English: Quarter

Week MARIBEL I. CABRERA

TEACHER I

SHIELA F. DIZON
Principal II
Quarter 2, Week
5

Day 1
Note down relevant information from text
heard
Infer meaning of borrowed words and
content specific terms using -context clues -
affixes and roots -other strategies (ICT
Review Let’s Learn This

In the previous week,

you learned about
various types of
context clues.
Today, you will learn
more about this.
 Establishing “Let’s Try This”
Purpose of the
Lesson

Task 1. I Can Do This!

Listen to your teacher and note down
relevant information while he/she reads
the selection. Be ready to answer the
comprehension questions about the text
afterwards.
What Computers Can, Cannot, and
Should Not Do
Are you intimidated by computers? Do
you worry that computers might
 Establishing
Purpose of the
“Let’s Try This”
Lesson
Computers exist to benefit and assist people, not to
replace them. Computers cannot, for example, make
emotional judgments, disobey instructions entered by
humans, read people's minds, or replace interpersonal
relationships. On the contrary, people must be
extremely explicit in instructing a computer to perform
even the simplest commands. What computers can do,
however, is extremely helpful. They can
 Store data in vast amounts
 Process data quickly and accurately
 Simulate possible outcomes based on a given set of
conditions
 Establishing
Purpose of the
“Let’s Try This”
Lesson

Computers cannot be effective

unless the people using them are
able to identify the results they need
and how to achieve those results.
Ultimately, computers are dependent
upon people.
 Establishing
Purpose of the
“Let’s Try This”
Lesson
Accordingly, people should not relinquish
their decision-making responsibilities to
computers. Humans need to be on hand to
interpret conditions reported by
computers, particularly if medical
treatment, national defense, air traffic
control, or even loan processing is
involved. Nonprogrammable, human
factors must complement computer read-
outs for a complete and fair analysis.
 Establishing
Purpose of the
“Let’s Try This”
Lesson
At times computers may appear to
make decisions. For example, in
monitoring a refinery (a site where
substances such as oil are
processed), a computer might trigger
a fire-extinguishing system. Another
computer, used for monitoring vital
signs, might regulate the flow of
oxygen to a patient. In both cases,
however, although the computer
 Establishing
Purpose of the
“Let’s Try This”
Lesson
initiates action, it does not make a
decision. Rather, the decisions of
these process control systems were
made by the human beings who
programmed the machines to
respond to a particular set of
conditions. Therefore, people must
take complete responsibility for a
computer's actions. They must
anticipate all potential problems and
 Establishing
Purpose of the
“Let’s Try This”
Lesson
While computers may be able to
enhance a person's capabilities, they
can never adequately replace
interpersonal relationships. Even the
most sophisticated computing
machinery cannot supplant parent-
to-child and teacher-to-student
relationships. Similarly, the rapport
between physician and patient is
essential for successful treatment.
 Establishing
Purpose of the
“Let’s Try This”
Lesson
People, then, are an integral part of any
computer system that accepts input,
processes it, and delivers output. People
control computer systems through
program design, by monitoring operations,
and by making final decisions based upon
computer output. They should not give up
decision-making responsibilities because
the human qualities of analysis, reasoning,
and compassion are required to interpret
 Establishing
Purpose of the
“Let’s Try This”
Lesson
Comprehension Questions:
Read the following questions. Choose the letter of the best
answer.
1. Which of the following are computers not able to do?
A) replace interpersonal relationships
B) simulate possible outcomes based on a given set of
conditions
C) store vast amounts of data
D) process data accurately and quickly
2. With regard to decision making, computers
A) are able to make fast, accurate decisions.
B) make decisions and store data related to the decision.
C) only appear to make decisions.
D) make more logical decisions than people do.
 Establishing
Purpose of the
“Let’s Try This”
Lesson3. People control computer systems in which of the following
ways?
A) by designing the program
B) by monitoring operations
C) by making final decisions based on the output
D) all of the above
4. Computers can
A) make emotional judgments.
B) assist people.
C) disobey instructions entered by humans.
D) read people's minds.
5. Complete responsibility for a computer's actions ultimately
rests with
A) people.
B) control systems.
C) sophisticated computing machinery.
D) data stored in the computer's system.
 Establishing
Purpose of the
“Let’s Try This”
Lesson
Answer Key
Task 1. I Can Do
This!
1. A
2. B.
3. C
4. B
5. A
Presenting examples/
intances of the new “Let’s Study This
lessons
Remember that context clues are
hints that the author gives to
help define a difficult or
unusual word. The clue may
appear within the same
sentence as the word to which
it refers, or it may follow in a
preceding sentence. Because
most of your vocabulary is
gained through reading, it is
 Presenting examples/
intances of the new “Let’s Try This
lessons
Let’s recall the types of context clues.
There are at least four kinds of context clues that are
quite common.
1. Synonym -A synonym, or word with the same
meaning, is used in the sentence.
example: My opponent's argument is fallacious,
misleading – plain wrong.
2. Antonym -A word or group of words that has the
opposite meaning reveals the meaning of an unknown
term.
example: Although some men are loquacious, others
hardly talk at all.
 Presenting examples/
intances of the new “Let’s Try This
lessons

3. Explanation
The unknown word is explained within the sentence or
in a sentence immediately preceding.
example:
The patient is so somnolent that she requires
medication to help her stay awake for more than
a short time.
4. Example
Specific examples are used to define the term.
example:
Celestial bodies, such as the sun, moon, and
Discussing new
concepts and practicing ”Let’s Do This
new skills #1. Task 2. Don’t Be Blue, There’s Clue!
This task gives you the opportunity to use
context clues to deduce the meaning of
certain words from the selection. The first
sentence for each item comes from the
selection and contains a vocabulary word,
which appears in italics. The second
sentence is not from the selection, but it
uses the vocabulary word in the same
sense as in the first sentence, and it
contains additional context clues. Choose
the correct answer and write it on the
Discussing new
concepts and practicing ”Let’s Do This
_____1."On the contrary, people must be extremely
new skills #1.
explicit in instructing a computer to perform even the
simplest commands."
In order to prevent any accidents in the chemistry lab,
the professor give explicit instructions for every
experiment.
A) long; lengthy B) boring; uninteresting
C) Patient D) absolutely clear in meaning
_____2."Accordingly, people should not relinquish their
decision-making responsibilities to computers."
When the parents were found to be guilty of neglect,
they were forced to relinquish their children to foster
care.
A) abandon suddenly B) give over control of
C) retrieve; take back D) Minimize
Discussing new
concepts and practicing ”Let’s Do This
new skills #1.
_____3. "Nonprogrammable, human factors must complement
computer read-outs for a complete and fair analysis."
After my brother selected a suit, the clothing salesman
suggested a pale blue shirt and a striped tie to complement the
outfit.
A) make complete B) brighten up
C) Maintain D) construct; design _____
4. "Another computer, used for monitoring vital signs, must
regulate the flow of oxygen to the patient."
Since the spleen is not a vital organ, a damaged one can be
surgically removed without endangering the patient's life.
A) pertaining to the body B) pertaining to
medicine
C) pertaining to life or being alive D) pertaining to health
Discussing new
concepts and practicing ”Let’s Do This
new skills #1.
____5. "In both cases, however,
although the computer initiates
action, it does not make a
decision."
When the government initiates its
new health care program, more
children will be able to receive
medical treatment.
A) Finishes
B) Records
C) Limits
D) Starts
Discussing new
concepts and practicing ”Let’s Do This
new skills #1.

