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ENGLISH V
Date: ____________
I. Objective:
Evaluate and make judgments on paragraphs heard
Get Information on Paragraphs heard.
Values:

Valuing the New Technology

II. Subject Matter:

Evaluating and Making Judgments on Paragraphs Heard
References:
Materials:

BEC 10, p.22

Developing Power, p. 82
Chart

III. Procedure
A. Preliminary Activities:
1. Pronunciation Drill:
Words with le sounded as/e/
weight
freight
eight
Sleigh
2. Spelling:
wrapper

wrist

Reindeer
neigh
dye

mist

3. Review:
What do you call the group of words that express a complete thought or idea? How about
the group of sentences that develop one topic or thought?
4. Motivation: How do you reach far places?
B. Lesson Proper:
1. Introduction:
We already know that a paragraph is bundle of sentences that stay together because they
develop one thought or topic. Today we are going to learn how to evaluate a paragraph heard.
2. Discussion:
How do you people travel?
What do people use when they travel on land? Water?
3. Analysis:
From the paragraph heard, what do you say about the sentences?
Do the sentences tell about one topic? Are they well tied-up?
4. Generalization:
How do you evaluate paragraphs heard? ( Topic, sentences, title)

5. Practice Exercises:
Listen to the paragraph and be able to judge it after your classmate read it. Tell something
about the title, topic and the sentences of the paragraph.
Bicycle Rides TM. pp.179
IV. Evaluation:
Listen to the paragraph. Select the letter of the correct answer.
Grandfather's Farm
Grandfather's Farm has many interesting animals on his farm. He is proud of his barge flock of
white chickens. In a pond nearby, swim a cozen of fat fellow bucks. Little black price white spotted
pigs root in the mud keep cool. Grandfather's big pea tractor is pride and joy. His beautiful chestnut
brown mare name? Neil. Neil is quire gentle Grandfather's often let rile ride over the farm.
1. What is the main idea of the paragraph?
a. Grandfather often let me ride over the farm.
b. Grandfather has many interesting animals on his farm.
c. He is proud of his large flock of white chickens.
2. The paragraph has sentences which are
a. correctly stated
b. arranged in logical order
c. arranged in logical order but there is one sentence which should be included in the paragraph.
V. Assignment:
Listen to the paragraph and be able to answer the questions below.
The Owl
The owl looks wise because he sits upright. He has a big head and two big eyes in front of his
head like those of a person. He looks at you both eyes which be often blinks. He looks as if can read
your thoughts.
1.
2.
3.
4.
5.

Why do owls look wise?

Are the sentences of the paragraph arranged logically?
What is the main topic of the paragraph?
What is the title of the paragraph?
What information do you get from the paragraph?

ENGLISH V
Date: ____________
I. Objective:

Evaluate and make judgments on paragraphs heard.

Identify facts and opinion on selections heard.

Values:

Courage and Bravery

II. Subject Matter:

Evaluating facts and Opinions
References:
References:

BEC 10.1, p. 22
Learning Todays English 4, p. 91
Developing Power 5, p.74
Copies of stories
Cassette Recorder

III. Procedure
A. Preliminary Activities:
1. Pronunciation Drill:
Words with silent w
wrong
write
2. Spelling:
Pestles

nestle

wrote

wrapper

climb

washable

wrap

3. Checking of Assignment
4. Review:
What are the important things to remember to have a good paragraph?
How do you evaluate a good paragraph?
5. Unlocking of difficulties through action and actual demonstration.
a. Stay behind a pupil when I say: "I am behind Jose."
b. I saw a rat under the table. It is frightened. (show through action)
c. I heard a strange noise in the middle of the night.
B. Lesson Proper:
1. Introduction: Listen attentively to the story as I Play in the cassette recorder.
The Strange Noise
2. Discussion:
What strange noise did the children hear?
Where did the story happen?
Who are the main characters of the story? Secondary characters?
3. Analysis:
Does the story have a title that readers' interest?
Does the title hint the story's ending?

Does the story visualize the story characters and setting?

4. Generalization:
What are the parts of a story?
How can you distinguish a fact from an opinion?
5. Practice Exercises:
Have the pupils listen to the story " The Little Visitor" and ask them to answer the
questions that follow.
A. Choose the letter of the correct answer. . The story happens
1. The story happens
a. in a dining room
b. in the bedroom of Lucy's mother
c. at Lucy's bedroom
2. The main characters of the story are
a. Lucy and father
b. Lucy and her baby sister
c. Lucy and mouse
IV. Evaluation:
Listen attentively then answer the questions after it.
The Choice TM. pp.182
A. Choose the letter of the correct answer.
1. Where did the story happen?
a. in Guiramas Island
b. in Shibut Island
c. in Panay Island
2. Who are the main character of the story?
a. Princess Urduja and a prince
b. Princess Diana and Prince Charles
c. Princess Tarhata, Abdullah and Jikiri
V. Assignment:
Listen to some bedtime stories. Try to evaluate the setting, characters, plot, ending, title and the
whole story.

ENGLISH V
Date: ____________
I. Objective:

Sequence events in the story listened to through groups of sentences

Values:

Helpfulness

II. Subject Matter:

Inferring Traits of characters
References:

BEC-PELC - Speaking 10 Story: Porky the Greedy Pig

Stairways to English Skillbook 4 By Palabay and Alberto p. 130

III. Procedure
A. Preliminary Activities:
1. Pronunciation Drill:
Pronounce the following words correctly.
die
dye
buy
by
week
weak
2. Spelling:
government

succeed

puddling

pastries

3. Checking of Assignment
4. Review:
Tell whether the following sentences are facts or opinions.
a. Tuberculosis is a communicable disease.
b. Trees prevent flood.
c. Our government officials are dishonest and corrupt.
5. Unlocking of difficulties through context clues
A three month old child is still a bud.
There are lots of goodies sold in the bakery.
6. Motivation:
How do you know that a certain plant is growing?
7. Motive Question:
What are the changes that a girl notices in herself, as he grows older?
B. Lesson Proper:
1. Reading of the poem by the teacher while the pupils listen.
Am I the Some Girl? TM. pp. 184
2. Comprehension Check-up:
How old is the girl in the poem?
What things did she use to do?

