GRADE 5 School: LYDIA D.

VILLANGCA ES Grade Level: V

Teacher: ARLENE I. GALVEZ Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: Quarter: 3RD QUARTER

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
Demonstrates understanding that
words are composed of
different parts to know that their
meaning changes depending in
context
Uses strategies to decode correctly
the meaning of words in isolation and
in context
Infer the meaning of unfamiliar words
based on the given context clues
(synonyms and antonyms word parts )
and other strategies
EN5V-IIIc 20.3, 20.4, 20.5
Synonyms and Antonyms
CG p. 148-149
Lesson Guide in English V .Revised
Edition pp.230-232
https://www.superteacherworksheets
.com/
chart, DLP Laptop, activity sheets
Demonstrates understanding of various
linguistic nodes to various texts
Analyzes text types to effectively
understand information/messages
K-Provide evidence to support
understanding
S-Comment on the evidences provided
to support understanding
A-Show tactfulness when
communicating with others
EN5LC-IIIc- 2.15 , EN5OL-IIIC-2.8 , EN5A-
IIIC-17
Providing evidence to support
understanding
CG p. 148-149
English Matters Language Workbook
pp.197-199
source: https://www.google.com.ph
Chart or tarpapel, pictures, DLP, activity
cards, pocket charts, show-me-board
Demonstrates understanding that
reading a wide range of texts
provides pleasure and avenue for self
– expression and personal
development
Uses literal information from texts to
make generalizations
Distinguish text-types according to
features(structural and
language) - Problem and solution
EN5RC-IIIC-3.2.5
Read grade level text with
accuracy,appropriate rate and proper
expression EN5F-IIIC1.3, EN5F-IIIC1.6,
EN5F-IIIC1.7
Distinguishing text-types according to
features
CG p. 148-149
Lesson Guide in English 5 Revised
Edition pp. 497-502
Charts, pictures, Laptop, tarpapel,
Activity Sheets
Computer / Laptop with internet
Demonstrates understanding of
the research process/library skills
to research a variety of topics
/texts
Uses a variety of research
strategies to effectively write a
variety of
texts for various audiences and
purposes
Organize information from the
secondary sources in preparation
for writing , reporting, and similar
academic tasks in collaboration
with others
EN5SS-IIIc-4
Organize information from the
secondary sources
CG p. 148-149
Lesson Guide in English 5 Revised
Edition pp.21-25
chart, DLP Laptop, activity sheets
Demonstrates command of
the conventions of standard
English grammar and usage
when writing or speaking
Uses the particular kind of
sentence for a specific
purpose and
audience
Use a particular kind of
sentence for a specific
purpose and audience-
asking permission /making
request
EN5G-IIIa-1.8.1, 1.8.3
Show tactfulness when
communicating to others
EN5A-III-c17
Using a particular kind of
Sentence for a specific
purpose and audience(
Asking Permission/Making
Requests)
CG p. 148-149
dpufhttp://www.learnenglis
h-online.com Materials
https://www.google.com.ph
/
chart, DLP Laptop, activity
sheets

IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the lesson
1. Oral Language Activity
Guessing Game: What’s the word!
That’s The Word!
Teacher will present sets of jumbled
letters in the pocket chart. The
teacher will use the powerpoint
presentation to flash the clue, then
pupils will arrange the letters to form
the correct word as fast as they can.
DAY 2
Vocabulary Development
1. T I A L E S S E N - it means significant
or important
2. C E L L E X E N T – similar meaning of
the word outstanding
3. F U L G H T T H O U - opposite of the
word unkind or selfish
4. C U L T I V A T E - is the contrasting
meaning of the word
discourage
5. C I A T E A P P RE – is one way of
valuing something
Show picture of a family.
How would you describe your family?
Do you have strict parents?
Playful siblings? Compare your family
with that of your seatmate’s .
Sometimes, we don’t realize how
important our family is, until we
experience difficulties. The poem that
you are about to read
discusses the meaning and importance
of the family and how must
value the people we care the most.
