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English 11
Quarter 1 - Module 5
(Lesson 11-13)
 Department of Education ● Republic of the Philippines

English- Grade 5
Alternative Delivery Mode
Quarter 1 - Module 5: Lesson 11-13
First Edition, 2020

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Published by the Department of Education – Division of Ozamiz City Schools

Division Superintendent: Jean G. Veloso, CESO VI

Development Team of the Module

Author/s: Glenn D. Biňas Chicklit A. Gamaya

Reviewers: Ramil G. Cabural Federico B. Araniego

Jasmine I. Gaogao

Illustrator and Layout Artist: Kirstie G. Fuentes

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Chairperson: Jean G. Veloso, CESO IV
Schools Division Superintendent

Co-Chairpersons: Audie S. Borres, CESE

Assistant Schools Division Superintendent

Members Anacleta A. Gacasan, CID Chief ES

Federico B. Araniego, EPS-English
May P. Edullantes, EPS-LRMS
Jasmine I. Gaogao, PSDS
Desi G. Aninao, PDO II
Mary Ann Grace J. Manili, Librarian II

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Department of Education – Division of Ozamiz City
Office Address: IBJT Compounds, Carangan, Ozamiz City
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 5
English
Quarter 1 - Module 5
(Lesson 11-13)

This instructional material was collaboratively developed and reviewed by

teachers, school heads, public schools district supervisors and education program
supervisors of the Department of Education – Ozamiz City Division. We encourage
teachers and other education stakeholders to email their feedback, comments, and
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Department of Education ● Republic of the Philippines

Table of Contents

What This Module is About - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ----- i

What I Need to Know - - - - - - - - - - - - - - -- - - - - - - - - - -- - - - - - - - -----i
How to Learn from this Module - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -- - ----- i
Icons of this module - - - - - - - - - - - - - - - -- - - - - -- - - - - -- - - - - -- ----ii
Lesson 11:
(Summarizing Poem in Terms of its Elements) ------------
What’s In - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -1
What I Need to Know - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -2
What’s New - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -2
What is It - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -3
What’s More - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -4
What I Have Learned - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -5
What I Can Do - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -5
Assessment -------------------------------------------------------6
Key to Answers ------------------------------------------------------------------------------ 7
Reference---------------------------------------------------------------------------------------9
Lesson 12:
(Summarizing Figure of Speech ) ----------------
What’s In - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - --10
What I Need to Know - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -10
What’s New - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -10
What is It - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -11
What’s More - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -11
What I Have Learned - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -11
What I Can Do - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -12
Assessment ------------------------------------------------------12
Key to Answers---------------------------------------------------------------------- 13
References-----------------------------------------------------------------------------14
Lesson 13
(Inferring the Meaning of Unfamiliar Words -Compound) - - - - - - - - - - - - - - - - 15
What’s In - - - - - - - - - - - - - - - --- - - - - - - - - - - - - - - - 16
What I Need to Know - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -16
What’s New - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -16
What is It - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -16
What’s More - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -18
What I Have Learned - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -18
What I Can Do - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - 19
Key to Answers - - - - - - - - - - - - - - - -- - - - - - - - --- - - - - - - - - - - - - ---------- - 19
References - - - - - - - - - - - - - - - -- - - - - - - - - - - - -- - - - - - - - - - - - - - - ---------20

What This Module is About

In this module, you will learn different language arts skills across listening, speaking,
reading, writing and viewing. Language learning in this module will be all focused as we will
learn strategies to unlock unfamiliar words in the different lessons presented.

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
 The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of learners. The lessons are
arranged to follow the standard sequence of the course. But the order in which you read them can
be changed to correspond with the textbook you are now using.

What I Need to Know

This module will help you understand the elements of poetry. You will also learn the
figures of speech and infer the meaning of unfamiliar words through context clues, synonyms
and antonyms.

