English 5

DETAILED
LESSON PLAN IN
ENGLISH 5
(First Quarter)
DAILY LESSON PLAN DEVELOPMENT TEAM
Writers
Jocelyn Bien, Geraldine Boncocan
Mari Ann B. Borromeo, Marjorie J. Bueno
Ma. Nenita B. Cariso, Geraldine B. Diaz
Marrian D. Bongalon, Noelyn Sandagon
Aurora B. Latigay Asteria A. Velasco
Ramon C. Aguilar
Demo Teachers/ Validators

Realiza Arcilla, Josephine Barrameda, Salve B. Bonto
Rosemarie B. Bermundo, Carmelita O. Bien, Jessica
Pura Lelibeth Bibal, Lara Mirasol, Maria Cecilia B. Borjal
Karina Angela Celestial, Roslyn Diaz, Rumar S. Muan
Vivian Michelle B. Banas, Ana Busque
Josefa Clarino. Rosemarie Borlagdan
Clardeliza Aragon
Technical Support
Merlita B. Camu, Catherine B. Panti
Editor Team Leader

Lany M. Abainza Jily L. Roces
Consultants
Marvin C. Clarina - CID Chief
Bernie C. Despabiladero - ASDS
Mariano B. De Guzman - OIC SDS
ii
School Bololo Elementary School Grade Level GRADE 5
Teacher Mejayacel N. Orcales Learning Area ENGLISH
Date & Time Quarter 1
I. OBJECTIVES
A. Content 1. Demonstrates command of the conventions of standard
Standards English grammar and usage when writing or speaking
2. Demonstrates understanding of non-verbal elements of
communication with others
B. Performance 1. Uses the correct function of verbs in general and their
Standards functions in various discourse (oral and written)
2. Uses paralanguage and non-verbal cues to respond
Appropriately
C. Learning 1. Compose clear and coherent sentences using appropriate
Competenci grammatical structures – Aspects of verbs (progressive
es aspect) (EN5G – Ib – 3.3)
2. Observe politeness at all times (EN5A – Ib – 16)
II. CONTENT Progressive Aspect of Verbs
III. LEARNING
RESOURCES
A. References
1. Teacher’s Joy in Learning English 5 Teacher’s Manual pp. 13 – 16
Guide
Pages
2. Learner’s Joy in Learning English 5 pp. 18 – 21
Materials
Pages
3. Textbook
Pages
4. Additional
5. Materials
from
Learning
Resource
s (LR)
Portal
B. Other Slide Deck Presentation, EnglishForEveryone.org., pictures,
Learning envelopes, activity sheets
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing Teacher asks questions that Drill:
previous will elicit sentences in the Underline the verb/s in each
lesson or simple present/past/future sentence.
presenting aspect. 1. The pupils watch the game.
the new Example: 2. Mario goes to school
lesson 1. What do you eat during every day.
breakfast? 3. My cousin went to church
2. Who heard mass/attended last Sunday.
religious service last 4. Arthur will see the movie
Sunday? “Captain Marvel” next
week.
48
3. What will you do this Ask: What aspect of verbs are
summer vacation/Christmas used in each sentence? What
season? tense of verb is used in
numbers 1 and 2? How about
Have some pupils write their in number 3? Number 4?
sentences on the board and
have them identify the verb and
its aspect.
B. Establishin Today, you are going to learn about the other aspect of verb
g purpose which is the progressive aspect.
for the
Lesson
C. Presenting Present pictures of boys swimming in the pool.
examples/in ASK: What can you say about the picture? What are the boys
stances of doing in the pool?
the new
lesson NOTE: Give a time signal e. g. early this morning, tomorrow in
order to elicit sentences in the past and future progressive.
Expected sentences:
1. The boys are swimming in the pool now.

2. The boys were swimming early this morning.
3. The boys will be swimming tomorrow.
What do you notice of the use of verbs in each sentence?
How is the progressive aspect of verbs formed in the
present tense? past tense? future tense?
Study the chart of progressive aspect of verb. (Joy in Learning
English 5 page 22)
Tense Form Uses (To express)
Present be + -ing 1. An activity in progress
am  The boys are swimming
swimming is at the pool now.
swimming 2. A temporary situation
are  I am staying with my big
swimming sister.
am baking 3. an event planned and to take
is baking place in the future
are baking  We are swimming at the
beach tomorrow.
4. Emotional comment on
present habit
 Francis is always
attending the afternoon
mass.
5. Repeated action in a series of
similar ongoing actiobs
 Jermel is dribbling the
ball around the court.
Past was swimming 1. An action in progress at a
were specific point of time in the past
swimming was  The boys were
baking were swimming at 7:00 o’clock
baking this morning.
49
2. Past action done at the same
time with some other event
 Angelie was baking
cookies when her friend
came.
3. Repetition of some ongoing
action
 Justin was reading his
law book all night long.
will be swimming 1. Action that will be in progress
Future will be traveling at a specific time in the future.
 The boys will be
swimming tomorrow.
2. Duration of some specific
future action
 Justin will be traveling in
Asia for the next two
years.
Ask:
How is the progressive aspect of verbs formed in the present
tense? past tense? future tense?
D. Discussing Present the images on slide decks the remnants of the typhoon
new “Usman”. Compose sentences using progressive aspect of verb
concepts or answer the following question with the use of progressive
and aspect.
practicing 1. What are the men looking at?
new skills 2. What do you think were they doing last night?
#1. 3. What will the people of the place be doing next?
E. Discussing
Group Activity Group Activity.
new
concepts Set the standards in doing group
Set the standards in doing group
and activity. They have to observe
activity. They have to observe
practicing politeness in working with their
politeness in working with their
groupmates.
new skills groupmates.
Have the group choose their
#2 reporter/s.
Have the group choose their
reporter.
Group pupils into 3. Give each
Group pupils into 3. Give each
group an envelope containing
group an envelope containing
sentences.
sentences.
Have the group fill in the blank to
complete the sentence, then have Have them identify the verb and
them give the aspect of verb. aspect. Let them do the activity
in10 minutes.
Group 1 – Sentences in present Group 1 – Sentences in present
progressive aspect of verb. progressive aspect of verb.
1. Jason (listen) to 1. Jason is listening to

music now. music now.
2. My car (make) 2. My car is making strange
strange noises. noises.
3. Marcos and I (study) 3. Marcos and I are
English now. studying English now.
4. Arthur (run) in 4. Arthur is running in a
a race. race.
50
Group 2 – Sentences in past
Group 2 – Sentences in past progressive aspect of verb.
progressive aspect of verb.
1. Carla (think) 1. Carla was thinking of her

of her birthday when the birthday when the doorbell
doorbell rang. rang.
2. While she (open) 2. While she was opening
the door, her the door, her pet dog
pet dog barked. barked.
3. Lorna (plan) 3. Lorna was planning to
to surprise her friend. surprise her friend.
4. We (sit) 4. We were sitting on the
on the rocks by the river. rocks by the river.
Group 3 – Sentences in future Group 3 – Sentences in future

progressive aspect of verb. progressive aspect of verb.
1. The forecast says (rain)
1. The forecast says it will
all night.
be raining all night.
2. Regine (play)
2. Regine is going to be
the solo for the concert.
playing the solo for the
3. Julia and Joy (look)
concert.
for a new 3. Julia and Joy will be
house while they are in looking for a new house
Manila. while they are in Manila.
4. The chef (bake)
4. The chef will be baking
turnovers early tomorrow.
turnovers early
5. The scientist (launch)
tomorrow.
a satellite in
November.
F. Developing Pass and Tell Pass and Tell

mastery Play music and let the pupils Play a music and let the
(leads to pass on a ball. As the music pupils pass on the box. As the
formative stops, the one holding the ball music stops, the one holding
assessment will give sentence with the box will get a piece of
3) present/past/future progressive paper and he/she use verb in
verb. If the pupils find difficulty,
the sentence with present/past
he/she can call a friend for /future progressive verb. If the
help. pupils find difficulty, he/she
can call a friend for help.
G. Finding Given the following situations, construct sentences using the
practical present, past, future progressive form of verb.
applications 1. What is the class doing now?
of concepts 2. What was the class preparing after the test?
and skills in 3. What will the class do on recognition day?
daily living
H. Making Progressive Aspect of verb is the aspect of verb that expresses
generalizati an on-going action. It is formed using a form of the auxiliary
ons and verb to be and the present participle.
51
abstraction
s about the How is the progressive aspect of verb formed in the present
lesson tense? past tense? future tense?
I. Evaluate Use the progressive aspect of Use the progressive aspect of
learning verb by answering the following verb by completing the
questions: sentence.
1. What are you preparing for 1. The grass
the program? (grow) faster in the
2. Right now, what are the girls summertime.
doing? 2. If we lift weights, our
3. Who were taking a bath all muscle
day long in the river? (get) stronger.
4. What will be happening in 3. On Tuesday, the girls
the plaza next Monday?
5. What were you doing when (take) a jeep to the Deo
the rain fell? Endhika for their adventure
camp.
4. When the rain fell, the
Have the pupils view a picture . grade five pupils
Ask them to write a sentence in
the progressive aspect in the (plant) in the garden.
present, past, and future. 5. Mr. Edgar Collantes
(teach)
Spanish history last
semester.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment.
B. No. of
learners who
require
additional
activities for
remediation.
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson.
D. No. of
learner’s
52
who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did
these work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material/s
did I
use/discover
which I wish
to share with
other?
53
I. OBJECTIVES
A. Content 1. Demonstrates understanding of different formats to write for
Standards a variety of audiences and purposes
B. Performance 1. Edit texts using appropriate text types for a variety of
Standards audiences and purposes
C. Learning 1. Plan a two to three – paragraph composition using an
Competencies outline/ other graphic organizers
(EN5WC – Ib – 1.1.6.1)
II. CONTENT 1. Planning a two to three – paragraph composition using an
outline/other graphic organizers
III. LEARNING
RESOURCES
A. References
1. Teacher’s Joy in Learning English 5 Teacher’s Manual pp. 16 – 17
Guide
Pages
2. Learner’s Joy in Learning English 5 pp. 26 – 27
Materials
Pages
3. Textbook
Pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Slide deck presentation, Charts,
Learning English For All Times Reading 5 pp. 148 - 149
Resources
IV.PROCEDURE Advanced Learners Average Learners
A. Reviewing Review: Review:
previous What are the parts of an Do you still remember the
lesson or outline parts of an outline?
presenting the How do you do it?
new lesson How will you write an outline?
B. Establishing Inform pupils that they will plan a two to three – paragraph
purpose for composition by the use of outline.
the Lesson
C. Presenting For effective writing of narrative or story, we have to make a
examples/inst plan of it through the use of outline. The purpose of the outline
ances of the is to plan/organize ideas into paragraphs.
new lesson
D. Discussing You can plan a three-paragraph personal narrative
new concepts composition through outlining. A personal narrative, though,
and practicing presents a series of events a character encounters. These
new skills #1. events are arranged in a way that will help readers understand
54
the flow of the story. Sensory details are added to make the
story vivid, so readers will feel, hear, touch, and see what is
happening.
Present sample of an outline:
Albert the Seagull

I. Seagulls made fun of Albert
A. They called him Mono.
B. They invited him to race.
II. Albert tried to be good at something.
A. He practiced hopping.
B. He tried flying until he became very skillful.
C. He surprised the other seagulls when he flew
offshore.
III. Albert was finally accepted by the flock.
A. Seagulls gathered around him.
B. No one called him Mono anymore
C. Everyone looked at him admiringly.
E. Making What helps you plan a three paragraph composition?

generalizatio What are the things that you should remember in planning a
ns and three paragraph composition?
abstractions
about the
lesson
F. Evaluate Plan a two to three-paragraph composition using a sentence
learning outline about your favorite movie.
Title: (Title of Movie)
I. (the characters in the movie)
A. (main character)
B. (supporting character/s)
C. (villain/s)
II. (the setting/where it happened)
A. (1st setting)
B. (2nd setting)
III. (conflict in the movie)
A. (action)
B. (climax)
C. (resolution/ending)
Plan a two to three-paragraph composition using a sentence

outline about your IDOL or Favorite Person.
Title:
I. (name of your idol or favorite
character)
A. (age)
B. (physical appearance)
C. (personality)
II. (achievements)
A. (studies)
B. (awards)
C. (jobs)
III. (why is she/he your favorite)
55
A. (reasons)
B. (others)
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment.
B. No. of
learners who
require
additional
activities for
remediation.
C. Did the
remedial
lessons
work? No. of
learners who
have caught
up with the
lesson.
D. No. of
learner’s who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did
these work?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material/s did I
use/ discover
which I wish to
share with other?
56
57
I. OBJECTIVES
A. Content Demonstrate understanding of the forms and conventions of
Standards print, nonprint, and digital materials to understand various
viewing texts
B. Performan Apply knowledge of the various forms and conventions of print,
ce non-print, and digital materials to appropriately comprehend
Standards print, non-print, film and moving texts
C. Learning Describe different forms and conventions of film and moving
Competenc pictures (lights, blocking, direction, characterization , acting,
ies dialog, setting or set-up (EN5VC-Ib-5.1)
II. Content Describing the Forms and Conventions of Films and Moving
Pictures
–Characterization and Acting
III. Learning
Resources
A. References
1. Teacher’s
Guide
Pages
2. Learner’s
Materials
Pages
3. Textbook Joy in Learning English 5
Pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Youtube/CGI Animations
Learning
Resources https://www.youtube.com/redirect?q=http%3A%2F%2Fwww.cgmeetup.net&
redir_token=suuFlo7vt8HlvDSimpFAhTpLhJ98MTU1NjE2ODI2NEAxNTU2MDgx
ODY0&event=video_description&v=F_nb5wBsTaQ (Spellbound,
Wansapanataym Gelli’s Freedom

https://www.youtube.com/watch?v=7xb0Iw7bka/
Google images
vectorstock.com%2Froyalty-free-vector%2Fmarching-band-leader-baton-
cartoon-vector-
6752889&psig=AOvVaw0Mt5uc2juadrWk4qqiVmRB&ust=1556172939608995
https://www.123rf.com/photo_40720746_stock-vector-vector-illustration-of-
cartoon-knight.html
58
A. Reviewing Teacher presents a video clip by Lien Chan Animation
previous
lesson or Have pupils answer the following questions.
presenting - What form or convention was emphasized by the video?
the new
lesson - What can you say about its blocking? lighting?
- If you were to recreate the scene, how would you show it?
B. Establishing Teacher shows pictures of Lea Who do you think is fit for
purpose for Salonga. Nora Aunor and Teri these roles?
the Lesson Malvar (Award winning Filipino
1. Darna
actresses).
2. Panday
Who are these people? How should the actress/actor
portray these roles?
In what aspect are they
known for?
C. Presenting Teacher explains that characterization and acting are two other
examples/ forms and conventions of film/moving picture.
D. instances of
the new
Lesson
E. Discussing Teacher will show a video of Match the character with the
new CGI Animation (Episode picture. (Look for pictures)
concepts Spellbound) and let the pupils
and identify the guide questions
practicing which they will answer after 1. Spy A.
new skills watching.
#1.
1. What is the role of Rene in
the video? 2. Knight B.
2. Did she portray it properly?
What made you say that? 3. Leader C.
3. If you were Rene/ Sunny,
how would you act like an
angry/ concern sister? (Show)
(Source: google images)
F. Discussing The teacher differentiates… The teacher explains:

new Characterization which refers
concepts Characterization - refers to the
to the process by which the
and process by which the writer
writer discloses the personality
practicing reveals the personality of a
of a character from
new skills character
#2 - What was the character of
Rene in the video? Acting - is the work of an actor
- What about in the TV or actress, in which a person
program Dora? in theatre, film, television, and
- How does she any other storytelling medium
characterize the role? portrays a character.
59
Acting which pertains to the
work of an actor or actress, in
which a person in theatre, film,
television, and any other
storytelling medium portrays a
character.
- Was the acting of Rene in
the video watched
convincing? Why?Why
not?
- How does a person with
an aching tooth act?
(Show)
G. Developing A. Tell if the picture shows characterization or acting.

mastery
(leads to
formative
assessment
3) 1.
https://www.123rf.com/photo_47212188_stock-vector-cartoon-
spy-inspector-with-red-burberry-looking-with-a-big-eye-through-
huge-magnifying-glass-smiling.html
2.
https://www.123rf.com/stock- photo/angry_woman_cartoon.html?
sti=miapzs3jojqco7fzi7|&medi apopup=6032349
3.
https://pngtree.com/freepng/people-cry_2673646.html
B. Show and Tell (Movie/TV Program Charade)

Pupils are grouped into 3. The leader of each group picks a
character from a box and performs the role. The groupmates will
guess the character portrayed by the leader.
The group with the most number of correct answer wins.
1. Spiderman
2. Tangled
3. Ang Probinsyano
60
4. The General’s Daughter
5. Iron Man
6. Captain America
7. Wonder Woman
8. Dora the Explorer
H. Finding Who is your favorite Filipino actor/actress? How does he or she
practical perform his/her role in every character given to her/him?
applications of
concepts and
skills in daily
Living
I. Making Describe characterization? acting?
generalizations
and
abstractions
about the
lesson
J. Evaluate Using the FilipinoTV program Using the FilipinoTV program
learning Wansapanataym,Episode Gelli Wansapanataym,Episode
in a Bottle (Gelli’s Freedom) Gelli in a Bottle (Gelli’s
https://www.youtube.com/watch Freedom)
?v=7xb0Iw7bkaU https://www.youtube.com/watc
h?v=7xb0Iw7bkaU
Describe the actress’ character
and acting.
Gelli in a Bottle Write C if the sentence
describes characterization and
Characteri
A if acting.
zation
1. Gelli as the genie in a
Acting bottle
2. Gelli giving wishes
to Hubert’s father
3. Diana as a fairy
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment.
B. No. of
learners who
require
additional
activities for
remediation.
61
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson.
D. No. of
learner’s
who
continue to
require
remediation
E. Which of my
teaching
strategies
worked
well? Why
did these
work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material/s
did I
use/discover
which I wish
to share with
other?
62
I. OBJECTIVES
A. Content The learner demonstrates an understanding of the elements of
Standards literary and informational texts for comprehension
B. Performance The learner identifies text elements
Standards
C. Learning 1. Identify the elements of literary texts
Competencies EN5LC-Ic-2.17.2
2. Observe politeness at all times
EN5A-Ic-16
II. CONTENT 1. Identifying Elements of Literary Texts
2. Observing Politeness at All Times
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional CG in English 5, May, 2016
Materials
from
Learning
Resources
(LR) Portal
B. Other Story: The Polite Little Girl; The Fox in the Well; The Ant and
Learning the Dove semantic web, visual story web
Resources
A. Reviewing  Let the pupils do the following:
previous  Study the group of sentences printed on cartolina strips.
lesson or  Group them under the proper headings posted on the
presenting the wall. (character, setting, plot)
new lesson  Post the headings on the walls of the room to
accommodate several groups.
 Discuss the activity by letting the pupils explain why they
grouped the cartolina strips under a particular heading.
B. Establishing DO: Inform the pupils that they are going to learn the elements
purpose for of a literary text.
the Lesson
C. Presenting SAY: Today, you are going to listen to a story about “The
examples/ Polite Little Girl.” (see Appendix B)
instances of
63
the new  Let the pupils unlock the meaning of difficult words used in
lesson the story by underlining the synonym of the underlined word
in the sentence.
1. Ana is a polite girl well-liked by everyone because of
her courteous ways.
2. The girl is watching over the basket of paddy drying in
the sun when a crow ate every grain of the unmilled rice
3. The little girl stepped on the ladder. The stair was easy
to climb. .
4. The necklace has many rubies on it. The red stones
make the necklace shine.
 Instruct students to listen carefully to be able to answer
comprehension questions that the teacher will ask from time
to time
D. Discussing After paragraph 1, 2, and 3 Read twice for the average
new ask: learners
concepts and 1. What was the girl
practicing drying in the sun?
new skills #1. 2. What happened with
it?
3. According to the girl,
what will happen to
them?
4. What did the crow do?
After lines 4 – 11, ask:
5. What did the girl
choose in each of the
offers given by the
crow?
After paragraph 12-14, ask:
6. What did the crow
show last?
7. Which did the girl
choose? Why?
9. What was inside the
bag?
E. Discussing ASK:
new  Who are the characters in the story?
concepts and  Where/When did the story happen?
practicing  What is the problem faced by the main character in the
new skills #2 story?
 How was the problem solved?
 What trait was shown by the girl all throughout the
story? How can this trait help people?
DO: Explain that the characters are the people or animals in

the story; the setting is when and where the story takes place;
and the plot is made up of events that happened in the story.
F. Developing • Let the pupils identify the • Let the pupils dentify the
mastery elements of the story by filling elements of the story by filling
(leads to in the semantic web. in the clued semantic web
formative
64
assessment
3)
G. Finding Point out to the pupils why politeness is important. Remind
practical them of the “magic words” sorry, excuse, please and thank
applications you.
of concepts Let them cite instances where they can you use these words to
and skills in show politeness.
daily living
H. Making Let the pupils identify the elements of the story and describe
generalizatio each of them.
ns and The characters are the people or animals in the story.
abstractions The setting talks about the place and the time that the
about the events in the story happened.
lesson The plot is made up of the events that happened in the
story. It consists of the beginning, the middle, and the
ending.
Beginning – it gives the problem faced by the main
character
Middle – it represents the actions made by the
characters to solve the problem
Ending – it gives the solution to the problem
I. Evaluate Read the short story “The Fox in the Well” two times in order
learning for the average learners to catch up. (see Appendix C)
• Let the pupils identify the • Let the pupils identify the
elements of the story by filling elements of the story by filling
in the semantic web. in the clued semantic web.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment.
B. No. of
learners who
require
additional
activities for
remediation.
C. Did the
remedial
lessons
work? No. of
learners who
have caught
up with the
lesson.
D. No. of
learner’s who
65
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did
these work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material/s did
I
use/discover
which I wish
to share with
other?
66
Attachment A
The Polite Little Girl

(An Excerpt)
https://sites.google.com/site/thingsmyanmar/fairy-tales/the-polite-little-girl
Once there was a very good little girl who lived with her parents in a
small bamboo house. One day she was watching over a basket of paddy
drying in the sun in front of her house when a large golden crow flew up and
ate every grain.
"Oh dear, oh dear," cried the little girl said. "My parents and I will go
hungry now with no rice to eat."
The golden crow felt sorry and and gave her directions to come to his
nest to get payment for the paddy. The next day the little girl walked into the
forest as instructed and saw a very tall tree with a crow's nest high in the
branches. The crow was waiting for her and said he would let down a ladder
for her.
1. What was the girl drying in the sun?

2. What happened with it?
3. According to the girl, what will happen to them?
"Do you want a ladder of gold or silver or wood?" he asked.
"A wooden one, thank you," the little girl said for she has never seen
ladders of gold or silver before. But the crow let down a ladder of gold.
When she reached the nest, the crow offered her a drink of sweet
juice.
"Would you like it from a gold cup, a silver cup or a clay cup?" he
asked.
"A clay cup, thank you," the little girl said for she has never seen cups
of gold or silver. But the crow gave her drink in a cup of gold.
The crow then offered her plate of rice cakes.
"Would you like it on a gold plate, a silver plate or a clay plate?" he

asked.
"A clay plate, thank you," the little girl said for she has never seen
plates of gold or silver. But the crow gave her cakes on a plate of gold.
5. What did the girl choose in each of the offers given by the crow?
Finally, the crow showed her three bags, big, medium and small.
"This is your payment," he said. "Please choose a bag."
The little girl said, "It was only a basket of paddy so I cannot take a
lot," and chose the small bag. The crow insisted that she take the big bag and
67
she came home with it. When she and her parents opened it, it was full of
rubies and they became very rich.
6. What did the crow show last?

7. Which did the girl choose? Why?
9. What was inside the bag?
ACTIVITY 1
1. Study the group of sentences printed on cartolina strips.

