GRADE 5 English DLL Whole Year Grade 5

GRADES 1 to 12 School TINGOLO INTEGRATED SCHOOL Grade Level GRADE V
DAILY LESSON LOG Teacher JANINA GAIL D. ORDANEZA Learning Areas ENGLISH
Teaching Dates and Time WEEK 1 Quarter 1ST QUARTER
Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Realize the important of being polite at all times.
Express tactfulness when communicating with others.
A. Content Standards The learner... The learner... The learner... The learner... Weekly Test
Demonstrate understanding of the Demonstrate understanding of the Demonstrate understanding of the Demonstrate understanding of the
various forms and conventions of various forms and conventions of various forms and conventions of various forms and conventions of
print, non-print and digital materials print, non-print and digital materials print, non-print and digital materials print, non-print and digital materials
Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of

various non-verbal elements in various non-verbal elements in various non-verbal elements in various non-verbal elements in
orally communicating information orally communicating information orally communicating information orally communicating information

various linguistics nodes to various linguistics nodes to various linguistics nodes to various linguistics nodes to
comprehend various texts comprehend various texts comprehend various texts comprehend various texts
B. Performance Standards The learner... The learner... The learner... The learner...
Evaluates effectively the message Evaluates effectively the message Evaluates effectively the message Evaluates effectively the message
constructed and conveyed in various constructed and conveyed in various constructed and conveyed in various constructed and conveyed in various
viewing texts. viewing texts. viewing texts. viewing texts.
Orally communicates information, Orally communicates information, Orally communicates information, Orally communicates information,
opinions and ideas effectively to opinions and ideas effectively to opinions and ideas effectively to opinions and ideas effectively to
different audiences using a variety different audiences using a variety different audiences using a variety different audiences using a variety
of literary activities of literary activities of literary activities of literary activities
C. Learning Competencies/Objectives Identify the elements of literary Identify the elements of literary Identify the elements of literary Identify the elements of literary
Write the LC code for each texts texts texts texts
EN5LC-ID-2.17.3 EN5LC-ID-2.17.3 EN5LC-ID-2.17.3 EN5LC-ID-2.17.3
Compose clear and coherent Compose clear and coherent Compose clear and coherent Compose clear and coherent
sentences using appropriate sentences using appropriate sentences using appropriate sentences using appropriate
1
grammatical structures: grammatical structures: grammatical structures: grammatical structures:
EN5G-ID-3.6 EN5G-ID-3.6 EN5G-ID-3.6 EN5G-ID-3.6
II. CONTENT Fact and opinion Fact and opinion Style of speaking or writing Style of speaking or writing
Ideas and opinions after Ideas and opinions after
reflection reflection
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages English Expressways Language pp. English Expressways Language pp. PELC II 12 PELC II 12
4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources  Charts  Charts Pocket Charts Pocket Charts
 Pictures  Pictures
 Story  Story
 Audio video clip  Audio video clip
IV. PROCEDURES
A. Reviewing previous lesson Game: Pick out a strip (rolled with Game: Pick out a strip (rolled with Shows different pictures in the class Shows different pictures in the class
or presenting the new lesson ribbon) with a statement stating a ribbon) with a statement stating a (e.g. house‚ Group the class into (e.g. house‚ Group the class into
fact or an opinion inside a box. fact or an opinion inside a box. two. Let the first class identify the two. Let the first class identify the
Those who picked an opinion should Those who picked an opinion should meaning of the word while the other meaning of the word while the other
go to the left side; those who picked go to the left side; those who picked group must give their own meaning group must give their own meaning
a fact should go to the right side. a fact should go to the right side. about the pictures. about the pictures.
Pupils who did not get it correctly Pupils who did not get it correctly
should recite a poem; render a song should recite a poem; render a song
or a dance number. or a dance number.
B. Establishing a purpose for Distinguish fact from opinion. Distinguish fact from opinion. Distinguish text-types according to Distinguish text-types according to
the lesson purpose-To classify or describe purpose-To classify or describe
C. Presenting examples/instances of Ask: When you are watching a Ask: When you are watching a Today class we are going to discuss Today class we are going to discuss
the new lesson debate how can you say that the debate how can you say that the about the connotation and about the connotation and
speaker is just giving her/his opinion speaker is just giving her/his opinion denotation of the words in Science. denotation of the words in Science.
or her/his statement is a fact? or her/his statement is a fact? Based on the game that we have we Based on the game that we have we
What are the right things to do if What are the right things to do if simply identify the difference of the simply identify the difference of the
someone is giving his opinion? someone is giving his opinion? two. So for more clarification let us two. So for more clarification let us
Do you think that giving a fact Do you think that giving a fact have the activity. have the activity.
2
should have documents to proof? should have documents to proof?
Why? Why?
Why that it is important to hear your Why that it is important to hear your
opinion in a certain issue? opinion in a certain issue?
D. Discussing new concepts and Group the class into three. Give Group the class into three. Give Divide the group into four. Give Divide the group into four. Give
practicing new skills #1 them a checklist of statement of fact them a checklist of statement of fact them a manila paper and pictures. them a manila paper and pictures.
and opinion. Let them answer and opinion. Let them answer Let them post the pictures on it and Let them post the pictures on it and
it and compare their works it and compare their works make a column for connotation and make a column for connotation and
with the other group. with the other group. denotation. Refer to LM Find Out denotation. Refer to LM Find Out
and Learn and Learn
E. Discussing new concepts Let the pupils the activity in the LM Let the pupils the activity in the LM Let the pupils do the activity in the Let the pupils do the activity in the
and practicing new skills #2 by shading the part of the box by shading the part of the box LM. LM.
before the number. before the number.
F. Developing mastery Shade the if the sentence states a Shade the if the sentence states a Refer to LM Try and Learn Refer to LM Try and Learn
(Leads to Formative Assessment 3) fact and for the sentence that states fact and for the sentence that states
an opinion cross it. an opinion cross it.
1. A forest is the best place 2. A forest is the best place to
to relax. relax.
2. Christmas is the best time of the 2. Christmas is the best time of the
year. year.
3. Forest protects our wildlife; 3. Forest protects our wildlife;
gives homes; food and water to gives homes; food and water to
animals and birds. animals and birds.
4. it is easier to wrap a big gift that a 4. it is easier to wrap a big gift that a
small one. small one.
5. Malunggay leaves is good for the 5. Malunggay leaves is good for the
health. health.
G. Finding practical applications of Cite examples of facts and opinions. Cite examples of facts and opinions. Cite examples of facts and opinions. Cite examples of facts and opinions.
concepts and skills in daily living
3
H. Making generalizations and What are facts? What are facts? Denotation. The dictionary meaning Denotation. The dictionary meaning
abstractions about the lesson What are opinions? What are opinions? of a word. The literal meaning of a of a word. The literal meaning of a
word. word.
Connotation. The emotional or Connotation. The emotional or

cultural meaning attached to a cultural meaning attached to a
word. word.
Diction. Style of speaking or writing Diction. Style of speaking or writing

as dependent upon choice of words as dependent upon choice of words
includes language, figurative includes language, figurative
language, and tone. language, and tone.
4
I. Evaluating learning Read the short selection and the Read the short selection and the Refer to LM Do and Learn Refer to LM Do and Learn
sentences that follow. Draw a star sentences that follow. Draw a star
in a blank if the sentence is a fact in a blank if the sentence is a fact
and a moon it is an opinion. and a moon it is an opinion.
He was a Teodoro F. Valencia the He was a Teodoro F. Valencia the

park commissioner himself. He was park commissioner himself. He was
in charge of Rizal Park and it was he in charge of Rizal Park and it was he
who managed to make the park one who managed to make the park one
of the most beautiful parks of its of the most beautiful parks of its
kind in the world. He wanted to kind in the world. He wanted to
make children happy. That is why make children happy. That is why
Rizal Park has playground for Rizal Park has playground for
children‚ a skating rink and palms. children‚ a skating rink and palms.
Teenagers sit on the benches or Teenagers sit on the benches or
stroll around fountains and along stroll around fountains and along
flowering hedges or watch carp and flowering hedges or watch carp and
goldfish swim gaily in ponds. A goldfish swim gaily in ponds. A
planetarium stands beside a library planetarium stands beside a library
rich in magazines and books for rich in magazines and books for
young and old. young and old.
1. Teodoro Valencia was the 1. Teodoro Valencia was the

park commissioner in charge of Rizal park commissioner in charge of Rizal
Park. Park.
2. Rizal Park is one of the 2. Rizal Park is one of the
most beautiful parks of its kind in most beautiful parks of its kind in
the world. the world.
3. Families enjoy having 3. Families enjoy having
picnics on the clean thick grass. picnics on the clean thick grass.
4. In summer people sleep 4. In summer people sleep
outdoors in the park. outdoors in the park.
5. The sunset looks prettiest 5. The sunset looks prettiest
in summer when the sun paints the in summer when the sun paints the
clouds in gorgeous clouds in gorgeous
colors. colors.
J. Additional activities for application Write five statements describing the Write five statements describing the Give the denotation of the following Give the denotation of the following
or remediation Filipinos under the following Filipinos under the following words. words.
headings. headings.
Fact Opinion Fact Opinion a. Gorgeous d. Gorgeous
5
b. Neat e. Neat
c. inquisitive f. inquisitive
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require additional

activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners 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 materials
did I use/discover which I wish to share
with other teachers?
6

I. OBJECTIVES Analyze sounds devices
(onomatopoeia, alliteration, assonance )
Demonstrate understanding of the various forms Demonstrate understanding of Demonstrate understanding Demonstrate understanding
and conventions of print, non-print and digital the various forms and of the various forms and of the various forms and
materials conventions of print, non-print conventions of print, non- conventions of print, non-
and digital materials print and digital materials print and digital materials
Demonstrate understanding of various non-
verbal elements in orally communicating Demonstrate understanding of Demonstrate understanding Demonstrate understanding
information various non-verbal elements in of various non-verbal of various non-verbal
orally communicating elements in orally elements in orally
Demonstrate understanding of various linguistics information communicating information communicating information
nodes to comprehend various texts
Demonstrate understanding of Demonstrate understanding Demonstrate understanding
various linguistics nodes to of various linguistics nodes of various linguistics nodes to
comprehend various texts to comprehend various comprehend various texts
texts
Evaluates effectively the message constructed Evaluates effectively the Evaluates effectively the Evaluates effectively the
and conveyed in various viewing texts. message constructed and message constructed and message constructed and
conveyed in various viewing conveyed in various viewing conveyed in various viewing
Orally communicates information, opinions texts. texts. texts.
and ideas effectively to different audiences
using a variety of literary activities Orally communicates Orally communicates Orally communicates
information, opinions and information, opinions and information, opinions and
ideas effectively to different ideas effectively to different ideas effectively to different
audiences using a variety of audiences using a variety of audiences using a variety of
literary activities literary activities literary activities
C. Learning EN5G-Ie-8.3/8.4 EN5G-Ie-8.3/8.4 EN5OL-Ie-3.9 EN5OL-Ie-3.9

Competencies/Objectives Compose clear and coherent sentences using Compose clear and coherent Use formal and informal Use formal and informal
Write the LC code for each appropriate grammatical structures: sentences using appropriate English when appropriate to English when appropriate to
-conjunctions grammatical structures: task and situation task and situation
-conjunctions
7
II. CONTENT

A. References
3. Textbook pages EN5LC-Ie – 2.11.1 / 2.11.2/ 2.11.3 EN5LC-Ie – 2.11.1 / 2.11.2/ EN5OL -Ie – 3.9 EN5OL -Ie – 3.9
2.11.3 Internet Internet

B. Other Learning Resources Story,article Story,article chart, pictures ,activity chart, pictures ,activity sheet
sheet ,meta cards ,meta cards
Books Books
Thesaurus Thesaurus
IV. PROCEDURES
A. Reviewing previous Look at the picture. Look at the picture. Look at the picture . Try to Look at the picture . Try to
lesson or presenting the analyse which of them are analyse which of them are
new lesson using the formal and using the formal and informal
informal English based on English based on the situation
the situation portrayed . portrayed .
B. Establishing a purpose for Analyze sounds devices Analyze sounds devices Use formal and informal Use formal and informal
the lesson (onomatopoeia, alliteration, assonance ) (onomatopoeia, alliteration, English when appropriate to English when appropriate to
assonance ) task and situation task and situation
C. Presenting examples/instances What do you see in the picture? What do you see in the Say: What can you say Say: What can you say about
of the new lesson Can you imitate the sounds of it? picture? about the picture? the picture?
Can you imitate the sounds of Can you tell something Can you tell something about
it? about this? this?
Based on their actions. Based on their actions. Which
Which do you think shows do you think shows the formal
the formal and informal and informal
conversation ? conversation ?
D. Discussing new concepts and Say: Today we discuss about the sound devices Say: Today we discuss about Say: Today we discuss Say: Today we discuss about
practicing new skills #1 using onomatopoeia, alliteration, and the sound devices using about using formal and using formal and informal
assonance. onomatopoeia, alliteration, informal English based on English based on their task
What is onomatopoeia? and assonance. their task and situation. and situation.
What is onomatopoeia?
Onomatopoeia is when a word’s pronunciation Say: How do you Say: How do you differentiate
8
imitates its sound. Onomatopoeia is when a differentiate the formal and the formal and informal
word’s pronunciation imitates informal English ? English ?
What is alliteration ? its sound.
Formal English - we use it Formal English - we use it
Alliteration happens when words that start What is alliteration ? when writing essays for when writing essays for
with the same sound are used close together in school, cover letters, to school, cover letters, to apply
a Alliteration happens when apply for jobs or e mails and for jobs or e mails and letters
phrase or sentence. The sound is usually a words that start letters at work. at work.
consonant with the same sound are used
and the words don’t have to always be right next close together in a
to one another.One of the fun features of phrase or sentence. The sound Example: represent , Example: represent , Finally
alliteration is is usually a consonant Finally
when it becomes a tongue twister. and the words don’t have to Informal English – we use it
always be right next Informal English – we use it with friends, children and
What is assonance ? to one another.One of the
with friends, children and relatives.
fun features of alliteration is
Assonance takes place when two or more words when it becomes a tongue relatives.
close to one another repeat the same vowel twister. Example : stand for, In the
Example : stand for, In the end
sound but start with different consonant sounds.
What is assonance ? end
Assonance takes place when

two or more words close to
one another repeat the same
vowel sound but start with
different consonant sounds.
E. Discussing new concepts The teacher will give more sample of sound The teacher will give more The teacher will give more The teacher will give more
and practicing new skills #2 devices ( onomatopoeia , alliteration, assonance) sample of sound devices sample of formal and sample of formal and informal
( onomatopoeia , alliteration, informal English. English.
assonance)
Refer to LM. Refer to LM.
Say: What have you noticed Say: What have you noticed
about the samples of the about the samples of the
formal and informal English? formal and informal English?
Which of the two do you Which of the two do you
want to use ? want to use ?
9
F. Developing mastery The teacher will present new sentences to The teacher will present new The teacher will The teacher will present
(Leads to Formative Assessment 3) analyze the sounds devices. Arrange it on the sentences to analyze the present new sample of new sample of formal &
table below. sounds devices. Arrange it on formal & informal informal English.
the table below. English.
The sheep went, “Baa.”

2. Silence your cellphone The sheep went, “Baa.”
so that it does not beep during the movie. 2.
3. We light fire on the Silence your cellphone so that
mountain. it does not beep during the
4. I feel depressed and movie.
restless. 3. We
5. Dan’s dog dove deep in light fire on the mountain.
the dam, drinking dirty water as he dove. 4. I feel
depressed and restless.
5. Dan’s
dog dove deep in the dam,
drinking dirty water as he
dove.
10
G. Finding practical applications of Group activity: Group activity: Group Activity Group Activity
concepts and skills in daily living Complete the table below . Complete the table below .
Analyzing the sound device used in the sentence. Analyzing the sound device
used in the sentence. Group 1: Abbreviation Group 1: Abbreviation
The large dog said, “Bow-wow!”
Both bees and buzzers buzz. The large dog said, “Bow-
The bird’s chirp filled the empty night air wow!”
Both bees and buzzers buzz.
Honesty is the best policy. The bird’s chirp filled the
empty night air
Let the cat out of the bag.
Honesty is the best policy.
A stitch in time saves nine.
Alice’s aunt ate apples and acorns around Let the cat out of the bag.
August.
Becky’s beagle barked and bayed, becoming A stitch in time saves nine. Group 2: Letter of Group 2: Letter of Expression
bothersome for Billy. Alice’s aunt ate apples and Expression
Carrie's cat clawed her couch, creating chaos. acorns around August.
Becky’s beagle barked and
Informal Informal
bayed, becoming bothersome
Formal English Formal English
Group 1: List down the sentences sound for Billy.
English English
devices ( onomatopoeia ) Carrie's cat clawed her couch,
Group 2: List down the sentences sound creating chaos.
devices ( alliteration ) Television Television
Group 3: List down the sentences sound
Photo Photo
devices ( assonance ) Group 1: List down the
sentences sound devices
( onomatopoeia )
Group 2: List down the
sentences sound devices (
Informal
alliteration )
Informal Formal English
Group 3: List down the
Formal English English
sentences sound devices (
assonance ) English
H. Making generalizations and Differentiate the sound devices learned today. Differentiate the sound devices When do we use formal When do we Hi use formal
abstractions about the lesson ( onomatopoeia, alliteration, assonance ) learned today. ( Hi English?
English ? informal RobertEnglish?
English ? informal
onomatopoeia, alliteration, Robert
assonance ) Truly
Truly Yours,
Yours,
11
I. Evaluating learning Directions: Read and analyze the sound devices Directions: Read and analyze Directions: Arrange the Directions: Arrange the
used in the sentences ( onomatopoeia, the sound devices used in the words in the table below . words in the table below .
alliteration, assonance ). sentences ( onomatopoeia,
alliteration, assonance ).
The early bird catches the worm. Completely Completely
The early bird catches the loaded loaded
The squeaky wheel gets the grease. worm. Smart Smart
You can call me if you need You can call me if you need
Go and mow the lawn. The squeaky wheel gets the anything. anything.
Rich Rich
grease. intelligent intelligent
Johnny went here and there and everywhere. I look forward to having I look forward to having
Go and mow the lawn. from you. Please from you. Please
The engineer held the steering to steer the do not hesitate to contact do not hesitate to contact
me. me. Hope to hear from you
vehicle
Johnny went here and there Hope to hear from you soon. totally
soon. totally
and everywhere. Formal
Formal
The engineer held the steering Informal
Informal
to steer the vehicle
J. Additional activities for Give more examples of the sound devices. Give more examples of the Give more examples of the Give more examples of the
application or sound devices. formal and informal English. formal and informal English.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require

additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
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
12
can
help me solve?
G. What innovation or localized
materials did I use/discover which
I
wish to share with other teachers?


I. OBJECTIVES Observe politeness at all times.
Demonstrate understanding of the Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of

various forms and conventions of print, the various forms and the various forms and the various forms and
non-print and digital materials conventions of print, non-print conventions of print, non-print conventions of print, non-print
and digital materials and digital materials and digital materials
Demonstrate understanding of
various non-verbal elements in orally Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of
communicating information various non-verbal elements in various non-verbal elements in various non-verbal elements in
orally communicating information orally communicating orally communicating
Demonstrate understanding of various information information
linguistics nodes to comprehend various Demonstrate understanding of
texts various linguistics nodes to Demonstrate understanding of Demonstrate understanding of
comprehend various texts various linguistics nodes to various linguistics nodes to
comprehend various texts comprehend various texts
Evaluates effectively the message Evaluates effectively the message Evaluates effectively the Evaluates effectively the
constructed and conveyed in various constructed and conveyed in message constructed and message constructed and
viewing texts. various viewing texts. conveyed in various viewing conveyed in various viewing
13
texts. texts.
Orally communicates information, Orally communicates information,
opinions and ideas effectively to different opinions and ideas effectively to Orally communicates Orally communicates
audiences using a variety of literary different audiences using a information, opinions and ideas information, opinions and ideas
activities variety of literary activities effectively to different effectively to different
audiences using a variety of audiences using a variety of
literary activities literary activities
C. Learning EN5LC-If-2.8.1/2.8.2/2.8.3 EN5LC-If-2.8.1/2.8.2/2.8.3 EN5V-If-12 and 13 EN5V-If-12 and 13

Competencies/Objectives Infer the speaker’s tone, mood and Infer the speaker’s tone, mood Infer the meaning of Infer the meaning of
Write the LC code for each purpose and purpose unfamiliar words unfamiliar words
( blended) based on given ( blended) based on given
context clues (synonyms, context clues (synonyms,
antonyms, word parts) and antonyms, word parts) and other
other strategies
strategies
II. CONTENT

A. References
3. Textbook pages EN5LC – If – 2.B.1/ 2.B.2/ 2.B.3 EN5LC – If – 2.B.1/ 2.B.2/ 2.B.3 Curriculum Guide EN5V – If – 12 Curriculum Guide EN5V – If – 12
EN5OL – If – 3.9 EN5OL – If – 3.9 and 13 and 13
Enjoying Reading 5 pp. 2- 4 Enjoying Reading 5 pp. 2- 4
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Do you feel the love and care of you Do you feel the love and care of Ask: Have you encountered Ask: Have you encountered
or presenting the new lesson mother? you mother? words such as brunch, motel, words such as brunch, motel,
What are the instances that show your What are the instances that show smog etc. smog etc.
mother’s tender loving care? your mother’s tender loving care? Who among you knows the Who among you knows the
meaning of these unfamiliar meaning of these unfamiliar
words? words?
B. Establishing a purpose for Show tactfulness when communicating Show tactfulness when Infer the meaning of unfamiliar Infer the meaning of unfamiliar
the lesson with other. communicating with other. words (blended) based on given words (blended) based on given
context clues, synonyms, context clues, synonyms,
antonyms, word parts and other antonyms, word parts and other
strategies. strategies.
14
C. Presenting examples/instances of Say: Class our lesson for today is about Say: Class our lesson for today is Say: Class our lesson for today is Say: Class our lesson for today is
the new lesson inferring the speaker’s tone, mood and about inferring the speaker’s about inferring the meaning of about inferring the meaning of
purpose. When we infer the speaker’s tone, mood and purpose. When unfamiliar words (blended). We unfamiliar words (blended). We
tone, mood and purpose we are giving we infer the speaker’s tone, may use context clues, may use context clues,
our idea on what maybe the mood and purpose we are giving synonyms, antonyms word parts synonyms, antonyms word parts
feeling/intention of the speaker in the our idea on what maybe the and other strategies to know the and other strategies to know the
poem. feeling/intention of the speaker in meaning of these unfamiliar meaning of these unfamiliar
It is giving the feeling/intention of the the poem. words (blended). words (blended).
speaker or writer in one scenario It is giving the feeling/intention of Blended words are two words Blended words are two words
the speaker or writer in one joined together by taking parts of joined together by taking parts of
scenario both words and combining the both words and combining the
parts into a new word. parts into a new word.
Synonyms are words with the Synonyms are words with the
same meaning. same meaning.
Antonyms are words with Antonyms are words with

opposite meaning. opposite meaning.
Context clues are giving the Context clues are giving the
meaning from the sentence itself meaning from the sentence itself
Word parts by analyzing the Word parts by analyzing the

meaning of each word being meaning of each word being
combined. combined.
15
D. Discussing new concepts and Unlocking of difficulties Unlocking of difficulties Read the sentences orally. Read the sentences orally.
practicing new skills #1 Context Clues Context Clues
A dagger is thrust into her heart. The A dagger is thrust into her heart.
word thrust means The word thrust means I ate my brunch at the canteen I ate my brunch at the canteen
since I haven’t eaten my since I haven’t eaten my
A. To push B. to play C. to B. To push B. to play breakfast and lunch. breakfast and lunch.
remain C. to remain
Elsa sends mail through her Elsa sends mail through her
If you feel secure when you are with your If you feel secure when you are electronic computer last night electronic computer last night
parents, you are with your parents, you are but Anna read her email the next but Anna read her email the next
morning. morning.
A. Afraid B. confident C. B. Afraid B. confident
angry C. angry What do you think is the What do you think is the
meaning of brunch? Email? meaning of brunch? Email?
When a mother caresses her child, she When a mother caresses her Say Class these are example of Say Class these are example of
him/her. child, she him/her. blended words. We can find the blended words. We can find the
meaning of these unfamiliar meaning of these unfamiliar
A. Touches B. scolds C. B. Touches B. scolds words using context clues or we words using context clues or we
Reprimand C. Reprimand can find the meaning of words in can find the meaning of words in
the sentence. Such as: the sentence. Such as:
breakfast + lunch = brunch breakfast + lunch = brunch
Sheila hurt herself when she touched the Sheila hurt herself when she
dagger. A dagger is . touched the dagger. A dagger is
electronic + mail = email electronic + mail = email
.
A. round and smooth object
A. round and smooth object
B.An elongated and rough object
B.An elongated and rough object
c.A pointed and sharp object
c.A pointed and sharp object
It is for the sake of a child, then, it is
for his/her own . It is for the sake of a child, then,
it is for his/her own .
A.Misery B. benefit C. look out
A.Misery B. benefit C.
look out
C. Discussing new concepts Say: What do you think is the speaker’s Say: What do you think is the What do you think is the What do you think is the
and practicing new skills #2 tone, mood or purpose in the poem? speaker’s tone, mood or purpose meaning of smassy? Multiplex? meaning of smassy? Multiplex?
16
a. He/ She is happy. in the poem? Say. Synonyms are words with Say. Synonyms are words with
b. He/ She is feeling d. He/ She the same meaning. Unfamiliar the same meaning. Unfamiliar
loved and cared is happy. words can be defined through words can be defined through
e. He/ She is synonyms. Such as Smassy = synonyms. Such as Smassy =
by his/her mother.
smart but rude, Multiplex = smart but rude, Multiplex =
c. He/ She wants to feeling loved
multiple complex. multiple complex.
show her appreciation and cared Antonyms are words with Antonyms are words with
to his/her mother. by his/her opposite meaning. Unfamiliar opposite meaning. Unfamiliar
mother. words be defined through words be defined through
Say: Class this might be the speaker’s f. He/ She antonyms. Such as Smassy= antonyms. Such as Smassy=
tone, mood or purpose in the poem? wants to unwise timid, Multiplex = unwise timid, Multiplex =
Children, these are what we call inferring multiple complex. multiple complex.
show her
the speaker’s tone, mood or purpose.
appreciation
to his/her
mother.
Say: Class this might be the

speaker’s tone, mood or purpose
in the poem?
Children, these are what we call

inferring the speaker’s tone, mood
or purpose.
D. Developing mastery Teacher will read again the poem to the Teacher will read again the poem What do you is the meaning of What do you is the meaning of
(Leads to Formative Assessment 3) pupils. Then they will infer the to the pupils. Then they will infer simulcast? Smog? simulcast? Smog?
speaker’s tone, mood or purpose. the speaker’s tone, mood or Say: These are example of Say: These are example of
Group I – Stanzas 2 and purpose. blended words. We can find the blended words. We can find the
3 Group II – Stanza 4 Group I – Stanzas 2 and meaning of these unfamiliar meaning of these unfamiliar
Group III – Stanza 6 3 Group II – Stanza 4 words through their word parts. words through their word parts.
Group IV – Stanza 8 Group III – Stanza 6 Such as Simulcast = simultaneous Such as Simulcast = simultaneous
Group IV – Stanza 8 broadcast, smog = smoke and broadcast, smog = smoke and
fog. fog.
17
E. Finding practical applications of The teacher will read the following The teacher will read the Group I – Look for the meaning Group I – Look for the meaning
concepts and skills in daily sentences and the pupil will infer the following sentences and the pupil of the underlined words through of the underlined words through
living speaker’s tone, mood or purpose. will infer the speaker’s tone, context clues. Report the answer context clues. Report the answer
Group I – Mr. Ramirez had a dialogue with mood or purpose. through singing. through singing.
the boys. During the interview, he noticed Group I – Mr. Ramirez had a Due to the smoke of kaingin and Due to the smoke of kaingin and
that Arthur answered his questions dialogue with the boys. During the the fog in the mountain the the fog in the mountain the
politely. interview, he noticed that Arthur farmers cannot see clearly farmers cannot see clearly
Group II – One of the applicants was answered his questions politely.
because of the smog. because of the smog.
praised as worthy of confidence by the Group II – One of the applicants
mayor and was given a recommendation. was praised as worthy of
a. Kaingin and forest a. Kaingin and forest
confidence by the mayor and was
given a recommendation.
b. Fog and Mountain b. Fog and Mountain
c. Smoke and fog c. Smoke and fog
Mang Juan used the hybrid Mang Juan used the hybrid
seedlings of squash that gave seedlings of squash that gave
him an enormous and giant him an enormous and giant
harvest; he was able to sell his harvest; he was able to sell his
ginormous products at high ginormous products at high
price. price.
a. Giant and enormous a. Giant and enormous
b.Seedlings and products b.Seedlings and products
18
c.Hybrid and squash c.Hybrid and squash
Group II – Arrange the jumbled Group II – Arrange the jumbled

letter to get the synonyms or letter to get the synonyms or
antonyms of the following antonyms of the following
words. words.
Report the answer through Report the answer through
poem. poem.
INTERNATIONAL NETWORK – T E INTERNATIONAL NETWORK – T E
NINERT NINERT
PICTURE ELEMENT = EXLIP PICTURE ELEMENT = EXLIP
Group III – Look for the Group III – Look for the word
word parts of the following parts of the following words
words inside the treasure inside the treasure box.
box. Report the answer through rap.
Report the answer through rap. Cyborg = cybernetic + organism
Cyborg = cybernetic + organism
Bash = bang + smash
Bash = bang + smash
F. Making generalizations and Mood is defined in poetry as the feelings Mood is defined in poetry as the (Game) Complete the statement (Game) Complete the statement
abstractions about the lesson or emotions that are evoked in the reader feelings or emotions that are by filling in the blanks with the by filling in the blanks with the
by the poem. Conversely, tone expresses evoked in the reader by the words that you will get inside words that you will get inside
the attitude the author has towards the poem. Conversely, tone expresses the balloons. the balloons.
subject or topic of the poem. the attitude the author has Unfamiliar words (blended)may Unfamiliar words (blended)may
Inferring the speaker’s tone, mood or towards the subject or topic of be infer through be infer through
purpose may be done by determining the the poem. , , , ,
purpose of the author in writing the poem Inferring the speaker’s tone, ,and . ,and .
or selection. It may be done through keen mood or purpose may be done by (Real balloons) (Real balloons)
observation on the way the speaker’s read determining the purpose of the
the lines and through analyzing of the author in writing the poem or
words used in the poem or selection. selection. It may be done through
keen observation on the way the
speaker’s read the lines and
through analyzing of the words
used in the poem or selection.
19
G. Evaluating learning The teacher will read the paragraph. The teacher will read the Infer the meaning of the Infer the meaning of the
Pupils will analyze what will be the paragraph. Pupils will analyze unfamiliar words. unfamiliar words.
speaker’s tone, mood and purpose. what will be the speaker’s tone,
“Their cheers energized him and after mood and purpose. “Their cheers
few more seconds, he was already on energized him and after few
top. “I did it! I did it! he shouted more seconds, he was already on
politely”. top. “I did it! I did it! he shouted 1. Brunch 1. Brunch

politely”.
2. Email 2. Email
3. Motel 3. Motel
4. Simulcast 4. Simulcast
5. Smog 5. Smog
H. Additional activities for Answer LM Page . Answer LM Page . Write another 5 unfamiliar words Write another 5 unfamiliar words
application or remediation (blended) in your notebooks. (blended) in your notebooks.
V. REMARKS
VI. REFLECTION

below 80%
lesson
D. No. of learners who continue
to require remediation

worked well? Why did these work?

solve?
did I use/discover which I wish to
share with other teachers?
20
21

I. OBJECTIVES Show tactfulness when communicating with others
various forms and conventions of various forms and conventions of various forms and conventions of various forms and conventions of
print, non-print and digital materials print, non-print and digital materials print, non-print and digital materials print, non-print and digital materials

various non-verbal elements in various non-verbal elements in various non-verbal elements in various non-verbal elements in
orally communicating information orally communicating information orally communicating information orally communicating information

various linguistics nodes to various linguistics nodes to various linguistics nodes to various linguistics nodes to
comprehend various texts comprehend various texts comprehend various texts comprehend various texts
constructed and conveyed in various constructed and conveyed in various constructed and conveyed in various constructed and conveyed in various
viewing texts. viewing texts. viewing texts. viewing texts.
different audiences using a variety different audiences using a variety different audiences using a variety different audiences using a variety
of literary activities of literary activities of literary activities of literary activities
C. Learning Competencies/Objectives EN5LC-Ig-2.3 EN5LC-Ig-2.3 EN5V-Ig-12 and 13 EN5V-Ig-12 and 13

Write the LC code for each Distinguish reality from fantasy Distinguish reality from fantasy Infer the meaning of unfamiliar Infer the meaning of unfamiliar
words words
( clipped) based on given context ( clipped) based on given context
clues clues
II. CONTENT

A. References
22
3. Textbook pages CG ENGLC-Ig-2.3, EN5OL-Ig-1.8 CG ENGLC-Ig-2.3, EN5OL-Ig-1.8 CG EN5V-Ig-12 and 13 CG EN5V-Ig-12 and 13
Enjoying Reading 4 Enjoying Reading 4
B. Other Learning Resources Pictures Pictures chart, pictures chart, pictures
Activity sheet Activity sheet
Crossword puzzle Crossword puzzle
Strips of cartolina Strips of cartolina
IV. PROCEDURES
A. Reviewing previous lesson Ask: Do you love reading fairy tales? Ask: Do you love reading fairy tales? Show the word Mathematics Show the word Mathematics
or presenting the new lesson If I removed the Mathematics. If I removed the Mathematics.
What fairy tales story do you know? What fairy tales story do you know?
Can you still recognize the word? Can you still recognize the word?
There are times when we do not There are times when we do not
want to say the whole words, so we want to say the whole words, so we
shorten them. shorten them.
B. Establishing a purpose for Observe politeness at all times Observe politeness at all times Infer the meaning of unfamiliar Infer the meaning of unfamiliar
the lesson Appreciate fairy tale stories. Appreciate fairy tale stories. words (clipped) based on given words (clipped) based on given
context clues (synonyms, antonyms, context clues (synonyms, antonyms,
word parts) word parts)
Observe politeness at all times Observe politeness at all times
C. Presenting examples/instances of Say : Class look at the pictures, what Say : Class look at the pictures, what Class, our lesson for today is all Class, our lesson for today is all
the new lesson about the unfamiliar clipped words about the unfamiliar clipped words
is in the picture. This is a tooth fairy. is in the picture. This is a tooth fairy.
The story that we are going to read The story that we are going to read Clipped words are often used to Clipped words are often used to
shorten word for their convenience. shorten word for their convenience.
has something to do with our lesson has something to do with our lesson
for today, its all about Reality and for today, its all about Reality and
Fantasy. Fantasy.
Reality tells about things that could Reality tells about things that could
happen in real life happen in real life
Fantasy Tells about characters or Fantasy Tells about characters or
events that cannot really happen or events that cannot really happen or
it is a product of imagination only. it is a product of imagination only.
23
D. Discussing new concepts and Unlocking of Difficulties Unlocking of Difficulties Notice the underlined shorten Notice the underlined shorten
practicing new skills #1 words. Let the pupils guess its words. Let the pupils guess its
Choose the meaning of the Choose the meaning of the
original word original word
underlined words. underlined words.
Their company spends a lot of Their company spends a lot of
money on ads money on ads
To move in quick To move in quick Burger does not suit old people Burger does not suit old people
The tourist bus broke down near The tourist bus broke down near
A broad smile A broad smile
Pangasinan. Pangasinan.
Whisper Whisper The copter forces landed in the The copter forces landed in the
disturbed areas to stem the disturbed areas to stem the
Bend of hang download Bend of hang download
communal violence communal violence
settle settle There are bundles of currency notes There are bundles of currency notes
inside the case. inside the case.
Gas has become an expensive fuel Gas has become an expensive fuel
1. I snuggled down in my 1. I snuggled down in my sleeping
for low income group families. for low income group families.
sleeping bag. bag.
My uncle goes to the gym early My uncle goes to the gym early
2. James hid his face in his hands 2. James hid his face in his hands
morning. morning.
and drooped his head. and drooped his head.
Get me a kilo of mangoes. Get me a kilo of mangoes.
3. He muttered something under his 3. He muttered something under his
This college has five labs. This college has five labs.
breath. breath.
4. OK,” he said with a grin. 4. OK,” he said with a grin.
5. The remaining petals fluttered to 5. The remaining petals fluttered to
the ground. the ground.
E. Discussing new concepts Reading the story by the teacher Reading the story by the teacher What are the types of Clipping? What are the types of Clipping?
and practicing new skills #2
Reading the story by the pupils Reading the story by the pupils
1. Backclipping (Apocopation) is the 1. Backclipping (Apocopation) is the
Choose a pupil who will read the Choose a pupil who will read the loss of one or more syllables at the loss of one or more syllables at the
story for the third time story for the third time end of a word. end of a word.
Examples: Examples:
abs (abdominal muscle) abs (abdominal muscle)
app (application) app (application)
bi (bisexual) bi (bisexual)
bra (brassiere) bra (brassiere)
2.Foreclipping (Aphaeresis) refers to 2.Foreclipping (Aphaeresis) refers to

the omission of one or more the omission of one or more
24
syllables at the beginning of a word. syllables at the beginning of a word.
Examples: Examples:
phone (telephone) phone (telephone)
sample (example) sample (example)
coon (raccoon) coon (raccoon)
3. Middle Clipping (Syncope) retains 3. Middle Clipping (Syncope) retains
the middle part of a word, getting the middle part of a word, getting
rid of the beginning and ending rid of the beginning and ending
parts. parts.
Examples: Examples:
flu (influenza) flu (influenza)
tec (detective) tec (detective)
4. Complex Clipping is the shortening 4. Complex Clipping is the shortening
of a compound word by preserving of a compound word by preserving

and combining its initial parts (or and combining its initial parts (or
first syllables). first syllables).
Examples: Examples:
sci-fi (science fiction) sci-fi (science fiction)
midcult (middlebrow culture) midcult (middlebrow culture)
sitcom (situation comedy) sitcom (situation comedy)
forex forex
(foreign exchange) (foreign exchange)
F. Developing mastery Tooth Fairy Tooth Fairy Group the pupils into four. Give Group the pupils into four. Give
(Leads to Formative Assessment 3)
each group a picture. Using the each group a picture. Using the
Jenny snuggled under for Jenny snuggled under for picture, give its original word, picture, give its original word,
blanket with her eyes wide open. blanket with her eyes wide open.
clipped word, and meaning and use clipped word, and meaning and use
“I will stay awake. Oh, I “I will stay awake. Oh, I it in a sentence. Be able to present it it in a sentence. Be able to present it
want to see the fairy,” she muttered want to see the fairy,” she muttered to the class. to the class.
25
sleepily. sleepily.
That afternoon in school, That afternoon in school,

her milk tooth had wiggled and her milk tooth had wiggled and
turned for the last time. It fell on a turned for the last time. It fell on a
page of the book that Jenny was page of the book that Jenny was
reading. Now she had a space just as reading. Now she had a space just as
most of her schoolmates had, right most of her schoolmates had, right
in the middle of her beautiful grin. in the middle of her beautiful grin.
Before going to bed that Before going to bed that

night, Jenny put the tooth under her night, Jenny put the tooth under her
pillow to see whether a fairy would pillow to see whether a fairy would
take it away and leaved a surprise in take it away and leaved a surprise in
its place. She wanted to stay awake, its place. She wanted to stay awake,
but her eyelids drooped and closed. but her eyelids drooped and closed.
The room was still quiet. The room was still quiet.
Then, a tinkle, like the sound of a Then, a tinkle, like the sound of a
music box, filled the air. Out of the music box, filled the air. Out of the
darkness, the shiniest little fairy any darkness, the shiniest little fairy any
could imagine, floated into the could imagine, floated into the
room. She knelt down beside Jenny’s room. She knelt down beside Jenny’s
pillow and found the hidden tooth. pillow and found the hidden tooth.
The fairy dropped the The fairy dropped the

tooth into a golden purse and tooth into a golden purse and
whispered, “Now I have another whispered, “Now I have another
pearl for my queen’s necklace. pearl for my queen’s necklace.
Thanks to you Jenny. Out of Thanks to you Jenny. Out of
gratitude, I will leave you this coin. It gratitude, I will leave you this coin. It
will be your reward and will bring will be your reward and will bring
you luck, Jenny.” The music began you luck, Jenny.” The music began
again, and the fairy fluttered away. again, and the fairy fluttered away.
“Wake up, Child,” Jenny’s “Wake up, Child,” Jenny’s

mother bent over her. mother bent over her.
Before she opened her Before she opened her

eyes, Jenny reached under the eyes, Jenny reached under the
pillow. She was surprised when she pillow. She was surprised when she
felt something there. When she saw felt something there. When she saw
the coin, she sat up smiling. the coin, she sat up smiling.
26
“Mother,” she cried, “did “Mother,” she cried, “did
the fairy come or was I dreaming?” the fairy come or was I dreaming?”
Mother smiled and said, Mother smiled and said,

“You want to believe that she came, “You want to believe that she came,
don’t you? So why don’t we just don’t you? So why don’t we just
make believe that she did?” make believe that she did?”
With that thought, Jenny With that thought, Jenny

just smiled. just smiled.
“But I saw her, Mother. I “But I saw her, Mother. I

just don’t know how. I wish I didn’t just don’t know how. I wish I didn’t
fall asleep,” she said winking at fall asleep,” she said winking at
Mother. “Oh, well, I still have baby Mother. “Oh, well, I still have baby
teeth anyway!” teeth anyway!”
Ask the following questions: Ask the following questions:
What happened to Jenny’s tooth? What happened to Jenny’s tooth?

