DAY 1

I. Objective
 Observe politeness at all times
 Identify the elements of literary texts
 Summarize narrative texts based on the elements

II. Subject Matter

Topic: Identifying the elements of literary texts
Materials: Pictures, Stories in charts
Reference: Curriculum Guide
Code: EN5LC – Ic – 2.17.2, EN5RC-Ic-2.23, EN5A-Ic-16
http://www.kidsworldfun.com/shortstories.php
Skill Focused: Identifying
Value: Politeness

III. Learning Activities

A. Spelling (Day 1- Pre-test)
1. castle 6. proportion
2. builders 7. appearance
3. stage 8. greedy
4. identical 9. calculate
5. competition 10. Distance

B. Setting the Stage

What can you see on the picture?

What can you say about the girl in the picture?
Have you heard the story of Princess Polite?
What are the standards in listening?

C. Explaining the Students What to Do

Class, our lesson for today is about identifying the elements of literary texts and
summarizing narrative texts
Literary elements refers to an aspect of a whole text. The elements are setting, character
and plot.

D. Modeling
The teacher will read the story of “Princess Polite” to the pupils.

Princess Polite (Short Story)

by Jasmine Logan, Grade pr, QLD

Once there was a girl called Princess Polite but people in her castle called her Polly or Polly
Polite. One day a super star came to her castle. Polly said “Why have you come here? And what is
“James Sammy and I met him at a wedding.” Sarah said.
“Oh how sweet!” Polly said.
“Nice to meet you Polly Polite.” the handsome prince said.
“You smell like tuna!’ Polly said.
“Oh.” He said.
“We are here to get married!” Sarah said.
“Wait, I thought we were here to see you rock out. I don’t want to marry you!” 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 a thousand drips in it and it went all the way up to the top. She had
to tip it out and start all over again. The prince and the princess lived happily ever after. The rock star spent the rest
of her life crying a million tears into a bucket and starting all over again and again and again and again and again
and again and again and again.

Who is the main character in the story?

How would you describe her?
Is it good to be polite to other people specially to the elders? Why?
Who are the minor characters in the story?
Where did the story occur? When? Read the part. Describe it.
What do you call this part of the story? (setting)
Do all stories need a setting? Why?

Class, these are the elements of literary texts and their definition.
 The characters are the people or animals in the story.
 The setting talks about the place and the time that the events in the story
happened.
 The plot is made up of the events that happened in the story. It consists of the
beginning, the middle, and the ending.
 Beginning – it gives the problem faced by the main character
 Middle – it represents the actions made by the characters to solve the
problem
 Ending – it gives the solution to the problem

E. Guided Practice
Read aloud the story “The Greedy Boy” then, identify the elements of liteary text.
Greedy Boy
 There lived a twin brother called Sam and Tom! They were identical twins, even their mother found it
too hard to differentiate between them during the initial months of birth. However, they were like
two poles when it comes to everything other than their appearance. They neither agree with
anything nor do they share even one single trait!

Sam had no friends, whereas for Tom the world was friendship. Sam loved sweets and Tom
loved to eat spicy foods. Sam was mommy’s pet and Tom was daddy’s pet. While Sam was
generous, Tom was greedy!

As they grew up, their father wanted to share his fortune equally. However, Tom did not agree
and he argued that whoever is more intelligent and strong, will gain higher share of wealth than
other.

Sam agreed. Their father decided to organize a competition between the two. And they ordered the two sons
to walk as long as they can in and they should return home before the sunset. Whoever covers the longer distance and
returns home before sunset will get huge amount of wealth proportionate to the distance they covered. They don’t carry
watch to calculate time.

Both started to walk a long way during a sunny day. Sam walked slowly and steadily, while Tom urged to win over Sam
started to run instantly.

The distance they cover until mid-noon will be equal to the distance they would reach home before sunset. It was mid-noon
and Sam decided to return back as he could reach home on time.