2. Group them under the proper headings posted on the wall.
Gretel ran to set her brother free and they made quite sure
that the oven door was tightly shut behind the witch.
Hansel and Gretel are the children of a poor woodcutter.
There were three little pigs waiting to seek their fortune.
Little red Riding Hood always wore a red cloak.
Along the forest, there were lovely flowers and butterflies.
They saw a candy house in the woods.
68
Attachment B
THE FOX IN THE WELL

One day a fox fell into a well. He jumped and jumped but he could
not get out. The well was too deep. Soon he began to feel cold and hungry.
Suddenly there was a noise from above. A goat had come to drink
from the well. It looked in and saw the fox. “Why, what are you doing down
there, Mr. Fox?” asked the goat.
The fox was very cunning. Quickly, he thought of a way to trick the
goat. “Oh, I’m drinking,” he said.
“Down there? But there’s water in the bucket up here.”
“Yes, I know,” said the fox. “But the water down here is much
sweeter.
“Why don’t you come down and taste it for yourself?” “I think I will do
that.” And the silly animal jumped into the well.
At once the fox leapt on to the goat’s back. And from there he soon
jumped out of the well.
“Hey! Where are you going?” cried the goat. “What about me? How
am I going to get out of here?”
“Ah-ha, you silly goat,” laughed the fox. “Don’t you think you should
have thought of that before you jumped in?”
And still laughing to himself he ran off, leaving the poor goat in the
well.
69
School presenting the Play
Bololo Elementary a popular upbeat
School song
Grade Level Have Group
GRADE 5 A hold meta
new lesson and have Group A pass the cards with printed elements of
“cabbage” along. the story
When the music stops, the Group B will guess the answer
I. OBJECTIVES pupil holding the cabbage by holding a meta card with
must peel off a layer and read printed elements of a story
A. Content 1. Demonstrates an understanding
a sentence that describes the of text elements to
Standards comprehend various texts
story element printed on the
2. Demonstrates an understanding that English is stress-timed
layer.
language to achieve accuracy and automaticity
B. Performance 1. Uses knowledge
Keep goingofuntil
text all
types
the to correctlyare
elements distinguish
identified.literary
Standards from informational texts
 See attached sheet for samples of sentences.
B. Establishing2. Reads aloudthe
 Inform texts withthat
pupils accuracy,
they areautomaticity
going to learn andhow
prosody
to
C. Learning
purpose for1. Summarize
summarizenarrative textstexts
narrative based on the
based onelements
the story elements and
the Lesson -setting,read
Competencies character, plot (middle,
aloud grade beginning,texts.
level appropriate ending)
EN5RC-Ic-2.23
 Unlock difficult words in the story through synonyms
2. ReadCircle
aloudthegrade
wordlevel appropriate
(s) in the sentencetext that
withmean
an accurate
the same rateas the
of 95-100%
underlined word in it.
EN5F-Ic-1.6
1. The tribe of Badjao lives in the islands of Sulu. They are
II. CONTENT 1. Summarizing pearlNarrative
divers. Texts Based on the Elements
2. Reading Aloud Gradeher
2. Mara defied Level Appropriate
mother’s wishes. Text
She ignored them
III. LEARNING completely.
RESOURCES 3. He tricks her into coming with him. His deception got him
in trouble.
A. References 4. A shining enchanted deer ran to the forest. It was
magical.
1. Teacher’s
C. Presenting  Assign three (3) groups of pupils to read aloud sections in
Guide
examples/ the story with an accuracy rate of 95-100%
Pages
instances of  Remind the pupils to pay attention in order to answer
the new
2. Learner’s pp. 36-38comprehension questions about the story.
lesson
Materials (see Appendix B)
Pages
D. Discussing  Let Group 1 read paragraphs 1-2. Ask the pupils the following:
3. Textbook
new concepts  What kingdoms were mentioned in the story?
Pages
and practicing  Why were the two kings enemies?
4. Additional
new skills #1.  Who were Bayani and Mayumi?
Materials
from  Let Group 2 read paragraphs 3-4. Ask the pupils the following:
Learning  What happened to Mayumi and Bayani?
Resources  Where did they meet secretly?
(LR) Portal  What happened one early morning?
B. Other DRP 5 pp. 8-9
Why did Mayumi change herself into a deer?
Learning
Resources  Let Group 3 read paragraphs 5-6. Ask the pupils the following:
 What did Bayani do with the deer he saw in the forest?
IV. PROCEDURE Advanced
 WhatLearners
happened to the dear after Average Learners
Bayani shot it?
 Whom did Bayani see instead of the deer?
A. Reviewing Have the  pupils
Whatplay did“Pass
BayanithatdoCabbage, Please”
after knowing to review
that the deerthewas
previous elements in Mayumi?
the story “The Polite Little Girl”. (see Appendix A)
lesson or Instructions:
 If you were Bayani, would you do the same? Why? Why
Divide the class
not? into two groups: Group A and Group B.
70
71
E. Discussing  Present the original text read and it’s summary for
new concepts comparison (refer to the attached sheets).
and practicing  Ask:
new skills #2  How is text A different from text B?
 How are the two texts the same? Do they contain the
same ideas and details?
 Tell the pupils that answering the 5 Wh and How questions
can help them make a summary
 Familiarize pupils with a story grammar chart in organizing
their ideas to make a summary
F. Finding Let the pupils infer what could have happened to Bayani and
practical Mayumi if their fathers did not hate each other.
applications of Discuss the importance of compassion in the pupils’ daily lives.
concepts and Let them give examples.
skills in daily
living
G. Making What is a summary?
generalization How can you summarize a narrative text?
s and
abstractions
about the
lesson
H. Evaluate  Instruct the pupils to go over the story again and complete
learning the story grammar chart by answering the following
questions:
1. Where did the story happen?
2. Who are the characters in the story?
3. What is the beginning event in the story? the middle? the
ending?
4. How was the problem solved?
 Guide the pupils in  Guide the pupils in
arranging their answers to arranging their answers to
form a summary of the form a summary of the
story by filling in a story story by filling in a clued
grammar chart. story grammar chart.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners
who earned
80% on the
formative
assessment.
B. No. of
learners
who require
additional
activities for
remediation.
72
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson.
D. No. of
learner’s
who
continue to
require
remediation
E. Which of my
teaching
strategies
worked
well? Why
did these
work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation
or localized
material/s
did I
use/discover
which I wish
to share
with other?
73
Attachment A
Let the pupils play “Pass that Cabbage, Please” to review the elements in
the story The Polite Little Girl.
Instruction:
 Divide the class into two groups: Group A and Group B.
 Have Group A hold meta cards with printed elements of the story
 Group B will guess the element by raising the correct meta card
 Have Group B handle the “cabbage”.
 Play a popular upbeat song and have Group B pass the “cabbage”
along.
 When the music stops, the pupil holding the cabbage must peel off a
layer
and read a sentence that describes the story element printed on the
layer.
 Keep going until all the elements are identified.
The Enchanted Deer

Once there were two warring tribes whose kingdoms were divided only by a
wide river. The king on the land north of the river had a beautiful daughter named
Mayumi; while the king on the land south of the river had a brave, handsome son
named Bayani.
Both kings hated each other so much that they even wanted their children to
hate each other, too.
But fate played trick on them. Mayumi and Bayani fell so madly in love with
each other that they defied their parents’ wish. They often meet secretly in the forest.
One early morning, Mayumi went to meet Bayani in the forest. She had some
enchanted powers she changed herself into a deer. She did not want anybody to see
her.
Bayani waited for her. When he saw the deer, he was attracted to it. He
quickly shot it with an arrow not knowing it was Mayumi.
The deer fell bleeding. Bayani ran to see his prize but he saw Mayumi instead.
He wept and, in his grief, he stabbed himself to death.
74
Attachment B
TEXT B
There were two warring kings who hated each so much that
they wanted their children to do the same. But Mayumi and Bayani
fell in love with each other. Since they didn’t want anybody to know
their secret, they often meet in the forest. On one of these meetings,
Mayumi changed herself into a deer. Bayani shot the deer with an
arrow. As it lays bleeding, Bayani saw it was Mayumi. In his grief, he
75
I. OBJECTIVES
A. Content Demonstrates an understanding that words are composed of
Standards different parts and their meaning depends on context
B. Performance Use strategies to decode meaning of words
Standards
C. Learning 1. Infer the meaning of unfamiliar words (affixed) based on the
Competencies given context clues (synonyms, antonyms, word parts and
other strategies) EN5V-Ic-12 and 13
2. Show tactfulness when communicating with others
EN5A-Ic-17
II. CONTENT 1. Inferring the Meaning of Unfamiliar Words (Affixed) Based on
the Given Context Clues
2. Showing Tactfulness when Communicating with Others
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Internet sources
Learning
Resources
A. Reviewing Let the pupils answer the following questions regarding affixed
previous words with a YES or a NO:
lesson or 1. Do you insult somebody if you disrespect them?
presenting the 2. Are you alright if you are unhealthy?
new lesson 3. If you review, do you look at it again?
4. When it is impossible, is it likely to happen?
Discuss the answers of the pupils.
B. Establishing  Inform the pupils that they are going to learn how to infer
purpose for meaning of unfamiliar words (affixed) based on the given
the Lesson context clues (synonyms)
 Unlock the difficult words through synonyms.
1. The existence of human on earth depends on their
survival.
76
2. The water reservoir in Mariroc has enough supply.
3. The mangrove swamps is a home to many marine
animals. These marshes also host birds.
4. Our water resources is diminishing. The supply will not
last if we do not conserve it.
C. Presenting  Go over with the pupils the importance and conservation of
examples/ water
instances of  Inform the pupil that they are going to find it out after reading
the new lesson the poem
 Hand-out copies of the poem “Manuel, Respect the Water”
 Let the pupils read and understand the poem.
(see Appendix A)
D. Discussing  Ask the following questions to test for pupils’ comprehension
new concepts What is the importance of water in our daily life?
and practicing What can we do to conserve water?
new skills #1. Is there a need to conserve water? Why?
E. Discussing  Study the following sentences with words taken from the
new concepts poem:
and practicing 1. We saw a little boy who was too sick to get up. He was
new skills #2 unhealthy.
2. The young man insulted the old lady. He has shown her
disrespect.
3. The task is impossible to do. It is not likely to happen.
4. The boys set the seeds in another plot. They were
replanting it to the plot under the shade of a big tree.
 Discuss how to infer the meaning of the affixed words using
synonyms in the sentence. Be guided by the following
questions:
Do the underlined words have affixes? What prefixes were
used? What does the prefix un-, dis- and mean?
What do unhealthy and disrespect mean?
What does impossible mean? recycling?
What word in the first sentence points to the meaning of
unhealthy? Does this word mean the same as unhealthy?
How did the man in the second sentence show22 the old
lady disrespect?
In the third sentence, how did you know that the task was
impossible?
In the fourth sentence, what is synonymous to replanting?
Which word/s in the sentence points to the meaning of the
underlined word?
1. He was a dishonest boy who couldn’t tell the truth.
2. The house is untidy because he didn’t want to clean.
F. Developing Work with a partner and study Work with a partner and study
mastery (leads each sentence. Fill in the blank each sentence. Choose the
to formative with the synonym of the letter of the correct synonym of
assessment 3) underlined word based on the the underlined word
context of the sentence. 1. Unclean dishes were strewn
1. Unclean dishes were on the sink. The kitchen was
strewn on the sink. The really very .
kitchen was really very a. tidy b. dirty c. spotless
. 2. His grandmother is suffering
2. His grandmother is from hypertension. Her
suffering from blood pressure is frequently
77
hypertension. Her blood .
pressure is frequently a. elevated b. low
. c. sinking
3. The soldier misfired his 3. The soldier misfired his
pistol. His commanding pistol. His commanding
officer was furious because officer was furious because
he fired . he fired .
4. The boys project was to a. correctly b. wrongly
decorate and use these old c. haphazardly
bottles. They need to 4. The boys project was to
them. decorate and use these old
5. The president was bottles. They need to
displeased with the activity them.
held. He was a. throw b. reuse c. revisit
with its result. 5. The president was
displeased with the activity
held. He was with its
result.
a. upset b. glad c. satisfied
G. Finding
practical
applications of As a Grade 5 pupil, what can you do to help conserve water?
concepts and
skills in daily
living
H. Making
generalizations
and How can you infer meaning of prefixed words using synonyms?
abstractions
about the
lesson
I. Evaluate Read each paragraph. Answer each item by choosing the letter
learning of the correct answer.
Roberto was unaffected by Rob’s comments. His enthusiasm to

win is strong.
1. If the word affected means “influenced” or “acted upon,”

unaffected means –
A frightened C not changed
B. not encouraged D embarrassed
The little boy is very thin. He walked slowly as if very step is

painful. He was breathing heavily. His mother keeps wiping his
watery eyes. I have never seen such an unhealthy boy.
2.If healthy means “fit” or “well” unhealthy means –

A. sickly B. weak C. strong D. fine
Mara was greatly discouraged by the recent turn of events. His

father passed away the week before. Her mother is a plain
housewife. She is worried she can’t continue her studies. For the
following year.
78
2. If courage means “the strength to persevere” discouraged
means .
A. daring B. continued C. to lose faith D. brave
Even though Manuel is already seventeen, but he is very

immature when it came to school responsibilities. He is always
late in submitting school reports.
3. If mature means “grown” immature means .

A. developed B. responsible C. childish D. adult
Maria pulled her classmates hair again. She felt afraid because
she knew the consequences would be bad if she misbehaved.
4. If behaved means” be good” misbehaved means .

A. offend B. obey C. control D. shout
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners
who earned
80% on the
formative
assessment
.
B. No. of
learners
who require
additional
activities for
remediation
.
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson.
D. No. of
learner’s
who
continue to
require
remediation
E. Which of
my teaching
79
strategies
worked
well? Why
did these
work?
F. What
G. difficulties
did I
encounter
which my
principal or
supervisor
can help
me solve?
H. What
I. innovation
or localized
material/s
did I
use/discove
r which I
wish to
share with
other?
80
Appendix A
Manuel, Appreciate the Water

Appreciate the water, Manuel
We need it for daily existence
Our clothes, hands need washing
To prevent unhealthy living.
Don’t disrespect the water, Manuel!

You need to care for all of them.
Mariroc Reservoir, Mangroves, Swamps.
So they will be here for our children.
Honor the water Manuel Its

not impossible you know,
For this generation and the next Let’s
keep this resource fixed
I’m so grateful to you, Manuel Replanting

trees is the right way to go. Share this
news and remove the blues, For a
brighter Tabaco and Albay, too.
-adapted from the poem

of Anderson La Barrie,
2013
81
I. OBJECTIVES
A. Content Demonstrates understanding of various verbal elements in
Standards orally communicating information
B. Performance Orally communicates information, opinions, and ideas effectively
Standards to different audiences using a variety of literary activities
C. Learning Use formal and informal English when appropriate to task and
Competencies situation EN5OL-Id-3.9
Read aloud grade level appropriate text with an accuracy rate of
95 – 100%
II. CONTENT Using formal and informal English appropriate to task and
situation
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s Essential V, pp.30-31
Materials
Pages
3. Textbook
Pages
B. Other Internet resources
Learning
Resources
A. Reviewing How do you talk with your teachers, school officials or with
previous people who should be regarded with respect? What about
lesson or talking with your friends and people of your age?
presenting the Our lesson for today is on the use of formal and informal English
new lesson words.
B. Establishing Present the chart below.
purpose for Contracted Form
the lesson Informal Formal
She’s decided to accept the She has decided to accept the
job. job.
They’ll start the contest. They will start the contest.
I’ll be there. I will be there.
Phrasal Verbs
Informal Formal
ask for Request
come after Follow
lead to Cause
deal with Manage
come up to reach/attain
go out of Exit
82
Idioms
Informal Formal
a piece of cake easy to do
it is better to do something late
better late than never
than not at all
could eat a horse. hungry.
raining cats and dogs. raining very hard.
Say: Formal English is used when writing essays for school,

letters to apply for jobs, letters at work and when
communicating with teachers and older people.
Informal English is used when communicating with friends
and relatives.
C. Presenting Activity: Reading a text with formal English words and with
examples/inst informal English words with an accuracy rate of 95-100%
ances of the (Teacher provides a text using informal English words.)
new lesson
1. Teacher reads first the text to ensure that pupils read
accurately then reading will be by whole class, by row and by
partner.
2. Same scheme will be done in reading the sample text with
informal English words.
3. In the text with informal English words, pupils will identify the
informal English words then they give the equivalent formal
English words.
D. Finding Why should you learn formal and informal English words?
practical Why should you learn to read accurately?
application of
concepts and
skills in daily
living
E. Generalization In what situations should you use formal English words? What
about informal English words?
How do you read accurately?
F. Evaluating Group Task.
learning The class is grouped into 3.
Teacher prepares flash cards containing word/words to be
classified as FORMAL or INFORMAL form of English language.
Teacher posts the words FORMAL and INFORMAL on the
board.
Group 1 – will be given flash cards containing samples for

contracted form
Group 2 – will be given flash cards for phrasal verbs
Group 3 – will be given flash cards containing idioms
83
 Teacher says: “I will give 5 flashcards for each group
then you will place them under the label Formal or
Informal.
 After posting the word or words another group member
will use the words in sentences.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners
who earned
80% on the
formative
assessment.
B. No. of
learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson.
D. No. of
learner’s
who
continue to
require
remediation
E. Which of my
teaching
strategies
worked
well? Why
did these
work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
84
G. What
innovation
or localized
material/s
did I
use/discover
which I wish
to share
with other?
85
School Grade Level GRADE 5
Teacher Learning Area ENGLISH
Date & Time Quarter 1 WK 3 Day 5
I. OBJECTIVES
A. Content Demonstrates command of the conventions of standard
Standards English grammar and usage when writing or speaking
B. Performance Uses the correct function of verbs in general and their

Standards functions in various discourse (oral and written)
C. Learning Compose clear and coherent sentences using appropriate

Competencies grammatical structures: -Aspects of verbs (present perfect
aspect) EN5G-Ib-3
II. CONTENT Using the Present Perfect Aspect of Verbs
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s Joy in Learning English, Textbook Grade 5
Materials pp. 39-40
Pages
3. Textbook
Pages
B. Other Learning Essential English V, pp. 7 – 11
Resources
A. Reviewing What aspects of verbs have we already studied? When do
previous lesson we use the simple present and the progressive aspects of
or presenting the verbs?
new lesson
B. Establishing This time, we shall focus on the present perfect aspect of
purpose for the verbs.
lesson .
C. Presenting Read this paragraph with correct expression.
examples/instanc
es of the new Hi! My name is Almira. I live in Salvacion, Malilipot
lesson Albay. I have lived here since 2010. I have always loved
our place. I have always loved the sea and the sea breeze.
I have a brother who is also very proud of our place. He
has enjoyed swimming in the beach since grade one. We
have spent our weekends enjoying the Vanishing Island
together with local tourists.
Say: “Look at the verbs in these sentences. These tell

actions that started in the past and still continuing at
present.
1. I have lived here since 2010.
2. I have always loved our place.
3. We have spent our weekends enjoying the Vanishing
Island together with local tourists.
86
Teacher leads the pupils to the chart which shows the
present perfect tense aspect combination. Joy in Learning
English 5 p. 39.
D. Discussing new  Read the sentences carefully. Use has/have + the
concepts and correct form of the verb.
practicing new (last) 1. Beautiful songs for many years.
skills #1 (expect) 3. He has many good things
several times in the past.
(see) 4. I think I you many times
before.
(meet) 5. I think I him in a training last
year.
 Perform Guided Practice on page 5, Joy in
Learning English 5
E. Discussing new
concepts and Let pupils perform Independent Practice A and B page 40
practicing new of Joy in Learning English 5.
skills #2
F. Generalization The key word in the use of the present perfect aspect is
prior or before in relation to some other point in time.
The present perfect tense is formed with the verb have or
has and the past participle.
G. Evaluating Answer the questions in the present perfect tense. Use a
learning time marker in each sentence. (Page 40 of Joy in Learning
English 5)
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
D. No. of learner’s
who continue to
require
remediation
E. Which of my
teaching
87
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other?
88
Date &
Quarter 1 WK 4 Day 1
Time
I. OBJECTIVES
A. Content Demonstrates understanding of various verbal elements in
Standards orally communicating information
B. Performance Orally communicates information, opinions, and ideas

Standards effectively to different audiences using a variety of literary
activities
C. Learning Use formal and informal English when appropriate to task
Competencies and situation EN5OL-Id-3.9
Read aloud grade level appropriate text with an accuracy
rate of 95 – 100%
II. CONTENT Using formal and informal English appropriate to task and
situation
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s Essential V, pp.30-31
Materials
Pages
3. Textbook
Pages
B. Other Learning Internet resources
Resources
A. Reviewing What informal English words have we already discussed?
previous lesson
or presenting the This time we shall learn more about formal and informal
new lesson English words.
B. Establishing Present the chart below.
purpose for the
lesson
Informal Abbreviations Formal
ASAP as soon as possible
TV .lelevision
photo photograph
cell cellphone
net internet
Informal - Clauses Formal
without Relative Pronoun
The girl I met in the store The girl whom I met in SM is
is a painter a painter.
The candidate she voted The candidate whom she
was the topnotcher in the voted was the topnotcher in
PGO election. the PGO election.
89
The tree she planted now The tree that she planted
bears fruit. now bears fruits.
The orchid she cultivated The orchid sh
bears yellow flowers. that e
cultivated bears yello
flowers. w
The coach I The coach whom I admire
admire produced produced a gold medalist in
a gold medalist boxing.
in boxing.
Informal, Formal
Slang OMG Oh, my God
LOL laugh out
messg loud Message
S’pose Suppose
Say: Informal English words/terms are abbreviations,

clauses without relative pronouns and slang words.
Slang – words that are not considered standard
English. These are developed from fads or simple laziness.
C. Presenting Activity: Reading with a text with formal English words and
examples/instanc with informal English words an accuracy rate of 95-100%
es of the new (Teacher looks for text with informal English.)
lesson
1. Teacher reads first the text to ensure that pupils read
accurately then reading will be by whole class, by row
and by partner.
2. Same scheme will be done in reading the sample text
with informal English words.
3. In the text with informal English words, pupils will
identify the informal English words then they give the
equivalent formal English words.
D. Finding practical Why should you learn formal and informal English words?
application of Why should you learn to read accurately?
concepts and
skills in daily
living
E. Generalization What are formal and informal English words?
In what situations should you use formal English words?
What about informal English words?
How do you read accurately?
F. Evaluating Group Task.
learning The class is grouped into 3.
Teacher prepares flash cards containing word/words to be
classified as FORMAL or INFORMAL form of English
language.
Teacher posts the words FORMAL and INFORMAL on the
board.
Group 1 – will be given flash cards containing samples for

informal abbreviations
90
Group 2 – will be given flash cards for clauses without
relative pronoun
Group 3 – will be given flash cards containing slang
 Teacher says: “I will give 5 flashcards for each

group then you will place them under the label
Formal or Informal.
 After posting the word or words another group
member will use the words in sentences.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other?
91
Date & Time Quarter 1 Week 4 Day 2
I. OBJECTIVES
A. Content - The learner demonstrate understanding that words are
Standards composed of different parts that their meaning changes
depending in context.
-The learner demonstrates understanding of verbal and
non-verbal elements of communication to respond back
B. Performance - The learner uses strategies to decode correctly the
Standards meaning of words in isolation and in context
- The learner uses a variety of strategies to provide
appropriate feedback
C. Learning (EN 5V-Id.2.23)
Competencies Infer the meaning of unfamiliar words (affixed) based
on given context clues and other strategies
Use of suffix (EN5A-Id-16)
Observe politeness at all times
II. CONTENT Inferring Meaning of Unfamiliar Suffixed Words
III. LEARNING
RESOURCES
A. References
1. Teacher’s Joy in Learning English 5
Guide
Pages
2. Learner’s Joy in Learning English 5 p
Materials
Pages
3. Textbook Fun in English (Reading ) 5 p.77-79
Pages Essential in Learning English 5
B. Other Learning References : https://www.google.com/search?
Resources q=suffixes+activities+for+5th
+grade
Teacher’s Guide worksheet for 5th grader
IV. PROCEDURE
A. Reviewing  Ask the learners: What are the ways of getting
previous meaning of unfamiliar words?
lesson or  Do the Game “Treasure Words“
presenting the
Teacher prepares words with prefixes. Let pupils
new lesson
look for the words found in the room and ask what
prefix is used in the word then give its meaning.
Example : reread ; immature; mislead; preview
B. Establishing
purpose for the Introduce the lesson for the day which is inferring the meaning
lesson of words using suffixes.
C.Presenting Let the learners read the sentences.
examples/insta
nces of the 1. The boy ran slowly up the hill.
new lesson 2. Our baby was so cute and lovable.
92
3. Professor Santos knows lots of things. He is
knowledgeable.
2. The girl’s picture of the mountain is colorful.
3. The sailors were foodless for two days.
Ask the following questions :

Which words in the sentences have suffixes?
What is the meaning of these words with suffix?
What are suffixes?
D.Discussing Discuss the chart of some commonly used suffixes, page 48,
New Concepts/ Joy in Learning English Grade 5 Textbook
Skill #1
E. Discussing Let the learners read the sentences. They complete the
New Concepts/ sentence by writing the suffix -ness, -ment , -ful or -less on
Skill #2 the blank.
1. Be truth in all your dealings.

2. Focus on each other’s good instead of .
mistakes.
3. Give encourage to someone who is
experiencing difficulty .
4. Accept with glad every blessing and trial that
come your way.
5. Beethoven is a talented music .
6. The attendees general found the assembly
productive and meaningful.
Ask the pupils to give the meaning of the suffixes used.

