Grade 5 ELA Unfamiliar Words PDF

Grade 5 Unit 1: Finding the Meaning of Unfamiliar Words Table of Contents Introduction 2 Objectives 2 Lesson 1: Compound, Affixed,Blended, and Clipped Words...

Grade 5 Unit 1: Finding the Meaning of Unfamiliar Words Table of Contents Introduction 2 Objectives 2 Lesson 1: Compound, Affixed,Blended, and Clipped Words 3 Warm-up! 3 Learn About It! 4 Check Your Understanding 12 Let’s Step Up! 14 Lesson 2: Dictionary and Thesaurus 15 Warm-up! 15 Learn About It! 16 Check Your Understanding 19 Let’s Step Up! 20 Performance Task 21 Self-Check: How Well Did I Learn? 23 Wrap Up 24 Bibliography 25 GRADE 5 |English UNIT 1 Finding the Meaning of Unfamiliar Words When reading a text, we may encounter unfamiliar words which prevent us from fully understanding what we read. In this case, we must learn techniques to “unlock” them. What are the ways to unlock the meaning of unfamiliar words? Could you recall some strategies? If you mentioned using context clues or using a dictionary then you are correct! Your teacher probably taught you these methods or you learned them outside school. This unit will discuss these two strategies together with other methods to unlock meanings of unfamiliar words. Objectives In this unit, you should be able to: infer the meaning of compound, affixed, blended and clipped words through context clues and other strategies; identify meanings of special words in art, math, science, and health; and use the dictionary and thesaurus to clarify meanings of words. 2  Lesson 1: Compound, Affixed,Blended, and Clipped Words This lesson will determine the meaning of unfamiliar words that are compound, affixed, blended, and clipped by studying the composition of a word and by using context clues. Warm-up! Think-Pair-Share Read the following sentences aloud. Take note of the underlined words. Study the sentences. What did you notice about the underlined words? Could you give the meaning of each word? 3  Learn About It! The underlined words in the sentences above are compound, affixed, and blended words, respectively. The context clues that surround or are near the words helped you infer their meanings. Context clues are information about the word that helps the reader understand an unfamiliar word. These clues could be: synonyms (words that mean the same as other words); antonyms (words that mean the opposite of other words); definition (a statement of a meaning of a word); and exemplification (using examples to explain an idea). A. Compound Words A compound word is two or more words put together to create a new word with a new meaning. Types of Compound Words Closed Open Hyphenated candlestick school bus part-time bookstore living room over-the-counter barefoot half brother father-in-law software water tank one-half earthquake ice cream high-speed Now, let us try to identify the meaning of some of these compound words by studying the words that make them up. 4  bookstore = book + store = a store where books are sold The compound word bookstore is composed of two words: book and store. Book means a printed work with pages glued together, while store means a building or room where things are sold. With the meaning of the two words, it follows that the new meaning of bookstore is a store where books are sold. However, there are compound words in which the new meaning is entirely different from its word parts. software = soft + ware = programs used by a computer. The compound word software takes an entirely different meaning from its word parts: soft and ware. Soft means not hard or firm, while ware means a kind of pottery. In this case, you may use context clues if the word is part of a sentence. If not, you may use the dictionary. Here is a sentence containing a compound word in which the meaning is determined by using context clues. Angela prefers to walk in the house barefoot, or without slippers or shoes. In this sentence, the compound word is barefoot. The meaning is given by the context clue by definition: without slippers or shoes. If you take a look at the word parts: bare and foot, they also give a similar meaning that a foot is naked or without any footwear. 5 B. Affixed Words Affixes are syllables added to the beginning or end of a word to change its meaning. Prefix Suffix Attached to the beginning of words Attached to the end of words dis- not dislocate -y tends to be curly un- opposite of unhappy -ful full of wonderful in- not indefinite -er, -or one who does collector re- again renew -less without painless pre- before preview -able, -ible capable manageable mis- wrong misspell -ness condition of being loveliness ir- not irresponsible -tion, -ion, action selection en- within encircle -ation Now, let us try to identify the meaning of some of these affixed words by studying the words that form them. indefinite = in- + definite = not clearly expressed or defined The affixed word indefinite is composed of the prefix in- and the word definite. Definite means clearly stated. Therefore, attaching the prefix in- to this word will give its opposite meaning to indefinite, that is, not clearly expressed or defined. 6 collector = collect + -or = a person who collects or gather things The affixed word collector is the combination of the word collect and the suffix –or. Collect means to bring or gather together. Therefore, attaching the suffix –or, which means one who does, to the word collect makes a collector a person who collects or gathers things. Here is a sentence containing an affixed word. Let us use context clues to determine its meaning. The teacher crossed out all the misspelled words in my paper like “recieve” and “greatful.” The affixed word is misspelled. It combines the prefix mis- and the word spelled. You already know that mis- means wrong and spelled means to form letters of a word. Therefore, misspelled means to form the letters incorrectly. 7 C. Blended Words Blending is a process of combining parts of two words or phrases. The new word formed from this process is called a blend or a blended word. Examples brunch breakfast + lunch camcorder camera + recorder docudrama documentary + drama emoticon emotion + icon frenemy friend + enemy sportscast sports + broadcast staycation stay home + vacation telegenic television + photogenic travelogue travel + monologue workaholic work + alcoholic A blended word usually takes the meaning of both source words. For example, staycation takes the meaning of both stay home and vacation. A blended word may also take the meaning of only one of the source words. Now, let us try to identify the meaning of some of these blended words by studying the words that form them. workaholic = work + alcoholic = a person who works hard The blended word is workaholic. It takes the meaning of both source words. Work means an activity done to earn money, while alcoholic means a person suffering from too much drinking of alcohol. In the word alcoholic, the addiction to alcohol is replaced with addiction to working hard. Therefore, workaholic takes on a different but related meaning that is a person who is addicted to work. 8 This time, let us use context clues to determine the meaning of a blended word. Gabrielle thinks that Bb. Pilipinas candidate number one is telegenic, unlike number two who she thinks looks better in person. The blended word is telegenic. The word combines television and photogenic. If you cannot identify the meaning of the word right away, use the antonym context clues given in the sentence. The antonym looks better in person gives way to the meaning of telegenic which is a person attractive when seen on television. D. Clipped Words Clipping is a process of shortening words by removing some of its parts. The parts removed may be the beginning, middle, or ending letters or syllables. Clipped words still retain the meaning of the original word. Examples abs abdominal muscle photo photograph gig gigabyte intro introduction hyper hyperactive gas gasoline fave favorite grad graduation hanky handkerchief flu influenza ad advertisement app application phone telephone sample example burger hamburger sci-fi science fiction 9  grandma grandmother grandpa grandfather info information fridge refrigerator Let us try using context clues to identify the meaning of some of these clipped words in sentences. John seems hyper during the activity same as how he was extremely energetic the other day. Hyper is the clipped word for hyperactive. Based on the given clue, extremely energetic, you may guess that hyper means abnormally or extremely active. During the weekend, my family and I watched sci-fi movies such as Star Wars, Avatar, and Guardians of the Galaxy. The clues – Star Wars , Avatar, and Guardians of the Galaxy – are examples of what the clipped word sci-fi is. Given these kinds of films, you may say that sci-fi or science fiction is a story about imaginative science or advanced technology. 10 E. Content Area Vocabulary Content Area Vocabulary is a set of words specific to a subject like English, Math, Science, Social Studies, Arts, Health, and Physical Education. Some of these words may be difficult to understand at first glance, but there are strategies or ways to identify the meaning of these words. Some of these strategies are using context clues, studying word parts, and using the dictionary and the thesaurus. Check this list of content area root words and affixes for Science and Math that will help you identify the meaning of unfamiliar words about these subjects. Roots and Affixes Meaning Science Math -able capable or worthy invisible, divisible of predictable de down, from, decompose, detach decrease dia through, between, diameter, diagonal, across diagram dict to say predict, contradict di-, dys-, dif- not, negative disperse, difference disconnect equi- equal equilibrium, equation, equator equilateral, equidistant, equal frag, fract break fracture, fragment fraction graph, gram to write polygraph, graphite graph, graphic hyper over, above hypersensitive, hyperbole hyperventilate log, logo, loc word, speak logic logarithm mal bad, badly malaria, malfunction, malformation meta beyond,change metamorphosis, metabolism meter measure micrometer, perimeter, metrics, 11 Roots and Affixes Meaning Science Math thermometer geometry, kilometer multi many multiplication non- not nonfat, nonmetallic non-collinear, non-coplanar para beside paramedic parabola, parallelism peri around periscope, perimeter periodontal poly many polymorphous polygon sect, sec cut dissect intersect -tract to pull, drag, or attract, extract protract, subtract draw For example, you encountered the words equilibrium in Science and equidistant in Math for the first time. It helps you identify their meanings after knowing that the prefix equi- means equal. Equilibrium means a state of physical balance, while equidistant means at equal distance. Now, let’s use context clues to identify the meaning of a content area word. A fracture may be caused by car accidents, falls, and sports injuries. Given the examples car accidents, falls, and sports injuries, you may guess that a fracture may be some kind of a wound. But looking at the table of affixes, frac means break which may happen with bones. Therefore, fracture means a partial or complete break in the bone. 12  Check Your Understanding Match the meaning of words in Column B to the content area words in Science in Column A. Column A Column B extract a. a soft, dark grey form of carbon, used in the middle of pencil thermometer b. to cut up a body, part, or plant in order to study its internal parts dissect c. to remove or take out especially by force metamorphosis d. an instrument for measuring and indicating temperature graphite e. the process of changing in form when an insect reaches adulthood Write the meaning of unfamiliar words (compound, affixed, blended, clipped words) using the context clues found in the sentences. 1. (book + worm) Belle is such a bookworm for she loves reading fiction novels. _______________________________________________________________________________ 2. (dis- + advantage) The Blue Team had a disadvantage when the leader was injured. _______________________________________________________________________________ 3. (popular) Micha enjoys pop culture such as Korean drama and American series. _______________________________________________________________________________ 13  4. (dead + line) Our group failed to submit on the deadline. For that, our teacher deducted points for submitting late. _______________________________________________________________________________ 5. (high + technology) Nowadays, kids own hi-tech gadgets. Old games such as sungka and scrabble have lost their appeal. _______________________________________________________________________________ Supply the meaning of unfamiliar words by looking at their word parts. Unfamiliar word Word Parts Meaning 1. biopic biography + picture 2. hometown home + town 3. Incapable in- + capable 4. lifeguard life + guard 5. clueless clue + less Let’s Step Up! 14  Lesson 2: Dictionary and Thesaurus The use of words sometimes differs in context. When context clues are unclear or not present and word parts are difficult to identify, you should know where to look for the meaning of unfamiliar words. This lesson will discuss how to use dictionary and thesaurus. Warm-up! Examine the dictionary entry taken from Merriam-Webster below. What part of speech can the word be classified? How many syllables does it have? What does it mean? Can you use the word in a sentence? 15  Learn About It! A. Dictionary Dictionaries come in large books or pocket books. Nowadays, dictionaries also appear as a mobile application. A dictionary defines words and describes how to pronounce and use them in a sentence. A dictionary is a reference book containing words listed in alphabetical order. Words entered and defined in a dictionary are called entry words. Some dictionary entries contain the etymology or the word’s origin, its usage, and related words. Common parts of an entry: All these also appear in an online dictionary; most also include an audio clip for pronunciation. 16 Using the dictionary gives you the accurate definition of words. It helps you unlock the meaning of unfamiliar words with less time and more certainty. B. Thesaurus Thesaurus, appearing in print and online, is a reference book of words. It comes with a simple word definition, synonyms, antonyms, and related words in alphabetical order. 17 Here are sample entries in thesaurus. Be careful not to overuse a thesaurus by picking out any word to replace a simple word. The main purpose of a thesaurus is to distinguish related words and choose the most appropriate word according to your intention. 18  Check Your Understanding Use a dictionary and a thesaurus to supply the missing information in the table. Word Definition Synonyms Antonyms 1. mammal 2. rehearse 3. emergency 4. strengthen 5. climate Use the dictionary to answer the questions. 1. What is the first definition of the word systematic? __________________________________ 2. When was the word ancient first used? _____________________________________________ 3. How do you pronounce the word honorable? _______________________________________ 4. What part of speech does the word mischievous belong to? _________________________ 5. Write a sentence containing the word immediate. ___________________________________ Use the thesaurus to make different versions of the sentence by replacing some of the words used. I am grateful for the little efforts to keep this earth thriving one step at a time. Version 1: _____________________________________________________________________ Version 2: _____________________________________________________________________ Version 3: _____________________________________________________________________ There are lots of ways to show your patriotism for the country and your fellow Filipinos. Version 1: _____________________________________________________________________ Version 2: _____________________________________________________________________ 19 Let’s Step Up! 20  Performance Task Celebrity on Twitter Goal: Your group’s task is to create a Twitter account for a famous, fictional celebrity with tweets containing blended, clipped, and affixed words. Role: You are a celebrity who has a passion for acting, dancing, and singing. Audience: The target audience are your fans who are always waiting for updates about your celebrity and personal life. Situation: The challenge involves posting tweets that a celebrity may tweet about. The tweet should contain blended, clipped, and affixed words. Product / Performance and Purpose: Your product must meet the following standards: 1. Think of a name for your fictional celebrity. 2. Create a Twitter account for him or her. 3. Upload a profile pic. The picture should be of one of your members posing as celebrity. 4. Edit the bio of the celebrity. Be creative in your description. 5. Post tweets on the account. It should have thirty tweets. The first ten tweets should contain one clipped word each. The eleventh up to the twentieth tweet should have one blended word and the remaining tweets should have affixed words. Exercise creativity in your tweets. You may check account of famous celebrities for examples of what a celebrity might tweet about. Standards and Criteria for Success: Your work will be graded using the following rubric: 21 Criteria Beginning Developing Accomplished Score (0-12 points) (13-16 points) (17-20 points) Content (Focus on details/events are clearly evident; it is clearly related to the topic.) Organization (Logical progression of details/events; clear transitions between ideas.) Language (spelling, mechanics, grammar and usage) Blended words used 0-4 tweets 5-8 tweets 9-10 tweets correctly Clipped words used 0-4 tweets 5-8 tweets 9-10 tweets correctly Affixed words used 0-4 tweets 5-8 tweets 9-10 tweets correctly Creativity The profile The profile is Much showed slight creative in creativity was creativity. most parts. evident in the profile TOTAL SCORE: 22  Self-Check: How Well Did I Learn? Do a self-check on how well you learned the lessons in this unit. Place a checkmark in the appropriate box. I am familiar and I think I need more I am confident that I can perform well Skills practice and can perform this on with minimal assistance my own assistance I can infer the meaning of compound, affixed, blended, and clipped words through context clues and other strategies. I can identify meanings of special words in art, math, science, and health. I can ascertain the verbal and nonverbal cues a speaker uses to achieve his or her purpose. 