Lesson Plan in Developmental Reading Assignment

Lesson Plan in Developmental Reading Assignment Words: 1512

Appreciation and respect to one’s idea or opinion Active participation and cooperation during class discussion II . Subject Matter: Preposition(at,from,for,on,in) A. Story:”The Student” Author:Anton Chekhov B. Comprehension Skills 1 . Relating one’s own story from the selection 2. Sequencing of events in the story in chronological order 3. Pointing out main important ideas/message in the story. C. Language Structure:The use of Preposition in sentences in the story. D. Writing:Constructing sentences/words using prepositions. E. Reference:The. Literature Network(wnrw. onlineliterature. com/anton- chekhov/1273 F.

Materials:Different types Of graphic organizer, printed text Of he selection,highlighters,and markers. Ill. Learning Activities: A. Discovering the Magic of Reading (DMR) 1 . Pre-reading 1. 1 . Motivaton and Building Background -Using the strategy “word splash” the students are task to choose eight-fifteen words from the given story and write sentences describing what they think the story will be about. (A prediction statement or GIST) -Identifying and listing of unfamiliar words got from the story and be able unlock it. Examples: a. gloomy-dark or poorly,so as to appear depressing b. numb-deprive of feeling or responsiveness c. ivere-tremble or shake with a slight rapid motion d. desolate-desserted of people and in state of bleak B. Constructing Meaning. 2. Active Reading -Using the graphic organizer entitled “cluster word web”,the students are task to divide the selection or chunk the ideas in the story through writing the title of the story in center circle and its sub details in the smaller circle. 3. Post Reading -Using the “character quote chart”the students are task t choose two quotes that one of the characters have said in the story. For every quote,write a separate paragraph and explain a couple of the following: .

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Explain why you liked that quote-How did it help you understand the plot better? 3. What connection can you make to your own experience. 4. What connection can you make to other things you have read? Example of “Character Quote Chart” Name: Title of Book: 1 . Character quote: Date: C. Developing English Language Competencies 1 . l_esson. proper 1. 1 Presentation -Introduction to the students about the topic and the title of the story. 1. 2 Discussing several functions of prepositions as use in the sentence. Determining its main purpose as it is used in each sentences. 1. 3

Guided Practice/Activities -With the given copies of the selection/text of the story,the students are assigned to get at least five sentences in the the story and highlight the words that signals as preposition D. Generalization Asking Questions to the students 1 . ln the story “the student” in what paragraph does the character described? 2. What prepositions are usually used in sentences in each paragraph? E Application -With the given list of prepositions below,fill up or write the correct word preposition that best correspond to the given sentences in the space provided. a. )on b. )for c. at d. )in e. )from f. )to g. )of 1 . He looked around the darkness. 2. )His mother was sitting barefoot the floor. 3. )The light”the fire quivered upon him. IV. Assessment/Evaluation -Using the graphic organizer “Reading can Bee Exciting”(Read Response Graphic Organizer) wherein the students read the story,they will fill in three sections of a beehive to tell the beginning,middle,and end of the story. This will allow the students to summarize the sequence of most important events in the story. V. Agreement/Assignment Look for a short article in the newspaper and highlight the words in each entence the words that signals as prepositions and submit it to the class next meeting.

Presented by: CRISTIAN C. PECATE RACHEL S. MAGBANUA BSED 3-1 CLUSTER WORD WEB CHARACTER QUOTATION CHART The Student By Anton Chekhov AT first the weather was fine and still. The thrushes were calling, and in the swamps close by something alive droned pitifully with a sound like blowing into an empty bottle. A snipe flew by, and the shot aimed at it rang out with a gay, resounding note in the spring air. But when it began to get dark in the forest a cold, penetrating wind blew inappropriately from the east, and verything sank into silence.

Needles of ice stretched across the pools, and it felt cheerless, remote, and lonely in the forest. There was a whiff Of winter. Ivan Velikopolsky, the son of a sacristan, and a student of the clerical academy, returning home from shooting, walked all the time by the path in the water-side meadow. His fingers were numb and his face was burning with the wind. It seemed to him that the cold that had suddenly come on had destroyed the order and harmony of things, that nature itself felt ill at ease, and that was why the evening darkness was falling more rapidly than usual.

All around it was deserted and peculiarly gloomy. The only light was one gleaming in the widows’ gardens near the river; the village, over three miles away, and everything in the distance all round was plunged in the cold evening mist. The student remembered that, as he went out from the house, his mother was sitting barefoot on the floor in the entry, cleaning the samovar, while his father lay on the stove coughing; as it was Good Friday nothing had been cooked, and the student was terribly hungry.

And now, shrinking from the cold, he thought thatjust such a wind had blown in the ays of Rurik and in the time of Ivan the Terrible and Peter, and in their time there had been just the same desperate poverty and hunger, the same thatched roofs with holes in them, ignorance, misery, the same desolation around, the Same darkness, the same feeling of oppression all these had existed, did exist, and would exist, and the lapse of a thousand years would make life no better. And he did not want to go home. The gardens were called the widows’ because they were kept by two widows, mother and daughter.

In the Gospel it is written: ‘He went out and wept bitterly. ‘ I imagine it: the still, still, dark, dark garden, and in the stillness, faintly audible, smothered sobbing.. The student sighed and sank into thought. Still smiling, Vasilisa suddenly gave a ulp, big tears flowed freely down her cheeks, and she screened her face from the fire with her sleeve as though ashamed of her tears, and Lukerya, staring immovably at the student, flushed crimson, and her expression became strained and heavy like that of someone enduring intense pain.

The labourers came back from the river, and one of them riding a horse was quite near, and the light from the fire quivered upon him. The student said good- night to the widows and went on. And again the darkness was about him and his fingers began to be numb. A cruel wind was blowing, winter really had ome back and it did not feel as though Easter would be the day after to- morrow. Now the student was thinking about Vasilisa: since she had shed tears all that had happened to Peter the night before the Crucifixion must have some relation to her..

He looked round. The solitary light was still gleaming in the darkness and no figures could be seen near it now. The student thought again that if Vasilisa had shed tears, and her daughter had been troubled, it was evident that what he had just been telling them about, which had happened nineteen centuries ago, had a relation to the present to both women, to the desolate village, to imself, to all people.

The old woman had wept, not because he could tell the story touchingly, but because Peter was near to her, because her whole being was interested in what was passing in Peter’s soul. And joy suddenly stirred in his soul, and he even stopped for a minute to take breath. “The past,” he thought, “is linked with the present by an unbroken chain of events flowing one out of another. ” And it seemed to him that he had just seen both ends of that chain; that when he touched one end the other quivered.

When he crossed the river by the ferry boat and afterwards, mounting the hill, ooked at his village and towards the West where the cold crimson sunset lay a narrow streak of light, he thought that truth and beauty which had guided human life there in the garden and in the yard of the high priest had continued without interruption to this day, and had evidently always been the chief thing in human life and in all earthly life, indeed; and the feeling of youth, health, vigour ” he was only twenty-two and the inexpressible sweet expectation of happiness, of unknown mysterious happiness, took possession of him little by little, and life seemed to him enchanting, marvellous, and full of lofty meaning.

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