To what did the girl compare herself before? Now? Do we need to love them?
3. Analysis/Discussion:
How many stanzas does the poem have?
How many lines are there in each stanza?
Did the writer of the poem use the exact words?
Does the poem state the main idea? What is the main idea?
4. Generalization:
How do you evaluate a good poem heard?
How do you give opinions on poems heard?
5. Practice Exercises:
The teacher will call a good reader to read the poem.
Tree Climber TM. pp. 184
Select the letter of the correct answer.
1. What is the hobby of the child in the poem?
a. tree climber
b. tree planter
c. tree cutter
2. How many stanzas does the poem have?
a. one
b. two
c. there
IV. Evaluation:
Listen to the poem and answer the question that follow.
Counting the Rain TM. pp. 185
1. The child is talking to his
a. father
b. mother
c. sister
2. The rain nestles in the
a. dream
b. stream
c. brook
3. The poem has stanzas.
a. one
b. two
c. three
4. The main idea of the poem is
a. Counting the bush
b. Counting the heroes
c. Counting the rain
V. Assignment:
Look for a picture and write a simple poem about it. Recite it with your seatmate and let him/her
evaluate your poem. Give two opinions also regarding the idea of the writer.

ENGLISH V
Date: ____________
I. Objective:

Use adverbs of manner in sentences

Values:

Good Behavior

II. Subject Matter:

Adverbs of Manner
References:

PELC 10.1
English for Living and Learning, Language V, pp. 110-113;
English for Filipino Children V, pp.158-160;
Funin English, Language V, pp. 208-210

III. Procedure
A. Preparatory Activities:
1. Review:
Answer the following questions. The adverbs of place given below will help you answer
them.
Follow the model.
Where did they go?
They went there.
to the grocery store
in the basketball court
to a movie in the yard to church
a. Where do you go on Sunday?
b. Where do you stay during rainy days?
c. Where did mother go this morning?
2. Motivation:
Do you have friends in school? How do you describe her/him?
B. Presentation:
1. Here is a short story about two good friends. Have a pupil read orally.
Norma and Alice are good friends but hey have different attitudes. Norma is a good girl.
She works quietly. She listens attentively to her teacher. She also writes legibly. Alice is a
naughty girl. She works nosily. She talks loudly in her seat. She writes carelessly.
2. Comprehension Check-up:
a. What kind of girl is Norma? Alice?
b. How does Norma work? How about Alice?
c. Who listens attentively to her teacher?
3. Skill Development:
a. What are the words that tell how Norma works? listens? writes?
b. What are the words that tell how Alice works? talks? writes?
c. Read the following sentences.
1. Norma works quietly.
3. She writes legibly.

2. She listens attentively.

4. Generalization:
What are adverbs of manner?
5. Practice Exercises:
a. Guided Practice:
Read the following questions carefully, then answer them in complete sentences.
Ex. How do polite children answer?
a. How does a careless person work?
b. How does a nervous child recite?
c. How do careful children read?
b. Independent Practice:
Select an appropriate adverb of manner to complete the sentence.
gently
carefully
angrily
silently
1. The typist did her job ____________.
2. The mother kisses her crying baby _____________.
3. The new pupil entered the room _____________.

effectively

IV. Evaluation:
Use the adverb form of the word given in parenthesis correctly to complete the sentences below.
1. He fought for his people ______. (brave)
2. Rhodora looked at the picture of her father . (close)
3. The artist made the design_______. (careful)
4. The child went with the stranger ______. (willing)
5. We reached the house before it rained _____. (heavy)
V. Assignment:
Rewrite the following sentences using the adverb form of the word in parenthesis correctly.
1. Nilo limped across the room. (painful)
2. He deals with his fellows. (kind)
3. We drove to the side when we had a flat tire. (slow)

ENGLISH V
Date: ____________
I. Objective:

Report accurately news broadcast heard.

Values:

Giving accurate news broadcast

II. Subject Matter:

Reporting News Broadcast Heard
References:
Materials:

Lesson Plan 5, p. 107

chart, pocket chart, flashcards

III. Procedure
A. Preliminary Activities:
1. Drill:
Pick out words that can best describe a birthday party. Then match the word with the
given nouns.
1. colorful
a. food
2. delicious
b. party
3. wonderful
c. balloons
4. enjoyable
d. cake
5. beautiful
e. games
2. Review:
Report the following direct discourse into indirect discourse.
1. Mother tells Jack. "Go and fetch the cow from the shed."
2. Mother said, "Sell the cow at the market, Jack."
3. A stranger said, "Jack exchange your cow for these nice beans."
3. Unlocking of Difficulties:
Pick out from the given list of words which is referred to in underlined word or phrase.
Dreaded
divested
heightens
news broadcast
board
1. My favorite radio announcer gives the latest information on the plunder case of exPresident Joseph Estrada.
4. Motivation:
Have you heard Corina Sanchez, Aljo Bendejo, Noli de Castro and Mel Tiangco giving
newsbroadcast? Who is your favorite broadcaster?
5. Unlocking of difficulties through action and actual demonstration.
B. Presentation:
1. Listen to these newsboards. One of the pupils reads the information aloud.
2. Discussion Questions:
- What is the newsbroadcast about?
- Where did the incident happen?
- When did it happen?

- How did the Kuratog Baleleng gand hold up the man?

3. Generalization:
How do you report newsbroadcast. Tell them to listen and give a report of what the heard
after words.
IV. Evaluation:
Listen to this broadcast. Make a report using the simple form of verb of what you heard.
1. The announcer of the local radio station heard.
The municipal government is imposing a curfew hour for minors under 18 years old of age
and imposing penalties for its violation as per Regulatory Ordinance No. 97-95. The
implementation of the ordinance shall take effect on Monday, November 18, 2002.
V. Assignment:

Listen to a news broadcast over the radio or T.V. and make a report about it.