23  Wrap Up Context clues are information about the word that helps the reader understand an unfamiliar word. A compound word is two or more words put together to make another word with a new meaning. Affixes are syllables added to the beginning or end of a word to change its meaning. Blending is a process of combining parts of two words or phrases. The new word formed from this process is called a blend or a blended word. Clipping is a process of shortening words by removing some of its parts. Content Area Vocabulary is a set of words specific to subjects like English, Math, Science, Social Studies, Arts, Health, and Physical Education. A dictionary is a reference book containing words listed in alphabetical order. Words entered and defined in a dictionary are called entry words. Thesaurus is also a reference book of words. It comes with a simple word definition, synonyms, antonyms, and related words in alphabetical order. 24  Bibliography Bongalosa, Carissa. 2012. “Blending.” ESL. Accessed May 6, 2017. http://www.esl.ph/lessons/vocabulary/word-formation-process/blending.html Bongalosa, Carissa. 2012. “Clipping.” ESL. Accessed May 6, 2017. http://www.esl.ph/lessons/vocabulary/word-formation-process/clipping.html “Common Content Area Roots and Affixes.” ReadWriteThink. Accessed May 7, 2017. http://www.readwritethink.org/files/resources/printouts/content-area-roots.pdf Saylor Academy. 2012. “Using the Dictionary and Thesaurus Effectively.” In Writing for Success. https://saylordotorg.github.io/text_writing-for-success/s08-06-using-context-clues.htm “Understand Word Analysis Skills & Strategies.” Accessed May 5, 2017. https://www.uwgb.edu/education/files/FoundReadWebMaterial/4WordAnalysis_PPT.pd Recommended Links for This Unit: “Redefining the dictionary - Erin McKean”. TED-Ed. Accessed January 20, 2018. https://ed.ted.com/lessons/erin-mckean-redefines-the-dictionary “Where do new words come from? - Marcel Danesi.” TED-Ed. Accessed January 20, 2018. https://ed.ted.com/lessons/erin-mckean-redefines-the-dictionary 25  Grade 5 Unit 2: Verbs Table of Contents Introduction 2 Objectives 2 Lesson 1: Tense and Aspect 3 Warm-up! 3 Learn About It! 4 Check Your Understanding 14 Let’s Step Up! 15 Lesson 2: Modals 16 Warm-up! 16 Learn About It! 16 Check Your Understanding 21 Let’s Step Up! 23 Performance Task 23 Self-Check: How Well Did I Learn? 25 Wrap Up 25 Bibliography 26 GRADE 5 | English UNIT 2 Verbs Verbs can show actions and suggest time and tone. In speaking or writing, it is important that you know than an event happened in the past, in the present, or in the future. It is also important that you know how to ask permission, say a request, or give an instruction. Verbs help you in communicating all of these. In this unit, you will learn about tenses of verbs and modals. Objectives In this unit, you should be able to: determine the correct form and function of the verb in each tense and aspect; and use modal verbs in expressing request or asking permission. 2  Lesson 1: Tense and Aspect The previous lesson discussed ways on how to unlock meanings of unfamiliar words. This time, we will focus on verbs. Verbs give life to sentences and makes them colorful. Without them, we could not form proper sentences. Warm-up! What are the people doing in the picture? Could you construct a sentence for each picture? 3  Learn About It! As you know, a sentence has a subject and a predicate. The subject is the doer of the action or the topic of the sentence.The predicate, on the other hand, is made up of the verb that tells what the subject does in the sentence. The subject can be singular which means one and it can also be plural which means more than one. Note how the following underlined verbs below agree with the subject in each sentence She runs really fast. S V Badong and Nonoy ask about the directions. S V We support the advocacy against illegal drugs. S V When studying verbs, it is important to be familiar with the tenses because they tell you when an action happened, when it happens , or will happen. There are three tenses: Past Tense Present Tense Future Tense There are four aspects and each aspect has three tenses of the verb: Simple Perfect 4  Progressive Perfect progressive Simple Tenses a. Simple Past Tense This talks about a completed action in the recent or distant past. 1. Regular Verb To form the past tense of a regular verb, you simply add “-ed” or “-d” at the end of the verb. If the verb ends in a consonant and y, change y to i and add “-ed”. The following time markers are often used with the simple past tense: yesterday, last week/month/year. Two days ago, I listened to my favorite songs. (listen + ed = listened) Yesterday, Annie cleaned her room. (clean + ed = cleaned) We practiced in preparation for the competition. (practice + d = practiced) 2. Irregular Verb To form the simple past tense of irregular verbs, you have to change the spelling of the verb. I wrote something last night. Write (base form) - wrote (paste tense) Geron went to the province last month for his vacation. go (base form) - went (past tense) 5  We spoke about saving the environment. speak (base form) - spoke (past tense) b. Simple Present Tense This shows habits, unchanging or permanent situations, and general truths. You use the base form of the verb or add “-es” or “-s” to form the simple present tense. If the verb ends in a consonant and y, change y to i and add “-es”. Do not add “-es” or “-s” to the verb when the subject is plural. The following time markers are often used with the simple present tense: always and every day/week/month/year. I listen to my favorite songs. (base form) Annie cleans her room every day. (clean + s = cleans) c. Simple Future Tense This tells an action that will happen or will not happen in the future. You form the simple future tense by placing will/shall before the base form of the verb. The following time markers are often used with the simple future tense: tomorrow, later, and next week/month/year. I will listen to my favorite songs later. Will + listen (base form) = will listen Annie will clean her room tomorrow. will + clean (base form) = will clean Next week, we will practice in preparation for the competition. will + practice (base form) = will practice You can refer to the illustration below to better understand simple tenses. 6 Perfect Tenses a. Past Perfect Tense This indicates that something started in the past and continued up to a given time in the past. You use the verb had and the past participle to form it. This means action A (past perfect tense) happened before action B. Boyet had cleaned the house before his mother arrived. had + clean + ed = had cleaned Mr. Giron had taught in UP before returning to his province. 7  had + taught (past participle) = had taught b. Present Perfect Tense This is used for an action that began in the past, continues in the present, and may continue into the future. It is also used to indicate an action that happened before the present and the exact time is not important. Use have and the past participle of a verb to form the present perfect tense: I have seen Star Wars: The Empire Strikes Back several times. have (plural) + seen (past participle) = have seen Have you watched that movie yet? have (singular) + watched (past participle) = have watched Mr. Giron has gone to the province to spend his vacation. has (singular) + gone (past participle) = has gone c. Future Perfect Tense This shows an action that will have been completed at some point in the future. You form it with will + have + the past participle of the verb. Before the day ends, Annie will have cleaned her room. will + have + cleaned (past participle) = will have cleaned By next week, we will have practiced in preparation for the competition. will + have + practiced (past participle) = will have practiced Mr. Giron will have gone to the province by next month to spend his vacation. will + have + gone (past participle) = will have gone 8 You can refer to the illustration below to better understand perfect tenses. 9 Progressive Tenses a. Past Progressive Tense This describes actions or events in a time before now, which began in the past and is still going on at some point in the past. You use the verbs was or were and the -ing form of the verb to form it. She was doing her homework when her cousins arrived. was (singular) + do + ing = was doing Annie was cleaning the house all day yesterday. was (singular) + clean + ing = was cleaning We were practicing in the gymnasium last night. were (plural) + practice + ing = were practicing b. Present Progressive Tense This indicates an action that is still in progress. You use the verbs is or are and the -ing form of the verb to form it. I am listening to my favorite songs to remain focused. am (singular) + listen + ing = am listening Annie is cleaning her room. is (singular) + clean + ing = is cleaning We are practicing in preparation for the competition. are (plural) + practice + ing = are practicing 10 c. Future Progressive Tense This indicates a continuing action, something that will be happening or will be going on at some point in the future. This tense is formed with will + be + -ing form of the verb. I will be studying my lessons later tonight. will + be + study + ing = will be studying Before the day ends, Annie will be cleaning her room. will + be + clean + ing = will be cleaning We will be practicing at 7 PM in preparation for the competition. will + be + practice +ing = will be practicing You can refer to the illustration below to better understand progressive tenses. 11 Perfect Progressive Tenses a. Past Perfect Progressive Tense This is used for actions that started at a time earlier than before the present. You are more interested in the process or the duration of the action. You use the verb had been and the -ing form of the verb. I had been studying for hours when the electricity went out. had + been + study + ing = had been studying For a month, we had been practicing in preparation for the competition next week. had + been + practice + ing = had been practicing Mr. Giron had been teaching for more than five years before he went back to the province. had + been + teach + ing = had been teaching b. Present Perfect Progressive Tense This indicates an action that has been finished at some point in the past or that was started in the past and continues to happen in the present. You are more interested in the process or the duration of the action. You use the verb has (singular) or have (plural) been and the -ing form of the verb to form the present perfect progressive tense. We have been practicing for hours in preparation for the competition. have + been + practice + ing = have been practicing We have been standing in line to buy tickets for the last couple of hours. have (plural) + been + stand + ing = have been standing Mr. Giron has been teaching in the university since 1998. has (plural) + been + teach + ing = has been teaching 12 c. Future Perfect Progressive Tense This indicates a continuous action that will be completed at some point in the future. You use will + have + been + the present participle of the verb (-ing form). She will have been writing her novel by the time she turns 30. will + have + been + write +ing = will have been writing Next year, I will have been studying in this school for five years. Will + have + been + study +ing = will have been studying You can refer to the illustration below to better understand present progressive tenses. 13  Check Your Understanding Identify the tense of the underlined verbs. Verbs Tenses She has given the beggar some food. I shall give everyone copies of the song. Yesterday, my cousin gave me some apples. I was giving pieces of advice to the trainees. The teacher is giving them the list of requirements. 14  Complete the table below by providing the simple past, past perfect, past progressive and past perfect progressive tenses. The first item is done for you. Past Simple Perfect Progressive Perfect Progressive 1. pick picked had picked was picking had been picking 2. jump 3. walk 4. sleep 5. try Write a sentence that shows examples of honesty. Use the tense and aspect of the verb assigned. 1. Present perfect ____________________________________________________________________________________________ 2. Past progressive ____________________________________________________________________________________________ 3. Simple past ____________________________________________________________________________________________ 4. Present perfect progressive ____________________________________________________________________________________________ 5. Future perfect ____________________________________________________________________________________________ 15 Let’s Step Up! 16  Lesson 2: Modals The previous lesson talked about the tenses and aspects of verbs. This time, we will discuss modals, which are also verbs. Warm-up! Read the sentences below: Compare the sentences in Set A to the sentences in Set B. Set A Set B What time is it? Could you tell me what time it is? I will go to school tomorrow. I must go to school tomorrow. My cousin and I shall visit our grandparents My cousin and I might visit visit our this weekend. grandparents this weekend. Learn About It! Modals are verbs that are used to indicate possibility and probability. You can also use modals to talk about your ability, to ask permission, to make requests and offers, and so on. 17 The modal verbs are: can must could might may should a. Possibility Modals are used when there is a great chance that something may occur or be true. Hershey might go there later. James may go home late. b. Probability Modals are used when something is most likely the result of an action. It is past twelve midnight and I’m not yet home. Mom must be worried. In the usual event, a child must be home early. The mother of the subject, I, is most likely worried. You are working all night for this. You must be very sleepy. The condition of having worked all night is tiresome. In this case, someone is most likely needing some rest. must have - for the past It was past twelve o’clock when dad came home. He must have been hungry. 18  You were working all night. You must have been very tired. Should - to suggest that something is true Ask Kevin. He should know. Kevin perhaps has the experience or knowledge on something. It is likely that Kevin knows. It's nearly five o'clock. They should finish soon. Five o’clock is the expected time for them to finish. should have - to talk about the past I should have talked to him when I had the chance. C. Ability Modals are used to express the things a person can do (talent or skill). Danny can sing well. Can is used to show that Danny has a skill or talent that not everyone can do. Paul can swim like a pro. Maybe a lot of us can swim but not like Paul. He swims like a professional swimmer although he is not. could - to talk about past time 19  When I was a kid, I could sing well. Could as a past tense of can is used to express a skill in the past. Most skills can be lost if not enhanced. During his college days, Paul could swim like a pro. Paul is being recalled as a good swimmer during his college days. could have - to say that someone had the ability/opportunity to do something, but did not do it. I could have sang well, but I didn’t have time to practice. There was an opportunity for the subject, I, to be a good singer, but that didn’t happen because she didn’t have time to improve it by practicing. Paul could have swam like a pro but he quit. Like the first example, there was an opportunity for the subject, Paul, to be a pro-like swimmer but that didn’t happen because he didn’t continue practicing. d. Permission Modals are used when a person asks for permission. Can I ask something, please? The subject, I, wishes to ask something so he / she asks for it to be allowed. Can we eat our packed lunch now? 20 The subject, we, is asking permission to eat their packed lunch. Take note that could or may is more formal and polite than can. May I ask something, please? Could we eat our packed lunch now? e. Instructions and Requests Modals are used to give details on how to do something or ask for a favor from someone to do something for you. I don’t know the place, could you take me there please? I don’t know the place, can you take me there please? The sentences above express the request of the subject I who does not know the place. f. Suggestions and Advice Modals are used when you share your knowledge or give your opinion on something. The participants should send an email to confirm their attendance. We could meet at the mall near you. 21 g. Offers and Invitations Modals are used when you want to offer something to someone or invite someone to do something. How can I help you? I can do that for you if you like. We must meet again soon. h. Obligation and Necessity Modals are used when expressing an action that someone must do. You must stop at a red light. Everyone must bring something to eat. We use had to for this if we are talking about the past: Everyone had to bring something to eat. We could wear what we liked, but we had to look neat and tidy. 22  Check Your Understanding Underline the correct modal to complete each sentence. 1. You (should, can, may) listen especially when I’m telling you something important. 2. (Can, May, Should) you play the guitar? 3. She has not traveled anywhere for the past two years. She (must, can, may) be longing for some adventure. 4. Suzy (had to, must, will) go to the hospital last Monday. 5. Take your umbrella because it (should, can, may) rain later. Underline the modal verb in each sentence. 1. He must study tonight. 2. We can definitely win the championship game. 3. I can speak English. 4. You should review your lessons. 5. May I sit down now? 23  Write sentences using modal verbs. 1. Making a request __________________________________________________________________________ 2. More polite way of asking permission __________________________________________________________________________ 3. Offering help to an old lady __________________________________________________________________________ 4. Presenting your ability __________________________________________________________________________ 5. Knowing your obligation __________________________________________________________________________ Let’s Step Up! 24  Performance Task Goal: Your task is to create a shampoo commercial for a famous shampoo brand. Role: You are the writer and director of a shampoo commercial. Audience: Your audience are people of all ages who may want to try the shampoo. Situation: The challenge is to to create an effective commercial which will attract buyers. Product / Performance and Purpose: 1. Form a group with five members. 2. Brainstorm for a possible script of a shampoo commercial with your group. You should use at least ten verbs in your commercials. 3. Write the script. 4. Act out the script. Standards and criteria for success: Your work will be judged based on the following rubric: Criteria Beginning Developing Accomplished Score (0-12 points) (13-16 points) (17-20 points) Content (Focus on details/events are clearly evident; it is clearly related to the topic.) Organization (Logical progression of details/events; clear transitions between ideas.) 25  Language (spelling, mechanics, grammar and usage) Correct use of verbs 1-2 verbs used 3-7 verbs used 8-10 verbs correctly correctly used correctly Creativity has little to no slightly creative Very creative creativity TOTAL SCORE: Self-Check: How Well Did I Learn? Do a self-check on how well you learned the lessons in this unit. Place a checkmark in the appropriate box. I am familiar and I think I need more I am confident that I can perform well Skills practice and can perform this on with minimal assistance my own assistance I can determine the correct form and function of of the verb in each tense and aspect. I can use modal verbs in expressing request or asking permission. 26 Wrap Up 27  Bibliography “Tense, Aspect, Mood, and Voice”. Bright Hub Education. Accessed January 24, 2018. http://www.brighthubeducation.com/english-homework-help/39260-the-english-verb-sy stem-for-esl-students/ “Verb Tenses”. ENGLISH PAGE - Verb Tenses. Accessed January 24, 2018 https://www.englishpage.com/verbpage/verbtenseintro.html Recommended Links for This Unit: “How Many Verb Tenses are there in English? - Anna Ananichuk. TED-Ed. Accessed January 24, 2018. https://ed.ted.com/lessons/how-many-verb-tenses-are-there-in-english-anna-ananichuk “An Introduction to Verb Tenses”. VOA news. Accessed January 24, 2018 https://learningenglish.voanews.com/a/introduction-to-verb-tenses-everyday-grammar/ 3123576.html 28  Grade 5 Unit 3: Conjunctions Table of Contents Introduction 2 Objectives 2 Lesson 1: Coordinating Conjunctions 3 Warm-up! 3 Learn About It! 4 Check Your Understanding 6 Let’s Step Up! 7 Lesson 2: Subordinating Conjunctions 8 Warm-up! 8 Learn About It! 9 Check Your Understanding 10 Let’s Step Up! 11 Lesson 3: Correlative Conjunctions 12 Warm-up! 12 Learn About It! 13 Check Your Understanding 14 Performance Task 15 Self-Check: How Well Did I Learn? 17 Wrap Up 18 Bibliography 19 GRADE 5 |English UNIT 3 Conjunctions It has been quoted several times that no man is an island. A person cannot live on his own without any connection at all to others. The same principle may also be applied in language. Every time a person communicates his message, all ideas must be connected to others or else misunderstandings may happen. Building one’s idea can be possibly done with the use of appropriate grammatical structures like various sentence structures. To break monotonous expression, good writers utilize different types of sentences with the help of connectors. In this unit, you will learn one of the major parts of speech which is conjunctions. Objective In this unit, you should be able to compose clear and coherent sentences using appropriate grammatical structures: conjunctions. 2  Lesson 1: Coordinating Conjunctions A sentence can be made of words, phrases, and clauses. These words are connected by words such as and, but, and or. These are called conjunctions. Different conjunctions are used in different sentence structures. Although a lot of them may have similar uses, it is good to know that you can use as many conjunctions for your day-to-day conversations. In this unit, you will be able to learn about the different kinds of conjunctions. Warm-up! Provide a handout of scrambled sentences taken from an excerpt of a popular story. As a team, figure out the combination and order of sentences to form a meaningful story. 3  Learn About It! One type of conjunction is the coordinating conjunction. A coordinating conjunction is used to connect or join words, phrases, and clauses together. Examples of coordinating conjunctions are for, and, nor, but, or, yet, and so. Remember that some of these conjunctions can also function as other types of conjunctions. Coordinating conjunctions can join two or more words or phrases. A comma is used to separate 3 or more nouns or phrases that are connected by a coordinating conjunction. Examples: Regina and Julie are best friends. They like going to the mall, reading, and cross-stitching together. Paul, John, George, and Ringo are good musicians. All but one were absent in class today. Do you prefer running or jogging? 4 Coordinating conjunctions are also used in a compound sentence. A compound sentence is made up of two independent clauses. An independent clause expresses a complete thought. It has a subject and a predicate. Remember that a comma is placed before the conjunction if it is used to connect independent clauses. Examples: independent clause independent clause Harvey bought halo-halo, for the weather was hot. independent clause independent clause They are losing by a big margin, but they are refusing to give up. independent clause independent clause He loves dogs, yet he likes cats more. independent clause independent clause She is hungry, so she bought food. independent clause independent clause John got into a terrible accident, but he still has a positive outlook in life. 5 Check Your Understanding Underline the coordinating conjunctions in the following sentences. 1. Cathy bought a blouse, and Sheila got a pair of shoes. 2. The doctor was surprised, for she was carrying twins. 3. Being kind to others is one of many noble traits, but don’t let others abuse you. 4. The teacher came late, but she was very apologetic. 5. Benjamin will drive his car or ride the bus going to Manila. Underline the appropriate coordinating conjunction for each sentence.. 1. Dan (and, yet) his brothers are at the campsite. 2. We have to be punctual with submission, (nor, but) our work must be free of errors. 3. Either my brother (or, and) my sister is singing in the event. 4. The movie was good (yet, nor) horrifying. 5. We bought food (but, and) drinks for the surprise party of our boss.. Write a sentence using the given coordinate conjunction and subject. 1. contestants - but 2. Jane - yet 3. sheep - or 4. specialty shop - for 5. Earth - and 6 Let’s Step Up! 7  Lesson 2: Subordinating Conjunctions Remember in the previous lesson that if two ideas with equal importance are put together, a coordinating conjunction must be used. What if you have two sentences, but the other one is less important than the other statement? How do you combine these two? Warm-up! Complete the following statements and share your thoughts to your classmate afterwards. 1. I like a friend who _________________________________. 2. I cannot live without ______________________________. 3. I want to learn new things because __________________. 4. I fail to do it after ____________________________________. 5. I wish I could travel the world before __________________. Notice the stem phrase or introductory statement. Which is one is more important? Is it the given clause or your response? Another way of combining clauses is the use of another type of conjunction. 8  Learn About It! A subordinating conjunction is another type of conjunction. It is used in complex sentences. A complex sentence is made up of an independent clause and a dependent clause. A dependent clause, unlike an independent clause, does not have a complete thought. It cannot stand on its own to be a sentence. A subordinating conjunction can be found either at the beginning of the sentence or between the clauses that it links together. Some common subordinating conjunctions used in complex sentences are after, although, as, as if, because, before, even if, even though, if, rather than, since, that, though, unless, until, when, where, whereas, wherever, whether, which, and while. Remember that a comma is placed between the two clauses if the dependent clause comes before the independent clause. Examples: independent clause dependent clause I brought you a glass of lemonade because it is so hot. dependent clause independent clause Because it is so hot, I brought you a glass of lemonade. Call me after you arrive at work. Although she had money, she chose not to buy the toy. 9  Check Your Understanding 1. What are the different examples of subordinating conjunctions? 2. What punctuation marks do we use in combining clauses with a subordinating conjunction? 3. What is the difference between subordinating and coordinating conjunction? 10 Let’s Step Up! 11  Lesson 3: Correlative Conjunctions Effective sentence construction is achieved through a play of words and various sentence construction. To keep the sentence lively, we use connectors like subordinating and coordinating conjunctions. Another category for this part of speech is the correlative conjunction. Warm-up! Finding the Missing Piece Prepare several sets of correlative conjunctions. Break them into two. For example, with the conjunction, not only...but also, break them into two separate sheets of paper. Hence, in one paper - you have the word “ not only” while the other paper has the word “ but also”. Distribute the strips of paper in the classroom until every student gets a sheet. Tell them to move around and find a partner who they can connect their word and form a meaningful sentence. To add challenge, the sentence should reflect both personalities of the pairing. 12  Learn About It! The last type of conjunction is the correlative conjunction. These are always in pairs. They connect words, phrases, and clauses that are of equal importance in the sentence. The most common correlative conjunctions are: Both...and Either...or Neither...nor not only...but also whether….or Examples: The child brings both his teddy bear and action figure to the playground. Neither basketball nor volleyball is enough to get him into sports. Gary not only stayed at Jenny’s house but he also helped her in her project. Whether we like it or not, we have to search for the answer. Remember that correlative conjunctions must connect elements with similar grammatical structure (nouns, verbs, adjectives, etc). noun noun Either Johnny or Georgia must have gone to the pool. 13  Check Your Understanding 1. What are the different examples of correlative conjunctions? 2. How can you distinguish correlative conjunctions from other types of conjunctions? 3. What does correlative mean? Let’s Step Up! 14  Performance Task Detective on the Go! Goal: You have to figure out the real identity of the killer by connecting and combining all the headlines of the news report about him/her, and submit a one-page well-written report to your Chief Inspector. To make a sensible report in describing the clues found in the headline, you will use different types of conjunctions. Role: You are a detective of a popular mystery case that remains unsolved for the past decade. Audience: You need to convince your Chief that the killer left some clues about his whereabouts based on the headlines written about him. Situation: The context you find yourself in is you got an intelligence report that the killer can be traced by looking at the pattern of his behavior reported in various newspapers. Product/Performance and Purpose: You will create a report combining all the headlines into a complete account of the real killer. The best way for you to make this is through the usage of conjunctions. 15 Standards & Criteria for Success: Your product must meet the following standards: identifying main point, summary, and support for topic. Your work will be judged based on the following rubric: Criteria Beginning Developing Accomplished Score (0-12 points) (13-16 (17-20 points) points) Content (Focus on details/events are clearly evident; it is clearly related to the topic.) Organization (Logical progression of details/events; clear transitions between ideas.) Language (spelling, mechanics, grammar and usage) Identifying main ideas lists all the main points Support for Topic Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. Summarization Captures the main idea by stating his or her own words after connecting all the clues in the headlines 16  Self-Check: How Well Did I Learn? Do a self-check on how well you learned the lessons in this unit. Place a checkmark in the appropriate box. I am familiar and I think I need more I am confident that I can perform well Skills practice and can perform this on with minimal assistance my own assistance I can distinguish and explain the different types of conjunctions. I can identify the uses of conjunctions. I can use conjunctions to vary my sentence structure. 17  Wrap Up Types of Conjunctions Coordinating conjunctions Subordinating conjunctions Correlative can join two or more words. connect a dependent clause and conjunctions are They are also used in an independent clause. They are always in pairs. compound sentences. used in complex sentences. 18  Bibliography Coordination and Subordination.” Purdue OWL Engagement. Accessed April 29, 2017. https://owl.english.purdue.edu/engagement/2/1/37/ LEAD. Be Your Own English Teacher! Grammar Review. Quezon City: Milflores Publishing Inc, 2015. Recommended Link for This Unit: http://grammar.ccc.commnet.edu/grammar/conjunctions.htm 19  Grade 5 Unit 4: Understanding Narratives Table of Contents Introduction 2 Objectives 2 Lesson 1: Elements of a Story 3 Warm-up! 3 Learn About It! 4 Check Your Understanding 9 Let’s Step Up! 10 Lesson 2: Tone, Mood, and Purpose 11 Warm-up! 11 Learn About It! 12 Check Your Understanding 15 Let’s Step Up! 17 Lesson 3: Reality and Fantasy 18 Warm-up! 18 Learn About It! 18 Check Your Understanding 20 Let’s Step Up! 22 Performance Task 23 Self-Check: How Well Did I Learn? 25 Wrap Up 26 Bibliography 27 GRADE 5 | ENGLISH UNIT 4 Understanding Narratives We have heard different stories from relatives, friends, and other people we know. Some stories are long, and some are short. Seemingly, any story, no matter how simple, can be interesting when we know how to narrate. However, not all narrations are the same. Carefully crafted structures can separate compelling stories from dull ones. Objectives In this unit, you should be able to: identify the elements of literary texts; infer the speaker’s tone, mood, and purpose; and distinguish reality from fantasy. 2  Lesson 1: Elements of a Story We all love to hear and tell stories. Through stories, we learn new things, discover places, and meet new personalities. However, it is sometimes hard to appreciate a story mainly because you are just floating on its surface. The elements of a story are our air tank and flippers that help us to delve deeper into the story. Warm-up! Acting It Out Form a group of five members. Each group will be given a similar situation. Think of a unique way to narrate the events in the given situation and act it out in class. After the activity discuss how your group decided on the events that happened in your skit. 3  Learn About It! Every story has four basic but essential elements: theme, setting, characters, and plot. These elements keep the story running smoothly and allow the action to develop in a manner that the reader or listener can follow. The more familiar you become with these elements, the better you will understand and analyze stories. 1. Theme The theme is an idea that the author wants to convey to readers. It is most often his beliefs and opinions towards human conditions. Common themes are about love, family, the complexities of adulthood, etc. The theme of a story is universal in nature. That is why it is relatable to a wide audience. Years passed and Marge stood in the same spot where she last saw her best friend. It was bittersweet going back to the place where she said goodbye. At a distance, She saw a woman with a little boy stacking stones. She realized it was Mona. Mona, in turn, saw her with a shocked expression on her face. They ran to each other and embraced. 4 “It’s been a long time, Marge! How have you been?” Mona exclaimed. “I am well, Mona. Is that your Yael? Tell me everything!” Marge happily replied. Arm in arm they went on and shared stories of the years they were apart. In this example, Marge has come back to the place where she grew up and met her best friend. Seeing Mona made her look back on the wonderful memories they experienced together and a chance to catch up on what has happened in their lives. This passage centers on friendship and memories between Marge and Mona. 2. Setting The place and time to which the story takes place are called the setting. The setting gives a picture of what is happening and helps the reader fully understand the story. Without the setting, the story can be vague or unclear. Province life was new for Jayvee. He woke up to the sound of the roosters in the barn. The sun was rising up beyond the lush green fields, the air cool and comforting, and the laughter of his cousins filled the air as they moved the wheelbarrow to feed the pigs and horses. He smelled fresh baked bread from the kitchen as the women prepared breakfast for everyone. This passage describes the setting where Jayvee discovers the morning in the province. Words that activate the senses such as the smell of the bread or sound of the roosters would give the readers an idea of what the character experiences in the setting. 5  3. Character The character (or characters) is a person, or sometimes an animal with human-like characteristics, whose life event is the content of the story. The story revolves around the character, what he/she is currently experiencing, what he/she wants to attain, etc. Protagonist— is the main character or center of the story. Events revolve around this character. Antagonist— opposes the protagonist. The antagonist is usually a villain, another character that contradicts or does something that prevents the character from achieving what he/she wants. “I don’t remember asking you to clean my room, Sarah,” Ivy said. Sarah looked up from under the closet and bumped her head slightly. “What are you doing here?” Ivy asked. It was clear that she was really annoyed that Sarah was around. “I wanted to help…” Sarah hesitated. “Get out. Now!” Ivy exclaimed. Sarah reluctantly got her things and left with a frightful look on her face. In this example, there is a clear distinction between Ivy and Sarah. Sarah, as the protagonist shows a character that may try to do good for someone else (in this case, clean Ivy’s room despite Ivy’s annoyance towards her). Ivy on the other hand as the villain opposes the protagonist by treating Sarah unkindly despite Sarah’s willingness to help. 6  In identifying the character, it is important to identify the character’s traits and appearance to understand the story better. Look for clues such as their expressions, their physical traits, and the way they interact with other characters in the text. 4. Plot The plot is what pushes the story into action. Think of plot as the storyline. What the characters will be doing and what is going to happen in the story are all part of the plot. Gustav Freytag sees the plot as a system. The exposition is the beginning of the story. It is where the setting and the characters are usually introduced. The streets of Grimm Avenue were full of people walking from all around town. It was the pre-Christmas bazaar that day and everyone was busy shopping. Aurora and her father decided to check out the bazaar despite the chilly weather and the volume of people around. 7  The rising action is where the conflict of the story is revealed. The conflict is the problem that the main character is facing or is about to face. They stopped by a sweets shop to buy fruit tarts when Aurora saw a stall full of cats. She ran towards them and admired their fur and stroked them while giggling happily. The climax is the turning point or highest point of the story. It is where the readers or listeners get excited about what is going to happen in the story. When she looked up to see if her father was beside her, she realized that she ran without asking for permission. She looked around to see if her father was nearby but there were too many people to see him. She started to panic inside and ran to the nearest bench. Thinking that she might not see her father with this crowd, she silently cried and wished her father would see her soon. The falling action is where the events lead to the ending and where the character’s actions begin to solve the conflict. When she finally stopped crying, she looked up and saw her father smiling at her. Aurora’s face lit up and she jumped to her father and embraced him. “I’m sorry, Daddy,” she said. Her father hugged her back assuring her that it’s alright. The resolution is where the conflict ends. Sometimes, the fate of the characters after the conflict ends is revealed. Aurora saw the fruit tarts her father bought and smiled. Her father held her hand and they went on to look at more stalls, buying Christmas gifts for their family and friends. 8  Check Your Understanding 1. Read the passage, and answer the questions that follow. Joana and her family moved from the city to live with her father who was assigned in the province. Ever since they moved, she continued her education in a private school for ladies in the nearby town. One morning, she was studying alone under the shade of a mango tree when a girl from her class approached her. She was Ruth, her seatmate. Ruth sat down beside Joana quietly and watched her for a while. Joana closed her book and said, “It’s about time that you joined me here.” “What do you mean?” Ruth replied, with a startled look on her face. “I always notice you every morning, you see. You would often try to approach me and then change your mind. Then ignore me when classes begin. I know. I notice a lot of things.” 9 Ruth smiled. It was true that she would try and talk to Joana but she was afraid to ask. She tried ignoring her because she was afraid that Joana might not want to be her friend. She was happy that Joana noticed everything. “Yes, I’d like us to be friends. Maybe we can hang out in here everytime,” Ruth said. Joana smiled. “I’d like that too.” she said. They heard the sound of the first period bell. Joana stood up and said, “Let’s go or we’ll be late, friend.” Ruth grinned, “First to get to the classroom won’t be late!” and then dashed to the school building. 1. Who are the characters in the passage? How were they described? 2. When and where did the story take place? 3. How did Joana know that Ruth wanted to be her friend? 4. Was Joana’s observation correct? Why? 5. What was the theme of the passage? Let’s Step Up! 10  Lesson 2: Tone, Mood, and Purpose When we look closely at the setting, characters, and other details of a story, we can identify the components that will help us find meaning in the story and feel more connected to the narrative. Warm-up! Think-Pair-Share Activity: With a partner, read the story below. How would you describe the word choices the author used in the story? How did this story make you feel? What do you think is the author’s reasons for writing or telling this story? Share your answers in class. 11  Learn About It! In writing a story, the author sets a tone and mood by conveying emotions through choice of words, phrasing, and sentence structures. These strategies contribute to forming the author’s purpose. 1. Tone The tone is the way the author expresses himself through writing. Tone words also shape not only the writing but also the characters to which a certain tone is used or expressed. Readers can learn the character’s attitude or personality through the tone that it uses. encouraging excited sarcastic angry bored Encouraging: “You can always do what you want. You just have to really want it.” Sarcastic: “I really enjoyed seeing you today,”said Isaac. “Like I believe you,” Sheldon replied. Bored: “Sigh! I don’t have anything to do.” 12  Excited: “Yay! We’re going to the beach.” Angry/commanding: “Get. Out. Here. Now.” 2. Mood The mood is used to create the atmosphere in narratives; the feelings conveyed to the readers/listeners set the mood of the story. The characters feel a certain way, and the readers feel it as well. You can also determine the mood of a text by the way its setting is described. They stopped by a sweets shop to buy fruit tarts when Aurora saw a stall full of cats. She ran towards them and admired their fur and stroked them while giggling happily. In this example, the character’s mood was conveyed through Aurora’s actions when she saw the cats and how she interacted with them. This may give the readers a feeling of happiness or delight for Aurora. 3. Purpose The author may use different strategies to convey tone and mood in narratives. However, the one thing they have in common is that they all serve the author’s purpose. There are three categories for the author’s purpose: a. To inform is to lay out facts to a statement without adding an opinion. Informative writing is common in textbooks, encyclopedias, newspaper, and the Internet. To determine whether a particular writing serves to inform is to look out for statistics or numbers or certain information that is untainted. Take a look at the example: The Philippines is divided into three different island groups called Luzon, Visayas, and Mindanao. 13  b. When the aim of the writer is to persuade, then he or she wants to convince the reader to believe in or do something. This type of text will include the writer’s opinion on a given point, some recommendations, and points in favor of and against an issue. Look at the example: The act of giving that the young man showed us should not just be done because it makes us look cool. We should do it because it is the right thing to do. c. To entertain is to amuse the reader. Some narratives are created to entertain. Comics is a good example. It usually has a short plot and includes graphics of people conversing about a funny topic. 14  Check Your Understanding Look for word clues such as word choices to identify the tone and mood for each statement. It was the only picture we had together, so I framed it for keepsakes. Tone: _________________________________________________ Mood: ________________________________________________ Word Clues: __________________________________________ The soup you made was a little salty. But it’s not that bad. Tone: ___________________________________________________________________ Mood: __________________________________________________________________ Word Clues: _________________________________________________________ We agreed to meet here an hour ago. But I could wait a little longer. He could have just been caught in traffic. Tone: ___________________________________________________________________ Mood: __________________________________________________________________ Word Clues: _________________________________________________________ I think I failed the written test. But I did well on the interview, so I’m still getting my hopes up. Tone: ___________________________________________________________________ Mood: __________________________________________________________________ Word Clues: _________________________________________________________ “Would you be so kind as to help me with my groceries?” asked the elderly woman. “Not a problem, Ma’am,” replied the young man, “I would be happy to help.” Tone: ___________________________________________________________________ Mood: __________________________________________________________________ Word Clues: _________________________________________________________ 15  Identify the author’s purpose. There will be heavy rain in the afternoon according to the news. So don’t forget to bring your umbrella. Purpose: _____________ Eating junk food is bad for your health. Purpose: _____________ The boy is always bullied in school. But his mother tells him it will hurt less if he doesn’t fight back. Purpose: _____________ An Android phone is way better than an iPhone. Purpose: _____________ Steroids have negative effects on your body, and I urge you not to use it. Purpose: _____________ Observe the image below. Write a five-sentence paragraph about the tone, mood, and possible purpose of a story written based on the image. 16 Let’s Step Up! 17  Lesson 3: Reality and Fantasy Stories teach and explain things, create emotion, and entertain us. There are stories that tell about something that can really happen, and there are those that tell something that could never really happen in real life. Warm-up! Think-Pair-Share Activity: Almost everybody is familiar with the story of Cinderella. You might have read the story or watched the movie. With a partner, try to recall the events that happened in the story, and think if certain situations can happen or not in real life. Discuss your answers with your partner, and share your answers in class. Learn About It! In reading, we may encounter narratives that are close to reality as well as narratives that are only make-believe. They are called reality and fantasy genres of a narrative. 1. Reality Reality is something that can happen in real life. Narratives that are based on reality means that the events in the plot, the setting, and the characters portrayed in the story can happen or exist in real life. 18 The dog wagged its tail as she entered the house. It leaped at her, giving her dog kisses while she giggled in delight. In this example, the events happen in real life. Dogs do wag their tail when they see someone familiar to them and give them affection. On the other hand, the girl also showed that she enjoyed what the dog does to her. It was a typical Tuesday morning. Therese was walking on a sidewalk with other pedestrians. Some of them walking abruptly as they try to catch on the next bus. She arrived at the bus stop and checked her watch. She sighed, knowing that she will not be late for school that day. This example now gives a scenario about a student, Therese, and what she experiences every Tuesday when when goes to school. These events do not have any unusual activities and anyone can relate to these activities. 2. Fantasy Fantasy stories require us to broaden our imagination. They are not real as opposed to realism. Fantasy includes magic or supernatural elements in its plot, setting, and theme. Fantasy stories often include prince/princess, dragons, and fairies as characters as they are known to have supernatural abilities. Fairytale is the most common example of a narrative that is in the fantasy genre. I did not believe my eyes at first. It was a man that transformed from Whiskers. My cat of 8 years was a real grown up man. “Hello, Alfie. You may know me as Whiskers, but my real name is Brian. It is nice to finally talk to you.” In this example, this scenario is fantasy because no cat can transform into a real person or vice versa unless there is magic or fantasy involved. In real life, we do not come across any peculiar events like this. “This place is a mess!” said Mother. She brought out her wand gave it a wave. All of a sudden the clothes which were laying on the floor magically folded itself and tucked inside the closet. The pens and papers were stacked neatly by the study. When everything was in order, I heard my Mother whispered, “There. All clean.” 19 In this example, an automatic cleaning was shown through the wave of a wand. This does not happen in real life unless there are instances where clothes fold by themselves or papers stack by themselves. Check Your Understanding Fill in the blanks. Write R if the sentence is close to reality and F if the sentence is close to make-believe or fantasy. ____ 1. Chelsea woke up at the sound of the alarm and got up from the bed. ____ 2. In one swift wave of her hand, her bed fixed itself and everything in the once messy room is in place. ____ 3. She decided to make pancakes with bacon and egg for breakfast. ____ 4. She made two mugs of hot chocolate, one for her and one for her sister Serena. ____ 5. Serena flew towards the kitchen to join her sister for breakfast. 20  Read the passage below and answer the following questions. Sabrina grew up with three of her aunts. She does not have any recollection with her mother or father because they left her when she was three. She was a typical eleven year old. She goes to school, has good grades, has two wonderful friends she considers as her sisters, and Alvin, her cat whom she loves so much. But, she has a secret. Sabrina is not just a typical eleven year old. She is also one of the most powerful witches in her generation. She discovered her powers when she accidentally transformed a mouse into a crystal glass. She was afraid that her aunts would freak out until she discovered that her aunts are also renowned witches. She also found out that Alvin was a talking cat who helped her in times of confusion and need. When her aunts found out about her powers, they made her swear not to tell anyone and continue studying hard. Sabrina continued to study hard and live a normal life. As she continues to do sho, she also practiced doing magic to help those who are in need. 1. Who is the character in the selection? How was she described? 2. What was her secret? 3. How did she find out? 4. What did her aunts do when they knew about her secret? 5. Is this story reality or fantasy? Why did you say so? 21 Let’s Step Up! 22  Performance Task Short Story Review Goal: Your task is to create a short story review that will be featured in the local newspaper. Role: You are a budding young writer. You have been tasked by a newspaper company to create a short story review from their existing collection, which will be published during this year’s literary festival. Audience: The target audience is the whole community who reads the local newspaper. Situation: The challenge involves coming up with a review of a short story and making it as interesting as possible. Product/Performance and Purpose: You will create a short story review using the following guidelines: 1. Choose an interesting short story (fantasy or reality) that you will read and review. 2. Your review must contain at least 3,000 words. 3. You will discuss the following elements: main characters, setting, theme, and plot (highlight the conflict and how the conflict was resolved). 4. Your discussion should also include a description about the tone and mood. 5. The discussion should also include information about the author and his purpose for writing the story. 6. You can include relevant and appropriate illustrations. 23 Standards and criteria for success: Your work will be judged by the following rubric: Criteria Beginning Developing Accomplished Score (0-12 points) (13-16 points) (17-20 points) Content (Focus on details/events are clearly evident; it is clearly related to the topic.) Organization (Logical progression of details/events; clear transitions between ideas.) Language (spelling, mechanics, grammar and usage) Main characters discussed in detail; includes names and description Setting: short description Theme: thorough discussion Plot: identified the five parts of the plot A thorough discussion about the conflict and how it was resolved Conclusion: a well-developed conclusion; includes a recommendation Used appropriate and relevant illustrations 24  Self-Check: How Well Did I Learn? Do a self-check on how well you learned the lessons in this unit. Place a checkmark in the appropriate box. I am familiar and I think I need more I am confident that I can perform well Skills practice and can perform this on with minimal assistance my own assistance I can identify the elements of literary texts. I can infer the speaker’s tone, mood, and purpose. I can distinguish reality from fantasy. 25  Wrap Up Elements of a Story The theme is an idea that the author wants to convey to readers. It is most often his beliefs and opinions towards human conditions. The place and time to which the story takes place are called the setting. The setting gives a picture of what is happening, and it helps the reader fully understand the story. The character (or characters) is a person, or sometimes an animal with human-like characteristics, whose life event is the content of the story. The plot is what pushes the story into action. Tone, Mood, and Purpose The tone of a narrative is