English q1

MEETING NEW
EXPERIENCES
1
ENGLISH
Lesson Exemplars
Copyright 2016
MARIA JOANNA B. ABIAD

MARICRIS P. ALVAREZ
EMERENCIANA A. BALANI
IRENE M. CASAPAO
ELMA A. DIAZ
LORELYN F. ENDAYA
DONABEL A. FELONIA
APRIL H. FERRER
CATHERINE L. LUCERO
MYLA M. NOVENO
LIWAYWAY V. PEREZT5
JERLYN F. ZARA
All rights reserved. No part of this exemplar may be reproduced or
transmitted in any form or buy any means, electronic or mechanical, without
permission from the copyright owners.
Coordinators
ROSALINDA A. MENDOZA
EPS 1, LRMDS/ESP
Schools Division of Batangas
RUSSEL L. PEREZ
Program Development Officer II/LRMDS
Schools Division of Batangas
Evaluators
CECILIA B. ALCANTARA LORNA U. DINGLASAN CLARISSA B. PENIZ
VICKY P. DE TORRES AIREEN V. HERNANDEZ LOUIE L. ALVAREZ
Artists
CHERRY AMOR R. LAROZA EDNELINDA B. ROBLES
JENNIFER B. MERCADO MARIE GRACE E. MAGSINO
CLYO O. BENDANA RONNEL G. HERNANDEZ
Consultant
MIGUEL U. ULARTE
EPS I English
2
BUDGET OF WORK IN ENGLISH V
FIRST QUARTER
WEEK 1 OBJECTIVES
Note significant details in selection/story listened to
Show genuine enthusiasm in listening to literary text
DAY 1 Realize the importance of education/going to school
Practice being polite when talking to parents/older people
Use appropriate facial expressions in portraying/retelling the
story listened to
Infer the meaning of unfamiliar words using build word
DAY 2 families (affixes i.e. suffix and prefix)
Read aloud grade level texts with appropriate facial
expressions and self– correct when necessary
DAY 3 Use build word families ( affixes i.e. suffix and prefix) to
find/understand the meaning of unfamiliar words
Compose clear and coherent sentences using simple
DAY 4 aspects of verb (simple present tense)
View and describe forms and conventions of short film /
movie(Characterization/performance, setting/set up and plot)
DAY 5 Plan a two-three paragraph composition using a film strip
graphic organizer based from the short film watched
WEEK 2
Identify the elements of literary text
Infer the meaning of unfamiliar words ( one word and
compound) based on context clues using antonym and
DAY 1 synonym
Show genuine enthusiasm in listening to literary text
Realize the importance of being cordial and polite especially
in socializing with others
Understand the importance of being cordial and polite
DAY 2 especially in socializing with others
Use appropriate body movements and gestures in
performing group tasks
Infer the theme of literary text (selection and poem)
DAY 3-4 Read aloud grade level appropriate text with an accuracy
rate of 95-100%
Compose clear and coherent sentences using simple
DAY 5 aspects of verb (simple past tense)
WEEK 3
Note details in the story listened to
DAY 1 Identify the setting and plot (beginning, middle and ending
Distinguish formal from informal English
DAY 2 Infer the meaning of unfamiliar words based on the given
context (synonyms)
Summarize narrative texts based on Theme and characters
DAY 3 (heroes and Villains) of the story
Observed politeness at all times
3
Use modal auxiliaries used to and would to express habitual
DAY 4 action
Compose clear and coherent sentence using appropriate
text with an accuracy rate of 95-100
DAY 5 Summative test
WEEK 4
Appreciate the value of helping each other
Realize that we can recompense the kindness done to us by
doing good deeds to others
Note details in the story
DAY 1-2 Use formal and informal English when appropriate task and
situation
Infer the meaning of unfamiliar words based on given context
clues (antonyms)
Summarize narrative texts based on plots (Heroes and
DAY 3 Villains)
Use modal auxiliaries may and can to express possibility
Compose clear and coherent sentences using appropriate
DAY 4-5 grammatical structures (modals)
Read with automaticity grade levl frequently occurring
content area words
Appreciate the kindness shown to you
WEEK 5
Analyze elements of poetry as rhymes, sound devices
DAY 1 (onomatopoeia, alliteration, assonances) and imagery based
on the listening text
Infer the meaning of unfamiliar words based on the given
context clues
DAY 2 Use formal and informal English appropriate to a given
situation
DAY 3 Determine the correct conjunction for a given set of
sentences (for additional information)
grammatical structures-conjunctions (for additional
information)
DAY 4 Read with automaticity grade level frequently occurring
content area words (Math)
Revise writing for clarity – correct spelling
DAY 5 Distinguish types of viewing devices
WEEK 6
Infer the speaker‘s tone, mood and purpose based on the
DAY 1 listening text
Infer the meaning of unfamiliar words relative to the text
listened to.
DAY 2 Analyze figures of speech ( simile, metaphor, personification,
hyperbole) in a given text
DAY 3 grammatical structures-conjunction(contrasting idea)
4
Read with automaticity grade level frequently occurring
DAY 4 content area words (Science)
Revise writing for clarity- punctuation marks
WEEK 7
DAY 1 Distinguish reality from fantasy based on the story listened to
Recount/retell events effectively in the story listened to
DAY 2 Infer the meaning of unfamiliar words based on the given
context clues.
Analyze figures of speech (simile and metaphor) in a given
text
Identify sentences that use simile and metaphor
DAY 3 Use figurative language (simile, metaphor) to describe
people and events
content area words (Health)
DAY 4 Conjunctions (additional information, expressing choices and
Contrasting ideas)
Show politeness at all times
DAY 5 Revise writing through recounting of events using
transitional/ signal words
WEEK 8
DAY 1 Show tactfulness in communicating with others during the
group activity
Analyze figures of speech in a given text (personification)
DAY 2 Identify sentence that use personification
Use personification in constructing sentences
Analyze figures of speech (hyperbole) in a given text
DAY 3 Identify sentences that use hyperbole
Read the text from the selection with correctness and fluency
Observe politeness at all times
Identify the synonyms and antonyms in the given pair of
words
Discuss the use of each pair of correlative conjunctions
DAY 4 Identify the appropriate correlative conjunction in the given
sentences
Construct coherent sentences using correlative conjunction
DAY 5 Give the meaning of unfamiliar words through synonyms and
antonyms
WEEK 9
DAY 1 Recount events effectively
Read grade level text with 118 words per minute
DAY 2 Clarify meaning of words using dictionary
Browse and read more stories/ paragraphs
DAY 3 Clarify meaning of words using thesaurus
Browse and read more stories/ paragraphs
Compose clear and coherent sentence using appropriate
DAY 4 grammatical structures:conjunctions(because,if,although,so
that,unless)
5
Show tactfulness when communicating with others
DAY 5 grammatical structures:conjunctions ( before, after, when,
where, so)
WEEK 10
DAY 1 Recount events effectively
Read grade level text with 118 words per minute
Clarify meaning of words using online resources (online
DAY 2 dictionaries)
Browse and read more poems/paragraphs
Clarify meaning of words using online resources (web page)
DAY 3 Browse and read more poems/paragraphs
DAY 4 grammatical structures:conjunctions ( no matter how,
wherever, in case, as far as, as soon as)
DAY 5 grammatical structures:conjunctions ( in addition, however,
therefore, hence, indeed)
6
TABLE OF CONTENTS
WEEK 1
Day 1 ……………………………………………………………… 17-23
Day 2 ……………………………………………………………… 24-29
Day 3 ……………………………………………………………… 30-33
Day 4 ……………………………………………………………… 34-36
Day 5 ……………………………………………………………… 37-39
WEEK 2
Day 1 ……………………………………………………………… 42-46
Day 2 ……………………………………………………………… 47-48
Day 3 ……………………………………………………………… 49-55
Day 4 ……………………………………………………………… 49-55
Day 5 ……………………………………………………………… 56-58
WEEK 3
Day 1 ……………………………………………………………… 61-66
Day 2 ……………………………………………………………… 67-70
Day 3 ……………………………………………………………… 71-75
Day 4 ……………………………………………………………… 76-78
Day 5 ……………………………………………………………… 79-82
WEEK 4
Day 1 ……………………………………………………………… 85-87
Day 2 ……………………………………………………………… 88-92
Day 3 ……………………………………………………………… 93-94
Day 4 ……………………………………………………………… 95-101
Day 5 ………………………………………………………………
WEEK 5
Day 1 ……………………………………………………………… 104-108
Day 2 ……………………………………………………………… 109-111
Day 3 ……………………………………………………………… 112-114
Day 4 ……………………………………………………………… 115-118
Day 5 ……………………………………………………………… 119-121
7
WEEK 6
Day 1 ……………………………………………………………… 124-130
Day 2 ……………………………………………………………… 131-136
Day 3 ……………………………………………………………… 137-139
Day 4 ……………………………………………………………… 140-144
Day 5 ………………………………………………………………
WEEK 7
Day 1 ……………………………………………………………… 147-149
Day 2 ……………………………………………………………… 150-153
Day 3 ……………………………………………………………… 154-159
Day 4 ……………………………………………………………… 160-163
Day 5 ……………………………………………………………… 164-166
WEEK 8
Day 1 ……………………………………………………………… 169-172
Day 2 ……………………………………………………………… 173-176
Day 3 ……………………………………………………………… 177-180
Day 4 ……………………………………………………………… 181-184
Day 5 ……………………………………………………………… 185-189
WEEK 9
Day 1 ……………………………………………………………… 192-197
Day 2 ……………………………………………………………… 198-200
Day 3 ……………………………………………………………… 201-203
Day 4 ……………………………………………………………… 204-206
Day 5 ……………………………………………………………… 207-208
WEEK 10
Day 1 ……………………………………………………………… 211-216
Day 2 ……………………………………………………………… 217-219
Day 3 ……………………………………………………………… 220-222
Day 4 ……………………………………………………………… 223-225
Day 5 ……………………………………………………………… 226-227
8
WEEK 1
Day 1 ……………………………………………………………… 233-238
Day 2 ……………………………………………………………… 239-242
Day 3 ……………………………………………………………… 243-250
Day 4 ……………………………………………………………… 251-255
Day 5 ……………………………………………………………… 256-259
WEEK 2
Day 1 ……………………………………………………………… 260-265
Day 2 ……………………………………………………………… 266-270
Day 3 ……………………………………………………………… 271-275
Day 4 ……………………………………………………………… 276-280
Day 5 ……………………………………………………………… 281-284
WEEK 3
Day 1 ……………………………………………………………… 285-290
Day 2 ……………………………………………………………… 291-295
Day 3 ……………………………………………………………… 296-301
Day 4 ……………………………………………………………… 302-305
Day 5 ……………………………………………………………… 306-309
WEEK 4
Day 1 ……………………………………………………………… 310-319
Day 2 ……………………………………………………………… 310-319
Day 3 ……………………………………………………………… 320-329
Day 4 ……………………………………………………………… 330-336
Day 5 ……………………………………………………………… 337-340
WEEK 5
Day 1 ……………………………………………………………… 341-344
Day 2 ……………………………………………………………… 345-350
Day 3 ……………………………………………………………… 351-355
Day 4 ……………………………………………………………… 356-359
Day 5 ……………………………………………………………… 360-364
9
WEEK 6
Day 1 ……………………………………………………………… 365-369
Day 2 ……………………………………………………………… 370-373
Day 3 ……………………………………………………………… 374-378
Day 4 ……………………………………………………………… 379-383
Day 5 ……………………………………………………………… 384-388
WEEK 7
Day 1 ……………………………………………………………… 389-394
Day 2 ……………………………………………………………… 395-401
Day 3 ……………………………………………………………… 402-407
Day 4 ……………………………………………………………… 408-415
Day 5 ……………………………………………………………… 416-419
WEEK 8
Day 1 ……………………………………………………………… 420-424
Day 2 ……………………………………………………………… 425-430
Day 3 ……………………………………………………………… 431-434
Day 4 ……………………………………………………………… 435-439
Day 5 ………………………………………………………………
WEEK 9
Day 1 ……………………………………………………………… 442-447
Day 2 ……………………………………………………………… 448-450
Day 3 ……………………………………………………………… 448-450
Day 4 ……………………………………………………………… 451-454
Day 5 ……………………………………………………………… 455-457
WEEK 10
Day 1 ……………………………………………………………… 458-461
Day 2 ……………………………………………………………… 462-465
Day 3 ……………………………………………………………… 462-465
Day 4 ……………………………………………………………… 466-470
Day 5 ……………………………………………………………… 471-474
WEEK 1
Day 1 ……………………………………………………………… 479-482
10
Day 2 ……………………………………………………………… 483-487
Day 3 ……………………………………………………………… 488-492
Day 4 ……………………………………………………………… 493-496
Day 5 ……………………………………………………………… 497-501
WEEK 2
Day 1 ……………………………………………………………… 502-510
Day 2 ……………………………………………………………… 511-514
Day 3 ……………………………………………………………… 515-520
Day 4 ……………………………………………………………… 521-525
Day 5 ……………………………………………………………… 526-532
WEEK 3
Day 1 ……………………………………………………………… 533-539
Day 2 ……………………………………………………………… 540-545
Day 3 ……………………………………………………………… 546-551
Day 4 ……………………………………………………………… 552-556
Day 5 ……………………………………………………………… 557-560
WEEK 4
Day 1 ……………………………………………………………… 563-571
Day 2 ……………………………………………………………… 563-571
Day 3 ……………………………………………………………… 572-581
Day 4 ……………………………………………………………… 582-587
Day 5 ……………………………………………………………… 588-592
WEEK 5
Day 1 ……………………………………………………………… 593-598
Day 2 ……………………………………………………………… 599-606
Day 3 ……………………………………………………………… 607-611
Day 4 ……………………………………………………………… 612-616
Day 5 ………………………………………………………………
WEEK 6
Day 1 ……………………………………………………………… 617-620
Day 2 ……………………………………………………………… 621-626
Day 3 ……………………………………………………………… 627-635
Day 4 ……………………………………………………………… 636-641
Day 5 ………………………………………………………………
11
WEEK 7
Day 1 ……………………………………………………………… 642-646
Day 2 ……………………………………………………………… 647-650
Day 3 ……………………………………………………………… 651-654
Day 4 ……………………………………………………………… 655-658
Day 5 ……………………………………………………………… 659-661
WEEK 8
Day 1 ……………………………………………………………… 622-667
Day 2 ……………………………………………………………… 668-674
Day 3 ……………………………………………………………… 675-679
Day 4 ……………………………………………………………… 680-683
Day 5 ……………………………………………………………… 684-686
WEEK 9
Day 1 ……………………………………………………………… 687-691
Day 2 ……………………………………………………………… 687-691
Day 3 ………………………………………………………………
Day 4 ……………………………………………………………… 692-696
Day 5 ……………………………………………………………… 697-701
WEEK 10
Day 1 ……………………………………………………………… 702-703
Day 2 ………………………………………………………………
Day 3 ……………………………………………………………… 704-707
TABLE OF SPECIFICATION AND TEST
……………………………………………………………… 708-714
WEEK 1
Day 1 ……………………………………………………………… 719-722
Day 2 ……………………………………………………………… 722-725
Day 3 ……………………………………………………………… 726-729
Day 4 ……………………………………………………………… 730-733
Day 5 ………………………………………………………………
WEEK 2
12
Day 1 ……………………………………………………………… 734-739
Day 2 ……………………………………………………………… 740-745
Day 3 ……………………………………………………………… 746-750
Day 4 ……………………………………………………………… 746-750
Day 5 ……………………………………………………………… 751-755
WEEK 3
Day 1 ……………………………………………………………… 756-760
Day 2 ……………………………………………………………… 761-764
Day 3 ……………………………………………………………… 765-771
Day 4 ……………………………………………………………… 765-771
Day 5 ……………………………………………………………… 772-776
WEEK 4
Day 1 ……………………………………………………………… 777-783
Day 2 ……………………………………………………………… 777-783
Day 3 ……………………………………………………………… 784-789
Day 4 ……………………………………………………………… 784-789
Day 5 ……………………………………………………………… 784-789
WEEK 5
Day 1 ……………………………………………………………… 790-793
Day 2 ……………………………………………………………… 794-798
Day 3 ……………………………………………………………… 799-802
Day 4 ………………………………………………………………
Day 5 ………………………………………………………………
WEEK 6
Day 1 ……………………………………………………………… 803-808
Day 2 ……………………………………………………………… 809-813
Day 3 ……………………………………………………………… 814-818
Day 4 ……………………………………………………………… 819-823
Day 5 ……………………………………………………………… 824-827
WEEK 7
Day 1 ……………………………………………………………… 828-831
Day 2 ……………………………………………………………… 832-835
Day 3 ……………………………………………………………… 836-839
Day 4 ……………………………………………………………… 840-843
13
Day 5 ……………………………………………………………… 844-846
WEEK 8
Day 1 ………………………………………………………………
Day 2 ……………………………………………………………… 847-851
Day 3 ……………………………………………………………… 852-857
Day 4 ……………………………………………………………… 858-859
Day 5 ……………………………………………………………… 860-862
WEEK 9
Day 1 ……………………………………………………………… 863-866
Day 2 ……………………………………………………………… 867-871
Day 3 ……………………………………………………………… 872-874
Day 4 ………………………………………………………………
Day 5 ………………………………………………………………
WEEK 10
Day 1 ……………………………………………………………… 875-879
Day 2 ……………………………………………………………… 880-882
Day 3 ……………………………………………………………… 883-888
Day 4 ……………………………………………………………… 889--892
Day 5 ………………………………………………………………
TEST………………………………………………………………. 893-904
14
Quarter 1: Facing the World
Week 1: I’m Out from Home
I. Objectives
A. Expressive Objectives
1. Practice being polite when talking to parents / older people
2. Realize the importance of education n
3. Show enthusiasm and willingness to learn
B. Instructional Objectives
Listening Comprehension
Note significant details
Oral Language
Use appropriate facial expressions
Vocabulary Development
Infer the meaning of unfamiliar words (compound) based on
given context clues (synonyms, antonyms, word parts) and
other strategies (i.e. building word families)
Oral Reading Fluency
Self-correct when reading
Grammar
grammatical structures:
1. simple present, simple past, simple future)
Writing/Composition
Plan a two to three-paragraph composition using an outline/
other graphic organizers
Viewing
Describe different forms and conventions of film and
moving pictures (lights, blocking, direction, characterization,
acting, dialog, setting or set-up)
Attitude towards literacy, literature and Language
15
II. Subject Matter
A. Topics
1. Literature/ Reading Texts
We‘re Ready for the Big Day, (Teacher-Made Story )
Students Life by Rhea .Nitin. Muthane , Published on October
2008 (http://www.familyfriendpoems.com/poem/students-life)
2. Reading Elements/ Vocabulary Development
a. Building Word families
-affixes ( prefix and suffix)
3. Language in Focus
a. Simple aspects ( present, past and future)
B. Materials
1. Picture/illustration of pupils going to school
2.pictures of different emotions
3. Poem, ― Student‘s Life‖
4. Tarpapel for exercises
5. DLP
6. VCD containing My School– A short Film by LaxmanRapaka
( https://www.youtube.com/watch?v=4JnH5Sh9Wn0 )
III. Procedure
( See Day 1- Day 5 Lesson Exemplar)
16
DAY 1
Listening
I. Objectives
A. Note significant details in selection/story listened to
B. Show genuine enthusiasm in listening to literary text
C. Realize the importance of education/going to school
D. Practice being polite when talking to parents/older people
II. Developmental Activities
A. Oral Language Activity
Ask the pupils to tell something about themselves using a
character portrait.
CHARACTER SELF-PORTRAIT
I am: __________________________
I live __________________________
I eat: __________________________
I have: ________________________
I like: __________________________
B. Pre-Listening Stage
1. Unlocking of Difficulties
Match the word with the correct picture
a. errands
What do you mean by errands?
Which picture shows that someone is
doing a duty or responsibility?
b. yawning
What do you usually do when you
wake up in the morning?
stretching because s/he is sleepy?
17
Say; When you are in a hurry but someone

calls you, what do you usually do?
c. enthusiasm
When you enjoy doing something,
how do you express your satisfaction?‖
excited in doing something?
d. peeking
When you are in a hurry but someone
calls you, what do you usually do?‖
Which picture shows that someone just
sneak a quick look?
2. Motivation
Show pictures of different emotions. Ask the pupils how they
feel on the first day of class. How do they anticipate this day?
Look at the pictures, what can you say about the emotions
expressed by each one? Where do you think the three kids will go?
Why?
3. Motive Question
In the story that you are going to listen to, let‘s us find out what
Marie and her friends feel regarding the big day.‖
18
C. During Listening
We’re Ready for the Big Day

