ENGLISH

WEEK 8
JAY CRIS S. MIGUEL
TEACHER I
 1.

DAY 1
JAY CRIS S. MIGUEL
Within the class period, you should be able to:
 Recount events in a literary text effectively

 Read grade level text with 118 words correct per minute
 Find Out and Learn
Determine the meaning
of the underlined word in
each of the following
sentences.
 Find Out and Learn
1. The school’s
foundation day is a great
event for them to
remember.
 Find Out and Learn
A. Institution
B. Celebration
C. Collection
 Find Out and Learn
2. The principal orders
the teachers to submit
their annual report.
Find Out and Learn
A. Monthly
B. Yearly
C. Weekly
 Find Out and Learn
3. The teachers were
overwhelmed at their
presentation in the
program.
Find Out and Learn
A. Surprised
B. Bothered
C. Overjoyed
 Do you know
what is a diary?
 What do people
usually write in their
diaries?
Have you experienced
writing such diary?
READ AND LEARN
 CAROL’S DIARY
On March 3, 2003 a great event took
place in our school. It was the start of our
annual foundation week. Many contests and
games were held and big prizes were at
stake. My friends and I bagged the first place
in the MTAP competition for grade V pupils.
We were very happy and our teachers
congratulated us for being the winner.
 CAROL’S DIARY
The next day I led the program
intended for our teachers and
principal. The pupil-participants of
the program showed their best in
singing, dancing and even acting. It
was a tiresome afternoon but an
exciting day.
 CAROL’S DIARY
On the 3rd day, we heard a mass
in our school’s chapel and in the
afternoon a sportsfest was held. Being
with my friends and classmates, while
participating in all the sports events is
an experience. We joined the relay
contest, volleyball and badminton.
 CAROL’S DIARY
We launched the school project
dubbed as “May Pera sa Basura” a
day before the end of the week-long
celebration. We also served the
community through tree planting
and cleaning the environment.
 CAROL’S DIARY
Finally, the much awaited moment
for us was the fifth day of the celebration,
the awarding ceremony was held and we
received our awards and prizes. I felt so
happy and relaxed during the afternoon
for I could already rest. I thanked God
because I learned many things.
TRY AND LEARN!
 Read the following
events. Number them in
the order of their
occurrence in the story.
_____They launched the income generating project of
the school known as “Pera sa Basura”.
_____Carol and her friends heard the mass in the morning
and participated in the sports fest.
_____A special program was given for the St. Bridget
Elementary School.
_____The winners in different contest including Carol
received the award from the school’s principal.
_____Carol and her teammate bagged the first place in
the MTAP Team competition.
_____St. Bridget Elementary School 15th foundation week
started on March 3, 2003.
How do you sequence
the events of the
story?
LEARNING POINT
Look for the transitional or
clue words to arrange the
events of the story.
Sequencing is arranging
events in order.
In a story, things happen
in a certain order so that
it makes sense.
Understanding the order
helps you understand the
story.
Words like first, then, next, followed
by, finally, lastly, and at the end give
you clues about the order in which
things happened in the story.
Mind Challenger
Read the following selection carefully. Then,
number 1-5 the events that follow them in
the order they happened in the story.
Dad took me and three of my girl friends
to Mt. Batulao last summer for our first
ever camping trip. We were all nine
years old and were naturally, filled with
