ENGLISH 10 LM UNIT 4 Module 4: Rebuilding Our Societies; 2. .. actions Adapted from: chancromaslodis.ga Task 2 WORDLE IT! a .. GRADE 10 ENGLISH LEARNER'S MODULE. K to 12 Learner's Materials for Grade 10 English English G10 LM - Q2 . The links for G10 English Module Q don't work for me as well. English Unit 4 (Draft) TG - Download as PDF File .pdf), Text File .txt) or read in full sentence Fluency: Read grade 2 level text in word phrases using S 4. S 5. NS 6. 7. 8. 9. ?.!!? there is are was were for.
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G10 Science LM – Quarter / Unit 1; Science LM – Quarter -AP grade 10 ( kontemporaryong isyu Added. K to 12 Learner's Materials for Grade 10 English Sir Gabriel may available po ba tayo math module ng units 3 and 4 na walang deped. Grade 10 English Language Arts Grade 10 ELA Module 4. high school student in library. In this module, students read, discuss, and analyze nonfiction and Grade 10 ELA Module 4 - Zip Folder of PDF Files ( MB) . Unit II: Making Evidence-Based Claims Unit: Martin Luther King, Barack Obama.
Daedalus built the maze to imprison the Minotaur, half man - half bull beast. His homeland was Athens but his parentage is uncertain. Alcippe, Merope, and Iphinoe are all mentioned at different times as being his mother. But Daedalus was so proud of his achievements that he could not bear the idea of a rival.
His sister had placed her son Perdix under his charge to be taught the mechanical arts. Perdix was an apt scholar and showed striking evidence of ingenuity. Walking on the seashore, he picked up the spine of a fish.
According to Ovid, imitating it, he took a piece of iron and notched it on the edge, and thus invented the saw. Perdix also put two pieces of iron together, connecting them at one end with a rivet, and sharpening the other ends, and made a pair of compasses. As he was plunging to his death, however, the goddess Athena turned Perdix into a partridge to save him. Other sources claim instead that his apprentice was his nephew Talos.
Daedalus, fearing that the boy would surpass him in talent, murdered the boy by tossing him from the Acropolis of Athens. He fled to the island of Crete, where he began to work at the court of King Minos and Queen Pasiphae, in the magnificent palace of Knossos.
It is said that Daedalus was the first to conceive masts and sails for ships for the navy of Minos, helping Crete become a naval power. The statues he carved were so exquisite, they looked as if they were alive. It is said that they would have escaped were it not for the chain that bound them to the palace wall. Daedelus also constructed a wooden cow for the queen to hide in to satisfy her amorous longings for a white bull sent by Poseidon.
When the dreadful Minotaur was born, Daedalus built the Labyrinth to contain the monstrous half-man, half-bull. For years, Minos demanded a tribute of youths from Athens to feed the creature as punishment for the accidental killing of his son while he was visiting Athens. Eventually, the Athenian hero Theseus came to Crete to attempt to slay the Minotaur. Daedalus gave her a flaxen thread for Theseus to tie to the door of the Labyrinth as he entered, and by which he could find his way out after killing the monster.
Theseus succeeded, and escaped Crete with Ariadne. Minos, enraged at the loss of his daughter, not to mention the killing of his pet Minotaur, shut Daedalus and his son Icarus into the Labyrinth, knowing that Theseus could not have accomplished the deed without inside help. Daedalus managed to get out of the Labyrinth - after all, he had built it and knew his way around.
Daedalus decided that he and his son Icarus had to leave Crete and get away from Minos, before he brought them harm. However, Minos controlled the sea around Crete. The King kept strict watch on all vessels, permitting none to sail without being carefully searched by his soldiers. Since Minos controlled the land and sea routes, and there was no route of escape there; Daedalus realized that the only way out was by air.
But only the gods could fly! To escape, Daedalus built wings for himself and Icarus, fashioned with feathers held together with wax. Daedalus tried the wings on himself first and was satisfied that his plan would work. He sternly cautioned Icarus not to fly too close to the sun, as it would melt his wings, and not too close to the sea, as it would dampen them and make it hard to fly.
They successfully flew from Crete, but Icarus grew exhilarated by the thrill of flying and began getting careless. The father and son passed the islands of Samos, Delos and Lebynthos, and the further away from Crete they flew, the more cocky became Icarus. The wax holding together his wings softened and melted from the heat and, try as he might, Icarus could not prevent the feathers from falling off his body. Furiously he flapped his arms, but soon no feathers at all were left and he fell to his death, drowning in the sea, as his helpless father watched his son perish with anguish.
His father cried, bitterly lamenting his own arts, and called the land near the place where Icarus fell into the ocean Icaria in memory of his child.
The Icarian Sea, where he fell, was forever named after him and it is said that the great hero Heracles Hercules , who was passing by, gave him proper burial. Daedalus grieved for his dead son and then continued to Sicily, where he came to stay at the court of Cocalus in a place called Camicus.
At each city he visited, Minos offered a reward to whoever could thread a spiral seashell, a seemingly impossible task. The clever Daedalus tied the string to an ant, placed the ant at one end of the shell, and allowed the ant to walk through the spiral chambers until it came out the other end.
