GRADE 5-3rd Quarter DLP in English Final

DETAILED
LESSON
PLAN IN
ENGLISH 5
(Third Quarter)
i
Region V/Daily Lesson Plan/2019-2020
ii
DETAILED LESSON PLAN DEVELOPMENT TEAM
ENGLISH 5
Third Quarter
Writers:
1. Ramon C. Aguilar
2. Noelyn G. Sandagon
3. Rochelle B. Bitantes
4. Ma. Nenita B. Cariso
5. Geraldine B. Boncocan
6. Karina Angela C. Celestial
7. Lelibeth B. Bibal
8. Glenda C. Brizuela
9. Marivic N. Borromeo
10. Fatima C. Aguilar
11. Aileen Caluit
12. Jocelyn B. Bien
13. Geraldine B. Diaz
14. Asteria A. Velasco
15. Aurora B. Latigay
16. Marjory J. Bueno
17. Lina Azupardo
18. Mariann D. Bongalon
Editors:
1. Lany M. Abainza
2. Marcial B. Bellen
3. Asteria A. Velasco
4. Aurora B. Latigay
5. Marjory J. Bueno
Demonstration Teachers/ Validators

1. Carmelita O. Bien
2. Salve B. Bonto
3. Rumar S. Muan
4. Maria Cecilia B. Borjal
5. Fatima C. Aguilar
6. Rosemarie Bermundo
7. Emilio Bermundo
8. Jose Bonto
9. Josefa Clariño
10. Emerson Brosas
LRMDS
1. Merlita B. Camu
2. Cristita Beguiras
Team Leader
Jily L. Roces
iii
TABLE OF CONTENTS
ENGLISH 5 QUARTER 3 DETAILED LESSON PLAN
Week 1 Day 1 -------------------------------------------------------------------------- 1

Day 2 ------------------------------------------------------------------------- 11
Day 3 -------------------------------------------------------------------------17
Day 4 -------------------------------------------------------------------------23
Day 5 -------------------------------------------------------------------------27
Week 2 Day 1 -------------------------------------------------------------------------32

Day 2 -------------------------------------------------------------------------37
Day 3 -------------------------------------------------------------------------42
Day 4 -------------------------------------------------------------------------50
Day 5 -------------------------------------------------------------------------54
Week 3 Day 1 -------------------------------------------------------------------------58

Day 2 -------------------------------------------------------------------------63
Day 3 -------------------------------------------------------------------------70
Day 4 -------------------------------------------------------------------------77
Day 5 -------------------------------------------------------------------------82
Week 4 Day 1 -------------------------------------------------------------------------86

Day 2 -------------------------------------------------------------------------93
Day 3 -------------------------------------------------------------------------97
Day 4 ------------------------------------------------------------------------101
Day 5 ------------------------------------------------------------------------107
Week 5 Day 1 ------------------------------------------------------------------------112

Day 2 ------------------------------------------------------------------------117
Day 3 ------------------------------------------------------------------------121
Day 4 ------------------------------------------------------------------------127
Day 5 ------------------------------------------------------------------------136
iv
Week 6 Day 1 ------------------------------------------------------------------------141
Day 2 ------------------------------------------------------------------------146
Day 3 ------------------------------------------------------------------------156
Day 4 ------------------------------------------------------------------------161
Day 5 ------------------------------------------------------------------------173
Week 7 Day 1 ------------------------------------------------------------------------177

Day 2 ------------------------------------------------------------------------181
Day 3 ----------------------------------------------------------------------- 188
Day 4 ----------------------------------------------------------------------- 192
Day 5 ----------------------------------------------------------------------- 197
Week 8 Day 1 ----------------------------------------------------------------------- 200

Day 2 ----------------------------------------------------------------------- 208
Day 3 ----------------------------------------------------------------------- 214
Day 4 ----------------------------------------------------------------------- 217
Day 5 ----------------------------------------------------------------------- 223
Week 9 Day 1 ----------------------------------------------------------------------- 225

Day 2 ----------------------------------------------------------------------- 229
Day 3 ----------------------------------------------------------------------- 233
Day 4 ----------------------------------------------------------------------- 237
Day 5 ----------------------------------------------------------------------- 241
Week 10 Day 1 ----------------------------------------------------------------------- 244

Day 2 ----------------------------------------------------------------------- 248
Day 3 ----------------------------------------------------------------------- 251
Day 4 ----------------------------------------------------------------------- 25
v
i
Detailed Lesson Plan in English
Grade: 5___
Quarter: Third__ Week: 1___ Day: 1___
I. OBJECTIVES The learner

A. Content
Standards
B. Performance
Standards
C. Learning Determine learner’s strengths and weaknesses in the
Competencies competencies for the third quarter through a pre-test
II. Content 3rd Quarter Pre-Test
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
B. Other
Learning
Resources
IV.PROCEDURE:
A. Establishing A. Setting of Standards/Atmosphere
a purpose 1. The teacher explains to the pupils
for the a. the purpose of the pre – test
lesson b. what is expected from them
2. The teacher gives the standards for taking the test
a. Follow the directions.
b. Read and analyze each item carefully.
c. If you have questions, do not hesitate to ask.
d. Be mindful of the time.
B. Evaluate A. Test Proper

learning 1. The pupils will be given a 50 – item test covering
all the competencies in the 3rd quarter.
2. The pupils will be given 50 minutes to answer.
B. Checking and analysis
The teacher will have the test checked.
After which, the teacher will conduct an item
analysis.
1
ATTACHMENT A
TABLE OF SPECIFICATION IN ENGLISH V

3rd PRE-TEST
Test Total
Level (%) & Item No. Item No. of
% No. Test
Learning Competencies
R U AP AN E C Items
30% 20% 20% 10% 10% 10%
Distinguish fact
from opinion 4
8% 1-4 1-4
EN5LC-IIIa2.10
Provide evidence to
support
understanding 5-6, 3
6% 5-6,33
33
EN5LC-IIIa2.15
Organize
information from
primary/ secondary
sources 4% 7-8 7-8 2
EN5SS-
IIIb3/EN5SS-IIIc-4
Infer the meaning

of unfamiliar words
(compound, affixed)
based on given
context clues
(Synonyms 6% 9-11 9-11 3
Antonyms word
parts) and other
strategies
(Health)EN5V-
IIIb20.3/.4/.5
Infer the meaning of

unfamiliar words
(compound, affixed)
based on given
context clues
(Synonyms 12- 3
6% 12-14
Antonyms word 14
parts) and other
strategies
(Science)EN5V-
IIIc20.3/.4/.5
2
Infer the meaning of
unfamiliar words
(compound, affixed)
based on given
context clues
(Synonyms 15- 2
4% 15-16
16
Antonyms word parts)
and other strategies
(Mathematics)
EN5V-IIIe20.3/.4/.5
Use a particular
kind of sentence for a
specific purpose and
audience -expressing 4% 18 17 17-18 2
opinions/ Emotions
EN5G-IIIh1.8.10
Use a particular
kind of sentence for a
audience -asking
permission -making 19- 2
requests 4% 19-20
20
EN5G-
IIIa1.8.1/EN5G-
IIIa1.8.3
Use a particular kind

of sentence for a
audience -following 21- 2
4% 21-22
and giving 22
directionsEN5G-
IIIe1.8.4
Use a particular kind

of sentence for a
audience -making 23- 2
4% 23-24
24
explanation
EN5G-IIIg1.8.9
Infer the speaker’s

tone, mood and
purpose 25- 4
8% 25-28
28
EN5LC-
IIIf2.8.1/2.8.2/2. 8.3
3
Distinguish text-
types according to
features (structural
and language) - 30- 3
6% 29 29-31
31
Problem and solution
EN5RC-IIId3.2.4
Distinguish text-
types according to
and language) - 32,3 32, 3
6%
4,35 34-35
Cause and effect
EN5RC-IIIe3.2.6
Distinguish text-
types according to
and language) - 36- 3
comparison and 6% 36-38
38
contrast
EN5RC-IIIg3.2. 7
Compose clear and

coherent sentences
using appropriate
grammatical
structures: - 39- 7
14% 39-45
45
Prepositions and
prepositional phrases
EN5G-IIIa7.3.1/3.2
Revise writing for

clarity - correct
spelling - appropriate
punctuation marks -
transition/ signal 46- 5
10% 46-50
50
words
EN5WC-
IIIf1.8.2/1.8.1/1 .8.3
100 50
15 10 10 5 5 5 1-50
%
4
ATTACHMENT B
3rd Quarter Pre-Test
Name: _____________________Grade and Section: ________Date: ______
I. Read the items carefully. Encircle the letter of the correct answer.
1. Men once believed that evil spirits inside the body made people sick.
What does the sentence show?
A. Fact B. Opinion C. Fantasy D. Reality
2. Which of the following sentences is NOT a fact?
A. Glands are parts of the body.
B. Sun is the main source of light.
C. Our national anthem is Lupang Hinirang.
D. All animals have the same way of survival.
3. “I think, no homework policy could ease the burden of pupils”. What type
of sentence is this?
A. Fact B. Reality C. Opinion D. Make-believe
4. Which is a sentence stating opinion?
A. Not all plants can make their own food.
B. Rodrigo R. Duterte is the president of the Philippines.
C. Fish have different kinds of food like the land animals.
D. I think, air and water pollution are serious problems in our country.
5. “Mang Ramon was a padyak driver before he stayed in Manila for 10
years. When he returned to Bicol, he was surprised to see the many
changes in the city. When he got down the bus, he did not know where
to go”. What should Mang Ramon have done as a solution to his
problem?
A. look for his relatives and friends
B. gone back to the province at once
C. look for a policeman and asked for help
D. gone to the nearest radio and TV station
6. Ronnie needs a new pair of shoes. He did not have enough money to
buy the new one. His Uncle is looking for a baggage boy on Saturday
during the harvest of his palay. He went to his Uncle right away. What
do you think will Ronnie do when he went to his Uncle’s house?
A. Ask about money to lend
B. Help his Uncle during the harvest
C. Ask about a job that his Uncle could offer
D. Seek for help to buy the new pair of shoes
7. Primary sources are used to prepare written works, researches and
reports. Which of the following does NOT belong to primary sources?
A. Public records, photographs and interviews
B. atlas, encyclopedia, yearbook and almanac
C. Photographs, letters and news films footages
D. Newspaper clippings, posters and journals
8. What secondary source of information consists of volumes of books in
which the topics are listed alphabetically?
A. Atlas B. Almanac C. Encyclopedia D. Periodicals
5
9. Chicken pox is a contagious disease. What is the antonym of
contagious?
A. genetic
B. excessive
C. communicable
D. non-communicable
10. Laughing excessively can get you exhausted. What is another word for
exhausted?
A. tired C. panic
B. sleepy D. relaxed
11. Vitamins are made as supplement to your intake of food. What is the
word that is not similar to supplement?
A. essential C. addition
B. beneficial D. harmful
12. Metals are used by electrician in installation of wirings. They are good
conductors of electricity. What do you mean by good conductors?
A. Builder of heat
B. Carrier of light
C. Allow heat to pass through
D. Do not allow heat to pass through
13. There are different ways of purifying water for drinking purposes. One is
made by evaporating and then condensing the water vapor from the boiling
water. What is this process called?
A. distillation B. sublimation C. perspiration D. purification
14. Handle brittle objects carefully because they break easily. What do you mean
by brittle?
A. ductile B. elastic C. breakable D. stretchable
15. Computers can do millions of calculations; they can add, subtract, and
compare one number with another. What do you mean by calculations?
A. the work of calculator

B. the state of being calculated
C. an act of calculating numbers
D. the process of calculating numbers
16. What do you call the performance of an operation, device, or system without
human control or attention?
A. Operation
B. Calculation
C. Automation
D. Simplification
6
17. Myna is a movie fan. She cuts out every picture about her favorite movie
stars. She never fails to watch their every movie. One day, she went to
a TV station to watch them personally. She even spends much for their
photographs. Only then, she knew that the program was video-taped. If
you were Myrna, would you spend your money on the movie stars’
photographs?
A. Yes, I would always spend money for my wants.
B. Yes, so I could show photographs to my friends.
C. No, I’d better ask my friend to see them for myself.
D. No, I’d better save my money and buy important things.
18. Which of the following sentences DOES NOT express opinion?
A. I guess it’s time to go home.
B. Maybe it will rain very hard tomorrow.
C. Humans, plants and animals reproduce their own kind.
D. I believe that book is still the best source of knowledge.
19. You want to join the field trip. How would you ask permission from your
parents?
A. Do I have to join?
B. You have to permit me.
C. May I join the field trip, mother?
D. Kindly wait the letter from my teacher, mother.
20. Which is the correct sentence that expresses request?
A. Leave the room now.
B. Why don’t you eat your food?
C. May I carry your bag, Miss Linda?
D. Switch off the lights when not in use.
21. Which is a sentence that gives directions?
A. How do I get to the nearest bus terminal?
B. Could you please write down your name?
C. May I know the directions in going to school from the clinic?
D. Walk forward. Put your hands up. Turn right and bow your head.
22. Which sentence shows following and giving directions?
A. Go in front. Raise your hand and say Yes.
B. Meanwhile, pupils are reading their books.
C. Parents attend the program after the meeting.
D. Miss Mae is dictating while the pupils are writing.
23. Which of the following topics explains how to do something?
A. Computer versus human
B. Catching freshwater fish
C. The discovery of telephone
D. Sun: Center of the Solar System
24. “Balut are duck’s eggs which are not allowed to become ducklings. As
soon as the eggs laid, they are placed in a balut-making oven. After 18
days, the duck’s eggs are ready for the market as balut-sa-puti”. What
do the passage tell us?
A. directions
B. opinions
C. argument
D. explanations
7
25. “Just arrived from Baguio, Mrs. Santos brought vegetables, fruits and
bottles of jam. She told Consuelo to give their neighbors some
vegetables and a bottle of jam. As she entered the gate of their
neighbor’s house, the dog leaped her.” What is the mood of the
selection?
A. scared B. thrilled C. excited D. angry
26. Roberto was in a hurry to go to school. He boarded a jeepney to school.
When he was about to pay his fare, he noticed that his wallet was
missing. What will Roberto feel?
A. adventurous B. embarrassed C. lonely D. afraid
27. Rolando’s vacation days in the province are soon to be over. He will
miss the songs of the birds and the sweet smell of grass and the
activities he had in the province. What is the mood of the character in
the selection?
A. happy B. sad C. excited D. amazed
28. “Miss Ramos took her Grade V class on a field trip around the city. They
went to the aquarium, zoo and to the museum. The class had special
instructions on how to behave but they didn’t follow. They were even
scolded by the guards.” What will Miss Ramos feel about her student’s
behavior?
A. embarrassed B. elated C. angry D. jolly
29. Which of these topics can be developed into problem-and-solution
texts?
A. The History of Airplane
B. The Causes of Cancer
C. The Life Cycle of a Frog
D. Waste Segregation in School
30. “Man’s dream of being able to fly, like the birds is as old as mankind.
Thus, man tried to fly with wings like birds but all his attempts failed.
Man finally realized this dream when two Americans finally built the first
airplane. From then on, airplanes have undergone so many changes
and improvements and man today can even fly faster than a bird”. What
text type is this?
A. To persuade
B. Cause and Effect
C. Problem and Solution
D. Comparison and Contrast
31. “Air pollution or smog is a serious problem in some cities. Smog
consists of smoke and exhaust fumes mixed with fog. To control air
pollution, smoke ordinances have been passed. Smoke belching
vehicles are checked and factories are required to reduce fumes
emanating from them.”. How is the text type written?
A. It shows the reason of air pollution in the cities.
B. It starts with a problem and ends with a solution.
C. It informs the reader about cause of air pollution.
D. It shows comparison about air pollution and smog.
8
32. “One day, a shepherd was tending his flock of one hundred sheep. As
night grew near, he found out that one sheep was missing. He was
very much worried so he immediately left the ninety-nine sheep to look
for the missing one. Until he has found the lost one. When he found it
he was very happy”. What type of text is this?
A. To persuade
B. Cause and Effect
D. Comparison and Contrast
33. Which sentence is true in the selection?
A. It is foolish to look for one lost sheep.
B. The shepherd did not mind the lost sheep.
C. The lost sheep is better than the ninety-nine sheep.
D. The shepherd left the other sheep to look for the lost one.
34. “Dengue is a prominent disease nowadays. It is a disease caused by
the bites of mosquito during daytime. This results to the severe cases
leading to death. So, the Department of Health (DOH) is promoting the
4S strategy to fight dengue”. What is the purpose of the text?
A. To persuade
B. To compare and contrast
C. To show cause and effect
D. To present the problem and solution
35. Some insects are very destructive to plants. The locust is a destructive
insect. A swarm of locusts descending on a rice field is considered bad
luck. It is because these insects can clear a rice field in an hour and eat
all the grains of palay which are ready for harvest. When this happens,
there will be a failure of rice crop, and shortage of food or hunger for the
people. What does the paragraph show?
A. The problem about insects.
B. The cause and effect bought by locust.
C. A persuasion about destructive insects.
D. A comparison between insects and locust.
36. Which of the following topics can be distinguished as a compare-and-
contrast text?
A. Causes of Dengue
B. The excessive use of the internet
C. The effects of No Homework Policy
D. Outdoor Activities and Online gaming
37. Sea water which contains much minerals is hard water, while rain
water is quite soft. What type of text is this?
A. To persuade
B. Cause and Effect
D. Compare and Contrast
38. Which of the following signal words will distinguish compare and
contrast type of text?
A. If, so, that is why
B. Because, so that, as a result
C. Both, while, on the other hand
D. As a problem, therefore, though
9
Complete the following sentences by filling the blanks with the correct word or
words. Choose from the given choices.
39. Judy works as an assistant clerk ______ the office.

A. in B. at C. on D. to
40. There is a vacant lot ______ the school and the store.
A. behind B. between C. beyond D. beside
41. Let the Christmas tree ______ the main door of your classroom.
A. Beside B. stand by C. nearest to D. above
42. After we watched the movie, we’re going ____Lorna’s garden
A. In B. to C. behind D. between
43. Bicolanos are concerned _________the Dengue outbreak.
A. around B. among C. about D. along
44. Jessie is my friend. We love each other ______________ the years.
A. since the years
B. through the years
C. over many years
D. within the years
45. Ms. Mary’s room is on the southwest corner with four windows. Which
is the prepositional phrase in the sentence?
A. On
B. southwest corner
C. with four windows
D. on the southwest corner with four windows
46. How will you correct the sentence?
I live in bogñabongtabaco city
A. I live in bogñabongtabaco city.
B. I live in Bogñabongtabaco city
C. I live in Bogñabong Tabaco City
D. I live in Bogñabong Tabaco City.
47. Which sentence has correct punctuation marks?
A. Mother, oops, there’s a big snake?
B. Mother, oops, there’s a big snake!
C. Mother, oops, there’s a big snake.
D. “Mother, oops, there’s a big snake”
48. Which of the following is written correctly?
A. Doctor cruz visited us last week
B. doctor cruz visited us last week.
C. Doctor Cruz visited us last week.
D. Doctor Cruz visited us last week
49. How will you rewrite the following correctly?
Is rushing everyone to the island.
A. To the island is everyone rushing.
B. Everyone is rushing to the island.
C. Is everyone rushing to the island
D. Everyone is rushing to the island?
50. Which set of words is correctly spelled?
A. Skiny, sanitary, misery
B. Illusion, occassion, depression
C. Enthusiastic, fantastic, wholistic
D. Attention, retention, accommodation
10
Grade: 5____
Quarter: __Third__ Week: 1___ Day: 2___
I.OBJECTIVES The learner

A. Content Demonstrates understanding of text types in order to
Standards construct feedback
B. Performance Uses literary and informational texts heard to construct an
Standards appropriate feedback
C. Learning Distinguishes fact from opinion - EN5LC-IIIa2.10
Competencie
s Provides evidence to support -EN5LC-IIIa2.15
Reminds others to stay on topic EN5OL –IIIa-2.7
II. Content Distinguishing Fact from Opinion
III. Learning
Resources
A. References Joy in Learning English, p. 155
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook Joy in Learning English, p. 155
Pages
B. Other Pictures, MISOSA 5, 6
Learning Resources
IV.PROCEDURE:
C. Reviewing 1. What is the widespread viral infection dreaded by
previous
lesson or everyone these days?
presenting 2. How does the government deal with it?
the new
lesson Teacher presents the questions for the news report to be
read by the teacher.
1. Who is the secretary of the Department of Health?

2. What program was launched by the department?
3. What does the program aim to control?
DOH launches Sabayang 4-o'clock habit paradeng-get

out! vs. dengue
Health Secretary Francisco Duque III on Tuesday
urged other government agencies, local government units,
schools and communities to conduct the “4-o’clock habit
11
paradeng-get out!” vector control program, which aims to
search and destroy mosquito breeding sites.
“Starting today, the Department of Health together
with other government agencies, LGUs, schools, offices, and
communities will conduct the Sabayang 4-o’clock habit
paradeng-get out, focusing on search and destroy of
mosquito breeding sites. This is one of the primary
interventions to prevent and control dengue,” Duque said.
The “4-o’clock habit” is a strategy that seeks to raise
awareness and encourage the community to do its share and
take time to weed out dengue breeding sites at 4 p.m. every
day. It has been known that mosquitos carrying the disease
are most active at dusk around this time and religiously
exercising this intervention is key to reducing the risk of
dengue.
D. Establishing Additional Questions:

a purpose 4. Why was the program named 4 o’clock habit?
for the 5. In your own way, how would you support this
lesson program?
6. How do we classify the answer to numbers 1-3?
(fact) 4-5? (Opinion)
It is important to distinguish an item of information as to

whether it is a fact or an opinion. The example in the box
below will help you understand better the difference
between a fact and an opinion.
E. Presenting FACT OPINION
examples/ins
tances of the 1. Ernest lost the envelope Ernest is careless.
new lesson containing important
papers.
2. Hanna left before the Hanna was bored.
program was over.
Mr. Orilla is
3. Mr. Orilla has never been hardworking
late to office.
Teacher asks for the meaning of fact and opinion.
F. Discussing Teacher defines fact and opinion

new
concepts Fact refers to a statement that can be proven real for all people
and and places, can be observed, historical and 100% true.
practicing
new skills Opinion refers to one’s feeling, thought, belief or judgement that
#1. is not 100% true and cannot be proven.
.
When you state a fact or an opinion, one needs to support such
claim with evidence. This may include observations, experiences
or conclusion based on experiments or studies.
12
G. Discussing Evaluate whether each item expresses a FACT or
new OPINION.
concepts 1. Our country is very rich in natural resources. We
and have wide and fertile lands. We have rivers and seas
practicing rich in marine life. We have forests and mines.
new skills
#2. 2. Filipino families are known for strong family ties.
3. Jose Rizal could have been a great President of the

country if he had lived longer.
Teacher asks pupils to justify their answers .(EN5LC-

IIIa2.15,EN5OL –IIIa-2.7)
H. Developing Group Activity. Teacher presents scoring rubric

mastery
(leads to Advance Average
formative
Group 1 – Verify It Group 1
assessment )
Put a check (√) if the Write F if the sentence tells
sentence is a fact and a fact and O if it expresses
cross (x) if it is an opinion. an opinion.
1. Philippines is an
1.Sea horses and sea archipelago. ___
anemone grow in the 2. Most Filipinos like the
idea of No Homework
ocean. _____
Policy Bill. ____
2. I think a mermaid would
3. Manila is the capital city
have a fish tail for of the Philippines. ______
legs._____ 4. Men are stronger than

women. ____
3. The Pacific Ocean is
5. Fruits and vegetables
larger than the Atlantic are glow foods._____
Ocean. ____
4.The North Pole region is Group 2
always covered with Give facts and opinions that
snow and ice.____ can be drawn from the
paragraph.
5. Earth is supposed to be
Computers affect our
at least four billion years lives more and more every
day. When we watch news
old._____
on television, we see charts
and diagrams on screen.
These are computer
Group 2 - Prove It graphics.
13
If it is factual, pupil/s will There are modern cars that
provide support to it and if it have computers to control
is an opinion will give the the amount of fuel they use
fact that guides it. or check if these cars are
safe to drive. Computers
help people with disabilities
1. It’s more fun in the to speak and move around.
At home, washing
Philippines. machines are programmed
to wash clothes. In offices,
computers make office work
2. Philippines is an light, easy, and from hassle-
free.
archipelago.
Group 3
Give 3 facts and 3 opinions
3. Philippines is the only
about…
Southeast Asian country
the sun/school
that observes Holy Week.
Group 3 – State It
Write an editorial on the
given topic.
My Teacher: My Hero
I. Finding Practical The ability to distinguished fact from opinion will help one in
application of evaluating ideas in making judgment. It also strengthens
concepts and our skill in critical thinking.
skills in daily
living
J. Making How do you distinguish fact from opinion?
generalizations
and abstractions
about the lesson
K. Evaluate Listen to your teacher as he/she reads to you the paragraph
learning twice.
Early Olympics
Nowadays we have Dolphins are among
the Olympic Games to give the most intelligent
the world’s best athletes a animals on earth. They are
chance to compete with playful as well as smart
one another. In the early and are easily trained for
days of Australia, the zoo and aquarium shows.
Aborigines, used to hold a They jump through hoops
and fetch and grab objects
14
kind of ‘Olympics’ where from the trainer’s hands.
tribes met to compete. Dolphins communicate
with each other in a variety
These competitions
of ways using clicking,
were held for several
whistling, and slopping
reasons. People wanted to
sounds.
see the talented members
of their tribes play against
other tribes.
Often, tribes would
meet for enjoyment and an
opportunity to see others in
a happy atmosphere. Each
tribe would be represented (These will be presented
by a team. All activities after reading the
began at sunrise and paragraph)
finished at sunset. Write F if the given
sentence is a fact and O
if it’s an opinion.
Fill up the table with the
needed data. Write only the _____1. Dolphins jump
number of the sentence through hoops.
_____2. Dolphins can grab
Fact/s Opinion/s objects from
the trainer’s hand.
_____3. Dolphins are
lovable.
_____4. Dolphins can
Teacher presents these communicate with
sentences after reading the each other.
paragraph. _____5. Dolphins are nice
pets.
1. Olympic Games give the

world’s best athlete a
chance to compete with
one another.
2. Australia used to hold a
kind of ‘Olympics’ where
tribes met to compete.
3. People wanted to see
the talented members of
their tribes play against
other tribes.
4. Each tribe would be
represented by a team. All
activities began at sunrise
and finished at sunset.
15
V. Remarks
VI. REFLECTION
A. No. of
learners who
earned 80% on
the formative
assessment.
B. No. of
learners who
require
additional
activities for
remediation.
C. Did the
remedial lessons
work? No. of
learners who
have caught up
with the lesson.
D. No. of
learner’s who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other?
16
Grade: __5___
Quarter: __Third__ Week: 1__ Day: 3__
I.OBJECTIVES The learner

A. Content Demonstrates understanding of writing styles to
Standards comprehend the author’s message
B. Performance Uses knowledge of text types to correctly distinguish literary
Standards from informational texts
C. Learning Distinguishes text-types according to purpose
Competencies -to persuade EN5RC – IIIa-3.2.4
Reads grade level text with accuracy EN5F – IIIa-1.3
II. Content Distinguishing Text –Type According to Purpose
- to persuade
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s Joy in English 5, p. 5
Materials Pages
3. Textbook Building English Skills 6 (Reading)
Pages
B. Other http: visitpinas.com
Learning Resources
IV.PROCEDURE:
A. Reviewing What was the lesson yesterday?
previous lesson
or presenting
the new lesson
B. Establishing Teacher let the group, dyads, individual read the article with
a purpose for accuracy. (EN5F – IIIa-1.3)
the lesson
Have you imagined not drinking water or any other
liquid within the next eight hours? This is what you basically
do while you sleep. Your body become slowly dehydrated
or water-deprived because it needs fluid for the body
organs to function or do their job while you are sleeping. If
you drink a large glass of water upon waking up, it would
fire up your energy for 90 minutes. Water helps your body
flush out toxins, especially through your kidneys. Since your
brain tissue is 75% water, it needs to be hydrated enough
to operate well. You can feel drained, exhausted or
experience tiredness and mood swings if you lack water.
So, would you now start drinking a big glass of water first
thing in the morning or drop the idea? The choice is yours.
17
C. Presenting Teacher shows pictures of promotional slogans
examples/instan
ces of the new
lesson
What do the different promotional slogans want to convey?