Drill: Song
The teacher shows different pictures of
newscasters
Strategy: Picture Analysis
Who are in the pictures? What can you
say about them?
How significant are they in our country?
2. Unlocking of Difficulties Read the
following sentences. Choose the
meaning of the underlined words in
each sentence using the context clue.
a. Amidst different tragedies
that the Filipinos had
experienced, we remain
hopeful that we can
surmount this catastrophe.
b.The posthumous medal for
valor was the award received
after the death of the young
scout. c. The country was
devastated by typhoon
Yolanda that caused extreme
emotional pain on every
Filipino.(through picture clue)
d. Giving meaning through
picture
connection
LOOK-IN TO THE PAST
Recalling the different articles that
pupils have seen or have read
from any newspaper/books or
magazine
Show picture of a boy selling
different products. Ask
something about the picture, Then
lead the pupils to share
something about the words written
inside the clouds.
What image do you see? What words
are written on the
storm clouds?
Look-in to the past!
Ask the pupils about the different
elements of a good story. Identify
each of the element
1. Unlocking of Difficulties
Match the words in column A
with its meaning in column B.
A B
1. vast attracted
2. possession very great or big
3. lovers structure carrying a
pathway or a roadway
4. bridge ownership
5. smitten persons in love
2. Motivation
Picture Talk-Dyad
(Group the class by two’s or by
pairs. Then on the board draw a
picture of a bridge with a boy on
one end of the bridge and a girl
on the other end. One member of
the Pair will tell something about
the drawing.
1. Oral Language Activity
Drill: Telephone
Conversation
Call two pupils and ask them
to pretend that they are
talking to one another using
a telephone. Make a
conversation
asking permission that you
will go to your house‟ friend
to play.
Who among you have
experienced regret to attend
some birthday parties or any
kind of related school
activities because you were
not allowed by your
parents?
What did you feel? What did
you do then? This time
children, you are going to
listen to a short dialogue of
Aimee, Ana and Mother.
They are talking about the
Fieldtrip and Ana was so sad
at that moment.

C.Presenting Examples/ instances of the
new lesson
Pupils will read the poem.
The Essence of a Family
The family is best known as the
essential element of a
society
The cluster that compasses the world!
For its members cultivate the blessings
of this earth
And develop relations among
humankind
In your own families, where people
are reared
Interact with thoughtfulness and
increase your morals
Because the desire to be known for
the character
And excellent individually hopes to
enhance this place
So when you encounter difficulty in
life and fall astray
You can feel the loving hands of your
own family
Willing to embrace you and lighten
your burden
To stand by your side , to give their
support
Never be afraid to show how much
you value your own
family
Demonstrate all the appreciations that
you feel
Exert real effort in proving how much
you love them
Through affirmations and striving to
be the best person
you can be!
Class, by looking at this picture, what
do you think is meaning of fluvial?
The pupils listen to the story as the
teacher reads it.
TWO HEROES
On the eve of July 2,1993, the whole
country was shocked when the news
spread that the Pagoda, a floating
shrine of Bocaue sank. This “Pagoda”
was used in the fluvial procession to
celebrate the feast of their patron saint
“Krus ng Wawa.”
In this tragedy, two young scouts
outshone all scenarios of the most
devastating disasters that ever
happened in the history of Bocaue.
They are Scouts Sahjid S.Bulig and
Richard Celestino, both active Scouts of
Troop 564 sponsored by Bambang
Elementary School, Bocaue, Bulacan.
