Page 1 of 7

3rd QUARTER
Lesson 8

I. OBJECTIVES
1. Infer the feelings of characters based on how they talk (volume, voice, stress) Listening 12
2. Use words that describe persons, places, animals, events (adjectives) Speaking 10
3. Infer character traits from a selection read Reading 10.1
4. Show enjoyment in listening to a story Affective
5. Compose riddles, slogans, and announcements from given stimuli e.g. semantic maps,
planned activities, programs. Writing 9

II. SUBJECT MATTER

Story: The Creation of the Teacher
Strategies: Making connections, inferring, and visualization, asking and answering questions,
thinking aloud, uses graphic organizers such as semantic maps.
Skills: Inferring feelings and traits of the characters
Across the Curriculum:
Art: Drawing of the a teacher
Thespian: Dramatizing the creation of the teacher
Values: Empathy
Reading – Writing Link: composing slogan, riddles, and announcements
Developing Strategies and Skills: Skills Focus – Infer – traits of the character
Developing English Language Proficiency: Using words that describe persons,
places, animals and events (adjectives)

III. LEARNING ACTIVITIES

A. Pre-Reading (Developing the Magic of Reading)
1. Activating Prior Knowledge
Do you still remember your teachers’ name? What do you remember about
him/her the most?

2. Unlocking Difficulties
Through picture and context clues
a. He was doing a lot of overtime to save for his vacation
Through action and context clues
b. The teacher was accused of forcing his political beliefs on impressionable
teenagers.
Through demonstration
c. She uses meditation as a way of reducing stress.
Through picture clue
d. The leaves absorb moisture from the air.

3. Previewing
Have you done something good to somebody without expecting anything in
return? What do you do when you are complimented for what you’ve done?
Say: I am going to read to you a story about teachers. The title of the story is “The
Creation of the Teacher” The author is unknown but the story is very beautiful. Look
at the picture. What do you see? What do you think is the story about?

4. Setting the Purpose of Reading

Read the title of the story once again.
Ask: From the title of the story, what do you like to find out?
Motive Question: (Write the pupils’ questions on the board)

B. Active Reading (Constructing Meaning)

Read the story two times. In the first reading, let the pupils read the story without
stopping. In the second reading, let them stop at certain portions to answer prediction
questions. Monitor comprehension using some fix-up strategies. Model how to think
aloud.
 Page 2 of 7

THE CREATION OF THE TEACHER

Author Unknown

The Good Lord was creating teachers. It was His sixth day of 'overtime' and He knew that this
was a tremendous responsibility for teachers who would touch the lives of so many impressionable
young children. An angel appeared to Him and said, "You are taking a long time to figure this one out."
"Yes," said the Lord,” but have you read the specs on this order?"
The teacher must stand above all students, yet be on their level... must be able to do 180 things
not connected with the subject being taught... must run on coffee and leftovers,... must communicate
vital knowledge to all students daily and be right most of the time... must have more time for others than
for herself/himself... must have a smile that can endure through pay cuts, problematic children, and
worried parents... must go on teaching when parents question every move and others are not
supportive... must have 6 pair of hands.
"Six pair of hands, “said the angel, "that's impossible"
"Well,” said the Lord,” it is not the hands that are the problem.  It is the three pairs of eyes that
are presenting the most difficulty!"
The angel looked incredulous, “Three pairs of eyes...on a standard model?"
The Lord nodded His head, “One pair can see a student for what he is and not what others have
labeled him as. Another pair of eyes is in the back of the teacher's head to see what should not be
seen, but what must be known. The eyes in the front are only to look at the child as he/she 'acts out' in
order to reflect, “I understand and I still believe in you", without so much as saying a word to the child."
"Lord,” said the angel,” this is a very large project and I think you should work on it tomorrow".
"I can't," said the Lord, " for I have come very close to creating something much like Myself. I
have one that comes to work when he/she is sick.....teaches a class of children that do not want to
learn....has a special place in his/her heart for children who are not his/her own.....understands the
struggles of those who have difficulty....never takes the students for granted..."
The angel looked closely at the model the Lord was creating. 
"It is too soft-hearted,” said the angel.
"Yes," said the Lord, “but also tough, you cannot imagine what this teacher can endure or do, if
necessary".
"Can this teacher think?" asked the angel.
"Not only think," said the Lord. "But reason and compromise."
The angel came closer to have a better look at the model and ran his finger over the teacher's
cheek.
"Well, Lord,” said the angel, your job looks fine but there is a leak. I told you that you were
putting too much into this model.  You cannot imagine the stress that will be placed upon the teacher."
The Lord moved in closer and lifted the drop of moisture from the teacher's cheek.  It shone and
glistened in the light.
"It is not a leak," He said, "It is a tear."
"A tear? What is that?" asked the angel, "What is a tear for?"
The Lord replied with great thought, “It is for the joy and pride of seeing a child accomplish even
the smallest task. It is for the loneliness of children who have a hard time to fit in and it is for
compassion for the feelings of their parents. It comes from the pain of not being able to reach some
children and the disappointment those children feel in themselves. It comes often when a teacher has
been with a class for a year and must say good-bye to those students and get ready to welcome a new
class."
"My, “said the angel,” The tear thing is a great idea...You are a genius!!"
The Lord looked somber, "I didn't put it there."