Why did she want to stay awake that Why did she want to stay awake that
night? night?
From out of the darkness, who From out of the darkness, who
floated into her room? floated into her room?
Why did the fairy take Jenny’s Why did the fairy take Jenny’s
tooth? tooth?
If you lose a tooth, will you keep it If you lose a tooth, will you keep it
under your pillow? Why or why not? under your pillow? Why or why not?
If you were in Jenny’s place and you If you were in Jenny’s place and you
found the coin under your pillow, found the coin under your pillow,
what would you do with it? what would you do with it?
Do you believe that there is a tooth Do you believe that there is a tooth
fairy? Why do you think so? fairy? Why do you think so?
G. Finding practical applications of 1. Pantomiming 1. Pantomiming Read the meaning of each clipped Read the meaning of each clipped
concepts and skills in daily living words and give its original word. words and give its original word.
a. Tell you pupils to think of a. Tell you pupils to think of
Write your answer on the space Write your answer on the space
their fantasy dream. their fantasy dream. provided for. provided for.
b. Let them pantomime it b. Let them pantomime it
1. decaf = to remove 1. decaf = to remove
while their classmates will guess while their classmates will guess the caffeine from coffee the caffeine from coffee
2. prom = a formal 2. prom = a formal
what it is. Ask what it is. Ask
dance held for a school class dance held for a school class
them again to think their ambition. them again to think their ambition. toward toward
27
Let them act it out again and class Let them act it out again and class the end of the academic year the end of the academic year
3. croc = a large 3. croc = a large
will guess it. will guess it.
aggressive aquatic reptile aggressive aquatic reptile
c.Ask them also how they will c.Ask them also how they will with massive jaws and a with massive jaws and a
body covered with bony plates body covered with bony plates
achieve their ambition achieve their ambition
4. mike = a device for 4. mike = a device for
2,Raise R card if the event or action 2,Raise R card if the event or action converting sound waves into converting sound waves into
electrical energypop (music or art electrical energypop (music or art
is Reality and raise letter F if the is Reality and raise letter F if the
) new and of general appeal, ) new and of general appeal,
action is Fantasy. action is Fantasy. especially among young people especially among young people
5. prom = a formal 5. prom = a formal
Blankets should be cleaned after Blankets should be cleaned after
dance held for a school class dance held for a school class
use. use. toward the end of the toward the end of the
academic year academic year
Through the Internet, people can Through the Internet, people can
play games with each other. play games with each other.
They can do much more. They can do much more.
When the man hit the pot, diamond When the man hit the pot, diamond
came out. came out.
A woodcutter cuts wood in the A woodcutter cuts wood in the
forest. forest.
Computers can cook our food. Computers can cook our food.
H. Making generalizations and Tell whether its a fantasy pr reality. Tell whether its a fantasy pr reality. What do you mean by clipped What do you mean by clipped
abstractions about the lesson words? words?
1. The swan wears a crown. 1. The swan wears a crown.
Clipped words are often used in Clipped words are often used in
2. The young girl is selling flowers at 2. The young girl is selling flowers at
their shorten word for their their shorten word for their
the church. the church. convenience. convenience.
3. The volcano is erupting. 3. The volcano is erupting.
4. The girl’s dead grandmother 4. The girl’s dead grandmother
comes to fetch her with a comes to fetch her with a
smile smile
5. The teacher is telling a story. 5. The teacher is telling a story.
6. The witch stopped at the store 6. The witch stopped at the store
7. Antonio lives in the clouds 7. Antonio lives in the clouds
8. The park is full of children. 8. The park is full of children.
28
9. The farmer talked to the priest. 9. The farmer talked to the priest.
10. The genie granted Antonio’s 10. The genie granted Antonio’s
wish. wish.
I. Evaluating learning Children, kindly differentiate reality Children, kindly differentiate reality Give the original word of the given Give the original word of the given
clipped word based on its meaning. clipped word based on its meaning.
from Fantasy. from Fantasy.
Choose the letter of the correct Choose the letter of the correct
Reality refers to situations that may Reality refers to situations that may answer. answer.
happen in real life. happen in real life. 1. coke = carbonated drink flavoured 1. coke = carbonated drink flavoured
with extract from Kola nuts with extract from Kola nuts
Fantasy refers to situations that are Fantasy refers to situations that are
magical or make believe and could magical or make believe and could a. coconut b. cocaine c. cocain a. coconut b. cocaine c. cocain
d. coca-cola e. choke d. coca-cola e. choke
not happen in real-life not happen in real-life
2. co-ed = schooling attended by 2. co-ed = schooling attended by
members of both sexes members of both sexes
a. coedam b. coeddo c. coedit a. coedam b. coeddo c. coedit
d. coeditor e. coeducational d. coeditor e. coeducational
3. grannie, granny = the mother of 3. grannie, granny = the mother of
your father or mother your father or mother
a. granary b. grand prix a. granary b. grand prix
c. grande dame d. grandfather c. grande dame d. grandfather
e. Grandmother e. Grandmother
4. vet = a doctor who practices 4. vet = a doctor who practices
veterinary medicine veterinary medicine
a. veterinarian b. veteran c. a. veterinarian b. veteran c.
vetchworm d. vestrywoman e. vetchworm d. vestrywoman e.
Vegetarian Vegetarian
5. gent = a man of refinement 5. gent = a man of refinement
a. genealogist b. general agent a. genealogist b. general agent
c. general team d. genitals e. c. general team d. genitals e.
Gentleman Gentleman
29
J. Additional activities for application Sequence the events that happened Sequence the events that happened Match the original/clipped words Match the original/clipped words
or remediation from its meaning. Write the letter of from its meaning. Write the letter of
in the story. Write numbers 1-5 on in the story. Write numbers 1-5 on
the correct answer on the space the correct answer on the space
the space provided for. the space provided for. provided for. provided for.
1. That afternoon in school, 1. That afternoon in school,
her milk tooth had wiggled and her milk tooth had wiggled and
turned for the last time. turned for the last time.
2. The fairy dropped the tooth 2. The fairy dropped the tooth
into a golden purse and whispered, into a golden purse and whispered,
“Now I have another pearl for my “Now I have another pearl for my
queen’s necklace. queen’s necklace.
3. Jenny snuggled under for 3. Jenny snuggled under for
blanket with her eyes wide open. blanket with her eyes wide open.
4. Before she opened her 4. Before she opened her
eyes, Jenny reached under the eyes, Jenny reached under the
pillow. She was surprised pillow. She was surprised
when she felt something there. when she felt something there.
When she saw the coin, she sat up When she saw the coin, she sat up
smiling. smiling.
5. “But I saw her, Mother. I 5. “But I saw her, Mother. I
Just don’t know how. I wish I didn’t Just don’t know how. I wish I didn’t
fall asleep,” she said fall asleep,” she said
winking at Mother. “Oh, well, I still winking at Mother. “Oh, well, I still
have baby teeth anyway!” have baby teeth anyway!”
V. REMARKS
VI. REFLECTION
in the evaluation

below 80%
lesson
require remediation
30

solve?
31
32

I. OBJECTIVES Recount events effectively
various forms and conventions of print, various forms and conventions of print, various forms and conventions of various forms and conventions of
non-print and digital materials non-print and digital materials print, non-print and digital print, non-print and digital
materials materials
Demonstrate understanding of Demonstrate understanding of
various non-verbal elements in orally various non-verbal elements in orally Demonstrate understanding of Demonstrate understanding of
communicating information communicating information various non-verbal elements in various non-verbal elements in
orally communicating information orally communicating information
Demonstrate understanding of various Demonstrate understanding of various
linguistics nodes to comprehend linguistics nodes to comprehend Demonstrate understanding of Demonstrate understanding of
various texts various texts various linguistics nodes to various linguistics nodes to
constructed and conveyed in various constructed and conveyed in various constructed and conveyed in constructed and conveyed in
viewing texts. viewing texts. various viewing texts. various viewing texts.
different audiences using a variety of different audiences using a variety of different audiences using a variety different audiences using a variety
literary activities literary activities of literary activities of literary activities
C. Learning Competencies/Objectives EN5LC-Ih-2.3 EN5LC-Ih-2.3 EN5RC-Ih-2.3 EN5RC-Ih-2.3

Write the LC code for each Distinguish reality from fantasy Distinguish reality from fantasy Analyze figures of speech (simile, Analyze figures of speech (simile,
metaphor, personification, metaphor, personification,
hyperbole) in a given text hyperbole) in a given text
II. CONTENT

A. References
33
3. Textbook pages Developing Reading Power 6, A Developing Reading Power 6, A (EN5RC-Ih-2.3) (EN5RC-Ih-2.3)
Support Program to Reading, by Support Program to Reading, by
ClemenceUmaliAbadilla, Saint ClemenceUmaliAbadilla, Saint
Mary’s Publishing Corporation, 1998 Mary’s Publishing Corporation, 1998
p. 174-175 p. 174-175
Developing Reading Power 6, A Developing Reading Power 6, A

Support Program to Reading, by Support Program to Reading, by
ClemenceUmaliAbadilla ClemenceUmaliAbadilla
B. Other Learning Resources Picture/illustration of acarabao and Picture/illustration of acarabao and
turtle turtle
Picture/illustration of a lark and wren Picture/illustration of a lark and wren
Picture/illustration of a giraffe and Picture/illustration of a giraffe and

pullet pullet
Real objects Real objects
Chart Chart
IV. PROCEDURES
A. Reviewing previous lesson Direction: Encircle the letter of the Direction: Encircle the letter of the Listen as the teacher reads the Listen as the teacher reads the
or presenting the new lesson meaning of the underlined words. meaning of the underlined words. Refer to LM, Think and Tell Refer to LM, Think and Tell
1.The school’s foundation day is a 1.The school’s foundation day is a
great event for them to remember. great event for them to remember. Say: “Listen as I read the following Say: “Listen as I read the following
stanzas of some poems. Tell the stanzas of some poems. Tell the
a.Institution a.Institution two things being compared. Tell in two things being compared. Tell in
what way the two things are what way the two things are
b.Celebration b.Celebration alike.” alike.”
c. Collection c. Collection
2.The principal orders the teachers to 2.The principal orders the teachers to
submit their annual report. submit their annual report.
a.Monthly a.Monthly
34
b.Yearly b.Yearly
c.Weekly c.Weekly
3.The teachers were overwhelmed at 3.The teachers were overwhelmed at

their presentation in the program. their presentation in the program.
a.Surprised a.Surprised
b.Bothered b.Bothered
c.Overjoyed c.Overjoyed
B. Establishing a purpose for Distinguish reality from fantasy Distinguish reality from fantasy Analyze figures of speech (simile, Analyze figures of speech (simile,
the lesson metaphor, personification, metaphor, personification,
hyperbole) in a given text hyperbole) in a given text
C. Presenting examples/instances of The teacher shows a diary The teacher shows a diary Refer to LM, Try and Learn Refer to LM, Try and Learn
the new lesson Say: “Do you have a diary at home?” Say: “Do you have a diary at home?” Say: “The following sentences Say: “The following sentences
“What do you write on it?” “What do you write on it?” contain a metaphor. Identify the contain a metaphor. Identify the
metaphor by underlining the words metaphor by underlining the words
The teacher will use a semantic web to The teacher will use a semantic web to that tell the two objects being that tell the two objects being
find out what the students know about find out what the students know about compared.” compared.”
a diary. a diary.
D. Discussing new concepts and Say: “Today, you are going to learn the Say: “Today, you are going to learn the Refer to LM, Do and Learn A. Refer to LM, Do and Learn A.
practicing new skills #1 content of a diary. I’m going to read a content of a diary. I’m going to read a Say: “Let us read the following lines Say: “Let us read the following lines
sample entry in a diary”. Carol a grade sample entry in a diary”. Carol a grade of poetry.” of poetry.”
VI pupil owns this diary. VI pupil owns this diary. “What are the human qualities “What are the human qualities
given to animals, objects or ideas?” given to animals, objects or ideas?”
Refer to LM, Do and Learn B. Refer to LM, Do and Learn B.
Let the pupils decide the figure of Let the pupils decide the figure of
speech used in each sentence. speech used in each sentence.
Afterwards, let them read all the Afterwards, let them read all the
sentences. sentences.
E. Discussing new concepts The teacher will use an actual diary The teacher will use an actual diary Refer to LM, Learn Some More Refer to LM, Learn Some More
and practicing new skills #2 while reading the things written on it. while reading the things written on it. Let the pupils study the lines of Let the pupils study the lines of
The pupils can read silently. Refer to The pupils can read silently. Refer to poetry. Let them identify the poetry. Let them identify the
LM, Read and Learn LM, Read and Learn object personified and the give the object personified and the give the
human quality given to the subject. human quality given to the subject.
Carol’s Diary Carol’s Diary
35
On March 3, 2003 a great event took On March 3, 2003 a great event took
place in our school. It was the start of place in our school. It was the start of
our annual foundation week. Many our annual foundation week. Many
contests and games were held and big contests and games were held and big
prizes were at stake. My friends and I prizes were at stake. My friends and I
bagged the first place in the MTAP bagged the first place in the MTAP
competition for grade V pupils. We competition for grade V pupils. We
were very happy and our teachers were very happy and our teachers
congratulated us for being the winner. congratulated us for being the winner.
The next day I led the program The next day I led the program
intended for our teachers and intended for our teachers and
principal. The pupil-participants of the principal. The pupil-participants of the
program showed their best in singing, program showed their best in singing,
dancing and even acting. It was a dancing and even acting. It was a
tiresome afternoon but an exciting tiresome afternoon but an exciting
day. day.
On the 3rd day, we heard a mass in our On the 3rd day, we heard a mass in our
school’s chapel and in the afternoon a school’s chapel and in the afternoon a
sportsfest was held. Being with my sportsfest was held. Being with my
friends and classmates, while friends and classmates, while
participating in all the sports events is participating in all the sports events is
an experience. We joined the relay an experience. We joined the relay
contest, volleyball and badminton. contest, volleyball and badminton.
We launched the school project We launched the school project
dubbed as “May PerasaBasura” a day dubbed as “May PerasaBasura” a day
before the end of the week-long before the end of the week-long
celebration. We also served the celebration. We also served the
community through tree planting and community through tree planting and
cleaning the environment. cleaning the environment.
Finally, the much awaited moment for Finally, the much awaited moment for
us was the fifth day of the celebration, us was the fifth day of the celebration,
the awarding ceremony was held and the awarding ceremony was held and
we received our awards and prizes. I we received our awards and prizes. I
felt so happy and relaxed during the felt so happy and relaxed during the
afternoon for I could already rest. I afternoon for I could already rest. I
thanked God because I learned many thanked God because I learned many
things. things.
(Retrieved from: Lesson Guides in (Retrieved from: Lesson Guides in

Elementary English – Grade 5, DepEd Elementary English – Grade 5, DepEd
2008) 2008)
36
F. Developing mastery Say: “I have here a story grid. The Say: “I have here a story grid. The Give the difference of each figure Give the difference of each figure
(Leads to Formative Assessment 3) number of squares in the grid number of squares in the grid of speech. of speech.
corresponds to the number of corresponds to the number of
events/scenes in the story. You are events/scenes in the story. You are
going to arrange the events using the going to arrange the events using the
grid. grid.
G. Finding practical applications of Discussion Questions: Discussion Questions: How can figure of speech affects How can figure of speech affects
concepts and skills in daily living What do people usually write in their What do people usually write in their literature. literature.
diaries? diaries?
How do you sequence or arrange the How do you sequence or arrange the
events of the story? events of the story?
Lead the pupils in formulating Lead the pupils in formulating

generalizations. generalizations.
Say: How can we recount events Say: How can we recount events
effectively? effectively?
H. Making generalizations and The sentences that follow are taken The sentences that follow are taken What are the different kinds of What are the different kinds of
abstractions about the lesson from the story. In the space before from the story. In the space before figure of speech? figure of speech?
each number, write reality if the each number, write reality if the
Give example on each. Give example on each.
sentence states a situation that can sentence states a situation that can
happen in real life. Write fantasy if it happen in real life. Write fantasy if it
can only happen in fairy tales or fables. can only happen in fairy tales or fables.
I. Evaluating learning Write wheter its a reality or fantasy. Write wheter its a reality or fantasy. Tell what kind of figure of speech Tell what kind of figure of speech
Refer to LM. Refer to LM. are the following. are the following.
J. Additional activities for application Write 5 reality and 5 fantasy. Write 5 reality and 5 fantasy. Write 5 example for each figure of Write 5 example for each figure of
or remediation speech. speech.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

below 80%
lesson
D. No. of learners who continue to require
remediation
37

solve?


I. OBJECTIVES Recount events in a story read
Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of the various forms Demonstrate understanding of the various forms
the various forms and the various forms and and conventions of print, non-print and digital and conventions of print, non-print and digital
conventions of print, non-print conventions of print, non-print materials materials
and digital materials and digital materials
Demonstrate understanding of various non-verbal Demonstrate understanding of various non-verbal
Demonstrate understanding of Demonstrate understanding of elements in orally communicating information elements in orally communicating information
various non-verbal elements in various non-verbal elements in
orally communicating orally communicating Demonstrate understanding of various linguistics Demonstrate understanding of various linguistics
information information nodes to comprehend various texts nodes to comprehend various texts

various linguistics nodes to various linguistics nodes to
Evaluates effectively the Evaluates effectively the Evaluates effectively the message constructed and Evaluates effectively the message constructed and
message constructed and message constructed and conveyed in various viewing texts. conveyed in various viewing texts.
conveyed in various viewing conveyed in various viewing
38
texts. texts. Orally communicates information, opinions and Orally communicates information, opinions and
ideas effectively to different audiences using a ideas effectively to different audiences using a
Orally communicates Orally communicates variety of literary activities variety of literary activities
information, opinions and ideas information, opinions and ideas
effectively to different effectively to different
audiences using a variety of audiences using a variety of
literary activities literary activities
C. Learning EN5OL-Ii-1.8 EN5OL-Ii-1.8 EN5VD-Ii-8.1/8.2/8.3 EN5VD-Ii-8.1/8.2/8.3

Competencies/Objectives Recount events effectively Recount events effectively Clarify meaning of words using dictionaries, Clarify meaning of words using dictionaries,
Write the LC code for each thesaurus, and/or online resources thesaurus, and/or online resources
II. CONTENT
III. LEARNING
RESOURCES
A. References
2. Learner’s Material pages EN5OL-Ii-1.8 EN5OL-Ii-1.8 EN5OL-Ii-1.8 EN5OL-Ii-1.8
3. Textbook pages
Learning Resource (LR)
portal
IV. PROCEDURES
A. Reviewing previous Show bundle of sticks Show bundle of sticks Show a Picture of “Maria Makiling” Show a Picture of “Maria Makiling”
lesson or presenting the What can you say about the picture? What can you say about the picture?
new lesson Say: What can you say about the Say: What can you say about the
pictures? pictures?
Let the pupils break the bundle Let the pupils break the bundle
of sticks. of sticks.
B. Establishing a purpose for To appreciate the value of unity To appreciate the value of unity Note details in a story viewed Note details in a story viewed
the lesson Observe politeness at all times Observe politeness at all times
C. Presenting Say: Class, our lesson for today is Say: Class, our lesson for today is Say: Class, our lesson for today is about recounting Say: Class, our lesson for today is about recounting
examples/instances of the about recounting events about recounting events events effectively in a story viewed events effectively in a story viewed
new lesson effectively. effectively.
To recount events means that To recount events means that
to tell the details of a given to tell the details of a given
39
events” events”
To recount events effectively To recount events effectively

one must; one must;
Listen or read the stories very Listen or read the stories very
well. well.
Be specific in giving the events in Be specific in giving the events in

the story the story
Organize the events properly Organize the events properly
D. Discussing new concepts and Let the pupils read the story Let the pupils read the story The teacher will tell the students to watch The The teacher will tell the students to watch The
practicing new skills #1 “A Bundle of Sticks” “A Bundle of Sticks” Legend of Maria Makiling Legend of Maria Makiling
https://www.youtube.com/watch?v=CycU0owzEMw https://www.youtube.com/watch?v=CycU0owzEMw
A Bundle Sticks A Bundle Sticks Ask the Following Questions Ask the Following Questions
Who are the characters in the stories? Who are the characters in the stories?
Once upon a time, an old man Once upon a time, an old man
lived with his three sons in a lived with his three sons in a What are the good things Maria Makiling do the the What are the good things Maria Makiling do the the
village. All his three sons were village. All his three sons were town people? town people?
hard workers. Still, none of them hard workers. Still, none of them
agreed with each other and agreed with each other and
quarreled all the time. The old quarreled all the time. The old Why are they surprised when they see the farm of Why are they surprised when they see the farm of
man tried a lot to unite them man tried a lot to unite them the man Maria Makiling fall in love with? the man Maria Makiling fall in love with?
but he failed. While the villagers but he failed. While the villagers
were surprised at their hard were surprised at their hard
work and efforts, they also made work and efforts, they also made What kind of letter did the young man received? What kind of letter did the young man received?
fun of them on their fights. fun of them on their fights.
Months passed by and Months passed by and
the old man fell sick. He talked the old man fell sick. He talked Did the Young man enlist in the army? Did the Young man enlist in the army?
to his sons to stay united, but to his sons to stay united, but
none of his sons heard his none of his sons heard his
words. So, he decided to teach words. So, he decided to teach What did he do in order not to enlist in the army? What did he do in order not to enlist in the army?
them a practical lesson so that them a practical lesson so that
they would shed off their they would shed off their
differences and stay united. differences and stay united.
The old man called as The old man called as How did Maria Makiling took up the news when she How did Maria Makiling took up the news when she
his sons. He told them, ‘I will his sons. He told them, ‘I will learned that his beloved man will get married?What learned that his beloved man will get married?
give you a bundle of sticks. give you a bundle of sticks.
did she do after that? What did she do after that?
Separate each stick and you will Separate each stick and you will
have to break each stick into have to break each stick into
40
pieces of two. The one who pieces of two. The one who
breaks the sticks quickly will be breaks the sticks quickly will be How will you describe the the mountain of Maria How will you describe the the mountain of Maria
rewarded more.’ rewarded more.’ Makiling if you are in a plane land? Makiling if you are in a plane land?
All sons agreed. All sons agreed.
The old man gave a The old man gave a
bundle of 10 sticks to everyone bundle of 10 sticks to everyone
of them and asked to break it of them and asked to break it
into pieces. All the sons broke into pieces. All the sons broke
the sticks into pieces in minutes. the sticks into pieces in minutes.
And again they started And again they started
to quarrel among themselves as to quarrel among themselves as
who came first. who came first.
The old man said, The old man said,
‘Dear sons, the game is not ‘Dear sons, the game is not
over. Now I will give another over. Now I will give another
bundle of sticks to all of you. bundle of sticks to all of you.
You will have to break the sticks You will have to break the sticks
as a bundle, not as separate as a bundle, not as separate
sticks.’ sticks.’
The sons agreed and The sons agreed and
began to break the bundle of began to break the bundle of
sticks. Unfortunately, they could sticks. Unfortunately, they could
not break the bundle. They tried not break the bundle. They tried
very hard but failed to complete very hard but failed to complete
the task. the task.
All sons said to the All sons said to the
father about their failure. father about their failure.
The old man replied, The old man replied,
‘Dear sons, See! You could easily ‘Dear sons, See! You could easily
break the single sticks into break the single sticks into
pieces, but you were not able to pieces, but you were not able to
break the bundle! The sticks break the bundle! The sticks
were same. So, if you stay were same. So, if you stay
united, nobody can make any united, nobody can make any
harm to you. If you quarrel harm to you. If you quarrel
every time with your brothers, every time with your brothers,
anyone can easily defeat you. I anyone can easily defeat you. I
request you to stay united.’ request you to stay united.’
The three sons understood The three sons understood
the power of unity and the power of unity and
promised their father that promised their father that
whatever be the problem, they whatever be the problem, they
would all stay together. would all stay together.
41
Comprehension Questions. Comprehension Questions.
1. Who are the character 1. Who are the character
in the stories? in the stories?

2. Where did the story 2. Where did the story
happened? happened?
3. How will you 3. How will you describe
describe the three the three brothers?
brothers? 4. Why did the man
4. Why did the man called the three
called the three brothers? What did he
brothers? What did he told them to do?
told them to do? 5. Did the three brothers
5. Did the three brothers break the sticks during
break the sticks during their first try? What
their first try? What did happened during
did happened during the second time they
the second time they tried it?
tried it? 6. What is the moral
6. What is the moral lesson of the story?
lesson of the
story?
E. Discussing new concepts Give the events that happens in Give the events that happens in Watch Again the Legend Of Maria Makilin. Give the Watch Again the Legend Of Maria Makilin. Give the
and practicing new skills #2 the story by placing it inside the the story by placing it inside the events that happened in the story. Place it inside the events that happened in the story. Place it inside the
box and it must be in the right box and it must be in the right crcle. crcle.
sequence.Choose from the sequence.Choose from the
sentences below the boxes.The sentences below the boxes.The
group who finish first will be the group who finish first will be the
winner. winner.
The three sons understood the The three sons understood the
power of unity and promised their power of unity and promised their
father that they will resovlved father that they will resovlved
problems together problems together
The old man let his sons quarelled The old man let his sons quarelled
all the time. all the time.
There lived an old old and three There lived an old old and three
brothers who alayas brothers who alayas
quarelled with each other. quarelled with each other.
The old man told his sons and The old man told his sons and
told them to break the sticks told them to break the sticks
again but as a bundle. again but as a bundle.
The old man told them the moral The old man told them the moral
42
lessons of the bundle of sticks.. lessons of the bundle of sticks..
The old man summoned his The old man summoned his
sons and asked them to sons and asked them to
separate the bundle of sticks separate the bundle of sticks
and break each and break each
one of it. one of it.
F. Developing mastery The teacher will ask each groups The teacher will ask each groups Watch the story of Of “Malakas and Maganda”. Watch the story of Of “Malakas and Maganda”.
(Leads to Formative Assessment 3) to phantomine some of the events to phantomine some of the events Recount the events in the story using a series event Recount the events in the story using a series event
in the story. The group who in the story. The group who chains.] chains.]
gives the best detailt events will gives the best detailt events will
be the winner. be the winner.
The three brothers are all are The three brothers are all are
hard working but always quarreled hard working but always quarreled
with each other. with each other.
The old man summoned his sons The old man summoned his sons
and asked them to separate and asked them to separate the
the bundle of sticks and break bundle of sticks and break each
each one of it. one of it.
The three sons understood the The three sons understood the
power of unity and promised their power of unity and promised their
father that they will resovlved father that they will resovlved
problems together. problems together.
G. Finding practical applications Group Activity Group Activity Group Activity Group Activity
of concepts and skills in daily
living
43
H. Making generalizations and How to recount events How to recount events How to recount events effectively? How to recount events effectively?
abstractions about the lesson effectively? effectively? To recount events means that to tell the details of a To recount events means that to tell the details of a
To recount events means that To recount events means that given events” given events”
to tell the details of a given to tell the details of a given
events” events” To recount events effectively one must; To recount events effectively one must;
To recount events effectively To recount events effectively Watch and understand the stories very well. Watch and understand the stories very well.
one must; one must;
Be specific in giving the events in the story Be specific in giving the events in the story
Listen or read the stories very Listen or read the stories very
well. well. Recall all the major events Recall all the major events
Be specific in giving the events in Be specific in giving the events in Organize the events properly Organize the events properly
the story the story
Organize the events properly Organize the events properly
I. Evaluating learning Recount the events in the Recount the events in the Recount the story by using number 1-10. Recount the story by using number 1-10.
following story. Write at least following story. Write at least
five sentence to recount the five sentence to recount the
following events following events
Fight Among the Fingers Fight Among the Fingers

by kathavarta by kathavarta
Once there was a fight Once there was a fight
among the fingers. Each of among the fingers. Each of them
them was fighting, “I am the was fighting, “I am the king of
king of the fingers, I am the the fingers, I am the greatest, I
greatest, I am the most am the most important”. All of
important”. All of them went to them went to the court and
the court and stood in front of stood in front of the judge for
the judge for his decision. his decision.
In the court, the In the court, the
thumb stood in front of the thumb stood in front of the
judge and said: “I am the king, judge and said: “I am the king,
because I am the strongest and because I am the strongest and
firmest. Without me no one is firmest. Without me no one is
able to do work. Hence I am the able to do work. Hence I am the
king”. The judge heard all that. king”. The judge heard all that.
Next the index finger Next the index finger
got up and said, “I am the king, got up and said, “I am the king,
44
because I threaten everyone. I because I threaten everyone. I
point to things, direct people point to things, direct people
and show things. Hence I have and show things. Hence I have
names like threatener, shower, names like threatener, shower,
and pointer.” The judge heard and pointer.” The judge heard
all that. all that.
Next, the middle Next, the middle
finger got up and said, “I am the finger got up and said, “I am the
strongest and longest of all the strongest and longest of all the
fingers. Hence I deserve to be fingers. Hence I deserve to be
the king”. The judge heard all the king”. The judge heard all
that. that.
Next the ring finger Next the ring finger
stood and said, “I am the richest, stood and said, “I am the richest,
because I wear a ring made of because I wear a ring made of
gold, studded with all the gold, studded with all the
precious gems. Hence I am the precious gems. Hence I am the
king”. king”.
Next, the little finger Next, the little finger
stood up with eyes filled with stood up with eyes filled with
tears and said, “I am not strong tears and said, “I am not strong
like the thumb. I cannot like the thumb. I cannot
threaten others. I am very small threaten others. I am very small
and negligible. I am very poor and negligible. I am very poor
and do not wear a gold ring. But and do not wear a gold ring. But
when I do Namaskara, there I when I do Namaskara, there I
stand in front. I am lucky to have stand in front. I am lucky to have
the first sight (Darshan) of all the first sight (Darshan) of all
the great people.” the great people.”
Having heard that, the Having heard that, the
judge decided that the little judge decided that the little
finger deserves to be the king of finger deserves to be the king of
all the fingers. all the fingers.
J. Additional activities for Recount the events that happened Recount the events that happened Recount the events that happened to you yesterday. Recount the events that happened to you yesterday.
application or remediation to you yesterday. to you yesterday.
V. REMARKS
VI. REFLECTION
45
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have
caught
up with the lesson

work?
can help me solve?
I wish to share with other
teachers?
46
GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time August15-19,2016 Quarter

I. OBJECTIVES Clarify meaning of words using dictionaries, thesaurus, and / or online resources
A. Content Standards The learner... The learner... Review Periodical Test Periodical Test
Demonstrate understanding of the Demonstrate understanding of the

various forms and conventions of various forms and conventions of
print, non-print and digital materials print, non-print and digital materials

various non-verbal elements in various non-verbal elements in
orally communicating information orally communicating information

various linguistics nodes to various linguistics nodes to
B. Performance Standards The learner... The learner...
Evaluates effectively the message Evaluates effectively the message

constructed and conveyed in various constructed and conveyed in various
viewing texts. viewing texts.
Orally communicates information, Orally communicates information,

opinions and ideas effectively to opinions and ideas effectively to
different audiences using a variety different audiences using a variety
of literary activities of literary activities
C. Learning Competencies/Objectives EN5V-Ij-8.1/8.2/8.3 EN5V-Ij-8.1/8.2/8.3

Write the LC code for each Clarify meaning of words using Clarify meaning of words using
dictionaries, thesaurus, and/or dictionaries, thesaurus, and/or
online resources online resources
II. CONTENT

A. References
47
3. Textbook pages EN5OL-Ii-1.8 EN5OL-Ii-1.8
English Textbook Expressway English Textbook Expressway
Language and Reading Language and Reading
Teachers Guide Grade IV. Lesson Teachers Guide Grade IV. Lesson
guide in English V guide in English V
Lakat- travel blogspot.com. Lakat- travel blogspot.com.

B. Other Learning Resources • picture/illustration of events. • picture/illustration of events.
• song Pila March • song Pila March
• chart. Graphic organizer • chart. Graphic organizer
IV. PROCEDURES
A. Reviewing previous lesson Refer to LM, Think and Tell
or presenting the new lesson Games: How strong is your
vocabulary? Choose the correct
meaning of a words.
Read as quickly as possible the
words in each line. Circle those
that have the same or similar
meanings as the keyword.
beautiful- lovely cranky

sickly pretty
Show a dictionary to the class. What

do you want to know about the
dictionary?
Write your answer in the KWL Chart.
(I know, want to know, what I
learned chart)
B. Establishing a purpose for Clarify meaning of words using Clarify meaning of words using
the lesson dictionaries, thesaurus, and / or dictionaries, thesaurus, and / or
online resources online resources
48
C. Presenting examples/instances of Say: Are you a Scout? What does it Say: Are you a Scout? What does it
the new lesson mean to be a scout? Do you take mean to be a scout? Do you take
the scout’s oath to the heart? What the scout’s oath to the heart? What
good deeds have you done for good deeds have you done for
others lately? others lately?
D. Discussing new concepts and Refer To LM., Try and Learn Refer To LM., Try and Learn
practicing new skills #1
E. Discussing new concepts The teacher will show to the class a The teacher will show to the class a
and practicing new skills #2 dictionary entry with a list of dictionary entry with a list of
several meaning and part of speech several meaning and part of speech
to clarify the meaning of a word in a to clarify the meaning of a word in a
sentence. sentence.
How many meanings are given for How many meanings are given for
round? round?
What parts of speech are listed? What parts of speech are listed?
What does the word round mean in What does the word round mean in
the following sentence? the following sentence?
Read the sentences: Read the sentences:
 The Barangay Tanod  The Barangay Tanod
makes a round in the makes a round in the
Barangay to catch the Barangay to catch the
robber. robber.
 Manny Pacquiao won the  Manny Pacquiao won the
games for only five rounds. games for only five rounds.
 Row, row your boat is a  Row, row your boat is a
kind of round song. kind of round song.
 Her face is round.  Her face is round.
F. Developing mastery Refer to LM, Learn some more Refer to LM, Learn some more
(Leads to Formative Assessment 3) Choose the meaning of the first Choose the meaning of the first
word as used in the given word as used in the given
sentence. Write the letter on the sentence. Write the letter on the
blank (use the dictionary entry) blank (use the dictionary entry)
G. Finding practical applications of Group Activity: Group Activity:

Activity 1 Activity 1
Divide the class into four groups Divide the class into four groups
49
Provide a dictionary for each group Provide a dictionary for each group
Assigned each group 5 words Assigned each group 5 words
Tell them to look for the meanings Tell them to look for the meanings
of that word. of that word.
Activity 2 Activity 2
Divide the class into four groups Divide the class into four groups
Give them a word with multiple Give them a word with multiple
meanings used in a sentence meanings used in a sentence
Let them choose the meaning of the Let them choose the meaning of the
assigned word that fits each assigned word that fits each
sentence. sentence.
H. Making generalizations and Using the metacards let the learners Using the metacards let the learners
abstractions about the lesson paste on the circle and read what paste on the circle and read what
they learn in using they learn in using
Dictionary/Thesaurus Dictionary/Thesaurus
I. Evaluating learning LM, Try and Learn LM, Try and Learn
Read the following sentence and Read the following sentence and
then copy the number of the then copy the number of the
meaning of the underline word meaning of the underline word
(model, echo, park) (model, echo, park)
J. Additional activities for application Look for the meaning of the Look for the meaning of the
or remediation following: following:
1. Inquisitive 4. Inquisitive
2. Gorgeous 5. Gorgeous
3. expired 6. expired
V. REMARKS
VI. REFLECTION
50
in the evaluation

below 80%
lesson
require remediation


solve?

Teaching Dates and Time August 22-26,2016 Quarter

I. OBJECTIVES Identify signal words from text heard
A. Content Standards The learner…. The learner…. The learner…. The learner…. Weekly Test
listens critically to news reports and listens critically to news reports and listens critically to news reports and listens critically to news reports and
other radio broadcasts and other radio broadcasts and other radio broadcasts and other radio broadcasts and
expresses ideas accurately in oral expresses ideas accurately in oral expresses ideas accurately in oral expresses ideas accurately in oral
and in written forms; and in written forms; and in written forms; and in written forms;
51
demonstrates confidence in the use demonstrates confidence in the use demonstrates confidence in the use demonstrates confidence in the use
of the language to meet everyday’s of the language to meet everyday’s of the language to meet everyday’s of the language to meet everyday’s
needs; and reads independently and needs; and reads independently and needs; and reads independently and needs; and reads independently and
gets relevant information from gets relevant information from gets relevant information from gets relevant information from
various text types. various text types. various text types. various text types.
C. Learning Competencies/Objectives EN5LC-IIa-4 EN5LC-IIa-4 EN5G-IIa-3.9 EN5G-IIa-3.9

Write the LC code for each Identify signal words from text heard Identify signal words from text heard Compose clear and coherent Compose clear and coherent
sentences using appropriate sentences using appropriate
grammatical structures: grammatical structures:
-subject-verb agreement -subject-verb agreement
( inverted sentences) ( inverted sentences)
II. CONTENT

A. References
3. Textbook pages EN5LC- IIa- 4 EN5LC- IIa- 4 EN5G-IIa-3.9 EN5G-IIa-3.9
Lesson Guides in Elem. Eng. 5 p.7-8 Lesson Guides in Elem. Eng. 5 p.7-8 EN5A-IIa-16 EN5A-IIa-16
EN5A-IIa-17 EN5A-IIa-17
Expanding English Skills for Expanding English Skills for
Empowerment I p. 357 Empowerment I p. 357

B. Other Learning Resources Selections, pictures Selections, pictures paragraph, laptop paragraph, laptop
IV. PROCEDURES
A. Reviewing previous lesson Ask the pupils about their favourite Ask the pupils about their favourite Ask: Ask:
or presenting the new lesson food. Ask them if they cook at home. food. Ask them if they cook at home. Have you ever experienced being Have you ever experienced being
Ask also if they follow the right Ask also if they follow the right teased by somebody? teased by somebody?
procedure in cooking their favourite procedure in cooking their favourite How do you feel? How do you feel?
food. food. Who is your best friend? Who is your best friend?
Does he/she defend you while you Does he/she defend you while you
are in trouble? are in trouble?
Do you think making fun of Do you think making fun of
somebody is a good act? somebody is a good act?
52
B. Establishing a purpose for Identify signal words from text Identify signal words from text Compose clear and coherent Compose clear and coherent
the lesson heard. heard. sentences using appropriate sentences using appropriate
grammatical structures- subject-verb grammatical structures- subject-verb
Provide accurate instructions Provide accurate instructions agreement (inverted sentences) agreement (inverted sentences)
Observe politeness at all times. Observe politeness at all times.
Observe care and accuracy in giving/ Observe care and accuracy in giving/
following directions. following directions.
C. Presenting examples/instances of Say: At this time you have to listen Say: At this time you have to listen Today, you will be learning the Today, you will be learning the
the new lesson to the selection about how to make to the selection about how to make subject verb agreement. There are subject verb agreement. There are
apple and hazelnut crunch. After apple and hazelnut crunch. After times that a sentence is in inverted times that a sentence is in inverted
listening, you will answer the listening, you will answer the order. If we say inverted sentence, it order. If we say inverted sentence, it
questions that follow. questions that follow. is a sentence in which the verb is a sentence in which the verb
comes before the subject. Here is a comes before the subject. Here is a
selection for you to read and selection for you to read and
analyze. After reading the analyze. After reading the
paragraph, I will be asking you some paragraph, I will be asking you some
comprehension questions, then, you comprehension questions, then, you
will be given sentences in the will be given sentences in the
inverted order to analyze. inverted order to analyze.
53
D. Discussing new concepts and Before proceeding to the selection, Before proceeding to the selection, Lily is a thin girl. She is quiet and shy. Lily is a thin girl. She is quiet and shy.
practicing new skills #1 there will be unlocking of difficulties there will be unlocking of difficulties Every time she sits at the canteen, Every time she sits at the canteen,
Read the sentences. Select the Read the sentences. Select the she is always alone. Every day, at the she is always alone. Every day, at the
meaning of the underlined words meaning of the underlined words hallway, are Nestor’s friends. hallway, are Nestor’s friends.
from the box. from the box. Making fun of Lily is their hobby. In Making fun of Lily is their hobby. In
Lily’s bag are books. Carlo, one of Lily’s bag are books. Carlo, one of
I sliced the cake into three pieces. I sliced the cake into three pieces. the naughty boys, teases Lily, grabs the naughty boys, teases Lily, grabs
The best way to purify water at The best way to purify water at the handbag, passes it with his the handbag, passes it with his
home is to simmer it. home is to simmer it. friends, and scatters all the books on friends, and scatters all the books on
the floor. “Bamboo Stick” is what the floor. “Bamboo Stick” is what
Sprinkle water on Sprinkle water on they call her. From Room 3 comes they call her. From Room 3 comes
the clothes before ironing it. the clothes before ironing it. Marina. She defends Lily and argues Marina. She defends Lily and argues
with the boys. In simple way Marina with the boys. In simple way Marina
Have the pupils listen to the Have the pupils listen to the helps. Later on, Lily and Marina helps. Later on, Lily and Marina
selection. selection. became friends. At the canteen, they became friends. At the canteen, they
“Making an Apple and Hazelnut “Making an Apple and Hazelnut eat together. In going home, walk eat together. In going home, walk
Crunch” Crunch” Marina and Lily. They share stories, Marina and Lily. They share stories,
First, we sliced the apples. Then, we First, we sliced the apples. Then, we review their lessons and help each review their lessons and help each
simmered them in a saucepan until simmered them in a saucepan until other. other.
they were tender. Next, we added they were tender. Next, we added
sugar and left the stewed apples to sugar and left the stewed apples to Answer the following questions. Answer the following questions.
cool. When it was cold, we stirred in cool. When it was cold, we stirred in Who is the thin girl? Who is the thin girl?
yogurt. We then spooned the yogurt. We then spooned the
stewed apple into dishes and stewed apple into dishes and Why do you think Lily is always Why do you think Lily is always
sprinkled each one with crushed sprinkled each one with crushed alone? alone?
fruit and hazelnut bars. Finally, we fruit and hazelnut bars. Finally, we
decorated each dish with apple decorated each dish with apple Who makes fun of Lily? Who makes fun of Lily?
slices. slices.
Answer the comprehension Answer the comprehension What does Carlo do with Lily’s What does Carlo do with Lily’s
questions based on the story heard. questions based on the story heard.
handbag? handbag?
Who helps Lily? Who helps Lily?
What is the first step in making What is the first step in making If you were Nestor’s friends, will you If you were Nestor’s friends, will you
apple and hazelnut crunch? apple and hazelnut crunch? do the same? do the same?
How long will you simmer the apple? How long will you simmer the apple? If you were Marina, will you also If you were Marina, will you also
defend Lily? defend Lily?
After adding sugar, what will you do After adding sugar, what will you do
next? next? What kind of person is Marina? What kind of person is Marina?
54
What will you do when the stewed What will you do when the stewed
apple becomes cold? apple becomes cold? Say: Here are some inverted Say: Here are some inverted
sentences from the selection. sentences from the selection.
What is the last step? What is the last step? Analyze how verbs agree with the Analyze how verbs agree with the
subjects. subjects.
Ask: What words in the paragraph Ask: What words in the paragraph
give the step-by-step direction or give the step-by-step direction or a. Every day at the hallway, a. Every day at the hallway,
sequence? sequence? areNestor’s friends. areNestor’s friends.
(first, next, then, finally) (first, next, then, finally)
Say: The words that give the Say: The words that give the b. In Lily’s bag arebooks. b. In Lily’s bag arebooks.
step- by-step direction or step- by-step direction or v s v s
sequence are called signal words. sequence are called signal words. c. From Room 3 comesMarina. c. From Room 3 comesMarina.
v s v s
d. In going home, walk Marina and d. In going home, walk Marina and
Lily.v s Lily.v s
Ask: Which comes first in the Ask: Which comes first in the
inverted order of a sentence? inverted order of a sentence?
What happens to the verb when What happens to the verb when
the subject is singular? When the the subject is singular? When the
subject is plural? subject is plural?
E. Discussing new concepts The class will play “Advance Game”. The class will play “Advance Game”. Write the following sentences in the Write the following sentences in the
and practicing new skills #2 Each group will be given small Each group will be given small inverted order. inverted order.
banners with signal words written banners with signal words written Everybody cares about the climate Everybody cares about the climate
on it. The leader will hold and raise on it. The leader will hold and raise change. change.
it once the teacher is asking for the it once the teacher is asking for the
answer. answer. The boys go in hiking. The boys go in hiking.
Tell the pupils to form four lines with Tell the pupils to form four lines with
an equal number of members. Read an equal number of members. Read Ramon volunteers for the difficult Ramon volunteers for the difficult
the directions to the class once. the directions to the class once.
task. task.
Then, say it again with one missing Then, say it again with one missing
signal word. The leader will raise the signal word. The leader will raise the
Nobody cares about the spoiled Nobody cares about the spoiled
banner with the corresponding banner with the corresponding
signal word. If a group got the signal word. If a group got the
55
correct answer, they will step correct answer, they will step food. food.
forward two times. The group that forward two times. The group that
makes the most number of steps will makes the most number of steps will Abigail attends the birthday party. Abigail attends the birthday party.
be the winner. be the winner.
(The underlined signal word will be (The underlined signal word will be
the missing one later on) the missing one later on)
First, get a partner from your group. First, get a partner from your group.
Next, raise your right hands then, Next, raise your right hands then,
clasp them together. Finally, bow at clasp them together. Finally, bow at
the same time and wave your hands. the same time and wave your hands.
First, form a diagonal line. Next, put First, form a diagonal line. Next, put
you left hand on the right shoulder you left hand on the right shoulder
of the classmate in front of you. of the classmate in front of you.
Then, bend your knees and lastly, Then, bend your knees and lastly,
raise your left hand and make a raise your left hand and make a
peace sign. peace sign.
First, group yourselves into three. First, group yourselves into three.
Next, those on both sides, hold Next, those on both sides, hold
hands. Then, enclose your classmate hands. Then, enclose your classmate
in the middle in your arms. Finally, in the middle in your arms. Finally,
still holding together, raise your still holding together, raise your
hands and say “Open the Basket”. hands and say “Open the Basket”.
First, boys will put hands on waist. First, boys will put hands on waist.
Next, girls will hold theirs skirt. Next, girls will hold theirs skirt.
Then, point right foot forward. And Then, point right foot forward. And
then, go to the original position. then, go to the original position.
Finally, turn around clockwise and Finally, turn around clockwise and
bow your head. bow your head.
56
F. Developing mastery Group Activty Group Activty Compose coherent sentences in the Compose coherent sentences in the
(Leads to Formative Assessment 3) inverted order using the given inverted order using the given
verbs that agree with the subjects in verbs that agree with the subjects in
each item. each item.
disagree the disagree the men
men on their plan on their plan
in the spelling bee join in the spelling bee join
Rosa Rosa
come the meteor come the meteor

in meteorites in meteorites
on the moon on the moon

astronauts’ footprints astronauts’ footprints
left. left.
on a topic for a report Alexis on a topic for a report Alexis

decide decide
G. Finding practical applications of Refer to LM, Refer to LM, Group Activity Group Activity
H. Making generalizations and Signal words give step-by-step Signal words give step-by-step Inverted sentence is a sentence in Inverted sentence is a sentence in
abstractions about the lesson direction or sequence in a direction or sequence in a which the verb comes before the which the verb comes before the
paragraph/selection. paragraph/selection. subject. subject.
First, next, then, lastly, finally, First, next, then, lastly, finally,
furthermore, next to that, second, furthermore, next to that, second, The verb agrees with the subject of The verb agrees with the subject of
after that, moreover are examples of after that, moreover are examples of
the sentence. the sentence.
signal words. signal words.
If the subject of the inverted If the subject of the inverted
sentence is singular, the verb takes sentence is singular, the verb takes
its s-form. its s-form.
If the subject of the inverted If the subject of the inverted

sentence is plural, the verb takes its sentence is plural, the verb takes its
base form. base form.
57
I. Evaluating learning Arrange the following events based Arrange the following events based Refer to LM . Refer to LM .
on the story. Take note of the on the story. Take note of the
signal words. signal words.
J. Additional activities for application Make a short story using the signal Make a short story using the signal Refer to LM . Refer to LM .
or remediation words. words.
V. REMARKS
VI. REFLECTION
in the evaluation

below 80%
lesson
require remediation


solve?

Teaching Dates and Time August 29-Sep 2,2016 Quarter
58
I. OBJECTIVES Listens carefully critically to news reports and other radio broadcasts and expresses ideas accurately in oral and written forms.
C. Learning Competencies/Objectives EN5LC-IIb-3.19 EN5LC-IIb-3.19 EN5G-IIb-3.9 EN5G-IIb-3.9
Write the LC code for each Identify informational text-types Identify informational text-types Compose clear and coherent Compose clear and coherent
sentences using appropriate sentences using appropriate
-subject-verb agreement -subject-verb agreement
II. CONTENT

A. References
3. Textbook pages Curriculum Guide: CG in English 5 Curriculum Guide: CG in English 5 EN5G-IIb-3.9 EN5G-IIb-3.9
Quarter 2 Week 2 Quarter 2 Week 2
EN5LC – IIb – 3.19 EN5LC – IIb – 3.19
EN5SS – IIb– 3.9 EN5SS – IIb– 3.9
4. Additional Materials from pictures of internet, smartphones, pictures of internet, smartphones, dictionary, thesaurus dictionary, thesaurus
Learning Resource (LR) portal newspaper, magazines newspaper, magazines word flashcards word flashcards
reading materials reading materials

IV. PROCEDURES
59
A. Reviewing previous lesson Show titles of shows or movies and Show titles of shows or movies and Group the pupils into four groups. Group the pupils into four groups.
or presenting the new lesson ask them to classify if it is fiction or ask them to classify if it is fiction or Give each group a three set of Give each group a three set of
nonfiction. nonfiction. words. Ask them to write the words. Ask them to write the
synonym and antonym of the words synonym and antonym of the words
in a manila paper. in a manila paper.
B. Establishing a purpose for Identify informational text-types. Identify informational text-types. Give precise information on a given Give precise information on a given
the lesson Use card catalogue to locate Use card catalogue to locate topic. topic.
resources. resources. Identify meaning content of specific Identify meaning content of specific
words (denotation and connotation) words (denotation and connotation)
C. Presenting examples/instances of Show the students a newspaper, a Show the students a newspaper, a Say: “Today we are going to Say: “Today we are going to
the new lesson magazine, or an encyclopedia. Ask magazine, or an encyclopedia. Ask learn about how to give precise learn about how to give precise
the students if they have read one. the students if they have read one. information on a given topic and information on a given topic and
Ask them if they have used them in Ask them if they have used them in how to define words using how to define words using
doing research. doing research. connotation and denotation” connotation and denotation”
Show them a card catalogue. Ask Show them a card catalogue. Ask
them if they have used one in doing them if they have used one in doing
research. research.
D. Discussing new concepts and “Today we are going to learn about “Today we are going to learn about Now ask the students to read the Now ask the students to read the
practicing new skills #1 the informational text, its type and the informational text, its type and words in “Find Out and Learn” on words in “Find Out and Learn” on
their use.” their use.” the LM page . Ask them the the LM page . Ask them the
“We will also study how to use a “We will also study how to use a ways on how they would define or ways on how they would define or
card catalogue.” card catalogue.” give meaning to the words. Write give meaning to the words. Write
their answer on their notebook. their answer on their notebook.
Using their dictionary ask the Using their dictionary ask the
students to find the precise meaning students to find the precise meaning
of the following word: of the following word:
60
E. Discussing new concepts Have the students listen to news Have the students listen to news Have the students answer “Try and Have the students answer “Try and
and practicing new skills #2 from the newspaper or an article from the newspaper or an article Learn” on the LM on page . Learn” on the LM on page .
from a magazine. from a magazine.
Then ask them what they have Then ask them what they have
learned from what they’ve learned from what they’ve
just listened to. just listened to.
Ask: “What have you noticed Ask: “What have you noticed
about the article?” about the article?”
“How many topics were there?” “How many topics were there?”
“Was it informational?” “Was it informational?”
F. Developing mastery Choose one book from the Library Choose one book from the Library Perform “Do and Learn” on the Perform “Do and Learn” on the
(Leads to Formative Assessment 3) and make a card catalogue. and make a card catalogue. LM page . LM page .
Use ¼ of an index card. Use ¼ of an index card.
G. Finding practical applications of Ask: Ask: Perform “Do and Learn” on the Perform “Do and Learn” on the
concepts and skills in daily living How does card catalog helps you How does card catalog helps you LM page . LM page .
locate books? locate books?
H. Making generalizations and Informational texts are nonfictional Informational texts are nonfictional In giving precise information on a In giving precise information on a
abstractions about the lesson writing, written with the intention to writing, written with the intention to given topic, we may do the given topic, we may do the
of informing the reader about a of informing the reader about a following: following:
specific topic. It is typically found in specific topic. It is typically found in 1. We must have a reliable source 1. We must have a reliable source
magazines, newspaper, science magazines, newspaper, science which is verifiable. This means that which is verifiable. This means that
books, autobiographies, and books, autobiographies, and the information that we get must the information that we get must be
instruction manuals. instruction manuals. be true and real, not made up or true and real, not made up or
It uses special text which allows its It uses special text which allows its unsure. unsure.
users to easily find key information users to easily find key information 2. We must have supporting 2. We must have supporting
and understand the main topic. This and understand the main topic. This information. information.
is done by placing a header over is done by placing a header over
certain sections. It may also use certain sections. It may also use Connotations and denotations are Connotations and denotations are
visual representation with captions visual representation with captions two principal methods of describing two principal methods of describing
61
which includes pictures, graphs, which includes pictures, graphs, the meaning of words. the meaning of words.
tables, diagrams, and charts. tables, diagrams, and charts.
Connotations refer to the wide array Connotations refer to the wide array
A card catalogue is a file of cards A card catalogue is a file of cards of positive and negative associations of positive and negative associations
uniform in size arranged in some uniform in size arranged in some that most naturally carry them while that most naturally carry them while
definite order and listing the items definite order and listing the items denotation is the precise, literal denotation is the precise, literal
in the collection of a library or group in the collection of a library or group definition of a word that might be definition of a word that might be
of libraries. Each card identifies a of libraries. Each card identifies a found in a dictionary. found in a dictionary.
single item. single item.
The parts of a card catalogue are (1) The parts of a card catalogue are (1)
call number; (2) author; (3) Title call number; (2) author; (3) Title
Entry; (4) publisher; (5) series title; Entry; (4) publisher; (5) series title;
and (6) subject headings. and (6) subject headings.
I. Evaluating learning Identify if the following books if Identify if the following books if Who are your parents? Who are your parents?
there are informational text or not. there are informational text or not. What is your father/mothers work? What is your father/mothers work?
Write  for informational text else Write  for informational text else Where does he/she work? Where does he/she work?
write  if it is not. write  if it is not.
In what barangay do you live? In In what barangay do you live? In
1. newspaper 1. newspaper
2. magazines 2. magazines which purok? which purok?
3. instructional manuals 3. instructional manuals What would you like to be when you What would you like to be when you
4. fairy tales 4. fairy tales grow up? grow up?
5. autobiography 5. autobiography Where would you like to spend your Where would you like to spend your
vacation? vacation?
J. Additional activities for application Bring Dictionary Bring Dictionary Give examples of denotation and Give examples of denotation and
or remediation cannotation. cannotation.
V. REMARKS
VI. REFLECTION
the evaluation

below 80%
lesson
62
require remediation


solve?