If you were a foreigner would you visit the Philippines? Why
Yes? Why No?
If Yes, what helped you decide?
Just like the ad, there are articles that persuade the reader
to act or do what is suggested.
Ex: 1.Water from this river will overflow if there are no trees
to stop it. And if this will happen. Our plants and animals will
die and people will be very much affected.
Let’s do tree-planting activities. Let us all unite our
efforts so that we will all survive in this world.
How is the given article different from the other purposes of

why writers write?
Were you convinced to act or do something in relation to
the topic?
How else will you do it?
D. Discussing Choose the letter of the paragraphs that persuade. Tell

new concepts why. (uses knowledge of text types to correctly distinguish
and practicing literary from informational texts)
new skills #1.
A. The peso gained by a strong 38 centavos to settle at
52.35 to yesterday as weak dollar demand combined with
strong inflows supported the local currency.
B. Zap, an all-purpose cleaner, clean all dirt and stains in

just one minute. Buy one and get a free hand towel! Hurry!
Offer is good for this month only.
C. The year is 2020. Global warfare is raging. Not one

country against another. This is all-out war-human against
computers. Back in 2018 – what seems ages ago – the
Athan Computer Group perfected a revolutionary new chip
that enabled computers to learn. And learn they did – at a
rate incomprehensible to humans.
18
D. Bad land management practices, such as ploughing
and clearing steel slopes, using too much irrigation help to
remove vegetation and leave the soil open to the effects of
wind and rain. At present we remove 12 million hectares
of forest every year. At this rate, we will lose 18 percent of
the farmable land on earth on a yearly basis. Isn’t it about
time we do something to prevent this?
Authors Purpose to persuade convinces readers to

adopt a particular viewpoint or take a certain action.
It usually offers, promotes and supports an opinion.
(https://www.duplichecker.com)
E. Discussing Distinguish the text type that persuades. Tell what kind is the
new concepts other.
and practicing
new skills #2.
Have you been to Baguio? I Solar power is produced by
with my family visited Baguio the sun. The sun’s heat and
last summer. We saw Igorots light enable life to continue
in their colorful costumes. on earth. Without the sun, all
They did several plants, animals, and human
performances. These life will not exist. Plants
performances were dances could not manufacture the
revealing the historical and food they need without the
cultural heritages of Igorot sun’s light. They could not
culture in Baguio. Truly, produce the oxygen all
culture presentation is animals and human beings
evident in Baguio. Not all need.
places like cities have this
kind of festival where
tradition is highlighted. Why
be a stranger in your own
place. Visit Baguio.
F. Developing For Average

mastery (leads
to formative Persuade the reader to act on the issue. Add concluding
assessment ) statements.
At no time in history have humans produced so much
waste. Ours is a throw-away society. No matter which area
is examined, it is found that for health, safety, advertising, or
other reasons, we produce more waste.
_______________________________________________
_______________________________________________
______________________________
For Advance
Write an editorial persuading people to be responsible of
their garbage.
19
G. Finding Teacher lets the class read the paragraph with accuracy.
Practical
application of Do you sometimes wonder why you need to learn
concepts and English when you can communicate with others in Filipino?
skills in daily This is because you are a growing individual and you live in
living a fast-changing world. As you grow in this kind of world your
communication also needs to grow. That is why it is better to
invest now by learning the universal language. English
through reading, speaking, listening and writing.
H. Making How can you distinguish text types that persuade?

generalizations
and abstractions
about the lesson
I. Evaluate For Average
learning
If the paragraph persuades, write Yes and if it doesn’t, write
No.
______1. Water causes some of the changes in the earth’s
surface. When it rains, raindrops strike the surface of the
earth. The force of the raindrops loosens the soil particles.
As the water flows over the ground, it carries along the soil
particles.
______2. Don’t throw away those bits of soap remaining in
your soap dish especially if you are living on a shoestring
budget. Boil them and pour the hot liquid into a small
container and you;ve got a new bar of soap.
______3. Laser is an acronym for “light amplification by
stimulated emission of radiation.” Laser light is so
concentrated and pure that it is so intense, but not because
of the energy input. While a pulse from a ruby rod laser can
produce a hole through a thick steel plate, that same pulse
cannot boil an egg. It does not have enough energy.
_______4. Some pupils throw pieces of paper and candy
wrappers on the school yard. Are you one of these pupils?
Let’s have pride in our school and keep the yard clean. It
only takes a little effort
For Advance
Write the letter of the paragraph that persuades. Tell why?
A. Water causes some of the changes in the earth’s

surface. When it rains, raindrops strike the surface of the
earth. The force of the raindrops loosens the soil particles.
As the water flows over the ground, it carries along the soil
particles.
20
B. After the Dona Paz-Vector diasater, the worst sea
tragedy in many years, bus firms and airlines have been
under much pressure. Some employees of these transport
companies have demanded as much as P300 from
passengers desperate for a booking. The amount is nearly
half the cost of a ticket. It really appears as though we are
hopelessly corrupt people, doesn’t it?
C. Animals need clean air, clean land and clean water to
live. This is as true of people as it is of the tamaraw, the
monkey eating eagle, and other animals in nature. Animals
can do nothing about their changing environment. But
people can. We can stop the use of harmful animal spray.
We can find ways to end pollution. Perhaps in saving
wildlife, we will help save ourselves.
D. How to make pork curry: heat oil and sauté pork with
garlic, onion, pork broth cube and curry. Add eggplant and
red pepper. Pour evaporated milk and season chili sauce.
J. Additional Persuade the reader to eat a native delicacy in your place.

activities for
application or
remediation
V. Remarks
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
D. No. of learner’s
who continue to
require
remediation
21
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other?
22
Grade: __5___
I.OBJECTIVES
A. Content Demonstrates a command of the conventions of standard English
Standards grammar and usage when writing or speaking
B. Performance Speaks and writes using good command of the conventions of

Standards standard English
C. Learning Compose clear and coherent sentences using appropriate
Competencies grammatical structures: -Prepositions EN5G-IIIa7.3.1
II. Content PREPOSITIONS

III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional Activity Sheet in English 6 by Michelle B. Balatbat, pp. 1-2
Materials from (Quarter 2 – Week 7 – Day 1)
Learning
Resources
(LR) Portal
B. Other Learning
Resources
IV.PROCEDURE: Advanced Learners Average Learners
A. Reviewing
previous lesson
or presenting the
new lesson
B. Establishing Say: Today, we are going to learn how to compose clear and
purpose for the coherent sentences using PREPOSITIONS.
Lesson
23
C. Presenting
examples/instanc
es of the new
lesson
D. Discussing new Ask: Ask:

concepts and 1.What do the underlined 1. What are the underlined
practicing new words show? words in the text you have
skills #1. 2. What do we call them? read?
3. What other prepositions 2. What are they?
show location? 3. Can you give some more
(possible answers: in, at, about, examples of prepositions?
among, around, over, behind, by, (possible answers: in, at, about,
along, inside, outside, near, and among, around, over, behind, by,
others) along, inside, outside, near, and
others)
E. Discussing new Study the following sentences and identify the preposition used.
concepts and
practicing new 1. My notebook is in the bag.
skills #2 2. The dog is sleeping under the tree.
3. The pupils are preparing their project inside the library.
4. Peter is hiding behind the book shelves.
5. Many people are gathered around the stage to watch the show.
F. Developing WHOLE CLASS ACTIVITY: “Pass the Ball”

mastery (leads to The teacher prepares folded pieces of paper with a preposition
formative written on it. A ball will be passed along each pupil while a song is
assessment 3) being played. Once the music stops, the pupil holding the ball will
have to pick one folded paper and compose a simple sentence
using the preposition written on it.
(for average learners, the teacher may opt to do the activity by pair)
G. Finding practical Ask:
applications of Why do we have to learn how to compose clear and coherent
concepts and sentences when using prepositions?
skills in daily
living What may happen if we fail to use them in a sentence properly?
H. Making Ask:
generalizations What are prepositions?
and abstractions  Prepositions are words that show the location of persons,
about the lesson animals, or things. Common examples of prepositions are:
in, at, around, over, behind, by, along, inside, outside, and
near
 Some prepositions also show time relationships. Example:
before, after, to, from, during, through, and until
24
I. Evaluate learning Write a short dialogue using Compose a simple sentence using
at least 8 prepositions. each of the following prepositions:
1. in
2. on
3. under
4. beside
5. behind
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other?
25
Appendix A.
Source: LRMDS - Activity Sheet in English 6 by Michelle B. Balatbat, p. 1

(Quarter 2 – Week 7 – Day 1)
26
Grade: __5___
I. OBJECTIVES
A. Content Demonstrates an understanding that words are composed of
Standards different parts and their meaning changes depending on context
B. Performance Uses strategies to decode the meaning of words

Standards
C. Learning EN5V-IIIa20.3Infer the meaning of unfamiliar words (compound,
Competencies affixed) based on EN5V-IIIa20.4given context clues (Synonyms
Antonyms word parts) and EN5V-IIIa20.5other strategies (Health)
II. Content Inferring the Meaning of Unfamiliar Words
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook Joy in Learning English 5, p.206
Pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
A. Reviewing Read and study the following pairs of words in column A and B.
previous
lesson or A B
presenting the
new lesson happy - joyful happy - sad
pretty - beautiful pretty - ugly
big - large big - small
hot - warm hot - cold
start - begin start - end
Ask:
1. What can you say about the pairs of words in column A?
what do we call them? (synonyms)
2. How about the words in column B? What are they called?
(antonyms)
B. Establishing Say:
purpose for Today, you are going to learn about inferring meaning of words in
the Lesson Health based on the given synonym or antonym and other context
clues.
27
C. Presenting The teacher reads the paragraph below. The pupils may follow
examples/inst afterwards.
ances of the
new lesson Have you imagined not drinking water or any other
liquid within the next eight hours? This is what you basically
do while you sleep. Your body becomes slowly dehydrated or
water-deprived because it needs fluid for the body organs to
function or do their job while you are sleeping. If you drink a
large glass of water upon waking up, it would fire up your
energy for 90 minutes. Water helps your body flush out
toxins or poisonous substances, especially through your
kidneys. Since your brain tissue is 75% water, it needs to be
hydrated enough to operate well. You can feel exhausted or
tired if you lack water. So would you now start drinking a big
glass of water first thing in the morning? The choice is yours.
D. Discussing Ask:
new concepts 1. According to the text, what happens to our bodies when we
and practicing sleep?
new skills #1. 2. What is the meaning of the word “dehydrated”? What word
synonymous with dehydrated was used in the text to help us
understand this unfamiliar word?
( answer: water-deprived)
3. Can you identify some more unfamiliar words from the text?
(possible answers: toxins, hydrated, exhausted)
4. Can you infer the meaning of these words based on the given
context clues?
(*the teacher guides the pupils in identifying the context clues)
 Toxins- poisonous substances

 Hydrated – (antonym of dehydrated) with enough water/fluid
 Exhausted - tired
4. What lesson can we learn from the text we have just read?
(possible answer: water is very important for a healthy body.)
E. Discussing
new concepts
and practicing
new skills #2
F. Developing THINK-PAIR-SHARE: Look for that Clue!
mastery Remember that context clues are very important in inferring the
(leads to meaning of a word. Context clues can be a definition, example,
formative synonym or antonym, or the general sense of the sentence.
assessment For each sentence below, use the context to help you determine
3) the meaning of the underlined word.
1. Mr. Reyes is already having difficulty to see objects clearly so

he went to an ophthalmologist for a check-up.
A. a doctor who treats eye problems
B. a doctor who treats heart problems
28
2. Taking a bath everyday and brushing your teeth regularly are
examples of good hygiene.
A. ways to be successful
B. ways to maintain a clean body
3. We need to strengthen our biceps so we can have stronger

arms that can carry heavier objects.
A. the large flexor muscle of the upper arm
B. the large flexor muscle of the face
4.The dentist gave me vitamins for stronger gums because she

said I have gingivitis.
A. a disease in which teeth become soft and broken
B. a disease in which gums become red and swollen
5. Our teacher told us to eat foods rich in calcium so we can

have strong bones.
A. a substance that is found in most plants important to develop
strong bones.
B. a kind of fruit that is good for our body.
6.Marco does several exercises like push-ups and curl-ups to

strengthen his abdominal muscles.
A. muscles in the upper arms
B. muscles in the abdomen
7. Some of the habits that will improve our mental health are to
stay away from stress, sleep adequately, read books, and
meditate to relax the mind.
A. condition of the mind
B. condition of the whole body
8. Our Science teacher told us that cardiac muscles help in

pumping blood from the heart throughout the body.
A. muscle in the stomach
B. muscles surrounding the heart
G. Finding In our everyday life, we sometimes encounter unfamiliar words

practical when reading or speaking with other people. What may happen if
applications we are able to infer the meaning of an unfamiliar word correctly?
of concepts What if we did not?
and skills in
daily living
H. Making Ask: How can we infer the meaning of an unfamiliar word?
generalization
s and  We can infer the meaning of an unfamiliar word by looking
abstractions for context clues or by analyzing the general sense of the
about the sentence. Context clues can be a definition, example,
lesson synonym or antonym.
I. Evaluate SHORT QUIZ: Match the meaning of the underlined words in

learning column A with the corresponding meaning in column B. Write the
letter of the correct answer.
29
A B
1. Eating too much fatty foods A. Doctor who treats

may clog our blood vessels heart diseases
which leads to poor blood B. Small tube that
circulation. carries blood
2. Dr. Santos is a good cardiologist. throughout the
He cures patients with heart diseases. body
3. Martha is suffering from myopia C. Skin
or near-sightedness. She can hardly D. A condition of
See things that are far away. being near-
4. We should not stay too long sighted
under the sun to prevent damage to E. Ability to do
our integument or covering of the body. something difficult
5. Toni jogs 5 kilometers everyday for a long time
To develop his endurance.
V. Remarks
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson.
D. No. of
learner’s who
continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
30
did I encounter
which my principal
or supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other?
31
Detailed Lesson Plan in English 5
Grade: 5__
Quarter: Third _ Week: 2_ Day: 1__
I. OBJECTIVES
A. Content The learner listens critically to different text types; expresses
Standards ideas logically in oral and written forms; and demonstrates
interest in reading to meet various needs.
B. Performance The learner expresses thoughts and ideas while staying on

Standards the topic of their interest.
C. Learning EN5LC-IIIb-2.15 Provide evidence to support understanding

Competencies/
Objectives EN5OL-IIIb-2.7Remind others to stay on topic
(Write the LC EN5F-IIIb-2.9 Self-correct when reading
code for each)
II. CONTENT Providing Evidence to support Understanding

Reminding others to stay on topic
III. LEARNING
RESOURCES
References
1. Teacher’s
Guide Pages
2. Learner’s Joy in Learning English 5 (pp. 202-206)
Materials Pages
3. Textbook Pages Joy in Learning English 5 (pp. 202-206)
4. Additional
Materials from
the LR Portal
5. Other Learning https://youtu.be/XPZXpuolndo
Resources
http://www.shortkidstories.com/story/aesops-
fables/#THE_BUNDLE_OF_STICKS
Essential English 5th Edition
IV. PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS
A. Reviewing the The teacher asks the following motivating questions.

previous lesson or
presenting the new 1. Do you like being a student/learner?
2. What makes you excited to go to school?
lesson
3. Do you enjoy working on your lesson activities? Or
your homework? Why?
Note: Answers may vary
32
B. Establishing a Let the teacher process the answers of the pupils from
purpose for the the motivation and explain to them that the focus of the lesson
lesson is on fictional story and its supporting details. The topic is also
about being goal-oriented, focusing on work attitudes towards
today’s challenging life. They will also self-correctwhen
reading texts.
C. Presenting . Invite the class to listen to one Invite the class to listen to
examples/instance of Aesop’s most popular fables, one of Aesop’s most
s of the new “The Grasshopper and the popular fables, “The
lesson Ants.” Grasshopper and the
Ants.”
Link:https://youtu.be/XPZXpuol
ndo Link:https://youtu.be/XPZ
Xpuolndo
(Note: Play the AUDIO, read the
story or play the recorded story. (Note: Play the AUDIO,
Tell also the class to take down read the story or play the
important details of the story while recorded story. Tell also
listening.) the class to take down
Afterwards, process the activity important details of the
through the following questions: story while listening.
1. Why were the ants Afterwards, process the

working hard? activity through the
2. Why did the following questions:
grasshopper choose to
sing than to work? 1. What is the story
3. Why did the all about?
grasshopper go up the 2. Who are the
anthill when winter characters in the
came? story?
4. How did the ants treat 3. When and where
the grasshopper who did the story
begged for food? happen?
5. What is the storyteller’s 4. Why were the ants
purpose in writing the working so hard?
story? Cite situations in 5. Why did the
the story that support grasshopper
your answer. choose to sing
6. What is the moral of the than to work?
story? 6. What is the moral
of the story?
7.
D. Discussing new 1. Teacher gives 1 copy of a short fable to 2 pupils. They
concepts and should read and self-correct when reading. The title of the
practicing new story is The Bundle of Sticks.
skills #1
See Appendix A for the copy of the text.
2. (Note: Give a question about a significant detail in the
story.)
3. What is your stand or idea about it? Support your answer.
33
E. Discussing new As a student/ learner, how do you manage your studies?
concepts and How do you keep your positivity towards your school
practicing new work and assignments?
skills #2
Discussion: Children tend to lose their attitude
immediately. Attitude is one of the most important topics
a kid needs to understand-that is if you want to succeed
in life. Now, here are 3 things every kid needs to know
about attitude.
1. Your attitude is the one thing you can always control.
2. Good attitudes are habit.
3. The attitude you develop as a kid will follow you
through life. (Source: Kid Forward)
F. Developing Form a group of 5. Share your thoughts and feelings on the
mastery (Leads to positive attitudes of the ants in the story, “The Grasshopper
Formative and the Ants,” and to remind you to stay on the topic, focus
Assessment 3) on the following:
1. Start with the statement, “ I am eager/ enthusiastic to
share my ideas about the story,”
2. Then, say, “I will strive to do my task (how to do the
task, as in efficiently, promptly, excellently, and so
on).”
3. End your sharing with a positive note like “ From this
task, I will learn (what),”
G. Finding Just like the grasshopper, how do you treat your friends
practical whenever they ask favor from you? Do you offer help to other
application of people?
concepts and skills
in daily living
H. Making 1. Whenever you state an idea or opinion, how do you

generalizations of support it?
concepts and skills
in daily living 2. How do positive attitude help you become successful in
life?
I. Evaluating Give a short text appropriate to their level then ask them to
learning give their idea and support to the idea
Let them also read the short text.
Suggested Text:
Don’t You Think So, Too?
Everybody has to learn how to sew even simple
stitches. Out clothes get ripped at some time, anyway. That’s
when we need to know darning. Sewing is not difficult to learn.
So, boys should also learn sewing in their TLE class,
shouldn’t they? Sewing is fun, anyway. All of us can learn
cross stitching, hem stitching, and even attaching buttons!
34
Sewing is not only for girls. Firstly, we all experience
having our clothes ripped. What will boys do if their shirts get
torn and there is nobody around to mend it for them? Should
they wait for their mothers or sisters to do it? What if they don’t
come on time? Secondly, boys must not be ashamed to be
seen sewing. So what if others see them sewing? The action
does not make them less of being boys. Thirdly, some boys
would like to sew. Sometimes, they are better than girls. In
fact, there are so many good sewers who are men. There are
famous fashion designers who are men, and they know how
to sew! Boys’ and girls’ hands are the same. Definitely, both
can hold a needle and thread it.
Even boys should learn how to sew. We will all need
to sew our own torn clothes at some time. Don’t you think so?
J. Additional List down all the good and bad attitudes of the grasshopper.
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who

require activities for
remediation
C. Did the remedial

lesson/s 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
this work?
35
F. What difficulties did I
encounter which my
supervisor/principal/de
partment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?.
Appendix A:
THE BUNDLE OF STICKS

A certain Father had a family of Sons, who were forever quarreling among
themselves. No words he could say did the least good, so he cast about in his
mind for some very striking example that should make them see that discord
would lead them to misfortune.
One day when the quarreling had been much more violent than usual and each
of the Sons was moping in a surly manner, he asked one of them to bring him
a bundle of sticks. Then handing the bundle to each of his Sons in turn he told
them to try to break it. But although each one tried his best, none was able to
do so.
The Father then untied the bundle and gave the sticks to his Sons to break one
by one. This they did very easily.
“My Sons,” said the Father, “do you not see how certain it is that if you agree
with each other and help each other, it will be impossible for your enemies to
injure you? But if you are divided among yourselves, you will be no stronger
than a single stick in that bundle.”
In unity is strength.
Source: http://www.shortkidstories.com/story/aesops-
fables/#THE_BUNDLE_OF_STICKS
36
Grade: 5__
I.OBJECTIVES
A. Content The learner listens critically to different text types;
Standards expresses ideas logically in oral and written forms; and
demonstrates interest in reading to meet various needs.
B. Performance The learner distinguishes the meaning of the unfamiliar

Standards words through context clues (synonyms and antonyms)
C. Learning Infer the meaning of unfamiliar words(compound,

Competencies/ affixed) based on given context clues(Synonyms
Objectives Antonyms word parts) and other strategies(Health)
EN5V-IIIb-20.5
Show tactfulness when communicating with others
EN5A-IIIb-17
II.CONTENT Inferring Unfamiliar Words (Context Clues)

Synonyms and Antonyms
III.LEARNING
RESOURCES
1. Teacher’s Guide
Pages
2.Learner’s Materials Joy in Learning English 5 (pp. 203-206)
Pages
3.Textbook Pages Joy in Learning English 5 (pp. 203-206)
4.Additional Materials
from the LR Portal
5.Other Learning Elements of Language by Holt, Rinehart and Winston
Resources
Physical Education and Health Learners’ Material in
Grade 10
IV.PROCEDURE ADVANCED LEARNER AVERAGE LEARNER
A. Reviewing the Read the passage and note the italicized words. Study
previous lesson or and analyze the given passage.
presenting the new
lesson
Do you agree that laughter is the best
medicine? Many say that laughter contributes to
one’s wellness, not illness. But when someone
laughs excessively, and gets exhausted or tired, it is
going to be a different story.
37
Processing Questions:
1. Do you have an idea of these italicized words?

Are you familiar with it? (Answers may vary)
2. Where do you usually encounter all these
words? (Suggested answer: These words are
connected in Science and Health and we can
find it in Sciences books).
3. Do you know the meanings of these words?
(Answers may vary)
B. Establishing a What does the word wellness mean? How did you know?
purpose for the Is the word illness the opposite of wellness? What word
lesson helps understand the meaning of the word exhausted?
 Inferring the meaning of the unfamiliar words

from a given passage, sentence or stories is one
of the most important aspects in English. One
way to figure out the meaning of an unfamiliar
word in the sentence is by looking for synonyms
or antonyms.
C. Discussing new Synonyms are words that have almost the same
concepts and meaning, while antonyms are words that have opposite
practicing new skills meaning.
#1
Examples of Synonyms: Examples of Antonyms
angry=mad above=below
answer=reply absent=present
broad=wide admit=deny
beautiful=pretty alive=dead
begin=start advantage=disadvantage
Note: The teacher may use the link below to interactively

discuss synonyms and antonyms.
YouTube Link: Synonyms for Kids/ Classroom Edition
Antonyms for Kids/ Classroom Edition
Remember: Synonyms and Antonyms can serve as

clues to the meaning of unfamiliar words in a passage.
D. Discussing new On your paper, write S if the word pairs are synonyms,
concepts and and A if antonyms.
practicing new skills
#2 1. contagious-communicable
2. supplement-addition
3. well-ill
4. growth-development
5. organic-inorganic
6. obese-overweight
38
7. hydrate-dehydrate
8. exhausted-rested
9. skinny-lean
10. sanitary-dirty
E. Developing Study the following sentences and give the synonymous
mastery (Leads to meaning of the italicized word. Choose the answer from
Formative the given options. Write the letter only.
Assessment 3)
1. We went inside to escape the frigid
temperature.
a. Cold b. boiling c. hot d. warm
2. Maria loves to eat fruits and vegetables, it is her
lifestyle.
a. Everyday routine
b. Interest
c. Like
d. Enjoyment
3. Nutrition therapy approaches treatment of a
medical condition by providing a tailored diet for
the patient.
a. The kind and amount of food prescribed
b. Wasted food
c. Excessive waste
d. Staple food
4. Street and hip-hop dancers are good recreational
activities that can sustain fitness and wellness.
a. Rightness
b. Improperness
c. Wrongness
5. Aerobic exercises like jogging, brisk walking,
aerobic dancing and recreational activities are
advised for those who want to lose more weight.
a. Physical activity
b. Social activity
c. Spiritual activity
d. Mental activity
F. Finding practical What is the importance of studying science words and

application of terms?
concepts and skills
in daily living How can your knowledge in Science and Health help you
in your daily living?
G. Making When you read, you may encounter words that have
generalizations of more than one meaning. So, what is the importance of
concepts and skills knowing the meaning of a word in a sentence? How do
in daily living you get the meaning of words even if you do not have a
dictionary?
H. Evaluating Read the passage, and then answer the questions

learning below it. Write the letter of the correct answer.
39
Being physically active can help you achieve a healthy
weight and prevent excessive weight gain. However,
physical activity is also important to all other aspects of
your health. Benefits include sleeping better at night,
decreasing your chances of becoming depressed, and
helping you look good. When you are not physically
active, you are more likely to have health problems,
including heart disease, type 2 diabetes, and high blood
pressure.
The amount of physical activity needed to manage
body weight depends on calorie intake and varies a lot
from person to person. Some adults will need to do more
physical activity than others to manage body weight.
Source: Grade 10 Physical Education and
Health Learners’ Material pages 64-65
1. In this passage, the word excessivemeans

a. temperate
b. overmuch
c. modest
d. moderate
2. In this passage, the word depressed means
a. saddened
b. glad
c. joyful
d. sunny
3. In this passage, the word disease means
a. fitness
b. health
c. wellness
d. ailment
4. In this passage, the word calorie means
a. food
b. an amount of food
c. height
d. temperature
5. In this passage, the word manage means
a. supervise
b. oppose
c. contradict
d. again
I. Additional
activities for
application or Read a text in your science book. List down some
difficult terms and look for clues in the sentences to
remediation
help you arrive at the meaning of the terms.
40
V. REMARKS
VI.REFLECTION
earned 80% on the
formative
assessment

remediation
C. Did the remedial

learners who have
caught up with the
lesson

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

encounter which my
supervisor/principal/d
epartment head help
me solve?
localized materials
did I use/discover
which I wish to share
with other teachers?.
41
Grade: 5__
I.OBJECTIVES
A. Content The learner listens critically to different text types; expresses
Standards ideas logically in oral and written forms; and demonstrates
interest in reading to meet various needs.
B. Performance
Standards
C. Learning Compose clear and coherent sentences
Competencies/
Objectives using appropriate grammatical structures: -Prepositional
(Write the LC phrasesEN5G-IIIa-7.3.2
code for each)
Observe politeness at all timesEN5A-IIIb-16
II.CONTENT Prepositional Phrases
III.LEARNING
RESOURCES
1.Teacher’s Guide
Pages
2.Learner’s Joy in Learning English 5 (pp. 208-210)
Materials Pages
4.Additional
Materials from
the LR Portal
5.Other Learning Elements of Language by Holt, Rinehart and Winston
Resources
Pages 360-362, 375
IV.PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS
A. Reviewing the Ask students about their previous knowledge on

previous lesson or prepositions and its types.
presenting the new
Suggested answer: Preposition is a word placed before a noun or pronoun
lesson to show the relation between the noun or pronoun and something else in
the sentence.
Types of Prepositions
 Place/ Position
 Direction/ Movement
 Time
 Means/Manner
 Reason/ Purpose
What is preposition? What are prepositional phrases?
42
B. Establishing a The teacher explains the following concept.
purpose for the
lesson A prepositional phrase is made up of a preposition and a noun
or pronoun which is called the object of the preposition.
For weeks
preposition (noun) object of the

(pronoun) preposition
beside
him
More often, a preposition is not immediately followed by its
object. A determiner, such as the, a, and, an, comes before the
noun, as well as adjectives that describe the noun.
in the dark closet during warm summer

in one whole week as a tedious week
Therefore, a prepositional phrase has two basic parts; a

preposition and a noun or a pronoun. Its object may be
accompanied by a determiner and an adjective or adjectives.
C. Presenting A prepositional phrase called an adjectival can function as an

examples/instance adjective used to describe a noun or a pronoun in a sentence.
s of the new
lesson
The grandfather clock with the long pendulum is

about fifty years old.
Prepositional phrases can also function as adverbials used to

describe or modify a verb, an adjective, or another adverb.
A grandfather clock face sits above the pendulum.

Verb Prepositional
Phrase
You are late for an hour.
Adjective Prepositional
Phrase
D. Discussing new Prepositional phrase includes a preposition, the object of the

concepts and preposition, and any modifiers of that object. Prepositions show
the relationship of a noun or pronoun to another word in in the
sentence. The noun or pronoun that follows a preposition is
43
practicing new called the object of the preposition. A preposition, its object, and
skills #1 any modifiers of the object are all part of prepositional phrase.
Example:
1. The man from Singapore was giving a speech.
(The preposition from shows the relationship between the object
Singapore and the noun man.)
2. The tree in front of the window blocks our view.
(The compound preposition in front of shows the relationship
between the object window and the noun tree. The modifies
window.)
3. Please hand me the book on the long, green table.
(The preposition on shows the relationship between the object
table and the noun book. The adjectives the, long, and green
modify table.)
E. Discussing new ADJECTIVE PHRASES

concepts and
practicing new  A prepositional phrase that modifies a noun or pronoun
is called an adjective phrase.
skills #2
ADJECTIVE: Icy chunks fell from the skyscraper.
ADJECTIVE PHRASE: Chunks of ice fell from the skyscraper.
Adjective phrases answer the same questions that single

adjectives answer.
What kind? Which one?

How many? How much?
Examples:
1. Mr. Dela Cruz ordered a dinner of boiled crawfish.

(The adjective phrase modifies the noun dinner. The phrase
answers the question What kind?)
2. There was enough room for only three people.

(The adjective phrase modifies the noun room. The phrase
answers the question How much? )
ADVERB PHRASES
 A Prepositional phrase that is used to modify a verb, an

adjective, or an adverb is called an adverb phrase.
ADVERB: We walk there every Saturday.
ADVERB PHRASE: We walk along the lake every Saturday.
44
Adverb phrases answer the same questions that single-word
adverbs answer.
When? Where? Why?

How? How often? How long?
Examples:
1. The statue stands next to a large oak tree.(The adverb
phrase modifies the verb stands and answers the
question Where? )
2. Are these jeans long enough for you? (The adverb
phrase modifies the adverb enough and answers the
question How?
F. Developing Guided Practice: LET’S DO IT TOGETHER!

mastery (Leads to
Formative Find a partner and work on the task given. Make sure to study
Assessment 3) the sentences and pick out the prepositional phrases and write
them on your paper.
1. Put up a TECHNO grandfather clock in your home
today!
2. Let it stand by the main door of your spacious room.
3. This clock with amazing features wakes you up on the
dot.
4. You and I, with our grandfathers and grandmothers,
better rush to the appliance store nearest to your home.
5. Don’t miss it. This clock sale will last only within a week.
G. Finding In school and in your everyday routine, how can you apply
practical prepositions and prepositional phrases?
application of
concepts and skills
in daily living
H. Making What are prepositions and prepositional phrases? When are

generalizations of they used?
concepts and skills in
daily living
I. Evaluating Using Prepositional Independent Practice
learning Phrases in Sentences
Complete each two-line
Use each of the following sentence below with the
prepositional phrases in a appropriate prepositional
sentence. Then, underline the phrases. Choose your
word or word group that the answers form the box. Write
prepositional phrase modifies. your answers on your paper.
Example: across the street

They live across the street.
1. toward him
2. along the wall
3. through the door
45
4. for your sister
5. under the table
in the park
of mountain peaks
with water tripper
across lakes and rivers
with a cry
across the sky
for you and me
after dark
Example:
with hoes and picks
Airplanes up in the sky,
round the tree
through clouds, they fly.
1. Dogs ___________,
bark ___________.
2. Climbers
___________,
scale rails ___________.
3. Boats ___________,
sail ___________.
4. Flowers ___________,
grow ___________.
5. Lighting ___________,
thunder roars ___________.
J. Additional DO: Describe the picture using prepositions. See Appendix A

activities for for the copies of pictures.
application or
remediation
V.REMARKS
VI.REFLECTION
earned 80% on the
formative
assessment
46
remediation
C. Did the remedial

lesson/s work? No.
of learners who
have caught up with
the lesson

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

encounter which my
supervisor/principal/
department head
help me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?.
47
Appendix A:
Picture No. 1
Picture No. 2
48
Picture No. 3
Picture No.4
49
Grade: 5__
I.OBJECTIVES
A. Content The learner listens critically to different text types; expresses ideas
Standards logically in oral and written forms; and demonstrates interest in
reading to meet various needs.
B. Performance
Standards
C. Learning Distinguish text-types according to features (structural and
Competencies/ language) -Problem and solutionEN5RC-IIIb-3.2.5
Objectives
(Write the LC Organize information from primary sources in preparation for writing,
code for each) reporting and similar academic tasks in collaboration with others
EN5SS-IIIb-3
II.CONTENT Text Type According to structure and language (Problem and

Solution)
Organizing information from primary sources
III.LEARNING
RESOURCES
1.Teacher’s Guide
Pages
2.Learner’s Materials Joy in Learning English 5 (pp. 208-210)
Pages
from the LR Portal
5.Other Learning https://kingessays.com/problem-solution-essay.php
Resources
https://www.ereadingworksheets.com/text-structure/patterns-of-
organization/problem-and-solution/
IV.PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS
A. Reviewing the Study the passage and write your observation on your notebook.
previous lesson or Be guided of the following questions.
presenting the new
What is the sentence all about? What was the problem
lesson
encountered? How about the solution?
“Mark loves to go to school every day. He likes to recite and join

different competitions. However, one day he was bullied by one
of his classmates. From that day on, he doesn’t want to go to
school anymore. He would lock his room all day and would forget
to eat his food. His mom, Lorna, advised Mark to live his life
50
again and go to school. Lorna told Mark that she would find out
what happened.
Bullying is never an answer to stop and quit school. Parental
solutions and school actions must be done to solve this case.”
SOURCE: Writer’s own written text/passage
B. Establishing a What are the problems of young kids today?

purpose for the
(Possible answer: school problem, family, peer, financial problem
lesson
and more)
C. Presenting The teacher will explain to the class that the sample passage given
examples/instance was an example of problem-solution text type.
s of the new
lesson What is Problem-Solution type of text?
In composition, using a problem-solution format is a method for
analyzing and writing about a topic by identifying a problem and
proposing one or more solutions. A problem-solution essay is a type
of argument. "This sort of essay involves argumentation in that the
writer seeks to convince the reader to take a particular course of
action. In explaining the problem, it may also need to persuade the
reader concerning specific causes" (Dave Kemper et al., "Fusion:
Integrated Reading and Writing," 2016).
Problem-Solution type of text can also be distinguished through the

use of signal words such as;
• The problem is...
• The dilemma is...
• if/then
• because
• so that
• should
• question/answer
• I propose...
Problem Solution Essay Outline
Like every other essay, problems and solution essays also have an
introduction, the main body, and conclusion. The introduction
reflects a general perception of the chosen problem and then you
add more specific details about the problem. Basically, you mention
your problem in the introduction. In the main body, you state
solutions to the problem. Don’t forget to insert examples related to
the topic. To end your essay, you come up with a nice conclusion
that sums up the problem and the solutions along with the
aftereffects of either solving it or not.
51
The following list shows the basic outline of a problem solving essay:
Introduction.
Problem
Solution
Conclusion.
The number of paragraphs depends upon the problem and solution.
Source:https://kingessays.com/problem-solution-essay.php
D. Discussing new Example: It seems like there has been a surge in teen pregnancies
concepts and these days. Teen pregnancies make it very difficult for young
practicing new mothers to pursue their dreams and meet the demands of an infant.
skills #1 Fortunately, most teen pregnancies can be easily prevented by
using birth control; however, even birth control is not 100% effective.
The most effective way to prevent teen pregnancies is abstinence,
which is 100% effective.
Source:https://www.ereadingworksheets.com/text-structure/patterns-of-
organization/problem-and-solution/
What is the problem in the sample given?

