Week 1-Eng

WEEK 1 B.
Materials
Selections
I. Objectives Pictures (fox and wolf)
A. Expressive Objective
Film (any inspirational short film)
Observe politeness at all times
Picture words forming compound words
Show kindness to everyone
Outline/graphic organizer
B. Instructional Objectives
1. Listening Comprehension:
III. Procedure
Note significant details
2. Oral Language:
Day 1
Use appropriate facial expressions
3. Vocabulary Development:
I. Objectives
Infer the meaning of unfamiliar compound words based on given
1. Note significant details of the selection listened to.
context clues, synonyms and antonyms
2. Observe politeness at all times.
4. Oral Reading Fluency:
3. Show kindness to everyone.
Self-correct when reading
4. Use appropriate facial expressions in delivering some lines of
5. Grammar:
the characters of the selection listened to.
Compose clear and coherent sentences using appropriate
grammatical structures (aspects of verbs)
II. Subject Matter
6. Writing/ Composition:
A. Topic:
Plan a two to three-paragraph composition using an outline/
Noting significant details of the selection listened to
other graphic organizers
Use appropriate facial expressions
7. Viewing:
B. References:
Describe different forms and conventions of film and moving
EN5LC- Ia- 2.1
pictures (lights, blocking, direction, characterization, acting,
The Sly Fox -Developing Reading Power 5 p. 43-45
dialog, setting or setup)
8. Attitude:
C. Materials:
Observe politeness at all times
selections, pictures, laptop
II. Subject Matter
III. Procedure
A. Topics
A. Setting the Stage
1. Literature
Show pictures of fox and wolf
The Sly Fox
Ask: Are these animals the same?
2. Context Clues (Synonyms and Antonyms)
What can you say about the fox? How about the wolf?
3. Aspects of verbs
If you are going to choose between the two, who will you
4. Writing Three-paragraph composition using an
want to be? Why?
outline/graphic organizers
5. Forms and Conventions of Films and Moving Pictures
B. Explaining the Students What to Do
Page 1-ENGTG-1STQuarter
Say: Today, we are going to read a story and learn to use I could have been a good dinner for you last year. I was
appropriate facial expressions in delivering the lines of the then very fat and plump. But I had three babies then. Now Im
characters. You will be learning to answer questions based on slim and not delicious.
the noted significant details of the selection you listened to. I dont care if you are plump or not. I dont care how many
Set the standards in listening to a story. babies you have. Im going to eat you right now!
C. Modeling for Students The wolf began closing in on the fox.

Stop!, the fox shouted. Look how skinny I am. I ran off all
Let the pupils arrange the jumbled letters to identify the word used my fat looking for my babies. But I know a place where you can
in the story being defined. find something good and fat.
Wolf backed off and listened to Fox.
a. growing thickly ------- h s y u b
b. soft hair of certain animals ------ u f r There is a well near here. In the bottom of it is a big round
c. projecting part of the face including the mouth and piece of meat. You can get it instead of eating me. Shall we
nose--- z l e z m u go?
d. having a full rounded shape ------ u m l p p The wolf trotted off after the fox, making sure that she could
e. tricky or wise----- y s l not run away. They came upon a well.
See for yourself, what a fat juicy piece of meat is at the
bottom of this well. I wanted to get it for my babies. But you can
Have the pupils listen to the story The Sly Fox. While reading,
have it.
the teacher emphasizes appropriate facial expressions for the
Inside the well was a delicious looking yellow round piece of
lines of the characters of the story. Instruct the pupils to observe
meat. Above the well, the moon shone bright and clear. The
how the appropriate facial expressions are used in delivering the
wolf leaned over the well wondering how to get the piece of
lines of the story. Then, pupils will be answering the questions.
meat. The fox jumped up quickly and pushed the wolf down into
The Sly Fox the deep well.
The fox is a wild animal that looks like a dog. It has a pointed Im a sly old mother Fox! Fox said to herself.
nose and ears , a bushy tail and thick fur. The fox is said to be a
very clever animal in fooling others. The wolf is a wild animal Afterwards, the teacher will call each row to deliver the lines
that looks like a dog too. It has thick fur and pointed muzzle. of the characters of the story listened to with appropriate facial
Wolves and foxes hunt other animals. Sometimes, they end up expressions. Then, the teacher will call some of pupils individually in
hunting each other. front of the class to deliver the lines with appropriate facial
expressions.
One night, a fox met a wolf in the forest. The wolf was very Dont move! Im going to eat you this minute.
hungry and in a terrible mood. So the wolf said to the fox. I have to use my wits instead of my legs
Dont move! Im going to eat you this minute. I could have been a good dinner for you last year. I was then
As he spoke, the wolf backed the fox up against a tree. The very fat and plump. But I had three babies then. Now Im slim
fox realized she could not run away. and not delicious.
I have to use my wits instead of my legs, she said to How did facial expressions affect in saying these lines of the
herself. characters of the story you listened to? (Facial expressions
make the story more realistic and emotional)
Questions:
Answer the comprehension questions based on the story heard. 1. Who is the main character of the story?
1. Who were the characters of the story? 2. Draw the appropriate facial expression related to this line of
2. Where did the story happen? Aurea My allowance is not enough for the remaining three days
3. What did the fox do to be not eaten for dinner by the before my next allowance.
wolf?
4. Why did the wolf not eat the fox? V. Assignment
5. What was at the bottom of the well that looked delicious Make a comic strip of the story The Sly Fox
and good?
Day 2
Ask: What did you do to answer all the given questions?
I. Objectives:
(Listened to the story and remembered the details)
1. Infer the meaning of unfamiliar compound words based on
given context clues, synonyms and antonyms.
D. Guided Practice
2. Appreciate experiences in life.
Refer to LM, Try and Learn
3. Write meaningful sentences using compound words.
E. Independent Practice
II. Subject Matter
Refer to LM, Do and Learn
A. Topic:
Inferring Meaning of Unfamiliar Compound Words
F. Closure/Assessment
Based on Context Clues, Synonyms and Antonyms.
Noting details of a story means pointing out the characters
around which the story revolves, the place and when it
B. References:
happened and the series of actions that make the story itself.
EN5V-Ia-12 and 13
Lesson Guides in Elem Eng. 5(Ateneo) p.103
Use of appropriate facial expressions in delivering the lines
https://www.google.com.ph/search?q=short+stories+with+co
of the characters in the story helps in making the story more
mpound+words&biw=1242&bih=585&source=lnms&tbm=isc
realistic, creative and emotional. The listeners feel more excited
h&sa=X&ved=0ahUKEwiw-
to know what will happen next and they become more
ffrseLMAhXKnpQKHfQaCgwQ_AUIBigB#imgrc=C2ehXQLC
imaginative.
WXLwiM%3A
C. Materials:
IV. Evaluation
short paragraph
Listen to the story to be read by the teacher. Then answer the
activity sheets
questions that follow.
pictures
Aurea is in a hurry preparing to go to school. She didnt
wake up early because she watched her favorite late night show.
III. Procedure
She opened her purse and said, My allowance is not enough for
the remaining three days before my next allowance she felt so
Have you experienced riding a bus?
worried. It is because she is fond of buying bracelets and
necklaces.
Did you experience witnessing a commotion on your A B
community? C
What did you feel? backpack front door mother-in-
law
newspaper back lawn editor-in-
Say: We are going to read a short paragraph about Marks
chief
experiences on his way home. In here, you are going to
learn some compound words. And later on, we are going to
How many words were combined to form new word and new
infer meanings of unfamiliar compound words based on
meaning?
given context clues, synonyms and antonyms.
What do you call the words with two or more words that are
Compound words are words that are combined
combined together to form a new word and new meaning?
together to form new words and new meanings.
How do compound words in column A written? In column
Context clues are the parts of sentence or
B?in column C?
paragraph that comes before or after the unfamiliar words.
Synonyms are words with similar meanings while
Say: Infer the meaning of the underlined compound words in
antonyms are those words with opposite meanings.
the following sentences.
a. The sky was overcast, rain was expected
because it was cloudy afternoon.
-. What word in the sentence hint the meaning of the
C. Modeling for the Students
unfamiliar word? (cloudy)`
This is an example of context clue.
The class will read the paragraph.
- Encircle the synonym of the underlined compound word.

Mark slung his backpack over his shoulder and ran.
b. I have read the foreword of the book
The bus company had just introduced a new bus route. Over
Mothers Wit.( conclusion, introduction, content)
the cliffs in the distance, Mark could see the sea sparkling.
Foreword and conclusion are synonyms, they have the
With a smile, he paid for his ticket and sat down. On the
same meaning.
drivers lap there was a newspaper with a bold headline
reading Burglar Caught. At the back of the bus, a
- Box the word that has opposite meaning of the
commotion started up with two teenage boys arguing. Over
underlined compound word.
the bridge, the bus traveled on until it pulled up at Marks
c. His statement was an example of falsehood.
stop. Below the deep water in the canal, fish swam in the
( truth, lies, rumor)
murky depths. Turning down a side alley, Mark reached his
Falsehood and truth are antonyms, they have opposite
front door and took out his key. From the back lawn the dog
meaning.
was barking a welcome, and Mark was very glad to be home
at last.
D. Guided Practice
The class will be divided into 4 for a group activity.
Read the following words:
Gr. 1- Infer meaning of compound words through a. cheated b. defeated c.
context clues revived
Gr. 2- Infer meaning of compound words through
synonyms V. Assignment
Gr.3- Infer meaning of compound words through Using your own understanding of the words, define the following
antonyms words and compound words. Use the compound words in
meaningful sentences.
E. Independent Practice 1. boxing-
For Exercise 1 refer to LM, Do and Learn _____________________________________________
For Exercise 2 refer to LM, Learn Some More ring-
_______________________________________________
F. Closure/ Assessment boxing ring-
Compound words come from two or more words that _________________________________________
are combined together to form a new word and a new Sentence:________________________________________
meaning. ___
Context clues hint the parts of a sentence or
paragraph that come before or after the unfamiliar word. 2. finger-
Synonyms are words with similar meanings. ______________________________________________
Antonyms are words with opposite meanings. print-
_______________________________________________
IV. Evaluation finger print-
Infer the meaning of the compound word in each sentence. __________________________________________
Encircle the letter of the correct answer. Sentence:________________________________________
Day 3
1. My mother and I cross at the overpass. The underlined
compound word is synonymous to ____________. I. Objectives
a. footbridge b. hall way c. 1. Compose clear and coherent sentences using appropriate
road grammatical structures- aspects of verbs.
2. Infer the meaning of unfamiliar compound words based on word
2. The keywords must be in uppercase because it is easier to parts.
emphasize if they are written in capital letters. What words in 3. Appreciate the beauty of the environment
the sentence hint the meaning of the word uppercase?
a. capital letters b. keywords II. Subject Matter
c. emphasize A. Topic:
Aspects of Verbs
3. Manny Pacquiao experienced being knocked-out in his Inferring Meaning of Compound Words Based on Word Parts
fights. ___________ has opposite meaning with the word
knocked-out. B. References:
EN5-Ia-12 and 13
EN5G-Ia-3.3 breakable break + able (having the
http://promethee.philo.ulg.ac.be/engdep1/download/defiswitt/do quality= having the quality
c/compounds.pdf to break
adulthood adult+ hood(state/condition
C. Materials: of being)= state of
laptop, pictures, metacards
being adult
III. Procedure In what part of the words in set A do the syllables added? (at
the beginning)
A. Setting the Stage -Syllables added at the beginning of a word are called prefixes.
The teacher will show pictures of trees, flowers, birds, rivers In what part of the words in set B do the syllables added? (at
Ask: the last part)
Do you take care of our environment? -Syllables added at the last part of the word are called suffixes.
What activity do you usually do to take care of our Say: Prefixes and suffixes change the meaning of words.
environment? Study the following sentences.