―Get up from bed, Angelie.
It‘s already 5 a.m. Your father had
already left for farm. I still have few
errands to run, we couldn‘t afford
to be late. Remember,vacation is
now over. Aren‘t you anticipating this
Day?‖Angelie‘s mother said.
―I‘m still sleepy, Inay,‖ said Angelie, still yawning from her bed.
―I‘m still tired from yesterday‘s Santacruzan. We walked a few
kilometers, right?" answered Marie with a smile on her face. Though still
tired, she got up anyway. After folding her blanket and dusting her bed,
she went outside her room and helped her mother in the kitchen.
Today she knew she better not be late. Today is the big day she
and her friends have been anticipating for!
Spirited with too much enthusiasm, she breathlessly pumped
water from the well and took a bath afterwards. After eating her
breakfast, she geared up and packed her things. Just when she was to
lift her bag, she heard someone calling her name.
―Angelie, Angelie!‖ called Lovie. ―Let‘s hurry, our friends are
probably waiting for us!‖
―Good Morning, AlingEsing!‖ greeted Liam who was with Lovie,
as he saw AlingEsing peeking her head out of the window.―Good
Morning too, Lovie and Liam.‖
―Well, let‘s get going,‖ Angelie urged Lovie― Goodbye, Inay!‖, said
Angelie as she kissed her mother goodbye. ―Be careful in going to
school. Enjoy your first day as Grade–V pupils,‖ told AlingEsing to the
kids.
― We will!" chorused the three as they walked to school.
—JerlynFortus-Zara@bpes
NOTE
To check the readability status/consensus of a teacher-made
story, visit the webpage given above.
19
Suggested questions:
1. Who woke up early to be ready for the big day?
2. What would happen if Angelie didn‘t wake up early?
3. When do you think the story happened?
4. Who came by and greeted AlingEsing? What courteous or
polite expressions were used by the three children
while talking to AlingEsing?
5. What can you say about the three children? Are you like
them? Prove your answer.
6. What is the “big day” being referred to in the title? Are you
also excited in going back to school after a long vacation?
Why?
D. Post Listening
Group in Action: Engagement Activities
Group the class into four or five depending on class size.
Using a task sheet ,clearly state the instructions on the task
each group will accomplish. Set standards and explain the
rubric for assessing the performance made by each group.
Group 1 Action Only , Please!
Using pantomime, retell the story. Three will act as
children and one as Mother. You may also have a
narrator to introduce your group and tell the beginning
and ending of the story.
Group 2 Emotions in Action
On the strips of paper, conversations from the story
were written. One of your group members will read the
conversation while other members will use appropriate
facial expressions to show the emotions expressed by
the characters in the story. Explain why the said
expression is appropriate.
20
Group 3: Melody in tune
Think of any song that tells about experiences in going
to school. Be ready to sing it to the class.
Group 4: Poetry in the run

―Compose/Make a poem consisting of two stanzas with
four lines each. Your poem should talk about some of the
preparations your group usually does before the start of
the class.
Have the class rehearse/ practice their tasks or

group assignment for their presentation
21
Annex 1
Strips for Group Task: Emotion in Action
―Get up from bed, Angelie. It‘s already 5 a.m. Your father had
already left for farm. I still have few errands to run, we couldn‘t
afford to be late,‖ said Mother.
Spirited with too much enthusiasm, she breathlessly
pumped water from the well and took a bath afterwards.
―I‘m still sleepy, Inay,‖ said Angelie, still yawning from her bed.
―I‘m still tired from yesterday‘s Santa Cruzan. We walked a few
kilometers, right?‖ answered Marie with a smile on her face.
―Well, let‘s get going,‖ Angelie urged Lovie. ―Goodbye,

Inay!‖,saidAngelie as she kissed her mother goodbye.
― Angelie, Angelie!‖, called Lovie. ―Let‘s hurry, our friends

are probably waiting for us!‖
22
Annex 2
Sample Rubric for Assessing Performance Output
4 3 2 1 Irrelevant/out
of task *
Tasks Outstanding Very Good Good Needs
Improvement*
Criteria
Portrays very Portrays Portrays Provides No score is

significant relevant story predictable vague and/or given
and events , one story events, superficial because
complete or two events three or more story events. there is
story events are missing. events are Only one or insufficient
Retells missing two events evidence of
story from the story student
eventsthro are clearly performanc
ugh manifested e based on
pantomime the
requirement
s of the
assessment
task
Shows and Shows and Shows and Shows and
provides provides provides provides
realistic and convincing believable questionable
factual explanation explanation explanation
explanation for for for
Explains/ for character‘s character‘s character‘s
Portrays character‘s emotion, one actions. Yet, emotions
character’s emotion or two three or more
Emotion emotion is not emotions
clearly were not
demonstrated portrayed
/explained realistically,
well explanations
were unclear
Creates a Creates a Creates only Creates only
two-stanza two-stanza one- stanza one- stanza
Creates poem with poem with poem with poem with
poem four lines one-two lines 4 lines one line
each missing missing
Selects and Selects and Selects and Selects and

sings a song sings a song sings a song sings a song
that is totally that that is that is poorly
Selects and participated isparticipated partially participated
sings a song by all group by some participated by all group
members group by some members
members, group
one is not members,
totally two are not
participating. totally
participating
• When work is judged to be limited or insufficient, the teacher makes decisions about
appropriate intervention to help the student improve.
-Adapted from AAC ...everyday assessment for teachers developed by Kendra Springsteel and
Roberta Fulmes (Adapted by jerlynfortuszara)
23
DAY 2
Oral Language and
Vocabulary
Development
I . Objectives
A. Use appropriate facial expressions in portraying/retelling the
story listened to
B. Infer the meaning of unfamiliar words using build word
families (affixes i.e. suffix and prefix)
C. Realize the importance of education/going to school
D. Practice being polite when talking to parents/older people
Ask the pupils to recall the story they listened on the previous
day.
Is your group ready to show the class your output?‖
(You may discuss again the rubric for assessing
Performance Output.)
Each group presents the output for the assigned task.
Discussion follows after each presentation.
Group 1: Action Only , please!
Who woke Angelie up?
What did she do after getting up from bed?
Why did she have to hurry up?
Where do Angelie, Lovie and Liam going?
How did Marie show that she‘s polite?
Group 2: Emotions in Action
What are the different emotions shown by the characters?
Why is it important to be true with your emotions?
24
Group 3: Melody in Tune
What is the message of the song?
Why is it important to go to school?
What would happen if children like Angelie, Lovie and Liam do
not go to school ? Explain your answer.
Group 4: Poetry in the Run
What are the things that you have to do before going to
school?
Why are those things necessary?
B. Skills Development
1. Review on root words
What are root words? Which of the following are root
words?
sleepy yawning breath careful eat kiss

untrue arrange run mislead believe
(Answers: breath, run, arrange, eat, kiss,believe)

2. Introduction/Presentation
If I add less to the word breath, where will you put it, in
the beginning or at the end? what would be the new
word? Will the meaning change?‖
( Answers: end, breathless, yes)
What would you add to the root word arrange?
Where will you put it, before or after the root word?
What would be the new word? Is the meaning still the
same?
(Possible Answers: 1. re-, before, rearrange, no
2. -ment, after, arrangement, no)
25
Teaching Chart
Words are made up of roots and affixes. An affix added
before a the root word is called a prefix. An affix added to the end of
the root word is called a suffix.
Some affixes give opposite meanings when added to root
words. Some affixes, add qualities and meanings. Read and study
these examples .
Most Common Prefixes.The four most common prefixes aredis-, in-
, re-, andun-. These account for over 95% of prefixed words.
Most Common Suffixes.The four most common suffixes are-ed, -
ing, -ly, and -es. These account for over 95% of suffixed words.
Affixes
1. Prefix Meaning Example
a-, an- without amoral, atypical
ante- before antecedent, antenatal
anti- against anti-establishment
auto- self autopilot
circum- around circumvent
co- with co-conspirator, co-pilot
com-, con- with companion, contact
contra- against contradiction
de- off delist, devalue
dis- not disappear
ex- out of, former extract, ex-governor
extra- beyond, more than extracurricular
hetero- different heterosexual
homo- same homonym, homophone
ble, -ible can be done comfortable, passable
-al, -ial having the personal
characteristics of
-ed past-tense verbs danced, jumped
(weak verbs)
-en made of golden, wooden
-er comparative tidier, nicer
-er, -or one who actor, narrator, worker
-ful full or full of cupful, careful
-ic having linguistic, sarcastic
characteristics of
-ion, -tion, -ation, ition act or process attraction, attrition
Source: http://www.grammar-monster.com/glossary/affixes.htm
26
C. Vocabulary Development
Show pictures or illustrations that suggest the meaning of the

following. Let the pupils match the pictures/illustrations with the
following words.
unhappy discomfort untidy rewrite
helpful penniless restart overweight
27
D. Guided Practice
Set A Boardwork
Say: ―Find a partner. Work together and think of words which are
appropriate for the sentences below. Use the guide written in
the teaching chart.
1.Be ________ when you cross the street in going to
school. Accidents can happen if you are _________.
( Answers: careful, careless)
2. He had to __________ the parts to find the cause of the
failure. Afterwards, he needed to ________ those parts
back to the way it was. (Answers: disarrange, rearrange)
3. Unless we cooperate, our efforts will be ____________.
Our cooperative efforts will show our parents that we,
children can be___________ to the community, too.
(Answers: useful, useless)
4. The path underneath is an _______________.
The bridge over a road, railroad or canal is an _____.
(Answers: underpass, overpass)
Set B: Think-Pair-Share
What affix will you add to the words inside the parentheses
to make the sentence correct?‖
1. Stephen was sitting __________________ in his seat
on the bus. (comfort) (Answer: comfortably)
2. The team that he supported was able to win the _____.
(champion) (Answer: championship)
3. He was acting in a very __________ way. (child)
(Answer: childish)
4. This word is very difficult to spell, and even worse,if
it's __________________. (pronounce)
(Answer: mispronounced)
28
E. Independent Practice
Match the word in column A with its definition in Column B.
Column A Column B
______1.post-test a. a note added after the signature
in a letter
______2.trilogy b. to remove from a place of power
______3.bilingual c. a series of three dramas as in
literary works
______4.postscript d. to estimate wrongly
______5.replaceable e. expression in two languages
______6.dethrone f. group of three persons
______7.miscalculate g. an exercise given after completion
of lessons
______8. Irresponsible h. to soak beforehand
______9.pre-soak i. lacking a sense of responsibility
_____10.triad j. can be replaced
F. Enrichment Activity
Build new words by adding prefix or suffix to the root words. Fill in
the graphic organizer below.
honest
honest
truth/
true
Truth/
true
respect
respect
29
DAY 3
Oral Language and
Oral Reading
Fluency
I. Objective/s
A. Read aloud grade level texts with appropriate facial
expressions and self– correct when necessary
B. Use build word families ( affixes i.e. suffix and prefix) to find/
understand the meaning of unfamiliar words
C. Realize the importance of education
D. Show enthusiasm and willingness to learn
A. Priming /Oral Language Activity
Let the pupils read the following;
1. I‘m unhealthy because I don‘t eat right.
2. Liza is resourceful; she knows where to get things
and when to improvise during our group activities.
3. Exequiel is disappointed because he can‘t solve the
math problem.
B. Pre-Reading
1.Unlocking of Difficulties
There are some unfamiliar words that are used in the
poem that you are going to read. For you to understand
the meaning, you have to add a suffix or prefix to the word
that I will emphasize.
a. colorful
When you look into the rainbow, it has different colors.
So, we can say that a rainbow is __________.
( add a suffix to the word color)
30
b. appreciation
When someone from your class gives you something,
you say thank you to appreciate his/her gratefulness. The
manner by which we appreciate things is referred to as
_____________. ( add a suffix to the word appreciate)
c. recreation
When we play in school, we create something for our
selves. We enjoy doing painting and art activities, and
they are forms of __________. ( add suffix and prefix to
the word create)
d. painless
During School Immunization, some say that it‘s painful
when the syringe enters your skin. When you feel less
pain, or you don’t feel any pain at all, it is___________.
( opposite of painful)
2. Motive Question
Do you really enjoy going to school? What are the things that
you like and love about school?
C. During Reading
I will read the poem first. See how I read each line. After
wards, I will ask some volunteers to read it by part/
stanza.
Remember to use appropriate facial expressions
and self-correct if necessary.
Student’s Life
By: Rhea, Nitin, Muthane
Student‘s life is full of fun

work and play.
Their day begins with a prayer
And, ends with play.
31
They go to school with a heavy bag on their back,
And water bottles in their hand.
They sit in the class and toil all day,
And learn about millipedes that coil all day.
In school they make many friends,

And learn many trends.
They even learn values
of love and life.
They study all day

And are bright like the sunray
They can even swim
Like the fish on sea-bay.
Studies develop brainpower,

Sports develop willpower.
They can do both
Without any pain!
They use pens,

They use papers.
They can draw many things
And make many colorful rings.
But when March month comes,

They study all day
They work for appreciation
And sacrifice lot of recreation.
D. Post Reading
1. Differentiated Activities
Say: ―Form three groups. Choose your leader for the group
activity that you will perform later.
Explain clearly the instructions. Set standards for a well-
managed group task.
32
Group 1: Draw it
Draw the facial expression of pupils to show how they
feel when they are in school, doing different activities.
Group 2: Act it
Act out your best part of the poem. Explain why you
like it.
Group 3: Rap it
Rap the whole poem. Be sure to read and rap each word
accurately.
Group 4: Writing/Composition
Write a short essay with two paragraphs narrating your
most memorable experience in school.

______________________________
________________________________________________________
______________________________________________________________
________________________________________________.
________________________________________________________
______________________________________________________________
________________________________________________.
33
DAY 4
Grammar /
Language
I. Objective
Compose clear and coherent sentences using simple aspects of
verb (simple present tense)
Present the following lines taken from the poem,
“ Student’s Life”
Let‘s read the following lines excerpted from yesterday‘s
poem.
1. Their day begins with a prayer
and, ends with play.
2. They sit in the class and toil all day
3. Studies develop brainpower,
Sports develop willpower.
4. They study all day
They work for appreciation.
B. Teaching and Modeling
What are the words used to tell the actions/things done
by students in school?
Let the pupils write them on the board.
begins ends sit toil
develop study work
What are these words?( action words, verb)

How are the words formed? ( with -s, without -s)
What does each word tell? ( something is done in the
present, or shows action regularly done)
34
Present the following;
Teaching Chart
A verb’s tense tells when an action takes place. The present

tense describes an action
1. that happens regularly.
Migzgoes to school every week days.
Reading helps me know a lot of good things.
2. It can also express a general truth.
Studies develop brainpower.
Teachers in DepEdpass their licensure exam.
Give and read the verbs used in the sample

sentences. (goes,helps,develop,pass)
What are the nouns/subjects used in the sentences?
(Migz, Reading, Studies and teachers)
What have you noticed to the verbs used?
( with -s or -es / without -s)
What verb should we use with singular nouns?
( with-s/-es) plural nouns? (without -s)
C. Guided Practice
Set A. Board Work
Directions: Use the present form of the verbs to complete
the sentences below. Write your answer on the blanks.
1. S/he (teach) __________ the children.
2.She (show) __________ me her pictures.
3.They (practice) __________ for the tournament
tomorrow.
4.Plants (need) __________ enough sunlight and water.
5.The airplane (touch) __________ down the railway.
35
Set B: Pair/Dyad Activity
Find a partner. Work together in answering the task
below.
Directions: Use the present form of the verb to complete the
sentences by boxing the correct word inside the parentheses.
1. I (study, studies) my lesson every night.
2. Our driver (earn, earns) much every day.
3. Many people (go, goes) to church early.
4. He (feed, feeds) his chickens every morning.
5. Flies (carry, carries) diseases.
D. Independent Practice ( Do this as part of your Informal Theme
Writing)
Please get your informal theme writing notebook. Based
on the rules on the usage of the present tense of the
verb, complete the paragraph by filling in the correct
form of the present tense of the verb.
Many people (go) _________ to Cebu during the Sinulog
Festival.This week-long celebration is held in January every
year. The image of Santo Niño, dressed in red velvet, is
carried in a procession around the city. Men and women
(dance) ________ in the streets.
They (do) ________ this as a thanksgiving for all the favors
they (receive) _________ during the year. Sinulog is the most
colorful religious celebration in Cebu.
Assignment:
Write five (5) sentences using the present form of the verb.
Sentences must talk/discuss things that you do at home habitually
or regularly.
36
DAY 5
Viewing /
Writing
I. Objective/s
A. View and describe forms and conventions of short film /
movie ( Characterization/performance, setting/set up and plot)
B. Plan a two-three paragraph composition using a film strip
graphic organizer based from the short film watched
A. Priming/ Oral Language Activity
Get your notebook and let‘s check you assignment.
Call some pupils to read their sentences. Be sure to correct
errors and emphasize the rules in using the present form of
the verb.
B. Pre-Viewing .
a. characterization
What can you say about Ador in “Probinsyano‖?
Is he the same as Coco Martin in real life?
When an actor portrays a different persona, we
call it characterization.
b. setting
When does the story happen? Is it realistic? If the
film is horror, is it really frightening? Are you taken
to that dimension?
c. plot
Do the events in the movie follow the same pattern as
they happen in the real life? Is it a flashback ?
Can you anticipate the next event that would happen?
If your answers are yes, then we are talking
about the plot.
37
d. Performance
Say: Are the actors expressive like Aura in ―Probinsyano‖? Do the facial
d. Performance
Are the actors expressive like Aura in ―Probinsyano‖?
Do facial expressions really affect how the audience respond?
Do they feel the emotions expected of them? If it‘s a
comedy film, are you able to laugh?
2. Motivation
Today you‘re going to view a short film. You‘re going to
describe some of the elements /forms of conventions in
a film or movie.
This is a movie about a boy whose life was changed by
his teacher‘s motherly affection and outmost concern.
What are the things that we have to remember before
watching an educational video/film? ( Setting of Standards)
C. While Viewing
For the first viewing, let the pupils analyze the forms and conventions
( just mere watching/plain viewing)
For the second viewing, explain the turn of events.
My School– A short Film by LaxmanRapaka

( https://www.youtube.com/watch?v=4JnH5Sh9Wn0 )
D. Post Viewing
Suggested questions:
1. Was the characterization convincing?
2. If you‘re going to rate the performance, what grade will you give?
3. Were you able to relate to the film? Why do you think so?
38
E. Writing
Based from what you have viewed/watched, plan to write
a two-paragraph composition using a film strip graphic
organizer as your guide .
1. 2. 3. 4. 5
5.
1.What was the usual routine of the boy?

2. What seemed to be the problem with him?
3. What were the things that he usually does when he is
in school?
4. What did his teacher do? What did she tell him?
5. What happened after 22 years?
The sample video uses other Language aside from

Reminder
English. You may opt to change your viewing material
39
Week 2: Being With Others
I.Objectives
1. Cite/tell the importance of being cordial and polite
especially in socializing with others
2. Realize that no one can live by himself/herself
Identify the elements of literary text
1. Main and Secondary Characters
2. Setting
Oral Language
Infer the meaning of unfamiliar words through movements and

gestures
Infer the meaning of unfamiliar words (compound) based on

given context clues (synonyms, antonyms, word parts) and other
strategies
Reading Comprehension
Infer the theme of a literary text
Read aloud grade level appropriate text with an accuracy rate of

95-100%
Grammar

grammatical structures:
-Aspects of verbs ( Simple Past Tense)
40
Viewing
Describe different forms and conventions of film and moving

pictures (lights, blocking, direction, characterization, acting,
dialog, setting or set-up)
Attitude towards literacy, literature and Language
II. Subject Matter
A. Topics
―A Letter Soup‖ by Pedro Pablo Sacristán ( Adaptation)
Published on Bedtime Stories (http://freestoriesforkids.com)
Short Poems: ―Last Love‖ by: J.D. Mariposan( Excerpt)

―Who Am I” by Brian Joseph Sy( Excerpt)
Aesop‘s Fable
Source:http://www.knowledgerush.com/books/aesopa10.html
2. Reading Elements
a. Context Clues
b. Identifying the theme
3. Language in Focus
Simple past tense
B. Materials
1. Picture/illustration of wicked /cruel person
2. Collection of Poems and fable from internet
3. Activity
4. DLP
III. Procedure
( See Day 1- Day 5 Lesson Exemplar)
41
DAY 1
Listening and
I. Objectives
A. Identify the elements of literary text
B. Infer the meaning of unfamiliar words ( one word and compound)
based on context clues using antonym and synonym
C. Show genuine enthusiasm in listening to literary text
D. Realize the importance of being cordial and polite especially in
socializing with others
A. Pre-Listening Stage
Infer the meaning of the unfamiliar words based on context
clues ( synonym/antonym). Teacher may also use gestures
and body movements to further complement the vocabulary
strategy used below.
a. crook
Ana is a kind and courteous girl while her stepmother
is a crook.
What is the opposite of kind? When do you say that someone
is a crook?‖ ( evil)
b. sign language
Liza is deaf so she uses hand gestures and signals in
communicating with others.
Physically disabled persons like deaf and mute have
special way in communicating. What words are
synonymous to sign language based from the
sentence? (hand gestures and signals)
42
c. enormous
The newly-built school gymnasium in BagongPook
Elementary School is big , it‘s really enormous!
What word in the text is similar / synonymous to
enormous? (big)
d. contraption
Results of the 2016 election were given fast since
there is a contraption like VCM.
What is a VCM? Is it a gadget/machine? How does it
look like? So what is a contraption? ( machine, gadget)
2. Activating Prior Knowledge
What are the similarities among the characters of
―Joaquin‖ in “Probinsyano‖ and Deborah in ―Poor
Señorita‖? Give some of their character traits or tell
something on what each character does in the
mentioned telenovelas. (Possible answers; mean,
villain, evil , wicked, does something bad, untrue of
what s/he really feels)
Character Sketch
43
3. Motive Question
You are going to listen on story about a crook who
wants to steal all the polite and cordial words . Let‘s
find out what happens. Do you think his evil plan will
work?
B. During Listening
I‘m going to read you a story titled, “A Letter Soup” by
Pedro Pablo Sacristán. Listen carefully. Be ready to
answer the questions I will ask at certain parts to
check your comprehension.
A Letter Soup
Pedro Pablo Sacristán( Slightly simplified)
Once upon a time there was a very evil and unpleasant crook who
only ever thought about how to get money. What he hated most was when
people were polite and courteous to each other.
The crook thought all those kinds of words were useless, and
weren't good for anything. So he invented a machine that could steal polite
and courteous words. When he had stolen these words, he intended to
take them apart and sell the letters to book publishers.
And his plan went on. All those polite and courteous words ended
up inside the big machine. In the beginning, nothing seemed happened. It
looked like people really didn't need to be polite after all. However, after a
while, people started to feel like they were always in a bad mood. So,
within a few days, everyone was angry and arguing over the slightest little
thing.
What happened to all those polite and courteous expressions?

