BASIC EDUCATION ASSISTANCE FOR MINDANAO LEARNING GUIDE GRADE III - ENGLISH MODULE 4:GETTING THE MAIN IDEA

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Mind Map

The Mind Map below illustrates the extent of the content of this Learning Guide and its relationship to the other Learning Guides in this Unit.

Stages of Learning

The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.

Assessment

All six Stages of Learning in this Learning Guide may include some advice on possible formative assessment ideas to assist you in determining the effectiveness of that stage on student learning. It can also provide information about whether the learning goals set for that

stage have been achieved. Where possible, and if needed, teachers can use the formative assessment tasks for summative assessment purposes i.e as measures of student performance.

It is important that your students know what they will be assessed on.

Activating Prior Learning

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Background or purpose

Getting the main idea from a text helps readers to remember important information. The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about.

This stage allows students to identify the big idea to match with the small ideas in a given set of words.

Strategy

Cooperative Learning is a successful teaching strategy in which small teams, each with

students of different levels of ability, work together to do a given task. Each member of a team is responsible for helping each other finish the task, thus creating an atmosphere of

achievement.

Materials

Student Activity Sheet 1 “Find the Big Idea” on page 11 pen

Assessment 1 Group Performance Checklist on page 12

Activity 1 “Find the Big Idea”

1. Form groups of five.

2. Distribute Student Activity Sheet 1 “Find the Big Idea” on page 11. 3. Explain directions to the groups.

4. Give them enough time to do the activity. 5. Call reporters to present their outputs.

6. Process the activity by asking: Was it easy for you to identify the big ideas for each related group of small ideas?

Formative Assessment

Assessment 1 Group Performance Checklist on page 12

Roundup

The pupils should have identified the big idea to match the details/small ideas.

Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.

Background or purpose

The main idea of a paragraph tells the topic of the paragraph. It tells what all or most of the sentences are about.

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Strategy

Active Listening involves pupils to listen carefully to the teacher while thinking in advance how they would respond to the prompt given. They will not just be listening to the read selection, statement or question but they have to give the needed response to the prompt made.

Materials

Teacher Resource Material 1,Listening Text on page 13. Sheets of paper

pens

Activity 2 “Listen Please”

This is an individual activity.

1. Tell pupils to prepare their writing materials.

2. Instruct them to listen to the text intently so, they will be able to get the main idea/topic of the story.

Then, tell them to write their answer after the second reading.

3. Start Reading the Listening text found in the Teacher Resource Material1 on page 13. 4. Check the outputs objectively.

5. Process the activity by asking:What is the importance of listening intently?

Formative Assessment

Check outputs objectively. Answers are found in the Teacher Resource Material 1 on page 13.

Roundup

The pupils should have identified and written the main ideas from the selection listened to.

Learning Activity Sequence

This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.

Background and purpose

In this stage,the pupils will read a story about helping to clean the park so they could find their things. People came to the park armed with brushes and bags, spent a while cleaning, laughing and dancing. The story is untitled to challenge the pupils to think of an appropriate title for the selection.

In the Pre Reading stage, they will find the meaning of difficult words through context clues. Then, they will read the text using the Popcorn Reading Strategy. In the Post Reading, they will do varied activities on the targeted competency in this stage.

Strategies

Popcorn Reading is a reading strategy where pupils take turn reading, but the reader decides when to stop(always at the end of a sentence). Since the exact stopping point is not

predetermined, the pupils must follow along closely.

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Materials

Student Resource Material 1, Reading Text on page 14. Student Activity Sheet 3A “Word Find” on page 16

Student Activity Sheet 3C”Main Idea Illustration” on page 17, Assessment 2 Rubric for Drawing on page 18

Pre-Reading-Activity 3A “Word Find”

1. Form groups of five.

2. Distribute Student Activity Sheet 3 “Word Find” on page 16. 3. Give instructions for the activity.

4. Give them enough time to do the activity. 5. Check outputs of the group.

During Reading-Activity 3B “Pop Read”

1. Maintain the same groupings.

2. Distribute Student Resource Material 1,Reading Text on page 14. 3. Instruct the groups how to do the Popcorn Reading.

4. Continue the activity until every group has the chance to read. 5. Ask the following comprehension questions:

Where did the kids go?

Who was singing and dancing as he sweeps? What did the kids do to the cleaner?

What did the gang do to give the cleaner something to do? What is the moral of the story? ( tidiness and working joyfully) (You may add more questions.)

6. Process the activity by asking pupils this question: If you are to make a title of the story you have just read, what do you think the title would be?(Happy Sweeper etc...)

Post Reading-Activity 3C “Main Idea Illustration

1. Form triads.

2. Assign a number to each triad (1,2,3,4 and 5) such that all number 1's will work on paragraph 1, the number 2's on the second paragraph and so on. Please, see Student Resource Material 1, Reading Text on page 14.

3. Ask them to read and find the main idea of the paragraph assigned to them. 4. Copy the paragraph on the first half of the Activity Sheet 3C on page 17. 5. Underline the main topic and illustrate/draw the idea in that paragraph. 6. Ask them to be creative in their illustrations for the presentation. 7. Call group representatives to show and explain their work.

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Formative Assessment

Use Assessment 2 “Rubric for Drawing” on page 18.

Roundup

The pupils should have given the appropriate title of the story,identified and illustrated the main idea in the paragraphs.

Check for Understanding of the topic or skill

This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.

The main idea of a passage is the core of the material. In this stage, a progression of exercises is provided for recognizing the main idea from its supporting details.

Strategy

Cooperative Triad is a strategy that involves three pupils working together to do and finish assigned tasks confidently and successfully.

Materials

Student Activity Sheet 4A “Main Argument” on page 19. Student Activity Sheet 4B “Core Idea” on page 20 pencil

Activity 4A “Main Argument”

1. Form triads.

2. Distribute Student Activity Sheet 4 “Main Argument” on page 19 3. Explain directions to the groups

4. Give them enough time to do the activity. 5. Check answers objectively.

Answer Key:

1. Basketball players learn many skills when playing basketball.

2.There are many fun things to do at the beach.

3. My morning activities.

4.There are many kinds of animal homes.

Activity 4B “Core Idea”

6. Maintain the same groupings.

7. Distribute Student Activity Sheet 4B “Core Idea” on page 20. 8. Explain directions to the groups.

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10.Check answers objectively. Answer Key:

1. a 3. a 4. d 2.b 5. a

11.Process the activity by this question: Why is it important to know the main idea of the paragraph? ( helps us remember important information)

Formative Assessment

Activity 4A and 4B are assessed objectively.

Roundup

The pupils should have identified the main idea of the paragraphs.

Practice and Application

In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.

In this stage, the pupils will create a dialog from a picture prompt. They will presume to be the characters in the picture and make a conversation. This activity will give them the opportunity to practice their speaking skill.

Strategy

Dialog is a conversation between two or more people. It is a drama in a sentence. It has long served teachers who have something to impart.

Picture is a visual representation or image painted, drawn, photograph or otherwise rendered on a flat surface.

Materials

Student Activity Sheet 5-a “Hello Everyone” on page 21 Student Activity Sheet 5-b “ Hello Everyone” on page 22. Student Activity Sheet 5-c “Hello Everyone” on page 23. Student Activity Sheet 5-d “Hello Everyone” on page 24. Assessment 3 Rubric for Dialog on page 25

Activity 5 “Hello Everyone”

1. Form pairs.

2. Ask the pair to count off (1-4).

3. Give each pair a picture for them to compose a dialog asking and answering about themselves. 4. Give them time to compose and practice their dialog for their presentation.

5. Call volunteers to start the presentation.

6. Continue with the rest of the pairs until everyone has presented

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Formative Assessment

Use Assessment 3 “Rubric for Dialog” on page 25.

Round up

The students should have presented a dialog from a picture prompt.

Closure

This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.

In order to develop pupils mechanics in writing they will copy a paragraph observing indention, capitalization, and punctuation.

Strategy

Copying is a learning strategy wherein students reproduce given texts. They are encouraged to look more carefully at something to be able to do their given task successfully. Points to be measured here may include accurateness, neatness, legibility, use of punctuation marks, etc.

Materials

Text for the writing activity is found in Activity Sheet 4B on page 20. Assessment 4 Rubric for Writing on page 26

pencil/pens paper

Activity 6 “Write Me On”

This is an individual activity.

1. Present the text for them to copy on the chalkboard. 2. Tell them to be ready with their writing paraphernalia. 3. Let them copy the paragraph in Activity Sheet 4B on page 20.

4. Remind them to observe indention,capitalization,and punctuation marks. 5. Give them enough time to do the activity.

6. Collect pupils writing sheets for their portfolio.

7. Process the activity by asking:Were you able to follow the criteria in copying a paragraph correctly?

Formative Assessment

Use Assessment 4 “Rubric for Writing” on page 26.

Roundup

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Teacher Evaluation

(To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of teaching this unit are:

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Student Activity Sheet 1

“Find the Big Idea”

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Assessment 1

Group Performance Checklist

Group

Criteria

Excellent

Very

Good

Good Fair

All members

participated in

the group

activity.

Group members

helped and

encouraged

others in the

group.

Group members

worked seriously

on their assigned

task.

Group members

worked well

together.

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Teacher Resource Material 1

“Listen Please”

Directions:Read the list of specific details and tell them to write a general

phrase/idea that could be the subject or topic for each group.

A.

Separate the white and dark clothes.

Place clothes in the basin.

Add water and detergent.

Squeeze it to dry.

General Topic:_______(Washing Clothes)

B.

Dribble the ball

Pass the ball down court.

Shoot a basket.

General Topic:_______(Basketball)

C.

Switch on power.

Select station.

Select program.

General Topic_________(Listening to a Radio)

D.

Boil water in a large pot.

Add salt and oil.

Pour noodles into water.

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Reading Text

A loutish kid and his mates were visiting a theme park. They arrived

very early and everything was empty and clean. A park cleaner

came by, singing and dancing as he swept. As everything was already

so clean, the group of friends found it amusing to see how the

cleaner worked so joyfully. And so, early in the morning, they had a

great time making fun of him. But, the cleaner didn't mind, and just

kept sweeping the area clean.

So, the gang started throwing bags and bits of paper on the ground,

to give him something to do. When more visitors started arriving,

and saw the lout and his friends throwing litter about, they thought

it was one of the park's fun activities. So, they joined in, and as

more people arrived, the park became covered with rubbish. The

park cleaner couldn't cope. No one seemed to be bothered, but

something strange started happening.

As time went on, the park attraction were emptying, and more

people were looking down at the rubbish on the ground. By the end

of the day no one was on any of the park rides; they were all

standing about, looking at the ground. “Well” said the park

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Well everyone was looking for something! It turned out that some

time during the day,everyone had dropped something on the

ground, but, now that it was covered with litter, whenever anyone

dropped anything... it was almost impossible to find it!

There was another solution than have everyone helped to clean the

park, so they could find their things. Encouraged by the park

cleaner, the visitors swept the ground, singing and dancing all the

while. It became so much fun that from that day they created a new

activity in the park, in which everyone, armed with brushes and

bags, spent cleaning, laughing, and dancing.

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Student Activity Sheet 3A

“Word Find”

Directions: Read the sentence very well then, circle a word in the

parenthesis that fits the meaning of the underlined word.

1. A

loutish

boy throw bits of paper and step on the plants in the

playground.

(behaves politely, behaves in a rude way, behaves respectfully)

2. The Grade 3 pupils went to visit a

theme park.

(People's Park, Amusement Park. Heroes Park)

3. The

gang

started throwing bits of paper on the ground.

(Group of young people, group of old men, group of old women)

4. The ground was covered with

litter.

(pieces of paper/packets etc, clean papers, clean clothes left in a

public place)

5. She sometimes find it difficult to

cope

with her work in school.

(to fail, to deal successfully, to carry)

6. The

solution

to the problem will be announced next week.

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Student Activity Sheet3C

“Main Idea Illustration”

Directions:Copy the paragraph in the story assigned to your group.

Then, underline the main idea and make an illustration or drawing

below.

Paragraph

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Assessment 2

Rubric for Drawing

Performance

1

2

3

4 Creativity

and

Originality

Piece is

finished but

provides no

evidence of

creativity and

originality.

Piece includes

an idea but

lacks

originality and

may have

imitated

someone else

plan.

Piece includes

some unique

ideas and

several

materials were

used.

Piece includes

many unique

ideas and

creative use of

material.

Effort and

Perseverance

Piece is

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Student Activity Sheet 4A

“Main Argument”

Directions: Read the paragraph very well. Underline the main idea of the

selection from the choices given below.

1. Basketball players learn many skills when playing basketball. The players learn how to dribble and pass the ball. They also learn how to control the ball so they can eventually score. Most importantly, basketball players learn how to work together with their teammates.

• They also learn how to control the ball so eventually score

• Basketball player learn how to dribble.

• Basketball players learn many skills when playing basketball.

2. There are many fun things to do at the beach. Swimming is one thing that can be done at the beach. Playing beach volleyball can be a lot of fun. It is also fun to look for shells. Some people simply like to sunbathe.

• There are many fun things to do at the beach.

• It is also fun to look for shells.

• Some people simply like to sunbathe.

3. Every morning when I get up to eat breakfast, brush my teeth, comb my hair, get dressed and make my bed. After that, it is my job to feed the dogs in the morning. Then, I can read or play until it is time to walk to school.

• What time I eat breakfast

• How I go to school

• My morning activities

4. There are many kinds of animals. Some animals lives on farms in barns. Animals like horses, cows and even some pigs live in barns. Some animals live with people in houses. Fish and crabs live in the sea. Owls and other birds live in trees.

• There are many kinds of animal homes.

• Animals live in the oceans.

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Student Activity Sheet 4B

“Core Idea”

Directions:Select and underline the best answer.

Life in the jungle is very hard for a foreigner. The constant heating of the sun's rays

produces a very high temperature. On the other hand, the damp jungle floor brings all kinds of fever. Life is always threatened by poisonous insects ans snakes. Good drinking water is very hard to find, and most of it must be boiled. Not only do wild animals threaten but even some plants. Unfriendly natives are always a source of danger. Indeed the jungle seems to be friendly only to the natives who know its secrets.

1. What is the paragraph about?

a. the heat of the jungle

b. wild animals in the jungle

c. life in the jungle

d. unfriendly natives

2.What brings all kinds of fever? a. the great heat of the sun b. the damp jungle floor c. poisonous snakes and insects d. wild plants and animals 3.Which is always a source of danger?

a. unfriendly natives b. poisonous animals c. wild insects

d. dirty drinking water

4.Which sentence gives the main idea?

a. Unfriendly natives are always a source of danger. b. Life is always threatened poisonous snakes and insects.

c. Indeed the jungle seems to be friendly only to the natives who knows its secret. d. Life in the jungle is very hard for a foreigner.