QUARTER 2

English G
5
 Republic Act 8293, section 176 states that: No copyright
shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation
of such work for profit. Such agency or office may, among
other things, impose as a condition the payment of royalties.
Borrowed materials (songs, stories, poems, pictures, photos,
brand names, trademarks, etc.) included in this book are
owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher
and the authors do not represent nor claim ownership over
them.

This module was carefully examined and revised

in accordance with the standards prescribed by the
DepEd Regional Office 4A and CLMD CALABARZON. All
parts and sections of the module are assured not to
have violated any rules stated in the Intellectual
Property Rights for learning standards.
The Editors

PIVOT 4A CALABARZON English

G5
PIVOT 4A Learner’s Material
Quarter 2
First Edition, 2020

English
Grade 5

Job S. Zape, Jr.

PIVOT 4A SLMs Development Lead

Maricon Villamiel-Estrellado
Content Creator & Writer

Jhonathan S. Cadavido, Alan A. Parungao & Dennis M. Vidar

Internal Reviewers & Editors

Ephraim L. Gibas, Hiyasmin Capello & Sonny Bhoy Flores

Layout Artists & Illustrators

John Albert A. Rico & Melanie Mae N. Moreno

Graphic Artists & Cover Designers

Ephraim L. Gibas
IT & Logistics

Rubie Sajise, De La Salle University

External Reviewer & Language Editor

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes
 Guide in Using PIVOT 4A Learner’s Material

For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in English as prescribed by
the Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace.
Furthermore, this also aims to help learners acquire the essential 21st
century skills while taking into consideration their needs and
circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed grade-
level knowledge, skills, attitude, and values at your own pace outside the
normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to
your personal assessment of your performance; and
c. submit the outputs to your respective teachers on the
time and date agreed upon.
 Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Process
Introduction

This part presents the MELC/s and the desired

What I need to know
learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
knowledge as regards content and skills required
What is new
for the lesson.
Development

What I know This part presents activities, tasks and contents

of value and interest to learner. This exposes
him/her on what he/she knew, what he/she does
What is in not know and what he/she wants to know and
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it developing mastery of the target skills or MELC/s.
Engagement

In this part, the learner engages in various tasks

What is more
and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
doing the tasks in the D part. This also exposes
What I can do him/her to real life situations/tasks that shall:
ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
him/her fully understand the target skills and
What else I can do
concepts .
Assimilation

This part brings the learner to a process where

What I have learned he/she shall demonstrate ideas, interpretation,
mindset or values and create pieces of
information that will form part of his/her
knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.

This module is a guide and a resource of information in understanding the

Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and thru other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).
WEEKS
1-3
Verbs
Lesson
I
Verbs are action words. They are very important in learning a
language. They are always present in sentences and in most expressions.
With the presence of both the subject and the predicate that contains the
verb, a sentence expresses a complete thought or idea. As a vital feature of
the English language, using appropriate verbs is necessary in composing
clear and coherent sentences.

In this lesson, you are expected to compose clear and coherent

sentences using aspects of verb.

Let us read the sentences below.

 Tita Joana works hard to send her children in

college.
 She worked as a waitress in a restaurant last
year.
 She will work in a foreign country to support
her children’s education.

Now, notice what the highlighted words express. These words are
known as verbs. They express actions that take place in different periods,
such as present (works), past (worked) and future (will work) tenses of
verbs.

Tenses of verbs are necessary to show the differences as to when

actions occur or happen.

D
Learning Task 1: Write the correct form of the verb listen as indicated in
the parentheses. Do this in your notebook.

1. I to bedtime stories every night. (simple present tense)

2. She to the news yesterday. (simple past tense)
3. Yeng to her newly downloaded songs tonight. (simple
future tense)
4. Willie to the voice clip before the battery of his gadget
completely drained. (past perfect tense)
5. We to the instructions while doing the activities. (past
progressive tense)

VERB
A verb is composed of tense and aspect. A verb tense or the time
event indicates past, present and future actions.

PIVOT 4A CALABARZON English 6

G5
 Meanwhile, aspect refers to the state of action of a verb and indicates
the duration or completion of an event.

Four (4) Types of Verb Aspects

There are four types of verb aspects: simple, progressive, perfect

and perfect progressive.

