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DATE:____________________________
I. Objective
EO: Observe politeness at all times
LC: Identify the elements of literary texts
RC: Summarize narrative texts based on the elements
F: Read aloud grade level appropriate text with an accuracy rate of 95 – 100%
II. Subject Matter
Topic: Identifying the elements of literary texts
Materials: Pictures, Stories written in cartolina
Reference: Curriculum Guide
Code: EN5LC – Ic – 2.17.2, EN5RC-Ic-2.23, EN5A-Ic-16
http://www.kidsworldfun.com/shortstories.php
III. Learning Activities
Ask: What is the setting of the story? Read the part where the setting is mentioned.
Who are the characters in the story? Describe each of the characters.
Identify the parts in the selection that helped you described the characters.
E. Independent Practice
Read the selection and do the activity that follows.
Read LM, do and Learn for the selection “Mind Your Own Business”
Summarize the elements of the story by filling in the semantic web.
Conclusion
Setting
Plot Characters
F. Closure
Class, kindly complete the statements below by filling out the missing information.
The elements of literary texts are ______________, plot , ________________, and _____________.
IV. Evaluation
The teacher will give a short story entitled “The Ant and the Dove” to the pupils for them to read and analyze,Refer to LM, Learn
Some More. Comprehension questions with choices will also be provided to assess whether the competency was achieved
V. Agreement
Choose your favorite story and identify elements of literary texts in your notebook.
LESSON PLAN IN ENGLISH V
DATE:____________________________
I. Objective
Story
Last year, the Girl Scouts in our district celebrated their anniversary with a journey. What do you think is the
meaning of journey? The purpose of this trip was to explore the virgin forests of Palawan. (What do you mean by
virgin?) since the forests of Palawan have not yet been touched by loggers. Many of the Girl Scouts who went were
independent girls and did not need help in doing basic or essential things like cooking and hiking.What do you think is
the meaning of independent? essential?
Learning the meaning of cooperation helped to make their trip a success. (guess the meaning of
cooperation) By working together well, most of them learned much and enjoy the trip. They learned the value of
preserving or taking good care of our forests to avoid floods and soil erosion. (what is the meaning of preserving?)
DATE:___________________________
I. Objective
EO: Show tactfulness when communicating with others
W: Write two to three paragraph composition based on the prepared outline
Class, our lesson for today is about writing two to three paragraph based on the outline that I will give to you.And
how do we write paragraph using an outline? (By writing the topics following their correct order in the outline)
C. Modeling
I.
Characteristics of Vultures
A. Large birds of prey
B. Have baldheads and neck
C. Have very good eyesight
D. Have a keen sense of smell
What kind of birds are vultures? (Large birds of prey)
Why do vultures do not hunt for food? (because they live on dead animals)
What kind of outline is presented? (topic outline)
What are the main topics in the outline? (Characteristics of ‘Vultures and How vultures get their food)
D.Guided Practice
(Group Activity)
Write the paragraph using the outline given.
Conduct the writing relay. Post the outline on the board. Give a sheet of paper to each group.
Have the group sets on a row before conducting it.
E.Independent Practice
Clouds
The Whale
V.Assignment
Copy the outline. Rewrite it in paragraph form.
DATE:___________________________
I. Objective
EO: Take good care of personal belongings
G: Compose clear and coherent sentences using appropriate grammatical structures: modals
II. Subject Matter
Topic:Modal Auxiliaries used to, would
Materials: pictures, poem written in a cartolina
Reference: Lesson Guides in Elem. English 5, page 69
Curriculum Guide
Code: EN5G-Ic-3.6
III. Learning Activities
A.Setting the Stage
Do you still remember what you used to do when you were small?
What are these activities that you used to do?
How do you feel when you recall these activities that you used to do?
Say: Class, we will compose clear and coherent sentences using appropriate grammatical
Structures specifically the modal auxiliaries used to,will and would.
Modals are verbs used with other verbs. They can express a habit.
Used to, would - are used to express a past habit
Will – is used to express a present habit
C.Modeling
Say: You are going to read a poem about what a child used to do and what he always does now
- Let the pupils read the poem as a class then by groups.
Ask: What did the author use to do when he was a child? (Write the answers on the board)
What helping verbs were used to describe what he always did when he was small?
- Let the pupils read the answers on the board. Tell them that these are the activities that the author always did when he was small.
- Let the pupils read this paragraph
We usually visit my grandparents every Sunday. Early in the morning on Sundays, mother will prepare some food to take with
us. She will cook fish as well as chicken because grandpa likes fish but grandma eats only chicken.
Say: According to the poem, how did the author play with his toys?
Did he take good care of his toys?
As he grow older do you think he still did that to his toys or other belongings?
How about you, do you take good care of your things and other personal belongings? How?
Why should we take good care of our things or personal belongings?
How should we handle borrowed things or the things in school?
D.Guided Practice
Let the pupils form four groups. Let each group form a small circle.
Let each member of every group share with the rest of the group members his habit when
he/she was small using the modal used to, would and his habit now using the modal will.
E.Independent Practice
The teacher presents strips of cartolina where some sentences are written.She will call one pupil to give the appropriate modal
to complete the sentence.Then the pupil will read the complete sentence.
IV. Evaluation
Use each modals inside the pie in a sentence.
-use to join
-will go
LESSON PLAN IN ENGLISH V
DATE:__________________________
I. Objectives
VC:Describe different forms and conventions of film and moving pictures.
OL: Use formal and informal English based on audience and purpose
II. Subject Matter
Topic:Different Forms and conventions of film and moving pictures
Materials:Projector,Laptop,speaker,video,pictures, strips of paper
Reference:Curriculum Guide
Code:ENVC-Ic-5.1, EN5OL-Ic-3.9
https://www.google.com.ph/search?q=film&rlz
https://www.youtube.com/watch?v=JNoxwUsNDX8
http://www.slideshare.net/u1024811/film-conventions-powerpoint
https://www.youtube.com/watch?v=_bZPoOMfsV
III. Learning Activities
Say: Class, today we will discuss about the different forms and conventions of films and moving pictures but let me first describe what a
film/ movie is..
A film, also called a movie, motion picture or photoplay, is a series of still images which, when shown on a screen, creates the
illusion of moving images due to the phi phenomenon.
The different forms and conventions of films are:
Characterization - describe the depiction of a character in a movie
Acting is the work of an actor or actress, which is a person in theatre, television, film, or any other storytelling medium who
tells the story by portraying a character and, usually, speaking or singing the written text or play.
Dialog – the things that are said by the characters in a movie; a discussion/ conversation between two or more people
Setting or set up – the time, place, circumstances in which a film takes place
Direction – the instructions given to the actors and other people working on a film
Blocking is the positioning and movement of the characters to tell the story in visual term
Lighting - the use of various light sources, both artificial and natural, to achieve some aesthetic or practical effect while
illuminating a scene.
We will also tackle about the use of informal and formal english.
Formal language is using standard English (not slang) and appropriate grammar when speaking or writing. Informal language is
the language we use when we feel very comfortable and casual around people. For example, talking with or writing to our
peers, close friends, and family may be appropriate times to use informal speech. You may choose to use slang or some
inappropriate grammar. Informal language does not require standard English.
C.Modeling
The teacher will discuss about the powerpoint presentation to the pupils. Afterwards, pupils will be given a chance to watch the movie entitled
“imagination” and analyze the forms and convention of this film.
Questions:
1. What is the film all about?
2. Who are the characters in the film?
3. What is the setting/ set up of the film?
D.Guided Practice
Pupils will play the game “Laglag Panyo” whoever pupils get the handkerchief will be the one to answer the questions inside the box.
E.Independent Practice
F.Closure
IV. Evaluation
A. Match Column A with the descriptions in Column B.
Column A Column B
1. Things that are said by the characters in a movie A. Dialog
2. The time, place, circumstances in which a film takes place B. Directions
3. The use of various light sources C. Film
4. Instructions given to the actors and other people D.Lighting
5. Motion picture or photoplay E. Setting
B.Using the pictures below, write a simple dialogue with Formal and Informal English.