F. Developing
mastery leads Divide the class into 4 groups.
to formative Set standards for group activity.
assessment
Group 1 – Change the nouns into adjectives by adding
– ful, less at the end of each word. (refer to page 49, Joy
in Learning English V, Textbook)
Group 2 – Add a suffix to each word in italics to

change its part of speech to the one indicated in the
parentheses. (P. 49)
Group 3 - Give the meaning of the italicized words in the

sentences. (p. 49)
Group 4 – Give the meaning of the italicized suffixed word and

use it in a sentence. (p. 50
G.Finding Can the lessons about suffixes help you to give the meaning
practical of words encountered in your readings ?
application of
concepts and
skills in daily
living
93
H.Making What are some commonly used suffixes? How do you get the
Generalization meaning of words with suffixes?
I. Evaluating Read the sentences. Infer the meaning of the
Learning words with suffix by looking for clues in the
sentences.
1. She was full of contentment after graduating from

college.
2. Do your duty with fondness.
3. The announcement of winners was made final.
4. Would you like to be a scientist when you grow
up?
5. Despite she has lost some points, she’s hopeful
they can win the game.
6. I spent a sleepless night just to finish my projects.
7. The last performance of the musical play cast
deserved a standing ovation.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
94
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other?
95
Teacher Learning
ENGLISH
Area
I. OBJECTIVES
A. Content The learner demonstrates command of the conventions
Standards of standard English grammar and usage when writing or
speaking
The learner demonstrates understanding that English
language is stress timed to support comprehension
B. Performance The learner uses the correct function of nouns,
Standards pronouns, verbs, adjectives, and adverbs in general and
their functions in various discourse (oral and written)
The learner reads with sufficient accuracy and fluency to
support comprehension
C. Learning EN5G-Id-3.6
Competencies Compose clear and coherent sentences using
appropriate grammatical structures :
- Modals
EN5F-Id-1.8.1.1
Read with automaticity grade level frequently occurring
content area words (Art)
II. CONTENT Composing Clear and coherent sentences using modals

Reading with automaticity grade level frequently
occurring content area words ( Art)
III. LEARNING
RESOURCES
A. References
1. Teacher’s p. 33
Guide
Pages
2. Learner’s Joy in Learning .English p .54-56
Materials
Pages
3. Textbook Joy in Learning English p .54-56
Pages
B. Other Correct Use of WILL and WOULD | What's the Difference? |
Learning Modal Verbs in English Grammar
Resources Retrieved from
::https://www.youtube.com/watch?v=BPdosXqo2YM April 15,
2019
Using the expression ‘ought to’ in English – ( Modal Auxiliary
Verb) - English Grammar Lesson
Retrieved from :https://www.youtube.com/watch?v=Z--
MZl1Yi2w April 15, 2019
96
Classroom Labels and signs pictures taken from
:https://www.google.com/search?q=labels+and+signs+for+the
+classroom
Essential in Learning English 5
Worksheet in group activities
IV. PROCEDURE ADVANCED AVERAGE
A. Reviewing Game : Pass the Cabbage Ball
previous  Teacher prepare strips of papers with questions.
lesson or  The answers will be any of the modals already
presenting the
studied -- may, might, must, can, could.
new lesson
 The strips of papers are then rolled like a
cabbage.
 The teacher passes the cabbage ball to the
pupils.
 When the music stops whoever holds the ball will
peel one leaf and will answer the question in it.
(Each of the following sentences will be written in a
strip of paper.)
.
1. When my father is still young, he climb the
coconut tree.
2. You obey your parents.
3. She sell their house if she runs short
of money for her mother’s medication.
4. you help me with the housework, please?
5. I leave the room now?
B. Establishing Tell the class that the lesson for the day is still on
purpose for modals. This time, they will learn to use the modals shall,
the lesson should, will would and ought to.
Read the dialogue. Let pupils read by pair.
1. A : Do you think I should buy this palette?

B : I think it’s too expensive. You should find a
cheaper one- you aren’t a professional, are you?
2. A : Would you help me with this art activity –

the mosaic and collage ?
B : Yes, I will.
3. A : Do you want another piece of camote cue?

B : No, thanks . I’m on a diet.
A :Please do. You’ve hardly eaten anything
Do you know that camote is good for our body?
B: Yes, it gives us energy, but I don’t think I ought
to have another piece.
97
C. Presenting Ask : What does Dialogue 1 tell?
examples/inst What about Dialogue 2? Dialogue 3?
ances of the What modals are used in the sentences?
new lesson What do the modals will, would, shall, should
and ought to express?
Discuss the use of will / would, shall / should and

ought to.
D. Discussing . Oral Reading Fluency

New Tell the class that there are some words used in the
Concepts/ Art lessons which they need to read correctly.
Skill #1 Teacher reads first the words then pupils read next.
analogous acrylic contrast

etching harmony hue
medium mosaic neutral
patterns shading sketch
monochromatic collage landscape
E. Discussing
New Work with a partner , take turns in giving advice or
Concepts/Skill making request using these situations.
#2
1. Advice your classmates to use primary

colors in the drawing.
2. Request your seatmates to use acrylic paints

in mosaic .
F. Developing Divide the class into 4 groups. They perform the task given
mastery leads to them.
to formative
assessment
ADVANCED AVERAGE
Group 1-Read the Group 1-Read the
sentences. Role play sentences. Role play the
the situation using the situation using the modals
modals in giving advice. in giving advice.
a. Tell your brother a.Tell your brother to
to study hard. study hard.
98
b. Tell the people to b.Tell the people to vote
vote wisely. wisely.
c. Tell your c.Tell your class-
classmates to mates to avoid too much
avoid too much use of gadgets.
use of gadgets.
Group 2-Read the Group 2-Read the

sentences. Role play sentences. Role play the
the situation using situation using modals for
modals for making making request.
request. a. Tell your brother
a. Tell your to close the windows.
brother to close b. Tell your big sister to
the windows. answer the telephone
b. Tell your big
sister to water
the
plants.
Group 3-Complete the Group 3-Complete the
sentences using will, sentences using will,
should , shall , or ought should , shall , or ought to
to on the blank. on the blank.
(Sentences are (Sentences are appended
appended in this DLP.) in this DLP.)
Group 4-The members Group 4-Use the labels

of the group will write and signs found in your
their problems in school classroom or in school.
on a strip of paper. They Write an advice to your
put them in a hat and classmates about the sign
mix. Then each one will .
pick a problem then give
a piece of advice . (Use
should / ought to )
G. Finding In what situations can you use the modals will, would, shall,
practical should and ought to in your daily activities?
application of
concepts and
skills in daily
living
H. Making
Generalization What are modals? What modals are used in making
requests? giving advice?
I. Evaluating Work with a partner. Take turns in giving advice and making
Learning requests using the appropriate situation.
1. Tell your friend to see a doctor.

2. Tell your classmate that you have an English test
tomorrow.
3. Tell your sister you are hungry and want food to eat.
99
4. Tell your classmates that you want to turn on the electric
fans
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment.
B. No. of
learners who
require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of
learners who
have caught
up with the
lesson.
D. No. of
learner’s who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material/s did
I use/discover
which I wish
to share with
other?
100
Teacher Learning ENGLISH
Area
Date & Quarter 1 WEEK 4 – Day 4
Time
I. OBJECTIVES
A. Content 1. Demonstrates understanding of the oral standards of
Standards English in order to participate in various communication
demands (situation, purpose, audience)
2. Demonstrates understanding of text types in order to
construct feedback
B. Performance 1. Orally communicates information, opinions, and ideas
Standards effectively to different audiences using a variety of literary
activities
2. Uses literary and informational texts heard to construct an
appropriate feedback
C. Learning EN5OL – Ia – 2.6.1 Use appropriate facial expressions
Competencies EN5OL – Ib – 2.6.2 Use appropriate body
movements/gestures
EN5LC – Ib – 2.17.1 Identify the elements of literary texts
II. CONTENT Performance Task No. 1 - Story Retelling
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials
from
Learning
Resources
(LRP)
B. Other Learning
Resources
A. Reviewing As grade 5 pupils you need to be good listeners as well as
previous lesson good readers. You need to know when to know when to use
or presenting the appropriate facial expressions and appropriate body
new lesson movements/gestures in story telling.
B. Establishing Today your oral language as well as your listening
purpose for the comprehension will be tested. You should be able to retell the
Lesson story you have listened to and use correct expressions and
gestures.
C. Making What is the importance of reading correctly the
generalizations sentences/paragraph with the use of appropriate facial
expressions?
101
and abstractions What are the elements of narrative texts?
about the lesson
D. Evaluate learning PERFORMANCE TASK 1
The performance task for 15 points will follow the GRASPS.
 For Advanced Pupils
(Goal) This activity will assess how well you can retell a story.
(Role) Let us pretend that you are a contestant.
(Audience) You will read in front of the judges.
(Situation) The activity is a Reading Festival.
(Performance) You should be able to retell the story clearly

and will be graded using a rubric.
(Standards) Rubric for Story Retelling
 For Average Pupils
(Goal) You should be able to read and retell a story observing

proper expressions and gestures.
(Role) You are a story teller.
(Audience) Family and friends
(Situation) In a get-together, your parents and relative who

just arrived from abroad want to hear how well you can read
and retell what you have read.
(Performance) You are made to retell a story.
Standards: Rubrics for Story Retelling
Story Retelling Rubrics

Beginning/Setting Score:
How and where/when did the story begin?
Characters Score:
Who are the main characters?
Problem Score:
What is an important problem in the story?
Sequence of major events Score:
What are the most important things that happen in the
story?
Resolution Score:
How is the problem resolved? How does the story end?
TOTAL
102
Rubric for Scoring Scoring Guide for Story Retelling
individual story Total of Story element
Level
elements Score
3 complete, detailed
Capable 13 – 15
2 partial
1 fragmentary Developing 9 – 12
2 0 inaccurate
Beginning 5– 8
Novice 0– 4
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment.
B. No. of
learners who
require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of
learners who
have caught
up with the
lesson.
D. No. of
learner’s who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor
103
can help me
solve?
G. What
innovation or
localized
material/s did
I use/discover
which I wish
to share with
other?
104
School Grade Level 5
Teacher Learning Area English
Time & Date Quarter 1 Week 5 - Day 1
I. OBJECTIVES
A. Content The learner demonstrates....

Standards
 understanding of various linguistics nodes to
comprehend various texts
 understanding of non-verbal communication to
communicate with others
B. Performance The learner....

Standard
 Analyzes text types to effectively understand information/
message(s)
 Applies knowledge of non-verbal skills to respectfully
give the speaker undivided attention and acknowledge
the message
C. Learning  Analyze sound devices (onomatopoeia, alliteration,

Competencies/ assonance) EN5LC-Ie-2.11.1/2.11.2/2.11.3
Objectives  Observe politeness at all times EN5A-Ie-I6
II. CONTENT  Analyzing Sound Devices (onomatopoeia, alliteration,

assonance)
III. LEARNING
RESOURCES
A. References
1. Teacher’s TG, Joy in Learning English, Lesson 5 pp. 35-36

Guide Pages
2. Learner’s LM, Joy in Learning English pp. 60-61

Materials
Pages
3. Textbook Essential English, Worktext in Language and Reading 5 pp. 43-

Pages 44
4. Additional
Materials
from LR
portal
105
B. Other
Learning
Resources

A. Reviewing “Pass and Tell” Elements of a poem ( Rhyme and Rhythm,
previous Sound Devices, Imagery, Figurative Language)
lesson or
While pupils sing “London Bridge is Falling Down” they pass the
presenting
ball, when it stops, the pupil holding the ball will pick a strip of
the new paper containing an element of a poem. He or she defines or
lesson tells something about the element. If the pupil finds difficulty, he
or she can call a friend for help. (This will be done to the other
elements.)
B. Establishing Say: One of the elements of poetry is sound devices which will
a purpose be our lesson for the day.
for the
lesson
C. Presenting Let pupils listen to the Let pupils listen to the poem.
Examples/ poem.
instances of
Mornings
the new Popcorn
lesson RL Mendoza
Helen Moore
The pans sizzling,
Sizzle, sizzle, sizzle
Pop,pop,popcorn,
Feet scuffling,
Popping in the pot!
Water splashing,
Pop, pop,popcorn,
Plates clanging,
eat it while it’s hot!
Glasses clinking,
Glug. gobble, glug!
Pop,pop,popcorn,
butter on the top!
Busses, beeping, banging
When I eat popcorn,
And me, mumbling,
murmuring I can’t stop!
“Some more sleep, Sister
Santa.”
“No, Vir!” Oh, dear! The
road’s clear.
The school bus isn’t here!”
Weekday morning’s a rush,
106
And this child’s sleeping on
the cloud
Where no one can disturb.
Hush!
Source: Essential English
Worktext in Language and
Reading 5
D. Discussing 1. What are the sounds 1. What sound is heard in the

new stated in the first stanza? poem?
concepts
2. Where do you think the 2. Where does the sound come
and
sounds come from? from?
practicing
new skills 3. What other sounds are 3. Why is it nice to eat popcorn
#1 heard in the second while it is still hot?
stanza?
4. Why do you think the author of
4. On weekdays do you the poem can’t stop eating
also rush? popcorn?
5. Why should you do it? 5. If you happened to eat popcorn
will you do the same? Why?
E. Discussing Ask the following questions: Listen to the following as the

new teacher will say words with
In the poem what words repeated sound.
concepts have the same beginning
and consonant sounds? Teacher:
practicing
new skills Possible Answers: Pop, pop, popcorn
#2
Sizzle, sizzle, sizzle  What is the repeated
beginning sound?
Glug, gobble, glug
Busses, beeping, Alliteration is the sound devise
banging when words with repeated
beginning consonant sound are
used.
The sound devise used Teacher:
when words have repeated
beginning consonant sound dear, clear
is Alliteration. rush, hush
 What words have the  What’s the repeated

same vowel sounds? sound that you hear?
Possible Answers:
dear, clear, When words that have repeated
rush, hush vowel sound are used, the sound
device is Assonance.
Teacher:
107
The sound devise used Popping, pop!
when words have repeated
vowel sound is Assonance. clinking, hush!
 What can you say about
these sounds?
 What words exactly The sound device used is
represent the sound onomatopoeia, when words are
produced by objects?
used to name the sounds.
Possible answers:
Sizzling, banging, Group Activity:
clanging, splashing,
“Hear Me, Write Me!”
clinking
Form three groups composed of
The sound device used is eight pupils. The leader of each
onomatopoeia, when words group will receive a set of words
are used to name the containing onomatopoeia,
sounds. assonance, and alliteration. After
getting the card, the leader will
whisper the set of words to the
Group Activity: next team member. The words
“Hear Me, Write Me!” will be relayed up to the last
pupil. The last pupil writes the
Divide the class into six words on the board. The team
groups, two groups will recites the words and identifies
serve as partners. the device such as
onomatopoeia, assonance, and
The first group will recite the
alliteration.
given task then the second
group will listen, tell and
write the sound device
Words to be given by the
used.
teacher:
Group A
1st Group:
Fried, French, Fries
Denise sees the fleece,
Hover, over, clover
Denise sees the fleas.
Drip! Drop! Splash!
At least Denise could
sneeze and feed and freeze
the fleas.
2nd Group: Will listen, tell
and write the sound device
structure.
Group B
3rd Group:
Peter Piper picked a peck of
pickled peppers.
108
How many pickled peppers
did Peter Piper pick?
4th Group: Will listen and tell
the sound device structure.
Group C
5th Group:
Ka-boom! ouch!
Screech! Blag!
Meow! Meow! Meow!
Arf! Arf! Arf!
6th Group: Will listen tell and
write the sound device
structure.
F. Developing The teacher will read sets of words. The pupils will identify
mastery whether the set of words is an example of: onomatopoeia,
(leads to assonance, and alliteration.
formative
1. Make, take, sake
assessment 2. Beer, dear, clear
3) 3. The dim dreamy dawn
4. Buzz, quack, hiss, moo
5. Cook could cook cookies
6. Shod with a silver shoe
7. Sea shells at the sea shore
8. The sick pick a thick silk
9. The crash and the splash of the waves
10. The clink and clank of glasses and spoons
G. Finding Ask the pupils:

practical
1. Which poems we discussed did you like most? why?
applications of 2. If you will be made to write a poem can you apply your
concepts and knowledge of onomatopoeia, assonance and alliteration?
skills in daily
living
H. Making Sound device is one of the elements of poetry.

generalizations
Onomatopoeia is the use of words that name the sounds.
and
abstractions Assonance is the repetition of the vowel sounds to increase
about the feeling.
lesson
Alliteration is the repetition of the same beginning consonant
sound of several words in a line.
109
I. Evaluating Directions: A. Listen to the Directions: Match the sound device
learning following lines taken from with the sound you hear from the
a poem then tell the sound following lines taken from the
device used. poem.
1. Oh, the green things A. Alliteration
growing, the green things B. Assonance
growing C. Onomatopoeia
2. The hills fill my heart 1. The toad on the road has

with the sound of music
load
3. It sings to the moon ,
2. The bells clang!
It scratches at doors,
After the girls sang.
It lashes its tail
3. Sea, shell, sea shell
Around chimneys and
Sing me a song, oh please!
roars.
4. The whoosh of the wet
B. Directions: Listen and
analyze the short poem. rubber shoes,
Tell the sound device
the screeching of tires.
used
5. A single swan, swinging,
Like the bird in the sky
sleek as a sequin.
Tweet! Tweet! Tweet!
As cold as rain, oh my!
Drip! Drip! Drip!
4. Which is the
onomatopoeic sound you
heard from the short
poem?
5. Which line has repeated
consonant sound?
What sound device is it.
V.REMARKS
VI.REFLECTION
VII. OTHERS
A. No of
learners who
earned 80%
on the
formative
assessment
110
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial
lessons
work? No. of
learners who
have caught
up with the
lessons
D. No. of
learners who
continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material/s did
I use/
discover
which I wish
to share with
other
teachers?
111
I. OBJECTIVES
A. Content Standards The learner demonstrates....
 understanding of various linguistic nodes to

 understanding of various verbal elements in orally
communicating information
Standard
 uses linguistics cues to appropriately construct
meaning from a variety of texts for a variety of
purposes
 orally communicates information, opinions and ideas
effectively to different audiences using a variety of
literary activities
C. Learning  Analyze a 2-stanza poem in terms of its elements
Competencies/ (rhymes, sound devices, imagery and figurative
Objectives language
EN5RC-Ie-6
II. CONTENT  Analyzing 2-stanza Poem in Terms of Elements
(Rhymes, Sound Devices, Imagery, figurative
language)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Joy in Learning English, TG pp. 38-39

Pages
2. Learner’s Materials
Pages
3. Textbook Pages Joy in Learning English, Textbook .Gr. 5 pp. 61-62, 64-
66
4. Additional
Materials from
Learning
Resources (LR)
portal
B. Other Learning Chart, strips of colored paper

Resources
112
IV. PROCEDURE
A. Reviewing previous Review on sound devices.
lesson or
Write questions and examples of sound devices on strips
presenting the new
of paper. Put them inside a box. Play music while pupils
lesson
pass the box, when the music stops, the pupils holding it
will get a strip and answers the review question. This will
be done until all the strips are drawn from the box.
B. Establishing a Tell the pupils that in this lesson they will analyze 2-
purpose for the stanza Poems in Terms of Elements (Rhyme and
lesson Rhythm, Sound Devices, Imagery and Figurative
Language)
C. Presenting Let pupils unlock the underlined words/words. They
examples/ choose their answer from the box below.
instances of the
1. Smoke from the chimney’s lip
new lesson
2. I shall soar up the sky like a swallow.
3. Grazing the broad blue skylight.
4. Riding the realms of twilight.
5. Snug in my coat of leather.
well-groomed, pasture, kingdom, fly,

swim, part of a building
Motivation: What is your dream in life,

Motive Question: What is the boy’s dream in the poem?
Say: You will read the poem entitled Silver Ships and be
able to answer questions after.
D. Discussing new Think it over:

concepts and
1. What does the boy want to be?
practicing new 2. What does he see himself doing in the future?
skills #1 3. What does the poet mean by “There are trails a
lad may follow when the years of his boyhood
slips”?
4. Do you believe in the phrase “reach for your
dream”?
5. As a Grade five pupil, do you intend to reach for
your dream? What do you intend to do?
E. Discussing new Explain the elements of a poem:
concepts and
1. Rhyme and Rhythm. Rhyme is the harmony of sounds
practicing new of words between the lines or at the end of lines while
skills #2 Rhythm is the pleasant gliding or melodic effect when
you read the poem.
113
Hush my dear, lie still and slumber;
Holy angels guard thy bed;
Heavenly blessings without number
Gently falling on thy head
( from “Cradle Hymn” by Isaac: Watts)
2. Sound Devices. Three sound devices usually use by
poets are Onomatopoeia alliteration, and assonance.
a. Onomatopoeia as in the buzzing of bees, the
whistling of kettle with boiling water
b. Alliteration as in care to listen to Christmas carols, the
treble of heaven’s harmony.
c. Assonance as in the flag of breezes free, cool shade
and tender rain
3. Imagery. This is the use of particular words that create
mental pictures, appealing to the physical senses-sight
(seeing), Auditory (hearing), olfactory (smell), gustatory
(taste), and tactile (touch).
Trees of the fragrant forest, (smell )
With leaves of green unfurled. (sight)
Through summer’s heat, through winter’s cold,
(tactile)
What do you do for our world?
( from “Trees of the Fragrant Forest”)
4. Figurative Language. This refers to the figures of
speech used to creatively express feelings and ideas.
Examples are simile and metaphor.
a. Simile-comparing one thing to another dissimilar
thing using like or as
“With its blue-jointed body

And wings like spun glass,
It lit on my fingers,
As though they were grass.”
( from “A Dragonfly” by Eleanor Farjeons)
114
b. Metaphor-comparing one thing to another
different thing as if it were that other thing
“What is poetry? Who knows?

Not the rose, but the scent of the rose;
Not the sky; but the light in the sky;
Not the fly, but the gleam of the fly.”
(from “Poetry” by Eleanor Farjeon)
Exercises: Let pupils identify if the following is a
metaphor or a simile.
1. The sun is a thief.
2. Lenny is my sunshine.
3. She is the apple of Father’s eyes.
4. Competing teams fight like cats and dogs.
5. Danny, being the breadwinner, works like a dog.
F. Developing In the poem, “Thank You for All These,” answer the
mastery (leads to following questions.
formative
1. What words rhyme in stanza 1? In stanza 2?
assessment 3 ) 2. What are some examples of the following?
a. onomatopoeia b. assonance
3. Which lines appeal to the following senses?
a. sight b. auditory c. tactile
4. What does each of the following lines mean?
a. Whistling birds and gay cicadas
b. Brooklet singing with the breeze
Answer Key:
1. Stanza 1:green-seen; Stanza 2:breeze-these
2. Examples of:
a. onomatopoeia-whistling birds, brooklet
singing with the breeze, speaks the echo
b. assonance-fields green, be seen
3. Senses:
a. Sight - the whole first stanza
b. Auditory-the whole second stanza
c. Tactile-none
4. a. whistling birds and gay cicadas-the happy
sounds made by the birds and the cicadas
c. brooklet singing with the breeze-the sounds
of the brook and the breeze
G. Finding practical If you are given the chance to create poems, will you
applications of consider the elements of poetry in your work? Why? How
concepts and skills will it help you in your poetry?
in daily living
115
H. Making Poetry is a form of written or spoken composition
generalizations and created to express emotions, experiences, and ideas in
abstractions about a vivid and imaginative way. It is characterized by the
the lesson use of literary techniques or devices such as rhyme and
rhythm, imagery, and figures of speech.
I. Evaluating learning Read the 2-stanza poem entitled “At the Park”, then
answer the questions that follow.
1. What are the words that rhyme in stanza 1 and
stanza 2?
2. Which line shows figurative language, metaphor?
3. Which words has onomatopoeic sound?
4. How about the words with alliteration?
5. What sense is appealing in this line, “Caressed by a
cool sunset breeze”?
V.REMARKS
VI.REFLECTION
VII. OTHERS
A. No of learners who
earned 80% on the
formative
assessment
B. No. of learners who

require additional
activities for
remediation
C. Did the remedial

lessons work? No.
of learners who
have caught up
with the lessons
D. No. of learners who

continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did this work?
F. What difficulties did

I encounter which
my principal or
116
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/ discover
which I wish to
share with other
teachers?
117
Attachment A
Silver Ships
by Mildred Plew Meigs
There are trails that a lad may follow

When the years of his boyhood slip,
But I shall soar like a swallow
On the wings of a Silver Ship.
Guiding my bird of metal,
One with her throbbing frame,
Floating down like a pedal,

Roaring up like a flame.
Winding the wind that scatters

Smoke from the chimney’s lip,
Tearing the clouds to tatters
With the wings of a silver ship.
Grazing the broad blue skylight

Up where the falcons fare,
Riding the realms of twilight
Brushed by a comet’s hair.
Snug in my coat of leather,

Watching the skyline swing,
Shedding the world like a feather
From the tip of a tilted wing.
There are trails that a lad may travel

when the years of his boyhood wane,
But I’ll let a rainbow ravel
Through the wings of my silver plane.
118
Thank You, For All These
by S. R. Enriquez
Flowers growing in the sunshine

Waves and waves of rice fields green,
Mountains kingly at a distance
Standing proudly to be seen.
Whistling birds and gay cicadas

Brooklet singing with the breeze
From a distance speaks the echo
Oh God! Thank you for all these
At the Park
Benjamin M. Pascual
OH, there are throngs of boys and girls!

They march or skate, they laugh or chat.
Most have straight hair, a few have curls,
Most look quite thin, a few are fat.
The old folks sit in two’s or three’s

They stand or stroll, both weak and strong.
Caressed by a cool sunset breeze

They listen to a stereo song.
119
I. OBJECTIVES
A. Content The learner demonstrates....