What were the solutions?
Sample answer using graphic organizer
G. Finding Do we recognize problems in our lives? What are their possible

practical solutions?
application of
concepts and skills
in daily living
H. Making What is problem-solution type of text? How can this help one’s
generalizations of ability in writing?
concepts and skills
in daily living
52
I. Evaluating Given the result of an interview about the reasons for pupils’ failing
learning marks, develop an essay stating the problem and solution.
(Teacher provides a copy of an interview.)
Suggested rubric:
Content (Problem-Solution)- 10 points
Mechanics (Spelling, Punctuation Marks, etc.) – 10 points
Total – 20 points
V.REMARKS
VI.REFLECTION
earned 80% on the
formative
assessment

remediation
C. Did the remedial

lesson/s work? No.
of learners who
have caught up with
the lesson

continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did this work?
encounter which my
supervisor/principal/
department head
help me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?.
53
Grade: 5__
I.OBJECTIVES
A. Content Demonstrates an understanding of library skills to research on a
Standards variety of topics
B. Performance Uses library skills to gather appropriate and relevant information

Standards
C. Learning Organize information from primary sources in preparation for
Competencies writing, reporting and similar academic tasks in collaboration with
others EN5SS-IIIa-3
II. Content Organizing Information from Primary Sources

III. Learning
Resources
A. References
Pages
2. Learner’s
Materials Pages
3. Textbook Pages Joy in Learning English 5, pp. 194-195
4. Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
A. Reviewing Task 1: Word Scramble!
previous lesson Arrange the jumbled letters to find the hidden word.
or presenting the Use the given clues to help you out.
new lesson
1. To get information from a person - n i t r e v w i e (interview)
2. A book where you write down
Personal experiences and thoughts - l o j r u n a (journal)
3. A picture made by a camera - t o p o h r p h a g (photograph)
4. A bill or placard for posting often
In a public place - s o p r t e (poster)
What can we get from interviews, journals, photographs, and

posters? What kind of information do they give?
B. Establishing Say: Today, you are going to learn about organizing information
purpose for the from Primary sources in preparation for writing, reporting, and
Lesson similar academic tasks.
54
C. Presenting
examples/instanc diaries photographs interviews
es of the new letters posters drawings
lesson journals songs news film footages
public records government records newspaper clippings
The list above contains what are called primary sources. They
give firsthand information or original data on a topic. You can use
them to prepare written work, research, and other academic
tasks.
D. Discussing new To organize information you get from these sources, you can do
concepts and the following:
practicing new 1. Prepare a paper or any form of writing sheets.
skills #1. 2. Have a card or sheet for a certain topic.
3. Number each card topic.
4. In each card, you must write:
a. The topic or title
b. The source and page where you found the data
c. The paraphrased or summarized data/ information
Example:
a. Topic: Telecommunications
b. Source: Interview
c. People use many devices to communicate such as
telephones, fax machines, television, and computers.
Many computers and other machines are linked in
networks, enabling people to share large amounts of
information.
5. Organize your cards in piles – one topic, one pile.

6. Make an outline of the order you want to present these topics.
7. Write the draft of your paper.
E. Discussing new
concepts and
practicing new
skills #2
F. Developing Guided Practice: (THINK-PAIR-SHARE)
mastery (leads to Following the given steps in organizing information, prepare for
formative writing a report or any of the suggested topics and primary
assessment 3) sources. Prepare 3 sample note cards from different primary
sources.
 The Advantages and Disadvantages of Cell phones
(interviews, posters, newspaper clippings)
 Tourist Spots in Bicol

(interviews, brochures, posters, photographs)
* The teacher may have the pupils bring primary sources beforehand if
possible. If not, the teacher may provide the pupils copy of the needed
sources.
G. Finding practical In our everyday life, we are bombarded with so much information
applications of from different media such as television, radio, newspaper, and
55
concepts and people. Today, you have learned how to organize information
skills in daily from primary sources. What is the importance of learning how to
living organize information?
How can we apply this in our everyday life?
H. Making What are the steps in organizing information we get from primary
generalizations sources?
and abstractions
about the lesson How will this help us in preparing for writing, reporting, and similar
academic tasks?
I. Evaluate learning RUBRIC FOR THE THINK-PAIR-SHARE ACTIVITY:
CRITERIA 5 3 2
Content With more With With less
adequate adequate information
information information
Organization Well- Less Not organized
of Data organized organized
Sources of used 3 or used 2 used 1
Information more primary primary primary
sources sources source
Total Points: 15 points
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
56
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other?
57
Grade: 5__
I.OBJECTIVES
A.Content  Demonstrates understanding of text types in order to
Standards construct feedback ( LC)
 Demonstrates understanding of the oral standards of
English in order to participate in various oral
communication demands (situation, purpose and
audience) (OL)
B.Performance  Uses linguistic cues to effectively construct meaning from

Standards a variety of texts for a variety of purposes (LC)
 Prepares for and participates effectively in a range of
conversations and collaboration with diverse partners,
building on others’ ideas and expressing their own clearly
and persuasively (OL)
C.Learning - Provide evidence to support understanding ( EN5LC-IIIc-

Competencies 2.15 )
- Link comments to the remarks of others (EN5OL –IIIc-
2.8)
- Show tactfulness when communicating with others(EN5A
–IIIc -17 )
II. Content
Providing Evidence to Support Understanding
Linking Comments to the Remarks of Others
III. Learning
Resources
A. References
1. Teacher’s Guide Joy in Learning English 5, pages 127-133
Pages
2. Learner’s Joy in Learning English 5, pages 214 -217
Materials Pages
3. Textbook Pages Essential English 5, page 199
4. Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources “ Help ! I’ve Been Bitten by a Dog “
Source : Anacay , M. first Aid : Animal Bites
Enrich Magazine , Vol .7 Issue 68 March 2014
Reference : English Essential 5
58
A.Establishing Motivation:
purpose for the Show pictures of spaceships, aliens, robots and other pictures
Lesson that connote science fiction to the class.
 What do these pictures / posters have in common?
 Do these pictures exist in real life?
 Have you seen a real robot?
 How do they help people?
B.Presenting
examples/ Let pupils listen to the story read by the teacher “Minnie and
instances of the Marvel” by Carla Boretti.
new lesson  What are the standards to be followed while listening
to a story?
For slow pupils, teacher may use a picture of a robot while

telling the story.
C.Discussing new Comprehension Check:

concepts and 1. Who is Marvel?
practicing new 2. What was Minnie’s problem?
skills #1. 3. Why did Minnie think that Marvel was the answer to her
problem about homework? Give proofs to support your answer.
4. Was Marvel really the answer to Minnie’s problem?
Why? / Why not? Support your answer
5. What could Minnie have done to avoid the problem that Marvel
gave her?
6. If you were Minnie what would you do to avoid the problem?
E.Discussing new
concepts and  Have an oral discussion about the problem and
practicing new solution made by Minnie.
skills #2  Let pupils give their own comments to the questions
ask.
Do you agree with the solutions made by Minnie’s
problem? Why do you say so?
Do you believe that robots can replace the work of
human being?
Are robots helpful or harmful to us?
Give your comments about this?
 Introduce the expressions “As for me,” “In addition

to that “, “But I think”, “I believe that” to link their
own comments with others.
 When giving comments/remarks to others, how will
you say it?
F. Developing
mastery (leads to Group Activity:
formative Groups 1 and 2 - Listen very carefully to the story read by
assessment ) your leader. See Attachment A
Then tell which part of the selection provide evidence that
support the following:
Group 1 –1. Rabies is common in the country
59
2. The disease will infect the brain of the bitten.
Group 2 –1. Cats can also be infected with virus.

2. Animals will bite when they are teased.
Group 3 and 4 –Discuss the topic with your group mates.

Let each member of the group give comments on the given
topic using the linking expression.
Group 3 –
Summer is not really the best time of the
year for me. What about you ?
Group 4 - The use of gadgets is harmful to children .

Do you agree with this ?
G.Finding practical
applications of Suppose you want another classmate to give a comment,
concepts and how will you say it?
skills in daily living How should you give remarks or comments to others?
H.Making How do you support your claim, understanding or idea about a

generalizations selection read or heard?
and abstractions What expressions can you use?
about the lesson
I.Evaluate learning Game: Toss It
The teacher will give the topic. He / She will toss the ball to
another who will give his or her own remarks about the topic
using a linking expression. The person gives the next and passes
the ball to another who will turn to give his / her own remarks.
Topic: The Effects of Social Media to Children
V.REMARKS
VI. REFLECTION
A.No. of learners
who earned 80%
on the formative
assessment.
B.No. of learners
who require
additional
activities for
remediation.
C.Did the remedial
lessons work?
60
No. of learners
who have caught
up with the
lesson.
D.No. of learner’s
who continue to
require
remediation
E.Which of my
teaching
strategies
worked well?
Why did these
work?
F.What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G.What innovation
or localized
material/s did I
use/discover
which I wish to
share with
other?
61
Attachment
Groups 1 and 2 - Listen very carefully to the story read by your leader .
Help! I’ve Been Bitten by a Dog

Rabies is defined by The American Heritage Concise Dictionary as an
infectious , often fatal viral disease of most mammals, which attacks the central
nervous system and is transmitted by the bite of infected animals. Stray dogs
and cats are possible carriers of the virus . In 2011 , more than 300, 000
Filipinos were bitten by animals. In the same year , 202 were reported to have
died because of rabies.
Children are the most likely victims of animal bites since they like to touch and
play with them. Pulling the ears or tails of the animals will provoke them into
biting . they also would not want to be disturbed when they are eating. What do
you do when you are bitten ? You have to tell your parents or anyone in the
house immediately.
Rabies virus develops or incubates depending on where one gets bitten. That is
why medical help should be sought within 24 hours of being bitten . If no one is
around, press the area around the wound for it to bleed. Wash the wound
thoroughly with soap and running water several times. Clean it with antiseptic
solution then cover the wound with a Band –Aid or gauze pad to prevent
infection. Remind your parents to bring you to a Bite Center . The number of
shots one can get depends on the part bitten , the seriousness of the bite , and
whether the animal had been given immunization against rabies.
Animal owners have the responsibility to have their pets immunized against the
virus. They should also keep the animals inside their compounds so that they
don’t get bitten by other animals which may be rabid. If it is their pet that has
bitten a person , it should be kept in a leash for observation . It is everyone’s duty
to stop rabies from infecting people and preventing deaths for it is fatal . You
can help !
Source : Essential English page 199
62
Grade: 5__
I.OBJECTIVES
A. Content  Demonstrate understanding that words are composed
Standards of different parts to know that their meaning changes
depending in context (Vocabulary)
B.Performance  Uses strategies to decode correctly the meaning of

Standards words in isolation and in context ( Vocabulary )
C.Learning
Competencies  Infer the meaning of unfamiliar words based on
given context clues (synonyms , antonym , word
parts ) and other strategies (Science) ( EN5V-IIIc-
20.4 ) (EN5V-IIIc-20.5)
II. Content  Inferring the Meaning of Unfamiliar Words
III. Learning
Resources
A. References
1. Teacher’s Joy in Learning English 5, pages 127-133
Guide Pages
2. Learner’s Joy in Learning English 5, pp. 214-222
Materials
Pages
3. Textbook English for All Times Reading, pp. 148, 157 , 165, 118
Pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Essential English 5, pages 198, 217
Resources Reading for Meaning 6, pages 38, 61,
A.Reviewing Say: In this learning session you should be able to:
previous lesson 1. Infer the meaning of unfamiliar words based on given
or presenting the context clues
new lesson - Synonyms
- Antonyms
- Word parts
B.Establishing A. Pre –Reading
purpose for the 1. Unlocking of Words
Lesson  sensor - As Robie entered the bookstore, his
sensor noticed an attractive sign by the
shelves of greeting cards
63
What is the synonym of the word sensor?
A. detector B. observer C. screen
 antennae is a pair of long, thin sensory
appendages on the head of insects.
What insects have antennae? How do they use
their antennae?
 flashed – The labels Father, Mother, Brother,
Sister flashed against Robie’s sensor.
What is the antonym of flashed?
A. flared B. sparkled C. hid
2. Motivation:
How do you imagine a future with robots?
What will you do if you are faced with a robot who
thinks, talks and feels like you?
Do robots really cry?
Let’s find out in our story “Robot’s Cry, Too”.
B. During Reading
Let pupil read the story in the book Joy in Learning
English LM page 215-216 entitled, “Robots Cry, Too”.
C. Post Reading
 How do you know that Robie is a robot?
 What questions did Robie think when his
sensor noticed a sign and labels at the greeting
card shelves.
 What did Robie request the pretty girl to do with
the greeting cards he bought?
 What strong and happy feeling did Robie
express to the pretty girl?
 Would you wish you were Robie? Why? Why
not?
 How do you compare yourselves with Robie ?
C.Presenting
examples/instanc Let pupils read the sentences:
es of the new
lesson
1. Robie entered the bookstore and his sensor
noticed a sign.
2. Robie pleaded the family to please accept the
greeting card .
 What is the meaning of the word, sensor in Sentence

1? What word gives you clues to the meaning?
Before we read the story we unlocked the word sensor
, how did we give the meaning of it ?
 What could be the meaning of the word pleaded in
Sentence 2 ?
 What helped you give the meaning of these words ?
64
 There are other ways of inferring the meaning of words
; through giving antonyms or synonyms or context
clues
and word parts .
A. Let pupils read the following sentences with Science

D.Discussing words. Underline the words, (synonyms or antonyms) that give
new concepts
their meaning in the sentences.
and practicing
new skills #1 1. When reading labels, check to see if preservatives or
chemicals are added to avoid spoilage.
2. After the doctor’s diagnosis or examination, he found out
that he wasn’t sick at all.
3.Soap helps keep the epidermis or the outer layer of the skin
clean.
4. The elderly should be careful of the salinity or salt content
of their food.
5. Visiting with our cousins was enjoyable and fun for all of us.
B. Read the sentences, note the underline words and answer

the questions.
My schools offers robotics , and I am enrolled in it.

My interest in robotics began when I was five years
old and I was able to fix my broken toy dump truck
and made it work again.
1. What is the root word of robotics?

2. What is a robot?
3. If robots are machines designed to resemble a person and
perform human tasks, what does robotics refer to?
 How did you come up with the meaning of the words

in A ? B?
 We can infer the meaning of words through giving the
synonyms , antonyms , context clues and word parts.
E.Developing Present the group task to the pupils.

mastery (leads to
formative Group 1- Complete the word puzzle. The first one is done for
assessment ) you
See Attachment A.
65
Group 2- Underline the Antonym Pairs in each of the following
sentences.
See Attachment B.
Group 3 – Which expression gives the clue meaning of the

italicized word. Encircle the letter.
See Attachment C.
Group 4 - Read the following Science words. Answer the

questions below.
See attachment D.
F.Making
generalizations What helped you infer the meaning of unfamiliar words?
and abstractions
about the lesson How do these strategies in getting the meaning of unfamiliar
words help you as a learner in reading?
G.Evaluate Infer the meaning of unfamiliar words . Encircle the letter of the
learning correct answer.
1. We heard several people shriek soon after the mouse got
loose. What is the synonym of shriek ?
A. complain B. call C. scream D. laugh
2. He was so impudent to his mother that I would have
punished him if he talked to me that way. What is the
antonym of impudent ?
A. disrespectful B. immodest C. dumb D. polite
Underline the clues in the sentence that give the meaning
of the underlined word.
3. Everybody admired the woman for her kind manners. The
etiquette she showed made her a favorite.
4. The doctor tried to resuscitate or bring back to
consciousness the victim of the accident
5. People are warned not to drink water from open sources
as they may contain amoeba harmful to the body . What can
amoeba be ?
________________________________________
V. REMARKS
VI. REFLECTION
A.No. of learners
who earned 80%
on the formative
assessment.
66
B.No. of learners
who require
additional
activities for
remediation.
C.Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
D.No. of learner’s
who continue to
require
remediation
E.Which of my
teaching
strategies
worked well?
Why did these
work?
F.What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
H.What innovation
or localized
material/s did I
use/discover
which I wish to
share with
other?
67
Attachment A – Complete the crossword puzzle of synonyms. The first one is
done for you.
1 2 3 4
L O U D E S T R
5 6 7
ACROSS DOWN
Synonyms for : Synonyms for :
1 – noisiest 1 - depart
5 - everyone , everything 2- vote
6 – destroys 3- late
8 - bed 4 - hurry
7 – look
Attachment B - Underline the Antonym Pairs in each of the following sentences.
1. The walk to the seashore was easy but to climb up the mountain was ardous.
2. The pleasant afternoon was interrupted by a violent earthquake.
3. We wondered whether her act was inspired by kindness or by malice.
4. To a quiet person like me , the visitor seemed to be a garrulous man.
5. I found out he was friendly , not belligerent as he was rumored to be.
6. The Ten Commandments were given to establish order from chaos.
7. Her sad expression turned jubilant when she heard the glad news.
68
Attachment C – Which expression gives the clue of the italicized word? Encircle the
letter of the correct answer.
1. A stray bullet grazed the arm of an innocent bystander.

A. scratched lightly B. wounded seriously C. hit strongly
2. Blood oozed from the wound in his forehead.
A. flowed B. disappeared C. gathered
3. Strong steps thudded on the floor.
A. walked softly B. fell heavily C. ran briskly
4. People who look thin and wan probably have poor eating habits.
A. tall B. dark C. pale
5. The vagabond stepped into the restaurant and asked for a free meal.
A. rich person B. thoughtful person C. worthless person
6. The villagers made a pyre for the funeral ceremony.
A. pile of wood to be sold C. pile of wood to be stored
B. pile of wood to be burned
7. The sharp instrument nicked his arm.
A. cut into B. hung from C. was hidden
Attachment D - Read the following Science words. Answer the questions about
these words.
1. An aquarium is for keeping fish and other sea creatures and a planetarium is
where you can see the projected images of stars, planets and constellations. What
can you see in a terrarium?
___________________________________________________________________
2. Crows are said to be predators of chicks and so are snakes to mice. What does
predator mean?
__________________________________________________________________
3. We say that dinosaurs are already extinct. What could the word extinct mean?
_________________________________________________________________
69
Grade: 5__
I.OBJECTIVES
A. Content Demonstrates understanding of text elements to comprehend
Standards various texts (Reading Comprehension)
B. Performance Uses knowledge of text types to correctly distinguish literary from

Standards informational texts (Reading Comprehension)
C. Learning Distinguish text-types according to features (structural and
Competencies language) (EN5RC-IIIc-3.2.5)
-problem and solution
II. Content Distinguishing text-types according to features (structural and
language)
- problem and solution
III. Learning
Resources
A. References
1. Teacher’s Guide Joy in Learning English 5, pages 127- 135
Pages
2. Learner’s Joy in Learning English 5, pages 219
Materials Pages
3.Textbook Pages Essential English 5, page 219
4.Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources

A. Reviewing
previous Instruct the pupils to recall the story they listened “Minnie and
lesson or Marvel.” Then ask the following questions:
presenting the  What is Minnie’s problem?
new lesson  How did she solve her problem?
 If you were Minnie, how would you solve the problem?
B. Establishing  Tell the pupils that the lesson for the day is about
purpose for distinguishing text-types according to problem –solution
the Lesson
C. Presenting
examples/ Let the pupils read the text on LM letter A, page 219.
instances of
the new
lesson
70
D. Discussing Ask the following questions:
new concepts
and practicing  What information was presented in the text?
new skills #1.  What problem was presented in the text?
 What solutions to the problems were presented?
 What signal words provide hints that helped you identify
the solutions?
 How was the text structure of the information organized?
 What signal words were used to identify the problem and
solution structure?
Teacher may discuss some information on text structure:

 Text structure refers to how the information in a text is
organized.
 One way that it can be organized is using a
problem/solution structure so that the problem is
stated and one or more possible solutions are
explained.
 Some signal words use in identifying the problem and
solution in a text :
- The problem , the issue , the dilemma is , the
solution, to solve this, to address this …
Using the graphic organizer, fill in the problem and solution of
the text we just read.
Solutions
Problem
E. Discussing
new concepts A. Which of these paragraphs is a problem and solution text?
and practicing Then give your reasons.
new skills #2
Cars of the future will feature many dramatic
changes. Many will have air- colored engines made
by aluminum or other metals . The engine will often
1.
be mounted in the back of the car . Instead of one
motor, some cars may have four separate electric
motors placed at each of the four wheels . In addition
, cars of the future will probably contain special
instruments , such as an automatic pilot , for fast , safe
travel along superhighways .
Source: Joy in Learning English 5 LM page 224 letter B #6
71
2. The monstrous traffic problem in the city has been
haunting motorists for several decades. The city
government is trying its best to come up with ways to
at least ease the traffic fever. First, number coding is
enforced, based on the plate numbers of vehicles.
Another help being tried is the truck ban for certain
hours . Other solutions suggested is to drop the
window driving in the coding scheme, to totally ban
trucks at daytime , and to regulate the sale of cars and
other vehicles.
Source: Joy in Learning English 5 LM page 224 letter B #7
F. Developing
mastery Group Activity:
(leads to 1- Read the text. Encircle the problem. Underline the
formative solutions given. See Attachment A.
assessment ) 2- Read the text. Use the graphic organizer and fill out the
needed information. See Attachment B.
3- Use a graphic organizer on writing solutions of the given
problem. Poor attendance of students. See Attachment C
4- Use a graphic organizer on writing solutions of the given
problem. No Homework Policy. See Attachment D
G. Finding
practical One of the problems teachers note about students nowadays
applications is lack of study habit of the pupils.
of concepts As a learner, how will you give solutions to it?
and skills in
daily living
H. Making
generalization How is the information organized in a problem-solution text?
s and What are the signal words use in this text-type?
abstractions
about the
lesson
I. Evaluate 1- ADVANCED
learning Read the text. Answer the questions below.
1.
Many times, Ella brings home tons of homework from school
almost every day. Her problem is how to finish them before she
gets tired and sleepy in the evening. What she does after some
time has amazingly given her a good edge over her classmates’
performance in class. First , Ella seeks her mother’s advice –that
is , to categorize the homework either from easy to complex or
from ones she loves the best to the ones she likes least. Another
step she does is to adjust her routine of activities as soon as she
gets home. Ella takes a good rest or plays with snacks for about
an hour before going to her study table. Then , she works out her
mother’s advice. After that , she joins her family for dinner and
TV. Before going to bed, she asks her mother to check her
homework and make the corrections as needed.
72
1. What was the problem presented?
___________________________________________
2. What were the solutions given?
___________________________________________
Source: Joy in Learning English 5, page 133
II-AVERAGE
Read the text. Answer the questions below.
Once, a very thirsty crow flew down on the ground to look

for water. He saw some water in a pitcher so he tried to
knock it down, but failed. He tried to reach the water with
his beak but could not. So he picked a pebble with his
beak and dropped it in the pitcher . By dropping a pebble
again and again, one by one the water soon rose to a level
his beak can reach.
1. What was the problem of the crow?

____________________________________________
2. What were the first things the crow tried to do?
3. When he didn’t succeed, what did he do next?
4. How did the crow solve his problem?
____________________________________________________
Source: Essential English 5, page 219
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
73
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other?
74
Attachment A
It was already five days away from Mother’s Day and Angelie had not
decided on what to offer her dear mother on this day. She did not have
enough savings to buy a gift. So, to solve her problem , she planned out
things. First she tried to save more from her allowance . Second, she
exerted more effort to help her mother in the household chores every
day. She saw to it that her mother’s vase had any kind of fresh flowers
every morning. Then she started to scribble sweet notes on scrap
colored paper and fasten them on her mother’s cabinet door . Seeing
these , her mother could only smile. When the important day came,
Angelie , instead of surprising her mother with a fine hairbrush , got one
big surprise from her early in the morning. It was a big thank you note
that said , “You are the greatest daughter I’ve ever had ! I love you so
much….”
Source: Joy in Learning English 5 LM, letter B page 218
Attachment B
The quails had a problem. They lived in a great fear of a quail-catcher

who would throw a net over them , then stuff into a basket .
One day , the wisest of the quails said , “ Listen , Brothers , I have a great
plan . When the quail –catcher throws his net over us, let us put our heads
through the mesh in the net. Then , let’s lift up the net together and fly away with
it . When we have flown some distance away, let’s drop the net on a thorn bush
and escape from under it .”
All agreed and so when the quail catcher came the next day , the quails
did as the wise quail had told them to do. The quail –catcher had a hard time
taking the net from the thorn bush .
Source: Joy In Learning English LM, page 219
75
Attachment C-Using the graphic organizer, write the solutions to the given
problem.
Poor attendance of Students
Attachment D-Using the graphic organizer, write the possible solutions to the
given problem.
No Homework Policy
76
Grade: 5__
I.OBJECTIVES
A. Content Demonstrates command of the conventions of standard English
Standards grammar and usage when writing or speaking
B. Performance Uses the correct function of nouns, pronouns, verbs, adjectives,

Standards and adverbs in general and their functions in various discourse
(oral and written)
C. Learning Use a particular kind of sentence for a specific purpose and
Competencies audience
-asking permission
-making requests
EN5G-IIIa-1.8.1, EN5G-IIIa-1.8.3
II. Content Using a Particular Kind of Sentence for a Specific Purpose and
Audience
-Asking Permission
-Making Request
III. Learning
Resources
A. References
1.Teacher’s Guide
Pages
2.Learner’s
Materials
Pages
3.Textbook Pages Joy in Learning English Grade 5, pp. 211-222
4.Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
IV.PROCEDURE: ADVANCE AVERAGE
A. Reviewing Instruction:
previous  Divide the class into two groups: Group A and Group B.
lesson or  Let the pupils play “Pass that Cabbage, please” to review
presenting the the different kinds of sentences.
new lesson
77
 Play a popular upbeat
song and have Group A
pass the “cabbage”  Group B will guess the
along. kind of sentence read by
holding up a meta card
 When the music stops, with the printed answer.
the pupil holding the
cabbage must peel off a
layer and read the
sentence printed on it.
Group the sentences on the board. Then, give emphasis on the
imperative sentences.
Ask:
 Which of these sentences give commands? make
requests?
 Which sentences sound more polite than the others? Why
do you think so?
 What kind of imperative sentences use polite
expressions?
Sample sentences for the cabbage:
a. Life is a roller coaster.
b. Cellular technology has made people get in touch more
closely.
c. What a beautiful view!
d. Get me glass of water from the fridge.
e. What kind of flowers were blooming there?
f. How is communication made easier by technology?
g. I traveled for hours in a train.
h. Kindly return these books to the library.
i. Can I pick you up this afternoon?
j. What a big mess!
k. What have you been thinking over this past week?
l. Oh, the child is falling!
B. Establishing Inform the pupils that at the end of the lesson they will learn to use
purpose for the a particular kind of sentence for a specific purpose and audience
Lesson (e.g. asking permission, making request)
C. Presenting
examples/instances Ask the pupils to study the following sentences:
of the new lesson
A. May I use the computer, Miss Valdez?
Can I leave the room now?
I need to leave the room now.
Please allow me to read the passages.
Let me read the passage to the class.
B. Could/Can you please speak louder?

Kindly check the spelling errors.
Check the spelling errors, please.
D. Discussing new Discuss the presentation by asking the following:

concepts and  Which set of sentences are used to ask permission? What
practicing new skills expressions are used?
#1.  Which are used to make requests? What expressions are
used?
78
 Which set of sentences sound more polite than the
others? Why do you say so?
 What two forms of sentences are used to ask for
permission and make requests? (statements/question
forms)
E. Discussing new Write a request/ ask permission Complete the request for each
concepts and for the following situation: situation.
practicing new skills 1. You want your mother to 1. You want a classmate to
#2 permit you to watch a give you a ride home after
movie. class.
2. You want to use a friend’s Could you ____________?
cellphone. 2. You want to borrow a
friend’s book for the
weekend.
Would it be alright_______?
F. Developing Tell the pupils that they are going to perform group activities.
mastery (leads to Remind the pupils of the things to remember when performing an
formative activity.
assessment 3) Prepare a rubric to be used in rating the performance of each
group.
RUBRICS FOR GROUP ACTIVITIES
Excellent Very Good SCORE
(5) Good (4) (3)
1. Stayed on task
2. Shared ideas
3. Followed classroom rules
4. Completed the task on time
5. Took the group’s tasks seriously
TOTAL
Construct the indicated Rewrite these sentences. Find
sentences to ask permission another way to say each sentence
and make requests in the using the words given. Number 1 is
situations below. done for you.
Example: 1. Can I use your cell phone?
 You cannot find your Would it be OK if I use your cell
laptop charger. You phone? (OK)
need some help. 2. Please ask Luisa to stop by and
(question). talk to me.
Answer: Could you please help _____________________(would)
me find my laptop charger? 3. Could I borrow your guitar?
 You need to call your _____________________(wonder)
mother immediately. You 4. Would you ask Rey what time
ask permission from the he’s coming over?
teacher to leave the _________________(could / when)
room. (statement) 5. Lend me your hairbrush.
Answer: I need to leave the ___________________(mind)
room, please.
1. The internet in your

computer is disabled.
You need some help.
(question)
2. You are in the library.
You need the librarian’s
help in your research on
robotics. (statement)
79
3. You need to go online for
the meaning of terms in
Science. (statement)
4. You ask permission from
your parents to join the
trip to the National
Museum. (question)
5. Make a request to use
the computer laboratory
for a power point
presentation on simple
machines. (statement)
G. Finding practical
applications of Is politeness important? Why?
concepts and skills in How can you be polite?
daily living
H. Making  What forms of sentences are used to ask for permission and
generalizations and make requests? (imperatives, statements or questions can
abstractions about be used in asking permission and making requests)
the lesson  What expressions can you use to begin a sentence?
(Can, Could, Would, May and the polite words such as please
and kindly can be used to begin a sentence)
I. Evaluate learning Construct the indicated sentences to ask permission and make
requests in the situations below
1. It’s very hot in the room and you would like to open the window.
__________________________________________(question)
2. You need to borrow some money from a friend because you

have lost your padyak fare.
_________________________________________(statement)
3. You didn’t understand the address someone gave you and you
would like them to spell it for you.
_________________________________________(question)
4. The person behind you is talking all the time during the lesson.
________________________________________(statement)
5. You are watching the TV but you can’t hear because the
volume is very low. Your brother has the remote control.
_________________________________________(question)
V. REMARKS
VI. REFLECTION
A. No. of
learners who
earned 80% on
the formative
assessment.
80
B. No. of
learners who
require additional
activities for
remediation.
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson.
D. No. of
learner’s who
continue to require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other?
81
Grade: 5__
I.OBJECTIVES
A. Content
Demonstrates an understanding that word meaning changes
Standards
based on context
B. Performance
Uses strategies to decode the meaning of words in context
Standards
C. Learning Infer the meaning of unfamiliar words based on given context
Competencies clues (synonyms, antonyms)
II. Content Inferring the Meaning of Unfamiliar Words Based on Given

Context Clues (Synonyms, Antonyms)
III. Learning Performance Task No. 1 - Games
Resources
A. References
Pages
2.Learner’s
Materials Pages
3.Textbook Pages Essential English 5, pp. 3-5, 14-15
4.Additional K to 12 Curriculum Guide - ENGLISH 5
Materials from May, 2016
Learning
Resources (LR)
Portal
B. Other Learning
Resources
IV.PROCEDURE: ADVANCE AVERAGE
A. Reviewing  Study the following sentences. Which is the synonym/antonym
previous of the underlined word in the sentence?
lesson or 1. I love that black bag. Its dark color compliments my
presenting the dress.
new lesson 2. That beautiful lady is too tall for the short gentleman.
3. The tiny hands of the minute wristwatch were difficult to
see in the dark.
4. It was impossible for the large ship to pass through the
narrow channel.
How were you able to identify the synonym/antonym of the
underlined word?
B. Establishing Inform the pupils that they are going to showcase their skill of
purpose for inferring meaning of unfamiliar words on given context clues
the Lesson through a game.
C. Making
generalization How can you infer the meaning of unfamiliar words based on
s and given context clues (synonyms, antonyms)?
abstractions
about the
lesson
82
D. Evaluate The Performance Task for 15 points will follow the GRASPS.
learning
The teacher gives the instructions:
Goal: This activity will assess how well you can infer the meaning
of unfamiliar words based on given context clues in a
sentence.
Role: You are a contestant in a popular game show “Language

Masters, Kids’ Edition”
Audience: Your audience will be the Grade 5 English teachers
and other pupils who are going to watch the contest.
Situation: The occasion is your School’s Annual School Festival

of Talents.
Performance: You should be able to answer the questions to be

presented by the Contest Administrator (teacher) with
the help of your team mates.
Standard/ Rubric: Let us also agree on how you will be graded

through this rubric.
RANKING SCORE
First 15 pts.
Second 13 pts.
Third 11 pts.
Fourth 9 pts.
(See attachment A)
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
83
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other?
84
Attachment A
Contest Mechanics:
1. Divide the class into four competing groups.