1. Simple Aspect

a. The simple present tense is used to describe general truths and habitual
actions.
Examples: The earth rotates around the sun.
Delia walks to school every day.
The sun rises in the east.
They spend their vacation in Batanes every year.

Remember: If the subject is singular, use the s-form of a verb.

If the subject is plural and/or pronouns I and You, use
the base form of a verb.

b. The simple past tense is used to express an event or habitual action that
was completed in the past.
Examples: The children watched a documentary film.
It rained almost every week last month.

c. The simple future tense is used to express an action or habitual

action to take place in the future time.
Examples: They will celebrate the United Nations Day in October.
After December, Richard will take the train to work every
day.

Remember: Use will/shall + base form of a verb.

2. The Progressive Aspect

a. The present progressive expresses ongoing actions.

Examples: The students are taking the test now.
The teacher is preparing the lessons.
Remember: Use be (am/is/are) verb + -ing form of a verb.

b. The past progressive expresses:

 an action in progress at some specific point of time in the past.
Examples: Timmy was walking to the office at 7:00 this morning.
I was preparing for the church at 6 o’clock yesterday.
 a past action simultaneous with another event.
Example: They were preparing for the party when the visitors
came.
Remember: Use be (was/were) verb + -ing form of a verb.
 c. The future progressive expresses an action that will be in progress at a
specific time in the future.
Examples: Trina will be graduating from elementary this year.
The Grade 5 pupils will be attending a mass tomorrow.

Remember: Use will/shall + be + -ing form of a verb.

3. The Perfect Aspect

a. The present perfect expresses:

 an action that began in the past and continues to the present time.
Example: Sheila has been a girl scout since last year.

 a very recently completed action (often with just.)

Examples: Berta has just baked cookies.
I have called the plumber.
Remember: If the subject is singular, use has + the past
participle of a verb.
If the subject is plural and/or pronouns I and You,
use have + the past participle of a verb.

b. The past perfect is used to express an action that was completed before
another action took place at some definite time in the past.
Example: Some supporters had already left before they proclaimed
the elected officers.

Remember: Use had + past participle of a verb.

c. The future perfect expresses a future action that will be completed

before a specific future time.
Example: I will have finished the school project before 2 o’clock in
the afternoon.

Remember: Use will/shall + have + past participle of a verb.

4. Perfect Progressive Aspect

a. The present perfect progressive expresses an action in progress that

is not yet completed or a situation or habit that began in the past
and that continues up to the present.
Examples: Rowena has been reading that book.
I have been accomplishing the tasks in this module.
The athletes have been practicing.

Remember: If the subject is singular, use has + been + ing form of a

verb.
If the subject is plural and/or pronouns I and You, use
have + been + -ing form of a verb.
 b. The past perfect progressive expresses an action or habit taking place
over a period of time in the past before another past event or time.
Examples: Carla had been trying to finish her degree that year.
My father had been performing well, so the company gave
him an award.

Remember: Use had + been + -ing form of a verb

c. The future perfect progressive expresses a habitual action that is taking

place in the present and will continue in a specific future time.
Examples: Next month, the Bayanihan Dance Club will have been
performing for five years.
Helen will have been teaching for ten years next week.

Remember: Use will/shall + have + been + -ing form of a verb.

E
Learning Task 2: Identify the appropriate simple present tense of the
verb to be used in each item. Write your answers in your notebook.

1. Water (are, is) a resource that every living thing cannot live without.
2. I (think, thinks) about the importance of water in our daily activities.
3. The learners (answer, answers) the questions about water conservation.
4. Teacher Mara (convince, convinces) the children to save water at home
and in school.
5. The Science Club (propose, proposes) a water conservation program for
the school.
6. Every Filipino (do, does) his/her share of serving his/her country.
7. Each scouting organization (teach, teaches) the youth to be obedient
and responsible.
8. Ethan (clean, cleans) his surroundings.
9. Manny and Joy (segregate, segregates) their household wastes.
10. Villamiel Family (manage, manages) the finances well.

Learning Task 3: Identify the appropriate simple past tense of the verb to
be used in each item. Write your answers in your notebook.

1. The tourist (go, went) to Palawan last month.

2. She (hears, heard) about its beautiful spots through ads.
3. I (remembered, remember) my trip to Palawan five years ago.
4. That (was, is) my first and only airplane ride so far.
5. We (had, have) a three-day tour in that place.
6. Rea (decides, decided) to apply for a job in the city last week.
7. She (worked, works) in a factory for three years.
8. The trip (happened, happens) a month ago.
9. The hen (sat, sits) on its eggs until they hatched.
10. My grandparents (drank, drinks) the hot tea that I made for them.