As narrated by Richard, Sahjid’s best
friend who survived the tragedy, Sahjid
was at home when his mother arrived
crying and broke the news that the
Pagoda was sinking. He was told to go
to the scene and find out if his three
sisters were among those who were on
board to Pagoda. Upon reaching the
place, it was very dark. Luckily, a search
light was provided. So, he swam across
the lighted portion of the water and
boarded at the left side of the sinking
Pagoda. There he found himself beside
his friend who was standing at the
center of the platform.Suddenly, he
saw Sahjid dove into the water and
swam towards the opposite riverbank
with a small girl with him. Richard also
jumped into his friend’s direction saving
a small girl and a boy. Sahjid continued
diving until he saved five more lives, all
small children. When Richard sensed
Today children, you are going to read
a selection about a
young boy whom at his young age
able to work and earn for
his survival and you will identify text
type based on the given
problem and solution.
Reading the story by the pupils
How I wish to live a life like other
children of my age
do, but I’m not as blessed as them
that everything they ask
for is within their reach; but then
again, it does not necessarily
mean I don’t have a normal life and I
spend my free time in
selling sweet delicacies in the street.
I admit, I was not born with
everything that I need is
just around me. My family lives
within the poverty line and
need to work hard just to provide our
needs but we have to
face the reality that it is not enough
to suffice a hungry
stomach.
Just like other less- privileged
children I have to help
my parents earn a little. I have to sell
mazapan and yema
after class in the afternoon and from
morning till night during
weekends. Sometimes I missed going
to school because of
that situation, However, I’ve never
taken my study for
granted because I know this will be
the armor in my battle
against the poverty that surrounds
me.
Revisiting the story about ” The
Bridge of Love”.
1. Teacher will divide the pupils
into small groups.
2. Then, distribute the copy of
story to each group.
3.Together, members of the
group will analyze and revisit
further, the given piece of story.
4.Ask pupils to identify the
central idea or concept and other
supporting details that were
introduced in the short story
“A Bridge of Love”.
5. Teacher will guide the pupils to
use concept web map in
collecting data and organizing
information.
6. Teacher explains that the Web
Map is used to describe a central
idea: a thing, process, or concept.
The map may
be used to organize or
brainstorm ideas for a writing
purpose.
Teacher will call two pupils
to read /act out the dialog.
Mother: Hey, my dear child.
Do you have something to
say?
Ana: Ah..yes Mother.
But…Mother can I talk to
you? Our
school will be having a
fieldtrip next month. All of
my class
mates will be joining.
Mother, can I make a
request? I‟d like also
to join with them. Would
you allow me to join with
them? Can I
go with my classmates
mother?
Mother: My dear child,, I‟m
so sorry. I and your father
can‟t
allow you to join with them.
You know that we don‟t
have extra
budget for that. We‟re only
have enough to suffice our
everyday
living. Hope you understand
my dear.
Ana: I understand Mother.
But, hopefully next time I
can join.
With a smile she kissed and
hugged her mother.
At the school…
Aimee: Hello Ana!
Ana: Hi! (feeling sad)
Aimee: Oh, What‟s wrong?
Do you have a problem? Can

D.Discussing new concepts and
practicing new skills #1
Answering the following questions:
1. What is the poem all about?
2. How is the family described in the
poem?
3. In what ways could we show our
care and love for our family
members?
danger, he stopped diving and warned
Sahjid not to dive anymore but his
friend continued diving. It was in his
seventh attempt that he did not appear
anymore.
The next morning Sahjid’s dead body
was retrieved
from the deep muddy river. He was
probably pinned down by the drowning
victims.
On October 31, 1993, the National
Court of Honor of
the Boy Scouts of the Philippines
presented the Gold
Medal of Honor (Posthumos) and Silver
Medal of Honor to
Scouts Sahjid S.Buligand Richard
H.Celestino respectively,
In recognition of their courage and
heroism in saving
the lives of small children.
a. What was the most devastating
event that shocked
the whole country?
b. Where did the story happen?
c. When did it happen?
d. Why did they have a fluvial
parade/procession?
In the street, I encountered different we talk
people and about it?