2. Each group will bring a small board and a pentel pen.
1. The teacher will give the following instructions:
 A sentence will be flashed on the board.
 Infer the meaning of the unfamiliar word in the sentence based on the
synonyms/antonyms used in the sentence.
 The contestants will be given 2 minutes to write the answer
 At the sound of the bell, the contestants will raise their board.
 The assigned scorer will record the scores of each group.
 The winners will be classified according to the rubric presented.
Sample Sentences:
1. The flashback in the movie is usually in black and white.
2. The policeman used a handcuff or a piece of metal to tie the hands of the
prisoner.
3. Put the blue headlight of your car’s headlamp to low.
4. The heavy downpour caused flooding in the streets.
5. My teacher used paper cutouts of insects as border for the bulletin board.
6. Mr. Romulo is a very kind landlord. Although he owns this huge land, he
remains a good and generous man.
7. The hikers were warned to look out for quicksand or else they may sink into
the deep wet sand.
8. The campground of the Girl Scouts is that farm over there.
9. Instead of tailgating us, why don’t you leave?
10. The teacher asked us to fold the paper lengthwise, not crosswise.
11. Would you rather walk in the starlight than in the clear sunlight?
12. Some houses in Baguio have fireplaces rather than air conditioners.
13. Hush! Walk on tiptoe. Grandma is sleeping.
14. When war was going on in Vietnam, many refugees fled to our country.
15. Install an anti-theft device on your phone so it can be traced when lost.
85
Grade: 5__
I.OBJECTIVES
A. Content Demonstrates understanding of various linguistic nodes to
Standards comprehend various texts
Demonstrates understanding that English language is stress

timed to support comprehension
B. Performance Uses linguistic cues to effectively construct meaning from a
Standards variety of texts for a variety of purposes
Reads with sufficient accuracy and fluency to support

comprehension
C. Learning 1. Infer the speaker’s tone, mood and purpose EN5LC-IIId-
Competenci 2.8.1/2.8.2/2.8.3
es 2. Self-correct when reading EN5F-IIId-2.9
II. Content 1. Inferring the speaker’s tone, mood and purpose

III. Learning
Resources
A. References Essential English 5, pp. 226-229
Joy in Learning English
1.Teacher’s
Guide Pages
2.Learner’s
Materials
Pages
3.Textbook
Pages
4.Additional
Materials from
Learning
Resources
(LR) Portal
B. Other
Learning
Resources
A. Reviewing Say: We all have talents and
previous skills. All we have to do is
lesson or discover them. Let us help each
presenting the other find our strengths and help
new lesson overcome our weaknesses.
B. Establishing Who among you here loves

purpose for dancing, acting or singing? Let
the Lesson pupils express their reasons why
they love to dance, act, or sing.
86
This morning, class, we will listen
to a beautiful song and we will
learn to:
 infer the speaker’s tone,

mood, and purpose;
also
 we will learn that it is
okay to correct oneself
while reading.
C. Presenting Teacher will play the song, “A

examples/inst Whole New World” written by
ances of the Alan Irwin Menken and Timothy
new lesson Miles Rice for Disney’s 1992
animated feature film Aladdin.
Pupils will listen to the song and

they may also sing as the music
plays “A Whole New World”.
D. Discussing After listening to the song,

new concepts teacher will ask these questions.
and practicing
new skills #1. 1. What is the song about?
2. What does Aladdin wish to

show the princess about “A
Whole New World”?
3. Do you like the song? Why?
4. What emotion is drawn from

the song?
Say: The emotions or attitudes

that the speaker or writer gives to
a subject and to the readers are
called the tone.
5. What do you feel while

listening to the music? Why?
I have here other examples of

feelings.
1. angry
2. sad
3. happy
4. afraid, frightened, scared
87
Say: The general feeling or
atmosphere created by the piece
of writing is called the mood.
6. Why do you think the

composer wrote this song?
Say: The purpose of a text/song

may be to entertain, to inform, to
instruct, or to persuade.
E. Discussing Read the selection carefully and

new concepts identify the purpose of the
and practicing author.
new skills #2
Archimedes was a
famous Greek scientist
who lived in Sicily,
Greece. Among many
other things, he
experimented and
discovered the
Archimedes’ Principle.
This basic law tells us that
if we weigh an object in
the air and then weigh it
again submerged in a
liquid, it will lose weight
equal to the weight of the
liquid it displaces.
Archimedes is supposed
to have discovered this
when he stepped into a
bathtub full of water to the
brim, and water into the
floor.
What do you think is the

purpose of the writer?
a. to persuade
b. to entertain
c. to inform
This time you will look for a

partner to read aloud to each
88
other the text about Archimedes.
Tell your partner that is all right to
correct him or her while reading.
F. Developing Group Activity-Advanced Read the short passage below
mastery Learners then do the activity given to your
(leads to group.
formative Infer the tone, mood and
No matter what problems life
assessment 3) purpose of the writer of
may bring us, we must stand
the poem below.
strong. God will not give us
Our destiny in the any problem that we cannot
midst of change will handle. Let us see these
rest on the problems as steps towards
unchanged character pursuing our dreams.
of our people and on
their faith. Group Activity-Average Learners
In a land of great What emotion can you feel about

wealth, families must the passage? Make a simple
not live in hopeless poster to show the tone of the
poverty. passage.
In a land rich in
harvest, children must
not be hungry.
In a land of healing
miracles, neighbors
must not suffer and
die unattended.
In a great land of
learning and scholars,
young people must be
taught to read and
write.
from “The President’s

Inaugural Address” by
Lyndon B. Johnson
G. Finding
practical In our daily conversation with
applications of different people, is it important to
concepts and know the mood, tone, and
skills in daily purpose of someone’s statement
living or even in the text that we have
read? Why?
H. Making How do you infer the tone, mood

generalization and purpose of the writer of
s and speaker?
abstractions
89
about the Remember that you may have to
lesson infer the tone, mood and purpose
of the author based on simple
words and details used in the
statement of the speaker or of
the author of the text to better
understand the message the
message.
I. Evaluate Infer the speaker’s tone, mood
learning and purpose.
1. Mother: “You can’t join the

camping trip this summer”.
Daughter: “That is what I am

expecting you to say.”
What is the tone of the son in the

following examples?
a. excited b. anxious
c. sarcastic d. happy
2. “Beside the lake, beneath the
trees, fluttering and dancing in
the breeze”.
a. noise b. disappointed
c. peaceful d. sad
3. President: “Can someone tell

me what the hell is going on
here?
a. nervous b. frustrated
c. angry c. serious
4. Google glass is a type of

wearable technology with an
optical head-mounted display
(OHMD) which displays
information in a smartphone-like-
hands-free format.
The purpose of this passage is

to_____________________.
a. persuade
b. entertain
c. convince
d. inform
5. Cavity is causing molars to

ache so, I encourage people to
90
use “Cool Paste” in brushing
their teeth to
make it cavity free. It is a trusted
brand with high quality.
What do you think is the purpose

of the author?
a. persuade
b. entertain
c. inform
d. advise
V. REMARKS
VI. REFLECTION
A. No. of
learners who
earned 80% on
the formative
assessment.
B. No. of
learners who
require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of
learner’s who
continue to
require
remediation
E. Which of
my teaching
strategies
worked well?
Why did these
work?
91
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other?
92
Grade: 5__
I.OBJECTIVES
A. Content Demonstrates an understanding that word meaning changes
Standards based on context
B. Performance Uses strategies to decode the meaning of words in isolation and

Standards in context
C. Learning Infer the meaning of unfamiliar words (compound, affixed) based
Competencies on given context clues (Synonyms Antonyms word parts) and
other strategies (Health)
II. Content Inferring the meaning of unfamiliar words (compound) based on

given context clues (Synonyms Antonyms word parts) and other
strategies (Health)EN5V-IIId20.3/EN5V-IIId20.4/EN5V-IIId20.5
III. Learning
Resources
A. References Joy in Learning English 5, Curriculum Guide
1.Teacher’s Guide
Pages
2.Learner’s pp. 206, 220
Materials Pages
3.Textbook Pages
4.Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
A. Reviewing The teacher shows a picture of a girl eating sweets.
previous
lesson or
presenting the
new lesson
Let the learners infer what will likely happen to the girl.
(The teacher writes on the board the answers.)
93
B. Establishing Today, you will learn how to infer meaning of unfamiliar words
purpose for using the context clues synonyms and antonyms.
the Lesson
Synonyms and Antonyms can serve as context clues to the
meaning of unfamiliar words in a passage. It is important,
therefore, that you should be knowledgeable on these kinds of
words.
C. Presenting
examples/inst Do you agree that laughter is the best medicine? Many say
ances of the that laughter contributes to one’s wellness, not illness. But
new lesson when someone laughs excessively and gets exhausted or
tired, it is going to be a different story.
D. Discussing The teacher asks the following questions:

new concepts 1. Do you have any idea of these underlined words? Are you
and practicing familiar with them? (Answers may vary)
new skills #1. 2. Where are these words related? (Suggested answer: These
words are connected to Health.)
3. What is the relationship between wellness and
illness?exhausted and tired?
As in the example given, the word illness is the opposite of
wellness and tired is the synonym of exhausted.
E. Discussing Group yourselves into four. The whole class will be divided
new concepts Each group will be given meta into two teams. Both teams will
and practicing cards with set of words written answer or guess the sets of
new skills #2 on them. Write S if the word words as synonyms or
pairs are synonyms, and A if antonyms. The team with the
antonyms. Post the meta cards highest number of correct
in a manila paper. Then write answers will be the winner.
down your answer. Each team will be given 30
seconds to guess the correct
contagious-communicable
word.
supplement-addition
well-ill clean-dirty
growth-development waste-conserve
organic-inorganic infected-disinfected
obese-overweight
beautiful-attractive
hydrate-dehydrate
malnourish-well-
exhausted-rested
skinny-lean nourished
sanitary-dirty.
Rubrics: Correct answers: 5

points Participation of group
members: 5 points
Total: 10 points
F. Developing Read the following sentences. Infer the meaning of the underlined
mastery word in each sentence.
(leads to
formative 1. Lisa was not able to go to school because she suffered
assessment from chicken pox, a contagious disease.
3)
94
2. Can my child get all the vitamins as supplement to a
healthy diet?
3. A woman who is considered obese may have her doctor
recommend she gain only 10 pounds.
4. Drink water before, during and after workout to stay
hydrated.
5. She was exhausted but sleep seemed unlikely.
G. Finding How can watching television programs affect your health?

practical studies? and social life?
applications
of concepts
and skills in
daily living
H. Making What is one way to find the meaning of a word?
generalization
s and Synonyms and Antonyms can serve as context clues to the
abstractions meaning of unfamiliar words in a passage. It is important,
about the therefore, that you should be knowledgeable on these kinds of
lesson words.
I. Evaluate Read the sentences. Infer the meaning of the underlined word.
learning 1. The doctor gave us a brief orientation on dengue. The
information was a short tip to prevent the disease.
2-3. The nurse disinfected the patient’s wound and sanitized it
further with gentle or soothing words.
4-5. I don’t have enough money to buy the medicines, but can
spend for organic or natural food in an expensive restaurant.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
95
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other?
96
Grade: 5__
I.OBJECTIVES
A. Content Demonstrates an understanding that word meaning changes
Standards based on context
B. Performance Uses strategies to decode the meaning of words in isolation and

Standards in context
C. Learning Distinguish text types according to features (structural and
Competencies language)—problem and solutionEN5RC-IIId3.2.4
II. Content Distinguishing text types according to features (structural and

language)—problem and solution
III. Learning
Resources
A. References Joy in Learning English 5, Curriculum Guide
1.Teacher’s Guide
Pages
2.Learner’s pp. 219, 233
Materials Pages
3.Textbook Pages
4.Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
A. Reviewing
previous 1. What image can you see?
lesson or 2. What can you say about the image?
presenting the 3. Have you encountered common problems in school? How
new lesson did you solve them?
problem solution
97
B. Establishing Present the text:
purpose for
the Lesson
Jermel was going to watch for the first time a
musical play Beauty and the Beast at the Ibalong Centrum
for Recreation at Legazpi City. The problem was that
Jermel didn’t know much about the presentation. So, to
solve his dilemma, he took some action. First, he went to
the library and read about musical plays. Then, he
borrowed a book in which he could read about “The Beauty
and the Beast”. Little did he know that his best friend’s aunt
was a stage performer. So, he met her to personally ask
about the play. After accomplishing all of these, he
confidently watched the play with his friends and was very
appreciative of the opportunity.
C. Presenting What problem is presented in the text? What solutions are

examples/inst likewise presented to solve the character’s problem? What signal
ances of the words provide hints that help you identify the solutions?
new lesson
D. Discussing Write down the problem and solution.
new concepts
and practicing Problem
new skills #1.
Solution Solution Solution
E. Discussing Problem and solution texts may be fiction (imaginary) or non-

new concepts fiction (factual). Read the text below. What is the problem
and practicing presented? What solution or solutions were given?
new skills #2
The quails had a problem. They lived in great fear
of a quail-catcher who would throw a net over them, then
stuff them into a basket.
One day, the wisest of the quails said, “Listen,
Brothers, I have a plan. When the quail-catcher throws his
net over us, let us put our heads through the mesh in the
net. Then, let’s lift up the net together and fly away with it.
When we have flown some distance away, let’s drop the
net on a thorn bush and escape from under it.”
All agreed and so when the quail-catcher came the
next day, the quails did as the wise quail had told them to
do. The quail-catcher had a hard time taking the net from
the thorn bush.
F. Developing Group Activity. Divide the class into 4 and let them distinguish the
mastery paragraph into problem and solution. Let each group write the
(leads to problem and solutions in a graphic organizer.
formative
98
assessment
3)
What is the problem presented? What are the solutions given?

Write your answers in a graphic organizer.
Note: The teacher may provide a brief review of graphic

organizers.
G. Finding Write a three-sentence paragraph about your childhood life.

practical Present a problem encountered and solutions made to solve your
applications of problem.
concepts and
skills in daily
living
H. Making How could you distinguish a problem and solution type of texts?
generalization
s and Some informational text types are organized by problem and
abstractions solution. This texts begin with the presentation of a problem
about the
between individuals, among groups, or an issue going on in
lesson
the world. This is followed by one or more possible solutions
that are explained.
I. Evaluate Distinguish the texts below into problem and solution type of text.
learning Write √ if a problem and solution type of textand X if not.
1.Noah didn’t know what medicine to take. He was not feeling well.
So, he got a medicine and read the label. He looked for its dosage
and expiration date. He looked for its uses.
2. Eunice knew she had to get to school on time, but her father was
not around to drive for her. Eunice decided not to take a ride and
walk instead.
3. Mrs. Chin bakes a cake for her daughter. First, she prepares the
ingredients. She measures the ingredients well. Next, she mixes all
the flour with baking powder and baking soda. She beats the eggs.
Then, she preheats the oven.
99
4. Louisa and Lisa are twins. They both love each other. Louisa
loves to dance while Lisa loves to sing.
5.Mang Roman found out that Roy had more absences in school
than before. To solve this problem, he talked to Roy of his
performance in school. They both talked to the teacher and
promised to limit his absences in the class. Roy became active
again in school.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other?
100
Grade: 5__
I.OBJECTIVES
A. Content Demonstrates command of the conventions of standard English
Standards grammar and usage when writing or speaking. (Grammar)
B. Performance Uses the correct function of nouns, pronouns, verbs, adjectives,

Standards and adverbs in general and their functions in various discourse
(oral and written)
C. Learning 3. Use a particular kind of sentence for a specific purpose and

Competencies audience -responding to questions; asking and giving
directions
N5G-IIId-1.8.2
4. Observe politeness at all times

EN5A-III-d-16
II. Content Asking permission and responding to questions
III. Learning
Resources
A. References
1.Teacher’s Guide
Pages
2.Learner’s
Materials Pages
3.Textbook Pages Joy in Learning English, pp. 234-235
4.Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
A. Reviewing Let the pupils sing, “Good Morning”.
previous
lesson or Good morning, good morning, good
presenting the morning it’s now another day! The sun
new lesson is up and shining. Let’s learn laugh and
play.
Let the pupils ask the following

questions and let pupils answer them.
1. How are you?

2. Did you eat your breakfast?
3. How did you prepare yourself before
coming to school?
101
B. Establishing This morning class, we will be learning
purpose for how to use a particular kind of sentence
the Lesson for asking permission and responding
to questions.
Are you ready to learn a new lesson?

If yes give me a Military Clap.
Note: The teacher may ask the students

to give other kinds of clap as long as it
is in English.
C. Presenting Remember the story entitled “Eureka”

examples/inst an adaptation of Evelyn Angeles?
ances of the
new lesson If yes, there is this conversation of four
pupils about the story Eureka.
Jerome: Where did Archimedes live?

Jenny: He lived in Greece.
Jerome: Who was this King who

wanted Archimedes to solve a
problem?
Jermel: Well, it was King Hieron of

Syracuse.
Janna: What was the King’s problem?
Jermel: He wanted Archimedes to find

out whether his new crown was really
made of pure gold.
Jerome: Oh, I see. Why did he have to

do that?
Janna: I think he did not trust his

goldsmith.
Jerome: And how did Archimedes do

ito?
Jermel: Come on, Jerome. It’s a long

story.
D. Discussing After reading the conversation, ask
new concepts these questions to the pupils:
and practicing
new skills #1. 1. What questions did Jerome and
Janna ask their classmates?
2. Who answered their questions?

How did they respond to these
questions?
102
3. What kind of sentences did they use?
To respond to questions, statements

that specifically answer who, what,
when, where, why and how, called
declarative sentences, may be given.
E. Discussing Say: Read these sentences. When are

new concepts these sentences used?
and practicing
new skills #2 A B
1. Can you 1. Walk straight
please tell me ahead up to the
how to get to the end of this hall.
Discovery On your left is the
Museum? Discover
Museum.
2. How do I get to 2. Walk up the

the nearest train third floor. Turn
station? right and the
library is just a
few steps away.
3. May I know the 3. Walk straight

directions in ahead on this
going to Hope street. Turn right
School from the to the next street.
bus station? The third house
on your left from
the street corner
is our house.
Ask:
1. What are the sets of sentences

about?
2. Which set is used to ask for

directions?
3. Can you give other ways or

sentences for asking directions?
4. What polite expressions are used for

asking directions? Why is it important
to use polite words in asking questions
or giving directions?
103
5. What key words or phrases are
used in sentences that give directions?
Can you give more of these
expressions?
Say: There are particular expressions

or sentences that are used for asking
and giving directions clearly or
accurately.
F. Developing Guided Practice

mastery
(leads to Answer these questions correctly. Note
formative the word to begin each question.
assessment
3) 1. Who waved the Philippine Flag in
Kawit, Cavite in 1898?
2. Where did Ferdinand Magellan and

his troops arrive in the Philippines?
3. Where was the first Catholic Mass

held in the Philippines?
4. How does the Earth rotate?
5. Why is the sea salty?

G. Finding
practical Find a partner. Ask him Find a partner. Give him or her simplest
applications or her questions about a route or way from your house to the
of concepts story you have already house of a friend or relative. Name the
and skills in read in this unit. You may destination and use street names and
daily living list down your questions exact distances. You may draw a map
on a piece of paper and as help.
jot down your partner’s
answers or responses.
H. Making
generalization Remember:
s and
abstractions To respond to questions, statements
about the that specifically answer who, what,
lesson when, where, why and how, called
declarative sentences, may be given.
In responding to questions and in

asking and giving directions statements
must be clear and accurate.
Use polite words in responding to

questions and in asking and giving
directions.
I. Evaluate Find a partner. First, you ask directions
learning for the suggested situations below and
104
your partner gives the directions. Then,
exchange notes.
1. How to get to the town plaza
2. How to reach the Barangay Health

Center
3. How to be at the gasoline station

from the bus terminal
4. How to reach your school from your

barangay
5. How to get to the market from your

home
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which my principal
or supervisor can
help me solve?
105
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other?
106
Grade: 5__
I.OBJECTIVES
A. Content Demonstrates understanding of different formats to write for a
Standards variety of audiences and purposes.
B. Performance Draft texts using appropriate text types for a variety of audience
Standards and purposes.
C. Learning Plan a two to three- paragraph composition using an outline/other
Competencies graphic organizer.
II. Content Planning a two to three- paragraph composition using an

outline/other graphic organizer EN5WC-IIId-1.1.6.1
III. Learning
Resources
A. References Joy in Learning English 5, pp. 237
1.Teacher’s Guide
Pages
2.Learner’s
Materials Pages
3.Textbook Pages
4.Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
A. Reviewing Let us have a short review.
previous
lesson or Let me ask you: How do you prepare
presenting the yourself before going to school?
new lesson Solicit answers from the pupils.
Then ask this question:

How do you respond to questions?
Possible answer:
I respond to questions with
declarative statements.
Ask the child to give some

examples.
107
B. Establishing This day class, we will learn how to
purpose for plan a two to three- paragraph
the Lesson composition using an outline/other
graphic organizer.
C. Presenting For effective writing of a feature

examples/inst article or story, it would be better to
ances of the make a plan using an outline. The
new lesson purpose of the outline is to organize
the flow of ideas into paragraphs.
D. Discussing Teacher will discuss what a topic

new concepts outline is.
and practicing
new skills #1. An outline is a sketch or framework
of a text showing the important
ideas and details which support
those ideas in an organized form.
You can use an outline to plan a
composition. It may be a topic or
sentence outline.
In writing a three-paragraph
composition it has three parts:
1. Introduction- it is a strong
interesting statement.
2. Body- it is the details or facts

about the person including his or
achievements.
3.Conclusion- it is a powerful
statement.
E. Discussing Suppose you are going to write a

new concepts three-paragraph composition about
and practicing a person whom you consider special
new skills #2 because he or she has or had done
something extraordinary. How
would you do it?
Base from the situation given, you

may use this outline organizer
below.
I. Personal Details
A. Complete name,
birthday, birthplace
B. Parents, other members
in the family
C. Where he or she grew up
and is presently living
108
II. How this person is
A. Character traits
B. How he or she built his or
her skills or talents
C. Achievements
III. Conclusion or personal insights

or comment about this person
What is the first big topic in the

outline? What are the details that
you need to include under Personal
Details?
What is the second topic and details

that you need to put in your second
paragraph?
What is the content of your third

paragraph?
Can you say that an outline is a big
help in planning a composition or
feature article? Why?
Possible answer: Yes because it

serves as a guide on how we can
organize the flow of our ideas in the
article that we are about to do.
It also gives us clues on what

details and information that can be
included in the introduction, body
and conclusion of our article.
F. Developing Individual activity.

mastery Have you been to beautiful places?
(leads to What is the most memorable place
formative that you have visited? Make a topic
assessment outline for a feature article about the
3) most memorable place you have
visited.
I.
A.
B.
C.
II.
A.
B.
C.
III.
109
G. Finding
practical Is it important to know how to plan
applications three paragraph compositions?
of concepts
and skills in Possible Answer: Yes, because it
daily living can be used in expressing your
ideas or opinion into writing.
H. Making What helps you plan a three

generalization paragraph composition?
s and
abstractions What are the things that you should
about the remember in planning a three
lesson paragraph composition?
I. Evaluate
learning On a piece of paper, write Take turns in interviewing to a
down the details about the particular person you look up to. It
person you have in mind can be your classmate, teacher or a
using the outline. Think of a fiend. Prepare a topic outline of the
specific feature that you information you have gathered.
want to discover about him
or her, for example, his
journey to being a famous
scientist or artist.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
who continue to
require
remediation
110
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with
other?
111
Grade: 5__
I. OBJECTIVES
A. Content Demonstrates understanding of text types in order to

Standards construct feedback
Demonstrates understanding of the oral standards of

English in order to participate in various oral
communication demands (situation, purpose and
audience)
B. Performance Uses literary and informational texts heard to

Standards construct an appropriate feedback
Prepares for and participates effectively in a range
of conversations and collaboration with diverse
partners, building on others’ ideas and expressing
their own clearly and persuasively
C. Learning Infer the speaker’s tone, mood and purpose
Competencies
EN5LC-III-e2.8.1 / 2.8.2 / 2.8.3
Use appropriate strategies to keep the discussion
going EN5OL-IIIe-3.7
II. Content 1. Inferring the speaker’s tone, mood and
purpose
2. Using appropriate strategies to keep the
discussion going
III. Learning
Resources
A. References
1. Teacher’s Guide Teacher’s Guide p.37

Pages
2. Learner’s
Materials Pages
3. Textbook Pages Joy in Learning English 5, pp.240-241,
4. Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
112
IV.PROCEDURE:
A. Reviewing Rearrange the following jumbled letters to form the

previous lesson correct word.
or presenting the M A D
new lesson
E R
Answer: DREAM
Ask: what word did you form? What comes to your
mind when you hear the word dream? What is your
dream in life? How will you achieve your dream?
B. Establishing Say: Class our lesson for today is about inferring the
purpose for the speaker’s tone, mood and purpose of a selection
Lesson read. When we infer the speaker’s tone, mood and
purpose, take note of the following concepts:
 Tone refers to the attitudes that a writer or
speaker puts into a subject and gives to the
readers.
 Mood is the general feeling or atmosphere
that the poem creates.
 The purpose of a text maybe to entertain, to
inform, to instruct, or to persuade
Say: listen to a poem entitled “Dreams” by James

Langston Hughes.
Dreams
Hold fast to dreams
For if dreams die
Life is a broken – winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
C. Presenting Talk about these:

examples/instan
ces of the new 1. Is it good to “dream”? Why?
lesson 2. What is life without dreams?
3. What if dreams go unfulfilled?
4. Describe the speaker’s tone and the mood of
the poem.
5. What do you think is the author’s purpose in
writing the poem?
113
D. Discussing new Oral Language Practice
concepts and
practicing new Say: Dreams may mean two things – the dictionary
skills #1. meaning and its connotative meaning. First, dreams
are trains of thoughts or images passing through the
mind in sleep. Second, dreams symbolize one’s goals
or aspirations in life.
Group Activity
Form a group and do the following:
1. Choose a leader to lead the discussions and
keep the discussions going.
2. Choose a secretary to take down notes on
each member’s sharing.
3. Think and share about:
a) A recent dream in your sleep which you
clearly remember,
b) What will you become ten to twelve
years from now?
E. Discussing new Individual Activity
concepts and
practicing new Infer the speaker’s tone, mood and purpose of the
skills #2 following situations that I will read to you.
1. Tina saw the thin ragged beggar and gave his
last peso.
2. Clara groped in the dark. She touched
something slim and hairy. She shrieked and
could not move.
3. Ana felt like walking on air and that everybody
loved her as she went up the stage to receive
her trophy from the judges.
F. Developing When we infer the speaker’s tone, mood and purpose
mastery (leads we are giving our idea on what maybe the
to formative
feeling/intention of the speaker in the poem.
assessment 3)
 Tone refers to the attitudes that a writer or
speaker puts into a subject and gives to the
readers.
 Mood is the general feeling or atmosphere
that the poem creates.
 The purpose of a text maybe to certain, to
inform, to instruct, or to persuade
applications of Why should the speaker/author use mood and tone
concepts and effectively?
skills in daily
living
114
H. Making What do you mean by the tone, mood and purpose of
generalizations the speaker/author?
and abstractions
about the lesson
When should you use appropriate strategies to keep

the discussion going?
I. Evaluate Say: Listen to the song, “Earth Song” by Michael
learning Jackson. Infer the tone, mood and purpose of the
speaker/authors
V. REMARKS
VI. REFLECTION
A. No. of learners who

earned 80% on the
formative
assessment.
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
D. No. of learner’s who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
encounter which my
principal or
supervisor can help
me solve?
G. What innovation
or localized
material/s did I
wish to share with
other?
115
116
Grade: 5__
I. OBJECTIVES
A. Content Standards Demonstrates understanding of writing styles to

comprehend the author’s message
Demonstrates understanding that a change in stress entails
a change of meaning to evaluate the speaker’s/ author’s
purpose and meaning
B. Performance Uses knowledge of text types to correctly distinguish

Standards literary from informational texts
Uses knowledge of stress and intonation of speech to
appropriately evaluate the speaker’s intention, purpose and
meaning
C. Learning 1. Distinguish text-types according (structural and

Competencies language) cause and effect(EN5RC-IIIe-3.2.6)
2. Read grade level text with accuracy, appropriate
rate and proper expressions (EN5F-IIIe1.3, EN5F-
IIIe1.6,EN5F-IIIe1.7)
II. Content Distinguishing text-types according to feature (structural and

language) cause and effect
Reading grade level text with accuracy, appropriate rate and
proper expressions
III. Learning
Resources
A. References
Pages
2. Learner’s
Materials Pages
3. Textbook Pages Joy in Learning English 5, pp.133-134,139, 243-244
4. Additional
Materials from
Learning
Resources (LR)
Portal
117
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing Complete the statement.

previous lesson
Ten years from now, I will have been
or presenting the
____________________________________.
new lesson
Say: Many of us have dreams about our future, sometimes
though, fear stops us from reaching our dreams.
What can be the effects if we fail in reaching our dreams?
B. Establishing Say: Class our lesson for today is about distinguishing

purpose for the cause and effect text type.
Lesson
Pupils read the text and they find out how it was developed
using cause-effect structure.(Joy in Learning English 5
p.243)
C. Presenting Talk about these:

examples/instan
1. What is the text about?
ces of the new
lesson 2. How many causes were mentioned in the text?
How many effects were given?
(This problem-and-solution text is organized
according to the pattern one cause multiple
effects.
D. Discussing new Pair Work

concepts and
1. Let pupils read the text: entire class, by rows and by
practicing new
skills #1. partners. (When they read by pair, they should stand up so
teachers will be able to note their gestures.)
2. They should read correctly the words, observe correct
phrasing and gestures.
3. Using a graphic organizer determine the cause-effect
relationship stated in the text read by pupils.
Joy in Learning English 5, p.244 (Guided Practice)
E. Discussing new Individual Activity

concepts and
Distinguish text-types according to feature: cause and effect.
practicing new
Use the graphic organizer for the cause and effect.
skills #2
Cause
Effect
Effect
Effect
Joy in Learning English 5 p.133-134 #1 (Storm Surge)
118
F. Finding practical Is it important for you to know and understand what cause
applications of and effect situations are? Why?
concepts and
skills in daily
living
G. Making The pattern one cause multiple effects in a problem-

generalizations and-solution text explains a single cause or reason which
and abstractions has two or more effects or results.
about the lesson
H. Evaluate Distinguish the cause and effect stated in the text entitled
learning “Environment”. Write your answer in graphic organizer.
Joy in Learning English 5, p. 139
V. REMARKS
VI. REFLECTION

earned 80% on the
formative
assessment.

require additional
activities for
remediation.
C. Did the remedial

lessons work? No.
of learners who have
caught up with the
lesson.
D. No. of learner’s who

continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?

encounter which my
principal or
supervisor can help
me solve?
119
G. What innovation
or localized
material/s did I
wish to share with
other?
120
Grade: 5__
I.OBJECTIVES
A. Content Demonstrates command of the conventions of standard
Standards English grammar and usage when writing or speaking
Demonstrates understanding of different formats to write for
a variety of audiences and purposes
B. Performance Uses the correct functions of nouns, verbs, pronouns,
Standards adjectives, and adverbs in general and their functions in
various discourse
Edits texts using appropriate text types for a variety of
audiences and purposes.
Competencies audience- following and giving directions EN5G-IIIe-1.8.4
Write a three-paragraph feature article EN5WC-IIIe-2.2.7
Show tactfulness when communicating with others EN5A-
IIIe-17
II. Content Using a particular kind of sentence for a specific purpose
and audience- following and giving directions EN5G-IIIe-
1.8.4
Writing a three-paragraph feature article EN5WC-IIIe-2.2.7
Showing tactfulness when communicating with others
EN5A-IIIe-17Organizing information from secondary
sources in preparation for writing, reporting and similar
academic tasks in collaboration with others EN5SS-IIIe-4
Writing a three-paragraph feature article EN5WC-IIIe-2.2.7
III. Learning
Resources
A. References
1.Teacher’s Guide
Pages
2.InstructionalMat Teacher-made article
erials http://m.busyteacher.org/6568-following-and-giving-
directions-imperative.html
3.Textbook Pages
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing
previous
Review directional words such as right, left, turn, go straight
lesson or
and turn around
presenting the
new lesson
B. Establishing a Outdoor Game: Giving and following directions
purpose for
the lesson Get a pair.
One will be blindfolded. This person will be the mover.
121
The other person in the pair will be the direction giver.
Once blindfolded, the teacher places an object on the other
end of the play area.
The direction giver must then shout directions to the mover.
All the pairs give directions so the mover must focus on his
partner’s voice.
The first mover to reach the object wins.
C. Presenting 1. Processing after the game:

examples/inst To the direction givers: What directions did you give to your
ances of the partners?
new lesson To the movers: Were you able to follow the directions your
partner has given? Why?
2. Present sentences used for giving directions (used in the
game)
Go straight.
Turn left.
Take three steps forward.
Bend and reach for the ball in front of you.
3. Ask, what kind of sentences are these?
D. Discussing 1. Introduce imperative sentences.

new concepts
and practicing Say, Imperative is the command form of a sentence. It is
new skills #1. most often used when giving directions or instructions
Example 1:
Do your homework.
Example 2: Negative sentences
Do not sleep in class.
Example 3: To soften the feeling of an imperative sentence,
use “please”
Please pass the papers.
Example 4: Rules
Raise your hand before you speak.
Example 5: Politely offering something
Have a glass of orange juice.
Example 5: Universally true
Never put your finger in an electrical socket.
122
Always bring your passport when you travel to other
countries.
2. let learners give examples for each.
E. Discussing Say, when writing how-to feature articles, imperative

new concepts sentences are used.
and practicing
new skills #2. Read the sample article and identify the imperative
sentences used.
Also, note that the article has three parts: the introduction,
the body, and the conclusion.
Better Work Hard than Be Sorry
Have you ever experienced taking a test which you
have so well-prepared for but when you saw your test, your
brain just suddenly stops working? Well, I did. From then
on, I always keep in mind these tips on preparing for a test.
The first thing that you must do is to make a study
schedule. Do not leave anything for the last minute. Last-
minute studying is not the best approach for exam
preparation. Next, make sure you have enough study
space. Then, don’t forget your visual aids. Make flow charts
for easy recall. Also, take regular breaks to help your brain
regain its focus. Eat healthy and drink plenty of water.
Finally, Check all the rules and requirements for the test.
Passing a test is no easy job. You have to work hard
for it. So keep these in mind or you’ll be sorry.
Processing:
What is the article about?
What is the first paragraph about? the second? the last?
What imperative sentences are used in the paragraph?
F. Developing Group Activity:

mastery
(leads to AVERAGE
formative ADVANCED
assessment ) Fill-in the Dialogue with the
Present a skit showcasing appropriate imperative
the use of imperative sentences.
sentences in giving and Present the skit in class.
following directions.
Choose from the given
situations: Narrator: Christmas is
drawing near. Everyone’s
house in the village have
123
1. Mother teaches her hung their beautiful parol,
daughter, Ana, how to except Ambo’s.
wash the dishes.
2. Liezel teaches Ambo
Ambo: I wonder how we
how to make a parol.
can have a parol like yours
3. Jadine explains the class Liezl. Mother says, she has
rules to her classmates. no money to spend for it.
Liezl: You don’t have to
spend much, Ambo. You
can make one.
Ambo: Really? But how?
Liezl: I’ll tell you how. But
first, here’s the list of
materials you need. Come
back, once you have them
all.
A few hours later.