excitement at the prospect of being out
in the woods and becoming “one with
nature”. We listened to Dad’s every
word and followed all of his instructions
carefully.
First, we brought our gear down from
the van and carried them to our
campsite nearby. Next, we put up our
tents. Afterwards, we decided to do
some exploring. We followed a
winding trail up the mountain as Dad
pointed out rare plants, birds, and
colorful butterflies.
Suddenly, he told us to hush, and
pointed out to a small clearing up
ahead. From behind a tree, we
watched quietly at a small deer
eating grass. It must have sensed
our presence for it jumped and
disappeared deep into the woods.
Back at the camp, we gathered twigs
and dried leaves and watched as
Dad built a fire. After a hearty
dinner, we all gathered around the
fire and took turns telling scary
stories. Then, we heard a noise
from behind the bushes and started
clutching at one another.
I called out to my dad but
there was no answer. We were
about to panic when suddenly,
my dad stumbled out laughing
at how scared we all looked.
___a. The campers watched quietly from behind a
tree at a small wild deer eating grass.
___b. The young campers gathered around the
fire and took turns telling each other scary
stories.
___c. The narrator’s dad stumbled from behind
the bushes laughing at how he had tricked the
young campers.
___d. The campers brought their gear down from
the van and carried them to the campsite.
___e. The narrator’s dad built a fire and they all
had a hearty dinner.
Clarence stared at the wood
carving in front of him. There
was still a lot of work to be
done and didn’t have much
time. Suddenly, he began to
work.
He took a small piece of
sandpaper and carefully
rubbed the back and the sides
of the body until they were
smooth to touch.
Next, he began to sand each
leg one after the other. Then,
he took a soft cloth and wiped
the figure gently. He held it up
and decided it was ready for
painting.
Two hours later, it was
finished. Clarence looked
proudly at the shining brown
figure and smiled. He knew
that his father would be very
pleased.
___a. Clarence sanded the horse’s
legs.
___b. Clarence rubbed the back and
sides of the body
___c. Clarence smiled as he looked at
the shining brown figure.
___d. Clarence painted the horse.
___e. Clarence wiped the figure
gently with a soft cloth.
Zaccheus, the chief tax
collector and a wealthy man,
became curious to see what
Jesus was like. But being a
small of stature, he was
unable to get a good view
because of the large crowd.
First, he tried to force his way
up front, but was quickly
overcome by the crowd. Then,
he saw a tall tree that was on
Jesus’ route, so he ran to it and
quickly climbed one of the
branches.
When Jesus came to the spot,
he called to Zaccheus: “Hurry
down, I mean to stay at your
home today.” Zaccheus
quickly descended and
welcomed Jesus to his home
with delight.
He was so touched that Jesus
chose to go to his home that
he promised to give half of his
wealth to the poor and pay
back fourfold everyone he
defrauded in the past.
___a. Zaccheus ran to the tree and quickly
climbed one of its branches.
___b. Zaccheus gave half of his wealth to
the poor and paid back fourfold everyone
he had defrauded.
___c. Zaccheus was curious to see what
Jesus was like.
___d. Zaccheus welcomed Jesus to his
home with delight.
___e. Zaccheus was told by Jesus to hurry
down for He mean to stay in his home.
 ASSIGNMENT
Read the story of “Mariang
Makiling” on page 74 to 75 and
be able to recount the said story
using five (5) sentences. Write it
on your English notebook.
 1.

DAY 2
JAY CRIS S. MIGUEL
Within the class period, you should be able to:
 Distinguish reality from fantasy
 “We can turn out dreams into
reality through sweat,
determination, and hard work.”
READ AND LEARN
Why the Carabao has Split Hoofs
Once, Carabao and Turtle met
on a way to the meadow. Turtle
was very happy. He had long
hoped to befriend Carabao. He
felt a big fellow like Carabao
would help him if he got into
trouble. He said to Carabao.
“Let us live together. Let us
hunt food together! We will be
happy in our friendship.”
“You slow foot! How dare you
make this proposal. Live with
the ants and worms. But not
with a powerful animal like
me.”
“So, you do not want me for a
friend. Who told you that you
are powerful? I bet you could
not even win a race with me.”
Carabao snorted and walked
away. Turtle followed and
nagged.
“You cannot even race against
me. You are a coward! I will
tell all the animals what a big
coward you are.”
Don’t you do that! You want a
race? A race you shall have!
When do you want it?”
“I will give you three days to
prepare. The race would be
long. It would cover seven
hills.”
Turtle took to his confidence
his most trusted friends. He
gave instructions to his friends.
The day of the race came. At a
given signal, Carabao and
Turtle ran. The two runners
lost sight of each other. When
Carabao reached the second
hill. Turtle was waving his arms
at him.
“I am here a long time.”
And at every hill, Carabao found
Turtle relaxed and much ahead of
him. When Carabao reached the
seventh hill, he saw Turtle
foolishly smiling. Carabao was so
angry. He kicked Turtle hard. And
Carabao broke his hoof at the
force of the blow. Turtle was not
hurt. His shell was strong.
TRY AND LEARN!
Determine whether each
of the following
sentences tells reality or
fantasy.
1. Turtles helped one
another.
2. Animals talk like
people do.
3. Turtle thought of a
clever way to fool
Carabao.
4. A turtle’s shell is
hard and strong.
5.Carabao did not like
to be called coward.
6. Turtle liked to hunt
food with Carabao.
LEARNING POINT
Some stories are true or
nonfiction; others are
imagined or fiction.
Some fiction stories are realistic
because they tell about people
and events that could be real.
A fantasy is a story that tells
about things which could not be
real or events that could not
happen in real life.
Fantasy is something
that is produced by the
imagination.
Reality is something
that actually exists or
happens.
Mind Challenger
PLEASE STAND.
Clap your hands three times
if each of the following
sentences is a FANTASY.
Stamp your feet two times if
each of the following
sentences is a REALITY.
 ARE YOU READY TO
STAMP YOUR FEET AND
CLAP YOUR HANDS?
IF YOU’RE READY, THEN
JUMP THREE TIMES!
The house cat sits
and smiles at me.
Dolphins are nimble
animals, they can do
many tricks.
The stairs laughed at
me as I fell down the
floor.
Everything he touches
turns into gold.
“It is raining candies
outside!” Jim said
The ships are flying to
the moon.
The children are
reading books at the
library.
The fisherman caught
a mermaid with a
golden tail.
Wendy helped her
mother wash the
dishes.
Tony the mouse travels
around the world in a hot
air balloon.
My clever puppy helps
me in doing my
homework.
I can talk to my shadows.
He keeps on telling me
interesting stories.
She can see what you think,
what you feel, and what
kind of person you are.
I never refill, my pen
never runs out of ink.
He only eats
vegetables, no other
else.
 ASSIGNMENT
“THINK AND DRAW”
Think of two situations:
one that depicts reality and
one that depicts fantasy.
 ASSIGNMENT
Then draw your ideas
or thoughts on a short
or long bond paper.
 1.