When Minos saw that someone had solved the puzzle, he demanded that Cocalus surrender Daedalus, for he insisted that only he would have been inventive enough to solve the task. King Cocalus promised to do so, but he persuaded Minos to first take a bath and stay for some entertainment. Daedalus eventually left Camicus, much to the dismay of King Cocalus and his daughters, and ended up in Sardinia with a group led by Iolaus, who was a nephew of Heracles. Who hires Daedalus?
What does Daedalus design to hold the Minotaur? What does Daedalus invent to help him and Icarus escape from the Labyrinth? What does he warn Icarus not to do? What happens to Icarus? Why did Minos imprison Daedalus in the Labyrinth? Minos tells Icarus that the plan is dangerous. Why does he want them to take this risk?
Why did Daedalus leave his wings on the altar of Apollo? In a short paragraph, describe how Daedalus planned to escape from the island prison of Crete. Explain your answer. Which events in the myth could have happened in real life? If you had access to building resources and materials, how would you design a flying machine to help you escape from the island prison of Crete?
King Minos is cruel. Daedalus is talented. Icarus is foolish. Daedalus and Icarus should have stayed in the island after escaping from the Labyrinth. Illustrate the images in your mind as you encountered the following in the story. Group 1: The Labyrinth Group 2: Icarian Sea Group 3: Minotaur Group 5: Create a graphic organizer of what happened in each of the following places: The palace of Minos 2.
In prison 3. Icarus in the sea 4. Sicily Scan the paragraphs below. Underline all the pronouns used by the author. He was then tried at the Areiopagus, which was the ancient Greek court, and banished from his home city of Athens. For years, Minos demanded a tribute of youths from Pick at least five 5 sentences with pronouns.
Rewrite the statements and make the pronouns reflexive. Make sure these pronouns reflect back to the subject of the sentence. Construct your own sentences by using the following pronouns as reflexive pronouns. Make a list of all the personal challenges Icarus and Daedalus needed to overcome to escape from the cruel living. Pick out similar personal challenges you have experienced, as the two characters.
What do the similarities of your personal challenges in life and those of Daedalus and Icarus tell? What new discoveries did you find? What do these discoveries reveal about myths and realities of life? This could be anything from coordinating traffic lights, avoiding local flooding problems to developing a new type of rocket ship. Create a chart showing the problem, the solution, and the basic tools inclined plane, lever, screw, wheel and forces gravity, inertia, etc.
Research on careers in the field of engineering on the following aspects from the library or the internet: Types of engineering careers 2. What these types of engineering careers contribute to society? What qualifications each type require? Share your answer with the class. How would you deal with these challenges if you encounter them?
What worries you at this moment? What can you do about it? Accomplish the chart below: I worry about What I should do about it 1. It affects your studies and slows you down in accomplishing a lot of things. Use the chart below to identify what causes you stress and how does it affect you. What causes your stress? How does it affect you? How would you respond to a friend who pressures you to do the things described below?
Would you like to join us? Cecil is keeping a cheat sheet of the examination in her bag. She wants us to see it. How would you react in each of the following situations? Write your answer in the thought balloon. If you were a judge and is to set free one of the following prisoners, who would it be and why? Check the box of your choice and justify your answer on the space provided below. Your parents broke thier promise to send you on a trip. You failed the test. Your best friend spilled out your secret.
Write a letter that will appear on your tree trunk or leaves. Water Proof! To write your mission statement, begin by answering these questions: What do I value most in life? List those things. What legacy do I want to leave my school?
Any unwanted physical contact between the bully and the victim like punching, pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks, teasing, fighting, and the use of available objects as weapons; 2.
The term shall also include any conduct resulting to harassment, intimidation, or humiliation, through the use of other forms of technology, such as, but not limited to texting, email, instant messaging, chatting, internet, social media, online games, or other platforms or formats as defined in DepEd Order No. Republic Act No.
What is in my mind What is in my heart What does the text tell Social bullying — refers to any deliberate, repetitive, and aggressive social behavior intended to hurt others or to belittle another individual or group. Gender-based bullying — refers to any act that humiliates or excludes a person on the basis of perceived or actual sexual orientation and gender identity SOGI.
Bully — refers to any student who commits acts of bullying as defined by the Act or this IRR. Bullied or Victim — refers to any student who experiences the acts of bullying or retaliation as defined by the Act or this IRR. Study the text carefully and to accomplish the chart below. A Senator Group 2: A School Janitor Group 3: A Teacher Group 4: A Parent Group 5: In preparing for your oral report, the following rubric would guide you: Makes minor mistakes, but quickly recovers from them; displays little or no tension Displays mild tension; has trouble recovering from mistakes.
Student pronounces most words correctly. Most audience members can hear presentation. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.
Recognizing these challenges would help one become better prepared for life. Student is at ease with expected answers to all questions without elaboration. Student is uncomfortable with information and is able to answer only rudimentary questions. Student does not have grasp of information; student cannot answer questions about subject. Student presents information in logical sequence which audience can follow.
