LEARNING MATERIALS IN ENGLISH 5

4th Quarter
Week 9

EARNING COMPETENCIES

Listening Comprehension
Summarize information from various text types.

Oral Language
Use verbal and non-verbal cues in a TV Broadcast.

Vocabulary Development
Identify different meanings of unfamiliar words.
(denotation and connotation) (Mathematics)

Reading Comprehension
Make generalization

Oral Reading Fluency

Observe accuracy, appropriate rate, proper expressions and correct punctuations in dramatic,
readings and presentation.

Study Strategy
Conduct short research projects on a self-related topic.

Grammar
Use complex sentences to show problem-solution relationship of ideas.

Writing Composition
Compose a three-paragraph descriptive essay on self-related topic.

Viewing
Make connections between information viewed and personal experiences.

Attitude
Show tactfulness when communicating with others.
II. Subject-Matter

A. Topics

1. Literature
a. Black-out or Brown outs (Improving Proficiency in Reading I, p.44)
b. The Jellyfish Journey by Josefina V. Suarez, Ed. D.
(New Dynamic Series in English 5, pp. 49-50)
c. Hickory, Dickory, Dock (Poem)
d. Idioms, Connotations & Denotations
e. Tongue Twisters

2. Language
a. Compound words
b. Verbal and Non-Verbal Cues in a TV Broadcast
c. Descriptive Essay
d. Contextual Clues

B. Materials
short listening Selection
short oral reading selection
printed vocabs on meta cards (Word Bank)
prediction table (board/chart)
tongue twister chart
activity sheets
film (via power point)

C. References
K-12 Curriculum Guide (English 5)
Day 1

II. Subject-Matter
1. Listening to a selection (Black-out or Brown-out)
2. Summarizing the Selection listened to.

References: Improving Proficiency in Reading I,p.44

K-12 Curriculum Guide in English 5 EN5LC-Iv3.13,

Materials: chart, meta cards ,activity sheets, film

III. Procedure

Setting the Stage

A. Using hands, the teacher acts-out each of the given things and asks the pupils to identify.
1. rain drop 3. lightning 5. earthquake
2. thunder 4. flash flood

Ask: What are those identified things?

B. Form compound words by matching Column A and Column B.

A. B
1. brown- ______________ a. load
2. construction-______________ b. outs
3. over- ________________ c. material
4. motor- _______________ d. spread
5. wide- ________________ e. vehicle

Think and Tell:

Teacher reads the situation aloud.
Situation: While watching Probinsyano,suddenly there was an electric interruption that
shot off the lights, television, electric fan, refrigerator and other household appliances
in your neighbors home.
Ask: What is that event called?

Find-out and learn

Ask: When a brown-out in your own house occurs what will you do?

Try and learn

Ask: When electrical interruptions/failures occur in the entire province, will you consider it
brown-out? If no, then what is it?
Why does black out or brown-out occur?
 Do and learn
Ask: How does black-out affect a province or city?

Fill- up the prediction chart.

People Work Household Appliances

Ask the pupils to explain the answers.

C. Modeling the pupils

Teacher reads the selection clearly and slowly. Pause once in a while to ask questions.

Black-out or Brown-out
We use the term black-out to mean a widespread loss of electric power. This usually
Happens during uncontrollable situations such as when lightning or tree branches hit electric wires
during storms. It also occurs after a total electric shot down due to an overload on the units that
generate electricity.
Brown-outs on the often hand, are confined only to certain small areas. They are
sometimes scheduled and announced in advanced by an electric company when it is necessary to
save energy or enable its crews to perform maintenance work. But brown-outs can also be caused
by fires, floods, man-made accidents such as a vehicle hitting an electric post or late getting
entangled with power line or construction-materials falling on these lines.

Comprehension Questions
How is black-out different from brown-out?
What may cause black-out and brown-out?
Which between black-out and brown-out is more disturbing? Support your answer.
How can we prepare ourselves to any of them so that we will not be fully affected?

III. Guided Practice

Group the class into three. Then, distribute the activity sheets.
Group I: Role play 5 activities of family members during occurrence of a brown-out.
Group II: Act-out the usual 5 reactions to brown-out in your house.
Group III: Pretend to be government agencies that will respond to call in case, a brown-out
extends longer.
 Ask the pupils to present their outputs in the class.

