UNIT:Language DEPARTMENT: Upper Grades A.Y.

2016 - 2017

LASALLIAN NxGEN BLENDED LEARNING MODULE

Teachers: Ms. Gail D. Inumerable Grade/Year Level: Five Subject:Language
and Ms. Elaine Love V. Tayao

Term: Third Unit Topic: Applying Grammatical Time Frame: Approximately 40 Days
Structures and Conventions in
Correspondence

CONTENT STANDARDS PERFORMANCE STANDARDS

The learner demonstrates understanding of
different formats to write for a variety of audiences
and purposes and the command of the conventions
of standard English grammar and usage when
writing or speaking.
The learners draft, edits, revises, and publish
texts using appropriate text types for a variety of
audiences and purposes and uses the correct
function of adverbs, prepositions, conjunctions,
clauses and different kinds of sentences
according to purpose in general and their
functions in various discourse (oral and written).

LASALLIAN GUIDING PRINCIPLES

Check applicable LGPs

LGP 1: Challenge learners to realize their full potential.

LGP 2: Bring Christian perspectives to bear on human understanding, skills and values of the learners.

LGP 3:Are dynamic and encourage differentiation, diversity and synergy amongst learners that are
friendly, caring and respectful.

LGP 4: Ensure that learners translate knowledge into something useful in actual practice for the
betterment of society.

LGP 5: Prepare learners to participate responsibly in the world of work, family, community, nation, and
church.

STAGE 1: ESTABLISHED DESIRED RESULTS

TRANSFER GOALS:

Students will independently use their learning to write personal letters with clear, varied, and well-constructed
sentences which will help them convey intended meaning and purpose .

ENDURING UNDERSTANDING

Students will understand that proficiency in language conventions is germane in conveying intended
meaning.

ESSENTIAL QUESTIONS:

Students will find the answer to the questions:

1. How do adverbs provide information ?

2. How can I use prepositions to show relationships in space, time, and direction?
 UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

3. What are prepositional phrases and how do they help in adding details?

4. How will the respective uses of conjunctions, clauses and compound and complex sentences help
reflect cause-effect, additional details, options, and contrast among ideas?

5. Why is it important to know and follow the maxims in writing a personal letter, both in handwritten
and electronic forms?

STAGE 2: DETERMINING VALID EVIDENCE / ASSESSMENT

PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING & TRANSFER

PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING AND TRANSFER:

The students will write a personal letter with well-constructed and varied sentences.

GRASPS NARRATIVE OF TRANSFER TASK

ASSESSMENT TOOLS (Unit Assessment Map)

TYPE KNOWLEDGE PROCESS UNDERSTANDING PRODUCT/

PERFORMANCE

Pre- IRF
Assessment/Diagn
ostic

Formative multiple-choice sentence comparison and Process Approach

type of test/ completion contrast activities in Writing
indentification
through oral short response evaluating texts 1. Pre-
recitation, type of questions writing
worksheet, online, making analogies 2. Drafting
and app exercises correcting errors 3. Editing
4. Revising
writing sentences
based on the given
prompt

Summative multiple-choice sentence comparison and Performance task

type of test/ completion contrast activities (written personal
indentification letter)
short response evaluating texts
type of questions

correcting errors

writing sentences
based on the given
prompt

Self-Assessment Learning Log Checklist

Rubric
UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

RELATED FACETS OF UNDERSTANDING

EXPLANATION:: Convey one's idea clearly to be able to send the message across
APPLICATION: Apply one's knowledge and competencies in coming up with a well-written letters
SELF-KNOWLEDGE: Assess one's writing output and determine strengths and weaknesses

BLENDED ACTIVITIES/TOOLS

ENVIRONMENT FACE-TO-FACE E-LEARNING

ATTRIBUTES

ACTIVE oral recitation, role-playing (sentence Video tutorials, online games,

structure) Nearpod
COLLABORATIVE Think-Pair-Share Padlet app, Comic Head Lite app

CONSTRUCTIVE Socratic questioning Padlet app

AUTHENTIC Personal letters Popcrate app, Pocket Letter app, e-

mail
GOAL-DIRECTED Graphic organizer through Learning Log through Max Journal
worksheets,checklists, and rubric app

STAGE 3: LEARNING PLAN FLOW

LESSON PROPER

INTRODUCTION
Teacher introduces topic and asks Essential Question.
Students give their ideas or prior knowledge about the Essential Question in Map of Conceptual Change. Teacher may probe prior
knowledge with diagnostic test or misconception check (e.g., with help of online survey). Teacher notes variety of ideas and
motivates students to find out which ideas are correct. Students engage in Goal-Setting.

