Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV A CALABARZON
Division of Laguna
District of Santa Cruz
Santa Cruz, Laguna

Third Quarter/Week 3

Day 1

I. Learning objectives
Provide evidence to support understanding

II. Subject Matter

A. Topic: Providing Evidence to Support Understanding
B. Reference: EN5LC III c 2.15
Curriculum guide p. 72
DRP p.126-129
C. Materials: pentel pen, manila paper, copy of the story

III. Procedure
A. Setting the stage
1. Do you go church every Sunday?
Today you will be able to listen to the story and you will provide evidence to
support understanding base on the story you have listen to.

B. Explaining the students what to do.

1. Listen to the story.
2. Answer the comprehension check up.
3. Let the pupils provide evidence from their answer to support understanding
on the story listened to.

C. Modeling the students

1. Listen to the story. Answer the question and provide evidence for your
answer.

The Big, Pink Bundle of Joy

Mother has been there for five days, she could hardly wait to bring the
big, pink bundle of joy to the children. Mother held the pink bundle lovingly to
her bosom while father called a taxi.

Where were father and mother?

Why were there?
Where were they going?

D. Guided Practice
Group Activity
Listen as the teacher read the story. Base from the story listened to, the pupils
will create their own question your answer must provide evidence to support
understanding.
 A Bookworm
Vicente is a bookworm. He likes to read about almost everything. He likes
to read adventure stories, nature stories, fairy tales, and biographies. Whenever
he gets hold of a book, nothing could stop him from finishing it. He overworks his
eyes by reading. He reads even when the light is dim.

What do you think will happen to Vicente?

What should Vicente do to save his eyes?
Does Vicente know how to take care of his eyes?

E. Independent Practice
1. Listen to the story using tape recorder.
2. Base from the story listened to answer the following question and provide
evidence from your answer.

The Ferris Wheel Ride

Myrna was scared to ride on the ferris wheel. One fiesta day, her cousin
asked her to ride on the ferris wheel. When the ferris wheel turned around,
Myrna felt dizzy. She couldnt look down. She felt as if she was falling.

What do you think did Mryna wish?

Did Myrna enjoy her ride on the ferris wheel?
What would Myrna do next time?

F. Closure/Assessment
What have you learned from todays lesson?

G. Evaluation
Listen as the teacher read the selection and answer the following question.

Insects

Insects are found anywhere. They are either harmful or beneficial.

The butterfly and the bee are beneficial. They help pollinate the flowers.
The dragonfly is also a helpful insect. It eats other insects that destroy plants.
Ants, flies, cockroaches, aphids, termites and mosquitoes are insect
pests. They destroy our crops and homes, cause illnesses, and kill our plants.
They are harmful to men, animals, and plants.

1. What word that ells where insects can be found?

2 .Write three beneficial insects.
3. Provide evidence that dragonfly is also a helpful insect.
4. Name two things which insects destroy.
5. Copy the letter that tells what insects may cause.
a. floods b. illness c. rain d,tsunami
Third Quarter/Week 3
Day 2

I. Learning Objectives
Infer the meaning of unfamiliar word based on the given context clues synonyms
and antonyms.

II. Subject Matter

A. Topic: Synonyms and Antonyms
B. Reference: EN5V IIIc 20.3, 20.4
K to 12 Curriculum Guide in English p. 72
Lesson Guide in Elementary English p.117-121
Lesson Plan in English p.81
C. Materials: copy of the poem, flash card, meta card

III. Procedure:
A. Setting the stage
Read the following pair of words
small tiny beautiful - ugly
shiny sparkling thick thin

At the end of the lesson you will be able to compare synonyms and antonyms.

