January 9, 2023 Classroom Activities

Grade 5 (9:30 – 10:10)

1. Warm up: Tell the students to recall a children’s story that they are familiar with then ask
the questions below.
a) What is the title of the story?
b) Who told you the story? Or how did you learn about it?
c) Who is talking in the story?
2. Explain: “Today, we are going to study point of view. Point of view helps us better
understand a story. It helps us to feel what the characters are feeling.”
3. Unlocking difficulty – Have the students read the vocabulary words ask if they have
questions.
4. Discussion: Distribute copies of the story, “The Arrival” and have the students read it
silently then ask the questions below.
a. What is the story about?
b. Who is telling the story?
5. Explain: The one who is telling the story is saying the point of view of the story.
a. What is a point of view?
b. What are the most commonly used point of views?
6. 1st person point of view - Ask a student to read the 4 bullets of 1 st person point of view and
ask the following questions.
a. In the 1st person point of view who is telling the story? (the main character)
b. What are the pronouns used? (I and me)
c. Explain: The 1st person point of view lets the reader know the feelings and thoughts of
the main character.
d. Have a student read the example of 1st person view story.
7. 3rd person point of view – Do the same thing as the activity in 1st person point of view.

Grade 6 (10:10 – 10:50)

1. Warm up: Get the students to be on the board and have them write the following
situations each. Afterwards, they will answer what their classmates has written.
a. The girl greeted her classmates __________________. (happily)
b. The violinist play his instrument _________________ . (wonderfully)
c. Everyone wants to learn how to sing ______________. (beautifully)
d. It is such a surprise to see you ___________________ . (today)
2. Explain: The activities that we did made us use different adverbs. Adverbs are words that
modify verbs, adjectives, or other adverbs.
3. Ask/Explain: What is the meaning of “modify”? (to change) Adverbs add or limit the
meaning of another word or expression.
4. Activity: Have the students listen to the adverb song. Tell them to remember the examples
of adverbs in the song and then ask the questions below.
a. What are the three questions that the adverb is addressing or answering? (how, where,
when)
b. What are the examples of adverbs in the song? (write on the board slowly, swiftly,
suddenly, unpredictably)
c. On the examples on the board what adverbs answers the question how? (slowly, swiftly,
unpredictably), when? (suddenly), where? (none but examples are now, today,
tomorrow, soon, tonight)
5. Video: Tell the students that there are different kinds of adverbs and explain that they will
be watching a video on the different kinds and as they watch they should be taking notes as
well.
6. Explain the following:
 An adverb is a part of speech that modifies a verb, an adjective, or another adverb.
Adverbs are modifiers, meaning, these are “expressions which either add or limit the
meaning of another word or expression.”
 Adverbs answer the following questions: Where, when, how often, to what extent or
degree, how, in what way?
 There are also 4 kinds of adverbs which are manner, place, time and degree.
7. Seatwork: Write your own examples of sentences for the following types of adverbs. Create
three sentences each that use adverbs of time and adverbs of place, and two sentences
each for adverbs of manner and adverbs of degree.
Adverb of Time
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
Adverb of Place
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
Adverb of Manner
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
8. Reminder: Submission of assignment on Tuesday, Jan. 10
Grade 4 (10:50 – 11:20)
1. Warm up: Write down the passage on the board and tell the students to read after you.
Sh! Sh! The baby’s sleeping (2X)
What did you say? (2x)
Hush! Hush! The baby’s sleeping (2x)
What did you say? (2x)
Please be quiet. (2x)
The Baby is sleeping (2x)
What did you say? (2x)
Shut up (2x)
the Baby’s sleeping (2x)
WHAAAAAAAAAAAAA.
NOT Anymore!!!
2. After the activity, ask the class the following questions.
a. How did you say the words in small caps?
b. How did you say the words in all caps?
c. Did the manner of saying those words affect the meaning of the chant?
3. Explain: “Knowing how to emphasize certain words or phrases while speaking can improve
your communication skills. Today, we’ll work on improving your pronunciation by learning
more about stress and intonation.”
4. Activity: Have the students get their English notebook and copy the words you are going to
dictate.
a. Pronunciation – the way a word is usually spoken.
b. Stress – the force or emphasis a word is pronounced.
c. Intonation – the rise and fall of voice while speaking.
5. Pronunciation activity – Divide the class into 2 and have each group alternately pronounced
the words below.
a. But - Boot
b. Sit - Set
c. Caught - Cut
d. Hat - Heart - Hot
e. Feel - Fell - Fill
6. Explain: If the question is answered by yes or no use the rising intonation (ex. Is this yours?
Are you going?) and if the question is WH (what is your name? who are you with?) use a
falling intonation.
7. Intonation activity: Have the students copy the questions on the board and then properly
pronounced it later with them repeating after it.
 a. Is this yours?
b. Who fixed the veranda?
c. Will we meet each other tomorrow?
d. Where have you been?
e. Are you attending the class later?
f. Which restaurant should we try this time?
Grade 7 (1:00 – 1:40)
1. Warm up: Have the students unscramble the word (S A P H R E S) to form the words
“phrases”
2.
3. Seatwork: Have the students write their own compound sentences at the back of the
handout using the conjunction FANBOYS. (7 points)
Grade 10 (1:40 – 2:20)
1. Review of persuasive essay
a. Explain that today they will be reviewing the persuasive text. The persuasive text aims
to convince the readers and the examples are newspaper editorials, personal opinion or
thought pieces, political speeches/literature, songs, poems, love letter.
b. Distribute the persuasive essay and have them silently read it and underline any words
that they do not know.
c. After reading it silently the students will answer the questions below on the back sheet
of their paper.
a. What is the writer’s stand? (Persuasive claim)
b. Provide 3-5 sentences of supporting details that makes the author’s claim reliable.
c. What type of appeal did the author use? (emotional, personal, logical, stylistic)
Provide evidences by writing examples from the text.
d. Why is the text effective? Explain your answer in one paragraph.
e. What recommendation/s would you make so the essay is more persuasive?
Grade 8 (2:20 – 3:00)
1. Review of Parallel structures.
a. Explain: Parallel structure means that certain parts of a sentence have the same form
and function.
b. Write the example sentences on the board and ask 3 students to correct it. Afterwards,
explain how each structure should be parallel. In order to make a sentence parallel
remember three things.
 (1) Jenny loves eating chocolates and Johnny likes drink milk. (Jenny loves eating chocolates
and Johnny likes drinking milk.) Explanation: Words or phrases joined by coordinating
conjunction should have the same structure.
(2) Lucy is a good dancer. She is also good at singing, and composing music. (Lucy is a good
dancer, singer and musical composer.) Explanation: Use parallel structures with phrases
joined by linking verbs or be verbs.
(3) Ex. On his free time Ben likes to read, playing video games, and sleep. (On his free time
Ben likes to read, play video games, and sleep.) Explanation: Whatever the structure of
the first element should also be the structure of the element that follows it.
2. Distribute the worksheet and have the students answer it as a pair.

Grade 9 (3:40 – 4: 20)

1. Review of Jargon – explain the points below.
a. Jargons are technical vocabulary of a particular profession or group.
b. Jargons vary depending upon the occupational needs.
c. Jargons are terms that people within the group use to understand each other.
2. Distribute worksheet and have the students answer it then at the back answer in one
paragraph the essay question, “Why are jargons helpful in communication?”
3. Homeroom activity