Audience has difficulty following presentation because student jumps around. Audience cannot understand presentation because there is no sequence of information. In this lesson, you will perform a lot of activities that will help you strengthen yourself amid discrimination.
Specifically, you will be asked to answer the important question, How do I build the best defenses against challenges to achieve the best quality of life? Read each statement closely, and identify what is suggested by each statement.
I am a vitamin you need if you have colds. What am I? I am what you wear when the sun is at its peak. I once protected China from invaders, now I am a wonder for visitors.
The first one to give the correct answer wins. List down the different forms of discrimination in the table below. Pair up, and reflect on the question below: Think of a person who gave you inspiration in dealing with discrimination. Write your answers in the balloon. What is the song all about?
What type of discrimination was underscored in the song? Does this kind of discrimination on women still exist these days? How or in what way? Pick out your favorite lines from the song and explain why you picked those lines. Share your answers with a partner.
Grade 10 ELA Module 4, Unit 3, Lesson 4
Your teacher will ask the class to sing the song aloud. How do I build the best defenses against challenges to acquire the best quality of life? Remember this question as you work on the different parts of this lesson. Write your responses in the box below. Write your targets in the box As you explore this lesson, you can add targets to the list you made and consider how the tasks will help you become better prepared for life.
Oral Tradition An oral tradition is the manner in which information is passed from one generation to the next in the absence of writing or a recording medium. They employed various techniques to aid in their own memory and to help their listeners keep track of the story.
This oral tradition was a way to keep the history or culture of the people alive, and since it was a form of story-telling, it was a popular entertainment. Read the following text carefully. Note the following background information as you read the text. After reading, fill in the column with the page number of the text where you found the correct answer for each statement. Are you correct? If not, what did you learn? Reflection A Gorgon is a monster.
Perseus is a hero. Perseus could be successful in killing Medusa without the help of the gods. None may look upon the Gorgon and live. The sight of them turns men to stone. Andromeda is killed by a monster. Then, rearrange the letters in bold to form the correct word for each item below. Write the word in the box. So in his distress he thought: I will shut Danae up away from the sight of men in a house of bronze all sunk underground.
But Acrisius forgot to take the gods into account. Part of the roof of the house was open to the sky. And one day, as lovely Danae sat sadly looking up at the passing clouds, Zeus beheld the maiden. Changing himself into a shower of gold, he stormed into her chamber. Nevertheless, the King discovered the baby and was more than ever filled with fear. He dared not kill little Perseus directly lest the gods avenge the murder. Instead, he had a great chest built, placed Danae and her boy in it, and set them adrift upon the sea.
All day and all night the chest tossed upon the waves. Danae lulled her child with song, and he slept.
But when dawn came, a great wave picked up the chest and carried it close to the tiny island of Seraphos. It happened that a fisherman, Dictys by name, saw the chest bobbing on the waves close to the shore. He dragged the box to land and opened it. When he beheld the pitiful mother with the helpless little child, his heart was moved. Now Danae had been a beautiful maiden. And when Perseus has grown into a fine tall youth, she was still beautiful. But the King hated the youth-just because Danae doted on him-and sought some way to get rid of him.
But what should the adventure be? That would bring you to the greatest fame. For Medusa was one of the three Gorgons, terrible winged monsters who lived alone on an island. They had teeth like the tusks of a boar, hands of brass, and snakes instead of hair. Perseus did not know where to look for the Gorgons. Nor did he know which of them was Medusa.
And this was important, for Medusa was the only one of the three that could be slain. From place to place the prince went on in his quest, getting more and more discouraged. Then one day he beheld a young man of great beauty, wearing winged sandals and a winged cap, and carrying in his hand a wand around which two golden serpents twined.
Perseus knew at once that this was Hermes and was overjoyed when the god said: But you must be properly equipped for it. Without the winged sandals, the magic wallet, and the helmet of invisibility, but I will take you to the Gray women. You can find out from them. They have but one eye shared among the three. Snatch it from them as they pass it from one to another and none can see.
And do not give it back till they tell you what you want to know. The sight of them as you well know, turns men into stone. Take my bright shield, Perseus. Look into it instead of at the monster as you approach to do battle, and you will see the Medusa reflected as in a mirror.
On and on with god-companion, Perseus journeyed, farther than man had ever been. At last they came to the end of the earth. There the weird Gray Women sat, passing their eye from one to another just as Hermes had said.
He left the god and crept quietly towards them, waited till one had taken the eye from her forehead, and snatched it away as she passed it to her sister. The Gray Women raised a fearful clamor when they realized that a stranger had their eye. They howled and they threatened. But without the eye they were helpless, and in the end they grudgingly told Perseus the way to the Nymphs of the North.
So again Perseus went on, this time to find the happy beings who possessed the three priceless things he needed. And when the Nymphs heard the reason he Fully equipped now, Perseus lightly sped through the air over land and over sea to the fearful island of the Gorgons. As he approached, he could see, scattered in the fields and along the roads, statues of men and beasts whom the sight of the Gorgons had turned stone.
