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    English 2 Quarter 4 Week 9 D1-5

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    Marvin Termo
    The document provides guidance for a daily language activity that focuses on target words, comprehension questions, and developing writing skills. It includes sight words to read, sample sentences using the words, questions to check understanding, and exercises to practice sequencing events, asking and answering questions, and writing short paragraphs describing people's positive traits. Students are guided on spelling, forming sentences, recalling writing processes, and working collaboratively in groups.

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    © All Rights Reserved
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    English 2 Quarter 4 Week 9 D1-5

    Uploaded by

    Marvin Termo
    662 views37 pages
    The document provides guidance for a daily language activity that focuses on target words, comprehension questions, and developing writing skills. It includes sight words to read, sample sentences using the words, questions to check understanding, and exercises to practice sequencing events, asking and answering questions, and writing short paragraphs describing people's positive traits. Students are guided on spelling, forming sentences, recalling writing processes, and working collaboratively in groups.

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    The document provides guidance for a daily language activity that focuses on target words, comprehension questions, and developing writing skills. It includes sight words to read, sample sentences using the words, questions to check understanding, and exercises to practice sequencing events, asking and answering questions, and writing short paragraphs describing people's positive traits. Students are guided on spelling, forming sentences, recalling writing processes, and working collaboratively in groups.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    662 views37 pages

    English 2 Quarter 4 Week 9 D1-5

    Uploaded by

    Marvin Termo
    The document provides guidance for a daily language activity that focuses on target words, comprehension questions, and developing writing skills. It includes sight words to read, sample sentences using the words, questions to check understanding, and exercises to practice sequencing events, asking and answering questions, and writing short paragraphs describing people's positive traits. Students are guided on spelling, forming sentences, recalling writing processes, and working collaboratively in groups.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 37

    Use different kinds of sentences:declarative

    (telling) and interrogative(asking)


    Daily Language Activity
    Words for the Day (Drill)
    Let us read the sight words. Read after me.
    Who made the green lanterns hanging along the corridors?
    What do we mean by the word MADE?
    What do we mean by the word GREEN?
    Can you use the words in your own sentence?
    Motivation:
    Who wants to volunteer in reading the comic strip?
    Situation: Erica is just new in Matapat Village. She wants to
    make friends with the other children in the neighborhood.)
    Ask the following:
    1. Who are talking in the comic strip?
    2. How did Erica start making friends?
    3. How old is Erica?
    4. When is her birthday?
    5. Why does she seldom go out of the house?
    6. Does your mother allow you to go out very often? How do you feel
    when she does
    not allow you?
    7. Have you experienced making friends? What did you feel at the start?
    8. Is asking questions important in making friends? Why? Why not?
    Pupils raise their blue
    flaglets if the sentence asks a question and raise their red flaglets if it
    does not. Write in column A all the sentences that ask questions and
    in column B all the sentencesthat do not ask questions.
    Raise the blue flaglet if the sentence asks a
    question and raise the red flaglet if it does not.
    Relating to One’s Experience
    Ask the pupils who their friends are in the class. The pair stands in
    front and one asks question about anything while the other answers.
    Guide Questions:
    1. Who is your best friend?
    2. Where do you usually go?
    3.What is your friend’s favorite food/color/show/game?
    4.When is your birthday?
    5.Why do you study hard?
    (Write on the board some of the sentences that the pupils give.)
    Remember This:
    INTERROGATIVE SENTENCE is a sentence that asks a question. It uses
    question
    words like who, what, where, when, how and why. It ends with a
    question mark (?).
    We use who for people, what for things/events, where for places,
    how for manner
    or ways, and why for reasons.
    Put a check mark (/) before the sentence if it is
    an interrogative sentence, cross (x) if it is not.
    ____ 1. Where do you live?
    ____ 2. Do you like anime?
    ____ 3. Oh no! I lost my wallet!
    ____ 4. How are you today?
    ____ 5. Who are your parents?
    II. Complete the sentences below by filling in the
    blank with the appropriate wh-question.
    1. ___________________is the color of the sun?
    2. ___________________came first in the party?
    3. ___________________ is the enrolment?
    4. ___________________ will you spend your summer vacation?
    5. ___________________ are your hands too dirty?
    III. Write the appropriate question that matches the
    answer on the left. Write your answer inside the
    balloon. (Answers may vary)
    Give the sequence of three events in stories read
    Infer/ predict outcomes
    Daily Language Activity: Target Words
    Let us read the sight words. Read after me.
    Let us read the word FIRST. Repeat.
    Let us read the word SLEEP. Repeat.
    Now, I will use these words in a sentence: Patricia was the first to
    sleep last night.
    What do we mean by the word FIRST?
    What do we mean by the word SLEEP?
    Can you form your own sentence?
    Now let us spell the word FIRST in the air. Now, spell it using your
    own whiteboard.
    Now let us spell the word SLEEP in the air. Now, spell it using your
    own whiteboard
    Does your mother ask you to do something?
    What does she usually ask you to do?
    Presentation
    The pupils read the story.
    Post-reading:
    Lara was asked by her mother to buy eggs from the nearby store. She
    bought 3 pieces of eggs for 15 pesos. She handed the storekeeper a
    20-peso bill. Then, the storekeeper gave her a 10-peso coin as her
    change. Lara stopped and looked at the 10-peso coin on her hand
    Comprehension
    Questions: Ask the following questions:
    1. What did mother ask Lara to do?
    2. How many eggs did she buy?
    3. How much does each egg cost?
    4. How much did Lara give to the storekeeper?
    5. Did the storekeeper give Lara the right change?
    6. How much change should the storekeeper give Lara?
    7. If you were Lara, what would you do after the storekeeper gave you the
    10-peso change?
    Group Work:
    Directions: Study the strips of cartolina and identify which action
    happened first,
    second, third, and last. Sequence them correctly by placing each of the
    pictures on the correct number.
    Valuing: Show the picture of Lara and the 10-peso coin. Ask the pupils
    to think of an ending for the which will best show the positive traits of
    Filipinos.
    Let the pupils draw inside the box a good ending of the story read.
    I. Study the strips below and identify which action
    happened first, second, third, and last. Sequence
    them correctly by drawing a line connecting the strips to the number.
    II. Below are the pictures of Lara and a 10-peso coin.
    Think of an ending that will best show the positive
    traits of Filipinos.
    1. Did you also experience what Lara experienced? What did you do
    then?
    2. How important is honesty?
    3. What do you think would happen to the kids who demonstrate
    honesty ineverything they do?
    Show and Tell
    (The pupils will show and tell the class the ending they made for
    the story.)
    Remember This:
    How willyou show and tell the ending of the story you’ve made?
    Measure My Learning
    Draw inside the box a good ending for the story read.
    1. Did you also experience what Lara experienced? What did you do
    then?
    2. How important is honesty?
    3. What do you think would happen to the kids who demonstrate
    honesty ineverything they do?
    Show and Tell
    (The pupils will show and tell the class the ending they made for
    the story.)
    Express idea through illustrations or storyboard
    Daily Language Activity: Target Words
    Let us read the sight words. Read after me.
    Let us read the word ARRIVED. Repeat.
    Now, I will use these words in a sentence: Yes! We finally arrived at
    the place.
    What do we mean by the word CORRECT?
    What do we mean by the word ARRIVED?
    Can you form your own sentence?
    Now let us spell the word CORRECT in the air. Now, spell it using your
    own whiteboard.
    Now let us spell the word ARRIVED in the air. Now, spell it using your
    own whiteboard.
    Guide the pupils in recalling the processes of composition writing.
    Ask the following :
    1. Do you know someone whom you think possesses any of the
    Filipino traits we discussed? What’s his/her name?
    2. Describe him/her. What trait does s/he possess?
    3. Give a reason/example.
    Comprehension
    Divide the class into groups with three members. Working as a team
    and with the questions above as guide, the pupils fill in the chart.
    (Answer may vary.)
    Read the example below before working on the
    exercises.
    In your group, work on the exercise below by filling in
    the blanks. Use the questions below as your guide.

    1. What is your name?


    2. What positive trait do you possess?
    3. What do you do to show this trait?
    What should you remember in answeringwh-questions?
    How do you write simple story/paragraph?
    Complete the sentences below by filling them in
    with the strips of word/phrase below.

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