Scope and Sequence in English III Prepared by: Ms. Rosie Mae S.

Santil (Saint Louis University) The Teaching Teacher (www.theteachingteacher.blogspot.com) Second Grading Week Two TPO: (Terminal Performance Objective) At the end of this week, the students should be able to: A. differentiate opposing ideas and determining the correct concepts to apply; B. react to experiences or actions of the characters or their decision in relation to real life situations through applied activities; and C. create meaningful outputs about the po DAY Day 1 Lesson 1. Short Story: How My Brother Leon Brought Home a Wife by Manuel E. Arguilla 2. Pronouns References -Josefina Payawal-Gabriel Ph.D.Edda Manikan Martires. Copyright(2008) English III (NewEdition). Quezon City:St. Bernadette Publishing House -http://www.google.com.ph/imgres?imgurl=http://theilocosguilder.i.ph/photo/d/6911/manuel%2Barguillia.jpg&imgrefurl=http: //theilocosguilder.i.ph/blogs/theilocosguilder/ %3Fp%3D44&h=640&w=640&sz=48&tbnid=7Nkq9Q_0bwGn2M:&tbnh= 137&tbnw=137&prev=/images%3Fq%3Dmanuel%2Barguilla&hl=tl&usg=__ Og5iy4IdvxRQImrCX5PJg490gQw=&sa=X&ei=Oac-TPGXK4f0swP31fT1CA&ved=0CCwQ9QEwBA -http://www.google.com.ph/imgres?imgurl=http://fc00.deviantart.com/fs44/i/2009/094/0/a/HMBBlHAW_by_ glsolo.jpg&imgrefurl=http://pad2pixels.blogspot.com/2009/05/how-my-brother-leon-brought-homewife.html&usg=__7bwiFSYNGTT8RqfdCL8r07SuKqk=&h=461&w=600&sz=61&hl=tl&start=1&itbs=1&tbnid=Yc9aiX726RtrM:&tbnh=104&tbnw=135&prev=/images%3Fq%3Dhow%2Bmy%2Bbrother%2Bbrought%2Bhome%2Ba%2Bwife%2Bby% Bmanuel%2Barguilla%26hl%3Dtl%26sa%3DG%26tbs%3Disch:1 -http://www.viloria.com/secondthoughts/archives/00001402.html -http://www.pinoyhenyo.com/analysis_of_how_my_brother-20090802234008804.html -http://www.islandsproperties.com/maps/launion.htm -http://www.towson.edu/ows/modulepaa.htm Page

Day 2

Short Story: The Beautiful Horse by D. Paulo Dizon

-Josefina Payawal-Gabriel Ph.D.Edda Manikan Martires. Copyright(2008) English III (NewEdition). Quezon City:St. Bernadette Publishing House - Microsoft Encarta 2009. 1993-2008 Microsoft Corporation. All rights reserved. -http://wallpaper-s.org/15__Beautiful_White_Horse.htm

Day 3

Language in Use: Direct and -Josefina Payawal-Gabriel Ph.D.Edda Manikan Martires. Copyright(2008) English III (NewEdition). Quezon City:St. Indirect Speech Bernadette Publishing House -http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-66744.php -http://www.englischservice.de/Repspeech.htm Using Introductory Clauses In Indirect Speech -Josefina Payawal-Gabriel Ph.D.Edda Manikan Martires. Copyright(2008) English III (NewEdition). Quezon City:St. Bernadette Publishing House - Microsoft Encarta 2009. 1993-2008 Microsoft Corporation. All rights reserved. -http://www.englischservice.de/Repspeech.htm -Josefina Payawal-Gabriel Ph.D.Edda Manikan Martires. Copyright(2008) English III (NewEdition). Quezon City:St. Bernadette Publishing House -http://www.explorewriting.co.uk/ScriptWritingDialogue.html -http://www.writerswrite.com/screenwriting/exercises.htm -http://www.kingfeatures.com/features/comics/apt3g/about.htm

Day 4

Day 5

Script Writing

A Semi-detailed Lesson Plan in English III Prepared by: Ms. Rosie Mae S. Santil Day 1 I. Learning Objectives II. Learning Content III. Learning Procedure IV. Evaluation V. Assignment

Through the varied instructional materials, the students should be able to: A. explain how and why characters develop particular attitudes under certain conditions; B. determine values from the story and relate them to the present situation; and C. make inferences and conclusions through a drawing.

A. Subject Matter 1. Short Story: How My Brother Leon Brought Home a Wife by Manuel E. Arguilla 2. Pronouns B. References -Josefina PayawalGabriel Ph.D.Edda Manikan Martires. Copyright(2008) English III (NewEdition). Quezon City: St. Bernadette Publishing House C. Materials 1. Pictures of Manuel Arguilla, the map of La Union and a sample for the drawing activity 2. Table of Pronouns 3. Strips of cartolina for the statements from the story 4. Envolopes and puzzle pieces for the group activity -5. Graphic Organizer for the brief biography of Manuel Arguilla D. Concepts 1. Pronouns- A pronoun is a word used

A. Preparation Motivation

1. To test their reading comprehension, present 5 statements on the board. 1. Divide the class into four groups. 2. Five volunteers will put a 2. Distribute an envelope to each group. check if there is any 3. Tell that inside the envelope are puzzle pieces evidence in the story and which they are going to assemble. The fastest cross (x) if there is none. group who will be finished will have extra points. 4. Choose one representative to describe the 1. Maria was figure and tell something about it. worried that Leons 5. Post the complete picture.
family might not like her. 2. Maria made a good impression on Baldo. X 3. Leon knew why Baldo took another route. 4. Father checked if Baldo obeyed his instructions. X 5. Maria passed Fathers test.

Manuel E. Arguilla 6. For the name of the picture, they will guess it through the given clues. * a picture *a word (sounds like)

1. Her nails were long but they were not painted. Nails 2. I watched Ca Celin, where he stood in front of his horse, and he ran his fingers through its forelock . . . Horse 3. Now where did she get that name? I pondered the matter quietly to myself, thinking Father might not like it. Name 4. There was also the voice of my brother Leon, and I thought that Fathers voice must have been like it when he was young. Voice

GUERILLA

3. At the back of the paper, answer this question:

MANUEL B. Presentation

ARGUILLA

to stand for (or take the 1. Explain that the man in the picture is Mr. place of) a noun. Manuel E. Arguilla and tell a brief background 2. Personal Pronouns- about him. they usually refer to persons (except for it, Good which refers to things). and Author of 3. There are writers who clever the widely cherish and are proud of short anthologize their heritage which is story d short story enough to be the center writer. set at of their piece. Nagrebcan. E. Skills 1. Reading comprehension for the story (reading between the lines. 2. Analyzing and recognizing pictures 3. Answering cohesively questions 4. Depicting implicit values or morals of the story 5. Explaining the development of the characters through the presented situations F. Values 1. Simplicity is beauty. Have a debt of honor to where you came from. 2. Knowing the background of someone/something can make your

*Characters can do How and why change if they know what the characters theyre particular developup to. Other important characters in attitudes under the story have a big these five given impact on their conditions? behaviour and reaction.

1. Above are lines that were taken from the story. 2. Then theyll going to pick out the word in the sentence to which the underlined word refers. (2 points each). 3. To be place on a one fourth sheet of paper and will be passed next meeting.

Manuel E. Arguilla One of the most influent ial English writers here

A writer that really loves his Hometown

2. Go over the graphic organizer and highlight the words short story and Nagrebcan. 3. Ask for volunteers about any ideas about these. 4. Explain that the short story being mentioned is his story How my brother Leon Brought Home a Wife, which was set in Nagrebcan, La Union, his own hometown. 5. Give a brief background about the setting:

understanding wider.
Bauang was established as a settlement in 1590. It was recognized as a town in 1765 as a part of Pangasinan. Bauang is famous for its, fine-sand beaches. It is the beach capital of the north. When La Union was created in 1850, Bauang was one of the twelve towns that formed the new province. It attracts many foreigners because of the low cost of accommodation in the vicinity.

6.Distribute the copy of the story and let them read it for about 15 minutes. 6. After the reading, post strips of cartolina for the few lines from the story and ask for volunteers to answer who said the lines:
a) And this is Labang of whom I have heard so much. Maria b) Who told you to drive through the fields tonight? Noel/Leon c) It is time you watered him, my son Father d) Then I went out, and in the darkened hall the fragrance of her was like a morning when papayas are in bloom. Baldo

7. Correct their answers.

8. Solicit any observations/assumptions about the values being depicted from the story.
*being proud of your roots *true love is not judgemental *do not judge a book by its cover

9. Now, refresh them about pronouns. 10. Call for a volunteer to define it.

A pronoun is a word used to stand for (or take the place of) a noun.

11. Post a table.

12. Explain that the table above are the personal pronouns. They are called

personal because they usually refer to persons (except for it, which refers to things). 13. Remind them to take note some of these from the story for the activity later. 14. Proceed to the analysis and valuing part of the story.
It is a delightful and patriotic story. The father is a symbol of the rural and traditional people while Maria is an urban girl that is very evident by her appearrance as describe by Baldo. May ironies are present in the story. It talks about the common notion that people from the cities are sophisticated and vain. But in this story it is a genuine love of two people from different worlds who share a common understanding and affection. She may or may not passed the test that was planned by the father but she proved that there are exemptions in life.

C. Generalization 1. Post the map of Nagrebcan and locate the route they took based from the story. 2. Then, ask for a volunteer from the groups that were formed in the beginning of the period to give a summary of the story using also the map to have the setting of the story.

The story was more of the story of the author since the setting was in barrio Nagrebcan, in Bauang la union, where Manuel Arguilla grew- up. The story is told from the point of view of Baldo, the younger brother of Leon. Baldo fetches his brother and Maria, and takes them home. They do not pass through the usual route. Instead, they take a shortcut through a field which was the instruction of their father and that journey was the bulk of the story.

D. Application 1. On a short bond paper their going to draw any values that theyve learned from the story, write a brief explanation below it.

2. Show a sample. Collect the output after 7 minutes.

Simplicity is one way to happiness

A Semi-detailed Lesson Plan in English III Prepared by: Ms. Rosie Mae S. Santil Day 2 I. Learning Objectives Through the various graphic organizers and tables, the students should be able to: II. Learning Content III. Learning Procedure IV. Evaluation 1. On a one whole sheet of paper, answer the following questions: 1. Would you say that the characters and the events are realistic? Explain your answer. *Yes, the characters and the events are realistic because it can happen. Though, the idea of reincarnation is not accepted here in the Philippines but to other countries, it does exist. 2. Did the story make you smile/sad? If yes, which parts of the story did you find amusing or sad? If no, explain your answer. *It made me sad, because Estongs family didnt believe in him though his children did at the latter part of the story but his wife who I think is the target of the V. Assignment 1. On a one fourth sheet of paper, defend that the title of the story is not suited or suited with the story. 2. Cite 5 reasons why or why not.

A. Subject Matter A. Preparation Short Story: The Beautiful Motivation Horse by D. Paulo Dizon 1. Divide the class into four groups. 2. Post a Letter Bubble-like. B. References 3. From the letters inside the bubble, each A. explain the reasons -Josefina Payawalgroup will form words and soon come up with why certain factors Gabriel Ph.D.Edda the big word. influence authors in Manikan Martires. choosing the title of Copyright(2008) English R N N their book; III (NewEdition). Quezon City: St. A C B. incorporate family Bernadette values in their dramatic Publishing House T N presentation; and -http://wallpapers.org/15__Beautiful_Whit I E C. formulate words by e_Horse.htm O I arranging their letters A R to come up with an idea. C. Materials 1. Picture of a white * beautiful horse 2. Copy of the story and * criteria * D. Concepts 1. The analysis of a story ** will lead you to the authors message and its main idea. 4. Each group will have a representative to share about their perceptions about

E. Skills 1. Responding to the text/story. 2. Reading between the lines. 3. Interpreting the story by getting the values. F. Values 1. Family is more important than anything. 2. Love is the greater than pride so must learn to forgive.

REINCARNATION.

horse didnt. 3. From whose point of view is the story told? Would the story be more interesting if it were told from another characters point of view? Explain your answer. *The story was told on the point of view of Marcos, Estongs son. 4. What family values does the writer impart in this story? *Trust, forgiveness and love despite all odds.

It is about coming to life again Idea that came from Buddhism Your price to pay for the life that you've lived

B. Presentation 1. Present the story of the day entitled:

The Beautiful Horse by D. Paulo Dizon.

2. Provide them a copy of the story and let them read and analyze it for about 10 minutes. 3. Find out the relevance of the word REINCARNATION in the story. 4. Ask the following questions after the reading which will lead them to the main ideas:

1. What is unusual about the white horse? *her color and body structure 2. Why did father take interest in the horse? *because of her beauty and he believed it was Aunt Barang 3. How did the mother and children react to the fathers observation about the horse? *they were not as happy as their father because he became different 4. Who came to get the horse? *two strange-looking men in city clothes

5. Discuss one strange phenomenon in the story which is reincarnation.

rebirth of soul body in which somebody is reborn

appearance in new guise

6. From the graphic organizer, elaborate the definitions given.

1 RELIGION rebirth of soul: . in some systems of belief, the cyclic return of a soul to live another life in a new body 2 RELIGION body in which . somebody is reborn: in some systems of belief, a person or animal in whose body somebody's soul is born again after he, she, or it has died 3 appearance in new guise: a . reappearance of something in a new form 7. Using the concept of reincarnation, proceed to the analysis of the story. 8. Solicit any interpretations of the story through a story relay:

The story was set here in the Philippines during the Spaniard's occupation . The story evolved about the beautiful horse. Mang Estong became different when the horse was brought home and his children and wife despise him for that.

Finally, Mang Estong defended that the horse was the reincarnation of Aunt Barang that she visited them and maybe ask some forgiveness to her sister but at the end some men took her.

9. Give the message of the story.

This story shows a typical Filipino family with an extraordinary touch of fate. They were said to be happy but it turned upside down when the horse arrived. It is also about paying respect to the dead.

C. Generalization

1. Give some factors that you consider before reading a book.

*title *author *length *cover

2. Focus on the title of the story, The

Beautiful White Horse.

3. Call on volunteers to write on the board some reasons why the author chose this title for his story.
*The main character in the story. *The center of the story. *For uniqueness sake.

Writers usually choose their title based on the character, event, setting or time of the story.

D. Application 1. Group the class into three. 2. Dramatize the part when Mang Estong and his wife were arguing about the horse. 3. Incorporate a Filipino value in your dramatization. 4. Be guided by the criteria:

Content- 5 points Creativity and Resourcefulness-5 points Stage presence and acting-8 points Audience impact via the values integrated-7 points TOTAL: 25 points

5. Give feedback.

The presentations have their own interpretation and message to convey, whom they did in a creative, entertaining and meaningful way. Just observe the factors when acting in front.

A Semi-detailed Lesson Plan in English III Prepared by: Ms. Rosie Mae S. Santil Day 3 I. Learning Objectives Through comic strips an d telephone conversation, the students should be able to: A. differentiate direct from indirect speech; B. create dialogues about the courtesy of communication; and C. rewrite direct sentences to indirect. II. Learning Content A. Subject Matter Language in Use: Direct and Indirect Speech B. References -Josefina PayawalGabriel Ph.D.Edda Manikan Martires. Copyright(2008) English III (NewEdition). Quezon City: St. Bernadette Publishing House http://www.tolearnenglis h. com/exercises/exerciseenglish-2/exercise-english -66744.php - Microsoft Encarta 2009. 1993-2008 Microsoft Corporation. All rights reserved. http://www.englischservi ce.de/Repspeech.htm III. Learning Procedure A. Preparation Motivation 1. Post this picture with three characters, two boys and a dog. Also some kind of a fruit. 2. Call on three volunteers from the class to put a dialogue about his chosen character. IV. Evaluation 1. Choice a partner. 2. Agree on a certain topic and plan on a telephone conversation or draw and make a short comic strip. 3. Call names to perform of present their output. This is over 20 points; consider the proper construction of direct and indirect speech. V. Assignment 1. On any of special paper, write a reactionreflection regarding the usage of direct and indirect speech to our lives.

3.For those who are seated, they will also do it on their seats. 4. Call for anyone to read his/her work in front by changing his voice that corresponds to the character.
What is that? Its a yellow berry Haha! No, its not

C. Materials 1. Table of direct and indirect speech 2. Comic strips 3. Graphic organizers D. Concepts 1. Direct Speech gives the exact words of the speaker while Indirect Speech gives the words of the speaker as reported by another person. E. Skills 1. Differentiating ideas; direct and indirect 2. Analyzing pictures 3. Constructing own dialogues 4. Making and designing graphic organizers F. Values 1. Relaying information can be done in many ways but it is better to do it clearly and follow the rules to be successful.

B. Presentation 1. Present the table of direct and indirect speech to distinguish their differences. DIRECT now tonight yesterday tomorrow last (year, month...) next (month, week...) this => that => these => those => here => = > = > then that night Observe the difference of the two speeches to have a clear distinction between the two. INDIRECT 4. Give feedback.

= the day before / the > previous day = the next day / the > following day = the last / previous > (year, month...) = the next / following > (month, week...) that That these those there there

there =>

2. When direct speech is changed to direct speech, the following changes take place.

STATEMENTS

QUESTIONS In yes-no questions, the connetor if or whether is used as a link between the introductory clause and the reported question. example: "Do you remember what I told you?" Leon asked Maria. Leon asked Maria if she remembered what he had told her.

COMMAND S& REQUESTS

The introductory word is that is used. example: She said that air was clear

The verbs tell, order, request, bid or command are used in the introductory part.

3. Give some examples: 1. What are the elements of music? I asked.

* I asked her what are the elements of music. 2. It must be done, she said. *She said that is must be done. 3. Have you finished your meal? Mother asked. * Mother asked if she finished her meal. C. Generalization 1. Study the following pairs of sentences from the two tackled stories.
1. The air here is clean and free of dust and smoke, she said. 2. She said that the air there was clean and free of dust and smoke. 1. Give us the rope, Baldo, Leon asked. 2. Leon asked Baldo to give them the rope. 1. Did you meet anybody on the way? Father asked his son. 2. Father asked his son if they met anybody on the way. 1. Where did you get that horse? Mother asked Father. 2. Mother asked Father where he got that horse.

2. Answer these questions on a one fourth sheet of paper.

1. How does the first sentence in each pair differ from the second sentence? The first sentence is a stated in a direct speech and use open and close quotation marks while the second sentence is the indirect speech. 2. What changes did you observe in number 2 sentences? The use of the word that and elimination of the quotation marks. 3. After 5 minutes, collect the papers and summarize the lesson through a graphic organizer. Direct Indirect Speech Speech -exact words -use of open and close quotation marks and comma D. Application 1. Post a comic strip. -Hello! Sarah speaking. -Hello Sarah! It's me, Bob. What did he say? I'm going to see my mother -reported by another person

-the word that only

tomorrow.

Sarah Bob 2. Read the conversation and make a table where you can translate the conversation to come up with direct and indirect speech DIRECT Bob said, 'I'm going to see my mother tomorrow.'

INDIRECT

Bob said (that) he was going to see his mother the next day.

A Semi-detailed Lesson Plan in English III Prepared by: Ms. Rosie Mae S. Santil Day 4 I. Learning Objectives II. Learning Content III. Learning Procedure IV. Evaluation V. Assignment

Through the tabular form of the indirect speech and graphic organizers, the students should be able to:

A. Subject Matter Using Introductory Clauses In Indirect Speech

A. Preparation Motivation 1. Let them bring out anything from their belongings, like:

1. Post a picture of Martin Luther King Jr.

B. References -Josefina PayawalA. use the introductory Gabriel Ph.D.Edda clauses when it comes Manikan Martires. to indirect speech; Copyright(2008) English III (NewEdition). B. express and Quezon City: St. introduce themselves Bernadette using limited Publishing House resources; and - Microsoft Encarta 2009. 1993-2008 C. write indirect speech Microsoft Corporation. from the provided All rights reserved. statements. http://www.englischservi ce.de/Repspeech.htm C. Materials 1. Tables of Indirect Speech and its different introductory clauses. 2. Picture of Martin Luther and a copy of some part of his speech I have a Dream D. Concepts 1. BackshiftIf the introductory clause is in the past tense (e.g. he said), the tenses must be shifted back. 2. Words that are being

1. For next meeting, construct 10 examples of sentences with their introductory clauses which depend of the type of sentence. 2. To be placed on a one half sheet crosswise.

food money

books 2. Share that he had one of the most famous and respected speech. 3. Post a portion of his speech. 4. Change his statements into direct speech. 5. To be placed on a one half sheet crosswise (2 points each.)

2. Call on 5 volunteers to bring in front what theyve picked. 3. Use that thing as a symbol to describe their self briefly.
I associate myself to that of a food because I am essential to my surroundings. I am capable of doing things. I compare myself to a book because there is more in me than just what they see outside. Like money, I value myself and the lives of others.

B. Presentation 1. Post on the board 6 tables that discuss about the introductory clause of indirect and direct speech. 2. Read and analyze the table. 3. Take note for important details.

used in introductory clause: a) Statements- that b) Questions- who, what, and when serve as links c) Commands and Requeststhe connector if or whether id used as a link E. Skills 1. Translating statements to indirect speech 2. Introducing ones self effective. 3. Identifying different introductory clauses F. Values -Harmonious relationship in communication needs mutual understanding. -Second hand information should be accurate to avoid misunderstanding.

I Have a Dream Introductory clause in the present tense (e.g.he says): - No backshift of tenses Introductory clause in the past tense (e.g. he said): - Backshift of tenses By Martin Luther King, Jr. I have a dream that one day this nation will rise up and live out the true meaning of its creed: 'We hold these truths to be selfevident, that all men are created equal.' I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today!

- Personal pronouns must be changed ( I he/she - Personal pronouns must etc.) be - Expressions of time changed ( I and he/she etc.) place are not changed - Expressions of Example: time and Peter says, "I want to place are often talk to changed

Mary tomorrow."

Example:

Peter says that he wants to talk to Mary tomorrow.

Peter said, "I want to talk to Mary tomorrow."

Peter said that he wanted to talk to Mary the next day.

4. Reiterate the difference and similarity of the introductory clause of the present tense to

that of the past tense. **

SIMILARITY Personal pronouns must be changed ( I he/she etc.) DIFFERENCE

No backshift of tenses for Present Tense Backshift of tenses for Past Tense

Martin quoted that we should hold these truths to be self-evident, that all men are created equal.

5. Post the next table for better understanding of Backshift and other rules in using introductory clauses. 1. Backshift If the introductory clause is in the past tense (e.g. he said), the tenses must be shifted back: presen t tense past tense Tom said, "I don't want to go out." Tom said that he didn't want to go out.

- past tense

past perfect

Brian said, "I lost my watch." Brian said that he had lost his watch.

presen t perfect

past perfect

Angi said, "They have just left."

Angi said that they had just left.

- past perfect

past perfect

He said, "I hadn't expected so much." He said that he hadn't expected so much.

- willfuture

conditional

Peter said, "I will see you soon." Peter said that he would see him soon."

Important: will would But: would would can

could could might might should should may

could might

The simple present can remain unchanged in reported speech to show that something is always the case e.g.: John said, "School with us starts at 8.10." He told me that school with them starts at 8.10.

2. Personal Pronouns / possessive determiners I he She said, "I will be back / soon." she She said to me that she would be back soon.

we

the y

My friends said, "We want to leave at once." My friends said to me that they wanted to leave at once.

m y

his / her

Peter said, "I don't like my new car." Peter said that he didn't like his new car.

3. Expressions of time and place My father said, "I'm sure I saw you here last week." My father said that he was sure that he had seen him there the week before.

Expressions of time and place are usually changed as follows: today that two day days ago that tomorro nig w two daysbef ore the next

tonight

ht

day/ the followin g day

this week

that next wee year k

the next year/ the followin g year

this year yester day

that yea r the day bef ore here there

last Friday

the in this Frid country ay bef ore

in that country

Expressions like today, this month, next year don't have to be changed, if the report is given before that day, month, year etc. is over. 4.Questions in reported speech Steve said to me, "What do you think about Steve asked me what I thought about his new

my new girlfriend?" Carol said, "Do you speak English at home?"

girlfriend.

Carol asked me if/whether we spoke English at home.

If the question in direct speech is without an interrogative (Fragewort, e.g. what, who etc.), if or whether is used to introduce the clause in reported speech. !! Mind the word order: - in direct questions auxiliary/subject/main verb Can I go out? - in reported questions subject/(auxiliary)/main verb ... if I can go out

5. Commands in reported speech Danny said, "Leave the room immediately!" Mary said to her sister, "Don't run so fast!" Danny told him to leave the room immediately. Mary told her sister not to run so fast.

For commands in reported speech use introductory verbs like 'tell' or 'advise' + infinitive with 'to'. To express negative commands use 'tell' or 'advise' + not + infinitive with 'to'. 4. Run down the content of the table and emphasize important details like the verbs to be used. D. Application 1. On a one whole sheet of paper, change the sentences to indirect speech using the introductory clauses tackled. 2. Each number is equivalent to two points. 3. Collect the papers after 15 minutes.

1. Be careful. He warned me ___________________. He warned me to be careful. 2. I got your book. She admitted __________________. She admitted that she got my book. 3. Ill write you soon. Sammy promised _________________. Sammy promised to write me soon. 4. Thats mine. Celia claimed __________________. Celia claimed that its hers. 5. Its too warm. We complained __________________. We complained that its too warm.

A Semi-detailed Lesson Plan in English III Prepared by: Ms. Rosie Mae S. Santil Day 5 I. Learning Objectives Through scriptwriting and storytelling, the students should be able to: A. distinguish how to write a script to a novel through a graphic organizer; B. modify stories through creative and value-oriented presentations. II. Learning Content A. Subject Matter Script Writing and Storytelling B. References -Josefina PayawalGabriel Ph.D.Edda Manikan Martires. Copyright(2008) English III (NewEdition). Quezon City: St. Bernadette Publishing House http://www.explorewritin g.co.uk/ScriptWritingDialo gue.html C. Materials 1. Strips of paper for the game. 2. Copy of the stories Wisdom of God in our lives and Money does not Count. 3. Pictures related to puppetry and script 4. Graphic organizers like funnel and arrow ribbon. III. Learning Procedure A. Preparation Motivation 1. Group the class by columns. 2. Play the game charades, where in one representative for each group will come in front and pick a folded piece of paper and then, will enact what is written there nonverbally.
Stick puppets Puppetry Marionettes

IV. Evaluation 1. On a one half sheet

A. Alvin and Christine are walking home from school. Alvin: You know, my grandmother is a very superstitious person. Christine: Really? What does she believe in? Alvin: For instance, she told me that______________________. (If you see a black cat on your way, it symbolizes bad luck) Christine: I think its pure coincidence. Alvin: Me, too. Also , she warned me not to_________________. (sweep the floor during night time) Christine: Why not? Alvin: Well, according to her______________________. (yourre driving away luck or blessings.

V. Assignment 1. On more than one coupon bond, write the following scene:

Dumm y Childrens book

Sesame Street

3. The representatives group will guess the word/words and if theyre right, they will get the point. If they didnt within 30 seconds, other groups can steal. 4. After all groups had turn, post 5 pictures on the board. 5. A representative from the group will label one picture from the words that were mention in the game.

crosswise, complete the

D. Concepts 1. Scriptwriting and storytelling are skills of a writer and a reader that needs resources like puppets, scripts and dialogues. E. Skills 1. Reporting what was said. 2. Storytelling 3. Writing scripts and short conversations 4. Presenting varied and creative activities F. Values 1. Creativity comes in different ways whether in writing or speaking, what matters most is the skill you share and the values embedded in it. PUPPETRY

following dialogue. (2 points each)

STICK PUPPETS

DUMMY

The setting is a room in a courthouse. A Lousianeducated criminal attorney is interviewing his clients who have been accused of murder (unjustly): a black female prostitute, a white redneck convicted killer and a Southern Baptist preacher who represents both of them spiritually and insists on being in the room. They are having a heated discussion of the evidence against them. Now how do they all sound? How do they speak? What are they saying? They can't sound the same way. Remember, it's your job as a writer to create that difference.

SESAME STREET

CHILDREN'S BOOK

B. Presentation 1. Use the pictures to introduce puppetry. 2. Define puppets:

Puppets are objects used as char acters in theatrical performances. Audiences perceive life and spirit from their movement, their shape, and other aspects of their performance.

The puppets thems elves are often superb examples of artistic craft, whether they are delicately fashioned to suit the tastes of the rich and powerful or boldly created for the rigors of popular performances.

PUPPETS

3. Explain are being used or for but before part ask needed to

that puppets effectively to tell stories storytelling, going to that what is be able to

tell stories. Post a picture.

4. Present what script is.

Set up your scenes and create pace, rhythm and movement

Provide the filmmakers with everything they need

SCRIPT

Should involve the reader

Inspire someone to make a movie

5. Give an example.

Ben (cheerful): A Merry Christmas, uncle! God save you!

Scrooge: Bah! Humbug! Ben (glowing): Christmas a humbug, uncle!

6. Differentiate a script in writing novel.

A script is basically a series of descriptions, actions, and dialogue exchanges. Writing a novel is little pressure to create a sense of flow between scenes or carry the reader away with your prose.

7. Proceed to the one skill that a writer needs to develop and also it makes up the content of the script, the writing of dialogues.

2 grabs the reader with its authenti city

3 Don't put words in your characte rs' mouths

it is not only original and exciting

4 Don't be afraid to write more dialogue than the scene has room for, then pare it down to its essence.

8. Before going again to storytelling, be guided by these tips: 9. Read a story and instruct them to observe for the activity.

>maintain eye contact >have voice variations >when a reading a book, hold it sideward

WISDOM OF GOD IN OUR LIFE There is a story about Moses which is not in the Bible. It goes like this. The patriarch was sitting in his house very sad, and the Lord said to him, Moses, why are you cast down? Said he, Because I see so many people sorrowful. Some have no disconsolate again, and the Lord asked the cause. Lord, he said, the upper story of my house has fallen down and nobody will come to mend it; they are all too busy enjoying themselves. But what am I to do? Lord, make the people as they were before. -Pastor Paterno

C. Generalization 1. On your notebook, read this report of conversation and then write what the speakers actually said in the form of a dialogue.
Daisy told her mother that she was having difficulty with Trigonometry. Mrs. Rosales, her mother, advised her to double her efforts in the subject. Daisy added that a number of her classmates were getting low grades in the quizzes, too. Her mother advised her to talk to the teacher about the problem. But Daisy was hesitant because the teacher might scold her, instead. Mrs. Rosales reassured her that teachers, in general, want to be of help to their students. Daisy said that she would try.

Daisy: _________________________________. : I was having difficulty with Trigonometry. Mother: ________________________________. : You must double your efforts in the subject. Daisy: _________________________________. : A number of my classmates are getting low grades in the quizzes too. Mother: _______________________________. : Then, you must talk to your teacher. Daisy: ________________________________. : I cant, my teacher might scold me.

2. Ask three volunteers to write their answers on the board and explain briefly how they arrived at their answers. It will also serve as the summary of the lesson.

DIALOGUES

SCRIPTS

PUPPETS

Writing believable, interesting dialogue is one of the most important skills a writer must learn. You can learn to write great dialogue. There's certainly a creative skill involved, but you can also develop the skill of storytelling.

D. Application 1. Maintain the groupings they had at the beginning of the period. 2. Give each group a copy of a short story.

MONEY DOES NOT COUNT The old doctor had never refused a call either for rich or for poor. But now he was tired and retired. Have you any money? he asked the midnight caller. Certainly, he replied. Then go to the new doctor. Im too old to get out of bed for anyone who can pay for it. -Philip Cleveland

3. Each group will retell the story in a creative valuable way like choral reading, readers theatre, chambers theatre, etc. 4. Present the criteria for scoring;

Creativity and Stage Presence (5 points) Values-oriententness (5 points) Clarity and Promptness of Events (10 points) TOTAL = 20 points