ENGLISH V
Date: ____________
I. Objective:

Change questions from direct to indirect discourse or vice versa

Values:

Love for Animals

II. Subject Matter:

Changing Questions from Direct to Indirect Discourse or vice versa
References:

PELC 11.1, P. 22
English for Filipino Children 5, pp. 296-297

Materials:

pictures

III. Procedure
A. Preliminary Activities:
1. Review:
Change the following sentences from direct to indirect speech.
a. Liza said, "My aunt loves her pet very much."
b. Albert says, "Puppies are usually playful."
c. "Your pet frog looks scary," Helen pointed out to Noel.
2. Motivation/Motive Question:
Everybody loves to do something enjoyable and interesting during his free time. At times
when you are not busy with work or study, you collect things, play games or just do anything
you enjoy. A thing that you enjoy doing when you are free is called a hobby. Do you have a
hobby? Which one is the pictures is your hobby? In the dialog, Let's find out what is the
hobby of Nestor. What was Nestor's pet?
B. Presentation:
1. Have the pupils listen to the dialog.
2. Comprehension Check-up:
a. Answering the motive question What was Nestor's pet?
b. Who gave Nestor the dove? - Where is he now?
- Who feeds Nestor's dove?
- How did Nestor introduce his pet dove to his classmates?
- What did Fides say about Winnie's feathers?
- What did Ramon ask Nestor?
3. Discussion:
1. What questions were asked in the dialogue?
(The teacher writes the answers on the board.)
2. If you were to report what each speaker said, how would you do it?
a. Ramon asked where Nestor got the dove.
b. Anton asked if they can invite Nestor to talk about his hobby.

4. Generalization:
How do you change questions from direct to indirect discourse?
5. Practice Exercises:
A. Change the following questions to indirect quotation.
1. "Did you see the parade?" he asked.
2. "Are you coming with us?" asked 'mother.
3. "Do you like mangoes?" she asked.
B. Change the following indirect quotation to direct quotation.
1. Ramon asked the class who will clean the room.
2. Lucita wanted to know if there will be classes tomorrow.
3. Mother asked if I was hungry.
IV. Evaluation:
Change the following questions to indirect quotation.
1. "Where are you going?" asked Miss Cruz.
2. Did you hear the question?" asked the girls.
3. "Are we going to the library?" they asked.
V. Assignment:
A big crowd gathered in front of the school building. Antonio was curious to know what was
happening. Berting, his classmate was crying. He listened and reported what he heard from his
classmate. Here's what he heard.
1. The principal inquired, "What did you do at recess time?"
2. "What happened after taking your snacks?" asked the teacher.
3. "Why did Jose hit you?" asked the principal.
4. Mr. Sevilla asked, "Where did Jose come from?"
5. The guidance counselor asked, "Who saw what happened?"

ENGLISH V
Date: ____________
I. Objective:
Draw conclusions on information given in paragraphs read
Values:

Preservation and Appreciation

II. Subject Matter:

Drawing Conclusions on Information Given in Paragraphs Read
References:

BEC 10, p. 22
Developing Reading Power, p. 77

Materials:

chart

III. Procedure
A. Preliminary Activities:
1. Pronunciation Drill:
Words with /u/ sound
brook
cook
look
school
hook
pool
2. Spelling:
3. Checking of Assignment
4. Review:
Change the words inside the parenthesis into adverbs.
a. Flora was so weak she could (hard) stand.
b. Aurora sings (beautiful)
c. Leo (immediate) went to the hospital.
5. Motivation:
What do we get from nature? Should be thankful for the things we benefit from nature?
What should we do in return?
B. Lesson Proper:
1. Read the paragraph.
Water provides fluid for our body. It helps in the digestion and absorption of our food. It
helps in carrying nutrients to our cells and in throwing waste materials away. It always serves
as a lubricant in our tears, our saliva and the fluid in our joints. It helps regulate our body
temperature. It helps build our body tissues.
2. Discussion:
What is the selection about?
How does water helps our body?
3. Analysis:

Which of the following conclusions we can draw based on the paragraph read?
a. Water is very important to us. We should always drink water.
b. Without water, worn out tissues on our body will not easily be repaired.
What do we call sentence a and b?
How are he conclusions drawn? What is a conclusion?
What are the underlined words in a and b?
4. Generalization:
What is a conclusion? How can you make appropriate and justifiable conclusions on
information given?
5. Practice Exercises:
a. Read the . paragraph. Write A if the sentence states a justifiable conclusion and B if it
does not.
Rico and Ted were in the forest to hunt for birds. They had already walked a mile
when they heard a cry of an animal. Quickly they hid behind a big tree and waited for the
animal to come out in view. They were surprised when a wild bear moved behind them.
_______ Rico and Ted are professional hunters.
_______ Rico and Ted never hunt animals.
_______ They hardly hunt a bird.
IV. Evaluation:
Read the paragraph. Give justifiable conclusions after reading it. Use adverbs of manner and
frequency correctly.
Heat is responsible for the occurrence of the water cycle. Without heat, water cannot be changed
into water vapor. Without heat, we will not have beautiful clouds, which fall to us as rain. At home,
we dry our clothes, cook our food and keep our room by using heat.
V. Assignment:
Draw conclusions about the paragraph. Use the adverbs of manner and frequency in writing
conclusions.
Colds caused a virus spread fast. The germs that thrive in the patient's nose and throat make him
sneeze or cough. The moisture and the air that go out when we sneezes are full of germs. Hence
anyone near the patient easily catches the germs by inhaling them.

ENGLISH V
Date: ____________
I. Objective:
Draw a conclusion based on information given in stories read
Write an ending to an incomplete story
Values:

Being brave and courages

II. Subject Matter:

Drawing Conclusion
References:

PELC 10 (Reading)

Materials:

copy of the story

III. Learning Activities

A. Preparatory Activities:
1. Review:
Read the selection. Choose the letter of the appropriate inference on the trait of the
character.
a. Mario, the leader of the group, saw his members exhausted and weak. He stopped
walking and told his members to stop and rest.
1. fearful
3. considerate
2. determined
2. Unlocking of Difficulties:
Choose the meaning of the underlined words form the given choices.
a. It is really strange to see an old man sleeping in the forest.
1. common
3. unusual
2. usual
3. Motivation/Motive Question:
Have you been in the woods? What s would you do if you see a strange looking , creature
in the middle of the woods?
B. Presentation:
1. Have the pupils read the following story: Best in the Field..pp.193
C. Analysis/Discussion:
- Who saw the old man?
- What is the old man doing?
- How did the woodcutter feel?
Valuing:
If you were the woodcutter, would you do the same thing also? What trait is shown here? Is
this a good trait? Why?
D. Generalization:
How do you draw conclusions based on information given in the story read.