Answer Key
Task 2. Don’t Be Blue,
There’s Clue!
1. D
2. B
3. A
4. A
5. D
Discussing new concepts
and practicing new skills ”Let’s Do More
#2.
Task 3. Mix and Match
Based on context clues, match the following underlined word/s to
their meaning inside the box below. Write the letter on the blank
before each number.
____1. I don’t have internet connection. Check on the modem and
find out if it is connected to our telephone.
____2. Do you allow file transfer in your PC? Are you not afraid of
virus when uploading and downloading files?
a. where the web pages are located on the Internet
b. device which connects your computer to your Internet
Service Provider
c. determine how fast or slow you will be able to pass
information between your home and the Internet
d. get a file from the LMS onto your computer
e. uploading and downloading files
Discussing new concepts
and practicing new skills ”Let’s Do More
#2.
Task 3. Mix and Match
____3. I have been downloading this file for an hour. When I
check on my connection speed, I found out that it is too slow
during day time and fast during night time.
____4. Download files on the internet so you can have your own
copy of your report.
____5. Always indicate the website url or the address where you
downloaded your article.

a. where the web pages are located on the Internet

b. device which connects your computer to your Internet
Service Provider
c. determine how fast or slow you will be able to pass
information between your home and the Internet
d. get a file from the LMS onto your computer
Discussing new concepts
and practicing new skills ”Let’s Do More
#2.
Answer Key
Task 3. Mix and Match Task
1. B
2. E
3. C
4. D.
5. A
Finding Practical
applications of concepts and
skills in daily living

Ask: How can you apply

your knowledge in noting
details in real life?
How about your knowledge
in borrowed words and
context clues?
Making Generalization & Generalizations
Abstractions about the
Lessons

Ask: What are the different

types of context clues?
Evaluating Learning Let’s Test Ourselves
Task 4. Lend Me Your Ears!
Go with your group. Assign speaker who will represent
your group. Listen carefully as your teacher reads an
informative text. Each group will be given different
questions based on the text which you will talk about
and answer as a group.
Social Media
I’m sure you have heard of Facebook and
Twitter. In fact, there is a good chance that
you use them. You might also have heard of
LinkedIn and MySpace. These four websites
are the most popular social media websites.
Evaluating Learning Let’s Test Ourselves
Social media can be defined as web-based
and mobile media that are used for people to
interact, connect, and communicate with each
other. These types of media often involve the
creation and sharing of content (writing,
pictures, and video) that people make
themselves, mostly through the Internet.
Evaluating Learning Let’s Test Ourselves

In general, there are six different types of social

media. The first type involves people getting together
to work on a project. Wikipedia is an example of this
type of social media. Blogs and micro-blogs (such as
Twitter) are another type of social media. There are
other websites that allow people to share content
such as pictures, articles or videos. YouTube is the
most well-known website of this type. Another type of
social media are social networking sites. These sites
allow people to stay in touch with friends, make new
ones and join communities.
Evaluating Learning Let’s Test Ourselves
Facebook is an example of this type of social
media site. Many people like to play games on the
Internet and, yes, there are social media games as
well. These games allow gamers to interact with each
other and play with or against other gamers. World of
Warcraft is a good example. The final type of social
media is websites like Second Life, where people can
create avatars and use and create objects, as if they
were in the real world.
Evaluating Learning Let’s Test Ourselves

Social media are different from traditional

media. In the past, media was created from one
place, normally a company. Then the company would
send out the media to consumers. Magazines, books
and movies are all examples of this. But with social
media, many individual people in different locations
create content. Another difference is that people who
produce content in social media don’t need very
special skills. On the other hand, in traditional media,
people need special skills to produce something.
Another difference is that social media can be
Evaluating Learning Let’s Test Ourselves

It takes only a few minutes to write a twitter

post, for example. But it can take many months to
put together a magazine, or years to make a movie.
Some people think social media is good and some
think it is bad. But whatever you might think, social
media is here to stay.

Task 4. Lend me your

Ears!
(Answers may vary)
 Evaluating Learning Let’s Test Ourselves
Group 1 Group 2

1. What is the 1. Warcraft is an example of what

text about? type of social media?
2. Facebook is an example of what
type of social media? Explain
Group 3
Group 4
1.Twitter is an example 1. Are magazines an example
of what type of social of social media?
media? 2. Does it normally takes a long
2.YouTube is an time to produce content for
example of what type social media?
Additional activities for
“Let’s Enrich Ourselves”
application of
remediation

Task 5. CLUErific!
Read the following sentences and define the bold-faced word
based on the context clue. Then identify which of the four types
of clues is used then write it on the blank before the number.
_______1. The girl who used to be very vociferous doesn't talk
much anymore.
Meaning:___________________
_______2. Pedagogical institutions, including high schools,
kindergartens, and
colleges, require community support to function efficiently.
Meaning:________________
Additional activities for
“Let’s Enrich Ourselves”
application of
remediation

_______3. He was so parsimonious that he refused

to give his own sons the few pennies they
needed to buy pencils for school. It truly hurt
him to part with his money.
Meaning:___________________
_______4. His pertinacity, or stubbornness, is the
cause of most of his trouble.
Meaning:___________________
_______5. Rather than be involved in clandestine
meetings, they did everything quite publicity.
Additional activities for
“Let’s Enrich Ourselves”
application of
remediation
Task 5. CLUErific!
1.Type of Context Clue -contrast
definition of vociferous -talkative; outspoken
2. Type of Context Clue -example
definition pedagogical -having to do with
teaching
3. Type of Context Clue -explanation
definition of parsimonious - stingy; tightfisted
4. Type of Context Clue -synonym
definition of pertinacity -mulish; stubborn
5. Type of Context Clue - contrast
Quarter 2, Week

Day 2
5

Share brief impromptu

remarks about topics of
interest
Self-correct when reading
 Review Let’s Learn This

In the previous week, you read about social media and ICT
terminologies.
Today, read this short essay about internet and join the class
discussion.
Internet and its Uses
Internet is a global system that can be used for sharing
information, providing worldwide services and
communication. Daily updates are easily and instantly
available in the internet. Also, you can search for any
information you are looking for; in the internet. In today’s
world, all companies are able to operate only with the use of
internet. A lot of products and services are sold and
provided through internet today. Once upon a time,
Review Let’s Learn This

Comprehension Questions:
1. What are the uses of internet?
2. According to the essay, what
communication device was
replaced by the internet?
3. Other than that, what other
things were replaced by the
internet?
 Establishing “Let’s Try This”
Purpose of the
Lesson
Task 1. Share Time!
Form a group of 10 members.
Have a group sharing on the
advantages and disadvantages of
social media.
Anwer Key Task 1. Share Time!
Assessment Rubric for a Collaborative
Group Report
Presenting examples /
instances of the new
“ Let’s Study This” ”
lesson
Children learn to read by reading. As
children read stories they learn a great
deal about print. Early readers begin
to understand that it is their job to find
cues to help them work out what the
text says in a book. Good readers
focus on meaning but can also use
language structure or visual
information as cues to help them
Presenting examples /
instances of the new
“ Let’s Study This” ”
lesson
In reading, the ability to self-monitor
meaning enables students to select and
use strategies to improve comprehension.
Readers who self-monitor know when their
reading makes sense and when it does
not. If comprehension is blocked, they
know what strategies to use to repair it.
Self-monitoring is a significant component
of comprehension
Presenting examples /
instances of the new
“ Let’s Study This” ”
lesson

Here are some good strategies that can be used

in monitoring and correcting during reading.
 Cross Check
When you are reading ask yourself, "Does this
word look right, sound right, and make sense?"
 Reread
When you are reading and a problem comes up,
return to the beginning of the
sentence or paragraph and try again.
Presenting examples /
instances of the new
“ Let’s Study This” ”
lesson
 Predict
Ask yourself, "What word do I expect this to
be?", "What do I think will happen next?",
"Does that make sense?"
 Skip, Read On, and Go Back
If you come to a word you don't know, skip it
and read to the end of the sentence thinking
about what word would make sense. Using
what you have learned, go back and reread
trying to figure out the word.
Presenting examples /
instances of the new
“ Let’s Study This” ”
lesson
 Use Background Knowledge
When you are reading think about
what you already know about the
subject. You might see a connection
that will help you.
 Stop and Make a Picture in Your Mind
When reading longer text, stop and
think about what has happened so far
in
the story. Make a picture in your mind
to help you "see" the events.
Discussing new
Concept and Let’s Do This
Practicing New
Skills # 1 Task 2. Stop, Ask, Fix:
Student Checklist
Give yourself a short self-
assessment. Read through
the following list and put a
check mark next to the
strategies you regularly use
to read a difficult book or
piece of writing.
Discussing new
Concept and Let’s Do This
Practicing New Which ones don’t you use?
Skills # 1
These should be strategies to
keep in mind the next time you
read something challenging.
Keep this checklist at your side
as you read a text. Use it to help
prompt you to use the
appropriate strategies available
for watching and fixing your
comprehension.
Discussing new
Concept and Let’s Do This
Practicing New
Skills # 1 ASK, When reading a difficult text…
❑ I periodically stop and ask, “Does this
make sense?”
❑ I express the difference between my
own knowledge and beliefs and ideas
expressed in text.
❑ I express awareness or lack of
awareness of what the content means.
❑ I express doubt about understanding
when I am unsure or when meaning is
unclear.
❑ I ask “Where did I lose track?”
Discussing new
Concept and Let’s Do This
Practicing New
Skills # 1 ❑I identify the place where I began to lose
comprehension.
❑ I use fix-up strategies when I experience
problems.
❑ I reread.
❑ I read on and try to clear up the
confusion.
❑ I substitute words I know (and that fit the
context) to replace words I don’t
understand to see if that works.
❑ I make mind pictures to “see” in my head
 Discussing new
Concept and Let’s Do This
Practicing New Skills
❑ I connect
#1 what I am reading to what I have read
previously in this text, and what I have read and knew
before I read this text. I may ask an author-and-me
question because my personal knowledge may help
me figure out the meaning.
❑ I ask myself questions (Why did the character do
this? Why did the author put this in? How is this
important? Am I supposed to “think and search” or
infer?).
❑ I use other strategies.
❑ I ask for help if I have made attempts to understand
but can’t get it. I ask a peer and then I ask my teacher
 Discussing new
Concept and Let’s Do This
Practicing New Skills
#1

Answer Key
Task 2. Stop, Ask,
Fix: Student
Checklist
(This is a self-check
activity.)
 Discussing new
Concept and Let’s Do More
Practicing New Skills
#2
Task 3. Compu-Talk
You will be divided into groups. Share
your thoughts about using social media
like Facebook, Tweeter, and Instagram.
Be ready for a debate. Defend your side.

Social Media: An Advantage

or A Disadvantage to
Students
 Discussing new Let’s Do More
Concept and
Practicing New Skills
Anwer Key
#2 Task 3. Compu-Talk (Use rubric for this
task.)
CLASSROOM DEBATE
RUBRIC
Criteria Levels of Performance
1. Organization and Unclear Clear in Most clear Completely
Clarity: in most some and orderly clear and
viewpoints and parts parts but in all parts orderly
responses are outlined not over presentation
both clearly and all
orderly.
2. Use of Few or no Some Most Most relevant
Arguments: relevant relevant reasons reasons given
reasons are given to reasons reasons given: most in support
support viewpoint. given given relevant
 Discussing new Let’s Do More
Concept and
Practicing New Skills Anwer Key
#2 Task 3. Compu-Talk (Use rubric for this task.)
CLASSROOM DEBATE
Criteria RUBRIC
Levels of Performance
3. Use of Examples Few or no Some Many Many
and Facts: relevant relevant examples/ relevant
examples and facts supportin examples/ facts given: supporting
are given to support g facts given most examples and
reasons. examples relevant facts given
/facts
4. Use of Rebuttal: No Few Some Many
arguments made by effective effective effective effective
the other teams are counter- counter- counter- counter-
responded to and argument arguments arguments arguments
 Discussing new Let’s Do More
Concept and
Practicing New Skills Anwer Key
#2 Task 3. Compu-Talk (Use rubric for this task.)
CLASSROOM DEBATE
Criteria RUBRIC
Levels of Performance
5. Presentation Few style Few style All style All style
Style: features features features features
tone of voice, use of were used; were used were used, were used
gestures, and level not convincingl most convincingl
of enthusiasm are convincingl y convincingly y
convincing to y
audience.
Finding practical Let’s Remember This
applications of
concepts and skills in
daily living

Ask: How can you apply your

knowledge in self-correcting
in reading?
 Making Let’s Remember This
Generalization &
Abstractions
about the
Lessons
The ability to self-
monitor meaning enables
reader to select and use
strategies to improve
comprehension. Readers
who self-monitor know
when their reading
makes sense and when it
does not.
Evaluating
Learning “Let’s Test Ourselves”
Task 4. Guided Reading Guided by the strategies in
Let’s Study This, read the selection below and do the self-
monitoring.
Gas Exchange
Did you know that your body has its very own gas
exchange program that runs 24 hours a day? It’s called
the respiratory system. It is one of your body’s vital
systems, which means you could not live without it.
Every time you take a breath, oxygen enters your lungs
and is carried around to all the body’s cells by the
circulatory system. Waste products, like carbon dioxide
gas, are picked up by the circulatory system as well.
Evaluating
Learning “Let’s Test Ourselves”
The respiratory system brings in
oxygen and pushes out carbon
dioxide. The circulatory system
transports these gases where they
need to go. The two systems work
together to make sure that your
body gets what it needs to
survive. That is why we say that
the respiratory and circulatory
systems are interdependent. They
Evaluating
Learning “Let’s Test Ourselves”
The respiratory system is not just your
lungs. It also includes your nose, mouth, and
the air passageways that connect them to
your lungs. After you inhale air through your
nose and mouth, it enters a tube in your
throat called the trachea. Right before the
trachea gets to your lungs, it splits into two
smaller tubes called the bronchi. The deeper
you go into your lungs, the smaller and
smaller the tubes become as they keep
dividing in two. The very smallest tubes end
with tiny sacs. These sacs look like grape
Evaluating
Learning “Let’s Test Ourselves”
They diffuse oxygen into the blood and
receive carbon dioxide being returned to the
lungs from the blood. Carbon dioxide travels out
of your body when you exhale.
Your body has a special way of making
sure that you can get the oxygen that you need
when you breathe. Your chest actually changes
size when you inhale. You have muscles that are
attached to your ribs. These muscles pull up
when you inhale. Your diaphragm, a large
muscle under your lungs, pulls down. This gives
plenty of room so you can get the air you need.
Evaluating
Learning “Let’s Test Ourselves”
Answer the following questions based on the
reading passage. Don’t forget to go back to
the passage whenever necessary to find or
confirm your answers.
1) What is the purpose of the circulatory
system?
_______________________________________
2) Identify the parts of the respiratory system.
_______________________________________
3) What is the function of the alveoli?
_______________________________________
4) How does the body get rid of carbon
dioxide?
Evaluating
Learning “Let’s Test Ourselves”
Task 4. Guided Reading
(Pupils may use the student checklist in Let’s Do
This.)
Answer to comprehension questions.
1.It carries oxygen throughout the body and picks
waste product.
2. They are lungs, nose, mouth, and air passageways
3. They diffuse oxygen into the blood and receive
carbon dioxide from the blood.
4. The circulatory system takes it to the lungs.
The lungs release it when we exhale.
5. The muscles attached to the ribs pull up and the
Additional activities for
“Let’s Enrich Ourselves”
application of
remediation

Task 5. Check Me Out!