Standards
 Understanding that printed words are made up of
interconnected letters with separate sounds that are
blended together to form coherent pattern of sounds
 Understanding that English language is stress timed to
support comprehension
Standard
 uses knowledge of phonics (analytic and synthetic) to
effectively decode grade –appropriate words
 Reads with sufficient accuracy and fluency to support
comprehension
C. Learning  Infer the meaning of unfamiliar words (blended) based on
Competencies/ given context clues (synonyms, antonyms, word parts and
Objectives other strategies)
EN5V-Ie-12 and 13
 Form and use blended words in sentences
 Read with automaticity grade level frequently occurring
content area words (Math)
EN5F-Ie-1.8.1.2
II. CONTENT  Inferring Meaning of Unfamiliar Blended Words through

Context Clue (Synonyms)
 Reading Content Area Words (Math)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Joy in Learning English

Guide Pages
2. Learner’s
Materials
Pages
3. Textbook Joy in Learning English, Textbook .Gr. 5 pp. 62-63

Pages
4. Additional
Materials from
Learning
Resource
120
Portal (LR)
Portal
B. Other Learning
Resources

A. Reviewing Oral Reading Fluency Practice
previous
lesson or Content Area Words (Math)
presenting the
Give the following exercises:
new lesson
With a partner, let pupils practice reading the following
Mathematics words aloud. Note the words pupils find difficulty
in reading. Let them read aloud at least twice. Then pupils read
again the entire list until they attain automaticity in reading.
angle equivalent parallel
composite formula prime
decimal point hundredths tenths
degrees improper fraction thousandths
equation multiples volume
(Source: Essential English, Worktext in Language and Reading 5)
Why is there a need for you to read these words with
automaticity?
B. Establishing a Tell the pupils that in this lesson they will be learning about
purpose for the blended words.
lesson
C. Presenting Tell the pupils that some words are made up of small words
Examples/ blended as one. These words are called blends.
instances of
the new lesson Let them focus on the underline word in each sentence with
bended words that they often read.
 Internet is an outcome of advanced technology which

connect millions of computers to global network.
(international + network)
 In the present time, people can blog a record of their

performance online for public viewing. (web+blog)
 Miss Universe Catriona Gray was witnessed by her

Filipino fans through a motorcade joined by her many
supporters in their vehicles. (motor+cavalcade)
 Television networks simulcast the pride of the

Filipinos all over the world. (Simultaneous+ telecast)
121
Original Words Portmante Meaning
au
Chunk+ lump chump fool doop
Glamour + ritz glitz extravagant
showiness
Electric + electrocute to kill by electricity
execute
Simultaneous+ simulcast a broadcast simultaneously
telecast
transmitted
Motor+ motorcade a procession of automobiles or
cavalcade
cars
Motor +bicycle motorbike a lightweight motorcycle
Motor +cross+ motocross a motorcycle race or ski-run
country
Blot-botch blotch an eruption on the skin
Web + log blog a record of performance,

progress, etc. online
Cybernetic+ cyborg an automated or computerized
organism plant or animal
Smart + sassy smassy amusingly clever
International+ internet a global network connecting
network millions of computers
D. Discussing What are the two original words for internet? What does
new internet mean? How about simulcast?
concepts
and These words are called portmanteau words a French word for
practicing suitcase. They are blended words that consists of two words
new skills whose parts are “folded” into one forming a new word with
#1 another meaning.
E. Discussing (Advanced Learners) (Average Learners)
new
concepts Group Activity Group Activity
and
122
practicing Divide the class into four Group 1
new skills #2 groups.
Directions: Write the blended
Group 1 words for each portmanteau
words
Directions: Supply the
blend word for each set of 1.smassy +
entry. Then use each in a
2. chump +
sentence.
3.simulcast +
4.internet +
1. haggle+tussle-
argument or disagreement
Group 2
2. picture+element-an
optical sensor Directions: Write portmanteau
words for each blended words.
3. smoke+fog-a fog 1. smoke+ fog

heavier and darker by 2. twist + fiddle
smoke and chemical 3. picture + element
4. parachute + troops
fumes
4. twist+fiddle-to turn
Group 3
lightly; to be idle
Directions: Underline the
portmanteau words in each
sentence , write the two words
Group 2 that made up each word then
draw.
Directions: Choose the
portmanteau words to  There are dozen plastic
complete the following plates and fifteen pieces of
sentences. spork for the picnic.
 I can ride a motorbike to
the village supermarket
hassle, twiddle, and buy some bread.
smog, pixel
 When Manny Pacqiao
1. The polluted skyline of arrived at the airport, he
most industrial cities is was welcomed and
covered with . ushered into an open car
2. A between the for the motorcade.
umpire and the
players caused the
suspension of the
championship game. Group 4
3. The higher the number
of a camera Directions: Match the portmanteau
has, the better quality word with its meaning.
of a picture taken is.
4. To your thumbs blog, blotch, cyborg, glitz
is to show that you are
123
not interested in doing
anything.
Group 3 is an automated or
computerized plant or animal
Directions: Give the
portmanteau word for the is a record of performance ,
following blended words progress, etc. online
then use each in a is an eruption on the skin
sentence.
an extravagant showiness
1. blot + botch
2. smart + sassy
3. camera +
recorders
4. simultaneous +
telecast
Group 4
Directions: Determine the
two words that make up
the underlined blended
word. Then give the
meaning be looking for
clues in the sentences.
1. We need twelve
pairs of spork to
complete the
eating utensils for
twelve persons.
2. Riding in a
motorbike is an
easy way to go to
the village market
.
3. Miss Universe
Catriona Gray was
witnessed by her
Filipino fans
through a
motorcade.
4. Don’t be a chump!
You don’t need to
wear a gown in
going to the
market.
F. Finding Use the list of blended words in the box, choose the words that
practical will complete the sentence then give the meaning by looking for
applications clues in the sentence.
of concepts
124
and skills in
fortnight telethon flare intercom blurt twiddle
daily living
1. The woman was so angry that she out bad words.

(blow+ spurt)
2. There is an system in the offices.
( internal + communication)
3. The rescuers saw the survivor after he lighted a .

(flame + glare)
4. To help the victims, the TV station had a
asking for donations. (telephone + marathon)
5. Grandma will visit us again on the .
( forty + night )
Answer Key:
1.blurt
2. intercom
3.flare
4.telethon
5.fortnight
G. Making Portmanteau words are blended words that consist of two

generalizations words whose parts are “folded” into one forming a new word
and with another meaning.
abstractions
about the Synonyms found in the neighboring words can help pupils
lesson arrive at the meaning of the blended words.
H. Evaluating Directions: Choose the correct portmanteau word discussed in
learning each item. Write the letter of your answer.
1. Blog is a record of performance, progress, etc. online.
2. With the internet, millions of computers are globally
connected making things easy to access.
3. Electrocution is a means of death by electricity.
4. Usually, smog which is a fog made heavier and darker by
smoke and chemical fumes can be seen after New Year’s
eve celebration.
5. The motorcade started the Kick-off celebration of Brigada
Eskwela.
V.REMARKS
VI.REFLECTION
VII. OTHERS
125
A. No of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lessons
D. No. of learners
who continue
to require
remediation.
E. Which of my
teaching strats.
worked well?
Why did this
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use which I
wish to share
with other
teachers?
126
Date & Time Quarter 1 Week 5 - Day 4
I. OBJECTIVES
A. Content Demonstrate understanding of different formats to write for a
Standards variety of audience and purposes.
B. Performance Draft texts using appropriate text types for a variety of

Standards audiences and purposes.
C. Learning Write two to three paragraph composition based on prepared
Competencies outline. EN5GWC-Id-2.2.4
Compose clear and coherent sentences using aspects of verbs
EN5G-Ib-3.3/ modals EN5G-Id-3.6
II. CONTENT Drafting a two to three paragraph composition based on an
outline
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
B. Other Pupils’ Outline done in Week 3 checked by the teacher
Learning
Resources
A. Reviewing Ask:
previous What was the topic of the composition you planned using an
lesson or outline?
presenting the How many main topics are there? What are the sub topics?
new lesson
B. Establishing Tell pupils that they will write a draft of their composition. They
purpose for are expected to construct clear and coherent sentences using
the Lesson verbs or modals.
Teacher explains the rubric before finalizing the rating for each
criterion. Refer to TG Joy in Learning English.
C. Evaluating . The pupils’ drafts will be collected, checked and graded by

learning the teacher based on the rubric.
V. REMARKS
VI. REFLECTION
VII. OTHERS
127
A. No. of learners
who earned
80% on the
formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other?
128
I. OBJECTIVES
A. Content Demonstrate understanding of the various forms and
Standards conventions of print, non-print, and digital materials
B. Performance Evaluate effectively the message constructed and conveyed in

Standards various viewing texts
C. Learning Distinguish among various types of viewing material( pictures)
Competencies EN5VC-Id-6
II. CONTENT Distinguishing Types of Viewing Material – Picture
III. LEARNING
RESOURCES
A. References
1. Teacher’s Joy in Learning English 5 p.34
Guide Pages
2. Joy in Learning English 5 p. 58-59
Learner’s
Materials
Pages
3. Textbook
Pages
B. Other Learning Google images
Resources
https://www.google.com/search?biw=1525&bih=710&tbm=isch
&sa=1&ei=Bfm_XOehItvemAX-
4pyoDQ&q=pictograph+examples&oq=pictograph&
https://www.amazon.com/Century-Novelty-12-Treasure-
Chest/dp/B002POEQEK
https://www.pinterest.ph/pin/444871269436619130/?lp=true
https://www.justdial.com/Kolar/Photographers/nct-10365365
https://www.meritnation.com/ask-answer/question/pictograph-
bar-graph
A. Reviewing Have pupils recall a video they have viewed in class. They tell
previous something about it.
lesson or
presenting the
new lesson
B. Establishing Have the pupils listen and then sing to the song of Ed Sheeran
purpose for “Photographs.”
the Lesson
Excerpt of the song …
Loving can hurt, loving can hurt sometimes
129
But it’s the only thing that I know
When it gets hard, you know it can get hard sometimes
It is the only thing makes us feel alive
We keep this love in a photograph
We made these memories for ourselves
Where our eyes are never closing
Hearts are never broken
And time’s forever frozen still.
C. Presenting
examples/inst
ances of the Have the pupils answer the following questions about the song.
new lesson
- What makes us feel alive?
- Where is love usually kept?
- What do photographs provide?
D. Discussing
new concepts Pictures or photographs are still images that speak a thousand
and practicing words. They provide information that reflect our actions and
new skills #1 emotions.
E. Discussing Pictures or photographs are still images that speak a thousand
new concepts words. They provide information that reflect our actions and
and practicing emotions.
new skills #2
Present a pictograph to show that pictures provide information.
https://www.meritnation.com/ask-answer/question/pictograph-
bar-graph
Interpret it through questions.
- What is the pictograph about?
- How many cars were there in 2007?
- In what year were there 4000 cars?
- How many more cars were there in 2004 compared in
2005?
130
F. Developing Pupils put out the pictures Group the pupils for the Pass the
mastery they were asked to bring. Picture activity.
(Leads to
Formative Teacher calls pupils to say Have them pass their own
Assessment 3) or tell about the picture. picture among group members.
- What is the picture
about?
- Would you be able to Teacher will raise questions
remember the moment about the pictures they’ve seen.
clearly without a
- How many were there in
picture?
the first picture you’ve
- How do you
seen?
appreciate pictures?
- Was picture two, a picture
of family? If not, what was it
about?
- What was the celebration
when picture 3 was taken?
G. Finding Group Activity.
practical
application of Create a montage with your pictures.
concepts and
skills in daily
living
H. Generalizing What is the significance of pictures?
of concepts
and skills in
daily living
I. Evaluating Describe the picture Find a picture of a happy family.
learning montage you’ve created. Pupils answer the following
questions.
1. Who is/are in the picture?
2. Does it tell about an event?
Why Yes/No?
3. What emotions are
shown in the picture?
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment.
B. No. of
131
learners who
require
additional
activities for
remediation.
C. Did the
remedial
lessons
work? No. of
learners who
have caught
up with the
lesson.
D. No. of
learner’s who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did
these work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material/s did
I use/
discover
which I wish
to share with
other?
132
I. OBJECTIVES
A. Content Demonstrates understanding of various linguistic nodes to
Standards comprehend various texts
Demonstrate understanding of various verbal elements in
orally communicating information.
B. Performance Uses linguistic cues to effectively construct meaning from a
Standards variety of texts for a variety of purposes
Orally communicates information, opinions, and ideas
effectively to different audiences using a variety of literary
activities
C. Learning Infer the speaker’s tone, mood and purpose in a poem
Competencies listened to EN5LC-If-2.8.1/2.8.2/8.3
Use formal and informal English appropriate to the situation.
II. CONTENT Inferring the speaker’s tone, mood and purpose
Using formal and informal English appropriate to the
situation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Joy in Learning English grade 5 TM, pp.36-35
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook Joy in Learning English grade 5, textbook, pp. 60-61
Pages Joy in Learning English Grade 5 textbook p.61
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing Show pictures of some children thinking of what they would
previous like to be when they grow up.
lesson or Ask: What can you say about the pictures? As young as you
presenting the are, have you thought of what you like to be when you grow
new lesson up? How do you think you will be able to reach your dream in
life?
B. Establishing Say: Listen to a poem entitled “Be the Best of Whatever You
purpose for Are” by Douglas Malloch. Find out the purpose, tone and
the lesson mood of the author in writing the poem.
C. Presenting Talk about these:

examples/insta 1. What is the difference between the following:
nces of the  Bush and a tree
new lesson  Bush and grass
 A member of a crew and the captain of the ship
2. Which of the two in each pair would you like to be? Why?
3. What does the poet want you to do? Why?
133
4. What is the mood of the poem?
5. What do you think is the poet’s purpose in writing the
poem?
D. Discussing Oral Language Practice

New Say: You must always try to do your best to reach your
Concepts/ dreams in life. What dreams will you be working for?
Skill #1 This time you may use informal English because you will be
talking with your classmates.
1. Form groups of 5. Talk about your dreams.
2. When discussing your dreams come up with your plans of
action to reach those dreams.
3. Some pupils will share to the class their dreams and
plans.
4. Remind them that their aspirations must have impact in
other’s life. Their aspirations must be SMART:
S – smart
M – measurable
A – attainable
R – realistic
T – time-bound
Use the Oral Presentation Rubric 0n page 223 of the Joy

in Learning English TM
E. Finding Ask :
practical Why should you have aspirations in life as early as this age?
application of What should you do to attain your aspiration?
concepts and What lines in the poem inspired you?
skills in daily
living
F. Making What do you mean by tone, mood and purpose of the author
Generalization in poetry?
When should you use informal English terms?
G. Evaluating Say: Listen to the poem entitled Thank You, for All These by
H. Learning S. R. Enriquez
Answer the questions on page 66.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment.
B. No require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
134
No. of learners
who have
caught up with
the lesson.
D. No. of
learner’s who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me
solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other?
135
Date & Time Quarter 1 Week 6 – Day 2
I. OBJECTIVES
A. Content The learner demonstrates understanding of text
Standards elements to comprehend various texts
B. Performance The learner uses knowledge of text types to correctly
Standards distinguish literary from informational texts
C. Learning (EN5RC-Id-2.23)
Competencies Summarize narrative texts based on theme, setting,
characters and plot.
II. CONTENT Summarizing Narrative Texts
III. LEARNING
RESOURCES
A. References
1. Teacher’s p.32
Guide Pages
2. Learner’s Joy in Learning English 5 p.52-53 ; 59
Materials
Pages
3. Textbook English for All Times p. 48
Pages
B. Other GRAPHIC Organizers retrieved form
Learning https://www.google.com/search?q=graphic+organizer+e
Resources xamples+story&source taken on March 6, 2019
Story “ The Deer and the Lion “ and “The Kind Heart “
Ref :Learning and Intensifying English (LIFE) Today

IV. PROCEDURE Advanced Average
A. Reviewing Ask the class to retell a Prepare strips of paper with
previous story they have learned or events representing the
lesson or read. different elements of the story
presenting the of “Thundering Water “.
new Ask the class to organize .
B. Establishing • Tell the class that they have just done a summary of
purpose for narrative text.
the lesson • Introduce to the class that the lesson for today is about
summarizing a narrative text.
C. Presenting • Have learners read the summary of the story “ Two Were
examples/inst Left “.
ances of the • Let learners answer the following questions and discuss
new lesson using the elements of the story
A. Who are the characters in the story ?
B. When and where did the story happen ?
C. In the plot , determine the following :
What’s the problem or conflict in the story ?
How did they resolve the problem ?
136
What was the result ?
D. What is the message /theme of the story ?
• What are the elements included in summarizing a narrative

text or story?
• Ask a pupil to sum up all the answers.
• Ask more pupils for retention of the concept learned.
D. Discussing • Present another story “The Boy Who Became a Stone”.

new concepts Please refer to LM p. 59.
and practicing • Let learners read the story.
new skills #1 • As the teacher asks the elements of the story let the
learners write the answers in the graphic organizer. (Story
Mountain )
a. Who are the characters in the story

b. When and where did the story happen?
c. In the plot of the story what is :
- the problem or conflict ?
- the resolution
- the ending of the story ?
d. What is the theme / message of the story?
Story Mountain Graphic Organizer
E. Discussing Ask at least 2 pupils to retell the story using the inputs in the
new concepts graphic organizer.
and practicing
new skills
#2
F. Finding Ask the pupils: If you have read a beautiful story or seen a
practical beautiful movie, do you retell it to your family or friends Will
applications our lesson on a summarizing narrative texts help you share
of concepts stories?
and skills in
daily living
G. Making What makes a good summary?
generalization
s and What do you include in summarizing a narrative?
abstractions
137
about the
lesson
H. Evaluating •Divide the class into 4 groups.
learning
•Set the standards and rubrics to be followed in performing
the group activity.
ADVANCED AVERAGE
Read the story “The Kind 1-Read the story “ The

Heart “. Deer and the Lion “
Group 1 – Fill in the
bubbles with the answers Fill in the details in the
to 5 Wh’s. Gumamela Summary
Chart.
Read the story “ The 2-Read the story “ The

Kind Heart “. Deer and the Lion “
2- Write the details in Fill in the summary
story elements form. outline
3- Read the story “ The 3-Read the story “ The

Kind Heart “ . Fill in the Deer and the Lion “
details of the story in a
Summary Outline Form. Fill in the bubbles with the
answers to 5 Wh’s.
4- Read the story “ The 4-Read the story “The

Kind Heart”. Write 4-5 Deer and the Lion”.
sentence summary
using the different Write at least a 3-4
elements of the story. sentence summary
using the different
elements of the story.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment.
B. No. of
learners who
require
additional
138
activities for
remediation.
C. Did the
remedial
lessons work?
No. of
learners who
have caught
up with the
lesson.
D. No. of
learner’s who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material/s did
I use/discover
which I wish
to share with
other?
139
Attachment A - Reading Material to be used in the group activity
AVERAGE
Gumamela Story Chart for the story “ The Deer and the Lion “.
140
Attachment B - Summary Outline.
Summary Outline
Title of the Story Details from the Story

In the beginning
( Character and Setting )
Next
( The problem )
Then and after that
( Steps to solve the problem )
Ending
(Solution and Lesson learned
in the story )
Bubble Chart
141
Attachment C – The Kind Heart
The Kind Heart

In a certain land in the Orient a long, long time ago, there ruled a
good and wise emperor, beloved by his people . He had three sons, all
heirs to the throne.
One day, the emperor decided to go on hunting trip and asked his
sons to accompany him. The youngest prince was overjoyed that he was
given the chance to go into the forest with his father. He ran to his old
teacher to ask for his permission.
Pulling the little prince to his side the old man said, “Yes, you may go.
However, listen to my words: You must not kill one living thing. When the
Emperor asks why, tell him that it is spring and that is cruel to take away
animals from their young. “
The little prince promised not to forget his advice.
When the hunt was over, the three princes went to their father and
proudly showed them their bags. The two bags were heavy with birds, but
the third bag was empty.
“And why you have nothing in your bag?” asked the emperor. The
youngest prince replied, “Because it is spring, and it is cruel to take away
the mother animals from their young.
The emperor looked long at his son and murmured to himself.
“There’s a kind heart.“ This boy will make a benevolent sovereign
someday.“
Many years later, the good emperor become very ill. He knew his
days on earth were numbered . He wanted to know who among the three
princes would be the ideal successor.
He, therefore, asked his old minister to think of a plan by which to
make his choice .
One day, the first prince was summoned before the emperor. His
father asked him, “Son, if you were a bird, what kind of a bird would you
want to be?”
The boy replied, “ Father , I would like to be a hawk -a bird brave
142
The next day, the emperor called the second prince and
asked, “Son, if you were a bird, what bird would you want to be ?”
The boy replied, “Father, I would like to be an eagle, king
of the birds and feared by all birds . “
Then the emperor called the youngest prince and asked,
“Son, if you were a bird, what kind of bird would you want to be ?”
The prince answered, “Father, I would like to be a starling –
a plain and common bird but kind and good. It is a bird that does
not seek to harm others. It does not make others tremble with fear
when they see it. “
The old minister bent down and whispered into the
emperor’s ears, “There is your answer, your Majesty. He is the
ideal heir to the throne, a ruler who would know how to be kind
and just to the people, and a sovereign who will inspire love
among his subjects and not fear . The two other princes yearn
only for power and ambition to rule.”
Not long afterward, the youngest prince was chosen by the
emperor as his heir. Like his father, he was loved by his people
because he ruled wisely and well.
143
Attachment D - Story Elements Charts
STORY ELEMENTS CHART
Title of the story :
144
I. OBJECTIVES
A. Content Demonstrate understanding of the various forms and
Standards conventions materials to critically analyze the meaning
constructed in print, non-print, and digital materials
B. Performance Apply different views of the real world to effectively interpret
Standards (deconstruct) constructed meaning in print, non-print and
digital materials
C. Learning Distinguish among various types of viewing materials
Competencies (magazine cover) EN5VC-Ie-6
II. Content Distinguishing Types of Viewing Materials - Magazine Cover

III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
B. Other Learning Google images https://www.google.com/search?
Resources biw=1525&bih=741&tbm=is
ch&sa=1&ei=AQHAXMbXA8P4wAP-
raDwCg&q=hiking+clipart&oq=hiking+clipart&gs
https://www.google.com/search?tbm=isch&q=debate+clipart
&chips=q:debate+clipart,g_1:silhouette:aeIEY9p- gHc
%3D&usg
https://newsinthephilippines.com/business-mentor-advice-
to-college-graduates/
http://healthylivingmagazine.ca/spring-2016-healthy-living-
magazine/
https://threebakers.com/healthy-eating-magazines-we-
love/clean-eating-magazine/
https://issuu.com/healthy_living_magazine/docs/hl-win1
http://healthylivingmagazine.ca/summer-2016-healthy-living-
magazine/
https://issuu.com/healthy_living_magazine/docs/healthy_livi
ng_magazine_fall_
vewaspartiallyright.blogspot.com/2012/06/whole-living-
magazine-only-399-for-1.html
IV.PROCEDURE Advanced Average
A. Reviewing Bring Me Activity Matching Type Activity
previous lesson
or presenting Several pictures are Have pupils guess the picture.
the new posted on the board. Choose from the
Teachers asks numbered words/phrases. (Teachers look
pupils from each group to for the pictures.)
145
bring the picture that 1. exchange of ideas
shows about
2. outdoor activity
1. healthy living
3. celebration
2. gardening
3. endangered species
4. friendship
5. respect for elders
B. Establishing Teacher presents a magazine cover.

purpose for the - Describe the magazine cover.
lesson - Why do you think it contains pictures?
Magazine cover provides a bit of information of what’s

inside it. It makes the readers curious of what the article are
about.
http://healthylivingmagazine.ca/spring-2016-healthy-living-
magazine
C. Presenting Have the pupils choose which magazine is more informative

examples/insta and why?
nces of the new
lesson
Healthy
living
Magazine 1 Magazine 2 Magazine 3 Magazine 4
https://threebakers.com/healthy-eating-magazines-we-
love/clean-eating-magazine/
http://healthylivingmagazine.ca/summer-2016-healthy-living-
magazine/
D. Discussing new Using the magazine Using the magazine covers
concepts and covers above, answer the above, answer with Yes or No.
practicing new following questions. 1. Magazine 1 deals with
skills anti- aging.
1. What is the most 2. Y
talked topic in the oga is part of what’s
magazine 1? inside magazine 3.
146
2. Does magazine 2 3. How to deal an asthma
deal on survival on attack can be read inside
winter? If not, then magazine 4.
what is mostly the
topic?
3. Is magazine cover
no. 3 informative?
Why Yes/No?
E. Discussing new The function of a magazine front cover and contents is to

concepts and inform the reader of the essential information by merely
practicing new looking at it. The main function of a contents page is to
skills encourage the reader to read on.
(prezi.com)
F. Finding Using cut-outs from different magazine cover, create your
practical own magazine cover
applications of
concepts and
skills in daily
living
G. Making What is the importance of a magazine cover?
generalizations
and
abstractions
about the
lesson
H. Evaluating Which of the following Answer the question/s about
learning magazine covers provide the magazine cover.
substantial information
and why?
1
2
1. Is the magazine
cover informative?
Why? Why not?
2. What are the topics in
3
it?
https://issuu.com/healthy_l
iving_magazine/docs/healt vewaspartiallyright.blogspot.co
hy_living_magazine_fall_ m/2012/06/whole-living-
magazine-only-399-for-1.html
V. REMARKS
147
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other?
148
I. OBJECTIVES
A. Content Demonstrate understanding of different formats to write for a
Standards variety of audience and purposes.
B. Performance Edit texts using appropriate text types for a variety of

Standards audiences and purposes.
C. Learning Revise writing for clarity – correct spelling EN5GWC-Ie- 1.8.2,
Competencies - punctuation marks - EN5GWC-If- 1.8.1
Compose clear and coherent sentences using aspects of
verbs EN5G-Ib-3.3/ modals EN5G-Id-3.6
Compose clear and coherent sentences using conjunctions
EN5G-Ig-1.8.3
II. Content Revising a draft for clarity – correct spelling, punctuation
marks and signal words/ transitions
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s Joy in Reading Textbook, p. 68
Materials
Pages
3. Textbook
Pages
B. Other Learning Pupils’ two to three paragraph draft done in Week 5
Resources
A. Reviewing The teacher returns the drafts written by the pupils and gives
previous general comments about some errors.
lesson or
presenting the
new
B. Establishing Tell pupils that they will edit the draft of their compositions.
purpose for They are expected to construct clear and coherent sentences
the lesson using verbs. They will also correct some errors in spelling,
punctuations and transitions. They apply their learnings from
previous lessons.
Teacher stresses that rubric is followed.
Organization -
Mechanics -
Content -
C. Evaluate Performance/Product No. 2.

Learning The pupils’ drafts will be edited with focus on spelling,
punctuations and transition words.
(Rubric – refer to Six Traits Writing Rubric on page 224, Joy

in Learning English , Grade 5 TM)
149
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment.
B. No. of
learners who
require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of
learners who
have caught
up with the
lesson.
D. No. of
learner’s who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material/s did
I use/discover
which I wish
to share with
other?
150
I. OBJECTIVES
A. Content The learner demonstrates understanding of:
Standards  text types in order to construct feedback
 the oral standards of English in order to participate
in various oral communication demands(situation,
purpose and audience)
B. Performance The learner:
Standards  uses literary and informational texts heard to
construct an appropriate feedback
 orally communicate information, opinions, and
ideas efficiently to different audiences using a
variety of literary activities.
C. Learning 1. EN5LC-I-g-2.3. Distinguish reality from fantasy.
Competencies 2. EN5OL-Ig-1.3. Recount events effectively
3. EN5A-Ig-1.5. Observe politeness at all times
II. CONTENT A. Fantasy vs. Reality
B. Recounting Events
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning https://www.aswangproject.com/handyong-oryol/
Resources
http://bicolanomythsofgodsandmonsters.blogspot.
com/2017/01/legend-of-three-mountains-of-bicol.html

A. Reviewing Teacher shows two pictures to differentiate fantasy from
previous reality) and asks:
lesson or 1. What does picture A (tikbalang) show?
presenting the 2. What about picture B (a carabao)?
new lesson 3. Do you think these really exist? Why do you say
so?
151
B. Establishing Say:
purpose for the In today’s lesson you will learn to differentiate fantasy from
Lesson reality and you will also be asked to recount events from a
story you will listen to.
C. Presenting Let pupils listen to a short Let pupils listen to a short
examples/insta selection entitled selection entitled The Legend
nces of the Handyong and determine of Masaraga and determine
new lesson which of the events in the which of the events in the
story can probably story can probably happen or
happen or cannot cannot happen.
happen. (see Appendix B)
(see Appendix A)
D. Discussing After listening to the story of
After listening to the
new concepts the legend of Mt.
and practicing selection Handyong, let’s
Masaraga, let’s discuss it.
new skills #1. discuss it.
1. Describe the three
1. What place is
daughters of Datu
known for its
Makusog.
ruler?
2. Why was Oryol envy
2. What is said
of Masaraga?
about Handyong?
3. What happened to
3. What kind of
Masaraga at the end
creatures lived
of the story?
in the forest?
4. Do you think the
4. What made
Banog really
him happy?
exists? Why?
5. Do you think these
5. Where can Mt.
events really Masaraga be found?
happen in real
life?
E. Discussing Let’s Stick Around! Let’s Stick Around!
new concepts
and practicing Teacher asks pupils to Teacher asks pupils to
new skills #2 prepare two sheets of prepare two sheets of sticky
sticky notes and tell them notes and tell them that while
that while the teacher the teacher rereads the story
rereads the story The Legend of Masaraga,
Handyong, they will take they will take note of an event
note of an event that is of
that is of fantasy and another
fantasy and another that
is of reality. that is of reality.
Teacher stops Teacher stops periodically
periodically to ask to ask volunteers to post their
volunteers to post their work on the two-column chart
work on the two-column and discuss their reason for
chart and discuss their classifying certain parts as
reason for classifying fantasy or reality.
certain parts as fantasy or
reality.
F. Developing Can We Give It a Try? Can We Give It A Try?

mastery (leads
to formative Teacher asks pupils to Teacher asks pupils to
assessment 3) answer the drill and answer the drill and directs
directs them to identify them to identify which
which sentences show sentences show realism and
152
realism and which show which show fantasy.
fantasy. Teacher asks Teacher asks pupils to
pupils to explain and explain and give the reason
give the reason for their for their answers.
answers.
1. President
1. Juan Tamad Rodrigo Duterte
sends the crabs to is the 16th
go home. president of the
2. I can swim across Philippines.
the Pacific Ocean 2. Food poisoning is
in three days. caused by
3. Water is not the bacteria.
only thing you can 3. My friend can ask all
use to put out fire. birds to fly in one
4. Listening to soft direction.
music gives you 4. During full moon
a soothing effect. my mother could
5. Apples float in see “aswang and
water because mananangal”.
they are 25% air. 5. I bravely fought and
killed a winged
monster.
G. Finding It is important that one knows that an event really happens
practical or a character really exists or not. This can influence one’s
applications of way of thinking.
concepts and
skills in daily
living
H. Making What is the difference between reality and fantasy?
generalizations
and What are the pointers in retelling an event?
abstractions
about the
lesson
I. Evaluate Group Activity
learning
The class is divided into four groups. Each group is given
a story to read. (The Wind and the Sun). The leader then
is tasked to retell the story to class guided by the graphic
organizer below. The leader also points out details in the
story which can be considered fantasy or reality.
(see Appendix C)
Summarizing an Event
Someone:
(Who is the main
character?)
Wanted:
(What did the
character want?)
153
But:
(What was the
problem?)
So:
(How did the
character try to
solve the problem?)
Then:
(What was the
resolution to the
problem?)
Fantasy Reality
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment.
B. No. of
learners who
require
additional
activities for
remediation.
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson.
D. No. of
learner’s
who
continue to
154
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did
these work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material/s
did I
use/discover
which I wish
to share with
other?
155
Attachment A
HANDYONG
Long, long ago, somewhere in the Bicol Region, existed a prosperous and
beautiful kingdom called Ibalon. It was renowned for its lush forest, happy
inhabitants and mighty ruler, Handyong. The people of Ibalon were very
grateful that Handyong was not only handsome, but also brave.
But the much-adored Handyong was terribly unhappy, for deep in the
forest lived monsters. Punong-the one-eyed, three throated creature, the wild
carabaos, the gigantic crocodiles and the snakes that lived in Mount Hantik
were his enemies. These beasts were led by the wily serpent, Oryol, who was
difficult to destroy, for she was more cunning than Handyong.
One night, when the moon showed its round face, the monsters attacked
the village, destroyed the crops and preyed on the people. Handyong single-
handedly fought the monsters from midnight to dawn until he killed them all.
https://www.aswangproject.com/handyong-oryol/
THE LEGEND OF MT. MASARAGA
Long ago there was a rich land called Ibalon. One of the colonies ruled by
Datu Makusog and his wife Diwani. They had three beautiful and lovely daughters
named Malinao, Masaraga and Magayon. The three sisters being the loveliest were
chosen to dance the rituals of “atang”. Gugurang, one of the gods favored Masaraga
for her deeds and her plans for Ibalon thus she learned the secrets of the herbs and
potions and practical healing. This angered Oryol who was the daughter of the deity
Asuang. Oryol sang and her lovely voice called the Banog. The banog was winged
monster half-man and half-bird. Oryol commanded the Banog to fly and kill
Masaraga. The Banog scooped Masaraga and flew high. When they were high
enough the Banog dropped Masaraga.
The place where Masaraga died is now known as Mt. Masaraga in Guinobatan, Albay.
Reference:
http://bicolanomythsofgodsandmonsters.blogspot.com/2017/01/legend-of-three-
mountains-of-bicol.html
156
Attachment B
THE WIND AND THE SUN

Adapted from: Aesop’ Fables
The wind and the sun once had a quarrel as to which of them were
stronger. They boasted of the wonderful things they could do and each
believed himself to be more powerful.
Cried the Sun: “I bring the summer and ripen the fruits and grain. I
cover the earth with flowers!”
“And I,” cried the Wind, “can move ships at sea, uproot trees and bring
the Winter.”
So they quarreled, and while they were arguing with much blister and
heat, they saw a traveler, walking along a country road wearing a great cloak.
“Do you see that traveler plodding along the highway?” asked the
Wind. “Let us see which of us is strong enough to make him take off
his cloak.
The one who can do that first shall be the winner.”
“Agreed,” said the Sun.
The Wind was the first to try, so the Sun went behind the cloud. At
once the Wind sent a howling blast against the traveler. The blast sent the
leaves flying through the air, raised clouds of dust on the road, bent the tops
of the Then it was the Sun’s turn. He came out from behind a black cloud and
little by little, darted his warm beams upon the traveler’s head and back. In
the pleasant warmth, the traveler opened his cloak, letting it hang loose from
his shoulders. The Sun’s rays grew warmer and soon the man stopped to
mop the sweat from his forehead.
“Ah,” said the traveler, “it is getting so hot I might as well be in an

oven!” At that he threw his cloak and, carrying it on his arm, lay down under a
shady tree to cool himself off. So the gentle rays of the sun succeeded where
the blistering Wind was unable to do what he tried. After that the wind never
claimed to be stronger than the Sun.
157
I. OBJECTIVES
A. Content The learner demonstrates understanding:
Standards  that words are composed of different parts to know
that their meaning changes depending in context,
 that English language is stress timed to support
comprehension.
B. Performance The learner:
Standards  uses strategies to decode correctly the meaning of
words in isolation and in context and
 reads with sufficient accuracy and fluency to
support comprehension.
C. Learning 1. EN5V-Ig-12 and 13. Infer the meaning of unfamiliar
Competencies words (clipped) based on a given context clues
(synonyms, antonyms/word parts) and other strategies.
2. EN5F-Ig-1.3.1.4. Read with automaticity grade level
frequently occurring content area words.(Health)
II. CONTENT A. Vocabulary Building ( clipped words)
B. Oral Reading Fluency (Content words in Health)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s Joy in Learning English 5 p.76
Materials
Pages
3. Textbook
Pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other
Learning
Resources
A. Reviewing Teacher asks the pupils:
previous Do you know the longest word in English dictionary?
lesson or What is it?
presenting the (pneumonuultramicroscopicsilicovolcanoconiosis)
new lesson It refers to a lung disease. It is difficult to be uttering very
long words so there is a need to clip some words. This will
be our lesson for the day.
158
purpose for the In today’s lesson you will learn to infer/guess meanings of
Lesson some clipped words through context words and read with
automaticity some words pertaining to Health.
C. Presenting Teacher divides the class into two groups. Group one is
examples/insta tasked to read the dialogue of Liza while group two will
nces of the read the part of Daniel. The class will take note of the
new lesson underlined words/expressions.
Liza : Have you been to the gym for the badminton game?
Daniel: I haven’t. Have you heard of what happened to
Nadine?
Liza : Why? What happened to her?
Daniel : She was brought to the hospital to see her doc. I
heard she suffered from food poisoning.
Liza : What did she eat?
Daniel : She had a burger which she got from their fridge.
Liza : Oh! I am sorry to hear that. Does she have to submit
herself to a lab test?
Daniel : I think so.
D. Discussing Teacher invites the class to study how the words are
new concepts formed by clipping:
and practicing
new skills #1. A B C
Gym – Burger- Fridge-refrigerator
gymnasium hamburger
Doc –doctor Flu- influenza
Phone-
telephone
What part of the words in A has been deleted?

What part of the words in B has been deleted?
What about in C? What parts of the words have been
deleted?
What does each word mean?
What are clip words?
How are they classified?
E. Discussing Let the pupils read the Let the pupils read the words
new concepts words which they usually which they usually meet in
and practicing meet in their health class. their health class.
new skills #2
159
resistance vegetable carbohydrates heredity
influenza drugs
flexibility digestive emotions exercise
hygiene abnormal
prevention calorie danger vegetable
viruses flexibility
disinfectant hazards safe risky
bacteria cycle
dietary obesity wellness energy
allergy stress
nutrition resistance immune alcohol
diseases effects
carbohydrates harmful healthy avoid
emotion fluids
Which of these words can Which of these words can be

be clipped? clipped?
F. Developing Clip Clap Clip Clap!

mastery (leads
to formative
assessment 3) Identify the clipped word in the sentence. Give its full form
and its meaning by looking for clues in the sentence.
1. Mother began painting when she was a teen.
2. How did you find the questions in the Science
exam?
3. Father used to stay in a dorm near the university
where he studied.
4. Kyle rides a mountain bike to the hill.
5. The cheering contest will take place at the gym.
G. Finding Clipped words are easier to spell and are considered

practical informal English terms. It is still better that a pupil knows
applications of the longer form of clipped words and their meanings for
concepts and effective communication.
skills in daily
living
H. Making A word may be clipped or shortened by deleting either the
generalizations beginning or end part. Some clipped words are accepted in
and formal writing but others are not.
abstractions
about the Clipped words are classified into three:
lesson
1. Back clipping- the beginning is retained
2. Fore clipping- the final word is retained
3. Mixed clipping- the middle part is retained
Ref. Clipped Words- https://www.sightwordsgame.com
160
I. Evaluate Let the Duel Begin!
learning
The class is divided into four groups. Each group is given
a task.
Group 1: Color My World
Shade with any color the clipped word in each sentence
then give the meaning through context clues.
1. We can find the ingredients in the nearby mart.

2. The subject which she likes most is math.
3. A school memo on water conservation inside
the campus was released.
4. We need a good mike for the presentation.
5. The officers need to mend the by -laws.
Group 2: Complete My Life.

Complete the word formation of the underlined clipped
word in each sentence.
1. She likes to listen to pop music.

2. When in Manila, we stay in my sister’s condo.
3. I misplaced the important docs.
4. You look fab in that gown!
5. We are prohibited from using the phone.
Group 3: Just Once.

Use the given clipped words in sentences and when you
report, let your classmates give the meaning through clues
present in the sentence.
1. Ad
2. Champ
3. Chem
4. Prof
5. Quake
Group 4: Meaningful Me!

Give the meaning of the clipped word in each sentence.
1. She can’t read without her specs.
2. We need to prepare a good intro for our
paragraph.
3. Everyday my father watches news.
4. The ref made the right decision to stop the game.
5. I need to prepare for the quarter exam.
V. REMARKS
VI. REFLECTION
VII. OTHERS
161
A. No. of
learners
who earned
80% on the
formative
assessment
.
B. No. of
learners
who require
additional
activities for
remediation
.
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson.
D. No. of
learner’s
who
continue to
require
remediation
E. Which of
my teaching
strategies
worked
well? Why
did these
work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help
me solve?
G. What
innovation
or localized
material/s
did I use/
discover
which I wish
to share
with other?
162
I. OBJECTIVES
A. Content The learner demonstrates understanding of the elements
Standards to comprehend various texts.
B. Performance The learner uses knowledge of text types to correctly
Standards distinguish literary from informational text.
C. Learning EN5RC-Ig-2.3. Analyze figures of speech( simile,
Competencies metaphor, personification, hyperbole) in a given text
II. CONTENT Figures of Speech ( Personification and Hyperbole)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning English Expressways
Resources Reading Textbook for Grade 5 pp.188-190
A. Reviewing Say: Say:
previous
lesson or What figures of speech What figures of speech
presenting the have we already studied? have we already studied?
new lesson Explain them. Explain them.
purpose for the In today’s lesson you will learn another figures of speech
Lesson used in poems –personification and hyperbole.
C. Presenting The teacher lets the pupils read orally the poem “The Sea”
examples/insta by Natividad Marquez.
nces of the
new lesson
D. Discussing Brief discussion of the poem:
new concepts
and practicing 1. What is the poem about?
new skills #1. 2. Who are talking in the poem?
3. What questions does the child ask from his
mother?
163
4. What feeling or mood is aroused in you by the
poem?
E. Discussing Let pupils analyze the following lines from the poem:
new concepts
and practicing 1. Why does the sea laugh Mother?
new skills #2 2. Why does the sea sob, Mother?
3. And weeps forever more.
 What characteristic is given to the sea?

 What figure of speech is used in the first and
second lines?
 What about the third line?
 What is personification? hyperbole?
 When is each used?
 What does each line mean?
F. Developing Analyze the poem Kitchen The poem Dinnertime by

mastery (leads Scandal. Identify the lines Sharon Hendricks uses
to formative that use personification or personification or hyperbole
assessment 3) hyperbole and explain Explain what each line mean.
what each mean:
G. Finding When do you use personification and hyperbole as figures
practical of speech?
applications of How can figure of speech help in reading or writing poems
concepts and or literary texts?
skills in daily
living
H. Making What is personification? Hyperbole?
generalizations
and When is each used?
abstractions
about the
lesson
I. Evaluate Describe the following The poem Kitchen Scandal
learning ideas using uses personification and
personification and hyperbole
hyperbole. Explain what
Form small groups. Let one of
these mean.
the members of the group
Example:
read it aloud while the rest
Pencil – flying across
listen. Then they identify the
the page
lines that use
Waves-
personification/hyperbole and
Stomach-
Moon - agree on the meaning of each
The chair line. They should be ready to
- share their ideas to class.
computer-
V. REMARKS
VI. REFLECTION
164
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment.
B. No. of
learners who
require
additional
activities for
remediation.
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson.
D. No. of
learner’s
who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did
these work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material/s
did I
use/discover
which I wish
to share with
other?
165
Attachment A
The Sea
-Natividad Marquez
Why does the sea laugh, Mother?

As it glints beneath the sun?
It is thinking of the joys, my child,
That it wishes everyone.
Why does the sea sob so, Mother?

As it breaks on the rocky shore?
It recalls the sorrows of the world
And weeps forever more..
Why is the sea peaceful, Mother?

As if it were fast asleep?
It would give our tired hearts, dearest child
The comfort of the deep.
DINNERTIME CHORUS
By Sharon Hendricks
The teapot sang as the water boiled

The ice cubes cackled in their glass
The teacups chattered to one another.
While the chairs were passing gas
The gravy gurgled merrily
As the oil danced in a pan.
Oh my dinnertime chorus
What a lovely, lovely clan!
166
I. OBJECTIVES
A. Content The learner demonstrates command of the conventions of
Standards standard English grammar and usage when writing or
speaking.
B. Performance The learner uses the correct function of nouns,
Standards pronouns, verbs, adjectives, and adverbs in general and
their functions in various discourse. (oral and written)
C. Learning 1. EN5G-Ig-8.3/8.4. Compose clear and coherent
Competencies sentences using appropriate grammatical structures
:conjunctions (cause and effects)
2. EN5A-Ig-17. Show tactfulness when communicating
with others.
II. CONTENT Conjunctions ( cause and effect)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning English (SEDP Series)
Resources
https://www.mayoclinic.org/diseases-conditions/teen-
depression/symptoms-causes/syc-20350985
https:/en.wikipedia.org/wiki/Environmental_
issues_in_the_Philippines

A. Reviewing Ask:
previous
lesson or Do you ever wonder why things happen? Why does
presenting the Mayon volcano erupt?
new lesson Why is your classmate absent? Why did you get high/low
grade in English
B. Establishing In today’s lesson, you will learn expressions/signals that
purpose for the are used to state cause-effect relationships.
Lesson
167
C. Presenting Let the pupils read the text. Let the pupils read the text.
examples/insta Then they should be ready Then they should be ready
nces of the to answer some questions. to answer some questions
new lesson (see Appendix A) (see Appendix A)
Teen Depression Air pollution

Comprehension Questions: 1. What kind of
pollution is
1. What is the serious discussed in the
problem selection?
mentioned in the 2. Why is Ermita,
selection? Manila the most
2. Why is it air polluted
considered a district?
serious mental 3. What is the main
health problem? cause why
3. What should be Manila suffers
done if someone from air pollution?
is suffering from
depression?
D. Discussing Say: Say:
new concepts
and practicing Let’s analyze the Let’s analyze the following
new skills #1. following sentences from the text
sentences from the read.
text read 1. Manila suffers from
1. Because of air pollution
depression, because of
it affects the industrial waste and
teenager’s automobiles.
behavior and 2. Since tons of
feelings. domestic waste are
2. Since teen dumped daily, this
depression is a affects 98% of the
mental health population in
problem, it can Manila.
lead to a more 3. Because factories
serious dumped waste this
problem resulted to more
3. When a than 4,000 deaths.
teenager has a
persistent
feeling of Analysis:
sadness this
can lead to 1. Which
depression. sentence
Analysis: expresses the
cause of air
1. Which pollution?
sentence 2. Which sentence
expresses the shows the
causes of teen effect?
depression? 3. What
2. Which sentence expressions/
shows the effects signal words are
of teen depression? used to
3. What introduce the
expressions/ relationship?
signal words are 4. What other signal
words can be
168
used to introduce used to show
the relationship? cause-effect
4. What other signal relationship?
words can be used
to show cause-
effect relationship?
E. Discussing Fill in the blanks with any Indicate on the table below
new concepts appropriate words or all causes of air pollution;
and practicing expressions that show
new skills #2 cause and effect
relationship. Choose one of
these expressions. cause effects
as a result because Air pollution

of consequently since
now that so
1. smoking, he
has lung cancer.
2. She is fond of
eating junk
food;
she is
suffering
from urinary
tract
infection.
3. excessive
use of gadgets, he
failed in 3 subjects.
4. She was wearing
her earphones
while crossing the
street, she did
not notice the car
speeding down the
road.
5. he was late, he
missed the short
quiz.
F. Developing Construct sentences to Complete the graphic
mastery (leads state the following cause- organizer below:
to formative effect relationships.
assessment 3) Cause Effects
Emphasize the causes.
He was absent in class.
1. Oil price increase
- economic →
problem It was so hot outside. →
2. Energy crisis-
higher prices
of commodities → He had
3. Drug addiction- stomach ache.
loss of appetite
4. Denudation of
forest- heavy floods
169
5. Quarrying- → I can’t
landslides get inside the room.
Note: The teacher asks the
students to combine the two
sentences using appropriate
conjunction.
G. Finding Say:
practical  Some of you come late to class late. State the
applications of causes and effects. (Teacher calls on those who
concepts and are always late)
skills in daily  You do not take breakfast before going to school.
living State the causes and effects.
H. Making There are certain expressions that are used to state a
generalizations cause – effect relationship. This relationship may be
and signaled by words and phrases like: since, consequently,
abstractions therefore, so that, for this reason, because, as a result,
about the this led, etc.
lesson
I. Evaluating Group activity
learning
The class is divided into five groups. Each group is given a
task. Show tactfulness when communicating with others.
Group 1. It’s Real time!
Give your classmate at least three real scenarios and ask
what would happen next.
Example if you left a cone of ice cream on the table, what
would happen next?
Ask a classmate to finish the sentence.
Group 2. Let’s Do It!
Gather a few items to use cause-effect examples. (switch
on the light , pop a balloon, roll a ball, etc.) As you
demonstrate these examples, ask a classmate the cause
and the effect for each.
Group 3. Paint Me a Picture!
Fold ½ size of cartolina paper in half and then unfold it.
Write “Cause’ at the top of the left side and “Effect” at the
top of the right side. Use coloring pen/marker to create a
picture that shows cause- effect relationship. Then ask a
classmate to make a sentence out of the picture(s)
Group 4.Show the Difference.
Out of the pictures provided by your teacher, write down
at least three different causes and effects. Use them in
sentences.
170
Group 5. Strips and Match!
Write causes on sentence strips and match effects on
other sentence strips. Then ask your classmates to match
the strips of paper to come up with sentences showing
cause-effect relationship.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment.
B. No. of
learners who
require
remediation.
C. Did the
remedial
lessons work?
No. of
learners who
have caught
up with the
lesson.
D. No. of
learner’s who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material/s can
I share with
others?
171
Attachment A
Teen Depression
Teen depression is a serious mental health problem that causes a persistent

feeling of sadness and loss of interest in activities. It affects how teenager thinks,
feels, and behaves, and it can cause emotional, functional and physical problems.
Although depression can occur at any life, symptoms may be different between teens
and adults.
If depression signs and symptoms continue, begin to interfere in the teen’s

life, talk to a doctor or a mental health professional trained to work with adolescents.
Depression symptoms likely won’t happen on their own- and they may get
worse or lead to other problems if untreated. Depressed teenagers may be at risk of
suicide, even if signs and symptoms don’t appear to be severe; therefore, there is a
need to talk to a doctor or a mental health professional.
https://www.mayoclinic.org/diseases-conditions/teen-depression/symptoms-causes/syc-
20350985
Air Pollution
Due to industrial waste and automobiles, Manila suffers from air pollution,
affecting 98% of the population. Annually, the air pollution causes more than 4,000
deaths. Ermita, Manila’s most air polluted district due to open dump sites and
industrial waste.The Pasig River is one of the most polluted rivers in the world with
150 tons of domestic waste and 75 tons of industrial waste dumped daily.
https://en.wikipedia.org/wiki/Environmental_issues_in_the_Philipppines
172
Time & Date Quarter 1 Week 8 – Day 1
I. OBJECTIVES
A. Content Demonstrates an understanding of the elements of literary

