The Nazarene Catholic School
(Quiapo Parochial School)
Subject : ENGLISH
Prepared by : Mr. Juluis P. Pantilo
Content Standard:
The learner demonstrates understanding of
various verbal elements in orally communicating
information, of various non-verbal elements in
orally communicating information, of the oral
standards of English in order to participate in
various oral communication demands (situation,
purpose and audience), of various linguistics
nodes to comprehend various texts, that printed
words are made up of interconnected letters with
separate sounds that are blended together to
form coherent pattern of sounds, of various
linguistics nodes to comprehend various texts, of
different formats to write for a variety of
audiences and purposes, of non-verbal
communication to communicate with others, of
verbal and non-verbal elements of communication
to respond back, of the forms and conventions of
print, non-print, and digital materials to
understand various viewing texts, and
demonstrates command of the conventions of
standard English grammar and usage when
writing or speaking.
S.Y. 2019-2020
Unit Plan in English
Grade : Five
Quarter : First
Inspected by : Ms. Amie Canlas
Stage 1 – Desired Results
Core Value: Excellence
Graduate Attributes: Competent Learner
Indicators:
 Spends time in the library for reading and research.
 Communicates ideas clearly in English both in oral and written.
 Expresses ideas fluently.
 Observes effective study habits at all times.
 Goes beyond minimum requirements.
 Finishes and submits work on time.
 Produces quality output.
 Gives his/her best performance in all his/her endeavors.
 Works cooperatively and creatively in accomplishing tasks.
 Interprets, summarizes, explains and classifies ideas or concepts correctly.
 Justifies decision or course of action.
 Clarifies issues, conclusions or beliefs.
 Uses information effectively.
 Invents new tools and equipment that will make work easier and faster.
Core Value: Responsible Stewardship
Graduate Attribute: Stewards of God’s Creation
Indicators:
 Uses environment friendly products.
Essential Understanding(s): Essential Question(s):
 Students will understand that……
Performance Standard:
The learner orally communicates information, An effective and interesting reader’s theater
opinions, and ideas effectively to different depends on the use of creative words, visual
audiences using a variety of literary activities, effects, and the techniques used by the
prepares for and participates effectively in a range performers.
of conversations and collaboration with diverse Learners will know:
partners, building on others’ ideas and expressing Students will know that…..
their own clearly and persuasively, analyzes text 1. Noting Details
types to effectively understand information/ 2. Narrative Elements
message(s), uses knowledge of phonics (analytic 3. Sound Devices
and synthetic) to effectively decode grade- a. Onomatopoeia
appropriate words, uses linguistic cues to b. Alliteration
appropriately construct meaning from a variety of c. Assonance
texts for a variety of audiences and purposes, 4. Making Inferences
uses the correct function of nouns, pronouns, a. Tone
verbs, adjectives, and adverbs in general and b. Mood
their functions in various discourse (oral and c. Purpose
written), applies knowledge of non-verbal skills to 5. Reality Vs. Fantasy
respectfully give the speaker undivided attention 6. Forms of Communication
and acknowledge the message, uses a. Verbal and Non-verbal
paralanguage and non-verbal cues to respond b. Formal and Informal
appropriately, uses a variety of strategies to 7. Context Clues
provide appropriate feedback, and applies a. Compound Words
knowledge of the various forms and conventions b. Affixes
of print, non-print, and digital materials to c. Blended
appropriately comprehend print, non-print, film d. Clipped
and moving texts. 8. Dictionaries, Thesaurus, and Online
Resources
9. Content Words
a. Art
b. Math
c. Science
d. Health
10. Aspects of Verbs
11. Modals
12. Conjunctions
13. Outlining
What makes for an effective and
interesting reader’s theater?
Learners will be able to:
Listening Comprehension:
• Note significant details
• Identify the elements of literary
texts
• Analyze sound devices
(onomatopoeia, alliteration,
assonance)
 Infer the speaker’s tone, mood and
purpose
 Distinguish reality from fantasy
Oral Language:
• Use appropriate facial expressions
• Use appropriate body
movements/gestures
 Use formal and informal English
when appropriate to task and
situation
• Recount events effectively
Vocabulary:
• Infer the meaning of unfamiliar
words (compound) based on given
context clues (synonyms, antonyms,
word parts) and other strategies
• Infer the meaning of unfamiliar
words (affixed) based on given
context clues (synonyms, antonyms,
word parts) and other strategies
• Infer the meaning of unfamiliar
words (blended) based on given
14. Spelling context clues (synonyms, antonyms,
15. Punctuation Marks word parts) and other strategies
16. Transition Words • Infer the meaning of unfamiliar
17. Viewing Materials words (clipped) based on given
Polite Words context clues (synonyms, antonyms,
word parts) and other strategies
 Clarify meaning of words using
dictionaries, thesaurus, and/or
online
Reading Comprehension:
• Infer the theme of literary text
• Summarize narrative texts based on
elements -Theme, Setting,
Characters (Heroes and Villains),
Plot (beginning, middle and ending)
• Analyze a 2-stanza poem in terms of
its elements (rhymes, sound
devices, imagery and figurative
language)
• Analyze figures of speech (simile,
metaphor, personification,
hyperbole) in a given text

