English power point for quarter 2 week 1

English power point for quarter 2 week 1- Identifying the elements of the story read such as character setting plot

1. English 4 Quarter 2 Week 2 Listening and Reading 1. Note important details of a story/literary text (story grammar) through; 1.1 Identifying the sequential type of plot 1.2. Identifying the author’s point of view (first person, second person, third person) 1.3. Inferring setting, theme, and genre 2. Sequence at least 6 events of a story/literary text. 3. Differentiate fantasy from reality. 4. Applying the important story elements to one’s schema through relating to one’s experiences (make connections)

2. DAY 1

3. Use the graphic organizer in the Lesson 1 Learners’ Takeaways to have the students recall the concepts covered. Short Review:

4. This is a cover of a story book entitled “The Giving Tree” by Shel Silverstein. Ask pupils the following questions to elicit predictions. a. Why would a tree be called “The Giving Tree”? b. Based on the illustration, what could the story be about? What makes you say that?

5. Unlocking Content Area Vocabulary a. Author’s point of view b. Sequential plot c. Make predictions d. Denotative meaning e. Connotative meaning f. Onomatopoeia g. Alliteration

6. DAY 2

7. Show the story grammar and ask pupils how it can help in understanding a literary text. Present the definition of the story grammar parts through the guide questions that can be asked to talk about each part. The questions may also be elicited from the pupils.

8. Where did the story happen? Was a time or place mentioned in the story we read? What type of setting does the story have?

9. What is the first event that happened in the story? How did the story begin? What happened next? How did the story end?

10. Who is the author of the story? Who is narrating the story in the story we read? What are the pronouns used in narrating the story?

11. Can the events of the story happen in real life? What of these events have you seen happening in real life? Which events do not happen in real life? Is the story factual? Why say so?

12. What message does the author want us to know through the story? How did the characters grow? What did they realize at the end of the story?

13. Guide the class in reading Shel Silverstein’s “The Giving Tree.” Silent reading and oral reading strategies can be explored.

14. Activity 1. Group Comprehension Check. Pupils work in small groups to answer the different sets of questions. Activity 1:

15. Story Grammar: The Giving Tree. Pupils work in small groups to complete the story grammar. Below are the expected answers. Activity 2:

16. DAY 3

17. Story Grammar. The Northwind and the Sun. Pupils work in small groups to analyze the story. A worksheet with the guide questions below may be provided. Activity 3:

18. Have pupils note their generalization about the lesson content by filling up the blanks in the concept chart below.

19. Reflection on Learning ▪ How helpful was the story grammar in understanding the important details in the story? ▪ Was accomplishing the activities in the difficult? What help do you need to do the activities better?

20. Evaluation: Have pupils work on a reading portfolio which may include the following parts: Part 1 . Title page which includes the title of your portfolio, your name, your subject area and your teacher’s name. Part 2 . The copy of the literary or narrative text that you have read. Part 3 . The graphic organizer which you designed for the story grammar of the literary or narrative text that you have read. Part 4 . The chart that you have designed shows the application of the tools needed for deeper understanding of the literary or narrative text that you have read. Part 5 . The chart that you designed shows the text devices used in the literary or narrative text that you have read. Part 6 . The reflection part where the importance of learning to comprehend a literary or narrative text is written in a 5-sentence paragraph.

21. Thank you for listening! See you again on Monday.