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narrative text.
4. Writing their favorite
fables using their own
words.
B. Questioning Guided writing; Comprehension
Questions
- Students formulate questions by referring to the list of things they want to
know further related to the text in the column
“Things I want to know further”.
- In groups, students propose temporary
answers to the questions.
- Students and the teacher discuss the
answer of the questions. C. Collecting Information
- Students reread a narrative text entitled The Dog in the Manger and in groups,
do vocabulary exercise. - In groups, students study and find out
more information about social function of the text, the generic structure of the
text, and the language features of the text by reading a fable.
an hour later etc. Specific character.
The character of the story is specific, not
general. Action verbs. A verb
that shows an action ate, dug, walked,
etc. Direct and Indirect
speech. It is to make the story lively. The
direct speech uses present tense.
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- In groups, students read and study the explanation of simple past tense and
indirect speech.
D. Associating Guided writing; Language Based
Exercises
- In groups, students discuss and practice identifying the generic structure of a
narrative text and finding out the moral value in the story.
-
In groups, students practice using simple past tense by completing a paragraph
with the past tense of the verbs in the box.
- In groups, students rearrange jumbled
words into good sentences.
- In groups, students complete the
sentences in indirect speech.
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E. Communicating Guided writing; Oral Compositions
- Students compare their answers with their classmates as they finish.
- Students write what they have learned
and then share with their classmates.
- Students and the teacher discuss about
what the students are going to write. F. Creating
Guided writing; Written Compositions
- In groups, students arrange jumbled
paragraphs into a meaningful fable.
- Individually, students rewrite a fable
using their own words.
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