Teaching Dates and Time September 5-9,2016 Quarter
I. OBJECTIVES
listens critically to news listens critically to news listens critically to news reports and other listens critically to news reports and
reports and other radio reports and other radio radio broadcasts and expresses ideas other radio broadcasts and expresses
broadcasts and expresses broadcasts and expresses accurately in oral and in written forms; ideas accurately in oral and in written
ideas accurately in oral and ideas accurately in oral and forms;
in written forms; in written forms;
demonstrates confidence in demonstrates confidence in demonstrates confidence in the use of the demonstrates confidence in the use of
the use of the language to the use of the language to language to meet everyday’s needs; and the language to meet everyday’s
meet everyday’s needs; and meet everyday’s needs; and reads independently and gets relevant needs; and reads independently and
reads independently and reads independently and information from various text types. gets relevant information from various
gets relevant information gets relevant information text types.
from various text types. from various text types.
63
C. Learning EN5LC-IIc-3.19 EN5LC-IIc-3.19 EN5V-IIc-20.1.1 EN5V-IIc-20.1.1
Competencies/Objectives Identify informational text- Identify informational text- EN5V-IIc-20.2.1 EN5V-IIc-20.2.1
Write the LC code for each types types Identify different meanings of content Identify different meanings of
specific words (denotation and content specific words (denotation
connotation) and connotation)
(Science) (Science)
II. CONTENT

A. References
3. Textbook pages EN5LC-IIc-3.19, EN5RC-IIc- EN5LC-IIc-3.19, EN5RC-IIc- EN5V-IIc20.1.1, EN5V-IIc-20.2.1, EN5A-IIc-17 EN5V-IIc20.1.1, EN5V-IIc-20.2.1, EN5A-
3.2.1,EN5OL – IIc-1.3.1, 3.2.1,EN5OL – IIc-1.3.1, IIc-17
EN5A-IIc-17 EN5A-IIc-17

B. Other Learning Resources Puzzle, Paragraphs, Puzzle, Paragraphs, Pictures,Story, dictionary
Diagram Diagram
IV. PROCEDURES
A. Reviewing previous lesson Pupils will arrange the Pupils will arrange the Have you seen a frog? Have you seen a frog?
or presenting the new given puzzle to get the two given puzzle to get the two What are the characteristics of a frog? Size? What are the characteristics of a frog?
lesson exact words. exact words. Color? Size? Color?
What is its contribution to our environment? What is its contribution to our
environment?
B. Establishing a purpose for Identify informational text Identify informational text Identify different meanings of content Identify different meanings of content
the lesson – types – types specific words (denotation and connotation) specific words (denotation and
connotation)
C. Presenting examples/instances Show pictures regarding Show pictures regarding Our lesson is about identifying the meaning Our lesson is about identifying the
of the new lesson the lesson. the lesson. of content specific words through meaning of content specific words
denotation and connotation through denotation and connotation
Let me define first denotation and Let me define first denotation and
connotation. connotation.
Denotation is generally defined as literal or Denotation is generally defined as

dictionary meanings of a word in contrast to literal or dictionary meanings of a
its connotative or associated meanings. word in contrast to its connotative or
associated meanings.
Connotation refers to a meaning that is
64
implied by a word apart from the thing Connotation refers to a meaning that
which it describes explicitly. Words carry is implied by a word apart from the
cultural and emotional associations or thing which it describes explicitly.
meanings in addition to their literal Words carry cultural and emotional
meanings or denotations. associations or meanings in addition
to their literal meanings or
denotations.
65
D. Discussing new concepts and Our lesson for today is Our lesson for today is The teacher will read a story to the pupils. The teacher will read a story to the
practicing new skills #1 about informational text about informational text pupils.
and its types. and its types.
Informational text are text Informational text are text The Boys and the Frogs
that provide factual that provide factual Some boys, playing near a pond, saw a The Boys and the Frogs
information to readers. information to readers. number of Frogs in the water and Some boys, playing near a pond, saw a
Types: Types: began to pelt them with stones. number of Frogs in the water and
They killed several of them, when one of the began to pelt them with stones.
Description- Sensory and Description- Sensory and
Frogs, lifting his head out of They killed several of them, when
descriptive details that help descriptive details that help the water, cried out: one of the Frogs, lifting his head out
of the water, cried out:
the reader visualize the reader visualize
"Pray stop, my boys: what is sport to you, is
information. Ask yourself: information. Ask yourself: death to us." "Pray stop, my boys: what is sport to
you, is death to us."
what specific person, place, what specific person, place,
Say: As a continuation, He wanted to save
thing, or idea is being thing, or idea is being other frogs but he has a problem. Say: As a continuation, He wanted to
save other frogs but he has a problem.
described. Description described. Description He needs to identify the connotative
shares the who, what, shares the who, what, meanings of the words in the leaves in order He needs to identify the connotative
to save other frogs. meanings of the words in the leaves in
when, where, why or how when, where, why or how Do you want to help the frog in saving other order to save other frogs.
lives? Do you want to help the frog in saving
of a topic/subject. Clue of a topic/subject. Clue
You need to answer the problems below. other lives?
words are such as, for words are such as, for You need to answer the problems
below.
instance, in addition, also, instance, in addition, also, Connotation:Observe – to see
Environment -the air, water, organisms, and
specifically. specifically. Connotation:Observe – to see
other natural resources that surround us.
Environment -the air, water,
Sequence- Presents events Sequence- Presents events Science- a conclusion
organisms, and other natural
in a sequence from in a sequence from Fact – reality
66
Weather- sky and wind conditon resources that surround us.
beginning to end, or beginning to end, or
Science- a conclusion
organizes how-to text in a organizes how-to text in a
Fact – reality
series of directions. Look series of directions. Look
Weather- sky and wind conditon
for steps or references to for steps or references to
time such as dates. Clue time such as dates. Clue
words are first, second, words are first, second,
third, then, next, before, third, then, next, before,
after, and finally. after, and finally.
Compare and Contrast- Compare and Contrast-

Comparisons are used to Comparisons are used to
describe ideas. Ask describe ideas. Ask
yourself: what is being yourself: what is being
compared? Clue words are compared? Clue words are
similar, same, alike, unlike, similar, same, alike, unlike,
and different. and different.
Cause and Effect- Cause and Effect-

Descriptions of events and Descriptions of events and
the reasons (causes) for the reasons (causes) for
why the event happened. why the event happened.
Ask yourself: What Ask yourself: What
happened and why did it happened and why did it
happen? Clue words are happen? Clue words are
since, because, if, due to, since, because, if, due to,
as a result of , causes, leads as a result of , causes, leads
to, and therefore. to, and therefore.
Problem and Solution-The Problem and Solution-The

67
text introduces a problem text introduces a problem
and presents one or more and presents one or more
solutions. Ask yourself: solutions. Ask yourself:
What is the problem and What is the problem and
what is the solution? Clue what is the solution? Clue
words are problem, issue, words are problem, issue,
since, as a result, and idea. since, as a result, and idea.
68
E. Discussing new concepts Say: What you have answered are the Say: What you have answered are the
and practicing new skills #2 Pupils will listen to the Pupils will listen to the connotations of the given words related to connotations of the given words
parangraph below and parangraph below and science baesd on your own understanding. related to science baesd on your own
Here are the denotation or their meanings understanding. Here are the
answers the questions answers the questions from the dictionary. denotation or their meanings from the
Observe - notice or perceive (something) dictionary.
orally. orally.
Observe - notice or perceive
and register it as being significant.
(something) and register it as being
Questions: Questions: Environment - the surroundings or
What is the topic of the What is the topic of the significant.
conditions in which a person, animal, or
paragraph? paragraph? Environment - the surroundings or
What does cyber bullying What does cyber bullying plant lives or operates.
includes? includes? conditions in which a person, animal,
Science refers to a system of acquiring
Who is the writer of the Who is the writer of the or plant lives or operates.
paragraph? paragraph? knowledge. This system uses observation
What do you think is the What do you think is the Science refers to a system of acquiring
and experimentation to describe and
type of informational text type of informational text knowledge. This system uses
being used in tha being used in tha explain natural phenomena.
paragraph? paragraph? observation and experimentation to
Fact -a piece of information used as
How do you say so that this How do you say so that this describe and explain natural
is a descriptive text? is a descriptive text? evidence or as part of a report or news
phenomena.
article.
Fact -a piece of information used as
Weather -
evidence or as part of a report or news
the state of the atmosphere at a given time
article.
and place, with respect to variables such as t
Weather -
emperature, moisture,wind velocity, and bar
the state of the atmosphere at a given
ometric pressure.
time and place, with respect to variabl

es such as temperature, moisture,win
d velocity, and barometric pressure.
69
F. Developing mastery Pupils will read the Pupils will read the Below are groups of words which are often Below are groups of words which are
(Leads to Formative Assessment 3) paragraph and identify the paragraph and identify the used to describe people. What are the often used to describe people. What
type of text used. type of text used. connotations of the words? Underline your are the connotations of the words?
answer. Underline your answer.
Childlike - Youthful, Childish, Young Childlike - Youthful, Childish, Young

Disabled, - Crippled, Handicapped, Retarded Disabled, - Crippled, Handicapped,
Relaxed - Laid-back, Lackadaisical, Easy- Retarded
going Relaxed - Laid-back, Lackadaisical,
Slim - Skinny, Slender, Thin Easy-going
Cheap - Frugal, Miserly, Economical Slim - Skinny, Slender, Thin
Young - Immature, Juvenile, Youthful Cheap - Frugal, Miserly, Economical
Inquisitive - Interested, Curious, Convivial Young - Immature, Juvenile, Youthful
Confident - Secure, Proud, Egotistical Inquisitive - Interested, Curious,
Lovely - Knockout, Beautiful, Stunning Convivial
Talkative - Conversational, Chatty, Noisy Confident - Secure, Proud, Egotistical
Lovely - Knockout, Beautiful, Stunning
Talkative - Conversational, Chatty,
Noisy
G. Finding practical applications of Arrange the jumbled letters Arrange the jumbled letters Match the words in Column A with the Match the words in Column A with the
concepts and skills in daily living to get the exact word. to get the exact word. denotation meaning in Column B. denotation meaning in Column B.
Answer it orally. Answer it orally.
USECA NDA FECFET - USECA NDA FECFET -

Descriptions of events and Descriptions of events and
the reasons (causes) for the reasons (causes) for
why the event why the event
happened. happened.
QESUECEN - QESUECEN -
Presents events in a Presents events in a
sequence from beginning to sequence from beginning to
end end
SDPCTNEIIOR - SDPCTNEIIOR -
Sensory and descriptive Sensory and descriptive
details details
H. Making generalizations and What is informational text? What is informational text?

abstractions about the lesson What are the types of What are the types of
informational text? informational text?
70
I. Evaluating learning Listen to the following and Listen to the following and Identify the connotation of the given words. Identify the connotation of the given
tell the types of tell the types of words.
informational texts used. informational texts used. Home
Home
A. suggests family, comfort and security.
A. suggests family, comfort and
B. the place where one lives permanently, security.
especially as a member of a family or
household. B. the place where one lives
permanently, especially as a
Mom and Dad’ member of a family or household.
A. a father or mother or parents Mom and Dad’
B. Mom and Dad when used in place of A. a father or mother or parents

mother and father connote loving parents.
B. Mom and Dad when used in place
3. Pushy of mother and father connote loving
parents.
A. excessively or unpleasantly self-assertive
or ambitious. 3. Pushy
B. refers to someone loud-mouthed and A. excessively or unpleasantly self-

irritating. assertive or ambitious.
B. refers to someone loud-mouthed

and irritating.
J. Additional activities for Read the descriptions and Read the descriptions and Identify the denotation of the given words. Identify the denotation of the given
application or remediation identify the type of identify the type of words.
informational text. informational text. 1. Love
1. Love
A. an intense feeling of deep affection.
A. an intense feeling of deep affection.
B. Symbol of affection
B. Symbol of affection
2. Hope
71
A. a feeling of expectation and desire for a 2. Hope
certain thing to happen
A. a feeling of expectation and desire
B. faith for a certain thing to happen
B. faith
V. REMARKS
VI. REFLECTION

C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson


which my principal or supervisor can
help me solve?
materials did I use/discover which I
72

I. OBJECTIVES Summarize narrative texts based on elements
C. Learning Competencies/Objectives EN5RC-IId-3. 2.1 EN5RC-IId-3. 2.1 EN5G-IId-2.2.6 EN5G-IId-2.2.6
Write the LC code for each Distinguish text-types according to Distinguish text-types according to EN5G-IId-3.9 EN5G-IId-3.9
purpose purpose Compose clear and coherent Compose clear and coherent
-To classify or describe -To classify or describe sentences using appropriate sentences using appropriate
- collective nouns and - collective nouns and verb
verb agreement agreement
II. CONTENT

A. References
2. Learner’s Material pages K to 12 Curriculum Guide: K to 12 Curriculum Guide: K to 12 Curriculum Guide: K to 12 Curriculum Guide:
EN5G-Id-3.6 EN5WC-Id-2.2.4 EN5G-Id-3.6 EN5WC-Id-2.2.4
EN5LC-Id-2.17.3 EN5OL-Id-2.23 EN5LC-Id-2.17.3 EN5OL-Id-2.23 Ateneo Lesson Guide in Elementary Ateneo Lesson Guide in Elementary
Ateneo Lesson Guides in Ateneo Lesson Guides in English, pages 70-73 English, pages 70-73
Elementary English, pages 11-12 Elementary English, pages 11-12
English Expressways in Reading, English Expressways in Reading,
73
page 35 page 35
3. Textbook pages
B. Other Learning Resources Power point presentation, lap top, Power point presentation, lap top, pictures, power point presentation, pictures, power point presentation,
projector, pictures, activity cards, projector, pictures, activity cards, lap top, activity cards, metacards lap top, activity cards, metacards
improvised ball improvised ball
IV. PROCEDURES
A. Reviewing previous lesson (Picture talk-Dyad) (Refer to LM (Picture talk-Dyad) (Refer to LM Picture clue and dialog (Refer to LM Picture clue and dialog (Refer to LM
or presenting the new lesson Think and Tell) Think and Tell) Think and Tell) Think and Tell)
Answer the questions orally. Answer the questions orally.
Ask: Who among you here Ask: Who among you here 1. What can Mark and Reiner make? 1. What can Mark and Reiner make?
know how to draw? What picture do know how to draw? What picture do 2. Who helped Mark build the sand 2. Who helped Mark build the sand
you love to draw? you love to draw? castle? castle?
3. What may Jasmine be able to do? 3. What may Jasmine be able to do?
We are going to do this activity in We are going to do this activity in 4. What reminder did Reiner give 4. What reminder did Reiner give
pairs. pairs. her? her?
5. Do you go to the beach? When do 5. Do you go to the beach? When do
we usually spend time at the beach? we usually spend time at the beach?
What can we What can we
make along the seashore? If your make along the seashore? If your
brother or sister made a brother or sister made a sandcastle,
sandcastle, are you going to are you going to
break/destroy it? Why or why not? break/destroy it? Why or why not?
Values: What characteristics do the Values: What characteristics do the

children in the dialog possess? How children in the dialog possess? How
can you show your love to your can you show your love to your
brother and sister? brother and sister?
B. Establishing a purpose for Identify the elements of literary Identify the elements of literary Compose clear and coherent Compose clear and coherent
the lesson texts texts sentences using appropriate sentences using appropriate
C. Presenting examples/instances of Show pictures Show pictures Picture clue and dialog (Refer to LM Picture clue and dialog (Refer to LM
the new lesson Think and Tell) Think and Tell)
Answer the questions orally. Answer the questions orally.
1. What can Mark and Reiner make? 1. What can Mark and Reiner make?
2. Who helped Mark build the sand 2. Who helped Mark build the sand
castle? castle?
3. What may Jasmine be able to do? 3. What may Jasmine be able to do?
4. What reminder did Reiner give 4. What reminder did Reiner give
74
her? her?
5. Do you go to the beach? When do 5. Do you go to the beach? When do
we usually spend time at the beach? we usually spend time at the beach?
What can we What can we
make along the seashore? If your make along the seashore? If your
brother or sister made a brother or sister made a sandcastle,
sandcastle, are you going to are you going to
break/destroy it? Why or why not? break/destroy it? Why or why not?
Values: What characteristics do the Values: What characteristics do the
children in the dialog possess? children in the dialog possess?
How can you show your love How can you show your love
to your brother and sister? to your brother and sister?
D. Discussing new concepts and Listen to the story that I am going Listen to the story that I am going Say: Our lesson for today is about Say: Our lesson for today is about
practicing new skills #1 to read. From the story you are to read. From the story you are modals can and may. modals can and may.
going to identify the elements of going to identify the elements of Modal verbs are used to Modal verbs are used to
the story. the story. express two different types of express two different types of
The teacher will read the story to The teacher will read the story to ability: open possibility, generally ability: open possibility, generally
the pupils. (Teacher may use power the pupils. (Teacher may use power expressed by forms of the expressed by forms of the
point presentation) (Refer to LM point presentation) (Refer to LM modal verb can, and authority or modal verb can, and authority or
Find out and Learn). Find out and Learn). potential ability, generally potential ability, generally
expressed by forms of the expressed by forms of the
Use the questions in guiding the Use the questions in guiding the modal verb may. modal verb may.
students to identify the elements of students to identify the elements of Use of Can Use of Can
the literary texts. Write the answer the literary texts. Write the answer
1. To talk about what you are able to 1. To talk about what you are able to
in the organizer. in the organizer.
do do
2. To talk about a general possibility 2. To talk about a general possibility
1. What is the theme of the story? 1. What is the theme of the story?
3. To say that something is 3. To say that something is
2. Where does the story happen? 2. Where does the story happen?
allowed allowed
3. Who are the characters in the 3. Who are the characters in the
story? story?
Use of May Use of May
4. How does the story begin? What 4. How does the story begin? What
is the problem encountered in the is the problem encountered in the 1. It is used for permissions. 1. It is used for permissions.
story? story? 2. It is used to express probability or 2. It is used to express probability or
How does the story end? How does the story end? prediction. prediction.
75
E. Discussing new concepts The organizer explains the content The organizer explains the content Read the sentences below. Explain Read the sentences below. Explain
and practicing new skills #2 of the elements of literary text of the elements of literary text how the modals can and may used in how the modals can and may used in
based on the selection that you have based on the selection that you have sentences. (Refer sentences. (Refer
read. read. to LM Find out and Learn) to LM Find out and Learn)
Ask: Ask:
a. What Mother can do? a. What Mother can do?
b. What Mark can do? b. What Mark can do?
c. What Jasmine may build? c. What Jasmine may build?
d. What she may use for drinking? d. What she may use for drinking?
e. What are the modal verbs used in e. What are the modal verbs used in
sentences? sentences?
f. When do we use can? f. When do we use can?
g. When do we use may? g. When do we use may?
h. What do these two modals h. What do these two modals
express? express?
76
F. Developing mastery These elements of the literary texts These elements of the literary texts Teacher will provide pictures and Teacher will provide pictures and
(Leads to Formative Assessment 3) are helpful in summarizing a story or are helpful in summarizing a story or activity cards for group activity. activity cards for group activity.
narrative text. narrative text. (Refer to LM, Try and Learn) (Refer to LM, Try and Learn)
The elements of literary texts are: The elements of literary texts are:
Theme- is a central message or Theme- is a central message or Group 1 Group 1
purpose of a story. The theme of a purpose of a story. The theme of a 1. Look at the pictures below. The 1. Look at the pictures below. The
story is the message or the lesson story is the message or the lesson pictures are activities that a grade pictures are activities that a grade
given by the story to its readers. given by the story to its readers. five can do in five can do in
school. school.
Setting- tells where and when the Setting- tells where and when the 2. Name other things that you can 2. Name other things that you can
story happens and how the story story happens and how the story do in school. do in school.
begins. begins. 3. Write your sentences on strips of 3. Write your sentences on strips of
paper. paper.
Characters (Heroesand Villains) - are Characters (Heroesand Villains) - are 4. Read the sentences in front of the 4. Read the sentences in front of the
the people or animated objects that the people or animated objects that class. class.
interact in the story. interact in the story.
Group 2 Group 2
Plot- tells the order of events Plot- tells the order of events 1. The diagram is the activities a 1. The diagram is the activities a
child in grade five may do at child in grade five may do at
Plot has three important parts: Plot has three important parts: home. home.
2. Write sentences of other activities 2. Write sentences of other activities
1. Beginning- is where the characters 1. Beginning- is where the characters
that you may do at home. that you may do at home.
and setting are established and setting are established
3. Write your answer on a manila 3. Write your answer on a manila
2. Middle- introduction of the 2. Middle- introduction of the
paper. paper.
problem or conflict, the high point problem or conflict, the high point
and the and the
Group 3 Group 3
winding point winding point
3. End- it is the conclusion of the 3. End- it is the conclusion of the
1. Look at the picture below. 1. Look at the picture below.
story, the conflicts are resolved story, the conflicts are resolved
2. Write two to three paragraphs 2. Write two to three paragraphs
Give important discussion on the Give important discussion on the
using modal can and may about the using modal can and may about the
sequence of these elements. sequence of these elements.
activities the activities the
Values: Do you also make promise to Values: Do you also make promise to
children do. children do.
your mother or father? Do you fulfil your mother or father? Do you fulfil
3. Write your answer in a manila 3. Write your answer in a manila
what you have promised to them? Is what you have promised to them? Is
paper. paper.
it important that we should fulfil our it important that we should fulfil our
promise? Why do you say so? promise? Why do you say so?
G. Finding practical applications of The teacher will present another The teacher will present another Write sentences about the pictures Write sentences about the pictures
concepts and skills in daily living story. (Refer to LM Try and Learn) story. (Refer to LM Try and Learn) using modals can or may. (Refer to using modals can or may. (Refer to
Do and Learn) Do and Learn)

Read the story. Identify the Read the story. Identify the
elements of the story. elements of the story.
Group Activity Group Activity

77
1. Group the pupils into 4. Distribute 1. Group the pupils into 4. Distribute
to each group the photocopy of the to each group the photocopy of the
story. story.
2. Summarize the story by writing 2. Summarize the story by writing
the elements of the story in the the elements of the story in the
semantic web semantic web
3. Report the group output to the 3. Report the group output to the
class. class.
H. Making generalizations and The teacher will provide a ball, The teacher will provide a ball, What did you learn today? What did you learn today?
abstractions about the lesson wrapped in it are strips of paper wrapped in it are strips of paper When do we use the modal When do we use the modal can?
with questions. The pupils with questions. The pupils can? When do we use the modal may?
will play “Pass the Ball”. They may will play “Pass the Ball”. They may When do we use the modal may? When do we sue the modals can and
sing, or recite a poem while passing sing, or recite a poem while passing When do we sue the modals can and may?
the ball to each classmate. the ball to each classmate. may?
When the teacher tells the pupils to When the teacher tells the pupils to
stop, whoever holding the ball stop, whoever holding the ball
he/she will answer the question. he/she will answer the question.
Answer the following: Answer the following:

1. What are the elements of the 1. What are the elements of the
literary texts? literary texts?
2. What is a theme? 2. What is a theme?
3. What is a setting? 3. What is a setting?
4. Give examples of characters. 4. Give examples of characters.
5. What is a plot? What are the parts 5. What is a plot? What are the parts
of a plot? of a plot?
I. Evaluating learning The teacher reads the short story The teacher reads the short story Look at each picture. Complete each Look at each picture. Complete each
and instructs the pupils to fill in the and instructs the pupils to fill in the sentence by writing may or can on sentence by writing may or can on
blanks to complete the blanks to complete the each blank. each blank.
statement.(Refer in LM Do and statement.(Refer in LM Do and
Learn) Learn) 1. Carlo write a letter to 1. Carlo write a letter to
his friend. his friend.
The theme of the story is The theme of the story is
. . 2. You go home now. 2. You go home now.
The story happened in The story happened in
. . 3. Susie help her teacher. 3. Susie help her teacher.
The characters were The characters were
. .
J. Additional activities for application Present the details of your favourite Present the details of your favourite Cut a picture or draw your answers Cut a picture or draw your answers
78
or remediation fairy tale using the elements of the fairy tale using the elements of the in each circle. Then use it in your in each circle. Then use it in your
literary texts. Write your work literary texts. Write your work own sentence. own sentence.
in your notebook. in your notebook.
1. Something you can do on a 1. Something you can do on a
weekday. weekday.
V. REMARKS
VI. REFLECTION
in the evaluation

below 80%
lesson
require remediation


solve?
79

I. OBJECTIVES Distinguish fact from opinions
C. Learning Competencies/Objectives EN5LC-IIe-2.10 EN5LC-IIe-2.10 EN5RC-IIe-3.2.2 EN5RC-IIe-3.2.2
Write the LC code for each Distinguish fact from opinion Distinguish fact from opinion Distinguish text-types according to Distinguish text-types according to
purpose purpose
-To recall a series of events/ -To recall a series of events/
information information
II. CONTENT Fact and Opinion Fact and Opinion Sequencing of events Sequencing of events

A. References
3. Textbook pages EN5LC-IIe-2.10 EN5LC-IIe-2.10 EN5RC-IIe-3.2.2 EN5RC-IIe-3.2.2
English for All Times Language 5 p. English for All Times Language 5 p. Developing Reading Power 5 p.77- Developing Reading Power 5 p.77-
246-247 246-247 79 79
Reading Power Worktext 5 p. 19-21 Reading Power Worktext 5 p. 19-21

IV. PROCEDURES
80
A. Reviewing previous lesson Game: Pick out a strip with a Game: Pick out a strip with a Class look at the picture. Do you Class look at the picture. Do you
or presenting the new lesson statement stating a fact or an statement stating a fact or an have pets at home? Who among have pets at home? Who among
opinion inside the box. Those who opinion inside the box. Those who you have a pet cow at home? Can you have a pet cow at home? Can
picked a fact should post on the picked a fact should post on the you describe your pet? you describe your pet?
right side of the board and to those right side of the board and to those
who picked an opinion should post who picked an opinion should post
on the left side of the board. on the left side of the board.
All people can dance. All people can dance.
Jose Rizal is our National Heroes. Jose Rizal is our National Heroes.
Plants and animals are living things. Plants and animals are living things.
Food is one of the basic needs in Food is one of the basic needs in
order to live. order to live.
B. Establishing a purpose for Determine images/ideas that are Determine images/ideas that are Distinguish text – types according to Distinguish text – types according to
the lesson explicitly used to influence viewers explicitly used to influence viewers purpose purpose
To recall a series of events / To recall a series of events /

information information
Read with automaticity grade level Read with automaticity grade level
frequently occurring content area frequently occurring content area
words words
C. Presenting examples/instances of Say: Today we discuss about Say: Today we discuss about Today we are going to read Today we are going to read
the new lesson distinguishing fact and opinion. distinguishing fact and opinion. information about The Cow’s Four information about The Cow’s Four
A fact is a statement which A fact is a statement which Stomachs. After I was read the story Stomachs. After I was read the story
experiences and experiments have experiences and experiments have you are going to recall a series of you are going to recall a series of
proven to be true. It is directly proven to be true. It is directly events /information . events /information .
observable. observable.
Events arranged in order help us in Events arranged in order help us in
An opinion is a view or guess which An opinion is a view or guess which different ways. It is easier to different ways. It is easier to
may or may not be true .It tells may or may not be true .It tells understand a story remember it and understand a story remember it and
what someone thinks or feel about what someone thinks or feel about tell it again if it is in order. The order tell it again if it is in order. The order
something. It can be verified but something. It can be verified but in which things happen is what we in which things happen is what we
only indirectly. only indirectly. call a sequence. Seeing ideas in call a sequence. Seeing ideas in
sequence can help us remember sequence can help us remember
things more easily. things more easily.
81
D. Discussing new concepts and The teacher will read the The teacher will read the Teachers read the information . Teachers read the information .
practicing new skills #1 paragraphs. paragraphs.
Bryan works with animals. In fact, Bryan works with animals. In fact, The Cow’s Four Stomachs The Cow’s Four Stomachs
he spends every spare moment in a he spends every spare moment in a A cow has four stomachs ! It may A cow has four stomachs ! It may
neighborhood pet store. After neighborhood pet store. After sound unbelievable but it is true. sound unbelievable but it is true.
A cow do not have ordinary A cow do not have ordinary
school, he helps feed the animals school, he helps feed the animals
digestive system. These animals do digestive system. These animals do
and clean their cages. He spends a and clean their cages. He spends a not have not have
lot of time training the animals so lot of time training the animals so Upper front teeth. They eat grass by Upper front teeth. They eat grass by
that they get along with people. that they get along with people. wrapping their tongue around it wrapping their tongue around it
and pulling it from the ground .They and pulling it from the ground .They
Bryan believes that being a Bryan believes that being a have back teeth but they cannot have back teeth but they cannot
veterinarian and working with veterinarian and working with chew the grass properly. chew the grass properly.
animals would be a wonderful thing animals would be a wonderful thing Cow swallow grass without Cow swallow grass without
chewing up. When it is swallowed, chewing up. When it is swallowed,
for him to do when he grows up. He for him to do when he grows up. He
the grassgoes into the cow’s first the grassgoes into the cow’s first
thinks he will become an excellent thinks he will become an excellent
stomach, called rumen. In the stomach, called rumen. In the
veterinary doctor in the future. veterinary doctor in the future. rumen, the grass is broken up by rumen, the grass is broken up by
some digestive juices and forms into some digestive juices and forms into
Say: Which paragraph expresses Say: Which paragraph expresses a ball. The ball of grass is called cud. a ball. The ball of grass is called cud.
truth of facts? ( a) truth of facts? ( a) The cow brings back the cud into its The cow brings back the cud into its
The sentences in a express facts. The sentences in a express facts. mouth. Then the cow chews mouth. Then the cow chews
These can be proven true and can be These can be proven true and can be the cud into a pulp with its back the cud into a pulp with its back
verified. verified. teeth and re-swallows it. After the teeth and re-swallows it. After the
cud is swallowed the second time, it cud is swallowed the second time, it
Say: Which paragraph expresses a Say: Which paragraph expresses a goes into the cow’s second stomach goes into the cow’s second stomach
view or a belief? (b) view or a belief? (b) called reticulum. The reticulum called reticulum. The reticulum
These sentences express opinion. These sentences express opinion. filters the food and takes out filters the food and takes out
They tell what someone thinks or They tell what someone thinks or Out small stones or any non-food Out small stones or any non-food
matter. Then the food goes into the matter. Then the food goes into the
believes. believes.
cow’s third stomach called omasum. cow’s third stomach called omasum.
The orsum further filters the food. The orsum further filters the food.
Any undigested food is sent back to Any undigested food is sent back to
the rumen. Then the cow chews it the rumen. Then the cow chews it
some more. The digested food from some more. The digested food from
the omasum goes into the the omasum goes into the
abomasum, the cow’s fourth abomasum, the cow’s fourth
stomach. The digested food stomach. The digested food
becomes a part of the cow’s body. becomes a part of the cow’s body.
Say : Which is the first stage in Say : Which is the first stage in
digesting the cow’s food? digesting the cow’s food?
What does the cow do with the cud What does the cow do with the cud
82
in its mouth ? in its mouth ?
What happens to the undigested What happens to the undigested

food in the omasum ? food in the omasum ?
What happens to the digested food What happens to the digested food
in the abomasum ? in the abomasum ?
Why Is any undigested food sent Why Is any undigested food sent
back to the rumen ? back to the rumen ?
E. Discussing new concepts The teacher will present new The teacher will present new Number in order the stages in Number in order the stages in
and practicing new skills #2 sentences to the pupils and to sentences to the pupils and to digesting the cow’s food. digesting the cow’s food.
distinguish if the sentence is fact or distinguish if the sentence is fact or
opinion. opinion. a. The cow chews the cud into a. The cow chews the cud into
pulp with its back teeth and re- pulp with its back teeth and re-
Mayor Rodrigo Duterte is our new Mayor Rodrigo Duterte is our new swallow it. swallow it.
elected president. elected president. b. The reticulum takes out any b. The reticulum takes out any
non-food matter in the pulp. non-food matter in the pulp.
Sun is the center of the solar system. Sun is the center of the solar system. c. The unchewed grass is broken c. The unchewed grass is broken
up by the digestive juices into a up by the digestive juices into a cud
One week is composed of five days. One week is composed of five days. cud here. here.
d. The cow eats grass by wrapping d. The cow eats grass by wrapping
Health is wealth. Health is wealth. its tongue against and pulling it its tongue against and pulling it
from The ground. from The ground.
We don’t need food in order to live. We don’t need food in order to live. e. Any undigested food is sent e. Any undigested food is sent
back to the rumen so it can be sent back to the rumen so it can be sent
back to. The mouth to be further back to. The mouth to be further
chewed. chewed.
f. Then it swallows the grass f. Then it swallows the grass
without chewing it and sends to the without chewing it and sends to the
rumen. rumen.
g. The cow brings back the cud g. The cow brings back the cud
into the mouth. into the mouth.
h. After the pulp is re-swallowed it h. After the pulp is re-swallowed it
goes to the reticulum. goes to the reticulum.
i. The digested food in the i. The digested food in the
reticulum is sent to the omasum. reticulum is sent to the omasum.
j. From the omasum , the digested j. From the omasum , the digested
food is absorbed by the cow’s body. food is absorbed by the cow’s body.
83
F. Developing mastery The teacher will present new The teacher will present new Group 1 Group 1
(Leads to Formative Assessment 3) sentences to the pupils and to sentences to the pupils and to Read the information below. Read the information below.
distinguish if the sentence is fact or distinguish if the sentence is fact or Sequence the events by writing Sequence the events by writing
opinion. opinion. numbers1-4 on the lines according numbers1-4 on the lines according
to how they happened in the story. to how they happened in the story.
Mayor Rodrigo Duterte is our new Mayor Rodrigo Duterte is our new
Did you know that every drop of Did you know that every drop of
elected president. elected president. water makes a journey? This water makes a journey? This
journey is called the water cycle. journey is called the water cycle.
Sun is the center of the solar system. Sun is the center of the solar system. When water on the ground ( like in a When water on the ground ( like in a
puddle, lake or ocean ) is heated by puddle, lake or ocean ) is heated by
One week is composed of five days. One week is composed of five days. the sun, the water changes into a the sun, the water changes into a
gas, called water vapor. The water gas, called water vapor. The water
Health is wealth. Health is wealth. vapor rises up into the sky and then vapor rises up into the sky and then
becomes part of a cloud. Wind becomes part of a cloud. Wind
We don’t need food in order to live. We don’t need food in order to live. carries the cloud across the sky. carries the cloud across the sky.
Water droplets begin to fall from the Water droplets begin to fall from the
sky as rain, falling into puddles, lakes sky as rain, falling into puddles, lakes
and oceans on the ground. and oceans on the ground.
Wind carries the water in Wind carries the water in

clouds. clouds.
Water is heated by the sun and Water is heated by the sun and
forms water vapor. forms water vapor.
Raindrops fall from the sky. Raindrops fall from the sky.
Water vapor rises into the sky. Water vapor rises into the sky.
Group 2 Group 2
Use Sequence Map Use Sequence Map
Wind carries the water in Wind carries the water in
clouds. clouds.
Water is heated by the sun and Water is heated by the sun and
forms water vapor. forms water vapor.
Raindrops fall from the sky. Raindrops fall from the sky.
Water vapor rises into the sky. Water vapor rises into the sky.
G. Finding practical applications of Group Activity Group Activity Group Activity Group Activity
concepts and skills in daily living Group 1: Arranging the sentences in Group 1: Arranging the sentences in
the table. the table.
Group 2: Article Reading. Group 2: Article Reading.
Group 3: Reflection Group 3: Reflection
84
H. Making generalizations and Differentiate a fact from opinion. Differentiate a fact from opinion. What have you learned from today’s What have you learned from today’s
abstractions about the lesson lesson? lesson?
Events arranged in order help us in Events arranged in order help us in

different ways. It is easier to different ways. It is easier to
understand a story remember it and understand a story remember it and
tell it again if it is in order.The order tell it again if it is in order.The order
in which things happenis what we in which things happenis what we
call a sequence. Seeing ideas in call a sequence. Seeing ideas in

sequence can help us remember sequence can help us remember
things more easily. things more easily.
85
I. Evaluating learning Direction: Write F if statement is a Direction: Write F if statement is a Read the short stories below. Read the short stories below.
fact and O if the statement is an fact and O if the statement is an Sequence the events by writing 1-5 Sequence the events by writing 1-5
opinion. opinion. on the lines. on the lines.
The Pasig River connects Laguna Bay The Pasig River connects Laguna Bay
and Manila Bay. and Manila Bay. Pia got off te train. Tita Susan ran Pia got off te train. Tita Susan ran
over and gave her a big hug. “ I’m so over and gave her a big hug. “ I’m so
We have a common national We have a common national glad you could spend the day with glad you could spend the day with
language- Filipino. language- Filipino. me here in Manila, “ Tita Susan said, me here in Manila, “ Tita Susan said,
smiling. Pia and Tita Susan left the smiling. Pia and Tita Susan left the
train station and walked to the train station and walked to the
Many foreign countries are far Many foreign countries are far
aquarium. After looking at all the sea aquarium. After looking at all the sea
better than our country. better than our country.
creatures and watching the dolphin creatures and watching the dolphin
lion show, they headed to the mall lion show, they headed to the mall
The Philippines is known to be the The Philippines is known to be the for lunch and shopping. By five for lunch and shopping. By five
pearl of the Orient Seas with 7,107 pearl of the Orient Seas with 7,107 o’clock it was time for Pia’s two- o’clock it was time for Pia’s two-
islands. islands. hour train ride home. “ I had great hour train ride home. “ I had great
fun. Thanks for spending the day fun. Thanks for spending the day
Computers will soon replace Computers will soon replace with me, “said Pia as she got on the with me, “said Pia as she got on the
teachers and books inside the teachers and books inside the train. train.
classroom. classroom.
Pia and Tita Susan went to the Pia and Tita Susan went to the
aquarium. aquarium.
Pia’s train arrived in Manila. Pia’s train arrived in Manila.
Pia took the train home. Pia took the train home.
Pia and Tita Susan went to the Pia and Tita Susan went to the
mall. mall.
Pia and Tita Susan looking at Pia and Tita Susan looking at
all the sea creatures and watching all the sea creatures and watching
dolphin lion show. dolphin lion show.
J. Additional activities for application Write 5 facts and 5 opinions. Write 5 facts and 5 opinions. Sequence the different activities Sequence the different activities
or remediation that you do at home. that you do at home.
V. REMARKS
VI. REFLECTION
in the evaluation

below 80%
lesson
86
require remediation


solve?


I. OBJECTIVES Compose clear and coherent sentences using appropriate grammatical structures;
A. Content Standards The learner…. The learner…. The learner…. The learner…. Weekly test
listens critically to news reports and other radio listens critically to news listens critically to news listens critically to news
broadcasts and expresses ideas accurately in reports and other radio reports and other radio reports and other radio
oral and in written forms; broadcasts and expresses ideas broadcasts and expresses ideas broadcasts and expresses
accurately in oral and in written accurately in oral and in ideas accurately in oral and in
forms; written forms; written forms;
demonstrates confidence in the use of the demonstrates confidence in the demonstrates confidence in demonstrates confidence in
language to meet everyday’s needs; and reads use of the language to meet the use of the language to the use of the language to
independently and gets relevant information everyday’s needs; and reads meet everyday’s needs; and meet everyday’s needs; and
from various text types. independently and gets reads independently and gets reads independently and gets
relevant information from relevant information from relevant information from
various text types. various text types. various text types.
87
C. Learning EN5G-IIf-5.5 EN5G-IIf-5.5 EN5RC-IIf-3.2.3 EN5RC-IIf-3.2.3
Competencies/Objectives Compose clear and coherent sentences using Compose clear and coherent Distinguish text-types Distinguish text-types
Write the LC code for appropriate grammatical structures: sentences using appropriate according to purpose according to purpose
each -order of adjectives grammatical structures: -To explain -To explain
-order of adjectives
II. CONTENT Order of Adjectives Order of Adjectives

A. References
3. Textbook pages Curriculum Guide EN5G – Iif – 5.5/ EN5A – Iif- Curriculum Guide EN5G – Iif – EN5RC –II f – 3.2.3/ EN5F – Ii f – EN5RC –II f – 3.2.3/ EN5F – Ii f
16/ EN5 – Iif – 17 5.5/ EN5A – Iif- 16/ EN5 – Iif – 1.8.1 – 1.8.1
17
English Expressways Language 5 pp. 206 – 207
English Expressways Language
5 pp. 206 – 207

IV. PROCEDURES
A. Reviewing previous lesson Look at the picture. Describe it. Look at the picture. Describe it. Observe the picture. Observe the picture.
or presenting the new lesson What is the importance of What is the importance of
tree? tree?
B. Establishing a purpose for Compose clear and coherent sentences using Compose clear and coherent Distinguish text – types Distinguish text – types
the lesson appropriate grammatical structures; sentences using appropriate according to purpose according to purpose
grammatical structures;
Order of adjectives To explain To explain
Order of adjectives
Read with automaticity grade Read with automaticity grade
level frequently occurring level frequently occurring
content area words. content area words.
C. Presenting examples/instances of Say: Class our lesson for today is about ordering Say: Class our lesson for today Say: Class our lesson for today Say: Class our lesson for today
the new lesson adjectives in a series. Let us read the selection is about ordering adjectives in is about The Tree and how is about The Tree and how
about a mother preparing a birthday party for a series. Let us read the does it prevents flooding. does it prevents flooding.
her daughter. Try to find out the adjectives used selection about a mother Before we read the selection Before we read the selection
in the selection. preparing a birthday party for let us read the following let us read the following
words.
88
her daughter. Try to find out words.
the adjectives used in the Vocabulary Words
selection. Vocabulary Words
CREATE
DRAIN CREATE
REDUCE DRAIN
SEEPING REDUCE
PHENOMENON SEEPING
PAVE PHENOMENON
FRICTION PAVE
DUMP FRICTION
PRONE DUMP
BURST PRONE
BURST
D. Discussing new concepts and Read the paragraph below and learn how to Read the paragraph below and Trees help prevent flooding Trees help prevent flooding
practicing new skills #1 write two or more adjectives before a noun. learn how to write two or more When plants grow in an area, When plants grow in an area,
Answer the questions after the paragraph. adjectives before a noun. the roots of plants dig deep in the roots of plants dig deep in
Answer the questions after the to the soil and create space to the soil and create space
Mother is getting ready for the birthday of her paragraph. between soil particles. When it between soil particles. When it
pretty little daughter, Sonia. She will buy Sonia a rains in highlands, water that rains in highlands, water that
new yellow dress and will bake two big round Mother is getting ready for the flows downhill gets drained flows downhill gets drained
brown cakes. Sonia’s mother will also prepare birthday of her pretty little into the space created by the into the space created by the
five delicious dishes for visitors, classmates and daughter, Sonia. She will buy root system of plants. Due to root system of plants. Due to
friends. Sonia a new yellow dress and this, chance of flooding is this, chance of flooding is
will bake two big round brown greatly reduced. When plants greatly reduced. When plants
Questions: cakes. Sonia’s mother will also are absent, especially in rocky are absent, especially in rocky
Who is going to have a birthday party? prepare five delicious dishes for areas, rocks prevent water areas, rocks prevent water
visitors, classmates and friends. from seeping into the ground. from seeping into the ground.
What will mother buy for her? This phenomenon is also This phenomenon is also
Questions: observed in paved roads. Since observed in paved roads. Since
What will mother bake for her? Who is going to have a birthday there is no room for water to there is no room for water to
party? seep, flooding occurs in nearby seep, flooding occurs in nearby
What will mother prepare for her? water bodies. When a layer of water bodies. When a layer of
What will mother buy for her? water runs off a rocky surface, water runs off a rocky surface,
it reduces friction and the it reduces friction and the
What will mother bake for her? following layers of water will following layers of water will
run more freely as there is less run more freely as there is less
What will mother prepare for friction. If more water is friction. If more water is
dumped into rivers and lakes dumped into rivers and lakes
her?
than they can handle, these than they can handle, these
water bodies tend to overflow water bodies tend to overflow
and the banks burst and cause and the banks burst and cause
89
90
flooding. If there are more flooding. If there are more
trees in an area that is prone to trees in an area that is prone
water runoffs, the root system to water runoffs, the root
of trees can create space system of trees can create
between these rocks and space between these rocks
hence reduce the amount of and hence reduce the amount
water being dumped into lakes of water being dumped into
and rivers. lakes and rivers.
Questions Questions
1. What particular part 5. What particular part
of the tree helps of the tree helps
prevent flooding? prevent flooding?
2. Where does the 6. Where does the
water in highlands water in highlands
flow when it rains? flow when it rains?
3. How do trees in an 7. How do trees in an
area that is prone to area that is prone to
water runoffs help in water runoffs help in
flooding? flooding?
4. Explain what is the 8. Explain what is the
purpose of the purpose of the
selection? selection?
Say. Class this type of text – Say. Class this type of text –
types is what we call types is what we call
“Explanation because it shows “Explanation because it shows
how roots of the tree works how roots of the tree works
and why does tree prevent and why does tree prevent
flooding. Explanation is the flooding. Explanation is the
kind of text- type that shows kind of text- type that shows
how things work and why how things work and why
things happen. things happen.
E. Discussing new concepts In using adjectives in a series we must follow the In using adjectives in a series Draw a happy face if it is an Draw a happy face if it is an
and practicing new skills #2 pattern below. we must follow the pattern explanation and sad face if it is explanation and sad face if it is
NUM QUAL SIZ SHA COL NO below. not an explanation. not an explanation.
BER ITY E PE OR UN NUM QUAL SIZ SHA COPrL aNnOd old to select a Press and hold to select a
pretty Lit Son BER ITY E PE ess h en drag the word, and then drag the
tle ia pretty Lit OwR o ,ioSonn
select ndle. selection handle.
A new yell dre tle ha
ow ss A new yeInl e eenth century, In the nineteenth century,
Two Big rou bro cak th
o ndirn ark and inflationary which was dark and
nd wn es Two Big rou which cak
bro
91
Five delici dish nd wange n raphy and text inflationary age in typography
ous es Five delici i desigetyspog
nds compositors were and text designs may
ous enco imshay to stuff extra space compositors were encouraged
ureassentences.
between g
to stuff extra space between
sentences.
A rock crystal is formed by
volcano. The lava from volcano A rock crystal is formed by
comes down through the volcano. The lava from volcano
valleys tumbling rocks and comes down through the
minerals to a flat land…… valleys tumbling rocks and
minerals to a flat land……
The reason why crystal has
different colors is because of its The reason why crystal has
mineral content. different colors is because of
its mineral content.
Crystals grow in different shape
because of their atoms. Crystals grow in different
shape because of their atoms.
F. Developing mastery Exercise1. Use the following phrases in Exercise1. Use the Distinguish if the following Distinguish if the following
(Leads to Formative Assessment 3) sentences. following phrases in selection aims to explain selection aims to explain
sentences. something. Write down 5 something. Write down 5
sentences from the selection sentences from the selection
1. The three big baskets that expresses explanations. that expresses explanations.
1. The three big baskets
2. The five pretty tall girls What is an earthquake? What is an earthquake?
2. The five pretty tall girls
3. Two white horses
3. Two white horses An earthquake is what An earthquake is what
4. Five ripe yellow mangoes happens when two blocks of happens when two blocks of
4. Five ripe yellow mangoes the earth suddenly slip past the earth suddenly slip past
5. Six new thick red books one another. The surface one another. The surface
5. Six new thick red books where they slip is called the where they slip is called the
fault or fault plane. The fault or fault plane. The
location below the earth’s location below the earth’s
surface where the earthquake surface where the earthquake
starts is called the hypocenter, starts is called the hypocenter,
and the location directly above and the location directly above
it on the surface of the earth is it on the surface of the earth is
called the epicenter. called the epicenter.
Sometimes an earthquake Sometimes an earthquake

92
hasforeshocks. These are hasforeshocks. These are
smaller earthquakes that smaller earthquakes that
happen in the same place as happen in the same place as
the larger earthquake that the larger earthquake that
follows. Scientists can’t tell follows. Scientists can’t tell
that an earthquake is a that an earthquake is a
foreshock until the larger foreshock until the larger
earthquake happens. The earthquake happens. The
largest, main earthquake is largest, main earthquake is
called the main shock. Main called the main shock. Main
shocks always have shocks always have
aftershocks that follow. aftershocks that follow. These
These are smaller earthquakes are smaller earthquakes that
that occur afterwards in the occur afterwards in the same
same place as the main shock. place as the main shock.
Depending on the size of the Depending on the size of the
main shock, aftershocks can main shock, aftershocks can
continue for weeks, months, continue for weeks, months,
and even years after the main and even years after the main
shock! shock!
G. Finding practical applications of Exercise I. Arrange the adjectives in order to Exercise I. Arrange the Group Activity Group Activity
concepts and skills in daily living complete the sentence. adjectives in order to complete
1. All the girls fell in love with the the sentence.
teacher. 1. All the girls fell in love
(Handsome new American) with the teacher.
2. I used to drive car. (Handsome new American)
(An old German blue) 2. I used to drive
3. He recently married a woman. car.
(Young beautiful Greek) (An old German blue)
4. This is a movie. 3. He recently married a
(New Italian wonderful) woman.
5. She is a supermodel. (Young beautiful
(Beautiful slim Brazilian) Greek)
4. This is a movie.
(New Italian wonderful)
5. She is a
supermodel.
(Beautiful slim Brazilian)
H. Making generalizations and Two or more one – word adjectives used to Two or more one – word Explanation is the kind of text- Explanation is the kind of text-
abstractions about the lesson describe a noun are said to be in a series. This adjectives used to describe a type that shows how things type that shows how things
series of adjectives follow a certain order: noun are said to be in a series. work and why things happen. work and why things happen.
number – quality – size – shape – color – origin - This series of adjectives follow
noun. a certain order: number –
quality – size – shape – color –
93
origin - noun.
I. Evaluating learning Arrange the following adjectives in order. Then Arrange the following Distinguish if it is an Distinguish if it is an
write a sentence using your answer. adjectives in order. Then write explanation. Why? explanation. Why?
1. Japanese, big, sweet, yellow, corn a sentence using your answer.
2. Red, beautiful, one, rose 1. Japanese, big,
3. Long , two, sharp, pencils sweet, yellow,
4. Young, pretty, lady corn
5. White, big, round, pillow 2. Red, beautiful,
one, rose
3. Long , two,
sharp, pencils
4. Young, pretty,
lady
5. White, big,
round, pillow
94
J. Additional activities for Exercise II. Give as many adjectives as you can Exercise II. Give as many Refer to LM . Refer to LM .
application or to describe the following nouns. The first one adjectives as you can to
remediation is done for you. describe the following nouns.
Cabbages – two fresh green cabbages The first one is done for you.
Cabbages – two fresh green
Grass - cabbages
Lamp - Grass -
Sun - _
Fairy - Lamp -
Sun -
Fairy -
V. REMARKS
VI. REFLECTION

below 80%
lesson

work?
95
can
help me solve?
I
96
Teaching Dates and Time October 3-7,2016 Quarter