IV. Independent Practice

Write a paragraph-summary of the selection listened, to containing the following;
1. difference between black-out and brown-out
2. causes
3. effects

Rubric
5 3 complete ideas with a title
4 2 complete ideas with a title
3 1 complete idea with a title
2 1 incomplete idea with a title
1 1 incomplete idea without a title
0- no idea at all

REMEMBER: A paragraph is consists of an introduction, body and conclusion. The first sentence is
indented

V. Evaluation

Choose the best answer in each item.

1. Brown-outs happen ( anytime, at night, at noon, in the morning ).

2. Black-out occurs in (a duplex, a house, an urban, a neighbor,)

3. Brown-out is caused by a ( fight, lightning ,graduation, party)

4 . (Appliances, Houses , People, Roads) are mostly affected as their work are delayed

5. It is safer to ( break-out, leave on, ignore, turrn off) the household appliances.
Day 2

I. Objectives
1. Value facts/factual things to find reality.
2. Use verbal and non-verbal cues.
3. Perform an oral activity using denotations and connotations.

II. Subject-Matter
Verbal and Non-Verbal Cues
Connotations and Denotations K -12 Curriculum Guide in English 5

References: EN5OL- IV; -4 EN5V-IVh 20.1, 20.2

Materials: charts, metacards.
III. Procedure
Setting the Stage
Tell the compound word that fits each sentence. Select the answers below the sentences.
1. The policeman tries to stop the heavy car with an ___________.
2. The people in the neighborhood did not sleep well owing to the warmth and darkness brought by
_____________.
3. Empty small or big containers in the backyard to avoid the ____________dengue viruses.
4. A lot of ___________ riders had met on ____________.
5. The carpenter needs a ____________ for building a house.

brown-out construction-material overload

motor-vehicle widespread

Think and Tell

Read the sentences aloud.
a. The farmer is very fond of Ram, the black sheep.
b. Father is angry with Roy, the familys black sheep.

Ask: Do the two sentences convey similar ideas?

If not, what is the difference?
What kind of word is black sheep in the first sentence?
What kind of word is black sheep in the second sentence?

Find and Learn

Identify the denotative and the connotative words.
a. Impossible! It rained cats and dogs.
b. It rained cats and dogs during typhoon Yolanda.

a. This is a sketch of human body. Please paint a heart of gold.

b. Here is Mr. Rico who gives money to the needy. He has a heart of gold.
Differentiate denotations and connotations.
What does each of them mean?
 Do and Learn
Complete the sentences with the given connotative words. Select the answers below.
1. You cant go through this street. Its a ____________.
2. The cruel leader dictates the people with an ____________.
3. When the speaker forgot his line, he created __________. The audience didnt notice it.
4. The love story was ___________. It characters acted unrealistic at all.
5. When caught, the thief showed-out his ____________that the policeman didnt believe,
thinking that he was only bluffing them.
corny crib crocodile
tears
iron hand ad lib dead end

Fill in the blank with the correct denotation. Use the same choices found above.
1. In the lake, the crocodile lost its young. To my amazement, it gave out ______________.
2. I have strong teeth so I could eat ______________ foods.
3. Children love to watch robots moving their _______________.
4. The baby is put in a ______________.
5. If the old sick man isnt cured, it could be his ______________.

Learn some more

Find the meaning of the following connotations by matching Columns A and B.
A. B.
______1. ad lib a. forceful discipline
______2. corny b. old fashioned
______3. dead end c. additional remarks
______4. crocodile tears d. insincere grief
______5. iron hand e. street without outlet
Talk about it
Discuss the meaning of the given connotations and denotations. Ask the pupils to use them in
sentences. Teacher may use non-verbal expressions for further understanding of the lesson.

REMEMBER:
* Denotation expresses literal or real meaning.
* Connotation expresses concealed meaning.
Evaluation: Write Denotation or Cooontation on each blank.
______1. When the naughty boy was scolded by his mother he shed crocodile tears.
______2. The mason seems to have an iron hand while shaping up a bolo.
______3. Your jokes are too corny, it didnt make me laugh at all.
______4. The river had finally reached its dead end; the water dried up,fish and plants all died.
______5. When necessary, create an ad lib to make your part very realistic.