E. Practice Exercises:
1. Guided Exercises:
Group the pupils into four. Each group will he given a paragraph which tells a story.
From the story, the group will draw conclusion based from the given questions. Then, they
will write the ending of the story to complete it.
1st story:
One day, Ramon was very active in class. He talked to his seatmates. He walked around. He
teased the girls. Then,, his teacher called him to the table. When he returned to his seat, he was
very quiet.
Question:
Draw conclusion from that incident.
- What do you think was the dialog between the teacher and Ramon?
IV. Evaluation:
Read the story below, then draw conclusion by answering the question that follows. Write also the
ending of the story to complete it.
The Christmas tree glittered with bright balls and electric lights. The gifts under the tree were tied
with colored ribbon. Nilo touched a big box wrapped in a yellow and blue paper. "I bet this is a
volleyball for me", he thought.
It was Christmas day and Nilo was sad.
Question: Draw conclusions from the reaction of Nilo. Why was he sad?
V. Assignment:
Read each story below. Answer the question that follows. Write the ending of the story.
Rey's fever was very high. Mama put an ice cap on his forehead. She patted alcohol on his body. She
prayed. Rey opened his eyes and looked at Mama. She felt his neck and suddenly she smiled
joyfully?
Question: Why do you think Rey's mother felt glad?

ENGLISH V
Date: ____________
I. Objective:
Use the words well, fast, hard, early and late as an adjective and as adverb.
Tell when a word is used as an adjective or an adverb.
Write the words that can function as adjectives and adverbs
Values:

Helpfulness

II. Subject Matter:

Words that can Function as Adjectives and Adverbs
References:

PELC, 10.2 p. 57
Fun in English Language 5, pp. 230-231

Materials:

flashcards, charts

III. Procedure
A. Preliminary Activities:
1. Review:
Underline the adverbs in each of the sentences below. Tell if it is an adverb of manner or
adverb of frequency.
a. The visitors will arrive soon.
b. We seldom met our aunt who is working abroad.
c. The driver drives the car carefully.
2. Motivation:
What does your father do to earn a living? Does your mother help him? What does your
mother do to help him?
B. Lesson Proper:
1. Mrs. Cruz is a single parent Read what she does to support her children.
Mrs. Cruz is a single parent. She has two children: Noel and Liza. Both of them go to
school. Mrs. Cruz works in a factory. As a working mother, she is an early riser. She wakes
up early t cook breakfast and to clean the house before going to work. She is a fast worker.
She works fast even if her supervisor is not around. She is also a hard worker. She
2. Comprehension Check-up:
a. What is the work of Mrs. Cruz?
b. Why does she wake-up early?
c. What kind of a worker is she?
3. Skill Development:
Read the sentences that ell about Mrs. Cruz
a. She is an early riser
She wakes up early to cook breakfast.
b. She is fast worker.
She works fast even if her supervisor is not around.

4. Generalization:
When do we say that a word is used as an adjective? As an adverb?
5. Practice Exercises:
a. Guided Practice:
1. Flash the cards containing the following phrases. Call individual pupils to use them
in sentences.
Early morning
fast runner
Get to church early
runs fast
Hart work
late in the afternoon
b. Independent Practice:
Tell weather the underlined word is an adjective or an adverb.
1. It was an early April morning when we first met.
2. Go to bed early so you would have adequate sleep.
IV. Evaluation:
Use the following words both as an adjective and as an adverb.
1. late
2. early
3. fast
V. Assignment:
Use the words well, good and hard both as an adjective and as an adverb.
Colds caused a virus spread fast. The germs that

ENGLISH V
Date: ____________
I. Objective:
Use the words high, low, slow and good as an adjective and as adverb
Values:

Good study habit

II. Subject Matter:

Words that can Function as Adjectives and Adverbs
References:

PELC, 10.2, p. 57
Skillbook in English 5, pp. 9799

Materials:

flashcards, charts

III. Procedure
A. Preliminary Activities:
1. Review:
Tell whether the underlined word is an adjective or an adverb.
a. Diamond is a hard stone.
b. Melinda studies hard everyday.
c. Lydia de Vega runs fast.
2. Motivation:
Do you make your assignment everyday? Who helps you make your assignment? Why do
you have to make your assignment?
B. Presentation:
1. Here is a paragraph about Melinda who is a grade five pupil like you. (Call on a pupil to read
the paragraph.)
Melinda is a grade five pupils at San Ramon Elementary School. She is a studious girl.
She studies her lessons everyday. She always gets high score in the test. Her grade in English
is always high. She never gets low in an English test. Whenever her teacher asks her a
question she answers in a low voice. She is also a good reader. She often makes good in the
oral reading test. Surely, Melina will be a successful student someday.
2. Comprehension Check-up:
a. What kind of a pupil is Melinda?
b. Why do you say that she is studious?
c. How does she answer her teacher?
3. Skill Development:
Read the sentences taken from the paragraph.
a. She always gets high score in the test. Her grade in English is always high.
b. She never gets low in an English test. She answers in a low voice.
c. She is also a good reader.
She often makes good in the oral reading test.
4. Generalization:

When do we say that a word is used as an adjective? as an adverb?

5. Practice Exercises:
a. Guided Practice:
Tell weather the underlined words are used as an adjective or an adverb.
1. The announcer has a clear and loud voice.
2. The teacher speaks loud whenever he talks in a big crowd.
3. Ana is a slow reader.
b. Independent:
Encircle the word that is used as an adjective and underline the word that is used as
an adverb.
1. The high fence of error in the rest was quite high.
2. The frequency of error in the test was quite high.
3. Shirley has a low pitch.
IV. Evaluation:
Use the following words as an adjectives and as an adverbs.
1. high
2. loud
3. low
V. Assignment:
Tell weather the underlined word is used as an adjective or an adverb.
1. Draw a straight line on the board.
2. The man walk straight.
3. The supervisor conducts a monthly visit to our school.