B. Explaining the student what to do

1. Distribute each letter to pupils.
2. Arrange the letter and give the meaning of the word.

(lovely) LYVELO ___________1. beautiful

(elegant) GEELTAN___________2. graceful
(adaptable) EAAADPTLB_________3. pliant
(fragrant) TRANFRAG__________4. sweet
(shining) NIIHGSN____________5. sparkling

C. Modeling for Students

1. Let the pupils read the poem My Native Land ( Observe proper phrasing)

My Native Land
How beautiful are her mountains grand
The peaceful valleys between
Her sparkling sun and cooling rains
That bathe the fertile plains-

How graceful are her stately plains

Her towering emerald trees
How pliant her rustling bamboos green
Dancing blissfully in the breeze
How pretty her white sampaguitas
And fragrant orchids so rare
How modest and sweet her daughters
Who harvest the golden grain-

How I love her rainbow birds

Her blue skies and sparkling waves
How I love this dear Philippines
Home on the troubled earth.

2. Identify the words that have similar meaning as the underlined words.
1. The grand mountains are beautiful.
a. attractive b. marvelous c. elegant d. radiant
2. How graceful are her stately plains.
a. willowy b. obedient c. delicate d. refined
3. How pliant are her rustling bamboos green!
a. wavering b. obedient c. yielding d. loosening
4. How pretty are her white sampaguitas.
a. lovely b. cheerful c. ample d. considerable
5. How sweet and modest are her daughters who harvest the golden grain!
a. Darling b. pure c. harmonious d. fragrant

Identify the antonym of each of the underlined words.

1. How peaceful the valleys between her sparkling sun and cooling rains.
a. violent b. disturbed c. noisy d. troubled
2. How graceful are her towering emerald trees!
a. brief b. little c. tiny d. low
3. How pretty are her fragrant orchids so rare.
a. Frequent b. repeated c. periodic d. common
4. How sweet and modest her daughters are!
a. Unchaste b. boastful c. grand d. excessive
5. How I love this dear Philippines, home on this troubled earth.
a. Peaceful b. restful c. dignified d. gracious

Synonym - are words that are similar in meaning.

Antonym - are words that are opposite in meaning.

D. Guided Practice
a. Group the class into four groups.
b. Pick out a card that has the same meaning and place it on the correct strand of the
web.

wide
faster

loses increase
 There are words given in the pocket chart like:
quicker heightens falls
large raises swifter
more rapid misses drops
broad goes up universal

E. Independent Practice
Match the word at the left with their antonyms at the right. Then use each word in
a sentence. Write the letters of the answer on a piece of paper.

1. dependent a. ordinary
2. start b. independent
3. unwise c. end
4. special d. conserve
5. waste e. sensible

F. Closure/Assessment
What have you learned from todays lesson?

G. Evaluation
Look for the meaning of the underlined word from the sentence.
1. Winnie aggravates and annoys everyone.
2. Fredo is so absentminded that he forgets where things are.
3. The twins work steadily without stopping until they finish.
Look for the antonym of the underlined word.
4. Manny Pacquiao is a rich man but before he is poor.
5. My mother always want to buy cheap clothes and my fathers like expensive
clothes.
THIRD QUARTER/Week 3

Day 3

I. Learning Objectives
Read grade level text with accuracy, appropriate and proper expression.
Show tactfulness when communicating with others.

II. Subject Matter

A. Topic: Reading grade level text with accuracy, appropriate and proper expression.
Showing tactfulness when communicating with others.

B. Reference: EN5F IIIc-1.3,1.6,1.7 EN5 IIIc-17

K to 12 Curriculum Guide p. 72
Developing Reading Power 5 p.2, 139

C. Materials: copy of the story, picture, flash card

III. Procedure
A. Setting the stage
1. Today you are going to read orally about the story of The Eyebrow with accuracy,
appropriate and proper expression.
2. Show a picture of an eyebrow.
3. In what part of our body can you see the eyebrow?

B. Explaining the student what to do

1. Read the vocabulary words
beauty sweat protection rid
2. Let the pupils read the story.
3. After everybody read the story, divide the class in five groups.
4. Each group will read the story with accuracy, appropriate and proper expression.
5. Answer the comprehension check up.

C. Modeling for student

1. Let the pupils read another story A Visit to the City

A Visit to the City

Mang Tibo had not visited the city lately. Everytime he came to the city, he
would writehis son to pick him up in the station. Because he wanted to surprise his
son, he did not write him about his coming this time.
 Mang Tibo was surprised to see the many changes in the city. When he got
down the bus, he did not know where to go.