And, at last, from high above, he beheld the monsters themselves reflected in his shield. Their scale-covered bodies glistened in the sun, their great wings were folded, the snakes that were their hair lay hideously coiled and intertwined. The Gorgons were asleep.
But which of the three was Medusa? Perseus could see no difference among them. The Gorgon nearest the shore is Medusa. With one stroke he cut off the gristy head. Then, springing into the air, he thrust his prize, all writhing and hissing, into the magic wallet.
They turned their snaky heads and when they saw Perseus, they roared with fury. Flapping their great wings, they set off in pursuit. But they could not outstrip the winged sandals. Over lands and peoples the hero flew, on and on. He had lost his way now, for Hermes had left him. Below, the Lybian desert stretched endlessly. But now he saw a sight that made his heart beat fast with excitement and wonder. Fastened by chains to a cliff by the sea was a beautiful maiden.
Had it not been that a slight breeze stirred her hair and that tears flowed from her eyes, he would have thought her a statue. Perseus almost forgot to keep his winged sandals moving, so struck was he by her rare beauty. I pray, you, tell me your name and why you are bound like this. But when he urged her again and again to speak, she told him all her story. The beautiful Cassiopeia is my mother. It is her beauty that has chained me here for the gods are jealous, and in nothing may we mortal surpass them.
Woe, woe the day my mother vaunted herself fairer than the daughters of Nereus! The sea god has sent a serpent to prey upon our people, and my death alone can appease his anger. So, says the oracle. Andromeda shrieked. At her cry, her frantic father and mother came running. They clung to their daughter and lamented. Now I will make this contract with you-that Andromeda shall be mine if I save her from the serpent.
Only save her from the monster, and you shall have our Kingdom as well as our daughter. Suddenly Perseus sprang into the air and shot high up in the clouds.
The creature reared upright, then plunged beneath the water, and turned around and around like some fierce wild boar in the midst of baying hounds. Nimbly avoiding the snapping jaws, Perseus dealt blow after blow wherever he had the chance to strike. He dared not trust himself to them longer. As the creature sank to its death, Perseus heard shouts of joy from the shore. And when he looked, Andromeda already stood free beside her parents.
And that very day the wedding was celebrated. Torches were tossed in the air, incense was thrown on the flames. And everywhere the sound of lyres and pipes and singing was heard. Now while the marriage feast was at its height, the door of the banquet hall was suddenly flung open, and in burst a mob of shouting, riotous men.
Let the man who rescued her have the reward he was promised! He has not been chosen in preference to you, but in preference to certain death. He looked from the King to Perseus, undecided at which to aim his weapon, then hurdled it at the hero. Perseus leaped up from the cushions, wrenched out the spear, and hurdled it back at his foe.
Had Phineas not taken refuge behind the altar, he would have perished. As it was, one of his followers received the weapon full in his forehead. Then the rioters went wild. Weapons were hurdled, and the feast turned into a battle. He set his shoulders against a great stone column and struck down one man after another. But at last he realized that valor could not withstand the numbers against him. One of the attackers was just preparing to cast his javelin, but before he could cast, he was turned to stone.
Another, who was about to thrust his sword through Perseus, stood frozen with it in his hand.
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A third was turned to stone even as he uttered a taunt. Two hundred men became stony statues before Phineas yielded, crying: Hide it! Grant me only my life and may the rest be yours! The King was furious that his stepson had returned, and refused to believe that he had actually slain Medusa.
With scornful truants he upbraided the young man for having come home empty-handed. It was more than Perseus could bear. That was the last time Perseus ever used the horrible head. He gave it most willingly to Athene, who kept it ever after. Why or why not? So Perseus made the fisherman Dictys King of island and sailed with his mother and Andromeda to Greece. But it happened that when they came to Argos, King Acrisius was away from home.
Games were being held in Larissa, and Perseus, hearing of them, decided to go there and take part. And there at the game it was that the oracle which Acrisius had received at Delphi was strangely fulfilled. It landed among the spectators and killed an old man. That old man was King Acrisius, who had gone to such cruel lengths to avoid the fate which the gods had ordained.
What adventure does Polydectes suggest that Perseus undertake? List three perilous encounters that Perseus experienced during his adventure. Explain how the oracle given to King Acrisius is fulfilled. Medusa was beheaded by Perseus, yet her head continued to have power. What heroic characteristics does Perseus have? What help does he get on his quest? Each of the groups will be given a specific task to work on. Create a timeline of events in the story. Why are these significant events? Group 2: Create a Venn diagram that compares the characteristics of Perseus and Medusa.
Provide evidence. Group 3: How did you choose them? Group 4: Explain why? Group 5: Create a diagram that shows the relationship of all the characters in the myth. Cite the reasons for these relationships. How did you feel about the activity?
What diagram was assigned to you? Did you find diagramming difficult? How do these textual aids help you in understanding the text? Note down your observations about the outputs of the other groups. Group Observations 1 2 3 4 Processing Questions: What specific characteristics does each diagram have? Are there notable similarities or differences among the diagrams? How would these diagrams help you in understanding the text as a whole?