Standard and informational texts for comprehension
B. Performance Recalls details, sequence of events, and shares ideas on

Standard texts listened to
C. Learning Distinguish reality from fantasy
Competencies/
EN5LC-Ih-2.3
Objectives
II. CONTENT Reality and Fantasy
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
(LR) portal
B. Other Learning English For You and Me Reading Textbook 6;
Resources The Legend of the First Bananas, pp. 85 -86
Plants, pp. 63 – 64
A. Reviewing The teacher asks what the pupils already know about
previous lesson reality and fantasy based on the previous lesson.
or presenting
the new lesson
B. Establishing a The teacher says: Today, you are going to learn more
purpose for the about distinguishing reality from fantasy. Find out their
lesson differences using the selections you will listen to.
C. Presenting Have the pupils listen to two selections; a Filipino folk tale
examples/ entitled, The Legend of the First Bananas and Plants by
instances of the Helen Taylor Abdulaziz to be read by the teacher.
new lesson
173
(The teacher may ask comprehension questions during or
after reading each selection)
D. Discussing new The teacher asks the following questions:
concepts and
1. What can you say about the characters and events
practicing new
in the first selection you have listened to?
skills #1
2. What can you say about the information you have
learned from the second selection?
3. How do the two selections differ?
4. Which selection shows reality? Which can be
identified as fantasy? Why do you say so?
E. Discussing new GROUP ACTIVITY: WHOLE CLASS
concepts and ACTIVITY:
(“Reality vs. Fantasy”)
practicing new
(“Reality? or
skills #2 Using the venn diagram below, Fantasy?”)
show the differences between
Reality and Fantasy. Then, present Listen as the
your output to the whole class. teacher reads the
following sentences.
Clap your hands
Reality Fantasy once if it represents
Reality, and stomp
your foot once if it
shows Fantasy.
Possible answers: 1. Rodrigo Duterte is

the president of the
Philippines.
2. The clouds
opened and
Reality Fantasy
colourful flowers fell.
- events can - events cannot 3. Peter’s cat spoke
happen in real life happen in real to him to ask for
- makes use of real - a product of a
people, places, writer’s food.
or objects imagination 4. My friend could
walk in the air.
5. Dogs bark and
use their four feet to
walk.
6. Different kinds of
trees can be found
in the forest.
7. Babies need milk
to grow.
8. A giant lives on
top of the mountain
9. The white bird
turned into a
beautiful lady.
174
10. Bananas and
avocados are
nutritious fruits.
THINK – PAIR
SHARE ACTIVITY:
Have the pupils
work in pairs. Let
them write down 2
examples each of
sentences showing
reality and fantasy.
Then, the teacher
may call some
pupils to share their
outputs to the class.
F. Finding The teacher asks the following questions:

practical
applications of 1. Why do you need to distinguish reality from fantasy?
2. When you read books or watch movies, which should
concepts and
you believe? Why?
skills in daily
living
G. Making How do we distinguish reality from fantasy?

generalization
* Reality refers to situations that can happen in real life.
and abstraction
Fantasy refers to situations that are magical or make-
about the
believe and could not happen in real life.
lesson
H. Evaluating SHORT QUIZ: SHORT QUIZ:
Learning
Have the pupils listen to the poems Listen as the
entitled, “The Magical Forest” and teacher reads the
“Bicol, my Home”. Let them following sentences.
determine which shows reality and Write Reality or
which shows fantasy. Then, let Fantasy.
them write down people, places,
animals, events or objects
1. Fruits and
mentioned in the poem which
vegetables
proves that it can be identified as
make our
reality or fantasy. Use the table
body healthy.
below.
2. Sarah lives
The Bicol, inside a
Magical gumamela
Forest my Home flower.
3. Rose petals
fell from the
clouds.
4. The farmer
harvested
175
different
vegetables.
- - 5. The bird made
- - a nest to
lay its eggs.
- - 6. The horse
spread its
- - wings and
- - started to fly.
7. A fairy came
out from
underneath
Possible answers:
the river.
The Magical Bicol, 8. Andres
Forest my Home Bonifacio fought
the Spaniards
Fantasy Reality for our
- Magical - Region in the freedom
creatures Philippines 9. Trees provide
- Tiger with - Pili nut us fresh air
wings - Sili ice cream 10. Tonyo goes
- Monkey that -Bicol express to school
disappears - Mt. Mayon
using a flying
- Butterflies - Albay
as big as a - Sorsogon
carpet
tree -Catanduanes
- Masbate
- Camarines Sur
- Camarines Norte
V. REMARKS
VI. REFLECTION
VI. OTHERS
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who requires
additional acts
for remediation
who scored
below 80%
C. Did the remedial

lessons work?
No. of learners
who caught up
with the lessons
176
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did this
work?)
did I encounter
which my
principal/
supervisor can
help me solve?
G. What
innovations or
localized
materials did I
used/discover
which I wish to
share with other
teachers?
177
Attachment A
The Legend of the First Bananas

A Filipino Folktale
Long ago, in the village of Seboan, there lived a beautiful maiden named
Juana. Her home was near an enchanted cave in which fairies were said to live.
One morning, as she was walking near the cave, she met a young man. He
was a stranger, but he stopped and said, “Good morning. May I walk with you?” As
he walked along with Juana, he began to tell her many strangest things. She was so
charmed and pleased with his manners and beautiful language that she forgot that
they had been strangers. He, too, felt that she was no longer a stranger, for he had
fallen in love with her at first sight.
The next morning, they met again. The young man told Juana that he was
really a fairy, a fairy prince, who had changed himself into a man.
Then he told her of the land in which he lived, the land of make-believe. He
talked of how wonderful it would be if he could take her there, but he said sadly: “You
are not a fairy. No one can live in the land of make-believe except fairies.” As he
turned to leave, he said, “Tonight I shall see you for the last time.” That night he
came to say goodbye; but when it was time for him to leave, Juana felt that she could
not let him go. She clung to his hands to hold him back. Even while she was holding
them, the fairy vanished, leaving his hands in his grasp.
Juana was frightened and horrified. What should she do with the hands? “I
must hide them,” she said.
So she ran and buried them in the corner of the garden and put a small stone
nearby to mark the place.
Early the next morning, she went to the garden to see if anything had
happened to the buried hands. Near the stone, she saw a small green plant pushing
itself up through the soil.
Juana watched it daily and treated it with the greatest of care. Soon it grew
into a tall plant with big fanlike leaves. In a month’s time, some strange-looking fruit
appeared on it. The fruit grew in rows like clusters of fingers on hand.
The strange fruit was the first bunch of bananas in the world.
Retrieved From: English for You and Me

Reading
Textbook (pp. 85-86)
178
Attachment B
Plants
By Helen Taylor Abdulaziz
Plants are necessary for life. All living things need plants because plants
provide people with food. During photosynthesis, plants change the sun’s energy into
food. Plants use carbon dioxide (CO2) and produce oxygen to live.
Roots usually grow underground. They help keep the plant in the soil. They
also absorb water and minerals from the soil and carry them to the other parts of the
plant. In some plants such as carrots or potatoes, the roots store the food for the
plants.
Plant stems are usually above the ground. They hold the leaves and flowers.
There are two kinds of stems. The stems of many flowers and vegetables are soft
and green. They bend easily. These plants live for only one year. They are annual
plants. Other plants have hard and woody stems. Trees have brown, woody stems.
They are perennial plants. They live for several years.
Leaves are an important part of the plant. The leaves grow on the stem. Most
leaves are green because they contain chlorophyll. Chlorophyll is necessary for
photosynthesis. Leaves make food for the plant. The food gives energy for the other
parts of the plant.
In the process of photosynthesis, roots, stems, and leaves of green plants
work together to make sugar from sunlight. Photosynthesis is a Greek word. It means
“putting together with light.” During the process of photosynthesis, plants use
sunlight, chlorophyll, carbon dioxide (CO2), and water to make food. In this way,
green plants use the sun’s energy to make food for the plant and other living things.
Other living organisms such as animals get their energy by eating plants. Human
beings eat both animals and plants to get energy. Without green plants, the sun’s
energy could not be used on the earth and all other organisms living on earth would
die.
Retrieved From: English for You and Me

Reading Textbook (pp. 63 –
64)
179
Appendix C
Bicol, my Home
Bicol is a place I call my home,

A region in the Philippines,
majestic as Mount Mayon
The place to look for Pili nuts,
or Sili ice cream in a cone,
but don’t forget to try Bicol Express,
and you’ll surely say “Masiramun!”
Bicol is a place you’ll want to visit

Albay, Sorsogon, Masbate,
or Catanduanes,
Camarines Sur and Camarines Norte,
all of them are great
Come and see their old churches
Oh! to see all their Festivals
I really can’t wait!
The Magical Forest
There was once a forest,

one you could never find
until you utter that magic word,
but they say, “don’t give it a try.”
For this forest may seem humble,

A little boring you may think
But the magical creatures come out
Once they see a guest.
A tiger with wings that shines like a star

And a monkey who disappears
in the rays of the sun.
You could also find butterflies
colorful and free,
But you may be surprised
that they’re as big as a tree.
180
I. OBJECTIVES
A. Content Demonstrates an understanding of verbal cues for clear

Standard expression of ideas
B. Performance Actively creates and participates in oral theme-based
Standard activities
Efficiently delivers oral presentations
C. Learning Recount events effectively
Competencies/ EN5OL-Ih-1.8
Objectives Read grade level text with 118 words correct per minute
EN5F-Ih-1.13
II. CONTENT Recounting Events Effectively
Reading a Grade level Text with 118 Words Correctly per
Minute
III. LEARNING
RESOURCES
A. References
1. Teacher’s Lesson Guides in Elementary English – Grade 5
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning
Resources
A. Reviewing “What am I?”

previous
I am a book where you write your daily record of events
lesson or
and experiences.
presenting the
new lesson You can write on me how you feel, or what you have been
through for the day. What am I?
(answer: DIARY)
181
B. Establishing a The teacher asks the following questions:
purpose for
1. Do you have a diary?
the lesson 2. Have you already experienced writing in a diary?
3. What are the things that we usually write In a diary?
The teacher says: When you write a diary entry, you

recount events that happened that day. In today’s lesson
you will learn more on how to recount events effectively.
C. Presenting In 4 groups, let the pupils read a text retrieved from Lesson
examples/ Guides in Elementary English 5, entitled “Carol’s Diary.”
instances of
(Note: Reading by small group will help the teacher
the new lesson
determine those needing help in reading.)
They should be able to read 118 words correctly per
minute.
D. Discussing The teacher asks the following questions:

new concepts
1. What school event did Carol shared on her diary?
and practicing 2. What did she experience on the first day of their Annual
new skills #1 Foundation Week?
3. What happened on the 2nd day?
4. What activities were conducted on the 3rd day?
5. What school project was launched on the 4th day?
6. How did their Foundation week end on the 5th day?
7. How did Carol recount the events happened in her
whole week?
8. What transitional words did she use?
E. Developing GROUP ACTIVITY: GROUP ACTIVITY:
mastery
(“Pass the Ball”) (“Fill Me Out”)
(leads to
formative A ball will be passed Using this graphic organizer,
assessment 3) among the members of a recount the events on Carol’s
group. When the teacher diary. Present your output to
says “stop” the member of the class.
the group holding the ball
will recount the first event
on the text,”Carol’s Diary”.
The process will be
repeated until the last
event in the text is
mentioned.
182
F. Finding Have the pupils cite some examples of real-life situations
practical where recounting events effectively is needed.
applications of
Possible answers:
concepts and News reporting
skills in daily Recording an incident
living Retelling a story
The teacher asks the following questions:
1. Why is it important to be able to recount events

effectively?
2. What may happen if you miss stating other important
details from what you have read or listened to?
3.
G. Making To recount events effectively…
generalization 1. State the main events.
and 2. List them in chronological order.
abstraction 3. Use appropriate transitional words to arrange the events
about the effectively.
lesson
H. Evaluating GROUP ACTIVITY:
Learning The teacher explains the instructions below:
Recall the latest episode of a TV show or TV series you

have watched recently. Be able to recount the events for
that episode.
Make use of appropriate transitional words to arrange the
events effectively.
V. REMARKS
VI. REFLECTION
VI. OTHERS
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who requires
additional acts
for remediation
who scored
below 80%
C. Did the
remedial
lessons work?
183
No. of learners
who caught up
with the
lessons
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did this
work?)
F. What
difficulties did I
encounter
which my
principal/
supervisor can
help me
solve?
G. What
innovations or
localized
materials did I
used/discover
which I wish to
share with
other
teachers?
184
Attachment A
Carol’s Diary
On March 3, 2003 a great event took place in our school. It was the start of
our annual foundation week. Many contests and games were held and big prizes
were at stake. My friends and I bagged the first place in the MTAP competition for
grade V pupils. We were very happy and our teachers congratulated us for being the
winner.
The next day I led the program intended for our teachers and principal. The
pupil-participants of the program showed their best in singing, dancing and even
acting. It was a tiresome afternoon but an exciting day.
On the 3rd day, we heard a mass in our school’s chapel and in the afternoon a
sportsfest was held. Being with my friends and classmates, while participating in all
the sports events is an experience. We joined the relay contest, volleyball and
badminton.
We launched the school project dubbed as “May Pera sa Basura” a day
before the end of the week-long celebration. We also served the community through
tree planting and cleaning the environment.
Finally, the much awaited moment for us was the fifth day of the celebration,
the awarding ceremony was held and we received our awards and prizes. I felt so
happy and relaxed during the afternoon for I could already rest. I thanked God
because I learned many things.
(Retrieved from: Lesson Guides in Elementary English – Grade 5, DepEd

2008)
185
Teacher Learning English
Area
I. OBJECTIVES
A. Content demonstrates an understanding that word meaning
Standard changes based on context
B. Performance uses strategies to decode the meaning of words in context
Standard
C. Learning Infer the meaning of unfamiliar words (clipped) based on
Competencies/ given context clues (synonyms, antonyms, word parts) and
Objectives other strategies
EN5V-Ih-12 and 13
II. CONTENT Inferring the meaning of unfamiliar words (clipped)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook Joy in Learning English 5; pp. 75-76
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning
Resources
A. Reviewing The teacher says:
previous lesson Last week, you already learned that clipping is the process
or presenting of cutting the beginning, or the end of a word, or both,
the new lesson leaving a part to stand for the whole. The result of this
process is called clipped words.
B. Establishing a Today, we are going to learn more about understanding

purpose for the unfamiliar clipped words based on given context clues.
lesson
C. Presenting Read the following sentences. Identify the clipped word
examples/ used in each item.
instances of the
new lesson
186
1. Dr. Reyes performs his Scientific experiments and
researches inside his lab. (answer: lab)
2. My brother exercises hard because he wants his abs to
look like the abs of the male models from the magazines.
(abs)
3. Suzy is a college student. She goes to school everyday
to listen to the lectures of her prof. (prof)
4. Nila had a flu and was taken immediately to the hospital.
(flu)
5. She used a clean hanky to wipe the dirt on her face.
(hanky)
D. Discussing new The teacher asks the following questions:

concepts and 1. What do you think are the original words for the
practicing new clipped words used in each sentence?
skills #1
Answers:
lab - laboratory
abs - abdominal muscles
prof - professor
flu - influenza
hanky - handkerchief
2. Can you identify clues in the given sentence which

may help you understand the clipped word?
(The teacher gives sentence #1 as an example)
Dr. Reyes performs his Scientific experiments and

researches inside his lab.
 Based on the given context clues (Scientific

experiments and researches), we can infer that
lab is a place where scientific experiments or
researches are carried out.
Let the pupils tell the context clues for the 4 remaining
sentences and have them infer the meaning of the clipped
words used.
Possible answers:
abs - part of the body between the thorax and the

pelvis.
prof - a teacher in a university or
college flu - a widespread viral illness.
hanky - a piece of cloth used mainly to wipe areas of
the face.
187
E. Discussing new THINK-PAIR-SHARE THINK-PAIR-SHARE
concepts and ACTIVITY: ACTIVITY:
practicing new
skills #2 Work with a partner in Work with a partner in
inferring the meaning of the inferring the meaning of the
clipped words used in each clipped words used in each
sentence. sentence. Choose from the
definitions inside the box.
1. Mr. Sammy’s dog keeps
on vomiting, so they went 1. Mr. Sammy’s dog keeps
to a vet to have his dog on vomiting, so they went to
checked and treated.. a vet to have his dog
2. Companies use fun ads checked and treated..
in order to attract more 2. Companies use fun ads in
customers to buy their order to attract more
product. customers to buy their
3. Granny is already 85 product.
years old, but she can still 3. Granny is already 85
dance to her favorite song. years old, but she can still
4. The manager wrote a dance to her favorite song.
memo to inform his 4. The manager wrote a
employees about the new memo to inform his
company policies. employees about the new
5. My friend and I share company policies.
stories while eating at a 5. My friend and I share
cafѐ stories while eating at a cafѐ
A. a short written report

prepared for a person
or group of people
containing information
about a particular
matter.
B. a person trained in
the medical treatment
of animals.
C. the mother of a father
or a mother; a
woman who
is an ancestor
D. a small, informal
restaurant serving
drinks and snacks
E. a public
announcement in
a newspaper,
television, radio,
internet, or magazine
to advertise a product
or an event.
188
practical 1. Do you often get to hear or read clipped words?
applications of 2. Why do you need to know their meanings?
concepts and
skills in daily
living
G. Making What are clipped words?
generalization
and abstraction How do we infer the meaning of an unfamiliar clipped
about the word?
lesson
H. Evaluating SHORT QUIZ: SHORT QUIZ:
Learning
Infer the meaning of the Infer the meaning of the
given clipped word in each given clipped word in each
sentence with the help of sentence with the help of
clues. clues.
Write the letter of the correct
1. Mr. Alex Santos is a very answer.
kind and respectful person.
He is a gent admired by 1. Mr. Alex Santos is a very
many people around him. kind and respectful person.
He is a gent admired by
gent - many people around him.
A, a man of wealth
B. a man of bad manners
2. The whole class is going C. a man of refined
to practice volleyball at the manners
gym.
2. The whole class is going
gym - to practice volleyball at the
gym
3. Put the fruits and A. a large room for physical
vegetables in the fridge to exercise and training .
keep it cool and fresh. B. a large room with many
books and magazines
fridge - C. a large room where
musical instruments are
4. Annie will be wearing a stored.
red dress for their school
prom tonight. 3. Put the fruits and
vegetables in the fridge to
prom - keep it cool and fresh.
A. an electric appliance for
5. The two police officers cleaning clothes.
were commanded by the B. an artificially
sarge to continue with the cooled storage space
operation. C. a gadget used to send
189
messages
sarge -
4. Annie will be wearing a
red dress for their school
prom tonight.
A. a party at a club
B. a formal dance held for
a school class
C. a gathering during
Christmas nights
5. The two police officers

were commanded by the
sarge to continue with the
operation.
A. a sergeant in the armed
forces or police
B. a president of an
organization
C. a person in charge in a
medical operation
V. REMARKS
VI. REFLECTION
VI. OTHERS
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who requires
additional acts
for remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who caught up
with the
lessons
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
190
worked well?
Why did this
work?)
F. What
difficulties did
I encounter
which my
principal/
supervisor can
help me
solve?
G.What
innovations or
localized
materials did I
used/discover
which I wish to
share with
other
teachers?
191
I. OBJECTIVES
A. Content Demonstrates an understanding of various linguistics

Standard nodes to comprehend various texts
B. Performance Uses linguistic cues to appropriately construct meaning
Standard from a variety of texts for a variety of purposes
C. Learning Analyze figures of speech (simile, metaphor,
Competencies/ personification, hyperbole) in a given text
Objectives EN5RC-Ih-2.3
II. CONTENT Figures of Speech (hyperbole)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning www.google.com (As I Walked Out One Evening ) by W.H.
Resources Auden
A. Reviewing The teacher says:

previous
lesson or For the past weeks, you have already learned some of the
presenting figures of speech commonly used in writing.
the new Can you name each one of them?
lesson How do simile, metaphor and personification differ from
one another?
B. Establishing a Today, we are going to learn another figure of speech

purpose for called hyperbole.
the lesson
C. Presenting Let the pupils read the sentence below.
examples/
instances of Pedro searched the whole world to find his missing pen.
192
the new The teacher asks:
lesson
What can you say about this statement?
Do you think it’s possible for someone to search the whole
world for a missing pen?
What does the statement actually want to tell us?
Possible answers:
1. Pedro searched very hard to find his missing pen.
2. Pedro searched every corner of the room to find his
missing pen.
D. Discussing GROUP ACTIVITY: GROUP ACTIVITY:

new concepts “What do you mean?” “What do you mean?”
and
practicing The teacher divides the The teacher divides the
new skills #1 class into 5 groups. The class into 5 groups. The
teacher posts five teacher posts three
sentences on the board and sentences on the board and
have each group read and have each group read and
analyze each sentence. analyze each sentence.
After 5 minutes, each group After 5 minutes, each group
will have to share to the will have to share to the
class what the members class what they think each
think each sentence could sentence could mean.
mean.
Sentences:
Sentences:
1. We waited a hundred
1. We waited a hundred years for our classmates to
years for our classmates to pass their projects.
pass their projects. 2. I am so hungry I could eat
2. I am so hungry I could eat a sack of these mangoes.
a sack of these mangoes. 3. We crossed mountains
3. We crossed mountains and seas to get to our
and seas to get to our Grandmother’s old house.
Grandmother’s old house.
4. Martha’s voice reached
the other part of the earth
when she called Peter.
5. Tony jumped so high and
reached the sky when he
received the news that he
won the story-writing
contest.
E. Developing
mastery
(leads to
formative
193
assessment
3)
practical
applications Do you read poems and stories? Note that there are
of concepts sentences there that use hyperbole.
and skills in How can your knowledge of hyperbole help you in reading
daily living and understanding poems and stories?
G. Making What is hyperbole?
generalization
How is it used in poetry and other types of texts?
and
abstraction
about the
lesson
H. Evaluating Read this excerpt from the Read the short dialogue
Learning poem, “ As I walked Out below. Identify the hyperbole
One Evening” by W.H. used in this text. Write them
Auden. Analyze the down on your paper.
hyperbole used. Write them
down on your paper.
Juan: Hey, Pedro! Why do
you look sad?
As I walked out one
evening, Pedro: Who wouldn’t feel
Walking down Bristol that way? Look! I have a
Street, mountain of dishes to wash!
The crowds upon the And, I’m already starving. I
pavement am so hungry I could eat a
Were fields of harvest whole pig.
wheat.
Juan: Cheer up! Don’t worry.
And down by the brimming I will help you. You know,
river you are one of my best
I heard a lover sing friends. You have been so
Under an arch of the nice to me since we were
railway: very young. I will carry any
‘Love has no ending. mountain for you.
‘I’ll love you, dear, I’ll love Pedro: Oh, thank you very
you much Juan. Rest assured
Till China and Africa meet, that I will also be there
And the river jumps over whenever you need help.
the mountain Just tell me and I will walk a
And the salmon sing in the hundred miles to be there to
street, help you.
‘I’ll love you till the ocean Juan: Oh, come on! Let’s just
Is folded and hung up to start washing the dishes, or it
dry
194
And the seven stars go will take us a lifetime to finish
squawking this.
Like geese about the sky.
After reading, ask the class

(Excerpt from As I walked the lines of the sentences
Out One Evening by W.H. which used hyperbole.
Auden , 1907-73 ) Pupils give their own
interpretation of the
After reading, ask the class sentences using hyperbole.
the lines of the poem which
used hyperbole. Pupils
give their own
interpretation of the lines
using hyperbole.
V. REMARKS
VI. REFLECTION
VI. OTHERS
A. No. of
learners who
earned 80%
in the
evaluation
B. No. of
learners who
requires
additional
acts for
remediation
who scored
below 80%
C. Did the
remedial
lessons
work? No. of
learners who
caught up
with the
lessons
D. No. of
learners who
continue to
195
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did this
work?)
F. What
difficulties did
I encounter
which my
principal/
supervisor
can help me
solve?
G. What
innovations or
localized
materials did I
used/
discover
which I wish
to share with
other
teachers?
196
I. OBJECTIVES
A. A. Content Demonstrates an understanding of various linguistics
Standard nodes to comprehend various texts
Demonstrates an understanding of text elements to
Demonstrates an understanding of writing styles to
comprehend the author’s message
B. Performance Uses strategies to decode the meaning of words in
Standard context
Uses linguistic cues to appropriately construct meaning
from a variety of texts for a variety of purposes
Uses literal information from texts to aptly infer and
predict outcomes
C. Learning Analyze a 2-stanza poem in terms of its elements
Competencies/ (rhymes, sound devices, imagery and figurative
Objectives language) EN5RC-Ie-6
Analyze figures of speech (simile, metaphor,
personification, hyperbole) in a given text EN5RC-If-
2.3
Infer the meaning of unfamiliar words (compound)
based on given context clues (synonyms, antonyms,
word parts) and other strategies EN5V-Ib-12 and 13
Infer the meaning of unfamiliar words ( affixed) based
on given context clues (synonyms, antonyms, word
parts) and other strategies
EN5V-Id-12 and 13
Infer the meaning of unfamiliar words ( blended) based
EN5V-Ie-12 and 13
Infer the meaning of unfamiliar words ( clipped) based
EN5V-Ig-12 and 13
II. CONTENT Performance Task No. 3 – Quiz Bowl
Elements of a Poem (Rhymes, Sound Devices,
Imagery, Figurative Language) ; Meaning of Unfamiliar
Words (Compound, Affixed, Blended, Clipped)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Joy in Learning English 5 Textbook
Materials pages
3. Textbook pages
197
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning English For You and Me 6 Textbook
Resources
IV. PROCEDURE
A. Reviewing previous The teacher says:
lesson or For the past weeks you have already learned how
presenting the new to analyze poems in terms of its rhymes, sound
lesson devices, imagery, and figures of speech, as well as
how to infer the meaning of unfamiliar compound,
affixed, blended, and clipped words.
B. Establishing a Today, your knowledge and skills on these topics will
purpose for the be tested through a Quiz Bowl.
lesson
C. Generalization The teacher asks the following questions:
1. What are the elements of a poem? Can you

describe each one?
2. What are the sound devices commonly used in
poems? How do they differ from one another?
3. What are the different figures of speech?
4. How do we infer the meaning of unfamiliar words?
D. Evaluating The Performance Task for 20 points will follow the

Learning GRASPS.
The teacher gives the instructions:
Goal: This activity will test how well you analyze the
elements of a poem and how good you are in inferring
meaning of unfamiliar compound, affixed, blended, and
clipped words
Role: You are contestants in a Quiz Bowl school
lLevel sponsored by the PGO.
Audience: Your audience will be teachers, principal,
PSDS and other pupils who are going to watch the
contest.
Situation: The occasion is your School’s Foundation
Day.
Your class will be divided into four competing groups.
There will also be a Quiz Master (teacher) who will
facilitate the contest.
Performance: You should be able to answer the
questions to be presented by the Quiz Master with the
help of your team mates.
Standard/ Rubric: Let us also agree on how you will
be graded through this rubric.
198
Ranking Score
1st Place 20 pts.
2 Place
nd
18 pts.
3rd Place 16 pts.
4th Place 14 pts.
V. REMARKS Note: The Mechanics and questions are appended in
this DLP
VI. REFLECTION
VI. OTHERS
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who requires
additional acts for
remediation who
scored below
80%
C. Did the remedial
lessons work?
No. of learners
who caught up
with the lessons
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
this work?)
did I encounter
which my
principal/
supervisor can
help me solve?
G. What innovations
or localized
materials did I
used/ discover
which I wish to
share with other
teachers?
199
Attachment A
Mechanics of the Quiz Bowl

1. There shall be four competing groups.
2. Each group will then be divided into three subgroups and will have to decide
who will play for the following stages of the game:
Stage 1 - What’s in the Poem?

Stage 2 - Figure it Out!
Stage 3 - Mission Definition
3. The Quiz Master (teacher) will call on the first subgroup of each team to play
Stage1. The remaining pupils will serve as the audience and will not be
allowed to coach their team’s representative/s or any of the players.
4. Stage 1 and 2 will also test the contestants’ reading comprehension, and so,
the Quiz Master will have to post the text and let the contestants read it within
20 seconds. (It is recommended that the teacher uses a slide deck/
powerpoint presentation for this activity.)
5. The Quiz Master will then ask a corresponding question about the text given.
When the Quiz Master says “Go” each group must be able to write their
answer on a whiteboard within 10 seconds. When the Quiz Master says
“Boards Up!” each group must raise their answer.
6. A correct answer will earn 1 point for the group. Failure to raise the board on
time will automatically mean 0 point for that question.
7. When Stage 1 of the game is already completed, the teacher will then have
the contestants be seated and call the second and then third subgroup of
each team to play Stage 2 and Stage 3 respectively.
8. The team with the highest number of points at the end of Stage 3 will be
declared as the winner.
Stage 1 - What’s in the Poem?

Read and analyse the following lines from a poem. Then answer the questions that
follow.
We are one family,

Living on a mountain top.
Feeling rich and happy,
Though we’re without much money.
- The Way We Are, by Elodie A. Cada; English For You & Me 6
200
1. What words rhyme in this stanza? (family – happy - money)
We eat three square meals each day,

Under the sun, moon, and sky,
Need I exaggerate the things we have?
To realize that life should be free,
And wish to live it the way it should be,
Honestly, this is all that I really see.
- The Way We Are, by Elodie A. Cada, English For You & Me 6
2. What sound device is used on the first line of this stanza? (Assonance)
3. Which line contains an imagery which appeals to the sense of sight? (2nd line)
4. What words rhyme on the last 2 lines of this stanza? ( bee – see)
The sound of bells that keep on ringing

Mean a lot to someone who is waiting
The event sometime fearing
That kept them close forever guiding
Let days pass with great wondering
How a breath and a sigh be a sign of giving
- Communicating, What? English For You & Me 6
5. What sound device is used on the 1st line of this stanza? (Onomatopoeia)
6. The 1st line of this stanza uses an imagery that appeals to what sense? (hearing)
7. What sound device was used on the last line of this stanza? (Alliteration/ Assonance)
8. What are the rhyming words in the 3rd and 4th lines? (fearing – guiding)
Stage 2 - Figure it Out!
Read and analyse the following lines, and tell what Figurative Language it is.
(Simile, Metaphor, Hyperbole, Personification)
1. The flowers dance in joy as the birds sing. (Personification)

2. A lightning suddenly appeared like a sword from the sky. (simile)
3. The moon is a lamp, so bright and calm. (metaphor)
4. He waited for years and travelled a million miles to find the truth. (hyperbole)
5. I can feel the breeze, as gentle as a pillow on my hands. (simile)
6. The ocean told me, “Life is hard, but you must keep on swimming.” (personification)
7. Annie is my sunshine, her smile’s my light. (metaphor)
8. The boy cried rivers of tears as he bid goodbye to his friend. (hyperbole)
201
Stage 3 - Mission Definition
Infer the meaning of the compound word in each sentence. Write the letter of the
correct answer.
1. Hua Chenyu was born and raised in China, so he speaks fluently in Chinese. This
language is his mother tongue.
A. the nationality of a person from early childhood
B. the hometown where a person lives from early childhood
C. the language used by a person from early childhood
2. My father was able to send me and all my siblings to school by being a farmer and
carpenter. He worked hard in spite of the strong heat of the sun, heavy materials to
carry, long hours of work, and many other hardships along with his work.
A. something that causes suffering or difficulty
B. something that makes work faster and easier
C. something that helps a person in his work
3. Watching TV and surfing the internet are some of the most time-consuming
activities of most children nowadays.
A. using almost no amount of time
B. using a short period of time
C. using long and wasteful period of time
4. The leader did not explain the instructions well to his group mates. His unclear
explanation brought confusion to the whole group.
A. lack of communication
B. lack of understanding
C. lack of teamwork
5. Jose can’t find his notebook. He must have misplaced it and put it on another
place.
A. put in a wrong place
B. forgotten to bring
C. stolen from another person
6. With so many factories and cars all over the place, the city’s skyline is now
covered with smog.
A. smoke combined with oxygen from trees
B. dark clouds made of water vapor
C. fog combined with smoke and chemical fumes
7. Me and my friends plan to make a blog about our tour to Masbate next week. We
are going to take a video and record all the fun activities we will be doing there.
A. a record of performance and activities in a journal notebook
B. a record of performance and activities using a web page
C. a record of performance and activities on radio
8. When Pia Wurtzbach came home after winning Miss Universe, she was warmly
welcomed and accompanied into an open car for the motorcade.
A. a race of motorcycles
202
B. a welcome party inside a car
C. a procession of automobiles or cars
9. The manager issued a memo to remind the employees of the new policies in the
office.
A. a video presentation used to introduce a particular matter
B. a short written report that serves as a reminder about a particular matter.
C. a diagram that serves as a visual aid during presentations
10. My older sister used to stay in a dorm near the university where she studied.
A. A school exclusively for girls
B. A vacation house for students during summer
C. A large bedroom for a number of people in a school or institution
203
I. OBJECTIVES
A. Content The learner demonstrates understanding that words are
Standards composed of different parts to know that their meaning
changes depending in context.
B. Performance The learner uses strategies to decode correctly the
Standards meaning of words in isolation and in context.
C. Learning A. EN5VD-Ii-8.1/8.2/8.3. Clarify meaning of words using
Competencies dictionaries, thesaurus, and/or online resources.
II. CONTENT Clarifying The Meaning Of Words ( Using Dictionaries,

Thesaurus, and/or Online Resources )
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
A. Reviewing  What do you  What do you mean by
previous mean by the the underlined word?
lesson or underlined word? 1. Children are
presenting the 1. Children are sometimes
new lesson sometimes very
very aggressive.
aggressive.  How did you get the
 How did you get the meaning of this
meaning of this word?
word?  Do you have
 Do you have dictionaries and
dictionaries or thesaurus at home?
thesaurus at  How are they used?
home?
 How are they used?
204
B. Establishing Tell the class: With the Tell the class: With the
purpose for the dictionaries/thesaurus dictionaries/thesaurus
Lesson you brought, you will give you brought, you will give
and and
clarify meaning of words. clarify meaning of words.
C. Discussing Tell the pupils to observe a Tell the pupils to observe a
new concepts sample part of a page in a sample part of a page in a
and practicing dictionary/thesaurus. dictionary/thesaurus.
new skills #1.
 What information
can be seen on this  What information can
page? be seen on this page?

D. Discussing Pair Work: SHADES OF Pair Work: SHADES OF
new concepts MEANING MEANING
and practicing
new skills #2 This page in a dictionary This page in a dictionary
gives the meanings of the gives the meanings of the
word ROUND word ROUND.
round (round) adj.
 round (round) adj.
1. shaped like a 1. shaped like a ball;
ball; 2. Shaped 2. Shaped like
like a circle; a circle;
3. having a curved 3. having a
surface curved surface
 n. 1. one part of a  n. 1. one part of a
game or sport; 2. game or sport; 2. a
a series of events; series of events;
3. a short song in 3. a short song in
which two or more which two or more
voices enter at voices enter at
different times vt. different times vt. 1.
1. make a thing make a thing curved;
curved; 2. to go 2. to go around
around
205
Get the correct meaning of
the word ROUND. Get the correct meaning of
1. We can see the big the word ROUND.
and round moon 1. We can see the big and
anywhere we stand. round moon anywhere
2. Manny Pacquiao’s we stand.
opponent was 2. Manny Pacquiao’s
knocked out on the opponent was knocked
ninth round. out on the ninth round.
3. The security guards 3. The security guards
round the area at 9:00 round the area at 9:00 in
in the evening. the evening.
4. The children sang a 4. The children sang a
round while passing round while passing
the ball. the ball.
GAME: (TAP THE GAME: (TAP THE BOARD)

BOARD) The teacher asks questions
The teacher asks about the entries in the
questions about the dictionary or thesaurus. Each
entries in the dictionary or group shall help one another
thesaurus. Each group look for the answers. A
shall help one another look representative runs to the
for the answers. A front, taps the board, wiggles
representative runs to the his/her butt and gives the
front, taps the board, answer.
wiggles his/her butt and 1. What is the synonym of the
gives the answer. word ABANDON?
1. What is the synonym of 2. Is the word HEART found
the word ABANDON? on the dictionary page with
2. Is the word HEART guide words HAIL- HARP?
found on the dictionary Yes or No?
page with guide words 3. What part of speech is the
HAIL- HARP? Yes or No? word PURIFY?
3. What part of speech is 4. What is the antonym of the
the word PURIFY? word HALT?
4. What is the antonym of
the word HALT?
E. Finding How can dictionaries and How can dictionaries and
practical thesaurus help you in your thesaurus help you in your
applications of studies? studies
concepts and
skills in daily
living
F. Making What is a dictionary? What is a dictionary?
generalizations thesaurus? thesaurus?
and
abstractions What information do they What information do they give
about the give us? us?
lesson
G. Evaluate SCAVENGER HUNT: SCAVENGER HUNT:
learning Use your dictionary or Use your dictionary or
thesaurus in giving the thesaurus in giving the
206
information assigned to information assigned to your
your group: group:
Group 1- Find 10 nouns Group 1- Find 10 nouns
Group 2- Give meanings of Group 2- Give meanings of
three words. three words.
Group 3- Give the parts of Group 3- Give the parts of
speech of the ff. speech of the ff.
a. diversity a. diversity
b. extinct b. extinct
c. exotic c. exotic
d. locally d. locally
e. disposed e. disposed
Group 4- Give synonyms Group 4- Give synonyms of
of the ff. three words: the ff. three words:
a. amiable a. amiable
b. cozy b. cozy
c. overwhelming c. overwhelming
Group 5- Give antonyms of
the ff. three words:
a. clog
b. enthusiastic
c. frank
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners
who earned
80% on the
formative
assessment.
B. No. of
learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson.
D. No. of
learner’s
who
continue to
require
remediation
207
E. Which of my
teaching
strategies
worked
well? Why
did these
work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation
or localized
material/s
did I
use/discover
which I wish
to share
with other?
208
I. OBJECTIVES
A. Content The learner demonstrates understanding of the oral
Standards standards of English in order to participate in various oral
communication demands
(situation, purpose, and audience ).
B. Performance The learner prepares for and participates effectively in a
Standards range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own
clearly and persuasively.
C. Learning A. EN5OL-Ii-1.8. Recount events effectively.
Competencies
B. EN5VD-Ii-8.1/8.2/8.3. Clarify the meaning of words using
dictionaries, thesaurus, and/or online resources.
II. Content Recounting Events
Clarifying the meaning of words using dictionaries,
thesaurus,
III. Learning
Resources
A. References
1. Teacher’s
Guide
Pages
2. Learner’s
Materials
Pages
3. Textbook Joy in Learning English 5 p. 59; English Expressways
Pages (Reading Textbook for Grade Five) p. 39
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other
Learning
Resources
A. Reviewing Do you love listening to Do you love listening to
previous stories? Why? Do you also stories? Why? Do you also
lesson or love retelling stories? love retelling stories? Why?
presenting the Why?
new lesson
B. Establishing Today, we are going to Today, we are going to read

purpose for read a story and recount a story and recount the
the Lesson the events. events.
209
C. Presenting Pre- Reading Activity:
examples/inst
ances of the Motivation: What will you Motivation: What will you do if
new lesson do if your pet gets lost? your pet gets lost?
Motive Question: What did Motive Question: What did
the boy do when his pet the boy do when his pet got
got lost? lost?
Unlocking of difficulties: Unlocking of difficulties:
Using your Using your
dictionary/thesaurus look dictionary/thesaurus look for
for the meaning of the the meaning of the following
following words: words:
a. snare a. snare
b. hooked b. hooked
c. horns c. horns
d. pecked d. pecked
During Reading Activity: Text: The Boy Who Became

a Stone (A Tinguian Folk
Text: The Boy Who Tale)
Became a Stone (A
Tinguian Folk Tale) The teacher asks the pupils
in the first row to read the
The teacher asks the title of the story and the first
pupils in the first row to paragraph while the pupils in
read the title of the story the other rows listen. The
and the first paragraph second paragraph will be
while the pupils in the read by the pupils in the
other rows listen. The second row while the rest
second paragraph will be listen and so on and so forth.
read by the pupils in the
second row while the rest
listen and so on and so
forth.
D. Discussing Comprehension Check: Comprehension Check:
new concepts
and practicing  The teacher asks  The teacher asks the
new skills #1. the pupils to pupils to answer the
answer the questions through a
questions through game – PASS THE
a game – PASS BALL. The pupils will
THE BALL. pass the ball while
The pupils will pass the music is being
the ball while the played. When the
music is being music stops, the pupil
played. When the holding the ball will
music stops, the answer the first
pupil holding the question and so on
ball will answer the and so forth.
210
first question and  The questions are
so on and so forth. written on strips of
 The questions are paper that are folded.
written on strips of On top of it are
paper that are colorful butterflies
folded. On top of it that open like
are colorful windows marked with
butterflies that letters from letter A-E.
open like windows
marked with letters
from letter A-E. 1. Who made a bird snare?
2. What did grandma do to
1. Who made a bird snare? the bird?
2. What did grandma do to 3. What did the boy feel when

the bird? he found out that the bird is
gone?
3. What did the boy feel
when he found out that the 4. What did he tell the stone?
bird is gone? 5. How did the
4. What did he tell the grandmother know that the
stone? boy is inside the stone?
5. How did the 6. Who tried to help

grandmother know that the grandmother get the boy out
boy is inside the stone? of the stone?
E. Developing  Second reading  Second reading of the

mastery of the story story
(leads to Group Task: Group Task:
formative
assessment  Let us retell the  Let us retell the story
3) story using a using a graphic
graphic organizer- organizer- FINDING
FINDING ELODEN. The
ELODEN. graphic organizer
The graphic looks like a zigzag
organizer looks like road.
a zigzag road.  Each group will
 Each group will recount the events by
recount the answering the guide
events by questions.
answering the
guide questions.
Group 1:
Group 1: What did Eloden do before

swimming with the other
What did Eloden do before boys?
swimming with the other
boys? Group 2:
Group 2: What happened to the bird

while Eloden was away?
211
What happened to the bird Why did the stone swallow
while Eloden was away? him?
Why did the stone swallow Group 3:
him?
When and where did the
Group 3: grandmother look for the
boy?
When and where did the
grandmother look for What did the horse do to
the boy? break the stone?
What did the horse do to Group 4:
break the stone?
Who else tried to help the
Group 4: grandmother break the
stone?
Who else tried to help the
grandmother break the Was the boy found? How was
stone? he found?
Was the boy found? How
was he found
F. Finding When we retell a story, we When we retell a story, we

Practical should not add, delete or should not add, delete or
applications of change the events but give change the events but give
concepts and the important details like the important details like
skills in daily character, setting, plot. character, setting, plot.
living
G. Making How do you recount events How do you recount events in
generalization in a story? a story?
s and
abstractions
about the
lesson
H. Evaluating Arrange the following Arrange the following events
learning events and read: and read:
A. Jeffrey felt that this The teacher reads the story,
was the best birthday he entitled a Big Catch. Then,
ever had. the students will recount the
story by arranging the events.
B. Jeffrey was turning
eleven the next day. A. I went to the river and sat
Before he slept, he on a big stone.
imagined what his family
B. I went to the garden and
would do on his
looked for some worms.
birthday.
C. I pulled up my line, and
C. To his surprise, as he
there was my big catch.
climbed the stairs of their
house, he heard a birthday D. The day I was waiting for
song. His entire family came.
surrounded him.
212
D. Then, his mother and E. It was a big rotten shoe.
father left for work.
F. I put them in a little can
E. Unfortunately, that and I got my fishing line.
night it was raining hard.
So, he just fell asleep. G. I dropped my line and
waited.
F. The dining table was
laden with spaghetti, H. I waited a long time before
fried chicken, muffins, a I got something.
gallon of ice cream, a
birthday cake and a five-
hundred- peso bill.
G. The next morning, he
went early to church
with his family, and they
had the usual breakfast.
H. That noon, in school,
classes were
suspended due to an
approaching typhoon.
So, Jeffrey headed
home feeling lonely.
I. Jeffrey was expecting to
receive five hundred
pesos for his friends’ ice
cream. But, it turned out
he wasn’t given any, so,
he left for school just the
same.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners
who earned
80% on the
formative
assessment.
B. No. of
learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons
work? No.
213
of learners
who have
caught up
with the
lesson.
D. No. of
learner’s
who
continue to
require
remediation
E. Which of my
teaching
strategies
worked
well? Why
did these
work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation
or localized
material/s
did I
use/discover
which I wish
to share
with other?
214
Attachment A
ANSWERS:
A. Jeffrey was turning eleven the next day. Before he slept, he imagined what his
family would do on his birthday.
B. Unfortunately, that night it was raining hard. So, he just fell asleep.
C. The next morning, he went early to church with his family, and they had the usual
breakfast.
D. Then, his father and mother left for work.
E. Jeffrey was expecting to receive five hundred pesos for his friends’ ice cream. But,
it turned out he wasn’t given any, so, he left for school just the same.
F. That noon, in school, classes were suspended due to an approaching typhoon.
So, Jeffrey headed home feeling lonely.
G. To his surprise, as he climbed the stairs of their house, he heard a birthday song.
His entire family surrounded him.
H. The dining table was laden with spaghetti, fried chicken, muffins, a gallon of ice
cream, a birthday cake and a five-hundred-peso bill.
I. Jeffrey felt that this was the best birthday he ever had.
A BIG CATCH
A. The day I was waiting for came.
B. I went to the garden and looked for some worms.
C. I put them in a little can and I got my fishing line.
D. I went to the river and sat on a big stone.
E. I dropped my line and waited.
F. I waited a long time before I got something.
G. I pulled up my line and there was my big catch.
H. It was a big rotten shoe!
215
Attachment B
THE BOY WHO BECAME A STONE

(A TINGUIAN FOLK TALE)
One day a little boy named Eloden sat out in the yard making a bird snare. As
he worked, a little bird called to him, Tik-tik-lo-den (come and catch me).
“I am making a snare for you,” said the boy, but the bird continued to call until
the snare was finished. Then Eloden ran and threw the snare over the bird and
caught it. He put it in a jar in his house while he went with the other boys to swim.
While he was away, his grandmother grew hungry, so she ate the bird, and
when Eloden returned and found that his bird was gone, he was so sad that he
wished he might go away and never come back. He went out into the forest and
walked a long distance until finally, he came to a big stone and said, “Stone, open
your mouth and eat me.” And the stone opened its mouth and swallowed the boy.
When his grandmother missed the boy, she went out and looked everywhere,
hoping to find him. Finally, she passed near the stone and it cried out, “Here he is.”
Then, the old woman tried to open the stone but she could not, so she called
the horses to come and help her. They came and kicked it, but it would not break.
Then, she called the carabao and they hooked it, but they only broke their
horns. She called the chickens which pecked it, and the thunder which shook it, but
nothing could open it, and she had to go home without the boy.
216

I. OBJECTIVES
A. Content The learner demonstrates understanding that English language
Standards is stress timed to support comprehension.
B. Performance The learner reads with sufficient accuracy and fluency to
Standards support comprehension.
C. Learning A. EN5F-Ii-1.13. Read grade level text with 118 words correct
Competencies per minute.
II. CONTENT Performance Task Number 4

Reading with fluency (118 words correctly per minute)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
Pages
2. Learner’s
Materials
Pages
3. Textbook Fun in English Language 5, p. 109
Pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Reading texts, timer
Learning
Resources
A. Reviewing Say: Say:
previous At this time of the year you At this time of the year you
lesson or need to be good readers need to be good readers
presenting already. You need to know already. You need to know the
the new the correct pronunciation of correct pronunciation of words.
lesson words.
B. Establishing Tell the class that this lesson will test their oral language. They
purpose for should be able to read 118 words correctly per minute.
the Lesson
Teacher reads a sample selection and reads 118 words
correctly per minute.
217
C. Evaluate The performance task for The performance task for
learning 15 points will follow the 15 points will follow the
GRASPS. GRASPS.
This activity will assess how This activity will assess how
well you can read words. well you can read words.
Goal - You need to read 118 Goal - You need to read 118
words correctly per minute words correctly per minute
Role - You are a contestant Role - You are a contestant
Audience – co-contestants,
judges and other viewers Audience – sister and other
ly members
mi
Situation - Reading Festival Situation - Your sister who
in your school just arrived from abroad
Performance – Reading with wants to hear how well you
fluency can read.
Standards for Grading –
Performance – Reading with
rubric
fluency
1. Let us agree on how you
Say:
will be graded using a rubric:
1. Let us agree on how you
RUBRIC IN GRADING THE
will be graded using a rubric:
PERFORMANCE TASK
NO. OF NO. OF SCORE
SCORE
WORDS WORDS
READ IN
ONE
READ IN
MINUTE ONE
MINUTE
118 15
118 15
108-117 14
108-117 14
98-107 13
98-107 13
88-97 12
88-97 12
78-87 11
78-87 11
68-77 10
68-77 10
58-67 9
58-67 9
48-57 8
48-57 8
38-47 7
38-47 7
28-37 6
28-37 6
27 and 5
below 27 and 5
below
2. The teacher should have
copies of the reading text 2. The teacher should have
corresponding to the number copies of the reading text
218
of pupils in the class. One corresponding to the
copy will be for the reader. number of pupils in the
class. One copy will be for
3. The teacher will mark the the reader.
correctly read words by
every pupil. 3. The teacher will mark the
correctly read words by
4. Every pupil will read the
every pupil.
text. After one minute,
he/she stops and the correct 4. Every pupil will read the
words used will be counted. text. After one minute, he/she
stops and the correct words
5. The teacher gives activity/
used will be counted.
seatwork to those not
reading to ensure that the 5. The teacher gives activity/
class is busy. seatwork to those not
reading to ensure that the
class is busy.
V. Remarks
VI. REFLECTION
VII. OTHERS
A. No. of
learners
who earned
80% on the
formative
assessment
.
B. No. of
learners
who require
additional
activities for
remediation
.
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson.
D. No. of
learner’s
who
continue to
require
remediation
219
E. Which of
my teaching
strategies
worked
well? Why
did these
work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help
me solve?
G. What
innovation
or localized
material/s
did I use/
discover
which I wish
to share
with other?
220
Attachment A
SUGGESTED READING TEXT:
Purdoy was around eight years old when the earthquake happened. That
afternoon, he was sent to the market to buy garlic. Along the way, he saw people
running to the Christian Colleges of the Philippines building which collapsed. The
next thing anybody knew, he clambered up to the top floor of the building. He led the
soldiers to a hole he discovered on the fourth floor. The hole was so tiny, he was the
only one frame that could get through. Purdoy wound his way in the dark and head to
the second floor where nine students were trapped. Purdoy took one student at a
time, up to the fourth floor until he was able to save them.
221