Home Activity
List down 5 connotative words with their meanings. Use them in sentences.
Day 3
I. Objectives
1. Realized that the end does not justify the means.
2. Define vocabulary words through context clues.
3. Read the selection with comprehension.
4. Write the main idea of the selection read.

II. Subject-Matter:
Developing Vocabularies (Contextual Clues)
Reading a Selection: The Jellyfish Journey
Giving the Main Idea of the Selection read.

References:
New Dynamics Series in English 5pp. 49-50.
K-12 Curriculum Guide, EN5RC-IVg- 2.12
EN5F-IVg- 2.9
Materials: chart, metacards, pictures activity sheets

III. Procedure
A. Setting the Stage
Ask the pupils to read repeatedly.
Then instruct then do recite without reading it.

Tongue Twister
Videographers
videotape the videography
of videos.
B. Contextual Clues:
Analyze the sentences. Underline twice the word or words that mean (s) the underlined
vocabulary in each sentence.
1. There was rejoicing in the palace yesterday.
The king got married a beautiful woman.
2. Trials are test of patience. They are the spices of life.
3. The kings wife requested for a monkeys liver.
4. Timothy is a mischievous boy. He always makes his teachers angry.
5. Juan is a silly boy. He does things that shows lack of good sense.

Check the pupils answers. Draw a line to match Column A with Column B.
A. B.
1. rejoicing a. test of patience
2. trials b. makes his teachers angry
3. requested c. celebration lasted
4. mischievous d. respond to wifes wish
5. silly e. lack of good sense
 Explaining the pupils what to do.
Our reading selection for today is The Jellyfish Journey
Can you think of words, compound words, or remarks that we may associate to animals?
Example: yellow chicken
Anticipated answers:
black sheep lion-hearted crocodile tears dog tags monkey business
Show pictures of a jelly fish,dragon and monkey
Find out the different blended traits of the characters in the selection.
Which among the two of you is going to be defended and be cast out?

THE JELLYFISH JOURNEY

Once upon a time, the king of the dragons who was an old bachelor took it
into his head to get married. His bride was a young dragonette just sixteen
years old- lovely enough to become the wife of any king. The wedding caused
much rejoicing. The fishes both great and small came to offer gifts to the newly
wedded pair. For many days there was feasting and merriment.
But alas, even dragons have their trials. Before a month has passed, the
young dragon queen fell ill. The doctors gave her every medicine that was known to
dragons, but none helped her. At last, they said that there was nothing more to be
done. She would probably die. But the sick queen said to her husband, I know of
something that will cure me. Get me a live monkeys liver and I shall get well at
once.
A live monkeys liver! exclaimed the king. What are you thinking of, my
dear? You forgot that we dragons live in the sea, while monkeys live on land far
away among the forest trees. A monkeys liver! My darling, you must be mad.
The young queen burst into tears, I have asked you for only one small
thing, she whispered, and you wont get it for me. I wish I had stayed at home
with my own m-m-m-mama and my own papa-a-a-a.
The dragon king did not like to have it thought that he was unkind to his
beautiful young wife. So he sent for his trusty servant, the jellyfish, and said: I have
a rather difficult task for you. I want you to swim across the land and persuade a
live monkey to come here with you. Tell the monkey how much nicer everything is
here in Dragon Land than where he lives, so that he will be willing to come. What I
really want him for is to cut out his liver to use as a medicine for the queen.
So the jellyfish started off on his strange errand. In those days, he was just
like any other fish, with eyes and fins and a tail. But he had little feet also, so that
he could walk on land. It did not take him many hours to swim across the country
where the monkeys live. Fortunately there happened to be a monkey jumping about
among the branches of the trees near the place where the jellyfish landed.
Good morning, Mr. Monkey, said the jellyfish. I have come to tell you a
beautiful country where the weather is always pleasant. There are plenty of ripe
fruits on the trees, and there are none of those mischievous creatures called men.
Will you not get on my back and let me take you there?
The monkey thought it would be fun to see a new country. So he jumped on
the jellyfishs back, and off they started across the water. When they had gone
about halfway, he began to fear that there might be some hidden danger. It seemed
rather odd for jellyfish to come so far to carry a stranger home simply to see the
country.

