Unit 2: Week 1 (Lesson 10) Lesson Parts Day 1 Day 2 Day 3 Day 4 Day 5 Overview/ Objectives Literature: Chocolate Milk for Danny (adapted from Aesop) • Monitor and self- correct one’s comprehension via skimming (title and text) • Appreciate how the character had been truthful to her mother • Decode words with digraph /ch/ (initial) as in chin (1 st half) • Monitor and self- correct one’s comprehension via skimming (picture) (2 nd half) • Read words with digraph /ch/ (final) as in catch (1 st half) • Monitor and self-correct one’s comprehension using scanning(2 nd half) • Read words with digraph /ch/ (1 st half) • Monitor and self- correct one’s comprehension using scanning (2 nd half) • Monitor and self-correct one’s comprehension using scanning and skimming Materials • “A Chocolate Milk for Danny” (Story)by: Dinah C. Bonao, pictures • 6-framed-story board of A Chocolate Milk for Danny Picture of a party Refer back to previous lessons for text to be scanned and skimmed Procedure (5 min) • Unlocking of key words in the story using pictures and context • Motivation Question • Motive Question (skimming) (15 min) Read-aloud of the story with some prediction questions at certain points (15 min) Post Reading: Discussion of the story, highlighting Almira’s truthfulness to her mother at the end of discussion (15 min) Pair and Share: Partners take turns in answering questions. (10 min) • Word drill and exercises on words with digraph /ch/ (initial) as in chin (1 st half), see TG and LM • Show 3 story board and ask pupils to give the general idea (10 min) • Discuss how skimming is done using story boards (15min) • Distribute to the pupils (in groups) the next 3 frames of the story board to get the general sense of the frame. (15 min) • Allow pupils to share the output of the group (10min) • Word drill and exercises on words with digraph /ch/ (initial) as in chin (1 st half), see TG and LM • Review 6-framed-story board of A Chocolate Milk for Danny (10 min) Discuss how scanning is done using questions (10 min) Pose specific questions for pupils to answer by scanning the text (group activity)(20 min) Let pupils do Q-A Activity on short selections read (5 min) • Word drill and exercises on words with digraph /ch/ (initial) as in chin (1 st half), see TG and LM • Show a picture of a party and ask pupils (10 min) • Review how scanning is done • Show a recipe (10 min) Let pupils identify ingredients and procedure in preparing the recipe for egg sandwich (25min) Allow pupils to share outputs (5 min) Let pupils answer a questions from the selection through scanning and skimming (10 min) Reiterate how scanning and skimming is done (15 min) Let pupils share skimmed and scanned Information (20 min) Ask pupils to share what they did Unit 2: Week 1 (Lesson 10) Chocolate Milk for Danny Pre-Reading Pre-Reading 1. Unlocking/Vocabulary & Concept Development (loaf, held, bought , patted) Show a picture of a slice of bread. Say: This is a slice of bread. Say it again. Say slice of bread. Show a picture of a loaf of bread. Say: This is a loaf of bread. Say it again. Say loaf of bread. Ask: Let us count the slices on this loaf of bread. How many slices of bread does this loaf of bread have? Show a picture of Almira in front of a bakery with a loaf of bread. Say: Almira bought a loaf of bread from the bakery yesterday. Ask: When did Almira buy a loaf of bread from the bakery? (yesterday) What did Almira do at the bakery? (bought) Show a picture of Almira holding the hands of her brother while leaving the bakery. Say: Almira held the hand of her brother after she bought a loaf of bread. Show the picture of mother patting Almira’s shoulder. Say: Mother patted Almira’s shoulders. When do we pat someone’s shoulder? What do we mean to say when we pat someone’s shoulder? Say: Let us see if you can remember the words we learned today. Refer your pupils to LM-Activity 105 on page 112. 2. Motivation Question: What do you want to buy from a market? 