Read an article from a
book/magazine from your library.
Apply your skills in self-monitoring
in reading.
Answey Key 5. Presentation Style:
tone of voice, use of gestures, and level of enthusiasm are
convincing to audience. Few style features were used;
not convincingly Few style features were used
convincingly All style features were used, most
convincingly All style features were used convincingly
 Day 3
Quarter 2, Week
5
Day 3
Compose clear and coherent sentences using
appropriate grammatical structures:
-Adverbs of manner
Observe politeness at all times
Show tactfulness when communicating with others
Show openness to criticism
Review Let’s Learn This

Read and study the following sentences.

1. Linda works happily.
How does she work?
2. Mr. Enriquez strongly disagrees in that
argument.
How does he disagree?
3. I walked briskly on a hot beach sand.
How did the speaker walk on the sand?
What do we call the italicized words in each
sentence?
 Presenting the “Let’s Study This”
examples/instances of the
lesson
Adverbs of manner are words that tell us how
the verb is being performed. They describe the
action and are usually found after the verb. We
form adverbs by using an adjective + ly
Rules for adverbs of manner:
 Adverbs of manner are made by adding -LY to the
adjective:
bad - badly
glad - gladly
sad - sadly
proud - proudly
 Presenting the “Let’s Study This”
examples/instances of the
lesson

 When the word ends in a Y (for example

happy) we must remove the -Y and add -ILY:
busy-busily
happy - happily
easy - easily
angry - angrily
When the word ends in –L, we must add -LY.
painful - painfully
beautiful - beautifully
Discussing new
Concept and “Let’s Try This”
Practicing New Skills
#1 Task 1. Add on Me!
A. From the following adjectives, form the
adverbs.
1. quick ___________________________________
2. slow ____________________________________
3. quiet ___________________________________
4. clear ____________________________________
5. normal __________________________________
6. angry ___________________________________
7. perfect __________________________________
8. terrible __________________________________
9. shy ______________________________________
10. careful __________________________________
Discussing new
Concept and “Let’s Try This”
Practicing New Skills
#1
Answer Key
Task 1. Add on Me!
A. 1. quickly
2. slowly
3. quietly
4. clearly
5. normally
6. angrily
7. perfectly
8. terribly
9. shyly
10. carefully
 B. Rewrite the following sentences by changing the
Discussing new
given adjectives“Let’s
into adverbs.
Try This”
Concept and
1. Talk (polite) Talk politely!
Practicing New Skills
__________________________________
#1
2. They are looking at him (angry)
_____________________________
3. He sometimes treats me (rude)
______________________________
4. She does it (nice)
__________________________________________
5. They are working (busy)
____________________________________
6. They all play cricket (bad)
__________________________________
7. Let’s do it (normal )
________________________________________
8. They were speaking(loud)
__________________________________
9. Cross the road (careful)
Discussing new
Concept and “Let’s Try This”
Practicing New Skills
#1 Answer Key
B.
1. Talk politely.
2. They are looking at him hungrily.
3. He sometimes treats me rudely.
4. She does it nicely.
5. They are working busily.
6. They all play cricket badly.
7. Let’s do it normally.
8. They were speaking loudly.
9. Cross the road carefully.
10. He was walking quickly.
 Discussing new Concept
and Practicing New Skills “Let’s Do This”
#2

Task 2. I Use It!

Change the adjective into an adverb and place it in the correct
place in the sentence.
1. The child ran towards her mother. (happy)
_____________________
2. The teacher is speaking to the students.(loud)
___________________
3. Doris is working. (quiet) ______________________________________
4. The students are sitting. (silent)
________________________________
5. The child looked at the broken toy. (sad)
________________________
6. The policeman is speaking to the hooligans. (angry)
 Discussing new Concept
and Practicing New Skills “Let’s Do This”
#2

Answer Key
Task 2. I Use It!
1. The child ran happily towards her mother.
2. The teacher is speaking loudly to the students.
3. Doris is working quietly.
4. The students are sitting silently.
5. The child looked sadly at the broken toy.
6. The policeman is speaking angrily to the hooligans.
7. Sandra always does her homework carefully.
8. Joe usually passes his Maths tests easily.
Developing Mastery
Let’s Do More
Task 3. Add on Ajectives!
A. Change the adjectives into adverbs.
1. The metal bracelet fell ______________ to the floor.
(noisy)
2. The diamond ring sparkled ______________ in the
light. (bright)
3. She sat ______________ in her tight jeans.
(uncomfortable)
4. She held her handbag ______________ in her hand.
(tight)
5. She walked ______________ in her new shoes.
(painful)
Developing Mastery
Let’s Do More
Answer Key
Task 3. Add on
Adjectives!
A.
1. noisily
2. brightly
3. uncomfortably
4. tightly
5. painfully
6. wildly
7. firmly
Developing Mastery
(leads to Formative Let’s Do More
Assessment)

B. Form adverbs then use it in sentences.

1. patient - ____________-
_________________________
2. beautiful- ____________-
________________________
3. kind- __________-
____________________________
4. meaningful- ____________-
______________________
Developing Mastery
(leads to Formative Let’s Do More
Assessment)

B
1. patiently
2. beautifully
3. kindly
4. meaningfully
5. strongly
(Answer in sentences may
vary)
Finding practical
applications of concepts
and skills in daily living

Ask: How can you

apply your
knowledge in
adverbs of manner
in your daily life?
 Making
Generalization & Let’s Remember This
Abstractions about
the Lessons

Adverbs of manner add

more information to
verbs to make them
more specific. We can
form adjectives into
adverbs by adding –ly.
 “Let’s Test Ourselves”
Evaluating
Learning
Task 4. Your –LY Belongs to
Me!
Change the following adjectives
into adverbs of manner and use
them in clear and coherent
sentences.
1. slow
2. loud
3. quick
4. happy
 “Let’s Test Ourselves”
Evaluating
Learning

Anwer Key
Task 4. Your –LY Belongs to
Me!
1. slowly
2. loudly
3. quickly
4. happily
5. quietly
(Answer in sentences may vary)
Additional activities for
“Let’s Enrich Ourselves”
application of
remediation

Task 5. Find an Adverb!

Find adverbs of manner in
the following puzzle. Use
the adverbs in sentences.
( see next slides )
Additional activities for
“Let’s Enrich Ourselves”
application of
remediation
C S A D L Y B A R J

H O T A B O O B B O

E F A K E W O R A Y

E T I M E I K U R F

R L S A F E L P E U

F Y O U T H C T L L

U D R O U G H L Y L

L Y G L A D L Y X Y
Additional activities for
“Let’s Enrich Ourselves”
application of
remediation

Answer Key
Task 5. Find an
Adverb
softly, joyfully, sadly,
gladly, abruptly, barely,
roughly
Sentences using these
adverbs may vary.
Quarter 2, Week

Day 4
4
5

Day
Organize information from primary sources in
preparation for writing, reporting, and similar
academic tasks in collaboration with others
Review Let’s Learn This