Identify what these defenses are through the coat of arms diagram on the next page. Explain the value of each of those defenses as Perseus faced his challenges. Identify the senses to which these statements appeal.
Circle all the pronouns from the paragraph. Task B. Write R on the blank before each item if the pronoun is Reflexive or I if intensive. Using the previous examples of reflexive and intensive pronouns, compare and contrast the two kinds of pronouns. Saving people and saving lives could be in any form possible. Complete the chart below by answering the questions that follow: List down all the acts of heroism done by Perseus List down all the little acts of heroism that you did lately… What personal challenges does Perseus have to overcome to fulfill acts of heroism?
What personal challenges have you overcome to fulfill acts of heroism? What is the cartoon all about? What kind of discrimination is shown in the cartoon?
What would you do if you were in the shoes of the one discriminated against? As a group, you will identify specific scenarios where discrimination is present or evident.
Accomplish the chart on the next page. Discrimination is the unequal treatment provided to one or more parties on the basis of a mutual accord or some other logical or illogical reason.
Each cap below represents a characteristic you need to use in deciding how to go about the situation described in the task context. Examine the situation and complete the colored caps chart that follow. White cap — is the optimistic cap that sees all the positive and bright side of the situation. Black cap — is the pessimist cap and sees nothing but the disadvantages of the situation. Yellow Cap — is the creative cap and sees the creative and out-of-this-world side of the situation.
Red Cap — is the emotional cap and expresses feelings about an issue. Blue Cap — is the rational cap and judges situations based on facts and obvious evidence. The local tourism office of your community finally launched your barangay as a tourism spot exclusively inviting foreign clients. It also required applicants with competitive English communication skills. Each defense is critical in achieving success. Using the organizer below, create a personal goal for the next five years.
What strategies will you develop to reach your personal goals? Explain why you chose them. How do I build the best defenses against challenges to achieve the best quality of life possible for me? You can now start planning for your brochure. You can make use of internet sources for important information to make your work substantial. Your brochure will be graded using the following rubric: Through these strategies, you learn how to cope with the changing times and how to turn each challenge into something beneficial.
All of us are endowed with strengths. At the same time, we also have weaknesses. Being positive allows us to be better persons as we capitalize on our strengths and as we address our weaknesses to improve ourselves. This lesson allows you to discover how to make the most of your strengths and improve your weaknesses. How far would you go in knowing the real you? What risks are you willing to take to successfully overcome the hurdles of life?
Be reminded that your expected output in this lesson is a quality Information Ad TV, radio, or print that would campaign on capitalizing strengths and weaknesses. The criteria for assessment are: Joaquin and Cristina are trapped in a magic box. They want to be free! Using the chart below, list down the individual strengths that Joaquin and Cristina could use to free themselves from the box.
What qualities of Joaquin have you identified? How about Cristina? In what way could these qualities help them escape from the box? Retell the story to your family members.
Ask the pupils to answer the questions and recite in front of the class. Did the mother do the right thing? Do a puppet show using stick or sock puppets. How did Mark solve his problem? Write 3 words to solve the problem of the character. Why do you say they have kind hearts?
Reason Out and Be Heard! They can use the Mother Tongue in completing their task. Write the title of the story. The guests giggled. If you were the mother. Make a pyramid by filling in the boxes with important information from the story. Allow the children to choose one learning center where they would like to work. The group members will use the clay to make a diorama of the setting of the story.
Learning Center 2 — Clay Artist at Work. Write down 2 words or phrases about the problem of the character. Choose a reporter who will talk about the character.
When the interview is over. Children can us e only the materials given to them. Reading Shapes Our Community 1day Objectives: Participate in the retelling of the story Recall the important details of the story Listen and respond to texts to clarify meaning heard while drawing on personal experiences Express feelings and opinions through different writing activities Subject Matter: Give them materials to dress up one member of their group as a character from one of the animals read earlier.
Dress the Character 1. Act out what the main character saw. Divide the children in small groups. One will become an interviewer and the other member will be the interviewee. To ensure a variety of characters and to avoid replication. The children will listen to the teacher while she reads and they will try to use their fingers until the story is done. Give them 15 minutes to do this activity Group Work: Interview the Character.
See LM — Get Set. Bring the Character to life. Work by pairs. If you were given a chance to become an animal. Time Capsule — Explain to your class that a time capsule is a sealed container preserving artifacts and records of the current time for people to uncover in the far future.
If animals could speak. Discuss with your class if this book were in a time capsule. Recall and say as many animals as you can? Listen to the last sound of the words that rhyme in each line. The characters of the story are the people. Rhyming words and Words with Inflectional Ending Love yourself and be thankful for being unique Pictures of different kinds of ears Procedure: Guess whose ears are these?
Show the flash cards: We are Unique and Special 1 day Objectives: Supply words that rhyme with given words Ask about unfamiliar words to learn about meaning Speak clearly and audibly Subject Matter: What Animals Said.
Importance of Reading Why is it important to read and to know the characters of the story? Knowing the characters and understanding the how the characters behave is exciting and meaningful. Decoding chart. Refer to LM — Get Set. See the LM Work Together. Cooperative learning Strategy: Song chart or video Procedure: Study the alphabet to decode the secret message.
What do you know about prepositions? Why do we need to study prepositions? Optional If the teacher has internet access or computer only Teamwork Leads to Success 1 day Objectives: Working together as a team can help us finish our Alphabet banner faster. Rhyming Words Answer: Love yourself and be thankful for being special and unique.
Where is it? Thought for the Day: Working together as a team can help us finish our Preposition banner faster and understand the meaning of prepositions in. See you next time! Our Preposition Banner Divide the class into 5 groups so they can make their alphabet banners made of colorful construction paper.
You Tube: Write simple sentences using prepositions in. Color the page and name the main characters of the story. Distribute bantings. Answer Union Bank Learning System workbook. Flash cards. The toy is above my head. Art materials. Introduce the three prepositions. Show animal stuffed toy and ask the children where it is.
The team who finishes first. The toy is in the bag. The toy is under the chair. Markers and Manila paper Procedure: Each team will arrange the words in alphabetical order.
Working as a Team 1 day Objectives: Put the stuffed toy in the following places: Where is the toy? The toy is on the table. Give 2 sets of words which Group A and Group B will use for the relay.
The toy is in front of the blackboard. The ball is in front of the box. The boy is behind the tree.
LM. AP 10 4.21.17
Work by Pairs Now. The mouse is behind the box 4. What can you do to make your task faster? Working together as a team can help us finish our task faster. The road is beside the car. Allow them to construct their own sentences and then share their sentences with their partner. Study the prepositions out of and over. Use the prepositions in. Group Work. Allow the children to look at the following animals and write 5 sentences to tell where they are. Studying the prepositions can be useful in telling where things are.
Study Strategies Interpreting simple maps of unfamiliar places. Which pair of words are antonyms? Put a check if the words have the opposite meaning and a X if they are not antonyms. Hickory Dickory Dock The mouse went up the clock. The mouse ran down The clock struck one. Hickory Dickory Dock. Pre-assessment for Week 4 Answer Key I.
Justice is to give everyone their due. Writing If you were the boy. Do not oppress or take advantage of anyone. Uplift People 1 day Objectives: Participate in the retelling of poems and stories Sequence the events of the story and make relevant predictions of the story Identify the important details in expository text listened to Determine the meaning of words based on how they are used in a sentence Identify words that rhyme Subject Matter: The Lion and the Mouse and Justice Respect life and do not underestimate others.
Synonyms 1. Reading Comprehension Test Questions: Read the story. Respect Life. Ring the correct letter. Presentation Teach the poem. What did the lion say after he was rescued by the mouse?
Allow a volunteer to pick a question from a box and anybody in the classroom can answer the question orally.
New Jersey Department of Education
Describe and discriminate the best part of the story Listen and follow three-step directions Who woke the lion? I really love the shade. What did you learn from the story? Group work. If you were the lion. Allow the children to read the questions and write their answers on a sheet of paper. Find the rhyming words in the poem. Sequence the events of the story in the correct order.
What other rhyming words do you know? Activating Prior Knowledge — What animal went up the clock? Have you ever seen a mouse? Describe a mouse using a semantic map. Where did the story happen? When did the story happen? What did the lion do to the mouse? What happened to the lion one day? Sequencing relay. What was the lion doing under the narra tree? Unlocking of difficult words 1. Read aloud the story and the children will read along. If you were mouse. Explain the Question Box Surprise. Who saved the lion?
Retell your story to your family or best friend. Who was the hero in the story? Would you consider the lion a hero. Ask the pupils to compare the feelings of the characters in the two pictures. Give each player one minute to share and then the next player will have the chance to answer the questions regarding the best and worst part of the story. The monkeys swing on vines. Reread the story in the text book so children can recall the story and choose their favorite part of the story.
I am sitting. Circle Time Which part of the story is your favorite? Which is the worst part of the story? Allow the children to choose the best and the worst part of the of the story. There are many trees here. How can one become a hero? I can be a hero. Read Along video. Computer or DVD player and the story book Materials: Union Bank Learning System. Remind them to follow directions. The birds fly from one branch to another. Drawing Conclusions from the riddle p. Announce which player will talk first.
Guess the setting of the story based from my clues. Teacher will Think aloud and say: Write personal recount by completing a stem to answer the guide questions Express feelings and opinions through varied activities Subject Matter: The Lion and the Mouse Value Focus: You can be a hero if you do good deeds and if you become a man for others.
It is tiny. Activating Prior Knowledge Show pictures of a mouse and a lion. It is little. Studying Can Save People 1 day Objectives: Describe the characters of the story using synonyms Identify words with similar meaning and list down synonyms Write a simple story using synonyms Subject Matter: Synonyms Stuffed toy. Create as many Synonym Rainbows as you can.
What do you notice about these three words? It is large. Can you think of another word with the same meaning? What are synonyms? Synonyms are words that have the same meaning. Compare the two animals. Do you know how we call words with similar meaning? They are called synonyms. Read the pair of words and the children will say their answers orally.
The lion is big. Listen to my description and then later you will draw the characters. Give a vivid description of the two characters and the students must draw what they imagine. The mouse is small.
Synonyms are words with similar meanings. It is huge. Synonyms Check-up. Ask the children to describe the size of the mouse. Can you think of another word which has a similar meaning to small? Which of the following words are synonyms? Measure My Learning Write a simple story using synonyms.
I am Lion. Show real objects and pictures to explain antonyms. What do you notice about the two words? Do you remember how we call words with the same meaning? Read the sentences inside the box. The lion is large. The mouse is little. And I am Mouse. The lion is huge. Small things come in big packages. The mouse is tiny. List down words that have the same meaning. I am the King of the Jungle. Do you know that there are also words with opposite meaning? Big is the opposite of small. What does opposite mean?
Opposite is the reverse. Tiny is the opposite of huge. Stuffed toy and story book Procedure: Show the stuffed toys and let the teacher use them to motivate the pupils.
Allow the children to read the sentences with antonyms.
Complete the poem. After listening to my teacher and classmates.
Make your own Arrow Antonym Card. Say the following pair of words: Tell whether the pair of words are antonyms or synonyms. Let us live according to His will. Recalling the High Frequency words learned. What does this saying mean? Discuss and annotate what they see in the community Make a card to tell the things that one appreciate in nature.
Activating Prior Knowledge — Can you remember what happened in this picture? Can you retell the story of the Lion and the Mouse? Can you name pair of words which are considered as antonyms? Display the work of the pupils on the Bulletin Board and the class will do the Gallery Walk and talk about their work. Pupils may use their mother tongue during the presentation. Group the children by twos and encourage them to think of appropriate lines to complete their play.
Watch the video of the Lion and the Mouse. Be thankful to God and be God-fearing. God bless the pack of lions.
Grade 10 English Language Arts
I see the pack of lions and the pack of lions sees me. Show the picture of lion inside the net. Make a giant card and write down the things that you see in nature. God bless the lion. I see the world and the world sees me. Drawing conclusions. Ask the children to dramatize the story. After our lesson about adjectives. What do you think did the lion say in this picture? I see the lion and the lion sees me. I can put in a nutshell what we did today.
Show the Teacher Chart and let the children fill in the blanks. God bless the world and God bless me. UBLS Worktext. Make connections text to self Writing and Composition: Respect for life Materials: Where could they be? How about you? Do you have friends? Picture B 2. What do we mean by the word VERY?
What do we mean by the word WASH? Use the words in your own sentence. Motivation The teacher shows the picture of three pupils to the class. It rained hard II. Who are your friends in this class? Who could they be? I need to wash. Mary 2. Picture A 3. I will read the first two paragraphs in the story while drawing stick figures on the board. Picture C III. Then I will ask you questions. What are the fun things you do together?
Presentation Motive Question: What do you think will happen if we play in a puddle or other dirty places? During Reading: Pre-Reading Class. Let us read the word WASH. What do you see in the picture? Why do you think pigs love to play in the mud? Read after me. On the table 3. I will use these words in a sentence: My hands are very dirty. Who are the characters in the story?
If you were Bob and Jim. What did Bob and Jim do?
How about Leo? Can somebody show us what Leo did? What do you think did Bob and Jim feel? What do you like to do with them? Who do you think is a better friend? What does a good friend do? Can you name your good friends? Do you take pictures of your friends? Let us see what fun things you do with them. Teacher reads the third and fourth paragraphs then asks the following questions: Where did Leo play on his way to school?
Do you have a friend who is like Leo? How are they the same? How did Bob and Jim feel? What happened to Leo the next day?
Ask the following questions: Do you think Bob and Jim made the right decision of not joining Leo? What did he do to Bob and Jim? What did the two boys do? What are the things we should do so we will not get sick?
What can you say about Leo? Can you give situations when your friend wanted you to have fun but you tur ned him down?
What did Leo tell them afterwards? What do you think will happen if you play in a puddle? Who among you got sick and was brought to the hospital? Was it fun being sick? What did you experience when you were in the hospital 4. One morning.
What happened to Leo at the end of the story? Comprehension Question: Do you have friends like Bob and Jim? How about Leo. Read the rest of the story then ask the following questions: Was Leo right in playing in the puddle? Explain the directions to the pupils and allow them to do the Work Alone Let the children sequence the events according to how they happened in the story. Story Review Recall the story using sequencing of pictures.. In which part of the story did Bob and Jim change their clothes?
Choose the picture where the answer to my questions can be found. Refer to LM p. Let us read the word WHY. Which is your favorite? What do we mean by the word WHY? Can you come up with your own sentence? In which part of the story did Leo enjoy the puddle? Target Words Let us read the sight words. In which part of the story did Leo suffer the effect of his playing in the p uddle? Show pictures of children doing different things. Write only the number.
We can Do It After re-arranging the pictures. Show and Tell The pupils bring out the assigned photos of their friends. Pick one picture and tell how or when your friend did it. Describe your friend. Let us read the word WORK. Now let us spell the word WORK in the air.
What do we mean by the word WISH? What do we mean by the word WORK? Now let us spell the word WISH in the air. Tell us why you like your friend. Show to class the photo of your friend. I wish my brother has work. I Can Do It Application: Going back to the pictures. Identify what a declarative sentence is Come up with a declarative sentence Subject Matter: Declarative Sentence Value Focus: Value of Relationships Materials: Write on the board the sentences that the pupils give. What do you do together?
Sample Sentences: Where do you usually go? Language Review sentences on the board. If the classroom has the technology. Guide Questions: After the pupils have matched the items above. What do you see in the pictures? What is common to all the pictures?
What is the relationship they share? Who is your friend? The pair stands in front and they say something about their friendship. Guide the class in coming up with the generalization.. Does it ask you?
Practice Exercise: What does this use one sentence sentence tell you? I like to follow their adventures. Pong Pagong is funny. Go back to the sentences written on the board Teacher: My favorite is Darna. Sentences have many kinds. Do you love to watch TV shows? All these sentences are called Declarative Sentence. Complete the work sheet below by describing your friend.
We Can Do It Write a declarative sentence for each picture. Kiko Matsing is such a grumpy neighbor! Complete the sentences below by writing your own ideas.
What punctuation mark is used at the end of the sentence? Refer to L M. What do you think could they be doing one sunny day? Sequencing of events Value Focus: Who has many friends? In the picture. According to the story. Play the music of "We Build Communities" and the pupils sing along. I would write you a letter soon.
Call on a student to read the story of Zelky and Friends. Picture 1. Then ask the questions. Did Leny come? Do you think he did the right thing? Did Moymoy agree to go? Who also thought that? Why did you think so? Picture 4. If you were Leny and was still doing something when your friends come by.
Did Leny also get to play? Where did they go before they went to play? Do you think Moymoy will join them? Picture 3. What could they be doing had it been raining? Sequence them correctly by drawing a line connecting the pictures to the number. Do you also have great days with your friends? What do you do together that makes your day great? Post Reading: Study the strips of cartolina and identify which action happened first.
Did Zelky and his friends have a great day? What made you say so? Write the number before the sentence. We Can Do It Application: Enrichment Activity Directions: Read the sentences below arrange them according to how they should happen.
Picture 2. How about you. What did they do in Moymoy's house? What did they decide to do? If it were raining.
Do you think Leny will go with them? Where did they go next? What was Leny doing? Father joined us in strolling inside the mall.
What do we mean by the word YOUR? Now let us spell the word YOUR in the air. Identify the parts of a card Design a self-made card for a friend Subject Matter: Card Making Value Focus: Card Making is fun and it can be a powerful tool to communicate to others Materials: Art materials Procedure: Let them design the card. Do you like giving cards to your friends?
Do you want to make your own card for your friend? Bring art materials to class tomorrow because you will make your own card. Your bag over there is really nice. Card Making. Instruct the pupils to start decorating their cards using the art materials they brought to class. What are its important parts? Use the example above or. Give out the blank card to each student.
Then give your card to your friend. Show and Tell Directions: In front of the class. Let the pupils do the LM.. Have you received a card before? What was the occasion? From whom? How did you feel when you received it? Participate in group and individual oral interpretation of short poems. Speak clearly and audibly in full sentences Fluency: Recognize th at some words represent part of a whole meronyms Book Knowledge: Participate in the retelling of poems and stories Phonological Awareness: Se quence information from a procedural text read.
Let us read the word ARE. Now let us spell the word ARE on air. Read after me.. Show the pictures to the class and asks questions at each pause. Show the students a poster of the movie Enteng Kabisote at ang Panday. Now let us spell the word IS on air. Failed in the test 2. Get Set Are you familiar with this movie?
Who have watched this? Did you like it? Who among the superheroes is your favorite? What is a hero? Who can be a hero? The teacher and the pupils do shared reading. She is my sister. We are siblings. Then there was a heavy downpour. What words are not familiar to you? What did Fred do?
What happened to the flood on the street? What do you think would happen to Fred? She stood. The water rose higher and higher. Why do you think she went up there? Who was she calling? Did she find Fred?
What did mother do when she could not see Fred? Would Fred come back home? What might have happened to Fred? Suddenly she heard a motorboat coming.
What is the title of the selection? Who wrote the story? Do you know what a boatman is? How about the word rescue? As the motorboat came near the house. She looked around. Fred continued to play in the rain. What happened to the streets? What do you think would Fred and Bobby do next? Bobby and his friends went home.
Where were they? What was the weather on that day? Who wanted to play? Did Bobby want to play. She did not stop praying. She saw a small hand waving at her.His parents pleaded with him to clean out his room. Because he exercised headcraft and not witchcraft, he rose from the meanest igloo to be head man of his village, and through all the years that he lived, it is related, his tribe was prosperous, and neither widow nor weak one cried aloud in the night because there was no meat.
What was the weather on that day? Speciesbecomeextinctwhentheyfailto adapttochangesintheenvironment. Your brochure will be graded using the following rubric: Researchers and presenters Audience: Indefinite Pronouns An indefinite pronoun refers to an indefinite, or general, person or thing.
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