C. Post Reading
After reading, form small groups and assign each group an engagement activity
to work on.
Discussion Questions Engagement Activity
What was God doing? Group 1
What was the reaction of the angel about Draw the teacher that suits the
the model? description in the story.

What kind of teacher is God creating? Group 2

What are the qualities that the teacher Dramatize the part of the story that
should possess? describes the qualities of a teacher God
What did the angel see on the cheek of the created.
teacher?
 Page 3 of 7

Was the angel surprised at what God has Group 3

created? Make a semantic map about the teacher
How did the angel express his feelings that God had created.
about what God has created? Use the starting map below.
Why do you think God looked somber in
the end?

Teacher

Say: In the story, God explained to the angel the characteristics of the teacher that He is
creating. What can you say about His creation? Do you agree that teachers are just like
the way God has created them?

Ask: How will you behave as a pupil now that you know what teachers are made of? If
you were the teacher, what will you feel if your pupils do not want to listen?

D. Developing English Language Competencies

1. Spelling
a. Tremendous - notable by reason of extreme size, power, greatness, or excellence
b. impressionable - capable of being easily impressed
c. overtime -  time in excess of a set limit
d. moisture - liquid diffused or condensed in relatively small quantity
e. incredulous - unwilling to admit or accept what is offered as true
f. reflect -  to make manifest or apparent 
g. struggle -  to proceed with difficulty or with great effort
h. glistened - to give off a sparkling or lustrous reflection
i. genius - a strong leaning
j. somber - depressing character

2. Review
Last week, we’ve studied about tenses of verb. Give examples.

Ask the pupils to change the verbs in the parentheses to agree with the subject.
a. They (use) _____________ plastic glasses for the juice.
b. The food (is) ____________ placed in the box.
c. Some of the water (is) ___________ gone.
d. Here (is) ___________ two apples.
e. The lilies (is) __________ in bloom.

3. Presentation
a. Say: Let us read the selection.
Last Wednesday we decided to visit the zoo. We arrived the next morning after we
ate breakfast, cashed in our passes and entered. We walked toward the first
exhibits. I looked up at a giraffe as it stared back at me. I stepped nervously to the
next area. One of the lions gazed at me as he lazed in the shade while the others
napped. One of my friends first knocked then banged on the tempered glass in
front of the monkey's cage. They howled and screamed at us as we hurried to
another exhibit where we stopped and gawked at plumed birds. After we rested,
we headed for the petting zoo where we petted wooly sheep who only glanced at
us but the goats butted each other and nipped our clothes when we ventured too
near their closed pen. Later, our tired group nudged their way through the
crowded paths and exited the turnstiled gate. Our car bumped, jerked and swayed
as we dozed during the relaxed ride home.
 Page 4 of 7

 Where did the children go last Wednesday?

 What did they see?
 How did they go home?

b. Say: Look at the italicized words used in the paragraph. What are they?
last next first tempered another
plumed wooly closed crowded relaxed

c. Ask the pupils to identify the describing words from the selection The Creation
of Teachers.

4. Engagement Activities
Group 1: Encircle the adjective used in each sentence.
1. The red apples are in the basket.
2. Three blind mice went fishing.
3. The old books are on the shelves.
4. The fresh coconut leaves are very useful.
5. I brush my white teeth thrice a day.

Group 2: Say: On the tree below, list at least five adjectives that describe a teacher.

Group 3: Give a describing word for each noun.

flower sun tree
well book boy
bread Morning dog

5. Generalization
Ask: What are words that describe persons, places, animals, and events?
Adjectives

Words that describe person, places, animals, and events are called adjectives.

6. Application
Change the words in the parentheses into a new adjective.
The wolves are (wild) ___________ animals.
Eden brought three loaf of (white) ____________ bread.
The shelf will be for the (new) __________books.
A (bright) ____________ morning greeted the tourists.
Mary and Marie are (identical) ___________ twins.

7. Evaluation
Underline the adjectives used in the following sentences.
1. The moth flies slowly into the dark night.
2. Anna delivered a flawless speech in front of a big crowd.
3. The hungry bear went berserk after eating a lump of meat.
4. Many people visit the big Luneta Park.
5. A lot of people are singing the new hymn.
 Page 5 of 7

E. Developing Comprehension Strategies and Skills

1. Motivation
Say: In the story that we read, God had a hard time creating the teacher.
Ask: What were the traits that the teachers have?

2. Presentation
Say: Listen as I read to you this selection.

Time to Start
Tick tock. Tick tock.
I sit staring at a sock
That hangs from the blade of my ceiling fan
Circling ever so slowly.

Tick tock. Tick tock.

My eyes spot a flock
Of dust bunnies
Huddling together in the corner.

Tick tock. Tick tock.

My eyes roll back in my head
As I contemplate
What is under my bed.

Tick tock. Tick tock.

I shut my eyes and wish it all away.
But in my mind
I can hear my mother say.

The time has come

You must get started soon
Or you will never get out
Of this disgusting, messy room.

Ask: What is the trait of the character in the poem?

3. Guided Practice
Read the selection carefully then assume at least five character traits.

Susie loved to hear her older sister, Emma, play piano. Listening to the pretty notes and
watching Emma’s fingers press the keys made Susie want to play music too. But every time
Susie asked to play, her mother would tell her how much work it was to learn to play piano well.
Emma made it look easy. Susie was sure she could learn to play even though she was a few
years younger, so she decided she had to prove to her mother that she was ready for the
responsibility. Susie helped her mom around the house by washing the dishes and dusting.
“Mom, can I start taking piano lessons?” Susie asked.
“Susie, as long as you understand that you are going to have to practice every day, you can
take piano lessons,” her mom said.
Susie was so excited. She could not wait to play “Twinkle, Twinkle Little Star,” one of her
favorite songs. In no time, she thought, she would play as well as Emma!
Susie was excited and nervous for her first piano lesson. When she finally got there, she
was surprised; her teacher had flashcards and a book for her. Emma just had music notes in
her piano books. Susie did not know there were so many other things to know about the piano
first. She had to learn each of the notes, or the sounds, that the piano makes. Then, she had to
learn which key on the piano made each note. There were even Italian words she had to learn!
Her teacher showed her everything she had to practice and learn before the next lesson. During
that first lesson, Susie never even got to touch a key on the piano.
“Don’t people get to play piano at piano lessons?” she wondered.
The next day, when Susie got home from school, her mom had her snack all ready. She ate it
fast and started to run outside.
“Where are you going?” her mom asked.
 Page 6 of 7

“Outside to play kickball,” Susie said. “Bye mom!”

“Not so fast, you must study your piano flashcards,” her mom said. “Then, you can play.”
“But mom, everyone is playing kickball,” Susie whined.
“Susie, this is what you wanted, now you have to follow through with it,” her mom said.

4. Independent Practice
Read the selection below. Give at least five character traits from the story.

The Cookie Caper

“Run!” I yelled to my brother as we leaped from behind my grandfather’s chair and shot out the
back door to hide behind the shed. Some spies we were. We didn’t even make it past Nana and Paps
snoring the afternoon away in their recliners. I felt the swat of my grandfather’s newspaper on my leg as
we made our escape and heard him chuckle as the back door slammed.
“You always get us caught,” said my brother as we made a new plan to sneak into the house.
“Me?” I asked. “If you hadn’t bumped your head on the table or tripped over the lamp cord, we might
have made it.” “Hmph,” he said. “Anyway, now they’ve figured it out, and Nana will be getting up soon
to make dinner, so we’ve got to act fast.”
We hatched a new plan. Our mission centered around a plate of chocolate chip cookies cooling
on the small table against the wall in the kitchen. There were only two ways in and out of the kitchen,
and one of those was locked. On hands and knees we crawled between the hedge and the house
toward the back door. I could smell crushed leaves and could feel small sticks biting into my palms. I
could hear my brother behind me slapping the buzz of mosquitoes away from his ears. Finally, I could
see the screen door with its wrought-iron dolphin motif.
My brother caught up as I grasped the bottom of the dolphin’s tail and pulled it toward me. The
door caught for a moment but then swung freely outward with only a sigh. “Whew,” I whispered. “He
must have oiled it recently.” My brother held the bottom corner of the door as I crawled onto the
crushed brown carpet directly behind the recliners. I could hear the whistle-snore of my grandfather and
the soft breathy snort of my grandmother. My brother wriggled through the screen door and held it as it
closed quietly behind him. I winked at him and snaked behind the chairs toward the shiny linoleum floor
of the kitchen. Even from my low vantage point, I could see the edge of the white plate on the oak table.
We belly-crawled across the linoleum toward the table. Once there, we rested on the floor with
our backs against the wall near the table. We could still hear the snores of Nana and Paps. I couldn’t
risk standing up, so I reached above my head to grab a cookie from the plate. I couldn’t see the cookies
from my vantage point, but I knew they were there. I reached into the middle of the plate, but the only
thing I felt was a folded piece of paper. “What is this?” I thought. I grabbed the paper and showed it to
my brother; then I quietly unfolded it and saw the words “Gotcha! It is almost dinner time!” From the
den, I could hear Nana and Paps howling with laughter. My brother just rolled his eyes, and I started to
laugh.

5. Generalization
How can you infer the traits of a certain individual?

6. Application
Read the selections below. Give the traits of the character in the selection read.
a. For many years the Chinese and Japanese have practiced the unusual hobby of making
tiny trees. The gardeners appreciate how these trees have struggled under harsh
growing conditions in order to survive. Because of strong wind, poor soil, and the need
to root in tiny cracks, full grown trees look small and twisted. Bonsai gardeners try to
create trees that look like old twisted trees to honor such determination and will to
survive.
b. One very interesting and useful social insect is the honey bee. Bees are considered
social insects because they live and work together. They cooperate and communicate in
order to survive. The bee lives in a beehive with other workers and drones, and with the
queen, who can lay thousands of eggs a day. The worker bees make wax used to create
new cells within the honeycomb inside the hive. Humans use this valuable beeswax in
candles, cosmetics, expensive furniture polish, and other products. Worker bees also
make honey from nectar collected as they go from flower to flower. During these flights,
bees carry pollen that fertilizes plants so that they will reproduce. Thus bees help to
keep plants growing. They also produce honey, a valuable food for humans (as well as
for bees).
 Page 7 of 7

c. Some time ago, in writing about cats, I spoke of Zinnia, the little black cat who has such
a liking for dogs. I told how she will sit staring pensively, or thoughtfully, at some dog
which may happen to be in the room. Then all at once she will jump up, walk over to him,
and begin washing his face and smoothing his hair, holding his head between her two
paws if he tries to move. What a terrible time she had trying to straighten out the big
long-haired collie! Much as she likes dogs, their occasional untidiness gets very much
upon Zinnia's nerves. Sooner or later she decides that something must be done about it.
d. Bobby was preparing to go to bed one night when he heard a shrill screech coming from
the barn outside. What could be making such a loud noise so late in the evening? He
had trouble falling asleep and tossed and turned all night long dreaming about the noisy
monster in the barn. When Bobby woke the next morning, he ran to the barn to discover
what caused the loud noise the night prior. Bobby was baffled. He could not figure out
what would make such a noise. That evening after dinner, Bobby gathered his courage,
grabbed a flashlight and headed out to the barn.
e. Helen got blind after falling ill. But as she grew, she learned Braille, an alphabet of raised
dots that blind people feel with their fingers and even went on to graduate from college
with Anne by her side the entire time. Helen became a writer and lecturer, working to
improve life for blind and deaf people. Anne worked with Helen translating so audiences
could hear what Helen had written or signed. Helen and Anne lived and worked together
for many years making the country a better place for the blind and deaf.

7. Evaluation
Read the selection carefully. Underline the word or group of words that show the
traits of the characters in the story.

Paper Dragon Fairy Tale

Once upon a time, on a wall in a little house in a country far away, there hung a beautiful paper
dragon. It was carefully folded and looked almost lifelike. The dragon was painted the colors of the
rainbow, and its tail was spread wide like the tail of a peacock.
Many years went by, and the people who lived in the house enjoyed the picture of the colorful
dragon. People who came to visit the house stopped to see the brightly-colored dragon, but no one
ever asked about where it had come from. A couple of times, someone took it down from the wall, only
to put it on another wall in the little house, and arrange the tail slightly differently. Doing this, they felt a
feeling of energy and of life. Something about holding the paper dragon made them feel free. Once, a
stranger on his journey passed by the house and happened to see the beautiful dragon hanging on the
wall. Struck by its beauty, he stared closely at the dragon. Without asking permission, he lifted down
the dragon from the wall. He hung it over his arm and went out into the yard. With skilled fingers he tied
a string around the dragon's body and quickly went to an open place. As a breeze began, the stranger
carefully let out the string and ran into the wind. Up the dragon lifted into the air and it soared high
above like a kite. The dragon seemed to be pulling higher and higher into the air, almost as though it
was flying.
The people who lived in the house came outside to watch the man with the dragon. They
were surprised to see their beautiful paper dragon flying above them, brightly colored and with its long
tail flowing behind it. They began to think that, maybe, there was something about this dragon that they
had not noticed before. As the wind blew, the dragon happily danced in the air above. Without warning,
the string broke, and the dragon flew higher and further away from them. The people below squinted as
they looked up at the brightly colored dragon. Suddenly the little paper dragon began growing; its paper
wings stretched wide and long. Its paper body began to change and the small creature flew higher and
higher. The people below looked in amazement as the dragon came to life and flew away. Turning to
them, the stranger said, “Some things are just meant to be free.”

F. Writing

Group Activity
Ask: What are teachers made of? Write the answers of the pupils on the board.
Tell them to make an announcement featuring their favorite teacher using the adjectives
that they have given.

Individual Activity
Tell the pupils to compose a riddle or a slogan using the adjectives on the board.