Today, you will learn about how

to organize information from
primary sources in preparation
for your writing, reporting, and
similar academic tasks.
Be ready for group activities.
 Presenting
examples/ “Let’s Study This”
intances of the
new lessons Primary sources are original records
of the political, economic, artistic,
scientific, social, and intellectual
thoughts and achievements of
specific historical periods. Produced
by the people who participated in
and witnessed the past, primary
sources offer a variety of points of
view and perspectives of events,
issues, people, and places. These
records can be found anywhere—in a
home, a government archive, etc.—
 Presenting
examples/ “Let’s Study This”
intances of
the new
lessons Examples of Primary Sources:
Primary sources are not just documents
and written records. There are many
different kinds of primary sources,
including: first-person accounts,
documents, physical artifacts, scientific
data that has been collected but not
interpreted, and face-to-face mentors
with specific knowledge or expertise.
Primary sources also take a variety of
formats—examples of these are listed
 Presenting
examples/ “Let’s Study This”
intances of
the new  Audio—oral histories or memoirs,
lessons
interviews, music
 Images—photographs, videos, film, fine art
 Objects—clothing (fashion or uniforms),
tools, pottery, gravestones, inventions,
weapons, memorabilia
 Statistics—census data, population
statistics, weather records
 Text—letters, diaries, original documents,
legal agreements, treaties, maps, laws,
advertisements, recipes, genealogical
information, sermons/lectures
 Presenting
examples/ “Let’s Study This”
intances of
the new
lessons How do Primary and Secondary
Sources differ?
While primary sources are the
original records created by firsthand
witnesses of an event, secondary
sources are documents, texts,
images, and objects about an event
created by someone who typically
referenced the primary sources for
their information. Textbooks are
excellent examples of secondary
 Presenting
examples/ “Let’s Study This”
intances of
the new Why is it important for students to use Primary
lessons
Sources?
1. Direct engagement with artifacts and records
of the past encourages deeper content
exploration, active analysis, and thoughtful
response.
2. Analysis of primary sources helps students
develop critical thinking skills by examining
meaning, context, bias, purpose, point of view,
etc.
3. Primary source analysis fosters learner-led
inquiry as students construct knowledge by
interacting with a variety of sources that
represent different accounts of the past.
Discussing new Concept
and Practicing New SkillsLet’s Study This
Task 1. What
# 1 You See is What You Get!
With your group mates, analyze the editorial cartoon
sample distributed by your teacher. Fill the blanks below
with your findings. Be ready to discuss your group’s
findings.
1. Describe the action taking place in the cartoon.
___________________________________________
2. Explain the cartoonist’s message in the drawing and
caption. ________________________________
3. Is this cartoon easy to figure out? Why or why not?
_______________________________________
4. Does this cartoon require you to have a lot of
background information on this issue, event, or person?
__Yes
__No Explain
Discussing new Concept
5. Who
and is theNew
Practicing cartoonist?
Skills Let’s Study This
________________________________
6. List any#1persons portrayed in the drawing:
____________________
____________________
____________________
7. Did the cartoonist exaggerate any physical features of a
person? If yes, describe how it was done.
__________________________________
8. Were any symbols used?
__Yes
__No If yes, what do they represent?
________________________
9. Which person or group(s) may be most likely to agree
with its message?
________________________________________________________
10. Which person or group(s) may disagree with the
Discussing new Concept
and Practicing New Skills Let’s Study This
#1
Task 1. What You See is
What You Get!
Answers depend on the
available picture distributed
by the teacher.
Use rubrics for reporting.

Assessment Rubric for a

Collaborative Group Report
Discussing new Concept
and Practicing New Skills Let’s Study This
#1
Assessment Rubric for a Collaborative Group
Report
Point Value Outstanding 5 Good 4 - 3 Developing 2 Beginning 1
Participatio Participates Participates Sometimes Participates
n actively. Helps in group. participates minimally.
direct the group Shows in group. Shows a little
in setting goals. concern for Shows concern for
Helps direct goals. concern for goals.
group in meeting Participates some goals. Watches but
goals. in goal Participates doesn't
Thoroughly setting. marginally in participate in
completes Participates goal setting. goal setting.
assigned tasks. in meeting Participates Completes
Actively goals. in meeting assigned
participates in Completes goals. tasks late or
helping the assigned Completes turns in work
group work tasks. some incomplete
together better. Demonstrat assigned
Discussing new Concept
and Practicing New Skills Let’s Study This
#1
Assessment Rubric for a Collaborative Group
Report
Point Value Outstanding 5 Good 4 - 3 Developing 2 Beginning 1
Communic Shares many Freely Shares Does not
a tion ideas related shares ideas when share ideas.
to the goals. ideas. encouraged Watches
Encourages all Listens to . Allows but does
group others. sharing by not
members to Considers all group contribute
share their other members. to
ideas. Listens people's Listens to discussions.
attentively to feelings others. Does not
others. and ideas. Considers show
Empathetic to other consideratio
other people's people's n for others
feelings and feelings and
ideas. ideas.
Discussing new Concept
and Practicing New Skills Let’s Do This
#2
Task 2. I Got Mine!
A. Draw and describe in detail
another cartoon that would be
different from this one but yet
would contain the same message.
B. Draw and describe in detail a
cartoon you could create that
would convey an opposite
message.
Discussing new Concept
and Practicing New Skills Let’s Study This
#1
Assessment Rubrics for editorial cartooning

Criteria 5 4 3 2 1

Factual More than Five Five Fewer No

five separate facts are than Five facts
informati separate facts are included separate are
on facts are included in in in the facts are include
included in in the cartoon included d in in
in the cartoon. in in the the
cartoon. cartoon cartoo
n
Discussing new Concept
and Practicing New Skills Let’s Study This
#1
Assessment Rubrics for editorial cartooning

Criteria 5 4 3 2 1

Accuracy All facts Facts are Facts are The The

are accurate accurate cartoon cartoon
accurate. with no with no has at contains
more than more than least one morethan
one minor two minor major two major
error. errors. error or errors or
three more than
minor three
errors. minor
errors.
Discussing new Concept
and Practicing New Skills Let’s Study This
#1
Assessment Rubrics for editorial cartooning

Criteria 5 4 3 2 1

Organiza All Information Information Informatio Information

tion informatio is well is well n is poorly is
n is well organized organized organized disorganize
organized with no with no with no dand
and more than more than more than difficult to
arranged one minor two minor three read.
logically. error error minor
error
Discussing new Concept
and Practicing New Skills Let’s Study This
#1
Assessment Rubrics for editorial cartooning
Criteria 5 4 3 2 1

Message The The The The No

message message to message to message message is
to the the viewers the viewer is unclear given to
viewers is is clear. It is is clear. It or weak. It the viewer
clear and easy for the is not a is difficult
strong. It is viewer to strong for the
easy for understand message viewer to
the viewer the understan
to message d the point
understan
d the
Discussing new Concept
and Practicing New Skills Let’s Study This
#1
Assessment Rubrics for editorial cartooning
Criteria 5 4 3 2 1

Presentati The The The The The

on illustration illustration illustrationi illustration illustration
is drawn is drawn s drawn is drawn is missing.
neatly with neatly with neatly. A poorly. The title or
excellent good caption There are caption is
details. It details. The and title few missing.
is free caption and identify the details.
from the title subject of The
smudges. summarize the caption
The the picture. picture. and the
caption The caption The title do
and the and title are caption not
title are neatly and the identify or
written written title are explain
neatly and printed the
Developing Mastery “Let’s Do
Task 3. What Do You See
Formative Assessment More”
3 in Me?
Study the photograph
carefully. Fill in the boxes
with appropriate
information
Developing Mastery “Let’s Do
Formative Assessment
3
More”
Task 3. What Do You See in Me?
Study the photograph carefully. Fill in the boxes
with appropriate information

Task 3. What Do You See in

People Me!
Answers may vary.
Objects

Activities
Developing Mastery “Let’s Do
Formative Assessment
3
More”
1. What is the subject of the photograph?
___________________________________________________
2. List three conclusions about the subject
that you can make from studying the
photograph.
__________________________________________________.
3. What questions does this photograph
raise? ___________________________
_______________________
4. Write your own caption for the
photograph.
__________________________________________________
5. How would you crop this photo to further
bring out a main theme?
Finding practical
applications of concepts
and skills in daily living

Tell: Be a keen
observer in every
thing that you see.
 Making Let’s Remember This
Generalization &
Abstractions
about the
Lessons
A primary source provides direct or
firsthand evidence about an event,
object, person, or work of art.
Primary sources provide the
original materials on which other
research is based and enable
students and other researchers to
get as close as possible to what
actually happened during a
particular event or time period.
 Making Let’s Remember This
Generalization &
Abstractions
about the
Lessons
Published materials can be viewed
as primary resources if they come
from the time period that is being
discussed, and were written or
produced by someone with
firsthand experience of the event.
 Making Let’s Remember This
Generalization &
Abstractions
about the
Lessons Often primary sources reflect the
individual viewpoint of a
participant or observer. Primary
sources can be written or non-
written (sound, pictures, artifacts,
etc.). In scientific research,
primary sources present original
thinking, report on discoveries, or
share new information.
 “Let’s Test
Evaluating Ourselves”
Learning Task 4. What’s in a Commercial!
Study this advertisement then answer the
questions below.
1. What is your initial reaction upon seeing
this for the first time? Is it appealing?
Informative? What emotions (if any) does it
bring forth in you?
_________________________________________
2. List any objects depicted.
_________________________________________
3. List any persons portrayed.
_________________________________________
4. Describe any symbols or logos found.
_________________________________________
 “Let’s Test
Evaluating Ourselves”
Learning Task 4. What’s in a Commercial!
Study this advertisement then answer the
questions below.
5. Explain the message(s).
__________________________________________
.
6. Who is the advertisement’s target
audience?
__________________________________________
7. Does the layout and artwork of this
advertisement appeal to you? __ yes __no
Task 4.What’s in a Why?
Commercial __________________________________________
Answers may vary. 8. What action from the audience does the
Additional activities for
“Let’s Enrich Ourselves”
application of
remediation Task 5. What’s in the Map?
Analyze the map. Fill the blanks below
and be ready to report your findings in
class.
1. What map is this
_________________________
2. What kind of map is shown in the
picture? ______________________
3. What technique did the creator of
this map use to distinguish one place
from the other?
4. What are the strong points of this
map?____________weak points?
_____________
5. What suggestions can you give to
Additional activities for
“Let’s Enrich Ourselves”
application of
remediation
Task 5. What’s in the Map?
Analyze the map. Fill the blanks below and be ready to
report your findings in class.

Task 5. What’s in the

Map?
Some answers may
vary.
1. Map of the
National Capital
Quarter 2, Week

Day 5
5

Revise writing for clarity - correct

spelling - appropriate punctuation
marks -transition/signal words
Establishing purpose
of the lesson
Let’s Learn This

Revising and editing are the two tasks you

undertake to significantly improve your
essay. Both are very important elements of
the writing process. You may think that a
completed first draft means little
improvement is needed.
However, even experienced writers need to
improve their drafts and rely on peers during
revising and editing.
Establishing purpose
of the lesson Let’s Learn This
You may know that athletes miss catches, fumble
balls, or overshoot goals. Dancers forget steps,
turn too slowly, or miss beats. For both athletes
and dancers, the more they practice, the stronger
their performance will become. Web designers
seek better images, a more clever design, or a
more appealing background for their web pages.
Today, you will learn how to revise your writng for
clarity. It will include correcting spelling, choosing
appropriate punctuation mark, and using
transition/signal words.
Presenting Examples
Let’s Study This
In composition, revision is the
process of rereading a text and
making changes (in content,
organization, sentence
structures, and word choice) to
improve it.
During the revision stage of the
writing process, writers may add,
remove, move and substitute
text (the ARMS treatment).
Presenting Examples
Let’s Study This
1. Correct Spelling
Common spelling errors:
their (possessive form of they)
there (in that place)
they're (contraction of they are)
accept (a verb, meaning to
receive or to admit to a group)
Presenting Examples
Let’s Study This
except (usually a preposition, meaning but or
only)
who's (contraction of who is or who has)
whose (possessive form of who)
its (possessive form of it)
it's (contraction of it is or it has)
your (possessive form of you)
you're (contraction of you are)
affect (usually a verb, meaning to influence)
effect (usually a noun, meaning result)
Presenting Examples
Let’s Study This
than (used in Some Rules in Spelling
comparison) 1. I Before E Except After
then (refers to a time in C, And When Sounded
the past) Like A (Usually)
were (form of the verb to We usually spell things
be) IE and not EI:
we're (contraction of we Correct: believe
are) Incorrect: beleive
where (related to location Correct: friend
or place) Incorrect: freind
Correct: piece
Incorrect: piece
Presenting Examples
Let’s Study This
There are two exceptions:
a. When coming after the letter “c,” then it
is usually spelled EI:
Correct: receive
Incorrect: recieve
Correct: ceiling
Incorrect: cieling
b. When sounding like “A”, for example:
Correct: neighbor
Incorrect: nieghbor
Correct: weigh
Incorrect: wiegh
Presenting Examples
Let’s Study This
Unfortunately, this rule is not perfect! There are
even exceptions to the exceptions:
IE occurring even after C: sufficient, glacier, ancient,
species
EI occurring when not after C: weird, either, seize,
leisure
2. When To Double The Final Consonant
When you have a word that ends with a consonant
+ vowel + consonant, the final consonant can be
doubled in some words, but not in others:
stop –> stopped (doubled)
transmit –> transmitting (doubled)
Presenting Examples Let’s Study This
The final consonant is doubled if the stress falls on
the final syllable. It is not doubled if the stress does
not fall on it. (Short, one-syllable words always
double the final consonant).
Short, one-syllable words:
stop –> stopped
get –> getting
bus –> busses
Stress on final syllable:
transMIT –> transmitted
forGET –> forgetting
Stress NOT on final syllable:
OFfer –> offered
PEDal –> pedaling
Presenting Examples
Let’s Study This
Remember, this is only for words that end in
consonant-vowel-consonant. For words with other
patterns (like vowel-vowel-consonant), we do not
double the final consonant:
Vowel-vowel-consonant words do not double:
repair –> repaired
clean –> cleaning
Words ending in consonant-consonant do not double:
help –> helped
print –> printing
Presenting Examples
Let’s Study This
3. When To Use -US And -OUS
The -us ending is used for
nouns, and -ous is used for
adjectives:
Nouns: genius, focus, virus
Adjectives: generous,
religious, humorous
Presenting Examples
Let’s Study This
2. Use of Appropriate Punctuations
a. Apostrophe is used to form possessives
(e.g., the school’s faculty, our family’s crest,
the shirt’s collar, Bill Thomas’s house) and
certain contractions (e.g., it’s, let’s, she’s,
they’re, I’ve, don’t).
The apostrophe is not used to form most plurals
(e.g., she is looking at several schools, the families
have similar crests, these shirts are on sale, we are
dining with the Thomases). There are three
exceptions: plurals of lowercase letters (e.g., dot
your i’s and cross your t’s); plurals of certain words
used as words (e.g., we need to tally the yes’s, no’s,
and maybe’s); and plurals of certain abbreviations
Presenting Examples
Let’s Study This
b. Periods and commas go inside
quotation marks, even if they aren’t
part of the material being quoted. All
other punctuation marks go outside
the quotation marks, unless they are
part of the material being quoted.
“Any further delay,” she said, “would result
in a lawsuit.”
His latest story is titled “The Beginning of
the End”; wouldn't a better title be “The End
Presenting Examples
Let’s Study This
c. When a parenthetical element is included
at the end of a larger sentence, the
terminal punctuation for the larger
sentence goes outside the closing
parenthesis.
When a parenthetical sentence exists on its own,
the terminal punctuation goes inside the closing
parenthesis.
d. Use a hyphen for compound adjectives.
When two or more words collectively serve
as an adjective before the word they are
modifying, those words should normally be
Presenting Examples
Let’s Study This
e. The colon and the semicolon
can both be used to connect
two independent clauses.