However, Tom, with his greediness to earn more wealth, did not turn his way back home even after mid-noon. He walked
two times longer distance that what Sam was covered and decided to return back before the sunset. He urged to return
home as the Sun turned orange in the evening. Unfortunately, he could not even make half way to home and the moon
rises.He lost the race and was defeated because of greediness! GREEDINESS WILL MAKE YOU LOSE EVERYTHING

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.

F. Independent Practice
Read the selection and summarize the elements of the story by filling in the semantic web.

“Mind Your Own Business”

There was once a girl who wouldn’t mind her own business, but loved to poke her nose into everyone else’s! She
really was most tiresome.

“You don’t do this right”, she would say to other children. “You don’t do that right!” And she would alter what they
had done and make them very angry.

She would even make herself a nuisance to her teacher. “You’ve put that notice up abput homework, Miss Brown.
Oh, Miss Brown, wouldn’t be better if we had painting on Thursday instead of Wednesday, then we’d have more time?”

“Katie, when I want you to run my school for me I’ll tell you!” Miss Brown would say, “When will you learn to mind
your own business?”

“Katie always pokes her nose into everyhting,”said William. “When my mother sent you a note yesterday, Miss
Brown, Katie opened it and read it before you did.”
 Title of the Story

Conclusion
Setting

Plot Characters

G. Closure
Complete the statements below by filling out the missing information.

The elements of literary texts are ______________, plot , ________________, and

_____________.

IV. Evaluation
Read and analyze the story “The Ant and the Dove then answer the questions below.

THE ANT AND THE DOVE

 One hot day, an ant was searching for some water. After walking around for some
time, she came to a spring. To reach the spring, she had to climb up a blade of
grass. While making her way up, she slipped and fell into the water.
She could have drowned if a dove up a nearby tree had not seen her. Seeing that
the ant was in trouble, the dove quickly plucked off a leaf and dropped it into the
water near the struggling ant. The ant moved towards the leaf and climbed up there.
Soon it carried her safely to dry ground. Just at that time, a hunter nearby was
throwing out his net towards the dove, hoping to trap it.
Guessing what he was about to do, the ant quickly bit him on the heel. Feeling the pain, the hunter dropped his net. The
dove was quick to fly away to safety.
One good turn deserves another.

1. What is the setting of the story?

2. What part of the story the setting is mentioned
2. Who are the characters in the story?
3. Describe each of the characters.
4. Identify the parts in the selection that helped you described the characters.

V. Agreement
Read any story you have at home and identify elements of literary texts.
Write it in your notebook.

DAY 2

I. Objective
 Infer the meaning of unfamiliar words (affixed) based on the given context clues (synonyms,
antonyms, word parts) and others strategies
 Show tactfulness when communicating with others

II. Subject Matter

Topic: Inferring the meaning of unfamiliar words based on the given context clues
Materials: pictures of boyscout and girlscout, copy of the story
Reference: Curriculum Guide
EN5V – Ic – 12 and 13
http://www.k12reader.com/worksheet/context-clues
Focused Skill: Inferring
Value: tactfulness
III. Learning Activities
A. Setting the Stage
 Spelling (Day 2- Teach)
Match the words from column A with their meaning in column B
1. castle 6. proportion
2. builders 7. Appearance
 3. stage 8. greedy
4. identical 9. calculate
5. competition 10. Distance

B. Explaining the students What to do

 Motivation
Show picture of a boy and girl scout.

Who are in the pictures? How many of you are members of the GSP or the BSP?
What are the common activities of a girl scout and a boy scout?

Today we will infer the meaning of the unfamiliar words 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 activities.

C. Modeling
Read the story.

Story
Last year, the Girl Scouts in our district celebrated their anniversary with a journey.
The purpose of this trip was to explore the virgin forests of Palawan. since the forests of
Palawan have not yet been touched by loggers. Many of the Girl Scouts who went were
independent girls and did not need help in doing basic or essential things like cooking and
hiking. Learning the meaning of cooperation helped to make their trip a success.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.

Comprehension Check -Up

 Who celebrated their anniversary?
 How did they celebrate their anniversary?
  What was the purpose of their trip?
 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?
 Based on the story waht do you think is the meaning of the underlined words?
journey, virgin, independent, cooperation, preserving
How did we get the meaning of the underlined words.

Say: To get the meaning of a word, it must be used in a context and there is a
clue.When we say context clue, it means get the meaning of the word as it is used with
other words. “Therefore, the words that precede and follow an unfamiliar word will help
you get its specific meaning. The word or is a signal that a meaning for a new word will
follow.

D. Guided Practice
Use Context clues to help you decide which word to use.
Choose from the words in parentheses.
1. In the Sinai Desert, there is a mountain with very fine grains of sand.
They say that when the sand slides, it produces a __________ sound that is very nice to hear.
(musical, mechanical, comical)

2. The lady announced that Jose won the grand prize. He became __________ for a while, and
wouldn’t say a word. (noisy, speechless, disturbed)

3.Don’t throw old tires. Some people try to _________ them and earn a lot from them.
(reduce, recycle, return)

4. The cruel girl stole her sister’s cookie. (slow, garden, mean)
5. The fish swam in the large stream. (car, river, fan)

E. Independent Practice Page:

Group Work
I. Context Clues: The Meaning Is There!
A word in each sentence below is underlined. Write each word and choose the
word from the multiple choice that has a similar meaning. Use the text of each sentence
to find the correct word.

II. Context Clues: Words in Kidnapped

Rober Louis Stevenson’s “Kidnapped” is a historical novel published in 1886. The
book tells the story of David Balfour and his adventures in 18th century Scotland. The
passage below is from Chapter II.
Use the words in the text to understand the meaning of the underlined words.
Find the letter of the word on the right which has a similar meaning as the word or
phrase on the left. Write the letter in the blank.

III. Context Clues: Using the Helpful Grid

Read the passage below about the Declaration of Independence. Pay special
attention to theunderlined words. Complete the grid below.
 IV. Context Clues:The Secret Garden
Write the letter of the word on the right which has almost the same meaning as the
wordor phrase on the left. Use the words in the text to understand the meaning.
(see activity cards)
F. Closure
How can we get the meaning of unfamiliar words?

To get the meaning of a word, it must be used in a context and there is a clue.When
we say context clue, it means get the meaning of the word as it is used with other
words. “Therefore, the words that precede and follow an unfamiliar word will help
you get its specific meaning. The word or is a signal that a meaning for a new word will
follow.

IV. Evaluation
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.

Vase knocking mailing

Morning light write

1. Every ________ I have breakfast.

2. Turn on the _____________. It is dark in this room.
3. Bring this letter to the post office for _____________.
4. I can hear someone _______________ at the door.
5. Father brought some flowers which mother put in a _____________.

V. Assignment
Circle the letter of the word that means almost the same thing as the underlined word.
1 He was made fun of, not only by the ducks, but by all the poultry.
A. vegetables B. birds C. clouds
2. The turkey, who fancied himself really an emperor.
A. ran B. dressed C. believed
3. He puffed himself out like a vessel in full sail.
A. ship B. cake C. goose
4. He became quite red in the face with passion.
A. sunrise B. rain C. anger
5. He was quite miserable because he was so ugly and laughed at.
A. calm B. unhappy C. hungry
Day 3

I. Objective: Administers the entry-level diagnostic test to measure prerequisite

skills and knowledge needed for the year.
II. Subject Matter: District Diagnostic Test
III.Procedures:
1. Daily routine
2. Review rules and procedures for test taking.
3. Explain procedures for what to do when you after the test.
4.. Administer entry-level diagnostic test.
IV. Test Proper
V. Checking Pupils Work

Day 4
I. Objective: Administers the entry-level diagnostic test to measure prerequisite
skills and knowledge needed for the year.
II. Subject Matter: District Diagnostic Test
 III.Procedures:
1. Daily routine
2. Review rules and procedures for test taking.
3. Explain procedures for what to do after test.
4.. Administer entry-level diagnostic test.
IV. Test Proper
V. Checking Pupils Work
Day 5

I. Objective
EO: Show tactfulness when communicating with others
W: Write two to three paragraph composition based on the prepared outline

II. Subject Matter

Topic:Writing two to three paragraph based on the prepared outline
Materials: pictures, copy of outline
Reference: Curriculum Guide
Code: EN5WC – Ic – 2.2.4
http://www.elementary.ph/keywords/outline

III. Learning Activities

A. Spelling (Day 3- Follow up Test)

B. Setting the Stage
Write a sentence for each of the given pictures.
 Ask: Do you like? What birds do you like? Why?
Introduce the title of the outline.

C. Expalining the Students What to Do

Class, our lesson for today is about writing two to three paragraph based on the outline
that I will give to you. And how do we write paragraph using an outline? (By writing the
topics following their correct order in the outline)
D. Modeling
Read the outline to the pupils.
I. Characteristics of Vultures

A. Large birds of prey

B. Have baldheads and neck
C. Have very good eyesight
D. Have a keen sense of smell
II. How vultures get their food

A. Do not hunt for food

B. Live on rotting bodies of dead animals
C. Have to wait for their dinner
D. Eats food left by the lion

 What kind of birds are vultures? (Large birds of prey)

 Why do vultures do not hunt for food? (because they live on dead animals)
 What kind of outline is presented? (topic outline)
 What are the main topics in the outline? (Characteristics of ‘Vultures and How vultures get
their food)
 Are they subtopics given for the main topics? (yes)
 Can this outline be written in paragraph form? (yes)

Let’s try writing them in paragraph form.

Call selected pupils to write the paragraph on the board.
D.Guided Practice
(Group Activity)
Write the paragraph using the outline given.
Conduct the writing relay. Post the outline on the board. Give a sheet of paper to each group.
Have the group sets on a row before conducting it.
Instruction:
 1. Leader writes the first sentences of the paragraph then passes the paper at his/her
back.
2. The second member writes another sentence following the outline. And passes again
the paper afterwards.
3. Continue until all the topics in the outline has been written.
4. Show tactfulness when communicating with your groupmates/ classmates.

Outline:

The Air Pump

I. The diaphragm is an air pump
A. It moves up to push the air out of the lungs.
B. The curved muscles under the lungs is called the diaphragm.
C. The diaphragm works so that fresh air will flow in your ribs

II. There are special body parts that control a parson’s breathing.
A. You can’t switch you muscle on and off
B. You can’t let them go fast or slow
C. You breath sometimes go slow or faster depending upon the activity you do.

E. Independent Practice
Here’s another outline. Write 2 paragraphs based on the outline given.
Clouds
I. Why clouds are important
A. ____________________
B. protect us from the heat of the sun
C. ____________________
II. ____________________
A. During fine weather, early in the morning clouds are golden yellow.
B. ____________________
C. ____________________
Answer:
I.
A. sources of rain
B. tell us what kind of weather we will have

II. Cloud’s color depend on time and kind of weather

A. at noon, they are white on a sunny day
B. at sunset, they turn red

F.Closure

What have you learned from today’s lesson?

How do we write two to three paragraph based on a praticular outline?

IV.Evaluation

Write the paragraphs based on the outline given below.

The Whale
I. A sea mammal well built for living in water
 A. Has blubber or fat to keep at warm
B. Has few bristle of hair on its head
C. Has front links shaped like flippers
D. Gives birth to live babies

II. How the whale gets air

A. Breaths air through its lungs
B. Swims to the surface of the water to breathe air
C. Blows out stale air before breathing in
D. Will drown if cannot come to the surface to breathe

V.Assignment

Copy the outline. Rewrite it in paragraph form.

I. Germs grow easily
A. Grow in dirty places
B. Grow in places of different temperature
C. Grow in bright or dark places
II. Germs are spread in many ways
A. Spread when people sleep together
B. Spread by using common things
C. Spread by sneezing, coughing or kissing