FIFTH BIMONTHLY

WEEK 1. FROM APRIL 20 TO APRIL 24, 2015

Monday, April 20th -2015 Lesson 42 Teacher: Nadia Baca and Xochiquetzal

Matamoros
LESSON PLAN ( 42 Participles as adjectives ) Practical Grammar pages; 94,95
OBJECTIVE: to introduce students the idea of describing people, ideas, and things. To describe
something you like or dont like and how they make them feel.
Students will use past participles as adjectives to describe how Ss feel about their favorite
movie and present participle as adjectives to describe the actor or part of the movie that
makes them feel a certain way.
PRODUCT: MINI POSTER FILMBLOGGER. (PORTFOLIO)
WARM-UP
Start off by asking them to think what his/her
favorite movie is and what movie is the worst for
them.
MOTIVATION
The teacher elicit the Ss to talk about the movie
they choose by writing some questions on the
board
Are you interested or interesting in the movie? Is
the movie interested or interesting?
What is the tittle?
What kind of movie is it?
Is it a new or an old movie?
Who are the actors?
How do the actors look like?
What is the movie about?
What do they like about the movie? What is their
opinion about it or them ?
EXPLANATIONTo help them along, the teacher give the SS the
DEMONSTRATION
following sentence (or make up your own):
THIS IS AN INTERESTING MOVIE. I AM INTERESTED.
The movie Titanic is about the shocking crash of a
huge ship. I liked that the movie is interesting and
romantic. I dont like because I felt depressed and
frustrated at certain times. I would recommend
this movie to people who enjoy love stories, but
not necessarily happy endings.
The main actor Leonardo Di Caprio is convinced
to make the girl fall in love with him by drawing
some amusing paintings, the girl was satisfied
with those paintings.
Tell Ss when we use present participles as adjectives to
describe the person or thing that makes them feel a
certain way and use past participles to describe how you
feel about someone or something.
Tell students which copula verbs we can use to structure
the sentences
Be, look, appear, feel, seem and get.
The movie makes me feel depressed
PERFOMANCEDEMONSTRATION

PERFORMANCE-SUPERVISION

EVALUATION

The teacher explains the purpose of the lesson by

giving them a task. Hand out some sheets with
present adjectives and past participles. Tell the
students to write down example sentences using
the present or past participles. These statements
have got to be true for the movie they chose.
Call on students for them to read some of their
examples out loud, correct the mistakes, this is
made in open class. Ss correct the mistakes.
Students answer page 95.Practical grammar. Ss
read loud the answers.

SUMMARY

Hand out a pair of sheets to check the Ss

understanding and evaluate their skills.
Ss make a brain storm for the poster.

CLOSURE

PRESENT AND PAST PARTICIPLE AS ADJECTIVES

PRESENT PARTICIPLE AS
ADJECTIVE
DESCRIBE THE PERSON OR THING
(CAUSE)
Amusing
Annoying
Boring
Confusing
Convincing
Depressing
Disappointing
Embarrassing
Exciting
Frustrating
Interesting
Pleasing
Relaxing
Satisfying
Shocking
Surprising
terrifying
Tiring
worrying
Alarming
Exhausting
Frightening
Overwhelming
amazing
charming

PAST PARTIPLE AS ADJECTIVE

DESCRIBE HOW YOU FEEL ABOUT
SOMEONE OR SOMETHING
(EFFECT)
amused
Annoyed
Bored
Confused
Convinced
Depressed
Disappointed
Embarrassed
Excited
Frustrated
Interested
Pleased
Relaxed
Satisfied
Shocked
Surprised
Terrified
Tired
Worried
Alarmed
Exhausted
Frightened
Overwhelmed
amazed
Charmed

EXAMPLES
This is a boring movie ( cause)
This instructions are very
confusing.
I have an exciting life.
The teacher is confusing when she
teaches us.

Im bored (effect)
Im confused.
Im excited
Im confused now.

Im boring because I dont like going

out with friends.
This movie is frightening.

My friends are bored of my excuses.

Im very excited. I love those kind of

movies.
EXAMPLES : Wrong turn : A frightening movie that makes you feel
excited and surprised at the same time due to the terrifying scenes.
A frightening movie that you can see is Wrong turn that makes you feel
scared of it.

DEPENDANT PREPOSITIONS WITH PAST PARTICIPLES AS ADJECTIVE

Annoyed with
Bored with
Excited about
Fascinated by
Frightened of
Interested in
Irritated by
Pleased with
Satisfied with
Scared of
Tired of
Terrified of
Worried about
Pleased about
Participle Adjectives 1
Choose and circle the correct adjective:
1) My nephew was (amused / amusing) by the clown.
2) It's so (frustrated / frustrating) ! No matter how much I study I can't seem to
remember this vocabulary.
3) This lesson is so (bored / boring).
4) I'm feeling (depressed / depressing) , so I'm going to go home, eat some
chocolate, and go to bed early with a good book.
5) I thought her idea was absolutely (fascinated / fascinating).
6) This maths problem is so (confused / confusing) ! Can you help me?.
7) The teacher was really (amused / amusing) , so the lesson passed quickly.
8) The journey was (exhausted / exhausting) ! Twelve hours by bus!.
9) The plane began to move in a rather (alarmed / alarming) way.

10) He was (frightened / frightening) when he saw the spider.

11) I was really (embarrassed / embarrassing) when I fell over in the street.
12) That film was so (depressed / depressing) ! There was no happy ending for
any of the characters.
13) I'm sorry, I can't come tonight. I'm completely (exhausted / exhausting).
14) We are going in a helicopter? How (excited / exciting) !.
15) Don't show my baby photos to people, Mum! It's so (embarrassed /
embarrassing).
16) It's okay, it's only me. Don't be (alarmed / alarming) ..
17) My sister is so
tomorrow.

(excited / exciting) because she is going on holiday

18) I hate long flights. I'm always really (bored / boring).

19) She looked very
the plan.

(confused / confusing) when I told her we had to change

20) John was (fascinated / fascinating) by Mandarin when he first started

learning languages. He decided to study more and now he can speak it fluently.

Tuesday, April 21th -2015 Lesson 42 Teacher: Nadia Baca and

Xochiquetzal Matamoros
LESSON PLAN ( 42 Participles as adjectives ) Practical Grammar
pages; 94,95
OBJECTIVE: to introduce students the idea of describing people, ideas, and
things. To describe something you like or dont like and how they make them
feel.
Students will use past participles as adjectives to describe how Ss feel about
their favorite movie and present participle as adjectives to describe the actor
or part of the movie that makes them feel a certain way.
PRODUCT: MINI POSTER FILMBLOGGER. (PORTFOLIO)
WARM-UP
The teacher read the rubric to the Ss
about what the poster is going to be.
MOTIVATION
The teacher elicit the Ss to use the
sheets to organize their information well.
EXPLANATIONTo help them along, the teacher give the
DEMONSTRATION
SS the following sentence (or make up
your own):
Wrong turn: A frightening movie that
makes you feel excited and surprised at
the same time due to the terrifying
scenes.
A frightening movie that you can see is
Wrong turn that makes you feel scared
of it.

The teacher draws or illustrate what

it has to be in the poster. And the
elements Ss have to include in it.
PERFOMANCEDEMONSTRATION
PERFORMANCESUPERVISION
EVALUATION

Ss create their poster

The teacher checks the Ss work and if
they are following the rubric.
The Ss give the poster with the rubric
included.
They
will
be
evaluated
according to the rubric.

Making A Poster : FILMBLOGGER

SUMMARY
The teacher
give feedbacks and they
Teacher Name: Mrs. Matamoros/
Baca
correct
the
mistakes.
Student Name:
________________________________________
CLOSURE
Ss make their exposition in open class.
This poster has to be keep in their
portfolio.
Homework: Students read

CATEGORY

Use of Class
Time
Graphics
-Clarity

Used some of
the time well
Used time well during each
Used time well during each
class period.
during each
class period.
There was
class period.
Usually
some focus on
Focused on
focused on
getting the
getting the
getting the
project done
project done.
project done
but
Never
and never
occasionally
distracted
distracted
distracted
others.
others.
others.
Graphics are
all in focus
and the
content easily
viewed and
identified.

Most graphics
are in focus
and the
content easily
viewed and
identified

Did not use

class time to
focus on the
project OR
often
distracted
others.

Most graphics Many graphics

are in focus
are not clear
and the
or are too
content is
small.
easily viewed
and identified

Labels

Required
Elements

All items of
Almost all
Several items Labels are too
importance on
items of
of importance small to view
the poster are importance on on the poster
OR no
clearly labeled the poster are
are clearly
important
with labels
clearly labeled labeled with
items were
that can be
with labels
labels that can
labeled.
read.
that can be
be read.
read.
The poster
includes all
required
elements as
well as
additional
information.

All required
elements are
included on
the poster.
( Paragraph
with 8 lines)

The poster
Several
include at
required
least 50 % of elements were
the required
missing.
elements
included on
the poster.

( Paragraph
with 10 lines)
Knowledge
Gained

Content Accuracy

Attractiveness

Student can
Student can
Student can
Student
accurately
accurately
accurately
appears to
write a
write most of write about 50
have
description by
the
% of
insufficient
using present description by description by
knowledge
and past
using present using present about how to
participles as
and past
and past
write a
adjectives.
participles as participles as description by
adjectives
adjectives.
using present
and past
participle as
adjectives.
At least 7
accurate facts
are displayed
on the poster.

5-6 accurate
facts are
displayed on
the poster.

3-4 accurate
facts are
displayed on
the poster.

Less than 3
accurate facts
are displayed
on the poster.

The poster is
The poster is
The poster is
The poster is
exceptionally
attractive in
acceptably
distractingly
attractive in
terms of
attractive
messy or very
terms of
design, layout though it may
poorly
design, layout, and neatness. be a bit messy. designed. It is
and neatness.
not attractive.

Mechanics

Capitalization
and
punctuation
are correct
throughout
the poster.

There is 1
error in
capitalization
or
punctuation.

There are 2
errors in
capitalization
or
punctuation.

There are
more than 2
errors in
capitalization
or
punctuation.

Grammar

There are no
grammatical
mistakes on
the poster.

There is 1
grammatical
mistake on the
poster.

There are 2
grammatical
mistakes on
the poster.

There are
more than 2
grammatical
mistakes on
the poster.

ELEMENTS INCLUDED:
1. TITLE AND SUBTITLES
2. IMAGES
3. DESIGN AS A BLOG
4. IT HAS TO BE WRITTEN IN 1 OR 2 PARAGRAPHS.
5. PARAGRAPHS WHICH INCLUDE:
A) 10 SENTENCES BY USING PRESENT AND PAST PARTICIPLES AS
ADJECTIVES. DESCRIBING THE MOVIE AND ACTORS.
B) 2 SENTENCES WHICH INCLUDE ORDER OF ADJECTIVES TO
DESCRIBE A CHARACTER ON THE MOVIE, A SCENE OR
SOMETHING YOU LIKE.
C) HANDWRITING HAS TO BE CLEAR AND NEAT
D) ADVICE SOMEONE TO SEE OR DONT SEE THE MOVIE AND
YOUR REASON.

Wednesday, April 22nd -2015 Lesson 42 Teacher: Nadia Baca and

Xochiquetzal Matamoros
LESSON PLAN CHAPTER REVIEW
OBJECTIVE: Ss correct their posters and prepare their exposition.
PRODUCT: Exposition (Rubric)
WARM-UP
Ss paste their poster on the walls.
MOTIVATION
Encourage students to correct the
mistakes and prepare their expositions.
EXPLANATION-

Hand out to rubric to the Ss.

DEMONSTRATION
PERFOMANCEDEMONSTRATION
PERFORMANCESUPERVISION
EVALUATION
SUMMARY
CLOSURE

Teacher shows how the exposition has to

be according to the rubric.
Ss pay attention to the expositions.
Ss check the exposition and evaluate
with the rubric.
Ss check their feedbacks and correct the
mistakes.
Ss check their progress by checking
their rubric.

Thursday April 23rd -2015 Lesson 42 Teacher: Nadia Baca and

Xochiquetzal Matamoros
LESSON PLAN CHAPTER 8 YOUR BODY SYSTEM (Body Systems)
Decisions for health. Pages. 164-169
OBJECTIVE: The Ss identify and explain what body systems are and
how body systems work together and use the order of adjectives to
describe the body systems.
PRODUCT: Summary about the Reading Physical and Chemical
Digestion. (Portfolio)
WARM-UP
Ss run for about 3 minutes and count
number while they are doing the activity.
MOTIVATION
Ask Ss the following questions:
What senses did you use to do these
tasks?
What bones and joints did you use for
these tasks?
What body parts did you use for thinking
and acting on your thoughts?
What internal body parts were at work as
you did these task?
What part of your body controlled
everything you did?
Were these tasks simple for your body to
perform?
EXPLANATIONHand out a photocopy with the reading.
DEMONSTRATION
Ss will read it and check out how the
writing is going to be.
PERFOMANCESs make a summary about the reading.
DEMONSTRATION
PERFORMANCESs write about the warm up activity and
SUPERVISION
answer the questions following the
sample. Check the Ss are following the
rubric.
EVALUATION
Ss hand the writing and the rubric.
SUMMARY
Ss check their feedbacks and correct the

mistakes.
Ss read their compositions in an open
class.

CLOSURE

Writing : Analyzing how body systems work together

when we run.
Teacher Name: Ms. Matamoros/ Baca
Student Name:

________________________________________

CATEGORY

Sentences &
Paragraphs

Sentences and
paragraphs are
complete, wellconstructed and
of varied
structure.

All sentences
are complete
and wellconstructed (no
fragments, no
run-ons).
Paragraphing is
generally done
well.

Most sentences
are complete
and wellconstructed.
Paragraphing
needs some
work.

Many sentence
fragments or
run-on
sentences OR
paragraphing
needs lots of
work.

Grammar &
spelling
(conventions)

Writer makes no Writer makes 1errors in

2 errors in
grammar or
grammar and/or
spelling.
spelling.

Writer makes 34 errors in

grammar and/or
spelling

Writer makes
more than 4
errors in
grammar and/or
spelling.

Ideas

Ideas were
expressed in a
clear and
organized
fashion. It was
easy to figure
out what the
writing was
about.

Ideas were
expressed in a
pretty clear
manner, but the
organization
could have been
better.

Ideas were
somewhat
organized, but
were not very
clear. It took
more than one
reading to figure
out what the
writing was
about.

The writing
seemed to be a
collection of
unrelated
sentences. It
was very difficult
to figure out
what the writing
was about.

Writer makes 12 errors in

capitalization
and punctuation.

Writer makes 34 errors in

capitalization
and punctuation.

Writer makes
more than 4
errors in
capitalization
and punctuation.

Capitalization
Writer makes no
and Punctuation errors in
capitalization
and punctuation.

Length

The writing is 30 The writing is

or more
15-20
sentences.
sentences.

The writing is 10 The writing is

sentences.
less than 5
sentences.

Neatness

The writting is
typed, clean, not
wrinkled, and is
easy to read
with no
distracting error
corrections. It
was done with
pride.

The writing is
neatly handwritten, clean,
not wrinkled,
and is easy to
read with no
distracting error
corrections. It
was done with
care.

Format

Complies with all Complies with

the
almost all the
requirements
requirements
and images.
and images.

Thewriting is
typed and is
crumpled or
slightly stained.
It may have 1-2
distracting error
corrections. It
was done with
some care.

The writing is
typed and looks
like it had been
shoved in a
pocket or locker.
It may have
several
distracting error
corrections. It
looks like it was
done in a hurry
or stored
improperly.

Complies with
several of the
requirements
and images.

Complies with
less than 75% of
the
requirements
and images.

Friday April 24th -2015 Lesson 42 Teacher: Nadia Baca and

Xochiquetzal Matamoros
LESSON PLAN CHAPTER 8 YOUR BODY SYSTEM (Body Systems)
Decisions for health. Pages. 164-169
OBJECTIVE: The Ss learn Describe the functions of the skeletal
system, problems on it and how to take care of it.
PRODUCT: skeletal project with names (Portfolio)
WARM-UP
Ask Ss what kind of project they are
going to do.
MOTIVATION
Ask Ss the following questions:
What material are they going to use?
Tell students they have to create a nice
skeletal system and learn the names.
EXPLANATIONDEMONSTRATION

PERFOMANCEDEMONSTRATION
PERFORMANCESUPERVISION
EVALUATION
SUMMARY
CLOSURE

Hand out a photocopy with the names.

Ss will answer it and check out how the
bones have to be written.
Ss check the rubric.
Ss create their skeletal system.
Ss follow the instructions.
Ss hand their project and rubric.
Ss check their feedbacks and correct the
mistakes.
Ss tell the teacher the names of the
skeletal system.

Bone Anatomy