a. Semicolon: Only a third of

Americans have a passport; the
majority of Canadians have a
passport.
b. Colon: Only a third of Americans
have a passport: for most, foreign
travel is either undesirable or
Presenting Examples
Let’s Study This
3. Transitional/signal words
Transitions or signal words help you, the reader, to follow
the direction of a writer’s thought. They are like
signposts on the road that guide the traveler.
Look at the following sentences:
I love drinking coffee. It keeps me awake at night.
These sentences imply that the writer loves drinking
coffee because it keeps her awake at night. To add more
specificity, the signal word “because” can be used. To
change the relationship between the sentences, other
transition words can be used. Transitions (or signal
words) are words and phrases that show the connection
between ideas. To show how transitions guide us, here
are the same two ideas, but this time with a transition
Presenting Examples
Let’s Study This
I love drinking coffee even though it keeps me awake
at night.
Now the writer loves coffee in spite of its keeping her
awake at night. The relationship between the
sentences’ ideas has changed. A transition has
smoothed the way from one idea to the other. In
Latin, trans means “across,” so transitions live up to
their name – they carry the reader “across” from one
thought to another. Common signal words show
emphasis, addition, comparison or contrast,
illustration, and cause and effect.
Presenting Examples
Let’s Study This
Here are the lists of transition words.
Sequence:
again, also, and, and then, besides, finally,
first...second...third,
furthermore, last, moreover, next, still, too
Time:
after a bit, after a few days, after a while, afterward,
as long
as, as soon as, at last, at length, at that time, before,
earlier,
immediately, in the meantime, in the past, lately,
Presenting Examples
Let’s Study This
Comparison:
in the same way, likewise, similarly
Contrast:
although, but, despite, even though, however, in
contrast, in
spite of, instead, nevertheless, nonetheless,
notwithstanding, on
the contrary, on the one hand...on the other hand,
regardless,
still, though, yet
Examples:
even, for example, for instance, indeed, in fact, of
Presenting Examples
Let’s Study This
Cause and Effect:
accordingly, as a result, because, consequently, for this
purpose, hence, so, then, therefore, thereupon, thus, to
this
end
Place:
above, adjacent to, below, beyond, closer to, elsewhere,
far,
farther on, here, near, nearby, opposite to, there, to the
left, to
the right
Concession:
Presenting Examples
Let’s Study This

Summary, Repetition, or
Conclusion:
as a result, as has been noted, as I
have said, as we have seen,
as mentioned earlier, in any event,
in conclusion, in other
words, in short, on the whole,
therefore, to summarize
Discussing New Concept Let’s Try This
Task 1.Make Me Right!
A. Circle the spelling word read by the teacher in each
sentence.
If the word is spelled correctly, write CORRECT on the
line.
If the word is spelled incorrectly, write the correct
spelling on the line.
1. James' dad puts eggplant on the grill in the summer
1. _________________
2. What you're saying sounds like a bunch of nonesense.
2. _________________
3. The doctor told him to change the bandige twice a
day.
3. _________________
Discussing New Concept Let’s Try This

Task 1.Make Me Right!

6. Justin learned quickly not to spend all his money at
once.
6. _________________
7. Isabel hugged her favorite stuffed elaphant.
7. _________________
8. Today is a speshal occasion for our family.
8. _________________
9. Nina kept a positive atitude during the whole
situation.
9. _________________
10. You will need to measure that door frame.
Discussing New Concept Let’s Try This
Answer Key Task 1. Make Me Right!
A.
1. James' dad puts eggplant on the grill in the
summer. 1. CORRECT
2. What you're saying sounds like a bunch of
nonesense. 2. nonsense
3. The doctor told him to change the bandige
twice a day. 3. bandage
4. “See you later, aligator !” Grandma said to
Fiona. 4. alligator
5. Try not to dwell on negative thoughts too
long. 5. CORRECT
Discussing New Concept Let’s Try This
Answer Key Task 1. Make Me Right!
A.
6. Justin learned quickly not to spend all his money at
once. 6. CORRECT
7. Isabel hugged her favorite stuffed elaphant. 7.
elephant
8. Today is a speshal occasion for our family. 8.
special
9. Nina kept a positive atitude during the whole
situation. 9. attitude
10. You will need to measure that door frame.
10. CORRECT
Discussing New Concept Let’s Try This

B. Add the correct punctuation to

the following:
1. We won the game they screamed
2. My friend Jonah who was born
May 25 2000 lives in Dallas Texas
3. I like spaghetti my cousin also
likes spaghetti
4. Whoa I never thought we had a
chance at winning that soccer game
5. Please take good care of Cara’s
dog
Discussing New Concept Let’s Try This

6. I used the money from my allowance to

buy a hat a scarf and new running shoes
7. Although I failed the spelling test and
forgot to finish my homework I know I m still
a good student
8. Some students if they behave will be
given rewards
9. Last night I went to the movie with Jess
and Jane
10. When I was at the movie I saw Tyson and
Discussing New Concept Let’s Try This

Answer Key B.
1. "We won the game!" they
screamed.
2. My friend Jonah, who was born
May 25, 2000, lives in Dallas,Texas.
3. I like spaghetti; my cousin also
likes spaghetti.
4. Whoa! I never thought we had a
chance at winning that soccer game.
5. Please take good care of Cara’s
Discussing New Concept Let’s Try This
Answer Key B
6. I used the money from my allowance to
buy a hat, a scarf, and new running shoes.
7. Although I failed the spelling test and
forgot to finish my
homework, I know I’m still a good student.
8. Some students, if they behave, will be
given rewards.
9. Last night, I went to the movie with Jess
and Jane.
10. When I was at the movie, I saw Tyson
and Cade..
 Discussing New Concepts Let’s Do This
and Practicing new skills # 2
Task 2. Read and Revise!
A. Underline the misspelled word in each
sentence. Write the correct spelling on the
line.
1. This milk tastes suor.
____________________________________________________
2. She was prood of her good grades.
_________________________________________
3. All of the fans will shoute when they score a
goal. ______________________________
4. She wore a red blose with yellow flowers.
____________________________________
5. I would like one ounse of butter.
____________________________________________
 Discussing New Concepts Let’s Do This
and Practicing new skills # 2

6. She bought a poond of cheese.

___________________________________________
7. He turned off the powr before he left.
________________________________________
8. The dog will groul if you bother him.
_________________________________________
9. The flour had pink petals and a green
stem. __________________________________
10. Some people like to howle at the moon.
______________________________________
 Discussing New Concepts Let’s Do This
and Practicing new skills # 2
11. He fell into the lake, but he did not
droun.
____________________________________
12. The cloune had a bright red nose.
__________________________________________
13. She raised an ibrow when he called
her name.
________________________________
14. The amont he had to pay was $7.25.
________________________________________
15. There were one thuosnd people at the
concert. _______________________________
 Discussing New Concepts Let’s Do This
and Practicing new skills # 2
Answer Key Task 2.
Read and Revise!
1. This milk tastes suor. sour
2. She was prood of her good
grades. proud
3. All of the fans will shoute when
they score a goal. shout
4. She wore a red blose with yellow
flowers. blouse
5. I would like one ounse of butter.
 Discussing New Concepts Let’s Do This
and Practicing new skills # 2
Answer Key Task 2. Read
and Revise!
6. She bought a poond of cheese. pound
7. He turned off the powr before he left.
power
8. The dog will groul if you bother him.
growl
9. The flour had pink petals and a green
stem. flower
10. Some people like to howle at the
moon. howl
 Discussing New Concepts Let’s Do This
and Practicing new skills # 2
Answer Key Task 2. Read
and Revise!
11. He fell into the lake, but he did not
droun. drown
12. The cloune had a bright red nose.
clown
13. She raised an ibrow when he called
her name. eyebrow
14. The amont he had to pay was $7.25.
amount
15. There were one thuosnd people at the
concert. thousand.
DevelopingMasrtery(Leads to Let’s Do More
Formative Assessment 3)

Task 3. Do It One More Time!