Answer the following question:

1. What happened to Mang Tibo?
a. He got lost.
b. He enjoyed looking around
c. He took a walk around the place
2. What should Mang Tibo Have done?
a. gone to the nearest radio and TV station
b. gone back to the province at once
c. look for a policeman and asked for help
3. What was Mang Tibo likely to decide?
a. Never come to the city again.
b. Never leave the province.
c. Never come to the city without asking his to meet him.

What have you notice while you are reading the story?
Is it proper to read the story with accuracy, appropriate and proper
expression?
In what part of the story you use accuracy, appropriate and proper
expression?

D. Guided Practice
a. Let the pupils read again the story A Visit to the City with accuracy, appropriate
and proper expression.

E. Independent Practice
1. The pupils read a short paragraph written on the meta card with accuracy,
appropriate and proper expression.

F. Closure/Assessment
What you have learned from todays lesson?

G. Evaluation
Read a short story with accuracy, appropriate and proper expression and answer the
following question.

Air Pollution

Today, in most cities smoke and exhaust fumes fill the air and endanger the
health and well-being of the people. Smoke and exhaust fumes contain harmful by-
products from gasoline burned in cars and from factories.
Air pollution or smog is a serious problem in some cities. Smog consists of
smoke and exhaust fumes mixed with fog.
To control air pollution, smoke ordinances have been passed. Smoke-belching
Vehicles are checked and factories are required to reduce fumes emanating from them.
Choose the letter of the correct answer.
1. Smoke and exhaust fumes are usually abundant in______________.
a. Cities b. farms c. towns
2. Pollution is not good for our____________.
a. Health b. mind c. spirit
3. Smoke and exhaust fumes contain much___________.
a. Oxygen b. water vapor c. harmful gas
4. Air pollution can make us __________.
a. Active b. sleepy c. sick
5. When gasoline is burned, by-products are given off such as_________.
a. Oxygen and nitrogen
b. Carbon dioxide and water vapor
c. Smoke and exhaust fumes
Third Quarter/Week 3

Day 4

I. Objectives
Distinguish text types according to features problem solution

II. Subject Matter

A. Topic: Distinguishing text types according to feature problem solution
B. Reference: EN5RC-III-c 3.25
K to 12 Curriculum Guide in English 5 p.72
Lesson Guide in Elementary English 5 p142-144
C. Material: copy of the story Caps for Sale/ video clip, pentel pen, cartolina

III. Procedure
A. Setting the stage
1. What image have you seen?
What is written inside the arrow?

Problem

Solution
At the end of the lesson you will be able to distinguish text type according to
problem and solution by reading the story Caps for Sale

2. Show a picture of a peddler who sold the caps.

B. Explaining the students what to do

1. Read the story Caps for Sale.
2. Answer the comprehension check up.
3. Let the pupils pick out the problem encountered by the peddler.
4. Is there a solution about the problem of the peddler?

C. Modeling for Students

1. Let the pupils read a short story.

Jose Rizal owned a horse when he was studying in Madrid. When

his allowance did not come one day, he did not have enough money for food.

What problem encountered by Jose Rizal?

 Is there a possible solution for his problem?
What solution can you give.

Totoy needs a new school bag. He did not have enough money to buy
the bag. Then he heard that their neighbor was looking for a baby sitter
for her little child. She was willing to pay a few pesos to the baby-sitter.

What is Totoys problem?

Do you think Totoy solve his problem?
What did Totoy do to solve his problem?

D. Guided Practice
a. For each Passage below, write the problem and solution in the correct
column.

Passage Problem Solution

1.Jonh didnt know what to take to
To take to school for Show and
tell. He asked his mother for
an idea. She suggested to take
the ribbon his dog won at the
pet parade.

2.Emiily knew she had to get to

school on time, but her mother
said she couldnt drive her. Emily
decided to leave early and walk
to school.

3.Mrs. Anderson wanted a fresh

pineapple for her cake. The store
near her did not have any fresh
one, so she went to another store
and bought it there.