ENGLISH V
Date: ____________
I. Objective:

Respond in writing based on the result of an observation

Draw conclusion based from the observation made

Values:

Care for animals

II. Subject Matter:

Writing Based on the Result of an Observation
References:

PELC 110 (Writing)

Materials:

live spiders/illustrations of spider

III. Learning Activities:

A. Preparatory Activities:
1. Drill/Review:
Look around! What do you observe? What do you see? What do you hear? Smell Feel?
2. Motivation:
What are observations? What senses are involved when you observe?
B. Presentation:
Show a live spider to pupils and make an observation about it.
(You can also show illustrations of spiders to aid the pupils in the observation process.)
Below are guide questions which may also be given to pupils. Questions will help the pupils
in making the necessary observations. Following the question is the possible answer or the
observation by the pupils.
a. Are spiders insects? No, because they have eight legs but they have no feelers or wings.
b. How many divisions are there in the body of the spider? There are two divisions.
c. How many divisions are there in the body of insect? How many legs do they have?
C. Analysis/Discussion:
1. Comprehension Check-up:
a. What animal is being observed?
b. What are the observations made?
c. How do the insects differ from the spiders?
Valuing:
Are spiders useful animals? In what way they become useful to us? What should you do
when you see other children catching spiders?
2. Skill Development
(Refer to the written output)
a. What is the write up about?
b. Are all the sentences based on the result of the observation?
c. Do all the sentences tell about the spider?

D. Generalization:
How do you respond in writing based on the result of an observation?
E. Practice Exercises:
Recall observations you make about plants and flowers. Respond in writing based on the
observations.
Draw conclusions based from the observations
You may also include adverbs of manner and frequency in writing
IV. Evaluation:
Peer Editing Checklist
1. Oral Reading of the group (Written by the group)
2. Proofreading
2.1 Content
2.2 Mechanics capitalization, indention, punctuation
2.3 Organization
V. Assignment:
Rewrite the corrected output. (Follow the guidelines.)

ENGLISH V
Date: ____________
I. Objective:
Report accurately information heard
Transform direct to indirect discourse
Write reported statements in paragraph form
Values:

Accuracy

II. Subject Matter:

Reporting Information Heard
References:

BEC Language 6 pp. 25-30 Lesson Plan 5 pp. 345-355

Materials:

chart

III. Procedure
A. Preliminary Activities:
1. Drill:
Below are group of words. Find the word in Group B that rhyme with Group A. Write the
letter opposite the word.
Group A
Group B
1. sky
a. own
2. care
b. shoe
3. tame
c. some
4. blue
d. fly
5. deep
e. bare
6. enjoy
f. fade
7. alone
g. instant
8. shade
h. dame
9. pleasant
i. sleep
10. blossom
j. boy
2. Review:
Listen to this announcement and answer the questions that follow.
Notice to All Pupils
The games between Zone 1 and Zone 2 will be held at the barangay plaza.
Games will start at 1:00 o'clock this after noon.
Please be at the playground on time.
The Principal
1.
2.
3.
4.

What will be held?

Who will play the game?
Where will it start?
Who made the announcement?

B. Presentation:
1. Ask three pupils to act out the dialogue. Listen to the following conversation.

2. Discussion:
Myrna reported the information she heard over the radio.
1. What did the reporter say?
2. How did Myrna report what the radio announcer said?
3. What did Myrna say?
3. Skill Development:
a. In reporting information heard, what expressions did Myrna and Lorie use?
The announcer said that Myrna said that b. Is t - information given accurate? What happens if wrong information is given?
c. Give your report on the information heard.
4. Generalization:
How do you report information heard?
5. Practice Exercises:
You heard what some persons said. Report the information heard.
1. While in the park. She said, The weather will be fair with occasional rain and
thunderstorms in the afternoon.
2. In the school after class, Fernan complains, Nobody helped me clean the room.
IV. Evaluation:
You heard what these people say. Report information heard.
1. The fairy godmother answered, "Be sure to go home before the clock strikes twelve, Cinderella."
2. Prince Charming asks Cinderella, "Tell me your name."
3. The King commanded his soldiers, "Find the girl whose foot fits the slipper."
V. Assignment:
Write 5 commands that your parents always give you.
Change them to indirect discourse.

ENGLISH V
Date: ____________
I. Objective:
Change statements from direct to indirect discourse or vice versa
Get information from a dialog heard Value: Bravery
Values:

Bravery

II. Subject Matter:

Changing Statements from Direct to Indirect Discourse or Vice Versa
References:

PELC 11.1 p. 22
Fun in English 5 Language pp.254-255

Materials:

picture of spacecraft,
Two stick puppets, Spacecrafts with statements
Magic box with sentences written on strips of paper

III. Procedure
A. Preliminary Activities:
1. Checking of Assignment:
2. Drill:
Words with - ous pronounced as /az/
fabulous
joyous
marvelous
glorious
gracious
mysterious
3. Review:
Have a magic box. Inside the box are sentences written on strips of paper. Ask a pupil to
pick one strip of paper and read the sentence. Tell what kind of a sentence it is. If he answers
correctly he will call on somebody to pick another strip until all the strips of paper are taken.
a. Our teacher told us a very interesting story.
b. Do you know about planet Mars?
c. Would you like to go to other planets?
4. Unlocking of Difficulties:
Look at the meaning of the following words in the dictionary.
thrilled
exploration
residents
extraterrestrial
5. Motivation/Motive Question:
Show a picture of a spacecraft with children riding on it. Would you like to ride on this?
Where do you think the children go? Would you like to live on Mars?
B. Presentation:
1. Listen to a dialog. (Present two stick puppet to represent Mark and Gerard)
2. Comprehension Check-up
Answering the motive question.

Why were Mark and Gerard very excited?

What project was Dr. Golombeck involved in?
What were the findings of Mariner 4 and the Viking Landers about Mars?
3. Generalization:
How do we change direct quotation to indirect quotation?
What are the rules to be followed when changing direct quotations to indirect quotation?
4. Practice Exercises:
A. In each number, read sentences a. Then, fill in the blanks in sentence b with the correct
verb and pronoun.
1. a. The teacher says, The present generation is moving fast into the future. I think that if
we do not act, we might be left behind."
b. The teacher _______ that the present generation is moving fast into the future.______
______ that if ______ do not act, _______ might be left behind.
IV. Evaluation:
Change the following direct quotation to indirect quotation or vice versa.
1. "We - will join the educational tour on Saturday," exclaimed Dorothy.
2. Pedro said, "I'm going to the planetarium this afternoon."
3. The children said, We will wear our school uniform."
V. Assignment:
Change the direct quotation to indirect quotation or vice versa.
1. Carlos says, "We are ready with our reports."
2. Carmen says, "I am through with my projects."
3. The girl says, "My friends are willing to help."
4. Alex said that he was ready.
5. One member says that Ana has the book.