DAY/WEEK 1 (Date: January 5 6)

Objectives:

a. Identify and justify the best written personal letter based on content, clarity, and coherence

Task 1 Written Discourse Analysis (IRF)

Download LANG5_T3_WS1_IRF Activity, read the three letters and choose which letter is the most effective.
Justify your answer. Write your responses in Google Classroom (Question: LANG5_T3_Initial)

Personal Letter A

600 W. Fitzgerald Gerald,

MO 63037
April 1, 2015

Dear Aunt Sally,

I know you think that Im messy, but I clean more carefully than Mother Nature does. There are dirt and
rocks everywhere in the woods! Since weve been at the campsite, weve been eating poorly than we do at
home. I Hope I can visit you sooner rather than late. You cook much more expert than Uncle Curtis does.
 UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

Of all the campers, its the mosquitoes who seem to be eating happiest.

Your nephew,

Teddy

Personal Letter B

Dear Ana Rosa:

How are you? Is your writing getting better? I am sure that with practice, you will become one of the most best
South American writers. Does Roberto have a worse cold? Than he had last winter? Please tell me. Please advise
me when would be the best time for me to visit.

Your Brother, Guario

Personal Letter C

600 W. Fitzgerald Gerald,

MO 63037
May 25, 2016

Dear Ashley,

Thank you for your letter. Its always a pleasure to receive your letters.You asked me how I spent the
summer. Well, it was not the best summer of my life. First, I caught a cold and was sick for two weeks.
Because of this I could not go to a youth camp and I spent a month in a stuffy city. Then the weather turned
bad and again I had to stay home. Only in August, I managed to go hiking with friends. We had a lot of fun
and sang songs around the campfire.

How is your new dog? Did it get used to you? What do you feed it?

Well, Ive got to finish. It is now 11:00 pm, its time to sleep. Take care of yourself,

Love,

Anna

Let some students share their answers.

Then, through their answers, introduce the writing focus for the term- Personal Letter Writing,and present
the Essential Questions.

1. How do adverbs provide information ?

1. How can I use prepositions to show relationships in space, time, and direction?

2. What are prepositional phrases and how do they help in adding details?

3. How will the respective uses of conjunctions, clauses and compound and complex sentences help
reflect cause-effect, additional details, options, and contrast among ideas?

4. Why is it important to know and follow the maxims in writing a personal letter, both in handwritten
and electronic forms?

II. INTERACTION
Students engage in varied activities to revise their prior knowledge and develop and deepen their new knowledge and
UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

answer to the Essential Question.

Teacher provides different ways of accessing content and developing required knowledge and competencies.
Teacher sets up different ways of blended learning.
Teacher conducts formative assessment.

DAY/WEEK 2 (Date:January 9- 13)

I. Adverbs

Objectives:

a. Using appropriate adverbs to modify verbs, adjectives, and other adverbs

b. Classifying adverbs according to their kind
c. Utilizing adverbs in making comparisons

Task 2 (Blended) Online Exercise and Nearpod Live Session

Individual Task: Tell the students that they are going to watch a video and answer an online exercise. The
materials shall be posted in Google Classroom.

Learn Adverbs Video (https://www.youtube.com/watch?v=_txnezQ12c0 purified:

http://viewpure.com/_txnezQ12c0?start=0&end=0

Online Exercise Identifying adverbs (https://www.ezschool.com/play/402) and

(http://www.dukeofdefinition.com/adverbs_01.htm)

Nearpod Session Flow

Slide 1 Introduction to Adverbs

Slide 2 Poll Meter

Is it easy for you to identify adverbs?

Yes

No

Sometimes

Slide 3 Kinds of Adverbs

Slide 4 Degrees of Comparison of Adverbs

Slide 5 Quiz (Level 1)

Slide 6 Quiz (Level 2)

Slide 7 Quiz (Level 3)

Slide 8 Writing a Sentence based on the Picture

Picture source: https://www.pinterest.com/pin/522699100481226329/

Slide 9 Question

Why are adverbs important in sentences?

Day 3
UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

Task 3 (F2F) Book Exercise

Answer the following book exercises: Aralinks Grammar Essentials (Lesson 21 A, B, C, and D; Lesson
22 A, B, C, and D)

Assessment 1
Topic covered: Adverbs (Kn and Ps)

Specific Competencies:
a. Using appropriate adverbs to modify verbs, adjectives, and other adverbs
b. Classifying adverbs according to their kind
c. Utilizing adverbs in making comparisons

DAY/WEEK 2 (Date:January 16-20 )

II. Prepositions and Prepositional Phrases

Objectives:
a. Using prepositions to show various relationships among nouns and pronouns
b. Classifying adverb and adjective phrases
c. Using prepositional phrases to add further details

Task 4 - (F2F) Pair Square Activity- Analyzing Prepositional Phrases in the Chosen Text

Let each group choose a Preposition Poem and answer the questions given.Answers will be typed via
Google Classroom.

Process Questions:
a. Observe the words in boldface; what are these words and what do they indicate (time, direction, place
etc.)?
b. Can these grammar units serve a clear and complete meaning on their own? If yes, why? If no, what
do they need to be functional parts of the sentences?
c. Based on the context of the given text as reflected on the title, transform 3 phrases into sentences and
tell how the phrases function in the sentences that you have constructed. Do they modify a noun or a
verb?

Preposition Poems
UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

Process the students' answers through a discussion.

Activity 5 - (Blended) Individual Online and App Exercises

a. To recall prepositions, let the class listen and watch the video (
http://viewpure.com/byszemY8Pl8?start=0&end=0)

b. Let them answer the following exercises in quizziz (http://join.quizizz.com/)

Online Activity 1 Preposition Hunt ( 483988)

Online Activity 2 The Best Preposition (476240)

UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

Online Activity 3 Prepositional Phrase Challenge (181216)

c. Answer the activity in the app GRAMMAR QUIZ

Task 6- (F2F) - Mastery Check

Using the app SPIN DA WHEEL, check on the students' mastery of prepositions and prepositional
phrases. Selection of student who would res

Choose 5 slices and have the following options:

1. Describe the function/s of a preposition.
2. What is a prepositional phrase?
3. Give a preposition.
4. Give a prepositional phrase
5. Challenge Question (from the teacher)

Challenge Questions (options)

1. Which sentence has an incorrect preposition?
a. I have three sisters. We are always there for each other.
b. Between the two, that is definitely my choice.
2. Aside from in, on, and at, give five prepositions that indicates DIRECTION.

Task 7 - (Blended) Constructing Sentences through a Nearpod Activity

Launch Nearpod and let the students have a virtual tour. After this, let them write sentences that have
prepositional phrases.

Task 8 - (F2F) Individual E-Book Exercises

Answer Lesson 8 Activity A, B, C, and D.

Task 9 - (F2F) Generalization through Analogy and Valuing

Take a look at the two images below. How can prepositions and prepositional phrases be compared to
them? Which image shows a connection between the relationship of prepositions and noun phrases in
prepositional phrases?
UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

Assessment 2
Topics covered: Prepositions and Prepositional Phrases (Kn and Ps)

Specific Competencies:
a. Using prepositions to show various relationships among nouns and pronouns
b. Identifying adverb and adjective phrases
c. Using prepositional phrases to add further details

DAY/WEEK 3 (Date: January 23-27)

III. Conjunctions
Objectives:

a. Identifying the three kinds of conjunctions

b.Using appropriate conjunctions to show relationships among ideas in sentences

Task 10 Conjunction Bingo

Apps to be used: Type on PDF (student); Name Selector (teacher)
Steps:
1. A group of three students will be given one bingo card with nine spaces. Each space has a conjunction written on
it.

Note: 10 bingo cards with different sets of conjunctions will be posted on Notes and Homework. The group number
will determine the bingo card of the group and will be opened on Type on PDF.

2. When the teacher calls out a conjunction randomly through the app, Name Selector, the group with that
conjunction on the bingo card needs to say a sentence with the conjunction before the word can be marked. The
group with three conjunctions in a row, wins.

3. Write some sentences that the students have given and segue into introducing the three kinds of conjunctions. A
discussion follows.

Task 11 (Blended) (LMS) Video Presentation and Online Exercises

To supplement the discussion in a more engaging way, present the videos about conjunctions
UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

(https://www.youtube.com/watch?v=k2ug9xr0Ias) viewpure: (http://viewpure.com/k2ug9xr0Ias?start=0&end=0)

(https://www.youtube.com/watch?v=-catJZm_2TI) viewpure: (http://viewpure.com/-catJZm_2TI?start=0&end=0)

Online Exercises:

http://www.english-test.net/esl/learn/english/grammar/ei104/esl-test.php
http://quizzes.cc/the-conjunction-quiz-253

Task 12 (Blended) Kahoot exercise

Answer a 15-item Kahoot exercise about identifying conjunctions.

Task 13 (F2F, Blended ) Worksheet no. 3 and App Exercises

Answer Worksheet no. 3 and the exercises in Grammar Up Conjunctions app.

Task 14 Generalization through Analogy and Valuing

Present a picture of a glue. Ask the students to relate a glue to the purpose of conjunctions in sentences.

Image source:
http://hateessays.com/wp-content/uploads/2011/04/12408472131797373437degri_glue-svg-med.png

After making an analogy between a glue and conjunctions, ask the students how can they be a glue in their class,
in their groups of friends, and in their families.

DAY/WEEK 4 (Date: January 29 February 3)

Objectives:
a. Identify and justify the best written personal letter based on content, clarity, and coherence

Task 15 (F2F) Written Discourse Analysis (IRF)

On the Revised Stage of the IRF, write the reasons that make a chosen personal letter (refer to the
Introduction stage) effective. Responses will be given through Google Classroom.
Title: LANG5_T3_Revised

DAY/WEEK 4 (Date:January 29-February 3)

IV. Clauses

Objectives:
a. Classifying clauses
b. Utilizing clauses to express ideas with complete thought
Task 16 (F2F) Quote Analysis
UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

Image sources:

https://s-media-cache-ak0.pinimg.com/236x/03/3c/74/033c74e3f5b60aea6f6f900198e2cbfd.jpg
https://behappy.me/failure-is-success--if-we-learn-from-it
https://purehappylife.com/wp-content/uploads/2014/06/life-quote-never-stop-learning-because-life-never-
stops-teaching.jpg
https://scontent.cdninstagram.com/hphotos-xaf1/t51.2885-
15/s320x320/e15/10986008_1541613502773424_1920639189_n.jpg

Pose some questions:

1.What are the conjunctions in each quote?

2. How many ideas a there in each quote?
3. Identify the subject and the verb in each idea.
4. Is there a quote with only one idea? What does the conjunction in this quote words or phrases?

Task 17- (Blended) Video Presentation and Online Quiz via Nearpod

Let students watch the video presentation about clauses (https://www.youtube.com/watch?

v=hNT1D0JoFk8) viewpure: (http://viewpure.com/hNT1D0JoFk8?start=0&end=0)

A worksheet taken from (http://www.k12reader.com/sentence-

structure/Gr3_Find_Subordinate_Clauses.pdf) will be adapted and answered via Nearpod.

Based on the scores generated through Nearpod, have a follow-up discussion highlighting the points that
students still have a confusion with.

Task 18 ( F2F and Blended) Online Exercises and Worksheet no. 4

Answer the following online exercises and Worksheet no. 4

Online exercises:
http://www.softschools.com/quizzes/grammar/phrase_or_clause/quiz2825.html
http://www.softschools.com/quizzes/grammar/identifying_subordinate_dependent_clauses/quiz363
7.html
http://www.csus.edu/owl/index/sent/clause_quiz.htm

Task 19 Generalization through Analogy and Valuing

Let the students realize the connection between the main clause and parents in a family and the
subordinate clause and children in a family.
UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

Image source:
http://www.dreamstime.com/stock-illustration-cartoon-happy-family-parents-their-children-image42611142

After making an analogy, ask the students how can they maintain good relationship among their parents
and siblings.

DAY/WEEK 4 and 5 (Date: February 6-10; 13-17)

V. Compound and Complex Sentences:

Objectives:

a. Identifying complex and compound sentences

b. Utilizing conjunctions and clauses to form compound and complex sentences
c. Showing various relationships among ideas through sentences based structure, particularly
compound and complex sentences

Task 20 (F2F) Kinesthetic Learning Activities on Sentence Structure Word People-Acting Out Sentence
Structure

Taken and adapted from: http://www.ncte.org/library/NCTEFiles/Groups/TYCA/TYCA_Tour/TYCASW_Walter_WordPeople.pdf

Steps:

1. The students acting out the sentence stand facing the class with the subject on the left and the verb on the right,
so the class can read it from left to right.

2. The class reads the sentence being performed and tries to guess what the action is.

3. First, show two simple sentences. For example,

UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

Anna listens.

Jane texts.

4. The two sentences stand side by side, however, there seems to be lacking.

Anna listens Jane texts

5. Ask the students to add a coordinating conjunction where it is needed. Introduce what a COMPOUND sentence
is; add appropriate punctuation marks too.

Anna listens, but Jane texts.

6. Then, ask the students to give a subordinating conjunction where can it be appropriately placed. Let the students
notice that the change in conjunction makes the sentence COMPLEX.
UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

While Anna listens, Jane texts.

or

Jane texts while Anna listens.

After doing the activity, ask some questions for processing:

1. Compare and contrast simple and compound sentences.

2. What are the notable differences in forming compound and complex sentences?
3. What is the importance of writing varied sentences?

Process the students answers and lead them to the next activity.

Task 21 (Blended) Video Presentation and Nearpod Activity

Watch the video about the different kinds of sentences to make the discussion more engaging,
(http://viewpure.com/DvhC0eSIb3g?start=0&end=0).Then, answer the Nearpod exercises focusing on identifying
the kind of sentence according to structure.

Based on the result generated from the app exercise, determine the difficulty of the students and clarify these ponts
through a discussion.

Task 22 Generalization through Written and Visual Association (Synectics)

Read the paragraph (Opening Crawl of Star Wars: The Force Awakens) and analyze how it is related to the picture
presented. Express your answer by completing the line below.

Episode VII: The Force Awakens

Luke Skywalker has vanished. The sinister, First Order has risen from the ashes of the Empire. It will not rest until
Skywalker, the last Jedi, has been destroyed. General Leia Organa leads a brave Resistance. She is desperate to
find her brother Luke. She wants to gain his help in restoring peace. She wants justice to the galaxy. She has sent
her most daring pilot on a secret mission to Jakku. It is where an old ally has discovered a clue to Luke's
whereabouts.
UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

Text source (modified): http://starwars.wikia.com/wiki/Opening_crawl

Image source: http://losangelesbusinessservices.weebly.com/uploads/2/4/7/9/24799722/3290871_orig.jpg

Complete this line:

The paragraph is like a lechon that is not crispy and without a sauce because
___________________________________________________________.

Task 23 (F2F and Blended) Book Exercises and Group Activity

Independently, answer the following book exercises:

Lesson 29 (A, B, C, and D) and Lesson 30 (A, B, C, and D)

Using Comic Head Lite app, make a comic strip showing how you care for the environment as a Lasallian in a
group of three.

Summative:
Assessment 3 (Kn, Ps and Un)

Topics Covered: Conjunctions, Clauses

Compound and Complex Sentences

Specific Competencies:
a. Identifying the three kinds of conjunctions
b.Using appropriate conjunctions to show relationships among ideas in sentences
c. Classifying clauses
d. Identifying sentences according to structurecompound and complex
e. Transforming sentences to show relationships among ideas and based on sentence type
f. Constructing meaningful sentences

DAY/WEEK 6 (Date: February 23-27 )

VI. Kinds and Parts of a Personal Letter

Objectives:
a. Distinguish among kinds and parts of personal letters and use them appropriately to express
intended meaning in a written context
b. Observe unity and coherence in making personal letters

Task 24 Personal Letter Analysis

Show the letters written by Leigh to Mr. Henshaw, and ask some questions for processing.
UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

Image sources:
http://c1.q-assets.com/images/products/p/hp/hp-4114_4z.jpg
http://eduscapes.com/materials/images/botts.png

Questions for Processing:

1. What is the *tone of the letter? *attitude of the writer towards the recipient of the letter.
2. Does the letter contain well-written sentences? If not, what errors have you seen?
3. Are there varied types of sentences? If yes, what is the effect of having varied types of sentences to you as a
reader?

Task 25 (Blended) Video Presentation and Online Exercises

To supplement the discussion, let the students watch the video about the parts of a letter and letter writing
(https://www.youtube.com/watch?v=PoLYICPFXhY) viewpure: (http://viewpure.com/PoLYICPFXhY?start=0&end=0)
(https://www.youtube.com/watch?v=DNKy4hV6WnA) viewpure: (http://viewpure.com/DNKy4hV6WnA?
start=0&end=0)
Then, answer the following online exercises:
http://www.myschoolhouse.com/courses/O/1/135.asp

Task 26 (Blended) Independent Letter Writing Activity

UsingPic Collage , write a letter to your friend. Here are the prompts to choose from:

File source:
UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

http://www.santeesd.net/cms/lib/ca01000468/centricity/domain/22/2nd_grade_letter_practice_prompts_list.pdf

DAY/WEEK 6 (Date: February 23-27 )

VII. Preparing an E-Mail

Objectives
a. Following maxims in preparing an e-mail
b. Observing a friendly tone in correspondence

Task 27- (F2F) React On This Activity

Present the quote of Leila Lewis and ask the students to give their personal reactions via Padlet.

Image source: http://www.inspiredbythis.com/wp-content/uploads/2014/04/Email-Etiquette-Slide-2.jpg

Then, ask some questions for processing:

1. Do you have a certain style in sending an email?

2. Are you aware of the parts of an email? What are these?
3. What do you think are the dos and donts in preparing an e-mail?

Activity 2 Guided Practice - Video Presentation and Nearpod Activity

To familiarize the students with the parts and etiquette in preparing an e-mail, present the videos
(https://www.youtube.com/watch?v=qNSztAqD19g) viewpure: (http://viewpure.com/qNSztAqD19g?
start=0&end=0)
(http://www.teachertube.com/video/parts-of-an-email-251657). Then,a Kahoot activity about preparing an e-mail
follows.

Activity 3 Group Activity

In groups of three, prepare an e-mail addressed to your teacher. Tell her the activities you enjoyed in class for the
Third Term and also the difficulties that you had encountered.

DAY/WEEK 6 (Date: February 23-27 )

Objective:

Generalize the key concepts in achieving clear and effective communication, particularly in correspondence.

Activity 1 Learning Log

Write learning/ insight in ones learning log. Use Max Journal or any similar app.

III. INTEGRATION
The students:
make conclusions about their findings or results of investigating the EQ.
complete a map of conceptual change and compare their prior with their new knowledge.
reflect on their learning process and on how well they achieved their goals.
network with the world and share with a real world audience their performance task.
manifest the 7Cs of 21st Century Learning in their work.
connect their learning with the related Lasallian Guiding Principles.
UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

The teacher:
provides scaffolding for students' performance task.
conducts summative assessments.
provides closure to lesson.

DAY/WEEK 7 (Date: March)

VIII. Personal Letter Writing

Objective:

1. Construct in writing a clear, coherent, and effective personal letter following the writing process

Acitivity 1-Pre-Writing Activity

Visualize and develop your ideas through the Graphic Organizer below.

Activity 2 Drafting (1st Draft)

Write the first draft of your letter.

Activity 3 Editing (Self-Editing using a Checklist and Consultation with the Teacher)

Before the student presents Draft 1, let him or her edit his or her work using the checklist. Then, the teacher will
base her comments and suggestions from the accomplished checklist.
UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

Acitiviy 4 Revising

The student will revise her work. Before writing it on the final paper, a partner will edit the students work using
the guide below.

DAY/WEEK 8 (Date: March)

Objectives:
a. Identify and justify the best written personal letter based on content, clarity, and coherence

Activity 1 Written Discourse Analysis (IRF)

UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

On the Final Stage of the IRF, write the reasons that make a chosen personal letter (refer to the
Introduction stage) effective. Use Notes App. Also, answer the Essential Questions

Title: LANG5_T3_Final_Essential Questions

DAY/WEEK 9 (Date: March)

a. Reflect on the Lasallian Guiding Principles

Let the students have a deep reflection on what they have learned for the term by pondering on the
question below:

How will your knowledge and skills acquired and developed during the term help you in real life?
What specific
instances will you make use of these?
As a Lasallian, how can you revive the art of writing personal letters?

Use Max Journal in expressing the students answers. Share some answers in class.

REFERENCES:

I. Adverbs

Learn Adverbs Video (https://www.youtube.com/watch?v=_txnezQ12c0)

Online Exercise Identifying adverbs (https://www.ezschool.com/play/402) and

(http://www.dukeofdefinition.com/adverbs_01.htm)

Picture source: https://www.pinterest.com/pin/522699100481226329/

Grammar Essentials Lesson 21 and 22

II. Prepositions and Prepositional Phrases

Video files: To recall prepositions, let the class listen and watch the video (
http://viewpure.com/byszemY8Pl8?start=0&end=0)

Image sources:
https://german160.wordpress.com/2014/03/04/the-cart-before-the-horse-syndrome/
http://www.clipartpanda.com/categories/buggy-clipart

Grammar Up Quiz

III. Conjunctions

Conjunction Bingo cards

Type on PDF app

Name Selector app

UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

Video file: https://www.youtube.com/watch?v=k2ug9xr0Ias

Downloaded worksheet: http://www.education.com/download/worksheet/97234/grammar-review-conjunctions.pd f
Image source:
http://hateessays.com/wp-content/uploads/2011/04/12408472131797373437degri_glue-svg-med.png

Online exercises:

http://www.english-test.net/esl/learn/english/grammar/ei104/esl-test.php
http://quizzes.cc/the-conjunction-quiz-253
Grammar Up Conjunctions

IV. Clauses

Image sources:

https://s-media-cache-ak0.pinimg.com/236x/03/3c/74/033c74e3f5b60aea6f6f900198e2cbfd.jpg
https://behappy.me/failure-is-success--if-we-learn-from-it
https://purehappylife.com/wp-content/uploads/2014/06/life-quote-never-stop-learning-because-life-never-stops-
teaching.jpg
https://scontent.cdninstagram.com/hphotos-xaf1/t51.2885-
15/s320x320/e15/10986008_1541613502773424_1920639189_n.jpg
http://www.dreamstime.com/stock-illustration-cartoon-happy-family-parents-their-children-image42611142

Video presentation: https://www.youtube.com/watch?v=hNT1D0JoFk8

Downloaded worksheet http://www.k12reader.com/sentence-structure/Gr3_Find_Subordinate_Clauses.pdf

Nearpod app

Online exercises:

http://www.softschools.com/quizzes/grammar/phrase_or_clause/quiz2825.html
http://www.softschools.com/quizzes/grammar/identifying_subordinate_dependent_clauses/quiz363
7.html
http://www.csus.edu/owl/index/sent/clause_quiz.htm

V. Compound and Complex Sentences:

Kinesthetic Learning Activities on Sentence Structure Word People-Acting Out Sentence Structure
Taken and adapted from: http://www.ncte.org/library/NCTEFiles/Groups/TYCA/TYCA_Tour/TYCASW_Walter_WordPeople.pdf

Video files: https://www.youtube.com/watch?v=DvhC0eSlb39

Text source (modified): http://starwars.wikia.com/wiki/Opening_crawl

UNIT:Language DEPARTMENT: Upper Grades A.Y. 2016 - 2017

Image source: http://losangelesbusinessservices.weebly.com/uploads/2/4/7/9/24799722/3290871_orig.jpg

Grammar Essentials Lesson 29 and 30

VI. Kinds and Parts of a Personal Letter

Image sources:
http://c1.q-assets.com/images/products/p/hp/hp-4114_4z.jpg
http://eduscapes.com/materials/images/botts.png

Video presentation: https://www.youtube.com/watch?v=PoLYICPFXhY;https://www.youtube.com/watch?

v=DNKy4hV6WnA)

Online exercises:
http://www.myschoolhouse.com/courses/O/1/135.asp
https://www.quia.com/pop/7318.html

File source:
http://www.santeesd.net/cms/lib/ca01000468/centricity/domain/22/2nd_grade_letter_practice_prompts_list.pdf

VII. Preparing an E-Mail

Image source: http://www.inspiredbythis.com/wp-content/uploads/2014/04/Email-Etiquette-Slide-2.jpg

Video presentation: https://www.youtube.com/watch?v=qNSztAqD19g; http://www.teachertube.com/video/parts-of-

an-email-251657

VIII. Writing a Personal Letter

Graphic Organizer source: http://www.themailbox.com/storage/thumbnails/32023_0_MD.jpg

Self-Editing Checklist source: http://www.lesn.appstate.edu/fryeem/RE4030/friendly_letter_checklist.htm

Peer Editing Checklist source: http://www.lesn.appstate.edu/fryeem/RE4030/revisingediting_friendly_letter.htm