3. Motive Question: What did Danny want to buy in the market? During Reading Read aloud the story. Stop at indicated points (*). Tell the pupils you will raise some questions where you pause before continuing the story. They are to answer those questions which will enable them to guess what might happen next. Chocolate Milk for Danny by Dinah C. Bonao “Almira, please go with your brother to the market and buy a loaf of bread for merienda,” Mother said. Along the way, Danny stopped at one of the stores. “Ate, please buy me that chocolate milk,” he said. * Ask: Where did motherask Almira to go? Who went with Almira to the market? What did he see along the way? What word did Danny use to request for chocolate milk? “We need to buy the bread first,” whispered Almira. She held the hand of his brother as they walked to the store. Finally, they bought the bread. “Ate, may I have my chocolate milk now?” said Danny. * Ask: Will Danny be able to enjoy the chocolate milk? “Sure, I still have my change here.” They walked home while Danny enjoyed the chocolate milk. “Were you able to buy the bread?” asked mother. * Ask: Where did Almira get the money to buy the chocolate milk? Will Almira be honest in telling the truth about the change? “Yes, Mother,” replied Almira, “but I’m sorry, I don’t have the exact change. I bought chocolate milk for Danny without asking your permission.” * Ask: How will mother respond to Almira’s remark about the change? “ I’m proud of you for telling the truth. I know how much you want your little brother to be happy,” Mother said as she patted Almira’s shoulder. Post Reading 1. Discussion Questions Ask the pupils to answer the following questions orally. 1. What is the title of the story? 2. Who are the characters in the story? 3. Where did mother ask the children to go? 4. What did Danny want to buy? 5. What did her sister say? 6. Before going home, was Danny able to get what he wants? Why? 7. Why did Almira say I’m sorry when they got home? Do you think it is important? Why? 8. What was mother’s reaction? What did she say? 9. In what other ways can you show that you are telling the truth? 2. Engagement/Enrichment A. Pair and Share Let the pupils share with a partner instances in their own life when they told the truth and said they were sorry for what happened. Each partner will take his turn sharing his experience. Go around and monitor if the pupils are doing the task correctly. Allow them to use their native language if needs be in their sharing or ask you how to say it in English if they so desire. B. Draw your favorite character. Write two sentences about him/her. Refer your pupils to LM- Activity 106 on page 113. Day 2 Decoding/Fluency Digraph ch as in chin and catch / Writing/Skimming Review/Introduction Say: Remember the story we read yesterday? What did Almira buy for Danny in the market? (Chocolate milk) Note: Write the word chocolate on the board and underline “ch”. Let the pupils read the word chocolate. Ask: What are the underlined letters? (ch) Say again the word chocolate (emphasize /ch/) . Ask: What is the sound of ch in the word chocolate? Let the pupils sound /ch/. If they can’t produce it, model how. Say: Let’s have two more words from our story? change much Write the words change and much on the board. Ask volunteers to underline ‘ch’. Read the words and let the pupils say them after you. Modeling/Teaching Say: How are ch sounded in chocolate, change and much? Can you hear /c/? Can you hear /h/? A different sound is given to ch. The sound of ch is /ch/. Let the pupils sound it three times. Model reading the words and let the pupils read after you. Teaching Chart: Words with /ch/ chips check Chop choose chin chest chocolate chew chick cherry Chair cheese chicken champ children Activity Say: Now let’s identify the pictures by completing the words with ch. Read the words, then the phrases and the sentences with /ch/ in that order. Refer the pupils to LM Activity 107 on pages 114-115. Lesson: Skimming (2 nd half) 1. Presentation/Introduction Show the first three story boards one by one to the pupils and ask them questions about the story to come up with the general idea. All answers are correct and acceptable. Write the answers of the pupils on the board by completing the sentence below and read them for oral fluency. 1. Look at the pictures. 2. What do you see in the pictures? 1. Modeling/Teaching Show the first story board. Ask the pupils to look quickly at the pictures and give the big idea. Tell them that the activity that they did is skimming. Story Board No. 1 Almira with younger brother Danny wave goodbye to their mother. Story Board No. 3 Almira and Danny got off in front of a grocery store. Story Board No. 2 Almira and Danny are on a highway waiting for a jeep. 2. Guided Practice Show the other two story boards one at a time. Ask five to ten pupils to share their ideas about the pictures. Write all the answers of the pupils on the board. Let them read the questions aloud and allow them to respond to the questions using the correct intonation. Distribute to the pupils in groups the next three frames of the story board to get the general sense of the frame. Ask each group to give their opinion about the pictures given to them. Write their answers on the board. Refer your pupils to LM-Activity 109 on page 117. 4. Independent Practice Refer your pupils to LM- Activity 110 on page 118. Lesson 10 Day 3: Scanning Pictures to Answer Question Final Digraph /ch/ Skill Focus: Reading words with final consonant digraph /ch/ (1 st half) A. Oral Reading of words with digraph ch (initial). (See teaching chart used previously.) B. Introduce words with final digraph /ch/. Model reading the words. Use pictures or demonstrate the meaning of each word before reading. catch much bench scratch such sketch watch bunch reach branch rich ranch inch 1. Guided Practice Say: Work with your seatmate. Read each word with your partner and match the words with their pictures. Refer your pupils to LM-Activity 111A on page 119. 2. Independent Practice Refer your pupils to LM-Activity 111B on page 119. Skill: Scanning Pictures to Answer Questions 1. Presentation: Say: In our story, Danny asked her sister Almira to buy him chocolate milk. Have you seen a container of chocolate milk? What information can you see from its box? Let us know the information in the chocolate milk drink tetra pack. (See to it that you have an enlarged copy of this picture. Large enough that everybody can see the information contained in the box. They may be provided with a copy.) 2. Teaching/Modeling Guide the class to locate the answers in the following questions. 1. What is the name of the chocolate drink? What kind of drink is on the picture? 2. Where was the drink made? 3. When will the drink expire? 4. What minerals can we get from this drink? 3. Guided Practice Divide the class into three groups. Refer your pupils to LM-Activity 112 on page 121. 4. Independent Practice Refer your pupils to LM-Activity 113 on page 122. Day 4: Skimming and Scanning Other Reading Materials Skill focus: Initial and Final Digraph /ch/ (1 st half) Refer your pupils to LM-Acivity114 on page 123. Skill focus: Skimming and Scanning Other Reading Materials (2 nd half) 1. Presentation/Introduction Show a picture of a “Birthday Party” 2. Modeling/Teaching Ask the class to look at the picture. Let the pupils answer the questions. • What do you see in the picture? • What do they celebrate? • What are the things your parents do to make you happy on your birthday? • Do you like to have a birthday party? Why? • What food would you like served in your birthday party? 3. Development of the Lesson Present to class the recipe of “Egg Sandwich”. Let the pupils scan the ingredients and the procedure. Let the pupils identify the different ingredients of Egg Sandwich. Let them write their answers on the board then ask the procedure by asking the pupils to give them orally. When done, let them identify the action words used in the procedure. Write them on the board and have them read orally after. 4. Guided Practice Paper and Pen Activity Ask the pupils the things they do to keep their food safe, clean and nutritious. Encourage them to give their answer in complete sentence. Let them use the action words inside the box in a sentence by writing it on the line provided. Refer your pupils to LM-Activity 115 on page 124. 5. Independent Practice Acting-Out Have the pupils bring out the ingredients that they were asked to bring to class. Using the ingredients let the pupils do the procedure in preparing the recipe in two groups. After the activity, let the first group rate the recipe of the second group and vice versa. (Change to a simpler task if needed.) Day 5: Skimming and Scanning a Selection 1. Presentation/Introduction Ask the pupils to answer the following questions. 1. Did you enjoy listening to the story “ Chocolate Milk for Danny”? 2. What part of the story do you like most? 3. Who is the character you like best? 4. What lesson did you learn from the story? 5. Did you go fast over the pictures in each set to find out what it is all about? 6. Did you go fast over the text to find out specific information? 2. Modeling/Teaching Tell the pupils that in the previous activities, they used skimming and scanning to understand the lessons. Say that this time they will study further on skimming and scanning Skimming is reading at the fastest speed where the eyes keep floating over the reading selection to locate information. Scanning is reading moving your eyes. Quickly down the page to find one specific detail. This will lead you to find a single fact, date, name or word in a text and find that you need. Guided Practice Have the pupils identify what skill they will use in locating information from a given situation if they want to find specific information and if they want to have a general idea of what it is all about. Refer your pupils to LM-Activity 116 on page 125. [...]... activities such as pictures, action and context Teaching Chart: Words with sh ship shift shrill shine 3 shell shed shelf sheet shack shall shape shake shop shore shock shut Guided Practice Refer the pupils to LM Activity 121A 4 Independent Practice Refer the pupils to LM Activity 121B Lesson 11 Day 3: Using Action Words in Simple Sentences Skill Lesson: Final Consonant Digraph /sh/ (1 st half) 1 Flash cards... bill she saw under her desk to her teacher) Honest driver returns laptop,15k cash Say: What can you say about the Pupil of the month chart? poster? headline? Describe each text shown While pupils give description about the texts, teacher writes their answers on the board 2 Modeling/Teaching Post pupils’ response on OUR RESPONSES CHART Separately write the sentences from phrases TEXTS OUR RESPONSES Pupil... volunteers to read the questions Refer the pupils to LM Activity 129 on page 151 2 Modeling Get-the–Details Say: To answer these questions, we need to remember some details from the text we listened to or read about Let us see if we remember the details from the story: The honest woodman to get answers to the questions in the guide sheet Elicit answers from the pupils Post their answers on the guide sheet Say:... the story read through discussion questions • Post and allow pupils to answer the Guide Sheet questions Guided Practice: Modeling/ Teaching • • • • Do Detail Wheel Game with the pupils • Flashcard drill on Brain List • Show picture of cake and lake for phonics lesson Independent Practice: • • • • • Write at least 3 sentences Read and write words with long vowel /a/ in simple sentences Discuss verbs Do... we use declarative sentences 1 Honest driver gets a reward Is the idea clear? Does it express complete thought? How does it start and end? How about in items 2 and 3 Ask: Does it express a complete thought? How does it start and end? 2 Honesto Katapatan received 3. Returned the fifty peso bill to her teacher Say: Item 1 is an example of a declarative sentence Items 2 and 3 are examples of phrases 3 Guided... Lesson 12 Day 5: Write at least 3 sentences from various sources (declarative) 1 Presentation/Introduction Say: Hello Kids! How s the energy level today? Show THUMBS UP if you feel great today and THUMBS DOWN if you are a little bit sad Let s have fun through this THUMBS UP and THUMBS DOWN activity Show Thumbs Up/Thumbs down hand signal if the actions display honesty/dishonesty Examples: Mateo misspelled... Phonics/Word Instruction Flash BRAIN LIST for fast reading ( Flash one by one some words that pupils have learned in previous weeks) Say: Let us read these phrases the side of the lake bake a cake rake the grass make a wish wake up early at a school gate ( show pictures of cape, nape,grape,shape) Say: Let us read the sentence under each picture cape The cape is black shape The shape of the table is square... technique is a variation of Direct Instruction and facilitates TPR) Here s how this is done 1 Have the pupils count off 1 with the pupil next to him/her saying 2 Tell them you will be saying these words Class, Teach, Switch They are to do something after those words are said following this script for each of the sentences in the template Teacher: Class Pupils: Yes Teacher: (Says one of the sentences in the... it is about Have pupils express their ideas about the verse Say: We have here a public announcement Our school is looking for the most honest grade three pupil in your class S/ he should have shown acts of honesty If you believe your classmate is or if you believe you are honest then visit the office of the guidance counselor on Tuesday, December 8 Say: Think what it is about Write pupils’ responses... Practice Let us study the OUR RESPONSES CHART Example: Phrase Sentence an honest boy Honesto Katapatan is honest an honest driver The driver is honest What do you notice with the words under column Phrase? Does it express complete thought? Ask: How are declaratives formed? Say: A declarative sentence states an idea It does not give command nor request It does not ask a question either It ends with a period(.) . development activities such as pictures, action and context. Teaching Chart: Words with sh ash splash brush wish crash smash crush fish flash clash rush dish trash wash bush finish 3. Guided Practice Refer. development activities such as pictures, action and context. Teaching Chart: Words with sh ship shell shack shop shift shed shall shore shrill shelf shape shock shine sheet shake shut 3. Guided Practice Refer. be saying these words Class, Teach, Switch. They are to do something after those words are said following this script for each of the sentences in the template. Teacher: Class Pupils: Yes Teacher: