GRADE ONE ENGLISH
MODULE 11: MAKING INFERENCES
FOURTH GRADING
impose as a condition the payment of royalties.
Mind Map
The Mind Map displays the organization and relationship among the competencies, concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your particular context.
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.
1. Activating Prior Learning
Background or purpose
In this stage, students' knowledge on inferring will be activated by letting them Infer the feelings of the characters based on their facial expressions.
Strategy
Pictures/Photographs is a tool used to present a concept. It is also an effective way of stimulating students' interests to learning.
Materials
• Teacher Resource Material 1 (Facial Expressions) on page 11
• Assessment for Activity 1 (Matching Faces with Feelings) on page 12
Activity 1 "How Do I Feel?"
1. Provide an enlarged copy of the faces found on Teacher Resource Material 1 (Facial Expressions) on page 11.
2. Show the faces one after the other and let the students infer the feeling of each character in the picture.
3. Process the activity by checking the correctness of the students' inferences:
Picture 1 - HAPPY Picture 2 - WORRIED Picture 3 - SHOCKED Picture 4 - ANGRY Picture 5 - SAD
Picture 6 - EMBARRASSED
4. Process the activity by asking students how they were able to give the appropriate feelings of the characters in the pictures.
Formative Assessment
☑Task: Draw a line to connect the Characters with the feelings shown on their faces. Refer to Assessment for Activity 1 (Matching Faces with Feelings) on page 12
Roundup
The students should have learned the different feelings of a person and should have matched the characters and their feelings based on their facial expressions.
2. 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
Strategy
Pictures/Photographs is a tool used to present a concept. It is also an effective way of stimulating students' interests to learning.
Materials
• Student Activity Sheet 2 (Inferring Actions) on page 13 to 15
• Student Activity Sheet 3 (Inferring What Happened Before and After an Event) on page 16
• Assessment Task for Activities 2 and 3 (Tell About Before and After) on page 17
Activity 2 "What Am I doing?"
1. Show the pictures on page 13 to 15, one after the other.
2. Ask the students to infer what the children are doing in the picture.
3. Check the correctness of students' responses and publish them on the board.
4. Process the activity by asking students how they were able to infer what the children are doing in the pictures.
Activity 3: "What's Before and After?"
1. Form small groups.2. Give each group a copy of Student Activity Sheet 3 (Inferring What Happened Before and After an Event) on page 16.
3. Let each group read the situation below the picture in the activity sheet.
4. Instruct the students to talk about what possibly happened before the event (as shown in the picture) and what will happen after the event and let them come up with a consensus.
5. Ask a representative from each group to share what they have talked about in their group on what happened before and after the event in the picture.
6. Publish each group' s ideas on the board students' ideas on the board.
7. Process the activity by telling students that in every event/situation there is always an event that happened before it and there will always be an event that will happen after it.
Note: You may also conduct this activity as a whole class instead of having it by group.
Formative Assessment
☑Task:
For Activity 2: Show the picture on page 17 (Tell About Before and After) to the students and let them infer what the mother and her daughter are doing.
For Activity 3: Let each group talk about what happened before and after the event shown in the picture on page 17 (Tell About Before and After). They may draw their answers or share their answers with the class orally through their representatives.
Roundup
3. 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 or purpose
In this stage, students will be given the opportunity to listen to a selection that will be read aloud by the teacher. They will also be challenged to tell what possibly happened before and after a particular event in the story.
Strategy
Read Aloud is a strategy wherein a teacher reads aloud to the class to improve comprehension, expose students to correct pronunciation, or to create positive feelings about reading stories, poems, etc.
Materials
Teacher Resource Material 2A and 2B (Pictures for Unlocking of Difficulty) on pages 18 to 19 Teacher Resource Material 3 (Reading Text: Bayanihan, a Filipino Spirit) on page 20
Student Activity Sheet 4 (What's Before and After the Event?) on page 21 Assessment for Activity 3 (Pair-Assessment Checklist) on page 22
Activity 3 "Listen as I Read!"
A. Pre-listening (unlocking of difficulty through picture clues)
1. Show the pictures on pages 18 to 19 and draw out from them the following vocabularies, ideas/concepts: bayanihan, piggy bank, landslide, flood.
2. Show the title of the story.
Ask the motive question: Based on the title, what kind of people do you think are the characters in the story? (helpful) Why do yo think so? (because of the word bayanihan)
Prepare the students to listen to the story.
B. During Listening:
1. Read the story aloud.
2. Ask questions once in a while to check students' comprehension.
C. Post Listening:
1. Let the students answer the motive question "What kind of people are the characters in the story?
2. Form dyads.
3. Give each dyad a copy of Student Activity Sheet 21. 4. Explain the following directions:
• Study the event shown in the picture. (one event from the story)
• Infer what happened before and after the event.
"You may draw your answers or write a sentence to show your ideas."
4. Process the activity by asking students what helped them come up with such drawings or sentences?
Formative Assessment
☑Use the pair-assessment checklist on page 22 to check each pair's performance in doing the activity.
Roundup
The students should have inferred what happened before and after the event shown in the picture, based from the story listened.
4. 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.
Background or purpose
The ability to perceive what would likely happen next to a particular situation/event is a life skill necessary to make a sound decision on anything about life.
In this stage, students will be exposed to activity that would give them the opportunity to harness their skill in telling what would happen next to a series of pictures presented to prepare them in facing real life situations wherein the ability to infer is of utmost necessity.
Strategy
Cooperative Learning is an instructional approach in which students work together as a team with each member contributing to the completion of the task or project.
Materials
Student Activity Sheet 5 (What's Next?) on page 23
Assessment for Activity 5 (Group Observation Checklist) on page 24
Activity 5 "What Comes Next?"
1. Form groups with five members each.
2. Give each group a copy of Student Activity Sheet 5 (What's Next?) on page 23. 3. Give the directions:
• Take turns in sharing your ideas with your groupmates on what would possibly happen next to a series of pictures presented.
• You may write something on the box provided below the activity sheet to show your ideas on what would possibly happen next to a series of pictures.
4. Call a representative from each group to share the group's ideas. 5. Publish on the board the idea/s of each group.
6. Process the activity to checking the appropriateness of the groups' ideas about what would possibly happen next to a series of pictures.
Formative Assessment
Roundup
The students should have learned to give appropriate inferences as to what will happen next to a series of pictures presented.
5. Practice and Application
In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.
Background or purpose
In this stage, students will be challenged to make inferences based on the situation heard. However, for them to successfully perform the activity, it is important that they have experienced the given situations in real life setting.
Strategy
Dyad is a strategy wherein students will be paired to work and help each other in accomplishing an assigned task.
Materials
• Student Activity Sheet 6 (What's Happening?) on page 25
Activity 6 "What Happened?"
1. Form dyads.
2. Give each dyad a copy of the situation on page 25. 3. Give the following directions:
• Individually, read carefully the situation.
• Tell what is happening based on it. • Share your answers with your partner.
• Agree on your final answer and write it below the picture. 4. Call some dyads to share their answers.
5. Check the correctness of the students' answers.
6. Process the activity by asking students how they were able to come up with such answer/s. You may ask the following questions for follow-up:
• What was the event/celebration? What made you think so?
• Who's birthday was it? How do you know?
• What character trait did Chaira's family show? (being helpful)
Formative Assessment
☑Task: Read the situation below and infer what is happening based on it.
You may give the following questions:
• Why were the Grade one pupils busy?
• What do they celebrate? (Independence Day)
• What part of the story tells you that they celebrate such?
• What kind of character did the pupils show? (patriotism/nationalism)
Roundup
The students should have learned to infer what is happening based on the given situation. They should have also learned to share their ideas with their classmates about what they have inferred in the given situations.
6. 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.
Background or purpose
In this stage, students will be given the chance to make a greeting card for their friends/family members for any particular celebration of their choice.
Strategy
Card Making is a strategy wherein students will be asked to design their own cards and compose greetings fitted for the celebration.
Materials
• scissors, bond papers, colored papers, markers, water color/crayons, ruler, eraser (any indigenous materials can also be used)
Activity 7 "Greetings!"
1. Instruct the students to get their own materials for the activity.
Note: This activity should be announced a day before the activity so that pupils could bring their own complete materials.
2. Instruct the students to think of a person whom they will send a card for any particular celebration. They may choose from the following celebrations: Birthday,
Christening/Baptismal Celebration, Happy Trip, Mother'/Father's Day, etc.) 3. Give the students enough time to do the activity.
4. You may provide samples of greetings for the students base from.
5. Gather all the finished cards and read the pupils messages one after the other. 6. Let the students infer the kind of celebration based on the greeting/s written.
Roundup
The students should have designed their own greeting cards and should have written their own greetings for the celebrator.
Teacher Evaluation
The ways I will evaluate the success of my teaching this unit are: 7.
TEACHER RESOURCE MATERIAL 1
"FACIAL EXPRESSIONS"
1
2
3
4
ASSESSMENT FOR ACTIVITY 1
"MATCHING FACES WITH FEELINGS"
Directions: Match the faces on the left column with the corresponding feelings on
the right.
happy
shocked
worried
sad
STUDENT ACTIVITY SHEET 3
ASSESSMENT TASK FOR ACTIVITIES 2 AND 3
"TELL ABOUT BEFORE AND AFTER"
TEACHER RESOURCE MATERIAL 2A
"PICTURES FOR UNLOCKING OF DIFFICULTY"
bayanihan
TEACHER RESOURCE MATERIAL 2B
"PICTURES FOR UNLOCKING OF DIFFICULTY"
landslide
TEACHER RESOURCE MATERIAL 3
"READING TEXT"
Bayanihan, a Filipino Spirit
Metro Manila. It was raining very hard for several days.
Streets were flooded. Cars, jeepneys, and buses could not
travel anymore. He watched television.
On television, Jayjay saw many houses that went
underwater. Some houses were carried away by the flood.
Then, Cherry Hills Subdivision in Antipolo was flashed on
the screen. The walls of many concrete houses crumbled in the
landslide. Children cried. The people there were brought to
public school buildings and were given help by others.
Jayjay was very sorry for the victims of the flood and
landslide. His heart was for the little children like him. So he
went to his closet. He got some of his used clothes. He folded
and placed them in a big bag. He broke his piggy bank. He
counted the money he had saved.
The next day, Jayjay brought the bag of clothes to school.
He also gave some of his money savings. His classmates had their
share, too. They all felt sorry for the victims. But they were
happy to help in time of need. They were happy to be part of
STUDENT ACTIVITY SHEET 4
"WHAT'S BEFORE AND AFTER THE EVENT?"
Before the event...
One event in the story...
many houses went underwater
ASSESSMENT FOR ACTIVITY 3
"PAIR-ASSESSMENT CHECKLIST"
NAMES OF PAIR The pair showed enthusiasm in doing the activity.
The pair shared each other's ideas to accomplish the
given task.
The pair has accurately inferred
what happened before and after the event based on
ASSESSMENT FOR ACTIVITY 5
"GROUP OBSERVATION CHECKLIST"
PERFORMANCE CRITERIA
YES
NO
The group showed cooperation in accomplishing the
assigned task.
All the group members showed consideration to each other's
ideas.
STUDENT ACTIVITY SHEET 6
"WHAT'S HAPPENING?"
_______________________________________________
It was Saturday morning. Chaira
woke up very early and went to get her
dress from their neighbor who was a
dress maker. Her mother cooked
delicious spaghetti and baked macaroni.
Her ate, Sheena, went to the market to
get the cake they ordered from “Cecil's
Bakery”. Her baby brother enjoyed
playing with the balloons while her “yaya”
was blowing each of them. Her father
was also very busy arranging the tables
and chairs on their lawn.
After a while, her uncle arrived with
a delicious “lechon”. He placed it on the
top of the table.
FOR THE TEACHER: TRANSLATE THE INFORMATION IN THIS LEARNING GUIDE INTO THE FOLLOWING MATRIX TO HELP YOU PREPARE YOUR LESSON PLANS.
Stage
1.
Activating Prior Learning
2.
Setting the
Context
3.
Learning
Activity Sequence
4.
Check for
Understanding
5.
Practice and
Application
6.
Closure
Strategies
Activities from the Learning Guide
Extra activities you may wish to include
Materials and planning needed
Estimated time for this Stage