ENGLISH V
Date: ____________
I. Objective:
Identify facts/opinions in a selection read
Use the simple present form of verb for general truth
Values:

Perseverance

II. Subject Matter:

Identifying Facts/Opinions
References:

PELC 5 (Reading)
Fun in English 5 p. 140
Skill Book in English Vi pp. 127129
New Frontiers 5 pp. 253-256 English for Filipino Children 5, p. 318

Materials:

pictures of galaxy, chart

Story:

Journey Into a Black Hole

III. Procedure
A. Preliminary Activities:
1. Review:
Read each pair of sentences. Choose the sentence which in your opinion tells which is a
better thing to do.
1. a. Look at the brighter side of life.
b. Think of your problems and troubles.
2. a. Learn to solve your own problems.
b. Always ask others to help solve your problems.
2. Unlocking of Difficulties:
Study the words and their definitions. Then use the words to complete the sentences.
1. Everything weighs less on the moon than on earth because the moon has less _______
than the earth.
2. All the ______ went out as the balloon deflated.
3. The soldiers were ______(ed) by the enemy for hours.
3. Motivation:
Have the pupils sing, "Twinkle, Twinkle Little Star".
Do you believe that after billions of years stars die?
4. Motive Question:
What happens to dead stars?
B. Presentation:
1. Have the pupils read the following story. (Story "Journey Into a Black Hole")
2. Comprehension Check-up
a. Answering the motive question What happens to dead stars?
b. What are stars made of?

 What is a black hole? How is it formed?

3. Skill Development:
Which of the following statements do you think are facts and which are opinions?
Stars are made of hot gases mostly hydrogen and helium.
Some stars contain much greater amount of gases than the sun.
C. Generalization:
How will you differentiate facts from opinions?
IV. Evaluation:
Read the paragraph and pick out the facts and opinions statement. Write in column.
Salt
Do you know that salt comes from mines just as coal and iron do? In a salt mine you see great
walls of salt, which look like granite or marble. People believed that salt mines are found
underground. Dynamite is used to blast the salt loose. Salt mines look like rocks. Our table salt has
been ground to powder for people's use. Scientists think that some of the salt is left in the form of
bricks for animals to lick.
V. Assignment:
Write a paragraph about the problems and issues of the changes that occur in the environment and
how you can protect the environment and the people.

ENGLISH V
Date: ____________
I. Objective:
Write reported statements in paragraph form
Report accurately information read
Values:

Neatness

II. Subject Matter:

Writing Reported Statements in Paragraph Form
References:

PELC 11 p. 22 (Writing)
PELC 6 p. 21 (Speaking)
English for Filipino Children V pp. 290-293

Materials:

Chart

III. Procedure
A. Preliminary Activities:
1. Checking of Assignment:
2. Review:
Write the following statements on strips of cartolina.
Have the pupils read each statement and let them identify whether it is direct or indirect
discourse.
a. The teacher says, "Valentine is here"
b. Carlos says that his brothers sweep their yard.
c. "Where did you get your dove?" asked Ramon.
3. Unlocking of Difficulties:
Read the following sentences and give the meaning of the underlined words. Choose your
answers from the choices given.
a. A chameleon changes its color to match its surroundings.
1. someone who or something that can be opposed to
2. of two things to be exactly the same with respect to color, shape, etc.
4. Motivation:
Show a picture of a chameleon.
What is the name of this animal?
How does this animal adapt to its natural habitat?
B. Presentation:
Reading the dialogue about the characteristics of a chameleon.pp.207
C. Discussion:
1. According to Maben, what kind of animal is a chameleon?
2. Why does Denden say that a chameleon is interesting to watch?
D. Generalization:

How do you write reported statements in paragraph form?

E. Practice Exercises:
Divide the class into five groups. Give each one a copy of the story "A Sign of Growth". Let
them read the story. Let them change direct discourse to indirect discourse then write it in
paragraph form in manila paper and afterwards post it on the board for checking.
A Sign of Growth pp.208
IV. Evaluation:
Below is a short selection. Change the direct discourse to indirect discourse then write it in
paragraph form.
How Dan Learned to Ride a Horse
One day, Lito invited his cousin Dan to his Father's farm in the barrio. Dan lived in the town.
"Let's ride on my horse," Lito said.
"I don't know how to ride a horse," said Dan..pp.208
V. Assignment:
Listen to a news report. Write it in a paragraph form.

ENGLISH V
Date: ____________
I. Objective:
Report accurately news broader h~
Use simple form of verb for general truth.
Values:

Giving accurate news broadcast

II. Subject Matter:

Reporting News Broadcast Heard
References:

Lesson Plan 5, p. 107

Materials:

chart, pocket chart, flashcards

III. Procedure
A. Preliminary Activities:
1. Drill:
Pick out words that can best describe a birthday party. Then match the word with the
given nouns.
1. colorful
a. food
2. delicious
b. party
3. wonderful
c. balloons
4. enjoyable
d. cake
5. beautiful
e. games
2. Review:
Report the following direct discourse into indirect discourse.
1. Mother tells Jack, "Go and fetch the cow from the shed."
2. Mother said, "Sell the cow at the market, Jack."
3. Unlocking of Difficulties:
Pick out from the given list of words which is referred to in underlined word or phrase.
dreaded
news broadcast
heightens divested
board
1. My favorite radio announcer gives the latest information on the plunder case of exPresident Joseph Estrada.
2. A group of armed men kidnapped the son of a rich businessman.
4. Motivation:
Have you heard Korina Sanchez, Aljo Bendijo, Noli de Castro and Mel Tiangco giving
news broadcast?
Who is your favorite broadcaster? B. Presentation
B. Presentation:
1. Listen to these news broadcasts. (One pupil reads the news broadcast aloud.)
News Broadcast No. 1
Aljo Bendijo reports:

Fears about the entry of the dreaded Kuratong Baleleng gang in General Santos City
heightens as two armed men held up Thursday afternoon a man carrying P 300 000.00 which
he just withdrawn from the bank..pp.209
2. Discussion Question:
When did it happen?
How did the Kuratong Baleleng gang hold up the man?
3. Generalization:
How do you report news broadcast heard?
4. Practice Exercises:
Let one pupil reads the news broadcast. Tell them to listen and give a report of what they
heard afterwards.
Ilagan, Isabela the country's second largest province may soon become the cassava
capital after the provincial government has set aside nearly 200,000 hectares of idle land for
the purpose, Governor Faustino Dr. Jr. said the other day.
Cassava as a crop is one of the richest sources of raw materials for the manufacture of
starch, alcohol by products, dextrose and other medical productspp.210
IV. Evaluation:
Listen to this broadcast. Make a report using the simple form of verb of what you heard.
1. The announcer of the local radio station said:
The municipal government is imposing a curfew hour for minors under 18 years of age and
imposing penalties for its violation "as per Regulatory Ordinance No. 97-05. The implementation
of the ordinance shall take effect on Monday, November 18, 2002.
V. Assignment:
Listen to a news broadcast over the radio or T.V. and make a report about it.

ENGLISH V
Date: ____________
I. Objective:
Change questions from direct to indirect discourse or vice versa
Note details from a selection listened to
Values:

Love for Animals

II. Subject Matter:

Changing Questions from Direct to Indirect Discourse or Vice Versa
References:

PELC 11.1, P. 22
English for Filipino Children 5, pp. 296-297

Materials:

pictures

III. Procedure
A. Preliminary Activities:
1. Review:
Change the following sentences from direct to indirect speech.
a. Liza said, "My aunt loves her pet very much."
b. Albert says, "Puppies are usually playful."
c. "Tour pet frog looks scary," Helen pointed out to Noel.
2. Motivation/Motive Question:
Everybody loves to do something enjoyable and interesting during his free time. At times
when you are not busy with work or study, you collect things, play games or just do anything
you enjoy. A thing that you enjoy doing when you are free is called a hobby. Do you have a
hobby?
B. Presentation:
1. Have the pupils listen to the dialog
(Have bell has just rung. The children are around Nestor, who is holding a bird cage.)
2. Comprehension Check-up:
a. Answering the motive question What was Nestor's pet?
b. Who gave Nestor the dove?
Where is he now?
Who feeds Nestor's dove?
How did Nestor introduce his pet dove to his classmates?
3. Discussion:
1. What questions were asked in the dialogue?
(The teacher writes the answers on the board.)
2. If you were to report what each speaker said, how would you do it?
a. Ramon asked when Nestor got the dove.
b. Anton asked if they can invite Nestor to talk about his hobby.
4. Generalization:

How do you change questions from direct to indirect discourse?

5. Practice Exercises:
A. Change the following questions to indirect quotation.
1. "Did you see the parade?" he asked.
2. "Are you coming with us?" asked mother.
IV. Evaluation:
Change the following questions to indirect quotation.
1. "Where are you going?" asked Miss Cruz.
2. "Did you hear the question?" asked the girls.
3. "Are we going to the library?" they asked.
V. Assignment:
A big crowd gathered in front of the school building. Antonio was curious to know what was
happening. Berting, his classmate was crying. He listened and reported what he heard from his
classmate. Here's what he heard.
1. The principal inquired, "What did you do at recess time?"
2. "What happened after taking your snacks?" asked the teacher.
3. "Why did Jose hit you?" asked the principal.

ENGLISH V
Date: ____________
I. Objective:
Change commands/requests from direct to indirect discourse or vice versa
Values:

Obedience/helpfulness

II. Subject Matter:

Changing Commands/Requests from Direct to Indirect Discourse or Vice Versa
References:

PELC 11.1 p. 22
English fro Filipino Children 5 pp. 290, 292
English in a Dynamic World 5 p. 174

Materials:

puppet
Pictures of different activities children do

III. Procedure
A. Preliminary Activities:
1. Review:
Change the following questions from direct to indirect discourse.
a. Ben asked, "Are forest fires caused by campers?"
b. Susan asked, "Are deer harmful?"
c. Pablo asked, "Is the washing away of soil dangerous?"
2. Motivation:
Show pictures of different activities children do at home. Which of these activities you do
at home? Do you like helping your family members? How?
B. Presentation:
1. Listen to Dantes Monologue about his family. Use a puppet while presenting the monologue.
2. Comprehension Check-up:
What does Dante's mother request him to do? Fattier? Sister?
Did Dante follow his mother's commands and requests? If you were Dante, what should
you do?
What kind of sentences are these?
3. Discussion:
What happens to the exact words of the speaker?
What word is used to introduce the command? Request?
What necessary changes are made in the pronouns?
4. Generalization:
How do we change command and request from direct discourse to indirect discourse?
What are the rules to be followed when changing direct discourse to indirect discourse?
5. Practice Exercises:

Report the following commands/request. Supply the words that will complete the
sentence.
1. Jammae said, Wait for me, Annette.
Jammae _______ Anette to _______ for ______.
2. Toni said, Kindly turn of, the switch behind you, Doy.
Tony _____ Doy to ______ the switch behind _________.
IV. Evaluation:
Divinia was assigned by her mother to clean the house one Saturday morning. She called her
brothers and sisters and asked them to help her. Read her instructions. Change each one into a
reported form.
1. Albert, pleas dust the windows.
2. Wilfredo, arrange the books and magazines.
3. Help me bring the plants outsides, Thelma.
V. Assignment:
Read the sentences and tell what the person in each sentence said.
1. The doctor said, Mr. Sanchez, avoid staying in an air-conditioned room.
2. Mrs. Sanchez said, Jun, have your fathers radio fixed.
3. Felisa said, Please give me some of your calamansi juice, father.

ENGLISH V
Date: ____________
I. Objective:

Get information from the different parts of a newspaper.

Use the simple present form of verb for general truth.

Values:

Proper care of reading materials e.g. newspapers

II. Subject Matter:

Getting Information from the Different Parts of the Newspapers.
References:

PELC 11.2
Fun in English 5 pp.168-172

Materials:

Cut-outs of fish, newspapers, magnet, box

III. Procedure
A. Preliminary Activities:
1. Review:
What are the different parts of the newspaper?
2. Unlocking of Difficulties:
Match the underlined words in column A with their meaning in column B.
A
1. Only five passengers survived the car accident.
2. The cargo airplane had a crash twenty minutes after taking off.
3. A teacher applicant was waiting for the principal at the letters office.
4. Lorna can be a potential singer, she has a good singing voice.
5. The retrieval of the lost items at the national Museum is one of the primary concerns of
the government.
a.
b.
c.
d.
e.

B.
someone making a application
get back the possession of
continued to live in spite of an experience, condition, etc.
having the capacity to be
a falling to earth of an aircraft

3. Motive Question:
What are the children doing at the library one afternoon?
B. Presentation:
1. Have the following dialog acted out by selected pupils.
Some grade V pupils were reading newspapers at the library one afternoon.
2. Comprehension Check-up:
a. Answering the motive question:
What were the children doing in the library one afternoon?
b. Who were reading newspaper in the library?

What did Mary copy the telephone numbers of the yaya applicants?
3. Skills Development:
a. What types of information can you get from the newspaper?
b. In what part of the newspaper can you find this information?
c. Call their attention to the sentences.
What verbs are used in the sentences?
4. Generalization:
What information can you get from the different parts of a newspaper?
5. Practice Exercises:
Identify the parts of the newspaper referred to by the following definitions.
1. Gives the schedule of the arrival and departure of ships and airplanes.
2. Contains tips on healthy gardens, room decorating and food saving.
3. Provides the comments and opinions of the columnist or publisher.
IV. Evaluation:
Read each newspaper clippings.
V. Assignment:
Clip the following form a newspaper. Paste them in your notebook.
1. Sale advertisement
2. editorial
3. a name of a deceased person
4. one job opportunity
5. a tournament

ENGLISH V
Date: ____________
I. Objective:

Gives opinion about information read

Use the future tense of verb

Values:

Concern for marine life

II. Subject Matter:

Giving Opinions About Information Read
References:

PELC 11.2 (Reading)

Philippine Daily Inquirer, May 2, 7, 2002.
Into the Future: Science and Health 5, p.74

III. Procedure
A. Preliminary Activities:
1. Review:
Read the following sentences. Write F if it is a fact and 0 if it is an opinion.
a. The sun rises in the east and sets in the west.
b. All flowers smell good.
c. English is the hardest subject.
2. Unlocking of Difficulties:
Match the underlined words in column A with their meaning in column B.
A
1. The mangrove islet will be transformed into a resort.
2. Tourists frequented Subic for its famous resort.
3. Coral reefs are destroyed through muro-ami.
4. Fishes use the reefs as their breeding ground.
5. Predators without legs like snakes can crawl very fast.
a.
b.
c.
d.
e.

B
animals who seized other animals for food
the propagation of plants or animals, especially so as to improve their useful properties.
provide shelter and protection for fishes and other forms of marine life
a little island
place to which people go frequently for rest or pleasure.

B. Presentation:
1. Have the pupils read the news report.
Fishermen Fight for 2 Batangas Bays
2. Comprehension Check-up:
a. Answering the motive question:
Why are the fishermen from Calatagan against the construction of a resort in their bay?
b. What is being constructed on the 12-hectare mangrove islet?
Who is Selina Stoute? According to her study, what are the effects of dredging
activities in the environment?

3. Skill Development:
a. If you were the mayor of Calatagan, are you going to allow the construction of a resort
here? Why or why not?
(Teacher writes the answers on the board)
b. If you were one of the fishermen, would you have done the same? Why or why not?
4. Generalization:
How do we give opinions about information read?
5. Practice Exercises:
A. Read the news story below then express your opinion by answering the question at the
end of the story.
Closure of Napocor Coal-Fired Power Plants Sought pp. 219
IV. Evaluation:
Kalayaan Elementary School needs additional teachers and classrooms for each classes has
already an average of 65 pupils. But Education Secretary Edilberto de Jesus has announced that the
Department of Education (DepEd) will not hire new teachers in the public schools next year due to
lack of money.
What will be the situation in Kalayaan Elementary School for the school year 2002-2003? Write
your opinions in a paragraph form.
V. Assignment:
Juan Luna's "Parisian Life" painting was bought by the Government Service Insurance System
(GSIS) from an auction house in Hong Kong for 46 million pesos.
Considering the economic situation that the country is presently experiencing, do you think it was
a wise decision for the GSIS to spend such big amount on a painting?

ENGLISH V
Date: ____________
I. Objective:

Write reported statements from direct discourse to indirect discourse or vice versa.
Values:

Obedience

II. Subject Matter:

Writing Reported Statements from Direct to Indirect Discourse or Vice Versa
References:

PELC 11.1 (Writing)

Fun in English, Language pp. 157-158
English for Filipino Children pp. 2891-292

III. Procedure
A. Preliminary Activities:
1. Review:
Mother was about to leave the house one Saturday morning. She instructed Nilo to tell
his younger brothers and sisters to do the following:
1. Lito: Clean the house.
2. Mila: Wash the dishes.
3. Pilar: Sweep the yard.
4. Sally: Take care of the baby.
5. Nilda: Cook rice.
2. Unlocking of Difficulties:
Match the underlined words in column A with their meaning in column B.
A
1. My art teacher is an expert in origami.
2. The Agro-Industrial exhibit will be held next week.
3. The strange object attracted the child's attention.
4. Today, is my parents' wedding anniversary.
B
a.
b.
c.
d.

unusual
the yearly return of the date of an event
the Japanese art of paper folding
a thing or collection put on a show

3. Motive Question:
What was Reynaldo's best origami piece?
B. Presentation:
1. Call on some pupils to act out the dialog.
The Strange Voice pp. 220
2. Comprehension Check-up:
a. Answering the motive question
What was Reynaldo's best origami piece?

b. What did the organizers ask Reynaldo to do?

Who told Reynaldo to make a silver origami dove?
3. Discussion:
(Write the answers on the board)
a. What did the strange voice tell Reynaldo?
b. At first, why did he not want to use the silver foil?
c. To whom did the strange voice want Reynaldo to give the silver dove?
4. Fixation of Skill:
Supply the correct verb in the blank in the indirect quotation.
1. She said happily, "I know what the answer is."
She said happily that she ______ what the answer _______.
2. They said, We lame where the boys are."
They said that they ______ where the boys _______.
5. Generalization:
How do we write statements from direct discourse to indirect discourse or vice versa?
6. Practice Exercises:
The following statements are indirect discourse. Change the following to direct discourse.
1. Ana says she is coming.
2. Ben said that his pet was a dog.
3. My friends ask where I live.
IV. Evaluation:
Change the following direct quotation to reported statement. Write your answer on your show
card.
1. The teacher said, Your reports are interesting.
2. Grandmother said, It is a long story.
3. I said proudly, My sister drives our car.
V. Assignment:
Ask your mother about the things she does at home. Write your answer in your notebook.

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