DAY 3
JAY CRIS S. MIGUEL
Within the class period, you should be able to:
 analyse figure of speech (simile, metaphor, hyperbole,

personification) used in a given text

 Welcome to the world of
figures worth a thousand
words.
 In the 21st century, it is impossible
to delight people with compositions
containing simple words and phrases.
 People become uninterested
with written works that show
plain transparency.
Thus, you will unleash your artistic
and imaginative self as you put
pictures and images into words.
 Brace yourselves for a
fanciful journey as you see
beyond the obvious.
READ AND LEARN
Let's start with
the following
sentences:
Sentence 1: Marc runs
fast.
Sentence 2: Marc runs
like the wind.
Sentence 1: He is tall
as well.
Sentence 2: He is a
giant as well.
Sentence 1: When he runs,
his shoes make noise.
Sentence 2: When he runs,
his shoes scream at me.
 The first sentences on the
slides presented mean
exactly what they say. They
are literal.
 Marc runs fast.
�

He is tall as well.
�

� When he runs, his shoes

make noise.
 The second sentences on the
slides presented mean something
different and usually more than
what they say on the surface.
They are figurative.
� Marc runs like the wind.
� He is a giant as well.

� When he runs, his shoes

scream at me.
 Figurative language
makes readers or listeners
use their imagination and
understand much more
than the plain words.
 There are different
figures of speech that
can tap the imagination.
 These are SIMILE,
METAPHOR,
HYPERBOLE, and
PERSONIFICATION.
LEARNING POINT
What is
Simile?
 Simile: A
comparison using
“like” or “as.”
She was as smart
as an owl.
The student was
as quiet as a
mouse.
My backpack was
like a bag of
bricks.
 What is
Metaphor?
 Metaphor: A figure
of speech stating two
things are similar.
The test was a long
never-ending
marathon.
The rain came down
in full cold buckets.
Her life was a
rainbow of
experiences.
 What is
Personification?
 Personification:
Giving human
qualities to things
and ideas.
The tree leaves
danced in the
wind.
The chair stood
up straight and
tall.
The car jumped
to the finish
line.
 What is
Hyperbole?
Hyperbole: An
extravagant
exaggeration.
The walk was a
million miles
long!
I ate five-thousand
pancakes for
breakfast!
The bag of gifts
weighs a ton!
Mind Challenger
SWEET SIMILE
 Find the similes.
Highlight or underline
them.
 Example:
She accidentally
dropped the meatball
and it was as flat as a
pancake.
After getting all the
questions correct
on her test, she felt
as wise as an owl.
He disappeared as
quick as a wink
when his mom
asked him to do
chores.
Finding the ring
she lost was like
finding a needle
in a haystack.
The girl walked as
slow as a snail
because she was
so exhausted.
 When she
graduated from
high school, her
mom was as proud
as a peacock.
MIGHTY METAPHOR
Highlight or underline the
2 things being compared in
each metaphor.
 Example:
Her life was a
rainbow of
experiences.
Time was a
thief to me
this year.
 Her smile was
sunshine when
her baby was
born.
 The dinner
was an ocean
of flavors.
The teacher was
an encyclopedia
of information.
 Their mom
was the rock
of the family.
ASTONISHING PERSONIFICATION
Highlight or underline the
personification example in
each sentence.
 Example:
The stars
danced in the
night sky.
Time flies when
you are having a
great time.
 The cookies
screamed, "I'm
done!" from the
oven.
The good news
travelled fast
through the
town.
The opportunity
knocked at his
door.
 The tree
appeared angry
when it lost its
leaves.
SURPRISING HYPERBOLE
Highlight or underline
the hyperbole example
in each sentence.
 Example:
The pile of
garbage reached
the sky.
I have told him a
million times to
get his chores
done.
The homework
list was miles
long.
The family had to
wait for centuries
to get seated at
the restaurant.
She thought she
was the best
tennis player on
this planet.
I could eat every
hamburger on
this planet, I was
so hungry.
 1.

DAY 4
JAY CRIS S. MIGUEL
Within the class period, you should be able to:
 compose clear and coherent sentences using

appropriate conjunctions (and, or, but)

 SPELLING DRILL
(clipped words and blended words)
LEARNING POINT
 What are
conjunctions?
 Conjunctions are
words which connect
two or more words or
group of words.
 “And”, “but”, and
“or” are common
conjunctions called
coordinate
conjunctions.
 “And”, “but”,
and “or” connect
ideas which are
closely related.
 Let us look how do
these conjunctions
work in the following
examples.
I need to bring a ruler
and a calculator to
school.
Do you want pancakes
for breakfast, or
would you rather have
eggs?
Some kids were afraid
to dive into the pool,
but I wasn’t.
What have you noticed
among the sentences
presented?
 How were the
different coordinate
conjunctions used in
each sentence?
 “and”
To express addition
 “or”
To express choice
 “but”
To show contrast
Mind Challenger
 Complete the
following sentences
using the
conjunctions “and”,
“but”, or “or”
On a warm summer
day, will you wear
black shirt ____ a
white shirt?
If you want it,
come _______ get
it.
I called _____ he
did not answer.
Most people work
by day ____ sleep
by night.
I think he will
come, ____ I am
not sure.
We can go by bus
_____ we can walk.
Do you want tea
____ coffee?
I wanted to buy a
new pair of shoes
____ I don’t have
enough money.
You can work
hard ______ you
can fail.
He was ill ____ but
he went to work.
We had chicken ____
mashed potatoes for
supper.
I’m going to the
park with Marcus ___
Carlos tomorrow.
Jamal tried really
hard _____ still lost
the tennis match.
I can’t decide whether
to take gymnastics
_____ figure skating
lessons.
Victor plays
basketball _______
volleyball.
Alexis likes playing
soccer ____ he isn’t
very good at it.
Chelsea wants to be a
lawyer _____ a doctor
when she grows up.
Grace tried out for the
school play _____ she
didn’t get a part.
I like chicken
_____ I don’t like
fish.
Marissa loves
swimming _____
gymnastics.
She says that she
loves her dog ____
she never plays with
it.
I feel sick, _____
I can still work.
 1.

DAY 5
JAY CRIS S. MIGUEL
Within the class period, you should be able to:
� Compose clear and coherent sentences using appropriate
grammatical structures – aspects of verbs.
READ AND LEARN
Read the following sentences
on the next slide.
� I wash the car.
� I am washing the
car.
� I have washed
the car.
What have you noticed about
the words?
What does this reminds you
about verbs?
What does this reminds you
about verbs?
Let us study the following
sentences.
LEARNING POINT
In the sentence “I wash the
car.”, wash, which is the verb,
is the simple form. The time
when the action was done is
indefinite or we are unsure if
it is on-going or completed.
Thus, this sentence is in the
simple aspect of the verb.
While in the sentence “I
am washing the car”,
washing, which is the
verb, is in the present
progressive form,
which tells us that the
action is on-going.
On the other hand, the
sentence “I have washed
the car.”, have washed,
being in the present
perfect, tells us that the
action has just been done
or completed.
� These sentences are
in the present tense,
if we are to write it
in past tense, we
would have:
�I washed the
car.
– simple past
�I had washed
the car.
– past perfect
�I had been
washing the car.
– past perfect
progressive
 ASPECT OF THE
EXAMPLE
VERB
SIMPLE PRESENT
TENSE I go
PRESENT PROGRESSIVE
TENSE I am going
PRESENT PERFECT
TENSE I have gone
PRESENT PERFECT
PROGRESSIVE TENSE I have been going
 ASPECT OF THE
EXAMPLE
VERB
SIMPLE PAST TENSE I went
PAST PROGRESSIVE
TENSE I was going
PAST PERFECT TENSE I had gone
PAST PERFECT
PROGRESSIVE TENSE I had been going
 ASPECT OF THE
EXAMPLE
VERB
SIMPLE FUTURE TENSE I will go
FUTURE PROGRESSIVE
TENSE I will be going
FUTURE PERFECT
TENSE I will have gone
FUTURE PERFECT
PROGRESSIVE TENSE
I will have been going
TRY AND LEARN!
 Try and answer the
following. Write the
correct aspect of the
verb for the following
sets of sentences.
1. walk (present)
a. Sarah __________to school.
(simple)
b. Sarah __________to school.
(present progressive)
c. Sarah __________to school.
(present perfect)
2. cook (present)
a. Mother __________dinner
for us. (simple)
b. Mother __________dinner
for us. (present progressive)
c. Mother __________dinner
for us. (present perfect)
3. water (present)
a. Francis __________the
garden. (simple)
b. Francis __________the
garden. (present progressive)
c. Francis __________the
garden. (present perfect)
4. play (past)
a. I ___________in the plaza.
(simple)
b. I ___________in the plaza.
(past perfect)
c. I ___________in the plaza.
(past perfect progressive)
5. read (past)
a. We __________books in the
library. (simple)
b. We __________books in the
library. (past perfect)
c. We __________books in the
library. (past perfect progressive)
Mind Challenger
 Read the following sentences.
Identify the aspect of the verb
used in the sentence. Write SPR
for simple present, SPS for
simple past, PRP for present
progressive, PSP for past perfect,
PPF for present perfect, and PPP
for past perfect progressive.
1. Romina studied
her lesson for the
test.
2. Father rides
the bus to go to
work.
3. I have been
cleaning my
room.
4. Finn and Jake
are watching their
favourite TV show.
5. Jerry talks to
Tom over the
phone.
Happy To Share!
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at my facebook account:
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 Credits
Special thanks to all the people who made and released these awesome resources for free:

� Presentation template by SlidesCarnival

� Lesson Guides in Elementary English – Grade 5, DepEd 2008
� DepEd Reading Links Work text
� Joy in Learning English Textbook for Grade 5
� Developing Reading Power 6, A Support Program to Reading By
Clemence Umali Abadilla
� http://panickedteacher.typepad.com/blog/
� Seeing Beyond the Obvious by Karen A. Pedroso
� www.softschools.com
� www.grammar-monster.com