Correct the following erroneous sentences then rewrite them on
the spaces
provided below.
did you no that bats are mammals. we no they are
mammals just lik us
becaus they are warm blooded they are the only mammals
that no how to
fly bats are Nocturnal which means thay sleep during the day
and are awak at nite?
__________________________________________________________
__________________________________________________________

baby bats are called pups baby bats don’t have hare when
there born within
DevelopingMasrtery(Leads to
Formative Assessment 3) Let’s Do More

there are lots of diferent kinds of bats bats

live all over the world. But they don’t
live in cold regons? one groupe of bats eats
fruits and the other group
of bats eats insectes. birds. and Nectar!
_______________________________________________________
_______________________________________________________
_______________________________________________________
the statment blind as a bat is not tru because
bats can see quit well?
_______________________________________________________
DevelopingMasrtery(Leads to
Formative Assessment 3) Let’s Do More

Anwer Key Task 3. Do It One More Time!

Did you know that bats are mammals? We know they
are mammals just like
us because they are warm blooded. They are the only
mammals that know
how to fly. Bats are nocturnal which means they sleep
during the day and are awake at night. .
Baby bats are called pups. Baby bats don’t have hair
when they’re born.
Within a month, baby bats are flying and hunting for
food on their own.
DevelopingMasrtery(Leads to
Formative Assessment 3) Let’s Do More

Anwer Key Task 3. Do It One

More Time!
There are lots of different kinds of bats.
Bats live all over the world but they
don’t live in cold regions. One group of
bats eats fruits and the other group of
bats eats insects, birds, and nectar.
The statement blind as a bat is not true
because bats can see quite well.
Finding practical
applications of concepts Let’s Remember
and skills in daily living

Ask: How can you

apply your
knowledge in
revision and editing
in your daily life?
 Making Generalizations &
Abstractions about the lessons
Let’s Remember

Revising is more than correcting spelling errors,

it's finding clarity of thought. It could even be
finding new thoughts you didn't have before you
started the writing.
As you were writing you were revising if you think
about it. You had concerns about it as you were
constructing it. Write those concerns down (make
notes in the margin, highlight, make familiar
marks) so that you can return to them. Identify
what you think are strengths too and bring the
rest of your topic to the level you are seeking.
Evaluating Learning Let’s Test Ourselves

Task 4. Fill It Right

Fill in the blanks with the most suitable transitions
from the list. Use each transition only once unless
instructed otherwise

Thus This Then First

Second For example A
further They The final
Indeed Finally Rather
Evaluating Learning Let’s Test Ourselves

A child may leave home for a number of

reasons, but these three seem to be more
common than any others. 1-__________, a child
may leave home because of lack of parental
affection, which can leave the child with
emotional scars. When parents are cold and
uncaring, a child senses 2- __________ and feels
that s/he does not belong in the home. The
child will 3- __________ leave, seeking a home
where s/he at least feel s wanted and a part of
Evaluating Learning Let’s Test Ourselves

when a child feels that s/he is not given just recognition

as a person and as an individual, s/he may feel
frustrated enough to leave home - especially if the
parents do not stop what they are doing long enough
toreally listen to him/her or at least to respect some of
the child’s opinions. 5-__________, severe punishment by
a child’s parents, which does not suit the child’s
misconduct, may cause him/her to leave home. 6-
__________, severe punishment is child abuse, and a
child will normally feel that s/he is not safe in such a
home. 7- __________ for his/her own protection and for
Evaluating Learning Let’s Test Ourselves

Answer Key Task 4. Fill it Right!

A.
A child may leave home for a number of reasons, but
three seem to be more common than any others. 1-
First, a child may leave home because of lack of
parental affection, which can leave the child with
emotional scars. When parents are cold and uncaring, a
child senses 2- this and feels that s/he does not belong
in the home. The child will 3- then/thus leave, seeking a
home where s/he at least feel s wanted and a part of a
family. 4- Second,
Evaluating Learning Let’s Test Ourselves
Answer Key Task 4. Fill it Right!
A.
when a child feels that s/he is not given just recognition
as a person and as an individual, s/he may feel
frustrated enough to leave home-especially if he
parents do not stop what they are doing long enough to
really listen to him/her or at least to respect some of
the child’s opinions. 5- Finally, severe punishment by a
child’s parents, which does not suit the child’s
misconduct, may cause him/her to leave home. 6-
Indeed, severe punishment is child abuse, and a child
will normally feel that s/he is not safe in such a home.
Evaluating Learning Let’s Test Ourselves

When At the beginning Eventually

However First X 2 Then X 2 At the
end “El Norte”
And is an excellent and disturbing film about
two immigrants to the United States. 1- __________
of the film, we meet a family in Guatemala –
mother, father, son, and daughter. 2- __________the
father is killed and the mother is taken to the
prison, the son and the daughter decide to go to
“El Norte” – the United States by way of Mexico. At
3- __________, they have trouble finding someone
to take them across the Mexican border, but 4-
Evaluating Learning Let’s Test Ourselves

When At the beginning Eventually

However First X 2 Then X 2 At the
end
they find aAnd
way across and end up in Los Angeles.
5__________, life in the U.S. is not as easy as they
thought it would be. 6- __________, they have to find
housing, 7- __________, they need to learn English 8-
__________get jobs. 9- __________, they succeed in
accomplishing these three goals and life looks pretty
good for them. Unfortunately, 10- __________of the film,
tragedy strikes and we are left wondering if “El Norte”
really is the land of opportunity after all.
 Evaluating Learning Let’s Test Ourselves

B. Answer Key
“El Norte” is an excellent and disturbing film about two
immigrants to the United States. 1- At the beginning of
the film, we meet a family in Guatemala – mother,
father, son and daughter. 2- When the father is killed
and the mother is taken to the prison, the son and the
daughter decide to go to “El Norte” – the United
Statesby way of Mexico. 3- At first, they have trouble
finding someone to take them across the Mexican
 Evaluating Learning Let’s Test Ourselves

5- However, life in the U.S. is not as easy as they

thought it would be. 6- First, they have to find housing,
7- then, they need to learn English 8- and get jobs. 9-
Eventually, they succeed in accomplishing these three
goals and life looks pretty good for them. Unfortunately,
10- at the end of the film, tragedy strikes and we are left
wondering if “El Norte” really is the land of opportunity
after all.
Additional activities for
application or remediation
“Let’s Enrich Ourselves”

Task 5. Ring that Transition!

Circle the transition words and
phrases in the sentences below.
1. I like to go to the opera; in
fact, it’s my favorite type of
entertainment.
2. No one expected so many
people at the party;
consequently, we ran out of
food.
Additional activities for application
or remediation “Let’s Enrich Ourselves”

4. The class finished the test early; therefore,

they were allowed to read quietly before the
bell.5. The roof is leaking in the old house;
furthermore, the brick is crumbling.
6. The teacher will accept late homework;
however, she will take points off of the grade.
7. Although Tara was the last to leave class, she
was the first on the bus.
8. Ed learned from his mistake. Likewise, others
can learn from theirs.
9. Even though there was no one home, Walter
didn’t feel lonely.
10. It takes a lot of concentration to play the
violin. In the same way, the piano demands the
 Additional activities for application
or remediation “Let’s Enrich Ourselves”

Task 5. Ring That Transitions

Circle the transition words and phrases in the sentences
below.
1. I like to go to the opera; in fact, it’s my favorite type
of entertainment.
2. No one expected so many people at the party;
consequently, we ran out of food.
3. The weather was very bad; even so, the farmer had to
milk the cow.
4. The class finished the test early; therefore, they were
allowed to read quietly before the bell.
5. The roof is leaking in the old house; furthermore, the
 Additional activities for application
or remediation “Let’s Enrich Ourselves”

Task 5. Ring That Transitions

6. The teacher will accept late homework; however, she
will take points off of the grade.
7. Although Tara was the last to leave class, she was the
first on the bus.
8. Ed learned from his mistake. Likewise, others can learn
from theirs.
9. Even though there was no one home, Walter didn’t feel
lonely.
10. It takes a lot of concentration to play the violin. In the
same way, the piano demands the full attention of the
pianist.
Thank You
and God
Bless Us All
Juliet S.
Refuerzo