My Jellyfish, why did you think of coming for me?

My master, the king of the dragons, sent me to get you, answered the
jellyfish.
He wants to give your liver as medicine to the queen.
Oh, thats your little game, is it? thought the monkey, but he kept his
thoughts to himself, and only said, Nothing could please me better than to be of
service to the king and queen. But I left my liver hanging on a branch of that big
tree where you first saw me. A liver is heavy to carry about so I generally take mine
out and play about without it. We shall have to go back for it.
The jellyfish agreed that there was nothing else to do. The silly creature did
not see that the monkey was only fooling him in order to save his life and his liver.
When they reached the shore again, the monkey bounded off the jellyfishs
back and was up the tree in less than a minute. Then he said: I do not see my liver
here. Perhaps somebody has taken it away. I will look for it. Go back and tell your
master what has happened. He may become very anxious if you did not get home
before dark.
So the jellyfish started home. When he told the king of the dragons what
happened, the king was so angry and said: Away with this fellow. Take him and beat
him to a pulp. Do not let a single bone remain unbroken in his body.
The officers seized the unfortunate jellyfish and beat him as the king had
commanded. That is the reason why, to this very day, jellyfish have no bones.
When the young queen found she could not have the monkeys liver, she
made up her mind to get well without it.

Modeling the pupils

Teacher reads the selection by part.
Teacher asks the pupils to read after her.
Teacher pauses once in a while and asks questions.

Comprehension Questions:
1. Tell the most remarkable traits of each character.
2. Why was the jelly fish sent by the king for an errand?
3. How did the jelly fish persuade the monkey to go with him? Did the jelly fish succeed?
4. If you were the monkey, what would you do to serve yourself?
5. What became of the jelly fish after being punished?
6. What does this story want to covey?

Guided Practice
Cooperative Group Activity
Group I- Draw the dragonette and write her characteristics.
Group II- Draw the jelly fish and write its characteristics.
 Group III- Draw the monkey and write his attempts to escape his death.

Independent Practice
Pick out the best answer in each sentence. Write the letter of the answer.
___1. The king dragons wife was:
a. active, bright but stupid
b. lovely, young but spoiled
c. tall, slender but healthy
d. ugly, obese but nice
___2. When the dragonette fell ill, she requested a
a. beefs liver
b. cows liver
c. monkeys liver
d. porks liver
___3. The jelly fish had persuaded the monkey in exchange to an offer to have
a. bananas, trees and house
b. food, mountains and park
c. country, fruits, men
d. zoo, swamp, pen
___4. The monkey was able to escape his death by;
a. drowning the jelly fish in water
b. fooling-out the jelly fish by dishonesty
c. giving the jelly fish, bananas
d. running to the mountain to hide
___5. When the jelly fish failed to bring a monkeys liver, he was
a. beaten to pulp
b. cooked into food
c. driven from the sea
d. smash to death

Ask: What is the story about? What is the main idea of the story?

REMEMBER: The main idea is the point of view or general perception of the reader about the
reading material.

Home Activity:
In a paragraph, write the main idea of the selection, The Jellyfish Journey
Day 4
I. Objectives
1. Be tactful at all times
2. Use the complex sentences to solve the cause-effect relationship of ideas
3. Write a three paragraph descriptive essay

II. Subject-Matter
Using complex sentences
Writing a three paragraph descriptive essay.
References: Growing in English 6 (Reading) p. 177
K-12 Curriculum Guide
EN5G-IVh 1.9.2, EN5WC-III h- 2.28

Materials: chart,metacards, spelling booklet

III. Procedure

A. Setting the Stage

Put-out your spelling booklet.

Spell:
1. patience 4. rejoicing
2. celebration 5. silly
3. mischievous

Think and Tell

Identify the cause and the effect.
1. Because its raining, the pupils open their umbrellas.
2. That was the same day when the rainbow appeared.
3. Victor, whose words are inviting, won the contest.

Ask: Which one is the cause and the effect in each sentence?
Distinguish the dependent clause, the independent clause and the conjunction.

Find-out and Learn

Here are some sentences from the selection, The Jellyfish Journey.
Underline the independent clause, box the dependent clause and circle the conjunction.
1. Before a month has passed, the young dragon fell ill.

2. Tell the monkey, how much nicer everything here in Dragon Lands so that he will be
 willing to come.

.
3. When he told the dragon king what happened, the king got angry.

4. The officer beat the jellyfish, thats why the jelly fish have no bones.

Ask: What composed the independent clause?

What does it tell?
What composed the dependent clause
It is complete in ideas?
What is connected by conjunction?
What kind of sentence does each form?

Try and Learn

Underline once the cause and underline twice the effect.
1._________ Math problems are difficult.
_________ Rinalyn was worried and unhappy.

2._________ The sea waves were too rough.

\ _________ The fisherman did not go out to the sea.

3._________ Cananava area were flooded for 3 days.

_________ Poor drainage and improper waste disposal in other area.

Do and Learn
Use a conjunction to connect the 2 sentences to form a complex sentence.
1._____ The girl turned off her TV set.
_____ She kept her mind in her work.
2._____ She is not getting enough sleep.
_____ Claudia spends much time watching TV at night.
3._____ Mabini was .
_____ He was the brain of the Katipunan.

Ask: What is a complex sentence?

How do you form a complex sentence?

Learn some more

1. What are the possible causes why many animals are in danger of becoming extinct?
a.
b.
c.
 2. If people have made many changes in the environment, what will be its effect?
a.
b.
c.

Evaluation
Match the cause and its effect. write the letters only.
A. B.
____1. because the air is not moving a. a giant hole was cruelled
____2. when you rub them together b. your hands get warm
____3. because the lights are c. forest fires
____4. because a meteorite fell d. the building is dark
____5. because some people are careless e. there is no wind
with

Home Activity
Complete this outline. Then develop a paragraph

My Success in Studying

A. Causes of success in studying

1.
2.
3.
B. Effects of success in studying
1.
2.
3.
C. If you became successful, how will you share it to others?
1.
2.
3.

My Success in Studying
_________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Day 5

I- Objectives
1. Be tactful in the observation and in giving analysis.
2. Use .a picture of a place under a storm or typhoon
3. Write a reaction to the given film relevant to personal experiences.

II- Subject-Matter
Viewing film (any short educated film will do)
Writing personal rea ctions to the viewed film.

References:
Any educated film
K- 12 Curriculum Guide p.78 EN5VC- IV; - 2.4
Materials: pictures film

III Procedure

A.Setting the Stage

Have you had an experience about a storm ? What were your feelings reactios/
that you had been afraid of? What were those things that caused your fear?

Do you think your neighbors had the same feelings or reactions?

What about other people who were not beset by a storm, what could be their
feelings or reactions?

Think and tell

Teacher shows a picture of a place (rural) under a storm

Ask: Is the place in order? Is the situation normal? Why?

What happens to the people, to the houses,to the nature/?
Why do storm, flood,and,typhoon occur? Can they be controlled by man?
Who are affected? Can people do something in order that they will not be
so much affected?

Do and learn
Cooperative Group Activity
Group I- Name 5 disasters.Write harm and distructions that each brings.
Group II- Draw the most destructive disaster that you have witnessed in your place.
Identify the elements in your output.
Group III- Name all agencies of the government, people, private corporations that
 may help the victms of calamity

Ask each group to present their work.

Try and learn

If one had been a victim of a disaster,what do you think would be his insight?
Should he lose hope? Why?

Learn some more

Ask the pupils to see a pleasant film that shows the beautiful aspect of life
Ask them to observe proper behavior while watching the film.

Talk about it
What is the film about? What does it show?
What can you say about the characters?
How did they face their life? Who were with them?
What did they do to make their life happy and contented?
Would you like to be happy and contented? How?

Write about it
Ask the pupils to write a three paragraph descriptive essay about the topic:

Light After Darkness

REMEMBER:

Essay is a writing composition that deals with a subject from a limited point of view.