TEACHERS GUIDE

QUARTER 2

Week 4

I. Objectives
A. Expressive Objectives
1. Realize the important of being polite at all times.
2. Express tactfulness when communicating with others.
B. Instructional Objectives
Listening Comprehension
Distinguish fact from opinion.
Oral Language
Respond to ideas and opinions after reflection
Vocabulary Development
Identify different meanings of content specific words (denotation and connotation)
(Science)
Reading Comprehension
Distinguish text types according to purpose- To classify or describe
Oral Reading Fluency
Read with automaticity grade level frequently occurring content area words
Grammar
Compose clear and coherent sentences using appropriate grammatical
structures (collective nouns and verb agreement)

Writing Composition
Revise writing for clarity-correct spelling
Viewing
Determine images/ideas that are explicitly used to influence viewers
-Stereotypes

-Point view

-Propagandas

Attitude
Observe politeness at all times
Show tactfulness
II. Subject Matter
A. Topics
a. Fact and opinion
b. Ideas and opinions after reflection
c. Different meanings of content specific words (denotation and connotation)
(Science)
d. Text types according to purpose- To classify or describe
e. Automaticity to grade level frequently occurring content area words
f. Clear and coherent sentences using appropriate grammatical structures
(collective nouns and verb agreement)
g. Clarity-correct spelling
h. Images/ideas that are explicitly used to influence viewers
-Stereotypes
B. Materials

Charts
Pictures
Story
Audio video clip

-Point view

-Propagandas

C. References
K to 12 Curriculum Guide English Grade 5
III. Procedure
Day 1
I. Objectives
1. Distinguish fact from opinion.
2. Respond to ideas and opinion after reflection.
II. References:
PELC II 12
Developing My English Power 5 pp. 97-100
English Expressways Language p.242-244
Code: EN5LC-IId-2.10 and EN5OL-IID-3.4.1
Materials:
Chart, pictures
III. Procedure
A. Setting the Stage
Game: Pick out a strip (rolled with ribbon) with a statement stating a fact
or an opinion inside a box. Those who picked an opinion should go to the
left side; those who picked a fact should go to the right side. Pupils who
did not get it correctly should recite a poem; render a song or a dance
number.

Boats never sink.

Ice is cold.
Three is not a number between two and
four.
All people can read.
A kitten grew up to be a cat.
You should brush your teeth.
A baby cannot count one to ten
Rich people are happy.
Water is important to men.

B. Explaining the Students what to do

a. Today were going to distinguish fact from opinion.

Refer to LM Try and Learn.

b. Modeling for students
Ask: When you are watching a debate how can you say that the
speaker is just giving her/his opinion or her/his statement is a
fact?
What are the right things to do if someone is giving his opinion?
Do you think that giving a fact should have documents to proof?
Why?
Why that it is important to hear your opinion in a certain issue?
C. Guided Practice
Refer to LM, Do and Learn
Group the class into three. Give them a checklist of statement of fact and
opinion. Let them answer it and compare their
works with the other group.
D. Independent Practice
Refer to LM Learn Some More
Let the pupils the activity in the LM by shading the part of the box
before the number.
E. Closure/ Assessment
Shade the
if the sentence states a fact and for the sentence that states
an opinion cross it.
1. A forest is the best place to relax.
2. Christmas is the best time of the year.
3. Forest protects our wildlife; gives homes; food and water to animals
and birds.
4. it is easier to wrap a big gift that a small one.
5. Malunggay leaves is good for the health.
IV. Evaluation
Read the short selection and the sentences that follow. Draw a star in a blank
if the sentence is a fact and a moon it is an opinion.
He was a Teodoro F. Valencia the park commissioner himself. He was in
charge of Rizal Park and it was he who managed to make the park one of the most
beautiful parks of its kind in the world. He wanted to make children happy. That is why
Rizal Park has playground for children a skating rink and palms. Teenagers sit on the
benches or stroll around fountains and along flowering hedges or watch carp and

goldfish swim gaily in ponds. A planetarium stands beside a library rich in magazines
and books for young and old.
_______1. Teodoro Valencia was the park commissioner in charge of Rizal Park.
_______2. Rizal Park is one of the most beautiful parks of its kind in the world.
_______3. Families enjoy having picnics on the clean thick grass.
_______4. In summer people sleep outdoors in the park.
_______5. The sunset looks prettiest in summer when the sun paints the clouds in
gorgeous colors.
V. Assignment
Write five statements describing the Filipinos under the following headings.
Fact
Opinion

Day 2

I. Objectives
1. Identify different meanings of content specific words (denotation and
connotation) (Science)
2. Distinguish text-types according to purpose-To classify or describe
II. References:
PELC II 12
Dictionary
Code: EN5V-IId-20.1.1, EN5V-d-20.2.1 EN5RC-d-3.2.1
Materials:
Pocket Charts,
III. Procedure
A. Setting the Stage
Shows different pictures in the class (e.g. house Group the class into
two. Let the first class identify the meaning of the word while the other group
must give their own meaning about the pictures.

B. Explaining the Students what to

Today class we are going to discuss about the connotation and
denotation of the words in Science. Based on the game that we have we
simply identify the difference of the two. So for more clarification let us have
the activity.
C. Guided Practice
Divide the group into four. Give them a manila paper and pictures. Let
them post the pictures on it and make a column for connotation and
denotation. Refer to LM Find Out and Learn
D. Independent Practice
Refer to LM Try and Learn
.
E. Closure/ Assessment

Denotation. The dictionary meaning of a word. The literal meaning of a

word.

Connotation. The emotional or cultural meaning attached to a word.

Diction. Style of speaking or writing as dependent upon choice of words

includes language, figurative language, and tone.

IV. Evaluation
Refer to LM Do and Learn

Day 3

I. Objectives
1. Read with automaticity grade level frequently occurring content area words.
2. Gather relevant information from various resources-Dictionaries
II. References:
PELC III 1.2
English Expressway Reading pp.20-24
Code: EN5V-EN5F-IId-1.8.1, EN5SS-IId-1.4
Materials:

Dictionary, picture, charts, papers, pentel pen

III. Procedure
A. Setting the Stage
You have been using the dictionary for a long time. Do you also
know the important of dictionary in our speaking specially with our
diction? What will happen if we are not able to talk but we have to
communicate? Let us have this game.
COMMUNICATION ACTIVITIES DICTIONARY
Divide students into groups of 3. Give each group a dictionary. Let
them create the ideal student, school, class, teacher, or whatever. When they
have their creation finished, each group will explain the meaning of it
through the use of the dictionary.
B. Explaining the Students what to do
From the Game that we have done ask the following:
What do you feel during the game?
Are you able to communicate clearly without talking?
Emphasize the importance of reading correctly.
C. Guided Practice
Group the class into three. Refer to LM. Find Out and Learn
Give them a story to read. Let them discuss the correct pronunciation of the
words in the selection. Then let the group have one presenter to read the
selection in front of the class. After the presentation the teacher must look for
the rubric that he/she prepared for the scoring. Also as a facilitator the
teacher must correct if there is any correction in the reading of the pupils. Let
the pupils know the importance of using the dictionary in getting the correct
diction of each word in the paragraph.
D. Independent Practice
Refer to LM Try and Learn
Ask the pupils to get their dictionary and answer the activity.
E. Closure/ Assessment
Refer to LM, Do and Learn
IV. Evaluation
Read the paragraph by group and check for the pronunciation of the word.

Ants are found everywhere in the world. They make their home in buildings,
gardens etc. They live in anthills. Ants are very hardworking insects. Throughout the
summers they collect food for the winter season. Whenever they find a sweet lying on
the floor they stick to the sweet and carry it to their home. Thus, in this way, they clean
the floor. Ants are generally red and black in color. They have two eyes and six legs.
They are social insects. They live in groups or colonies. Most ants are scavengers they
collect whatever food they can find. They are usually wingless but they develop wings
when they reproduce. Their bites are quite painful.
V. Assignment
Use a dictionary and copy one entry with three or more meanings. Copy all the
information on that entry, including the given sample sentences. Write your notes in your
notebook.

Day 4

I. Objectives
1. Compose clear and coherent sentences using appropriate grammatical
structures: -collective nouns and verb agreement
2. Revise writing for clarity correct spelling
II. References:
PELC II 12
English Language 5 p. 109
http://grammar.yourdictionary.com/sentences/20-Rules-of-subject-verbhttp://www.preservearticles.com/2011080410136/7-sample-paragraphs-for-kidsfree-to-read.html
http://www.englishleap.com/grammar/collective-nouns
Code: EN5G-IId-2.2.6 EN5G-d-3.9, EN5WC-IId-1.8.2
Materials:
Charts pictures
III. Procedure
A. Setting the Stage
Call 9 students and group them into 3. Give the group each envelops. Inside
on it is a group of words to be arrange to form a sentence.
Answers:
Group 1 My dogs always growl at the postal carrier.
Group 2 Peter doesnt likes vegetables

Group 3 Basketball rolls across the floor.

Ask the pupils What did you notice in the subject?
How about the verb?
What is the relationship of the subject and the verb?

B. Explaining the Students what to do

Teacher will say that they are going to tackle about the verb agreement.
In this process teacher can use the Think Pad for more clarification about
the verb agreement.
Example: Choose in the parenthesis the correct verb to be use in the
sentence.
1. Sugar and flour (is are) needed to the recipe.
2. The majority (rules, rule) most of the time.,
3., Basketball (roll, rolls) across the floor
C. Guided Practice
Group the class into 4. Perform the activity. Let the teacher give the
standard in group activity and ready rubrics for scoring.
The entire group will have the same question to be answer so that after the
activity they can compare the result. Instruct them to complete the sentence.
Group 1
a. Each _____ a trophy for playing.
b. Something ___ very wrong here.
c. The crowd ___ getting angry.
Group 2
a. Each _____ a trophy for playing.
b. Something ___ very wrong here.
c. The crowd ___ getting angry.
Group 3
a. Each _____ a trophy for playing.
b. Something ___ very wrong here.
c. The crowd ___ getting angry.
Group 4
a. Each _____ a trophy for playing.
b. Something ___ very wrong here.
c. The crowd ___ getting angry.
D. Independent Practice
Let the pupils answer the activity in the LM.
E. Closure/ Assessment

Subject verb agreement simply means the subject and verb must agree in
number. This means both need to be singular or both need to be
plural.

collective

Collective nouns can be singular or plural depending on meaning. Here

are some examples of subject verb agreement with
nouns:

IV. Evaluation
Draw a
in a blank if the statement is correct and a
if it is wrong.
______1., These scissors cut well.,
______2. Athletic develops good sportsmanship.
______3.The staff have gone their separate ways for the holidays.
______4. The jury have finally reached his decision.
______5. The committee meets every Thursday.
V. Assignment
Write the verb and subject of the following sentence.
1. Jack, along with some of his closest friends, is sharing a limo to the prom.
2. The recent string of burglaries, in addition to poor building maintenance, have
inspired the outspoken resident to call a tenants meeting.
3. The travelling salesman was dismayed to learn that neither his son his
daughter were interested in moving.
4. Pepperoni and cheese are great on a pizza.
5. Nothing has determined as of yet.

Day 5

I. Objectives
1. Determine images/ideas that are explicitly used to influence viewers
-Stereotypes

-Point view

-Propagandas

2. Observe politeness at all times.

3. Show tactfulness when communicating with others.
II. References:
PELC II 12
Code: EN5VC-IId-7 EN5VC-IId-7.1, EN5VC-IId-7.2 EN5VC-IId-7.3
Materials:
Pictures, charts, video clip

III. Procedure
A. Setting the Stage

Look at the pictures class.

What can you say about the pictures?
Is anyone of you already watched a movie?
How do you act inside a movie theater?
Do you think it is important to act correctly during watching any film movie or
even we are just watching a TV?
Emphasize the good attitudes in watching a film viewing.
B. Explaining the Students what to do
Present to the class a video clip entitled Let them watch the video and
ask them to get the values that the characters in the movie possess.
C. Guided Practice
Watch the video

D. Independent Practice
Answer the activity on Do and Learn
E. Closure/ Assessment

Stereotype: to believe infairly that all people

or things with a particular
characteristic are
the same.
IV. Evaluation
Identify the different images/ideas. Write P if its use for propaganda S for
stereotypes and PV for point view.

1.

2.

3.

4.

5.