Learning Task 4: Write the simple future tense of each given verb inside
the parentheses. Do this in your notebook.

1. As responsible members of the community, we (participate) in

the clean-up drive and tree planting activities to be organized this
coming year.
2. Environmental problems (continue) to affect us for several
years if we will not take any actions.
3. Researching on these environmental acts of rehabilitation
(help) in managing different wastes at home, in school and in the
community where you belong.
4. As soon as possible, I (start) my own initiatives to take part on
these eco-drives.
5. For your participation, you (promote) various campaigns on
environmental care and rehabilitation starting tomorrow.

Learning Task 5: Copy the table below in your notebook. Then, identify the
forms of the verbs study and prepare using the aspects of verbs indicated in
Column 1. Be guided by the example in Column 2.

Aspects of Verb Know Study Prepare

Simple Present know/knows

Simple Past knew

Simple Future will know

Present Progressive is/are knowing

Past Progressive was/were knowing

Future Progressive will be knowing

Present Perfect has/have known

Past Perfect had known

Future Perfect will have known

Present Perfect Progressive has/have been knowing

Past Perfect Progressive had been knowing

Future Perfect Progressive will have been knowing
Learning Task 6: Compose clear and coherent sentences using the given
verbs and their aspects. Write your sentences in your notebook.

Verbs Aspects Sentences

Ulysses makes recycled and
make Simple Present
reusable crafts.
1.
will create Simple Future

2.
am believing Present Progressive

3.
had decided Past Perfect

4.
have been Present Perfect
studying Progressive

5.
prepared Simple Past

A
Complete the paragraphs below by supplying the missing words.
Select your answers from the box. Write them in your notebook.

perfect verb progressive

participle tense simple
aspect

A (1) is composed of tense and aspect. A verb (2)_

or the time event is indicated by past, present and future. Meanwhile,
(3) refers to the state of action of a verb and indicates the
duration or completion of an event.

There are four types of verb aspects: (4) , (5) ,

(6) and perfect progressive.
 Modals
Lesson
I
Modals are considered as special verbs. They give or provide
additional concepts on the function of the main verb. They may indicate
inference or prediction, necessity, request, permission, obligation,
possibility, advice, ability, prohibition, or preference.

At the end of the lesson, you are expected to compose clear and
coherent sentences using appropriate modals.

Study the infographics below.

You may miss going out for dinner or socializing with friends but staying home is the safest an

If possible, contact your healthcare providers and follow their advice before going to the healthcare facility.

in

graphics. They are examples of modals. In the first infographic, should is used to show obligation. Meanwhile, the use of ma

Modals have various forms. These forms create meanings as they

carry with them their specific functions.

D
Learning Task 1: Complete each sentence by supplying the appropriate
modals. Select from the given choices. Be guided by the functions shown
inside the parentheses. Do this in your notebook.

can shall would may should

1. we go? (suggestion)
2. you lend me your books? (polite request)
3. I visit you more often since my place is just nearby.
(ability)
 4. he visit me in my dreams. (wish)
5. John visit the church to regain his spiritual health.
(advice)

MODALS

Modals (also known as modal auxiliaries) are helping verbs used

with main verbs. They express particular mood or expressions telling
whether the speaker wants to convey a fact, a possibility or a command.

Study the table below.

Modals/Modal
Uses Examples
Auxiliaries
We may go out to watch a
movie tonight.
To express possibility
Paul and Paula might buy a
may, might house.
To express a request/ask
May I borrow your books?
permission
To express a command/
must You must obey your parents.
strong obligation

To express a request/ask Can I go with my best friend?

can / could
permission Could I have your book?

To express a fact, ability, I can/could do this task for

can / could
offer or suggestion you.

To express advice or I should/ought

should, ought to
obligation to drive carefully.

To express a polite wish, Would you please talk to

would
request, demand, order me?

To express a wish, request,

Will you talk to me?
demand, order
will
I think it will rain any time
To express prediction
today.