Problem Solution Ana: My parents did not
experienced different situations that allow me to go on a fieldtrip.
widened my outlook in life. We don‟t
Others look up at me with admiration have extra budget as what
but others treated me as litter in they had said.
the society. I’m very much thankful Aimee: We understand you.
with my customers although You should not be mad for
sometimes they find me quite that friend.
annoying for forcing them to buy my There will be next time, and
stuff because the satisfaction of our for sure by that time, you
stomach depends on them. could join with us. Cheer up
For me selling is better than begging Friend!
for alm from the
passersby. This is a decent job and
neither my parents nor I violate
the child labor law by doing such
thing. We just want to survive from
hunger.
This is not easy, it’s just like turning
stone to bread but what
I am doing gives meaning to my
existence. At my young age, my
experiences taught me to keep on
fighting against hardship. They
strengthened my confidence that
someday I will be able to come out
inside the box where I’m confined
now. The box of poverty where
every corner means sacrificing.
I keep on dreaming until I reach all of
my dreams. If this
happen I will be the one to buy all
the mazapan and yema of other
children in the street just to fill their
empty stomach. I know it will
take a long long way but time ticks so
fast and nothing is impossible
for a determined individual for I
believe that life always offers a
chance called tomorrow.
1. What is the story all about? Answering the following Answering the following
2. What are the problems being questions: questions:
encountered by the boy in the 1. How did the story happen? 1. What is the dialog all
story? 2. What kind of characters does about?
3. What can you say about the boy in the story have? 2. Who are talking in the
the story? 3. Which phrase names the dialog?
4. How does the boy able to face all setting of the story? 3. How did Ana talk her

E.Discussing new concepts and
practicing new skills #2
4. How would you describe the usual
family set-up in the
Philippines?
5. How do you show your appreciation
to your family members?
Let’s go back to the pair of words that
you have read a while ago
A B
essential- important cultivate-
discourage
appreciation- value
thoughtful- selfish
Outstanding- excellent
1. What have you noticed with the
pair of words in column A?
2. What meaning does each pair
suggest?
3. How about in column B, what have
you noticed with the pair of
words?
4. What can you say about these
words?
5.What meanings do these words
suggest?
6.What do you call the pair of words
that have the same meaning?
7. How about the pair of words that
have opposite meaning?
Children, we can identify meanings of
unfamiliar words through
their antonyms or synonyms
e. In this tragedy, who outshone all
scenarios?
f. How did these two young scouts help
the victims of the sinking Pagoda?
g. Who luckily survived in this tragedy?
h. As young boys and girls, how can you
show courage in times of danger?
i. If you were the two boys ,would you
also sacrifice
yourself to save lives of other people?
Why? or Why not?
j. What value/lesson did you learn from
this story?
a. Going back to the story of the two
heroes, What kind of boys were Sahjid
and Richard? What can you say about
them? Why do you say so?
Can you cite some evidences that will
support your
answer?
b. Why do you think they deserve the
gold medal award? Give evidences that
will support you answer.
the problems and challenges
in his life?
5. What important things or value
does this story brings us?
1. Going back to the selection above,
what do you think are the main
problems being
encountered by the boy?
2. What solution does the boy do just
to surpass the
problems?
3. What have you notice with the
kind of text that you have
read? What does it contain?
Children, the selection above is
feature story/article. The
structural and language feature of
this, focus on the
problem-solution
4. Why did the king become
angry with the newly weds?
5. How did the king punish the
newly weds?
Values Integration:
If you were the newly weds ,
would you obey and respect your
parents? What must you
remember when you make
promise?
Complete the table/grid with
details from the selection .Use
phrase
or sentences to describe these
details.Be guided with the
questions
below.
A. The prince and the princes
B. The Promise
C.The Test / Struggles they have
encountered
1. What would best describe or
tell about the characters in the
story?
2. What promises did the lovers
make ? Did they fulfill these?
3. What problems/ consequences
did they encounter?
4. Were they able to surpass all
the challenges in their lives?
5. What kind of characters does
the story have?
6. How are the events in the table
above presented or written?
7. Were you able to organize the
information from the story?
Note: What you have done is one
way of extracting and organizing
information. There are many
ways to extract and organize
information from a paragraph, a
story, or an essay. We can use
outlining as we did on the table
mother about the fieldtrip?
4. How did mother respond
to her request?
5. Did Ana get angry or mad
with her mother
6. How did her friend
console Ana? What kind of
friend is she?
5. What character trait is
being portrayed by the main
character?
Are you also like the
character in the story? How
can you
show that you care for your
friend?
Let‟s study the following
sentences taken from the
dialog that
you have read a while ago.
1. Would you allow me to
join in the fieldtrip?
2. Can I join with them?
3. Can I talk to you?
Let‟s read and study the
following.
a. What do these sentences
express?
b. How are the words would
and can used in the
sentences?
c. What do you call the
words can and would?
d. Take note of the word
“would you” in the first
sentence.
Would you and could you
are used to tell or ask
someone
to do something or request
in a polite way.
Note: Can, would, may, and
could are modals that we
can
use in asking permission or
making a request

F.Developing Mastery Direction: Choose the correct meaning
of the underlined words
from the box
1. Love should be the essence
of every relationship.
value beginning need
2. The Pope was delighted to see
many clusters of families
attending the mass
kinds races groups
2. Parents try their best to
cultivate their children’s
values
use neglect develop
Direction: Choose the antonym of the
given words.
1. soft ( gentle hard strong)
2. harmful (safe dangerous free)
B. Independent Practice
Dyad Strategy/Think-Pair – Share
Pupils will get a partner. Together,
they will think of a
descriptive word.Then, each partner
will take turn in giving the
synonym/ antonym of the word.
Teacher will give them enough time to
do the task.
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.
a. What place can you picture out
where the father and the mother are?
b. What could possibly the reason why
they are there?
c. Why do you think they are there?
Give evidences that will support your
answer
1. Read the passages. Answer the
questions that follow.
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.
a. What problem did Jose Rizal
encounter ?
b. Is there a possible solution for his
problem?
What solution can you suggest?
2. Totoy needs a new school
bag.However, he does not
have enough money to buy that bag.
Then he heard that
his neighbor was looking for baby
sitter for her little
child. She was willing to pay a few
peso to the baby
sitter.
a. What was the problem of Totoy?
b. What do you think will he do that
could possibly
solve his problem?
above.Sequencing of events
based on its happening in the
story was also done.
Practice Exercise
Let’s recall the story of Sajhid and
his friends in the story “Two
Heroes”. Let the pupils organize
the ideas/information and lead
them in writing the organized
information into a paragraph
form.
1. How did the story begin?
___________________________
2. What were the events that
signal the highest point of
interest of everyone?
___________________________
3. How did the story end?
A. Guided Practice
Pair Work/Dyad Activity
Directions:
Read the conversations
below and fill in the gaps
with
the words and phrases from
the lists.
Do you mind if I is it OK if I
could you turn
What’s the problem here
you are telling me
thanks can I borrow go
ahead
www.bogglesworldesl.com
Conversation 1
A: Yeah?
B: Hello,
...........................................
turn the music down,
please? It‟s one o‟clock and
I‟m trying to sleep.
A: Oh, sorry. Is that better?
B: Yes,
..................................... .
Perhaps I can get some
sleep now. Good night.
Conversation 2
A: I‟m sorry,
................................ leave
early today? I‟m
going to take my cat to see
the vet.
B: You‟re going to take your
cat to the vet? What‟s the
matter with her then?
A: Him. I don‟t know. That‟s
why I‟m going to take him
to
the vet‟s.
B: Oh, I see. Sure,
......................................
Conversation 3
A: David, do you have your
mobile phone with you?
B: Um... yes. Why?

G.Finding Practical application of
concepts and skills in daily living
Direct Instruction Strategy: TGA
Activity
Tell: The teacher will direct the pupils
to pay attention on the
directions for the next activity. The
students will be given a
sheet of paper with a word and letter
on it. The letter will be
“a” (for antonym) or “s” (for
synonym).