I. OBJECTIVES
A. Content The learner demonstrates command of the conventions of
Standards standard English grammar and usage when writing or
speaking.
B. Performance The learner uses the correct function of conjunctions in
Standards various discourse ( oral and written )
C. Learning A. EN5OL-Ii-1.8. Recount events effectively.
Competencies
B. EN5G-Ih-8.3/8.4Compose clear and coherent
sentences using appropriate grammatical structures:
conjunctions.
II. CONTENT Recounting events effectively
Composing clear and coherent sentences using
appropriate grammatical structures: conjunctions
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook Joy in Learning English Textbook, Grade V, p. 77, p.91
Pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning
Resources Pictures of

A. Reviewing Brief recall: Brief recall:
previous
lesson or  What are conjunctions?  What are conjunctions?
presenting the  What is the function of a  What is the function
new lesson coordinating of a coordinating
conjunction? conjunction?
Give examples Give examples
 What is the function  What is the function
of subordinating of subordinating
conjunction? conjunction?
Give examples. Give examples.
222
B. Establishing Tell the class that they Tell the class that they
purpose for the should be able to recount should be able to recount
Lesson events in situations they events in situations they
love to remember. They love to remember. They
should use appropriate should use appropriate
conjunctions. conjunctions.
C. Presenting Ask these questions: Ask these
examples/insta  Have you celebrated questions:
nces of the you 10th birthday?  Have you
new lesson  Will you tell us some celebrated your 10th
events that took place birthday?
during your birthday  Will you tell us some
using conjunctions? events that took place
Ex. during your birthday
Mother cooked using conjunctions?
spaghetti, and my  Use any of the
aunt brought a cake. following:
1. and
I invited my former
2. but
classmates, but
3. because
only a few came.
Guide Questions:
 Were you happy that
day? Why?
 Were you given a
party? Was it simple
or grand?
 Who gave you gifts?
What did they give
you?
 Did you like the gifts
that you receive? Why
or why not?
D. Developing Group Task: Group Task:
mastery (leads
to formative  Use conjunctions  Recount the events
assessment 3) in recounting the that took place in
events that took any of the following
place in any of the situations/
following activities:
situations/ 1. School
activities: encampment
1. Your 2. Intramural
MTAP 3. Summer vacation
experience  Use any of the
2. School following
encampment conjunctions:
3. Intramural 1. and
4. Summer vacation 2. but
5. Family reunion 3. so
4. or
5. because
223
E. Finding Expressing our ideas clearly Expressing our ideas
practical lead to understanding. clearly lead to
applications of understanding.
concepts and
skills in daily
living
F. Making What are conjunctions? What are conjunctions?
generalizations What is the function of a What is the function of a
and coordinating conjunction? coordinating conjunction?
abstractions What is the function of a What is the function of a
about the subordinating subordinating
lesson conjunction? conjunction?
G. Evaluate Give a picture/s which Give a picture/s which
learning pupils can relate. pupils can relate.
1. First picture- dirty sea
2. Second picture- children Use any of the following
eating junk food and sweets conjunctions:
3. Third picture: - and
parents fetching their - but
children in school - or
because of bad - so
weather. - because
They compose 3 sentences 1. First picture- dirty sea

using conjunctions.
2. Second picture- children
eating junkfood and
sweets
3. Third picture:
parents fetching their
children in school
because of bad
weather.
They compose 3 sentences
using conjunctions.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment.
B. No. of
learners who
require
additional
activities for
remediation.
224
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson.
D. No. of
learner’s
who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did
these work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material/s
did I
use/discover
which I wish
to share with
other?
225
I. OBJECTIVES
A. Content The learner demonstrates understanding of the different domains
Standards of literacy and its corresponding competencies.
B. Performance The learner listens critically to different text types; expresses

Standards ideas logically in oral and written forms; and demonstrates
interest in reading to meet various needs.
C. Learning To showcase the competencies in 8 domains for Quarter 1
Competencies through a Culminating Activity.
II. CONTENT Quarter 1 Culminating Activity

III. LEARNING
RESOURCES
A. References Pls refer to the references cited in the mechanics. (Attached to
the DLP)
B. Other Learning Laptop, LCD projector, show me board, manila paper, timer,
Resources pentel pens/white board markers
IV.PROCEDURE
A. Reviewing The teacher presents to class the plan for the Culminating Activity
previous lesson
or presenting
the new lesson
B. Establishing The teacher divides the class into groups for the different tasks.
purpose for the The teacher discusses the mechanics of the activity.
Lesson
C. Finding Culminating activity discovers and enhances the skills of students;
practical likewise this also creates camaraderie and teamwork among
applications of students.
concepts and
skills in daily
living
D. Making Culminating activities guide students through creating student-
generalizations centered learning experiences that will help them get the most out
and of group work, engaging presentations, or interactive experiences
abstractions in the classroom.
about the
lesson
E. Evaluate Student’s presentation will be rated according to the rubrics
learning attached to this DLL. Feedback giving will also be done to
determine the strength and weakness of the activity.
226
ATTACHMENT
ENGLISH - GRADE 5
CULMINATING ACTIVTY FOR QUARTER 1
A. PLANNING STAGE
1. The teacher divides the class into the following groups:
Group 1- Committee members with at least 12 pupils
Group 2- Contestants/ participants to the different events
 Poetry Reading 5 participants
 Story Retelling 3 participants
 Reading of original composition ( pupils’ written output) 5 participants
 Battle of the Brain 4 teams with 5 members
2. The class creates the different committees.

Program and Invitation (2 members)
Accommodation and Cleanliness –Before & After (2 members)
Sounds and Lights (2 members)
Emcee, Quiz Master, Scorer (3 members)
Documentation (2 members)
In-charge of IT (1 member)
3. The teacher gives the pupils time to brainstorm on the task of each member.
4. Teacher gives pupils time to prepare/ practice. (Literary texts for Story
Retelling should be given to participants 1 week before the
performance.). Beforehand, the English teacher coordinates / makes
arrangements with other subject teachers that handle the same class.
She/He informs them that the English class for that day will have a
culminating activity thus the class cannot attend their next period
class. It is also suggested that the teacher asks permission from the
school principal for the conduct of the culminating activity.
5. Before the actual performance the teacher and the pupils agree on the rubrics
to be used in rating the performance.
B. PERFORMANCE STAGE
Conduct of the Culminating Activity
C. FINAL STAGE
Feedback giving / evaluation of the activity. The pupils’ performance will be
rated based from the rubrics.
MECHANICS OF THE BATTLE OF THE BRAIN
1. The quiz bee will last for 30 minutes.

2. There will be 4 teams with 4 members.
3. There are three rounds- easy, average, and difficult.
4. For every answer to an easy question, one point will be given, an answer
to an average question is good for two points and 3 points for the answer
to a difficult question.
227
5. For every round, questions will be flashed on the screen and contestants will
be given time to write the answer on a flash card.
6. For easy round, 10 seconds will be given to answer the question. For average
round, 15 seconds and for difficult round, 20 seconds will be given to answer
the questions.
7. The leader of the group waits for the signal of the quiz master before he
raises his flash card.
8. The team with the highest score will be declared as the WINNER.
Suggestion: The Teacher may prepare a power point presentation of the quiz
items.
RUBRICS IN EVALUATING THE ACTIVITY

Criteria Excellent Very Satisfactory Poor
satisfactory
Teamwork 10 9 8 7
Preparedness 10 9 8 7
Showmanship 10 9 8 7
Total 30 27 24 21
TEXT FOR POETRY READING
The Food Pyramid
Hey, I’m carbs eat six me

I’m in potatoes and rice and give you energy.
We’re fruit and veg eat us five times a day

Vitamins and minerals is what we pay.
Calcium here, I’m good for your bones

Milk, cheese and yogurt is where I’m at home.
Hey, we’re meat and fish and peas

We heal your cells with our proteins.
I am fat, don’t a lot of me

Or I could block your artery.
We make the Food Pyramid, eat us the right way

And we will help you through the day.
228
TEXT FOR STORY RETELLING
Health Is Wealth
Once upon a time, there lived a generous and kind- hearted king. But
the people weren’t happy with their king because the king was very lazy and
would not do anything other than eating and sleeping.
He spent days and weeks and months in his bed either eating
something or sleeping. The king became a couch potato and the people
started to worry about the king.
One day, the king realized that he couldn’t even move his body, not
even his foot. He became very fat and his enemies made fun of him, calling
him, “fatty king”, “bulky king”, etc.
The king invited expert doctors from various parts of his country and
offered them rewards to make him fit. Unfortunately, none could help the king
gain his health and fitness. The king spent enormous amounts o money but
everything went in vain.
One fine morning, a holy man visited the country. He heard about the
ill-health of the king, and informed the minister at the palace that he could
easily cure the king. Hearing these promising words, the minister became
very happy. He requested the king to meet the holy man to get rid of his
problem.
The holy man resided at a distant place. Since the king could not
move his body, he asked the minister to bring the holy man to the palace, but
the holy man refused. He said that the king had to go to him, in order to get
cured.
After strenuous efforts, the king met the holy man at the latter’s
residence. The holy man complimented the king saying that he was a good
ruler, and said that he would soon regain his health. He asked the king to
come for treatment the next day. He told the king also that the king would be
treated only if he came on foot to the holy man’s residence.
The king was unable to walk even a few steps on the road, but aided
by his followers, he reached the holy man’s place. Unfortunately, the holy man
was not available there and his devotee requested the king to come and meet
him the next day for treatment.
This was repeated for two weeks and the king never met the holy man,
and never had any treatment.
Gradually, the king realized that he felt a lot lighter, lost a considerable
amount of weight and felt more active than before. He realized the reason
why the holy man asked him to reach his place by walking.
Very soon, the king regained his health, and the people were very
happy in his kingdom.
229
Health is wealth!
NOTE: The literary texts are about health in consonance with the Health and
Nutrition Month.
SAMPLE TEST ITEMS FOR THE QUIZ BEE/ THE BATTLE OF THE BRAIN
EASY ROUND (10 ITEMS)

1. Form three words out of the prefix – UN
2. Give three words using the suffix – FULL
3. Write one word with prefix –MIS and suffix –ION.
4. “He would never reveal our secret. He doesn’t tell people things that aren’t
their business.
From the sentence, identify the synonym of the word reveal.
5. Neil seemed to be daydreaming so he didn’t understand what she was
saying. I tapped his shoulder to ask him to focus on the lesson.
From the sentence, what is the antonym of the word daydreaming?
6.-10-Tell whether the sentence is formal or informal.

6. Write back ASAP! (informal)
7. I will handle the problem. (formal)
8. My favorite TV show is Asia’s Got Talent (informal)
9. I heard you say bad word. Anyways, let us continue our work. (informal)
10. Stop fabricating stories. (formal)
AVERAGE ROUND (15 ITEMS)
Listen to the passages the quiz master will read and answer the question after each
passage.
1. A summer day is full of ease,
A bank is full of money,
Our lilac bush is full of bees,
And I am full of honey.
What is the mood expressed in this passage?
A. Sad B. happy C. excited D. thrilled
2. “Don’t leave mother! Without you, I have no hand to hold.

What is the tone of the speaker?
A. Worried B. excited C. afraid D. amazed
3. I jiggled it.
Jaggled it
Jerked it.
What sound device is used in this verse?
A. Alliteration B. assonance C. onomatopoeia D rhyme
230
4. In far barangays, the tweeting of the birds, chirping of the insects and
rustling of the leaves are music to the ears.
What sound device is used in this line?
A. Alliteration B. assonance C. onomatopoeia D rhyme
5. When Ella’s cruel stepmother prevents her from attending the Royal Ball,
she gets some unexpected help from the mice and from her fairy
Godmother.
Is the story a fantasy or reality?
(These items can be flashed on the screen)
6. Joey Carter was thirteen. He lived with his mother. He hadn’t seen his
father for a long time- not since he was in the Kindergarten. He couldn’t
remember his father’s face very well. But at night, he could still hear him
say “Good night, Joey. I love you.”
What element of short story is evident in the passage?

A. Setting B. Character C Plot D. Theme
7. My country, you’re only;

Philippines, my beloved
My heart and even life
To you I shall give.
What is the theme expressed in this poem?
A. Patriotism B. freedom C. Unity D. loss
8. “There is a lady who lives down the hall,

Wrinkled and gray and toothless and small.
To what sense do the following lines appeal?

A. Sight B. Smell C. Touch D. Hearing
9. Mister sun
Wakes up at dawn
Puts his golden
Slippers on
Climbs the summer
Sky at noon,
Trading places
With the moon.
Patrick Lewis
What is the figure of speech used in the poem?
A. Simile B. metaphor C. Personification D. Hyperbole
10. The night is a big black cat

The moon is her topaz eye,
The stars are the mice she hunts at night,
231
In the field of the sultry sky.
What figure of speech is used in the poem?

A. Simile B. metaphor C. Personification D. Hyperbole
Choose the correct word inside the parentheses that will complete the sentence.
11. He (A. graduate B. graduated C. has graduated D. is graduating)
In TNWCS last April 5, 2019.
12. She (A. has been writing B. was writing C. is writing D. writing) poems
since she was in grade 3.
13. Julie is very tired, (A. yet B. so C. and D. but) she insists on finishing
the project.
14. We needed a quiet place to work on, (A. so B. for C. and D. or) we
packed up our things and went to my room.
15. When I was a child I (A. can B. could C. may D. might) climb a tree.
DIFFICULT ROUND (10 ITEMS)

Watch the following video clips and identify the type of the viewing materials. (Note:
Find pictures and magazine cover)
1.
2.
3.
What form or conventions of film is shown in the video clip? (Pls provide a video clip)
4.
5.
Rewrite the sentences placing the missing correct punctuation marks.

1. Amavel wanted the black green and blue dress
2. Angelo was hurt he knew Lily only said it to upset him
Complete the sentences by filling in the blanks with the correct word inside the
parentheses.
3. Her speech was wonderful, she received many (A. complements B.
compliments C. complemints D. cumplements)
4. Save the (A. embarassment B. embarrasment C.
embarrassment D. embarrassmint) and do the right thing.
5. Arrange the following sentences to come up with the correct order of ideas
using appropriate transitional words.
Add two eggs.
Stir the mixture
Pour a half-cup of milk in the bowl.
SUGGESTED FLOW OF THE PROGRAM – Give the culminating activity

a catchy title.
1. Nationalistic song …. (Name of Pupil)

2. Welcome Remarks/ (Name of Pupil)
232
3. Statement of the Purpose …….. (Name of Teacher)
4. Message ……. (Principal/ PSDS)
5. Showcase of Talents
 Poetry Reading
 Story Retelling
 Oral Reading of Pupil’s Written Composition
6. Battle of the Brain ( Quiz Bee) ….. Quiz Master
 Easy Round
 Average Round
 Difficult Round
7. Announcement of Winners in The Battle of the Brain and
Awarding of Prizes Emcee and Teacher,
Principal
8. Word of Thanks Class Mayor
233
VIDEOS USED IN THE DLPs:
Week 1 – Day 1
First Day of School + More Nursery Rhymes & Kids Songs - CoCoMelon.mp4
Week 1 – Day 5
CGI 3D Animation Short Film HD 'The Wishgranter' by Wishgranter Team -

CGMeetup.mp4
dayo.mp4 On the Same Page.mp4 We Can Do It.mp4
Week 2 – Day 5
Animation Blocking.mp4
CGI Animated Short Film HD 'Spellbound ' by Ying Wu & Lizzia Xu - CGMeetup.mp4
Wansapanataym- Gelli's freedom.mp4
CGI Animated Spot 'Geoff Short Film' by Assembly - CGMeetup.mp4
References:
234
BOOKS:
Joy in Learning English 5 Teacher’s Manual
English Expressways (Reading)
English Expressways (Language)
Developing Reading Power 5
Joy in Learning English 5
Fun in English (Reading )
Essential in Learning English 5
English For You and Me Reading Textbook 6
Lesson Guides in Elementary English 5
Fun in English Language 5
ONLINE SOURCES:
Youtube -CGI Animations https://www.youtube.com/redirect?q=http%3A%2F
%2Fwww.cgmeetup.net&redir_tok
en=suuFlo7vt8HlvDSimpFAhTpLhJ98MTU1NjE2ODI2NEAxNTU2MDgxODY0&event
=video_description&v=F_nb5wBsTaQ (On the Same Page, We Can Do It, The
Wishgranter)
Dayo sa Mundo ng Elementalia https://www.youtube.com/watch?

v=pZ09ItcIDMc
Newsinfo.inquirer.net
m.cdn.blog.hu
Swadeshiayurved.net
www.piasabirds.com
www.meyck.com
www.kukyideas.com
Youtube/CGI Animations
https://www.youtube.com/redirect?q=http%3A%2F%2Fwww.cgmeetup.net&redir_token=s
uuFlo7vt8HlvDSimpFAhTpLhJ98MTU1NjE2ODI2NEAxNTU2MDgxODY0&event=video_descrip
tion&v=F_nb5wBsTaQ (Spellbound,
Wansapanataym Gelli’s Freedom
https://www.youtube.com/watch?v=7xb0Iw7bka/
Google images
235
vectorstock.com%2Froyalty-free-vector%2Fmarching-band-leader-baton-cartoon-vector-
6752889&psig=AOvVaw0Mt5uc2juadrWk4qqiVmRB&ust=1556172939608995
https://www.123rf.com/photo_40720746_stock-vector-vector-illustration-of-cartoon-
knight.html
https://www.123rf.com/photo_47212188_stock-vector-cartoon-spy-inspector-with-
red-burberry-looking-with-a-big-eye-through-huge-magnifying-glass-smiling.html
https://www.123rf.com/stock- photo/angry_woman_cartoon.html?sti=miapzs3jojqco7fzi7|
&mediapopup=6032349
https://pngtree.com/freepng/people-cry_2673646.html
https://sites.google.com/site/thingsmyanmar/fairy-tales/the-polite-little-girl
www.123rf.com
http://pluspng.com
www.pinterest.ph
https://www.google.com/search?q=suffixes+activities+for+5th+grade
https://www.youtube.com/watch?v=BPdosXqo2YM April 15, 2019
Using the expression ‘ought to’ in English – ( Modal Auxiliary Verb) - English
Grammar Lesson
https://www.youtube.com/watch?v=Z--MZl1Yi2w April 15, 2019

Classroom Labels and signs pictures taken from
https://www.google.com/search?q=labels+and+signs+for+the+classroom
https://www.google.com/search?biw=1525&bih=710&tbm=isch&sa=1&ei=Bfm_XOeh
ItvemAX-4pyoDQ&q=pictograph+examples&oq=pictograph&
https://www.amazon.com/Century-Novelty-12-Treasure-Chest/dp/B002POEQEK
https://www.pinterest.ph/pin/444871269436619130/?lp=true
https://www.justdial.com/Kolar/Photographers/nct-10365365
https://www.meritnation.com/ask-answer/question/pictograph-bar-graph
https://www.google.com/search?biw=1525&bih=741&tbm=isch&sa=1&ei=AQHAXMb
XA8P4wAP-raDwCg&q=hiking+clipart&oq=hiking+clipart&gs
https://www.google.com/search?tbm=isch&q=debate+clipart&chips=q:debate+clipart,
g_1:silhouette:aeIEY9p-gHc%3D&usg
https://newsinthephilippines.com/business-mentor-advice-to-college-graduates/
http://healthylivingmagazine.ca/spring-2016-healthy-living-magazine/
https://threebakers.com/healthy-eating-magazines-we-love/clean-eating-magazine/
236
http://healthylivingmagazine.ca/summer-2016-healthy-living-magazine/
https://issuu.com/healthy_living_magazine/docs/healthy_living_magazine_fall_
vewaspartiallyright.blogspot.com/2012/06/whole-living-magazine-only-399-for-1.html
https://www.aswangproject.com/handyong-oryol/
http://bicolanomythsofgodsandmonsters.blogspot.
com/2017/01/legend-of-three-mountains-of-bicol.html
https://www.sightwordsgame.com
https://www.mayoclinic.org/diseases-conditions/teen-depression/symptoms-
causes/syc-20350985
https:/en.wikipedia.org/wiki/Environmental_issues_in_the_Philippines
https://www.google.com/search?biw=1525&bih=741&tbm=isch&sa=1&ei=AQHAXMb
XA8P4wAP-raDwCg&q=hiking+clipart&oq=hiking+clipart&gs
https://www.google.com/search?tbm=isch&q=debate+clipart&chips=q:debate+clipart,
g_1:silhouette:aeIEY9p-gHc%3D&usg
https://newsinthephilippines.com/business-mentor-advice-to-college-graduates/
http://healthylivingmagazine.ca/spring-2016-healthy-living-magazine/
https://threebakers.com/healthy-eating-magazines-we-love/clean-eating-magazine/
http://healthylivingmagazine.ca/summer-2016-healthy-living-magazine/
https://issuu.com/healthy_living_magazine/docs/healthy_living_magazine_fall_vewas
partiallyright.blogspot.com/2012/06/whole-living-magazine-only-399-for-1.html
www.google.com (As I Walked Out One Evening ) by W.H. Auden
237

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1. The boys are swimming in the pool now.

1. Jason (listen) to 1. Jason is listening to

1. Carla (think) 1. Carla was thinking of her

Group 3 – Sentences in future Group 3 – Sentences in future

F. Developing Pass and Tell Pass and Tell

Albert the Seagull

E. Making What helps you plan a three paragraph composition?

Plan a two to three-paragraph composition using a sentence

Wansapanataym Gelli’s Freedom

F. Discussing The teacher differentiates… The teacher explains:

G. Developing A. Tell if the picture shows characterization or acting.

B. Show and Tell (Movie/TV Program Charade)

DO: Explain that the characters are the people or animals in

The Polite Little Girl

1. What was the girl drying in the sun?

"Do you want a ladder of gold or silver or wood?" he asked.

The crow then offered her plate of rice cakes.

"Would you like it on a gold plate, a silver plate or a clay plate?" he

"This is your payment," he said. "Please choose a bag."

6. What did the crow show last?

1. Study the group of sentences printed on cartolina strips.

Hansel and Gretel are the children of a poor woodcutter.

There were three little pigs waiting to seek their fortune.

Little red Riding Hood always wore a red cloak.

Along the forest, there were lovely flowers and butterflies.

They saw a candy house in the woods.

THE FOX IN THE WELL

 Have Group B handle the “cabbage”.

 Keep going until all the elements are identified.

The Enchanted Deer

Roberto was unaffected by Rob’s comments. His enthusiasm to

1. If the word affected means “influenced” or “acted upon,”

The little boy is very thin. He walked slowly as if very step is

2.If healthy means “fit” or “well” unhealthy means –

Mara was greatly discouraged by the recent turn of events. His

Even though Manuel is already seventeen, but he is very

3. If mature means “grown” immature means .

4. If behaved means” be good” misbehaved means .

Manuel, Appreciate the Water

Don’t disrespect the water, Manuel!

Honor the water Manuel Its

I’m so grateful to you, Manuel Replanting

-adapted from the poem

Say: Formal English is used when writing essays for school,

Group 1 – will be given flash cards containing samples for

Group 2 – will be given flash cards for phrasal verbs

Group 3 – will be given flash cards containing idioms

B. Performance Uses the correct function of verbs in general and their

C. Learning Compose clear and coherent sentences using appropriate

Say: “Look at the verbs in these sentences. These tell

B. Performance Orally communicates information, opinions, and ideas

Say: Informal English words/terms are abbreviations,

Group 1 – will be given flash cards containing samples for

Group 3 – will be given flash cards containing slang

 Teacher says: “I will give 5 flashcards for each

Ask the following questions :