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EN4LR-1-1 Comprehend literary texts Learning Objectives: Give the distinguishing features of a narrative text Identify the setting, characters and plot Relate one’s experiences to the text Review: Review the two types of texts: narrative and informational. Then present and read the...

EN4LR-1-1 Comprehend literary texts Learning Objectives: Give the distinguishing features of a narrative text Identify the setting, characters and plot Relate one’s experiences to the text Review: Review the two types of texts: narrative and informational. Then present and read the following paragraphs. Have them identify which is a narrative text and an informational text. A. “Here” shouted Jill, “Catch the ball.” She threw the ball to Tim. “Now, throw it back.” she said. “I like to play ball. I have something to tell you. I am going to be on the school team.” B. The housefly carries many germs. Some of the germs are on the hairs of its legs. Some are on the housefly’s feet. Most flies carry far more than a million germs. One fly was known to carry over six million germs. Ask the learners about a story they have read and what makes it interesting. Have some sharing of their favorite part of the story. Stories have a structure or framework called story grammar, which includes different elements that make up a narrative. Write "Story Grammar" on the board. Explain that you will be exploring the different elements of story grammar together. Unlock the following words using context clues, picture clues or through actions/ realia: nestled, symphony, venture, mystical, enchanting, damp, perched, echoed, vibrant, mesmerized, soothing, fluttering, stumbled. Example: 1. He nestled his head against his mother’s shoulder. 2. symphony (use a picture or give a synonym) damp (get water and some of it on your hair to illustrate the meaning) Reading of the Text: Read the story aloud while learners listen. Maya’s Adventure In a small barrio nestled among rice fields and coconut trees, there lived a young girl named Maya. Maya loved spending her days exploring the lush countryside and listening to the symphony of sounds that filled the air. One sunny morning, Maya decided to venture into the nearby forest, known for its mystical creatures and enchanting beauty. As she stepped onto the forest path, her feet made a soft "squish-squish" sound on the damp earth. As Maya walked deeper into the forest, she heard the melodious "tweet- tweet" of birds perched on the branches above. Their songs echoed through the trees, filling the air with a sweet melody. Maya couldn't help but smile as she listened to their harmonious chorus.  Suddenly, she heard a loud "buzzzzz" coming from a nearby tree. Maya's eyes widened with excitement as she spotted a group of colorful butterflies fluttering their wings. Their vibrant colors and delicate movements a her, and she couldn't resist reaching out to touch one. But as she did, she heard a soft "flutter-flutter" as the butterfly gracefully flew away. Continuing her journey, Maya came across a small stream, its waters gently flowing with a soothing "babble-babble" sound. She knelt down and cupped her hands, scooping up some water to quench her thirst. The cool liquid trickled down her throat, making a refreshing "gulp-gulp" sound.  As Maya continued her exploration, she stumbled upon a group of children playing a traditional Filipino game called "patintero." The children's feet made a lively "tap- tap" sound as they hopped and dodged, trying to cross each other's paths. Maya joined in the fun, her own feet adding to the rhythmic beat. As the day wore on, the sun began to set, casting a warm orange glow over the landscape. Maya heard the distant "bark-bark" of dogs as they announced the arrival of evening. It was a familiar sound that signaled the end of her adventure. Comprehension Questions: Who loves to go for an adventure? Where does she live? Where did she go one sunny morning? What were Maya’s experiences in the forest? Are you like Maya? What adventures did you experience? DAY 1- GROUP TASKS/ACTIVITY DIRECTIONS: Read the paragraph before doing your group task. Teaching Modelling There are two types of texts: narrative and informational. A narrative text is a type of text that tells a story or recounts a series of events. It typically includes elements such as characters, setting, and plot. Narrative texts can be found in various forms. The purpose of a narrative text is to entertain, engage, or inform the reader by presenting a sequence of events in a logical and coherent manner. A story grammar is a way to understand and analyze the structure of a story. It helps us identify the important elements and how they fit together to create a complete narrative. The elements of a story grammar are setting, character, and plot. The setting talks about the place and the time that the events in the story happened. The characters are the people or animals in the story. The plot is made up of the events that happened in the story. It consists of the beginning, the middle, and the ending. Beginning- It gives the problem faced by the main character. Middle – It presents the actions made by the characters to solve the problem. Ending- it gives the solution to the problem  Group Activity: Divide the class into three groups for them to do their group tasks. Group 1 Answer the following questions based from the story. What is the setting of the story? Underline the part where the setting is mentioned. Who are the characters in the story? Describe each of the characters. Encircle the parts in the story that helped you describe the character. Group. 2- Fill out the graphic organizer and write the plot of the story below. Group 3- Complete the graphic organizer. What is a narrative text? What are the elements of a story grammar? A. Choose the letter of your answer. 1. It is the element of the story which gives the place and time when the story happened? A. plot B. setting C. characters D. point of view 2. They are the people or animals in the story. A. plot B. setting C. characters D. point of view 3. It refers to the sequence of events in the story A. plot B. setting C. characters D. point of view 4. It is the part of the plot that gives the problem of the main character of the story. A. middle B. ending C. resolution D. beginning 5. It is the part of the plot that gives the solution to the problem of the main character. A. middle B. ending C. resolution D. beginning B. Read the story and answer the questions that follow. There was a brave and imaginative girl named Sarah. One sunny day, Sarah decided to go on an exciting adventure in her neighborhood. With a backpack filled with snacks and a sense of curiosity, she set off on her journey. She explored the nearby woods, climbed trees and discovered hidden treasures like colorful leaves and shiny rocks. Along the way, she encountered friendly animals like squirrels and birds, who seemed to guide her deeper into the forest. Sarah's adventure was filled with laughter, wonder, and the joy of discovering the beauty of nature right in her own backyard. 1. Who is the main character of the story? A. Sarah B. Selina C. Shela D. Sofia 2. Where did the story happen? A. in school B. in the garden C. in the market D. in the woods 3. What is the beginning of the story? A. Sarah went for a journey in the woods. B. Sarah brought her backpack filled with snacks. C. Sarah met some animals along the way. D. Sarah’s adventure was filled with laughter, discovered, wonder and joy. 4. What is the ending of the story? A. Sarah went for a journey in the woods. B. Sarah brought her backpack filled with snacks. C. Sarah met some animals along the way. D. Sarah’s adventure was filled with laughter, wonder and joy. 5. How will you describe Sarah? A. adventurous B. curious C. friendly D. lonely Additional Activity: Map Me Out! Read the short story and fill in the story map. Jo and his friends were playing baseball at the school grounds. They were having so much fun. When the ball was hit, it flew into the air and he ran to catch it. Instead of catching the ball, it hit Jo’s head. He fell to the ground. “My head really hurts,” he told his teacher. His teacher brought him to the School Nurse. She gave him an ice pack for his head. Soon, his head began to feel better.  Learning Objectives: Identify the sound devices Sequence the events of a narrative (at least 6 events Recall the story, Maya’s Adventure. Identify the elements present in the story. In this lesson, we shall work on the plot of the same story we had yesterday and identify sound devices used in stories.  Match the underlined words in column A with their meaning in column B. A B 1. There are many mystical stories about a. repeated butterflies. 2. The birds are fluttering around. b. flying 3. The flowers in the garden look c. magical vibrant. 4. His voice echoed and he was heard. d. fallen for 5. The prince was mesmerized by the e. colorful beauty of the princess Reread the text, Maya’s Adventure orally with the learners. Pause between paragraphs and ask Maya’s adventure to direct the learners on the sequence of events or plot of the story. Write their answers on the sequence ladder. Example: 1. Maya decided to go for an adventure into the forest. 2. She heard the birds on the branches of the trees. 3. She spotted a group of colorful butterflies. 4. She came across a small stream. 5. She stumbled upon a group of children playing “Patintero” 6. She heard the barking dogs before the evening arrives. * Tell the learners that what you did together is called sequencing or identifying the components of the plot of the story. It is a strategy that will help them better understand a narrative text. Ask: What sounds did Maya hear as she went for an adventure in the forest? Write the learners’ answers on the board. soft "squish-squish" sound on the damp earth "tweet-tweet" of birds  loud "buzzzzz" coming from a nearby tree soothing "babble-babble" sound of the water "gulp-gulp" sound from her throat "tap-tap" sound from children’s feet "woof-woof" of dogs The highlighted words are called onomatopoeia. Onomatopoeia is a fun and interesting literary device that helps make writing more engaging and descriptive. It is a word that imitates or suggests the sound it is describing. For example, words like "buzz," "crash," "sizzle," and "meow" are all examples of onomatopoeia. Onomatopoeia can be found in all kinds of writing, including stories, poems, comics, and even in everyday conversations. It brings words to life by creating a connection between the sound and the meaning. Examples: "buzz," "crash," Group Activity: Divide the class into three groups for them to do their group tasks. Instructions: Read each sentence. Copy on your paper and underline the onomatopoeia used. Tasks/Questions: Example: The bird went chirp, chirp, chirp. Answer: The bird went chirp, chirp, chirp. 1. The duck went quack in the lake. 2. I saw the cow mooo at the owner. 3. The sheep went baaaa, baaaa in the meadow. 4. The dog went ruff, ruff at the intruder. 5. The snake hiss when it encountered its prey. 6. It was a stormy day, I’m so afraid because the thunder rumbled. 7. There was a crackling sound from the burning leaves. 8. Water is gushing everywhere because the roads are flooded. 9. There’s an owl in that tree which hoots every night. 10. I am disturbed with the squeaking of the rat which runs around the room. What do we do when we arrange the events in a plot of a story? How can this strategy help us? What is onomatopoeia? Give examples. A. Read the story and number the events (1-6) as they happened in the story. It was Janet’s birthday. She woke up early. She dressed up and went to church. When she arrived home, she helped Mother set the table. She put plates, spoons and cups on the table. She got a flower vase and put the flowers in it. She put the cake on the table, too. She put the chairs around the table. Soon her visitors arrived. Number the events (1-6) as they happened in the story. ____ She got a flower vase and put the flowers in it. ____ She helped her Mother set the table. ____ She woke up early and went to church. ____ She put the chairs around the table. ____She put the plates, spoons, and cups on the table. ____ Her visitors arrived soon. ____She put the cake on the table, too. B. Encircle the onomatopoeia in each sentence. 7. The audience clapped at the end of the play. 8. The feather fluttered to the ground. 9. The delivery man knocked on our front door. 10. The race car zoomed pass the other car. Pick Me! Read each sentence and underline the onomatopoeia used. Example: The bird went chirp, chirp, chirp. Answer: The bird went chirp, chirp, chirp. 1. The duck went quack in the lake. 2. I saw the cow mooo at the owner. 3. The sheep went baaaa, baaaa. 4. The dog went ruff, ruff at the intruder. 5. The snake hiss when it encountered its prey.  Learning Objectives: Make predictions on events Differentiate fantasy from reality Have you watched or heard about the movie, Harry Potter? What is he? What does he do? In the story that we will read today, we will find out what the wizard gave the bunny and how the bunny used it. Choose the meaning of the following words from the given choices. 1. Mr. Cruz is very annoyed because his car stopped at the middle of the road. If one is annoyed, he is _____. A. angry B. excited C. happy D. sad 2. The long summer season resulted in drought and hunger in the region. There was no rainfall for a long period and the plants dried. Drought means ___. A. frequent flooding B. long dry season C. seasonal rain D. strong typhoon 3. Houdini, the wizard performed wonderful magical tricks in front of the audience. A wizard is a _____. A. actor B. magician C. pianist D. Singer 4. She placed a bouquet of brightly colored flowers on the table. Bouquet as used in the sentence means _____. A. a basket full of flowers B. a box full of flowers C. a truck full of flowers D. a small bunch of arranged flowers Read the story aloud to the learners. At indicated points, ask them what they think will happen next in the story. (See pp. 359-360 of the Teacher’s Guide for the copy of the story) Let the learners answer the motive question: What did the wizard give the bunny and did the bunny use it? Answer comprehension questions about the story (see p. 361 of the Teacher’s Guide) What we did in between the story is to make predictions. How were you able to predict? *Predicting is giving possible outcomes or events that could happen in the story based on the situations or ideas presented. It is important to listen or read the details carefully. Look for clues and use what you know to predict outcomes. Let us read the following sentences. 1. The wizard offered the bunny a bag filled with little magical bouquets of flowers. 2. The bunny was dying of hunger. 3. He remembered how his parents had always taught him to share everything. 4. At that moment, with a great rumble of thunder, the wizard appeared again. 5. He pulled the bouquet out of the bag and gave it to the sheep. As soon as he did this, the bunch shone with a thousand colors. Magic was at work.  Which among the sentences show fantasy? Which shows reality? How did you know? Reality refers to situations that happen in real life. Example: Plants and animals died because of drought. Fantasy refers to situations that are magical or make-believe and could not happen in real life. Example: A fairy appeared to Mina. Group Activity: Group the learners into three and let them do the following tasks. Tasks/Questions: Example: Statement: Dogs can fly in the sky. Fantasy 1. The sun rises in the east and sets in the west. __________________ 2. Unicorns exist and can be found in the forest. ___________________ 3. People can breathe underwater like fish. _________________________ 4. Dragons are real creatures that can breathe fire. _________________ 5. Fairies have magical powers and can grant wishes. _______________ 6. The cowboy rode on a white horse across the road. _______________ 7. The fish sang three songs for everyone. __________________________ 8. Children learn how to multiply in class. _________________________ 9. The monkey got a haircut on Saturday. _________________________ 10. Our dog has five cute puppies. __________________________________ What do you do when you make predictions? What is reality? fantasy? Evaluation: Read the following situations and choose what you think might happen next. 1. Jaime is playing with his kite. The kite is flying high above a coconut tree. Suddenly, the kite string snapped. A. The kite will fly higher. B. The kite will fall and hit the tree. C. The kite will be carried away by the wind. D. The kite will be torned. 2. All the pupils are inside the classroom. Some are playing and others are chatting. The teacher comes in. A. The pupils will seat quietly. B. The teacher will go out of the room. C. The pupils will continue with what they are doing. D. The teacher will get mad at her pupils. 3. Mother is cooking “sinigang”. She accidentally used two tablespoons of sugar instead of salt. A. The sinigang will taste sweet. B. The sinigang will be very salty. C. The sinigang will be more delicious. D. The sinigang will taste very sour. Write reality or fantasy on the line. ____4. A superhero can stop a storm in a snap of his finger. ___5. Prolonged drought can lead to famine and hunger. Assignment: Believe It or Not! Read the statements below and determine whether each statement describes something that is real (reality) or something that is imaginary (fantasy). Write "Reality" or "Fantasy" in the space provided. Example: Statement: Dogs can fly in the sky. Reality or Fantasy: Fantasy 1. The sun rises in the east and sets in the west. ___________________ 2. Unicorns exist and can be found in the forest. Reality or Fantasy: ___________________ 3. People can breathe underwater like fish. ___________________ 4. Dragons are real creatures that can breathe fire. ___________________ 5. Fairies have magical powers and can grant wishes. ___________________  Learning Objectives: Draw conclusions based on the text read Relate one’s experiences to the text  Who among you lives near a river, a lake or by the sea? Have you gone fishing? Let learners share their experiences when fishing. Today, we shall listen to a short story about Going Fishing and we shall draw conclusions based from it. Choose the meaning of the word from the choices below. 1. dawn Dawn is the first appearance of light in the morning followed by sunrise. 2. garage Father got two cars in our garage. 3. skillful An artist is skillful in the use of colors. good at something early morning place where vehicles are kept Listen to Drawing Conclusion Short Passage by Kelley Randall on https://www.youtube.com/watch?v=Yj- lqA-Wal0 There are two types of texts: narrative and informational. A narrative text is a type of text that tells a story or recounts a series of events. It typically includes elements such as characters, setting, and plot. Narrative texts can be found in various forms. The purpose of a narrative text is to entertain, engage, or inform the reader by presenting a sequence of events in a logical and coherent manner. A story grammar is a way to understand and analyze the structure of a story. It helps us identify the important elements and how they fit together to create a complete narrative. The elements of a story grammar are setting, character, and plot. The setting talks about the place and the time that the events in the story happened. The characters are the people or animals in the story. The plot is made up of the events that happened in the story. It consists of the beginning, the middle, and the ending. Beginning- It gives the problem faced by the main character. Middle – It presents the actions made by the characters to solve the problem. Ending- it gives the solution to the problem Read the passages with the learners and have them draw conclusions. Instructions: Read the short passages and draw conclusions from it. Write your answers on your paper. Tasks/Questions: 1. It takes a turtle about ten hours to travel one mile. A snake can travel two miles in one hour. A house cat can travel about thirty miles in an hour. A jack rabbit can travel forty-five miles in an hour. Cats move more slowly than ___________. 2. There are many rats in the world. No one knows just how many rats there are. Sundry rats live underground. Many live in other places where they can’t be seen. Some people say that there are about as many rats in the world as there are people. You can tell that no one has ___________. 3. Young birds don’t seem to know what to eat. They will peck at anything. Put a stick near them and they will open their mouths and beg. Their mothers and fathers show them what to eat by picking up food and dropping it in front of them. A baby bird is likely to _____________. 4. A bee can move its wings very fast. In just one second, it can move its wings about two hundred times. So can a housefly. A wasp can move its wings even faster. It moves them about three hundred times in a second! Bees and houseflies move their wings _____________. 5. Horses don’t live as long as people do. A horse that lives to the age of thirty is very old. One year of a horse’s life is equal to three years of a person’s life. A thirty-year old horse is as old as a person who is ninety. A ten-year-old horse is equal to a ______________. What two things do we need before we can draw conclusions? Evaluation: Read and draw conclusions from the following short stories. 1. “When I grow up,” said Mila, “I want to fly an airplane. It must be fun to fly over the towns. It must be fun to see people down there.” From the story you can tell that: A. Mila wants to be a doctor. B. Mila doesn’t mind high places. C. Mila wants to go somewhere. D. Mila is afraid of heights. 2. “Look at your hands, Henry.” said Mother. “I have never seen your hand look like that. Get them clean right now. How could you sit down to eat with those dirty hands.” From the story you can tell that: A. Henry got a chair for Mother. B. Mother likes to see dirty hands. C. Henry loves to have dirty hands. D. Henry’s hands are clean most of the time. Additional Activity: Guess It Right! Read the short passages and draw conclusions from each. 1. It takes a turtle about ten hours to travel one mile. A snake can travel two miles in one hour. A house cat can travel about thirty miles in an hour. A jack rabbit can travel forty-five miles in an hour. Cats move more slowly than ______. 2. There are many rats in the world. No one knows just how many rats there are. Many rats live underground. Many live in other places where they can’t be seen. Some people say that there are about as many rats in the world as there are people. You can tell that no one has ______  Learning Objectives: Summarize a story event Review the elements of the story, Maya’s Adventure Using the story elements, we can make a summary of a story we read. Have you tried writing or retelling a summary of a story you’ve read? WORD HUNT: Read the words pasted on the pocket chart. Call on a learner to draw a slip of paper in the box where the meaning of the word is written and match it with the correct word. Words: nestled, symphony, venture, mystical, enchanting, damp, perched, vibrant, mesmerized, soothing, fluttering, stumbled Reread the story Maya’s Adventure. Silently on their seats Orally by selected learners Ask comprehension questions focusing on the elements of the story. Write their answers in a paragraph form on the board. 1. Who loves to go for an adventure? 2. Where does she live? 3. Where did she go one sunny morning? 4. What were Maya’s experiences in the forest? State them according to the order they happened in the story. What we just did is the summary of the story. Let the learners watch the video explainer on https://www.youtube.com/watch?v=THOVem 7nRkA or discuss what a summary is. A summary of a story is much shorter than the story. Summarizing is telling the important events or ideas in a story in your own words. A good summary does not give your own ideas or opinions. To summarize a story, you need to include the story elements- setting, character, plot (beginning, middle and ending) Read the story and accomplish the activity. What do we do when we summarize? Evaluation: Read the story and make a summary. Playground Molly and her friend Bella were playing at the playground. They were supposed to be taking turns on the swing. Molly counted to 100 while Bella was on the swing. Bella didn’t get off the swing. “Bella! I counted to 100, it’s my turn!” said Molly. “You counted too fast, it’s still my turn,” Bella said. Molly was upset. She wanted a turn on the swing, too! What could she do? Molly could tell the teacher, but her teacher always wanted them to try to solve the problem first. What could she try? She decided to try using an “I message”. That means to tell the other person how you’re feeling, why you feel that way, and what they can please do to make it better. “Bella, I feel sad because we were supposed to take turns after 100 seconds. Will you please get off?” Molly asked. Finally, Bella got off the swing. Molly was happy because she solved her problem all by herself! (Source: https://www.k5learning.com/worksheets/reading- comprehension/2nd-grade-2-reading-playground.pdf) Additional Activity: What’s Your Story? Reread the story Playground. Identify the story elements and write the summary. Story: ___________ Setting: __________ Characters: ______ Beginning: _______ Middle: __________ Ending: __________ Summary: __________________ __________________ __________________ (see complete worksheet) Use rubric to assess learners’ outputs.