Do you think people were happy on what happened?
44
(continuation)
The crook was terribly happy with his success, but he didn't count on a
couple of very special little girls.!
Those girls were deaf, and had to communicate using sign language.
Now, because the machine couldn't steal gestures, these girls continued
being kind and polite. Soon they realized what had been happening to
everyone else, and they found out about the crook and his wicked plan. So
they plan a way to bring back polite and courteous words to the people.
Why can‘t the crook take the kind and polite gestures of the deaf girls?
What do you think is the plan of the special girls?
There they found the enormous machine busy separating all the words
into letters. The crook had gone to take a nap, so the girls crept up to the
machine and started being polite and courteous to each other. Try as it might,
the contraption couldn't steal those words, and it started to suffer a power
overload, which got more and more serious as the girls went on
communicating.
Finally, it exploded, sending all the letters it had gathered flying into
the sky and went down like rain. After that, everyone could be polite and
thoughtful again. The anger and the arguments stopped, proving that good
manners are very useful for keeping people together in a spirit of happiness.
Seeing all those letters fall into the sea gave those two little girls an idea. A
little while later they opened a factory. Making alphabetti spaghetti soup!
What did the girls do to recover all the polite and courteous words stolen by
the crook?
What is the moral lesson of the story?
D. Post Listening
1. Skill Development
A literary text has certain elements. Let‘s recall each one of them
. Let‘s fill in the table/graphic organizer about literary elements.
45
a. What is the title of the story?
b. Who are the characters?
c. When and where did the story happen?
d. What are the important events in the selection?
Characters:
Primary: ( crook,special girls)
Secondary: ( people in the village)
Setting:
When/Time: : once upon a time)
Title of the Story
( A Letter Soup)
Where/Place: (probabaly somewhere, not directly stated)
Plot( important events)

Possible answers
1. There was an evil man who is annoyed on people using
courteous and polite words, so he planned an evil work.
2. He stole polite words using a machine and people
changed their attitudes but he wasn't able to consider the
deaf and mute.
3. The special girls made plan to recover the polite words
and they succeded.
46
DAY 2
continuation..
Listening
POST LISTENING
I. Objectives
A. Understand the importance of being cordial and polite
especially in socializing with others
B. Use appropriate body movements and gestures in per
forming group tasks
II. Engagement Activities
Recall the story about ―A Letter Soup”.
Can you still remember the story you listened to yesterday?
What are the elements of the story?
Can you act out some of the events in the story?
III. Enrichment Activities
You will have a group activity still relating to the story you
listened to yesterday. In doing the assigned tasks, you have
to use appropriate body movements and gestures.
Group 1: Dramatize Me
How would you feel if all of a sudden, no polite or
courteous words come out of your mouth?‖
Dramatize the event when people soon find out that
polite and courteous words are missing.
Group 2: Dance It
How would people behave if they are impolite
and discourteous?
Dance and behave like an impolite and discourteous
pupils.
47
Group 3: Signal it
If you were born deaf and mute, how would you feel?
Pretend that you are mute or deaf. How would you
express or show that you are courteous and polite?
Signal it using hand gestures/sign language
Group 4: Say It
If you were the crook, how would you react if you woke
up and found out that your stealing machine is gone?
Make a poem and say what a crook would definitely say
once he found out that his plan fails.
Assignment
Copy from any reference material a poem that interests
you. Be sure to read it to the class the next day. Practice reciting
it with proper body movements and gesture. I will call volunteers
to read their poem tomorrow.
48
DAY 3
and Oral Reading Fluency
I. Objectives
A. Infer the theme of literary text ( selection and poem)
B. Read aloud grade level appropriate text with an accuracy rate of
95- 100%
A. Pre-Reading Activities
Call someone to read his/her chosen poem and encourage
pupils to use appropriate body movements and hand gestures
There are some unfamiliar words that are used in the poem
that you are going to read. Look for the meaning of the
underlined word by getting the word which has similar
meaning inside the text.
a. leap
The frogs leap on the side of the river and then jump on
the water. ( Answer : jump)
b. fused
Mother fused the kitchen utensils in the box and
joined them together.( Answer : joined)
c. entwined
The vine is entwined and it is twisted in the bark of the
tree. .( Answer : twisted)
2. Motive Question
Show a picture of pupils with their friends
Do you have friends? Do you love your friends? In the poem
that you‘re going to read, find out how the poet feels about
his/ her friend.
49
B. During Reading
Let the pupils read aloud the poem with an accuracy rate of
95-100% .See your Manual in PHIL-IRI on Oral Reading
Assessment.
Pop Corn Reading Strategy may be used so pupils can take turn in
reading.
LAST LOVE
by: J.D. Mariposa
Best of friends
together took a leap
Now true friends
ahh! feelings run deep
Two hearts fused
hands ever entwined
Ti's all worth the wait

to care for one as kindly
Never never too late
to love but not blindly
So, to you my friend first,

my last love, I say
I'll be true every and
each of my waking day!
(Note: If oral reading will take much time and consume the
remaining teaching time, you may restructure this plan)
50
D. Post Reading
1. Engagement Activities
Stand and go to your friend/best friend inside the class
room. Tell something about how you feel about your
friendship.
2. Discussion
Is the poet happy on having friends?
How does s/he feel having a friend?
What does the author seem to think, or want us to think
about his poem?
a. Introduction /Presentation
Read again the poem.
What do you think is the message of the poem‖
Today , we are going to identify the theme of the
poem. How do you identify the theme?
Theme: A true friend is worth keeping and loving.
The theme is more about the purpose of the story, the reason
the author had for writing it. Theme should state generalizations
that go beyond the world of the story.
Theme is one of the more difficult elements of a story to
identify. A theme is a story‘s message. It is what the author of a
piece of text wants you to remember most.
51
4. Guided Practice
Let‘s have more examples of poem. Let‘s try to identify the
theme. I will read the poem first.
Who Am I
Brian Joseph Sy
Who am I to blindly believe that

I can become parcel of this sacred ground?
To pretend that I am a strong wind
to guide your ever sturdy wings
Who am I to change this persistent blue rain?

To pretend that I can wash the sorrows away
from your ever beating heart
Who am I to care for this mortified soul?

To pretend that sanctity ascends in my
figureless touch…
I am none. Transcending only the littlest of

existence only meager eyes could see.
In the skies I plead alms
to catch your merciful grace;
Guide Questions:
a. What is the feeling of the author? Is he happy with his life
or not?
b. Can you say that he is disappointed on how things go?
c. Is he searching for his identity?
52
5. Independent Practice
Think-Pair-Share
Find a partner. Read the selection and identify the
theme.
( See Annex )
Theme (the big idea or the message the

author wants the readers to remember most.)
Reason 1 Reason 2
What are the important What are my clues? How

events that helped me decide on do the characters behave?
the theme?
Reason 3
How are those events tied
together? What do they have in

common?
53
Annex 1
Reading Texts for Identifying the Theme
Reading Text 1: The Ant and the Grasshopper
In a field one summer day a Grasshopper was hopping about,

chirping and singing to its heart's content. An Ant passed by bearing along
with great toil an ear of corn he was taking to the nest.
"Why not come and chat with me," said the Grasshopper, "instead of
toiling and moiling in that way?""I am helping to lay up food for the winter,"
said the Ant, "and recommend you to do the same." "Why bother about
winter?" said the Grasshopper. ―We have got plenty of food at present."
But the Ant went on its way and continued its toil. When the winter
came the Grasshopper had no food and found itself dying of hunger, while
it saw the ant distributing every day corn and grain from the stores they had
collected in the summer. Then the Grasshopper knew:
Theme: It is best to prepare for the days of necessity.
Source: http://www.knowledgerush.com/books/aesopa10.html
Reading Text 2: The Fox and the Grapes
One hot summer day a Fox was strolling through an orchard till he
came to a bunch of grapes just ripening on a vine which had been trained
over a lofty branch. "Just the thing to quench my thirst," quoth he. Drawing
back a few paces, he took a run and a jump, and just missed the bunch.
Turning round again with a one, two, three, he jumped up, but with
no greater success. Again and again he tried after the tempting morsel, but
at last had to give it up, and walked away with his nose in the air, saying: "I
am sure they are sour."
Theme:It is easy to despise what you cannot get.
54
Reading Text 3: The Wind and the Sun
The Wind and the Sun were disputing which was the stronger.
Suddenly they saw a traveler coming down the road, and the Sun said: "I
see a way to decide our dispute. Whichever of us can cause that traveler
to take off his cloak shall be regarded as stronger. You begin." So the Sun
retired behind a cloud, and the Wind began to blow as hard as it could
upon the traveler. But the harder he blew the more closely did the traveler
wrap his cloak round him, till at last the Wind had to give up in despair.
Then the Sun came out and shone in all his glory upon the traveler, who
soon found it too hot to walk with his cloak on.
Theme: Kindness effects more than severity.
(source: http://www.knowledgerush.com/books/aesopa10.html)
55
DAY 5
Grammar /
Language
I. Objective
Compose clear and coherent sentences using simple aspects of
verb (simple past tense)
Present the following lines taken from the poem,
Last Love”
Let‘s read the following lines excerpted from the poem you read
the other day.‖
1. Best of friends,
together took a leap
2. Two hearts fused,
hands ever entwined
B. Teaching and Modeling
What are the words used to tell actions?
What happened to their hearts? to their hands?
Let the pupils write them on the board.
took, fused, entwined
What are these words?( action words, verb)
Do they tell action that happens in the present time or in
the past? (past)
What do you notice in the form of the verb?
( with –d, change in spelling)
What does each word tell? (something is done in the past,
action is finished)
56
Present the following;
Teaching Chart
Irregular verbs are verbs that do not follow the rules for what
verbs are supposed to look and sound like in the past tense.
Regular verbs are easy to find in the past tense because they
end with the letters ―-ed.‖ You see them and use them all the
time: talked, painted, worked, played, helped, smiled, cooked,
turned, looked, wanted, etc.
Irregular verbs are sneaky because they don‘t follow the ―-ed‖
rule. Some are just a little different, like verbs that end in ―y‖ and
the ―y‖ changes to ―i‖ before the ―-ed‖ ending is added. Others
take on some very unusual forms that you just have to
remember. For example, you may sing in the choir today, but
you sang in the choir yesterday, not ―singed.‖
Copyright ©2011 K12Reader - http://www.k12reader.com
Can you give me sentences using past form of the verb?

C. Guided Practice
Set A.
Directions: Write the correct past form of each verb.
Circle the Irregular Verbs.
1. bring ________ 6. are ________
2. call ________ 7. visit ________
3. sell ________ 8. grow ________
4. swim ________ 9. sit ________
5. create ________ 10. wish ________
Set B. Think-Pair-Share
Choose two verbs in the past tense form from the list on the
board. Use them in your own sentences.
57
D. Independent Practice
Write in the blank the past form of the irregular verb in parentheses.
1. Aunt Karin _________ my hair last night. (cut)
2. The wind _________ down four trees. (blow)
3. She _________ her hair in a braid. (wear)
4. My mother _________ me spend the night at Sandra‘s
house. (let)
5. Miriam _________ all the answers. (know)
Box the regular verb in the following sentence. Then, use each
one in your own sentence.
1. We traveled to Tagaytay last summer.
2.Mrs. Caringal‘s class recycled the most paper.
3. Ana shared her ideas for after-school activities.
4. Angelika painted the murals in our school.
5. We planted eggplants in our ― Gulayan sa Paaralan.‖
Enrichment Activity
Give the correct past form of the verbs in the graphic
organizer. Then, use each one in composing/writing your own
sentences.
58
Week 3
1. Objectives
1. Appreciate the value of helping each other
2. Realize that we can recompense the kindness done to us by
Identify the elements of literary texts
-setting
-plot (beginning, middle, ending)
Oral Language
Use formal and Informal English when appropriate to task and

situation
Infer the meaning of unfamiliar words (affixed) based on given

context (synonyms, antonyms, word parts) and other strategies.
Summarize narrative texts based on elements-
-Theme
- Setting, Characters (Heroes and Villains)
- Plot (beginning, middle and ending)
Read aloud grade level appropriate text with an accuracy rate of

95- 100%
Grammar

grammatical structures: Modals
Writing Composition
59
Write two to three- paragraph composition based on the
prepared outline
Viewing

dialog, setting or set up)
Attitude
II. Subject Matter

A. Topic
1. Literature
a. Story: ―The Rescue‖ by Catherine Legaspi Lucero
Context Clues
b. Formal and Informal English
c. Summarizing narrative texts based on the elements of the
story
d. Using modals
e. Describing different forms and conventions of film and
moving pictures
B. Materials
pictures of erupting volcano and different calamities
pictures of superheroes
dialogue
short film
C. References
K to 12 Curriculum Guide-English 5
http//superheronovels.files.com
Link: www.youtube.com/watch?v=OrYqz
Lesson Guide in English 5 (Revised Edition) p.130
60
DAY 1
Listening
Comprehension
I. Objectives
Note details in the story listened to
Identify the setting and plot (beginning, middle and ending) in the
story

A. Pre Reading
a. Vocabulary and Concept Development
Find the meaning of the underlined word in the sentence.
1. People of Tacloban couldn‘t forget the tragic accident
brought by typhoon Yolanda that gave them a
disastrous experience.
2. The angry policeman couldn‘t hide the fury on his face
the moment he caught the thief.
3. The tremor was felt late in the afternoon when the
things inside the room began to shake.
4. The father was about to rescue the boy from
drowning when the life guard dove in water and saved
him.
b. Motivation
Say: I have here set of pictures. Identify each one.
Can you give proper heading for these pictures? What

are they?
c. Motive Questions
61
In the selection that I will read there is a family who
suffered from volcanic tragedy. His wife died but a farmer
saved his two sons.
Now, what do you want to know in the story that
I‘m going to read?
(Try to come up with this answer: How did the farmer
save the lives of his two sons?)
B. During Reading
Teacher reads the story
The Rescue
Do you believe that all people whether rich or
poor, young or old are equal when catastrophe attacks?
That no amount of money could save our lives from the
fury of nature? However, in moment of disaster helping
each other regardless of who we are could save us.
In the dawn of September 28, 1965, a historical event
happened in the Province of Batangas. A light tremor was
felt along the area of Taal Volcano. The tremor got stronger
and stronger as the hours passed by. Communities along
the vicinity were caught unalarmed from the massive
explosion of the smallest but active volcano in the country.
Many people died, hundreds of families were
homeless and millions of properties including agriculture
were destroyed by the overflowing lava thrown by the furious
volcano. Mr. Rodolfo de Sagun and his family was one of the
wealthy families in San Nicolas, Batangas who lived near the
volcano
62
Mr. Rodolfo de Sagun and his family was one of the wealthy
families in San Nicolas, Batangas who lived near the volcano
They had big house, hundred hectares of agricultural land
and raised lots of farm animals like cows, carabaos and
horses. His family was one of the many victims of that
volcanic tragedy occurred in 1965. His wife died and perhaps
his two sons could have died, too, had it not been for the
timely arrival of Mang Kardo, a farmer who also lived near the
Taal Lake. He carried his two sons on his shoulder like sacks
of palay he used to carry during harvest time away from the
area.
The father did not know what to do when angry waves
of ash fall killed his wife and almost killed his two children.
Nothing left with his properties and they had nothing to eat. It
was then that Mang Kardo offered his help to the family. He
gave them rice, vegetables and some eggs he saved from his
reap. For almost a week, it was Mang Kardo who rescued
their days until the help from the local government came.
Although Mr. De Sagun was so depressed on the
sudden death of his wife, he was still thankful to God for
giving them Mang Kardo for saving his two sons.
Now that his two sons are raising their own family,
they will never forget how Mang Kardo helped them save
their lives. They also do to others what Mang Kardo had done
for them. They worked as volunteers in their community as
the other people need them.
Story by: Catherine Legaspi Lucero
C. Post Reading
a. Answering the motive question
b. Comprehension Check up
63
1. What historical event happened on September 28,
1965?
2. In what particular place did the story happen?
3. How would you describe Taal Volcano?
4. Based from the story, can you tell how Taal Volcano
erupted?
5. Who saved the lives of Mr. De Sagun‘s sons?
6. How did he save their lives?
7. What do you think could possibly happen to Mang
Kardo in saving the family?
8. If you were Mang Kardo would you do the same?
9. In what way did the family repay the good deeds done
by Mang Kardo?
c. Teaching/Modelling
What are the places mentioned in the story? Pupils
will write their answers inside the circle.
Every story has a place where it happened and
time when it happened, what do you call where and when
the story happens?
Province of
Batangas San Nicolas
Batangas
Setting
Dawn of
Near Taal Lake
September 28,
1965
64
Based from the story presented, write the event that
happened in the:
- beginning of the story on the top of the pyramid,
-middle part of the story in the mid part of the pyramid
- ending of the story at the bottom part of the pyramid
Beginning
Taal
Volcano
erupted
The angry waves of

Middle ash fall killed his wife but
the farmer saved the lives
of his two sons. The farmer
helped them by giving them
food to eat.
Ending
The two sons have their own family.
They work as volunteers in their community to
repay the good deed that Mang Kardo did to
them.
What do you call the events that happened in the story?
d. Engagement Activity
I‘m going to group you into three and you will do the
following activities.
65
Group I- The Writers
Write a simple story. Identify the setting and the plot.
Group II- The Painters
Draw Taal Volcano in the middle of the lake. Tell
something about it.
Group III- The Poets/Musicians
Choose one from the topics below and compose a
poem/music depicting the things that we should do in
time of disasters.
a. typhoon
b. earthquake
c. fire
d. tsunami
66
DAY 2
Oral Language and
Vocabulary
Development
I. Objectives
1. Distinguish formal from Informal English
2. Infer the meaning of unfamiliar words based on the given
context (synonyms)
II. A. Developmental Activities
1. Presentation of sentences
Column A Column B
1. How are you today? 1. Hey, what‘s up?

2. What I am trying to figure 2. What I mean is…
out is… 3. I‘m okay.
3. I am getting fine. 4. She‘s decided to go to
4. She has decided to go to Barcelona.
Barcelona. 5. The girl I met before is
5. The girl whom I met before my teacher
is my teacher.
2. Discussion and Analysis
Look at the sets of sentences. Let us compare them.
How are the sentences in column A written?
How about in column B?
In which sentences do we use contraction?
How about the two sentences in no. 5, what kind of sentence is

in column A?
67
Do the sentences in columns A and B in each number express

the same thought?
In what kind of conversation do we usually use the

expressions/sentences in column A?
How about the sentences in column B?
What should we remember when we communicate to others

whether formal or informal?
Teaching Chart
Formal Englishis used in formal conversations and situations, literary
piece, academic, business letter, official documents, official speeches,
news report and others that require formal format. It is usually longer
and more complex in structure. It has higher standard of correctness.
Informal Englishis used in normal and personal conversation like

everyday talking with friends, personal letter and others that do not
require higher standard of correctness. It is usually shorter and
simpler in structure and contains everyday phrases.
3. Guided Practice
Tell whether the following sentences and phrases use Formal

English or Informal English.
a. Walk fast so that we can be in school on time.

b. Hey, hurry up! It‘s getting late.
c. ―The people realized that the idea of justice in our country
is blindfolded,‖ the speaker said.
d. Nobody could foretell the future neither could be sure of
that the leaders we voted for would live up to our
expectation.
e. Well, it‘s up to you.
68
Construct 3 sentences using formal English and 3 sentences

using Informal English
B. Developmental Activities
A. Recall the story presented on the first day

B. Comprehension check up
(Write the answers on the board)
1. What kind of family is De Sagun family? Why do you think so?
2. What kind of experience did the family have during the eruption
of Taal Volcano?
3. How will you describe Taal Volcano?
4. What can you say about MangKardo as a farmer?
Answer/s:
1. wealthy 2. tragic 3. active 4. helpful
C. Analysis and Discussion
What word/s can you associate with the word wealthy?
When someone met tragic accidents how do we feel?
What other word/s has the same meaning as tragic?
(Follow the same procedure for the words in no.3 and 4)
Words The same meaning
wealthy rich, abundant, prosperous
tragic disastrous, catastrophic
active vigorous, strong
kind caring, helpful
What do you call words with the same meaning?
D. Guided Practice
Choose a partner. Study the word list then read the sentences that
follow. Choose a word from the list that can take the place of the
underlined word. Write your answer in the blank before each
sentence.
69
Word List
announced pleaded yelled demanded
revealed cheered commented sobbed
_______________ 1.Mrs. De Castro declared the winner of the contest
during the PTA meeting.
____________ 2. ―Return my book,‖ John ordered.
____________ 3.―Please give me another chance,‖:the girl begged the
teacher.
____________ 4. The basketball fans applauded., ―Hurray for Paul.‖
____________ 5. Nora cried loudly when Mother did not allow her to join
the picnic.
Read the sentences carefully. Give the synonyms of the underlined
words.
1. Our ancestors fought valiantly for freedom.
2. The victorious team received their award during the assembly.
3. The girl‘s face blushed like red tomato when she received
flowers from her crush.
4. The injured player called for a substitution.
5. The policeman identified the suspects in the robbery.
70
DAY 3
Reading
Comprehension
I. Objectives
Summarize narrative texts based on Theme and Characters

(Heroes and Villains) of the story
II. A. Preliminary Activities

1. Review
Characters and setting in the story presented on the first day
1. Pre Reading
a. Unlocking of Difficulties
1. Only a heartless villain would kidnap a baby for ransom.
A. a person who does evil things
B. a person who takes care a baby
C. a person who save others from bad guy
2. Because of the emergent population of the animals in the
village the demand for food increases.
A. decreasing
B. growing
C. stagnant
3. The performance shown by the players is impressive.
A. average
B. admired
C. low
4. To get things by force is an act of plunder
A. Giving
71
B. Lending
C. Stealing
b. Motivation
(Through pictures)
Let the pupils identify the characters in the Superhero Movie.
a. Motive Question
In the story that I am going to tell you, there is a little girl
who lived in the town ruled by the two monsters then
suddenly the little girl saved their town. What do you want to
find out in the story?
How did the little girl save their town from the monsters?
2. During Reading (Pupils read the story)
Everything was Just a Dream
Lemery Village is one of the villages in the Province of Batangas with

growing population and emergent industry. But despite of being one, people
there couldn‘t have a normal life because of the cruel monsters named Hulo-
loh and Haveck who ruled the town with their evil deeds.
72
There also lived a little girl named Kendra who is fond of reading fairy
tales and superheroes. Kendra also loved watching movies with characters
same as in the stories she used to read like ―Super D,‖ Justice League,
Avengers and the like. Until one day, she became one of them and turned
out to be the defender of the people against the villains in their community.
One rainy afternoon when Kendrei‘s parents were still out, an old man
knocked at their door and asked for food and some old clothes. ―I‘m cold and
hungry, can I have some of your left-over food for my empty stomach and
your old clothes to warm my body,‖ the old man begged. Kendz as what her
friends called her, felt sorry for the old man so she got food from the kitchen
and some of her father‘s old clothes without second thought and gave them
to the beggar.
Afterwards the old man held her hands and said, ―Your kindness leads
you to what your heart desires.‖ ―What?‖ She didn‘t understand what the old
man was saying. ―I‘ll give you a reward,‖ he continued. Kendz was feeling
excited with the reward. She thought of her favorite superhero characterwhen
suddenly the old man gave her a pair of rubber slippers.
Her excitement subsided as the old man handed the slippers to her. ―I know
you have three pairs of expensive slippers and you don‘t need another one,‖
said the old man. She felt surprised. ―How did you know that?‖ The old man
smiled and said, ―This is for you. This is not just an ordinary pair of slippers.
Try it and you will find something extraordinary about it.‖
As soon as her feet rubbed with the pair of slippers, ―Super K

emerged, a new superhero with impressive superpowers, super-sight, multi-
frequency digital hearing and hyper- velocity.
―Do not waste your power to non-sense things. You have to return this
pair of slippers when you‘re done saving this town,‖ said the old man then
disappeared.
―Super K‖ began hunting dangers and threats around the town so she
could save it from the worse to worst brought by the two villains. She talked to
the villagers politely even if she has superpower. ―It‘s time for the bad guys to
be buried in the deepest part of the ground,‖ Super K said.
73
When Hulo-loh and Haveck knew about Super K, they became harsh to
people and hove more cruelty to the community. They killed those who
disobeyed them. They burnt the houses. They stole the animals and destroyed
the crops. They planned to drain the sea and plunder the mountains where the
community got their source of living. The people in the community got scared
that they didn‘t want to go out of their houses.
At last, the battle of good and bad broke out. When the two monsters
were about to accomplish their plan, Super K used her impressive
superpowers to stop their evil plan. She did everything to the maximum to end
up their wrong doings. The whole thing ended up as a painful mix of blows,
bruises and broken bones forHulo-loh and Haveck. Super K held them and
buried them to the deepest part of the ground.
Finally, the moment of glory was gained which every superhero

dreams.When she was about to return the pair of slippers to the old man
Kendrei almost fell off the bed and awaken by the alarm of the clock.
It was six o‘clock in the morning and she should be ready for school. She
smiled and said, ―Wowww! What a wonderful dream.‖ Everything about Super
K was just a dream.
Story by: Catherine Legaspi Lucero
3. Post Reading
a. Answering the motive question
b. Comprehension check up
1. What is the story about? What is the theme of the story?
2. Who are the characters in the story?
3. When and where did the story happen?
4. How did the little girl become superhero?
5. What did the villains do to the community?
6. If you were Kendra, will you do the same?
7. How did Kendra talk to the villagers?
8. What character traits did the little girl show in the story?
4. Engagement Activity
74
Group Activity
Let us read the story again. Let us identify again the main and
the secondary characters in the story.
This time you are going to write a brief description about the role
of each of the characters in the story.
Group I- Super K
Group II- The Old Man
Group III- The Villains
75
DAY 4
Grammar / Oral
Reading Fluency
I. Objectives
A. Expressive Objective
Taking good care of personal belongings
1. Use modal auxiliaries used to and would to express
habitual action
2. Compose clear and coherent sentences using
appropriate grammatical structures (modals)
3. Read aloud grade level appropriate text with an
accuracy rate of 95-100%
A. Presentation
Read the poem to the class.
Let the pupils read aloud the poem with accuracy
by class, by group, by individual.
Then and Now
When I was a child

I used to go from place to place
Crawling with my hands and feet
I used to play with all my toys
Tearing and pulling them apart.
Now that I have grown

I would go wherever I want
Going out with all my friends
I would join all kinds of games
Playing ball whenever I can.
76
2. Analysis and Discussion
a. What does the author used to do when he was a child?

b. What does the author said about what is going to happen or
has to be done now that he has grown up?
A. B.
used to go would go
used to play would join
What are the verbs used in the poem? Encircle them.

What form of the verb are they?
In column A, what word comes before the main verb? Underline
them.
How about in column B, what word comes before the main

verb? Underline them.
What do you call these words?
If we put auxiliary or helping verb to the main verb like used to +
go or would + join what is being formed?
What do you call the things or the activities that we always do?
In column A, when did the action happen?
What modal can we use to express habitual action in the past?
What modal can we use to express habitual action that has tobe
done?
Are you like the author when he was a kid?
How do you play your toys?
What are you going to do after playing with your toys?
3. Generalization
What are modals?
77
What modals can we use to express habitual action?
4. Guided Practice
Fill in the blank with used to and would to complete the sentence.
1. Albert ___________ drink milk in a feeding bottle when he was
a baby.
2. I ________ speak English in our conversation at homeunlike
before I _________ talk with them in Tagalog.
3. Ana _________ walk in going to school during elementary
days.
4. Nowadays, Filipino women _________ go abroad and work
there.
5. When we were in Lolo‘s farm, Mother _________ cook
―champorado and dilis.‖
Let the pupils form groups of four. Share with one another the
following using used to and would.
a. what you used to do when you were in Grade- One
b. the things you would like to do now
6. Application
Write 5 sentences using used to and would to express habitual
action. Read aloud your sentences with accuracy.
7. Enrichment
. Write the correct answer in the space provided. Use used to or
would to complete the sentence.
1. My baby brother _______ sleep beside my parents until he

was seven years old.
2. My teacher ________ attend trainings every time there is
one.
3. Henry _______ play computer in his free time.
4. I _______ to buy chocolates that‘s why I have tooth decay
now.
5. My sister _________ bake a cake for every birthday in the
family.
78
DAY 5
Viewing /
Writing
I. Instructional Objectives
A. Describe different forms and conventions of film and moving
pictures (lights, blocking, casting, acting)
B. Write two to three- paragraph composition based on the film viewed
II. A. Viewing
1. Priming
Let us play a guessing game. Here are some lines taken
from several TV shows. Let me see if you can tell the character
being described.
a. ―Excuse me po‖
b. ―Magandang Gabi Bayan‖
c. "Angbuhay ay weather, weather lang‖
d. ―Love, love, love‖
e. ―Susunod‖
2. Developmental Activities
a. Pre-viewing
Nowadays, people are fond of watching shows/movies
in television and even in theatre. For your better
understanding let‘s learn the elements of film and moving
story.
a. blocking - is the precise staging of actors in order
to facilitate the performance of play. It shows how
the actors and actress move on the stage.
b. casting - is the selecting of actors to play the
various roles.
E.g. Coco Martin was chosen to play the role
of a policeman in the tele-serye
―AngProbinsyano‖.
79
c. acting- is the work of an actor or actress which is a
person in theatre, television or film who tells the
story by portraying a character
E.g. Sarah Geronimo is a singing actress who
can sing and act while Robin Padilla is an
action star.
d. lighting – is used to create ample shadows and an
atmosphere of mystery/danger, can suggest
characters are evil, conflicted or morally
ambiguous.
2. Motivation
Today you are going to watch a short film.
Observe the different elements we have discussed a
while ago.
What are the standards to be observed in watching
short film?
3. Viewing
The Mouse at the Seashore
Link: www.youtube.com/watch?v=OrYqz
b. Post viewing
1. Comprehension Check up
Who are the characters in the movie?
What significant role does the main character
portray?
What can you say about their acting?
Is the conversation or dialog clear?
Can you re-count the best part of the movie?
B. Writing
1. Motivation
How did you find the movie?
Did you enjoy watching it?
Now you are going to write two to three paragraphs
about the movie you watched a while ago.
80
2. Recalling the standards in writing a composition
3. Pupils write their composition based on the film viewed.
4. Checking of output using rubrics
Rubric for Assessing Projects/ Outputs
Dimensions Level 5 Level 4 Level 3 Level 2 Level 1

(94-100 pts) (88-93 pts) (81-87 pts) (17-80 pts) (74 below
pts)
Content Addresses Addresses Addresses Addresses Addresses

the topic the topic very the topic the topic the topic
excellently; satisfactorily satisfactorily; fairly; limited poorly;
full coverage less than full partial coverage of limited the
of content coverage of coverage of content coverage of
content; content content;
content is essentials
focused on are not dealt
the basics with
Organization Organizes Organizes Organizes Organizes Organizes

ideas ideas ideas a little ideas very ideas with
logically and somewhat logically little logically no logic nor
precisely logically and lacking in and lacking precision
precisely precision in precision
Mechanics Observes Observes Observes Observes Never

correct correct correct correct observes
spelling, spelling, spelling, spelling, correct
punctuation, punctuation, punctuation, punctuation, spelling,
grammar and grammar and grammar and grammar punctuation,
sentence sentence sentence and grammar
structure structure structure sentence and
always often sometimes structure sentence
rarely structure
81
Package and Is very Is creative Is not so Is not Is not
Presentation creative that that some creative that creative that creative that
Creativity in all entries are entries are a few entries few entries all entries
lay-out of displayed displayed are displayed are are
entries artistically artistically artistically displayed displayed
ordinarily ordinarily
Neatness of Presents the Presents the Presents the Manifests Manifest no

work project very project neatly project neatly little evidence of
neatly in all in all entries in few entries evidence of neatness in
entries neatness in all entries
some
entries
82
Week 4
I. Objectives
B. Expressive Objectives
Identify the elements of literary texts
-climax
Oral Language
Use formal and Informal English when appropriate to task and

situation
Infer the meaning of unfamiliar words (affixed) based on given

context (synonyms, antonyms, word parts) and other strategies.
Summarize narrative texts based on elements-
-Theme
- Setting, Characters (Heroes and Villains)
- Plot (beginning, middle and ending)
Read with automaticity grade level frequently occurring content

area words
Grammar

grammatical structures: Modals
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Writing Composition
Write two to three- paragraph composition based on the

prepared outline
Viewing

dialog, setting or set up)
Attitude
II. Subject Matter

Topic
Literature
Story: ―The Rescue‖ by Catherine Legaspi Lucero
Context Clues
Formal and Informal English
Summarizing narrative texts based on the elements of the
story
Using modals
Materials
pictures of erupting volcano and different calamities
pictures of superheroes
dialogue
short film
References
K to 12 Curriculum Guide-English 5
http//superheronovels.files.com
Lesson Guide in English 5 (Revised Edition) p.130
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DAY 1
Listening
Comprehension
I. Objectives
1. Note details in the story listened to
2. Identify the climax in the story
III. Developmental Activities
1. Motivation
Associate the words in column A with the appropriate words in
column B
A B
1. Signal No. 1 a. tsunami

2. magnitude b. fire
3. big waves c. El Nino
4. extinguisher d. typhoon
5. drought e. earthquake
2. Review
Recall the story about ―The Rescue‖
a. Where and when the story happened?
b. What event happened in the beginning of the story?
...ending of the story?
C. Developmental Activities
1. Presentation of the same story
I‘m going to read the story again. Listen very well and be
able to answer the questions.
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2. Teacher reads the story
3. Comprehension Check up
a. Which part of the story do you like best? Why?
b. Why do you think the wife died?
c. If you were Mr. De Sagun, How would you feel?
d. What happened to his sons?
e. What do you think happened to the two sons if Mang Kardo
did not come on time?
f. Which part of the whole story did the action reach its highest
part? Retell it
g. What part of the story shows the highest point of interest?
Teaching Chart
Climax- is another element of the plot is the climax. It is the highest point
of interest and often the most exciting part of the story.
Read the story carefully. Identify whether the following phrases tell
the setting, characters, beginning, ending, and climax of the story.
One bright sunny day of April 1521, Lapu-lapu, the King of

Mactan received a message from Humabon, the King of Cebu. The
message was about the arrival of Ferdinand Magellan in Cebu with three
large ships and many men aboard. With them were more treasures and
arms some of which they had given to Humabon.
Magellan wanted all the people, including Humabon to pay tribute

to his King. Lapu-lapu did not like the idea.
When Magellan heard about this, he sent his men to burn the
village called Bulaia.
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After a fire, a messenger arrived. He told Lapu-lapu that Magellan
would burn the village if Lapulapu would not pay tribute to Magellan in the
name of the King of Spain.
Lapu-lapu called all his men armed with spears, lances and
arrows. He was ready to war against Magellan.
For the battle site, Lapu-lapu choose tricky site of the sea which
was filled with coral reefs.
The battle went on. Magellan was wounded until he fell and died in
the shallows.
1. Magellan fell and died

2. War between Lapu-lapu and Magellan was launched.
3. One bright sunny day of April 1521
4. Ferdinand Magellan arrived in Cebu
5. Humabon, King of Cebu
6. Lapu-lapu, King of Mactan
7. Lapu-lapu chose a tricky site of the sea which was filled with coral
reefs.
8. Magellan sent his men to burn the village
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DAY 2
Oral Language and
Vocabulary
Development
I. Instructional Objectives
A. Use formal and Informal English when appropriate to task and
situation
B. Infer the meaning of unfamiliar words based on given context
clues (antonyms)
II. A. Oral Language
1. Preliminary Activities
a. Tell what kind of English is required to use in the following:
1. friendly letter
2. office documents
3. business letter
4. magazine
5. academic
b. Review
Tell whether the following phrases/sentences are Formal
English or Informal English
1. __________ A. I‘m sorry to say that…
__________ B. We regret to inform you that…
2. __________ A. The program will commence in few
minutes.
__________ B. The program is about to start.
3. __________ A. If you need any help give us a call.
__________ B. Should you require any assistance,
please feel free to contact us?
4. __________ A. Please write if you have comment.
__________ B. write your comment here
5. __________ A. The girl I met in Baguio is my long lost
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cousin.
.__________B. The girl whom I met in Baguio is my
cousin.
a. Presentation of model
I‘m glad that you can differentiate Formal English from
Informal English.
I have here an example of compositions that require Formal
English and Informal English
A.
21 May 2016
The Manager
Max‘s Restaurant
Lemery Branch
Dear Sir/Madam,
This letter will confirm our arrangement for our daughter‘s seventh
birthday celebration at your facilities. The celebration will be held in the
afternoon of Friday, June 3, 2016.
I have enclosed the initial deposit and will give the remaining balance on
that day.
We are looking forward to make this event a successful one.
Sincerely,
Cristina Mendoza
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B.
Orchard Subdivision
Brgy.Antipolo
Sta.Teresita, Batangas
May 15, 2016
Dear Mae,
Hi girl, what‘s up? It‘s great to hear from you after so many months.
You seem to be having a nice time in Lipa. I want you to know that we‘re
planning to spend the weekends there. We thought it might be good to go
swimming in La Virginia Beach Resort
If you‘re interested just keep in touch.
See you soon, I hope. Thanks again.
Love,
Kendrei
b. Discussion and Analysis

1. What kind of letter is letter A.?
2. How did the sender write the letter?
3. What kind of English is used to write a business letter?
4. What kind of letter is letter B?
5. How did the sender write the letter?
6. What can you say about the choice of words used in the
letter?
7.What kind of English can we use in writing a friendly letter?
c. Guided Practice
Write at least 3 phrases/expressions/sentences using
Formal English and 3 phrases/expressions/sentences using
Informal English.
d. Independent Practice
This time, you‘re going to write a composition using Formal
and Informal English. Choose from one of the topics below
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1. business letter
2. friendly/invitation letter/
3. excuse letter
4. dialog/diary
5. poem
e. Checking of outputs using rubrics
B. Vocabulary Development
1. Review
Give the synonyms of the underlined words.
a. Robert and Rhoda are newly husband and wife.
b. Take pictures of the old church.
c. They had won the game because of teamwork.
d. The engineer‘s blueprint of the house showed the exact
details of the plan of the construction.
e. Sarah Geronimo got a big hand from the audience after her
performance.
2. Presentation
3. Analysis and discussion

What can you say about the pictures?
What words are used to describe the picture?
Answers:
Rainy sunny
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necessary unnecessary
rain sunshine
Study the pair of words.
a. When the sun shines does it rain?
b. When the rain pours does the sun shine?
c. What can you say about the meaning of the words?
d. What do you call words with different meaning?
4. Guided Practice
Complete each analogy by writing the correct word on the
space provided.
a. Open is to close as near is to ________
b. Soft is to loud as slow is to _________
c. Dishonest is to honest as always is to ________
d. Little is to big as tiny is ________
e. Wside is to narrow as to deep is to ______
Substitute the underlined words with their antonyms to make
the sentences correct
a. I am weightless. I float.
b. His signal from the radio was loud.
c. I can feel the cool breeze of the air.
d. Forest is a dangerous place.
e. Today is a fine day.
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DAY 3
Reading
Comprehension
I. Objectives
Summarize narrative texts based on plots (Heroes and Villains)

of the story
II. Development Activities

A. Review
Based from the story presented last week, identify the
characters and the setting being described
1. the owner of the pair of rubber slippers with superpower
2. the two villains
3. the superhero
4. the place where they lived
5. who were buried in the ground
Motivation
If you were given a chance to be a superhero, whom would

you like to be?
What kind of power do you want to have?
1. Pre Reading
Motivation
If you were a superhero, who would you like to be?
Would you be very proud?
2. During Reading
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a. Presentation of the story
This time you are going to read the story again about
Super K.
b. Pupils read the story.
3. Post Reading
a. Comprehension Check up
Where did the story happen?
How did Kendra get her superpowers?
What kind of superpowers does she possess?
In what particular part of the story these events
happened?
Who were the villains in the story?
What did the villains do to the villagers?
What did Kendra do to save the village from the two
villains?
What happened to the two villains?
In what particular part of the story did these events
happen?
What is the ending of the story?
b. Engagement Activity
You are going to summarize the events happened in the

story using a graphic organizer. Then, rewrite the story in
a paragraph form.
Plot
beginning middle ending
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I. Objectives
Appreciate the kindness shown to you.
1. Use modal auxiliaries may and can to express possibility.
2. Compose clear and coherent sentences using appropriate

grammatical structures (modals)
3. Read with automaticity grade level frequently occurring content
area words
II. Procedure
A. Grammar
1. Preparatory Activity
a. Motivation
Picture Clue and Dialog
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Mark: I can make different figures out of sand.
Reiner: May I be of help to you?
Mark: See what Kuya and I made.
Jenny: What a long tunnel!
What‘s inside that?
Reiner: That‘s our top secret.
Jasmin: I may build a sand tunnel just like yours.
Reiner: Okay, but you must be careful while building

it.
Answer the questions orally.
1. What can Mark and Reiner make?
2. Who helped Mark build the sand castle?
3. What may Jasmine be able to do?
4. What reminder did Reiner give her?
5. Do you go to the beach? When do you
usually spend time at the beach? What do
you usually play in the sand?
a. Presentation
Listen as I read some sentences. Then repeat after me.
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b. Analysis and Discussion
When do we use can?

 We use can to express a possibility.
Examples: I can visit you on Sunday.
I can help mother today.
When do we use may?
 May is used to express less than 50% of certainty or
possibility.
Examples: The visitor may come today.
They may observe the teachers and pupils.
What do you call can and may?

 Modals or helping verbs
What do these two modals express?
 A possibility
c. Values Integration
What characteristics do the children in the dialog possess?
 They are loving and helpful.
How can you show your love to your brother and sister?
d.Generalization
When do we use the modal can?
When do we use the modal may?
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When do we use the modals can and may?
 When we want to express a possibility
e. Guided Practice
1. These are the activities grade five children will surely do
in school. Read the comic strip:
Name other things that you‘ll surely do in school today. Use the
modal can.
2. These are the activities a child in grade five may do at home.
Name other activities that you may do at home.
f. Independent Practice
Role Play It
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1. Your Lolo and Lola visit you at home. Tell them what
you can do for them to make their visit a pleasant
one.
2. Your playmates want to play with you. Tell them what

activities all of you may do at home.
g. Application
Write five meaningful sentences using can and may.
h. Enrichment
Look at each picture. Complete each sentence by writing
may or can in the blank.
1. I __________ write a letter to my friend.

2. You ____________ go home.
3. I _________ sing our national anthem.

4. I _________ help my teacher.
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5. A dog ____________ bark if he sees a stranger.
B.Oral Reading Fluency

1. Motivation
I have here a short story. Read the story very well.
2. Presentation of the story
A .Pupils read the story
Teacher uses rubrics in assessing the performance of pupils in

reading
III. Assignment:
Cut a picture or draw your answers in each circle. Then use it in
your own sentence.
1. Something you can ______ on a weekday.
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do watch eat
2. Something you may ______ on weekends.
watch play with read
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Week 5
I. Objectives
1. Realize that the beauty of our land can be maintained with the
help of one another
2. Develop sense of responsibility for the good of oneself, family
and community
Analyze sound devices (onomatopoeia, alliteration,

assonance)
Oral Language Development
Use formal and informal English when appropriate to task
and situation
Infer the meaning of unfamiliar words
Analyze a two-stanza poem in terms of its elements
Grammar Awareness
Compose clear and coherent sentences using
appropriate grammatical structures; conjunctions
Writing/Composition
Revise writing for clarity – correct spelling
Viewing
Distinguish among various types of viewing materials
Attitude
102
II. Subject Matter
A. Topics
1. Talk about the beauty of our land and how to maintain it
2. Analyze elements of poetry
3. Infer the meaning of unfamiliar words based on context clues
B. Materials
 pictures
 charts
 cartolina strips
 activity cards
C. References
a. Poem: My Native Land (Writing 1 English Book Grade V)
b. Story: Throwing Litter (Developing Reading Power 5)
c. www.softschools.com
103
DAY 1
Listening
I. Objectives
1.Realize that the beauty of our land can be maintained with the
help of one another
1. Analyze elements of poetry as rhymes, sound devices
(onomatopoeia, alliteration, assonances) and imagery based
on the listening text
2.Infer the meaning of unfamiliar words based on the given
context clues

A. Preliminary Activity
Ask the class to listen to the rhymes the teacher will read.
Pat
He is called Pat,
The boy sitting on the mat,
For all the day, he eats and eats,
Now, all his clothes, nothing fits.
-21st Century English 5
B. Pre-Listening Activities
1. Unlocking of Difficulty
Identify the word or phrase which has the same meaning as

the underlined word.
a. She likes the stage decoration filled with lovely

flowers. It makes the presentation more beautiful.
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b. Oh! The big lantern is shining. The room is sparkling.
c. The fragrant smell of sampaguita is as sweet as my
favorite perfume.
2. Motivation
Let the pupils answer the given question in the topic wheel
What are the

beautiful
scenic spots in
our country?
3. Motive Question
Today you will listen to a poem My Native Land. In the poem,
identify the beautiful scenic spots found in our country.
C.During Listening Activities
Read the poem to the pupils. Stop/Pause at some parts and

ask predicting questions.
My Native Land
How beautiful are her mountains grand
The peaceful valleys between
Her sparkling sun and cooling rains
That bathe the fertile plains—
How graceful are her stately plains
Her towering emerald trees
How pliant her rustling bamboos green
Dancing blissfully in the breeze—
How pretty her white sampaguitas
And fragrant orchids so rare
How modest and sweet her daughters
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Who harvest the golden grain—
How I love her rainbow birds
Her blue skies and sparkling waves
How I love this dear Philippines
Home on this troubled earth.
- Esmeraldo B. Pascua
Writing 1 English Book Gr 5
D. Post Listening Activities

Group the class into three and give each group a task card.
Group I
Draw our native land as described in
the poem.
Group II
On each side of the dice, write the

ways on how we can appreciate the beauty of our
land.
Group III
Compose a jingle on how we can maintain
the beauty of our land
2. Discussion
What are found between grand mountains?
How will you describe the plains?
(Call Group 1 to present their drawing)
Let us see how our native land looks like.
(Ask Group 2 to present their dice of appreciation)
What are the beautiful places in our country?
What are the ways of appreciating the beauty of our country?
(Call Group 3 to present their jingle)
What are the ways to maintain the beauty of our land?
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A. Introduction/Presentation
I will read examples of poem/tongue twister. Tell me the
words that rhyme or have the same sound.
a. Across the world
Two boys are crying,
Both wanting more,
And tired of trying.
b. Black bug bit a big black bear.
But where is the big black bear that the black bug bit?
c. I must confess that in my quest
I felt depressed and restless.
d. How much wood would a woodchuck chuck;
If a woodchuck would chuck wood?
-www.softschools.com
B. Teaching/Modelling
What are the rhyming words in the given poems/verses?
What can you say about them?
Expected Answers:
crying – trying (rhymes)
bug – bit (same initial sound-alliteration)
confess – restless (same vowel sound-assonance)
wood – would (imitation of sound- onomatopoeia)
Elements of a certain poetry piece can be analyzed

through rhymes and sound devices. Alliteration is identified
by the repeated sound of the first consonant in a series of
multiple words. Assonance is the repetition of vowel sound
to create rhyming. Onomatopoeia refers to imitation of
sound or formation of words resembling in sound.
4. Guided Practice
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Ask volunteers to complete the following short poems using the
words inside the parenthesis.
a. Rhymes
One morning, Pretty Little _____ (lane, garden, hen)
was walking in the _______
b. Alliteration
Sheep should _______ in a shed. (sleep, away, sway)
c. Assonance
I lie down by my side for my _____. (lady, bride, baby)
Fleet feet sweep by sleeping _____.(goose, geese, guest)
d. Onomatopoeia
Whoosh, passing breeze
Whoosh, whoosh _______. (splash, sparks, sprinkle)
Complete the following verses with appropriate rhyming words.
a. Rhymes
Because she‘s sporty
In a kindly sort of _____. ( clay, way, bay)
b. Alliteration
The fair breeze blew
The white foam _______. (blow, flew, flee)
c. Assonance
I never heard before of a ship
Furbished with battle _____ (beetle, tackle, pixel)
d. Onomatopoeia
The _______ bee flew away. (busy, buzzing, barking)
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Day 2
I. Objective
1. Use formal and informal English appropriate to a given situation
Show pictures of different people talking with one another.
What have you observed in the first picture? In the second picture?
Based on the pictures shown, how did each character talk with one
another?
B. Presentation
Here is the dialogue between two friends. Let us find out what they are
talking about.
Ana was applying for a certain job position in LIMA Park Malvar.
She passed the written examination and she will undergo the final
interview. She asked the help of her friend Maria so that she will be
ready for the interview.
Ana: Hi Maria! What‘s up?
Maria: Hello Ana! I am good.
Ana: Can you help me for my final interview? I am applying as a
company secretary in LIMA Park-Malvar.
Maria: Oh sure! Let‘s have a practice on formal conversation.
Ana: Formal conversation? I am not used to it.
Maria: It‘s very important that you know how to communicate formally if
you are applying for a certain job position. We are all good in informal
communication with our friends, peers and family but formal
job application, essay and other write-ups. Okay, let‘s begin. I am the
employer and you are the applicant.
Ana: Hi, Ma‘am! Good morning!
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Maria: That‘s not the improper way of greeting. Just say, good morning
madam!
Ana: I wanted to let you know that I am applying as a company
secretary.
Maria: Uh oh! It should be: I am here to inform you that I am applying
as a company secretary.
Ana: Hope to hear from you soon if I am hired or not. You can call me
if you need other information about me.
Maria: The correct one is, I look forward to hearing from you. Please do
not hesitate to contact me.
Ana: Thank you very much Maria. You really helped me a lot.
Maria: You are welcome! Hope you‘ll be successful in your job
application.
What is the dialogue about?
Why did Ana ask the help of her friend Maria?
What were the kinds of communication mentioned by Maria?
What did Maria tell about the kinds of communication?
Do you think Maria had helped Ana for her final interview?
Why? Why not?
If you were Maria would you do the same? Why?
Can you tell me the informal and formal sentences used in the
dialogue?
(Write the pupils‘ answers in column)
C. Teaching/Modeling
INFORMAL FORMAL
Hi Ma‘am! Good morning Madam!
Just wanted to let you know… I am here to inform you…
Hope to hear from you soon I look forward to hearing from you
You can call me if you need Please do not hesitate to contact
anything me
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What have you observed with the informal and formal sentences?
We use formal English communication in such serious situations

or when talking with people we don‘t know well. It is also used in
essays, cover letter for job application, letters at work and other
business related communication.
We use informal English communication in our everyday
conversation and in personal writings with friends, family and other
people.
(Ask the pupils to give more examples of formal and informal words
used in communication)
D. Guided Practice
I will divide you into three groups. Each group will be given a task to
perform. Cooperate well with your group mates for you to have a good
presentation.‖
Group I: We Can Write!
Write an essay about election.
Group II: The Telephone Call

Have a telephone conversation with your classmate asking him about
the project to be submitted.
Group III: The Interview!

Have a short presentation about a job interview
Rewrite the sentences to make it formal or informal.
1. What‘s up, Sally? ___________________
2. Jim, can you please go out to get the children?________________
3. The performance was wonderful.___________________________
4. Yours truly, ________________
5. I‘m okay.__________________
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Day 3
I. Objective
A. Determine the correct conjunction for a given set of sentences
(for additional information)
Show a picture of children cleaning garbage in the school ground.
What can you say about the picture? Do you think the children were doing
the right thing? Why? Why not?
Our story for today is entitled Throwing Litter. Let us see what the
story is about.
B.Presentation
Read the story.
Throwing Litter
Paolo was waiting for the school bus outside Malvar Central School.
Four other pupils from the school were waiting with him. A crushed cigarette
packet went flying to the gutter. Paolo looked at the litter. The litter stirred
something in him. There was no other litter around. Paolo walked toward the
gutter and picked up the packet. He walked toward the barangay trash can
and tossed it in.
From behind, the voice of a big burly man boomed.
―Why did you do that?‖
To Paolo, it sounded more of a threat than a question. The four other
pupils came to Paolo‘s side. They didn‘t say anything but they seemed ready
to protect Paolo from the big man.
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The man‘s voice softened. He smiled at Paolo. ―I like what you did. It
made me learn something.‖
The man handed Paolo a ten-peso bill.
―What is this for?‖
―I like what you taught me today. Buy yourself something. Think of it as

a present from me.‖
In that afternoon, Paolo was eating lunch. An empty juice carton fell on
the floor. He wanted to pick it up and thought of the incident early this
morning. A younger kid picked up the carton and threw it in the trash can.
Paolo smiled at the boy. The boy smiled back at him.
Paolo said, ―I like what you did.‖
-Developing Reading Power 5, p.90
What were Paolo and his friends doing at the waiting shed?
What happened when Paolo was waiting for the school bus?
Why did somebody throw an empty cigarette packet in the gutter?
Where was the empty cigarette packet thrown?
Why did the man give Paolo a ten-peso bill?
(Write the pupils‘ answers in column)
C. Teaching/Modelling
INDEPENDENT CLAUSES
Paolo was waiting for the Four other pupils from the school
school bus. were waiting with him.
Paolo saw a crushed cigarette Paolo walked toward the gutter
packet went flying to the gutter. to pick up the packet.
The man liked Paolo‘s attitude. It made him learn something.
The written sentences are examples of independent clauses. Each
independent clause is composed of subject, predicate and it gives a complete
thought or idea. Now, let us try to connect/combine the set of independent
clauses using the conjunction.
(Ask the pupils to give examples of conjunction)
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Which conjunction is appropriate for the first set of independent clauses? in
the 2nd set? And in the 3rd set?
[ Paolo was waiting for the school bus. ] and [ Four other pupils were
waiting with him.]
Paolo was waiting for the school bus and four other pupils were waiting
with him.
We use the conjunction and to connect/combine the independent
clauses.
Conjunction and is used to give additional information.
(Give more examples of related independent clauses and let the pupils
determine the correct conjunction to be used.)
D. Guided Practice
Note: Prepare the following materials: (strips of cartolina with sentences
written on them, metacards with conjunction and)
Combine the set of related sentences using the conjunction and.
[ The Sun and the Moon were married]
[ They had many children, the stars.]
Combine each pair of sentences using and.
1. The family needed food. The family needed other supplies.
2. John‘s father prepared the boat. He set sail for town.
3. The girl stayed at home. She took care of her little brother.
4. We love dancing. We can do modern dances.
5. Ana and Maria are good neighbors. They have become best friends.
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DAY 4
Oral Reading
Fluency, Grammar
Awareness and Writing
I. Objectives
A. Compose clear and coherent sentences using appropriate

grammatical structures- conjunctions (for additional
information)
B. Read with automaticity grade level frequently occurring
C. Revise writing for clarity – correct spelling
A. Preliminary Activities
1. Spin-A-Wheel
A volunteer will spin the wheel of sentences. He/She will
combine the sentences using the conjunction and.
SPIN-A-WHEEL
The sun
started to She donated
chase the to the
moon. victims.
They had
She been going
collected around in
canned circles ever
goods. since.
2. Spelling Drill
Let us now spell the words that we have in our wheel.
a. chase
b. collected
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c. donated
B. Introduction/Presentation
Today, we will read the short story The Power of Numbers. Let
us find out how the character in the story realized the
importance of learning numbers.
The Power of Numbers
For a grade five pupil like me, I thought my first day in school
would be like when I was a kindergarten. In kindergarten, it was more
of fun and play and it was more on singing and dancing.
But now we learn about numbers and different fundamental
operations such as addition, subtraction, multiplication and division. I
remember my teacher saying, ―Familiarize yourself with different
mathematical operations. Solving problems would be easier if you
know the multiplication table of one to ten and it is better understood if
you know what the right operation to use. ‖
Now, I don‘t feel drowsy during Mathematics class and I am so
eager to discover more, to solve mathematical problems and even
measurement.
Maybe in time, I can answer complicated mathematical
equations and I can discover more solutions and formula.
Now I know that learning numbers is really important and it can
be used in our daily lives.
-English Expressways Reading 5, p.25
What have the boy experienced when he was in kindergarten?

What did the boy think about numbers?
How did the boy find out the power of numbers?
(Let the groups write their answers on the strips of cartolina)
(Let the group read their answers)
1. It was more on fun and play and it was more on singing and
dancing.
2. The boy learned about numbers and fundamental operaytions
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such as addition, subtraction, multiplikaytion and dibistion.
3. Solving matematikal problems would be easier if you know the
multiplication table and the right operation to be used.
What have you noticed with the sentences?
Are the words written correctly?
(Ask volunteers to correct the misspelled words. Ask the pupils
to read the corrected words.)
 operation
 multiplication
 division
 mathematical problems
What conjunction did you use to combine the ideas given by
each group?
Do you think the ideas given were related?
In constructing coherent sentences, ideas of the sentences

should be related. Use conjunction and to combine related
ideas or related independent clauses.
D. Guided Practice
1. Let‘s have a Tea Party!
We will have a tea party. I will provide you cut-outs of cups
labeled with topics that are interesting to you. You will move
about and engage in a conversation using independent
sentences. You will combine the related sentences using the
appropriate conjunction. Then, you will write your sentences
on strips of colored paper. Observe the correct spelling of
words.
It‘s fun to Reading is

learn Math Math is
exciting!
easy!
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Read the paragraph carefully. Then, compose 3 related
sentences about it using conjunction and. Observe proper
spelling of words.
The girl scouts of San Isidro Elementary School camped
for four days. One night they told stories after supper, then they
went back to their tents and they fixed their bedding. The scout
leader visited each tent and she made sure that each scout fell
asleep by 8 o‘clock in the evening. The following day, the girls
got up by 5 o‘clock in the morning. All of them jogged at the 500-
meter campsite. Their breakfast afterwards was simple but it
was nutritious. Next, the girls prepared for the hike uphill and
down the rainforest.
1. _____________________ and _______________________.
2. _____________________ and _______________________.
3. _____________________ and _______________________.
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Day 5
I. Objectives
A. Distinguish types of viewing devices
If you want to know certain information, what are the materials that you
usually consult?
Aside from books, television and computers, we still have other useful
materials where we can get information and we can also use in
keeping in touch with our friends, family and relatives. Let‘s find them
out in our next activity.
B. Introduction/Presentation
Note: Prepare the following materials: big boxes, CD of movie,
brochures, pamphlets/leaflets, books, magazines, newspaper,
tarpaulins, posters, cut-out logos of facebook, youtube, website, twitter
and other online sites.
I have here different kinds of materials. We call these as viewing
materials. Decide with your group mates on which materials should be
placed in the first box, 2nd box and 3rd box.
Referring to the answers of the pupils, list down the names of the
materials that they have grouped. Present this in columns.
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BOX 1 BOX 2 BOX 3
books Website Tarpaulins
magazines Youtube Leaflets
CD Facebook Brochures
newspaper Twitter
What are the materials grouped in the first box? 2 nd box? 3rd box?
What have you observed with the materials grouped in each box?
The three types of viewing devices are static media, dynamic
media and stationary media.
Static media refers to media that do no move or cannot be
altered when it was written such as newspaper, books and magazines.
Dynamic media is the complete opposite of static media.
Examples are facebook, twitter and other websites.
Stationary media refers to commercially manufactured materials
or any writings that were printed by such device.
(Ask the pupils to give more examples of static, dynamic and stationary
media)
D. Guided Practice
Guess What
I will divide you into two groups. The first group will think of examples
of different types of viewing devices then the second group will identify
the kind of viewing device shared by the first group.‖
Group I Group II
static
Science for
Daily Use
E. Identify whether the viewing device is an example of static, dynamic or

stationary media. Write your answer on the blank before each number.
___________1. English Expressways Grade 5
120
___________2. www.google.com
___________3. Poster of Clean and Green Campaign
___________4. Avon brochure
___________5. Birthday invitation
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WEEK 6
I. Objectives
1. Realize that all is fair in the eyes of our Creator
2. Recognize and appreciate the beauty of nature.
Infer the speaker‘s tone, mood and purpose
Infer the meaning of unfamiliar words relative to the text
listened to
Analyze figures of speech (simile, metaphor, personification,
hyperbole) in a given text.
Oral Fluency
Read with automaticity grade level frequently occurring content
area words (Science)
Study Skills
Use cooperative learning strategies and graphic organizers to
understand the subject matter.
Grammar Awareness
grammatical structures; - conjunctions
Composition
Revise writing for clarity- conjunctions (contrasting idea)
Attitude towards Literacy, Language and Literature

 Observe politeness at all times
 Show tactfulness when communicating with others
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II. Subject Matter
A. Topics
1. Inferring the meaning of speeker‘s tone and purpose.
2. Inferring the meaning of unfamiliar words relative to the text listened
to.
3. Reading with automaticity grade level frequently occurring content
area words (Science)
4. Constructing clear and coherent sentences using appropriate
grammatical structures; - conjunctions
5. Revising writing for clarity- conjunctions (contrasting idea)
B. Materials
 pictures
 charts
 graphic organizers
C. References:
Reading for Meaning, Ofelia F. Lojo
English Expressways
English 5 Distance Education for Elementary Schools Self Instructional
Materials
www. jeanetteverster.com
One world on the Horizon pp. 55-56 C; Lesson Plan in English pp. 122-
124
123
DAY 1
Vocabulary
Developmen
I. Objectives
t
A. Infer the speakers tone, mood and purpose based on the listening
text.
B. Infer the meaning of unfamiliar words relative to the text listened to.
A. Pre-Listening
Identify the meaning of the underlined words through
context clues.
A. There was a heavy traffic and the cars were honking
so loud.
B. Handle brittle objects carefully because they break
easily.
C. When polvoron crumbles it becomes powdery in form.
2. Motivation
Do you know someone who is blind? How do you feel for him?
If you had a blind friend, what will you tell him? Why?
3. Motive Question
Today you will listen to ―Antonio‘s Story‖.

What do you think is the other world where Antonio lives?
B. During Listening
Read ―Antonio‘s Story‖ to the pupils.
Antonio’s Story
I have a friend who lives in another world. Her name is Francisca. The
world she lives in is full of light. We meet each other on Saturday afternoons.
Every Saturday afternoon, my mama takes my hand and we leave the
house. We walk past other houses where people are talking, and past one
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street where there are cars honking. At last, when we hear the noise of
children playing and mothers talking to other mothers, I know we are at the
park.
Every Saturday afternoon, here, in this place of happy voices, I meet
Francisca who always shouts in her happy voice, ―Hello, Antonio! Let‘s go!
Let‘s go!‖
And so, Francisca runs to Mama and says hello and takes my hand.
Her fingers are small but they are strong.
She takes my hand and we walk. As we walk, she talks and tells me
everything she sees along the way:
―Now we are walking near the tree I told you about. Let‘s call it our
mango tree. It is taller than you and me and your mama and my papa even if
we all stand on each other‘s shoulders. Its leaves are shaped like knives.
Here, feel one. You know it is dry because it is brittle and crumbles easily.
―The tree‘s body or its trunk is big, thick, and rough. Here, touch it!
This is the tree that makes wonderful mangoes, all sweet and smooth and
golden.‖
I smile and say, ―I know what a mango tastes like.‖
Francisca laughs and says, ―The way a mango makes your tongue feel is the
way light makes me feel.‖
Sometimes, when Francisca tells me such things, I feel sad because I
cannot see. My eyes feel nothing except my tears.
When Francisca sees tears sliding down my cheeks, she holds me tight with
her strong fingers and says, ―Don‘t cry. My eyes are big enough for the two of
us.‖
And she leads my fingers to her eyes and says:
―Look Antonio:
Red is the color of the sky when the day and the night meet.
Blue is the color of the sea where the cold fishes play.
Yellow is the color of the sun that makes your cheeks burn, that dries
your tears; the same color as the mango that makes your lips sticky and your
tongue happy.
Green is the color of the leaves that whisper when the wind blows.
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―And the wind that makes us laugh, that moves our hair, that makes
our clothes fly, not even I can see. See?‖
And I laugh to hear funny colors, and soon I forget that I am blind and
that she lives in another world.
This is my friend Francisca who is more important to me than having
my own eyes.
Source: One World on the Horizon
C. Post Listening Activities

Group the class into three and give each group a task card.
GROUP 1: ―Sketch Me‖
Draw an image of Francisca and describe her.
GROUP 2: ―Act it Out‖
Show through a role playing on how Antonio and
Francisca spent their time in the park. Observe the
proper intonation to express feelings effectively while
performing.
GROUP 3:‖ Write Me‖
Write a short friendly letter for Antonio.
2. Discussion of the group outputs.

Let us know more about Antonio‘s friend.
Who is Antonio‘s friend?
Is she blind like Antonio?
When did they meet?
Where did they meet?
What would Francisca do whenever she sees Antonio coming?
What would she say?
What emotion or mood do the words and action of Francisca
indicate?
Call Group 2 to perform their assigned tasks.
What would they do in the park?
How would they walk around the park?
126
What emotion do these actions indicate?
Which action of Antonio tells us that sometimes he feels sad
about being blind?
What does Francisca do when she sees him crying? What
could Francisca‘s mood/feeling be as she holds Antonio‘s
hand and tells him about her eyes?
Ask Group 3 to present their friendly letter for Antonio.
How would you feel if you have a blind friend or a blind
member in the family?
a. Introduction/Presentation
Let us recall Antonio‘s story. I have here a box containing strips

of paper with statements from the story. As I play the music you
will start passing the box to your seatmates. As the music stops,
the pupil holding the box will read the statement and tell the
mood or purpose of the speaker.
1. ―Hello, Antonio! Let‘s go! Let‘s go!‖
2. ―The tree‘s body or its trunk is big, thick, and
rough. Here, touch it!
3. ―Don‘t cry. My eyes are big enough for the two
of us.‖
4. I smile and say, ―I know what a mango tastes
like.‖
5. ―And the wind that makes us laugh, that moves
our hair, that makes our clothes fly, not even I
can see. See?‖
b. Teaching/ Modelling
What helped us in guessing the tone, mood and
purpose expressed in the story?
Through his/ her actions and utterances/statements.
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4. Guided Practice
GROUP 1
Direction: What mood does each of the following expressions show?
Write the letter of the best answer.
1. horses being brought in a. a proud feeling
horns sounding off b. a happy feeling
the king with his courtiers c. a funny feeling
2. plunged into cool water a. a warm feeling

swam about b. a fresh feeling
dived beneath the surface c. a harsh feeling
3. he saw no man a. a feeling of surprise

no one heard him b. a feeling of
loneliness c. a feeling of hatred
the air was mild
the woods was dark
no sunshine came
4. he wished he were dead a. a feeling of sorrow

he was cold, hungry, and faint b. a feeling of revenge
he beat his breast c. a feeling of pride
5. I am no emperor. a. a proud feeling

I am no king. b. a happy feeling
I am a poor sinful man. c. a sorry feeling
GROUP 2
Direction: Read the passages below and underline the word that
best describes the tone, mood and purpose in each.
1. Kate pushed her long hair away from her face and walked to the
window and back. Kate was ___________.
tired nervous peaceful
2. ―There is nothing you can do, child, ― pleaded her mother. She
realized that Kate wanted to go out into the storm alone. Kate‘s
mother was __________.
glad proud worried
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3. An enormous tree was rushing along in the water like a battering
ram. It headed toward the bridge support below the spot Kate
was clinging. She held her breath as she watched the thing
move upward and down in the river. Kate was ___________.
excited frightened foolish
4. ―Balikbayan Bridge is out!‖ Kate said and she collapsed on the
floor . Kate was ______________.
exhausted sick cowardly
5. The passengers on the bus that Kate saved collected money to
help her continue her schooling. The passengers were
__________.
grateful sorry angry
GROUP 3
Direction: Choose the correct tone, mood and purpose expressed
by each character based on the following lines.
1. ―Look! It‘s a beautiful falling star,‖ exclaimed Mila.
A. excitement B. surprise C. fear
2. Father said, ―Tomorrow will be a better day.‖
A. hopeful B. complaining C. lazy
3. Are you sure you want to help me? You‘re not good as I am!
A. humble B. proud C. smart
4. ―I can‘t wait to see what is in the box,‖ said Lina
A. excited B. proud C. lazy
5. ―My! This is the best picture I have ever seen!‖ exclaimed
Nina.
a. expressing admiration
b. being grateful
c. expressing sadness
Direction: Infer the general mood of the situations that I will read.
Choose your answer from the words written on the
board.
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1.― It breaks my heart to see you very ill,‖ said Auring to her sick
daughter.
2. Mang Pedro raised a wooden stick and shouted at the two
boys to get out of his garden.
3. Yoly‘s brother was playing with other children in the park.
After a while she could not see him anymore. She tried to
look for him everywhere but she could not find him.
4. Lightning flashed followed by a terrible thunder. Sara closed
her eyes and covered her ears as she sat on the chair.
5. Ramon had always topped his class since grade one. Now,
mother was expecting another gold medal. Awarding day
came but Ramon was not called.
anger sadness disappointment
worry fear
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DAY 2
Reading
Comprehension
I. Objective
Analyze figures of speech (simile, metaphor, personification, hyperbole) in
a given text
A. Preliminary Activity/ Oral Language
Pronounce the following pair of words correctly.
flower- bower delight-night
play-away lie- eye
What have you observed on the following pairs of words?

B. Pre-Reading
1. Motivation
Game: Pass the Message through a limerick
Say:
Each group will form a line. Every group will be given the same
limerick. The leader will be the first one to read it and relay to his
/her members. The group that can relay the message accurately with
the shortest period of time will be the winner.
There was an old person of fold
Who shrank from sensations of cold;
So he purchased some muffs,
Some furs, and some fluffs,
And wrapped himself from the cold.
2. Motive Question
Are you fond of reading poems?
Today we will read some poems .Take note of some comparisons used.
131
C. During Reading Activities
Read the poem with the pupils.
1. The moon, like a flower
In heaven‘s high bower
With silent delight
Sits and smiles in the night
William Blake
My turtle is a tidy boy!

2.
When he is tired of play,
He folds himself up carefully
And puts himself away.
From ― Tidy Turtle‖
Polly Chase
3. Little sampaguita
Little sampaguita
With the wondering eye,
Did a tiny fairy
Drop you where you lie?
In the witching hour
Of a tropic night,
Did a careless moonbeam
Leave you in its flight?
Natividad Marquez
He watched till his eyes were frozen wide,

4.
And his bottom grew in his chair,
And his chin turned into a tuning dial,
And antennae grew out of his hair.
From ― Jimmy Jet and the TV Set‖
-Shel Silverstein
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D. Post Reading Activities
Group the class into four and give each group a task card.
GROUP 1 Poem No.1

Direction: Write the letter of the best answer.
1. What two things are compared in the poem?
A. moon and night B. moon and flower C. moon and heaven
2. Which of the following words show direct comparison of moon to an
object?
A. like a flower B. heaven‘s high power C. silent delight
GROUP 2 Poem No.2
1. What is the turtle compared to?
A. a tidy boy B. a playboy boy C. a lazy boy
2. Do you agree with the poet in making this comparison about the
turtle? Give your reason.
A. Yes. B. No. C. Maybe.
Group 3 Poem No.3
1. What human quality is given to the sampaguita?
a. a tiny fairy b. a wondering eye c. a tropic night
2. Why does sampaguita always ask why the flowers are tiny.
a. Its flowers look like eyes that are full of questions.
b. Anyone who sees a sampaguita always asks why the flowers are
tiny
c. A fairy‘s favorite flower is the sampaguita.
3. What word is used to describe a moonbeam?
a. tiny b. careless c. witching
GROUP 4- Poem No.4
1. What happened to Jimmy Jet as he watched TV?
2. What are the words being exaggerated in the poem?
2. Discussion
Each group will report their finished activities.
133
What is figure of speech?
What are the different types of figure of speech? Give some
examples of each.
What are the different of figure of speech?
Why do writers in many poems and stories used figures of speech?
In a simile, two things are compared by using the words like or as. In
a metaphor,two things are compared by saying one thing is another.
Personification is giving an object or animal human qualities.
Hyperbole is one type of figurative language in which the writer
stretches the truth in order to make a point.
4. Guided Practice
Divide the pupils into four groups. Each group will be given an activity
card.
GROUP 1
Direction: Read the sentences and underline the things that are being
compared.
1. That boy can run like a rabbit if he wants to.
2. My hands felt as cold as ice.
3. Sarah Geronimo sings like a nightingale.
4. The children were as quiet as mice.
5. Her teeth were as white as pearls.
GROUP 2
Direction: Complete the following sentences with the right word in the
box to make up comparisons using metaphors.
1. Mother is indeed an ________.She‘s always there
to give me love, care and support.
2. Love is resting _________.
134
3. Jesus, our lord is the _________ who makes place
us lie down in green pastures and restore our soul. nightingale
4. When she sings, Charice Pempengco is a __________. dragon
5. A train is a_________ that roars angel
through the night. shepherd
bull
GROUP 3
Direction: Read the poem excerpt from ―Kitchen Scandal‖. Find some
examples of personification.
The clock help up her long thin hands

And tick-tocked in dismay
The corn tucked her hair behind an ear
And didn‘t know what to say
The running water gurgled and choked

The onion drop a ring
The cabbage scratched bewildered head
The bean grew limp as a string
GROUP 4
Direction: Identify which parts of the sentence contain exaggeration.
 About 500 trillion stars are shining tonight.
 Ayla cannot go with us because she has tons of
homework to do.
 It would take an atomic bomb to wake father up.
Direction: Read each sentence carefully. Identify the figure of
speech used. Write S for simile, M for metaphor, and P for
personification, H for hyperbole in your notebook.
1. The stars are jewels strung in a golden chain across the dark sky.
2. The hanging bridge is like a giant hammock swaying wildly during
the storm.
3. The guest of honor‘s message was a mile long.
135
4. The moonbeams smiled sweetly.
5. The street dancers wore costumes as colorful as rainbows.
136
DAY 3
Grammar
Awareness
I. Objective
Compose clear and coherent sentences using appropriate grammatical
structures- conjunctions (contrasting idea)
1. Review
Match the sentence in set A with the sentence in set B to form a
compound sentence joined by ―and‖.
A B
 The boys make charcoal They have become the
fire. best of friends.
 Kevin usually plays his The girls set a picnic mat
guitar. on the sand.
 Kevin and Patrick are Everyone sings or dances.
good neighbors
B. Pre-Reading Activity
Find the meaning of the underlined words in the sentence.
a. The members of the organization are fond of going to the beach,
they incline themselves to rest.
b. Most of their friends prefer playing volleyball over basketball; they
like to be engaged in outdoor games.
2. Motivation
Describe what the children are doing based on the given picture
137
3. Motive Question
Who among you are fond of hanging out with friends? Let us
discover from the story what activities Kevin and Patrick enjoy
doing during their free time.
C. During Reading Activity
Read the selection below. Be ready to answer the questions that follow.
Kevin and Patrick are neighbors and over the years they have
become good friends. They are fond of going to the beach to rest.
A friendly neighbor has a boat and they are allowed to use it
anytime they like. They go on boat riding or spend their afternoon
swimming. Kevin loves fishing but Patrick finds it boring. He just
swims or gather shells.
On Saturdays and Sundays they often have picnics at the
beach with their friends. The two boys make charcoal fire and the
girls set a picnic mat on the sand. Most of their friends prefer fish but
sometimes they have roast chicken.
Kevin usually plays his guitar and everyone sings or dances.
After the picnic, they clean up the beach and carry all the dishes and
food back home. They go home before dark or they wait for the
beautiful sunset.
Source: English 5 Distance Elementary

Schools
1. Comprehension Checkup: Self Instructional Materials p.4
a. What do Kevin and Patrick enjoy doing at the beach?

b. What do they usually do on Saturdays and Sundays?
c. What do most of their friends prefer to eat?
d. What does Kevin usually do alone?
Let us examine the given sentence from the story.
Most of their friends prefer fish but sometimes they have roast
chicken.
How many simple sentence does it contain?
What ideas do they convey?
138
What word separates these two contrasting ideas?
How do we form sentences with contrasting ideas?
but- is a conjunction used to combine simple sentences with

contrasting ideas.
Example:
I planted seed but nothing grew.
3. Guided Practice
Game
Instructions:
The pupils will be divided into 5 groups. They will have the same
items to answer. The group who can finish the tasks with the shortest
period of time and highest number of correct answer will be the winner.
Direction: Complete the sentences to show contrasting idea.
Choose your answers from the box.
expensive
1. His rope was thin but it was ___________.
strong
2. He is fat but he runs ____________.
strict
3. I want to lose weight but I hate to __________.
fast
4. The meal was good but __________.
diet
5. My teacher is very nice but a bit ___________.
Direction: Supply the correct contrasting idea by using ―but ― as
a conjunction.
1. School can be fun ______________________
2. The Science experiments need much time and
patience_______
3. In Physical Education, we learn many kinds of
dances_________
4. Our Music teachers teach Filipino songs________________
5. Mathematics seems challenging ______________________
139
DAY 4
Oral Fluency /
Composition
I. Objectives
A. Reading with automaticity level frequently occurring content area
words. (Science)
B. Revise writing for clarity- punctuation marks.
A. Preliminary Activity/ Spelling Drill
1. equation
2. theory
3. relativity
4. complex
5. formulas
B. Pre-Reading
1. Motivation
Show a picture of Albert Einstein.
Source: en.wikipedia.org
Do you know who is in the picture?
2. Motive Question
Are you fond of listening and reading funny stories?
Today, you will read a funny story about a famous scientist
named Albert Einstein.
C. During Reading Activities
140
Funny Story
There‘s a story about how Albert Einstein was travelling to

universities in a chauffeur-driven car, delivering lecture on his theory of
relativity. One day while in transit, the chauffeur remarked, ― Dr.
Einstein, I‘ve heard you deliver that lecture about 30 times. I know it by
heart and bet I could give myself‖.
―We‘ll, I‘ll give you the chance ,‖ said Einstein. ―They don‘t know
me at the next school, so when we get there, I‘ll put your cap, and you
introduce yourself as me and give the lecture.‖
The chauffeur delivered Einstein‘s lecture flawlessly. When he
finished, he started to leave, but one of the professors stopped him
and asked a complex question filled with mathematical equations and
formulas. The chauffeur thought fast. ―The solution to that problem is
so simple, ― he said. ―I‘m so surprised you have to ask me. In fact to
show you just how simple it is, I‘m going to ask my chauffeur to come
up here and answer your question.‖
New Dynamic Series In English,
Josefina B. Suarez p.268

1. Comprehension Checkup:
a. Who is Albert Einstein?
b. Why did Albert Einstein need to travel to different universities?
c. Narrate the part of the story that made you laugh.
2. Skill Development:
a. Introduction/ Presentation
Direction: Identify the punctuation marks used in the following
sentences.
1. There‘s a story about how Albert Einstein was travelling to
universities in a chauffeur- driven car, delivering lecture on his
theory of relativity.
2. ―They don‘t know me at the next school, so when we get
there, I‘ll put your cap, and you introduce yourself as me and
give the lecture.‖
141
What are the different punctuation marks commonly used
especially in writing sentences?
What are the basic rules in using correct punctuation marks?
Punctuation marks- are tools that we use to make our written

sentences clear to the people who read them.
Period- Is used at the end of declarative and imperative
sentences. It is also used after an abbreviation. It is used after
an initial.
Example: Rice grows well in a hot, moist climate.
Question mark- is used after interrogative sentence.
Example: Why do molds not grow on dry toast?
Commas- are used to separate words in series. The words in a
series may be all nouns, all verbs, all adjectives, and so forth.
Example: Rick, Rina, Rose, and Pia are classmates
are used after the salutation and complimentary close in a friendly
letter.
Example: Dear Louie,
Your loving sister,
are used to set off short directions.
Example: ―Leave your things here,‖ said Diana.
are used to set off dates, addresses, and geographical
names.
Example: I was born on September 19, 2004.
Exclamation point-
a. after an exclamatory sentence.
Example: What a beautiful scenery this is!
b. after an exclamatory word, phrase, or clause.
Example: Hurry! The bell has rung.
142
Quotation marks
a. before and after every direct quotation and every
part of a divided quotation.
Example: ―Go‖, said the man, ―and count the grains of
sand that lie at the bottom of the river.‖
b. to enclose titles of stories, poems, magazine
articles, newspaper articles, and works of art.
Example: John T. Naaki is the author of ― The Book of
Magic.‖
3. Guided Practice
Each group will be given a task card.
GROUP 1
Direction: Read each sentence. Circle the answer that shows
correct ending punctuation mark
.
1. What time is it a) ? b) . c.) !
2. Please close the window a) . b) ! c) ?
3. Hurrah, we won the game a) ! b) ? c) .
4. Please fix my computer a) ! b) . c) ?
5. Are you having a good time a) . b) ! c) ?
GROUP 2
Direction: Study the items below, and then insert the commas
where they are needed.
1. We can get information from newspapers books and
encyclopedias.
2. To your doctor
3. Respectfully yours
4. ―We‘re going to attend on a Science exhibit‖ Mark said.
5. My best friend spent her summer vacation in Taal Batangas.
GROUP 3
Direction: Study the sentences below, place commas and
quotation marks where they are needed.
143
1. Are you going to take our son for a walk? asked the man.
2. Three-point shot for the Eagles! shouted the sportscaster.
3. I really tried my best defended the boy.
4. Ruby yelled as loud as she could Fire! Fire! Help!
5. Ruby said her mother angrily Don‘t ever do that again!
Direction: Rewrite the letter of invitation and insert the correct
punctuation marks.
143 Maginhawa St.

Teacher‘s Village
Quezon City
January 10 2014
Dear Menchie
Sunday January 26 is my tenth birthday The whole family will
go on a picnic to Bulacan We would like you to join us .We will leave
on time at six o‘clock in the morning and come back in the
afternoon.We will pick you up in your house at about five o‘clock in the
morning.
Please come.
Your friend
Mitch
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WEEK 7
I. Objectives
Admire the kindness of the main character in the story
Express contentment on things that you have
Appreciate the value of poetry in one‘s life
Distinguish reality from fantasy in the selection listened to
Infer the meaning of unfamiliar words based on the given
context clues
Oral Language
Recount events effectively
Analyze figures of speech (simile and metaphor)in a given text
content area words(Health)
Grammar
Compose clear and coherent sentences using
appropriate grammatical structures-conjunctions
Attitude towards literacy, literature, and language
II. Subject Matter
A. Topics:
Story: MariaMakiling
Poem: Night by William Blake
Context Clues
Figures of Speech
Conjunctions
Value Focus: Kindness/ Contentment and Satisfaction
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B. Materials
pictures, charts, real objects
C. References:
Teacher‘s Guide in English 5 (Revised Edition)pp.98-99
English For All Times Language 5pp.184-188
English For All Times Reading pp.171-172,190-193
Developing English Power (Reading)Vida Socoro P. Ganchore
et.al pp.27-28
Workbook on Integrated Learning in English 5 Dr.Celestina N.
Jalandoni pp.96-97
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DAY 1
Listening
I. Objectives
A. Distinguish reality from fantasy based on the story listened to
B.Admire the kindness of the main character in the story
A. Pre- Listening
Before listening to the story, we need to know the meaning
of some difficult words used in the text to understand it
better.
Give the meaning of the underlined words using context
clues.
A. Her beauty and intelligence has no peer which made her
unparalleled among the girls out there.
B. Others said that his position was abused when he
mishandled the money of the group.
C. The situation dwindled the supply of food that lessened
the chance of proper nutrition among children.
2. Motivation
Who among you have heard stories about fairies or
engkantadas?
What can you say about them?
How do they look like?
3. Motive Question
Children, the story that you‘re about to listen is about Maria
Makiling who is very kind to people but at the end, she got
very angry with them. Do you know the reason why?
What do you want to know from the story that you are about
to hear?
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B. During Listening
Read the story to the pupils.
Maria the enchantress of Makiling had no peer in beauty and

goodness. She was the most enchanting and kindest fairy who lived in time.
Her face is as bright as the sun. Her complexion is extremely smooth and
fair. Her hair was long and her face was like the virgin‘s, finely chiseled and
delicately colored.
She‘s the most generous among the girls in the community that she
would not punish the men who haunted birds and animals she loved. Instead,
Maria would offer them food and drinks when they were hungry and thirsty.
She would give them fresh fruits to bring back to the town. These, upon their
surprise, would turn into gold upon their return home.
In disguise, Maria would walk among the people in the town. She
would attend weddings and feasts and would even give gifts to the people.
Maria loved one thing- white hens. If she ever asks for a gift in return
for the good things that she did, she would ask for white hen.
Maria‘s kindness seemed to have no end. But neither did men‘s greed
know any satisfaction.
The people were not contented with what she gave them. They would
often steal ginger in the forest knowing that it will turn into gold. They killed
animals and cut trees. They abused Maria‘s kindness.
Soon, Maria Makiling could not be seen anymore. People noticed that
their harvest had dwindled. They felt Maria‘s absence.
One night, a heavy storm came and destroyed the countryside. The
people heard the loudest, most vengeful laughter of Maria Makiling. Now,
whenever people take anything from Mt. Makiling, they are always caught by
rains and storm. Adapted from Eugenio Damiana (2002)
Philippine Folk Literature: The Legends
C.Post Listening Activity
1. Answering the Motive Question:
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2. Comprehension Check –Up
a. Who is the main character in the story?

b. How are you going to describe her?
c. How did she show her kindness and charity to the people?
d. Why did she get angry with the people?
e. Do you think that woman called MariaMakiling really existed in the old
days?
f. Do you believe in ―engkantadas‖? Do you think engkantadas exist
today?
g. Do stories like this happen in real life? Can you identify parts of the
story that are possible to happen? What are they?
Teaching Chart
An event that actually happens in life is reality. An event that is

impossible to happen is fantasy. It is not real.
3.Engagement Activity
Choose the corner /activity that interest you most and work on it.
GROUP I: ” Write Me”

Select / Write the part of the story that shows fantasy/reality.
GROUP 2: ”Act It Out”

Dramatize the best part of the story that may happen in real
life.
GROUP 3: “Sketch Me”
Draw the part of the story that is impossible to happen.
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DAY 2
Oral Language and
Vocabulary
Development
I. Objectives
A. Recount/Retell events effectively in the story listened to
B. Infer the meaning of unfamiliar words based on the given context
clues
1. Look Into the Past
Ask one pupil to recount/retell the events from the story they listened
the previous day. Follow these patterns.
a.The story takes place_____________________________
b_____________ is a character in the story who is _________
c. A problem occurs__________________________
d. The story ends with a _____________________________
2. Discussion of the group outputs
Group 1: Discussion of written output
1. Which of the events show reality?
2.Which of the events show fantasy?
Group 2: Acting out the part of the story
Which part of the story did you act out?
Do those really happen in real life?
Group 3: Presentation of their drawing
Which events in the story are impossible to

happen?
B. Skill Development
1. Presentation
Read the following sentences. Note how the two

underlined words are used.
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a. Their harvests dwindled which also decreased the
supply of food to the people.
b. In disguise, Maria walked among the people in town.
She concealed her identity.
2. Teaching and Modeling
a. Look at the underlined word in the first sentence.
What other word in the sentence meansthe same as
dwindled?
What do you mean by dwindled as used in that
sentence?
b. Study the underlined word in the second sentence.
What word in the sentence suggests the meaning of
disguise?
c. What enables you to give the meaning of each?
dwindled - decreased
What made you decide that this is the meaning of

dwindled?
… the word disguise?
What gives you the clue?

Let the pupils read the words and the meanings.
dwindled - decreased
disguise- concealed
How can we get the meaning of unfamiliar words?
Teaching Chart
To get the meaning of the word, it must be used in context
and there should be a clue.When we say context clue,it
means that you get the meaning of the word as it is used with
other words. Therefore, the words that precede and follow an
unfamiliar words will help you get its specific meaning.The
word oralso signals that a meaning for a new word will follow.
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3. Vocabulary Development
Read these short paragraphs. Box the word that gives the
meaning of the underlined part.
Do you prefer mangoes overlanzones? If you like

mangoes better than lanzones, then go to Cebu and
have a fill of the best mangoes in the world.
Our town has a small population. The number of people

living here is about 300 families.
True friends are rare or hard to find, when you find one,
treasure him/her forever.
Do you think we will have sufficient electricity by 2020?

Everyone hopes we will have enough supply by then.
4.Guided Practice
Look for the meaning of the unfamiliar words in thesentence. Write it

on your paper.
a. Winnie aggravates and annoys everyone.

b. Fredo is so absent minded that he forgets where things are.
c. The twins work steadily without stopping until they finish.
d. Manufacturing cars is a profitable business. Some men said
that building cars and engines is a challenging work as well.
e. If you swap or exchange your stamps, you‘ll earn more.
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Use context clues tocomplete the thought of the succeeding

sentences. Choose from thewords in theparenthesis.
a. The lady announced that Jose won the grand prize. He became
______for a while and wouldn‘t say a word.
(noisy, speechless, disturbed)
b. Don‘t throw old tires, some people try to_______them and earn a
lot from them.
(reduce, recycle, return)
c. 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)
6. Enrichment Activity
Read the paragraph below. Choose the meaning of the underlined

words in the story using context clue.
Having an after school job can be a useful and worthwhile

thing to do. Would you say you are dependable? That is, can people
count on you? Will you appear when you show up or will you forget?
Can you finish a taskor job or do you get bored and leave it? Do you
have a feeling of accomplishment when you do something weird?
Does that make you feel good? If so, then you are absolutely a good
person for a job. That is for sure.
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DAY 3
I. Objectives
A. Analyze figures of speech (simile and metaphor)in a given text
B. Identify the sentences that use simile or metaphor
C. Use figurative language (simile or metaphor) to describe people and
events
D. Read words with automaticity grade level frequently occurring
content area words (Health)
Say: Let‘s recite!
(Write the poem on the chart)
Read the one-stanza poem with proper phrasing and intonation.
Each liitle flower that opens
Each little bird that sings
He made their glowing colors
He made their tiny wings.
B. Pre- Reading
Choose the meaning of the underlined word in the sentence.
a. The success of a child is a delight of every parent.
 satisfaction
 failure
 brightness
b. In a hotel, the entrance is usually the place where the
bower stands.
 One that raises hands when someone enters the
door
 A man who carries the luggage of the guests
 A person who bends head to show respect
c. She holds a duster at all times.
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 A piece of cloth covering the table.
 Something that removes dirt particles
 Dress worn by mother
2. Motivation
Who among you are fond of reading poems? What poems do
you love to read? Do you understand the meaning of the poems
you read what the author wants to convey? Why? Why not?
3. Motive Question
Say: In the poem that you are about to read, find out what idea
the poet tries to convey.
C. During Reading
1. Presentation
Let the pupils read aloud the part of the poem with the teacher‘s
guidance. Make sure the pupils read with proper phrasing and
intonation.
NIGHT
By William Blake
The moonis like a flower

In heaven‘s high bower
Sits and smiles on the night
With silent delight
My tree is like a duster reading high

Streching forth to sweep the cloudy sky
2. Answer the following questions
What is the poem all about?
What is the message of the poem?
Can the moon be compared to the flower as what the

poet write?
What word/s signal/s the meaning of each line?
D. Post Reading
Skill Development: Simile and Metaphor
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1. The teacher reads the underlined words again and says that
the underlined sets of words are examples of figures of
speech.
2. Study the lines from the first poem.
a. How did the poem describe the moon?
Like a flower in heaven‘s high bower.
b. What two things are compared in the poem?
c. To what thing the is the poem compared?
d. In what way is the moon like a flower?
e. Explain that poets use figurative language to create

sensory images.
f. Tell the class that the first underlined set of words in the
poem is called simile. It compares two unlike objects with
the use of like or as.
Read another set of lines from some poems.
A train is a dragon that roars through the dark.
He wriggles his tail as he sends up a spark.
Who tossed those golden coins
The dandelions glittering on my lawn?
These lines show another kind of figurative language.
What two things are compared in the first two lines of the
poem? In what way is a train like a dragon?
In the next lines of a poem, what two things are

compared?
How are dandelions compared to golden coins?
g. Tell the pupils that these groups of words are called

metaphor.
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Teaching Chart
Figurative language describes things in many ways and it

goes beyond what words actually mean. These are oftentimes
used by poets to suggest meanings.
a. Simile is stated comparison of two unlike objects that

have something in common. It uses the words like and as in
comparing.
b. Metaphor makes a direct comparison of two unlike things

that have something in common. It does not use the word
like/as.
3. Guided Practice
A. Read the following sentences. Identify the figurative language used,

write S if the sentence is simile and M if it is metaphor.
1. The beast was as black as the darkest of the night.
2. He was fierce like a tiger in the jungle.
3. The king ruled his country with an iron fist.
4. The robbers are a bunch of wild beasts.
5. They were all just as yellow and brown as little tigers.
B. Complete each sentence in Group A with the correct figurative
language in Group B.
A. B.
1. Her eyes were as lightly as a leaf blown by the
breeze
2. Liza dances a waterfall of black curls
3. Allan raced home as blue as a summer sky
4. Suddenly, I knew I was like a simple leaf lost in a black ocean
5. Her hair fell to her shoulders as dark as chocolate.
like as quick as lightning
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Analyze the given sets of pictures. Write a sentence for each

pair. You may use simile or metaphor.
1.
2.
3.
4.
5.
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Think—Pair- Share(Dyad)
Look for a partner. Think of something that you would like to compare
with. Identify its characteristic which you want to highlight in the
comparison. Then, think of something which can also be described in
the same way.
For example, you would like to describe the soft voice of your
mother. What other things produce a soft sound? Say: My mother has
a soft voice just like a morning breeze. (Simile)Write your sentences
containing similes or metaphors on the lines. Share it to the class.
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DAY 4
Grammar /
Language
I. Objectives
A. Read words with automaticity grade level frequently occurring
content area words
B. Compose clear and coherent sentences using appropriate
conjunctions (additional information, expressing choices and
contrasting ideas
C. Show politeness at all times

Read Aloud
Read words/phrases presented. Combine two related ideas

using and or but.
caring small
terrible interesting
a brief story loving
a tiring day full of satisfaction
B. Presentation
Pupils read the story with the guidance of the teacher.
Andrew and Allih are neighbors and over the years they
have become good friends. They always show respect with each
other. They live near the sea which Andrew calls ―waters.‖
Another neighbor has a boat and the two children are allowed
to use it anytime they like. They sail the boat to spend their
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afternoon in swimming. Andrew loves swimming but Allih finds it
boring. He just swims or gathers shells.
On Saturdays and Sundays, they often have beach picnics with

their friends. The boys make a charcoal fire and the girls set a
picnic mat on the sand. Most of their friends prefer fish but
sometimes they have roast chicken. Allih usuallyplays his guitar
and everyone sings or dances. After every picnic, they clean up
the beach and carry all the dishes and food. They go home
before dark or they wait for the beautiful sunset .
The teacher will call one pupil to reread the story spontaneously.
C. Teaching/ Modeling
1. What is the story all about?

2. What can you say about the characters in the story?
3. What do Andrew,Allihand their friends enjoy doing at the sea?
4. What do Andrew and Allih and their friends usually do on weekends?
5. What good value did they show?
6. How did they spend their time?
7. How is your relationship with your friends? Do you like them? Why do
you say so?
Let‘s now discuss the story.
What can you say about Andrew andAllih ?
What is one thing that Andrew loves doing butAllih finds boring?
After the picnic, what did they probably do?
Possible Answers:
1. Andrew and Allih are good neighbors and they have become the
best of friends.
2. Andrew loves fishing but Allih finds it boring.
3. They went home after the dark or they waited for the beautiful
sunset.
What two ideas are connected in the first sentence?
What word is used to connect one idea to another?
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What can you say about the ideas presented in the first sentence? Are
the ideas related?
Look at the second sentence, what two ideas are connected?
What word is used to connect the two ideas?
What can you say about the ideas presented? Are they related or
contrasting?
How about in sentence 3, what are the ideas being connected?
What word is used to connect the ideas? What does it express?
Tell the pupils that the words and, but, and or are conjunctions. They
are correlating conjunctions. They are used to show additional
information, contrasting ideas and expressing choices.
Teaching Chart
Conjunctions are joining words. They link words, phrases, clauses,
and sentences together. And expresses addition, but shows
contrasting ideas, andortells choices.
D. Guided Practice
1. Use appropriate conjunctions to complete the sentences.
a. Guava is green(but, and, or) sweet.

b. The keyboard (and, but,or) monitor are parts of the computer.
c. The big mango tree was cut (and , but, or)uprooted.
d. Many were invited (and, but, or) few came.
e. Our backyard has wide (and, but, or)a good soil.
2. Combine each pair of sentences to form a new one using and, but ,or.
a. The family needed food.
The family needed other supplies.
a. Hamed‗s mother wanted to go.

She did not feel well.
b. Hamed took care of his mother.
He looked after the lighthouse.
c. Hamed‘s father was lost.
He perished in the sea.
d. Hamed waited for his father.
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Hamed‘s mother waited for Hamed‘s father.
To each simple sentence, add another related idea. Be guided by the
given conjunction.
1. It may be fun to go out with friends but________________.
2. I would rather stay home and_______________________.

3. I could clean my room or ___________________________.
4. I can wash the curtains but_________________________.
5. You may go for a walk in the farm barefooted but________.
Rewrite the paragraph below. Combine the ideas with conjunctions and,or
or but. Write this on a piece of paper.
We left Manila. We headed for Mt. Makiling, Los Banos, Laguna.

We arrived just in time for the assembly of campers. We had to unload our
bags before the activity. After the assembly, we pitched our tents. We did it
before sunset. Our scoutmaster was more tired than us. He was glad to
see us get ready for him.
G. Assignment
Construct five meaningful sentences using the conjunction and, or, and
but.
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DAY 5
Writing
Composition
I. Objective
Revise writing through recounting of events using transition/signal
words

Let‘s sing!
The teacher presents jumbled words taken from the lyrics of a
popular song. The pupils will arrange these words to form the
correct lyrics and sing it to the class.
don‘t care I what going to they‘re say

letrage on the storm
me anyway bothered the cold never
1. Introduction
Let us recall important events from the story of ―Maria Makiling‖.
(Make a list of all responses the pupils will give.)
2. Teaching/ Modeling
a. Maria Makiling had no peer in beauty and goodness.
b. She would always give food, drinks,and fruits to the people
which they bring back to town.
c.People were surprised when the things given by Maria turned
into gold.
d.The people abused Maria‘s kindness.
e.Maria was not seen anymore.
f.The harvest of people dwindled.
g.Heavy storm destroyed countryside which seemed that Maria
made revenge to the people.
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Have the pupils read the sentences.
Which of these events in the story of Maria happened first?
second?etc?
At first, Maria had no peer in beauty and goodness. She
would always give food, drinks, and fruits to the people which
they bring back to town.
What do you think happened next to the things given by Maria?
Next, all the things given by Maria turned into gold.
What did the people do upon knowing that all the things given by
Maria turned into gold?
Then, knowing that all the things turned into gold,men became
greedy and were not satisfied with what they have. They
abused Maria‘s kindness.
What happened after that?
After that, she was not seen anymore and she made revenge to
the people. Whenever people take anything from Mt.Makiling,
they are always caught by heavy rains and storm.
(All the responses will be written on the board. Don‘t
forget to use connectors.)
Events do follow a certain sequence. The sequence of events

ina story is the order in which things happen.
What words are used to show the order of events in the story of
Maria Makiling? (first, next, then, after)
These are called signal words. They signal time order.
Teaching Chart
The sequence of events in a story is the order in which things

happen. Signal words like first, next, then, after, before, and
finally are used to show the order of events.
3. Guided Practice
A. The following sentences show the daily activities of the pupils

during flag ceremony. Rewrite it in paragraph form showing the
proper sequence.
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____Pupils pray regularly.
____Pupils enter the room quietly.
____Pupils sing the national anthem respectfully.
____The bell rings loudly.
____Pupils fall in line properly.
C. Arrange the given sentences to form a good story. Use
numbers1-5. Write this in paragraph form.
_____ After that, go to your parents‘ room.
_____First, wake up early.
_____Then, fry some bacon and egg.
_____Next, go to the kitchen.
_____After a few minutes, sing a Happy Birthday song.
4. Writing Activity
Write a well-organized paragraph using the details below.Use

transitional/signal words to show the proper sequence.
____The farmer goes home tired but hopeful that someday he

will finally reap with joy.
____The farmer diligently brings water to his rice field.

____ He has to wake up early to visit his fields.
____ He enjoys his harvest when it is plenty.
____ He patiently picks up snails that pester his rice plants.
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Week 8
I. Objectives
Show love and concern for the animals
Practice politeness at all times
Distinguish reality from fantasy
Oral Language
Recount events effectively from the selection listened to
Infer the meaning of unfamiliar words based on the context
clue(synonyms-antonyms)
Analyze figures of speech (hyperbole and personification) in a given
text
Read grade level oral text with 118 words correct per minute
Grammar
Compose clear and coherent sentences using appropriate grammatical
structures-(correlative conjunctions)
Attitude towards literacy, literature and language
II. Subject Matter
A. Topics
Poem: The Old Man Who Swallowed a Fly
Reality and Fantasy
2. Synonyms/Antonyms
3. Figures of Speech (Hyperbole Personification)
4. Correlative Conjunctions
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B. Materials
charts, pictures, tarpapel for exercises
C. References:
Developing My English Power 5 pp.28-32
English For All Times Language 5, 39-40
Lesson Guide in Grade 5 (Revised Edition) pp.229-235
http://www.ereadingworksheets.com/figurative-language
https://ph.search.yahoo.com/
http://www.brighthubeducation.com/
http://grammar-monster.com/
http://www.gingersoftware.com/
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DAY 1
Listening
Comprehension
I. Objectives
Show love and concern for the animals
Show tactfulness in communicating with others during the group
activity
Infer the meaning of unfamiliar words through context clues(synonyms)
Recount the events effectively based on the poem listened to
Distinguish reality from fantasy based on the poem listened to

A. Pre- Listening
Give the synonym of the underlined words.
a. It is hard to swallow food when there is a sorethroat.
(reject,take through the mouth, throwaway)
b. We used to hook our clothes at the back of the door.
(catch, get off, close)
c. The performance of the pupils really struck the fancy of the
spectators.
(thrifty, extravagant, simple)
2. Motivation
(Picture Analysis)
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What can you say about the picture presented?
What idea comes to your mind upon seeing this picture?
Most of us have read stories about fairies or fantasy stories.
Class, do you really believe that there are certain things that
are impossible to happen?
3. Motive Question
Today, you are going to listen to a poem about the old
woman who swallowed the fly. Do you think it could really
happen? What other things would you like to find out on the
poem?
B. During Listening
Present the poem to the pupils entitled ―The Old Woman Who
Swallowed a Fly‖
The Old Woman Who Swallowed a Fly
There was an old woman who swallowed a fly

Oh! My! Swallowed a fly?
Poor old woman, I‘ll think she‘ll die
There was an old woman
Who swallowed a spider.
Right down inside her,
She swallowed a spider
She swallowed a spider to hook the fly
Oh! My! Swallowed a fly
Poor old woman, I think she‘ll die
There was an old woman who swallowed a cat.
Fancy that! Swallowed a cat!
She swallowed the cat to hook the bird
She swallowed the bird to hook the spider,
She swallowed the spider to catch the fly
There was an old woman who swallowed a horse
She died of course!
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C. Post Listening Activity
1. Go back to the motive question. Have the pupils answer them
clearly.
2. Comprehension Check
a. What are the animals mentioned in the poem?
b. What did the old woman do?
c. Do you believe that there is such an old woman who can
swallow animals like spider, cat, horse?
d. Is the poem believable?
e. Do these really happen in real life?
Values Integration
The birds and the spider were described in the poem as if they were
human beings. How can you show your love and concern for the
animals like them?
Teacher will record another story. Pupils will listen to the story
and do the given activities.
The Goose with the Golden Egg
A man who owns a goose could hardly believe what he saw

when his goose laid an egg of pure gold. And everyday thereafter, he
finds a golden egg in the nest. The man sold the egg at a high price
and soon became rich. But as the man grew richer, the greedier he
became. He has grown impatient with a supply of one egg a day. He
thought, ―I‘d better cut open the goose and get all the golden eggs at
once.‖
This he did. He killed the goose and opened it, but he found
nothing. He regretted killing the goose that laid golden eggs.
1. Group Activity
Write It
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With your group members, talk about the story listened to. Select the
event that may happen and event that would be impossible to happen
in real life. Write your answer in a chart form
Act it Out
Select the part of the story which you think is impossible to happen.
Make a role play of it.
Draw It
Make an illustration of the events that happened in the story. Identify
whether it is a fantasy or reality.
2. Checking the output of each group using rubric.
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DAY 2
Reading Comprehension/
Oral Language
Development
I. Objectives
Analyze figures of speech in a given text (personification)
Identify the sentences that use personification
Use figurative language (personification) in creating sentences
Look Back!
Read the sentences. Clap once, if the sentence uses simile and
twice if it uses metaphor.

1. Loneliness is like a candle in the dark.
2. Happiness is the laughter of a little child at play.
3. Ella is a dazzling firework.
4. Johnny is as calm as a waveless ocean.
5. Bethany sings like a nightingale.
B. Pre- Reading
1. Presentation
The teacher presents the rhymes and have the pupils read it with
proper phrasing and intonation.
a. Humpty Dumpty
Sat on a wall
Humpty Dumpty
Had a great fall.
b. Three little kittens

They lost their mittens
And they began to cry.
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2. Motivation
I noticed that you are very interested to know more about
figurative language. Today, you will find it more enjoyable to read
poems with another figurative language.
C. During Reading
Let the pupils read the following lines from some poems.
Slowly, silently now the moon

Walks the night in her silver shoes;
This way and that, she peers and sees
Silver fruits upon silver trees.
The birds have washed their faces

And cuddle in a row
Upon a little frosty bush
That twinkles in the snow.
Let us study the lines from the poems.

(Teacher models reading the poem)
D. Post Reading
1. Engagement Activity
Groups 1 and 2: Choral Reading of the poem
The group will choose a leader to lead the group.
Groups 3 and 4: Drawing some of the things mentioned in the
poem.
Questions:
What is the poem all about?
What message does the poem try to convey?
2. Skill Development: Figurative Language-Personification
Go over with the lines of the poem.
a. In the first example of the poem,what is the inanimate object?
What human qualities are given to the moon?
(The moon can walk in her silver shoes and can peer and see.)
174
b. On the second example, what is the inanimate object
mentioned in the poem?
c. What human qualities are given to the birds in the second
example? (washed their faces and cuddle in a row)
These lines show another kind of figurative language. Inanimate
objects like moon and birds are given characteristics like a
person.This figurative language is called personification. It
brings to life an inanimate object by giving to it the qualities of a
person.
Personification is a figure of speech which brings to life
an inanimate object by giving it the qualities of a person.

Personification is the giving of human qualities to animal, objects
and ideas.
3. Guided Practice
Read the personifications below. Encircle the inanimate
object/ thing and underline the action it does.
a. The morning air bites our faces and hands.
b. The train flew at lightning speed.
c. The bird cautiously tiptoed in the hall.
d. The stars veil their glow.
e. It is the jolliest house I‘ve seen.

Read the following phrases. Think of appropriate word that will
fit the sentence to show personification.
a. Slowed to crawl
b. A friend who protects me
c. Yells at me every morning
d. Danced across the sky
e. Grumbling like it was angry
175
Read the following sentences. Underline the object personified and
encircle the word which tells what the object does.
a. Hail pounded the houses and streets.
b. Midnight hears me cry.
c. The tall trees moaned.
d. The moon faithfully controls the tide‘s ebb and flow.
e. My flowers were begging for water.
176
DAY 3
I. Objectives
Analyze figures of speech (hyperbole) in a given text
Identify the sentences that use hyperbole
Read the text from the selection with correctness and fluency
A. Pre- Reading
Drill: Read the following sentences with fluency.
1. I waited for a long time to be picked up from school.
2. I waited for an eternity to be picked up from school.
3. Waiting is as boring as a speech.

B. During Reading
Go over with the poem read the previous day.
Teacher models reading some lines from the poem ―The Old Woman
Who Swallowed a Fly‖
Fancy that! Swallowed a cat!
She swallowed the cat to hook the bird
She swallowed the bird to hook the spider,
She swallowed the spider to catch the fly
There was an old woman who swallowed a horse
She died of course!
C. Post Reading
1. Engagement Activities.
Divide the class into groups.
Group 1: The Poets
Choral Reading of the poem
The group will choose a leader to lead the group.
177
Group 2: The Painters
Illustrate what the poem tells you.
Group 3: The Writers
Pick out one line or one sentence from the poem above
which you think is unbelievable. In one or two sentences,
explain why you think it is impossible to happen?
2. Discussion Questions
(Call group 1 to do the choral reading)
Let us see how good you are in reciting a poem
How did you recite the poem?
What does the poem tell us?
(Ask group 2 to present their drawing)
What did the old woman swallow?
Why did she swallow the cat? the bird? the spider?
What happened to the old woman when she swallowed the horse?
Do you think it could really happen?

(Call group 3 to present their written output)
Which among those sentences or phrases from the poem seem to
be unbelievable?
What does it tell us?
Why do you say so?
3. Skill Development: Hyperbole
a. Introduction
Teacher asks the pupils to read this part of the poem

There was an old woman who swallowed a horse.
How did the poet express his thoughts ?

Do you think an old woman could really swallow a cat or a horse?
What do these lines express?
Did the poet exaggerate his ideas?
178
This is an exaggeration because nobody can eat a cat or a
horse. The poet tells something that is greater than to what it
really is.
This is another kind of figurative language which is called
hyperbole.
Let‘s go over with these sentences that you have read a while
ago.
I waited for a long time to be picked up from school.
I waited for an eternity to be picked up from school.
Waiting is as boring as a speech.
Which among these lines show exaggeration?
The second sentence is an exaggeration. Someone can't

"wait an eternity." This is an exaggeration.
What does waiting for an eternity imply?
Waiting for an eternity implies that one waited for a long
time. So,this type of statement is called hyperbole.
A hyperbole is a figurative language that describes

something as better or worse than it really is. It is a figure of
speech, which involves an exaggeration of ideas to emphasize
the point.
4. Guided Practice
A. Read the following sentences. Which among these sentences

use hyperbole?
1. I am so hungry I could eat a horse.
2. These are the worst pancakes I have ever eaten.
3. I like my teacher a lot.
4. It's taking you a million years to get ready.
5. I am so hungry I could eat a horse.
179
B. Find the specific part of the sentence that makes it an
exaggeration.
1. This is the best pizza in the whole wide world.
2. This suitcase weighs a ton.
3. The baby's smile was a mile wide.
4. He is older than the hills.
5. She nearly drowned in her tears.

Read this story correctly and with fluency. Underline the part that
shows exaggeration.
"Well, I gotta go. Come over at four," said Sharon,

leaving Rosie off at the boardwalk.
"Okay. See you." She watched Sharon walked away.

There was over five dollars in the pocket of her voluminous
shorts, and nearly had an hour and a half to kill. And she
couldn't go home.
Rosie was lonelier than anyone had ever been before,

except for Typhoid Mary. Everything felt wrong, like a creepy
dream, and she was afraid she was going to die:Rosie was
stoned with fear.
She bought a package of bubble gum at the five and

dime, where she saw herself in a full-length mirror: ugly, skinny,
evil. Her eyebrows looked a caterpillar. Her heavy black curls
and her eyes were devilish, like that lady with snakes for hair,
whose face turned you to stone. Don't look! Turn away! But for
a moment, she didn't move a muscle.
Source: Anne Lamott, Rosie,New York, Penguin Books, 1997, p. 189.
Write phrases or sentences that use hyperbole. Underline the part that
shows exaggeration.
180
DAY 4
Grammar / Vocabulary
Development
I. Objectives
A. Identify the synonyms and antonyms in the given pair of words
B. Discuss the use of each pair of correlative conjunctions
C. Identify the appropriate correlative conjunction in the given sentence
D. Construct clear and coherent sentences using correlative conjunctions
(both …and, either…or, neither…nor, not only…but also)
1. Review:
What are conjunctions?

What are the different kinds of conjunctions that we have learned?
When do we use and? or? but?
Identify whether the pair of words is synonym or antonym.
a. clever - dull
b. remove - take off
c. funny - humourless
d. shut - open
B. Presentation
The teacher presents the following sentences. Let the pupils read the
sentences correctly.
1.I am removing both your gun and your permit.
2. It was neither clever nor funny.
3.Either go home or shut up.
C.Teaching Modeling
1. What are the two elements being linked in the first sentence?
(The equivalent elements being linked are your gun and your
permit)
181
What do you call these phrases?(They are both noun phrases.)
What words are used to link these two phrases?( both…and)
2. In the second sentence, what are the equivalent elements being

linked? What words are they?
(The equivalent elements being linked are clever and funny .They
are both adjectives.)
What words are used to link these phrases? (neither…nor)
3. In the last sentence, what are the equivalent elements being linked?
(The equivalent elements being linked are go home and shut up.
They are both imperative verbs.)
What words are used to connect the two phrases?( either…or)
4. What do you call these words that linked two equivalent elements?
(They are called correlative conjunctions.)

The key learning point in these examples is that correlative
conjunctions link equivalent elements. The most commonly used
correlative conjunctions are both…and, either…or, neither…nor, not
only…but also)
(The teacher will further explain to the pupils the rules in using these
correlative conjunctions.)
Correlative conjunctions connect two balanced clauses, phrases, or

words.The two elements that correlative conjunctions connect are usually
similar in length and grammatical structure. They are used in pairs to join
sentences or phrases that carry the same general meaning and tone. They
are called correlative conjunctions because they are always used together
and convey the same relative meaning. The most commonly used correlative
conjunctions are both…and, either…or, neither…nor, not only…but also
.We use both…and if both ideas are true, either…or if only one idea is true
or will happen, and neither…nor, if both ideas are untrue.
Be aware that the pairing neither…nor plays a negative
role in your sentence. Be careful not to use double negative.
For example: I couldn‘t use neither the lorry nor the van.
 I could use neither the lorry nor the van.
 I could use either the lorry or the van.
182
Subject-Verb Agreement with Correlative Conjunctions.
1. When a correlative conjunction links two elements that are the subject
of a verb, the verb is singular if both elements are singular.
Example: Neither the lorry nor the van is available.
(Both elements are singular, so the verb is singular.)
2. The element nearest to the verb determines whether it is singular or
plural.
For example:
Neither the lorry nor the vans are available.
( The elements nearest to the verb is plural, so the verb is plural.)
3. If any of the elements are plural, the verb is plural.
D.Guided Practice
1. Use the appropriate correlative conjunctions to complete each

sentence.
a. She is____ intelligent___ beautiful.

b. I will ___ go for a hike ____ stay home and watch TV.
c. Jerry is ____ rich____ famous.
d. He is____intelligent,____very funny.
e. Would you____ go shopping_____spend the day at the beach?
2. Rewrite the sentences. Construct new one using both…and,

neither…nor, either…or, not only...but also
Ex: I like classical music and I also like pop music.

I like both classical and pop music.
a. Jj does not speak French and L.A. does not speak French.
______________________________________________
b. Krizzy speaks Filipino and she also speaks English.
______________________________________________
c. Mary is not tall and she is not thin.
______________________________________________
Construct clear and meaningful sentences using the following conjunctions:

both…and, either…or, neither…nor, not only...but also
183
Write the appropriate correlative conjunctions to complete the sentence.
1. ____Alex _____Carlos applied for the job.
( both…and, either or)
2. I found ____my homework ____my textbook under my bed.
( both…and, either or)
3. I can‘t decide _____I should take a French next year____take Korean.
(either…or, neither nor)
4. ____my brother____my sister can go to the game.
(either…or, neither…nor)
5. ___you clean your room_____you will stay home this weekend.
(either…or, neither…nor)
Sample Rubric for Assessing Participation
5 4 3 275-79 1 - 74
Dimensions BELOW
90-100 85-89 80-84 Pts. %
Pts. % Pts. % Pts. % Pt. %
Quality of Knowledge shared Knowledge Knowledge Knowledge Attempted to

Inputs
is accurate and shared is shared is shared is share
broad accurate but somewhat inaccurate knowledge
limited accurate and and limited
limited
Participates Participates
voluntarily, Participates Participates Participates only when
Attitude actively, voluntarily, somewhat hesitantly compelled to
Manifested enthusiastically in actively, actively and with no do so
activities with enthusiastically enthusiastically enthusiasm
consideration for in activities with little and with
the feelings/ with little consideration little
opinions of others consideration for the feelings/ consideratio
for the opinions of n for the
feelings/ others feelings/
Performs tasks (as opinions of opinions of
leader/ member) others others
without errors Attempted to
Performs tasks Performs tasks perform task
(as leader/ (as leader/ Performs
member) with member) with tasks ( as
Task minor errors some errors leader/
Performance
member)
with many
errors
184
DAY 5
Vocabulary
Development
I. Objectives
Appreciate the beauty of nature
Give the meaning of unfamiliar words through synonyms and
antonyms
Let‘s Play!
a. FUL EABUTI
b. G E E L T A N
c. L I AP NT
d. T R A N F R AG
e. P A R K I N G L S
Mechanics:
a.The teacher provides/gives clue for each of the following set of

jumbled letters.
b.The pupils will arrange the jumbled letters as fast as they can
to come up with the correct word.
c.Read aloud the words formed.
a.It also means lovely
b.Another word for sophisticated.
185
c.Similar with the word flexible.
d.It is also the same with the word scented.
e.Same meaning with the word brilliant.
2.Motivation
Use a topic wheel. Let the pupils answer the question at the
center.
When the pupils are done answering the activity, let them read orally
all the answers they have written.
What are the beautiful

scenic spots found in
our country?
B. Skill Development
1. Presentation
The pupils read the poem orally with the guidance of the
teacher.
MY NATIVE LAND
How beautiful are her mountains grand

The peaceful valleys between
Her sparkling sun and cooling rains
That bathe the fertile plains
How graceful are her stately plains

Her towering emerald trees
How pliant her rustling bamboos green
Dancing blissfully in the breeze
186
How pretty her white sampaguitas
And fragrant orchids so rare
How modest and sweet her children
Who harvest the golden grain
How I love her rainbow birds

Her blue skies and shining waves
How I love this dear Philippines
Home on this troubled earth.
By: Esmeraldo B. Pascua
2. Comprehension Check-Up
a. What are found between grand mountains?
b. How will you describe the plains? the sampaguita?
c. Explain why bamboos are pliant.
d. What is meant by pliant?
e. Can you name three scenic spots you love most in our
country?
f. What are the ways of appreciating the beauty of our
land? How can we help maintain the beauty of these
places?
3. Teaching Modeling
Read the following phrases.
beautiful mountains
pretty white sampaguitas
graceful plains
What can you say about the underlined words?
Do they show same or different meanings?
What do you call these words that show similar or same
meanings?
What other pair of words can you find in the poem that you
have read a while ago?
187
These pair of words have the same meaning. These are
synonyms.
Let‘s recall the story of an old woman who swallowed the fly.
An old woman swallowed the fly.
She rejected it out of her mouth.
An old woman swallowed the cat to hook the bird.
She swallowed the bird to catch the spider.
Look at the first two underlined words. Does the pair of words tell
the same meaning or different meaning?
How about the second pair of words? Are the meaning similar or
different?
Words that have different or opposite meanings are antonyms.
We infer the meaning of unfamiliar words through

synonyms and antonyms. Synonyms are pair of words
that are similar in meaning. Antonyms are pair of words
that are opposite in meaning.
4. Guided Practice
A. Here are some lines taken from the poem that you have
read. Let me see if you can identify the meaning of the
underlined word.
1. The grand mountain are beautiful.
attractive radiant marvelous
2. How graceful are her stately plains!
Willowy obedient charming
3. How pliant are her bamboos green.
wavering elastic obedient
4. How pretty are her white sampaguitas.
lovely cheerful ample
5.How sweet and modest are her daughters who harvest
the golden grain.
darling pure fragrant
188
B. Identify the antonym of each underlined word.
1. How peaceful are the valleys between her sparkling sun and
cooling rains.
a. violent b. disturbed c. noisy
2. How graceful are her towering emerald trees.
a. brief b. low c. little
3. How pretty are her fragrant orchids so rare.
a. frequent b. repeated c. common
4. How sweet and modest her daughters are!
a. unchaste b. boastful c. shy
5. How I love dear Philippines, home on this troubled earth.
a. peaceful b. restful c. dignified
Think of words which are either synonyms or antonyms.
Construct sentences using the words given.
Enrichment Activity
A. From the word list, select the synonyms of the underlined
word in each sentence.
Word List
rescued governed reddened
vanished killed forefathers
spacious invisible triumphant
1. Our ancestors fought valiantly for our freedom.

2. The victorious team was recognized during the assembly.
3. The players‘ faces blushed with the unexpected recognition.
4. The injured climber was saved by his companions.
5. The water vapor disappeared in the air.
B.Writing Activity
Write the antonym of the following words. Construct sentences
using the following pairs of words.
1. victorious 2. saved 3. disappeared
4.unseen 5. gradually
189

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MEETING NEW

MARIA JOANNA B. ABIAD

Say; When you are in a hurry but someone

We’re Ready for the Big Day

Group 4: Poetry in the run

Have the class rehearse/ practice their tasks or

Strips for Group Task: Emotion in Action

Spirited with too much enthusiasm, she breathlessly

pumped water from the well and took a bath afterwards.

―Well, let‘s get going,‖ Angelie urged Lovie. ―Goodbye,

― Angelie, Angelie!‖, called Lovie. ―Let‘s hurry, our friends

Portrays very Portrays Portrays Provides No score is

Selects and Selects and Selects and Selects and

sleepy yawning breath careful eat kiss

(Answers: breath, run, arrange, eat, kiss,believe)

Show pictures or illustrations that suggest the meaning of the

helpful penniless restart overweight

Student‘s life is full of fun

In school they make many friends,

They study all day

Studies develop brainpower,

They use pens,

But when March month comes,

most memorable experience in school.

develop study work

What are these words?( action words, verb)

A verb’s tense tells when an action takes place. The present

Give and read the verbs used in the sample

My School– A short Film by LaxmanRapaka

1.What was the usual routine of the boy?

The sample video uses other Language aside from

1. Cite/tell the importance of being cordial and polite

especially in socializing with others

2. Realize that no one can live by himself/herself

Identify the elements of literary text

1. Main and Secondary Characters

Infer the meaning of unfamiliar words through movements and

Infer the meaning of unfamiliar words (compound) based on

Infer the theme of a literary text

Oral Reading Fluency

Read aloud grade level appropriate text with an accuracy rate of

Compose clear and coherent sentences using appropriate

-Aspects of verbs ( Simple Past Tense)

Describe different forms and conventions of film and moving

Attitude towards literacy, literature and Language

Observe politeness at all times

II. Subject Matter

1. Literature/ Reading Texts

―A Letter Soup‖ by Pedro Pablo Sacristán ( Adaptation)

Published on Bedtime Stories (http://freestoriesforkids.com)

Short Poems: ―Last Love‖ by: J.D. Mariposan( Excerpt)

b. Identifying the theme

Simple past tense

What happened to all those polite and courteous expressions?

Where/Place: (probabaly somewhere, not directly stated)

Plot( important events)

Ti's all worth the wait

So, to you my friend first,

Theme: A true friend is worth keeping and loving.

Who am I to blindly believe that

Who am I to change this persistent blue rain?

Who am I to care for this mortified soul?

I am none. Transcending only the littlest of

Theme (the big idea or the message the