Say: You have learned that verbs are action words. Today, you
will be learning different aspects of verbs. Before proceeding to The president continues The teachers
the topic of the day let us first have a drill. continue to
to motivate people to take motivate pupils to take care
C. Modeling for Students of
Read and analyze the following words. care of the environment. the environment.
A
postdate post(after) + date= after the
dat
supernatural super(more than) + natural=
more than the natural - ex- president A B
ex( former)+ president= former president
nonsense non(without) + sense= without
sense
multitask multi(many) + task= many task
He continued working Theywill
B continue
colorless color+ less(without)= with the group his father to inspire
without color people of all
cheerful cheer+ ful (full of)= full of founded since 2002.
cheer ages.
C D Present
tense:_____________________________________________________
Look at the sentences in tree A and B. When are you going Future
to add s or es in your verb? tense:______________________________________________________
Look at the sentence in tree C. What will be added to a
regular verb when the action was done already? How about
in irregular verb? c. The shark swam through the ocean.
Look at tree D. What modal will be added to the base form of Present
the verb to express futurity? tense:__________________________________________
__________
D. Guided Practice Future
The class will be divided into 5 and play a game called E- tense:__________________________________________
Raffle .Each group will be receiving metacards to write their ___________
answer. As the raffle goes, there are verbs to be flashed with
corresponding tense of verb. Each group will compose clear Exercise 2
and coherent sentences using the verb in the tense asked. 2 Compose sentences using the given sets of words.
minutes will be used to answer each item. Refer to the word enclosed in the parentheses to know the
1st word: play tense: future tense of the verb to be used in each item.
2nd word: cook tense: past Ex: Carlito, swim, beach, (present)
rd
3 word: run tense: future Carlito swims at the beach.
4th word: use tense: present
5th word: see tense: past a. Angel, read, pocketbook, (future)
____________________________________________
E. Independent Practice b. Pila, celebrate, Pailah Festival, last year (past)
Exercise 1 ____________________________________________
The following sentences are written in past tense. c. Farmers, plant, rice, ( present)
Rewrite them in present and future tense on the lines ____________________________________________
below.
F. Closure/ Assessment
a. The rain fell on the green valley. Verbs are action words.
There are three aspects of verbs.
Present If the action is being done in the present time, the
tense:_____________________________________________________ verb is in present tense.
Future If the action is done already in the past time, the
tense:______________________________________________________ verb is in past tense.
If the action is to be done in future time , the verb is
b. Jane borrowed Richards eraser. in future tense.
Day 4 Today, we are going to write paragraphs based on outline/ other
graphic organizers.
I. Objectives
1. Plan a two to three- paragraph composition using an outline/other
graphic organizers C. Modeling for Students
3. Show respect to others Analyze the following graphic organizer. Answer the questions
that follow.
II. Subject Matter
A. Topic:
Planning a Two to Three Paragraph Composition Using an Filipino
Outline/Other Graphic Organizers Fiilipino Fiilipino
as as God-
B. References: respectful loving
EN5WC- Ia- 1.1.6.1 person Person
EN5A-Ia-16
Lesson Guides in Elementary English 6 p.2 calls older patterns
brother prays not life the
using "po" way God
C. Materials: "Kuya",an only for
and "opo" wants it
d sister himself
Pictures, laptop, graphic organizers, outline "Ate"
shows due
kisses the respect to
III. Procedures hands of parents, loves his believes in
parents/gra elders and neighbors one God
ndparents people in
A. Setting the Stage authority
Based on the Semantic web, who is a respectful person and a God-
Who is in the picture? loving person?
What makes him so popular around the How do Filipinos show respect to others?
world? How do Filipinos show love to God?
What characteristic of a Filipino does he
signify? Say: Now, let us plan a two-paragraph composition using the details of
As a Filipino, how do you show respect to the semantic web.
others? To God? A Filipino is a respectful person. He calls older brother
(Graphic organizer will be used to elicit answers) kuya and older sister ate. He kisses the hands of his parents and
grandparents. He is always using po and opo. He shows de
B. Explaining the Students What to Do respect to parents, elders and people in authority.
A Filipino is also a God-loving person. He believes in one God.
Yesterday, you have learned about the aspects of verbs and you He patterns his life the way God wants it. He loves his neighbors.
were able to compose clear and coherent sentences using verbs in And most of all, he prays not only for himself.
different aspects.
D. Guided Practice The use of graphic organizers and outlines
Using the details of the semantic web, plan provides the organization of ideas easy to
a two-paragraph composition. understand and makes learning more enjoyable.
Day 5
Fresh gardens I. Objectives

1. Describe different forms and conventions of film and moving
Scenic pictures (lights, blocking, direction, characterization, acting,
dialog, setting or set up)
2. Observe politeness at all times
Perfect II. Subject Matter

Magnificent Cone
Mayon Wondrous Famous
Shape Volcano A. Topic:
Forms and Conventions of Films and Moving Pictures
B. References:
Majestic
EN5A-Ia-5.1
https://www.youtube.com/watch?v=MNBtdNgH0Ds
Magnificent
C. Materials:
video, laptop, projector
III. Procedure:
The outline contains a personality of a Filipino. Write
a two- paragraph
Ask:
composition using the following details.
Are you fond of watching films?
The Filipinos are humane and concern to his fellowmen. What kind of film do you like?
A. Cares for himself and to his fellowmen What things do you notice when the film is already
B. Thoughtful, loving, understanding, helpful, friendly and playing?
charitable
C. Ready to give a helping hand when needed B. Explaining the Students What to Do
D. Ready to share laughter to cheer up those who are lonely Say: Today, we are going to watch a video. But before
we proceed, let us take notes and analyze the different
F. Closure/ Assessment forms and conventions of the film.
The clustering graphic organizer shows and C. Modeling for Students

separates the developed ideas from other ideas. Read and analyze the following terms:
a. Setting - can be used for a number of purposes
It might be used for: Backlighting.A romantic heroine is often backlit to
Realism - (Time and place of setting is made create a halo effect on her hair.
known)
Atmosphere - (Reinforce desired mood) D. Guided Practice
E.g. Horror movies With the aid of the teacher, the class will view the video
Symbolism - (Can be conveyed through Stellar Moves: The Story of Pluto. The students will
setting) take note of the different forms and conventions of the
E.g. a storm can represent inner turmoil film.
b. Characterization a narrative might use E. Independent Practice

Sympathetic characters- With whom the Refer to LM, Do and Learn
audience strongly identifies with. They may share qualities
and values. F. Closure/ Assessment
Unsympathetic Characters- Audience There are different forms and conventions of the
dislikes. May increase sympathy to main character. film. These are setting, characterization, plot,
c. Performance - This will also affect the way an performance, costuming, props, set and location,
audience responds. Elements of performance include camera work, lighting, sound and editing
facial expressions, body language and delivery of
lines.
d. Props, Sets and Locations - can influence our

interpretation of character as contribute to the
atmosphere of the film.
e. Camera Work/blocking - Frequent use of close-ups

can encourage the audience to identify with a
character.
Wide shots can emphasize the beauty of a scene or
give a sense of emptiness.
Different angles can make characters appear
powerful and threatening or weak and frightened.
f. Lighting - Soft and harsh lighting can manipulate a

viewer's attitude towards a setting or a character.
The way light is used can make objects, people and
environments look beautiful or ugly, soft or harsh,
artificial or real. Light may be used expressively or
realistically.
WEEK 2 DISCOVERING MY TALENTS Observe politeness at all times.
Objectives
A. Expressive Objectives LESSON 6 ELEMENTS AND THEME OF A LITERARY TEXT
1. Identify and use polite words.
2. Identify the characters, setting, and plot of a literary
text. I. OBJECTIVE
3. Write two to three paragraph compositions using an 1. Identify the elements of a literary text.
outline/other graphic organizer. 2. Infer the theme of the literary text.
II. SUBJECT MATTER
Listening Comprehension A. Topics
Identify the elements of literary texts. Story: A Letter Soup by Pedro Pablo Sacristan
http://freestoriesforkids.com/children/stories-and-tales/letter-
Oral Language soup
Use appropriate body movement/gestures Story: The Fox in the Well Aesops Fables
Story: The Queue by Jean Paul Banay
Vocabulary Development
Infer the meaning of unfamiliar words (compound) B. Materials
based on given context clues (synonyms, antonyms, Picture of a thief, a stealing machine, deaf little girl using
word parts) and other strategies. sign language, letter soup
flashcards containing polite words.
Reading Comprehension Story Chart of A Letter Soup, The Fox in the Well, and
Infer the theme of a literary text. Inside the Canteen
Oral Reading Fluency http://clipart.me/premium-people/outlaw-565307

Read aloud grade level appropriate text with an
accurate rate of 95-100%. C. References:
Curriculum Guide: CG in English 5 Week 2
Grammar o EN5LC Ib 2.17.1
Compose clear and coherent sentences using o EN5RC Ib 2.9.1
appropriate grammatical structures: aspects of verbs.
D. Focus Skill/s:
Writing/Composition Listening, Analyzing, Classifying
Plan a two to three paragraph composition based on
the prepared outline/other graphic organizer. E. Value Focus:
Being Polite
Viewing
Describe different forms and convention of film and III. PROCEDURE
moving pictures (lights, blocking, direction, characterization, A. Setting Up the Stage
acting, dialog, setting, or set-up. Motivation
Sing: Be Polite Good Manner Song
Attitude https://www.youtube.com/watch?v=VLYIo_sLqH0
Call a pupil-volunteer to read and retell the story
B. Explaining the Students What To Do using the information he/she have gathered.
Say: Today we are going to learn about the elements of
a literary text. E. Independent Practice
Present the story in the LM on page ____. Read the story The Fox in the Well and answer the wh-
Call a pupil volunteer to read the story orally. questions.
Comprehension Check: Ask the questions in the LM. THE FOX IN THE WELL
Talk about the pupils answers. Aesops Fable
One day a fox fell into a well. He jumped and jumped but he
get out. The well was too deep. Soon he began to feel cold and hungry.
C. Modelling for Students Suddenly there was a noise from above. A goat had come to d
Unlocking of Difficult Words (using picture clues, context the well. It looked in and saw the fox. Why, what are you doing down
clues, and examples. Fox? asked the goat.
The fox was very cunning. Quickly, he thought of a way to trick
a. crook Oh, Im drinking, he said.
Say: The crook is stole the ladys bag. (show the Down there? But theres water in the bucket up here.
picture of a crook) Yes, I know, said the fox. But the water down here is much sw
What do crooks steal? Why do they steal Why dont you come down and taste it for yourself?
things? I think I will do that. And the silly animal jumped into the well.
At once the fox leapt on to the goats back. And from there
b. argue jumped out of the well.
Say: Dont argue over who little things. (show Hey! Where are you going? cried the goat. What about me?
picture of two people arguing) going to get out of here?
Why do people argue?
c. deaf Guide Questions:
Say: The two girls are deaf. (Show pictures of
two deaf girls) 1. Who was trapped in the well?
Why do some people cannot hear? 2. Who came passing one day?
3. What convinced the goat to go down the well?
Ask: What should you remember when listening to a 4. How did the fox get out of the well?
story?
5. What is the moral of the story?
What are the things we should know about the
story?
What elements did you remember from the story we F. Closure/Assessment
read? Teaching Points
D. Guided Practice When listening to story being read, we should listen

Read the story again silently. carefully and pay attention to the details of the
List down the elements of the literary text you have story. In this way we can identify the elements of a
read. Write your answer on your notebook. literary text.
Refer to Find Out and Learn on the LM. We could also take down notes while listening and
reading.
character setting conflict
The elements of a literary text are the character,
plot theme
setting, and plot, conflict, and theme.
The theme is the subject of the story and what the 1. It was 9:30 in the morning at Labuin
author wants to convey to the readers. Elementary School.
2. Luke, a Grade 3 pupil
The plot is made up of events that happened in the 3. Luke rushed in front of the queue
story. It consists of the beginning, the middle, and 4. The canteen manager told Luke about the
the ending. rules inside the canteen.
o Beginning It gives the problem faced by 5. Following rules inside the canteen is the
the main character. right thing to do.
o Middle It presents the actions made by
the character to solve the problem.
o Ending It gives the solution to the LESSON 7 COMPOUND WORDS
problem.
I. OBJECTIVE
G. Evaluation 1. Infer the meaning of unfamiliar words (compound) based
Read the story Inside the Canteen and identify the on given context clues (synonyms, antonyms, word
elements of the literary text. parts) and other strategies
2. Read aloud grade level appropriate text with an
accuracy rate of 95 100%.
Inside the Canteen 3. Observe politeness at all times.
by Jean Paul V. Banay
II. SUBJECT MATTER
It was 9:30 in the morning at Labuin Elementary School. It was already A. Topic
break time for Grade V-Coral. Children line up in a queue to go the canteen to Compound Words
have their recess. Story: A Letter Soup by Pedro Pablo Sacristan taken from
http://freestoriesforkids.com/children/stories-and-tales/letter-
At the canteen, the children lined up in a queue waiting for their turn to buy
soup
their food. Luke, a Grade 3 pupil rushed in front of the queue and shouted at the
canteen manager for food. B. Materials
Calmly, the canteen manager said to Luke Luke, it is not nice to shout at chartcontaining compound words.
people, especially when youre at the canteen. And we should observe the rules picture puzzle of compound words.
inside the canteen. Look at these children, they line up in a queue and wait for their Story Chart of A Letter Soup
turn. You should do the same. said the canteen manager. http://clipart.me/premium-people/outlaw-565307
After that day, Luke lined up in the queue and asked politely for food.
C. References:
Curriculum Guide: CG in English 5 Week 2
o EN5LC Ib 12 and 13
Identify the element of the literary text from the story you just read. o EN5RC Ib 1.6
Choose your answer from the boxes below.
D. Focus Skill/s:
Speaking, Oral Reading Fluency, Vocabulary
Development D. Guided Practice
Match the words in Column A to the words in Column B in
E. Value Focus: order to create a compound word. Note that the words in
Being polite Column B can only be used once.
III. PROCEDURE Column A Column B
A. Setting Up the Stage 1. rain a. case
Motivation: 2. flower b. drop
Divide the class into 8-10 groups. Give them the 3. window c. fly
picture puzzle of compound words. 4. butter d. light
Ask them to solve the puzzle and write the name of 5. police e. man
the picture on a strip of paper. 6. book f. pane
Have a representative from each group present the 7. sun g. pot
picture and the word they have formed. 8. day h. room
9. sea i. shell
10. store j. shine
Do Do and Learn in the LM page ____.
cupcake mailman love letter fairy tale Compound words are two words put together to
create a new word.
They can be open, closed, or hyphenated.

Examples:
Open Compound Words
dog house, ice cream, six-pack, runner-up
Basketball merry-go- one-half rainbow
round Closed Compound Words
ladybug, toothpaste, bedroom
B. Explaining the Students What To Do
Say: Today we are going to study about compound Hyphenated Compound Words
editor-in-chief, officer-in-charge, life-saver
words.
Have the pupils read Find Out and Learn from the LM page G. Evaluation
____. Answer Learn Some More on the LM page _____.
Answer the questions below the sentences.
C. Modelling for Students

Read the story in the Try and Learn in the LM page ____. LESSON 8 - VERBS (BODY MOVEMENTS AND GESTURES)
Identify the compound words in the story.
Write it down on your notebook. I. OBJECTIVES
1. Read aloud grade level appropriate text with an Answer the questions below the sentences.
accuracy rate of 95 100%.
2. Use appropriate body movements/gestures. C. Modelling for Students
Unlocking of Difficult Words (using picture clues, context clues,
II. SUBJECT MATTER and examples)
A. Topic: chatting
Appropriate Body Movements/Gestures Say: Everybody was chatting about what their father
The Homecoming by Jean Paul V. Banay looked like now. (show picture of people talking)
What are they doing?
B. Materials: tapped
pictures of body movements/gestures Say They just tapped their feet to loose boredom.
flashcards of action words (verbs) (show picture of someone tapping their feet.
What is he doing? How does he do it?
C. References:
Curriculum Guide in English 5 EN5OL Ib 2.6.2
kiosk
Learners Manual in Grade 5 (Division Level)
Say: Mother was sipping coffee she bought from a
kiosk. (show the picture of a kiosk)
D. Focus Skill/s:
Oral Language, Oral Reading Fluency
Read the story The Homecoming in the LMs Lets
Read More page ___ and answer the questions after.
E. Value Focus:
Love of Family
D. Guided Practice
III. PROCEDURE Have the pupils read Try and Learn on the LM page ____.
A. Setting Up the Stage
Group the class into two groups.
Have them play a game of charades using the words below.
Call a representative from each group to act out the word. Sad angry excited ignore Hungry
angry (using hands) happy (using whole scared (using face)

body)
tired (using whole excited (using bored (using hands
body) whole body) and feet)
talking (using stop (using hands) sad (using face and
hands) hands) bored silence please Stop happy
B. Explaining the Students What to Do Answer Do and Learn on page ____ of the LM.
Say: Today we are going to study about body
movements and gestures. F. Closure/Assessment
Have the pupils read Read and Learn from the LM
Body movements refer to the actual movement of the
page ____.
body. It is a kind of nonverbal communicationwhere
D. Focus Skill/s:
thoughtsintentionsor feelings are expressed by physical
Writing
behavioursuch as facial expressions, body posture, gestures,
eye movement, touch, and use of space. E. Value Focus:
Observe Politeness at all times
Body movements maybe implied as a verbs or an
adjective. III. PROCEDURE
A. Setting Up the Stage
Sing Shell be coming round the mountain
G. Evaluation B. Explaining the Students What to Do
Have the pupils read the following sentences and have Say: Today we are going to write about the aspects of
them identify the body movement/gesture used in the verb
sentence.
But first, what are verbs?
1. Terence Romeo shoots the ball at the last second.
2. The athletes stretched their body before doing the What are the tenses of verbs?
routine. C. Modelling for Students
3. Mother rubs fathers back when he is tired. Have the students read Read and Learn on the LM page
4. Squeeze it to get the toothpaste. ____.
5. My sister likes pinching me when she is mad. Discuss the process on how to create an outline and use
other graphic organizers.
D. Guided Practice
LESSON 9 Group the class into five groups and have them answer Try
and Learn on the LM page ____.
I. OBJECTIVES Have them write their answer on a manila paper and have a
1. Compose clear and coherent sentences using appropriate
grammatical structures aspects of verbs. representative present their answer in front of the class.
2. Plan a two or three paragraph composition using an outline E. Independent Practice
or other graphic organizers. Let the pupils answer Do and Learn on page _____.
II. SUBJECT MATTER
A. Topic: The aspect of a verb is determined by whether the
Writing Compositions Using Aspects of Verbs action is on-going or completed.
B. Materials: The three aspects are:

Chart of Aspects of verbs 1. The simple aspect is indefinite, not sure if the action
Pictures showing actions is on-going or completed. It may also indicate if the
Pictures of an outline and different graphic organizers action is habitual or repeated action.
2. In the perfect aspect the task is already completed.
C. References: 3. While in the progressive aspect, the action is still
Curriculum Guide in English 5 EN5G-Ib-3.3, EN5WC-Ib- taking place or on-going.
1.1.6.1
Learners Manual in English 5 The same principle applies to the past form of the verb.
video about making films
An outline is a formal system used to think and organize your ideas. You sample of a script
can use it to see if your ideas are connected to each other and what order
works best. Outlines can be useful to help you see the overall picture. C. References:
Curriculum Guide in English 5 EN5V-Ib-5.1
Learners Manual page
There are two kinds of outlines: the topic outline and the sentence
outline. D. Focus Skill/s:
1. The topic outline consists of words or short phrases. Viewing, Listening, Speaking, Writing
2. The sentence outline is done in full sentences. It is normally
used when you want to focus on complex details. E. Value Focus:
paying attention, being punctual, cooperation
Steps in making an outline:
1. Identify the topic or the main idea. III. PROCEDURE
2. Identify the main categories. A. Setting Up the Stage
3. Create the first category. Show posters of movies and films, local and abroad.
4. Create subcategories. Ask: How do you think these movies are made?
If you were to make your own movie, what
Normally, use Roman numerals to write the main idea. Then do you think do you need?
under the main idea, we indent and write the first subcategory with a What are the things you need to remember
capital letter. See the example below. when making a movie?
G. Evaluation B. Explaining the Students What to Do

Write a three paragraph composition about your daily routine Say: Today well be studying about the forms and
before you go to school, while in the school, and during at night. conventions of a film and moving picture. What are
the things we need in making a movie and what do
IV. Assignment need to remember if we are to make our own film or
Create an outline of your family tree starting from your movie?
grandparents.
C. Modelling for Students
Discuss Read and Learn on page ____ of the LM.
LESSON 10 Show the short film Principles of Film Form from
youtube.com
I. OBJECTIVES https://www.youtube.com/watch?v=yXmlLLqWrZQ
1. Describe different forms and conventions of film and moving
pictures (lights, blocking, direction, characterization, acting, D. Guided Practice
dialogue, setting or set-up) Have the students answer the Find Out and Learn
on the LM on page ____.
II. SUBJECT MATTER
A. Topic:Describing different forms and conventions of film and
moving pictures (light, blocking, direction, characterization, Key to Correction
acting, dialogue, setting or set-up)
Try to identify which form or convention of film is being described.
B. Materials:
Choose from the words inside the box.
3. Directionis the control of the scenes in the film.
Lights blocking direction acting In simpler terms, it is giving directions to the
Dialogue characterization setting or set-up. actors and the people in charge of the set and
those behind the camera.
blocking 1. The actors are positioned in front of the
house. 4. Characterizationrefers to the process by which
direction 2. The director is telling the actors what he the writer reveals the personality of a character
wants in the scene.
setting 3. They are filming near the sea. 5. Actingis the work of an actor or actress, in
lights 4. They use natural sunlight. which a person in theatre, film, television, and
acting 5. The actress made us cry at that scene. any other storytelling medium portrays a
dialogue 6. Get out, the house is on fire!!! shouted the character.
actor.
characterization 7. Glinda plays as the good witch. 6. Dialogueis the conversation between characters
in the film.
7. Setting or set-uprefers to the time and location

where filming takes place.
Group the pupils into four groups. Have them assign G. Evaluation
a director, a cameraman, a floor director, a lights Match the words in Column A with the word clue
man, and the rest will be actors and actresses. Have about in Column B.
them act out a scene with the following theme:
Column A Column B
Group 1 Drama Film 1. lights a) control of the set
Group 2 Horror Film and actors during
Group 3 Actions Film 2. blocking
filming
Group 4 Comedy Film 3. direction b) conversation
between the actors
Give each group 5-7 minutes to think about what 4. characterization
c) illuminating the set
scene they will re-enact and present their work in 5. acting whether natural or
front of the class. artificial
6. dialogue
d) personality of the
F. Closure/Assessment 7. setting or set-up character
e) time and location
The different forms and conventions of film and where filming takes
moving pictures are: place
f) work of an actor or
1. Lightsrefers to the lighting used in films can be actress
natural or artificial. It is used achieve aesthetical
or practical effect while illuminating the scene.
2. Blockingis the precise staging of actors in order

to facilitate the performance of a film
TEACHERS GUIDE IN ENGLISH FOR GRADE 5
C. Modeling
The teacher will read the story of Princess Polite to the
pupils.
QUARTER 1
Week 3
Princess Polite (Short Story)
Day 1 by Jasmine Logan, Grade pr, QLD
Once there was a girl called Princess Polite but people in her
I. Objective castle called her Polly or Polly Polite. One day a super star came
EO: Observe politeness at all times to her castle. Polly said Why have you come here? And what is
LC: Identify the elements of literary texts your name? The super star said My name is Sarah Jones. Im
RC: Summarize narrative texts based on the elements here to rock out on your castles stage! Polly said I dont have a
F: Read aloud grade level appropriate text with an accuracy rate stage in my castle!
of 95 100% Ooooh dear! Sarah cried. Polly said I will make a grand stage
just for you and I will name it Stage Sarah. Sarah said
II. Subject Matter You dont have to call it stage Sarah. Polly called for the best
Topic: Identifying the elements of literary texts builders in the land to come build the stage. The building started. It
Materials: Pictures, Stories written in cartolina
took them two years to build it! Polly called Sarah on the phone.
Its finished come see! Polly said. Sure, Ill be there as soon as
Reference: Curriculum Guide
possible! Super star Sarah said. Sarah brought a prince with her.
Code: EN5LC Ic 2.17.2, EN5RC-Ic-2.23, EN5A-Ic-16
Polly said Where did you find him and whats his name?
http://www.kidsworldfun.com/shortstories.php
III. Learning Activities
A. Setting the Stage James Sammy and I met him at a wedding. Sarah said.
(using a picture of a girl) Refer to LM,Think and Tell Oh how sweet! Polly said.
Ask: What can you see on the picture? Nice to meet you Polly Polite. the handsome prince said.
What can you say about the girl in the picture? You smell like tuna! Polly said.
Have you heard the story of Princess Polite? Oh. He said.
What are the standards in listening? We are here to get married! Sarah said.
Wait, I thought we were here to see you rock out. I dont want to marry you!
B. Explaining the Students What to Do James said, I want to marry Polly!
Polly married the prince. The rock star rocked out on the stage but was crying the
whole time. She stopped crying for a moment then she cried into a bucket it had
Say: Class, our lesson for today is about identifying the
a thousand drips in it and it went all the way up to the top. She had to tip it out
elements of literary texts and
and start all over again. The prince and the princess lived happily ever after. The
summarizing narrative texts rock star spent the rest of her life crying a million tears into a bucket and starting
Literary elements refers to an aspect of a whole text. all over again and again andisagain
Ask: Who the and
mainagain and again
character andstory?
in the again and again and
The elements are setting, character again. How would you describe h
and plot.
Is it good to be polite to other people specially to the Read the selection and do the activity that follows.
elders? Why? Read LM, do and Learn for the selection Mind Your
Who are the minor characters in the story? Own Business
Where did the story occur? When? Read the part. Describe it. Summarize the elements of the story by filling in the
semantic web.
What do you call this part of the story? (setting)
Title of the Story
Do all stories need a setting? Why?
Conclusion
Say: Class, these are the elements of literary texts and their Setting
definition.
The characters are the people or animals in Plot Characters
the story.
The setting talks about the place and the time F. Closure
that the events in the story happened. Class, kindly complete the statements below by filling out the
The plot is made up of the events that missing information.
happened in the story. It consists of the
beginning, the middle, and the ending.
The elements of literary texts are ______________, plot ,
Beginning it gives the problem
________________, and _____________.
faced by the main character
Middle it represents the actions
made by the characters to solve IV. Evaluation
theproblem The teacher will give a short story entitled The Ant and the
Ending it gives the solution to the Dove to the pupils for them to read and analyze,Refer to LM,
problem Learn Some More. Comprehension questions with choices will
also be provided to assess whether the competency was
D. Guided Practice achieved
Read aloud the story The Greedy Boy then, identify the
elements of liteary text. V. Agreement
Refer to LM, Try and Learn. Choose your favorite story and identify elements of literary texts
in your notebook.
Ask: What is the setting of the story? Read the part where
the setting is mentioned.
Who are the characters in the story? Describe each of
the characters.
Identify the parts in the selection that helped you
described the characters.
QUARTER 1
Week 3 B. Explaining the students What to do

Today we will infer the meaning of the unfamiliar words
Day 2 that we will encounter in the story you are about to
read.The story we are going to read is about the trip and
the activities of the girl scouts. Make a guess of their
I. Objective activities. Read the story using Directed Reading
Teaching Activity (DRTA) How to do it.
EO: Realize the importance of our forests by preserving them The learner formulates his own hypothesis about
V: Infer the meaning of unfamiliar words (affixed) based on the the story based on the title, pictures and others
before reading.
given context clues (synonyms,
The learner reads the text by parts.
antonyms, word parts) and others strategies
After every part, the learner answers the
questions about what might happennext based
on the context of the story or as revealed by the
II. Subject Matter
author.
Topic: Inferring the meaning of unfamiliar words based on
Confirmation of the hypothesis as the learners
the given context clues
read the text, allowing for correction if
Materials: Enlarged pictures of boyscout and girlscout,copy of
hypothesis is incorrect.
the story C. Modeling
Reference: Curriculum Guide Read the story then answer the questions that follows.
EN5V Ic 12 and 13
http://www.k12reader.com/worksheet/context-clues Story
Last year, the Girl Scouts in our district celebrated their anniversary with a
A. Setting the Stage journey. What do you think is the meaning of journey? The purpose of this trip
(Using picture of Girl Scout and Boy Scout ) Refer to
was to explore the virgin forests of Palawan. (What do you mean by virgin?) since
LM, Think and Tell
the forests of Palawan have not yet been touched by loggers. Many of the Girl
Ask: Who are in the pictures? How many of you are Scouts who went were independent girls and did not need help in doing basic or
members of the GSP or the BSP? essential things like cooking and hiking.What do you think is the meaning of
What are the common activities of a girl scout and a independent? essential?
boy scout?
Learning the meaning of cooperation helped to make their trip a success.
(guess the meaning of cooperation) By working together well, most of them
learned much and enjoy the trip. They learned the value of preserving or taking
good care of our forests to avoid floods and soil erosion. (what is the meaning of
preserving?)
Ask: 2. Turn on the _____________. It is dark in this room.
Who celebrated their anniversary? 3. Bring this letter to the post office for _____________.
How did they celebrate their anniversary? 4. I can hear someone _______________ at the door.
What was the purpose of their trip? 5. Father brought some flowers which mother put in a
How can you descrice a virgin forest? _____________.
Where do you think can we find a virgin forest?
What value did the Girl Scout learn about the forest?
QUARTER 1
Say: To get the meaning of a word, it must be used
in a context and there is a clue.When we say Week 3
context clue, it means get the meaning of the word
Day 3
as it is used with other words. Therefore, the words
that precede and follow an unfamiliar word will help I. Objective
you get its specific meaning. The word or is a signal EO: Show tactfulness when communicating with others
that a meaning for a new word will follow. W: Write two to three paragraph composition based on the
prepared outline
D. Guided Practice
Refer to LM, Try and Learn II. Subject Matter
Topic:Writing two to three paragraph based on the prepared
outline
E. Independent Practice Materials: pictures, copy of outline
Refer to LM, Learn Some More
Reference: Curriculum Guide
Code: EN5WC Ic 2.2.4
http://www.elementary.ph/keywords/outline
F. Closure
How can we get the meaning of unfamiliar words?
IV. Evaluation
Write a sentence for each of the given pictures.

Vase knocking mailing
Morning light write
Read the given sentences, then choose one of the words from
below that will best fit the sentence. After this, underline the word
in the sentence that gave you clue to the word you chose.
1. Every ________ I have breakfast.
Ask: Do you like? What birds do you like? Why? Call selected pupils to write the paragraph on the board.
Introduce the title of the outline.
D.Guided Practice
(Group Activity)
B. Expalining the Students What to Do
Write the paragraph using the outline given.
Class, our lesson for today is about writing two to
three paragraph based on the outline that I will give to Conduct the writing relay. Post the outline on the board. Give a sheet
you.And how do we write paragraph using an outline? of paper to each group.
(By writing the topics following their correct order in the
Have the group sets on a row before conducting it.
outline)
Instruction:
C. Modeling
1. Leader writes the first sentences of the
Read the outline to the pupils.
paragraph then passes the paper at his/her
back.
I. Characteristics of Vultures 2. The second member writes another sentence
following the outline. And passes again the
paper afterwards.
A. Large birds of prey 3. Continue until all the topics in the outline has
B. Have baldheads and neck been written.
C. Have very good eyesight 4. Show tactfulness when communicating with your
D. Have a keen sense of smell groupmates/ classmates.
II. How vultures get their food
Outline:
A. Do not hunt for food
B. Live on rotting bodies of dead animals The Air Pump
C. Have to wait for their dinner
D. Eats food left by the lion I. The diaphragm is an air pump
Ask: A. It moves up to push the air out of the lungs.
B. The curved muscles under the lungs is
What kind of birds are vultures? (Large birds of prey) called the diaphragm.
C. The diaphragm works so that fresh air will
Why do vultures do not hunt for food? (because they live
flow in your ribs
on dead animals)
What kind of outline is presented? (topic outline)
II. There are special body parts that control a
What are the main topics in the outline? (Characteristics parsons breathing.
of Vultures and How vultures get their food) A. You cant switch you muscle on and off
Are they subtopics given for the main topics? (yes) B. You cant let them go fast or slow
Can this outline be written in paragraph form? (yes) C. You breath sometimes go slow or faster
depending upon the activity you do.
Lets try writing them in paragraph form.
E.Independent Practice Write the paragraphs based on the outline given below.
Heres another outline. Write 2 paragraphs based on The Whale

the outline given.
I. A sea mammal well built for living in water
Clouds A. Has blubber or fat to keep at warm
B. Has few bristle of hair on its head
I. Why clouds are important C. Has front links shaped like flippers
A. ____________________ D. Gives birth to live babies
B. protect us from the heat of the sun
C. ____________________
II. ____________________ II. How the whale gets air
A. During fine weather, early in the morning A. Breaths air through its lungs
clouds are golden yellow. B. Swims to the surface of the water to breathe air
B. ____________________ C. Blows out stale air before breathing in
C. ____________________ D. Will drown if cannot come to the surface to breathe
V.Assignment
Answer:
I. Copy the outline. Rewrite it in paragraph form.

A. sources of rain
B. tell us what kind of weather we will have I. Germs grow easily
A. Grow in dirty places
B. Grow in places of different temperature
II. Clouds color depend on time and kind of C. Grow in bright or dark places
weather II. Germs are spread in many ways
A. at noon, they are white on a sunny day A. Spread when people sleep together
B. at sunset, they turn red B. Spread by using common things
C. Spread by sneezing, coughing or kissing
F.Closure
What have you learned from todays lesson? QUARTER 1

How do we write two to three paragraph based on a
praticular outline? Week 3
Day 4
I. Objective
EO: Take good care of personal belongings
IV.Evaluation
G: Compose clear and coherent sentences using appropriate grammatical THEN AND NOW
structures: modals When I was a child
I used to go from place to place
II. Subject Matter Crawling with my hands and feet.
I used to play with all my toys
Topic:Modal Auxiliaries used to, would Tearing and pulling them apart.
Materials: pictures, poem written in a cartolina Now that I have grown
Reference: Lesson Guides in Elem. English 5, page 69 I would go wherever I want
Curriculum Guide Going out with all my friends.
Code: EN5G-Ic-3.6 I would join all kinds of games
Playing ball whenever I can
- Let the pupils read the poem as a class then by groups.
A.Setting the Stage
Ask: What did the author use to do when he was a child? (Write the
Do you still remember what you used to do when you were answers on the board)
small? What helping verbs were used to describe what he always
What are these activities that you used to do? did when he was small?
How do you feel when you recall these activities that you - Let the pupils read the answers on the board. Tell them that these
used to do? are the activities that the author always did when he was small.
- Let the pupils read this paragraph
B.Explaining the Students What to Do
We usually visit my grandparents every Sunday. Early in the
Say: Class, we will compose clear and coherent sentences morning on Sundays, mother will prepare some food to take with
using appropriate grammatical us. She will cook fish as well as chicken because grandpa likes
Structures specifically the modal auxiliaries used to,will and fish but grandma eats only chicken.
would.
Modals are verbs used with other verbs. They can

express a habit.
Used to, would - are used to express a past habit
Ask: How does mother usually do on Sundays?
Will is used to express a present habit
-Will prepare some food
What helping verb was used to express what mother usually
C.Modeling
does on Sunday?
-will
Say: You are going to read a poem about what a child used
What do we call these activities that we always do or always
to do and what he always does now
did in the past?
-habits
How many verbs are used to express these habits?
-two
What are the main verbs?
-go, play, join, prepare
What do we call these verbs?
-auxiliary verbs Now she _______ use a glass whenever she drinks
In what forms are these auxiliary verbs used? milk.
-base forms I _______ sleep on my parents bed when I was
What do we call the helping verbs used before the auxiliary small.
verbs? She ______ buy her mother a gift on her birthday.
-modals or madol auxiliaries They ______ live in Manila in the 1990s.
Do the modals remain in the same form or do they follow
that the subject is? F.Closure
-They remain in the same form no matter what the subject is.
When do we use the modal used to and would? What are modals?
-To express past habit What modals are used to express a past habit?
When do we use the modal will? What modals are used to express a present habit?
-To express present habit
Say: According to the poem, how did the author play with his IV. Evaluation
toys?
Did he take good care of his toys? Use each modals inside the pie in a sentence.
As he grow older do you think he still did that to his toys or
other belongings?
How about you, do you take good care of your things and used to join would eat will go
other personal belongings? How?
Why should we take good care of our things or personal used to get will visit
belongings?
How should we handle borrowed things or the things in
school? QUARTER 1
D.Guided Practice Week 3

Day 5
Let the pupils form four groups. Let each group form a small
circle. I. Objectives
Let each member of every group share with the rest of the VC:Describe different forms and conventions of film and moving
group members his habit when pictures.
he/she was small using the modal used to, would and his OL: Use formal and informal English based on audience and
habit now using the modal will. purpose.
E.Independent Practice II. Subject Matter
Topic:Different Forms and conventions of film and moving
The teacher presents strips of cartolina where some pictures
sentences are written.She will call one pupil to give the appropriate Materials:Projector,Laptop,speaker,video,pictures, strips of
modal to complete the sentence.Then the pupil will read the paper
complete sentence. Reference:Curriculum Guide
Code:ENVC-Ic-5.1, EN5OL-Ic-3.9
Maria _______ drink milk in a feeding bottle. https://www.google.com.ph/search?q=film&rlz
https://www.youtube.com/watch?v=JNoxwUsNDX8
http://www.slideshare.net/u1024811/film-conventions- who tells the story by portraying a character and,
powerpoint usually, speaking or singing the written text or play.
https://www.youtube.com/watch?v=_bZPoOMfsVg Dialog the things that are said by the characters in a
movie; a discussion/ conversation between two or more
people
Setting or set up the time, place, circumstances in which
III. Learning Activities a film takes place
Direction the instructions given to the actors and other
A.Setting the Stage people working on a film
Blocking is the positioning and movement of the characters
Are you fond of watching films or movies? to tell the story in visual term
Lighting - the use of various light sources, both artificial and
What movies have you watched?
natural, to achieve some aesthetic or practical effect while
Which from those movies you have watched,do you like illuminating a scene.
best?
We will also tackle about the use of informal and formal
Look at the pictures below and guess the title of the movie.
english.
Formal language is using standard English (not slang) and
appropriate grammar when speaking or writing. Informal
language is the language we use when we feel very
comfortable and casual around people. For example, talking
with or writing to our peers, close friends, and family may be
appropriate times to use informal speech. You may choose
to use slang or some inappropriate grammar. Informal
language does not require standard English.
C.Modeling
B.Explaining the Students What to do
Say: Class, today we will discuss about the different forms and The teacher will discuss about the powerpoint presentation to the pupils.
conventions of films and moving pictures but let me first describe Afterwards, pupils will be given a chance to watch the movie entitled
what a film/ movie is.. imagination and analyze the forms and convention of this film.
A film, also called a movie, motion picture or photoplay, is a Questions:

series of still images which, when shown on a screen, creates the
illusion of moving images due to the phi phenomenon. 1. What is the film all about?
The different forms and conventions of films are: 2. Who are the characters in the film?
3. What is the setting/ set up of the film?
Characterization - describe the depiction of a character in a 4. What can you say about the dialog being used in it? Lighting?
movie Blocking?
Acting is the work of an actor or actress, which is a person 5. Describe the lesson that you have learned from the film using a
in theatre, television, film, or any other storytelling medium simple formal and informal english.
D.Guided Practice B.Using the pictures below, write a simple dialogue with Formal and
Informal English.
Pupils will play the game Laglag Panyo whoever pupils get the
handkerchief will be the one to answer the questions inside the box.
1. What is the difference between Formal and Informal English?

2. What is a film or a movie?
3. Why is blockings important in a film?
4. What is the use of lighting in a scene?
5. Who plays an important role in a film?
E.Independent Practice Week 4
Draw a hatif the statement is correct and an umbrella if not. I. Objectives
1. The use of lighting can be both artificial and natural. A. Expressive Objectives
2. Actors/actress tells the story in a film by portraying a character.
3. Directions are the instructions given to the actors only. 1. Realize the important of being polite at all times.
4. Dialog are the things that are said by the characters in the
movie. 2. Express tactfulness when communicating with others.
5. A film createsthe illusion of moving images.
F.Closure
Listening Comprehension
What are the different conventions of a film?
Distinguish fact from opinion.
IV. Evaluation
Oral Language
A. Match Column A with the descriptions in Column B.
Respond to ideas and opinions after reflection
Column A
Column B Vocabulary Development
1. Things that are said by the characters in a movie A. Identify different meanings of content specific words (denotation and
Dialog connotation) (Science)
2. The time, place, circumstances in which a film takes place B.
Directions Reading Comprehension
3. The use of various light sources C.
Film Distinguish text types according to purpose- To classify or describe
4. Instructions given to the actors and other people
D.Lighting Oral Reading Fluency
5. Motion picture or photoplay E.
Setting Read with automaticity grade level frequently occurring content area
words
Grammar -Stereotypes -Point view -
Propagandas
Compose clear and coherent sentences using appropriate
grammatical structures (collective nouns and verb agreement) B. Materials
Writing Composition Charts

Pictures
Revise writing for clarity-correct spelling
Story
Viewing Audio video clip
C. References
Determine images/ideas that are explicitly used to influence viewers K to 12 Curriculum Guide English Grade 5
III. Procedure
-Stereotypes -Point view -
Propagandas Day 1
Attitude
I. Objectives
Observe politeness at all times 1. Distinguish fact from opinion.
2. Respond to ideas and opinion after reflection.
Show tactfulness
II. References:
II. Subject Matter PELC II 12
Developing My English Power 5 pp. 97-100
A. Topics
English Expressways Language p.242-244
a. Fact and opinion
Code: EN5LC-IId-2.10 and EN5OL-IID-3.4.1
b. Ideas and opinions after reflection
Materials:
c. Different meanings of content specific words (denotation and Chart, pictures
connotation) (Science) III. Procedure
d. Text types according to purpose- To classify or describe A. Setting the Stage
e. Automaticity to grade level frequently occurring content area words Game: Pick out a strip (rolled with ribbon) with a statement
stating a fact or an opinion inside a box. Those who picked
f. Clear and coherent sentences using appropriate grammatical structures an opinion should go to the left side; those who picked a fact
(collective nouns and verb agreement) should go to the right side. Pupils who did not get it correctly
should recite a poem; render a song or a dance number.
g. Clarity-correct spelling
h. Images/ideas that are explicitly used to influence viewers
Boats never sink.
Ice is cold. E. Closure/ Assessment
Three is not a number between two and four.
Shade the if the sentence states a fact and for the
All people can read.
sentence that states an opinion cross it.
A kitten grew up to be a cat.
You should brush your teeth. 1. A forest is the best place to relax.
A baby cannot count one to ten
Rich people are happy. 2. Christmas is the best time of the year.
Water is important to men.
3. Forest protects our wildlife; gives homes; food and water
to animals and birds.
B. Explaining the Students what to do
4. it is easier to wrap a big gift that a small one.
a. Today were going to distinguish fact from opinion. 5. Malunggay leaves is good for the health.
Refer to LM Try and Learn.
b. Modeling for students IV. Evaluation

Ask: When you are watching a debate how can you say Read the short selection and the sentences that follow. Draw a
that the speaker is just giving her/his opinion or star in a blank if the sentence is a fact and a moon it is an opinion.
her/his statement is a fact?
What are the right things to do if someone is giving He was a Teodoro F. Valencia the park commissioner
his opinion? himself. He was in charge of Rizal Park and it was he who managed to make
Do you think that giving a fact should have the park one of the most beautiful parks of its kind in the world. He wanted to
documents to proof? Why? make children happy. That is why Rizal Park has playground for children a
Why that it is important to hear your opinion in a skating rink and palms. Teenagers sit on the benches or stroll around
certain issue? fountains and along flowering hedges or watch carp and goldfish swim gaily
in ponds. A planetarium stands beside a library rich in magazines and books
C. Guided Practice for young and old.
_______1. Teodoro Valencia was the park commissioner in charge of Rizal
Refer to LM, Do and Learn Park.
_______2. Rizal Park is one of the most beautiful parks of its kind in the
Group the class into three. Give them a checklist of statement of fact
world.
and opinion. Let them answer it and compare their works with the other
_______3. Families enjoy having picnics on the clean thick grass.
group.
_______4. In summer people sleep outdoors in the park.
D. Independent Practice _______5. The sunset looks prettiest in summer when the sun paints the
Refer to LM Learn Some More clouds in gorgeous colors.
Let the pupils the activity in the LM by shading the part V. Assignment
of the box before the number. Write five statements describing the Filipinos under the following
headings
Day 2 E. Closure/ Assessment
I. Objectives Denotation. The dictionary meaning of a word. The literal

meaning of a word.
1. Identify different meanings of content specific words (denotation Connotation. The emotional or cultural meaning attached
and connotation) (Science) to a word.
Diction. Style of speaking or writing as dependent upon
2. Distinguish text-types according to purpose-To classify or describe choice of words includes language, figurative
language, and tone.
II. References:
PELC II 12 IV. Evaluation
Dictionary Refer to LM Do and Learn
Code: EN5V-IId-20.1.1, EN5V-d-20.2.1 EN5RC-d-3.2.1 Day 3
Materials:
Pocket Charts, I. Objectives
III. Procedure
1. Read with automaticity grade level frequently occurring content
A. Setting the Stage area words.
Shows different pictures in the class (e.g. house Group the 2. Gather relevant information from various resources-Dictionaries
class into two. Let the first class identify the meaning of the word
while the other group must give their own meaning about the II. References:
pictures. PELC III 1.2
English Expressway Reading pp.20-24
Code: EN5V-EN5F-IId-1.8.1, EN5SS-IId-1.4
Materials:
Dictionary, picture, charts, papers, pentel pen
B. Explaining the Students what to III. Procedure
Today class we are going to discuss about the connotation
and denotation of the words in Science. Based on the game that A. Setting the Stage
we have we simply identify the difference of the two. So for more
clarification let us have the activity. You have been using the dictionary for a long time.
Do you also know the important of dictionary in our speaking
C. Guided Practice specially with our diction? What will happen if we are not
Divide the group into four. Give them a manila paper and able to talk but we have to communicate? Let us have this
pictures. Let them post the pictures on it and make a column for game.
connotation and denotation. Refer to LM Find Out and Learn
COMMUNICATION ACTIVITIES DICTIONARY
D. Independent Practice
Refer to LM Try and Learn
.
Divide students into groups of 3. Give each group a dictionary. Let Ants are found everywhere in the world. They make their home in
them create the ideal student, school, class, teacher, or buildings, gardens etc. They live in anthills. Ants are very hardworking
whatever. When they have their creation finished, each group insects. Throughout the summers they collect food for the winter season.
will explain the meaning of it through the use of the dictionary. Whenever they find a sweet lying on the floor they stick to the sweet and
carry it to their home. Thus, in this way, they clean the floor. Ants are
B. Explaining the Students what to do generally red and black in color. They have two eyes and six legs. They are
social insects. They live in groups or colonies. Most ants are scavengers they
From the Game that we have done ask the collect whatever food they can find. They are usually wingless but they
following: develop wings when they reproduce. Their bites are quite painful.
What do you feel during the game?
Are you able to communicate clearly without talking? V. Assignment
Emphasize the importance of reading correctly. Use a dictionary and copy one entry with three or more meanings.
Copy all the information on that entry, including the given sample sentences.
C. Guided Practice Write your notes in your notebook.
Group the class into three. Refer to LM. Find Out Day 4
and Learn
Give them a story to read. Let them discuss the correct I. Objectives
pronunciation of the words in the selection. Then let the group
have one presenter to read the selection in front of the class. 1. Compose clear and coherent sentences using appropriate
After the presentation the teacher must look for the rubric that grammatical structures: -collective nouns and verb agreement
he/she prepared for the scoring. Also as a facilitator the teacher
must correct if there is any correction in the reading of the pupils. 2. Revise writing for clarity correct spelling
Let the pupils know the importance of using the dictionary in
II. References:
getting the correct diction of each word in the paragraph.
PELC II 12
English Language 5 p. 109
http://grammar.yourdictionary.com/sentences/20-Rules-of-subject-
Refer to LM Try and Learn verb- http://www.preservearticles.com/2011080410136/7-sample-
paragraphs-for-kids-free-to-read.html
Ask the pupils to get their dictionary and answer the activity. http://www.englishleap.com/grammar/collective-nouns
Code: EN5G-IId-2.2.6 EN5G-d-3.9, EN5WC-IId-1.8.2
E. Closure/ Assessment
Materials:
Refer to LM, Do and Learn
Charts pictures
IV. Evaluation
Read the paragraph by group and check for the pronunciation of the III. Procedure
word.
Call 9 students and group them into 3. Give the group each b. Something ___ very wrong here.
envelops. Inside on it is a group of words to be arrange to form a c. The crowd ___ getting angry.
sentence. Group 2
a. Each _____ a trophy for playing.
Answers: b. Something ___ very wrong here.
c. The crowd ___ getting angry.
Group 1 My dogs always growl at the postal carrier.
Group 3
Group 2 Peter doesnt likes vegetables a. Each _____ a trophy for playing.
b. Something ___ very wrong here.
Group 3 Basketball rolls across the floor. c. The crowd ___ getting angry.
Group 4
Ask the pupils What did you notice in the subject? a. Each _____ a trophy for playing.
b. Something ___ very wrong here.
How about the verb?
c. The crowd ___ getting angry.
What is the relationship of the subject and the verb?
Let the pupils answer the activity in the LM.

Teacher will say that they are going to tackle about the verb E. Closure/ Assessment
agreement.
Subject verb agreement simply means the subject and verb
In this process teacher can use the Think Pad for more must agree in number. This means both need to be
clarification about the verb agreement. singular or both need to be plural.
Example: Choose in the parenthesis the correct verb to be use in
the sentence. Collective nouns can be singular or plural depending on
meaning. Here are some examples of subject verb
1. Sugar and flour (is are) needed to the recipe. agreement with collective nouns:
2. The majority (rules, rule) most of the time.,
3., Basketball (roll, rolls) across the floor
IV. Evaluation
C. Guided Practice
Draw a in a blank if the statement is correct and a if it is
Group the class into 4. Perform the activity. Let the teacher
wrong.
give the standard in group activity and ready rubrics for scoring.
______1., These scissors cut well.,
The entire group will have the same question to be answer so
______2. Athletic develops good sportsmanship.
that after the activity they can compare the result. Instruct them
______3.The staff have gone their separate ways for the holidays.
to complete the sentence.
______4. The jury have finally reached his decision.
______5. The committee meets every Thursday.
Group 1
a. Each _____ a trophy for playing.
V. Assignment Look at the pictures class.
Write the verb and subject of the following sentence.
1. Jack, along with some of his closest friends, is sharing a limo to What can you say about the pictures?
the prom.
Is anyone of you already watched a movie?
2. The recent string of burglaries, in addition to poor building
maintenance, have inspired the outspoken resident to call a How do you act inside a movie theater?
tenants meeting.
3. The travelling salesman was dismayed to learn that neither his Do you think it is important to act correctly during watching any
son his daughter were interested in moving. film movie or even we are just watching a TV?
4. Pepperoni and cheese are great on a pizza.
5. Nothing has determined as of yet. Emphasize the good attitudes in watching a film viewing.
Day 5
Present to the class a video clip entitled Let them watch
I. Objectives
the video and ask them to get the values that the characters in
1. Determine images/ideas that are explicitly used to influence the movie possess.
viewers C. Guided Practice
Watch the video
-Stereotypes -Point view - D. Independent Practice
Propagandas Answer the activity on Do and Learn
E. Closure/ Assessment
3. Show tactfulness when communicating with others.
II. References:
PELC II 12
Code: EN5VC-IId-7 EN5VC-IId-7.1, EN5VC-IId-7.2 EN5VC-IId-7.3

Materials: Stereotype: to believe infairly that all people
Pictures, charts, video clip or things with a particular
III. Procedure characteristic are the same.
A. Setting the Stage IV. Evaluation

Identify the different images/ideas. Write P if its use for propaganda
S for stereotypes and PV for point view.
B. Explaining the students What to Do
1. 2. Say: Today we discuss about the sound devices using

onomatopoeia, alliteration, and assonance.
What is onomatopoeia?
- Onomatopoeia is when a words pronunciation
imitates its sound.
3. 4. Example:
What is alliteration ?
5. - Alliteration happens when words that start with the

same sound are used close together in a phrase or
WEEK 5 sentence. The sound is usually a consonant and the
words dont have to always be right next to one
Day 1 another.
I. Objectives - One of the fun features of alliteration is when it

becomes a tongue twister.
Analyze sounds devices ( onomatopoeia, alliteration, assonance )
Example:
II. Subject Matter
Topic: . Sound devices ( onomatopoeia , alliteration,assonance) She could feel her sons sweet smell of success.
Materials: Charts/paragraph,pictures, cartolinastrips,activity sheet, What is assonance ?

Reference: EN5LC-Ie 2.11.1 / 2.11.2/ 2.11.3
http://www.literarydevices.com/ -Assonance takes place when two or more words close
Focused Skill: Analyzing I could hear the crowd murmur as the news spread.
Value: Presence of mind t
III. Procedure
o one another repeat the same vowel sound but start
Look at the picture. with different consonant sounds.
- Example:
The silken tent.
A. Modeling
Say: What do you see in the picture? The teacher will give more sample of sound devices (
Can you imitate the sounds of it? onomatopoeia , alliteration, assonance)
Group 3: List down the sentences sound devices ( assonance )
Refer to LM. D. Closure
Differentiate the sound devices learned today. ( onomatopoeia,
Say: alliteration, assonance )
IV. Evaluation
1. Which example /sentence imitates its sound ?
2. Which sentence start with the same sound are
Directions: Read and analyze the sound devices used in the
used close together in a phrase or sentence?
sentences ( onomatopoeia, alliteration, assonance ).
3. From the examples given by the teacher which
sentence takes place when two or more words
1. The early bird catches the worm.
close to one another repeat the same vowel
sound but start with different consonant sounds? 2. The squeaky wheel gets the grease.
B. Guided Practice
The teacher will present new sentences to analyze the 3. Go and mow the lawn.
sounds devices. Arrange it on the table below.
4. Johnny went here and there and everywhere.
1. The sheep went, Baa. 5. The engineer held the steering to steer the vehicle
2. Silence your cellphone so that it does not beep during the movie.
3.We light fire on the mountain. FIRST QUARTER LM
4. I feel depressed and restless. Day 1
5. Dans dog dove deep in the dam, drinking dirty
water as he dove.
Think and Tell
6. Erics eagle eats eggs, enjoying each episode of
eating
Look at the picture.
C. Independent Practice
Group Activity
Analyzing the sound devices used in the sentences.
, Bow-wow!
Both bees and buzzers buzz.
The birds chirp filled the empty night air
Honesty is the best policy.
Let the cat out of the bag.
A stitch in time saves nine.
Alices aunt ate apples and acorns around August.
Beckys beagle barked and bayed, becoming bothersome for Billy.
Carrie's cat clawed her couch, creating chaos.
Group 1: List down the sentences sound devices (

onomatopoeia )
Group 2: List down the sentences sound devices ( alliteration ) What do you see in the picture?
Can you imitate the sounds of it?
I woke up at school in a slobbery pool; though I used to be dry, now
Im drowning in pool.
Find Out and Learn
I dreamt of a drip-dropping drain in my dream.
Directions :Analyze the following sentences identify the sound device used .
I lie down by the side of my bride.

Hear the lark and harken to the barking of the dark fox gone to
ground. Try and Learn
It's hot and it's monotonous.
The crumbling thunder of seas.
Try to light the fire.
Answer the following ;
The horses hooves clip-clopped on the cobblestones.
1. Which example /sentence imitates its sound ?
Those clucking chickens are driving me crazy!
2. Which sentence start with the same sound are
If youre going to cough, please cover your mouth. used close together in a phrase or sentence?
3. From the examples given by the teacher which
The prisoner was terrified to hear the crack of the whip. sentence takes place when two or more words
We roasted marshmallows over the crackling fire. close to one another repeat the same vowel
sound but start with different consonant sounds?
Despite their mothers warnings, the children chose to chew with
Learn Some More
their mouths open.
The rich man was so cheap that it was chilling.
The crowd cheered when the champion hit the challenger with Group Activity
a chair.
We sat around the campfire and chomped on chunks
of charred chicken.
Change the channel.
They would have been on time, if they didnt dilly-dally.
He dunked the delicious donut in dairy creamer.
There is nothing but death in the desert during the day.
Analyzing the sound devices used in the sentences.
She could feel her sons sweet smell of success.
Group 1: The large dog said, Bow-wow!
List down Both bees and buzzers buzz.
the The birds chirp filled the empty night air What is assonance ?
sentences
sound Honesty is the best policy. -Assonance takes place when
devices ( Let the cat out of the bag.
onomatopo two or more words close to one
eia ) A stitch in time saves nine.
another repeat the same vowel
Group 2: Alices aunt ate apples and acorns around August.
List down Beckys beagle barked and bayed, becoming bothersome for Billy.
sound but start with different
Carrie's cat clawed her couch, creating chaos.
the
sentences consonant sounds.
sound
devices ( - Example:
alliteration ) The silken tent.
Group 3: List down the sentences sound devices ( assonance )
Remember
Sound Devices
What is onomatopoeia?
- Onomatopoeiais when a words pronunciation
imitates its sound.
Example:
I could hear the crowd murmur as the news spread.
What is alliteration ?
- Alliteration happens when words that start with the
same sound are used close together in a phrase or
sentence. The sound is usually a consonant and the
words dont have to always be right next to one
another.
- One of the fun features of alliteration is when it
becomes a tongue twister.
Example:
FIRST QUARTER Say: Today we discuss about using formal and informal English
Week 5 based on their task and situation.
Day 2
Say: How do you differentiate the formal and informal English ?
I. Objectives Formal English - we use it when writing essays for

Use formal and informal English when appropriate to task school, cover letters, to apply for jobs or e mails and
and situation letters at work.
II. Subject Matter Example:represent , Finally
Topic: Formal and informal English when appropriate to task Informal English we use it with friends, children
and situation and relatives.
Materials: chart, pictures ,activity sheet,meta cards Example : stand for, In the end
Reference: EN5OL -Ie 3.9 C. Modeling
Internet
Focused Skill: Speaking
Value:
The teacher will give more sample of formal and informal
English.
III. Procedure
Refer to LM.
Look at the picture . Try to analyse which of them are using the
formal and informal English based on the situation portrayed . Say: What have you noticed about the samples of the
formal and informal English? Which of the two do you
want to use ?
D. Guided Practice
The teacher will present new sample of formal & informal
English.
Say: What can you say about the picture? Direction: Write F if the words state formal English and IF for
Can you tell something about this? informal English.
Based on their actions. Which do you think shows the formal
and informal ____1 . Go up ____ 4. ASAP
conversation ? ____2.Therefore ____ 5.negative
____3. Totally
Completely loaded
E. Independent Practice Smart You can call me if you need anything.
Rich intelligent
Group Activity I look forward to having from you. Please do not hesitate to contact
Complete the table below . me. Hope to hear from you soon.
totally
Group 1: Abbreviation
Formal English Informal English
television 1. 1.
photo 2. 2.
3. 3.
4. 4.
5. 5.
Week 5
Group 2: Letter of Expression
Day 2
Hi Robert Think and Tell
Truly Yours, Look at the picture . Try to analyse which of them are using the
formal and informal English based on the situation portrayed .
Group 3: Slang
Children
Right answer
F. Closure
When do we use formal English ? informal English? What can you say about the picture?
Can you tell something about this?
IV. Evaluation Based on their actions. Which do you think shows the formal
and informal
Directions: Arrange the words in the table below . conversation ?
Find Out and Learn
Example: bad - negative
Verbs
Formal Informal
establish Set up
examine look at Hi Robert
Transition Truly Yours,

Formal Informal
moreover also Group 3: Slang
However but Formal English Informal English
Emphasis Children
Formal Informal Right answer
much A lot of
definitely very
Slang
Remember
Formal Informal
negative bad
positive good
Formal English - we use it when writing essays for

What have you noticed about the samples of the formal school, cover letters, to apply for jobs or e mails and
and informal English? Which of the two do you want to letters at work.
use
Example: represent , Finally
Learn Some More

Informal English we use it with friends, children and
relatives.
Group Activity
Complete the table below .
Example : stand for, In the end
Group 1: Abbreviation
Week 5
Day 3
television
I. Objectives
photo
1. Infer the meaning of unfamiliar words based on given

context clues
( synonyms, antonyms, word parts and other strategies )
Group 2: Letter of Expression 2. Revise writing for clarity ( correct spelling )
II. Subject Matter
Say : Inference clue is a kind of context clue. In an inference
Topic: Meaning of Unfamiliar Words Based on Given Context clue, some kind of information is given in the sentence to help
Clues you figure out the meaning of the unfamiliar word.
Materials: chart, pictures ,activity sheet,context Say: The examples use antonyms as hints to the meaning of
Reference: EN5V- Ie-12 and 13 the unfamiliar word.
Internet An antonym is a word that means the opposite of a given
Developing Reading Power 5 p. 17-26 word. In this kind of
Focused Skill: Inferring Context clue the antonym of the unfamiliar word is given within
Value: Save the animals. the sentence or in the next to help the reader figure out the
meaning of the unfamiliar word.
III. Procedure
A. Setting the Stage C. Modeling
Study the following sentences. Find the meaning of the Directions: Read the paragraph below. Infer the meaning of the
underlined word. What word in the sentence hints at underlined words.
the meaning of the unfamiliar word ?
Attendance in the meeting is mandatory.

The parents thought it was voluntary.
The police officer was stalwart .

He wasnot weak nor fearful.
The shark is a sea animals whose prodigious strength
and size is unequalled.
A hungry shark attacks its prey viciously. Because of this, many
Say: Can you tell the meaning of the unfamiliar word ? What people fear the animal . But the shark does not deserve such
groups of words in the sentence helps you figure out the bad reputation. In reality, sharks rarely attack human beings.
meaning of the unfamiliar word ? The animals does so only when provoked by hunters who invade
its territory. Like any other animal, the shark resents invasion of
The sky wasovercast and rain was expected in the its home.
afternoon.
Thosand of years ago, primitive people discovered fire
and learned to cook their food. 1. The elephant is another mammal with prodigious strength Prodigious
means
_________.
Say :What words in the sentence hint at the meaning of the
a. beautiful c. wicked
unfamiliar word ? What kind of context clue is used in the
b. great d. unfriendly
sentences ?
2. Normally, the sharks prey are other fishes. What does prey mean ?
a. Animals who eat other animals Directions: Determine if the sentence has a context clue for
b. Animals that are hunted as food the underlined word.
c. All animals that swim Write Con the first blank if the sentence has a context clue: write
d. Animals that live together NCif it does not have on the blank, write the kind of context clue
used.
3. When a hungry shark attacks viciously, it moves _________.
Refer to LM.
a. gently c. in slow motion Group 2
b. gracefully d. with force Directions :Study the sentences. Find the word or word group that help
youunderstand the meaning of the underlined word. Write the
4. If you deserve something, you are _____ of it. clues on your paper.
a. worthy c. burdehed
Refer to LM.
b. ashamed d. proud
Group 3
5. What does reputation mean ? Directions: Study the following sentences. Select the
word or word group that has the same meaning as the
a. the way a person or thing is named
underlined word. Tell the information you used
b. ones family name To figure out the meaning of the unfamiliar word.
c. ones work calling
F. Closure
D. Guided Practice Inference clue is a kind of context clue. In an inference clue,

some kind of information is given in the sentence to help you
figure out the meaning of the unfamiliar word.
Directions: Read each sentence. Circle the antonym clue.
Underline the word
That is explained by the antonym clue.
IV. Evaluation
1. Life in the barrio is not extraordinary. It is mundane.
2. The drinks served today is sparkling but yesterday was flat.
A. Directions: Select the word or word group that has the
3. The Spaniards called the Filipinos indolent but actually we
same meaning as the underlined word. Tell the information
are industrious.
you used to figure out the meaning of the unfamiliar word.
4. The sea today is turbulent, not calm.
5. The soiled bed sheet is not clean. It needs washing.
1. The head nurse has many obligations in the hospital.
a. Uniform c. patients
E. Independent Practice b. Duties d. payments
Group Activity 2. The firemen looked through the debris of the burned
building. They tried to
Group 1 find out how the fire started.
a. Flames c. remains The sky wasovercast and rain was expected in the
b. Twisted steel d. broken doors afternoon.
Thousand of years ago, primitive people discovered fire
3. Alvin holds a grudgeagainst me when I did not vote for and learned to cook their food.
him in the student
Election.
a. Feeling of forgiveness c. feeling of happiness What words in the sentence hint at the meaning of the
b. Feeling of bitterness d. feeling of unfamiliar word ? What kind of context clue is used in the
encouragement sentences ?
B. Directions: Read each sentence. Circle the antonym clue. Find Out and Learn
Underline the word that is explained by the antonym clue.
4. The parents were lukewarm in their response. They Directions: Read the paragraph below. Infer the meaning of the
were not enthusiastic. underlined words.
5. Mother changed the drab color into something lively.
Week 5
Day 3
Think and Tell
Study the following sentences. Find the meaning of the The shark is a sea animals whose prodigious strength and size is uneq
underlined word. What word in the sentence hints at A hungry shark attacks its prey viciously. Because of this, many people fear t
the meaning of the unfamiliar word ? the shark does not deserve such bad reputation. In reality, sharks rarely atta
beings. The animals does so only when provoked by hunters who invade its t
Attendance in the meeting is mandatory. any other animal, the shark resents invasion of its home.
The parents thought it was voluntary.
1. The elephant is another mammal with prodigious strength Prodigious
The police officer was stalwart . means
He wasnot weak nor fearful.
________
a. beautiful c. wicked
b. great d. unfriendly
Can you tell the meaning of the unfamiliar word ? What groups
of words in the sentence helps you figure out the meaning of the 2. Normally, the sharks prey are other fishes. What does prey mean ?
unfamiliar word ?
a. Animals who eat other animals
b. Animals that are hunted as food
c. All animals that swim
d. Animals that live together 1. Motherlooked longingly at the fragile flower
vases.
3. When a hungry shark attacks viciously, it moves _________. _____________
___________________________
a. gently c. in slow motion
2. Father was in a predicament when he did not
b. gracefully d. with force follow the odd-even scheme traffic rule. He was
in a difficult situation.
4. If you deserve something, you are _____ of it.
_____________
a. worthy c. burdehed ____________________________
b. ashamed d. proud 3. The coat smelled musty after it has been stored
in the closest for so many months.
5. What does reputation mean ? _____________
a. the way a person or thing is named ____________________________
4. The gullies on the hillside showed the rains had
b. ones family name washed much of the good topsoil.
c. ones work calling _____________
____________________________
Try and Learn
5. We put up a fence on the boundary of our
Directions: Read each sentence. Circle the antonym clue.
property.
Underline the word
_____________
That is explained by the antonym clue.
____________________________
1. Life in the barrio is not extraordinary. It is mundane.
2. The drinks served today is sparkling but yesterday was flat.
3. The Spaniards called the Filipinos indolent but actually we
Group 2
are industrious.
Directions : Study the sentences. Find the word or word group that help
4. The sea today is turbulent, not calm.
you understand the meaning of the underlined word. Write the
5. The soiled bed sheet is not clean. It needs washing.
clues on your paper.
Do and Learn
1. The dog yanked or pulled at the meat until it came off
the bone.
Group Activity
2. The sunken ship contains bag of pistoles . The bags of
old gold coins are worth a lot of money.
Group 1
3. The list of alternatives, that is choices, for the class trip
Directions: Determine if the sentence has a context clue for
includes a trip to the Enchanted Kingdom.
the underlined word.
4. The fanciful or unrealistic costumes in the play are
Write Con the first blank if the sentence has a context clue: write
attractive.
NCif it does not have on the blank, write the kind of context clue
5. Hepatitis is a very malevolent (harmful)disease.
used.
Group 3
Directions: Study the following sentences. Select the
word or word group that has the same meaning as the
underlined word. Tell the information you used
to figure out the meaning of the unfamiliar word.
1. The damage done by the fire was dreadful ; we lost

everything we have.
a. amusing c. terrible
b. unimportant d. could not be
explained
2. Fatima was modest about her grades, even though it was

the highest in the whole grade level.
a. not happy c. not proud
b. not boastful d. not sincere Malabon Zoo has an aviary or a place for keeping birds. Several tropical
birds are keep here like the toucan, myna, and cockatoo. These variegated
birds look like colorful butterflies.
3. In the LRT, I was wedged between the crowd and the door. Although many visitors come to the zoo, the owner is
a. offered a place c. squeezed apprehensive.Defraying or bearing the cost of the aviary is heavy. The owner
b. pushed against d. pinned down came up with a novel idea to help with the expenses. He sells to the visitors
4. I was outraged when I saw that big boy pushing the lame boy. souvenirs or items to remember the zoo.
a. interested c. shocked
b. pleased d. angered Unfamiliar Words Meaning Kind of context
5. The politicians plan has many drawbacks. The people rejected clue used
it.
a. advantages c. parts 1. ______________
b. problems d. supporters _______________________
2. ______________
Learn Some More _______________________
Directions:Study the paragraph below. At the end of the paragraph, write the 3. ______________
underlined word. Write the meaning of the underlined word. Write the kind of _______________________
context clue used to figure out the meaning of the unfamiliar word. 4. ______________
______________________
5. ______________
_______________________
Remember
Inference clue is a kind of context clue. In an inference clue, Say :Have you been absent from your class before? When was
some kind of information is given in the sentence to help you that? Why were you absent? Tell the class when you were
figure out the meaning of the unfamiliar word. absent and why. Use these patterns:
An antonym is a word that means the opposite of a given word. I was absent last __________________.
In this kind of Context clue the antonym of the unfamiliar word is I was absent because _______________.
given within the sentence or in the next to help the reader figure (or : I missed my classes last _______________.
out the meaning of the unfamiliar word. I missed my classes because ___________.
You have learned that related ideas or thoughts can be

Week 5 joined by the conjunctions and, or, and but . Compound
Day 4 sentences are then built.
I. Objectives Other conjunctions can also be used. This is to show a
Compose clear and coherent sentences using clear and precise
appropriate grammatical structures; relationship between ideas or thoughts. These are as follows :
- Conjunctions
because when if
II. Subject Matter unless so
so that where although
Topic: Conjunctions since
Materials: chart, pictures ,activity sheet
When these conjunctions are used, another kind of sentence
Reference: EN5G- Ie- 8.3 /8.4
is built. This sentence is called a complex sentence.
English for All Times 5 Language p. 36-41
Focused Skill: Speaking and Writing
C. Modeling
Value: Honesty
Directions: Look at how the ideas below can be combined into
complex sentences. Can you explain the meaning of each
III. Procedure
combination ?
Directions :Listen carefully as your teacher reads letter
of excuse from her student.
You rest and sleep. You have a bad cold.
Say:
- Who were absent from their classes? 1. You rest and sleep because you have a bad cold.
- Why was Joyce absent and was able to go to school? 2. You rest and sleep if you have a bad cold.
- Did Joyce explain clearly their reasons to be excuse?Why? 3. When you have a bad cold, you rest and sleep.
4. You rest and sleep although you have a bad cold.
B. Explaining the students What to Do 5. Since you have a bad cold, you rest and sleep.
Which sentences tell why you have to rest and sleep?
Which tells a condition for you to rest and sleep ? Directions :Choose the most appropriate conjunction to connect the
ideas in each sentence.
When combining two ideas into one sentence, think
how they are related Refer to LM.
To each other. Then, choose a conjunction that will clearly Group 3
show that relationship. Directions: Complete each into a complex sentence.
Add another idea appropriate to the given conjunction.
Refer to LM.
D. Guided Practice
F. Closure
Directions: Can you combine the ideas in this paragraph
clearly ? Use the appropriate conjunctions and form complex Use conjunctions like, because, so that, when, where, if,
sentences. although, among others, to express clear relationships.
A complex sentence is made up of two or more ideas
combined using the said conjunctions.
We wanted to go camping. We love the outdoors. We

packed our supplies. We boarded the bus. We sang. We would
not feel bored and sleepy. IV. Evaluation
Directions: Combine the given ideas into a complex

Did you come up with these complex sentence ? sentence. Use appropriate conjunctions like because, if,
although, unless, so that, before, after, when, were among
1. We wanted to go camping because we love the outdoors. others.
2. After we packed our things, we boarded the bus.
3. We sang so that we would not feel bored and sleepy. Example : I like gardening. I love green plants.
Answer: I like gardening because I love green plants.
1. I like farming. It is a mans work.

E. Independent Practice 2. I started gardening. I was seven.
3. I used pots made of small cans. I was still young for a
Group Activity
garden pot.
4. I used animal manure as fertilizer. My plants grew healthy
Group 1
and robust.
Directions: Go around the classroom. Ask classmates to
5. I save some of my earnings in the bank. I can buy my
answer the questions or to complete the statements
favorite reading books.
below.Record every answer.
Refer to LM.
Group 2
To each other. Then, choose a conjunction that will clearly
Week 5 show that relationship.
Day 4
Try and Learn
Think and Tell
Directions: Can you combine the ideas in this paragraph clearly
Directions : Listen carefully as your teacher reads letter ? Use the appropriate conjunctions and form complex
of excuse from her student. sentences.
Say:
We wanted to go camping. We love the outdoors. We
- Who were absent from their classes? packed our supplies. We boarded the bus. We sang. We would
- Why was Joyce absent and was able to go to school? not feel bored and sleepy.
- Did Joyce explain clearly their reasons to be excuse?Why?
Find Out and Learn Do and Learn

Group Activity
Directions: Look at how the ideas below can be combined into
complex sentences. Can you explain the meaning of each Group 1
combination ? Directions: Go around the classroom. Ask classmates to
answer the questions or to complete the statements below.
Record every answer.
You rest and sleep. You have a bad 1. I climb a mountain if..
cold. 2. I paint when .
3. We study hard so ..
4. We can learn anything fast if ..
1. You rest and sleep because you have a bad cold. I play the guitar although
2. You rest and sleep if you have a bad cold.
3. When you have a bad cold, you rest and sleep.
4. You rest and sleep although you have a bad cold. Group 2
5. Since you have a bad cold, you rest and sleep. Directions: Complete each into a complex
sentence. Add another idea appropriate to the given
Which sentences tell why you have to rest and sleep? conjunction.
Which tells a condition for you to rest and sleep ?
When combining two ideas into one sentence, think 1. It was a warm and bright day when ________.
how they are related 2. Dondon and Edgar dressed up well because _______.
3. They had formed a singing group since ____________.
4. The boys had practiced for long hours so that 1. Analyze a 2- stanza poem in terms of its elements (
__________. rhymes, sound devices, imaginary and figurative language )
5. They would not join the singing contest unless 2. Distinguish among various types of viewing materials.
__________.
II. Subject Matter
Group 3
Topic: Analyzing a 2- stanza poem in terms of its elements
Directions : Choose the most appropriate conjunction to connect the Materials: chart, poems,activity sheet
ideas in each sentence. Reference: EN5RC I e 6 / EN5VC I e 6
Developing Reader Power 5 p. 35-37
1. Dona brings a waterjug( when, where ) he goes hiking. Focused Skill: Analyzing
2. I like hiking, too, ( since, although ) it can be tiring. Value: Appreciate all the creatures of God.
3. ( When, Before ) I get very tired, I usually take a rest.
4. I began hiking 9 since, if ) I was seven. III. Procedure
5. You should not climb the mountain( so that, unless ) A. Setting the Stage
someone is with you.
Presenting some lines from several poems.
Learn Some More
Slides Presentation
Directions:Complete each into a complex sentence. Add another idea
appropriate to the given conjunction. B.Explaining the students What to Do
1. They strongly believe in winning because ___________. Say :Here are some lines from several poems. Can you tell the
2. The audience was very quiet when ________________. meaning of the underlined words ? What do the underlined
3. At last the time came when __________. words describe ?
4. After _________, the boys continued to practice singing.
5. If _________, you should develop by using it well. Figurative Language describes things in new ways. This kind of
Language goes beyond what words actually mean. Poets often use
figurative language meanings.
Remember
MODELING
Use conjunctions like, because, so that, when, where, if, although, among others, to express clear
relationships.
Directions: Read the poem.
A complex sentence is made up of two or more ideas combined using the said conjunctions.
Week 5
Day 5
I. Objectives
THE NIGHT WILL NEVER STAY Directions :Study the following lines from some poems. Identify
By :EleonorFarjeon the figurative language used. Tell the meaning of the figurative
The night will never stay, words in everyday language.
The night will still go by,
Though with a million stars Group 1: Group 3:
You pin it to the sky Slowly,silently now the moon Where carts are blue
Though you bind it with the blowing wind, Walks the night in her silver shoon And barns are red,
And buckle it with the moon. This way and that , she peers and sees And the road unwinds
The night will slip Silver fruits upon silver trees. Like a twist of thread.
away.
Like a sorrow or a tune Group 2:
They seem like animal eyes in the dark

What do you call the underlined That are stealthily searching for prey;
word? And the road is afraid for it wriggles its tail
How did the poet describe the And hurriedly slithers away.
moon?
Can moon really do what the
poets suggest? F. Closure
Figurative Language describes things in new ways. This kind

C. Guided Practice of Language goes beyond what words actually mean. Poets
often use figurative language meanings.
MEXICAN PALM
IV. Evaluation
By: Emilie F. johnson
Directions: Study the lines from poem. Identify the figurative
language used. Tell the meaning of the figurative words in
My tree is like a duster
everyday language.
reaching high.
Stretching forth to sweep the cloudy sky.
Butterfly, butterfly,light a summer air
How the author describes the tree? Darttingup,floatingdown,drifting everywhere
Are the fairies using you.
E. Independent Practice As an airplane for a fairy crew ?
Group Activity
Week 5 And buckle it with the moon.
Day 5 The night will slip away.
Like a sorrow or a tune
Think and Tell
.
Directions: Study the following lines from some points. Identify the
figurative language used. Tell the meaning of the figurative words in
everyday language. What do you call the underlined
word?
1. Where carts are blue
How did the poet describe the
And barns are red,
moon?
And the road unwinds
Can moon really do what the
Like a twist of thread.
poets suggest?
2. The moon like a flower

In heavens high bower,
With silent delight
Sits and smiles in the night.
3. My turtle is a tidy boy!

When he is tired of play, Try and Learn
He folds himself up carefully
And puts himself away. MEXICAN PALM
By: Emilie F. johnson
Find Out and Learn My tree is like a duster

reaching high.
Stretching forth to sweep the

cloudy sky
THE NIGHT WILL NEVER
STAY How the author describes the tree?
By :EleonorFarjeon
The night will never stay,
The night will still go by,
Though with a million stars Do and Learn
You pin it to the sky Group Activity
Though you bind it with the blowing wind,
Directions : Study the following lines from some poems. Identify
the figurative language used. Tell the meaning of the figurative
words in everyday language.
Group 1: Group 3:
Where carts are blue Slowly,silently now the moon
And barns are red, Walks the night in her silver shoon
And the road unwinds This way and that , she peers and sees
Like a twist of thread. Silver fruits upon silver trees.
Group 2:
They seem like animal eyes in the dark

That are stealthily searching for prey;
And the road is afraid for it wriggles its tail
And hurriedly slithers away.
Remember
Figurative Language describes things in new ways. This kind

of Language goes beyond what words actually mean. Poets
often use figurative language meanings.

Week 1-Eng

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WEEK 1 B.

C. Modeling for Students The wolf began closing in on the fox.

- Encircle the synonym of the underlined compound word.

B. Explaining the Students What to Do

Fresh gardens I. Objectives

Perfect II. Subject Matter

The clustering graphic organizer shows and C. Modeling for Students

b. Characterization a narrative might use E. Independent Practice

d. Props, Sets and Locations - can influence our

e. Camera Work/blocking - Frequent use of close-ups

f. Lighting - Soft and harsh lighting can manipulate a

Oral Reading Fluency http://clipart.me/premium-people/outlaw-565307

D. Guided Practice When listening to story being read, we should listen

They can be open, closed, or hyphenated.

C. Modelling for Students

angry (using hands) happy (using whole scared (using face)

B. Materials: The three aspects are:

G. Evaluation B. Explaining the Students What to Do

7. Setting or set-uprefers to the time and location

2. Blockingis the precise staging of actors in order

Week 3 B. Explaining the students What to do

Write a sentence for each of the given pictures.

Morning light write

Heres another outline. Write 2 paragraphs based on The Whale

I. Copy the outline. Rewrite it in paragraph form.

What have you learned from todays lesson? QUARTER 1

Modals are verbs used with other verbs. They can

D.Guided Practice Week 3

A film, also called a movie, motion picture or photoplay, is a Questions:

1. What is the difference between Formal and Informal English?

E.Independent Practice Week 4

Draw a hatif the statement is correct and an umbrella if not. I. Objectives

Writing Composition Charts

d. Text types according to purpose- To classify or describe A. Setting the Stage

h. Images/ideas that are explicitly used to influence viewers

b. Modeling for students IV. Evaluation

I. Objectives Denotation. The dictionary meaning of a word. The literal

Let the pupils answer the activity in the LM.

3. Show tactfulness when communicating with others.

Code: EN5VC-IId-7 EN5VC-IId-7.1, EN5VC-IId-7.2 EN5VC-IId-7.3

A. Setting the Stage IV. Evaluation

1. 2. Say: Today we discuss about the sound devices using

5. - Alliteration happens when words that start with the

I. Objectives - One of the fun features of alliteration is when it

Materials: Charts/paragraph,pictures, cartolinastrips,activity sheet, What is assonance ?

Group 1: List down the sentences sound devices (

I lie down by the side of my bride.

The rich man was so cheap that it was chilling.

We sat around the campfire and chomped on chunks

Change the channel.

They would have been on time, if they didnt dilly-dally.

He dunked the delicious donut in dairy creamer.

There is nothing but death in the desert during the day.

I could hear the crowd murmur as the news spread.

I. Objectives Formal English - we use it when writing essays for

II. Subject Matter Example:represent , Finally

Hi Robert Think and Tell

Transition Truly Yours,

Formal English - we use it when writing essays for

Learn Some More

1. Infer the meaning of unfamiliar words based on given

Attendance in the meeting is mandatory.

The police officer was stalwart .