How to Learn from this Module

To achieve the objectives cited below, you are to do the following:
 Take your time reading the lesson carefully.
 Follow the directions and/or instructions in the activities and exercises diligently.
 Answer all the given tests and exercises.
At the end of this module you will also find:

i
Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
Knowledge.
What’s In This part connects previous lesson with that
 of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you.

What is It These are discussions of the activities as a

way to deepen your discovery and
understanding of the concept.

These are follow-up activities that are

intended for you to practice further in order
What’s More to master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson.

What I Can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

This is an assessment tool for every module

Assessment to measure the knowledge and skills the
learners learned.

This provides answers to the different

activities and assessments.
Answer Key

ii

Lesson

11 Understanding the Elements of Poetry

What’s In

Read the poem silently first. Then, read aloud to get the feeling that it conveys.

Tropical Fruits
 By Veedol Dayata

Once you break its sturdy spiky shell

Then pare to partake the milk golden
If you can just ignore the odor of hell
Then you can taste a piece of heaven.

These red hairy suits coat the sweets

Lithe back ants save from fat aphids;
Rip them bare to bite of pulpy meats
Succulent, so tender without the pips.

A grenade sure to blast off your sense

Deep dark berries bomb their surprise
Thick creamy flesh stuns and deafens
Silent, juicy sugar slices all your prize.

Most fragrant of hearts in yellow ripe

Mouth-watering, sharp sour of green;
They whisper through their skin, tight
With fruity promise of joy, pride even

Salazar, Evelyn S., Fumar, Victor R., Copyright 2016, The New Grade5 Phoenix Learning Package Skill
Builders for Efficient Reading, 5th Edition, The Phoenix Publishing House Inc.

What I Need to Know

Objective: Summarize a poem in terms of its elements.
(sense, sound and structure) (EN5RC-Ie-6)

Poetry is the oldest form of literature. It is the type of literature based on the interplay of
words and rhythm. In poetry, words are strung together to form sounds, images and ideas that
might be too difficult to understand and describe directly.

What’s New
In this lesson, you will learn about the elements of poem.

All poems are characterized by three elements:

1. sense- refers to the meaning the poem creates through the use of sense impressions or
images that pertain to the senses of sight, sound, smell, taste and touch

2. sound- refers to the use of several sound devices including rhythm and rhyme,
alliteration, assonance and anaphora
 Sounds of Poetry:

a. Alliteration - the repetition of consonants sounds in lines or stanzas

Examples:
Around the rotunda the rally runs in the rain.
During the day, the dragonflies dance down the dappled ditch.
The big brave boy keeps beating his breasts.

b. Assonance - the repetition of vowel sounds

Examples:
The gain of the vain is hard to sustain
Oh, my, what if I can fly!
No, Romeo, you can go all alone.
c. Anaphora – the repetition of words or phrases

Examples:
1. Beware of the cannons on the on the right
Beware of the gunfire on the left
Beware of the bayonet at the black
 2. And the clock strikes ten
And the children shout loud
And the cloud goes down

3. structure- refers to the use of patterns or number of lines or stanzas, line lengths,
syllabic or accentual counts, appearance on the page etc.

What’s Is It
Summarize the poem through the elements used: sense, sound and structure.

Tropical Fruits
By Veedol Dayata

Once you break its sturdy spiky shell

Then pare to partake the milk golden
If you can just ignore the odor of hell
Then you can taste a piece of heaven.

These red hairy suits coat the sweets

Lithe back ants save from fat aphids;
Rip them bare to bite of pulpy meats
Succulent, so tender without the pips.

A grenade sure to blast off your sense

Deep dark berries bomb their surprise
Thick creamy flesh stuns and deafens
Silent, juicy sugar slices all your prize.

Most fragrant of hearts in yellow ripe

Mouth-watering, sharp sour of green;
They whisper through their skin, tight
With fruity promise of joy, pride even

Salazar, Evelyn S., Fumar, Victor R., Copyright 2016, The New Grade5 Phoenix Learning Package Skill
Builders for Efficient Reading, 5th Edition, The Phoenix Publishing House Inc.

What’s More
A. Read the lines from the poem “Tropical Fruits” and name the fruit described each
stanza to complete the table below.
 B. Identify the images used in the poem that relates to a particular sense.

Sense Images Used

sight

smell
sound
taste Fruit Being Described
touch

Stanza1

Stanza2

Stanza3

Stanza4

C. Can you give examples of these sound devices found in the poem.

Sound devices used Examples

Alliteration

Assonance

Anaphora

What I Have Learned

My Cat is Fat
By: James Mc Donald

I have a cat named Vesters

And he eats all day.
He always lays around
And never wants to play
Not even with a squeaky toy
Nor anything that moves
When I have him exercise,
He always disapproves

So we’ve put him on a diet

But now he yells all day
And even though his thinner
He still won’t come and play.
 Read the poem “My Cat is Fat.” Take note of the following:
a. alliterative words: ____________________________
b. assonantal words: ____________________________
c. anaphoric words or phrase: _____________________

What I Can Do

Directions: Examine the poem “My Cat Is Fat.”

A. Identify the structure.

_________________________________________________________
B. Draw an image based on the poem.

C. Recognize the sound pattern.

_______________________________________

Scores 5 4 3 2 1

Identify the Identify the Identify the Identify the Identify the
structure, structure, structure, structure, structure,
image and image and image and image and image and
sound with sound with sound with sound with sound with
100% 90% 80% 70% 50%

Assessment

1. How many lines do the poem “My Cat is Fat” have?

_______________________________________________________________________
2. Do you have a pet? How do you take good care of it?
_______________________________________________________________________
3. What are the rhyming words used in the poem My Cat is Fat?
_______________________________________________________________________
4. Read the lines from the poem Superstar and list down the alliterative words, assonantal
words and anaphoric words. Write your answers on the space provided for.
Alliterative words:________________________________________________________
Assonantal words:________________________________________________________
Anaphoric words:_________________________________________________________

Superstar
 By: Dino Dianco
A fan asks and another answers.
Did she shine as bright as a star should be?
Yes she shone alone like the sun in the sea.
Did she endure the blinding blast of fame?
Indeed, she did, an orchid from wild to tame.
Did she set sweet scores at the box office?
Many million minions munched her movies
Did she bring cherries on the icing of her acting?
She sent home cooks and critics burping
What tangible contribution behind she leaves?
Not, will not, does not; forever she lives.
Salazar, Evelyn S., Fumar Victor R., Copyright 2016, The New Grade5 Phoenix Learning Package Skill
Builders for Efficient Reading, 5th Edition, The Phoenix Publishing House Inc.

Answer Key
What’s More

Fruit Being Described

Stanza1 durian
Stanza2 rambutan
Stanza3 star apple
Stanza4 mango

Sense Images Used

sight spiky shell, red hairy suits, fat aphids, black ants, fat aphids,
yellow ripe
smell odor of hell, fragrant of hearts
sound grenade, silent, whisper, blast off
taste milk golden, piece of heaven, tender, thick creamy, juicy
sugar, mouth-watering, sharp sour of green, fruity
touch spiky shell, tight, thick

Sound devices used Examples

Alliteration sturdy, spiky shell

sure, sense
Assonance ignore, odor
pare, partake
black, ants, fat
Anaphora Then pare to partake the milk golden
Then you can taste a piece of heaven

What I Can Do:

1. “My Cat is Fat” has four lines

 3. Sound Pattern
a. Anaphoric words:
And he eats all day
And never wants to play
And even though his thinner

References:
Salazar, Evelyn S., Fumar Victor R., Copyright 2016, The New Grade5 Phoenix Learning
Package Skill Builders for Efficient Reading, 5th Edition, The Phoenix Publishing House Inc.

“About Poem/Poetry”
Accessed July 10, 2020.
https://www.google.com/search?
source=univ&tbm=isch&q=example+of+poem+about+children&safe=strict&sa=X&ved=2ahUKEwjq377
5rI_qAhVH7WEKHZ9RCKEQsAR6BAgHEAE&biw=1366&bih=625#imgrc=I3ACo2ulXQQWcM

https://www.google.com/search?
q=poems+for+kids&safe=strict&tbm=isch&source=iu&ictx=1&fir=DzRLnrdisFZCnM
%252CaQy2ApU2a5AgqM%252C_&vet=1&usg=AI4_-
kSMRpXk7umLgQdGeTdYuifkxQCQRQ&sa=X&ved=2ahUKEwiP5oiD76jqAhVHPHAKHbQECkYQ9
QEwAnoECAcQMw#imgrc=V-Fg-vjMhhlIzM

Lesson

12 Understanding Figures of Speech

 What’s In

People speak in many other ways. They use words that express their thoughts literally.
Sometimes, they use words that do not have their usual meaning. We call these words figures of
speech or figurative language.

Study the following sentences. Which of them uses figures of speech?

1. The child is very thin.

2. The child is thin like a bamboo stick.

What I Need to Know

Summarize figures of speech
(simile, metaphor, personification and hyperbole) (EN5RC-Ie-6)

A figure of speech is a word or phrase that possesses a separate meaning from its
literal definition. It relies on figurative language and rhetoric meaning other than the literal
meaning. Let us learn more about the most common figure of speech.

What’s New
Figures of Speech make one’s way of speaking not only beautiful but also more
descriptive and meaningful.

1. Simile- compares two things using the words like or as.

My books are like friends to me. They help me do my homework.
(The books are compared to friends who help/helps with homework.)
2. Metaphor - compares directly without using such words like or as.
My books are my friends. They help me do my homework.
(The comparison is implied. It does not use special words to express similarities.)
3. Personification- is the giving of human attributes to inanimate objects.
The wind whispered soft music to my ears.
(The wind whispered an action that only human beings do.)
4. Hyperbole- exaggeration of statements not to be taken literally.
After winning the grand prize, the beauty queen was flooded with news reporters.
(This is an exaggeration. News reporters cannot create a flood like water does.)
The sentence means: Many news reporters wanted to interview the winning queen.

What Is It
A. Identify what figures of speech used in the following sentences. Write your answer on the
space provided before the number.
____________ 1. He is running faster than the wind.
 ____________ 2. Your skin is softer as a silk
____________ 3. My alarm clock yells at me to get out of the bed every morning.
_____________4. Her heart is like a gold.
_____________5. You are a rock.

What’s More
In three sentences give your thoughts on the following lines.
1. The camera loves her since she is so pretty.
____________________________________
____________________________________
____________________________________
2. My flowers were begging of water.
____________________________________
____________________________________
____________________________________
3. The moon smiled at the stars in the sky.
____________________________________
____________________________________
____________________________________
4. Time flies when you’re having fun.
____________________________________
____________________________________
____________________________________

5. The leaves waved in the wind.

____________________________________
____________________________________
____________________________________

What I Have Learned

The following are titles or lines of old-time favorite songs or lines from movies. Identify
whether the line is simile, metaphor, personification or hyperbole. Write your answer on the
space provided before the number.
________________ 1. You are my sunshine, my only sunshine
_________________2. Fly me to the moon
_________________3. Time heals all wounds they say
_________________4. “Love is a box of chocolates. You’ll never know what you get.”
_________________5. “Shoot for the Moon”
_________________6. “Head over Heels”
_________________7. “Brighter than the Sun”
_________________8. “ Love you like a love Song”

What I Can DO
 Show your best. Paste a short poem in your notebook. Underline the figure of
speech and explain their meaning.

Assessment

Write the word being asked by each sentence.

______________ 1. It is giving of human attributes.

______________ 2. It does not use special words to express similarities.

______________ 3. It is an exaggeration of statements.

______________ 4. It’s comparison is implied.

______________ 5. It compares two things using words like and as.

Answer Key

A. A. Identify what figures of speech used in the following sentences. Write your answer on the
space provided before the number.

____________ 1. He is running faster than the wind.

____________ 2. Your skin is softer as a silk
____________ 3. My alarm clock yells at me to get out of the bed every morning.
_____________4. Her heart is like a gold.
_____________5. You are a rock.
1. metaphor
2. hyperbole
3. personification
4. simile
5. metaphor

1. You are my sunshine, my only sunshine

_________________2. Fly me to the moon
_________________3. Time heals all wounds they say
_________________4. “Love is a box of chocolates. You’ll never know what you get.”
_________________5. “Shoot for the Moon”
_________________6. “Head over Heels”
_________________7. “Brighter than the Sun”
_________________8. “ Love you like a love Song”

1. Simile
2. Personification
3. Personification
4. Personification
5. Metaphor
6. Hyperbole
7. Hyperbole
8. Simile
 Post Assessment

Write the word being asked by each sentence.

______________ 1. It is giving of human attributes.

______________ 2. It does not use special words to express similarities.

______________ 3. It is an exaggeration of statements.

______________ 4. It’s comparison is implied.

References:

Salazar, Evelyn S., Fumar Victor R., Copyright 2016, The New Grade5 Phoenix Learning
Package Skill Builders for Efficient Reading, 5th Edition, The Phoenix Publishing House Inc.

Lesson
Infer the Meaning of Unfamiliar Words

13 Through Context Clues, Synonyms

and Antonyms

What’s In

Let’s have a review to determine how much you already know about compound
words. Do the activity below.

I. Fill in the Blank - Directions: Read the sentences below. Find the compound word and
break them into two smaller words.
1. Mary and I were sleeping in her backyard.
__________ + __________ = _______________________
2. My brother and I went to watch the baseball game.
__________+ ___________= _______________________
3. I love to use mint flavored toothpaste when I brush my teeth.
__________+ ___________= _______________________
4. Tommy and his brother love to go down to the riverbanks to catch frogs.
__________+ ___________= _______________________
5. The favorite part of my vacation was when I got to ride in the airplane.
__________ + __________ = _______________________

II. Matching Type – Directions: Match the words in Column A to the words in Column B in
order to create a compound word. Note that the words in Column B can only be used once. Write
only the letter of the correct answer on a separate sheet of paper.
Column A Column B
1. rain a. fly
2. flower b. man
3. butter c. drop
4. police d. shine
5. sun e. pot

What I Need to Know

:
Learning Objective:
1. Infer the meaning of unfamiliar words (compound) based on given context clues,
synonyms and antonyms (EN5V-la-12 and 13)
2. Observe politeness at all times
3. Write the correct spelling and compound name of the given pictures

What’s New

You are already familiar about compound words during our past lesson. Now you will
do more activity for you to know more about the lesson.

Directions: Copy the following chart in your notebook. Then fill in the needed
information. The first one is done for you.

Individual Words Compound Word Meaning

1. cart + wheel cartwheel a lateral handspring with
arms and legs extended
2. hand + book
 3. rail + way railroad
4. gold + mine gold mine
5. blind + folded

What is It

Compound Words are words that are combined together to form new words and
new meanings.
- may be closed (written as one), open (written with space between
words), or hyphenated (connected by a hyphen)

Context Clues are the parts of sentence or paragraph that comes before or after the
unfamiliar words.
Synonyms are words with similar meanings.
Antonyms are those words with opposite meanings.
Values Integration: Be Polite

When somebody is telling something in a conversation, you should show politeness on it.
You should always pay attention to what other people is saying to you, in this way you can show
respect and good manners to them as you know that respect begets respect.
Examples:
A B C
backpack front door mother-in-law
newspaper back lawn editor-in-chief

 How many words were combined to form new word and new meaning?
 What do you call the words with two or more words that are combined together to
form a new word and new meaning?
 How do compound words in column A written? In column B? in column C?
*Infer the meaning of the underlined compound words in the following sentences.
a. The sky was overcast; rain was expected because it was cloudy afternoon.
 What word in the sentence hint the meaning of the unfamiliar word?
Answer: (cloudy)
This is an example of context clue.

*Encircle the synonym of the underlined compound word.

b. I have read the foreword of the book “Mother’s Wit.”
(conclusion, introduction, content)
Answer: Foreword and introduction are synonyms, they have the same
meaning.

*Box the word that has opposite meaning of the underlined compound word.
c. His statement was an example of falsehood. (truth, lies, rumor)
Answer: Falsehood and truth are antonyms, they have opposite meaning.
 17

What’s More

Directions: Fill in the blanks with the correct compound words in the box. Write
your answers on your paper.

heart-to-heart editor-in-chief heat cramps

passersby headline heart attack

1. Mr. Robby Tan has been working as the ___________ of a leading entertainment
magazine in the country.

2. One morning, his name was in the ____________ of a daily newspaper.

3. Mr. Tan suffered ____________ while at work due to poor ventilation in his office.

4. In the evening, he was rushed to the hospital because of ____________ .

5. Before the incident happened, he had a _____________ talk with his fellow workers,
sharing with them how he loved and enjoyed his job.

What I Have Learned

Directions: Infer the meaning of the underlined compound words in the following sentences
through context clues, synonym and antonym.

A. Box the meaning of the compound word through context clues.

1. I have read the headline of the newspaper today; it is front story written in bold letters.
2. Mr. Mercado gives a piece of advice to his son-in-law. The husband of his daughter
wants to go abroad.

B. Underline the synonym of the compound word in the following sentences.

1. Parents provide backstop during Brigada Eskwela. (assistance, food, ideas)
2. Two weeks later, Erianne was cleaning out the small bag she carried with her
everywhere when she found a thin, black leather billfold. (bag, jacket, wallet)

C. Encircle the antonym of the compound word in each sentence.

1. The policemen broadcast the issue of illegal logging. (tell, spread, hide)
2. Luisa wants to stay at the backside. (bottom, front, left)

18

What I Can Do

Directions: Write the correct spelling of a compound name of the following pictures.
Write it on the line below each picture.
 ____________________ ________________________ ___________________

Key to Correction

What’s In What’s More

I. What I Can Do
1. editor-in-chief
1.back + yard= backyard
2.base + ball= baseball 2. headline
3.tooth + paste= toothpaste 3. heat cramps 1. rice cooker
4.river + banks= riverbanks 2. butterfly
5.air + plane= airplane 4. heart attack
5. heart-to-heart 3. fire man
II.
1.c 3. a 5.d
2.e 4. b
What’s New

COMPOUND WORD MEANING

1. (answer given) (answer given)
2. handbook manual
3. railway (answer given)
4. (answer given) a rich source of
something desired
5. blindfolded wearing a
blindfold
19

What I Have Learned

A.

1. it is front written in bold letters

2. the husband of his daughter

B.
1. assistance
2. wallet
C.
1. hide 2. font

References
Kristine Erika C. Castillo, JOY in LEARNING ENGLISH 5 Textbook. Quezon City: Vibal
Group, Inc. 2016, p. 6-7
English 5 1st Quarter DepEd K12 Teacher’s Guide & Learner’s Material, Lesson Guides in
Elementary English 5 (Ateneo) p. 5-7

20

For inquiries and feedback, please write or call:

Department of Education - Division of Ozamiz City

Office Address: IBJT Compound, Carangan, Ozamiz City