4.Robert was afraid the flooding

river would reach his home.
His parents were away, and he
was watching with his little sister.
He saddled his horse, and he and
His sister rode to the top of the
Hill.
 b. Group Activity
Each group will pick out one story provided by the teacher.
Then do the following:

E. Idependent Practice
Read the following passage.Answer the following questions.

Jennys family moved to a new city. She felt lonely because she had to leave her
friends. She used to love playing soccer in the park with them. She was known as
the greatest goalkeeper. At her new school, she overhead some of the girls
complaining. They were upset because their soccer team didnt have a
goalkeeper. If they didnt find one soon, the team wouldnt be able to complete.
Jenny couldnt believe her ears. She could be the goalkeeper. She found the
coach and asked if she could try out for the position. The following Saturday the
team won the game. Jenny blocked, won the game, and became the hero. Jenny
was no longer lonely; she had many new friends.
 Problem

Solution

Problem
What problem does the character have?

Events:
What did Jenny bear?
Why was this so important to her?
What did Jenny do?

Solution
How did this solve her problem?

F. Closure/Assessment
What have you learned from todays lesson?

G. Evaluation
Write the problem and solution based on the short story.
1. The young man is kind-hearted. One day, he heard a little boy crying outside
his window. The young man found out that the child was being teased by the
bigger boys. The young man went out.

Problem________________________________
Solution________________________________

2. Jose Rizal owned a horse when he was studying in Madrid. When his
allowance did not come one day, he did not have enough money for food.

Problem________________________________
Solution________________________________

3. Totoy needs a new school bag. He did not have enough money to buy the bag.
Then he heard that their neighbor was looking for a baby-sitter for her little
child. She was willing to pay a few pesos to the baby- sitter.

Problem_________________________________
Solution_________________________________
4. Jun and Jerry started arguing over the new toy. Jun wanted to keep it but Jerry
disagreed since he wanted to keep the toy for himself. Mother came to the
scene and advised the boys to share the toy train. But the boys went with the
quarrel. Before they knew it, mother was back holding one of the slippers.

Problem_________________________________________
Solution_________________________________________

5. The dogs were playing wildly in the yard. Father drove them away. However,
The dogs ran towards the patch of vegetables where they continued lunging at
each other.

Problem__________________________________________
Solution__________________________________________
Third Quarter/ Week 3

Day 5

I. Learning Objectives
Use a particular kind of sentence for specific purpose and audience asking
permission, making request.

II. Subject Matter

A. Topic: Modal Auxiliaries Can, May , Could you, Would you Asking Permission
And Making Request
B. Reference: EN5G IIIa 1.8.3
K to 12 Curriculum Guide p. 72
Lesson Guides in Elementary English p. 70-73
C. Materials: chart, picture

III. Procedure
A. Setting the Stage
Let the pupils read the following sentences.

Can I ask question please?

May I borrow your book?

At the end of the lesson you will be able to use can and may as modal auxiliaries
in asking permission and making request.

B. Explaining the students what to do

1. Use a picture clue dialog.
2. Answer the comprehension check up orally.

C. Modeling the students

Read the following sentences.

A B
Can I ask a question ? Could you take a message ?
Could I ask a question ? Would you carry this for me?
May I ask question? Can you take the message?

What is the use of can? Could? May?

We use can, could, and may to ask permission to do something.

How about the use of could you? Would you?

We use could you and would you as a polite ways of telling or asking someone to
do something or request
D. Guided Practice
a. Present another sets of sentences and use the correct modal to complete the
sentence. ( provided by the teacher)
b. Group Activity
Group 1 and 2 will write sentences using can and may.
Group 3 and 4 will write sentences using could you and would you.

MAY & CAN

MAY CAN
Asking Permission Asking Permission

Asking Permission Asking Permission

Asking Permission Asking Permission

COULD YOU & WOULD YOU

COULD YOU WOULD YOU

Request Request

Request Request

Request Request

E. Independent Practice
These are the activities a child in grade five may do at home. Make your own
sentence.

Play
I

May Watch tv.

We

Read books
F. Closure/Assessment
What have you learn from todays lesson?

G. Evaluation
Answer each question carefully.
1. What can you do for mother today?
2. What may you do on rainy days?
3. Who can always help us?
4. Who can give me a pet?
5. Who may play basketball?
 Teachers Guide in English V
3rd Quarter

Week 4

Day 1

I. Learning Objectives
Infer the speakers tone, mood and purpose.
Link comments to the remarks of other.
Observe politeness at all time.

II. Subject Matter

A. Topic: Mood of speaker tone and purpose
B. Reference: EN5 LC IIId 2.8.1/2.82/2.8.3
EN5 OL- IIId 2.8
Lesson Guide in Elementary English 5 p. 18-20
C. Materials: copy of the poem, chart, pictures

III. Procedure
A. Setting the stage
Read Mood Poem

Poem
I love my friend
He went away from me.
Theres nothing more to say.
The poem ends
Soft as it began
I love my friend.
At the end of the lesson you will be able to infer the speakers tone, mood
and purpose.

B. Explaining the student what to do

1. Read Antonios story to the pupils.
2. Answer the comprehension check up.

C. Modeling for student

Read Antonios Diary ( See Lesson Guides in Elementary English 5 p.18-19 )
Ask the pupils the following questions:
a. Who is Antonios friend? Francisca
b. Is she blind like Antonio? No
c. When do they meet? every Saturday afternoon
d. Where do they meet? at the park
e. What would Francisca do whenever she sees Antonio coming? Shouts
in her high voice ( write the answer on the board )
f. What would she say? Hello, Antonio! Lets go! ( write the answer on
the board )
g. What emotion or mood do the words and action of Francisca indicate?
Excitement, eagerness ( write the answer on the board )
 h. What would they do in the park?
walk around the park and Francisca would describe everything she
sees to Antonio
i. How would they walk around the park?
Hold hands and talk about things Francisca see ( write the answer on
the board)
j. What emotion do these actions indicate? Friendliness ( write the answer
on the board )
k. Which action of Antonio tells us that sometimes he feels sad about being
blind? When he cries
l. What does Francisca do when she sees him crying? Hold him tight and
tell him that her eyes are big enough for the two of them.
m. What is Franciscas mood feeling as she holds his hand and tells him
about her eyes? ( compassion )
n. Could you say that Antonio and Francisca are close? Why/ Why not?
Yes, they are close because they like to spend time together, talk about
things and console each other when one is lonely

What helped us in guessing Antonios and Franciscas mood?

( their actions and what they say )
So how can we tell the mood of a person or a character in a story?
( through his /her actions and utterances/ statement )

D. Guided Practice
a. Infer the mood of the person presented in each situation.

1. Tina saw the thin ragged beggar and gave him/her last peso.
2. Clara groped in the dark. She touch something slimy and hairy. She
shrieked and could not move.
3. Ana felt like walking on air, and that everybody loved her trophy from the
judges.
4. Tony was going to the city for the first time. He couldnt sit tight. He
pointed at the new things he saw.
5. Aling Pinang looked at her colorful garden. Her plants were all flowering
and it was a sight to see.

b. Group Activity
Divide the pupils into 4 groups. Distribute to each group, strips of
cartolina with a mood written on each strip. ( Have a list of suggested
moods) ( happy, sad, afraid, disappointment, surprise )

Tell each group member to get a strip of cartolina without showing what
was written on it to the other group members.

Tell each member to act out or make facial expression to describe the
mood written on his/her strip of cartolina while the rest of the group
members guess what that mood is. Each member will take his turn.
E. Independent Practice
Infer the general mood of the situations that I will read to you. Choose your
answer from the following list of words inside the box.

anger sadness disappointment

worry fear happy

1. It breaks my heart to see you very ill said Auring to to her sick daughter.
2. Mang Pedro raised a wooden stick and shouted at the two boys to get out
of his garden.
3. Yolys brother was playing with other children in the park. After a while she
could not see him everywhere but she could not find him.
4. Lightning flashed followed by a terrible thunder. Sara closed her eyes and
covered her ears as she sat on the chair.
5. Ramon had always topped his class since Grade one. Now, mother was
expecting another gold medal. Awarding day came but Ramon was not
called.

F. Closure/Assessment
What have you learned from todays lesson?

G. Evaluation
Infer the mood of the person who said each sentence.
1. Today is the day Ive been waiting for.
2. I hate you so much!
3. We won! We won! the game!.
4. Your dress is so pretty.
5. I cant thank you enough for the help youve given me.
Week 4

Day 2

I. Learning Objectives
Infer the meaning of unfamiliar words based on the given context clues.
e.g. compound words.

II. Subject Matter

A. Topic: Compound Words
B. Reference: EN5-IIId 20.3, 20.4
K to 12 Curriculum Guide p. 72
Lesson Guides in Elementary English 5 p.102-104
C. Materials: picture, flash card

III. Procedure
A. Setting the Stage
1. What are the following pastries/cakes made of?

cupcakes strawberry
pancakes blueberry
applesauce

At the end of the lesson you will be able to infer the meaning of unfamiliar
words based on the given context clues compound words.

B. Explaining the students what to do

1. Present the short story to the pupils.
2. Answer the comprehension check up.
3. Let the pupils pick out the underlined word in the story.

C. Modeling the student

1. Let the pupils read the story.

One Sunday, afternoon, Julian the baker is busy making cupcakes and
cooking pancakes. Celano, his helper, is busy packing applesauce and
strawberry jam. They will bring these to Chinatown where anybody can buy
them anytime.

Answer the following question

a. What is the name of the baker?
b. Who is Julian?
c. What is the work of the baker?
d. What does Celano pack?
e. When did the story happen?
f. If you were a baker what bread would you prefer to bake?
g. What are the underlined word in the story? (write the answer on the
board)
 Sunday = sun + day
afternoon = after + noon
cupcakes = cup + cakes
pancakes = pan + cakes
applesauce = apple + sauce
strawberry = straw + berry
Chinatown = china + town
anybody = any + body
anytime = any + time

These two different words that have been together to form a new word isa called
a compound word.

Can you draw out the meaning of a compound word? ( you can try to combine the
meaning of short word?
- cupcakes - cakes shaped likes cup
- pancakes - cake fried on a pan
- applesauce - sauce made of apple
- Chinatown - town of the Chinese
- anybody - anyone
- anytime - at any moment

D. Guided Practice
a. Write the compound word that mean the following:
____________bell by the door
____________ache or pain at the back of the body
____________cake fried on a pan
____________room where classes are held
____________cloth to cover

b. Group Activity
Each group will do different activities.

Group 1
Box the correct compound words:
Part of the day between noon and evening
afterglow afternoon
Air transportation
airport airline
Paper that tells the news
newscast newspaper
Ground or place for playing
playmate playground
Paper with a rough surface
` sandpaper sandstorm
Group II
Choose and give the meaning of the compound words.
1. One lazy afternoon , Greggy the young dog was relaxing at the
entrance of his doghouse.
2. He was about to daydream when Dave, the Dalmatian came by to
invite him for some outdoor games.
3. Greggy accepted it and asked permission from his grandmother,
she said it was okey but reminded him not to stay outside after dark.

Group III
Write the compound word on the blank before its meaning.
____________ = a store here books are sold
____________ = marker placed between the pages of the book
____________ = a set of shelves or cabinet for holding books
____________ = a person who spends much time reading a book
_____________ = use to protect the eyes from the suns glare

E. Independent practice
Read each sentence and box the correct compound words.
1. Daylight begins early morning
2. We put all our toys in the playroom.
3. I got sunburn, when we went to the beach.
4. The teacher told the students to underline the correct answer.
5. We have P.E. in the afternoon.

F. Closure/Assessment
What have you learn from todays lesson?

G. Evaluation
Give the meaning of the following:

1. seaweeds________________
2. sandcastle________________
3. fishnet___________________
4. swimsuit _________________
5. fingernails________________