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Eng4 - MELC Q1 - 3note Significant Details of Various Text Types.

This document provides a lesson plan for teaching students to note significant details from various text types, including stories, recipes, announcements, and descriptions. The lesson involves reading examples of different text types and answering comprehension questions. Students will practice identifying key ingredients, steps, locations, times and other important details explicitly stated in the texts. The goal is to help students develop their critical thinking and comprehension skills.

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Ytsej Oganapeg
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151 views

Eng4 - MELC Q1 - 3note Significant Details of Various Text Types.

This document provides a lesson plan for teaching students to note significant details from various text types, including stories, recipes, announcements, and descriptions. The lesson involves reading examples of different text types and answering comprehension questions. Students will practice identifying key ingredients, steps, locations, times and other important details explicitly stated in the texts. The goal is to help students develop their critical thinking and comprehension skills.

Uploaded by

Ytsej Oganapeg
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSON EXEMPLAR IN ENGLISH IV

MELC Q1

I. Objective:

Note significant details of various text types.

II. Subject Matter:

A. Topic: Noting significant details of Various text types.


B. Reference
LM. LM pp. 2, pp. 266-26 TG. pp. 10-12
C. Materials
Pictures, charts , flashcards
D. Focused Skill: Comprehension Skill
Value: Critical Thinking
III. Learning Activities
A. Setting the Stage
1. Drill: Read the following grade level words orally
literary information literature procedural factual informational sequence
2. Oral Language Activity
Ask the class to say what they like most about themselves. The following sentence frames may be given:
I am ________________________________. Others say I am __________________________. Actually, I
am ____________________________.
3. Review
Read the paragraph inside the box.

Birds build their own nests. They use their bills to build them. They use
grass. They use roots, too. They use soft things in their nest.

How do birds build their nest? What do they use?


B. Pre- Reading
1. Unlocking of Difficulties:
a. clay
Show the class a real clay.
“This is a clay. We can use clay to form objects such as pots. Clay is a kind of soil.”
Ask the class to touch and press the clay. “Is the clay hard or soft? Why is clay soft?”
b. Kabunian
Show a picture of Kabunian.
“This is Kabunian. Some Filipinos a long, long time ago called their god Kabunian.”
“Do modern Filipinos believe in gods and goddesses?” “How do modern Filipinos call God?” (Allah,
Father, Almighty God, etc.)
2. Motivation
Show pictures of people from different races (Africans, Europeans, Asians, etc.)
It is suggested that the pictures are colored so that pupils can easily point out the difference of their
skin colors.

Here are people from many parts of the world. Look at them. Describe the children in the pictures.
How are they similar?
How are they different?
In what way are you different from them?

3. Motive Question
In the story you are going to read, let us find out why people have different colors.

B: Explaining to the students what to do.


Say: Class, today we will read different text types and you will note significant details on each text and
answer questions about the text read.
Let pupils read the literary.
Black, White, Brown

by: Nemah N. Hermosa

(Adapted from a Philippine Folktale)

Once upon a time, there were no people. There was only the Earth and god Kabunian. He
said,“ the earth is a beautiful place. But who will take care of it? I will make people.”

But who will take care of it? I will make people.” In the afternoon, Kabunian got some clay.
He worked for a long time. When he finished making a man, it was night. The color of the night
became the color of the man. “He is too dark,” Kabunian said. The next morning, Kabunian woke
up before sunrise. He got some clay. He made a man. When the sun came up, Kabunian saw the
man. “He is too white,” Kabunian said. So Kabunian got more clay. He made another man. It was
noon. The hot sun made the man brown. “I like this brown man,” said Kabunian. Kabunian sent
the men to different parts of the Earth. That is why there are black people and white people. That
is why Filipinos are brown.

Suggested questions
After the first paragraph:
How do you think Kabunian will make people?
After the second paragraph:
Do you think Kabunian liked the black man he made?
What do you think will he do next?
After the third paragraph:
Did Kabunian like what he made? What do you think he will do next?

D. Guided Practice:

Read the given text below. Note significant details for each type of text.

TO ALL GRADE IV PUPILS

There will be a Poster Making Contest on Friday, October 15. It


will be held in the auditorium at 9 o’clock in the morning.

All interested pupils, see Miss Reyes in Room .

1. What is the event on Friday?


2. Where will be the event be held?
3. What time the event will start?
4. Who is in-charge of the contest?

Northern Philippine Cuisine


(Pinakbet or Pakbet)
Pinakbet or pakbet is an Ilocano stewed vegetable dish. The usual vegetables
included in the dish are eggplant, bitter gourd (ampalaya), okra, and tomatoes. The dish is
seasoned with bagoong isda or (fermented fish paste).
The Ilocanos cook pinakbet simply by layering the vegetables in a pot with a little
amount of water and fish sauce in it. They set the pot on a low fire and let the food simmer
without stirring or mixing until the vegetables are cooked.
These days, many people come up with different versions.

Ingredients:
• 2 pieces ampalaya, cut into 2” length
• 2 pieces eggplant, cut into 2” length wedges
• 6-8 pieces okra, tops trimmed off or cut diagonally
• 2 pieces tomatoes, cut in wedges
• pork slices
• 1 medium onion, chopped
• 1 tablespoon bagoong isda (salted fish sauce)
• 1 1/2 cup shrimp, fish, or pork broth
• 1 teaspoon ground pepper
• 2 tablespoons cooking oil, for sauteing Cooking time: 25 minutes
Procedure:
1. Saute the garlic, onions, and tomatoes in the oil. Add the pork slices and saute for a minute.
2. Turn the heat down and layer the vegetables from the bottom of the pan in this order: ampalaya,
okra, eggplant.
3. Add the broth and bagoong. Cover, let boil, then simmer for ten to fifteen minutes until the
vegetables are cooked but still firm.
4. Stir in the fish or shrimp. Season with ground pepper.
5. Serve with rice.

Discussion of the recipe, incorporating the presentation of outputs.


1. What is the recipe about?
2. What region does this recipe come from?
3. What are the ingredients and materials needed in cooking pinakbet?
4. Say:Group Ieader , present your list of ingredients and materials.
5. What is the first step in cooking pinakbet?
6. How do you arrange the vegetables in the pan?

E. Independent Practice:
Read the selection and note significant details of the text. Answer the questions that follow.

How to cook Carbonara


1. Fry some pieces of bacon in a pan until crispy.
Add garlic and cook until lightly brown.
2. Lower heat and pour in Nestle All Purpose
Cream. Add the cheese.
3. Thin out with water and stir to combine.
4. Toss cooked spaghetti into the sauce until well coated.
5. Serve immediately.

What are the ingredients and steps in cooking carbonara?


F. Closure
How do you note significant details of various text types?
IV. Evaluation
Read the short story and answer the following questions based on the text read.

It was Saturday morning. Allen and Ara helped their


parents at home. Ara cleaned the house. Allen washed the
dishes. Then, they watered the plants. Father and Mother
were so glad to see their children helping them.

1. Make a list of the things Allen and Ara did to help their parents.
Prepared by:

JEANNETTE M. TEMPLADO
Harbort Elem. School
Calatrava II

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