Guide: Guide the pupils to find the
antonym or synonym that
matches the word they are holding.
(if an “a” appears in the sheet they
must find the
antonym and vice-versa). Pupils must
match up with the
correct person in the class and then
stand by that person.
The activity is concluded when all
pupils have found their
match and are standing next to the
classmate holding
that match.
Apply:Pairs that match up before the
other pairs match up must
think together and say aloud as many
synonyms and
antonyms as they can for their word.
A: ............................ it,
please? I need to make a
quick call
to my mother.
B: OK, ..............................
Conversation 4
A: ......................................
change seats?
B: Yes, all right.
......................................?
A: I can‟t see because of the
sun.
B: OK, then. Why don’t you
sit there, next to Andrea.
B. Independent Practice
Direction: Match the
sentences (a-h) with the
correct reactions in
(1-8).
Activity-Based Strategy: (Constructivism Direct Instruction:TGA Activity Direction: The following details Activity Based – The 3 A’s
Approach) Tell the pupils that they will be tell a story about the life of Activity(Act, Analyze., Apply)
The A’s Activity(Act, Analyze and Apply) divided into a group of farmer.Organize the information Group Activity- Asking for
Divide the class into four teams four. by sequencing the events Permission: “A Skit
Posted on each corner are the different Each group will pick out one story Provided and write it in Divide the class into groups
activities provided by the paragraph form. of 2 or 3. Pupils work
Pupils will go to their station to perform teacher. ____The farmer goes home tired together to develop a skit
their chosen Guide the pupils in performing the but hopeful that someday he will that is grammaticallycorrect
activity. task finally reap with joy. about guests asking for
Team I Apply the concept learned by ____The farmer has to diligently permission to do something
“The News Anchors “ through answering the bring water to his rice field. .
Make a news report about the event following questions. ____Everyday, he has to wake up The request should be
that happened 1. What does the character like in the early to visit his fields. denied and the reasons
in the story. Report it in front of the story? ____He enjoys his harvest happily given.
class. 2. What is the problem in the story? when it is plenty. The guest should continue
3. Was it solved? How ____He picks up patiently snails to try to convince the staff
Team 2 4. What does the story remind you that pester his rice plants that their request should be
“The Painters” about? granted. Once the skit is
In the story that you have listened, 5. Where did the story take place? developed, pupils present it
draw the part of the scene that 6. What was your favorite part of the to the teacher and the rest
interests you most. Tell something story? Why? of class. The teacher judges
about your drawing. 7. Would you recommend this story the skit based on grammar
Team 3 to your friend? Why? and language use,
“The Singers“ originality, and acting ability
Create a song about the ways on how
you can be a hero.
Team 4
“The Artists”
Act out the event in the story which you
think the most important
H.Making generalization and
abstraction about the lesson
I.Evaluating learning
Remember:
Synonyms are pair of words with
similar or almost similar
meanings
Antonyms are pair of words with
opposite meanings
Direction: Read the following
sentences. Answer the questions that
follow.
1. What are synonyms?
a. words that sound the same but
have different meanings
b. words that are spelled the same
way
c. words that are opposites
d. words that mean almost the same
thing
2. Which pair of words are synonyms?
a. giant, huge
b. tiny, huge
c. cow, now
d. chat, cheese
3. You can use synonyms to
______________
a. compare things
What important things have you
learned from
today’s lesson?
a. Assessing the pupils’ performance
using rubric.
b. Listen as the teacher reads the
selection and
answer the questions that follow
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 suggests where the
We can distinguish the text-types
according to features
(structural and language)-problem
and solution
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 don’t not have
enough money for food.
Problem______________________
Solution______________________
3. Jun and Jerry started arguing over
Remember:
Some of the ways that we can
use to organize information
from a paragraph. A story or an
essay are the following.
a. Outlining- classifies main topics
from sub-topics using
the numerical and letter symbols
as indicators.
b. Sequencing events- gives a
clear presentation of the
chronological arrangement of
events
Direction: Complete the outline
below by classifying and
organizing the given events. I.
How did the story begin?
a. ___________________
b. _______________________
c. _______________________
II. What were the problems of
the main character?
a. ___________________
b. _________
c. ________________
III. How did the story
end?
a. ___________
b. _______________
c. ________________
1. Fire couldn’t tell his
Remember:
We use the modal auxilliary
verbs can, could and would
to
offer to do things for people
or to invite them to do
something.
We also use them to make
requests or ask permission
to do
something.
When you ask for
permission to use something
that belongs to
someone else you have to
do your best to be polite. It
is
desirable to use the word
"please."
Would, could, please + verb
are used to request
permission
Can and other expressions
are used informally in
speech
to request permission.
Here are some better
phrases to make polite
requests in English:
“Do you mind…?.”
Direction: Read the
following statements.
Transform these
expressions into a request
and vice versa.
1. Can I go out, please?
2. May you open the
window, please?
3. Please, can I have a look
at your photo album?
4. May you taste that hot
spicy couscous dish?
5. Would you mind if I asked
you something?
 b. make your writing more interesting
c. use fewer words when you write
d. show differences
4. What are antonyms?
a. words that rhyme
b. words that sound alike but have
different meanings
c. words that have almost the same
meaning
d. words that have opposite meanings
5. Which pair of words are antonyms?
a. horse, dog
b. love, like
c. weak, strong
d. small, tiny
J.additional activities for application or Write three pairs of words that
remediation suggest similar meanings and
another three pairs that express
opposite meanings. Use them in
meaningful sentences
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the
the evaluation next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
insects are ?
2. Write three beneficial insects.
3. Provide evidence that dragonfly is
also a
helpful insect.
4. Name two things that insects
destroy.
5. What can insects cause to man?
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
the new toy. Jun wanted to wife that he is good. 2.
keep it but Jerry disagreed since he Fire went down to
wanted to keep the toy earth to provide heat to
for himself. Mother came to the living creatures. 3.
scene and advised the boys Fire’s wife invited Fire
to share the toy train. But the boys to swim in the spring. 4.
went with the quarrel. The Sun God had a wife
Before they knew it, mother was and two sons. 5. Fire
back holding one of the dove into the water in
slippers. an attempt to rescue
Problem______________________ his wife. 6. Sun God
Solution______________________ entrusted the Earth to
4. The dogs were playing wildly in the his wife and sons. 7.
yard. Father drove Everytime Fire’s mother
them away. However,the dogs ran sent rain to earth, Fire
towards the patch of had to leave his wife. 8.
vegetables where they continued Fire’s wife pretended to
lunging at each be drowning and asked
other. for help
Problem____________________
Solution
Direction: For each passage below, Write in paragraph form the Direction: Read the
write the problem and organized ideas above observing following sentences. Identify
solution under the proper column the proper indention and correct whether the
1.Jonh didn’t know capitalization given statement expresses
what to take to school permission or request.
for “Show and 1. Could you turn off the
Tell”. He asked his electricity if not in use?
mother for an idea. 2. May you handle this thing
She suggested to for me because it is too
take the ribbon his heavy?
dog won at the pet 3. Can I join in the in the
parade. stage play, mother?
2.Emily knew she had 4. Could you allow me to
to get to school on attend our batch reunion?
time, but her mother 5.Can you give me an extra
said she couldn’t money for the groceries
drive her. Emily
decided to leave
early and walk
to school.
___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on
next objective. the next objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery 80% mastery
B.No.of learners who require additional
activities for remediation
C.Did the remedial work? No.of
learners who have caught up with the
lesson
D.No. of learners who continue to
require remediation
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require additional
activities for remediation
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time due
to unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation