle. Wolves and
foxes hunt other animals. Sometimes, they
end up hunting each other.
9. One night, a fox met a wolf in the forest. The wolf was
very hungry and in a terrible mood. So the wolf said to the
fox.
“Don’t move! I’m going to eat you this minute.”
As he spoke, the wolf backed the fox up against a tree.
The fox realized she could not run away.
“I have to use my wits instead of my legs,” she said to
herself.
“I could have been a good dinner for you last year. I was
then very fat and plump. But I had three babies then. Now
I’m slim and not delicious.”
“I don’t care if you are plump or not. I don’t care how
many babies you have. I’m going to eat you right now!”
10. The wolf began closing in on the fox.
“Stop!, the fox shouted. “ Look how skinny I am.
I ran off all my fat looking for my babies. But I know
a place where you can find something good and fat.”
Wolf backed off and listened to Fox.
“There is a well near here. In the bottom of it is
a big round piece of meat. You can get it instead of
eating me. Shall we go?”
11. The wolf trotted off after the fox, making sure
that she could not run away. They came upon a well.
“See for yourself, what a fat juicy piece of meat is
at the bottom of this well. I wanted to get it for my
babies. But you can have it.”
Inside the well was a delicious looking yellow round
piece of meat. Above the well, the moon shone bright and
clear. The wolf leaned over the well wondering how to get
the piece of meat. The fox jumped up quickly and pushed
the wolf down into the deep well.
“ I’m a sly old mother Fox!” Fox said to herself.
12. Answer the comprehension questions based
on the story heard.
1. Who were the characters of the story?
2. Where did the story happen?
3. What did the fox do to be not eaten for dinner by the
wolf?
4. Why did the wolf not eat the fox?
5. What was at the bottom of the well that looked
delicious and good?
13. “Don’t move! I’m going to eat you this minute.”
“I have to use my wits instead of my legs”
“I could have been a good dinner for you last
year. I was then very fat and plump. But I had three
babies then. Now I’m slim and not delicious”.
14. How did facial expressions affect in saying these lines
of the characters of the story you listened to?
(Facial expressions make the story more realistic
and emotional)
15. What did you do to answer all the given questions?
(Listened to the story and remembered the details)
16. Gr.1- Have a short role playing about “The Sly
Fox”
Gr.2- Deliver the lines of the fox and wolf with
appropriate facial
expressions)
Gr. 3- Draw the scenes of the story “The Sly
Fox”
17. Choose the letter of the word group that best
answers the question or completes the
sentence.
1. How does the story open?
a. It introduces the characters of the story.
b. It gives background information on the characters
c. It tells where the story happened.
d. It started with dialogue between the two characters.
18. 2. What characters does the story have?
a. Two animal characters.
b. Two human characters.
c. An animal and a human character.
d. A moon and two animal characters.
19. 3. Which describes the setting of the story?
a. A bright day in the forest
b. A rainy afternoon in the forest
c. A dark night in the forest
b. d. A full moon night in the forest.
20. 4. Why did the wolf not eat the fox?
a. The wolf would eat the baby foxes instead.
b. The fox offered him something good and fat.
c. The wolf took pity on the fox.
d. The fox was able to escape from the wolf.
21. 5. What could have happened to the wolf?
a. He was able to get the piece of the meat at the
bottom of the well.
b. He had a delicious dinner at the bottom of the
well.
c. He and the fox became good friends.
d. He drowned in the well.
22. Use of appropriate facial expressions in delivering
the lines of the characters in the story helps in
making the story more realistic, creative and
emotional. The listeners feel more excited to know
what will happen next and they become more
imaginative.
23. Noting details of a story means pointing out
the characters around which the story revolves,
the place and when it happened and the series of
actions that make the story itself.
24. Listen to the story. Then answer the questions that
follow.
Questions:
1. Who is the main character of the story?
2. Draw the appropriate facial expression related to
this line of Aurea “My allowance is not enough for the
remaining three days before my next allowance”.
26. Day 2
Inferring Meaning of Unfamiliar Compound
Words Based on Context Clues,
Synonyms and Antonyms.
27.
28.
29.
30. Compound words are words that are combined
together to form new words and new meanings.
Context clues are the parts of sentence or
paragraph that comes before or after the unfamiliar
words.
Synonyms are words with similar meanings while
antonyms are those words with opposite meanings.
31. Mark slung his backpack over his shoulder
and ran. The bus company had just introduced a
new bus route. Over the cliffs in the distance,
Mark could see the sea sparkling. With a smile,
he paid for his ticket and sat down. On the
drivers lap there was a newspaper with a bold
headline reading ‘Burglar Caught’.
32. At the back of the bus, a commotion started up
with two teenage boys arguing. Over the bridge, the
bus traveled on until it pulled up at Mark’s stop. Below
the deep water in the canal, fish swam in the murky
depths. Turning down a side alley, Mark reached his
front door and took out his key. From the back lawn
the dog was barking a welcome, and Mark was very
glad to be home at last.
33. Read the following words:
A B C
backpack Front door Mother-in-law
newspaper Back lawn Editor-in-chief
34. Compound words are words that are combined
together to form new words and new
meanings.
Compound words can be written as one word.
It is called closed compound word.
Ex. Backpack, overpass, notebook
35. Compound word can be written as two words. It is called
open compound word
Ex. Front door, boxing ring
Compound word can also be written with hyphen.
It is called hyphenated- compound word.
Ex. mother-in-law, hand-in-hand, attorney-at-law
36. Read the sentences. Answer the questions
that follow.
1. The sky was overcast, rain was expected because it was cloudy afternoon.
What word in the sentence hint the meaning of the unfamiliar word?
2. I have read the foreword of the book “Mother’s Wit”.
What word is synonymous to foreword?
( conclusion, introduction, content)
37. Read the sentences. Answer the questions
that follow.
3. His statement was an example of falsehood. What word has opposite meaning with
falsehood?
( truth, lies, rumor)
38. Write the compound words that mean the
following.
__________________ bell by the door
________________ache or pain at the back of the
body
__________________cake fried on a pan
__________________room where classes are held
__________________cloth to cover
39.
40. A. Box the meaning of the compound word through
context clues.
1. I have read the headline of the newspaper today, it is
front story written in bold letters.
2. Mr. Mercado gives a piece of advice to his son-in-
law. The husband of his daughter wants to go abroad.
41. Group
2
Underline the synonym of the encircled compound
word in the following sentences.
1. Parents provide backstop during Brigada
Eskwela. (assistance, food, ideas)
2. Two weeks later, Erianne was cleaning out
the small bag she carried with her everywhere
when she found a thin, black leather billfold. ( bag,
jacket, wallet)
42. 3. The policemen broadcast the issue of illegal
logging. ( tell new, spread, hide)
4. Luisa wants to stay at the backside.
(bottom, front, left)
43. Compound words are words that are combined
together to form new words and new
meanings.
Compound words can be written as one word.
It is called closed compound word.
Ex. Backpack, overpass, notebook
44. Compound word can be written as two words. It is called
open compound word
Ex. Front door, boxing ring
Compound word can also be written with hyphen.
It is called hyphenated- compound word.
Ex. mother-in-law, hand-in-hand, attorney-at-law
45. Test
Yourself
Infer the meaning of the compound word in each sentence. Encircle the letter of the
correct answer.
1. My mother and I cross at the overpass. The underlined compound
word is synonymous to ____________.
A. footbridge b. hall way c. road
2. The keywords must be in uppercase because it is easier to
emphasize if they are written in capital letters. What words in the
sentence hint the meaning of the word uppercase?
A. capital letters b. keywords c. emphasize
46. 3. Manny Pacquiao experienced being knocked-out in
his fights. ___________ has opposite meaning with
the word knocked-out.
A. cheated b. defeated c. revived
47. Assignment
Using your own understanding of the words, define the following words and
compound words. Use the compound words in meaningful sentences.
1. boxing-_____________________________________________
ring-_______________________________________________
boxing ring- _________________________________________
Sentence:___________________________________________
2. finger-______________________________________________
print-_______________________________________________
finger print-__________________________________________
Sentence:___________________________________________
52. Read and analyze the following words.
Postdate
Supernatural
Ex-president
Nonsense
Multi task
post(after) + date= after the dat
super(more than) + natural= more than the
natural
ex( former)+ president= former president
non(without) + sense= without sense
multi(many) + task= many task
53. Read and analyze the following words.
Colorless
Cheerful
Breakable
adulthood
color+ less(without)= without color
cheer+ ful (full of)= full of cheer
break + able (having the quality= having the
quality to break
adult+ hood(state/condition of being)= state
of being adult
54. Read and analyze the following words.
Postdate
Supernatural
Ex-president
Nonsense
Multi task
post(after) + date= after the dat
super(more than) + natural= more than the
natural
ex( former)+ president= former president
non(without) + sense= without sense
multi(many) + task= many task
55. The president continues
to motivate people to
take care of the
environment.
The teachers continue to
motivate people to take
care of the environment.
56. He continued working
with the group his father
founded since 2002.
They will continue to
inspire of all ages.
57. The following sentences are written in past tense. Rewrite them in
present and future tense on the lines below.
a. The rain fell on the green valley.
Present
tense:_____________________________________________________
Future
tense:______________________________________________________
b. Jane borrowed Richard’s eraser.
Present
tense:_____________________________________________________
Future
tense:______________________________________________________
58. c. The shark swam through the ocean.
Present
tense:___________________________________
Future
tense:_________________________________
59. Compose sentences using the given sets of words. Refer to the word enclosed
in the parentheses to know the tense of the verb to be used in each item.
Ex: Carlito, swim, beach, (present)
Carlito swims at the beach.
a. Angel, read, pocketbook, (future)
____________________________________________
60. b. Pila, celebrate, Pailah Festival, last year (past)
____________________________________________
c. Farmers, plant, rice, ( present)
____________________________________________
61.
62. The class will be divided into 5 and play a game
called “E-Raffle” .Each group will be receiving
metacards to write their answer. As the raffle goes,
there are verbs to be flashed with corresponding
tense of verb. Each group will compose clear and
coherent sentences using the verb in the tense asked.
2 minutes will be used to answer each item.
63. 1st word: play tense: future
2nd word: cook tense: past
3rd word: run tense: future
4th word: use tense: present
5th word: see tense: past
64. PRESENT TENSE
If the action is being done in the present
time, the verb is in present tense.
PAST TENSE
If the action is done already in the past
time, the verb is in past tense.
FUTURE TENSE
If the action is to be done in future time ,
the verb is in future tense.
A
S V
P O E
E F R
C B
T S
S
Remember
65. Write on the blanks if the underlined verb is
in present, past, or future tense.
________1. My sister will buy shoes tomorrow.
________2. Miguel stayed in their house yesterday.
________3. The dog barks at the strangers.
________4. The birds flew in the sky when the clouds
became dark.
________5. Sheena will study in Manila next month.
66. Box the present tense, underline the
past tense, and encircle the future tense.
1. smile smiled will smile
2. will dance danced dance
3. bought buy will buy
4. prepared will prepare prepares
5. throws will throw threw
67. Write the future tense of the verbs.
1. Sheena (dance) on the program next week.
_______________________________________________________
2. My family (go) to a tour on Baguio on my 11th birthday.
_______________________________________________________
3. Our teacher (attend) seminar about classroom discipline.
_______________________________________________________
4. My sister (join) the singing contest on the coming town fiesta.
_______________________________________________________
5. Joel and Gian (draw) posters on poster-making contest.
_______________________________________________________
68. Fill in the blanks with the correct future tense
of verbs. Choose the answer from the box.
1. The sun ______________ tomorrow morning.
2. I _____________ my assignment before going to bed.
3. The swimmers ________________ on the swimming
competition.
4. The visitors _____________________ on our house
tonight.
5. She _______________ me on my cellphone when she
arrived to Manila.
will rise will swim will call will eat will do
69.
70. Fill in the blanks with the correct past tense.
1. We ___________ our favorite toy to school.
2. Rene _______________ the most beautiful shoes in the
store.
3. The workers ______________ a tunnel below the ground.
4. The students _______________ singing the national
anthem.
5. My classmate _____________ the speaker of our teacher
due to playing.
71. Day 4
Planning a Two to Three Paragraph Composition Using an
Outline/Other Graphic Organizers
72. Think and Tell
Who is in the picture?
What makes him so popular around
the world?
What characteristic of a Filipino
does he signify?
As a Filipino, how do you show
respect to others? To God?
73. Analyze the following graphic organizer. Answer the questions that
follow.
Fiilipino
as God-
loving
Person
believes in
one God
patterns life
the way God
wants it
loves his
neighbors
prays not only
for himself
Filipino
Fiilipino
as
respectful
person
shows due
respect to
parents,
elders and
people in
authority
using "po"
and "opo"
kisses the
hands of
parents/grandp
arents
calls older
brother
"Kuya",and
sister "Ate"
74. Based on the Semantic web, who is a respectful
person and a God-loving person?
How do Filipinos show respect to others?
How do Filipinos show love to God?
75. Now, let us plan a two-paragraph composition using the details of the semantic
web.
A Filipino is a respectful person. He calls older brother
“kuya” and older sister “ate”. He kisses the hands of his
parents and grandparents. He is always using “po” and “opo”.
He shows de respect to parents, elders and people in
authority.
A Filipino is also a God-loving person. He believes in one
God. He patterns his life the way God wants it. He loves his
neighbors. And most of all, he prays not only for himself.
76. Using the details of the semantic web, plan a two-paragraph
composition.
magnificent
magnificent
Fresh gardens
famous
77. The outline contains a personality of a Filipino. Write a two- paragraph
composition using the following details.
The Filipinos are humane and concern to his
fellowmen.
A. Cares for himself and to his fellowmen
B. Thoughtful, loving, understanding, helpful, friendly and
charitable
C. Ready to give a helping hand when needed
D. Ready to share laughter to cheer up those who are lonely
78. The clustering graphic organizer
shows and separates the developed ideas
from other ideas.
The use of graphic organizers and
outlines provides the organization of ideas
easy to understand, making learning more
enjoyable.
80. Are you fond of watching films?
What kind of film do you like?
What things do you notice when the film is already playing?
81. Different forms and conventions of
the film
1. Setting - can be used for a number of purposes
It might be used for:
a. Realism - (Time and place of setting is made known)
b. Atmosphere - (Reinforce desired mood)
E.g. Horror movies
c. Symbolism - (Can be conveyed through setting)
E.g. a storm can represent inner turmoil
82. 2. Characterization – a narrative might use
a. Sympathetic characters- With whom the audience
strongly identifies with. They may share qualities and values.
b. Unsympathetic Characters- Audience dislikes. May
increase sympathy to main character.
3. Performance - This will also affect the way an audience
responds. Elements of performance include facial
expressions, body language and delivery of lines.
83. 4. Props, Sets and Locations - can influence our interpretation
of character as contribute to the atmosphere of the film.
5. Camera Work/blocking - Frequent use of close-ups can
encourage the audience to identify with a character.
Wide shots can emphasize the beauty of a scene or give
a sense of emptiness.
Different angles can make characters appear powerful
and threatening or weak and frightened.
84. 6. Lighting - Soft and harsh lighting can manipulate a
viewer's attitude towards a setting or a character.
The way light is used can make objects, people
and environments look beautiful or ugly, soft or harsh,
artificial or real. Light may be used expressively or
realistically.
Backlighting. A romantic heroine is often backlit
to create a halo effect on her hair.
85. Write the letter of the correct answer.
___1. time and place
___2. the way actors and actresses portrays their role.
___3. facial expressions, body language, and delivery of lines
___4. place of shooting, area covered by cameras, and the things used
in the scene
___5. can use close up shots or wide shots
___6. proper use of lights
a. Camera works b. setting c. location, sets, and props
d. Performance e. lighting f. characterization
86.
87.
88. Watch the short film to be played. Then, answer the
following items.
(“Stellar Moves: The Story of Pluto”)
1. The setting of the short film is ( realistic, atmospheric,
symbolic)
2. In characterization, box the sympathetic characters and
encircle the unsympathetic characters. (Pluto and Stellar,
Earth and other Planets)
89. 3. Regarding the performance/ acting, what are the facial
expressions conveyed in the film?
4. What kind of props, sets, locations are used in the short
film.
5. Does the short film show proper blocking? Are all the
characters visible in each scene?
90. Choose a scene from the short film. Describe
only one from the listed forms and conventions
of film.
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