Shall we proceed with our

To express suggestions
meeting?
shall
To regulate or express future You shall abide by the law.
actions in formal speech and The client shall pay the
some legal documents necessary damages.
 E
Learning Task 2: Complete each sentence by supplying the appropriate
modals. Select from the given choices inside the box. Be guided by the
functions shown inside the parentheses. Do this in your notebook.

may can might shall should

1. I write a song or poem for my parents. (ability)

2. I borrow your notes? (permission)
3. Connie write her life story to inspire many. (advice)
4. I have written my first song, if I only enrolled in such
course last summer.( possibility, with less certainty)
5. Parents of learners with frequent absences write their
letters stating the reasons of their children’s absences. (regulation)

Learning Task 3: Compose clear and coherent sentences using the given
modals and their functions below. Write your sentences in your notebook.

Modals Functions Sentences

1. shall regulation

2. must strong obligation

3. can ability

4. may possibility

5. should advice
 A
What are your skills or talents? Complete the prompts below using
the given modals. Do this in your notebook.

I can .
I may .
I shall .
I must .
 Conjunctions
Lesson
I
Conjunctions are important features of the English language. They
are used to connect words, phrases and sentences. The use of conjunctions
helps in establishing clear connections, meanings and ideas.

In this lesson, you are expected to compose clear and coherent

sentences using appropriate conjunctions.

Let us read the sentences below.

 Lito prepared pasta and pizza for his late

night snacks.
 He didn’t prepare burger nor fries as his
late night snacks.
 He had prepared pasta, before he baked
his favorite pizza as his late night
snacks.

Now, notice what the highlighted words express. And, nor and before
are some of the commonly used conjunctions. They express or show
connection between words, phrases and sentences.

D
Learning Task 1: Identify the best conjunction to be used in each item.
Select from the given options below. Do this in your notebook.

whenever so that even though but and

1. Yazzy will watch horror comedy movies this Sunday.

2. Sam decided not to come to the party he suddenly
changed his mind.
3. I have a doubt on what actions to take, I pray and ask
God for His guidance.
4. The teacher shows equal compassion for her learners
they have different personalities.
5. The president calls for a meeting he can easily address the
concerns of the members of the organization.
CONJUNCTIONS

Conjunctions connect words, phrases, clauses, or sentences.

Examples: Jay and Dan

apple or mango
crispy chicken and creamy spaghetti
hot coffee or cold juice
She was sure about her answers, but she missed one
question.

Two Types of Conjunctions

There are two types of conjunctions: the coordinating and the

subordinating conjunctions.

1. Coordinating Conjunctions connect words or groups of words that are

of equal importance.

Coordinating
Meaning Examples
Conjunctions
My mother needs to work day and night
for because
for she is a single mom of five kids.
and plus I love English and Filipino subjects.
negative Neither Mila nor Alice joins the
nor
alternative taekwondo club.
shows We want to play computer games, but
but
contrast we need to study our lessons.
one of the two Verna will stay at home to relax or will
or
alternatives go swimming with friends.
Dino is already tired yet determined to
yet but
win.
Kim wants to make his Mom proud, so
so therefore
he studies hard to excel in his school.

Remember: If you are using a coordinating conjunction to connect two

complete sentences, you must use a comma. Remember the
acronym FANBOYS (for, and, nor, but, or, yet, and so).

2. Subordinating Conjunctions join two clauses making one clause

dependent or subordinate of the other clause.
Example: Mother brought an umbrella. + It was raining. =

My mother brought an umbrella because it was raining.

OR
Because it was raining, my mother brought an umbrella.
 These words are commonly used as subordinating conjunctions.

Subordinating
Meaning Examples
Conjunctions
after, before,
We watched our favorite show
since, until, when, to refer to time
while waiting for our dinner.
whenever, while
Jayson visited the shop
where, wherever to show location
where he bought his books.
to show preference/ I have to decide whether to
than, whether
choice study or play.
Lea studies well because she
to express a
as, because, since wants to be a successful
reason/cause
person someday.
The guard opened the gate
in order that, so, to express a result/
so that the pupils could get
so that, that effect
inside.
to express a You will achieve your dreams
if, even if, unless
condition if you study and work hard.
although, even to communicate Emily still could not sleep
though contrast although she was so tired.

E
Learning Task 2: Complete each sentence below by supplying the
appropriate coordinating conjunction. Choose from the given options inside
the box. Write your answers in your notebook.

for and but or so

Each school year is an opportunity to meet new classmates

(1) new friends. You may call these new acquaintances by
their first names (2) by their nicknames. They can be of the
same age as you, (3) others can be younger or older. New
comers must be welcomed and must feel the sense of belongingness,
(4) children like you must always be friendly. This healthy
relationship in school must be sustained (5) this may help
every learner to have positive attitude towards schooling.
Learning Task 3: Compose clear and coherent sentences using the given
subordinating conjunctions and their functions below. Do this in your
notebook.

Subordinating
Functions Sentences
Conjunctions

1. after to refer to time

2. wherever to show location

to show preference/
3. whether
choice
to express a
4. since
reason/cause
to express a result/
5. in order that
effect
to express a
6. unless
condition
to communicate
7. even though
contrast

A
Complete the paragraphs below by supplying the appropriate terms
or words. Select from the given choices inside the box. Do this in your
notebook.

dependent Conjunctions two

Coordinating modals subordinating
equal FANBOYS

(1) connect words, phrases, clauses, or sentences. There

are (2) types of conjunctions: the coordinating and subordinating
conjunctions.

(3) conjunctions connect words or groups of words that are

of (4) importance. If you are using a coordinating conjunction to
connect two complete sentences, you must use a comma. Remember the
acronym (5) .

Meanwhile, (6) conjunctions join two clauses making one

clause (7) or subordinate of the other clause.
WEEKS
4-5 Point-of-View
Lesson
I
What opinions or feelings do you usually express when you watch
your favorite programs on TV? Have you experienced the feeling of
happiness or sadness towards a particular show? These feelings and/or
opinions that one expresses on particular materials like shows and/or
pictures are known as viewpoints.
In this lesson, you are expected to identify the points-of-view or viewpoints on some viewing materials.

Study the pictures below.

Source: Cadavido (2020)

Reflect on the following questions:

 What can you say about the pictures?

 What particular descriptions for each picture can you give?
 If you are going to relate the pictures to emotions, what do you
think are the feelings expressed by each one of them?

Viewing materials, like pictures and illustrations, express particular

emotions or feelings. These feelings are expressed not only on the
perspectives of the illustrators but also with those of the viewers.
 D
Learning Task 1: Look at the picture below. Give at least five (5) words
that will best describe it. Do this in your notebook.

ndpoint on how one sees or perceives the world. In viewing, POV deals with one’s personal opinion or perception about a p

rceptions or opinions on the concepts and contexts of the given viewing piece. This POV is used to express one’s feelings ab

E
Learning Task 2: Describe the feelings or emotions expressed by each
illustration below. Write your answers in your notebook.

1. 2.
 3. 4.

5. 6.

7. 8.

Learning Task 3: In your notebook, write three to five sentences

expressing your point-of-view about the illustration below.
Learning Task 4: Describe your point-of-view for each picture in three to
five sentences. Do this in your notebook.

1.

Source: Cadavido (2020)

2.

Source: Cadavido (2020)

A
In your notebook, paste a picture taken from old newspapers or
magazines. If available, you may use any of your photos. Then, write three
to five sentences describing the point-of-view expressed by your chosen
picture.
WEEKS
6-7 Viewpoints of Images
Lesson
I
An image may create a number of meanings or interpretations. It
conveys viewpoints which are intentionally expressed by the illustrators
and may convey more varied viewpoints based on the eyes and perspectives
of the viewers. A viewer may just look at the basic elements of an image but
he or she may also view an image with in-depth appreciation.
In this lesson, you will examine images which present particular
viewpoints like stereotypes (e.g. gender, age, culture) and opinions on an
issue.

Examine the illustrations below. What particular characteristics of a

mother are shown or portrayed?

Share your answers to your parents or guardians. Then, ask them

also about their personal opinions about the characteristics of a mother.

The way one gives his/her opinions or perceptions about mothers is

known as viewpoint. Viewpoints vary from person to person. The common
perceptions on the characteristics of a mother is known as stereotyping.
In this lesson, the concepts of viewpoints on stereotyping will be discussed
and explored.
 D
Learning Task 1: Examine the images below. Tell the opinion suggested by
each image. Select your answers from the given choices below. Write only
the letters of your answers in your notebook.

A. Ladies maintain proper hygiene.

B. Boys are good painters.
C. Old people want a quiet place most of the time.
D. Filipinos are family-oriented.
E. Filipino families are religious.

1. 2.

3. 4.

5.
IMAGES

The word “image” came from Latin word “imago” which refers to any
item that depicts visual perception such as a photograph or other two-
dimensional picture, resembling an object. An image, like printed ones, also
portrays opinions or viewpoints. These print materials include, but not
limited to, printed photographs, drawings and images found in magazines,
newspapers and books.

VIEWPOINTS ON IMAGES

Viewpoints are standpoints, such as opinions or feelings, of individuals

or viewers triggered by image contents or elements. In this lesson, you are
to examine the suggested viewpoints of the presented images. Other than
opinions, stereotypes can also be depicted by visual images.

STEREOTYPES

Stereotypes are beliefs that all people within the same gender, age or
cultural group will act alike and will share the same viewpoints and
attitudes. They ignore unique identity which is why it is considered as a
form of discrimination. They are considered as exaggerated beliefs and
generalizations without allowing individual personalities, which create
positive and negative acceptance and effects to different groups. They may
be true to some but not to all.

Before reading the sample stereotyping statements below, always

remember that humans are unique individuals; thus, stereotyping should
neither be tolerated nor accepted.

A. Gender Profiling
Some common stereotypes among men and women include the
following:
 Men are strong and do all the work.
 Men should be the family breadwinners.
 Women are naturally and highly emotional beings.

Remember that in real-life context, both men and women can now do
all the work. There are also female breadwinners. Like women, men can
also be highly emotional.

B. Ageism or Age Stereotypes

Ageism is the stereotyping and discrimination against people on the
basis of their age. These are some of the prejudices:
 Old people love the state of quietness.
 The older you get, the more mature you become.

Take note that in real-life experiences, there are also young people
who love to enjoy the state of quietness.
 C. Cultural Stereotypes
Stereotypes also prevail in cultures. Examples of this sort are as follows:
 Filipinos are family-oriented. They care for their elders.
 Filipinos are hospitable.

Remember that in real-world context, there are other cultures and

races who are family-oriented and hospitable.

to individuals and certain groups. We all possess unique characteristics and skills. Again, whether positive or negative, any

below and their presented viewpoints. In your notebook, write a 3-sentence paragraph for each item stating your opinions

2. Stereotypes on Women
3. Stereotypes on Young Boys

4. Stereotypes on Young Girls

5. Stereotypes on Filipinos

Learning Task 3: Examine the images below and their presented

viewpoints. Put checks (  ) on images that you can relate to based on your
own experiences. Write your answers in your notebook.

1. 2.
 3. 4.

5. 6.

7. 8.

Learning Task 4: Examine the given editorial cartoon below and its
expressed viewpoints. In your notebook, write a 5-sentence paragraph
stating your opinions and feelings.
 Learning Task 5: Examine the given editorial cartoon and its expressed
viewpoints. Write a 5-sentence paragraph in your notebook stating your
opinions and feelings about it.

agazines or other printed materials. Next, paste them on the pages of your notebook. Then, write paragraphs stating your v
 Types of Viewing WEEK
Materials 8
Lesson
I
Viewing refers to perceiving, examining, interpreting, and
constructing meaning from visual images. Viewing materials, such as print,
digital, online and TV-broadcast materials, are crucial in improving
comprehension.

At the end of this lesson, you are expected to distinguish various types of viewing materials.

Examine the four pictures below.

Low Risk Area Medium Risk Area

High Risk Area

Do you enjoy viewing TV broadcasts? photographs? online videos?

digital presentations? Modernization gives you the opportunity to choose
from wide range of available viewing materials. You can maximize their
uses once you can distinguish one type from another.
 D
Learning Task 1: Identify the types of the given viewing materials. In your
notebook, write PM for print material and NPM for non-print material.
1. e-book
2. photograph (in a picture frame)
3. TV news program
4. vlog
5. portrait

Learning Task 2: Categorize the viewing materials below according to their

types. In your notebook, copy and answer the chart below.

book printed world map

video clip picture book EduTV show

Print Material Non-Print Material

VIEWING

Viewing helps learners in reflecting and thinking about the images

they are seeing, and develops their knowledge and skills in analyzing and
evaluating visual and multimedia texts. It also helps them in acquiring
information and appreciating ideas and experiences visually expressed by
others. To attain this, appropriate and varied viewing materials must be
used to get the most efficient progress on the viewer’s viewing
comprehension.
TYPES OF VIEWING MATERIALS

There are two basic types of viewing materials. These are print and
non-print.

A. Print viewing materials consist of all printed

images found in textbooks, workbooks, reference
books, magazines, newspapers and journals.
These include the printed versions of maps,
photographs, paintings, drawings, posters,
infographics, graphs and other two-dimensional
art.

B. Non-print viewing materials are those that do

not depend on the printed sources. Three-
dimensional arts like diorama, globes, puppets
and models; and other projected materials such
as films or movies, filmstrips, commercials,
videotapes and television shows are examples of
non-print viewing materials. Like television
channels, most of the viewing materials that are
non-print are in digital formats.

Basically, digital viewing materials are non-print

materials. These are materials that are conveyed
via digital media, with or without internet connections.
Examples include digital images, and digital visual
presentations like PowerPoint presentations and
online materials such as vlogs, educational videos and
online broadcasts.

E
Learning Task 3: Analyze the sets of viewing materials below. Then, pick
out the word that does not belong to each set. Write your answers in your
notebook.

1. e-picture books, videos, virtual presentations, printed poster

2. TV documentaries, books, radio comedies, movies
3. vlogs, photo album, mobile photo gallery, YouTube videos
4. magazine photos, editorial cartoons, Instagram Photos, wall painting
5. poster, drawing, PowerPoint presentation, painting
Learning Task 4: After eliminating the material which does not belong to
each group in Learning Task 4, classify the remaining materials as to
PRINT or NON-PRINT. Write your answers in your notebook.

1.
2.
3.
4.
5.

E
Learning Task 5: Determine whether each viewing material is PRINT or
NON-PRINT. Do this in your notebook.

1. 2. 3.

4. 5.

Learning Task 6: Identify the specific viewing material that you will use in
learning about the planets of the Solar System. Choose your answers from
the choices inside the box.

Poster YouTube video Documentaries DepEd Commons Model

1. Online Videos -
2. TV Show -
3. Non-print/ 3D material -
4. Print/ 2D material -
5. Online Books/Materials -
Learning Task 7: Tell whether the material used is print or non-print.
Write your answers in your notebook.

1. Maita needs to watch news on television.

2. Mrs. De Guia used PowerPoint presentation to explain the water cycle.
3. Alex toured around Lucena City using the map he bought from the
bookstore.
4. The pupils watch available videos online on gardening.
5. My parents love to read newspapers every morning.

A
Complete the paragraphs below by supplying the missing terms.
Select from the given choices below. Write your answers in your notebooks

non-print multimedia Print

digital Viewing

(1) helps learners in reflecting and thinking about the

images they are seeing, and develops their knowledge and skills in
analyzing and evaluating visual and (2) texts.

There are two types of viewing materials. (3) viewing

materials consist of all printed images found in textbooks, workbooks,
reference books, magazines, newspapers and journals.

Meanwhile, (4) viewing materials are those that do not

depend on the printed sources such as three-dimensional arts like
diorama, globes, puppets and models; and other projected materials.
 Key to Correction

Verbs

Modals

Conjunctions

Note: Learning Tasks with no key answers require varying answers.

 Viewpoints of Images

Types of Viewing Materials

Note: Learning Tasks with no key answers require varying answers.

 Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.

- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.

Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1
Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2
Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3
Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4
Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5
Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6
Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Week 5 LP Week 6 LP Week 7 LP Week 8 LP

Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1
Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2
Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3
Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4
Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5
Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6
Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance found in the second column
up to the succeeding columns, i.e. if the lesson is designed for weeks 4-6, just copy your
personal evaluation indicated in the LP column for week 4, week 5 and week 6. Thank you.
 References

Celce-Murcia, M. & Larsen-Freeman, D. (1999). The grammar book:

An ESL/EFL teacher's course (2nd ed.). Heinle & Heinle.

World Health Organization - Western Pacific. (2020). Coronavirus (COVID-

19) outbreak. Retrieved
https://www.who.int/westernpacific/ emergencies/covid-
19/information

White, M. G. (n.d.). Examples of point of view. Retrieved https://

examples.yourdictionary.com/examples-of-point-of-view.html

YourDictionary Staff. “Examples of Writing in Third Person.” Example

Arti- cles & Resources.
https://examples.yourdictionary.com/examples-of- writing-in-third-
person.html
 For inquiries or feedback, please write or call:

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Office Address: Gate 2, Karangalan Village, Cainta, Rizal

Landline: 02-8682-5773, locals 420/421

Email Address: [email protected]

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