I. OBJECTIVES Show willingness and enthusiasm in reading and listening to literary texts
C. Learning Competencies/Objectives EN5RC-IIg-2.12 EN5RC-IIg-2.12 EN5SS-IIg-1.7 EN5SS-IIg-1.7
Write the LC code for each Make generalizations Make generalizations Gather relevant information from Gather relevant information from
various sources various sources
-Online references -Online references
II. CONTENT Generalization Generalization

A. References
3. Textbook pages CG EN5RC-IIg-2.12 CG EN5RC-IIg-2.12 EN5SS-IIg-1.7 EN5SS-IIg-1.7

B. Other Learning Resources pictures, charts pictures, charts computer with internet access, computer with internet access,
chart, handouts chart, handouts
IV. PROCEDURES
97
A. Reviewing previous lesson Show picture of dogs Show picture of dogs For those schools with computers For those schools with computers
or presenting the new lesson and internet connection: and internet connection:
Visit the computer room. The Visit the computer room. The
teacher opens the computer. Show teacher opens the computer. Show
some parts of the computer like the some parts of the computer like the
microsoft word, microsoft excel and microsoft word, microsoft excel and
google. google.
For those schools without For those schools without

computers: computers:
Present a picture/ illustration of a Present a picture/ illustration of a
computer computer
B. Establishing a purpose for Make generalizations Make generalizations Gather relevant information from Gather relevant information from
the lesson various sources - Online references various sources - Online references
Show willingness and enthusiasm in Show willingness and enthusiasm in
reading and listening to literary texts reading and listening to literary texts
C. Presenting examples/instances of List everything you know about List everything you know about Say, Class our lesson for today is all Say, Class our lesson for today is all
the new lesson dogs. dogs. about the relevant information from about the relevant information from
List their characteristics, behaviors, List their characteristics, behaviors, various various
etc. etc. sources - Online references sources - Online references
Underline everything about dogs Underline everything about dogs
that is true all the time. that is true all the time.
Circle everything that is true about Circle everything that is true about
to only some dogs. to only some dogs.
D. Discussing new concepts and Say : When you read, you may see Say : When you read, you may see Unlocking of difficulties Unlocking of difficulties
practicing new skills #1 ideas about groups of people, ideas about groups of people,
animals, or things. animals, or things.
What you read and what you already What you read and what you already Through Context Clues Through Context Clues
know helps you to make a general know helps you to make a general
statement about a group. statement about a group.
1. An electronic apparatus 1. An electronic apparatus
This is called a Generalization This is called a Generalization
for analyzing or storing data for analyzing or storing data
A generalization is a broad A generalization is a broad
a. wedge b. computer a. wedge b. computer
statement about a group of people statement about a group of people c. pulley c. pulley
or things. or things.
2. A computer–based global 2. A computer–based global
It states something they have in It states something they have in information system information system
common common a.reading b. recycling a.reading b. recycling
This is our topic for today. This is our topic for today. c. internet c. internet
98
3. The term refers to the 3. The term refers to the
communication between a communication between a
residence or a residence or a
business and an Internet Service business and an Internet Service
Provider (ISP) that Provider (ISP) that
connects to the connects to the
internet. internet.
a.Internet access b. Airlines a.Internet access b. Airlines
c. International c. International
99
E. Discussing new concepts Read the situation to the pupils Read the situation to the pupils Answer the following questions: Answer the following questions:
and practicing new skills #2 aloud. aloud.
a. What are the uses of the a. What are the uses of the
internet/web? internet/web?
All dogs are kept as our pets. They All dogs are kept as our pets. They b. How can the internet help you in b. How can the internet help you in
your school work? your school work?
are called our domestic animals. It is are called our domestic animals. It is
a faithful animal and is devoted to his a faithful animal and is devoted to his
master. Such a rare quality is found master. Such a rare quality is found
in dogs only. All dog has four legs. It in dogs only. All dog has four legs. It
is of many colours and of many is of many colours and of many
breeds. It also differs in size. Some breeds. It also differs in size. Some
dogs are even kept in the pocket. dogs are even kept in the pocket.
Dogs help us in various ways. Dogs help us in various ways.
Hounds or the hunting dogs kill prey Hounds or the hunting dogs kill prey
for their masters. Some dogs are for their masters. Some dogs are
tamed to tend sheep. They watch tamed to tend sheep. They watch
outhouses ^and keep strangers, outhouses ^and keep strangers,
thieves, animals out of the house. thieves, animals out of the house.
Some dogs can also used to locate Some dogs can also used to locate
criminals.. They are kept with police criminals.. They are kept with police
for investigation. It has sharp ears. for investigation. It has sharp ears.
Even a slightest noise can disturb its Even a slightest noise can disturb its
sleep and make it alert. A dog sleep and make it alert. A dog
recognises its master and family recognises its master and family
members very well and can even die members very well and can even die
100
in order to save them. in order to save them.
So dog is a man's best and true So dog is a man's best and true
friend. It is very useful to man. It friend. It is very useful to man. It
readily dies for the sake of its readily dies for the sake of its
master. master.
Based on the paragragph what is Based on the paragragph what is

true about dogs all the true about dogs all the
time? All dogs are kept as time? All dogs are kept as
our pets All dog has four our pets All dog has four
legs. legs.
What is true about to only some What is true about to only some
dogs? dogs?
Some dogs are even kept in the Some dogs are even kept in the
pocket. pocket.
Some dogs can also used to locate Some dogs can also used to locate
criminals criminals
Some dogs are tamed to tend sheep. Some dogs are tamed to tend sheep.
Notice the underlined words. Those Notice the underlined words. Those
words signal or give us a clue to words signal or give us a clue to
recognize generalizations. Other recognize generalizations. Other
clue words are the ff: clue words are the ff:
– Sometimes – Sometimes
– Always – Always
– Never – Never
– All – All
– Most – Most
– Generally – Generally
101
– Many – Many
– None – None
– Seldom – Seldom
Examples: Examples:
– All birds have wings. – All birds have wings.
– Many children eat cereal for – Many children eat cereal for
breakfast. breakfast.
– Everyone in Laguna goes to the – Everyone in Laguna goes to the
beach for the summer. beach for the summer.
Some generalizations are valid or Some generalizations are valid or

true, but some are faulty or invalid true, but some are faulty or invalid
Valid means true Valid means true

– Supported by facts – Supported by facts
– Agrees with what you know about – Agrees with what you know about
the topic the topic
– Uses logic and reasoning – Uses logic and reasoning
– Proven with several – Proven with several
examples Example: examples Example:
All birds have wings. All birds have wings.
Faulty means false. Faulty means false.

– Not supported by facts – Not supported by facts
– Watch for key words: none, all, – Watch for key words: none, all,
always, never, nobody always, never, nobody
Example: Example:
Everyone in Tennessee goes to the Everyone in Tennessee goes to the
beach in the summer. beach in the summer.
Other examples. Tell whether it is Other examples. Tell whether it is

Valid or Faulty Valid or Faulty
Girls can’t play ball. ( Valid Girls can’t play ball. ( Valid
or Faulty ) or Faulty )
Teachers are mean. ( Valid Teachers are mean. ( Valid
Halloween is always scary! ( Valid Halloween is always scary! ( Valid
102
F. Developing mastery Read the paragraph. Then answer Read the paragraph. Then answer Distribute manila paper, pentel pen, Distribute manila paper, pentel pen,
(Leads to Formative Assessment 3) the question. the question. and a copy of the selection “The and a copy of the selection “The
Beginnings of the Internet” to each Beginnings of the Internet” to each
103
All birds have wings. But not all All birds have wings. But not all group. The group assigns a member group. The group assigns a member
birds can fly. Birds that do not fly birds can fly. Birds that do not fly to write their answers to the to write their answers to the
are called flightless birds. The are called flightless birds. The question on the manila paper and a question on the manila paper and a
penguin is one example. It uses its penguin is one example. It uses its reporter for the group. reporter for the group.
wings to swim underwater. wings to swim underwater.
Ostriches and emus flap their wings Ostriches and emus flap their wings Silent reading of the selection and Silent reading of the selection and
when they want to scare an enemy. when they want to scare an enemy. answering the questions in a mind answering the questions in a mind
map. map.
Rheas use their wings like rudders Rheas use their wings like rudders
when they are running from an when they are running from an The Beginnings of the Internet The Beginnings of the Internet
enemy. There is even a kind of small enemy. There is even a kind of small
parrot that climbs trees and then parrot that climbs trees and then The Internet was first conceived in The Internet was first conceived in
uses its wings to parachute to the uses its wings to parachute to the the early ‘60’s. Under the leadership the early ‘60’s. Under the leadership
ground. ground. of the Department of Defense’s of the Department of Defense’s
Research Project Association (ARPA), Research Project Association (ARPA),
What can you say in general about What can you say in general about it grew from a paper architecture to it grew from a paper architecture to
flightless birds? flightless birds? a small network called the ARPANET. a small network called the ARPANET.
a. All flightless birds are large. a. All flightless birds are large. It was intended to promote the It was intended to promote the
b. Flightless birds have different b. Flightless birds have different sharing of super-computers among sharing of super-computers among
uses for their wings. uses for their wings. researchers in the United States. researchers in the United States.
c. Flightless birds are fast runners. c. Flightless birds are fast runners. America’s military think-tank were America’s military think-tank were
d. The wings of flightless birds are d. The wings of flightless birds are trying to figure out an important trying to figure out an important
useless. useless. strategic problem: how could US strategic problem: how could US
authorities talk to each other in the authorities talk to each other in the
Ants are one of the most widespread Ants are one of the most widespread aftermath of a nuclear attack? aftermath of a nuclear attack?
insects in the world. Ants are called insects in the world. Ants are called
Communication networks of the day Communication networks of the day
social insects because they live in social insects because they live in were chained point-to-point, with were chained point-to-point, with
colonies made up of other ants. A colonies made up of other ants. A each place on the network each place on the network
colony may have a few dozen or colony may have a few dozen or dependent on the link before it. If dependent on the link before it. If
several million ants living in it.Ants in several million ants living in it.Ants in one point in the network was blown one point in the network was blown
a colony are divided into different a colony are divided into different up, the whole network would up, the whole network would
become useless. Paul Baran, one of become useless. Paul Baran, one of
groups. Worker ants look for food groups. Worker ants look for food
the US military’s thinkers, conceived the US military’s thinkers, conceived
and take care of the young. Soldier and take care of the young. Soldier
the idea for a new kind of the idea for a new kind of
ants defend the nest from invaders. ants defend the nest from invaders. communications network; one that communications network; one that
The queen ant lays eggs. These are The queen ant lays eggs. These are wasn’t organized point-to-point, but wasn’t organized point-to-point, but
the three main groups in a ant the three main groups in a ant instead was set up more like a instead was set up more like a
colony. colony. fishnet. He believed this structure fishnet. He believed this structure
could allow information to find its could allow information to find its
What generalization can you make What generalization can you make own path through the network even own path through the network even
about ants based upon your about ants based upon your if a section had been destroyed. if a section had been destroyed.
reading? reading?
104 Activity 1 Activity 1
a. All ants live in large colonies. a. All ants live in large colonies.
b. All ants work to defend the b. All ants work to defend the Based on the article, answer the Based on the article, answer the
colony. colony. following questions: following questions:
c. All ants in a colony have a job. c. All ants in a colony have a job.
1. When was the Internet 1. When was the Internet
About 20% of Americans have About 20% of Americans have conceived? conceived?
allergies. Allergies can range from allergies. Allergies can range from
mildly annoying to deadly. An mildly annoying to deadly. An
allergy is an overreaction of a allergy is an overreaction of a
2. What was the initial 2. What was the initial
person’s immune system to person’s immune system to function of the internet? function of the internet?
something that is harmless. Many something that is harmless. Many
people are allergic to dust, pollen, or people are allergic to dust, pollen, or
mold. Some people are allergic to mold. Some people are allergic to
certain kinds of food, perfume, or certain kinds of food, perfume, or 3. What does ARPA stand 3. What does ARPA stand
medicines. An allergy might cause medicines. An allergy might cause for? for?
sneezing, coughing, or a rash. sneezing, coughing, or a rash.
Sometimes, an allergy is so severe, it Sometimes, an allergy is so severe, it 4. In what country did the 4. In what country did the
can lead to death. can lead to death. networking originate? networking originate?
What generalization can you make What generalization can you make
about allergies based upon your about allergies based upon your
reading? reading? 5. Who thought of a fishnet- 5. Who thought of a fishnet-
a. All allergies are deadly. a. All allergies are deadly. like setup? like setup?
b. Allergies can cause different b. Allergies can cause different
reactions in different people. reactions in different people.
c. Everyone has allergies. c. Everyone has allergies.
105
G. Finding practical applications of Direction: Group the pupils into Direction: Group the pupils into The need for the availability of The need for the availability of
concepts and skills in daily living four. Give each group activity to do. four. Give each group activity to do. communication prompted the communication prompted the
Have a group representative to Have a group representative to thinkers to come up with a thinkers to come up with a
communication system that is the communication system that is the
present your answer. present your answer.
Internet. Internet.
Group 1. Make 5 generalization Group 1. Make 5 generalization Answer the following questions. Answer the following questions.
about chocolate about chocolate
Group 2. Write a valid generalization Group 2. Write a valid generalization How important is communication? How important is communication?
about how food can be used about how food can be used How often do we communicate? How often do we communicate?
creatively creatively To whom do we communicate? To whom do we communicate?
Group 3. Write 5 generalizations Group 3. Write 5 generalizations Is it possible to live a single day Is it possible to live a single day
about baby alligators about baby alligators without without
Group 4. Write valid generalizations Group 4. Write valid generalizations communicating? communicating?
about fishes about fishes How does it feel to have someone to How does it feel to have someone to
talk to all the time? talk to all the time?

When was the last time you talked When was the last time you talked
with your friends? with your friends?
With your answers to these With your answers to these
questions, write a paragraph on: questions, write a paragraph on:
The Importance of Communication The Importance of Communication

to Man to Man
H. Making generalizations and What have you learned from today’s What have you learned from today’s Class, aside from reading materials, Class, aside from reading materials,
abstractions about the lesson lesson? lesson? where else can we gather data? where else can we gather data?
Generalizations make broad Generalizations make broad From online resources From online resources
statements statements
Some are valid, others are faulty. Some are valid, others are faulty.
Valid generalizations are supported Valid generalizations are supported
by facts, examples, and logical by facts, examples, and logical
thinking. [evidence] thinking. [evidence]
Watch out for words like all or Watch out for words like all or
never. never.
106
I. Evaluating learning Read the paragraph then answer the Read the paragraph then answer the Put a check (🗸) inside the box if the Put a check (🗸) inside the box if the
sentence tells about the uses sentence tells about the uses
following questions. following questions.
of the Internet and a cross (x) if not. of the Internet and a cross (x) if not.
Animal Life Spans Animal Life Spans 1. The Internet 1. The Internet
has made it has made it
Humans can live to be 80, 90 Humans can live to be 80, 90 possible for possible for
or even 100 years old. In a few or even 100 years old. In a few people all people all
rare cases, they can live even rare cases, they can live even over the over the
longer. Most animals, longer. Most animals, world to world to
however, have far shorter lives however, have far shorter lives communicat communicat
than humans. than humans. e with one e with one
Here are some maximum life Here are some maximum life another another
spans for small animals. A spans for small animals. A effectively effectively
mouse, a popular pet rodent, mouse, a popular pet rodent, and and
lives for about 3 years. If you lives for about 3 years. If you inexpensively inexpensively
get one as pet, don’t plan on get one as pet, don’t plan on . .
having it until you go away to having it until you go away to
college. Guppies, the popular college. Guppies, the popular 2. We can use 2. We can use
pet fish, live longer. They reach pet fish, live longer. They reach the web, the web,
5 years in age. Giant spiders 5 years in age. Giant spiders Internet to Internet to
can live a surprisingly long time can live a surprisingly long time look for the look for the
107
as long as 20 years. as long as 20 years. answers to answers to
What about large animals? What about large animals? our our
Two of the biggest animals Two of the biggest animals assignments assignments
have similar life spans. The have similar life spans. The . .
maximum life span of an maximum life span of an
elephant is 77 years. The elephant is 77 years. The 3. The web, 3. The web,
maximum life span of a blue maximum life span of a blue Internet Internet
whale is 80 years. Bears are whale is 80 years. Bears are is only is only
another large animals that can another large animals that can used by used by
live for quite a long time. live for quite a long time. the the
And how about reptiles? And how about reptiles? wealthy wealthy
Alligators can live for more Alligators can live for more people. people.
than 70 years. Turtles can live than 70 years. Turtles can live
even longer. Some species of even longer. Some species of 4. Media and 4. Media and
turtle can reach over 100 years turtle can reach over 100 years entertainment entertainment
in age. in age. companies use companies use
the Internet for the Internet for
on-line news and on-line news and
weather services weather services
and to broadcast and to broadcast
audio and video, audio and video,
including including
live radio and live radio and
television television
programs. programs.
5. Companies 5. Companies
use the Internet use the Internet
for selling, for selling,
buying, buying,
distributing distributing
products, and products, and
providing providing
customer customer
service. service.
J. Additional activities for application Generalize what you have done in Generalize what you have done in For those with internet access)
or remediation the class. the class. Research for student-friendly
websites and list down some
information you may get from them.
V. REMARKS
108
VI. REFLECTION

in the evaluation

below 80%
lesson
require remediation


solve?
109

I. OBJECTIVES
listens critically to news reports and other listens critically to news reports listens critically to news reports listens critically to news reports
radio broadcasts and expresses ideas and other radio broadcasts and and other radio broadcasts and and other radio broadcasts and
accurately in oral and in written forms; expresses ideas accurately in oral expresses ideas accurately in oral expresses ideas accurately in oral
and in written forms; and in written forms; and in written forms;
demonstrates confidence in the use of the demonstrates confidence in the demonstrates confidence in the demonstrates confidence in the
language to meet everyday’s needs; and use of the language to meet use of the language to meet use of the language to meet
reads independently and gets relevant everyday’s needs; and reads everyday’s needs; and reads everyday’s needs; and reads
information from various text types. independently and gets relevant independently and gets relevant independently and gets relevant
information from various text information from various text information from various text
types. types. types.
C. Learning Competencies/Objectives EN5WC-IIh-1.8.2 EN5WC-IIh-1.8.2 EN5RC-IIh-2.15.1 EN5RC-IIh-2.15.1
Write the LC code for each Revise writing for clarity Revise writing for clarity Make an outline from a selection Make an outline from a selection
- correct spelling - correct spelling read read
II. CONTENT

A. References
2. Learner’s Material pages EN5OL – IIH – 4 and EN5WC-IIH-1.8.2 EN5OL – IIH – 4 and EN5WC-IIH- EN5RC-IIH-2.15.1 AND EN5F-IIH- EN5RC-IIH-2.15.1 AND EN5F-IIH-
1.8.2 1.3 1.3
3. Textbook pages
B. Other Learning Resources Video video Projector, power point Projector, power point
presentation, lap top presentation, lap top
IV. PROCEDURES
110
A. Reviewing previous lesson Ask: How do you value opinion of your Ask: How do you value opinion of Ask: How do you take care of Ask: How do you take care of
or presenting the new lesson classmates? your classmates? your body? your body?
In coming to your what do you want to In coming to your what do you Why is it important to have a Why is it important to have a
wear? want to wear? healthy body? healthy body?
Do you want to wear uniform or not? Do you want to wear uniform or
not?
B. Establishing a purpose for Show tactfulness when communicating with Show tactfulness when Make an outline from a selection Make an outline from a selection
the lesson others communicating with others read. read.
C. Presenting examples/instances of Say: Class, our lesson for today is about Say: Class, our lesson for today is Say: Class, our lesson for today is Say: Class, our lesson for today is
the new lesson making a stand based on the video about making a stand based on about making an outline from a about making an outline from a
presented. What is your stand about the video presented. What is selection read. selection read.
wearing uniform in school or not? your stand about wearing
uniform in school or not?
D. Discussing new concepts and The teacher will show a video The teacher will show a video Outlining is arranging notes so Outlining is arranging notes so
practicing new skills #1 presentation. Watch the video clip, and presentation. Watch the video that important ideas stand out that important ideas stand out
then take note of the important points clip, and then take note of the and make clear which point and make clear which point
being raised. important points being raised. supports each of the important supports each of the important
ideas. ideas.
Watch: You tube: Watch: You tube: An outline is a method for taking An outline is a method for
https://www.youtube.com/watch?v=cipXm https://www.youtube.com/watc h? notes of a written work or taking notes of a written work or
45ObDI v=cipXm45ObDI speech. The outline is usually speech. The outline is usually
presented using headings and presented using headings and
Say: Who are in favor of wearing uniform in Say: Who are in favor of wearing subheadings. subheadings.
school? Why? uniform in school? Why?
Who are not in favor of wearing uniform? Who are not in favor of wearing
Why? uniform? Why?
E. Discussing new concepts Issue to be discussed: Are you in favor of Issue to be discussed: Are you Read the selection then answer Read the selection then answer
and practicing new skills #2 K-12 or not? in favor of K-12 or not? the questions that follows. the questions that follows.
Let the pupils form five groups. Let each Let the pupils form five groups.
group form a small circle. Let each group form a small “Taking Care of Our Bodies” “Taking Care of Our Bodies”
Let each member of every group share with circle.
the rest of the group members . Let each member of every group The human body needs both rest The human body needs both rest
share with the rest of the group anexercise. It also needs anexercise. It also needs
members . nourishment. A healthy looking nourishment. A healthy looking
body doesn’t just happen. Agood body doesn’t just happen. Agood
deal of care is given to it. deal of care is given to it.
The body needs food, as the The body needs food, as the
machine needs fuel as oil. The machine needs fuel as oil. The
body requires anadequate body requires anadequate
amount of basic nutrients such as amount of basic nutrients such as
protein, fats, carbohydrates and protein, fats, carbohydrates and
minerals. minerals.
111
Ask: Ask:
What is the main idea of the fist What is the main idea of the fist
paragraph? paragraph?
How did you know these details How did you know these details
were more important than the were more important than the
other details in the selection? other details in the selection?
What other ideas struck you What other ideas struck you
while reading the text? while reading the text?
Did you notice or find any cue Did you notice or find any cue
word that help you determine the word that help you determine
essential idea or information? the essential idea or
What is the title or information?
concept? What is the main What is the title or
idea of the second concept? What is the main
paragraph? idea of the second
What are the facts that support paragraph?
the idea? What are the facts that support
the idea?
F. Developing mastery Clarity/Conciseness: Revise the following Clarity/Conciseness: Revise the Group the class into 4. Each Group the class into 4. Each
(Leads to Formative Assessment 3) sentences to remove clutter, eliminate following sentences to remove member of the group will look member of the group will look
wordiness, and clarify meaning (credits to clutter, eliminate wordiness, and for the missing information to for the missing information to
Zinsser). clarify meaning (credits to complete the outline. The first complete the outline. The first
(1) The bricks on our new house are red Zinsser). group to complete the outline group to complete the outline
in color and in spite of the fact that (1) The bricks on our new will be the winner. will be the winner.
they are new, the look of these bricks house are red in color and in
is a used, beat-up appearance. spite of the fact that they
are new, the look of these
(2) Due to the fact that he hadn’t totally bricks is a used, beat-up
and completely read all the appearance.
material, he lacked in the ability to
do the writing for the purpose of the (2) Due to the fact that he
class exercise. hadn’t totally and
completely read all the
(3) America has two main kinds of material, he lacked in the
business. Americans need to pay ability to do the writing
attention to getting justice for all, and for the purpose of the
they also need to be sure that class exercise.
everyone is treated alike.
(3) America has two main kinds
(4) It is interesting to note that numerous of business. Americans
individuals required assistance, need to pay attention to
whereas, the remainder took a pass. getting justice for all, and
they also need to be sure
112
(5) I was not facilitated in reading her that everyone is treated
comments she had written in my paper alike.
because of the handwriting that was
illegible and therefore could not be (4) It is interesting to note
read. that numerous individuals
required assistance,
whereas, the remainder
took a pass.
(5) I was not facilitated in

reading her comments she
had written in my paper
because of the handwriting
that was illegible and
therefore could not be read.
H. Making generalizations and How to revise sentences in writing with How to revise sentences in How to make an outline? How to make an outline?
abstractions about the lesson clarity and correct spelling? writing with clarity and correct What are the things to remember What are the things to remember
What are the things that you should spelling? in making an outline? in making an outline?
remember? What are the things that you
should remember?
I. Evaluating learning Read the given sentences, then choose one Read the given sentences, then Directions: Make an outline using Directions: Make an outline using
of the words from below that will best fit choose one of the words from the jumbled details about main the jumbled details about main
the sentence. After this, underline the word below that will best fit the headings and subheadings. headings and subheadings.
in the sentence that gave you clue to the sentence. After this, underline
word you chose. the word in the sentence that Kind of fossils Kind of fossils
gave you clue to the word you Location of fossils Location of fossils
Vase knocking mailing chose. Uses of fossils Uses of fossils
Morning light write Telling the story of the earth Telling the story of the earth
Vase knocking Molds of plants and animals Molds of plants and animals
Every I have breakfast. Mailing Morning Skeletal remains of plants and Skeletal remains of plants and
Turn on the . It is dark in light write animals animals
this room. Hard rocks Hard rocks
Bring this letter to the post office for Every I have breakfast. Layers of sedimentary rocks Layers of sedimentary rocks
. Turn on the . It is Preserved bodies of parts of Preserved bodies of parts of
I can hear someone at dark in this room. bodies of plants and animals bodies of plants and animals
the door. Bring this letter to the post office Tracing the changes of the earth’s Tracing the changes of the
Father brought some flowers which mother for . surface earth’s surface
put in a . I can hear someone Telling the changes in climate Telling the changes in climate
at the door. Holes in the mud Holes in the mud
Father brought some flowers Prints made by parts of plants Prints made by parts of plants
which mother put in a and animals and animals
113
. Mud or sand Mud or sand
J. Additional activities for Refer to LM . Refer to LM . Refer to LM . Refer to LM .

application or
remediation
V. REMARKS
VI. REFLECTION

below 80%
lesson
work?
solve?
114

I. OBJECTIVES
listens critically to listens critically to news reports and other radio listens critically to news reports and other radio listens critically to news reports and other radio
news reports and broadcasts and expresses ideas accurately in broadcasts and expresses ideas accurately in broadcasts and expresses ideas accurately in oral
other radio broadcasts oral and in written forms; oral and in written forms; and in written forms;
and expresses ideas
accurately in oral and
in written forms;
demonstrates demonstrates confidence in the use of the demonstrates confidence in the use of the demonstrates confidence in the use of the
confidence in the use language to meet everyday’s needs; and reads language to meet everyday’s needs; and reads language to meet everyday’s needs; and reads
of the language to independently and gets relevant information from independently and gets relevant information from independently and gets relevant information from
meet everyday’s various text types. various text types. various text types.
needs; and reads
independently and gets
relevant information
from various text
types.
C. Learning EN5OL-IIj-4 EN5F-IIj-1.3
Competencies/Objectives Make a stand Read grade level text with accuracy,
Write the LC code for each EN5F-IIj-1.6
appropriate rate
EN5F-IIj-1.7
and proper
II. CONTENT Make a stand about Make an outline from a selection read Make an outline from a selection read Make an outline from a selection read
the issue of the in the
security of the West
Philippine Sea
III. LEARNING
RESOURCES
115
A. References
2. Learner’s Material pages Our World of Reading – Our World of Reading – Wind Sea Workbook Our World of Reading – Wind Sea Workbook Our World of Reading – Wind Sea Workbook
Wind Sea Workbook –
“ROCKS”
3. Textbook pages
Learning Resource (LR)
portal
B. Other Learning Resources Pictures , charts, stories and charts stories and charts stories and charts
multimedia devices
and worksheets
IV. PROCEDURES
A. Reviewing previous Show a political map of Show a video clips. Show a video clips. Show a video clips.
lesson or presenting the the Philippines.
new lesson Give the country near https://www.youtube.com/watch?v=r68iEwYdbh4 https://www.youtube.com/watch?v=r68iEwYdbh4 https://www.youtube.com/watch?v=r68iEwYdbh4
it.
B. Establishing a purpose for Make a stand about Make an outline from a selection read Make an outline from a selection read Make an outline from a selection read
the lesson the issue of the in the
security of the West Read grade level text with accuracy, appropriate Read grade level text with accuracy, appropriate Read grade level text with accuracy, appropriate
Philippine Sea rate and proper expression rate and proper expression rate and proper expression
C. Presenting Say: Class, Our lesson Say: Class, Our lesson for today is about making a Say: Class, Our lesson for today is about making a Say: Class, Our lesson for today is about making a
examples/instances of the for today is about two point outline on a selection read. two point outline on a selection read. two point outline on a selection read.
new lesson standing in the issue of
the security of the Outlining is arranging notes so that important Outlining is arranging notes so that important Outlining is arranging notes so that important
West Philippine Sea. ideas stand out and make clear which point ideas stand out and make clear which point ideas stand out and make clear which point
supports each of the important ideas. supports each of the important ideas. supports each of the important ideas.
Things to remember in making an outline; Things to remember in making an outline; Things to remember in making an outline;
The title for the outline should be used in the The title for the outline should be used in the The title for the outline should be used in the
report itself. report itself. report itself.
Use Roman numerals I, II, III etc. to number topic Use Roman numerals I, II, III etc. to number topic Use Roman numerals I, II, III etc. to number topic
from the others. from the others. from the others.
Use capital letters A, B, C, D, to indicate Use capital letters A, B, C, D, to indicate Use capital letters A, B, C, D, to indicate
subheadings. subheadings. subheadings.
Use Arabic numerals 1, 2, 3 to number detail Use Arabic numerals 1, 2, 3 to number detail Use Arabic numerals 1, 2, 3 to number detail
116
headings. headings. headings.
Subdivisions of the same kind should fall under Subdivisions of the same kind should fall under Subdivisions of the same kind should fall under
the same alignment and indention: B under A, 2 the same alignment and indention: B under A, 2 the same alignment and indention: B under A, 2
under 1. under 1. under 1.
A period is needed after the letter or number of A period is needed after the letter or number of A period is needed after the letter or number of
each heading but not after the heading itself. each heading but not after the heading itself. each heading but not after the heading itself.
The first letter of each heading should be The first letter of each heading should be The first letter of each heading should be
capitalized. (Tell the pupils that the term main capitalized. (Tell the pupils that the term main capitalized. (Tell the pupils that the term main
headings is used for main ideas and subheadings headings is used for main ideas and subheadings headings is used for main ideas and
for the supporting details in an outline. for the supporting details in an outline. subheadings for the supporting details in an
outline.
117
D. Discussing new concepts and Place a poster in each Have students take a tour of the selection they Have students take a tour of the selection they Have students take a tour of the selection they
practicing new skills #1 corner of the room. will be reading. Ask them to preview the text and will be reading. Ask them to preview the text and will be reading. Ask them to preview the text and
Then read a statement, identify key words or clue words that will help identify key words or clue words that will help identify key words or clue words that will help
and tell students to go them determine the relevant ideas. Have look at them determine the relevant ideas. Have look at them determine the relevant ideas. Have look at
to the corner that best the first and last line of each paragraph. the first and last line of each paragraph. the first and last line of each paragraph.
describes how they
feel about that (See to it that the pupils follow the instructions (See to it that the pupils follow the instructions (See to it that the pupils follow the instructions
statement. Here are and look at the part of text they are asked to see.) and look at the part of text they are asked to see.) and look at the part of text they are asked to see.)
some examples of
statements: Look at the left part or side of the text. Look at the left part or side of the text. Look at the left part or side of the text.
Ask: Can you tell me about some of the important Ask: Can you tell me about some of the important Ask: Can you tell me about some of the important
The Philippines should ideas that struck you? ideas that struck you? ideas that struck you?
handle alone the
security of the West Read the selection and have students reflect on Read the selection and have students reflect on Read the selection and have students reflect on
Philippine Sea without how the tour textactivity supported their how the tour textactivity supported their how the tour textactivity supported their
any help from any understanding about the selection. understanding about the selection. understanding about the selection.
other countries.
The United States of Rocks Rocks Rocks
America should
provide direct There are many kinds of rocks. Generally, There are many kinds of rocks. Generally, There are many kinds of rocks. Generally,
assistance in the according to how they are formed, rocks are according to how they are formed, rocks are according to how they are formed, rocks are
security of the West classified as igneous, sedimentary or classified as igneous, sedimentary or classified as igneous, sedimentary or
Philippine Sea. metamorphic. metamorphic. metamorphic.
The issue on the
security of the West
Philippine should be Igneous Rocks Igneous Rocks Igneous Rocks
handle only of the Deep within the earth’s surface exists Deep within the earth’s surface exists Deep within the earth’s surface exists
countries in the molten or melted materials known as magma. This molten or melted materials known as magma. This molten or melted materials known as magma. This
Southeast Asian molten rock material is extremely hot with molten rock material is extremely hot with molten rock material is extremely hot with
Region. temperature ranging from 749˚ to 1093˚C. High temperature ranging from 749˚ to 1093˚C. High temperature ranging from 749˚ to 1093˚C. High
The USA should only pressure may force the magma to work its way pressure may force the magma to work its way pressure may force the magma to work its way
provide military upward to the earth’s surface through the cracks upward to the earth’s surface through the cracks upward to the earth’s surface through the cracks
equipment for the or fissures. When these molten rock materials or fissures. When these molten rock materials or fissures. When these molten rock materials
security of the West cool off and solidify, they form what we call cool off and solidify, they form what we call cool off and solidify, they form what we call
Philippine Sea and will igneous rocks which mean “formed by fire.” igneous rocks which mean “formed by fire.” igneous rocks which mean “formed by fire.”
not directly involve in Igneous rocks occur in two principal forms: Igneous rocks occur in two principal forms: Igneous rocks occur in two principal forms:
its security. intrusive igneous rock and extrusive igneous rock. intrusive igneous rock and extrusive igneous rock. intrusive igneous rock and extrusive igneous rock.
Intrusive igneous rocks are igneous rocks that do Intrusive igneous rocks are igneous rocks that do Intrusive igneous rocks are igneous rocks that do
Encourage students to not rise all the way to the surface of the earth. not rise all the way to the surface of the earth. not rise all the way to the surface of the earth.
voice their opinions They hardened up before reaching the earth’s They hardened up before reaching the earth’s They hardened up before reaching the earth’s
from their respective surface. They have coarse mineral grains and surface. They have coarse mineral grains and surface. They have coarse mineral grains and
corners. Then have crystals that can be easily seen. These are also crystals that can be easily seen. These are also crystals that can be easily seen. These are also
118
each group gathered in called plutonic rocks. Extrusive igneous rocks are called plutonic rocks. Extrusive igneous rocks are called plutonic rocks. Extrusive igneous rocks are
response to a formed and solidified on the surface of the earth. formed and solidified on the surface of the earth. formed and solidified on the surface of the earth.
statement work They are usually fine grained, glassy or finely They are usually fine grained, glassy or finely They are usually fine grained, glassy or finely
together to write a crystalline in texture. Since these rocks are formed crystalline in texture. Since these rocks are formed crystalline in texture. Since these rocks are formed
clear statement from molten materials that are expelled by from molten materials that are expelled by from molten materials that are expelled by
explaining their volcanic eruptions, they are also called volcanic volcanic eruptions, they are also called volcanic volcanic eruptions, they are also called volcanic
position. rocks or pyroclastic rocks. rocks or pyroclastic rocks. rocks or pyroclastic rocks.
What is your opinion Sedimentary Rocks Sedimentary Rocks Sedimentary Rocks

about your desired There are rocks that consist of materials There are rocks that consist of materials There are rocks that consist of materials
statements you have that were once was part of older rocks or of plants that were once was part of older rocks or of plants that were once was part of older rocks or of plants
chosen? and animal parts. These rocks were deposited and animal parts. These rocks were deposited and animal parts. These rocks were deposited
Should the USA have a millions of years ago as layers of loose materials millions of years ago as layers of loose materials millions of years ago as layers of loose materials
direct involvement in which become cemented together. They are which become cemented together. They are which become cemented together. They are
the following issue? called sedimentary rocks from the word called sedimentary rocks from the word called sedimentary rocks from the word
Why or why not? “sediments”. They are grouped into three: 1) “sediments”. They are grouped into three: 1) “sediments”. They are grouped into three: 1)
Why do the Philippines classic or fragmental sedimentary, 2) chemical classic or fragmental sedimentary, 2) chemical classic or fragmental sedimentary, 2) chemical
should handle alone sedimentary,and 3) organic sedimentary. Classic sedimentary,and 3) organic sedimentary. Classic sedimentary,and 3) organic sedimentary. Classic
the security of its or fragmental sedimentary is composed of rock or fragmental sedimentary is composed of rock or fragmental sedimentary is composed of rock
territory? fragments carried and deposited by wind, water fragments carried and deposited by wind, water fragments carried and deposited by wind, water
What can you say or glacier and are cemented together. Chemical or glacier and are cemented together. Chemical or glacier and are cemented together. Chemical
about the USA giving sedimentary is composed of deposits of minerals sedimentary is composed of deposits of minerals sedimentary is composed of deposits of minerals
military equipment for dissolved in water. The evaporation of water dissolved in water. The evaporation of water dissolved in water. The evaporation of water
the security our causes the minerals to crystallize leaving mineral causes the minerals to crystallize leaving mineral causes the minerals to crystallize leaving mineral
territory? Will it deposits. Organic sedimentary is composed of deposits. Organic sedimentary is composed of deposits. Organic sedimentary is composed of
benefit us or the US? shells, skeletons and other parts of plants or shells, skeletons and other parts of plants or shells, skeletons and other parts of plants or
Should the security of animals. Many different substances can act as animals. Many different substances can act as animals. Many different substances can act as
the west Philippine sea cement that bind the sedimentary rocks. Of these, cement that bind the sedimentary rocks. Of these, cement that bind the sedimentary rocks. Of these,
be handle by the most common are calcium carbonate, silica, the most common are calcium carbonate, silica, the most common are calcium carbonate, silica,
the accepting the mud, clay and iron oxide. mud, clay and iron oxide. mud, clay and iron oxide.
direct assistance of
our Southeast Metamorphic Rock Metamorphic Rock Metamorphic Rock
Asian neighbours? Rocks that have changed its appearance Rocks that have changed its appearance Rocks that have changed its appearance
and sometimes its mineral composition due to and sometimes its mineral composition due to and sometimes its mineral composition due to
119
either extreme heat or pressure are called either extreme heat or pressure are called either extreme heat or pressure are called
metamorphic rocks. They often show a layered metamorphic rocks. They often show a layered metamorphic rocks. They often show a layered
structure but some are said to be massive. structure but some are said to be massive. structure but some are said to be massive.
Metamorphic rocks that layered in appearance Metamorphic rocks that layered in appearance Metamorphic rocks that layered in appearance
are known as foliated rocks while those that are are known as foliated rocks while those that are are known as foliated rocks while those that are
massive are known as unfoliated rocks. All kinds of massive are known as unfoliated rocks. All kinds of massive are known as unfoliated rocks. All kinds of
rocks, including igneous and sedimentary, usually rocks, including igneous and sedimentary, usually rocks, including igneous and sedimentary, usually
undergo metamorphism and produce the so undergo metamorphism and produce the so undergo metamorphism and produce the so
called metamorphic rocks. called metamorphic rocks. called metamorphic rocks.
Answer the following questions. Answer the following questions. Answer the following questions.
1. What are the three main kinds of rocks? 1. What are the three main kinds of rocks? 1. What are the three main kinds of rocks?
2. What are the principal forms of igneous 2. What are the principal forms of igneous 2. What are the principal forms of
rocks? rocks? igneous rocks?
3. What are the three groups of 3. What are the three groups of 3. What are the three groups of
sedimentary rocks? sedimentary rocks? sedimentary rocks?
a. What make up clastic or fragmental a. What make up clastic or fragmental a. What make up clastic or fragmental
sedimentary? sedimentary? sedimentary?
b. What make up chemical sedimentary? b. What make up chemical sedimentary? b. What make up chemical sedimentary?
c. What make up organic sedimentary? c. What make up organic sedimentary? c. What make up organic sedimentary?
4. What are the 2 kinds of metamorphic 4. What are the 2 kinds of metamorphic 4. What are the 2 kinds of metamorphic
rock? Differentiate. rock? Differentiate. rock? Differentiate.
5. What are our natural resources? 5. What are our natural resources? 5. What are our natural resources?
6. Why is it necessary to conserve our 6. Why is it necessary to conserve 6. Why is it necessary to conserve
natural resources? our natural resources? our natural resources?
7. As young boys and girls, how can you 7. As young boys and girls, how can 7. As young boys and girls, how can
help conserve our mineral resources? you help conserve our mineral resources? you help conserve our mineral resources?
E. Discussing new concepts The Teacher will Ask: ● What does the very first line at the top Ask: ● What does the very first line at the top Ask: ● What does the very first line at the top
and practicing new skills #2 provide certain represent? represent? represent?
activities to be perform What do the Roman numerals represent? What What do the Roman numerals represent? What What do the Roman numerals represent? What
or discuss in the class are found after each Roman numeral? are found after each Roman numeral? are found after each Roman numeral?
after they are finish. What do the capital letters represent? What do the capital letters represent? What do the capital letters represent?
How are the capital letters written as compared How are the capital letters written as compared How are the capital letters written as compared
Group I – Statement with the Roman numerals? with the Roman numerals? with the Roman numerals?
No. 3 Say: Let us make our own reminders for Say: Let us make our own reminders for Say: Let us make our own reminders for
writing an outline. writing an outline. writing an outline.
Make a “Brainstorming
Web” Lead the children to make the reminder similar to Lead the children to make the reminder similar to Lead the children to make the reminder similar to
the one below. the one below. the one below.
Group II - Statement
No. 4 An outline should have a title. An outline should have a title. An outline should have a title.
Roman numerals are used to indicate the main Roman numerals are used to indicate the main Roman numerals are used to indicate the main
120
Make a “Discussion topic. Place a period after each Roman numeral. topic. Place a period after each Roman numeral. topic. Place a period after each Roman numeral.
Web” Be sure that the Roman numerals and the periods Be sure that the Roman numerals and the periods Be sure that the Roman numerals and the periods
are in a column. are in a column. are in a column.
Group III - Statement Capital letters are used in subtopics. Indent the Capital letters are used in subtopics. Indent the Capital letters are used in subtopics. Indent the
No. 1 capital letters and place a period after each. capital letters and place a period after each. capital letters and place a period after each.
Arrange the capital letters in a straight line too. Arrange the capital letters in a straight line too. Arrange the capital letters in a straight line too.
Make a Poem All main topic heading should be divided into at All main topic heading should be divided into at All main topic heading should be divided into at
least two parts. A topic cannot logically be least two parts. A topic cannot logically be least two parts. A topic cannot logically be
Group IV - Statement 1 decided into only one part. decided into only one part. decided into only one part.
and 2 All the headings should be expressed in parallel All the headings should be expressed in parallel All the headings should be expressed in parallel
grammatical form. grammatical form. grammatical form.
Make a “Venn All the first word should be capitalized All the first word should be capitalized All the first word should be capitalized
Diagram” Practice (orally by whole class. The teacher should Practice (orally by whole class. The teacher should Practice (orally by whole class. The teacher should
help in preparing the two-point outline of Rocks.) help in preparing the two-point outline of Rocks.) help in preparing the two-point outline of Rocks.)
Ask: Ask: Ask:

● What is the title? ● What is the title? ● What is the title?
What is the main topic? What is the main topic? What is the main topic?
Where will we write it? Make a brief description. Where will we write it? Make a brief description. Where will we write it? Make a brief description.
What are the 3 supporting details? What are the 3 supporting details? What are the 3 supporting details?
What will we write in Roman numeral II What will we write in Roman numeral II What will we write in Roman numeral II
(Continue until the skeleton is filled up.) (Continue until the skeleton is filled up.) (Continue until the skeleton is filled
ROCKS ROCKS up.) ROCKS
I. Rocks according to how it was formed I. Rocks according to how it was formed I. Rocks according to how it was formed
A. Igneous – hardened magma A. Igneous – hardened magma A. Igneous – hardened magma
B. Sedimentary – cemented sediments B. Sedimentary – cemented sediments B. Sedimentary – cemented sediments
C. Metamorphic –changed due to heat and C. Metamorphic –changed due to heat and C. Metamorphic –changed due to heat and
pressure pressure pressure
II. Igneous rocks – solidified or hardened II. Igneous rocks – solidified or hardened II. Igneous rocks – solidified or hardened
magma magma magma
A. Intrusive igneous rock – solidified before A. Intrusive igneous rock – solidified before A. Intrusive igneous rock – solidified before
reaching the earth’s surface reaching the earth’s surface reaching the earth’s surface
B. Extrusive igneous rock – solidified on the B. Extrusive igneous rock – solidified on the B. Extrusive igneous rock – solidified on the
earth’s surface earth’s surface earth’s surface
III. Sedimentary rocks – made of sediments III. Sedimentary rocks – made of sediments III. Sedimentary rocks – made of sediments
cemented together cemented together cemented together
A. Clastic or fragmented sedimentary – A. Clastic or fragmented sedimentary – A. Clastic or fragmented sedimentary –
121
rock fragments carried by wind, water and glacier rock fragments carried by wind, water and glacier rock fragments carried by wind, water and glacier
B. Chemical sedimentary – deposits of B. Chemical sedimentary – deposits of B. Chemical sedimentary – deposits of
minerals dissolved in water minerals dissolved in water minerals dissolved in water
C. Organic sedimentary – shells skeletons C. Organic sedimentary – shells skeletons C. Organic sedimentary – shells skeletons
and other parts of plants and animals and other parts of plants and animals and other parts of plants and animals
D. Cementing materials – calcium D. Cementing materials – calcium D. Cementing materials – calcium
carbonate, silica, mud, clay and iron oxide carbonate, silica, mud, clay and iron oxide carbonate, silica, mud, clay and iron oxide
IV. Metamorphic rocks – changed its IV. Metamorphic rocks – changed its IV. Metamorphic rocks – changed its
appearance and mineral composition due to heat appearance and mineral composition due to heat appearance and mineral composition due to heat
and pressure and pressure and pressure
A. Foliated rock – layered appearance A. Foliated rock – layered appearance A. Foliated rock – layered appearance
B. Unfoliated – massive appearance B. Unfoliated – massive appearance B. Unfoliated – massive appearance
F. Developing mastery Debate Group Activity: Group Activity: Group Activity:

(Leads to Formative Assessment 3) Group 1 and 2 Each group will make an outline. Each group will make an outline. Each group will make an outline.
Talk about the issue of
the second statement.
Group 3 and 4
Talks about the issue of
the third statement.
The two groups will

draw lots to take the
pros and cons.
122
G. Finding practical applications What is your stand Make an outline using the jumbled details about Make an outline using the jumbled details about Make an outline using the jumbled details about
of concepts and skills in regarding the issue? Main headings and subheadings: Main headings and subheadings: Main headings and subheadings:
daily living Kinds of fossils Kinds of fossils Kinds of fossils
Location of fossils Location of fossils Location of fossils
Uses of fossils Uses of fossils Uses of fossils
Telling the story of the earth Telling the story of the earth Telling the story of the earth
Molds of plants and animals Molds of plants and animals Molds of plants and animals
Skeletal remains of plants and animals Skeletal remains of plants and animals Skeletal remains of plants and animals
Hard rocks Hard rocks Hard rocks
Layers of sedimentary rocks Layers of sedimentary rocks Layers of sedimentary rocks
Preserved bodies or parts of bodies of plants & Preserved bodies or parts of bodies of plants & Preserved bodies or parts of bodies of plants &
animals animals animals
Tracing the changes of the earth’s surface Tracing the changes of the earth’s surface Tracing the changes of the earth’s surface
Telling the changes in climate Telling the changes in climate Telling the changes in climate
Holes in the mud Holes in the mud Holes in the mud
Prints made by parts of plants and animals Prints made by parts of plants and animals Prints made by parts of plants and animals
Mud or sand Mud or sand Mud or sand
FOSSILS FOSSILS FOSSILS

I. I. I.
A. A. A.
B. B. B.
C. C. C.
II. II. II.
A. A. A.
B. B. B.
C. C. C.
D. D. D.
III. III. III.
A. A. A.
B. B. B.
C. C. C.
D. D. D.
H. Making generalizations and What did you learn on What is outlining? What is outlining? What is outlining?
abstractions about the lesson the following issues?
123
I. Evaluating learning Refer to LM pp . Refer to LM pp . Refer to LM pp .
Let the pupils give
their opinion on
the following
article.
Bongbong on bilateral
talks: China opened
the door, we shut it
MANILA, Philippines -
Sen. Ferdinand
"Bongbong" Marcos Jr.
perceives
the Philippines'
rejection of bilateral
talks with China as a
wasted opportunity to
resolve the maritime
dispute over the South
China Sea.
"China
opened the door and
we shut it. The Chinese
124
said let's talk and we
snubbed them,"
Marcos said during a
media forum, adding
that the country failed
to take advantage of
the given opportunity.
READ: China
to Philippines: Let's sit
down and talk
According to
the senator, there are
only three ways to
resolve the said
dispute: by war,
adjudication or
multilateral or bilateral
agreements.
Marcos ruled
out war and arbitration
since the Chinese
would not recognize
the latter.
"So talk, and

tell them: we are not
happy with what you
are doing and we do
not agree with what
you are doing. But the
125
126
next thing you say is:
how do we fix this?"
the senator said.
The Senate
Committee of Foreign
Relations chair noted
that the Philippines will
not lose anything if
accept China's
invitation to a dialogue
on the maritime
dispute.
"We should
talk to China bilaterally
because it is still the
best option. Our
Filipino businessmen
can also help by
reaching out to their
Chinese counterparts
and friends in China
and try to come up
with a solution that will
persuade both
governments to, at
least, sit down and
negotiate, or at most,
resolve the problem
outright," Marcos said.
Marcos
127
128
stressed that the
Philippines should not
be "snobbish" in
dealing with
"superpower" China.
He added that he
cannot see any reason
not to talk with China.
"We're
strategically important
to any great power in
Asia-Pacific, but we
have to play that role
even-handedly. We
have to stop thinking in
terms of kakampi ko
ang Chinese, kakampi
ko ang Kano. Ang
kakampi mo lang
Pilipino," the senator
added.
The Philippin
es sent a delegation to
the United Nations
Arbitral Tribunal to
defend its stand
against China's nine-
dash line claim over
the South China Sea.
129
J. Additional activities for Make a reaction Make an outline on what you have done tonight. Make an outline on what you have done tonight. Make an outline on what you have done tonight.
application or remediation regarding the issue.
V. REMARKS
VI. REFLECTION

additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have
caught
up with the lesson

work?
can help me solve?
materials did I use/discover
which I wish to share with other
teachers?
130
Teaching Dates and Time November 1-4,2016 Quarter

I. OBJECTIVES
A. Content Standards HOLIDAY HOLIDAY REVIEW PERIODICAL TEST PERIODICAL TEST
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
II. CONTENT

A. References
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for

the lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and

131
E. Discussing new concepts
F. Developing mastery
G. Finding practical applications of

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application

or remediation
V. REMARKS
VI. REFLECTION
in the evaluation

below 80%
lesson
require remediation


solve?
132

I. OBJECTIVES Infer the meaning of unfamiliar words (Compound) based on given context clues
listens critically to different text listens critically to different text listens critically to different text listens critically to different text
types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; needs. oral and written forms; needs. oral and written forms; needs. oral and written forms; needs.
demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to
meet various meet various meet various meet various
C. Learning Competencies/Objectives EN5LC-IIIa-2.10 EN5LC-IIIa-2.10 EN5V-IIIa-20.3 EN5V-IIIa-20.3
Write the LC code for each Distinguish fact from opinion Distinguish fact from opinion Infer the meaning of unfamiliar Infer the meaning of unfamiliar
EN5LC-IIIa-2.15 EN5LC-IIIa-2.15 words (compound, affixed) based on words (compound, affixed) based on
Provide evidence to support Provide evidence to support EN5V-IIIa-20.4 EN5V-IIIa-20.4
understanding understanding given context given context
clues (Synonyms clues (Synonyms
Antonyms Antonyms
word parts) and word parts) and
EN5V-IIIa-20.5 EN5V-IIIa-20.5
II. CONTENT Distinguishing Fact from opinion Distinguishing Fact from opinion Compound words Compound words

A. References
2. Learner’s Material pages EN5LC – III a 2.10 EN5LC – III a 2.10 EN5V – 20.3 EN5V – 20.3
133
Lesson Guide In English 5 pp. 103- Lesson Guide In English 5 pp. 103-
104 104
3. Textbook pages
B. Other Learning Resources picture, strip of cartolina, realia picture, strip of cartolina, realia picture, strip of cartolina, realia picture, strip of cartolina, realia
IV. PROCEDURES
A. Reviewing previous lesson Game: Pick out a strip ( rolled with Game: Pick out a strip ( rolled with Study the picture. Tell something Study the picture. Tell something
ribbon ) with a statement stating a ribbon ) with a statement stating a about it. about it.
fact or an opinion inside a box. fact or an opinion inside a box. 1. What are the following 1. What are the following
Those who picked an opinion should Those who picked an opinion should pastries/cakes made of? pastries/cakes made of?
go to the left side; those who picked go to the left side; those who picked 2. List down some ingredients in 2. List down some ingredients in
a fact should go to the right side. a fact should go to the right side. making cupcakes or making cupcakes or
Pupils who did not get it correctly Pupils who did not get it correctly pancakes/applesauce etc. pancakes/applesauce etc.
should recite a poem or a dance should recite a poem or a dance
number. number.
* Boats never sink. * Boats never sink.

* Ice is cold. * Ice is cold.
* Three is not a number between * Three is not a number between
two and four. two and four.
* All people can read. * All people can read.
* A kitten grew up to be a cat. * A kitten grew up to be a cat.
* You should brush your teeth. * You should brush your teeth.
* A baby cannot count one to ten. * A baby cannot count one to ten.
* Rich people are happy. * Rich people are happy.
134
B. Establishing a purpose for distinguish fact from opinion. distinguish fact from opinion. Infer the meaning of unfamiliar Infer the meaning of unfamiliar
the lesson
words (Compound) based on given words (Compound) based on given
context clues context clues
Read grade level text with accuracy, Read grade level text with accuracy,
appropriate rate and proper appropriate rate and proper
expression expression
135
C. Presenting examples/instances of 1. Say: I have here a paragraph to 1. Say: I have here a paragraph to 1. I have here a paragraph. Please 1. I have here a paragraph. Please
the new lesson
read with you. read with you. read orally. Follow the proper read orally. Follow the proper
2. Read the paragraph to the pupils. 2. Read the paragraph to the pupils. reading with accuracy, reading with accuracy,
3. Comprehension check-up 3. Comprehension check-up appropriate rate and proper appropriate rate and proper
4. Ask them to distinguish fact from 4. Ask them to distinguish fact from expression. expression.
opinion. opinion.
2. Read the paragraph. 2. Read the paragraph.
Listen to the following paragraphs. Listen to the following paragraphs. One Sundayafternoon, One Sundayafternoon,
a. Jose works with animals. In fact, a. Jose works with animals. In fact, Julian, the baker is busy making Julian, the baker is busy making
he spends every spare moment in a he spends every spare moment in a cupcakes and cooking pancakes. cupcakes and cooking pancakes.
neighborhood pet store. After neighborhood pet store. After Celia, his helper is busy packing Celia, his helper is busy packing
school, he helps feed the animals school, he helps feed the animals applesauce and strawberry jam. applesauce and strawberry jam.
and clean their cages. He spends a and clean their cages. He spends a They will bri2ng these to Chinatown They will bri2ng these to Chinatown
lot of time training the animals so lot of time training the animals so where anybody can buy them where anybody can buy them
that they could get along with that they could get along with anytime. anytime.
people. people.
b. Jose believes that being a b. Jose believes that being a 3. Comprehension check-up 3. Comprehension check-up
veterinarian and working with veterinarian and working with a. Who is Julian? a. Who is Julian?
animals would be a wonderful thing animals would be a wonderful thing b. What is the work of the baker? b. What is the work of the baker?
for him to do when he grows up. for him to do when he grows up. c. What does Celia pack? c. What does Celia pack?
He thinks that he will become an He thinks that he will become an d. When did the story happen? d. When did the story happen?
excellent veterinary doctor in the excellent veterinary doctor in the e. If you were a baker what bread e. If you were a baker what bread
future. future. would you prefer to bake? would you prefer to bake?
Which paragraph expresses truth or Which paragraph expresses truth or 4. Ask them to pick out the different 4. Ask them to pick out the different
fact? fact? compound words from paragraph compound words from paragraph
mentioned above mentioned above
136
D. Discussing new concepts and Let the pupils read sentences Let the pupils read sentences Modeling for Pupils Modeling for Pupils
distinguishing fact from opinion. distinguishing fact from opinion. 1. Look for the underlined words in 1. Look for the underlined words in
a. A forest is the best place to relax. a. A forest is the best place to relax. our story. our story.
b. Forests protect our wildlife and b. Forests protect our wildlife and 2. Read the two words found in each 2. Read the two words found in each
provide homes, food and water provide homes, food and water word. word.
to animals and birds. to animals and birds.
c. Trees prevent flood that can kill c. Trees prevent flood that can kill Sunday =sun + day Sunday =sun + day
people and crops. people and crops. afternoon=after + noon afternoon=after + noon
d. From these forests come wood for d. From these forests come wood for cupcakes =cup + cakes cupcakes =cup + cakes
houses, telephone posts, electric houses, telephone posts, electric pancakes =pan + cakes pancakes =pan + cakes
light polesand many other things. light polesand many other things. applesauce=apple + sauce applesauce=apple + sauce
e. Forest fires can be prevented. e. Forest fires can be prevented. strawberry=straw + berry strawberry=straw + berry
Fact – is a statement which Fact – is a statement which Chinatown=China + town Chinatown=China + town
experiences and experiments experiences and experiments anybody =any + body anybody =any + body
have proven to be true. have proven to be true. anytime =any + time anytime =any + time
Opinion – is a view or guess which Opinion – is a view or guess which
may or may not be true. Clue words may or may not be true. Clue words Compound Word – comes from two Compound Word – comes from two
like think,believes, feel, must be, like think,believes, feel, must be, different words that have been put different words that have been put
must and probably, seems often must and probably, seems often together to form anew word with a together to form anew word with a
signal opinion. signal opinion. new meaning. new meaning.
E. Discussing new concepts 1. The teacher will direct the 1. The teacher will direct the 1. The pupils will write the 1. The pupils will write the
pupils to write at least 2 sentences pupils to write at least 2 sentences compound word that mean the compound word that mean the
distinguishing factfrom opinion. distinguishing factfrom opinion. following: following:
2. Group Activity 2. Group Activity bell by bell by
a. The pupils will group into five. b. a. The pupils will group into five. b. the door the door
The teacher will explain the The teacher will explain the ache or ache or
Directions of the activity. Directions of the activity. pain at the back of the body pain at the back of the body
c. There are metacards where the c. There are metacards where the cake cake
sentences of fact and opinion are sentences of fact and opinion are fried on a pan fried on a pan
137
written. written. room room
d. The group will distinguish whether d. The group will distinguish whether where classes are held where classes are held
the sentences are fact or opinion by the sentences are fact or opinion by cloth to cloth to
pasting it in the proper heading. pasting it in the proper heading. cover cover
3. Activity proper. 3. Activity proper.
Sentences: Sentences:
a. I love water. a. I love water.
b. Drink about 6-8 glasses of water b. Drink about 6-8 glasses of water
each day to be healthy and strong. each day to be healthy and strong.
c. Animals need water to survive. c. Animals need water to survive.
d. Some plants can live without d. Some plants can live without
water. water.
e. Clean water is pure. e. Clean water is pure.
138
F. Developing mastery Refer to Learner’s Material Week 1- Refer to Learner’s Material Week 1- a. Group the pupils accordingly a. Group the pupils accordingly
Day 1 (Read and Learn) Day 1 (Read and Learn) b. Explain the directions of the b. Explain the directions of the
activity activity
3. Activity proper 3. Activity proper
Directions: Let’s make compound Directions: Let’s make compound
words. Write the compound word words. Write the compound word
on the blank before its meaning. on the blank before its meaning.
1. store 1. store
where books are sold where books are sold
2. marker 2. marker
placed between the pages of the placed between the pages of the
book book
3. a set of 3. a set of
shelves or cabinet for holding books shelves or cabinet for holding books
4. person 4. person
who spends much time reading a who spends much time reading a
book book
5. used to 5. used to
protect the eyes from the sun’s protect the eyes from the sun’s glare
glare
139
G. Finding practical applications of Group Activity Group Activity Pick out the compound words from Pick out the compound words from
the sentences. the sentences.
1. Daylight begins at early morning. 1. Daylight begins at early morning.
2. We put all our toys in the 2. We put all our toys in the
playroom. playroom.
3. I got sunburn when we went 3. I got sunburn when we went
to the beach. to the beach.
4. The teacher told the pupils to 4. The teacher told the pupils to
underline the correct answer. underline the correct answer.
5. We have P.E. in the afternoon. 5. We have P.E. in the afternoon.
H. Making generalizations and What have you learned from today’s What have you learned from today’s What have you learned from today’s What have you learned from today’s
lesson? lesson? lesson? lesson?
Give other examples of compound Give other examples of compound
words words
I. Evaluating learning Directions: Distinguish fact from Directions: Distinguish fact from Read each sentence and fill in the Read each sentence and fill in the
opinion. Write F if the sentences opinion. Write F if the sentences blank with a compound word. blank with a compound word.
express fact and O if it is anopinion express fact and O if it is anopinion Choose youranswer below. Choose youranswer below.
on the blank before the number. on the blank before the number.
1. From birth to adulthood, 1. From birth to adulthood, 1. The did 1. The did
we grow physically, intellectually, we grow physically, intellectually, their best to save the burning their best to save the burning
and emotionally. and emotionally. building. building.
2. According to many, girls 2. According to many, girls 2. Please go to the 2. Please go to the
mature earlier than boys do. mature earlier than boys do. for for
3. I guess growing up has 3. I guess growing up has some medicine. some medicine.
many challenges. many challenges. 3. Grandfather went to the barber 3. Grandfather went to the barber
4. During adolescence, boys 4. During adolescence, boys shop for a shop for a
140
grow to manhood and girls develop grow to manhood and girls develop . .
into womanhood. into womanhood. 4. We will go to the 4. We will go to the
5. Maybe, I would look like 5. Maybe, I would look like to to
my mother. my mother. harvest fruits and vegetables. harvest fruits and vegetables.
5. I have 5. I have
maybe maybe
because I ate too much. because I ate too much.
J. Additional activities for application Refer to LM . Refer to LM . Refer to LM . Refer to LM .

or remediation
V. REMARKS
VI. REFLECTION
in the evaluation

below 80%
lesson
require remediation

solve?
141

I. OBJECTIVES Provide evidence to support understanding
Identify conclusions to situations
C. Learning Competencies/Objectives EN5LC-IIIc-2.15 EN5LC-IIIc-2.15 EN5V-IIIb-20.3 EN5V-IIIb-20.3
Write the LC code for each Provide evidence to support Provide evidence to support Infer the meaning of unfamiliar Infer the meaning of unfamiliar
understanding understanding words (compound, affixed) based words (compound, affixed) based
on on
EN5V-IIIb-20.4 EN5V-IIIb-20.4
given context clues given context clues
(Synonyms (Synonyms
Antonyms Antonyms
other strategies other strategies
II. CONTENT Identifying Conclusions ( Listening) Identifying Conclusions ( Listening) Inferring the meaning of unfamiliar Inferring the meaning of unfamiliar
words (affixes) words (affixes)
A. References
1. Teacher’s Guide pages Lesson Guide in English 5 pp. 22-25 Lesson Guide in English 5 pp. 22-25 Lesson Guide in English 5 pp. 105- Lesson Guide in English 5 pp. 105-
108 108
3. Textbook pages EN5LC-IIIb-2.15 EN5LC-IIIb-2.15 Developing Reading Power 5 pp. 1- Developing Reading Power 5 pp. 1-
10 10
142
B. Other Learning Resources news clippings, pictures, charts, copy news clippings, pictures, charts, copy chart, drawings, meta cards, pentel chart, drawings, meta cards, pentel
of song of song pen pen
IV. PROCEDURES
A. Reviewing previous lesson Introduce to the pupils an action Introduce to the pupils an action The teacher will provide meta cards The teacher will provide meta cards
song. song. in which the pupils must form in which the pupils must form
“Every single cell of my body is “Every single cell of my body is complete words with three cards: a complete words with three cards: a
happy happy prefix, a root word, and a suffix. prefix, a root word, and a suffix.
Every single cell of my body is well. Every single cell of my body is well.
(2x) (2x)
Thank you Lord, I feel so good Thank you Lord, I feel so good
Every single cell of my body is well. Every single cell of my body is well.
(2x)”
(2x)”
B. Establishing a purpose for Identify conclusions to situations Identify conclusions to situations Infer the meaning of unfamiliar Infer the meaning of unfamiliar
the lesson words (affixes) words (affixes)
C. Presenting examples/instances of Read aloud the situation below Read aloud the situation below The teacher will provide words and The teacher will provide words and
the new lesson
to the pupils. Let them answer to the pupils. Let them answer ask the pupils to group those having ask the pupils to group those having
each question about the each question about the the suffix or prefix. the suffix or prefix.
paragraph. paragraph.
The LRT is considered safe to ride. The LRT is considered safe to ride.
But as the saying goes, “accidents But as the saying goes, “accidents
happen when least expected”. Most happen when least expected”. Most
often, the commuters themselves often, the commuters themselves
fail to follow regulation or heed fail to follow regulation or heed
warnings. Their being unmindful of warnings. Their being unmindful of
the precautions causes them harm the precautions causes them harm
or even death. or even death.
1. What kind of accidents 1. What kind of accidents
usually happen to usually happen to
143
commuters of LRT? – commuters of LRT? –
Stampede, got caught by a Stampede, got caught by a
closing door closing door
2. How can we avoid getting 2. How can we avoid getting
hurt or meeting an hurt or meeting an
accident on the LRT? – accident on the LRT? –
Follow rules and Follow rules and
regulations being imposed. regulations being
3. What safety precautions imposed.
should be observed? – Do 3. What safety precautions
not lean on the door, do should be observed? – Do
not push one another, not lean on the door, do
wait for you turn at the not push one another,
ticket booth wait for you turn at the
Note: Let them answer in paragraph ticket booth
form to be able to draw conclusions. Note: Let them answer in paragraph
form to be able to draw conclusions.
144
D. Discussing new concepts and The teacher will ask the pupils to The teacher will ask the pupils to The teacher will discuss the use and The teacher will discuss the use and
draw a conclusion from these draw a conclusion from these meaning of each suffix and prefix meaning of each suffix and prefix
situations situations
Mrs. Lobres frown at the children Mrs. Lobres frown at the children
and pointed at the stove. “Look at and pointed at the stove. “Look at
that! The whole pot of adobo was that! The whole pot of adobo was
full, but now almost half of it has full, but now almost half of it has
been eaten.” been eaten.”
Vashni and Vincent kept their eyes Vashni and Vincent kept their eyes
firmly glued to the floor. They did firmly glued to the floor. They did
not say a word. not say a word.
1. What do you think 1. What do you think
happened to the adobo? happened to the adobo?

2. Experience clues 2. Experience clues
*Conclusion – a statement *Conclusion – a statement
readers make after reading readers make after reading
a passage or a story. To a passage or a story. To
draw a conclusion, use draw a conclusion, use
story clues and your story clues and your
experience to figure out experience to figure out
things that were not things that were not
stated in the story. stated in the story.
145
E. Discussing new concepts Group Activity Group Activity The pupils will make new words by The pupils will make new words by
1. The pupils will form 1. The pupils will form adding prefix and suffix to the base. adding prefix and suffix to the base.
5 groups 5 groups They will write the new word on the They will write the new word on the
2. The teacher will 2. The teacher will meta card. meta card.
explain the directions explain the directions Please refer to LM Week 2-Day Please refer to LM Week 2-Day
of the activity of the activity 2(Learn Some More) 2(Learn Some More)
3. Each group will be given 3. Each group will be given
a situation. a situation.
4. From the situation, the 4. From the situation, the
group will give their group will give their
conclusion. conclusion.
Note: Refer to LM Week 2 – Day 1 Note: Refer to LM Week 2 – Day 1

(Learn Some More)
(Learn Some More)
F. Developing mastery Directions: The teacher will ask the Directions: The teacher will ask the The pupils will form aa new word by The pupils will form aa new word by
pupils to answer the following: pupils to answer the following: adding suffix and prefix. Say the adding suffix and prefix. Say the
1. Eight people are carrying a large 1. Eight people are carrying a large meaning of the new word. meaning of the new word.
inflatable down the bank of a river. inflatable down the bank of a river.
The water in the river is moving very The water in the river is moving very
fast. Each person buckles up their fast. Each person buckles up their
life preserver and puts on a life preserver and puts on a
helmet. They climb into the raft helmet. They climb into the raft
and paddle to catch the rapid and paddle to catch the rapid
current. current.
What do you think the eight people What do you think the eight people
are doing? are doing?
146
a. climbing a mountain a. climbing a mountain
b. going white water rafting b. going white water rafting
c. going fishing c.going fishing
2. Lucy was furious about her 2. Lucy was furious about her
spelling grade. She kicked her spelling grade. She kicked her
desk and ran out of the classroom. desk and ran out of the classroom.
Why does the author use the word Why does the author use the word
furious instead of mad in the furious instead of mad in the
example above? example above?
a. Furious is a fancier word a. Furious is a fancier word than mad.
than mad. b. Lucy was really upset.
b. Lucy was really upset. c. Lucy wasn't that mad after all.
c. Lucy wasn't that mad after d. Lucy was going home.
all. 3. Yoshi was in her room reading a

d. Lucy was going home. book. Her mom called her to come
3. Yoshi was in her room reading a downstairs and help. As Yoshi
book. Her mom called her to entered the kitchen, her mom
come downstairs and help. As handed her a pile of plates. Yoshi
Yoshi put them on the table and went to
entered the kitchen, her mom
147
handed her a pile of plates. Yoshi get the silverware and glasses.
put them on the table and went to
get the silverware and glasses. You can conclude that it
is ..
You can conclude that it a.dinnertime
is .. b.bedtime
a. dinnertime c.time for school
b. bedtime
c. time for school
G. Finding practical applications of Group Activity Group Activity The teacher will call 5 pupils. Each The teacher will call 5 pupils. Each
pupil will give at least 3 words with pupil will give at least 3 words with
affixes and use those in a sentence. affixes and use those in a sentence.
H. Making generalizations and What do you consider when drawing What do you consider when drawing What are affixes? What are affixes?
conclusion to the given situation? conclusion to the given situation?
I. Evaluating learning Directions: Let the pupils listen to Directions: Let the pupils listen to Encircle the affixes used in the Encircle the affixes used in the
sentences. sentences.
the selection. Let them identify the the selection. Let them identify the
story clues that will help them give story clues that will help them give
the conclusion. the conclusion.
Julio and his father had Julio and his father had
been looking forward to their fishing been looking forward to their fishing
trip for weeks. They didn't take trip for weeks. They didn't take
much food with them on the trip. much food with them on the trip.
When they started fishing they were When they started fishing they were
quickly approached by a forest quickly approached by a forest
ranger. He asked Julio's father if he ranger. He asked Julio's father if he
had a fishing license. Julio's father had a fishing license. Julio's father
reached into his wallet and suddenly reached into his wallet and suddenly
148
got a terrified look on his face. Julio got a terrified look on his face. Julio
was disappointed that night as he was disappointed that night as he
ate dinner. ate dinner.
1. Why did Julio and his father not 1. Why did Julio and his father not
take much food with them on the take much food with them on the
trip? trip?
a. they didn't want to eat too much a. they didn't want to eat too much
b. they didn't have any food at their b. they didn't have any food at their
house house
c. they were planning on eating the c. they were planning on eating the
fish that they caught fish that they caught
d. they don't like to eat fish d. they don't like to eat fish
2. Which of the following is a 2. Which of the following is a
conclusion that can be drawn about conclusion that can be drawn about
the story? the story?
a. Julio was disappointed at dinner a. Julio was disappointed at dinner
because he was hoping to have fish because he was hoping to have fish
for dinner. for dinner.
b. Julio's mother doesn't like fish b. Julio's mother doesn't like fish
c. It takes a long time to catch fish c. It takes a long time to catch fish
d. Julio's father is a better fisherman d. Julio's father is a better fisherman
than Julio than Julio
J. Additional activities for application Refer to LM . Refer to LM . Write 5 sentences with 5 affixes. Write 5 sentences with 5 affixes.
or remediation
V. REMARKS
VI. REFLECTION
in the evaluation
149
below 80%
lesson
require remediation


solve?


I. OBJECTIVES Provide evidence to support understanding
Read grade level text with accuracy, appropriate and proper expression.
Show tactfulness when communicating with others.
150
C. Learning Competencies/Objectives EN5LC-IIIc-2.15 EN5LC-IIIc-2.15 EN5F-IIIc-1.3 EN5F-IIIc-1.3
Write the LC code for each Provide evidence to support Provide evidence to support Read grade level text with Read grade level text with
understanding understanding accuracy, accuracy,
EN5F-IIIc-1.6 EN5F-IIIc-1.6
appropriate rate and appropriate rate and
EN5F-IIIc-1.7 EN5F-IIIc-1.7
proper expression proper expression
II. CONTENT Providing Evidence to Support Providing Evidence to Support Reading grade level text with Reading grade level text with
Understanding Understanding accuracy, appropriate and proper accuracy, appropriate and proper
expression. expression.
Showing tactfulness when Showing tactfulness when
communicating with others. communicating with others.

A. References
1. Teacher’s Guide pages Curriculum guide p. 72 Curriculum guide p. 72 K to 12 Curriculum Guide p. 72 K to 12 Curriculum Guide p. 72

3. Textbook pages EN5LC III c 2.15 EN5LC III c 2.15 EN5F IIIc-1.3,1.6,1.7 EN5 IIIc-17 EN5F IIIc-1.3,1.6,1.7 EN5 IIIc-17
Developing Reading Power 5 p.2, Developing Reading Power 5 p.2,
139 139
B. Other Learning Resources pentel pen, manila paper, copy of pentel pen, manila paper, copy of copy of the story, picture, flash card copy of the story, picture, flash card
the story the story
IV. PROCEDURES
A. Reviewing previous lesson Do you go church every Sunday? Do you go church every Sunday? Today you are going to read orally Today you are going to read orally
or presenting the new lesson Today you will be able to listen to Today you will be able to listen to about the story of “ The about the story of “ The
the story and you will provide the story and you will provide Eyebrow” with accuracy, Eyebrow” with accuracy,
evidence to support understanding evidence to support understanding appropriate and proper expression. appropriate and proper expression.
base on the story you have listen base on the story you have listen to Show a picture of an eyebrow. Show a picture of an eyebrow.
to. In what part of our body can you see In what part of our body can you see
the eyebrow? the eyebrow?
B. Establishing a purpose for Provide evidence to support Provide evidence to support Read grade level text with accuracy, Read grade level text with accuracy,
the lesson understanding understanding appropriate and proper expression. appropriate and proper expression.
Show tactfulness when Show tactfulness when
communicating with others. communicating with others.
C. Presenting examples/instances of Listen to the story. Listen to the story. Read the vocabulary Read the vocabulary
the new lesson Answer the comprehension check Answer the comprehension check words beauty sweat words beauty sweat
up. up.
Let the pupils provide evidence from Let the pupils provide evidence from protection rid protection rid
their answer to support their answer to support
understanding on the story listened understanding on the story listened Let the pupils read the story. Let the pupils read the story.
151
to. to. After everybody read the story, After everybody read the story,
divide the class in five groups. divide the class in five groups.
Each group will read the story Each group will read the story
with accuracy, appropriate and with accuracy, appropriate and
proper expression. proper expression.
Answer the comprehension check Answer the comprehension check
up. up.
D. Discussing new concepts and Listen to the story. Answer the Listen to the story. Answer the Let the pupils read another story “ Let the pupils read another story “
practicing new skills #1 question and provide evidence for question and provide evidence for A Visit to the City” A Visit to the City”
your answer. your answer.
A Visit to the City A Visit to the City
The Big, Pink Bundle of Joy The Big, Pink Bundle of Joy Mang Tibo had not visited the city Mang Tibo had not visited the city
Mother has been there for five Mother has been there for five lately. Everytime he came to the lately. Everytime he came to the
days, she could hardly wait to bring days, she could hardly wait to bring city, he would write his son city, he would write his son
the big, pink bundle of joy to the the big, pink bundle of joy to the to pick him up in the station. to pick him up in the station.
children. Mother held the pink children. Mother held the pink Because he wanted to surprise his Because he wanted to surprise his
bundle lovingly to her bosom while bundle lovingly to her bosom while son, he did not write him about his son, he did not write him about his
father called a taxi. father called a taxi. coming this time. coming this time.
Where were father and mother? Where were father and mother? Mang Tibo was surprised to see Mang Tibo was surprised to see
Why were there? Why were there? the many changes in the city. the many changes in the city.
Where were they going? Where were they going? When he got down the bus, he did When he got down the bus, he did
not know where to go. not know where to go.
Answer the following question: Answer the following question:

What happened to Mang Tibo? What happened to Mang Tibo?
He got lost. He got lost.
He enjoyed looking around He enjoyed looking around
He took a walk around the place He took a walk around the place
What should Mang Tibo Have done? What should Mang Tibo Have done?
gone to the nearest radio and TV gone to the nearest radio and TV
station station
gone back to the province at once gone back to the province at once
look for a policeman and asked for look for a policeman and asked for
help help
What was Mang Tibo likely to What was Mang Tibo likely to
decide? decide?
Never come to the city again. Never come to the city again.
Never leave the province. Never leave the province.
152
Never come to the city without Never come to the city without
asking his to meet him. asking his to meet him.
What have you notice while you What have you notice while you
are reading the story? are reading the story?
Is it proper to read the story with Is it proper to read the story with
accuracy, appropriate and proper accuracy, appropriate and proper
expression? expression?
In what part of the story you use In what part of the story you use
accuracy, appropriate and proper accuracy, appropriate and proper
expression? expression?
E. Discussing new concepts Group Activity Group Activity Let the pupils read again the story Let the pupils read again the story
and practicing new skills #2 Listen as the teacher read the Listen as the teacher read the “A Visit to the City” with accuracy, “A Visit to the City” with accuracy,
story. Base from the story listened story. Base from the story listened appropriate and proper expression. appropriate and proper expression.
to, the pupils will create their own to, the pupils will create their own
question your answer must provide question your answer must provide
evidence to support understanding. evidence to support understanding.
A Bookworm A Bookworm
Vicente is a bookworm. He likes to Vicente is a bookworm. He likes to
read about almost everything. He read about almost everything. He
likes to read adventure stories, likes to read adventure stories,
nature stories, fairy tales, and nature stories, fairy tales, and
biographies. Whenever he gets hold biographies. Whenever he gets hold
of a book, nothing could stop him of a book, nothing could stop him
from finishing it. He overworks his from finishing it. He overworks his
eyes by reading. He reads even eyes by reading. He reads even
when the light is dim. when the light is dim.
What do you think will happen to What do you think will happen to
Vicente? Vicente?
What should Vicente do to save his What should Vicente do to save his
eyes? eyes?
Does Vicente know how to take care Does Vicente know how to take care
of his eyes? of his eyes?
153
F. Developing mastery Listen to the story using tape Listen to the story using tape The pupils read a short paragraph The pupils read a short paragraph
(Leads to Formative Assessment 3) recorder. recorder. written on the meta card with written on the meta card with
Base from the story listened to Base from the story listened to accuracy, appropriate and proper accuracy, appropriate and proper
answer the following question and answer the following question and expression expression
provide evidence from your answer. provide evidence from your answer.
The Ferris Wheel Ride The Ferris Wheel Ride
Myrna was scared to ride on the Myrna was scared to ride on the
ferris wheel. One fiesta day, her ferris wheel. One fiesta day, her
cousin asked her to ride on the ferris cousin asked her to ride on the ferris
wheel. When the ferris wheel turned wheel. When the ferris wheel turned
around, Myrna felt dizzy. She around, Myrna felt dizzy. She
couldn’t look down. She felt as if she couldn’t look down. She felt as if she
was falling. was falling.
What do you think did Mryna wish? What do you think did Mryna wish?
Did Myrna enjoy her ride on the Did Myrna enjoy her ride on the
ferris wheel? ferris wheel?
What would Myrna do next time? What would Myrna do next time?
H. Making generalizations and What have you learned from today’s What have you learned from today’s What you have learned from today’s What you have learned from today’s
abstractions about the lesson lesson? lesson? lesson? lesson?
154
I. Evaluating learning Listen as the teacher read the Listen as the teacher read the Read a short story with accuracy, Read a short story with accuracy,
selection and answer the following selection and answer the following appropriate and proper expression appropriate and proper expression
question. question. and answer the following question. and answer the following question.
Insects Insects Air Pollution Air Pollution
Insects are found anywhere. They Insects are found anywhere. They Today, in most cities smoke and Today, in most cities smoke and
are either harmful or beneficial. are either harmful or beneficial. exhaust fumes fill the air and exhaust fumes fill the air and
The butterfly and the bee are The butterfly and the bee are endanger the health and well-being endanger the health and well-being
beneficial. They help pollinate the beneficial. They help pollinate the of the people. Smoke and exhaust of the people. Smoke and exhaust
flowers. flowers. fumes contain harmful by-products fumes contain harmful by-products
The dragonfly is also a helpful insect. The dragonfly is also a helpful insect. from gasoline burned in cars and from gasoline burned in cars and
It eats other insects that destroy It eats other insects that destroy from factories.Air pollution or smog from factories.Air pollution or smog
plants.Ants, flies, cockroaches, plants.Ants, flies, cockroaches, is a serious problem in some cities. is a serious problem in some cities.
aphids, termites and mosquitoes are aphids, termites and mosquitoes are Smog consists of smoke and exhaust Smog consists of smoke and exhaust
insect pests. They destroy our crops insect pests. They destroy our crops fumes mixed with fog. fumes mixed with fog.
and homes, cause illnesses, and kill and homes, cause illnesses, and kill To control air pollution, smoke To control air pollution, smoke
our plants. our plants. ordinances have been passed. ordinances have been passed.
They are harmful to men, animals, They are harmful to men, animals, Smoke-belching Smoke-belching
and plants. and plants. Vehicles are checked and factories Vehicles are checked and factories
are required to reduce fumes are required to reduce fumes
1. What word that ells where insects 1. What word that ells where insects emanating from them. emanating from them.
can be found? can be found?
2 .Write three beneficial insects. 2 .Write three beneficial insects. Choose the letter of the correct Choose the letter of the correct
155
3. Provide evidence that dragonfly is 3. Provide evidence that dragonfly is answer. answer.
also a helpful insect. also a helpful insect. 1. Smoke and exhaust fumes 6. Smoke and exhaust fumes
4. Name two things which insects 4. Name two things which insects are usually abundant are usually abundant
destroy. destroy. in . in .
5. Copy the letter that tells what 5. Copy the letter that tells what a. Cities b. Cities
insects may cause. insects may cause. b. farms b. farms
a. floods b. illness c. a. floods b. illness c. c. towns c. towns
raind,tsunami raind,tsunami 2. Pollution is not good for 7. Pollution is not good for
our . our .
a. Health b. Health
b. mind b. mind
c. spirit c. spirit
3. Smoke and exhaust fumes 8. Smoke and exhaust fumes
contain contain
much . much .
a. Oxygen d. Oxygen
b. water vapour e. water vapour
c. harmful gas f. harmful gas
4. Air pollution can make us 9. Air pollution can make us
. .
a. Active d. Active
b. sleepy e. sleepy
c. c. sick f. c. sick
5. When gasoline is burned, 10. When gasoline is burned,
by-products are given off by-products are given off
such as . such as .
a. Oxygen and nitrogen d. Oxygen and nitrogen
b. Carbon dioxide and e. Carbon dioxide and
water vapor water vapor
c. Smoke and exhaust f. Smoke and exhaust
fumes fumes

or remediation
V. REMARKS
VI. REFLECTION
in the evaluation

below 80%
156
lesson
require remediation


solve?
157
Teaching Dates and Time November 28-december 2,2016 Quarter

I. OBJECTIVES Infer the speaker’s tone, mood and purpose.
Link comments to the remarks of other.
Observe politeness at all time.
C. Learning Competencies/Objectives EN5LC-IIId-2.8.1/2.8.2/2.8.3 EN5LC-IIId-2.8.1/2.8.2/2.8.3 EN5V-IIId-20.3 EN5V-IIId-20.3
Write the LC code for each Infer the speaker’s tone, mood and Infer the speaker’s tone, mood and Infer the meaning of unfamiliar Infer the meaning of unfamiliar
purpose. purpose. words (compound, affixed) based words (compound, affixed) based
on on
EN5V-IIId-20.4 EN5V-IIId-20.4
given context clues given context clues
(Synonyms (Synonyms
Antonyms Antonyms
EN5V-IIId-20.5 EN5V-IIId-20.5
other strategies other strategies
(Health) (Health)
II. CONTENT Mood of speaker tone and purpose Mood of speaker tone and purpose Compound Words Compound Words

A. References
3. Textbook pages EN5 LC –IIId 2.8.1/2.82/2.8.3 EN5 LC –IIId 2.8.1/2.82/2.8.3 EN5-IIId 20.3, 20.4 EN5-IIId 20.3, 20.4
EN5 OL- IIId 2.8 EN5 OL- IIId 2.8
158
B. Other Learning Resources copy of the poem, chart, pictures copy of the poem, chart, pictures picture, flash card picture, flash card
IV. PROCEDURES
A. Reviewing previous lesson Read “Mood Poem” Read “Mood Poem” What are the following What are the following
or presenting the new lesson pastries/cakes made of? pastries/cakes made of?
Poem Poem
I love my friend I love my friend cupcakes strawberry cupcakes strawberry
He went away from me. He went away from me. pancakes blueberry pancakes blueberry
There’s nothing more to say. There’s nothing more to say. applesauce applesauce
The poem ends The poem ends
Soft as it began Soft as it began

I love my friend. I love my friend.
B. Establishing a purpose for able to infer the speaker’s tone, able to infer the speaker’s tone, Infer the meaning of unfamiliar Infer the meaning of unfamiliar
the lesson mood and purpose. mood and purpose. words based on the given context words based on the given context
clues. e.g. compound words. clues. e.g. compound words.
C. Presenting examples/instances of Read Antonio’s story to the pupils. Read Antonio’s story to the pupils. Present the short story to the pupils. Present the short story to the pupils.
the new lesson Answer the comprehension check Answer the comprehension check Answer the comprehension check Answer the comprehension check
up. up. up. up.
Let the pupils pick out the Let the pupils pick out the
underlined word in the story. underlined word in the story.
D. Discussing new concepts and Read Antonio’s Diary ( See Lesson Read Antonio’s Diary ( See Lesson Let the pupils read the story. Let the pupils read the story.
practicing new skills #1 Guides in Elementary English 5 p.18- Guides in Elementary English 5 p.18-
19 ) 19 ) One Sunday, afternoon, Julian the One Sunday, afternoon, Julian the
Ask the pupils the following Ask the pupils the following baker is busy making cupcakes and baker is busy making cupcakes and
questions: questions: cooking pancakes. Celano, his cooking pancakes. Celano, his
Who is Antonio’s friend? Francisca Who is Antonio’s friend? Francisca helper, is busy packing applesauce helper, is busy packing applesauce
Is she blind like Antonio? No Is she blind like Antonio? No and strawberry jam. They will bring and strawberry jam. They will bring
When do they meet? every Saturday When do they meet? every Saturday these to Chinatown where anybody these to Chinatown where anybody
afternoon afternoon can buy them anytime. can buy them anytime.
Where do they meet? at the park Where do they meet? at the park
What would Francisca do whenever What would Francisca do whenever Answer the following question Answer the following question
she sees Antonio coming? Shouts in she sees Antonio coming? Shouts in What is the name of the baker? What is the name of the baker?
her high voice ( write the answer on her high voice ( write the answer on Who is Julian? Who is Julian?
the board ) the board ) What is the work of the baker? What is the work of the baker?
What would she say? “ Hello, What would she say? “ Hello, What does Celano pack? What does Celano pack?
Antonio! Let’s go!” ( write Antonio! Let’s go!” ( write When did the story happen? When did the story happen?
the answer on the board ) the answer on the board ) If you were a baker what bread If you were a baker what bread
What emotion or mood do the What emotion or mood do the would you prefer to bake? would you prefer to bake?
words and action of Francisca words and action of Francisca What are the underlined word in the What are the underlined word in the
159
indicate?Excitement, eagerness indicate?Excitement, eagerness story? (write the answer on the story? (write the answer on the
( write the answer on the board ) ( write the answer on the board ) board) board)
What would they do in the park? What would they do in the park?
walk around the park and Francisca walk around the park and Francisca
would describe everything shesees would describe everything shesees
to Antonio to Antonio
How would they walk around the How would they walk around the
park? park?
Hold hands and talk about things Hold hands and talk about things
Francisca see ( write the answer Francisca see ( write the answer
onthe board) onthe board)
What emotion do these actions What emotion do these actions
indicate? Friendliness ( write the indicate? Friendliness ( write the
answer on the board ) answer on the board )
Which action of Antonio tells us that Which action of Antonio tells us that
sometimes he feels sad about being sometimes he feels sad about being
blind? When he cries blind? When he cries
What does Francisca do when she What does Francisca do when she
sees him crying? Hold him tight and sees him crying? Hold him tight and
tell him that her eyes are big enough tell him that her eyes are big enough
for the two of them. for the two of them.
What is Francisca’s mood feeling as What is Francisca’s mood feeling as
she holds his hand and tells him she holds his hand and tells him
about her eyes? ( compassion ) about her eyes? ( compassion )
Could you say that Antonio and Could you say that Antonio and
Francisca are close? Why/ Why not? Francisca are close? Why/ Why not?
Yes, they are close because they like Yes, they are close because they like
to spend time together, talk about to spend time together, talk about
things and console each other when things and console each other when
one is lonely one is lonely
What helped us in guessing What helped us in guessing

Antonio’s and Francisca’s mood? Antonio’s and Francisca’s mood?
( their actions and what they say ( their actions and what they say
) So how can we tell the mood of ) So how can we tell the mood of
a person or a character in a a person or a character in a
story? story?
( through his /her actions and ( through his /her actions and
utterances/ statement ) utterances/ statement )
160
E. Discussing new concepts Infer the mood of the person Infer the mood of the person Can you draw out the meaning of a Can you draw out the meaning of a
and practicing new skills #2 presented in each situation. presented in each situation. compound word? ( you can try to compound word? ( you can try to
combine the meaning of short combine the meaning of short
Tina saw the thin ragged beggar and Tina saw the thin ragged beggar and word? word?
gave him/her last peso. gave him/her last peso. cupcakes - cakes shaped cupcakes - cakes shaped
Clara groped in the dark. She touch Clara groped in the dark. She touch likes cup likes cup
something slimy and hairy. She something slimy and hairy. She pancakes - cake fried on a pancakes - cake fried on a
shrieked and could not move. shrieked and could not move. pan pan
Ana felt like walking on air, and that Ana felt like walking on air, and that applesauce - sauce made of applesauce - sauce made of
everybody loved her trophy from everybody loved her trophy from apple apple
the judges. the judges. Chinatown - town of the Chinatown - town of the
Tony was going to the city for the Tony was going to the city for the Chinese Chinese
first time. He couldn’t sit tight. He first time. He couldn’t sit tight. He anybody - anyone anybody - anyone
pointed at the new things he saw. pointed at the new things he saw. anytime - at any moment anytime - at any moment
Aling Pinang looked at her colorful Aling Pinang looked at her colorful
garden. Her plants were all flowering garden. Her plants were all flowering
and it was a sight to see. and it was a sight to see.
F. Developing mastery Divide the pupils into 4 groups. Divide the pupils into 4 groups. Write the compound word that Write the compound word that
(Leads to Formative Assessment 3) Distribute to each group, strips of Distribute to each group, strips of mean the following: mean the following:
bell by the door bell by the door
cartolina with a mood written on cartolina with a mood written on ache or pain at the ache or pain at the
each strip. ( Have a list of suggested each strip. ( Have a list of suggested back of the body back of the body
cake fried on a pan cake fried on a pan
moods) ( happy, sad, afraid, moods) ( happy, sad, afraid, room where classes room where classes
disappointment, surprise ) disappointment, surprise ) are held are held
cloth to cover cloth to cover
Tell each group member to get a Tell each group member to get a
strip of cartolina without showing strip of cartolina without showing
what was written on it to the other what was written on it to the other
group members. group members.
Tell each member to act out or Tell each member to act out or
make facial expression to describe make facial expression to describe
the mood written on his/her strip the mood written on his/her strip
of cartolina while the rest of the of cartolina while the rest of the
groupmembers guess what that groupmembers guess what that
mood is. Each member will take his mood is. Each member will take his
turn. turn.
G. Finding practical applications of Infer the general mood of the Infer the general mood of the Each group will do different Each group will do different
concepts and skills in daily living situations that I will read to you. situations that I will read to you. activities. activities.
Choose your answer from the Choose your answer from the
following list of words inside the following list of words inside the Group 1 Group 1
box. box. Box the correct compound words: Box the correct compound words:
161
Part of the day between noon Part of the day between noon and
and evening evening
afterglowafternoon afterglowafternoon
Air transportation Air transportation
airport airline airport airline
Paper that tells the news Paper that tells the news
newscast newspaper newscast newspaper
Ground or place for Ground or place for

playing playmate playing playmate
playground Paper with a playground Paper with a
rough surface rough surface
sandpaper sandstorm sandpaper sandstorm
H. Making generalizations and What is inferring? What is inferring? What have you learn from today’s What have you learn from today’s
abstractions about the lesson lesson? lesson?
I. Evaluating learning Infer the mood of the person who Infer the mood of the person who Write the compound word on the Write the compound word on the
said each sentence. said each sentence. blank before its meaning. blank before its meaning.
“Today is the day I’ve been waiting “Today is the day I’ve been waiting
for”. for”. = a store here = a store here
‘I hate you so much!” ‘I hate you so much!” books are sold books are sold
“We won! We won! the game!. “We won! We won! the game!. = marker placed = marker placed
“Your dress is so pretty.” “Your dress is so pretty.” between the pages of the book between the pages of the book
“I can’t thank you enough for the “I can’t thank you enough for the = a set of shelves = a set of shelves
help you’ve given me.” help you’ve given me.” or cabinet for holding books or cabinet for holding books
= a person who = a person who

spends much time reading a book spends much time reading a book
= use to protect = use to protect

the eyes from the sun’s glare the eyes from the sun’s glare
J. Additional activities for application Refer to LM . Refer to LM . Give the meaning of the following: Give the meaning of the following:
or remediation
seaweeds seaweeds
sandcastle sandcastle
fishnet fishnet
swimsuit swimsuit
fingernails fingernails
V. REMARKS
VI. REFLECTION
162
in the evaluation

below 80%
lesson
require remediation


solve?

Teaching Dates and Time December 5-9,2016 Quarter
163
I. OBJECTIVES Infer the meaning of unfamiliar words (compound, affixed) based on given context clues
(synonyms - antonyms word parts)
Observe politeness at all times
Show tactfulness when communicating with others
listens critically to different text listens critically to different text listens critically to different text types; listens critically to different text types;
types; expresses ideas logically in types; expresses ideas logically in expresses ideas logically in oral and expresses ideas logically in oral and
oral and written forms; needs. oral and written forms; needs. written forms; needs. written forms; needs.
C. Learning Competencies/Objectives EN5V-IIIe-20.3 EN5V-IIIe-20.3 EN5RC-IIIe-3.2.6 EN5RC-IIIe-3.2.6

Write the LC code for each Infer the meaning of unfamiliar Infer the meaning of unfamiliar Distinguish text-types according to Distinguish text-types according to
words (compound, affixed) based words (compound, affixed) based features (structural and language) features (structural and language)
on on -Cause and effect -Cause and effect
II. CONTENT Compound Words Written as One Compound Words Written as One Distinguish text-types according to Distinguish text-types according to
Word Word features features
A. References
3. Textbook pages EN5V - IIIe - 20.3; EN5V - IIIe - 20.4; EN5V - IIIe - 20.3; EN5V - IIIe - 20.4; EN5RC - IIIe EN5RC - IIIe
EN5V - IIIe - 20.5 EN5V - IIIe - 20.5 Curriculum Guide p.73 Curriculum Guide p.73
Lesson Guides in Elementary English 5 Lesson Guides in Elementary English 5
pp. 129 – 131 pp. 129 – 131

B. Other Learning Resources Picture Picture Picture Picture
IV. PROCEDURES
A. Reviewing previous lesson Study the picture. Tell something Study the picture. Tell something Ask :Which four-legged amphibian has Ask :Which four-legged amphibian has
or presenting the new lesson about it. about it. a hard shell for its protection? (turtle) a hard shell for its protection? (turtle)
Tell something about the turtle. Tell something about the turtle.
Are turtles good for a pet? Are turtles good for a pet?
164
B. Establishing a purpose for Infer the meaning of unfamiliar Infer the meaning of unfamiliar Distinguish text-types according to Distinguish text-types according to
the lesson words (compound, affixed) based words (compound, affixed) based features (structural and language) – features (structural and language) –
on given context clues on given context clues Cause and Effect Cause and Effect
(synonyms - antonyms word parts) (synonyms - antonyms word parts)
C. Presenting examples/instances of Ask a pupil to read a short Ask a pupil to read a short (Through contextual clues and (Through contextual clues and
the new lesson paragraph presented before them. paragraph presented before them. pictures) pictures)
We can identify an animal by the kind We can identify an animal by the kind
One Sundayafternoon, Julian the One Sundayafternoon, Julian the of tracks it leaves on the ground. of tracks it leaves on the ground.
baker is busy making cupcakes and baker is busy making cupcakes and A. marks left by a person, animals A. marks left by a person, animals
cooking pancakes. Celano, his cooking pancakes. Celano, his B. trail taken by a vehicle B. trail taken by a vehicle
helper is busy packing applesauce helper is busy packing applesauce C. a symbol or clue C. a symbol or clue
and strawberry jam. They will bring and strawberry jam. They will bring D. a rough road D. a rough road
these to Chinatown where anybody these to Chinatown where anybody
can buy anytime. can buy anytime. Father and mother wait for me at the Father and mother wait for me at the
porch when I come home late. porch when I come home late.
A. stairs A. stairs
165
B. hallway B. hallway
C. covered passage C. covered passage
D. roofed shelter before the entrance D. roofed shelter before the entrance
of a building of a building
Children waving flag is the sight that Children waving flag is the sight that
greeted the Secretary of Education greeted the Secretary of Education
when he arrived. when he arrived.
A. become apparent to the eye A. become apparent to the eye
B. receive or acknowledge B. receive or acknowledge
C. salute formally C. salute formally
D. welcome D. welcome
One dark night, Rose opened the One dark night, Rose opened the
window and to her delight, hundreds window and to her delight, hundreds
of fireflies were hovering around the of fireflies were hovering around the
mango tree. mango tree.
A. enjoyment A. enjoyment
B. satisfaction B. satisfaction
C. entertainment C. entertainment
D. great pleasure D. great pleasure
The slow turtle scrambled into the The slow turtle scrambled into the
water. water.
A. mixed indiscriminately A. mixed indiscriminately
B. blended thoroughly B. blended thoroughly
C. stumbled slowly C. stumbled slowly
D. move awkwardly D. move awkwardly
D. Discussing new concepts and Ask the pupils the questions that Ask the pupils the questions that Tell the pupils that they are going to Tell the pupils that they are going to
practicing new skills #1 follow: follow: read a story entitled “Turtle Tale”. read a story entitled “Turtle Tale”.
What is the name of the bakery? What is the name of the bakery? Remind the pupils to follow the Remind the pupils to follow the
(Bambi’s Bakeshop) (Bambi’s Bakeshop) standards for listening. As they listen standards for listening. As they listen
Who is Julian? (the baker) What Who is Julian? (the baker) What to the story find out the answer to this to the story find out the answer to this
is the work of a baker? (he bakes is the work of a baker? (he bakes question: question:
bread and pastries) bread and pastries)
What does Celano pack? What does Celano pack? How did Paeng guide the newly How did Paeng guide the newly
(applesauce and strawberry jam) (applesauce and strawberry jam) hatched sea turtles to the sea? hatched sea turtles to the sea?
When did the story When did the story
happen? (one Sunday afternoon) happen? (one Sunday afternoon)
If you were a baker what bread If you were a baker what bread
would you prefer to bake? would you prefer to bake?
(pupils will give varied answers) (pupils will give varied answers)
166
E. Discussing new concepts Look for the underlined words in Look for the underlined words in Read “Turtle Tale” to the pupils. Read “Turtle Tale” to the pupils.
and practicing new skills #2 our story. Write the two words our story. Write the two words (Refer to LGEE 5 p. 130) (Refer to LGEE 5 p. 130)
found in each word. found in each word.
sunday =sun + day sunday =sun + day Turtle Tale Turtle Tale
afternoon= after + noon afternoon= after + noon
cupcakes =cup + cakes cupcakes =cup + cakes Paeng and Delia loved to play in the Paeng and Delia loved to play in the
pancakes =pan + cakes pancakes =pan + cakes beach so much that they would often beach so much that they would often
applesauce=apple + sauce applesauce=apple + sauce forget the time. When the sun had set, forget the time. When the sun had set,
strawberry=straw + berry strawberry=straw + berry Paeng would remember that their Paeng would remember that their
Chinatown=China + town Chinatown=China + town mother would like them to be home mother would like them to be home
anybody =any + body anybody =any + body before dark. before dark.
anytime =any + time anytime =any + time
One day, Delia saw some prints in the One day, Delia saw some prints in the
These two different These two different sand that led into the ocean. sand that led into the ocean.
words that have been put together words that have been put together
to form a new word is called a to form a new word is called a “Paeng! Come look at these. I wonder “Paeng! Come look at these. I wonder
compound word. compound word. what animal made these prints,” she what animal made these prints,” she
cried cried
Can you draw out the meaning of a Can you draw out the meaning of
compound word? (try to combine a compound word? (try to “I know. I saw the same kind of tracks “I know. I saw the same kind of tracks
the meaning of short word) combine the meaning of short two years ago. They’re turtle tracks. A two years ago. They’re turtle tracks. A
word) turtle came to this beach and laid her turtle came to this beach and laid her
eggs. Then I guess she went right back eggs. Then I guess she went right back
into the ocean,” Paeng replied. “Let’s into the ocean,” Paeng replied. “Let’s
follow the tracks and look for the follow the tracks and look for the
nest.”So they followed the tracks until nest.”So they followed the tracks until
they came upon the turtle’s nest. they came upon the turtle’s nest.
“Where are the eggs?” asked Delia. “Where are the eggs?” asked Delia.
“The mother turtle must have covered “The mother turtle must have covered
them with sand to keep the eggs them with sand to keep the eggs
warm,” replied Paeng. warm,” replied Paeng.
They would have continued with their They would have continued with their
investigation but it was getting dark. investigation but it was getting dark.
Paeng did not want their mother to Paeng did not want their mother to
worry. So Paeng and Delia raced each worry. So Paeng and Delia raced each
other and headed for the light that other and headed for the light that
shone on their porch. shone on their porch.
Several weeks passed. One night after Several weeks passed. One night after
supper, Paeng and Delia went outside. supper, Paeng and Delia went outside.
167
They were so surprised at the sight They were so surprised at the sight
that greeted them in the yard. that greeted them in the yard.
“Mama! Mama!” cried Paeng and “Mama! Mama!” cried Paeng and
Delia. Delia.
Their mother quickly ran out to the Their mother quickly ran out to the
porch to see what was happening. porch to see what was happening.
Paeng’s light shone on dozens and Paeng’s light shone on dozens and
dozens of tiny crawling sea turtles. dozens of tiny crawling sea turtles.
“Where did these sea turtles come “Where did these sea turtles come
from?” their mother asked. from?” their mother asked.
Delia remembered the turtle nest. Delia remembered the turtle nest.
“Mama, we saw a turtle nest several “Mama, we saw a turtle nest several
weeks back. Maybe these turtles came weeks back. Maybe these turtles came
from the nest,” she said. from the nest,” she said.
“But why are they here? After they “But why are they here? After they
hatch, the sea turtles head towards hatch, the sea turtles head towards
the light. On beaches where people do the light. On beaches where people do
not live, the brightest area would be not live, the brightest area would be
the waves reflecting the light of the the waves reflecting the light of the
moon and the stars. So the turtles moon and the stars. So the turtles
followed the house lights. We can help followed the house lights. We can help
the turtles find their way to the sea if the turtles find their way to the sea if
we turn off the lights at night as soon we turn off the lights at night as soon
as we finish our chores.” as we finish our chores.”
“It’s a good thing we saw these sea “It’s a good thing we saw these sea
turtles. If they continued crawling turtles. If they continued crawling
away from the sea, they would have away from the sea, they would have
been eaten by crabs and other been eaten by crabs and other
animals. animals.
If they do not reach the sea, they If they do not reach the sea, they
would die from loss of water in their would die from loss of water in their
bodies. Come on, let’s guide the turtle bodies. Come on, let’s guide the turtle
to the sea,” continued mother. to the sea,” continued mother.
168
Paeng got a lamp and to his delight the Paeng got a lamp and to his delight the
sea turtles followed the light of the sea turtles followed the light of the
lamp. When they reached the shore, lamp. When they reached the shore,
Paeng waded to the sea and held the Paeng waded to the sea and held the
lamp. lamp.
Before long, the small sea turtles Before long, the small sea turtles
scrambled into the water. They raced scrambled into the water. They
in the waves to begin their life in the raced in the waves to begin their life
sea. in the sea.
(Lifted from Science and Mathematics (Lifted from Science and Mathematics
stories, Vol. 1) stories, Vol. 1)
F. Developing mastery Compound word – comes from two Compound word – comes from two Ask the pupils the following questions: Ask the pupils the following questions:
(Leads to Formative Assessment 3) different words that have been put different words that have been put a. Who are the characters in the story? a. Who are the characters in the story?
together to form a new word with together to form a new word with b. Where did Paeng and Delia love b. Where did Paeng and Delia love
a different meaning. a different meaning. to play? to play?
c. What does their mother want them c. What does their mother want them
Encourage pupils to give their Encourage pupils to give their to do at sun down? to do at sun down?
own examples of compound own examples of compound d. What did Delia see in the sands one d. What did Delia see in the sands one
words. words. day? day?
e. Whose tracks were they? e. Whose tracks were they?
f. Why did the children decide to give f. Why did the children decide to
up with their investigation? give up with their investigation?
A cause brings about an event but it A cause brings about an event but it
can also be a thing or a person. The can also be a thing or a person. The
cause answers the question why or cause answers the question why or
what caused it or what the reason was. what caused it or what the reason was.
169
G. Finding practical applications of Write the compound word that Write the compound word that Here are some sentences taken from Here are some sentences taken from
concepts and skills in daily living mean the following: mean the following: our story. Let’s read them. our story. Let’s read them.
They loved to play in the beach so They loved to play in the beach so
bell by the door bell by the door much that they would often forget the much that they would often forget the
time. time.
(doorbell) (doorbell) The mother turtle must have covered The mother turtle must have covered
them with sand to keep the eggs them with sand to keep the eggs
ache or pain at the ache or pain at the warm. warm.
back of the body (backpain) back of the body (backpain) But house lights shine much brighter But house lights shine much brighter
than the moon and the stars so, the than the moon and the stars so, the
cake fried on a pan cake fried on a pan turtles followed the house lights. turtles followed the house lights.
If they do not reach the sea as soon as If they do not reach the sea as soon as
(pancake) (pancake) they hatch, they could die from loss they hatch, they could die from loss
of water from their body. of water from their body.
room where classes room where classes
are held (classroom) are held (classroom)
cloth to cover cloth to cover
(covercloth) (covercloth)
H. Making generalizations and What have you learned from What have you learned from What have you learned from today’s What have you learned from today’s
abstractions about the lesson today’s lesson? today’s lesson? lesson? lesson?
I. Evaluating learning Read each sentence and fill in the Read each sentence and fill in the Listen as the teacher read some Listen as the teacher read some
blank with a compound word. blank with a compound word. clauses. Write C if it states a cause and clauses. Write C if it states a cause and
Choose your answer below. Choose your answer below. E if it states an effect. E if it states an effect.
The did their best to The did their best to 1. There was a fire. 1. There was a fire.
save the burning building. save the burning building. 2. So, all the people are busy. 2. So, all the people are busy.
Please go to the for Please go to the for 3 .Because of the heavy rain. 3 .Because of the heavy rain.
some medicine. some medicine. 4. Mother reminded me to 4. Mother reminded me to
Grandfather went to the Grandfather went to the bring my raincoat. bring my raincoat.
barbershop for a . barbershop for a . 5. Since the child is very active. 5. Since the child is very active.
We will go to the to We will go to the to
harvest fruits and vegetables. harvest fruits and vegetables.
I have maybe because I I have maybe because I
ate too much. ate too much.
170
J. Additional activities for application Read each sentence and box the Read each sentence and box the Complete the sentences by giving a Complete the sentences by giving a
or remediation correct compound word. correct compound word. possible cause. possible cause.
Daylight begins at early morning. Daylight begins at early morning.
We put all our toys in the We put all our toys in the 1. I have sprained an ankle 1. I have sprained an ankle
playroom. playroom. . .
I got sunburn when we went to the I got sunburn when we went to the 2. Mother scolded me. 2. Mother scolded me.
beach. beach. 3. if the cleaners do their 3. if the cleaners do their
The teacher told the students to The teacher told the students to responsibilities responsibilities
underline the correct answer. underline the correct answer. 4. We were not able to catch our train 4. We were not able to catch our train
We have P. E. in the afternoon. We have P. E. in the afternoon. . .
V. REMARKS
VI. REFLECTION

below 80%

lesson
remediation


solve?
171

I. OBJECTIVES Show enjoyment in listening to a story.
Answer question about the story listened to.
C. Learning Competencies/Objectives EN5F-IIIg-1.3 EN5F-IIIg-1.3 EN5F-IIIg-1.3 EN5F-IIIg-1.3
Write the LC code for each EN5F-IIIg-1.7 EN5F-IIIg-1.7 EN5F-IIIg-1.7 EN5F-IIIg-1.7
Observe accuracy, appropriate rate Observe accuracy, appropriate rate Observe accuracy, appropriate rate Observe accuracy, appropriate rate
and proper expressions in choral, and proper expressions in choral, and proper expressions in choral, and proper expressions in choral,
echo and shadow echo and shadow echo and shadow echo and shadow
II. CONTENT The Owl and the Dove The Owl and the Dove The Owl and the Dove The Owl and the Dove

A. References
3. Textbook pages k-12 Curriculum Guide 4 k-12 Curriculum Guide 4 k-12 Curriculum Guide 4 k-12 Curriculum Guide 4
EN5 LC-IIIg-3.17 EN5 LC-IIIg-3.17 EN5 LC-IIIg-3.17 EN5 LC-IIIg-3.17
EN5RC-IIIg-3.2.7 EN5RC-IIIg-3.2.7 EN5RC-IIIg-3.2.7 EN5RC-IIIg-3.2.7
EN5F-IIIg-1.3 EN5F-IIIg-1.3 EN5F-IIIg-1.3 EN5F-IIIg-1.3
EN5SS-IIIg-4 EN5SS-IIIg-4 EN5SS-IIIg-4 EN5SS-IIIg-4
EN5WC-IIIg-2.2.7 EN5WC-IIIg-2.2.7 EN5WC-IIIg-2.2.7 EN5WC-IIIg-2.2.7
EN5A-IIIg-16 EN5A-IIIg-16 EN5A-IIIg-16 EN5A-IIIg-16
B. Other Learning Resources Short listening selection Short listening selection Short listening selection Short listening selection
Short reading selection Short reading selection Short reading selection Short reading selection
172
Chart Chart Chart Chart
Magazine/newspaper Magazine/newspaper Magazine/newspaper Magazine/newspaper
Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation
IV. PROCEDURES
A. Reviewing previous lesson Spelling: Say and Spell on air Tongue Twister Tongue Twister Tongue Twister
or presenting the new lesson Anymore
inquired
Dislike
Troubles
Hoot
B. Establishing a purpose for Answer question about the story 1. Realize that Philippines legends 1. Realize that Philippines legends 1. Realize that Philippines legends
the lesson listened to. enrich our culture. enrich our culture. enrich our culture.
2. Use the vocabularies in 2. Use the vocabularies in 2. Use the vocabularies in
community English. community English. community English.
3. Read the selection with full 3. Read the selection with full 3. Read the selection with full
comprehension. comprehension. comprehension.
C. Presenting examples/instances of Identify the word that means the Contextual Clues (Synonyms) Contextual Clues (Synonyms) Contextual Clues (Synonyms)
the new lesson underlined word in each sentence. Circle the meaning each underlined Circle the meaning each underlined Circle the meaning each underlined
People dislike the owl because of word. word. word.
1. After the father was gone, she 1. After the father was gone, she 1. After the father was gone, she
the loud sound (hoot, speaker,
step into the cave. (entered, step into the cave. (entered, step into the cave. (entered,
laughter) it produces. slept, wandered) slept, wandered) slept, wandered)
“Where are you going?” inquired the 2. The waves on the shore and sea 2. The waves on the shore and sea 2. The waves on the shore and sea
dove. ( asked, answered, added) shells fascinatedher (frightened, shells fascinatedher (frightened, shells fascinatedher (frightened,
allure, angered) allure, angered) allure, angered)
3. But a great billow flying has out 3. But a great billow flying has out 3. But a great billow flying has out
into the sea ( earthquake, wave, into the sea ( earthquake, wave, into the sea ( earthquake, wave,
wind) wind) wind)
4. His fears was confirmed upon 4. His fears was confirmed upon 4. His fears was confirmed upon
seeing the clothing on water seeing the clothing on water seeing the clothing on water
(disappeared, stopped, (disappeared, stopped, (disappeared, stopped,
strengthened) strengthened) strengthened)
5. When he got exhausted, he rested 5. When he got exhausted, he rested 5. When he got exhausted, he rested
upon the shore and soon fell into upon the shore and soon fell into upon the shore and soon fell into
slumber. (Sleepy, hungry, tired) slumber. (Sleepy, hungry, tired) slumber. (Sleepy, hungry, tired)
173
D. Discussing new concepts and Have you encountered a dove and Do you know how the 3 islands, Do you know how the 3 islands, Do you know how the 3 islands,
practicing new skills #1 an owl in any medium – picture, Luzon, Visaya, and Mindanao came Luzon, Visaya, and Mindanao came Luzon, Visaya, and Mindanao came
realia, etc.? into existence? into existence? into existence?
In what direction do you usually see
them moving/flying?
E. Discussing new concepts Reading the story Long time ago, the Philippines was Long time ago, the Philippines Long time ago, the Philippines was
and practicing new skills #2 divided into 3 big islands of Luzon, was divided into 3 big islands of divided into 3 big islands of Luzon,
Visayas and Mindanao. Luzon, Visayas and Mindanao. Visayas and Mindanao.
Ask: What led to the separationof Ask: What led to the separationof Ask: What led to the separationof
those islands and what was the those islands and what was the those islands and what was the
effect? effect? effect?
Read the story aloud. Each group Read the story aloud. Each group Read the story aloud. Each group
will read one paragraph. will read one paragraph. will read one paragraph.
The teacher ask questions after each The teacher ask questions after each The teacher ask questions after each
read paragraph. read paragraph. read paragraph.
F. Developing mastery Let us predict and fill the chart to Group I – Draw Luzon and the crops Group I – Draw Luzon and the crops Group I – Draw Luzon and the crops
(Leads to Formative Assessment 3) raised in it. Label them raised in it. Label them raised in it. Label them
answer each question.
Group II – Draw Visayas and the Group II – Draw Visayas and the Group II – Draw Visayas and the
products raised in it. Label them products raised in it. Label them products raised in it. Label them
Why does the owl/dove fly toward
Group III – Draw Mindanao and the Group III – Draw Mindanao and the Group III – Draw Mindanao and the
the chosen direction? basic foods develop there. Label basic foods develop there. Label basic foods develop there. Label
them. them. them.
Pupils are grown to do great work. Pupils are grown to do great work. Pupils are grown to do great work.
G. Finding practical applications of During Listening What happened to the 3 sisters? What happened to the 3 sisters? What happened to the 3 sisters?
concepts and skills in daily living How are the 3 islands called today? How are the 3 islands called today? How are the 3 islands called today?
Read the story to the pupils Assessments: Assessments: Assessments:
If the Philippines hadn’t been If the Philippines hadn’t been If the Philippines hadn’t been
accurately and clearly. Pause once in
divided what could be the effects? divided what could be the effects? divided what could be the effects?
a while to ask questions.
Today you are going to listen to the

story of the owl and the dove.
Ask: Why does the owl move

to the west?
If he moves to the west,
will he be liked by the people there?
If you were the owl, will
you do the same? Why?
174
H. Making generalizations and What is the story all about? What have you learned from What have you learned from What have you learned from
abstractions about the lesson today’s lesson? today’s lesson? today’s lesson?
I. Evaluating learning Cooperative Group Activities 1. The article is about 1. The article is about 1. The article is about
Group 1- Play the role of the dove a. The 3Philippine islands a. The 3Philippine islands a. The 3Philippine islands
and the owl. b. The disappearance of the 3 sisters b. The disappearance of the 3 sisters b. The disappearance of the 3 sisters
c. Why the 3 daughters drowned c. Why the 3 daughters drowned c. Why the 3 daughters drowned
Group 2- Draw the eyes of an owl
2. While not directly stated, the 2. While not directly stated, the 2. While not directly stated, the
and write their advantages. giant was _ giant was _ giant was _
Group 3- Draw a dove and write the a. Carpenter a. Carpenter a. Carpenter
words that symbolize it. b. Former b. Former b. Former
c. Fisherman c. Fisherman c. Fisherman
3. He is the first paragraph refers to 3. He is the first paragraph refers to 3. He is the first paragraph refers to
4. In the appearance of the 3 islands, 4. In the appearance of the 3 islands, 4. In the appearance of the 3 islands,
the giant was_ the giant was_ the giant was_
a. Excited a. Excited a. Excited
b. Sad b. Sad b. Sad
c. Afraid c. Afraid c. Afraid
5. The reading selection is a _ 5. The reading selection is a _ 5. The reading selection is a _
a. Fable a. Fable a. Fable
b. Legend b. Legend b. Legend
c. Tale c. Tale c. Tale
J. Additional activities for application Cut a feature article from a Refer to LM . Refer to LM . Refer to LM .
or remediation magazine and paste it on the page
of your notebook. Be ready to
explain
it.
V. REMARKS
VI. REFLECTION
in the evaluation

below 80%
lesson
require remediation
175

solve?
176

I. OBJECTIVES Express a point of view clearly and briefly.
A. Content Standards The learner…. The learner…. The learner…. Christmas Break Christmas Break
listens critically to different text listens critically to different text listens critically to different text
types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; needs. oral and written forms; needs. oral and written forms; needs.
B. Performance Standards The learner... The learner... The learner...
demonstrates interest in reading to demonstrates interest in reading to demonstrates interest in reading to

meet various meet various meet various
C. Learning Competencies/Objectives EN5WC-IIIg-2.2.7 EN5WC-IIIg-2.2.7 EN5WC-IIIg-2.2.7
Write the LC code for each Write a 3-paragraph feature article Write a 3-paragraph feature article Write a 3-paragraph feature article
II. CONTENT Writing a paragraph Writing a paragraph Writing a paragraph

A. References
3. Textbook pages English Matters 6 (Reading) p.153K- English Matters 6 (Reading) p.153K- English Matters 6 (Reading) p.153K-
12 Curriculum Guide in English 5 12 Curriculum Guide in English 5 12 Curriculum Guide in English 5
(EN5LC – III h 3.17) (EN5LC – III h 3.17) (EN5LC – III h 3.17)

B. Other Learning Resources chart, picture of a king, strips of chart, picture of a king, strips of chart, picture of a king, strips of
cartolina cartolina cartolina
IV. PROCEDURES
A. Reviewing previous lesson Listen as I say the words. Take note Listen as I say the words. Take note Listen as I say the words. Take note
or presenting the new lesson of the common letters and common of the common letters and common of the common letters and common
sound: sound: sound:
177
/k/ /kw/ /k/ /kw/ /k/ /kw/
king queen king queen king queen
stocky quilt stocky quilt stocky quilt
thick quickly thick quickly thick quickly
chicken quit chicken quit chicken quit
asked quiver asked quiver asked quiver
freakish quench freakish quench freakish quench
B. Establishing a purpose for Express a point of view clearly and Express a point of view clearly and Express a point of view clearly and
the lesson briefly. briefly. briefly.
C. Presenting examples/instances of Tell the meaning of the underlined Tell the meaning of the underlined Tell the meaning of the underlined
the new lesson phrase in each sentence through phrase in each sentence through phrase in each sentence through
contextual clues/ contextual clues/ contextual clues/
The rich man wears a quilt robe. The The rich man wears a quilt robe. The The rich man wears a quilt robe. The
paddled coverlet garment was made paddled coverlet garment was made paddled coverlet garment was made
by a famous stylist. by a famous stylist. by a famous stylist.
Cover your bared stocky body with a Cover your bared stocky body with a Cover your bared stocky body with a
towel. It is not use to cool air towel. It is not use to cool air towel. It is not use to cool air
exposure. You might get old. exposure. You might get old. exposure. You might get old.
When the boy was caught telling a When the boy was caught telling a When the boy was caught telling a
lie; he quivered with shame. His lie; he quivered with shame. His lie; he quivered with shame. His
trembling body stopped only when trembling body stopped only when trembling body stopped only when
his parents came. his parents came. his parents came.
Hey, stop having a freakish dream. It Hey, stop having a freakish dream. It Hey, stop having a freakish dream. It
is not becoming to you. Be realistic. is not becoming to you. Be realistic.
178
is not becoming to you. Be realistic.
D. Discussing new concepts and Listen attentively to the selection. Listen attentively to the selection. Listen attentively to the selection.
Find out the different feelings of the Find out the different feelings of the Find out the different feelings of the
character while playing the role of a character while playing the role of a character while playing the role of a
king. king. king.
Ask: Have you identified the Ask: Have you identified the Ask: Have you identified the
different feelings experienced by the different feelings experienced by the different feelings experienced by
character? character? the character?
E. Discussing new concepts Have you ever thought of the Have you ever thought of the Have you ever thought of the
and practicing new skills #2 authors purposes for writing? authors purposes for writing? authors purposes for writing?
Authors may either entertain, Authors may either entertain, Authors may either entertain,
persuade, explain, give factual persuade, explain, give factual persuade, explain, give factual
information or describe. When they information or describe. When they information or describe. When they
persuade or convince, they write persuade or convince, they write persuade or convince, they write
their point of view. their point of view. their point of view.
Read the paragraph and understand. Read the paragraph and understand. Read the paragraph and understand.
Then give your own point of view. Then give your own point of view. Then give your own point of view.
F. Developing mastery Write Afraid, Ashamed, Write Afraid, Ashamed, Write Afraid, Ashamed,
Doubtful, and Proud or satisfied Doubtful, and Proud or satisfied Doubtful, and Proud or satisfied
before each blank. before each blank. before each blank.
1. I was tickled by the 1. I was tickled by the 1. I was tickled by the
thought that I’ll wear a quilt robe thought that I’ll wear a quilt robe thought that I’ll wear a quilt robe
which quickly changed Fashion which quickly changed Fashion which quickly changed Fashion
today. today. today.
2. With the robe, I 2. With the robe, I 2. With the robe, I
suddenly had a stocky body, a suddenly had a stocky body, a suddenly had a stocky body, a
physique which I found unique. physique which I found unique. physique which I found unique.
3. It was so thick\ that 3. It was so thick\ that 3. It was so thick\ that
I perspired profusely like a fried I perspired profusely like a fried I perspired profusely like a fried
179
chicken. chicken. chicken.
4. I decided to quit 4. I decided to quit 4. I decided to quit
and to quivere with shame and to quivere with shame and to quivere with shame
5. I felt so thirsty that 5. I felt so thirsty that 5. I felt so thirsty that
I asked for water to quench my I asked for water to quench my I asked for water to quench my
freakish dream freakish dream freakish dream
G. Finding practical applications of Read the passage below. Tell the Read the passage below. Tell the Read the passage below. Tell the
concepts and skills in daily living purpose of the author: Support your purpose of the author: Support your purpose of the author: Support your
answer. answer. answer.
to describe to describe to describe
to persuade to persuade to persuade
to entertain to entertain to entertain
to give facts to give facts to give facts
to explain to explain to explain
H. Making generalizations and A point of view refers to the manner A point of view refers to the manner A point of view refers to the manner
abstractions about the lesson of viewing things or attribute about of viewing things or attribute about of viewing things or attribute about
something something something
I. Evaluating learning Read the passage below to note the Read the passage below to note the Read the passage below to note the
author’s point of view. Write the author’s point of view. Write the author’s point of view. Write the
best phrase to complete each best phrase to complete each best phrase to complete each
sentence. sentence. sentence.
Do you believe that extinction is Do you believe that extinction is Do you believe that extinction is
forever? Let us do something to forever? Let us do something to forever? Let us do something to
avoid similar findings. The Philippine avoid similar findings. The Philippine avoid similar findings. The Philippine
eagle’s population is being eagle’s population is being eagle’s population is being
drastically reduced. Every year, drastically reduced. Every year, drastically reduced. Every year,
these birds are being haunted for these birds are being haunted for these birds are being haunted for
what? For decoration and for food. what? For decoration and for food. what? For decoration and for food.
The eggs are also edible. The laws The eggs are also edible. The laws The eggs are also edible. The laws
that protect eagles can either be that protect eagles can either be that protect eagles can either be
inadequate or without proper inadequate or without proper inadequate or without proper
enforcement. enforcement. enforcement.
180
J. Additional activities for application Refer to LM . Refer to LM . Refer to LM .
or remediation
V. REMARKS
VI. REFLECTION
in the evaluation

below 80%
lesson
require remediation


solve?
181
Teaching Dates and Time January 2-7,2016 Quarter

I. OBJECTIVES Identify Point-of-View in a story
Perform a choral, echo and shadow reading using the appropriate rate and proper expressions.
Show politeness at all times
C. Learning Competencies/Objectives EN5LC-IIIh-3.17 EN5LC-IIIh-3.17 EN5F-IIIh-1.3 EN5F-IIIh-1.3
Write the LC code for each Identify point-of-view Identify point-of-view EN5F-IIIh-1.7 EN5F-IIIh-1.7
Observe accuracy, appropriate rate Observe accuracy, appropriate rate
and proper expressions in choral, and proper expressions in choral,
echo and shadow reading echo and shadow reading
II. CONTENT Identifying Point of View Identifying Point of View Observe accuracy, appropriate rate Observe accuracy, appropriate rate
and proper expressions in choral, and proper expressions in choral,
echo and shadow reading. echo and shadow reading.
A. References
3. Textbook pages EN 5 LC – III; 3.17Developing EN 5 LC – III; 3.17Developing EN 5 F-IIIc; 1.7 English for you and EN 5 F-IIIc; 1.7 English for you and
Reading Power 5 p.2 p.10 p.12 p.16 Reading Power 5 p.2 p.10 p.12 p.16 me 5 p.126 me 5 p.126
p.20 p.20

IV. PROCEDURES
182
A. Reviewing previous lesson The teacher will play a story using a The teacher will play a story using a Who among you are member of Who among you are member of
or presenting the new lesson cassette/CD cassette/CD church choir? How do the members church choir? How do the members
of the choir sings? of the choir sings?
Today we will learn how to observe Today we will learn how to observe
accuracy, appropriate rate and accuracy, appropriate rate and
proper expressions in choral, echo proper expressions in choral, echo
and shadow reading. The teacher and shadow reading. The teacher
will let the class sing Hello!!! Hello!!! will let the class sing Hello!!! Hello!!!
by group. by group.
Group Activity Group Activity

(Hello, Hello) (Hello, Hello)
Hello, Hello,Hello, Hello, Hello,Hello,

Hello, How do you do Hello, How do you do
I’m Glad to be with you I’m Glad to be with you
And you, and you and you!! And you, and you and you!!
Tralalalalalalalala!! 3x Tralalalalalalalala!! 3x
B. Establishing a purpose for Learn how to get the point of view in Learn how to get the point of view in Observe accuracy, appropriate rate Observe accuracy, appropriate rate
the lesson a story a story and proper expressions in choral, and proper expressions in choral,
echo and shadow reading. echo and shadow reading.
C. Presenting examples/instances of ‘‘The Eyebrows’’ ‘‘The Eyebrows’’ The teacher will play a video clip The teacher will play a video clip
the new lesson Eyebrows are part of the face which Eyebrows are part of the face which showing a reader theater…after showing a reader theater…after
serves two purposes – for beauty serves two purposes – for beauty watching she will ask the students to watching she will ask the students to
and protection. Eyebrows made the and protection. Eyebrows made the perform a reader theater w/ proper perform a reader theater w/ proper
face look more beautiful by calling face look more beautiful by calling pronunciation and expressions as pronunciation and expressions as
attention to the eyes. They make the attention to the eyes. They make the what they have watched. what they have watched.
eyes look healthier and brighter. eyes look healthier and brighter.
Eyebrows do not only beautify the Eyebrows do not only beautify the
face but also protect the eye from face but also protect the eye from
sweat. Without the eyebrows, drops sweat. Without the eyebrows, drops
of sweat may run into the eyes and of sweat may run into the eyes and
blur the sight. Sweat itself is a waste blur the sight. Sweat itself is a waste
product and should be rid off. product and should be rid off.
Our lesson for today has something Our lesson for today has something
to do with identifying “the point of to do with identifying “the point of
view” in a story view” in a story
D. Discussing new concepts and The teacher will ask the students to The teacher will ask the students to The teacher will play a poem The teacher will play a poem
practicing new skills #1 listen to the story very well and let listen to the story very well and let recited in coral to show the recited in coral to show the
them give theimportance of what them give theimportance of what appropriate, and accuracy and appropriate, and accuracy and
they have heard. they have heard. proper expression is reading. proper expression is reading.
“Magnets” “Magnets”
183
Magnet attracts objects made of Magnet attracts objects made of “Song” “Song”
steel, iron and other metals. The steel, iron and other metals. The Behold the beautiful land Behold the beautiful land
discovery of themagnets and the discovery of themagnets and the The young hills and the corn The young hills and the corn
many things that have been made many things that have been made In the green river womb In the green river womb
out of it had brought many out of it had brought many Children are born Children are born
discoveries and useful things. The discoveries and useful things. The Honey’s in the forest Honey’s in the forest
magnet makes possible the compass magnet makes possible the compass Blue fish in the sea Blue fish in the sea
that was used and still being used by that was used and still being used by The ash gray of the cleanings The ash gray of the cleanings
travelers, pilot, sailor, boy scouts, travelers, pilot, sailor, boy scouts, Grows grains for me Grows grains for me
soldier, engineers and others. The soldier, engineers and others. The The teacher will explain how the The teacher will explain how the
magnet W/C makes use of electricity magnet W/C makes use of electricity words are properly pronounced, and words are properly pronounced, and
has made all types of electric and has made all types of electric and read. She also explains the proper read. She also explains the proper
industrial motor. industrial motor. and accurate expression when and accurate expression when
reading this kind of texts. reading this kind of texts.
The teacher will group the class into The teacher will group the class into
5 and each group will be given a task 5 and each group will be given a task
to be performed in the class. to be performed in the class.
Group 1- choral singing Group 1- choral singing
Group 2- Speech Group 2- Speech
Group3- Poem Recitation Group3- Poem Recitation
E. Discussing new concepts The teacher will tell tell/read a story The teacher will tell tell/read a story The teacher will show a video clip The teacher will show a video clip
and practicing new skills #2 and she will give the point of view of and she will give the point of view of showing choral recitation and guides showing choral recitation and guides
the story, She will explain how to the story, She will explain how to the pupil to make their own critic the pupil to make their own critic
get the important idea in a story get the important idea in a story
about the video clip. about the video clip.
“Why we cook the Food “Why we cook the Food
We Eat We Eat
We cook our food for there are We cook our food for there are
reasons – to make food palatable reasons – to make food palatable
and appetizing, to soften hard and and appetizing, to soften hard and
tough foods, and to kill any microbe tough foods, and to kill any microbe
that may happen in the food. that may happen in the food.
There are many ways of preparing There are many ways of preparing
food. Food can be fried,boiled, food. Food can be fried,boiled,
roasted, baked, steamed, stewed or roasted, baked, steamed, stewed or
sautéed. They can be cooked but sautéed. They can be cooked but
some are eaten raw. some are eaten raw.
F. Developing mastery Another story will be heard and the Another story will be heard and the Group Activity Group Activity
(Leads to Formative Assessment 3) students will be the one who give students will be the one who give
the point of view in the story heard the point of view in the story heard
with the guide of the teacher. with the guide of the teacher.
“Air Pollution” “Air Pollution”
Today, in most cities, smoke and Today, in most cities, smoke and
exhaust fumes fill the airand exhaust fumes fill the airand
184
endanger the health and the well endanger the health and the well
being of the people. Smoke and being of the people. Smoke and
exhaust fumes contain harmful by- exhaust fumes contain harmful by-
products from gasoline burned in products from gasoline burned in
cars and from factories. Air cars and from factories. Air
pollution or smog is a serious pollution or smog is a serious
problem in some cities. Smog problem in some cities. Smog
consists of smoke and exhaust consists of smoke and exhaust
fumes mixed w/ fog. fumes mixed w/ fog.
To control air pollution, smoke To control air pollution, smoke
ordinance have been passed. Smoke ordinance have been passed. Smoke
belching vehicles and factories are belching vehicles and factories are
required to reduce fumes emanating required to reduce fumes emanating
from them. from them.
G. Finding practical applications of The teacher will read a story, then The teacher will read a story, then Group Activity Group Activity
concepts and skills in daily living ask the student to write or orally ask the student to write or orally
“the point of view” that can be “the point of view” that can be
found in the story heard found in the story heard
Purifying Drinking Water Purifying Drinking Water

There are different ways of purifying There are different ways of purifying
water for drinking purposes. water for drinking purposes.
Distillation is one. Distilled water is Distillation is one. Distilled water is
made by evaporating and then made by evaporating and then
condensing the water vapor from condensing the water vapor from
the boiling water. Bacteria are the boiling water. Bacteria are
removed by passing water through a removed by passing water through a
filter. Adding chemicals to the water filter. Adding chemicals to the water
also makes it pure. But the best way also makes it pure. But the best way
of purifying water at home is by of purifying water at home is by
boiling it. When water is boiled, the boiling it. When water is boiled, the
bacteria in it are surely killed. bacteria in it are surely killed.
H. Making generalizations and How do we get the point of view in How do we get the point of view in What have you learned from today’s What have you learned from today’s
abstractions about the lesson a story heard? a story heard? lesson? lesson?
185
I. Evaluating learning T The teacher will ask the students to The teacher will give an envelope to The teacher will give an envelope to
he teacher will ask the students to make a role play and their each group containing task card and each group containing task card and
make a role play and their classmates will identify the point of the student will present it in the the student will present it in the
classmates will identify the point of view they want to emphasize. given situation. given situation.
view they want to emphasize. (Group activity)
(Group activity) Choral singing Choral singing
Reader theater Reader theater
Echo reading Echo reading
J. Additional activities for application Refer to LM . Refer to LM . Write a sample piece for speech Write a sample piece for speech
or remediation choir. choir.
V. REMARKS
VI. REFLECTION
in the evaluation

below 80%
lesson
require remediation


solve?
186

I. OBJECTIVES Organize information from secondary sources in preparation for writing, reporting and similar academic tasks in collaboration of others
Write /composea particular kind of sentence for a specific purpose and audience –expressing opinion and emotion
C. Learning Competencies/Objectives EN5SS-IIIj-4 EN5SS-IIIj-4 EN5G-IIIj-1.8.10 EN5G-IIIj-1.8.10
Write the LC code for each Organize information from Organize information from Use a particular kind of sentence for Use a particular kind of sentence for
secondary sources in preparation for secondary sources in preparation for a specific purpose and audience a specific purpose and audience
writing, reporting and similar writing, reporting and similar -expressing opinions/ -expressing opinions/
academic tasks in collaboration with academic tasks in collaboration with Emotions Emotions
others others
II. CONTENT Organizing information from Organizing information from Use particular kind of sentence for a Use particular kind of sentence for a
secondary sources in preparation for secondary sources in preparation for specific purpose and audience – specific purpose and audience –
writing, reporting and similar writing, reporting and similar expressing opinions and emotions expressing opinions and emotions
academics tasks in collaboration w/ academics tasks in collaboration w/
others. others.
A. References
3. Textbook pages EN 5 SS-III; 4 EN 5 SS-III; 4 EN5 G IIIi 1.8.10 EN5 G IIIi 1.8.10
English Lesson Guide p. 237- English Lesson Guide p. 237- English Expressways 5 p.124 English Expressways 5 p.124

187
B. Other Learning Resources Newspaper, chart of news report Newspaper, chart of news report Newspaper, video clips, magazines Newspaper, video clips, magazines
Strips of Cartolina Strips of Cartolina
IV. PROCEDURES
A. Reviewing previous lesson Recap of the previous lesson Recap of the previous lesson Do you still remember what are the Do you still remember what are the
or presenting the new lesson different kinds of sentence different kinds of sentence
according to according to
Use? Identify them and give Use? Identify them and give
example of each kind. example of each kind.
These kind of sentence has These kind of sentence has
something to do with our lesson for something to do with our lesson for
today ‘’ The Use of particular kind of today ‘’ The Use of particular kind of
sentence for a specific purpose and sentence for a specific purpose and
audience expressing opinions/ audience expressing opinions/
emotions. emotions.
B. Establishing a purpose for Know how to organize information Know how to organize information Write /compose particular kind of Write /compose particular kind of
the lesson from secondary sources is from secondary sources is sentence for a specific purpose and sentence for a specific purpose and
preparation for writing, reporting preparation for writing, reporting audience –expressing opinion and audience –expressing opinion and
emotion emotion
and similar academic tasks in and similar academic tasks in
collaboration w/ others collaboration w/ others
188
C. Presenting examples/instances of What reading material do you have What reading material do you have The teacher will show some The teacher will show some
the new lesson at home? at home? situation through video clip and situation through video clip and the
Are newspapers good to read? Why Are newspapers good to read? Why the students will write on a students will write on a cartolina
cartolina strips provided by the strips provided by the teacher the
The teacher will group the class into The teacher will group the class into teacher the emotions /opinion emotions /opinion they feel upon
4; each group will be given a 4; each group will be given a they feel upon watching each video watching each video clips.
newspaper and a cartolina. Each newspaper and a cartolina. Each clips.
group will read an article and they group will read an article and they
will write the important facts from will write the important facts from
it. W/c will be use for writing or it. W/c will be use for writing or
reporting. reporting.
Class this activity has something to Class this activity has something to
do w/ our lesson for today. do w/ our lesson for today.
Organizing information from Organizing information from
secondary sources in preparation for secondary sources in preparation for
writing, reporting and similar writing, reporting and similar
academic tasks in collaboration w/ academic tasks in collaboration w/
others. others.
D. Discussing new concepts and The teacher will assign a pupil to The teacher will assign a pupil to The teacher will read a news from a The teacher will read a news from a
practicing new skills #1 read aloud the news report on the read aloud the news report on the news paper . Then she will give her news paper . Then she will give her
chart while the other pupils read chart while the other pupils read opinion emotion about what she has opinion emotion about what she has
silently. silently. read. Then she will write it on a read. Then she will write it on a
Ask the students to write important Ask the students to write important cartolina using declarative sentence cartolina using declarative sentence
points from the news heard. points from the news heard. or exclamatory sentence. or exclamatory sentence.
The teacher will allow the students The teacher will allow the students
to read an article on a magazine to read an article on a magazine
and let them express their and let them express their
emotions/ opinions about the emotions/ opinions about the
articles they have read on a articles they have read on a
cartolina. cartolina.
E. Discussing new concepts Arrange the following sentences to Arrange the following sentences to The teacher will show a video clip The teacher will show a video clip
and practicing new skills #2 form a report. Follow the format form a report. Follow the format and she will write the emotions and she will write the emotions
below. (The sentences must be below. (The sentences must be opinion she feels about the video opinion she feels about the video
written on strips of cartolina). written on strips of cartolina). using a particular kind of sentence. using a particular kind of sentence.
(Group Activity) (Group Activity)
189
F. Developing mastery On a one whole sheet of paper, On a one whole sheet of paper, Ask the students to reminisced their Ask the students to reminisced their
(Leads to Formative Assessment 3) arrange and write the sentences into arrange and write the sentences into experience last summer and experience last summer and
a news report. a news report. construct a paragraph using the construct a paragraph using the
particular kind of sentence. particular kind of sentence.
G. Finding practical applications of Continuation.... Continuation.... Group Activity Group Activity

H. Making generalizations and Share what have you learned today. Share what have you learned today. What have you learned from our What have you learned from our
abstractions about the lesson lesson today? How do you expressed lesson today? How do you expressed
your emotion /opinion about what your emotion /opinion about what
have you heard, read or watched. have you heard, read or watched.
I. Evaluating learning Write a brief report about your Write a brief report about your The teacher will play a video clip The teacher will play a video clip
community. Be able to follow the community. Be able to follow the and make express your opinion/ and make express your opinion/
points to remember/pattern in points to remember/pattern in emotion about it. Write it in a emotion about it. Write it in a
writing a report. writing a report. paragraph form. paragraph form.
J. Additional activities for application Write a sample report. Write a sample report. Refer to LM . Refer to LM .
or remediation
V. REMARKS
VI. REFLECTION
in the evaluation

below 80%
lesson
require remediation


solve?
190
191

I. OBJECTIVES Remember the mechanics in writing a paragraph.
A. Content Standards The learner…. The learner…. Review Periodical Test Periodical Test
listens critically to different text listens critically to different text

types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; needs. oral and written forms; needs.
B. Performance Standards The learner... The learner...
demonstrates interest in reading to demonstrates interest in reading to

meet various meet various
C. Learning Competencies/Objectives EN5G-IIIj-1.8.10 EN5G-IIIj-1.8.10
Write the LC code for each Use a particular kind of sentence Use a particular kind of sentence
for a specific purpose and for a specific purpose and
audience audience
-expressing opinions/ -expressing opinions/
Emotions Emotions
II. CONTENT expressing opinions/ expressing opinions/
Emotions Emotions
A. References
3. Textbook pages EN5-WC- IIIi-2.2.7 EN5-WC- IIIi-2.2.7
IV. PROCEDURES
A. Reviewing previous lesson The teacher will ask the students if The teacher will ask the students if
or presenting the new lesson they know the plant COCONUT, then they know the plant COCONUT, then
they will be ask to write the benefits they will be ask to write the benefits
that we can get from coconut on the that we can get from coconut on the
metacards given by the teacher. metacards given by the teacher.
192
B. Establishing a purpose for Remember the mechanics in writing Remember the mechanics in writing
the lesson a paragraph. a paragraph.
C. Presenting examples/instances of The teacher will show garlic to the The teacher will show garlic to the
the new lesson class. What can you say about the class. What can you say about the
garlic? Write your answer on a garlic? Write your answer on a
paragraphh form. paragraphh form.
D. Discussing new concepts and The teacher will flash a picture of an The teacher will flash a picture of an
practicing new skills #1 apple on a monitor TV. Then she apple on a monitor TV. Then she
will ask the students to write a will ask the students to write a
paragraph about the apple, with the paragraph about the apple, with the
help of the teacher she will facilitate help of the teacher she will facilitate
the students in writing, reminding the students in writing, reminding
them with the mechanics in writing them with the mechanics in writing
a paragraph. a paragraph.
She will explain how to write a She will explain how to write a
feature article. The introduction, the feature article. The introduction, the
body and the conclusion must be in body and the conclusion must be in
order. It should be in order. From order. It should be in order. From
simple to complicated information simple to complicated information
about the featured person, place, about the featured person, place,
things or events. things or events.
E. Discussing new concepts The teacher asks the class to write a The teacher asks the class to write a
and practicing new skills #2 3 feature paragraph featuring their 3 feature paragraph featuring their
favorite pet/food. The teacher will favorite pet/food. The teacher will
guide the class in writing. guide the class in writing.
F. Developing mastery The teacher will give each group The teacher will give each group
(Leads to Formative Assessment 3) some cartolina strips wit facts and some cartolina strips wit facts and
they will arrange the paragraph into they will arrange the paragraph into
its correct sequences. its correct sequences.
G. Finding practical applications of The teacher will present a video clip The teacher will present a video clip
concepts and skills in daily living to the class. Based on what you have to the class. Based on what you have
watched compose your own 3 watched compose your own 3
feature paragraph. feature paragraph.
H. Making generalizations and What have you learned from our What have you learned from our
abstractions about the lesson today’s lesson? today’s lesson?
193
I. Evaluating learning Write a 3 - paragraph feature article Write a 3 - paragraph feature article
based on the following situation. based on the following situation.
On your way to school, you saw a On your way to school, you saw a
grade five papal helping an old grade five papal helping an old
woman crossings the street. Three woman crossings the street. Three
were bigger boys playing nearby were bigger boys playing nearby
who did not care to help her. Give who did not care to help her. Give
your article an interesting and an your article an interesting and an
attention arousing title. attention arousing title.
J. Additional activities for application Refer to LM . Refer to LM .

or remediation
V. REMARKS
VI. REFLECTION
in the evaluation

below 80%
lesson
require remediation


solve?
194

I. OBJECTIVES Restate sentences heard in one’s own words
A. Content Standards The learner… The learner… The learner… The learner… Weekly Test
types; expresses ideas logically in types; expresses ideas logically in types; expresses ideas logically in oral types; expresses ideas logically in oral
oral and written forms; oral and written forms; and written forms; and written forms;
B. Performance Standards The learner… The learner… The learner… The learner…
meet various needs. meet various needs. meet various needs. meet various needs.
C. Learning Competencies/Objectives EN5LC-IVa-3.11 EN5LC-IVa-3.11 EN5V-IVa-20.1 EN5V-IVa-20.1
Write the LC code for each Restate sentences heard in one’s Restate sentences heard in one’s EN5V-IVa-20.2 EN5V-IVa-20.2
own words own words Identify different meanings of content Identify different meanings of content
specific words (denotation and specific words (denotation and
connotation) connotation)
II. CONTENT Restating Sentences heard in One Restating Sentences heard in One Identifying Different Meanings of Identifying Different Meanings of
Own Words. Own Words. Content Specific Words (Denotation Content Specific Words (Denotation
and Connotation) and Connotation)

A. References
3. Textbook pages EN5LC –Iva- EN5LC –Iva-3.11
3.11 EN5OL-Iva- EN5OL-Iva-2.6.1 EN5V-IVa-20.1 EN5V-IVa-20.1
2.6.1 EN5A-Iva- EN5A-Iva-16
16 Curriculum Guide p, 76 EN5V-Iva – 20.2 EN5V-Iva – 20.2
Curriculum Guide p, 76 Internet (for emoticon)
Internet (for emoticon)
B. Other Learning Resources Short story/sentences Short story/sentences
Flashcard Flashcard
195
Pictures emoticon Pictures emoticon
Charts Charts
Charts Charts
Pictures Pictures
Dictionary dictionary
IV. PROCEDURES
A. Reviewing previous lesson Show the different emoticon. Show the different emoticon.
or presenting the new lesson Display the chart on the board.Ask Display the chart on the board.Ask
pupils: What comes into your mind pupils: What comes into your mind
when you see the word “light”? What when you see the word “light”? What
comes into your mind when you see comes into your mind when you see
the word “dark”? Examine the the word “dark”? Examine the
definition of the words “light and definition of the words “light and
dark” in the meaning lists at the dark” in the meaning lists at the
learning materials. Ask: What other learning materials. Ask: What other
words can you give for lights and words can you give for lights and
dark? dark?
Today, we’re going to learn the Today, we’re going to learn the
different meanings of content specific different meanings of content specific
words (denotation and connotation). words (denotation and connotation).
B. Establishing a purpose for Using Appropriate Facial Using Appropriate Facial Identify different meanings of content Identify different meanings of content
the lesson Expressions. Expressions. specific words (denotation and specific words (denotation and
connotation) connotation)
196
C. Presenting examples/instances of Ask the pupils to name each Ask the pupils to name each
the new lesson Ask the pupils to point out what the Ask the pupils to point out what the
emoticon (based on their facial emoticon (based on their facial
expressions). expressions). two words’ definitions have in two words’ definitions have in
common. Students will likely point out common. Students will likely point out
Let them name other facial Let them name other facial
expressions and draw them on the expressions and draw them on the that they are both adjectives. that they are both adjectives.
board. board.
Continue the comparison and contrast Continue the comparison and contrast
Present a short story on the board. Present a short story on the board.
of the two words until they come up of the two words until they come up
(The Donkey) (The Donkey)
with which word has the positive and with which word has the positive and
Ask: Who are the characters in the Ask: Who are the characters in the
story? story? negative meanings, then introduce the negative meanings, then introduce the
How each animal expressed their How each animal expressed their denotation and connotation. denotation and connotation.
feeling? feeling?
D. Discussing new concepts and Teacher reads the short story. Teacher reads the short story.
practicing new skills #1 Pupils will listen. Pupils will listen. Tell the pupils that they will watch a Tell the pupils that they will watch a
The Donkey The Donkey video clips about denotation and video clips about denotation and
A donkey found the skin of a dead A donkey found the skin of a dead
lion. He put it on and frightened all lion. He put it on and frightened all connotation. connotation.
the animals but did not make a the animals but did not make a
sound. One dog was suspicious; the sound. One dog was suspicious; the Remind them to observe the standard Remind them to observe the standard
donkey tried to roar to frighten the donkey tried to roar to frighten the
dog but brayed instead. When the dog but brayed instead. When the rules in watching or viewing video rules in watching or viewing video
dog heard the donkey braying, he dog heard the donkey braying, he
laughed and laughed. laughed and laughed. clips, clips,
197
E. Discussing new concepts Why do you think the dog laughed Why do you think the dog laughed
and practicing new skills #2 Viewing video clips about denotation Viewing video clips about denotation
and laughed at the donkey? and laughed at the donkey?
and connotation and connotation
Was the donkey able to frighten Was the donkey able to frighten
the animals? Why? the animals? Why?
Show the facial expression of the Show the facial expression of the
following characters following characters
The dog was suspicious The dog was suspicious
The dog heard the donkey brays The dog heard the donkey brays
The dog laughed and laughed The dog laughed and laughed
Call volunteer/s to restate Call volunteer/s to restate

sentences heard on his own words. sentences heard on his own words.
Ask: What values you should Ask: What values you should
observed during listening to a story observed during listening to a story
and class discussions? and class discussions?
198
F. Developing mastery Restate the sentences heard on Restate the sentences heard on
(Leads to Formative Assessment 3) What is denotation? Give examples of What is denotation? Give examples of
one’s own words and give the one’s own words and give the
facial expression/s based on the facial expression/s based on the denotation. denotation.
feeling/s expressed. feeling/s expressed.
What is connotation? Give examples What is connotation? Give examples
His mother became worried His mother became worried when of connotation. of connotation.
when she didn't hear from him she didn't hear from him for two
Using Venn’s diagram, give the Using Venn’s diagram, give the
for two days. days.
comparison or contrast of the word comparison or contrast of the word
David is quite shy so he doesn't like David is quite shy so he doesn't like denotation and connotation. denotation and connotation.
talking to people he doesn't know. talking to people he doesn't know.
A year after being fired from his A year after being fired from his
job, Alan is still very bitter. He has a job, Alan is still very bitter. He has a
lot of resentment towards his lot of resentment towards his
former boss. former boss.
Even though I am accustomed to Even though I am accustomed to

traveling for business, I still get traveling for business, I still get
homesick if I am away from my homesick if I am away from my
home for more than a week. home for more than a week.
I am absolutely furious!! I cannot I am absolutely furious!! I cannot

believe that my dog chewed my believe that my dog chewed my
favorite shoes. Now they're ruined! favorite shoes. Now they're ruined!
199
concepts and skills in daily living The teacher will show the flashcard The teacher will show the flashcard The teacher will guide the pupils in The teacher will guide the pupils in
with sentence/s. The teacher will with sentence/s. The teacher will
200
call someone to read the call someone to read the answering the exercises on LM. answering the exercises on LM.
sentence/s. Then the pupil who sentence/s. Then the pupil who
Below are examples of denotative and Below are examples of denotative and
read the sentence/s will call read the sentence/s will call
connotative meanings of words. connotative meanings of words.
another pupil to restate the another pupil to restate the
sentences on his/her own words sentences on his/her own words Choose inside the box the word being Choose inside the box the word being
and use/ show the appropriate and use/ show the appropriate referred by the denotative and referred by the denotative and
facial expressions stated on the facial expressions stated on the connotative meaning. Write your connotative meaning. Write your
sentence/s. sentence/s. answer on the first column. answer on the first column.
Cats are so curious that they often Cats are so curious that they often
get into trouble. Once, my cat fell get into trouble. Once, my cat fell
into the bath tub because she into the bath tub because she
wanted to know what was inside! wanted to know what was inside!
When Dave found out that the When Dave found out that the
plumber charged him double the plumber charged him double the
normal amount to fix his toilet, he normal amount to fix his toilet, he
felt cheated. felt cheated.
After his grandmother passed After his grandmother passed

away, Ken was so grief-stricken he away, Ken was so grief-stricken he
couldn't get out of bed. couldn't get out of bed.
When Emily has a lot of work to do When Emily has a lot of work to do
and feels stressed, she becomes and feels stressed, she becomes
very tense and cannot relax. very tense and cannot relax.
Our friend Lily makes us feel left Our friend Lily makes us feel left
out when she has a party but out when she has a party but
201
doesn't invite us. doesn't invite us.
H. Making generalizations and

abstractions about the lesson What have you learned from What have you learned from Ask the pupils about what they have Ask the pupils about what they have
today’s lesson? today’s lesson? learned from today’s lesson. learned from today’s lesson.
I. Evaluating learning
Restate the sentences heard on Restate the sentences heard on Identify the meaning of words if it is a Identify the meaning of words if it is a
one’s own words. Draw appropriate one’s own words. Draw appropriate connotation, write C, and if it is a connotation, write C, and if it is a
facial expressions after the facial expressions after the denotation, write D. Write your denotation, write D. Write your
sentences. sentences. answer on the blank. answer on the blank.
1. Blue 1. Blue
Grandpa was very proud of me Grandpa was very proud of me a. Mommy, please buy me a a. Mommy, please buy me a
blue bike. blue bike.
when I got a promotion at work. He when I got a promotion at work. He b. Linda got b. Linda got
took me out to dinner to celebrate. took me out to dinner to celebrate. low score in her test. She is blue. low score in her test. She is blue.
2. Snake 2. Snake
a. Lito saw a big snake in their a. Lito saw a big snake in their
I'm a little doubtful about whether I'm a little doubtful about whether backyard. backyard.
b. Mario is a snake. He spank b. Mario is a snake. He spank
to get married or not.. to get married or not..
the little boy. the little boy.
We are delighted that you will be We are delighted that you will be 3. Cool 3. Cool
a. The weather is verycool. a. The weather is verycool.
coming to visit us. It will be so nice coming to visit us. It will be so nice
b. I like your jacket. It is very b. I like your jacket. It is very
to have you here. to have you here. cool. cool.
4. Cheap 4. Cheap
After waiting in line for an hour at After waiting in line for an hour at
a. Linda goes with different a. Linda goes with different
the bank, the woman grew the bank, the woman grew man that’s why she is being called man that’s why she is being called
cheap. cheap.
impatient and left. impatient and left. b. The dress in the store is b. The dress in the store is
cheap. cheap.
They were shocked to learn that They were shocked to learn that
5. Rats 5. Rats
their beloved neighbor, Miss Ann, their beloved neighbor, Miss Ann, a. Rats lived in a dark places. a. Rats lived in a dark places.
b. Rats! I left my pocket book b. Rats! I left my pocket book
had stolen their car. had stolen their car.
in the car. in the car.
202
J. Additional activities for application
or remediation Pupils will restate the sentences Pupils will restate the sentences Ask the pupils to answer the activities Ask the pupils to answer the activities
heard on one’ own words. Then, heard on one’ own words. Then, under “Do and Learn”. under “Do and Learn”.
show to the class the appropriate show to the class the appropriate
facial expressions expressed in the facial expressions expressed in the
sentence. sentence.
Even in hard times when I don't Even in hard times when I don't
have a lot of money, I stay hopeful have a lot of money, I stay hopeful
and believe that next month will be and believe that next month will be
better. better.
When I see that puzzled look on When I see that puzzled look on
your face, I know that you didn't your face, I know that you didn't
understand my question. understand my question.
Wow! I'm really impressed that Wow! I'm really impressed that
Ashley can speak 7 languages, Ashley can speak 7 languages,
whereas I only speak one! whereas I only speak one!
Ugh! I don't have anything to do. Ugh! I don't have anything to do.
I'm so bored!! I'm so bored!!
After Kylie had her heart broken by After Kylie had her heart broken by
her ex-boyfriend, she felt so down her ex-boyfriend, she felt so down
and blue. She is very sad. and blue. She is very sad.
V. REMARKS
VI. REFLECTION
203
the evaluation

below 80%
lesson
remediation


solve?

Teaching Dates and Time January 30-Febrary 3,2016 Quarter

I. OBJECTIVES Distinguish text-types according to features (structural and language) – Enumeration
oral and written forms; oral and written forms; oral and written forms; oral and written forms;
204
C. Learning Competencies/Objectives EN5RC-IVb-3.2. 8 EN5RC-IVb-3.2. 8 EN5G-IVb-1.8.1 EN5G-IVb-1.8.1

Write the LC code for each Distinguish text-types according Distinguish text-types according Use compound sentences to show Use compound sentences to show
to features (structural and to features (structural and cause and effect cause and effect
language) language)
-Enumeration -Enumeration
II. CONTENT Distinguishing Text-Type According Distinguishing Text-Type According Cause and Effect Cause and Effect
to Features (Structural and Language to Features (Structural and Language
A. References
3. Textbook pages EN5G-IVa-1.8.1 EN5G-IVa-1.8.1
EN5RC-IVa-3.2.8 EN5RC-IVa-3.2.8 EN5VC-IVa –3.7 EN5VC-IVa –3.7
EN5A-Iva-17 EN5A-Iva-17
EN5F-IVa –1.6 EN5F-IVa –1.6
EN5SS-Iva-1.8
EN5SS-Iva-1.8

Flashcard Flashcard Flashcard Flashcard
Charts Charts Charts Charts
Pictures
Pictures Pictures Pictures
Website/Internet (Youtube) Website/Internet (Youtube)
Dictionary Dictionary
Vocabulary Worksheet Vocabulary Worksheet
Cause and Effect Chart Cause and Effect Chart
205
Two Travelers and the Bear Two Travelers and the Bear
IV. PROCEDURES
A. Reviewing previous lesson

or presenting the new lesson 1.Show the word “text type” on the 1.Show the word “text type” on the Show the picture to the pupils. Show the picture to the pupils.
board. board.
Ask: What do you think the boy is Ask: What do you think the boy is
Ask: Do you know what is a text Ask: Do you know what is a text doing? doing?
type? type?
Why the boy looks dizzy? Why the boy looks dizzy?
Let the pupils give their opinions Let the pupils give their opinions
about text type. about text type.
Say :The phrase ‘text type’ is a way Say :The phrase ‘text type’ is a way
of classifying and defining different of classifying and defining different
types of language interaction, both types of language interaction, both
spoken and written. It spoken and written. It
refers to the purpose of a text and refers to the purpose of a text and
the way it is written. the way it is written.
B. Establishing a purpose for distinguish text-type according to distinguish text-type according to Use compound sentences to show Use compound sentences to show
the lesson features (structural and language) features (structural and language) cause and effect. cause and effect.
C. Presenting examples/instances of Present the chart on the board. Present the chart on the board.
the new lesson Show the powerpoint presentation Show the powerpoint presentation Ask pupils to study what is written in Ask pupils to study what is written in
about the topic. about the topic. the chart. the chart.
Compound sentences are made up Compound sentences are made up

of two simple sentences connected of two simple sentences connected
by a coordinating conjunction. These by a coordinating conjunction. These
conjunctions are also known as conjunctions are also known as
FANBOYS: FANBOYS:
F - For F - For
A - And A - And
N - Nor N - Nor
B - But B - But
O - Or O - Or
Y - Yet Y - Yet
206
S– So S– So
Cause is the reason why something Cause is the reason why something
happens. happens.
Effect is the result when something Effect is the result when something
happens.. happens..
Compound sentences show cause Compound sentences show cause

and effect. and effect.
What is a compound sentence? What is a compound sentence?
What is cause? Effect? What is cause? Effect?
FANBOYS is an acronym for the FANBOYS is an acronym for the

coordinating conjunction, what does coordinating conjunction, what does
it means? it means?
207
D. Discussing new concepts and
practicing new skills #1 Discuss and explain to the pupils the Discuss and explain to the pupils the Ask pupils to analyze the sentence in Ask pupils to analyze the sentence in
text type according to text type according to flashcards flashcards
features(structural and features(structural and
It was raining so hard outside so I It was raining so hard outside so I
language).Refer pupils to the language).Refer pupils to the
put on my raincoat. put on my raincoat.
learners’ manual. learners’ manual.
The horse jumped at the lake The horse jumped at the lake
because she feel dirty. because she feel dirty.
The football player slipped and he The football player slipped and he
fell on the grass. fell on the grass.
How is the sentence formed? How is the sentence formed?
What are the two ideas formed in What are the two ideas formed in
the sentence? the sentence?
E. Discussing new concepts The product was rated poorly The product was rated poorly
and practicing new skills #2 Let the pupils answer the exercises Let the pupils answer the exercises because it was below the standard. because it was below the standard.
on Learners’ Material. on Learners’ Material.
What happened? The product as What happened? The product as
rated poorly. That is the effect. rated poorly. That is the effect.
Why did it happen? It was below the Why did it happen? It was below the
208
standard. That is the cause. standard. That is the cause.
What kind of sentence according to What kind of sentence according to
structure is the sentence above? structure is the sentence above?
That is a compound sentence. That is a compound sentence.
Here is another sentence. Here is another sentence.
The guests stopped talking when the The guests stopped talking when the
president entered the hall. president entered the hall.
What happened? The guests What happened? The guests

stopped talking. That is the effect. stopped talking. That is the effect.
Why did it happen? The president Why did it happen? The president
entered the room. That is the cause. entered the room. That is the cause.
Connectors such as because, for this Connectors such as because, for this
reason, that is why, so, therefore, reason, that is why, so, therefore,
for, and since can be used to show for, and since can be used to show
cause-and-effect relationships. cause-and-effect relationships.
A cause-and-effect relationship A cause-and-effect relationship
describes something that happens describes something that happens
and explains why it happens. and explains why it happens.
Compound sentences are made up Compound sentences are made up

of two simple sentences connected of two simple sentences connected
by a coordinating conjunction. These by a coordinating conjunction. These
conjunctions are also known as conjunctions are also known as
FANBOYS: FANBOYS:
F - For F - For
A - And A - And
N - Nor N - Nor
B - But B - But
O - Or O - Or
Y - Yet Y - Yet
S – So S – So
Compound sentences show cause Compound sentences show cause

and effect relationship and effect relationship
Another example: Another example:
My daughter got sick so we had to My daughter got sick so we had to

209
cancel our trip. cancel our trip.
F. Developing mastery Teacher will give more examplesof Teacher will give more examplesof
(Leads to Formative Assessment 3) Look at the sentences below, Look at the sentences below, compound sentence and let the compound sentence and let the
identify their text type and write identify their text type and write pupils identify the cause and effect. pupils identify the cause and effect.
these in the column on the right. these in the column on the right.
Complete this column before saying Complete this column before saying
your group’s yell. your group’s yell.
210
concepts and skills in daily living Ask pupils to answer the work sheet Ask pupils to answer the work sheet Encircle the two ideas expressed in a Encircle the two ideas expressed in a
on learners’ manual. on learners’ manual. compound sentence then underline compound sentence then underline
once the cause and twice the effect. once the cause and twice the effect.
Tell To help you better understand Tell To help you better understand
the concept of text types try to the concept of text types try to The dog barked at me because she The dog barked at me because she
match the examples of particular match the examples of particular was hungry. was hungry.
texts on the right with the text texts on the right with the text
It was my mom’s birthday today so I It was my mom’s birthday today so I
types on the left by connecting types on the left by connecting
make her a card. make her a card.
them to the correct text type. them to the correct text type.
She didn’t sleep well last night so She didn’t sleep well last night so
she feels weak today. she feels weak today.
All her clothes were dirty because All her clothes were dirty because
her mother did not washed their her mother did not washed their
clothes. clothes.
Arnold dives in swimming pool and Arnold dives in swimming pool and
his head bump near the side of the his head bump near the side of the
pool. pool.
211
H. Making generalizations and What Are compound sentence? What Are compound sentence?
abstractions about the lesson What have learned from today’s What have learned from today’s
lesson? lesson?
(Game )Pupils will pass a ball while (Game )Pupils will pass a ball while
singing a song. When the song stops, singing a song. When the song stops,
the one who holds the ball will give the one who holds the ball will give
what he/she learned from the day’s what he/she learned from the day’s
topic. topic.
Different text types Different text types
Text types as to structures Text types as to structures
Text types as to language Text types as to language
212
I. Evaluating learning Directions: Give the meaning of the Directions: Give the meaning of the
following text type. Write your following text type. Write your Ask the pupils to answer the Ask the pupils to answer the activity
answer on the box opposite of the answer on the box opposite of the activity below. below.
words words
Directions: Complete the following Directions: Complete the following
sentences. You may use a word or a sentences. You may use a word or a
group of words as signals for cause- group of words as signals for cause-
and-effect relationships. and-effect relationships.
1. The clouds were turning 11. The clouds were turning

dark, dark,
we started packing our we started packing our
picnic baskets. picnic baskets.
2. Road blocks were set 12. Road blocks were set up
up by the military, by the military,
they they
could catch the terrorists. could catch the terrorists.
3. Tourists flock to Boracay 13. Tourists flock to Boracay
they are they are
amazed of its white sand amazed of its white sand
4. The diligent son worked 14. The diligent son worked
in the morning and in the morning and
studied studied
at night his at night his
father died three years father died three years
213
ago. ago.
5. The economy of the 15. The economy of the
country is improving country is improving
dedicated government dedicated government

officials worked hard. officials worked hard.
6. The wind blew and the 16. The wind blew and the
papers were scattered on papers were scattered on
the floor. the floor.
7. He opened the box and 17. He opened the box and a
a letter fell into his letter fell into his hands.
hands. 18. The rain stop and the
8. The rain stop and the rainbow appeared in the
rainbow appeared in the sky.
sky. 19. Maria steps on a banana
9. Maria steps on a banana feeling and she fell on
feeling and she fell on the ground.
the ground. 20. Juan accidentally broke
10. Juan accidentally broke the flower base, his
the flower base, his mother got angry.
mother got angry.
214
J. Additional activities for application Refer to LM . Refer to LM . Let the pupils do the activity at “ Let the pupils do the activity at “
or remediation Learn some more” Encircle the two Learn some more” Encircle the two
ideas expressed in compound ideas expressed in compound
sentences then underline once the sentences then underline once the
cause and twice the effect. cause and twice the effect.
The dog barked at me because she The dog barked at me because she
was hungry. was hungry.
It was my mom’s birthday today so I It was my mom’s birthday today so I
make her a card. make her a card.
She didn’t sleep well last night so She didn’t sleep well last night so
she feels weak today. she feels weak today.
All her clothes were dirty because All her clothes were dirty because
her mother did not wash their her mother did not wash their
clothes. clothes.
Arnold dives in swimming pool and Arnold dives in swimming pool and
his head bump near the side of the his head bump near the side of the
pool. pool.
Tara didn’t understand the Tara didn’t understand the
homework assignment, so she asked homework assignment, so she asked
a friend for help. a friend for help.
The students tried to prepare for the The students tried to prepare for the
test but they didn't realize how test but they didn't realize how
difficult the test was. difficult the test was.
We needed some groceries for the We needed some groceries for the
week so we went to the week so we went to the
supermarket. supermarket.
It was raining so hard outside so I It was raining so hard outside so I
put on my raincoat. put on my raincoat.
V. REMARKS
VI. REFLECTION
in the evaluation

below 80%
lesson
215
require remediation


solve?
216
Teaching Dates and Time Febrary 6-10,2016 Quarter

I. OBJECTIVES Restate sentences heard in one’s own words
C. Learning Competencies/Objectives EN5LC-IVc-3.11 EN5LC-IVc-3.11 EN5G-IVc-1.8.2 EN5G-IVc-1.8.2
Write the LC code for each Restate sentences heard in one’s Restate sentences heard in one’s Use compound sentences to show Use compound sentences to show
own words own words problem- solution relationship of problem- solution relationship of
ideas ideas
II. CONTENT Restating sentences heard in one’s Restating sentences heard in one’s Conjunction Conjunction
own word own word
A. References
3. Textbook pages EN5LC -IVc-3.11 EN5LC -IVc-3.11 EN5G-IV-c-1.8. EN5G-IV-c-1.8.
EN5OL-IVc–2.6.2 EN5OL-IVc–2.6.2 EN5A-IV-c-16 EN5A-IV-c-16
EN5F - IVc -1. EN5F - IVc -1. Interactive skills in English 5 pp. 49 - Interactive skills in English 5 pp. 49 -
EN5-IVf-16 EN5-IVf-16 50 50
C.G. - pp. 76 C.G. - pp. 76 Worksheet from internet Worksheet from internet
Enjoying Reading 5 pp.157, 169 Enjoying Reading 5 pp.157, 169 Ateneo Lesson Guide 5pp. 90-93 Ateneo Lesson Guide 5pp. 90-93
Worksheet from internet Worksheet from internet Growing in English Lang 5 pp. 57 - 58 Growing in English Lang 5 pp. 57 - 58

B. Other Learning Resources chart, activity sheet chart, activity sheet
IV. PROCEDURES
217
A. Reviewing previous lesson Look at the pictures. Tell what Look at the pictures. Tell what What can you say about the What can you say about the
or presenting the new lesson emotions does each pictures shows emotions does each pictures shows pictures? pictures?
Teacher will read sentences and let Teacher will read sentences and let
the pupils repeat after her. the pupils repeat after her.
1. I am proud to be a Filipino. 1. I am proud to be a Filipino.
2. Pia and Manny Pacquiao are 2. Pia and Manny Pacquiao are
individuals we can be proud of. individuals we can be proud of.
3. ALDUB is a phenomenal star 3. ALDUB is a phenomenal star
in showbiz. in showbiz.
4. Rodrigo Duterte is our new 4. Rodrigo Duterte is our new
president. president.
5. I was scared because of the 5. I was scared because of the
accident happened last night. accident happened last night.
B. Establishing a purpose for learn how to restate sentences you learn how to restate sentences you Use compound sentence to show Use compound sentence to show
the lesson heard with proper gesture. heard with proper gesture. problem situation relationship of problem situation relationship of
ideas. ideas.
C. Presenting examples/instances of Setting standard for listening Setting standard for listening Present the following sentences. Present the following sentences.
the new lesson Teacher will read the short Teacher will read the short Have the pupils read these. Have the pupils read these.
paragraph paragraph 1. Science explains many 1. Science explains many
of our questions, and of our questions, and
Mang Carding’s Catch Mang Carding’s Catch it creates wonderful it creates wonderful
things too, things too,
Mang Mang 2. Some scientist study 2. Some scientist study
Carding is known for Carding is known for languages, but they languages, but they
being a good fisherman being a good fisherman don’t speak all the don’t speak all the
in their town. One in their town. One languages. languages.
morning he went to morning he went to the 3. All scientists are 3. All scientists are
the river to catch fish. river to catch fish. With working to improve working to improve
With determination he determination he people’s lives, but people’s lives, but
threw his fishing line threw his fishing line not all of them not all of them
onto the river and onto the river and succeed. succeed.
patiently waited for his patiently waited for his 4. I have to study, or 4. I have to study, or
catch. Suddenly he felt catch. Suddenly he felt I will fail. I will fail.
a tug on his line. His a tug on his line. His
heart beat faster as he heart beat faster as he Ask the following questions Ask the following questions
positioned his feet positioned his feet How many ideas made up each How many ideas made up each
firmly on the ground. firmly on the ground. sentence? sentence?
He pulled the line with He pulled the line with What little words are used to What little words are used to
all his might hoping to all his might hoping to connect these ideas connect these ideas
see a big fish at the see a big fish at the Would the connected parts be Would the connected parts be
hook of his fishing line. hook of his fishing line. complete by themselves? complete by themselves?
He stared at his catch He stared at his catch When connected parts give similar When connected parts give similar
with disappointment with disappointment ideas, what connector is used? ideas, what connector is used?
218
When connected parts give opposite When connected parts give opposite
ideas, what connector is used ? ideas, what connector is used ?
a.What do you think did Mang a.What do you think did Mang What connector is used when there What connector is used when there
Carding catch? Carding catch? is a choice to be made? is a choice to be made?
b.How did Mang Carding feel about b.How did Mang Carding feel about
his catch? his catch?
c.What do you think did Mang c.What do you think did Mang
Carding do? Carding do?
d.What do you think did Mang d.What do you think did Mang
Carding do? Carding do?
e. If you were Mang Carding what e. If you were Mang Carding what
will you do after seeing what was in will you do after seeing what was in
his fishing line? his fishing line?
D. Discussing new concepts and Go back to the short paragraph. (Call Go back to the short paragraph. (Call Present the following sentences. Present the following sentences.
practicing new skills #1 a pupil to read it again.) a pupil to read it again.) Have the pupils read these. Have the pupils read these.
What part of the paragraph/ short What part of the paragraph/ short 1. Science explains many 1. Science explains many
story did you remember? Will you story did you remember? Will you of our questions, and of our questions, and
restate a sentence in your own restate a sentence in your own it creates wonderful it creates wonderful
word? Say it with proper gesture. word? Say it with proper gesture. things too, things too,
Teacher will demonstrate an Teacher will demonstrate an 2. Some scientist study 2. Some scientist study
example such as “Mang Carding example such as “Mang Carding languages, but they languages, but they
went to the river to catch fish .”( went to the river to catch fish .”( don’t speak all the don’t speak all the
do the proper gesture ) do the proper gesture ) languages. languages.
Pupils/s will restate a sentence Pupils/s will restate a sentence 3. All scientists are 3. All scientists are
heard from the paragraph and do it heard from the paragraph and do it working to improve working to improve
with proper gesture. with proper gesture. people’s lives, but people’s lives, but
not all of them not all of them
succeed. succeed.
4. I have to study, or 4. I have to study, or
I will fail. I will fail.
Ask the following questions Ask the following questions
How many ideas made up each How many ideas made up each
sentence? sentence?
What little words are used to What little words are used to
connect these ideas connect these ideas
Would the connected parts be Would the connected parts be
complete by themselves? complete by themselves?
When connected parts give similar When connected parts give similar
ideas, what connector is used? ideas, what connector is used?
When connected parts give opposite When connected parts give opposite
ideas, what connector is used ? ideas, what connector is used ?
What connector is used when there What connector is used when there
is a choice to be made? is a choice to be made?
219
E. Discussing new concepts Divide the class into four groups. Do Divide the class into four groups. Do Explain what a compound sentence Explain what a compound sentence
and practicing new skills #2 a message relay. a message relay. is. Give the meaning of the different is. Give the meaning of the different
Teacher will give each group an Teacher will give each group an conjunctions used. Give the acronym conjunctions used. Give the acronym
activity sheet where the message activity sheet where the message FANBOYS and how it is used in FANBOYS and how it is used in
was written. was written. compound sentence. Used the compound sentence. Used the
The first pupil will read the The first pupil will read the message following sentences for discussion following sentences for discussion
message silently and pass it to the silently and pass it to the next pupil
next pupil and so on. and so on. He is sad, for his parents are fighting He is sad, for his parents are fighting
The last pupil will state the The last pupil will state the I was in the library and Jimmy is in I was in the library and Jimmy is in
message orally with proper gesture. message orally with proper gesture. the classroom. the classroom.
Group who finish first will win Group who finish first will win the He doesn’t know how to writenor He doesn’t know how to writenor
the game game does he know how to read. does he know how to read.
He can sing well but he doesn’t He can sing well but he doesn’t
know how to dance know how to dance
I’ll go to Lily’s house or I’ll go I’ll go to Lily’s house or I’ll go
shopping. shopping.
Dulce was the oldest of the girls, yet Dulce was the oldest of the girls, yet
her accent was the most prominent. her accent was the most prominent.
Laura didn’t go with her parents so Laura didn’t go with her parents so
she just cleaned the entire house. she just cleaned the entire house.
F. Developing mastery Have the pupils read the short story Have the pupils read the short story Group activity. Each group will be Group activity. Each group will be
(Leads to Formative Assessment 3) about the “The Fox and the Stork about the “The Fox and the Stork given activity sheet given activity sheet
orally. Then after reading have the orally. Then after reading have the
pupils write 5 sentences they heard pupils write 5 sentences they heard Group I – Create a compound Group I – Create a compound
and remembered from the short and remembered from the short sentence by combining the two sentence by combining the two
story. story. simple sentences below with the simple sentences below with the
connector and, or, but connector and, or, but
The Fox and the Stork The Fox and the Stork Terry likes hamburgers. Jenny likes Terry likes hamburgers. Jenny likes
egg. egg.
The fox and the stork The fox and the stork Make sure to sleep well. You will not Make sure to sleep well. You will not
used to be friends. They used to be friends. They wake up on time. wake up on time.
were always together – until were always together – until Gardening is a wonderful hobby. It is Gardening is a wonderful hobby. It is
one day. The fox told the one day. The fox told the not expensive. not expensive.
stork to come to his house stork to come to his house Jason plated the garden. Susan Jason plated the garden. Susan
for dinner. The truth was for dinner. The truth was planted the seeds. planted the seeds.
that fox wanted to play a that fox wanted to play a Ramon and Joseph love to garden. Ramon and Joseph love to garden.
joke on the stork. joke on the stork. They are very busy with athletics. They are very busy with athletics.
When the dinner time When the dinner time
came, the fox put the soup came, the fox put the soup Group II- Circle the correct Group II- Circle the correct
on the shallow container on the shallow container conjunction that completes each conjunction that completes each
before the stork. The fox before the stork. The fox compound sentence below compound sentence below
easily slurped it., but he stork easily slurped it., but he stork I have fifty dollars, (yet/ and / so) I I have fifty dollars, (yet/ and / so) I
could only wet the end of her could only wet the end of her still can’t afford the new video still can’t afford the new video
220
long bill. The poor stork long bill. The poor stork game. game.
went home as hungry as went home as hungry as I didn’t study hard enough, (yet/ and I didn’t study hard enough, (yet/ and
when she came. when she came. / so) I didn’t pass my latest exam. / so) I didn’t pass my latest exam.
The fox apologized to The fox apologized to You are a new student, (yet/ and / You are a new student, (yet/ and /
the stork for not liking the the stork for not liking the so) you have to learn the class so) you have to learn the class
soup. Soon the stork invited soup. Soon the stork invited routine. routine.
the fox to dine with her at the fox to dine with her at Do all your homework, (and/ or/ Do all your homework, (and/ or/
home home but) else you will fall behind. but) else you will fall behind.
So the fox visited the So the fox visited the Always respect your elders, (yet/ Always respect your elders, (yet/
stork. The stork served their stork. The stork served their and / so ) you may earn their trust. and / so ) you may earn their trust.
dinner in a jar with a very dinner in a jar with a very
long neck and a narrow long neck and a narrow Group III-Complete the sentence to Group III-Complete the sentence to
mouth. The fox could only mouth. The fox could only make a compound sentence make a compound sentence
leak the outside of the jar. leak the outside of the jar.
1. Their new house is small but 1. Their new house is small but
2. Her mother 2. Her mother

cooks dinner and . cooks dinner and .
3. They were all 3. They were all
hungry so . hungry so .
4. She did not cheat 4. She did not cheat
in the test for . in the test for .
5. Should we start 5. Should we start
our class now or . our class now or .
Group IV - Read the short Group IV - Read the short

paragraph and find all and the paragraph and find all and the
compound sentences. compound sentences.
WHY THE SKY IS HIGH WHY THE SKY IS HIGH

In the early days when the In the early days when the
sky was still low, two brothers name sky was still low, two brothers name
Ingat and Daskol lived with their Ingat and Daskol lived with their
parents on earth. parents on earth.
As their names indicate, As their names indicate,
Ingat was careful in everything he Ingat was careful in everything he
did and was therefore his father’s did and was therefore his father’s
right hand man.He was always right hand man.He was always
helping with the work in the field helping with the work in the field
and his parents were very pleased and his parents were very pleased
with him. with him.
On the other hand, Daskol On the other hand, Daskol
did his work sloppily. In the absence did his work sloppily. In the absence
221
of a daughter in the family, the of a daughter in the family, the
house work came to be Daskol’s house work came to be Daskol’s
responsibility. He fetched water, responsibility. He fetched water,
cleaned the house and mother did cleaned the house and mother did
the cooking. He also did the the cooking. He also did the
pounding of the palay that his father pounding of the palay that his father
harvested. Daskol lived up to his harvested. Daskol lived up to his
name being natural lazy and name being natural lazy and
impatient, he did not like the work impatient, he did not like the work
of pounding. of pounding.
One day, Daskol had to One day, Daskol had to
pound a greater quantity of palay pound a greater quantity of palay
than usual. He was irritated because than usual. He was irritated because
every time he raise the pestle, it every time he raise the pestle, it
would hit the sky. His anger added would hit the sky. His anger added
to his strength so he raised the to his strength so he raised the
pestle higher. Every time it hit the pestle higher. Every time it hit the
sky, the sky would be raised. In his sky, the sky would be raised. In his
hurry, Daskol did nit notice that the hurry, Daskol did nit notice that the
sky was rising. When he finished sky was rising. When he finished
pounding rise, he looed up and pounding rise, he looed up and
discovered that the sky had risen, discovered that the sky had risen,
and it is where it is today. and it is where it is today.
G. Finding practical applications of Continuation of Group activity Continuation of Group activity Connect the correct independent Connect the correct independent
concepts and skills in daily living clause using the correct clause using the correct
coordinating conjunctions coordinating conjunctions
(and, so, for, nor, but, yet (and, so, for, nor, but, yet
)AB )AB
I did something wrong. A. I did something wrong. A. They
They did something for us. did something for us.
My parents are busy. B. My parents are busy. B. I
I apologized. apologized.
Henry stayed home. C. I’m Henry stayed home. C. I’m
also a singer. also a singer.
I am an athlete. D. Did I am an athlete. D. Did
they study for the exam they study for the exam
They didn’t do their project E. He is They didn’t do their project E. He is
sick sick
H. Making generalizations and What have you learned from today’s What have you learned from today’s What is a compound sentence? What is a compound sentence?
abstractions about the lesson lesson? lesson? What conjunction is used in What conjunction is used in
( To restate a sentence heard you ( To restate a sentence heard you compound sentence? compound sentence?
must listen carefully and must listen carefully and What does the word FANBOYS stand What does the word FANBOYS stand
remember the main points .) remember the main points .) for? for?
222
I. Evaluating learning Listen to the teacher as she reads Listen to the teacher as she reads Complete the sentence by using the Complete the sentence by using the
the following sentences. Restate the the following sentences. Restate the appropriate conjunctions to form a appropriate conjunctions to form a
sentences in your own word by sentences in your own word by compound sentence compound sentence
writing it in your paper. writing it in your paper. 1. The computer crashed 1. The computer crashed
I lost all my works I lost all my works
1. The grasshopper is 6. The grasshopper is 2. My husband was 2. My husband was
hopping and dancing all hopping and dancing all working, I went working, I went
day. day. shopping. shopping.
2. The ant is working and 7. The ant is working and 3. I like chocolate ice 3. I like chocolate ice
saving food. saving food. cream don't have cream don't have
3. It rained all day. 8. It rained all day. it very often. it very often.
4. The grasshopper has no 9. The grasshopper has no 4. I am on a diet still 4. I am on a diet still
food to eat. food to eat. want a cookie. want a cookie.
5. The grasshopper 10. The grasshopper 5. He did not take the 5. He did not take the
realizes that it is realizes that it is money, it was not money, it was not
important to save food - important to save food - the right thing to do. the right thing to do.
for the rainy day. for the rainy day.
or remediation
V. REMARKS
VI. REFLECTION
in the evaluation

below 80%
lesson
require remediation


solve?
223


I. OBJECTIVES Use appropriate graphic organizers in text read
C. Learning Competencies/Objectives EN5RC-IVe-2.15.2 EN5RC-IVe-2.15.2 EN5OL-IVf-4 EN5OL-IVf-4
Write the LC code for each Use appropriate graphic organizer Use appropriate graphic organizer Use verbal and non-verbal cues in a Use verbal and non-verbal cues in a
TV TV
II. CONTENT Using appropriate graphic organizers Using appropriate graphic organizers Using verbal and non-verbal cues Using verbal and non-verbal cues
in text read in text read

A. References
3. Textbook pages EN5LC-IVe 3.11 ; EN5RC-IVe 2.15.2 ; EN5LC-IVe 3.11 ; EN5RC-IVe 2.15.2 ; EN5LC-IVe-4 ; EN5SS-IVe-1.7.1 ; EN5LC-IVe-4 ; EN5SS-IVe-1.7.1 ;
EN5F-IVe 1.13 EN5F-IVe 1.13 Curriculum Guide p. 81 Curriculum Guide p. 81
EN5LC-IVe 3.11Curriculum Guide p. EN5LC-IVe 3.11Curriculum Guide p. Developing Reading Power 5 p. 214 Developing Reading Power 5 p. 214
81 81
Developing Reading Power 5 p. 214 Developing Reading Power 5 p. 214
B. Other Learning Resources Metacards activity cards, manila Metacards activity cards, manila Video clips, graphic illustrations, Video clips, graphic illustrations,
paper paper chart chart
Stories to be flashed in television/ Stories to be flashed in television/ News Broadcast to be flashed in News Broadcast to be flashed in
written in manila paper written in manila paper television television
224
IV. PROCEDURES
A. Reviewing previous lesson Present the story entitled “The Bug Present the story entitled “The Bug Watch a short broadcasting scene Watch a short broadcasting scene
or presenting the new lesson Collection” to the students. Collection” to the students. without sounds. without sounds.
Ask the student to read it. Ask the student to read it. Ask the students to retell Ask the students to retell the
Call another student to read the Call another student to read the the broadcasting scene broadcasting scene based on what they
story. story. based on what they had had watched.
Call the students to read the story in Call the students to read the story in watched. Call another student to retell the scene.
group in two’s three’s etc. group in two’s three’s etc. Call another student to retell the Watch the broadcasting scene again
scene. with sounds.
Watch the broadcasting scene Ask the students to compare their
again with sounds. retelling of the broadcasting scene to
Ask the students to compare the original
their retelling of the broadcasting Is your retelling of the scene correct?
scene to the original What are the things that made you
Is your retelling of the scene think that the scene is as you retold?
correct?
What are the things that made
you think that the scene is as you
retold?
B. Establishing a purpose for also use appropriate graphic also use appropriate graphic Use verbal and non-verbal cues in Use verbal and non-verbal cues in TV
the lesson organizers and can read text organizers and can read text TV broadcast broadcast
correctly with 128 words per correctly with 128 words per
minute. minute.
C. Presenting examples/instances of Say: I will read again the story, while Say: I will read again the story, while Watch again another Watch again another broadcasting
the new lesson I am reading the story, I want you to I am reading the story, I want you to broadcasting scene. scene.
list all the key sentences and list all the key sentences and Ask the students to list all the Ask the students to list all the verbal
supporting sentences from the story. supporting sentences from the story. verbal and non-verbal cues by and non-verbal cues by analyzing the
Comprehension check up Comprehension check up analyzing the multimedia multimedia elements namely as: text,
Ask the student to tell the key Ask the student to tell the key elements namely as: text, graphic, sound, video and animation.
sentence in the first paragraph, then sentence in the first paragraph, then graphic, sound, video and Stress to the students the difference
give the supporting sentences. give the supporting sentences. animation. between verbal and non-verbal cues.
Continue to ask questions until the Continue to ask questions until the Stress to the students the
students were able to organize ideas students were able to organize ideas difference between verbal and
using the graphic organizer. using the graphic organizer. non-verbal cues.
D. Discussing new concepts and Direct the student to read the Direct the student to read the The teacher will check the The teacher will check the scripts of
practicing new skills #1 sample of what they presented sample of what they presented scripts of each group before each group before proceeding to the
using the graphic organizer. using the graphic organizer. proceeding to the group activity group activity
Ask the student to give all the key Ask the student to give all the key Group Presentation Group Presentation
sentence in the story then the sentence in the story then the After each presentation, the After each presentation, the groups will
supporting sentences. supporting sentences. groups will show the list of the show the list of the verbal and non-
Stress to the student the difference Stress to the student the difference
225
verbal and non-verbal cues they verbal cues they derived from the
of key sentence and supporting of key sentence and supporting derived from the multimedia multimedia elements.
sentences. sentences. elements.
From the given graphic organizer, From the given graphic organizer,
give opportunity for the student to give opportunity for the student to
restate the sentences/ story in their restate the sentences/ story in their
own words. own words.
E. Discussing new concepts The teacher will post another story The teacher will post another story Actual Presentatio Actual Presentation
and practicing new skills #2 for the student to read and to for the student to read and to
organize. (ANDRES BONIFACIO organize. (ANDRES BONIFACIO
Developing Reading Power p. 226) Developing Reading Power p. 226)
The teacher will call student to The teacher will call student to
restate the story in their own restate the story in their own word.
word. Group Activity Group Activity
Group the pupils into three group Group the pupils into three group
The first group will do the graphic The first group will do the graphic
organizer. The second group will organizer. The second group will
read the story correctly with proper read the story correctly with proper
phrasing, intonation, pronunciation. phrasing, intonation, pronunciation.
The third group will restate the The third group will restate the story
story the story in their own word.
the story in their own word.
F. Developing mastery Flash story to the class. (PAGODAS – Flash story to the class. (PAGODAS – The teacher will present short The teacher will present short movie
(Leads to Formative Assessment 3) Developing Reading Power p. 228) Developing Reading Power p. 228) movie clips and the students will clips and the students will match them
Based on the story you have read, Based on the story you have read, match them to the appropriate to the appropriate text related to clips
choose one activity you want to do. choose one activity you want to do. text related to clips based on based on cues.
You can make a graphic organizer, You can make a graphic organizer, cues.
you can also restate it in your own you can also restate it in your own
word or you can read it correctly word or you can read it correctly
with proper intonation, with proper intonation,
pronunciation phrasing. pronunciation phrasing.
H. Making generalizations and What have you learned from today’s What have you learned from today’s What have you learned from What have you learned from today’s
abstractions about the lesson lesson? lesson? today’s lesson? lesson?
226
I. Evaluating learning Read the story carefully and Read the story carefully and Evaluating the actual Evaluating the actual performance
correctly. Make a graphic organizer. correctly. Make a graphic organizer. performance
The Structure of the Flower The Structure of the Flower

The lower and outermost The lower and outermost
part of a flower are the sepals. They part of a flower are the sepals. They
are usually green. They look like are usually green. They look like
leaves. They form the protective leaves. They form the protective
covering of the flower when it is still covering of the flower when it is still
a bud. a bud.
Above the sepals are the Above the sepals are the
petals. Petals often have bright petals. Petals often have bright
colors because they attract insects. colors because they attract insects.
Growing just above and within the Growing just above and within the
circle of petals are the stamens. circle of petals are the stamens.
Each stamen has a long stem like Each stamen has a long stem like
part called filament. At the top of part called filament. At the top of
the filament is another which is filled the filament is another which is filled
with yellow or reddish dust-like with yellow or reddish dust-like
grains called pollen. grains called pollen.
The innermost part of the The innermost part of the
flower is the pistil which has three flower is the pistil which has three
parts – the stigma, the style and the parts – the stigma, the style and the
large base called ovary. Within the large base called ovary. Within the
ovary are small structures called ovary are small structures called
ovules. Seeds develop from the ovules. Seeds develop from the
ovules. ( Grade 5 Lesson Guide p. ovules. ( Grade 5 Lesson Guide p.
204 ) 204 )

or remediation
V. REMARKS
VI. REFLECTION
in the evaluation
227
below 80%
lesson
require remediation


solve?


I. OBJECTIVES Make generalizations
listens critically to different text types; expresses listens critically to different listens critically to different listens critically to different
ideas logically in oral and written forms; text types; expresses ideas text types; expresses ideas text types; expresses ideas
logically in oral and written logically in oral and written logically in oral and written
forms; forms; forms;
demonstrates interest in reading to meet various demonstrates interest in demonstrates interest in demonstrates interest in
needs. reading to meet various needs. reading to meet various needs. reading to meet various needs.
C. Learning EN5RC-IVg-2.12 EN5RC-IVg-2.12 EN5G-IVg-1.9.2 EN5G-IVg-1.9.2
Competencies/Objectives Make generalizations Make generalizations Use complex sentences to Use complex sentences to
Write the LC code for each show show
problem- solution relationship problem- solution relationship
of ideas of ideas
228
II. CONTENT Making generalization Making generalization Complex Sentences

A. References
3. Textbook pages K to 12 Curriculum Guide K to 12 Curriculum Guide K 12 Curriculum Guide in K 12 Curriculum Guide in
EN5RC – IVg-.2.12 EN5RC – IVg-.2.12 English 5 English 5
Language Learning Made Easy Language Learning Made Easy
Worksheet from Internet Worksheet from Internet

B. Other Learning Resources activity sheets, pictures activity sheets, pictures metacards, pictures, manila metacards, pictures, manila
paper, activity sheets paper, activity sheets
IV. PROCEDURES
A. Reviewing previous lesson Look at the pictures. What can you say about Look at the pictures. What can Look at the group of words. Look at the group of words.
or presenting the new lesson them? We are going to read something related to you say about them? We are What are they? (clauses) What are they? (clauses)
the pictures. going to read something What do we call them? What do we call them?
related to the pictures. (Independent (Independent
clause/dependent clause) clause/dependent clause)
B. Establishing a purpose for learn how to make generalizations learn how to make Use complex sentences to Use complex sentences to
the lesson generalizations show problem-solution show problem-solution
relationship of ideas relationship of ideas
C. Presenting examples/instances of Vocabulary Development Vocabulary Development Show a picture of a mother Show a picture of a mother
the new lesson polio- a serious disease that affects the nerves of polio- a serious disease that hugging her child. hugging her child.
the spine and makes a person permanently unable affects the nerves of the spine
to move particular muscles and makes a person
handicapped –having a physical disability permanently unable to move Ask: What does the mother do Ask: What does the mother do
exemplify–to be a very good example of particular muscles to her child? Why do you think to her child? Why do you think
handicapped –having a physical she is hugging the child? she is hugging the child?
disability Paste other pictures that show Paste other pictures that show
exemplify–to be a very good how a parent expresses his/her how a parent expresses his/her
example of love to the child. Say love to the child. Say
something about the pictures. something about the pictures.
D. Discussing new concepts and Present the story regarding Apolinario Mabini. Present the story regarding Present the following Present the following
practicing new skills #1 Apolinario Mabini. sentences. Have the pupils sentences. Have the pupils
read this. read this.
229
Many people succeed in life even if they are Many people succeed in
physically handicapped. Our country took pride of life even if they are physically a. I shall not go home a. I shall not go home
ApolinarioMabini, a polio victim and yet he handicapped. Our country took unless mother is unless mother is
became the “Brain” of Katipunan. pride of ApolinarioMabini, a back. back.
In this modern times we have a good polio victim and yet he became b. I like you because b. I like you because
example from Bicol Region. He is Eduardo the “Brain” of Katipunan. you are so friendly. you are so friendly.
Camela, a fifteen-year old student of Daet In this modern times we c. Susie will return her c. Susie will return her
Parochial School in Camarines Norte. have a good example from books after her class. books after her class.
In spite of his physical defect caused by Bicol Region. He is Eduardo
polio, he has invented four useful things. His Camela, a fifteen-year old Ask some questions: Ask some questions:
latest invention, the Camela Coco-Cell won for student of Daet Parochial
him a gold medal from the president and P1,500 School in Camarines Norte.
in cash at the National Science Fair held by the In spite of his physical
Department of Science and Technology. He was defect caused by polio, he has
affected by polio at the age of 3. He is also a very invented four useful things. His
talented painter.
and talented He truly exemplifies the proud
Filipino latest invention, the Camela
Coco-Cell won for him a gold
medal from the president and
P1,500 in cash at the National
Science Fair held by the
Department of Science and
Technology. He was affected
by polio at the age of 3. He is
also a very talented painter.
He truly exemplifies the proud
and talented Filipino
230
E. Discussing new concepts Based from the selection, Apolinario had an Based from the selection, Let the pupils read the Let the pupils read the
and practicing new skills #2 important role in the Katipunan and Eduardo Apolinario had an important following examples following examples
Camela had made inventions and showed talent in role in the Katipunan and Study hard so that you will Study hard so that you will
painting, what can you say about them being Eduardo Camela had made pass the exam pass the exam
physically handicapped? (They have strong inventions and showed talent She succeeded although she She succeeded although she
determination.) What generalization can you in painting, what can you say encountered many problems encountered many problems
make? (Physical defect is not a hindrance to about them being physically sentence is composed of one sentence is composed of one
success.) handicapped? (They have independent clause and one or independent clause and one or
Generalization is a general statement based on strong determination.) What two dependent clauses. two dependent clauses.
facts. generalization can you make? Independent clause is a simple Independent clause is a simple
(Physical defect is not a sentence by itself. It gives a sentence by itself. It gives a
hindrance to success.) complete meaning. It can complete meaning. It can
Generalization is a general stand alone. stand alone.
statement based on facts. A dependent clause does not A dependent clause does not
give a complete thought. It give a complete thought. It
cannot stand alone. It cannot stand alone. It
depends on an independent depends on an independent
clause to complete its clause to complete its
meaning. meaning.
Example: I love you because Example: I love you because
you love me, too. you love me, too.
I love you is an I love you is an
independent clause. It gives a independent clause. It gives a
complete thought. because complete thought. because
you love me, too is the you love me, too is the
dependent clause. It doesn’t dependent clause. It doesn’t
make sense. Because you love make sense. Because you love
me, too - what? me, too - what?
F. Developing mastery Group Activity Group Activity The teacher shows examples of The teacher shows examples of
(Leads to Formative Assessment 3) complex sentences complex sentences
Make a Generalization from the given paragraphs. Make a Generalization from From the examples of complex From the examples of complex
the given paragraphs. sentences, the teacher asks sentences, the teacher asks
the pupils to identify the the pupils to identify the

independent independent
clause/dependent clause clause/dependent clause
Group Activity (Carousel Group Activity (Carousel
method) method)
Group activity. Each group Group activity. Each group
will be given an activity sheet. will be given an activity sheet.
Read the direction carefully Read the direction carefully
before doing the activity. before doing the activity.
G. Finding practical applications of Write the generalization for the following: Write the generalization for the Combine the independent Combine the independent
concepts and skills in daily living Fructose makes food taste sweet.It can be found following: clause with the dependent clause with the dependent
231
in different kinds of fruit. Fructose makes food taste clause to make a complex clause to make a complex
It gives your body energy to keep moving and sweet.It can be found in sentence. (Refer to LM_) sentence. (Refer to LM_)
working.Fruit naturally has fructose in it.Fructose different kinds of fruit.
gives us energy. It gives your body energy to
Generalization: keep moving and working.Fruit
naturally has fructose in
it.Fructose gives us energy.
Generalization:
Your tongue has 10,000 taste buds on it.The
taste buds allow you to taste different
flavors.The tongue is actually a strong muscle _
that pushes food up and down. The tongue has
taste buds and muscles.The tongue muscles help Your tongue has 10,000 taste
us eat.The tongue has taste buds and buds on it.The taste buds allow
muscles.The tongue muscles help us eat. you to taste different
Generalization: flavors.The tongue is actually a
strong muscle that pushes food
up and down. The tongue has
Write the generalization for the following: taste buds and muscles.The
Fructose makes food taste sweet.It can be found tongue muscles help us eat.The
in different kinds of fruit. tongue has taste buds and
It gives your body energy to keep moving and muscles.The tongue muscles
working.Fruit naturally has fructose in it.Fructose help us eat.
gives us energy. Generalization:
Generalization:
_
Write the generalization for the
Your tongue has 10,000 taste buds on it.The taste following:
buds allow you to taste different flavors.The Fructose makes food taste
tongue is actually a strong muscle that pushes sweet.It can be found in
food up and down. The tongue has taste buds different kinds of fruit.
232
and muscles.The tongue muscles help us eat.The It gives your body energy to
tongue has taste buds and muscles.The tongue keep moving and working.Fruit
muscles help us eat. naturally has fructose in
Generalization: it.Fructose gives us energy.
Generalization:
Your tongue has 10,000 taste

buds on it.The taste buds allow
you to taste different
flavors.The tongue is actually a
strong muscle that pushes food
up and down. The tongue has
taste buds and muscles.The
tongue muscles help us eat.The
tongue has taste buds and
muscles.The tongue muscles
help us eat.
Generalization:
H. Making generalizations and What is a generalization? What is a generalization? What are independent and What are independent and
abstractions about the lesson Generalization is a general statement. Generalization is a general dependent clause? dependent clause?
What is the basis for making generalization? statement. What makes up complex What makes up complex
Generalization is based on facts What is the basis for making sentence? sentence?
generalization?
Generalization is based on facts
I. Evaluating learning Choose the sentences that will support the given Choose the sentences that will Write an independent clause Write an independent clause
generalization. Write them in a paragraph form. support the given to complete each complex to complete each complex
generalization. Write them in a sentence. sentence.
Generalization: Electronic devices are useful paragraph form. 1. Since I’m hungry, 1. Since I’m hungry,
tools.
Generalization: Electronic . .
Most young and old have cellular phones. devices are useful tools. 2. Although I’m late, 2. Although I’m late,
Gadgets are very expensive. Only the rich people
can afford them. Most young and old have . .
We use calculators to make computing our cellular phones. 3. Because she is rich, 3. Because she is rich,
expenses easier. Gadgets are very expensive.
We use “palm top” organizers instead of diaries Only the rich people can afford . .
233
to schedule our meetings. We communicate to them.
people around the world through cellular phones. We use calculators to make
Nowadayselectronic devices like CCTV are used to computing our expenses
solve crime problems. easier.
Inventions of new electronic devices make life a We use “palm top” organizers
little bit easier for people. instead of diaries to schedule
Old people do not know how to use electronic our meetings. We
devices. communicate to people around
the world through cellular
phones.
Nowadayselectronic devices
like CCTV are used to solve
crime problems.
Inventions of new electronic
devices make life a little bit
easier for people.
Old people do not know how to
use electronic devices.
J. Additional activities for Refer to LM . Refer to LM . Refer to LM . Refer to LM .

application or remediation
V. REMARKS
VI. REFLECTION

lesson
require remediation


can
help me solve?
I
234
235
Teaching Dates and Time Febrary 27-March 3,2016 Quarter

I. OBJECTIVES Use complex sentences to show problem-solution relationship of ideas
A. Content Standards The learner… The learner… The learner… The learner… WeeklyTest
C. Learning Competencies/Objectives N5G-IVg-1.9.2 N5G-IVg-1.9.2 N5G-IVg-1.9.2 N5G-IVg-1.9.2
Write the LC code for each Use complex sentences to show Use complex sentences to show Use complex sentences to show Use complex sentences to show
problem- solution relationship of problem- solution relationship of problem- solution relationship of problem- solution relationship of
II. CONTENT

A. References
3. Textbook pages K 12 Curriculum Guide in English 5 K 12 Curriculum Guide in English 5 K 12 Curriculum Guide in English 5 K 12 Curriculum Guide in English 5
Language Learning Made Easy Language Learning Made Easy Language Learning Made Easy Language Learning Made Easy
Worksheet from Internet Worksheet from Internet Worksheet from Internet Worksheet from Internet
B. Other Learning Resources metacards, pictures, manila paper, metacards, pictures, manila paper, metacards, pictures, manila paper, metacards, pictures, manila paper,
activity sheets activity sheets activity sheets activity sheets
IV. PROCEDURES
A. Reviewing previous lesson Look at the group of words. What Look at the group of words. What Look at the group of words. What Look at the group of words. What
or presenting the new lesson are they? (clauses) are they? (clauses) are they? (clauses) are they? (clauses)
What do we call them? What do we call them? What do we call them? What do we call them?
(Independent clause/dependent (Independent clause/dependent (Independent clause/dependent (Independent clause/dependent
236
clause) clause) clause) clause)
B. Establishing a purpose for Use complex sentences to show Use complex sentences to show Use complex sentences to show Use complex sentences to show
the lesson problem-solution relationship of problem-solution relationship of problem-solution relationship of problem-solution relationship of
ideas ideas ideas ideas
C. Presenting examples/instances of Show a picture of a mother hugging Show a picture of a mother hugging Show a picture of a mother hugging Show a picture of a mother hugging
the new lesson her child. her child. her child. her child.
D. Discussing new concepts and Ask: What does the mother do to Ask: What does the mother do to Ask: What does the mother do to Ask: What does the mother do to
practicing new skills #1 her child? Why do you think she is her child? Why do you think she is her child? Why do you think she is her child? Why do you think she is
hugging the child? hugging the child? hugging the child? hugging the child?
Paste other pictures that show how Paste other pictures that show how Paste other pictures that show how Paste other pictures that show how
a parent expresses his/her love to a parent expresses his/her love to a parent expresses his/her love to a parent expresses his/her love to
the child. Say something about the the child. Say something about the the child. Say something about the the child. Say something about the
pictures. pictures. pictures. pictures.
E. Discussing new concepts Present the following sentences. Present the following sentences. Present the following sentences. Present the following sentences.
and practicing new skills #2 Have the pupils read this. Have the pupils read this. Have the pupils read this. Have the pupils read this.
a. I shall not go home unless a. I shall not go home unless a. I shall not go home unless a. I shall not go home unless
mother is back. mother is back. mother is back. mother is back.
b. I like you because you are b. I like you because you are b. I like you because you are b. I like you because you are
so friendly. so friendly. so friendly. so friendly.
c. Susie will return her books c. Susie will return her books c. Susie will return her books c. Susie will return her books
after her class. after her class. after her class. after her class.
Ask some questions: Ask some questions: Ask some questions: Ask some questions:
F. Developing mastery The teacher shows examples of The teacher shows examples of The teacher shows examples of The teacher shows examples of
(Leads to Formative Assessment 3) complex sentences complex sentences complex sentences complex sentences
From the examples of complex From the examples of complex From the examples of complex From the examples of complex
sentences, the teacher asks the sentences, the teacher asks the sentences, the teacher asks the sentences, the teacher asks the
pupils to identify the independent pupils to identify the independent pupils to identify the independent pupils to identify the independent
clause/dependent clause clause/dependent clause clause/dependent clause clause/dependent clause
Group Activity (Carousel method) Group Activity (Carousel method) Group Activity (Carousel method) Group Activity (Carousel method)
Group activity. Each group will be Group activity. Each group will be Group activity. Each group will be Group activity. Each group will be
given an activity sheet. Read the given an activity sheet. Read the given an activity sheet. Read the given an activity sheet. Read the
direction carefully before doing the direction carefully before doing the direction carefully before doing the direction carefully before doing the
activity. activity. activity. activity.
237
G. Finding practical applications of Combine the independent clause Combine the independent clause Combine the independent clause Combine the independent clause
concepts and skills in daily living with the dependent clause to make with the dependent clause to make with the dependent clause to make with the dependent clause to make
a complex sentence. (Refer to LM_) a complex sentence. (Refer to LM_) a complex sentence. (Refer to LM_) a complex sentence. (Refer to LM_)
H. Making generalizations and What are independent and What are independent and What are independent and What are independent and
abstractions about the lesson dependent clause? dependent clause? dependent clause? dependent clause?
What makes up complex sentence? What makes up complex sentence? What makes up complex sentence? What makes up complex sentence?
I. Evaluating learning Write an independent clause to Write an independent clause to Write an independent clause to Write an independent clause to
complete each complex sentence. complete each complex sentence. complete each complex sentence. complete each complex sentence.
1. Since I’m hungry, 1. Since I’m hungry, 1. Since I’m hungry, 1. Since I’m hungry,
_. _. _. _.
2. Although I’m late, 2. Although I’m late, 2. Although I’m late, 2. Although I’m late,
_. _. _. _.
3. Because she is rich, 3. Because she is rich, 3. Because she is rich, 3. Because she is rich,
. . . .

or remediation
V. REMARKS
VI. REFLECTION
in the evaluation

below 80%
lesson
require remediation


solve?
238
Teaching Dates and Time March 6-10 ,2016 Quarter

I. OBJECTIVES Utter each letter, word, phrase and sentence articulately.
C. Learning Competencies/Objectives EN5LC-IVi-3.13 EN5LC-IVi-3.13 EN5LC-IVi-3.13 EN5LC-IVi-3.13
Write the LC code for each Summarize information from various Summarize information from various Summarize information from various Summarize information from various
text types text types text types text types
II. CONTENT Summarizing the Selection listened Summarizing the Selection listened Summarizing the Selection listened Summarizing the Selection listened
to. to. to. to.
A. References
3. Textbook pages Improving Proficiency in Reading Improving Proficiency in Reading Improving Proficiency in Reading Improving Proficiency in Reading
I,p.44 I,p.44 I,p.44 I,p.44
K-12 Curriculum Guide in English 5 K-12 Curriculum Guide in English 5 K-12 Curriculum Guide in English 5 K-12 Curriculum Guide in English 5
EN5LC-Iv3.13, EN5LC-Iv3.13, EN5LC-Iv3.13, EN5LC-Iv3.13,

B. Other Learning Resources chart, meta cards ,activity sheets, chart, meta cards ,activity sheets, chart, meta cards ,activity sheets, chart, meta cards ,activity sheets,
film film film film
IV. PROCEDURES
A. Reviewing previous lesson Using hands, the teacher acts-out Using hands, the teacher acts-out Using hands, the teacher acts-out Using hands, the teacher acts-out
or presenting the new lesson each of the given things and asks the each of the given things and asks the each of the given things and asks the each of the given things and asks the
pupils to identify. pupils to identify. pupils to identify. pupils to identify.
1. rain drop 3. 1. rain drop 3. 1. rain drop 3. 1. rain drop 3.
239
lightning 5. earthquake lightning 5. earthquake lightning 5. earthquake lightning 5. earthquake
2. thunder 2. thunder 2. thunder 2. thunder
4. flash flood 4. flash flood 4. flash flood 4. flash flood
B. Establishing a purpose for Utter each letter, word, phrase and Utter each letter, word, phrase and Utter each letter, word, phrase and Utter each letter, word, phrase and
the lesson sentence articulately. sentence articulately. sentence articulately. sentence articulately.
C. Presenting examples/instances of Form compound words by matching Form compound words by matching Form compound words by matching Form compound words by matching
the new lesson Column A and Column B. Column A and Column B. Column A and Column B. Column A and Column B.
A. B A. B A. B A. B
1. brown- a. load 1. brown- a. load 1. brown- a. load 1. brown- a. load
2. construction- b. outs 2. construction- b. outs 2. construction- b. outs 2. construction- b. outs
3. over- c. material 3. over- c. material 3. over- c. material 3. over- c. material
4. motor- d. spread 4. motor- d. spread 4. motor- d. spread 4. motor- d. spread
5. wide- e. vehicle 5. wide- e. vehicle 5. wide- e. vehicle 5. wide- e. vehicle
D. Discussing new concepts and Teacher reads the situation aloud. Teacher reads the situation aloud. Teacher reads the situation aloud. Teacher reads the situation aloud.
Situation: While watching Situation: While watching Situation: While watching Situation: While watching
“Probinsyano”,suddenly there was “Probinsyano”,suddenly there was “Probinsyano”,suddenly there “Probinsyano”,suddenly there
an electric interruption that an electric interruption that was an electric interruption that was an electric interruption that
shot off the lights, television, shot off the lights, television, shot off the lights, television, shot off the lights, television,
electric fan, refrigerator and other electric fan, refrigerator and other electric fan, refrigerator and other electric fan, refrigerator and other
household appliances household appliances household appliances household appliances
in your neighbor’s home. in your neighbor’s home. in your neighbor’s home. in your neighbor’s home.
Ask: What is that event called? Ask: What is that event called? Ask: What is that event called? Ask: What is that event called?
E. Discussing new concepts When a brown-out in your own When a brown-out in your own When a brown-out in your own When a brown-out in your own
and practicing new skills #2 house occurs what will you do? house occurs what will you do? house occurs what will you do? house occurs what will you do?
F. Developing mastery Ask: When electrical Ask: When electrical Ask: When electrical Ask: When electrical
(Leads to Formative Assessment 3) interruptions/failures occur in the interruptions/failures occur in the interruptions/failures occur in the interruptions/failures occur in the
entire province, will you consider it entire province, will you consider it entire province, will you consider it entire province, will you consider
brown-out? If no, then what is it? brown-out? If no, then what is it? brown-out? If no, then what is it? it brown-out? If no, then what is
Why does black out or brown-out Why does black out or brown-out Why does black out or brown-out it? Why does black out or brown-
occur? occur? occur? out occur?
240
H. Making generalizations and What did you learn about the What did you learn about the What did you learn about the What did you learn about the
abstractions about the lesson lesson? lesson? lesson? lesson?
I. Evaluating learning Refer to LM . Refer to LM . Refer to LM . Refer to LM .

or remediation
V. REMARKS
VI. REFLECTION
in the evaluation

below 80%
lesson
require remediation


solve?
241
Teaching Dates and Time March 13-17,2016 Quarter

I. OBJECTIVES Use verbal and non-verbal cues.
C. Learning Competencies/Objectives EN5OL-IVj-4 EN5OL-IVj-4 EN5OL-IVj-4 EN5OL-IVj-4
Write the LC code for each Use verbal and non-verbal cues in a Use verbal and non-verbal cues in a Use verbal and non-verbal cues in a Use verbal and non-verbal cues in a
TV broadcast TV broadcast TV broadcast TV broadcast
II. CONTENT verbal and non-verbal cues verbal and non-verbal cues verbal and non-verbal cues verbal and non-verbal cues

A. References
2. Learner’s Material pages EN5OL- IV; -4 EN5V-IVh 20.1, 20.2 EN5OL- IV; -4 EN5V-IVh 20.1, 20.2 EN5OL- IV; -4 EN5V-IVh 20.1, 20.2 EN5OL- IV; -4 EN5V-IVh 20.1, 20.2
3. Textbook pages
B. Other Learning Resources charts, metacards. charts, metacards. charts, metacards. charts, metacards.
IV. PROCEDURES
A. Reviewing previous lesson Tell the compound word that fits Tell the compound word that fits Tell the compound word that fits Tell the compound word that fits
or presenting the new lesson each sentence. Select the answers each sentence. Select the answers each sentence. Select the answers each sentence. Select the answers
below the sentences. below the sentences. below the sentences. below the sentences.
1. The policeman tries to stop 1. The policeman tries to stop 1. The policeman tries to stop 1. The policeman tries to stop
the heavy car with an . the heavy car with an . the heavy car with an . the heavy car with an .
2. The people in the 2. The people in the 2. The people in the 2. The people in the
neighborhood did not sleep neighborhood did not sleep neighborhood did not sleep neighborhood did not sleep
well well well well
owing to the warmth and darkness owing to the warmth and darkness owing to the warmth and darkness owing to the warmth and darkness
242
brought by brought by brought by brought by
. . . .
3. Empty small or big containers 3. Empty small or big containers 3. Empty small or big containers 3. Empty small or big containers
in the backyard to avoid the in the backyard to avoid the in the backyard to avoid the in the backyard to avoid the
dengue viruses. dengue viruses. dengue viruses. dengue viruses.
4. A lot of riders 4. A lot of riders 4. A lot of riders 4. A lot of riders
had met on . had met on . had met on . had met on .
5. The carpenter needs a 5. The carpenter needs a 5. The carpenter needs a 5. The carpenter needs a
for building a house. for building a house. for building a house. for building a house.
B. Establishing a purpose for Use verbal and non-verbal cues. Use verbal and non-verbal cues. Use verbal and non-verbal cues. Use verbal and non-verbal cues.
the lesson
C. Presenting examples/instances of Read the sentences aloud. Read the sentences aloud. Read the sentences aloud. Read the sentences aloud.
the new lesson a. The farmer is very fond a. The farmer is very fond a. The farmer is very fond a. The farmer is very fond
of Ram, the black sheep. of Ram, the black sheep. of Ram, the black sheep. of Ram, the black sheep.
b. Father is angry with b. Father is angry with b. Father is angry with b. Father is angry with
Roy, the family’s black sheep. Roy, the family’s black sheep. Roy, the family’s black sheep. Roy, the family’s black sheep.
Ask: Do the two sentences Ask: Do the two sentences Ask: Do the two sentences Ask: Do the two sentences
convey similar ideas? convey similar ideas? convey similar ideas? convey similar ideas?
If not, what is the If not, what is the If not, what is the If not, what is the
difference? difference? difference? difference?
What kind of word is What kind of word is What kind of word is What kind of word is
black sheep in the first sentence? black sheep in the first sentence? black sheep in the first sentence? black sheep in the first sentence?
What kind of word is What kind of word is What kind of word is What kind of word is
black sheep in the second sentence? black sheep in the second sentence? black sheep in the second sentence? black sheep in the second sentence?
243
D. Discussing new concepts and Identify the denotative and the Identify the denotative and the Identify the denotative and the Identify the denotative and the
practicing new skills #1 connotative words. connotative words. connotative words. connotative words.
a. Impossible! It rained a. Impossible! It rained a. Impossible! It rained a. Impossible! It rained
cats and dogs. cats and dogs. cats and dogs. cats and dogs.
b. It rained cats and b. It rained cats and b. It rained cats and b. It rained cats and
dogs during typhoon Yolanda. dogs during typhoon Yolanda. dogs during typhoon Yolanda. dogs during typhoon Yolanda.
a. This is a sketch of a. This is a sketch of a. This is a sketch of a. This is a sketch of

human body. Please paint a heart of human body. Please paint a heart of human body. Please paint a heart of human body. Please paint a heart of
gold. gold. gold. gold.
b. Here is Mr. Rico who b. Here is Mr. Rico who b. Here is Mr. Rico who b. Here is Mr. Rico who
gives money to the needy. He has a gives money to the needy. He has a gives money to the needy. He has a gives money to the needy. He has a
heart of gold. heart of gold. heart of gold. heart of gold.
Differentiate denotations and Differentiate denotations and Differentiate denotations and Differentiate denotations and
connotations. connotations. connotations. connotations.
What does each of them What does each of them What does each of them What does each of them
mean? mean? mean? mean?
E. Discussing new concepts Identify the denotative and the Identify the denotative and the Identify the denotative and the Identify the denotative and the
and practicing new skills #2 connotative words. connotative words. connotative words. connotative words.
a. Impossible! It rained a. Impossible! It rained a. Impossible! It rained a. Impossible! It rained
cats and dogs. cats and dogs. cats and dogs. cats and dogs.
b. It rained cats and b. It rained cats and b. It rained cats and b. It rained cats and
dogs during typhoon Yolanda. dogs during typhoon Yolanda. dogs during typhoon Yolanda. dogs during typhoon Yolanda.
a. This is a sketch of a. This is a sketch of a. This is a sketch of a. This is a sketch of

human body. Please paint a heart of human body. Please paint a heart of human body. Please paint a heart of human body. Please paint a heart of
gold. gold. gold. gold.
b. Here is Mr. Rico who b. Here is Mr. Rico who b. Here is Mr. Rico who b. Here is Mr. Rico who
gives money to the needy. He has a gives money to the needy. He has a gives money to the needy. He has a gives money to the needy. He has a
heart of gold. heart of gold. heart of gold. heart of gold.
Differentiate denotations and Differentiate denotations and Differentiate denotations and Differentiate denotations and
connotations. connotations. connotations. connotations.
What does each of them What does each of them What does each of them What does each of them
mean? mean? mean? mean?
F. Developing mastery Complete the sentences with the Complete the sentences with the Complete the sentences with the Complete the sentences with the
(Leads to Formative Assessment 3) given connotative words. Select given connotative words. Select given connotative words. Select given connotative words. Select
the answers below. the answers below. the answers below. the answers below.
1. You can’t go through this 1. You can’t go through this 1. You can’t go through this 1. You can’t go through this
244
street. It’s a . street. It’s a . street. It’s a . street. It’s a .
2. The cruel leader dictates 2. The cruel leader dictates 2. The cruel leader dictates 2. The cruel leader dictates
the people with an . the people with an . the people with an . the people with an .
3. When the speaker forgot 3. When the speaker forgot 3. When the speaker forgot 3. When the speaker forgot
his line, he created . The his line, he created . The his line, he created . The his line, he created . The
audience didn’t notice it. audience didn’t notice it. audience didn’t notice it. audience didn’t notice it.
4. The love story was 4. The love story was 4. The love story was 4. The love story was
. It characters acted . It characters acted . It characters acted . It characters acted
unrealistic at all. unrealistic at all. unrealistic at all. unrealistic at all.
5. When caught, the thief 5. When caught, the thief 5. When caught, the thief 5. When caught, the thief
showed-out his that showed-out his that showed-out his that showed-out his that
the policeman didn’t believe, the policeman didn’t believe, the policeman didn’t believe, the policeman didn’t believe,
thinking that he was only bluffing thinking that he was only bluffing thinking that he was only bluffing thinking that he was only bluffing
them. them. them. them.
G. Finding practical applications of Discuss the meaning of the given Discuss the meaning of the given Discuss the meaning of the given Discuss the meaning of the given
concepts and skills in daily living connotations and denotations. Ask connotations and denotations. Ask connotations and denotations. Ask connotations and denotations. Ask
the pupils to use them in the pupils to use them in the pupils to use them in the pupils to use them in
sentences. Teacher may use non- sentences. Teacher may use non- sentences. Teacher may use non- sentences. Teacher may use non-
verbal expressions for further verbal expressions for further verbal expressions for further verbal expressions for further
understanding of the lesson. understanding of the lesson. understanding of the lesson. understanding of the lesson.
H. Making generalizations and * Denotation expresses literal * Denotation expresses literal * Denotation expresses literal * Denotation expresses literal
abstractions about the lesson or real meaning. or real meaning. or real meaning. or real meaning.
* Connotation expresses * Connotation expresses * Connotation expresses * Connotation expresses
concealed meaning. concealed meaning. concealed meaning. concealed meaning.
Evaluation: Write Denotation or Evaluation: Write Denotation or Evaluation: Write Denotation or Evaluation: Write Denotation or
Cooontation on each blank. Cooontation on each blank. Cooontation on each blank. Cooontation on each blank.
1. When the naughty boy 1. When the naughty boy 1. When the naughty boy 1. When the naughty boy
was scolded by his mother he shed was scolded by his mother he shed was scolded by his mother he shed was scolded by his mother he shed
crocodile tears. crocodile tears. crocodile tears. crocodile tears.
2. The mason seems to 2. The mason seems to 2. The mason seems to 2. The mason seems to
have an iron hand while shaping up have an iron hand while shaping up have an iron hand while shaping up have an iron hand while shaping
a bolo. a bolo. a bolo. up a bolo.
3. Your jokes are too 3. Your jokes are too 3. Your jokes are too 3. Your jokes are too
corny, it didn’t make me laugh at corny, it didn’t make me laugh at corny, it didn’t make me laugh at corny, it didn’t make me laugh at
all. all. all. all.
4. The river had finally 4. The river had finally 4. The river had finally 4. The river had finally
reached its dead end; the water reached its dead end; the water reached its dead end; the water reached its dead end; the water
dried –up,fish and plants all died. dried –up,fish and plants all died. dried –up,fish and plants all died. dried –up,fish and plants all died.
5. When necessary, 5. When necessary, 5. When necessary, 5. When necessary,
245
create an ad lib to make your part create an ad lib to make your part create an ad lib to make your part create an ad lib to make your part
very realistic. very realistic. very realistic. very realistic.
I. Evaluating learning Write Denotation or Cooontation on Write Denotation or Cooontation on Write Denotation or Cooontation on Write Denotation or Cooontation on
each blank. each blank. each blank. each blank.
1. When the naughty boy 1. When the naughty boy 1. When the naughty boy 1. When the naughty boy
was scolded by his mother he shed was scolded by his mother he shed was scolded by his mother he shed was scolded by his mother he shed
crocodile tears. crocodile tears. crocodile tears. crocodile tears.
2. The mason seems to 2. The mason seems to 2. The mason seems to 2. The mason seems to
have an iron hand while shaping up have an iron hand while shaping up have an iron hand while shaping have an iron hand while shaping
a bolo. a bolo. up a bolo. up a bolo.
3. Your jokes are too 3. Your jokes are too 3. Your jokes are too 3. Your jokes are too
corny, it didn’t make me laugh at corny, it didn’t make me laugh at corny, it didn’t make me laugh at corny, it didn’t make me laugh at
all. all. all. all.
4. The river had finally 4. The river had finally 4. The river had finally 4. The river had finally
reached its dead end; the water reached its dead end; the water reached its dead end; the water reached its dead end; the water
dried –up,fish and plants all died. dried –up,fish and plants all died. dried –up,fish and plants all died. dried –up,fish and plants all died.
5. When necessary, 5. When necessary, 5. When necessary, 5. When necessary,

create an ad lib to make your part create an ad lib to make your part create an ad lib to make your part create an ad lib to make your part
very realistic. very realistic. very realistic. very realistic.
J. Additional activities for application List down 5 connotative words with List down 5 connotative words with List down 5 connotative words with List down 5 connotative words with
or remediation their meanings. Use them in their meanings. Use them in their meanings. Use them in their meanings. Use them in
sentences. sentences. sentences. sentences.
V. REMARKS
VI. REFLECTION
in the evaluation

below 80%
lesson
require remediation

246
solve?
247
Teaching Dates and Time March 20-24,2016 Quarter

I. OBJECTIVES Define vocabulary words through context clues.
A. Content Standards The learner… The learner… REVIEW PERIODICAL TEST PERIODICAL TEST
listens critically to different text listens critically to different text

types; expresses ideas logically in types; expresses ideas logically in
oral and written forms; oral and written forms;
B. Performance Standards The learner… The learner…
demonstrates interest in reading to demonstrates interest in reading to

meet various needs. meet various needs.
C. Learning Competencies/Objectives EN5LC-IVj-3.13 EN5LC-IVj-3.13
Write the LC code for each Summarize information from various Summarize information from various
text types text types
II. CONTENT Developing Vocabularies (Contextual Developing Vocabularies (Contextual

Clues) Clues)
A. References
3. Textbook pages New Dynamics Series in English 5pp. New Dynamics Series in English 5pp.
49-50. 49-50.
K-12 Curriculum Guide, EN5RC-IVg- K-12 Curriculum Guide, EN5RC-IVg-
2.12 2.12
EN5F-IVg- 2.9 EN5F-IVg- 2.9

B. Other Learning Resources chart, metacards, pictures activity chart, metacards, pictures activity
sheets sheets
IV. PROCEDURES
248
A. Reviewing previous lesson Ask the pupils to read repeatedly. Ask the pupils to read repeatedly.
or presenting the new lesson Then instruct then do recite without Then instruct then do recite without
reading it. reading it.
Tongue Twister Tongue Twister

Videographers Videographers
videotape the videography videotape the videography
of videos. of videos.
B. Establishing a purpose for Summarize information from various Summarize information from various
the lesson text types text types
C. Presenting examples/instances of Analyze the sentences. Underline Analyze the sentences. Underline
the new lesson twice the word or words that mean twice the word or words that mean
(s) the underlined (s) the underlined
vocabulary in each sentence. vocabulary in each sentence.
1. There was rejoicing in the 1. There was rejoicing in the
palace yesterday. palace yesterday.
The king got married a The king got married a
beautiful woman. beautiful woman.
2. Trials are test of patience. 2. Trials are test of patience.
They are the spices of life. They are the spices of life.
3. The kings wife requested 3. The kings wife requested
for a monkey’s liver. for a monkey’s liver.
4. Timothy is a mischievous 4. Timothy is a mischievous
boy. He always makes his teachers boy. He always makes his teachers
angry. angry.
5. Juan is a silly boy. He 5. Juan is a silly boy. He
does things that shows lack of good does things that shows lack of
sense. good sense.
249
D. Discussing new concepts and Our reading selection for today is Our reading selection for today is
practicing new skills #1 “The Jellyfish Journey” “The Jellyfish Journey”
Can you think of words, Can you think of words,
compound words, or remarks that compound words, or remarks that
we may associate to animals? we may associate to animals?
Example: yellow chicken Example: yellow chicken
Anticipated answers: Anticipated answers:
black sheep black sheep
lion-hearted crocodile tears lion-hearted crocodile tears
dog tags monkey dog tags monkey
business business
Show pictures of a jelly Show pictures of a jelly
250
fish,dragon and monkey fish,dragon and monkey
Find out the different blended Find out the different blended
traits of the characters in the traits of the characters in the
selection. selection.
Which among the two of you is Which among the two of you is
going to be defended and be cast going to be defended and be cast
out? out?
THE JELLYFISH JOURNEY THE JELLYFISH JOURNEY

Once upon a time, the king Once upon a time, the king
of the dragons who was an old of the dragons who was an old
bachelor took it into his head to get bachelor took it into his head to get
married. His bride was a young married. His bride was a young
dragonette just sixteen years old- dragonette just sixteen years old-
lovely enough to become the wife lovely enough to become the wife
of any king. The wedding caused of any king. The wedding caused
much rejoicing. The fishes both great much rejoicing. The fishes both great
and small came to offer gifts to the and small came to offer gifts to the
newly wedded pair. For many days newly wedded pair. For many days
there was feasting and merriment. there was feasting and merriment.
But alas, even dragons But alas, even dragons
have their trials. Before a month has have their trials. Before a month has
passed, the young dragon queen fell passed, the young dragon queen fell
ill. The doctors gave her every ill. The doctors gave her every
medicine that was known to medicine that was known to
dragons, but none helped her. At dragons, but none helped her. At
last, they said that there was last, they said that there was
nothing more to be done. She would nothing more to be done. She would
probably die. But the sick queen said probably die. But the sick queen said
to her husband, “I know of to her husband, “I know of
something that will cure me. Get me something that will cure me. Get me
a live monkey’s liver and I shall get a live monkey’s liver and I shall get
well at once. well at once.
“A live monkey’s liver!” “A live monkey’s liver!”
exclaimed the king. “What are you exclaimed the king. “What are you
thinking of, my dear? You forgot that thinking of, my dear? You forgot that
we dragons live in the sea, while we dragons live in the sea, while
monkey’s live on land far away monkey’s live on land far away
among the forest trees. A monkey’s among the forest trees. A monkey’s
liver! My darling, you must be mad.” liver! My darling, you must be mad.”
The young queen burst The young queen burst
into tears, “I have asked you for only into tears, “I have asked you for only
one small thing,” she whispered, one small thing,” she whispered,
“and you won’t get it for me. I wish I “and you won’t get it for me. I wish I
251
252
had stayed at home with my own m- had stayed at home with my own m-
m-m-mama and my own papa-a-a- m-m-mama and my own papa-a-a-
a.” a.”
The dragon king did not The dragon king did not
like to have it thought that he was like to have it thought that he was
unkind to his beautiful young wife. unkind to his beautiful young wife.
So he sent for his trusty servant, the So he sent for his trusty servant, the
jellyfish, and said: “I have a rather jellyfish, and said: “I have a rather
difficult task for you. I want you to difficult task for you. I want you to
swim across the land and persuade a swim across the land and persuade a
live monkey to come here with you. live monkey to come here with you.
Tell the monkey how much nicer Tell the monkey how much nicer
everything is here in Dragon Land everything is here in Dragon Land
than where he lives, so that he will than where he lives, so that he will
be willing to come. What I really be willing to come. What I really
want him for is to cut out his liver to want him for is to cut out his liver to
use as a medicine for the queen.” use as a medicine for the queen.”
So the jellyfish started off So the jellyfish started off
on his strange errand. In those days, on his strange errand. In those days,
he was just like any other fish, with he was just like any other fish, with
eyes and fins and a tail. But he had eyes and fins and a tail. But he had
little feet also, so that he could walk little feet also, so that he could walk
on land. It did not take him many on land. It did not take him many
hours to swim across the country hours to swim across the country
where the monkeys live. Fortunately where the monkeys live. Fortunately
there happened to be a monkey there happened to be a monkey
jumping about among the branches jumping about among the branches
of the trees near the place where of the trees near the place where
the jellyfish landed. the jellyfish landed.
“Good morning, Mr. “Good morning, Mr.
Monkey,” said the jellyfish. “I have Monkey,” said the jellyfish. “I have
come to tell you a beautiful country come to tell you a beautiful country
where the weather is always where the weather is always
pleasant. There are plenty of ripe pleasant. There are plenty of ripe
fruits on the trees, and there are fruits on the trees, and there are
none of those mischievous creatures none of those mischievous creatures
called men. Will you not get on my called men. Will you not get on my
back and let me take you there?” back and let me take you there?”
The monkey thought it The monkey thought it
would be fun to see a new country. would be fun to see a new country.
So he jumped on the jellyfish’s back, So he jumped on the jellyfish’s back,
and off they started across the and off they started across the
water. When they had gone about water. When they had gone about
halfway, he began to fear that there halfway, he began to fear that there
253
might be some hidden danger. It might be some hidden danger. It
seemed rather odd for jellyfish to seemed rather odd for jellyfish to
come so far to carry a stranger home come so far to carry a stranger home
simply to see the country. simply to see the country.
“My Jellyfish, why did you “My Jellyfish, why did you
think of coming for me?” think of coming for me?”
“My master, the king of “My master, the king
the dragons, sent me to get of the dragons, sent me to get
you,” answered the jellyfish. you,” answered the jellyfish.
“He wants to give “He wants to give
your liver as medicine to the your liver as medicine to the
queen.” queen.”
“Oh, that’s your little “Oh, that’s your little
game, is it?” thought the monkey, game, is it?” thought the monkey,
but he kept his thoughts to himself, but he kept his thoughts to himself,
and only said, “Nothing could please and only said, “Nothing could please
me better than to be of service to me better than to be of service to
the king and queen. But I left my the king and queen. But I left my
liver hanging on a branch of that big liver hanging on a branch of that big
tree where you first saw me. A liver tree where you first saw me. A liver
is heavy to carry about so I generally is heavy to carry about so I generally
take mine out and play about take mine out and play about
without it. We shall have to go back without it. We shall have to go back
for it.” for it.”
The jellyfish agreed that The jellyfish agreed that
there was nothing else to do. The there was nothing else to do. The
silly creature did not see that the silly creature did not see that the
monkey was only fooling him in monkey was only fooling him in
order to save his life and his liver. order to save his life and his liver.
When they reached the When they reached the
shore again, the monkey bounded shore again, the monkey bounded
off the jellyfish’s back and was up off the jellyfish’s back and was up
the tree in less than a minute. Then the tree in less than a minute. Then
he said: “I do not see my liver here. he said: “I do not see my liver here.
Perhaps somebody has taken it Perhaps somebody has taken it
away. I will look for it. Go back and away. I will look for it. Go back and
tell your master what has happened. tell your master what has happened.
He may become very anxious if you He may become very anxious if you
did not get home before dark.” did not get home before dark.”
So the jellyfish started So the jellyfish started
home. When he told the king of the home. When he told the king of the
dragons what happened, the king dragons what happened, the king
254
was so angry and said: “Away with was so angry and said: “Away with
this fellow. Take him and beat him this fellow. Take him and beat him
to a pulp. Do not let a single bone to a pulp. Do not let a single bone
remain unbroken in his body.” remain unbroken in his body.”

The officers seized the The officers seized the
unfortunate jellyfish and beat him as unfortunate jellyfish and beat him as
the king had commanded. That is the king had commanded. That is
the reason why, to this very day, the reason why, to this very day,
jellyfish have no bones. jellyfish have no bones.
When the young queen When the young queen
found she could not have the found she could not have the
monkey’s liver, she made up her monkey’s liver, she made up her
mind to get well without it. mind to get well without it.
E. Discussing new concepts Teacher reads the selection by part. Teacher reads the selection by part.
and practicing new skills #2 Teacher asks the pupils to Teacher asks the pupils to
read after her. read after her.
Teacher pauses once in a Teacher pauses once in a
while and asks questions. while and asks questions.
Comprehension Questions: Comprehension Questions:

1. Tell the most remarkable traits 1. Tell the most remarkable traits
of each character. of each character.
2. Why was the jelly fish sent by 2. Why was the jelly fish sent by
the king for an errand? the king for an errand?
3. How did the jelly fish persuade 3. How did the jelly fish persuade
the monkey to go with him? Did the monkey to go with him? Did
the jelly fish succeed? the jelly fish succeed?
4. If you were the monkey, what 4. If you were the monkey, what
would you do to serve yourself? would you do to serve yourself?
5. What became of the jelly fish 5. What became of the jelly fish
after being punished? after being punished?
6. What does this story want to 6. What does this story want to
covey? covey?
255
F. Developing mastery Cooperative Group Activity Cooperative Group Activity
(Leads to Formative Assessment 3) Group I- Draw the Group I- Draw the
dragonette and write her dragonette and write her
characteristics. characteristics.
Group II- Draw the jelly Group II- Draw the jelly
fish and write its characteristics. fish and write its characteristics.
Group III- Draw the Group III- Draw the
monkey and write his attempts to monkey and write his attempts to
escape his death. escape his death.
G. Finding practical applications of Pick out the best answer in each Pick out the best answer in each
256
concepts and skills in daily living sentence. Write the letter of the sentence. Write the letter of the
answer. answer.
1. The king dragons wife was: 1. The king dragons wife was:
a. active, bright but stupid a. active, bright but stupid
b. lovely, young but spoiled b. lovely, young but spoiled
c. tall, slender but healthy c. tall, slender but healthy
d. ugly, obese but nice d. ugly, obese but nice
2. When the dragonette fell 2. When the dragonette fell
ill, she requested a ill, she requested a
a. beef’s liver a. beef’s liver
b. cow’s liver b. cow’s liver
c. monkey’s liver c. monkey’s liver
d. pork’s liver d. pork’s liver
3. The jelly fish had persuaded 3. The jelly fish had persuaded
the monkey in exchange to an offer the monkey in exchange to an offer
– to have – to have
a. bananas, trees and a. bananas, trees and
house house
b. food, mountains and b. food, mountains and
park park
c. country, fruits, men c. country, fruits, men
d. zoo, swamp, pen d. zoo, swamp, pen
4. The monkey was able to 4. The monkey was able to
escape his death by; escape his death by;
a. drowning the jelly fish a. drowning the jelly fish
in water in water
b. fooling-out the jelly fish b. fooling-out the jelly fish
by dishonesty by dishonesty
c. giving the jelly fish, c. giving the jelly fish,
bananas bananas
d. running to the d. running to the
mountain to hide mountain to hide
5. When the jelly fish failed 5. When the jelly fish failed
to bring a monkey’s liver, he was to bring a monkey’s liver, he was
a. beaten to pulp a. beaten to pulp
b. cooked into food b. cooked into food
c. driven from the sea c. driven from the sea
d. smash to death d. smash to death
H. Making generalizations and The main idea is the point of view or The main idea is the point of view or
abstractions about the lesson general perception of the reader general perception of the reader
about the reading material. about the reading material.
257
I. Evaluating learning Refer to LM . Refer to LM .
J. Additional activities for application Refer to LM . Refer to LM .

or remediation
V. REMARKS
VI. REFLECTION
in the evaluation

below 80%
lesson
require remediation


solve?
258

GRADE 5 English DLL Whole Year Grade 5

Uploaded by

Copyright:

Available Formats

GRADE 5 English DLL Whole Year Grade 5

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

GRADE 5 English DLL Whole Year Grade 5

Uploaded by

Copyright:

Available Formats

GRADES 1 to 12 School TINGOLO INTEGRATED SCHOOL Grade Level GRADE V

Monday Tuesday Wednesday Thursday Friday

Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of

Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of

EN5LC-ID-2.17.3 EN5LC-ID-2.17.3 EN5LC-ID-2.17.3 EN5LC-ID-2.17.3

EN5G-ID-3.6 EN5G-ID-3.6 EN5G-ID-3.6 EN5G-ID-3.6

4. Additional Materials from

Connotation. The emotional or Connotation. The emotional or

Diction. Style of speaking or writing Diction. Style of speaking or writing

language, and tone. language, and tone.

He was a Teodoro F. Valencia the He was a Teodoro F. Valencia the

1. Teodoro Valencia was the 1. Teodoro Valencia was the

B. No. of learners who require additional

E. Which of my teaching strategies worked

F. What difficulties did I encounter which

Monday Tuesday Wednesday Thursday Friday

C. Learning EN5G-Ie-8.3/8.4 EN5G-Ie-8.3/8.4 EN5OL-Ie-3.9 EN5OL-Ie-3.9

III. LEARNING RESOURCES

4. Additional Materials from

Assonance takes place when

The sheep went, “Baa.”

B. No. of learners who require

E. Which of my teaching strategies

GRADES 1 to 12 School TINGOLO INTEGRATED SCHOOL Grade Level GRADE V

Monday Tuesday Wednesday Thursday Friday

Demonstrate understanding of the Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of

C. Learning EN5LC-If-2.8.1/2.8.2/2.8.3 EN5LC-If-2.8.1/2.8.2/2.8.3 EN5V-If-12 and 13 EN5V-If-12 and 13

III. LEARNING RESOURCES

Antonyms are words with Antonyms are words with

Word parts by analyzing the Word parts by analyzing the

Say: Class this might be the

Children, these are what we call

c. Smoke and fog c. Smoke and fog

a. Giant and enormous a. Giant and enormous

b.Seedlings and products b.Seedlings and products

Group II – Arrange the jumbled Group II – Arrange the jumbled

PICTURE ELEMENT = EXLIP PICTURE ELEMENT = EXLIP

politely”. top. “I did it! I did it! he shouted 1. Brunch 1. Brunch

B. No. of learners who require additional

E. Which of my teaching strategies

F. What difficulties did I encounter which

Monday Tuesday Wednesday Thursday Friday

Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of

Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of

C. Learning Competencies/Objectives EN5LC-Ig-2.3 EN5LC-Ig-2.3 EN5V-Ig-12 and 13 EN5V-Ig-12 and 13

III. LEARNING RESOURCES

2.Foreclipping (Aphaeresis) refers to 2.Foreclipping (Aphaeresis) refers to

3. Middle Clipping (Syncope) retains 3. Middle Clipping (Syncope) retains

4. Complex Clipping is the shortening 4. Complex Clipping is the shortening

of a compound word by preserving of a compound word by preserving

That afternoon in school, That afternoon in school,

Before going to bed that Before going to bed that

The fairy dropped the The fairy dropped the

“Wake up, Child,” Jenny’s “Wake up, Child,” Jenny’s

Before she opened her Before she opened her

Mother smiled and said, Mother smiled and said,

With that thought, Jenny With that thought, Jenny

“But I saw her, Mother. I “But I saw her, Mother. I

Ask the following questions: Ask the following questions: