Scribd Logo
Upload

Welcome to Scribd!

  • 123 views

    A Matrix On Developing A Lesson in Reading: En4V-Iiif-38

    Uploaded by

    Sheryl Glorioso
    The document provides a lesson plan for teaching reading that focuses on distinguishing between the denotation and connotation of words. It includes objectives, learning activities, materials, and assessments. The pre-reading activities introduce words with both literal and implied meanings. While reading, students analyze the use of words in context and note their denotations and connotations. Post-reading activities involve practicing using the words accurately in different contexts and organizing the concepts through a word chart graphic organizer.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    A Matrix On Developing A Lesson in Reading: En4V-Iiif-38

    Uploaded by

    Sheryl Glorioso
    123 views5 pages
    The document provides a lesson plan for teaching reading that focuses on distinguishing between the denotation and connotation of words. It includes objectives, learning activities, materials, and assessments. The pre-reading activities introduce words with both literal and implied meanings. While reading, students analyze the use of words in context and note their denotations and connotations. Post-reading activities involve practicing using the words accurately in different contexts and organizing the concepts through a word chart graphic organizer.

    Original Title

    102 Lesson-Plan

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document provides a lesson plan for teaching reading that focuses on distinguishing between the denotation and connotation of words. It includes objectives, learning activities, materials, and assessments. The pre-reading activities introduce words with both literal and implied meanings. While reading, students analyze the use of words in context and note their denotations and connotations. Post-reading activities involve practicing using the words accurately in different contexts and organizing the concepts through a word chart graphic organizer.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    123 views5 pages

    A Matrix On Developing A Lesson in Reading: En4V-Iiif-38

    Uploaded by

    Sheryl Glorioso
    The document provides a lesson plan for teaching reading that focuses on distinguishing between the denotation and connotation of words. It includes objectives, learning activities, materials, and assessments. The pre-reading activities introduce words with both literal and implied meanings. While reading, students analyze the use of words in context and note their denotations and connotations. Post-reading activities involve practicing using the words accurately in different contexts and organizing the concepts through a word chart graphic organizer.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    A Matrix on Developing A Lesson in Reading

    Objectives Learning Activities Materials (The materials are Assessment


    attached in this plan.)
    EN4V-IIIf-38 Pre Reading
    Identify different meanings >What is the color of the crayon? Picture of a blue crayon Checking students’ schema
    of content specific words. Children read the sentence below the Picture of a sad girl
    (denotation and picture.( THE CRAYON IS BLUE )
    connotation) >Look at the girl in the picture? What can
    you say about her?
    >Children read the sentence below the
    picture. ( THE GIRL IS BLUE AFTER HER DOG
    DIED.)
    >Is the girl color blue? Then why does the
    sentence says she is blue?
    >That ‘s what we are going to talk about
    today! Use the text from Oscar O’neal
    >The primary meaning and secondary for this activity.
    meaning of a word . After reading the
    article, you should be able to differentiate
    the two methods of giving meaning to a
    word.
    Formative assessment-
    > Word Sleuthing. Children will look for monitoring students reading
    these words as you read the article. behavior
    EXCELLENT, DYNAMITE, THOUGHT, THEATRE

    While Reading
    >Children read article. Encourage them to
    pause and think about they are reading.
    >They will underline the words introduced
    during the pre-reading Story by Oscar O’neal
    >They take note of what the people thought
    of the film.
    >They will visualize with the use of the Using words in sentences
    diagram the meaning of the word excellent, 1. Rhea got a perfect
    dynamite, thought, theatre. score in her test. Her
    Use the Diagram of the teacher says, _______,
    meaning of the words. Rhea!
    Post Reading Students can work by teams 2. Many were injured
    because of the
    Vocabulary Development explosion of a
    >Ask if they were able to find the words ___________.
    from text. 3. The man thought that
    Present the sentences and let them say the the artworks were
    meaning of words by using the context ______!
    clues. 4. The people _____that
    is crazy.
    5. We watched together
    in a _______.

    Check comprehension of text.

    >Children will create a graphic presentation


    about what they learned during reading.
    Allow them to express what connections
    were made.
    >Search for answers to unanswered
    questions
    >Write about what they have read—
    put it in their own words
    >Share their interpretations
    and opinions

    B. Compare the connotation Language Integration Allow students to go back to Student’s performance during
    and denotation. Ask questions that will check students’ the text to look for or verify the Q and A.
    comprehension and introduce the language information.
    focus as well. Practice and Feedback
    Make the exchange conversational. Students will complete the
    >Denotation is the literal meaning of a word paragraph.
    from a dictionary. What is connotation?
    >What is the literal meaning of excellent?
    >What is the connotation of excellent? What
    is the problem of the reporter?
    >Use the questions and students’ responses
    to highlight the language structure

    C. Organize the concepts Study Sills


    learned through the use of Children will fill out a chart where they can Word Chart Students will fill in the
    graphic organizers record words with literal meaning and information needed in the
    words with secondary meaning . table.

    Students will find out that they need to look


    for information from other references to
    complete the table.
    Allow students to search the
    Literary Appreciation internet to find the primary
    Trigger question meaning of 5 words and its
    Do you think it is important to know the corresponding secondary
    primary and secondary meaning of words? meaning.
    Why?What do you think might happen if we
    do not know?
    The Chart

    WORDS DENOTATION ( PRIMARY MEANING) CONNOTATION ( SECONDARY MEANING)


    snake
    chicken
    loud
    stone
    player

    Modified Cloze Procedure

    Directions: Complete the paragraph by writing the missing words. Choose your answer from word pool below. ( Note: You can use the word
    twice )

    One day the children decided to go on a trip in a forest. They wore ______ color shirt. When they arrived they immediately saw a
    ______ in between the stones. Everybody is ________to move a step forward. Nobody creates a ______ sound. Accidentally Nica slips on the
    ground and slightly pushed Kiko. Nica says sorry but Kiko’s heart was like a _____. He never accepted her apology.

    Stone snake chicken loud


    The Text

    A TV reporter wanted to find out what people thought of the new film, so she decided to interview people as they came out of the
    theatre. She asked one woman what she thought of the film. “ It was excellent”, the woman replied. “ I thought it was the best film
    I’ve seen in years.”
    Then she stopped a man and asked him the same question. “ It was dynamite!” he said. He was surprised to see the reporter dive to the
    ground and cover her earns. He bent down to ask her what the trouble was.
    “ Where is it?” she whispered.
    “Where’s what? He asked.
    “The dynamite!” she shouted. “ Where’s the dynamite?”

    This reporter had a problem. She understood what the word “ dynamite “ meant, but she didn’t understand what the young man meant.
    In other words she understood the denotation, but not the connotation, of the word.

    You might also like