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LM-Q1-Week 1

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Week 1
Day 1
Noting Details
Think and Tell
Look at the pictures.
1. What animal is in the first picture? How about in the second picture?
2. How are these animals similar? How they differ?
3. If you are going to choose between these animals, who will you want to be?
Why?
Find Out and Learn
Let us read the following lines of the characters in the story heard using appropriate
facial expressions.
 “Don’t move! I’m going to eat you this minute.”
 “I have to use my wits instead of my legs”
 “I could have been a good dinner for you last year. I was then very
fat and plump. But I had three babies then. Now I’m slim and not
delicious”.
Try and Learn
Work with your group.
Gr.1- Have a short role playing about “The Sly Fox”
Gr.2- Deliver the lines of the fox and wolf with appropriate facial
expressions)
Gr. 3- Draw the scenes of the story “The Sly Fox”
Do and
Learn
2.
a.
b.
c.
d.
Choose the letter of the word group that best answers the question or
completes the sentence.
1. How does the story open?
a.
It introduces the characters of the story.
b.
It gives background information on the characters
c.
It tells where the story happened.
d.
It started with dialogue between the two characters.
What characters does the story have?
Two animal characters.
Two human characters.
An animal and a human character.
A moon and two animal characters.
3.
Which describes the setting of the story?
a. A bright day in the forest
forest
b. A dark night in the forest
forest.
c. A rainy afternoon in the
d. A full moon night in the
4.
a.
b.
c.
d.
Why did the wolf not eat the fox?
The wolf would eat the baby foxes instead.
The fox offered him something good and fat.
The wolf took pity on the fox.
The fox was able to escape from the wolf.
5.
a.
b.
c.
d.
What could have happened to the wolf?
He was able to get the piece of the meat at the bottom of the well.
He had a delicious dinner at the bottom of the well.
He and the fox became good friends.
He drowned in the well.
Remember
 Use of appropriate facial expressions in delivering the lines of the
characters in the story helps in making the story more realistic,
creative and emotional. The listeners feel more excited to know
what will happen next and they become more imaginative.
 Noting details of a story means pointing out the characters around which the
story revolves, the place and when it happened and the series of actions that make
the story itself.
Day 2
Inferring Meaning of Unfamiliar Compound Words Based on
Context Clues, Synonyms and Antonyms.
Think and Tell
Have you experienced riding a bus?
Did you experience witnessing a commotion
in your community?
What did you feel?
Find Out and Learn
Read the following words:
A
B
C
backpack
front door
mother-in-law
newspaper
back lawn
editor-in-chief
How many words were combined to form new word and new meaning?
What do you call the words with two or more words that are combined together to
form a new word and new meaning?
How do compound words in column A written? In column B? in column C?
Remember
Compound words are words that are combined together to
form new words and new meanings.
 Compound words can be written as one word. It is called closed
compound word.
Ex. Backpack, overpass, notebook
 Compound word can be written as two words. It is called open
compound word
Ex. Front door, boxing ring
 Compound word can also be written with hyphen. It is called
hyphenated- compound word.
Ex. mother-in-law, hand-in-hand, attorney-at-law
Try and Learn
Read the sentences. Answer the questions that follow.
a.
The sky was overcast, rain was expected because it was cloudy afternoon.
What word in the sentence hint the meaning of the unfamiliar word?
b.
I have read the foreword of the book “Mother’s Wit”. What word is synonymous to
foreword?
( conclusion, introduction, content)
c.
His statement was an example of falsehood. What word has opposite meaning
with falsehood? ( truth, lies, rumor)
Do and Learn
A. Box the meaning of the compound word through context clues.
1. I have read the headline of the newspaper today, it is front story written in bold
letters.
2. Mr. Mercado gives a piece of advice to his son-in-law. The husband of his
daughter wants to go abroad.
B. Underline the synonym of the compound word in the following sentences.
1. Parents provide backstop during Brigada Eskwela. (assistance, food, ideas)
2. Two weeks later,Erianne was cleaning out the small bag she carried with her
everywhere when she found a thin, black leather billfold. ( bag, jacket, wallet)
C. Encircle the antonym of the compound word in each sentence.
1.
The policemen broadcast the issue of illegal logging. ( tell new, spread, hide)
2.
Luisa wants to stay at the backside. (bottom, front, left)
Learn Some More
Write the compound words that mean the following.
__________________ bell by the door
__________________ ache or pain at the back of the body
__________________cake fried on a pan
__________________room where classes are held
__________________cloth to cover
Remember
 Compound words come from two or more words that are combined
together to form a new word and a new meaning.
 Context clues hint the parts of a sentence or paragraph that come before
or after the unfamiliar word.
 Synonyms are words with similar meanings.
 Antonyms are words with opposite meanings.
Write about It
Using your own understanding of the words, define the following words and compound
words. Use the compound words in meaningful sentences.
1. boxing-_____________________________________________
ring-_______________________________________________
boxing ring- _________________________________________
Sentence:___________________________________________
2.
finger-______________________________________________
print-_______________________________________________
finger print-__________________________________________
Sentence:___________________________________________
Day 3
Aspects of Verbs
Think and Tell
Look at these pictures.
Do you take care of your environment?
What activity do you usually do to take care of our environment?
Find Out and Learn
Read and analyze the following words.
A
postdate
supernatural
- ex- president
nonsense
multitask
B
colorless
cheerful
breakable
adulthood
post(after) + date= after the dat
super(more than) + natural= more than the natural
ex( former)+ president= former president
non(without) + sense= without sense
multi(many) + task= many task
color+ less(without)= without color
cheer+ ful (full of)= full of cheer
break + able (having the quality= having the quality
to break
adult+ hood(state/condition of being)= state of
being adult
In what part of the words in set A do the syllables added? (at the beginning)
-Syllables added at the beginning of a word are called prefixes.
In what part of the words in set B do the syllables added? (at the last part)
-Syllables added at the last part of the word are called suffixes.
Say: Prefixes and suffixes change the meaning of words
Try and Learn
Study the following sentences. Then, answer the following questions.
The president continues
to motivate people to take
care of the environment.
A
The teachers continue to
motivate pupils to take care of
the environment.
B
He continued working
with the group his father
founded since 2002.
They will continue
to inspire people of all
ages.
Look at the sentences in tree A and B. When are you going to add –s or –es in
your verb?
Look at the sentence in tree C. What will be added to a regular verb when the
action was done already? How about in irregular verb?
Look at tree D. What modal will be added to the base form of the verb to express
futurity?
Do and Learn
The following sentences are written in past tense. Rewrite them in
present and future tense on the lines below.
a. The rain fell on the green valley.
Present tense:_____________________________________________________
Future tense:______________________________________________________
b. Jane borrowed Richard’s eraser.
Present tense:_____________________________________________________
Future tense:______________________________________________________
c. The shark swam through the ocean.
Present tense:____________________________________________________
Future tense:_____________________________________________________
Learn Some More
Compose sentences using the given sets of words. Refer to the word
enclosed in the parentheses to know the tense of the verb to be used in each
item.
Ex: Carlito, swim, beach, (present)
Carlito swims at the beach.
a. Angel, read, pocketbook, (future)
____________________________________________________________
b. Pila, celebrate, Pailah Festival, last year (past)
____________________________________________________________
c. Farmers, plant, rice, May ( present)
____________________________________________________________
Remember
PRESENT TENSE
If the action is being done in the present
time, the verb is in present tense.
PAST TENSE
If the action is done already in the past time,
the verb is in past tense.
FUTURE TENSE
A
S
P
E
C
T
S
O
F
V
E
R
B
S
If the action is to be done in future time , the
verb is in future tense.
Day 4
Planning a Two to Three Paragraph Composition Using an Outline/
Other Graphic Organizers
Think and Tell
Who is in the picture?
What makes him so popular around the world?
What characteristic of a Filipino does he signify?
As a Filipino, how do you show respect to others? To God?
Find Out and Learn
Analyze the following graphic organizer. Answer the questions that follow.
Filipino
Fiilipino
as
respectful
person
calls older
brother
"Kuya",an
d sister
"Ate"
using "po"
and "opo"
kisses the
hands of
parents/gra
ndparents
Fiilipino
as Godloving
Person
patterns
life the
way God
wants it
prays not
only for
himself
shows due
respect to
parents,
elders and
people in
authority
loves his
neighbors
believes in
one God
Based on the Semantic web, who is a respectful person and a God-loving
person?
How do Filipinos show respect to others?
How do Filipinos show love to God?
Now, let us plan a two-paragraph composition using the details of the semantic web.
A Filipino is a respectful person. He calls older brother “kuya” and older sister “ate”. He kisses
the hands of his parents and grandparents. He is always using “po” and “opo”. He shows de respect to
parents, elders and people in authority.
A Filipino is also a God-loving person. He believes in one God. He patterns his life the way
God wants it. He loves his neighbors. And most of all, he prays not only for himself.
Try and Learn
Using the details of the semantic web, plan a two-paragraph composition.
Fresh gardens
Scenic
Magnificent
Perfect
Cone
Shape
Mayon
Volcano
Majestic
Magnificent
Wondrous
Famous
Do and Learn
The outline contains a personality of a Filipino. Write a twoparagraph composition using the following details.
The Filipinos are humans and concerned to his fellowmen.
A. Cares for himself and to his fellowmen.
B. Thoughtful, loving, understanding, helpful, friendly and charitable.
C. Ready to give a helping hand when needed.
D. Ready to share laughter to cheer up those who are lonely.
Remember
 The clustering graphic organizer shows and separates the developed
ideas from other ideas.

The use of graphic organizers and outlines provides the
organization of ideas easy to understand, making learning more
enjoyable.
Day 5
Forms and Conventions of Films and Moving Pictures
Think and Tell
Are you fond of watching videos?
What kind of video do you like?
What things do you notice when the video is already playing?
Find Out and Learn
Read and analyze the following terms:
a. Setting - can be used for a number of purposes
It might be used for:
• Realism - (Time and place of setting is made known)
• Atmosphere - (Reinforce desired mood)
E.g. Horror movies
 Symbolism - (Can be conveyed through setting)
E.g. a storm can represent inner turmoil
b. Characterization – a narrative might use
•
Sympathetic characters- With whom the audience strongly identifies with.
They may share qualities and values.
• Unsympathetic Characters- Audience dislikes. May increase sympathy to
main character.
c. Performance/ Acting - This will also affect the way an audience responds. Elements of
performance include facial expressions, body language and delivery of lines.
d. Direction(Props, Sets and Locations) - can influence our interpretation of character as
contribute to the atmosphere of the film.
e. Camera Work/blocking - Frequent use of close-ups can encourage the audience to
identify with a character.
Wide shots can emphasize the beauty of a scene or give a sense of emptiness.
Different angles can make characters appear powerful and threatening or weak and
frightened.
•
f. Lighting - Soft and harsh lighting can manipulate a viewer's attitude towards a setting
or a character.
The way light is used can make objects, people and environments look beautiful or ugly,
soft or harsh, artificial or real. Light may be used expressively or realistically.
Backlighting. A romantic heroine is often backlit to create a halo effect on her hair.
Try and Learn
Watch the short film to be played. Then, answer the following items.
(“Stellar Moves: The Story of Pluto”)
1. The setting of the short film is ( realistic, atmospheric, symbolic)
2. In characterization, box the sympathetic characters and encircle the unsympathetic
characters. (Pluto and Stellar, Earth and other Planets)
3. Regarding the performance/ acting, what are the facial expressions conveyed in the
film?
4. What kind of props, sets, locations are used in the short film.
5. Does the short film show proper blocking? Are all the characters visible in each
scene?
Do and Learn
Choose a scene from the short film. Describe only one from the listed
forms and conventions of film.
Talk About It
Answer the following questions based on the short film “Stellar `
Moves: The Story of Pluto”.
1. What is the film all about?
2. What fictional characters are used in the short film?
3. Who are the main characters of the short film?
4. How did the story begin?
5. What does Stellar wants Pluto to do after watching the TV show?
6. What did Pluto think of himself when Stellar asked him to join in the contest?
7. What did the friends do to make them ready for the contest?
8. Who among the characters had shown being impolite?
9. What did Pluto do to show love for his friend Stellar?
10. How did the story end?
Remember
FORMS AND
CONVENTIONS OF
FILM
Setting
Acting/
Performance
Characterization
Directions
Blocking
Lighting
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