Oral Reading Fluency:

• Self-correct when reading
• Read aloud grade level appropriate
text with an accuracy rate of 95 –
100%
• Read with automaticity grade level
frequently occurring content area
words (Art)
• Read with automaticity grade level
frequently occurring content area
words (Math)
• Read with automaticity grade level
frequently occurring content area
words (Science)
• Read with automaticity grade level
 frequently occurring content area
words (Health)
• Read grade level text with 118
words correct per minute

Grammar:
• Compose clear and coherent
sentences using appropriate
grammatical structures: Aspects of
verbs
 Compose clear and coherent
sentences using appropriate
• Compose clear and coherent
sentences using appropriate
grammatical structures:
Conjunctions

Writing Composition:
• Plan a two to three-paragraph
composition using an outline/other
graphic organizers
• Write two to three-paragraph
composition based on the prepared
outline
• Revise writing for clarity - correct
spelling
• Revise writing for clarity -
punctuation marks
• Revise writing for clarity -
transition/signal words

Viewing:
• Describe different forms and
conventions of film and moving
pictures (lights, blocking, direction,
characterization, acting, dialog,
setting or set-up)
 • Distinguish among various types of
viewing materials

Attitude:
• Observe politeness at all times
Show tactfulness when communicating
with others
Stage 2 – Assessment Evidence
Performance Task(s): Other Evidence:
(Evidence at the level of performance)
The Catholic Church celebrates the Extraordinary Jubilee Year of Mercy. (S)
You are tasked by the church to be part of a (R) production group to (P) 1. Cooperative Learning:
perform a Readers Theater which promotes at least one of the seven corporal a. Pair Check
works of mercy. (G, A) You must be able to communicate your ideas b. Think-Pair-Share
effectively to different kinds of audiences, use creative words, present realistic 2. Graphic Organizer:
situations and conversations, and essential visual effects to inspire others to a. IRF Chart
live out the seven corporal works of mercy. Your work will be evaluated b. BME Chart
according to the clarity of message, usage of words, and grammatical c. 3-2-1 Chart
structure. d. Bubble Map
e. Character Map
Think of ways on how to inspire others to live out the f. Cluster Web
Critical
seven corporal works of mercy and to communicate g. Concept Map
Thinking
your ideas effectively to different kinds of audiences. h. Concept Web
Use creative words, present realistic situations and i. Conflict Map
Creativity conversations, and essential visual effects to inspire j. Fish Bone
others. k. Narrative Frame
Collaboration Work as part of a production group. l. Story Map
Search of ways on how the seven corporal works of m. Three W’s
Cross-Cultural mercy are being practiced in different places or 3. Differentiated Activities
groups. 4. Speaking Activities
Communicate and coordinate with teammates to 5. Writing Activities
Communication 6. Spelling Drills
accomplish the task.
Use technology to enhance visual effects of the 7. Formal Theme
Computer 8. Formative Test
advertisement.
Inspire others to live out the seven corporal works of 9. Quiz on Context Clues-Compound Words, Aspects
Career of Verbs, Story Elements, Making Inferences,
mercy.
Conjunctions, Modals, Paragraph Writing, Poetry
Elements, Sound Devices and Figures of Speech
 Advanced Proficient Developing Beginning 10. Periodic Test
Criteria
(12) (9) (6) (3) 11. Mini Tasks
All the One of the Two situations Three or 12. Performance Task
situations situations do not present more 13. Rubrics
clearly show does not the corporal situations
the corporal present the works of do not
works of corporal mercy and/or present the
mercy works of two print and corporal
through the mercy and/or non-print works of
situations one of the materials used mercy
presented. print and are not and/or
Clarity of All the print non-print essential to three or
the Message and non-print materials the delivery of more print
materials used are not the message. and non-
used are essential to print
essential to the delivery materials
the delivery of the used are
of the message. not
message. essential to
the delivery
of the
message.
All the words One of the Two of the Three or
used are words used words used more of the
appropriate are not are not words used
Usage of to the target appropriate appropriate to are not
Words audience. to the target the target appropriate
audience. audience. to the
target
audience.
All sentences One to two Three to four Five or
are clear and sentences are sentences are more
coherent with irrelevant or irrelevant or sentences
Grammatical
one another. misplaced. misplaced. are
Structure
irrelevant
or
misplaced.
 Stage 3 – Learning Plan
EXPLORE:

DAY 1
1. The learners will watch an advertisement (https://www.youtube.com/watch?v=uaWA2GbcnJU) showing the effects of being kind
consistently, and then, will answer the Process Questions:
a. What was shown in the video?
b. What makes the video interesting? Why do you say so?
c. Do you find the video attractive and appealing? Why?
d. What makes it convincing?
2. The learners will listen to the presentation of the National Standard, Key Learning Area Standard, Content and Performance
Standards. Then, they will try to identify the lessons and skills they need to learn to achieve the standards.
3. The learners will give their initial response to the Essential Questions:
a. What makes for an effective advertisement?
4. The teacher will administer the Pre-Test for the unit.

FIRM UP

DAY 2
Learning Content:
Learning Target:
Core Value/s:
Graduate Attribute/s:
Behavioral Indicator/s:

1. MOTIVATION:
2. LESSON PROPER
3. CLOSURE
4. EVALUATION

DAY 3
Learning Content:
Learning Target:
Core Value/s:
Graduate Attribute/s:
Behavioral Indicator/s:

1. MOTIVATION:
2. LESSON PROPER
3. CLOSURE
4. EVALUATION

DAY 4
Learning Content:
Learning Target:
Core Value/s:
Graduate Attribute/s:
Behavioral Indicator/s:

1. MOTIVATION:
2. LESSON PROPER
3. CLOSURE
4. EVALUATION

DAY 5
Learning Content:
Learning Target:
Core Value/s:
Graduate Attribute/s:
Behavioral Indicator/s:

1. MOTIVATION:
2. LESSON PROPER
3. CLOSURE
4. EVALUATION

DAY 6
Learning Content:
Learning Target:
Core Value/s:
Graduate Attribute/s:
Behavioral Indicator/s:

1. MOTIVATION:
2. LESSON PROPER
3. CLOSURE
4. EVALUATION

DAY 7
Learning Content:
Learning Target:
Core Value/s:
Graduate Attribute/s:
Behavioral Indicator/s:

1. MOTIVATION:
2. LESSON PROPER
3. CLOSURE
4. EVALUATION

DAY 8
Learning Content:
Learning Target:
Core Value/s:
Graduate Attribute/s:
Behavioral Indicator/s:

1. MOTIVATION:
2. LESSON PROPER
3. CLOSURE
4. EVALUATION

DAY 9
Learning Content:
Learning Target:
Core Value/s:
Graduate Attribute/s:
Behavioral Indicator/s:

1. MOTIVATION:
2. LESSON PROPER
3. CLOSURE
4. EVALUATION

DAY 10
Learning Content:
Learning Target:
Core Value/s:
Graduate Attribute/s:
Behavioral Indicator/s:

1. MOTIVATION:
2. LESSON PROPER
3. CLOSURE
4. EVALUATION