PioneerAction, Linking, and Helping Verbs

7

Unit 1 Lesson 3

Lesson Objectives

▪ Organize the details of a story using a story train graphic organizer▪ Appreciate the functions of setting in a literary piece▪ Share a personal anecdote with a big group▪ Collate various forms of information (text. Image, video, audio, etc.) into a

multimedia report

Reading

Lesson Objectives

▪ Use context clues to derive meanings of unfamiliar words▪ Differentiate action, linking, and helping verbs from each other ▪ Participate in a panel discussion and present different perspectives on a topic▪ Use questioning and researching skills in gathering ideas for a writing

Language

Before ReadingMatch the words with their correct meanings correctly by writing the letter of youranswer on the blanks provided.

Answer this on page 26 (EnglishTek 7, Worktext)

Important Words

Knowledge Activation

What comes to your mind when you hear the word “frontier”? Why do you like to “push back” or “conquer” frontiers?

Throughout history, technological changes have made itpossible for humans to explore places that used to be strange orunknown. Ships allowed Spanish explorers like Ferdinand Magellan todiscover a group of islands that is now known as our country –the:Philippines.

Knowledge ActivationDiscuss the passage you heard using the following questions as your guide:

• How does the speaker characterize the deep seas?

• Based on the speaker’s description, would you like to explore or find out more about the deep seas? Why or why not?

• What gadgets or equipment are mentioned in the passage?

• Would you like to operate one of these gadgets or equipment? Which one would you like to try out and why?

Knowledge Activation• If given a chance, would you like to explore the deep seas using the equipment

described?

• What kind of world do you think exists in the deepest part of the sea or ocean? Why?

• What creatures do you think would survive in such depths of the sea or ocean? Give specific descriptions and explain why you gave such descriptions.

Read “Pioneer” by N.V.M. Gonzalez on your EnglishTek 7 Anthology,

pg. 8-10

Literary Selection

Understanding Literature

A story’s setting can be described using the following elements:

• reference to the time (date, year, period, or era)• geography (locale, scenery, surroundings, interior, etc.)• description of the character’s occupation and lifestyle• religious, intellectual, political, social, or moral environment (events, values,

thoughts, behavior, etc,)

Literary Analysis

Understanding LiteratureThe setting of a story can take on a variety of functions:

1. Backdrop – provides readers the place, time, and context where the action orsequence of events take place

2. Metaphor – symbolize a recurring theme in the story or mirror the state ofthe character’s mind or inner being

3. Conflict – the source of conflict, tension, or difficulties experienced by themain character

Literary Analysis

Understanding Literature

4. Motive force – the setting can serve as the driving force behind thecharacter’s thoughts and actions

5. Atmosphere – the setting can suggest a certain mood or feeling that canreveal the psychological state of the characters and create expectations for thereaders.

Literary Analysis

Responding to Literature

Oral Communication

In “Pioneer,” N.V.M. Gonzalez wrote about man’s adventures into theunknown. Does any part of the story remind you of a real-life experience? Writeabout it and prepare to share it to the class. Use the following questions to guideyou as you write:

• What was it?• To whom did it happen?• When and where did it happen?• How was it related to the story?• How does it make you feel?

RubricCriteria 4 3 2 1

Content Point-of-view, arguments, and solutions proposed are all logical; always supported with important details

Most point-of-view, arguments, and solutions proposed are logical; usually supported with important details

Some point-of-view, arguments, and solutions proposed are logical; often supported with important details

Point-of-view, arguments, and solutions proposed are somewhat illogical; rarely supported with important details

Delivery Speech is always clear and easy to understand

Speech is usually clear and easy to understand

Speech is often clear and easy to understand

Speech is rarely clear and easy to understand

Clarity/Coherence Ideas are clear and coherent

Most ideas are clear and coherent

Some ideas are clear and coherent

Only few ideas are clear and coherent

Responding to Literature

Research and Writing

With your group, create a multimedia presentation about a place that hasbeen recently discovered or explored for the first time (caves, ancient ruins, oceandepths, etc.). Place yourself in the shoes of a news reporter as you conduct yourresearch and present your report.

Use a variety of sources to present the information you found on yourchosen topic. Include images and texts from variety of sources.

RubricCriteria 4 3 2 1

Accuracy/Believability Point-of-view, arguments, and solutions proposed were always realistic and consistently in character

Point-of-view, arguments, and solutions proposed were usually realistic in character

Point-of-view, arguments, and solutions proposed were often realistic in character

Point-of-view, arguments, and solutions proposed were rarely realistic in character

Speech/Clarity Speech is always clear and easy to understand

Speech is usually clear and easy to understand

Speech is often clear and easy to understand

Speech is rarely clear and easy to understand

Expression/Body Language Always expresses emotion through voice, facial expression, and gestures

Usually expresses emotion through voice, facial expression, and gestures

Often expresses emotion through voice, facial expression, and gestures

Rarely expresses emotion through voice, facial expression, and gestures

Sources Employs and cites all sources of information

Employs and cites most sources of information

Employs and cites some sources of information

Employs and cites few sources of information

Activity

A. In “Pioneer”, in what place, time, or context doesthe story take place? Justify your answer usingspecific parts of the story.

Answer this on page 29 (EnglishTek 7, Worktext)

ActivityB. What does the following line from the story tell you about the setting?

“…and by day plodded over the long, endless trail –a trail that seemed to lead nowhere but deeper and deeper still into the heart of the wilderness.”

C. Aside from serving as the backdrop of the story, does the setting of “Pioneer” fulfill other functions? Explain your answer.

Answer this on page 5 (EnglishTek 7, Worktext)

Short-Written Response RubricCategory 1 2 3 4Punctuation Barely used

proper capitals/punctuation marks (more than 6 mistakes)

Sometimes used proper capitals/ punctuation marks (3-4 mistakes)

Mostly used proper capitals/ punctuation marks (1-2 mistakes)

Used capitals and periods all throughout the response (no mistake)

Complete Answer Barely restate/responded using own words

Often restated/responded using own words

Usually restated/responded using own words

Always restated/responded using own words

Text Evidence Did not use any text evidence

Did not use a sentence stem and text evidence is not clear

Used some text evidence with a sentence stem to support my answer

Used text evidence with a sentence stem to support answer clearly

Skills Development

Using Context Clues

Context clues refer to the words or phrases located in the samesentence or piece of text that help you determine the meaning of the unfamiliarword or phrase. They often appear together in a sentence or piece of text.

Skills Development1. Definition – An explanation of the unfamiliar word or phrase is provided.

2. Description – Details that appeal to the senses give the readers an idea of whatthe word or phrase is about

Skills Development3. Synonym – Easier or simpler words that have the same meaning as the difficultword or phrase.

4. Antonym – Clues can come in the form of contrast or use of words with theopposite meaning.

Skills Development5. Example – Examples of the unfamiliar word or phrase allow the reader todetermine meaning by knowing what the examples have in common.

6. Root words and affixes – It might be useful to dissect parts of the word orphrase to discover its meaning.

Skills Development7. Accompanying words – Some words can only be paired with a wor or phrasethat has a very specific use or meaning.

Grammar Review

Action Verbs, Linking Verbs, and Helping VerbsAction verbs indicate what the subject does. It may appear in different

tenses.

e.g.

Grammar ReviewLinking verbs connect the subject with the words or phrases that describe it in a sentence. It acts like a link or bridge.

e.g.

Helping verbs are combined with the main verb to form a verb phrase. They are often modal verbs, be verbs, have verbs, and do verbs.

e.g.

Grammar Workout

Answer the activity on your EnglishTek7 (worktext), Page 33

Collaborative TaskThink of the Earth as a dying planet in which human survival will become

impossible in five (5) years. The only solution is to travel back in time to when theEarth was still young, but this happens to be the same period when dinosaurs arestill alive (based on the TV show “Terra Nova”). With your group, discuss thepossible challenges that await humans as they settle in the younger but dangerousversion of the planet. Be sure to come up with challenges from differentperspectives: doctor, mother of three children, computer expert, engineer, marinebiologist, policeman, teacher, inventor, and many others.Present your output through a panel discussion.

RubricCriteria 4 3 2 1Accuracy All information

presented in the discussion was clear accurate and thorough

Most information presented in the discussion was clear accurate and thorough

All information presented in the discussion was clear accurate, but were not usually thorough

Information had several inaccuracies

Listening Always listened respectfully to other’s perspective

Usually listened respectfully to other’s perspective

Often listened to other’s perspective

Rarely listened and often interrupted others

Speaking Consistently used eye contact and level of enthusiasm that kept the attention of others

Usually used eye contact and level of enthusiasm that kept the attention of others

Often used eye contact and level of enthusiasm that kept the attention of others

Rarely used eye contact and level of enthusiasm that kept the attention of others

Writing TopicAsking Questions and Researching

QuestioningThere are two main types of questions: WH-questions and Yes-No questions. The following list can help you get started in creating WH-questions through a

variety of ways:

1. Identity (name, appearance, characteristics, symbols, etc.)2. Parts (how they relate to each other or make up a whole)3. Comparison or Contrast (similarities, differences)4. Timeline or history (the subject’s origins, development, or even past/present future

state)5. Perspectives (How other people perceive it, what influences people’s perceptions of

it)

Writing Topic

Researching

Aside from browsing print materials related to your topic of interest, you can also use familiar research tools such as surveys and interviews.

Interviews can give you an authentic and detailed perspective on your subject.

Surveys are also helpful in determining people’s opinion toward or opinions of a certain phenomenon.

Activity

A. Try to create a possible writing topic by drawing inspiration from any of the selections. Avoid making questions about the works or shows themselves, but focus on the notion of survival, adaptation, dealing with challenges, and other related themes present. Compose as many questions as needed.

B. From any of the questions you have composed, try to create a survey form or questionnaire based on what you think can help you arrive at an answer.

C. Decide on your final topic based on the questions you created and the research tool you used. Cite at least five possible sources of reference materials that you can use for your writing topic.

Answer these on page 37-38 (EnglishTek 7, Worktext)

Criteria Description1

Needs Improvement

Student selected a writing topic randomly. He/ she was able to cite just one or no possible sources that can be used in writing about the chosen topic.

2

Satisfactory

Student was able to select a writing topic inspired by either a research tool he/she designed and used or other selections. He/ she cited at least 2-3 possible sources that can be used in writing about the chosen topic.

3

Proficient

Student was able to select a relevant writing topic inspired by other selections and a research tool designed/used. He/ she cited at least four possible sources that can be used in writing about the chosen topic.

4

Excellent

Student was able to select a relevant writing topic inspired by other selections and a research tool designed/used. He/ she cited at least five possible sources that can be used in writing about the chosen topic.

PioneerAction, Linking, and Helping Verbs

7

Unit 1 Lesson 3

Thank you!