Ambo: Liezl, I have the
materials now. Can you
teach me then?
Liezl: Sure. First, with the
bamboo sticks that you
have you can now
__________
______________________
______________________
______________________
______________________
___________________.
Ambo: Wow, this is cool.
Thanks Liezl.
Possible answers:
Build a star frame.
Assemble the parol frame.
Skin the parol.
Create and attach the Tail
Hang your parol.
RUBRIC FOR RATING PERFORMANCE
124
CRITERIA 3 2 1
KNOWLEDGE All Almost all Some
imperative imperative imperative
sentences sentences sentences
used in used in used in
giving and giving and giving and
following following following
directions directions directions
are are are
appropriate appropriate appropriate
to the to the to the
given/chosen given/chosen given/chosen
situation situation situation
TEAM WORK Consistently Worked Worked
and actively toward toward
worked group goals group goals
toward without with
group goals occasional occasional
prompting prompting
TIME Accomplishe Accomplishe Needed
MANAGEME d the d the more time to
NT required task required task finish the
before the on the given task
given time time
G. Finding Practical
application of Give situations where you can use imperative sentences.
concepts and
skills in daily living
H. Making What kinds of sentences are used for giving and following
generalizations directions?
and abstractions
about the lesson
I. Evaluate learning Write a three- paragraph how-to-feature article using
imperative sentences.
Suggested topics:
How to Conserve Electricity
How to Conserve Water
How to Make a Compost
Note: For average learners, teacher may provide

guide questions.
J. Additional
Activity for
Application/re
mediation
V. REMARKS
125
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with
other?
126
Grade: 5__
I.OBJECTIVES
A. Content Demonstrate understanding of the research process to
Standards write a variety of texts
B. Performance Uses a variety of research strategies to effectively write a

Standards variety of texts for various audiences and purposes
C. Learning Organize information from secondary sources in

Competencies preparation for writing, reporting and similar academic tasks
in collaboration with others EN5SS-IIIe-4
II. Content Organizing information from secondary sources in

preparation for writing, reporting and similar academic tasks
in collaboration with others EN5SS-IIIe-4
III. Learning
Resources
A. References
1.Teacher’s Guide
Pages
2.InstructionalMat
erials
3.Textbook Pages Joy in Learning English 5, pp. 242, 244
Developing Reading Power 5
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing Oral Fluency Drill
previous Joy in Learning English 5, p. 242
lesson or
presenting the
new lesson
B. Establishing a Give a name of a Philippine president
purpose for
the lesson
C. Presenting Say, the teacher asks the class to search for articles
examples/inst about our country’s great leaders. The next day Jacob
ances of the comes to class with these two similar selections: the first
new lesson one is about the Father of Philippine Independence and
the second is about the Say, today we shall read a
selection about the Rebuilder of our country first
President of the third Philippine Republic.
Let pupils read silently.

Set standards for silent reading.
127
The third Republic started when our country was
`granted Independence on July 4, 1946 and ended upon
imposition of Martial Law by Ferdinand Marcos on
September 21, 1972.
Set standards for silent and oral reading.

Let pupils read silently then orally.
Read the selection about Manuel A. Roxas. This

selection is a secondary source of information.
Manuel Roxas won in the first Philippine election

after World War II. In this election, Roxas ran against
Osmeńa for the presidency.
Roxas came from a wealthy family. After finishing
his early education, he went to college at the University
of Manila. Then he studied Law at the University of the
Philippines. When he took the Bar examinations for
lawyers, he got the highest score among the examinees.
During World War II, Roxas fought the enemies as
a general in the Philippine Army. Captured by the enemy
and taken to a prison camp, he gave courage to most of
the prisoners of war. The Japanese saw how people
respected him. So they made him serve in the
government. While serving in the government, Roxas did
his best to help the people get better treatment from the
Japanese. At the same time, he kept in touch with the
members of the underground, He was a clever soldier
and prisoner.
Not long after, Roxas was glad that the Japanese
forces left the Philippines. The Filipino people were free
again. With the help of the people and several agencies,
Roxas rebuilt he country.
Selection 1: Selection 2:
Manuel L. Quezon Manuel Roxas won
was the first President of in the first Philippine
the Philippine election after World War II.
Commonwealth. Before In this election, Roxas ran
becoming president, he against Osmena for the
was a brilliant lawyer. He presidency.
held many positions in our Roxas came from a
government, serving as wealthy family. After
fiscal and governor of his finishing his early
home province, resident education, he went to
commissioner, college at the University of
ambassador, and senator. Manila. Then he studied
He served well in these Law at the University of the
positions. Philippines. When he took
Quezon was born in the Bar examinations for
the little town of Baler in lawyers, he got the highest
Quezon Province on score among the
August 19, 1878. He was examinees.
the son of Lucio Quezon
128
and Dolores Molina, both During World War II,
school teachers. Young Roxas fought the enemies
Quezon first studied at the as a general in the
convent in his town before Philippine Army. Captured
he went to the San Juan de by the enemy and taken to
Letran College in Manila a prison camp, he gave
where he finished as courage to most of the
valedictorian. He was well- prisoners of war. The
liked by his teachers and Japanese saw how people
classmates for he was respected him. So they
hardworking and brilliant. made him serve in the
He graduated from the government. While serving
College of Law at the in the government, Roxas
University of Sto. Tomas. did his best to help the
As a leader, he people get better treatment
worked hard for our from the Japanese. At the
independence from the same time, he kept in touch
Americans. He held with the members of the
Independence missions to underground, He was a
the United States. His clever soldier and prisoner.
voice was heard in the Not long after, Roxas
halls of the US Congress was glad that the Japanese
seeking for Independence. forces left the Philippines.
He helped make good laws The Filipino people were
for our people. He saw to it free again. With the help of
that the poor lived well. the people and several
When our country agencies, Roxas rebuilt he
became Republic on July country.
4, 1946, Quezon was not
here to witness it for he
had died on August 1, 1944
in America during the
Second World War. Today,
he is remembered best as
the Father of Philippine Comprehension Check:
Independence. What was the selection
Comprehension Check: about?
What was the selection Who is Manuel Roxas?
about? How was he described in
Who is Manuel Quezon? the selection?
How was he described in How did he serve his
the selection? country?
How did he serve his
country?
D. Discussing Small Group Activity: In a group of five members,
new concepts identify the main idea of each paragraph in the
and practicing selection then summarize.
new skills #1. ADVANCED AVERAGE
Instructions on Task Card: Instructions on Task Card:
Task 1. Give the main idea Task 1. Give the main idea
of each of the paragraphs of each of the paragraphs
in the selection assigned to in the selection assigned to
your group. your group.
129
Task 2. Put together all the Answer these guide
main ideas you have questions that will lead you
generated to create a to the main idea.
summary of the selection.
Selection 1:
Who is Manuel Quezon?
What kind of student is he?
What did he do for our
country?
What is he known for?
Selection 2:
Who is Manuel Roxas?
What kind of student is he?
What kind of soldier and
prisoner is he?
What is he known for?
Task 2. Put together all the

main ideas you have
generated to create a
summary of the selection.
Processing Output:
What steps did you do in order to come up with a summary
of the selection?
Are there other ways of summarizing that you can suggest?
CRITERIA 3 2 1
KNOWLEDGE Presented a Presented an Presented
comprehensi almost limited ideas
ve summary complete to complete
of the summary of summary of
selection the selection the selection
TEAM WORK Consistently Worked Worked
and actively toward toward
worked group goals group goals
toward without with
group goals occasional occasional
prompting prompting
given time time
Possible answers for Task 1:

Selection 1:
Par 1 Manuel Quezon was the first President of the
Philippine Commonwealth
Par 2 Manuel Quezon was a brilliant student.
Par 3 Manuel Quezon fought for our country’s
independence.
130
Par 4 Manuel Quezon was no longer around to witness
what he worked hard for,
but he will be remembered as the father of
Philippine Independence.
Selection 2:
Par 1 Manuel Roxas was an elected president of the
Republic of the Philippines.
Par 2 Manuel Roxas was a student achiever.
Par 3 Manuel Roxas was a clever soldier and prisoner.
Par 4 Manuel Roxas was a rebuilder of the country.
Possible answers for Task 2:

Selection 1:
Manuel Quezon was the first President of the
Philippine Commonwealth. He was a brilliant student. As a
leader, fought for our country’s independence. Although he
was no longer around to witness what he worked hard for,
but he will be remembered as the father of Philippine
Independence.
Selection 2:
Manuel Roxas was an elected Philippine president.
He was a student and achiever. He was also a clever
soldier and prisoner. And most of all, he was a rebuilder of
the country.
Note to teacher: After the activity, present possible answers
to class so that it may serve as their guide in accomplishing
the succeeding activities
Say, one of the ways of organizing secondary sources of

information is through summarizing.
When summarizing we simply restate the main points of
the text without giving examples.
Summarizing:
(1) helps you determine important ideas and put together
details that support them. (2) enables you to focus on key
words and phrases that are worth noting and remembering.
(3) teaches you how to take a large selection of text and
reduce it to the main points for more concise understanding.
1. Comprehension Check:
What was the selection about?
Who is Manuel Roxas?
How was he described in the selection?
How did he serve his country?
2. Ask pupils to give the main idea in each paragraph.

Possible answers:
*Manuel Roxas was an elected president of the Republic
of the Philippines.
*Manuel Roxas was a student achiever.
*Manuel Roxas was a clever soldier and prisoner.
*Manuel Roxas was a rebuilder of the country.
131
E. Discussing . Say, using the generated main ideas in the previous
new concepts activity, let us compare the details using a venn
and practicing diagram.
new skills #2.
3. Say, let us put together all the ideas from the two
selections. Let us start from:
What is common to both:
Manuel Roxas was an elected president of the

Republic of the Philippines.
Manuel Quezon was the first President of the
Philippine Commonwealth Manuel
Manuel Roxas and Manuel Quezon both became
Presidents of the
Philippines.
Manuel Roxas was a student achiever.

Manuel Quezon was a brilliant student.
As a student, they were both brilliant and
successful.
What is different between the two:
Manuel Roxas was a clever soldier and prisoner.

Manuel Quezon fought for our country’s
independence.
Roxas and Quezon served our country in different
ways. Roxas helped our
people while in prison. Quezon fought for our
independence.
Manuel Roxas was a rebuilder of the country.

Manuel Quezon was no longer around to witness
what he worked hard for,
but he will be remembered as the father of
Philippine Independence .
Roxas is known as the rebuilder of our country,
while Quezon is the Father
of Philippine Independence.
3. Say, let us put together all the ideas from the two
selections into a paragraph.
Two Great Presidents
Manuel Roxas and Manuel Quezon both
became Presidents of the Philippines. As students,
they were both brilliant and successful. As leaders,
served our country in different ways. Roxas helped
our people while in prison. Quezon fought for our
independence. Both have done great things. Roxas
is known as the rebuilder of our country, while
Quezon is the Father of Philippine Independence.
Say, what we have now is a summary of the ideas

from the two sources of information.3. Say, one of the
132
ways of organizing secondary sources of information
is through summarizing.
When summarizing we simply restate the main points

of the text without giving examples.
Summarizing:
(1) helps you determine important ideas and put
together details that support them. (2) enables you to
focus on key words and phrases that are worth noting
and remembering.
(3) teaches you how to take a large selection of text
and reduce it to the main points for more concise
understanding.
4. Using the main ideas we have generated from

each of the paragraphs in the selection, let us try to
summarize the selection in at least 20-30 words.
Possible answer:
Manuel Roxas was an elected Philippine
president. He was a student and achiever. He was
also a clever soldier and prisoner. And most of all, he
was a rebuilder of the country.
F. Developing Say, let us map our road to organizing the information from
Mastery the two selections.
get the main put together put together

idea of each all similar all the ideas
paragraph in and different and sum it
up into one
the ideas
paragraph
selections
G. Finding Practical In what other situations can you use your skill in
application of summarizing?
concepts and Paired activity:
skills in daily living Organize the information from these secondary sources.
Summarize relevant ideas from the selections in a form of a
paragraph.
H. Making What way of organizing information from secondary
generalizations sources have you learned from our lesson?
and abstractions What should you keep in mind when summarizing?
about the lesson
I. Evaluate learning Paired activity:
Read and understand the selection. Write a
summary of the story in 2-3 sentences.
On the night of May 26, 1996,Rhona Mahilum

woke up to see their house on fire. Her parents were
both away at that time.
Though very young and frail, Rhona had
enough courage to save her brothers and sisters.
With her little arms, she began to pull them one by
one out of the hut. Rhona was determined to get
133
each of her siblings to safety. She did not mind
getting herself burned.
After the last sibling was rescued, Rhona
collapsed on a grass bed several meters away from
the fire scene. She was exhausted and had severe
burns on her back and neck. Soon, her mother,
Nenita arrived. She carried her on her back and
walked to the hospital which was many kilometres
away from their village. Organize the information
from these secondary sources. Summarize relevant
ideas from the selections in a form of a paragraph.
Selection 1: Selection 2:
Gregorio Del Pilar Andres Bonifacio
Goyo, as Gregorio Andres Bonifacio’s first
del Pilar was fondly called, teacher was his aunt, Mrs.
was the fifth child of Remigia Castro. She taught
Fernando del Pilar and him how to read and write.
Felipa Sempio. He was When he was a little older,
born on November 14, he studied at the Meisic
1871 in Bulacan, Bulacan. Primary School.
He studied caton and Andres studied very
cartilla under Romualdo well and was liked by his
Sempio and Pedro Laktaw. teachers. At the age of
He was a bright pupil. fourteen, he stopped going
When Gregorio was to school because both his
of school age, he went to parents had died. He had to
Manila to study. He lived in take care of his brothers
the city with his uncle. and sisters. He sold cones
Goyo showed his gratitude and fans on the streets to
for his opportunity to study earn money. Although he
by helping in the household was tired, when he reached
chores. home after selling, he still
read books which he
Goyo attended borrowed from his friends.
school at the Ateneo de
Manila. In 1890, he started One day, a man talked
working for his Bachelor of to Andres in Spanish.
Arts degree, which took Andres answered him in
him six years to finish.He good Spanish, too. “Where
was good in arithmetic and did you learn to speak
algebra and also did well in Spanish?’ the surprised
his other subjects. man asked. “I studied by
myself,” Andres answered.
After six years at the “I read Spanish books and
Ateneo de manila, he listened to conversations of
wanted to study further. But people.
the year 1896 proved to be
a restless one. The Andres became a good
Katipunan was on the writer of Tagalog and
move. Goyo’s friends had Spanish poems. He is
134
joined the Rebels. Being remembered best as the
patriotic, he too, left his founder of Katipunan
books and joined the wherein he was called the
revolution. Supremo. His fine
character and good
leadership made him
worthy of the title.
J. Additional Bring a copy of short selection.

Activity for
Application/re
mediation
V. REMARKS
VI. REFLECTIONS
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other?
135
Grade: 5__
I.OBJECTIVES
A. Content Demonstrate understanding of the various forms and
Standards conventions of print, non-print, and digital materials.
B. Performance Evaluate effectively the message constructed and

Standards conveyed in various viewing texts.
C. Learning Infer target audience ENVC-IIIe-3.7
Competencies
II. Content Inferring target audience ENVC-IIIe-3.7

III. Learning
Resources
A. References
1.Teacher’s Guide
Pages
2.InstructionalMateri video clip
als magazine/newspaper clippings
3.Textbook Pages Joy in Learning English 5, p 247
B. Other Learning https://www.youtube.com/watch?v=_Nl2sT0rTDc
Resources https://www.rappler.com/sports/specials/sea-
games/179239-mary-joy-tabal-first-gold
IV.PROCEDURE:
A. Reviewing What is one way of organizing information from secondary
previous lesson sources?
or presenting the
new lesson
B. Establishing a Make a concept map about the word kindness.
purpose for the Say, when you hear the word kindness, what comes into
lesson your mind?
C. Presenting Watch the short film:” A Simple Act of Kindness”
examples/instan 1.Tell learners that the video was retrieved from
ces of the new https://www.youtube.com/watch?v=_Nl2sT0rTDc
lesson 2.Inform them that as social media users, they must
be responsible in the use of materials from the
internet and that sometimes using them for other
purposes may require necessary permission from its
developer.
3.Ask learners to recall rules set on watching videos

and on using electronic equipment before starting.
D. Discussing new 1.Comprehension Check:

concepts and What simple acts of kindness have you noted in the
practicing new film?
skills #1. The actors in the film are of different nationalities.
Do Filipinos have the same culture as the ones
136
shown in the video? What Filipino values are shown
in the film?
(The teacher may refer to them as pagiging
magalang, matulungin, masayahin etc.)
What do you think is the purpose of the film?
To whom does the writer want to send the
message?
Do you think the film is appropriate for a child like

you to watch? Why do you say so?
Does it appeal to you as a child?
What particular lesson has it taught you?
Who else do you think would love to watch the film?
2. Say, the film you have watched appeals to almost

everyone. Specifically, its target audience are
commuters, grandparents, boys, women, mothers
and fathers, and the poor.
3. A target audience is a particular group at which a

product (e.g. film, music, television show) is aimed.
Note that, when writers create materials, they
usually have the kind of audience in mind. The
purpose, the tone, and the words used in the
material that they create depend on their target
audience.
To infer the target audience of a material, one must:

1. find out the writer’s purpose for writing;
2. analyze the tone of the writer;
3. note the words used by the writer.
E. Discussing new 1. Let learners take a look at some of the covers,

concepts and ads, and articles from local
practicing new magazines/newspapers.
skills #2.
Ask:
Who is/are the target audience of the
material/product? Give the reason for your answer.
If you want the material to appeal to another type of
audience, what part of it will you change? (i.e. The ad
about sneakers appeals to young girls because it is
featured as stylish and glamorous. If the writer wants
it to appeal to older women, perhaps, the focus would
be its comfort.
Examples of materials that may be used:

Cover of a sports magazine
Cover of a family magazine
An advertisement featuring a sneaker brand
An article featuring an outstanding leader of the
country.
An advertisement of a multivitamins
An article about bullying
137
F. Developing
mastery (leads to
Advanced. Average
formative
Small Group Activity Small Group Activity.
assessment )
Give the group a pair of Give the group a printedn
eyeglasses. advertisement.
Ask them to create an Let them infer and portray to
advertisement that will the class the target audience
appeal to any of the of the advertisement.
following target audience:
(1) children
(2) teen agers
(3) adult
Processing of output: Processing of output:

Ask the group:
What helped you create the Ask the Group:
advertisement for the target What helped you infer the
audience that you have target audience of the
chosen? advertisement?
Ask other groups: Ask other groups:

If you were their target Are there any other possible
audience, will their ad target audience that the
appeal to you? advertisement may appeal
What can they do to improve to?
their output, if there is any??

CRITERIA 3 2 1
KNOWLE ADVANCED Presented Presented Presented
DGE advertise advertise advertiseme
ment ment nt does not
accurately somewha suit the
suits the t suits the target
target target audience.
audience. audience.
AVERAGE Accuratel Portrays Does not
y portrays the target portray
the target audience. the target
audience. audience.
TEAM Consistentl Worked Worked
WORK y and toward toward
actively group group
worked goals goals with
toward without occasiona
138
group occasiona l
goals l promptin
promptin g
g

given time time
G. Finding Practical As children, how do you know if a reading material or film is
application of appropriate for your age? Who should guide you with the
concepts and kinds of films to watch?
H. Making Who is the target audience of a particular article, film, or
generalizations advertisement print, non-print and digital materials?
and abstractions
about the lesson
I. Evaluate learning
FIRST GOLD. Mary Joy Tabal gets the gold rush

started for the Philippines at the 2017 SEA Games.
Photo from Kuala Lumpur 2017 Facebook
MANILA, Philippines (SECOND UPDATE) – Mary

Joy Tabal had to fight just to get on the team, but
the Cebuana marathoner delivered the Philippines
its first gold medal at the 2017 Southeast Asian
Games in Kuala Lumpur, Malaysia on the morning
of the SEA Games' official opening day, Saturday,
August 19.
Tabal's official time was 2:48:26, 7 minutes ahead of

Hoang Thi Thanh of Vietnam and just short of 10
minutes ahead of Natthaya Thanaronnawat, the
2015 gold medalist from Thailand who finished
ahead of Tabal in Singapore.
Retrieved from:
https://www.rappler.com/sports/specials/sea-
games/179239-mary-joy-tabal-first-gold
J. Additional Activity Bring a cover of a magazine and tell who the target
for audience is.
Application/remed
iation
139
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other?
140
Grade: 5__
I. OBJECTIVES
A. Content Demonstrates understanding of various linguistics nodes
Standards to comprehend various texts.
B. Performance Analyzes text types to effectively understand information/

Standards message(s).
C. Learning Infer the speaker’s tone, mood and purpose

Competencies/
Objectives EN5LC-IIIf-2.8.1/2.8.2/2.8.3
(Write the LC
code for each)
II. CONTENT Text Types
III. LEARNING
RESOURCES
A. References
Pages
2. Learner’s
Materials Pages
3. Textbook Pages Joy in Learning English 5, page 240
4. Additional
Materials from the
LR Portal
5. Other Learning English Expressways, pp. 86, 99
Resources
IV. PROCEDURE
A. Reviewing the Infer the target audience of the following statements.
previous lesson or
presenting the new 1. Answer your assignments.
lesson 2. Cultivate your plants to have a good harvest.
3. Follow the prescribed medicine of your doctor.
B. Establishing a Show picture of a sea.

purpose for the
lesson What do you feel while looking at the picture?
Our lesson for today is about inferring the speaker’s tone,
mood and purpose.
I am going to read a selection.
What should you do while I am reading the poem?
141
C. Presenting
examples/instances
of the new lesson Mang Ernie called his friends to celebrate his birthday with
them. They met each other at the town plaza. While
waiting for others to come, Mang Ernie, Mang Kiko and
Mang Tomas remembered their younger years’
experiences.
They shared memories of childhood. They vividly
talked about an experience when they were Grade V
pupils.
Kiko, “Let us drop by Ernie’s house to pick ripe guavas
tamarind and santol.”
Tomas and Ernie raced climbing up the tree while their
high pitch laughter awakened Ernie’s mother from sleep.
Ernie was afraid of height. He just asked his friends to
bring him fruits down. After getting enough fruits they
stepped down the tree. But the two boys teased him and
hide the fruits at their back. They asked him to run after
them before he was given his share. He knew that they
were making fun of him so he made his fastest run and
nailed the two boys down. Then, they divided the number
of fruits equally.
They were happily remembering those moments
when suddenly, all Mang Ernie’s friends arrived. They
stopped at a nearby restaurant. Ernie, the celebrator
asked his friends to order their favorite food. After several
minutes, the crew gave them their orders. When Ernie was
about to pay the bill, he realized his wallet was lost! He
could not pay the restaurant bill.
D. Discussing new 1. Who are Mang Ernie’s friends?

concepts and
2. Why did Mang Ernie call his friends?
#1 3. Where did they meet?
4. What did they do while waiting for their friends?
5. What do you think is the purpose of the writer?
6. What mood was experienced by the text?
7. When the three classmates were fondly remembering
their childhood days, what mood was experienced by
the author?
8. When Mang Ernie discovered that he lost his wallet,
what mood did the writer convey to the readers?
9. What was the purpose of the writer in his narrative?
E. Discussing new The passage that you’ve listened to denotes tone, mood
concepts and and purpose.
142
practicing new skills Tone is the emotion or attitude that a writer puts into a
#2 subject and gives to reader.
Ex. unsure, sincere, entertained
depressed, bitter, depressed
Mood is the general feeling or atmosphere that the
piece or writing creates
Ex. playful, loving, joyful (positive mood)
Anxious, scary, lonely (negative mood)
Purpose may be to entertain, t inform, to instruct, or to
persuade
F. Developing Group the pupils into 3

mastery (Leads to
Formative  Play the song “ A Whole New World” written by
Allan Irvin Menken and Timothy Miles Rice.
Assessment 3)
 Instruct the pupils to do the task by group.
Group 1.- Infer the tone of the song through an

interpretative dance.
Group 2- Make a sketch showing the mood of the song.
Group 3- Discuss the author’s purpose in writing the
song
Presentation of output.
G. Finding practical What is the importance of determining the tone, mood

application of and purpose of a selection?
concepts and skills
in daily living
H. Making What do you mean by tone, mood and purpose of a

generalizations of selection?
concepts and skills
in daily living
I. Evaluating  Infer the tone or mood of the following situations.

learning Choose your answer inside the box.
contentment frightening
optimistic persuade
sentimental
1. As long as he can work with his hands, he will always

find ways to be productive.
2. I miss the warmth and care that our Filipinos show to
one another. I remember how easily our people go
143
out of their way to offer assistance to neighbors and
even strangers.
3. Basilio remembered the loud cracks before- there
were two of them. So he gets up in the dark and runs
in terror.
4. It was time of harvest. Hundreds of rice stalks lined
Hamaguchi’s fields. It has been a fine harvest, and
tonight down in the village everyone was having a
good time.
5. Waste materials should be segregated properly to
prevent pollution.
 What is the author’s purpose?

J. Additional Read the selection “Robots Cry, Too”. Then, infer the
activities for tone, mood and purpose.
application or
remediation (Joy in Learning English p. 215)
V. REMARKS
VI. REFLECTION
earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
strategies worked
well? Why did this
work?

encounter which my
partment head help
me solve?
144
localized materials did
I use/discover which I
wish to share with
other teachers?.
145
Grade: 5__
I. OBJECTIVES
A. Content Standards Demonstrates understanding of various verbal
elements in orally communicating information
B. Performance Orally communicates information, opinions, and ideas

Standards effectively to different audiences using a variety of
literary activities
C. Learning 1. Use appropriate strategies to keep the discussion

Competencies/ going
Objectives
(Write the LC code EN5OL-IIIf-3.7
for each)
2. Observe politeness at all times
EN5A-IIIf-16
3. Show tactfulness when communicating with others
EN5A-IIIf-17
II. CONTENT Use appropriate strategies to keep the discussion

going
EN5OL-IIIf-3.7
Observe politeness at all times
EN5A-IIIf-16
EN5A-IIIf-17
III. LEARNING
RESOURCES
References
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning Writers Inc. School to Work, pp. 389-405
Resources
Music and Lyrics of “Sound of Silence” by Simon and
Garfunkel
146
IV. PROCEDURE
A. Reviewing the (Let the pupils listen to the song “Sound of Silence”.)
previous lesson or
presenting the new Ask: Is the rhythm of the song fast or slow? What do
lesson you think is the time signature used? (Answer: 4
4
Ask: What stanza or lines caught your attention?

Why?
B. Establishing a Today, you will know additional information about

purpose for the lesson strategies to keep a discussion going.
D. Discussing new A.(Let the pupils read the lyrics of the third stanza of
concepts and practicing the song. See attachment A)
new skills #1
1. What do you think is meant by the lines “People
talking without speaking, People hearing without
listening.”?
2. What should we do to achieve an effective
discussion or communication with a person or a
group?
B. Share the following information about speaking and
listening effectively and
explain them to the pupils briefly.
1.Understanding the Process
(Attachment B)
2. Speaking Effectively
(Attachment C)
3. Listening Effectively
(Attachment D)
4. Listening in a Group
(Attachment E)
5. Tips for Responding
(Attachment F)
E. Developing mastery Differentiated Activities: Applying the
(Leads to Formative
Assessment 3) different strategies learned from the
discussion, each group will be given
pictures and they should be able to discuss the
message conveyed. In doing group work, observe
politeness and tactfulness. (Attachment G---Pictures)
147
G. Finding practical What is the importance of knowing the strategies in
application of concepts keeping conversation?
and skills in daily living
H. Making What are the appropriate strategies to keep a

generalizations of discussion going?
daily living
I. Evaluating learning Evaluating the group performance by using rubrics.
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the lesson
continue to require
remediation
strategies worked well?
Why did this work? =

encounter which my
supervisor/principal/depa
rtment head help me
solve?
use/discover which I wish
to share with other
teachers?.
148
ATTACHMENT A
The Sound of Silence
Hello darkness, my old friend

I've come to talk with you again
Because a vision softly creeping
Left its seeds while I was sleeping
And the vision that was planted in my brain
Still remains
Within the sound of silence
In restless dreams I walked alone
Narrow streets of cobblestone
'Neath the halo of a street lamp
I turned my collar to the cold and damp
When my eyes were stabbed by the flash of a neon light
That split the night
And touched the sound of silence
And in the naked light I saw
Ten thousand people, maybe more
People talking without speaking
People hearing without listening
People writing songs that voices never share
No one dared
Disturb the sound of silence
"Fools" said I, "You do not know
Silence like a cancer grows
Hear my words that I might teach you
Take my arms that I might reach you"
But my words like silent raindrops fell
And echoed in the wells of silence
And the people bowed and prayed
To the neon god they made
And the sign flashed out its warning
In the words that it was forming
And the sign said, "The words of the prophets
Are written on the subway walls
And tenement halls"
And whispered in the sounds of silence
149
ATTACHMENT B
Ref: Writers Inc School to Work pp.

389-45
150
ATTACHMENT C
151
Ref: Writers Inc School to Work pp. 389-405
ATTACHMENT D
152
ATTACHMENT E
153
ATTACHMENT F
154
ATTACHMENT G
155
Grade: 5__
I. OBJECTIVES
A. Content Standards Demonstrate understanding that words are composed
of different parts to know that their meaning changes
depending in context.
B. Performance Uses strategies to decode correctly thhe meaning of

Standards words in isolation and in context.
C. Learning Infer the meaning of unfamiliar words (compound,

Competencies/ affixed) based on given context clues (Mathematics)
Objectives
(Write the LC code
for each)
EN5V-IIIf-20.3
II. CONTENT Meaning of unfamiliar words (compound, affixed)

based on given context clues (Mathematics)
III. LEARNING
RESOURCES
A. References
Pages
Pages
3. Textbook Pages Joy in Learning English, pp. 229, 239
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the Who likes to join the encampment? Are you excited
previous lesson or about it?
presenting the new
lesson Why do you want to join the activity?
Do you agree on her statement?
How do you keep the discussion going?

B. Establishing a Today, you are going to study about inferring the
purpose for the lesson meaning of unfamiliar words in Mathematics.
156
C. Presenting Memory Game
examples/instances of
the new lesson
Present the set of figures on the board.
.50
Rules in playing the game.

1. Group the pupils into three.
2. Let the pupils look at the figures for a minute. Then,
tell them to cover their eyes with a handkerchief.
3. The teacher will ask questions about the presented
figures.
4. The group having the most number of correct
answer is the winner.
Ask:
1. How many kinds of figures are in the set?
2. What is the third figure?
3. What do you call the third figure?
Reading of the following sentences.
1. Each digit in a numeral tells place value which
refers to its position in the numeral.
2. Noel was asked to draw an adjacent angle which

are two angles having common sides and a corner
point.
D. Discussing new What are the underlined words in sentence 1?
concepts and practicing
new skills #1 How about in sentence 2?
These words are unfamiliar words or terms in Math.
You can infer the meaning of unfamiliar word or term
by looking into the word that serves as clue to the
meaning.
What does place value mean? What word tells its
meaning?
What does adjacent angle mean? What is the clue
word that gives its meaning?
157
E. Discussing new Group Activity
concepts and practicing
new skills #2 Group 1- Arrange the jumbled letters to form new
words
A R C D I L A N M U NB R
E
Group 2- Give examples of cardinal numbers.
Group 3- Infer the meaning of the word
Cardinal number is an important number indicating the

number of elements in the set.
 Reporting of output
F. Developing mastery Infer the meaning of the underline word using the
(Leads to Formative clues in the sentence.
Assessment 3)
1. When two or more numbers are multiplied by
themselves or by each other, the result is the
product, the answer in the multiplication process or
operation.
2. The ratio of pupils to the computer units in our
school is two is to one. Ratio is the relation of size,
degree, or number between two similar things.
3. Our Math teacher gave us an assignment on
percentage, a part considered in its quantitative
relation to the whole expressed in hundredths.
4. How do you find the area of a trapezoid, a
quadrilateral of which two sides are parallel
5. In the number 243, what does the exponent mean?
Remember that the exponent is the number or
symbol placed as a superscript to the right of a
quantity to indicate power or how many times that
quantity is multiplied by itself.
G. Finding practical How do you familiarize with the meaning of the

application of concepts unfamiliar words in Math?
and skills in daily living
H. Making How can you get the meaning of the unfamiliar words
generalizations of in Math?
daily living
158
I. Evaluating learning Infer the meaning of the underlined word in each
sentence. Pick out the phrase or word that serves as
clue to the meaning.
1. The perimeter of a square, the bounding line or
curve of a plane area, can be determined by
multiplying the length of its sides four times.
2. How do you find the circumference of a circle? This
refers to the distance or measurement around
something.
3. Triangles, quadrilaterals, octagons, and hexagons
are examples of polygons, closed plane figures
bounded by straight lines.
4. Formulas are helpful when you solve mathematical
problems. These are rules or combinations
expressed in symbolic form.
5. Ratio, or proportion, may be expressed by a fraction
or indicated quotient, especially one used to
compare sizes of numbers.
J. Additional activities
for application or
remediation List down at least 5 Mathematics compound words.
Use them in sentences.
V. REMARKS
VI. REFLECTION
earned 80% on the

remediation
C. Did the remedial

learners who have
caught up with the lesson

continue to require
remediation
159
Why did this work?

encounter which my
supervisor/principal/depa
rtment head help me
solve?
to share with other
teachers?.
160
Grade: 5__
I. OBJECTIVES
A. Content Demonstrates understanding of text elements to
B. Performance Uses linguistic cues to appropriately construct meaning

Standards from a variety of texts for a variety of purposes
C. Learning 1. Distinguish text-types according to features (structural

Competencies/ and language)-cause and effect
Objectives
(Write the LC EN5RC-IIIf-3.2.6
code for each) 2. Self-correct when reading
EN5F-IIIf-2.9
II.CONTENT Distinguish text-types according to features (structural and

language)-cause and effect
EN5RC-IIIf-3.2.6
Self-correct when reading
EN5F-IIIf-2.9
III.LEARNING
RESOURCES
A. References
Pages
2.Learner’s Materials
Pages
3.Textbook Pages
from the LR Portal
B. Other Learning Grade V Curriculum Materials
Resources
Philippine Aquatic Wildlife Rescue And Response Manual
Series (Marine Turtles) Published by: Marine Wild Fauna
Watch of the Phils., Inc.
pp. 10-11
IV.PROCEDURE
A. Reviewing the You have learned from your lesson last week about
previous lesson or Cause and Effect:
161
presenting the new  A cause brings about an event but it can also be a
lesson thing or a person. The cause answers the question
why or what caused it or what the reason was.
 Effect is a result or consequence of an action or
other cause.
B. Establishing a Today, you will have again a lesson on distinguishing text-
purpose for the types according to features (cause and effect).
lesson
D. Discussing new Let the pupils read-aloud, “Turtle Tale”.

concepts and
practicing new skills (Attachment A) observing fluency by applying self-
correction when reading.
#1
Find out after reading the story, how did Paeng guide the
newly hatched sea turtles to the sea?
Comprehension Check up:
a. Who are the characters in the story?
b. Where did Paeng and Delia love to
play?
c. What does their mother want them to
do at sundown?
d. What did Delia see in the sands one
day?
e. Were they able to find out whose
tracks they saw on the sand? Why?
f. What did they see one night that
surprised them?
g. How did Paeng guide the newly
hatched sea turtles to the sea?
(Share with the pupils hand-outs on Marine Turtle
Handling, Tagging, and Release (Attachment B). Let them
know the information therein through skimming.)
E. Discussing new Differentiated Activities:

concepts and
Fast Group-Complete the sentence by giving possible
cause or effect.
#2
1. When people do not use
overpass______
2. If people do not follow traffic
162
rules______
3. _________so, everybody looks
happy.
4. _________because I’m alone.
5. I felt tired_______
Average Group –Tell if the following is a cause or an
effect.
1. so we switched on the light
2. She is very beautiful
3. William split the apple into two with
an arrow
4. Because it is very warm
5. I did not do my homework
Slow Group-Underline once the cause
and twice the effect.
1.The people are celebrating because
there was a fine harvest.
2.The man committed a crime therefore
he was punished.
3.There was a sudden crashing sound
so everyone ran.
4. Since summer is just around the
corner, the plants are starting to
bloom.
5. There is a solar eclipse when the
moon casts a shadow on the earth.
F. Developing Here are some sentences taken from our story. Let’s read
mastery (Leads to them and tell which part of each sentence is the cause
Formative and which part is the effect.
Assessment 3)
1.They loved to play in the beach so much that they would
often forget the time.
2.The mother turtle must have covered them with sand to
keep the eggs warm.
163
3.But house lights shine much brighter than the moon and
the stars so, the turtles followed the house lights.
4.If they do not reach the sea as soon as they hatch, they
could die from loss of water from their body.
G. Finding practical How will it help us if we know the cause and effect of the
application of actions we take in our lives?
concepts and skills
in daily living
H. Making What is the meaning of cause and effect?

generalizations of
concepts and skills
in daily living
I. Evaluating Distinguish wether the situations shown in the following

learning pictures show cause or effect. (Attachment C, D, E, F, G)
J. Additional
activities for
Write C if it states a cause and E if it states an effect.
application or
remediation _____ 1. There was a fire.
_____ 2. So, all the people are busy.
_____ 3 .Because of the heavy rain.
_____ 4. Mother reminded me to bring
my raincoat.
_____ 5. Since the child is very active.
V. REMARKS
VII. REFLECTION
earned 80% on the
formative
assessment
remediation
C. Did the remedial
learners who have
caught up with the
lesson
164
continue to require
remediation
strategies worked
well? Why did this
work?

encounter which my
epartment head help
me solve?
localized materials
did I use/discover
which I wish to share
with other teachers?.
165
ATTACHMENT A
Turtle Tale
Paeng and Delia loved to play in the beach so much that they
would often forget the time. When the sun had set, Paeng would
remember that their mother would like them to be home before dark.
One day, Delia saw some prints in the sand that led into the
ocean.
“Paeng! Come look at these. I wonder what animal made these

prints,” she cried
“I know. I saw the same kind of tracks two years ago. They’re
turtle tracks. A turtle came to this beach and laid her eggs. Then I
guess she went right back into the ocean,” Paeng replied. “Let’s follow
the tracks and look for the nest.”
So they followed the tracks until they came upon the turtle’s
nest.
“Where are the eggs?” asked Delia.
“The mother turtle must have covered them with sand to keep
the eggs warm,” replied Paeng.
They would have continued with their investigation but it was

getting dark. Paeng did not want their mother to worry. So Paeng and
Delia raced each other and headed for the light that shone on their
porch.
Several weeks passed. One night after supper, Paeng and

Delia went outside. They were so surprised at the sight that greeted
them in the yard.
“Mama! Mama!” cried Paeng and Delia.
Their mother quickly ran out to the porch to see what was
happening.
Paeng’s light shone on dozens and dozens of tiny crawling sea

turtles.
“Where did these sea turtles come from?” their mother asked.
Delia remembered the turtle nest. “Mama, we saw a turtle nest

several weeks back. Maybe these turtles came from the nest,” she
said.
“But why are they here? After they hatch, the sea turtles head
towards the light. On beaches where people do not live, the brightest
area would be the waves reflecting the light of the moon and the stars.
So the turtles followed the house lights. We can help the turtles find
166
their way to the sea if we turn off the lights at night as soon as we
finish our chores.”
“It’s a good thing we saw these sea turtles. If they continued

crawling away from the sea, they would have been eaten by crabs and
other animals.
If they do not reach the sea, they would die from loss of water
in their bodies. Come on, let’s guide the turtle to the sea,” continued
mother.
Paeng got a lamp and to his delight the sea turtles followed the
light of the lamp. When they reached the shore, Paeng waded to the
sea and held the lamp.
Before long, the small sea turtles scrambled into the water.
They raced in the waves to begin their life in the sea.
(Lifted from Science and Mathematics stories,
Vol. 1)
Ref.: GRADE V CURRICULUM MATERIALS
167
ATTACHMENT B
168
169
ATTACHMENT C Situation: dry land
ATTACHMENT D Situation: scarcity of rice production
170
ATTACHMENT E Situation: playing under the rain
ATTACHMENT F Situation: got sick
171
ATTACHMENT G Situation: just playing video games
172
Grade: 5__
I. OBJECTIVES
A. Content Demonstartes understanding of the research process to
Standards write a variety of texts..
B. Performance Uses varietty of studies to effectively write a variety of

Standards texts for various audincesandpurposes.

Competencies/ preparation for writing, reporting and
Objectives
(Write the LC similar academic tasks in collaboration with others
code for each) EN5SS-IIIf-4
II. CONTENT Organizing information from secondary sources in

preparation for writing, reporting and similar academic
tasks in collaboration with others
III. LEARNING
RESOURCES
A. References
Pages
2. Learner’s
Materials Pages
3. Textbook Pages Joy in Learning English 5, pp. 190, 231,
4. Additional
Materials from the
LR Portal
5. Other Learning Developing Reading Power p. 86
Resources
IV. PROCEDURE
A. Reviewing the Encourage the pupils to read the selection with correct
previous lesson or pronunciation and proper pacing.
presenting the new
lesson Trees prevent water pollution. They control the sudden
flow of rainfall into the earth below the tree. This prevents
pollutants to be carried to the ocean. Trees act like a
sponge that filters this water naturally and uses it to
recharge groundwater supplies.
B. Establishing a Have you experienced doing a research work?

purpose for the
lesson What is the topic about
What materials did you use?
173
How did you organize information?
Today you will learn about organizing information from
secondary sources in preparation for writing, reporting
and similar academic tasks in collaboration with others
C. Presenting Present an encyclopedia to the class.

examples/instances
Let the pupils identify the material using a complete
of the new lesson
sentence.
D. Discussing new
concepts and almanacs annual reports print/online
practicing new skills articles brochures flyers dictionaries
#1 encyclopedia yearbooks manuals
pamphlets newspapers magazines
periodicals
Do you have these materials at home?

These materials are secondary sources.
Much information can be gathered from secondary
sources
What kind of information can you get from these
sources?
Who collects and writes them? How do you get the
information provided by them?
One way of gathering or organizing information from
secondary sources is by paraphrasing.
E. Discussing new Ask a pupil to read each paragraph.

concepts and
practicing new skills Television has a good effects as well as harmful ones.
#2 The violent crime- filled pictures shown on television may
contribute to an impression that the world is evil. It may
result in a fearful or negative view of the world. The
television commercials urging us to buy various goods
may create a feeling of dissatisfaction in us if we fail to buy
these goods which the television advertisement tells us
that everybody has.
From Across Borders Through
Reading 6, Second Edition, p 2016
Watching television can bring about bad effects on
viewers. It creates a sense of evil in this world as pictured
in shows and movies with violence and war as themes.
This, too, may promote fear among people. More often
than not advertisement on television use persuasive ways
to make us buy and use products even if we cannot afford
174
them. If we cannot do this, we feel disappointed because
a need is created and we cannot satisfy it.
What main idea do the paragraphs have in common?
What common details?
How do these paragraphs differ?
Paragraph B is the version of Paragraph A.
Note that though the original was reworded, the
paraphrased version still contains the same idea and
supporting details.
What is paraphrasing?
F. Developing Paraphrase the paragraph below using one half sheet of

mastery (Leads to paper.
Formative
Assessment 3) Life is like a roller coaster. At all times we move up
and sometimes move down. It doesn’t really matter if we
move upward to the future and learn from our mistakes in
the past. How we make our lives meaningful must be our
goal.
G. Finding practical How will you organize information you gathered from
application of secondary sources if you are asked to report in class?
concepts and skills
in daily living
H. Making Paraphrasing is restating or expressing someone’s ideas

generalizations of in your own words without losing the original meaning.
concepts and skills
in daily living
I. Evaluating Organize the information below by paraphrasing.

learning
Some insects are very destructive for plants. The
locust is a destructive insect. It is an enemy of the farmer.
A swarm of locusts descending on a rice field is
considered bad luck. It is because this insects can clear a
rice field in an hour and eat all the grains of palay which
are ready for harvest. When this happens, there will be a
failure of rice crop, and shortage of food or hunger for the
people.
J. Additional List down the information that you can get from
activities for secondary sources.
application or
remediation
V. REMARKS
175
VI. REFLECTION
earned 80% on the

remediation
C. Did the remedial

learners who have
caught up with the
lesson

continue to require
remediation
strategies worked
well? Why did this
work?

encounter which my
partment head help
me solve?
wish to share with
other teachers?.
176
Grade: 5__
I.OBJECTIVES
A. Content
The learner demonstrates understanding of library skills to
Standards
research a variety of topics.
B. Performance The learner utilizes discrete techniques (general to specific)
Standards and applies appropriately them to all or most fields of study.
C. Learning A. EN5SS-IIIg-4. Organize information from secondary sources in
Competencies preparation for writing, reporting and similar academic tasks in
collaboration with others.
II. Content Organizing Information From Secondary Sources
III. Learning
Resources
A. References
1.Teacher’s Guide JOY IN LEARNING ENGLISH 5, p. 133
Pages
2.Learner’s
Materials Pages
3.Textbook Pages
4.Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning www.teacherspayteachers.com
Resources https://www.slideshare.net>rye07
IV.PROCEDURE: Advanced Learners Average

Learners
A. Reviewing Tell the class:
previous When you look for information, you make use of different
lesson or sources.
presenting the  Brief recall of what primary and secondary sources are
new lesson LOCATE ME!
From what secondary sources can we get the following
information:
Atlas Encyclopedia
Thesaurus Dictionary
Almanac Manual
1. Where would you look to find the location of New York City?
2. Where would you look to find the meaning of the word
“PROCRASTINATE”?
3. Where would you look to find another word that means the
same as “HAPPY”?
4. Where would you look to find the meaning of the word
“GOAL”?
177
5. Where would you look to find facts about lions?
6. Where would you look to find Mexico?
7. You need to know how to program your new smart phone.
What do you use?
8. You want to see what happened in the year 1999. What do
you use?
9. You want to know more about the rising and setting of the
sun and moon in 2001. What do you use?
10. You need to charge the clock in your car but you don’t
know how. What do you use?
B. Establishing Tell the class:
purpose for the  What were the secondary sources mentioned above?
Lesson  Another way of organizing information from secondary
sources is through outlining.
C. Presenting
examples/instan
ces of the new
lesson
D. Discussing new Tell the class:
concepts and  What is an outline?
practicing new An outline is a general plan of what you are going to
skills #1. write.
 What are the benefits of outlining?
1. Make your piece of writing organized. A careful plan
will help you stay focused on your ideas.
2. It saves time for writers. Outlining can take time but
you can write quickly with the help of it.
 What are the two kinds of an outline?
1. Topic outline- ideas are organized in single words and
phrases
2. Sentence Outline- ideas are organized through
complete sentences
FORMAT OF AN OUTLINE:
Main Idea: Roman Numerals
( I, II, III, IV, V, etc.)
Sub ideas: Capital letters
( A, B, C, D, E )
Division of sub idea: Arabic numerals ( 1, 2, 3, 4, 5, etc.)
Minor ideas: Lower letters
( a, b, c, d, e, etc. )
Ex.
I. Main Idea
A. Sub idea
B. Sub idea
1. Division of sub idea
2. Division of sub idea
a. minor ideas
b. minor ideas
E. Discussing new
concepts and
practicing new
skills #2
178
F. Developing Make a topic outline of the texts that follows:( BOYS VS.
mastery (leads GIRLS )
to formative
assessment 3) Clouds are collections of millions of water droplets or ice
crystals. They are formed high above the Earth’s surface and
sometimes at ground level. The three main forms of clouds
are cumulus, stratus and cirrus. Their shapes are clues to
predicting weather. Cumulus clouds are puffy, with broad, flat
bases. A few small cumulus clouds signal fair weather. But,
tall, bulky cumulus clouds called cumulonimbus can produce
thunderstorms. Stratus clouds are flat, sheet like clouds. They
normally mean warm or possibly wet weather. Cirrus clouds
are wispy clouds found at great heights. Full of ice crystals,
these clouds often indicate stormy weather. So, the next time
you leave the house, look up the sky, observe the clouds, and
find out whether you will bring an umbrella or pack up a
raincoat.
(THE TEACHER MAY GIVE OR MAY NOT PROVIDE THIS
FORMAT BELOW.)
THREE MAIN FORMS OF CLOUDS
I. Cumulus
A. Characteristics
1. puffy
2. broad
3. flat
B. Forms
1. few and small
a. signal fair weather
2. tall and bulky (cumulonimbus)
a. produce thunderstorm
II. Stratus
A. flat and sheet like
1. warm or wet weather
III. Cirrus
A. wispy
B. full of ice crystals
1. stormy weather
G. Finding practical What is the job of an architect?
applications of You can compare making an outline to drawing plans to build
concepts and a house. Before one begins to build a house, it is best to draw
skills in daily plans to make sure that a house is built in the way you want.
living The same is true with writing and making an outline.
H. Making What is an outline?
generalizations What is the format in making an outline?
and abstractions
about the lesson
I. Evaluate Using secondary sources such as books, encyclopedia, etc.,
learning make an outline on this topic:
Solar System
 planets and their descriptions
 satellite found in each planet
179
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other?
180
Grade: 5__
I. OBJECTIVES
A. Content The learner demonstrates understanding of various linguistics
Standards nodes to comprehend various texts.
B. Performance The learner uses linguistic cues to appropriately construct

Standards meaning from a variety of texts for a variety of purposes.
C. Learning A. EN5RC-IIIg-3.2.7. Distinguish text- types according to features

Competencies ( structural and language )- comparison and contrast.
 Identify the words that show comparison and contrast.
II. Content Comparison and Contrast (Structural and Language)
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook Joy in Learning English 5, pp. 252-253, 255,257,262
Pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other www.englishgrammar.org
Learning https://resources.jjay.cuny.edu>erc>tutoring > pdfs
Resources https://www.northallegheny.org>PDF
https://www.jonsenglishsite.info > Unit5Contrast
www.teachables.scholastic.com
IV.PROCEDURE: Advanced Learners

A. Reviewing COMPARE AND CONTRAST RIDDLE FUN:
previous Let’s solve the riddles in the box. Read the clues
lesson or below. Then, write the letters in the blanks with the
presenting matching numbers.
the new
lesson WHAT KIND OF FOOD DOES A
RACEHORSE LIKE TO EAT?
___ ___ ____ __ ___ ___ ___ __

11 5 10 3 11 9 9 2
Answer: Fast food
181
1. What letter is in LOG, but not in DOG?
( Both words have letters ____.)
2. What letter is in DIME, but not in TIME?
(Both words have letters ____.)
3. What letter is in BITE, but not in BIKE?
(Both words have letters _____.)
4. What letter is in WEST, but not in REST?
5. What letter is in FAN, but not in FUN?
(Both words have letters ___.)
6. What letter is in BOX, but not in FOX?
(Both words have letters ___.)
7. What letter is in CAR, but not in CAN?
8. What letters is in ME, but not in MY?
9. What letter is in SOCK, but not in SACK?
10. What letter is in SEE, but not in BEE?
11. What letter is in FULL, but not in PULL?
WHERE DOES A ROSE SLEEP IN AT NIGHT?
___ ___ ___ ____ ____ ____ ____ ____ ____

11 1 9 4 8 7 6 8 2
Answer: Flower bed
B. Establishing What do these riddles show?
purpose for  Comparison and contrast
the Lesson What word is used in the riddle to show contrast?
To show comparison?
 but, both
C. Presenting Tell the class:

examples/in This time, you’ll be learning the structure and the
stances of words used in comparison and contrast.
the new
lesson
D. Discussing COMPARING AND CONTRASTING
new Comparing and contrasting ideas entails critical
concepts thinking. Different structures are possible. For
and example, we can compare and contrast using the
practicing following comparison and contrast words.
new skills COMPARISON CONTRAST
#1. COORDINATORS And But,yet
SUBORDINATOR Although, even

S though, though,
While, whereas
TRANSITION However, on
WORDS the other hand
Other words used in comparison:
182
 as, like, alike, both, have in common, similar,
similarly, too, same
Other words used in contrast:
 contrary to, as opposed, instead, unlike
STRUCTURE:
Coordinators can join sentences and begin
sentences. When they join sentences, place a
comma before the coordinator.
Ex. Kim likes heavy metal, but Tom prefers
classical music.
Kim likes heavy metal. But Tom prefers classical
music.
Subordinators join dependent clauses to sentences.

When the dependent clause comes first, place a
comma after it; if the dependent clause follows the
independent clause, don’t use a comma.
Ex. While Kim likes prime rib, Tom prefers rice
and vegetables.
Kim likes prime rib while Tom prefers rice and
vegetables.
Transition words do not join sentences; you have to

use a semicolon (;) to join sentences or begin a new
sentence with the transition word.
Ex. Kim and Tom have different tastes in music
and food; however, they both like to dance.
Kim and Tom have different tastes in music and
food. However, they both like to dance.
Prepositional phrase normally comes at the

beginning of the sentence if the phrase is an adverb.
Ex. Unlike his brother,Stephen is quite interested
in their family business.
E. Discussing new
concepts and
practicing new
skills #2
F. Developing ACTIVITY 1:
mastery (leads Which topics can be used in a compare-and-contrast
to formative text? Say YES if it can be used and NO if it can’t be
assessment 3) used.
1. A tree and a bush
2. A highway and a trail
3. How to get to the oceanarium
4. The causes of traffic congestion
5. Traffic in the city and in the countryside
6. Hellen Keller and Florence Nightingale
7. Mt. Fujiyama and Mayon Volcano
8. The excessive use of the internet
9. The effects of too much homework
10. School today and school in the future
183
ACTIVITY 2: (for advanced learners)
Here are the twins’ physical descriptions, interests,
jobs, and college majors. Construct sentences
showing comparison and contrast. Identify the word
that you used.
GEORGE PAUL
Has brown hair and Has brown hair and
brown eyes brown eyes
Is tall and slim Is tall and slim
Likes to read science Likes to read poetry
fiction
Runs three miles daily Hates to exercise
Works as a Works 20 hours per
cartographer’s assistant week as an usher in a
15 hours per week theater
Is an engineering major Still hasn’t found a major
For Average Learners:

Here are the twin descriptions:
HOLLY POLLY
Is in the 5th grade Is in the 5th grade
Look alike Look alike
Likes to play softball and Likes to read books and
soccer paint pictures
Likes to wear her hair Wears a ribbon in her
braided when she goes hair to match her dress
out to play
Recess is her favorite Her favorite thing about
part of school school is going to the
library
Wants to be a coach in Wants to be a teacher
sports someday someday
ACTIVITY 3:
Draw a heart in the column under the correct DAD.
Some sentences may describe both DADS.
SOLDIER DADS
Juan’s dad and Ann’s dad are soldiers. Juan’s dad

is a captain in the Navy. He sails on the ocean in a
large ship. Ann’s dad is a pilot in the Air force. He flies
a jet. Juan and Ann miss their dads when they are
gone for a long time. They write them letters and send
them pictures. It is a happy day when their dads come
home!
184
JUAN’S ANN’S BOTH
DAD DAD DADS
1. He is a captain.
2. He works on a
ship.
3. Sometimes, he is
gone for a long time.
4. He is a pilot.
5. His child writes to
him.
6. He is in the Air
force.
7. He is in the Navy.
8. It is a happy time
when he comes
home.
9. He flies a jet.
10. He is a soldier.
 Using the information above, write sentences
showing comparison and contrast. Identify the
words that you used when you made one.
G. Finding practical When do you usually compare and contrast?

applications of - choosing products to buy
concepts and - choosing places to go
skills in daily By comparing and contrasting you can choose the
living best product to use and the best place to visit.
H. Making What is comparison and contrast? What do you
generalizations discuss when you are comparing? when you are
and abstractions contrasting?
about the lesson What are the words that are used in comparison? in
contrast?
I. Evaluate Identify the types of text of the ff. passages. Clap
learning your hands twice if the passage shows
COMPARISON ONLY, stomp your feet if the
passage shows CONTRAST ONLY, and clap your
hands and stomp your feet once if the passage
shows both COMPARISON AND CONTRAST.
1. The schools today and in the past are similar in a
few ways. Both have a learning room, a teacher and
books.
2. Reading books at home is as much fun as going
on a vacation. While on a vacation, you meet new
people from new places. But when you stay home
and read, you meet even more people from places.
3. Basketball is played with 5 players and soccer has
11. Basketball has four quarters but soccer has two
halves.
4. Boracay and Bali are both small islands that have
five beaches, hillside terraces, and cool green hills.
They boast of international cuisines because people
from all over the world visit them.
5. Two drums which are important in bands or
orchestras are the snare drum and the bass drum.
185
Both drums are made of wood and calfskin. They are
played with two sticks. However, some of their
differences lie in their shapes and kinds of sticks
used to beat them. The snare drum has a cylindrical
shape and is made of wood or brass covered at each
end with tightly stretched calfskin. The bass drum on
the other hand, is made of wooden shell covered with
calfskin which can be tightened by metal rods.
Fill in the blanks with the appropriate connector to be

used in each sentence. ( For average learners,
choices may be provided.)
6. My dog enjoys being bathed _____ hates getting

his nails trimmed.
- BUT
7. Football and tennis are ____ his two favorite
sports.
- BOTH
8. I am allergic to cats, ____ I have three of them.
- YET
9. _____ exercising is essential for good health, it is
not effective without balanced diet.
- ALTHOUGH
10. ____Martin was acquitted by the jury, Jonathan
was found guilty.
- WHILE
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
who continue to
require
remediation
186
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with
other?
187
Grade: 5__
I. OBJECTIVES
A. Content The learner demonstrates command of the conventions of
Standards standard English grammar and usage when writing or
speaking.
B. Performance The learner uses the correct functions of nouns, pronouns,

Standards verbs, adjectives, and adverbs in general and their
functions in various discourse ( oral and written ).
C. Learning A. EN5G-IIIg-1.8.9. Use a particular kind of sentence for a specific
Competencies purpose and audience-making explanation.
II. Content Using a Kind of Sentence for Making Explanation

( Complex Sentence )
III. Learning
Resources
A. References
1. Teacher’s English Expressways (Language) 5, pp. 36-41
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
A. Reviewing Tell the class: Give the missing lyrics of the song,
previous lesson Flashlight.
or presenting the PASS THE MIC
new lesson  When tomorrow comes, (I’ll be on my own.)
 (And though the road is long), I look up to the sky.
 I got all I need (when I got you and I.)
(The teacher writes the lyrics on the board.)
B. Establishing The teacher asks:
purpose for the  Look at sentence number 1.
Lesson  How many sentences are there?
 Can the first sentence stand alone?
How about the second sentence?
 What kind of sentence is this?
188
C. Presenting  What is a complex sentence?
examples/instanc  Let’s have a chart.
es of the new (The teacher draws a chart on the board and calls a
lesson pupil to answer his/her questions.)
COMPLEX SENTENCE
1 or more subordinate 1 Independent clause
clause (can’t stand alone) ( can stand alone )
1. When tomorrow comes I’ll be on my own.
2. And though the road is
long I look up to the sky.
3. When I got you and I
I got all I need.
 A subordinate clause- starts with a subordinating

conjunction
D. Discussing new Have you ever been absent from your class before? When
concepts and was that? Why were you absent? Tell the class when you
practicing new were absent and why. Use these patterns:
skills #1.
I was absent from my class last ___________.
I was absent because ________.
 You may add other details of the “little story” of your
absence.
Ex.
I was absent last _(day of the week, _(month day year).
( I was absent last Friday, September 13, 2019.
I was absent because my mother had a fever.

Nobody was at home to take care of her and my little
brother. That was why I had to stay home.
The teacher asks:

 Why were you absent? What is the reason?
 What kind of sentence according to structure did
you use in your explanation?
 How is a complex sentence formed?
E. Discussing new UNDER CONSTRUCTION
concepts and Construct complex sentences that make explanation by
practicing new adding an independent clause to the subordinate clause.
skills #2 1. ______________ when the weather is very warm.
2. _____________ unless you are permitted by your
parents.
3. Although I didn’t review for the test,
___________________.
4. ________________ if you get hurt.

5. ______________ because I didn’t see the warning sign.
F. Developing LET ME EXPLAIN!

mastery (leads to Look at the picture. Tell what is happening by adding a
formative dependent clause to complete the complex sentence. Use
assessment 3) the given conjunction/s.
Picture 1: (a boy is studying)
189
> The boy is studying hard (because)____________.
*(All possible answers must be accepted.
Picture 2: (a girl is crying)
>(After)_____________, she had a toothache.
>(if)_______________, we will have a toothache.
> The girl cried (because)___________.
Picture 3: (a boy trying to pick a guava fruit)
>(Although)_____________,
He might fall.
> The boy will be able to pick the fruit
(if)__________________.
> The boy will not reach the fruit (unless) ______________.
Picture 4: ( the boy broke the vase)
> The boy cried (because)________________.
> (Since)______________, he felt sorry and scared.
Picture 5. (the boy won)
>(Because)____________, he won.
> Because he won, _________.
> (If)___________, you will win.
applications of
Understanding is achieved when everything is explained
concepts and
well.
skills in daily
living
H. Making
What is a complex sentence?
generalizations
How do you use complex sentences in making
and abstractions
explanations?
about the lesson
I. Evaluate learning EXPLAIN IT TO ME!
Look for a partner. Ask him/her some questions. Record
every answer. Write complex sentences out of the given
answers. Use because, although, and when. Underline the
subordinate clauses.
Ex.
1. Why do you love swimming?
2. What do you not love about swimming?
3. When is the best time to go swimming?
Answer:
Julius loves swimming because it is a complete exercise.
Although swimming in the sea is dangerous, many people
still love to go swimming.
It’s nice to go swimming when the weather is fine.
SUGGESTED TOPICS:
 Party/ Parties
Why do you love going to parties?
What do you not like about parties?
When do you go to parties?
 Playing Basketball
 Joining Camping
other topics
190
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with
other?
191
Grade: 5__
I. OBJECTIVES
A. Content The learner demonstrates understanding of different formats
Standards to write for a variety of audiences and purposes.
B. Performance The learner publishes texts using appropriate text types for a
Standards variety of audiences and purposes.
C. Learning A. EN5WC-IIIg-2.2.7. Write a 3- paragraph feature article.
Competencies
II. Content Feature Writing
III. Learning
Resources
A. References
1. Teacher’s Joy in Learning English 5, pp. 237,246,315
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning member.tokoha-v.ac.ip>feature_art
Resources https://en.m.wikipedia.org
IV.PROCEDURE:
A. Reviewing The teacher asks the pupils: Who is your favorite actress?
previous lesson Who is the actress holding the “Box Office Queen” title
or presenting today?
the new lesson Do you want her to be featured in a magazine?
B. Establishing Tell the class:
purpose for the You will write a 3-paragraph feature article.
Lesson
C. Presenting
examples/insta
nces of the
new lesson
D. Discussing new Tell the pupils:
concepts and Let’s have a brief recall of our previous lesson on feature
practicing new writing.
skills #1. What are feature articles?
 Feature articles- are human interest stories that speak
of people, places, and situations
 should appeal to the particular audience the article is
targeting
192
How do you write a feature article?
1. Introduction- have a strong and interesting statement
2. Body- Give details or facts about the person including
his/her achievements.
3. Conclusion- Finish the article with a powerful statement.
E. Discussing new Tell the class:

concepts and Going back to Kathryn Bernardo, what else do you want to
practicing new know or discover about her?
skills #2  What is her real name?
 When and where was she born?
 Where did she study?
 What is her sibling position?
 How did her movie career start?
( more )
F. Developing By answering the questions you’ve given, and considering
mastery (leads the guide in writing a feature article, let’s see if this could be
to formative considered as a feature article.
assessment 3)
Kathryn Bernardo was once a little girl with a big dream.
This ordinary kid auditioned for roles in TV series and movies
before landing a permanent spot on the hit kiddie show Goin’
Bulilit. From Bulilit, she made a number of hits.
Kathryn Chandria ManuelBernardo, her full name, was
born on March 26, 1996 in Cabanatuan City, Nueva Ecija. She
is the youngest in the brood of four. Before her acting debut in
2003, she studied in O.B. Montessori Center, Inc. Then, she
availed of the Home Study Program. Since Kathryn loves
acting, she underwent workshops and trainings to improve on
her talent. Her breakthrough role was as Mara in the remake
of “Mara Clara”. After that, she continued to do movies and
give her best in every role she portrays. No wonder, her latest
movie, “Hello Love, Goodbye” holds the Highest Grossing
Filipino Film of All Time. On record, she is the first and only
Filipino actress who broke the 800- million mark for each of
her two movies, the first one- “The Hows of Us.”
Kathryn Bernardo, now a household name, is a well-paid
actress, model, recording artist and endorser. She is an
inspiration to many young people like us. Indeed, with hard
work and perseverance, we can be like her- an ordinary little
girl with a big dream, to someone realizing this dream.
G. Finding Beautiful people, places, and situations must be featured to
practical inspire readers.
applications of
concepts and
skills in daily
living
H. Making What is a feature article?
generalizations How do you write a 3- paragraph feature article?
and
abstractions
about the
lesson
193
I. Evaluate Following the format or guidelines, write a 3-paragraph
learning feature article.
Suggested Topics:
 World Class Filipinos- Lea Salonga, Manny Pacquiao
 Tourist Spots- Boracay, Sumlang Lake
Others- inspiring people you know and beautiful places you
have visited
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson.
D. No. of
learner’s who
continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other?
194
195
196
Grade: 5__
I. OBJECTIVES
A. Content Standards Demonstrates understanding of the forms and
conventions of print, non-print, and digital materials to
understand various viewing text
B. Performance Applies knowledge of the various forms and conventions

Standards of print, non-print, and digital materials to appropriately
comprehend print, non-print, film and moving texts
C. Learning Infer purpose of the visual media

Competencies/
Objectives EN5VC-IIIf-3.8
II. CONTENT Infer purpose of the visual media

EN5VC-IIIf-3.8
III. LEARNING
RESOURCES
A. References
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from the
LR Portal
B. Other Learning Grade V Curriculum Materials
Resources
(fourth quarter)
Toyota Poster, Avon Brochure
IV. PROCEDURE
A. Reviewing the Show these pictures.
previous lesson or
presenting the new
lesson
What do the pictures convey?
197
B. Establishing a Today, you will learn the purpose of visual media.
purpose for the
lesson
D. Discussing new Vocabulary development

concepts and
practicing new skills visual media social media
#1 1. What is the importance of having pictures?
2. What are the different visual media
that we can use ?
(Discuss “The Purpose of the Visual Media” see
attachment A.)
E. Discussing new
concepts and
#2 1. What feeling or emotion does the picture show?
2. What do you think is the purpose of the advertiser in
putting that graphics?
3. Does the picture attract attention of costumers? In
what aspect?
4. What idea does the poster or advertisement want to
give to people?
F. Developing (Give your own choice of pictures for the group of pupils
mastery (Leads to and let them answer the questions previously asked.)
Formative
Assessment 3)
G. Finding practical What do we need to be aware of when viewing visual
application of media?
concepts and skills
in daily living
H. Making What is the purpose of visual media?

generalizations of
concepts and skills
in daily living
I. Evaluating
learning
1. What is the message of the image?

2. To whom is this conveyed?.
3. How is the model depicted in the
198
picture?
4. What is the purpose of this visual
media?
V. REMARKS
VI. REFLECTION
earned 80% on the
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
strategies worked
well? Why did this
work?

encounter which my
epartment head help
me solve?
wish to share with
other teachers?.
199
Grade: 5__
I. OBJECTIVES
Demonstrates understanding of text types to listen for
different purposes from a variety of texts
Demonstrates understanding that a change in stress entails
a change of meaning to evaluate the speaker’s/ author’s
purpose and meaning
B. Performance Analyzes text types to effectively understand information
Standards /message(s) distinguish literary from informational texts
Uses linguistic cues to effectively construct meaning from a
variety of texts for a variety of purposes
Uses knowledge of stress and intonation of speech to
appropriately evaluate the speaker’s intention, purpose and
meaning
C. Learning Identify point of view
Competencies (EN5LC-IIIh-3.17)
Observe accuracy, appropriate rate and proper expressions
in choral, echo and shadow reading (EN5F – IIIh-1.3, 1.7)
II. Content Identifying point of view
Observing accuracy, appropriate rate and proper
expressions in choral, echo and shadow reading
III. Learning
Resources
A. References Joy in Learning English, p. 258
1. Teacher’s Guide Joy in Learning English, pp. 162-165
Pages
2. Learner’s
Materials Pages
3. Textbook Pages Joy in Learning English, p. 258
B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing How would you react in this statement?
previous “You took all ten and that is not fair. So there will be no
lesson or party. When you learn to share, then you will have a party.”
presenting the
new lesson
B. Establishing a Show pictures of treasures of material wealth, the beauty of
purpose for nature, peace, wisdom and happiness.
the lesson
Ask some pupils to pick 1 picture and let them share their
views.
200
Question:
Which situation would you choose, stay in a palace as the
most powerful person in the world or be a traveler? Why?
What pronoun did you use in giving your point of view?
C. Presenting Find out the point of view used by the author in the
examples/inst selection you will listen to.
ances of the
new lesson Unlock the following words.
Nightingale
Emperor
Chamberlain
Travelers
Splendid
A. a small European thrush with drab

brownish plumage
B. impressive
C. passenger/tourist
D. king/sovereign
E. an officer who manages the household of
a monarch or noble
Present the text.

Reference: Joy in Learning English 5 page 258.
(Read aloud to the pupils an excerpt from the fairy tale “The
Emperor’s Nightingale”) by Hans Christian Andersen p. 164
Teacher’s Guide Joy in Learning English
D. Discussing Answer the following questions:

new concepts 1. What is the tale about?
and practicing 2. Will the chamberlain find the nightingale? If he does,
new skills #1. what do you think will happen to it?
3. Who is narrating the family tale?
E. Discussing Introduce to the pupils the different types of point of view
new concepts used in making stories or narratives.
and practicing
new skills #2. Point of view is the “eye” or narrative voice through which
you tell a story. When you write a story, you must decide
who is telling the story, and to whom they are telling it.
201
There are three primary types of point of view:
A. First person point of view. In first person point of

view, one of the characters is narrating the story.
This is generally revealed by the “I” or “We”
sentence construction and relies on first person
pronouns. (“I/We went to work.”)
B. Second person point of view. Second person
point of view is structured around the “you” pronoun,
and is less common in novel-length work. (“You
thought you could do it.”) Second person can allow
you to draw your reader into the story and make
them feel like they’re part of the action because the
narrator is speaking directly to them.
C. Third person point of view. The author is narrating
a story about the characters and refers to them with
the third person pronouns “he/she/They.”
(“He/She/They was/were hungry.”) This point of view
is subdivided into third person omniscient and third
person limited.
F. Developing Let the pupils identify point of view used in the paragraph.
mastery Write if it is written from first, second or third person point of
(leads to view.
formative
assessment ) The Red and the Driver Ants
(1)I know that there are friendly ants. There are also
fierce ones. Examples are the powerful red ants found in
Europe. (2) You must be very careful when you see these
kind of ants. (3) They take black ants smaller in size as their
slaves. They attack the black ants’ nests and carry off their
eggs. These eggs when hatched become red ants. (4) From
their birth they are taught to obey. They are made to do all
the work and even carry about their masters on their backs.
(5) I hope there are not much of them. Those are the bad
ants.
(6) Hey friends, in addition to that, I have research that
there are even worse kinds of ants. These are the driver ants
of Africa. (7) They have no fixed homes and are always on
the move. Completely blind, they march like a big army. (8)
You can be one of the victim if you are not careful to avoid
them. (9) They eat up any living tigers, pythons and
elephants, are afraid of these ants. (10) Thank God, we have
no such ants in our country.
G. Finding Oral Reading Fluency.
Practical With your teacher, do an echo reading by following these
application of steps:
concepts and 1. Receive a copy of the reading text from your teacher
skills in daily 2. Listen and read along silently while your teacher
living reads a sentence or phrase in the text.
3. Echo back or imitate the same sentence or phrase

while following along the text.
4. Continue taking turns in reading and rereading the
same line.
202
Note: Use the story “The Emperor’s Nightingale.”
Let the pupil identify what point of view is used in the fairy
tale read?
H. Making What are the different types of point of view?
generalization How do we identify different types of point of
s and view?
abstractions
about the
lesson
I. Evaluate Read and understand the following statements. Identify its
learning point of view.
1. When the boy was caught telling a lie, he quivered
with a shame. His trembling body stopped only
when his parents came.
2. “Hey! Stop having a freakish dream. Be realistic!”
3. I was tickled by the thought that I’ll wear a quilt robe
which quickly changed Fashion today.
4. They smile when they want to scream.
5. You should tell me the truth, you are my friend.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
203
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other?
204
Attachment A:
205
206
Attachment B.
The Emperor’s Nightingale

(An Excerpt)
By: Hans Christian Andersen
In China, you must know the Emperor is a Chinaman, and all whom he
has about him are Chinamen, too. It happened a good many years ago, but
that’s just why it’s worthwhile to hear the story, before it is forgotten. The
Emperor’s palace was the most splendid in the world; it was made entirely of
porcelain, very costly, but so delicate and brittle that one had to take care how
one touched it. In the garden were to be seen the most wonderful flowers, and
to the costliest of them silver bells were tied, which sounded, so that nobody
should pass by without noticing the flowers. Yes, everything in the Emperor’s
garden was admirably arranged. And it extended so far, that the gardener
himself did not know where the end was. If the man, went on and on, he came
into a glorious forest with high trees and deep lakes. The wood extended
straight down to the sea, which was blue and deep; great ships could sail to
and fro beneath the branches of the trees; and in the trees lived a nightingale,
which sang so splendidly that even the poor Fisherman, who had many other
things to do, stopped still and listened, when he had gone out at night to throw
out his nets, and heard the Nightingale.
“How beautiful that is!” he said; but he was obliged to attend to his
property, and thus forgot the bird. But when in the next night the bird sang
again, and the Fisherman heard it, he exclaimed again, “How beautiful that is!”
207
Grade: 5__
I. OBJECTIVES
Demonstrates understanding of various linguistics nodes to
comprehend various texts
Demonstrates understanding of different formats to write for
a variety of audiences and purposes
B. Performance Uses knowledge of text types to correctly distinguish literary

Standards from informational texts
Uses linguistic cues to effectively construct meaning from a
Rewrite/revise texts using appropriate text types for variety
of audiences and purposes
C. Learning Distinguish text – types according to features (structural

Competencies and language) – comparison and contrast
(EN5RC-IIIh-3.2.7)
Revise writing for clarity – transition/signal words (EN5WC
– IIIh-1.8.2/1.8.1/1.8.3)
II. Content Distinguishing text – types according to features – (structural

and language) – comparison and contrast
Revising writing for clarity – transition/signal words
III. Learning
Resources
A. References
1. Teacher’s Joy in Learning English
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook Joy in Learning English, p. 252
Pages
B. Other Learning Pictures
Resources
IV.PROCEDURE:
A. Reviewing The teacher will call two pupils to stay in front and the other
previous pupils will observe the physical appearance of their
lesson or classmates who are in front.
presenting the Tell the pupils to describe the two pupils and be able to
new lesson statetheir similarities and differences
208
B. Establishing a Show a pictures of classroom today and in the past.
purpose for
the lesson
Questions:
Between the two classrooms which do you want? Why?
Do you want to know more about classrooms/schools today
and in the past?
C. Presenting Present the text.
examples/inst Reference: Joy in Learning English 5 page 252.
ances of the (The teacher reads the selection)
new lesson
D. Discussing How are the similarities and differences between the two
new concepts classrooms/schools pointed out?
and practicing Answer the following questions:
new skills #1. 4. What two subjects are compared in the paragraph?
5. In the paragraph, which are presented first,
similarities or differences?
(The text is organized using the block method –
similarities are first presented followed by the
differences.)
6. What are their similarities?
7. What are their differences?
8. What transition/signal words are used to show
similarities? differences?
E. Discussing Read the selection about reading books at home and going
new concepts on a vacation.
and practicing Reference: Joy in Learning English 5, p. 252
new skills #2. Introduce the Venn Diagram.
Ask the following questions. Then, let the pupils write their
answers on the venn diagram presented.
1. What ideas are being compared and contrasted in
the compositions?
2. What are their similarities? differences?
After answering some questions, let the pupils observe the
paragraph presented.
Ask these questions.
1. In the paragraph, how is the text organized?
(The text is organized using the point-by-point
method.)
2. Were you able to see the transition/signal words
on the paragraph?
3. Can we try to revise writing the paragraph for
clarity with the use of transition/signal words?
F. Developing Group Activity:
mastery Divide the class into three groups.
(leads to Each group will be given activity sheets to work on
formative comparison and contrast.
assessment )
Group 1: Complete the comparison chart. Find out the
similarities and differences from the text Winnie and
Wanda.
209
COMPARISON TABLE
Similarities Differences
Group 2: Make a Venn Diagram showing the similarities

and differences from the text given.
Group 3: Revise writing the paragraph given using

transition/signal words to emphasize the similarities and
differences.
Winnie and Wanda are witches. Winnie lives in a black

house. Wanda lives in a cave. They have pets. Winnie has
a black cat named Wilbur. Wanda has a black wolf named
Woof. Winnie and Wanda can cast spells. Winnie casts good
spells. Wanda casts evil ones.
G. Finding If you will be given the chance to choose a gift for your
Practical birthday, which would you prefer, a cellphone or a bicycle?
application of Compare and contrast the two choices then decide.
concepts and
skills in daily
living
H. Making 1. What are the two ways of presenting a comparison-
generalization and-contrast composition?
s and (Point-by-point method and block method)
abstractions 2. How are we going to compare and contrast?
about the
(Think of the things, persons, places events or
lesson
objects that are similar and different.
3. What transition or signal words can be used to
compare and contrast?
I. Evaluate A. Go over the paragraph below.

learning Reference: Joy in Learning English 5 p. 255-256
Distinguish compare-and-contrast text types by
noting its features.
1. What two subjects are compared?
2. What are their similarities and differences?
B. Revise writing the paragraph by using
transition/signal words.
The school types pictured in 2157 and in today’s
system are similar. ______ have a learning room, a
teacher and books. ______ the classroom in the
futuristic school is adjacent to the learner’s bedroom.
210
_________ the classroom of today is in a separate
building. The teacher in 2157 is a mechanical
teacher ______ today is a human teacher. Learners
in the future will use telebooks ______ today
schoolers utilize e - books. What matters most in both
systems of school is how effective learning takes
place.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other?
211
Attachment A:
Classroom Before
Classroom Today
212
Attachment B:
Worksheet for group activity:
Reference: Taken from A Detailed Lesson Plan (A LINKS Lesson on Winnie the
Witch) PRIMALS English 4-6
Winnie and Wanda are witches. Winnie lives in a black house but Wanda lives in a
cave. Both have pets. Winnie has a black cat named Wilbur while Wanda has a black
wolf named Woof. Like Winnie, Wanda can cast spells. However, while Winnie casts
good spells. Wanda casts evil ones.
213
Grade: 5__
I.OBJECTIVES:
A. Content Demonstrates understanding of the research process to
Standard write a variety of texts
B. Performance Uses a variety of research strategies to effectively write a

Standard variety of texts for various audiences and purposes

Competency preparation for writing, reporting and similar academic
tasks in collaboration with others EN5SS – IIIh – 4
II. CONTENT Organizing information from secondary sources in

tasks in collaboration with others
III. Learning
Resources
A. References
1.Teacher’s Guide
Pages
2.Learner’s
Material Pages
3.Textbook Pages
4.Additional
Learning
Materials from
Learners Potral
B. Other Learning
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Review previous Read the text about Bali, Indonesia on page 262 of Joy in
lesson/present new Learning English 5 textbook.
lesson Ask: How are the similarities and differences between the
two places pointed out?
How are they organized?
B. Establish a Ask: What is the source of the essay?
purpose for the Say: You will learn how to organize ideas based on
lesson secondary sources in preparation for writing, reporting, etc.
C. Presenting Say: You have learned how to take notes for a report from
examples/ instances secondary sources such as encyclopedias, atlases,
of the new lesson almanacs and other reference books.
Here are steps to follow in organizing information
from secondary sources:
214
1. Transfer each question about the topic on top of an
index card.
Bali, Indonesia
1. Where is Bali, Indonesia located?
2.Look at your list of secondary sources and decide which
ones you will use. You may number these in the order in
which you plan to use them.
1. Geographical location of Bali in an encyclopedia
2. Land area, population of Bali in an almanac
3.Read the encyclopedia and take notes to answer each

question.
4.Write your notes on the index card. Take notes in your
own words. Do not copy from your source unless you plan
to quote a line or passage.
D. Discuss new Group Activity:
concepts and Group pupils into four. Have each group organize the
practicing new skills ideas in the story of “Albert Einstein”. Follow the steps
#1 given.
Albert Einstein
Albert Einstein (1879 – 1955), was one of the greatest
scientists who ever lived. He was born of Jewish parents
in Germany. As a boy, he did not like school. But he
studied Math and Science at home. He went to college at
Zurich, Switzerland, and studied Physics. In 1905, he
published a new theory on the nature of the universe, the
Theory of relativity. It explains how matter, energy, and
time are related. This Theory of Relativity made Einstein
World famous. In 1921, he received the Nobel Prize for
Physics.
-From “Disney’s My First Encyclopedia
E. Discuss new Discussion of the written output by group.

skills and practicing
new skills #2
F. Developing Read and understand the selection. Organize the ideas by
Mastery (leads to following the steps learned. You will be graded by using a
formative rubric.
assessment #3)
Thomas Edison
Thomas Alva Edison (1847-1931) was one of the greatest
inventors who ever lived. As a boy,Edison displayed great
curiosity. He did not like school and was educated at home by
his mother. He went to work when he was 12 and soon began
to dream of being an inventor. He got his first patent in 1868.
He opened a laboratory in Menlo Park,New Jersey where he
was able to develop and test his new ideas. Perhaps Edison’s
greatest inventions were the phonograph, the perfection of the
electric light bulb and the motion picture camera. All of these
led to the founding of huge industries. He held more than
1,000 United States patents for his inventions. He perfected
the light bulb and also a system to use electric lighting in
homes and offices.
215
G. Finding Practical As pupils, what benefits
Application of will secondary sources
concepts and skills give in doing your reports
in daily living or compositions?
H. Making How will you organize information from secondary sources?

Generalization and
abstraction about
the lesson
I. Evaluating Rubric on Six Traits Writing on page 224 of Joy in Learning
Learning English 5, TM.
J. Additional activity Research on the topic about Coron, Palawan or any place
for application that interests you. Follow the steps in preparing your notes
/remediation for a report.
V. REMARKS
VI. REFLECTIONS:
earned 80% on the
formative
assessment
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did this work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
216
Grade: 5__
I.OBJECTIVES:
A. Content Demonstrates command of the conventions of standard
Standard English grammar and usage when writing or speaking
B. Performance Uses the correct function of nouns, pronouns, verbs,
Standard adjectives and adverbs in general and their functions in
various discourse (oral and written)
Competency audience – expressing opinions/emotions EN5G – IIIh –
1.8.10
II. CONTENT Using a particular kind of sentence for a specific purpose
and audience – expressing opinions/emotions
III. Learning
Resources
A. References Factual texts, IM Hat, flashcards, task card
1. Teacher’s Guide Joy in Learning English 5, p. 168
Pages
2. Learner’s Joy in Learning English 5, pp. 263 – 264
Material Pages
3. Textbook Pages
4. Additional
Learning
Materials from
Learners Potral
B. Other Learning https://www.footprintseducation.in/blog/helping-preschoolers-
Resources handle-strong-emotions/
https://www.istockphoto.com/ca/vector/winning-at-work-
businessman-with-strong-emotions-on-his-face-is-jumping-holding-
the-gm648372384-117746481
https://www.commonsensemedia.org/blog/help-preschoolers-handle-
strong-emotions
https://societalproblem.wordpress.com/2016/08/28/dirty-
surroundings/
A. Review previous Show different pictures to pupils. Have them express their
lesson/present new feelings and opinions about the pictures. (See attachment
lesson A)
B. Establish a Say: Today you will learn how to use a particular kind of
purpose for the sentence expressing opinion/emotions.
lesson
C. Presenting Read these sets of sentences:
examples/ instances
of the new lesson A. I guess it’s time to visit Bali, Indonesia.
Maybe it will be good to experience Boracay Island first.
I believe that reading books is still the wisest thing to do.
B. We won the first game!
Don’t leave me, please!
I think I’m lost. Where are the others?
217
D. Discuss new ASK: Which set of sentences expresses opinions?
concepts and Why did you say so? What expressions were used? Can
practicing new skills you give other expressions to signal opinions?
#1 Which set of sentences express strong feeling or
emotion? How did you know? What punctuation mark
particularly signal this kind of sentence?
E. Discuss new SAY:
concepts and  Sentences that express opinions show a person’s
practicing new skills feelings about an idea or a situation. These sentences
#2 can also be judgments or predictions based on given
facts. When you state your opinions, start by saying:
I think that.... Perhaps.....
I guess that.... I would say that....
Maybe... To my mind....
As far as I’m concerned... Personally speaking....
I feel that..... Probably....
 Sentences that are used to express strong feelings or
emotions end with exclamation point (!). When you are
ecstatic, frightened, amazed, hurt, worried, excited, or
surprised, you use these particular sentences.
F. Developing Group Activity: Group Activity:
Mastery (leads to Group pupils into four. Group pupils into four. Have
formative Have them choose their them choose their leader.
assessment #3) leader. Group 1. Use the
Group 1 and 2. Share following expressions in
with the members of the sentences that express
group your opinions on any opinions:
of these issues. I guess that...
Remember to begin your I feel that.....
statements with the Maybe....
suggested expressions. As far as I’m concerned...
 Air pockets shake the Group 2. Use the following
airplane you are flying expressions in sentences
in. that express opinions:
 Smartphones are now I think that......
a necessity, not I believe that.....
anymore a luxury. Perhaps.....
 It is better to read Personally speaking....
books about places Group 3 and 4. Make 5
than to travel to see sentences that express
these places. strong feelings or
Group 3 and 4. Write a emotions.
sentence that expresses
emotion in each of the
situation below.
1. Your stomach suddenly
aches.
2. You receive a free
ticket to Hongkong
Disneyland.
G. Finding Practical You got 1st place in the Regional Press Conference.
Application of Give at least 2 sentences that give strong emotion and
concepts and skills opinion.
in daily living
218
H. Making
How will you express opinions? How will you start your
Generalization and
sentences?
abstraction about
What are some of the emotions that express feelings?
the lesson
I. Evaluating Write a sentence that expresses opinion in each of these
Learning issue:
1. Campaign against drugs by Pres. Duterte.
2. No segregation of trash, no collection.
3. No read no pass policy should be implemented in
schools.
Write a sentence that expresses emotion in each situation:
4. You received a brand new Samsung J10.
5. A friend treated you badly.
J. Additional activity Write three sentences that express opinion about bullying
for application in your school.
/remediation
V. REMARKS
VI. REFLECTIONS:
earned 80% on the
formative
assessment
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did this work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
219
ATTACHMENT A
220
221
https://beam.land/travel/boracay-island-shut-down-by-filipino-government-for-6-months-
1284
222
Grade: 5__
I.OBJECTIVES:
A. Content  Demonstrates understanding of various verbal elements
Standard in orally communicating information
 Demonstrates understanding that English language is
stress timed to support comprehension
B. Performance  Orally communicates information, opinions, and ideas
Standard effectively to different audiences using a variety of
literary activities
 Reads with sufficient accuracy and fluency to support
comprehension
C. Learning Observe accuracy, appropriate rate and proper expressions
Competency in choral, echo and shadow reading
EN5F – IIIh – 1.3 and 1.7
II. CONTENT Performance Task
III. Learning
Resources
A. References
1. Teacher’s Joy in Learning English 5, p. 158 and 220
Guide Pages
2. Learner’s Joy in Learning English 5, pp. 250
Material Pages
3. Textbook
Pages
4. Additional
Learning
Materials from
Learners Potral
B. Other Learning
Resources
A. Review Say: For the past weeks, you learned some techniques on
previous how to read with accuracy, appropriate rate and proper
lesson/present expressions and gestures.
new lesson
B. Establish a Say: Today, you will be tested on how accurate and

purpose for the appropriate are you in reading with proper expressions and
lesson gestures.
C. Making What are the things you should remember in Reader’s

Generalization Theater?
and abstraction (Refer to Joy in Learning English 5, textbook on page 250)
about the
lesson
D. Evaluating Performance Task #3
Learning The performance task for 10 points will follow the GRASPS.
223
Goal: This activity will test how good you are in reading
text with accuracy, appropriate rate, proper expressions,
gestures and body movements.
Role: Let us pretend that you will audition in a stage play,
like Lea Salonga of “Miss Saigon”.
Audience: Your audience will be your classmates, and
teacher.
Situation: You will be divided into 4 members each group.
Performance: You and your groupmates should be able to
read the text/script with accuracy, fluency, emotions and
gestures.
Standard/Rubric: You and your groupmate will be graded
with this rubric.
(Please refer to Joy in Learning English 5, TM on page 220

Appendix)
V. REMARKS
VI. REFLECTIONS:
earned 80% on the
formative
assessment
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did this work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
224
Grade: 5__
I.OBJECTIVES
A. Content The learner demonstrates understanding of various

Standards linguistics modes to comprehend various texts.
B. Performance The learner analyzes text types to effectively

Standards understand information/ message(s).
C. Learning Identify point of-view EN5LC-IIIi- 3.17

Competencies
Observe politeness at all times EN5A-IIIi-16
EN5A-IIIi-
II.CONTENT Identifying point of-view
III.LEARNING
RESOURCES
A. References
Pages
Pages
3. Textbook Pages Joy in Learning English 5, pp. 89-91, 95, 248-249
from Learning
Resource ( LR)
Portal
B. Other Learning Short narrative “Word Power” by Jean Little
Resources
IV.PROCEDURES
A. Reviewing What was the last story did you read?

previous lesson or
presenting the Did you find it interesting? Why?
new lesson
B. Establishing Before you start reading, what questions did you want
purpose for the to find out in the story? What can aid you to
lesson understand the story?
In today’s lesson , ypu will learn to identify the angle
from which the story is told.
C. Presenting Listen as your teacher reads a short narrative titled

examples/instance “Word Power” by Jean Little.
s of the new
lesson
225
D. Discussing new Ask:
concepts and
practicing new 1. What is the narrative about?
skills #1. 2. Who is narrating the story?
3. How did the main character overcome her eye
defect?
4. Why do you think is the story titled that way?
E. Discussing new The teacher briefly discusses the following:

concepts and
practicing new Point of view is the angle from which the story is told.
skills #2  If the story is written in the first person point of
view, the reader becomes aware of all the
thoughts and feelings of the character.
 In the second person point of view, the reader
feels as though he or she is a character in the
story
 In the third person point of view, the narrator
tells the reader everything about the characters
and events.
F. Developing Read each passage. On your show-me-board, write

mastery (leads to POV1 if it is in the first person point of view, POV2 if
formative second, and POV3 if third.
assessment 3)
1. Let us start with the speed of processing of
the human brain and the computer. The
brain uses chemicals to transmit
information while the computers uses
technology.
2. I used to go there with my nanay and join
the busy crowd with the vendors shouting “
Suki palit na didi! Preskong na presko it ak
tinda” which means in English: “Costumers,
friends, come and buy my fish! Very fresh
they are.
3. Pedro is a friendly pupil in Mrs. Carla’s
class. He always talk to each of his
classmates and always treat them with love
and respect.
4. We are Filipinos! We should be altogether
in making our country a better place and a
more progressive country. Let us help one
another to achieve this dream.
5. I love reading books. It is not just an
ordinary activity for me. It also a time for
me to explore the world and learn new and
wonderful things.
G. Finding practical How can learning to identify point of view help us in

applications of understanding what we read?
concepts and
226
H. Making How do you identify point of view?
Generalization
and abstraction
about the lesson
I. Evaluating Identify the point of view. Write POV1 if it is in the first
Learning person point of view, POV2 if second or POV3 if third.
1. I haven’t been to Bali, Indonesia, but I have
read about it. I have been to Boracay Island,
that’s why I know these two awesome tourist
destinations are similar in many ways.
2. The mother read the letter, and her thoughts
were carried to Jerusalem, to the prisons and
concentration camps, to killing and destruction.
( The Beating of a Young Heart: An
Adaptation, pp. 310-311 of Joy in Learning
English 5)
3. My husband and I are blessed with two
wonderful daughters. They may have gotten
their genes from the same parents, are being
raised in the same home, and given the same
parental support and guidance but they are
turning out to be totally different individuals. (
When Kids gets “ Pasaway”, p. 316 of Joy in
Learning English 5)
4. Drink some water, still, about six to eight
glasses every day. I love water. It makes me
healthy. Take good care of me and I’ll work
hard for you the rest of your life. We can be
good friends for a very long time. ( The
Amazing Cleaning Machine, pp. 321-323 of
Joy in Learning English 5)
5. One afternoon, after classes, his class adviser
gave him an envelope for his parents. He
immediately went home and handed the
envelope to his mother. Hurriedly, his mother
opened and then read the letter informing them
of Emmanuel’s chance to enjoy a scholarship
next school year in one of the prestigious
schools in their town. “At last the fruits of a
long and arduous labor since you were young
are now being harvested. Now you are
recognized and awarded this scholarship,’” his
mother announced with joy.
J. Additional activity Read one short narrative or story.
for application
/remediation Identify its point of view.
V. REMARKS
227
VI.REFLECTIONS:

earned 80% on the

require additional
activities for
remediation.
C. Did the remedial

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

continue to require
remediation
strategies worked
well? Why did this
work?

encounter which my
principal or supervisor
can help me solve?
wish to share with
other teachers?
228
Grade: 5__
I.OBJECTIVES
A. Content The learner demonstrates understanding of the oral

Standards standards of English in order to participate in various
oral communication demands (situation, purpose and
audience).
B. Performance The learner prepares for and participates effectively in

Standards a range of conversations and collaboration with
diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
C. Learning Observe accuracy, appropriate rate and proper

Competencies expressions in choral, echo and shadow reading.
EN5F-IIIi-1.3 EN5F-IIIi-1.7
II.CONTENT Choral Reading
III.LEARNING
RESOURCES
A. References
Pages
2. Learner’s
Materials Pages
3. Textbook Pages Joy in Learning English 5, pp. 205; 250
4. Additional
Materials from
Learning
Resource ( LR)
Portal
B. Other Learning Copy of “The Ant and the Grasshopper”
Resources
Folder
IV.PROCEDURES Advanced Learners Average Learners
A. Reviewing The teacher presents a short dialogue.

previous lesson or Volunteer pupils will read the dialogue.
presenting the Note: Teacher will provide the short dialogue of
new lesson his/her choice.
B. Establishing What was the dialogue about?

purpose for the
lesson Did your classmates read the dialogue properly? Why
or why not?
229
In today’s lesson, you will learn the standards of
choral reading.
C. Presenting The teacher discusses the pointers in conducting

examples/instance choral reading.
s of the new
lesson
D. Discussing new Present the piece, “The Ant and The Grasshopper” on
concepts and pages 205-206.
practicing new
skills #1. The class reads the piece orally.
E. Discussing new The teacher chooses the best two readers in the class
concepts and and assigns them as the Narrator 1 and Narrator 2
practicing new while the boys will read the parts of the Ant and girls
skills #2 will read the parts of the Grasshopper.
F. Developing The teacher gives the class time to practice and

mastery (leads to constantly reminds the class of the pointers in choral
formative reading.
assessment 3)
G. Finding practical Is it important that you pronounce correctly the words
applications of that you utter? Why?
concepts and
H. Making What are the pointers in a choral reading?
Generalization
and abstraction
about the lesson
I. Evaluating The teacher presents the rubric in choral reading.
Learning
The class will perform the choral reading using the
piece, “The Ant and the Grasshopper” observing
accuracy, appropriate rate and proper expressions.
J. Additional activity The teacher will give a short literary piece for the
for application pupils to practice reading at home.
/remediation
V. REMARKS
VI.REFLECTIONS:

earned 80% on the
230
require additional
activities for
remediation.
C. Did the remedial

learners who have
caught up with the
lesson.

continue to require
remediation
Why did this work?

encounter which my
can help me solve?
wish to share with other
teachers?
231
ATTACHMENT A
RUBRICS FOR RATING GROUP PERFORMANCE
Accuracy 5pts. --- The words were pronounced accurately.
Rate 5pts. --- The learners read with proper rate.
Expression 5pts. --- The members displayed the appropriate
expressions in the lines of the roles assigned to them.
Total 15pts.
Legend:
Gold---12 to 15 pts.
Silver---8 to 11 pts.
Bronze---1 to 7 pts.
232
Grade: 5__
I.OBJECTIVES
A. Content Standards The learner demonstrates command of the

conventions of standard English grammar and
usage when writing or speaking
B. Performance The learner uses the correct function of nouns,

Standards pronouns, verbs, adjectives, and adverbs in
general and their functions in various discourse
(oral and written)
C. Learning Use a particular kind of sentence for a specific

Competencies purpose and audience -expressing opinions/
Emotions EN5G-IIIi- 1.8.10
Observe politeness at all times EN5A-IIIi-
Show tactfulness when communicating with
others EN5A-IIIi-17
II.CONTENT Expressing Opinions/Emotions
III.LEARNING RESOURCES
A. References
Pages
Pages
3. Textbook Pages Joy in Learning English 5, pp. 211;263-264
from Learning
Resource ( LR) Portal
B. Other Learning
Resources
A. Reviewing The teacher posts this statement:

previous lesson or
presenting the The policy “No Read, No Pass” will be
new lesson implemented in our school this year. ( or the “ No
Homework on Weekends)
Teacher notes for pupils’ reactions/opinions and
process them.
233
B. Establishing Ask pupils to give their reactions on the following
purpose for the situation.
lesson
1. Your project in Science was chosen for an
exhibit next month. How will you say it to
your parents when you arrive home?
2. Your cousin won in a Math quiz bee in the
division level.
What you have just done is expressing
your emotions about the situation. This is
our lesson for today – Expressing opinions/
emotions.
C. Presenting The teacher will present the script of the one-act

examples/instance play “What Hard Work Means” on page 211.
s of the new
lesson The teacher divides the class into two groups.
Each group will have volunteers who will act as
James and Julius.
D. Discussing new Present the following lines taken from the script:
concepts and
practicing new A. I’m extremely happy. Know what? My art
skills #1. portfolio has been chosen for exhibit at the
Philippine Arts and Culture Center next
month.
B. You must be a promising artist.
Your mom and dad surely will be delighted
to hear that.
Ask: What do the sentences in A express? How
about the sentences in B?
E. Discussing new Read these sets of sentences.

concepts and A. I guess it’s time to visit Bali, Indonesia.
practicing new Maybe it will be good to experience
skills #2 Boracay Island first.
I believe that reading books is still the
wisest thing to do.
B. We won the first game!
Don’t leave me, please!
I think I’m lost. Where are the others?
Which set of sentences expresses

opinions? How did you know? What
expressions are used? Can you give
other expressions to signal opinions?
Which set of sentences express strong
feeling or emotion? How did you know?
What punctuation mark particularly
signals this kind of sentences?
Present the concept under Remember

on page 264.
234
F. Developing Give the following situations. Then, the
mastery (leads to pupils will give their opinions/ express their
formative emotions.
assessment 3) 1. You came late. Your teacher was very
mad. What would you say?
2. There will be no more recess time in
your school
3. A classmate of yours accidentally broke
your water container. What will you
say?
4. Your barangay implements an
ordinance called “Ayam Mo, Gakudan
Mo”. What is your opinion about this?
5. Your EPP teacher instructed your class
to work by group in planning for a
project in Industrial Arts. You led and
motivated your group hence, your
group was able to come up with a nice
output. Your teacher commended you
for your leadership. What will you say
to your teacher?
G. Finding practical Do you have to control your emotions or express
applications of it? Why? Is there a particular body part/system
concepts and affected if we control our emotions?
How do you express your opinions toward others?
If you heard negative opinions from others about
you, how will you react from it?
H. Making What expressions are used to give opinions? What

Generalization punctuation mark is used to show strong
and abstraction emotions?
about the lesson
I. Evaluating Form four groups.
Learning
Use sentences that express opinions/emotions for
the situations/issues on page 264 of Joy in
Learning English 5.
J. Additional activity Listen or watch a news tonight.

for application
/remediation Write sentences expressing opinions/emotions
about a certain issue/news.
V. REMARKS
VI.REFLECTIONS:
earned 80% on the
235
require additional
activities for remediation.
C. Did the remedial lessons

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

continue to require
remediation
Why did this work?

encounter which my
principal or supervisor can
help me solve?
to share with other
teachers?
236
Grade: 5__
I.OBJECTIVES
A. Content The learner demonstrates understanding of

Standards
 different formats to write for a variety of
audiences and purposes
 library skills to research a variety of topics
B. Performance  drafts texts using appropriate text types for a
Standards variety of audiences and purposes
 utilizes discrete techniques (general or
specific) and applies them appropriately to all
or to most fields of study
C. Learning Write a 3- paragraph feature article EN5WC-IIIi- 2.2.7
Competencies
Organize information from secondary sources in
tasks in collaboration with others EN5SS-IIIi-4
II.CONTENT Writing a Feature Article

Organizing Information from Secondary Sources
III.LEARNING
RESOURCES
A. References
Pages
2. Learner’s
Materials Pages
3. Textbook Pages Joy in Learning English 5, pp.220; 259-260; 263
4. Additional
Materials from
Learning
Resource ( LR)
Portal
B. Other Learning
Resources
A. Reviewing Clap your hands twice if the statement

previous lesson or expresses opinion and stomp your feet twice if
presenting the it expresses emotion.
new lesson 1. Yehey! We will go to SM City Legaspi.
2. I guess that their team will win in the dance
competition.
3. Probably, her parents will be sad of what
she did.
4. We did it!
237
5. Maybe it is good for us to take a bath first
before doing the laundry.
B. Establishing Arrange the following jumbled letters to form sources
purpose for the of information:
lesson
PECYENCLODIAS PANEWSPER
NESZIGAMA NAALMACS
The teacher says: The words that you formed are
samples of secondary sources of information which
you can use in writing compositions. Today, you are
going to write a feature article.
C. Presenting The teacher presents the text “Five Days In Bali” on

examples/instance pages 259-260.
s of the new
lesson The pupils will read the text silently.
D. Discussing new Ask: 1. Explain the Balinese belief on creation.

concepts and
practicing new 2. What does the writer say about the Balinese
skills #1. people?
3. Why do they believe they are the chosen
people?
4. What factor do the Balinese consider their
dances? What is the reason for this?
5. Which attractions in Bali would interest you?
Why?
6. How is the text developed? What type of article
is it?
E. Discussing new Teacher discusses the following:
concepts and
practicing new The basic elements of a feature article are:
skills #2 1. Title- It must cover the whole idea of
your feature article and must catch the
attention of your target readers.
2. Byline- This shows the author’s name
and sometimes his/her affiliation if
he/she is an in-house writer or a
contributor).
3. Body or Nub Head- This is the
presentation of details. This is the part
where your target readers get what
they want to read in your article.
4. Conclusion- This summarizes your
article. Make sure that you end your
article the way you started and not just
as if you just quickly stopped writing.
Note: The teacher may use the sample

feature article on page 316 in the
discussion of the basic elements of a
feature article.
238
F. Developing The teacher lets the pupils put out the secondary
mastery (leads to sources they brought. (Example: magazines,
formative newspapers, travelogue, brochures and pamphlets).
assessment 3) The secondary sources that the pupils brought should
contain information about the beautiful spots in their
locality.
The pupils, by dyad, draft a feature article of their
chosen local beautiful spot/scenery.
G. Finding practical How can secondary sources of information help pupils

applications of in developing compositions?
concepts and
H. Making What are secondary sources of information?
Generalization
and abstraction How do you organize information from secondary
about the lesson sources in preparation for writing, reporting, etc.?
What are the elements of feature article?
I. Evaluating The teacher presents the rubric in assessing a feature

Learning article.
The pupils will revise, edit and rewrite the three-
paragraph feature article they have written about the
chosen local beautiful spot/scenery based from the
rubrics given.
J. Additional activity
for application
/remediation
V. REMARKS
VI.REFLECTIONS:

earned 80% on the

require additional
activities for
remediation.
C. Did the remedial

learners who have
caught up with the
lesson.
239
continue to require
remediation
strategies worked
well? Why did this
work?

encounter which my
can help me solve?
wish to share with
other teachers?
Attachment A
Rubric for Feature Article
Content- 5 points
Language-5 points
Organization-5 points
Mechanics- 5 points
Total = 20 points
Note: The teacher may opt to modify the given points in the
rubric.
240
Grade: 5__
I. OBJECTIVES
A. Content Standards Demonstrates understanding of different
formats to write for a variety of audiences and
purposes
B. Performance Standards Rewrite/revise texts using appropriate text

types for a variety of audiences and purposes
C. Learning Revise writing for clarity

Competencies/Objectives
(Write the LC code for ---correct spelling
each) ---appropriate punctuation marks
----transition/signal words
EN5WC-IIIf-1.8.2/1.8.1/1.8.3
II. CONTENT Revise writing for clarity

---correct spelling
---appropriate punctuation marks
----transition/signal words
EN5WC-IIIf-1.8.2/1.8.1/1.8.3
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages Joy In Learning English 5, pp. 315-316

4. Additional Materials from
the LR Portal
B. Other Learning Resources 3-paragraph feature article written in the
previous lesson
IV. PROCEDURE
A. Reviewing the previous Last week, you wrote a 3-paragraph feature
lesson or presenting the new article. You all knew that a feature article is
lesson the main story in the magazine/newspaper
that focuses on a special event, place or
241
person in great detail which brings human
interest.
B. Establishing a purpose for the Today, you will revise the paragraphs you
lesson wrote, giving attention to the correct spelling,
appropriate punctuation marks, and the use
of transition/signal words.
D. Discussing new concepts and

practicing new skills #1
E. Discussing new concepts and

F. Developing mastery (Leads

to Formative Assessment 3)
G. Finding practical application

of concepts and skills in daily
living
H. Making generalizations of What do you need to consider in revising your

concepts and skills in daily written paragraph?
living
I. Evaluating learning (Revising the previous paragraphs written by

the pupils using the correct spelling,
appropriate punctuation marks, and the use
of transition/signal words.)
J. Additional activities for Continue writing paragraphs with your own

application or remediation selected topic.
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
have caught up with the lesson
D. No. of learners who continue to
require remediation
242
strategies worked well? Why
did this work?
F. What difficulties did I encounter

which my
supervisor/principal/department
head help me solve?
G. What innovation or localized

materials did I use/discover
which I wish to share with other
teachers?.
243
Grade: 5__
Quarter: Third _ Week: 10 _ Day: 1__
I. OBJECTIVES
A. Content The learner demonstrates understanding:
Standards  that English language is stress timed to support
comprehension
 of library skills to research a variety of texts
 of the conventions of standard English grammar and
B. Performance The learner:

Standards  uses linguistic cues to effectively construct meaning from a
 reads with sufficient accuracy and fluency to support
comprehension
 uses a variety of research strategy to effectively write a
variety of texts for various audiences and purposes
 uses specific kind of sentence for specific purposes.
C. Learning
Competencies Observe accuracy, appropriate rate and proper expressions in
choral, echo and shadow reading( EN5F-IIIj-1.7)
II. Content Shadow Reading

III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning Joy in Learning English Textbook for Grade 5
Resources
Shadow Reading
https://perspectives.files.wordpress.com
Shadow Reading
https://englishonthe.net/improve-spoken-english-through-shadow-
reading/
Shadow reading
244
https://www.hanatichaeltblog.wordpress.com/2015/03/30/shadow-
reading-experiment

A. Reviewing Are all shadows black?
previous What do you know about shadows?
lesson or Do you have an idea about shadow reading?
presenting the
new lesson
B. Establishing In today’s lesson, we will have oral activity called shadow reading.
purpose for Let’s find out how fast and accurate you are in reading the text
the Lesson your teacher will give you.
C. Presenting Teacher discusses the concepts of shadow reading.

examples/inst
ances of the
new lesson
D. Discussing Sing With Me!
new concepts Listen as your teacher plays the song “A whole New World”
and practicing written by Alan Irwin Mendes and Timothy Miles Rice for Disney’s
new skills #1. 1992 animated feature film Aladdin.
Before the listening activity the teacher gives the following
instructions:
1. Listen to the song and understand the gist of the song.
2. Listen to the song again and take note of the
pronunciation and stress of the words as sung by the
author.
3. This time sing along with the singer, trying as much as
possible to mimic their intonation and pronunciation.
How did you find the activity?
Were you able to do it accurately?
E. Developing Follow the Leader!
mastery 1. Students listen to the recording of the text, following the
(leads to transcript silently. (the teacher may prepare an audio
formative record of a short text).
assessment 2. Teacher plays the recording again and asks students to
3) read along with the speaker. However, they can only
mouth the words silently.
3. Teacher plays the recording for the third time; this time
students are asked to read along with the speaker, quietly.
4. Finally, students read the text along with the speaker at a
normal volume, trying as much as possible to mimic their
intonation, stress and pronunciation. The teacher turns the
volume of the recording up and down at this stage, and at
some point even switch the sound off completely.
F. Finding Shadow reading is a useful technique for intonation and

practical pronunciation training
applications
of concepts
and skills in
daily living
245
G. Making What is shadow reading? What skills are developed in shadow
generalization reading?
s and
abstractions
about the
lesson
H. Evaluate Students in pairs do a shadow reading of the Poem “Your World”
learning found on page 242 of the book Joy in Learning English for Grade
5.
Instructions:
1. Both partners are provided with part 1 of the poem in print
form. They read part 1 silently. When finished, partner A
(reader) keeps the copy of the text and partner B
(shadower) returns the text to the teacher.
2. Partner A reads the lines aloud, chunking as necessary.
3. Partner B shadows three times without looking at the text:
out loud, in low voice, and silently.
4. Roles are reversed for part II( Partner A becomes the
shadower and partner B becomes the reader.)
5. Teacher gives comment as to the accuracy, rate and
expression of the partners.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
246
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other?
247
Grade: 5__
I. OBJECTIVES
A. Content The learner demonstrates understanding:
comprehension
 of the conventions o f standard English grammar and
comprehension
C. Learning 1. EN5SS-IIIj-4. Organize information from secondary
Competencies sources in preparation for writing, reporting and similar
academic tasks in collaboration with others. ( note-taking)
II. Content Note-Taking
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
Resources
Note-taking.
https://www.uefap.com.>notetake>notetake

A. Reviewing Are you familiar with these materials? (The teacher will show
previous lesson or pictures of /or real almanacs, pamphlets, encyclopedias.
presenting the What information do you get from these secondary source of
new lesson materials?
Who collects and writes them?
When are these useful to you as students?
248
B. Establishing In today’s lesson, your teacher will give you some bits of
purpose for the information taken from these sources and you will be tasked to
Lesson take down notes on important information.
C. Presenting Let’s take some pointers in note-taking. (Teacher discusses the
examples/instanc pointers on note-taking on page 253-254 of the book Joy in
es of the new Learning English Textbook for Grade 5)
lesson
D. Discussing new Teacher presents an interesting text and asks students to read
concepts and critically. She then asks students to take down notes following the
practicing new pointers on taking.
skills #1. Suggested texts:
1. Eureka!
2. Segregation is the Solution
Ref. Joy in Learning English pp 165-166; 228
Teacher asks students to compare their notes and process the
activity.
E. Discussing new
concepts and
practicing new
skills #2
F. Developing Teacher asks students to watch or listen to a selected You
mastery (leads to Tube video.
formative (if the video is long, pause at 10 minute interval)
assessment 3) After listening/watching, students compare their notes.
Teacher discusses the salient points presented in the video
G. Finding practical When you are reading or listening, taking notes help you
applications of concentrate. In order to take notes you must understand the text.
concepts and
H. Making As listening and reading are interactive tasks, taking notes help
generalizations one make sense of the text.
and abstractions
about the lesson
I. Evaluate learning Students are asked to form a dyad and are tasked to read
critically the text provided by the teacher. They are tasked to
make notes on important points in the text. Later the partner
exchange notes for peer checking. In checking the notes they
consider the following rubrics:
Accuracy 5
Content 5
Total 10
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
249
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other?
250
Grade: 5__
I. OBJECTIVES
A. Content The learner demonstrates understanding :
comprehension
 of the conventions of standard English grammar and
comprehension
Competencies audience-expressing opinions/emotions.(EN5G-III-j-1.8.10)
II. Content Expressing Opinions and Emotions

III. Learning
Resources
A. References
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from
Learning
Resources (LR)
Portal
Resources
Expressing Opinions
https://www. learningenglish.voanews.com.
https://www.en.islcollective.com.english-esl-
worksheets.search.expressing+opinion
IV.PROCEDURE:
A. Reviewing Teacher prompts students to read the following dialog:
previous lesson You are with a group of friends discussing who among your
or presenting the teachers is the best.
new lesson
251
Student A:I think Mrs. Bueno is the best. She is very generous in
giving grades.
Student B: I disagree! Have you forgotten that she does not
permit us to go out of the room during recess?
Student A: But Mrs. Bueno is only teaching us to be thrifty!
Remember we already have our healthy packed snacks. We don’t
have to go out and buy junk foods.
What is the dialog about?
B. Establishing In today’s lesson you will learn some expressions that will be
purpose for the helpful in expressing opinions and emotions.
Lesson
C. Presenting Lesson proper:
examples/instan 1. In the dialog above, which sentence expresses opinion? How
ces of the new did you know?
lesson 2. What expression is used to show opinion? What other
expressions do you know that signal opinions?
3. Which sentences in the conversation express strong feeling or
emotion? How did you know?
4. What punctuation mark particularly signals this kind of
sentence?
D. Discussing new Fill in the blanks with an appropriate expression to complete each
concepts and sentence. Then give your reason for each opinion.
practicing new
skills #1. 1.____ you should move back home with your family.
2.____ the government should do something to help the farmers.
3. _____ we can combat climate change by ____.
4. _____ Kathryn Bernardo is better than Nadine Lustre.
5. _____ Rambutan is the best fruit in the Philippines.
E. Discussing new
concepts and
practicing new
skills #2.
F. Developing Use the following phrases to express opinion:
mastery (leads I feel that …
to formative I guess that…
assessment 3) Perhaps…
Personally speaking…
Probably…
I see your point but…
I don’t really agree with that idea…
G. Finding One should not be afraid of sharing or expressing his/her opinion

practical or emotion. But one should be careful in choosing his/her words
applications of not to sound rude.
concepts and
skills in daily
living
H. Making Sentences that express opinions show a person’s feelings
generalizations about an idea or a situation. When you state your opinions, you
should use appropriate expressions.
252
and abstractions Sentences that are used to express strong feelings or emotions
about the lesson end with exclamation point. When you are frightened, amazed,
hurt, or worried, you use these particular sentences.
I. Evaluate Dyad. Find a partner, create a simple dialog about any of the
learning following statements. Use appropriate expressions stating opinion
or emotion. You will be given 2 minutes to present your output.
1. Cats make the best pets.
2. Dancing is more exciting than playing online games.
3. People are happy when they are young.
4. Staying at home is better than going to malls on
weekends.
5. Walking to school is fun.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
253
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with
other?
254
Grade: 5__
I. OBJECTIVES
A. Content Standards Demonstrates understanding of the forms and
conventions of print, non-print, and digital
materials to understand various viewing text
B. Performance Standards Applies knowledge of the various forms and

conventions of print, non-print, and digital
materials to appropriately comprehend print,
non-print, film and moving texts
C. Learning Infer purpose of the visual media

Competencies/Objectives
(Write the LC code for EN5VC-IIIf-3.8
each)
II. CONTENT Infer purpose of the visual media
EN5VC-IIIf-3.8
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from

the LR Portal
B. Other Learning Resources Grade V Curriculum Materials
(fourth quarter)
Toyota Poster, Avon Brochure
IV. PROCEDURE
A. Reviewing the previous Show these pictures.
lesson or presenting the new
lesson
What do the pictures convey?
255
B. Establishing a purpose for the Today, you will learn the purpose of visual
lesson media.
D. Discussing new concepts and Vocabulary development

visual media social media
1. What is the importance of having pictures
that we see?
2. What are the different visual media
that we can use ?
(Discuss “The Purpose of the Visual Media”

see attachment A.)
E. Discussing new concepts and
1. What feeling or emotion does the picture

shows?
2. What do you think is the purpose of the
advertiser in putting that graphic?
3. Does the picture attract attention to
costumer? In what aspect?
4. What idea does the poster or
advertisement want to give to people?
F. Developing mastery (Leads (Give your own choice of pictures for the
to Formative Assessment 3) group of pupils and let them answer the
questions previously asked.)
G. Finding practical application What do we need to be aware of when

of concepts and skills in daily viewing visual media?
living
H. Making generalizations of What is the purpose of visual media?

concepts and skills in daily
living
I. Evaluating learning
1. What is the message of the image?

2. To whom is this conveyed?.
3. How is the model depicted in the
picture?
256
4. What is the purpose of this visual
media?
J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
have caught up with the lesson
D. No. of learners who continue to
require remediation
strategies worked well? Why
did this work?
F. What difficulties did I encounter

which my
supervisor/principal/department
head help me solve?
G. What innovation or localized

materials did I use/discover
which I wish to share with other
teachers?.
257
Attachment A
The Purpose of the Visual Media
Generally speaking, there are five main functions of the visual arts:
ceremonial, artistic expression, narrative, functional, and persuasive. To these can be
added “beauty,” in effect, the desire of the artist to simply create something beautiful
with little or no thought to any significance beyond that objective.
The ceremonial purpose of the visual arts is to celebrate or acknowledge an

event or era, or to contribute to a ritualistic activity, such as a dance celebrating one of
the season or a people’s flight from captivity or hunger. One of the more common
forms of ceremonial art is quilting, in which the patterns employed have some symbolic
importance, or the use of ceremonial garb by Native Americans participating in a Pow
Wow.
Artistic expression refers to the desire or need on the part of the artist to
express his or her emotions or feelings regarding a particular subject, including his- or
herself. Many abstract artists, for example, Jackson Pollock and Mark Rothko
(although the latter rejected that categorization) are assumed to be expressing
emotions or beliefs through their art, which lends itself to multiple interpretations and
references to the known state of the artist’s being during the period in which the
individual work of art was created. Pablo Picasso’s art was known to be heavily
influenced by his emotional state during specific periods of his life.
The narrative purpose is to tell a story or relate the history of one’s people.
Again, quilting is a classic form of the use of visual arts to communicate a story. The
African American community, in particular, uses patterns and colors in quilting to
convey the history of slavery and emancipation. Film, another form of visual art, is
frequently used to tell a story, such as with Steven Spielberg’s film about the
Holocaust, “Schindler’s List,” in which he used black and white photography to provide
a documentary and more somber “feel” to the film, while incorporating rare color
footage to illuminate a detail and lend significance to the item or individual in question.
David Lean used footage designed to simulate Russian winters in his film “Dr. Zhivago”
that highlighted the enormous expanse of Russian plains covered in deep snow.
Functional visual arts refer to structures or tools that are actually used in day-to-day
activities yet are designed to be aesthetically pleasing in addition to being functional.
Architecture is the most prominent of the visual arts to incorporate functionality in
designs. Major architects like Frank Lloyd Wright, I.M. Pei and Frank Gehry are well-
known historical figures for their success in combining art and function. The buildings
for which architects are commissioned to design obviously have to serve a function,
whether it is as a museum, hospital, house, or theater, yet are expected to be unique
and challenging. Functional art can also be quite small, such as the coffee maker or
fruit peeler designed to look futuristic while also performing their intended functions.
Persuasive art is intended to convey a message. Advertising for television,

billboards, magazine, and other visual media is a form of persuasive art, in that images
are selected and manipulated in order to convey a message or subliminally influence
a consumer’s decision. A common form of persuasive visual art is propaganda posters
and cartoons intended to denigrate a particular category of people, such as a racial or
religious minority, or to foster emotional reactions among viewers for or against a
particular political cause. During the Cold War, the Soviet Union used propaganda to
convince its own people as well as others of the righteousness of its cause and the
moral and political depravity of U.S. policies. Nazi Germany, under the authoritarian
hand of Joseph Goebbels, used propaganda posters and newspaper editorial cartoons
to demonize Jews and facilitate the inculcation of a culture of genocide. Tobacco
258
companies use this form of visual art to associate cigarette smoking with masculine
virility and feminine mystique and power.
A final purpose of the visual arts can be considered the conveyance of beauty.
While each of the major practitioners of expressionism had his own “back story,” much
of the art produced by the French Impressionists like Claude Monet and Pierre-August
Renoir simply represent beauty for its own sake. While some expressionist painting,
like that of Georges Suerat and Vincent Van Gogh, is more closely tied to the emotional
states of the artists, much was intended to beautify the surroundings.
259

GRADE 5-3rd Quarter DLP in English Final

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DETAILED

Demonstration Teachers/ Validators

ENGLISH 5 QUARTER 3 DETAILED LESSON PLAN

Week 1 Day 1 -------------------------------------------------------------------------- 1

Week 2 Day 1 -------------------------------------------------------------------------32

Week 3 Day 1 -------------------------------------------------------------------------58

Week 4 Day 1 -------------------------------------------------------------------------86

Week 5 Day 1 ------------------------------------------------------------------------112

Week 7 Day 1 ------------------------------------------------------------------------177

Week 8 Day 1 ----------------------------------------------------------------------- 200

Week 9 Day 1 ----------------------------------------------------------------------- 225

Week 10 Day 1 ----------------------------------------------------------------------- 244

I. OBJECTIVES The learner

II. Content 3rd Quarter Pre-Test

B. Evaluate A. Test Proper

TABLE OF SPECIFICATION IN ENGLISH V

Infer the meaning

Infer the meaning of

Use a particular kind

Use a particular kind

Infer the speaker’s

Compose clear and

Revise writing for

3rd Quarter Pre-Test

Name: _____________________Grade and Section: ________Date: ______

A. the work of calculator

39. Judy works as an assistant clerk ______ the office.

I.OBJECTIVES The learner

1. Who is the secretary of the Department of Health?

DOH launches Sabayang 4-o'clock habit paradeng-get

D. Establishing Additional Questions:

It is important to distinguish an item of information as to

Teacher asks for the meaning of fact and opinion.

F. Discussing Teacher defines fact and opinion

3. Jose Rizal could have been a great President of the

Teacher asks pupils to justify their answers .(EN5LC-

H. Developing Group Activity. Teacher presents scoring rubric

legs._____ 4. Men are stronger than

1. Olympic Games give the

I.OBJECTIVES The learner

What do the different promotional slogans want to convey?

How is the given article different from the other purposes of

D. Discussing Choose the letter of the paragraphs that persuade. Tell

B. Zap, an all-purpose cleaner, clean all dirt and stains in

C. The year is 2020. Global warfare is raging. Not one

Authors Purpose to persuade convinces readers to

F. Developing For Average

H. Making How can you distinguish text types that persuade?

A. Water causes some of the changes in the earth’s

J. Additional Persuade the reader to eat a native delicacy in your place.

B. Performance Speaks and writes using good command of the conventions of

II. Content PREPOSITIONS

D. Discussing new Ask: Ask:

F. Developing WHOLE CLASS ACTIVITY: “Pass the Ball”

Source: LRMDS - Activity Sheet in English 6 by Michelle B. Balatbat, p. 1

B. Performance Uses strategies to decode the meaning of words

 Toxins- poisonous substances

1. Mr. Reyes is already having difficulty to see objects clearly so

3. We need to strengthen our biceps so we can have stronger

4.The dentist gave me vitamins for stronger gums because she

5. Our teacher told us to eat foods rich in calcium so we can

6.Marco does several exercises like push-ups and curl-ups to

8. Our Science teacher told us that cardiac muscles help in

G. Finding In our everyday life, we sometimes encounter unfamiliar words

Name: _______________Grade and Section: Date: