ELIZABETH SETON SCHOOL SOUTH

Anabu II D, Imus City

SY 2016 - 2017
English Department (Grade School Division)

Date of Submission: 06/20/16

Page 1 of 12 page

LEARNING PLAN
Term: First
Teacher: Ms. Sheena Katrina M. Ribo
Chapter: 1
Time Allotment: 6 weeks
Level: Grade 5
Topics:
Reading: Context Clues, Synonyms, Antonyms, Noting Details, Sequencing of Events, Following Simple and Complicated Directions
Language: Nouns: Pluralization of Nouns, Concrete and Abstract, Mass and Count, Collective and Gender of nouns, Cases of Nouns
Stage 1: Desired Result
ESTABLISHED GOALS
Content Standard: (K to 12 Curriculum)
The learners demonstrate communicative proficiency through identifying meaning,
details, and appropriate use of grammar concepts.

Performance Standard:
The learners transfer learning by making a comic strip using variety of devices and
techniques and the language learned.

MEANING-MAKING
Essential Questions:
1. How does understanding of text make way to better communication?
2. Why is it important to be familiar with difficult words?
3. How does skill in understanding and making connections aid in establishing
effective communication and good relationship?

Enduring Understanding (s): Students will understand that

Good communication skills require correct use of language, reading and comprehension
skills. Knowing how to communicate and express ones ideas effectively could prevent
misunderstanding among people. Also having a wide vocabulary makes a person one
step ahead of others as it provides a better knowledge and understanding of the real
world,

ELIZABETH SETON SCHOOL SOUTH

Anabu II D, Imus City
SY 2016 - 2017

Date of Submission: 06/20/16

Page 2 of 12 page

English Department (Grade School Division)

LEARNING PLAN

ACQUISITION
Learning Competencies
At the end of the First term, the students are expected to
Chapter 1:
Remembering

note significant details based on selection heard and read

name different parts of a sentence
create ways to recall the signals use to identify the type of clues

Understanding

identify difficulties in sequencing events

define the meaning of unfamiliar terms
enumerate ways on how to easily look for clues in a sentence

Applying

define the meaning of the difficult words by using context clues

construct a sentences avoiding fragments or run-on sentences

Analyzing

determine the implied subject and predicate

note details from the story

Evaluating
correct run-on sentences
convey the significance of knowing the subject and the predicate
cite ways on how to identify the sentence parts and kinds of sentence or
difficulty they have encountered
Creating
create a comic strip using the language learned

ELIZABETH SETON SCHOOL SOUTH

Anabu II D, Imus City
SY 2016 - 2017

Date of Submission: 06/20/16

Page 3 of 12 page

English Department (Grade School Division)

LEARNING PLAN

Stage 2: Assessment Evidence

Formative: quizzes, board work, seatwork

Authentic Performance Assessment Using GRASPS:

GREAT ARTISTS

Summative: Chapter Tests and Term Test

Performance: Performance Task entitled Great Artist

Goal

To create a comic strip which will show the learned lessons

Role

Cartoonist

Audience

Directors and publishers of major comics producers

Situation

DC Comics and Marvel companies are looking for new ideas on how
to make an alternative ending to the stories long published by them.
Write the alternative ending, taking into consideration the lessons
learned.

Product

comic strips

Standard
of
Success

creative output rubric

ELIZABETH SETON SCHOOL SOUTH

Anabu II D, Imus City
SY 2016 - 2017

Date of Submission: 06/20/16

Page 4 of 12 page

English Department (Grade School Division)

LEARNING PLAN

Stage 3: Learning Plan

Date

Remarks

Specific Topics

June 15,
2015

Subject Orientation

June 16

Context Clues
(Synonym, Antonym,
Definition, Explanation)

Learning Experiences

Strategies: Connecticut!
MI: Visual, Interpersonal, Linguistic
Integration: Social Issues Philippine Justice System
Group the class into 6. Have them connect all the puzzle pieces to form the expected object.
1. What are the clues that helped you connect the pieces?
2. What made the guessing difficult?
3. How does Philippine Justice resolve cases?
4. In reading, how do you manage knowing the unfamiliar words?
Strategies: IM A DETECTIVE!
MI: Visual, Interpersonal, Linguistic
The students will be reading passages with unfamiliar words. Make them unlock the meaning of the unfamiliar word and
convey the message of the text being presented. Alongside with this activity, the following concepts will be highlighted in
the discussion:

Continuation of
discussion

The Concept of Context Clues in Reading

Have the students discover how context clues work to improve comprehension in the reading process.
5. What are context clues?
The Different Types of Context Clues (Synonym, Antonym, Definition, Explanation, Affixation, Apposition, Exemplification)

ELIZABETH SETON SCHOOL SOUTH

Anabu II D, Imus City
SY 2016 - 2017
English Department (Grade School Division)

Date of Submission: 06/20/16

Page 5 of 12 page

LEARNING PLAN
June 17

Through several texts, have the students grasp the difference between and among the types of context clues. Also, have
them identify the clues given in the text.
6. How does each type differ from one another?

The Importance of Context Clues

From the discussion, have the students relate how context clues could be utilized as a reading strategy to improve
comprehension.
7. What makes context clues important in the reading process?
June 18

Continuation of activity
Strategies: DRILL TIME!
MI: Visual, Intra/Interpersonal, Linguistic
Make the students answer short enrichment exercises on SB p242.
Strategies: QUICKWRITES
MI: Intrapersonal, Linguistic

June 22

Synonyms and Antonyms

Have the students write down their thoughts and reflect about the lesson learned in class. Their thoughts should be
written on their notebooks.
Strategies: PICTURE SAYS
MI: Visual, Intra/Interpersonal, Linguistic
Have the students participate in a group activity. An envelope will be given to each group which has words both related
and not related to describe a picture posted on the board. The task of the students is to choose only the related words
and post it around the picture.
1. What do the words tell about the picture?
2. What have you noticed in the activity?
3. What do you call words which have the same meaning/opposite meaning?
Strategies: THINK-PAIR-SHARE (sing me a song)
MI: Visual, Interpersonal, Verbal-Linguistic

ELIZABETH SETON SCHOOL SOUTH

Anabu II D, Imus City
SY 2016 - 2017
English Department (Grade School Division)

Date of Submission: 06/20/16

Page 6 of 12 page

LEARNING PLAN
Integration: Global Issues - Racism
Make the students do the riff-off-ESS style (from the Pitch Perfect). Students must think of songs that provide synonyms
and antonyms ex. Ebony and Ivory.
4. How does the song present synonyms and antonyms?
5. What does the song reveal in connection to human stands in the society?
Strategies: DRILL TIME!
MI: Visual, Intra/Interpersonal, Linguistic
Have the students answer EBT pp. 33 and 66 -67.
6. How, when, where can you use the knowledge on the understanding of synonyms?
Strategies: QUICKWRITES
MI: Intrapersonal, Linguistic
June 23

Continuation of
discussion
(Antonyms)

Have the students write down their thoughts and reflect about the lesson learned in class. Their thoughts should be
written on their notebooks.
Strategies: THE OPPOSITE (That is not what I mean)
MI: Visual, Inter/intrapersonal, verbal-linguistic
Let the students do the opposite of what is being asked. If student failed to do the task he will be given consequences.
Ex. Teachers command: happy
Students: sad
7. What does the activity try to imply?
Strategies: DRILL TIME!
MI: Visual, Intra/Interpersonal, Linguistic
Have the students answer SB p 163 164 A and B
8. In what instances can we apply our knowledge about antonyms?
9. What is the importance of understanding antonyms?

ELIZABETH SETON SCHOOL SOUTH

Anabu II D, Imus City
SY 2016 - 2017

Date of Submission: 06/20/16

Page 7 of 12 page

English Department (Grade School Division)

LEARNING PLAN
Strategies: QUICKWRITES
MI: Intrapersonal, Linguistic

Have the students write down their thoughts and reflect about the lesson learned in class. Their thoughts should be
written on their notebooks.

June 24

Fragment

Strategies: Fix me Up!

MI: Verbal, intra/interpersonal, logic
Integration: Social Issues - Miscommunication
Make the students listen to a report and afterwards allow them to arrange the words/series of words to the group that they
belong.
Fragments

Sentences

Will Bill Hick, a famous frontiersman.

Will Bill Hick, a famous frontiersman, was an honest marshal.
Shot several men in the line of duty.
He shot several men in the line of duty.
In a saloon in Davao.
Hick died in a saloon in Davao.
1. What would happen if the message is not completely and clearly stated?
2. If the process/formula is not completely and clearly stated, what do you think will happen to your output?
3. What implication does it make to the receiver?
Strategies: CONVERSATIONAL FRAGMENTS
MI: Verbal, intra/interpersonal, logic
Let them listen to a conversation. Allow them to identify the fragments used by the speaker and make them complete
sentences to avoid written fragments. Discussion will also happen here.
4. How would you avoid using fragments?

ELIZABETH SETON SCHOOL SOUTH

Anabu II D, Imus City
SY 2016 - 2017
English Department (Grade School Division)

Date of Submission: 06/20/16

Page 8 of 12 page

LEARNING PLAN

June 25

Continuation of activity

Strategies: FRAGMENTEST
MI: logic, intra/interpersonal
In a group of 3 to 4 members, allow them to make 5 fragments. After the allotted time, make the students exchange their
papers to other groups and have them change the fragments into sentences.

June 26

Sentence Parts

Strategies: RE-ARRANGE ME!

MI: Verbal-Linguistic, Intrapersonal, Naturalistic, Kinesthetic, Musical)
Have the students be divided into 6. Let them re-arrange the strips of words to make a coherent sentence.
1. What are the sentences that you formed?
2. What have you noticed on how the sentence was divided?
Strategies: SPIN A WHEEL
MI: Verbal-Linguistic, intra/interpersonal, logic, kinesthetic
Allow the students to make sentences using the wheel. Have them give what is being asked by the wheel to produce
sensible sentences. Alongside with this activity, the discussion will be provided.
3. What help you to come up with a sensible sentence?
4. Do you think message is going to be understood if the sentence is incomplete?
5. What are the parts of a sentence?

June 29

Strategies: DRILL: MAKE ME THINK

MI: Intra/Interpersonal, Linguistic
Make the students answer EBT p 25 B and C
6. What are the different parts of sentence?
7. What strategies can you think to identify the parts of a sentence?
Strategies: QUICKWRITES
MI: Intrapersonal, Linguistic

ELIZABETH SETON SCHOOL SOUTH

Anabu II D, Imus City
SY 2016 - 2017
English Department (Grade School Division)

Date of Submission: 06/20/16

Page 9 of 12 page

LEARNING PLAN
Have the students write down their thoughts and reflect about the lesson learned in class. Their thoughts should be
written on their notebooks.
June 30

Quiz #1

July 1

ILU

July 6

Run-on sentences

Strategies: NON-STOP
MI: Verbal-linguistic, intra/interpersonal, logic
Let them watch a short clip. Allow them to give comments regarding to the issue.
1. What have you noticed in the video?
2. What would you do if you are the recipient of that conversation?
3. Will you able to get the message or stun to the way they give the message?
Strategies: YOU TAKE MY BREATH AWAY
MI: Verbal-Linguistic, Intra/Interpersonal
Integration: Global Issue - Poverty
Have the students to read out loud what is written in a piece of paper. They must provide a pause or period to the parts
where they think they need to pause.
4. How well did you perform on the activity?
5. Have you experienced hard time in reading?
6. How important are food to people?
7. How does famine and hunger affect the third-world countries?
Strategies: DIGGING DEEPER
MI: Intra/Interpersonal, Linguistic
Discussion about run-on.
8. What is a run-on sentence?
9. What are the ways to correct run-on sentences?

ELIZABETH SETON SCHOOL SOUTH

Anabu II D, Imus City
SY 2016 - 2017
English Department (Grade School Division)

Date of Submission: 06/20/16

Page 10 of 12 page

LEARNING PLAN
10. Why is it important to study run-on sentences?
11. What strategies can you think of to easily determine run-on sentences?
July 7

Continuation of
discussion

Strategies: LEVEL UP
MI: interpersonal, linguistic
Have the students answer the given activities on correcting run-on sentences.
12. Which part of correcting run-on still confuses you?
13. What are the difficulties that you encountered?
Strategies: QUICKWRITE
MI: Intrapersonal, Linguistic
Have the students write down their thoughts and reflect about the lesson learned in class. Their thoughts should be
written on their notebooks.

July 8

Authors Purpose

Strategies: READ-it GET SET GO!

MI: verbal-linguistic, intra/interpersonal
Integration: CCF Purpose Driven Life
Have the students read the story entitled, The Two Friends in SB p. 80 -82. And allow them to answer the questions that
follow.
1. What is the concept of friendship to you?
2. Why do you think it is entitled The Two Friends?
3. In what way does the saying Money is the root of all evil hold true in the story?
Strategies: DIGGING DEEPER
MI: Intra/interpersonal, Linguistic
Have them understand the different purpose of the author.
4. How can you determine the purpose of the author in the selection?
5. What is the importance of knowing the purpose of the author in reading a selection?

July 9

Continuation of the

Strategies: DRILL

ELIZABETH SETON SCHOOL SOUTH

Anabu II D, Imus City
SY 2016 - 2017
English Department (Grade School Division)

Date of Submission: 06/20/16

Page 11 of 12 page

LEARNING PLAN
activity

MI: interpersonal/linguistic
Students will answer EBT p 149 150
6. How does knowing the authors purpose affect our perspective on a selection?
Strategies: FROM ME TO YOU
MI: Linguistic, intra/interpersonal
Have the students write a letter to their friends in the classroom. It can be a thank you letter or sorry letter.
7. How did you feel writing the letter?
8. What emotions surfaced in reading the letter to you?
Strategies: QUICKWRITE
MI: Intrapersonal, Linguistic
Have the students write down their thoughts and reflect about the lesson learned in class. Their thoughts should be
written on their notebooks.

July 10

Moods

Strategies: TEMPERAMENT CHECK

MI: Kinesthetic, intra/interpersonal
Integration: Psychology Multiple Personalities
Have the students pair up with their seatmates. They will be doing certain portrayal of different emotions.
1. What were the emotions you portrayed?
2. Does having an inconsistent temper reasonable? Why or why not?
Strategies: RECALL
MI: Verbal, intra/interpersonal
Make the students recall the authors purpose and connect it to moods/ verbalizing emotional response.
3. When you read a story, how will you know what the characters feel?
4. Does the mood always affect the readers?

July 13

Continuation
(Practice)

Strategies: Variety show

MI: Kinesthetic, inter/intrapersonal, verbal-linguistic

ELIZABETH SETON SCHOOL SOUTH

Anabu II D, Imus City
SY 2016 - 2017
English Department (Grade School Division)

Date of Submission: 06/20/16

Page 12 of 12 page

LEARNING PLAN

Into group of 6, ask the students to role play different shows based on their chosen category.
5. How well do you do on the activity?
6. Have you give justice to the moods asked for you to portray?
7. Does the required mood felt by the audience?
July 14
July 15

Presentation Day1
Presentation Day2

July 16
July 17

Quiz #2
Chapter test #1

The first 3 groups will present their variety show not more than 15 minutes.
The last 3 groups will present their variety show not more than 15 minutes.