Académique Documents
Professionnel Documents
Culture Documents
WEEK 1
I. Objectives
A. Expressive Objective
Observe politeness at all times
Show kindness to everyone
B. Instructional Objectives
1. Listening Comprehension:
Note significant details
2. Oral Language:
Use appropriate facial expressions
3. Vocabulary Development:
Infer the meaning of unfamiliar compound words based on given context clues,
synonyms and antonyms
4. Oral Reading Fluency:
Self-correct when reading
5. Grammar:
Compose clear and coherent sentences using appropriate grammatical
structures (aspects of verbs)
6. Writing/ Composition:
Plan a two to three-paragraph composition using an outline/ other graphic
organizers
7. Viewing:
Describe different forms and conventions of film and moving pictures (lights,
blocking, direction, characterization, acting, dialog, setting or setup)
8. Attitude:
Observe politeness at all times
B. Materials
Selections
Pictures (fox and wolf)
Film (any inspirational short film)
Picture words forming compound words
Outline/graphic organizer
III. Procedure
Day 1
I. Objectives
1. Note significant details of the selection listened to.
2. Observe politeness at all times.
3. Show kindness to everyone.
4. Use appropriate facial expressions in delivering some lines of the characters of
the selection listened to.
C. Materials:
selections, pictures, laptop
III. Procedure
A. Setting the Stage
Show pictures of fox and wolf
Ask: Are these animals the same?
What can you say about the fox? How about the wolf?
If you are going to choose between the two, who will you want to be? Why?
Let the pupils arrange the jumbled letters to identify the word used in the story being
defined.
Have the pupils listen to the story “The Sly Fox”. While reading, the teacher
emphasizes appropriate facial expressions for the lines of the characters of the
story. Instruct the pupils to observe how the appropriate facial expressions are used
in delivering the lines of the story. Then, pupils will be answering the questions.
thick fur. The fox is said to be a very clever animal in fooling others. The wolf is a wild animal that
looks like a dog too. It has thick fur and pointed muzzle. Wolves and foxes hunt other animals.
away.
“I have to use my wits instead of my legs,” she said to herself.
“I could have been a good dinner for you last year. I was then very fat and plump. But I had
three babies then. Now I’m slim and not delicious.”
“I don’t care if you are plump or not. I don’t care how many babies you have. I’m going to eat
you right now!”
“Stop!, the fox shouted. “ Look how skinny I am. I ran off all my fat looking for my babies. But I
know a place where you can find something good and fat.”
well.
“See for yourself, what a fat juicy piece of meat is at the bottom of this well. I wanted to get it
shone bright and clear. The wolf leaned over the well wondering how to get the piece of meat. The
fox jumped up quickly and pushed the wolf down into the deep well.
Afterwards, the teacher will call each row to deliver the lines of the characters
of the story listened to with appropriate facial expressions. Then, the teacher will
call some of pupils individually in front of the class to deliver the lines with
appropriate facial expressions.
“Don’t move! I’m going to eat you this minute.”
“I have to use my wits instead of my legs”
“I could have been a good dinner for you last year. I was then very fat and
plump. But I had three babies then. Now I’m slim and not delicious”.
How did facial expressions affect in saying these lines of the characters of the
story you listened to? (Facial expressions make the story more realistic and
emotional)
Ask: What did you do to answer all the given questions? (Listened to the
story and remembered the details)
D. Guided Practice
Refer to LM, Try and Learn
E. Independent Practice
Refer to LM, Do and Learn
F. Closure/Assessment
Noting details of a story means pointing out the characters around which the
story revolves, the place and when it happened and the series of actions that
make the story itself.
V. Assignment
Make a comic strip of the story “The Sly Fox”
Day 2
I. Objectives:
1. Infer the meaning of unfamiliar compound words based on given context
clues, synonyms and antonyms.
2. Appreciate experiences in life.
3. Write meaningful sentences using compound words.
B. References:
EN5V-Ia-12 and 13
Lesson Guides in Elem Eng. 5(Ateneo) p.103
https://www.google.com.ph/search?q=short+stories+with+compound+words&
biw=1242&bih=585&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiw-
ffrseLMAhXKnpQKHfQaCgwQ_AUIBigB#imgrc=C2ehXQLCWXLwiM%3A
C. Materials:
short paragraph
activity sheets
pictures
III. Procedure
A. Setting the Stage
Have you experienced riding a bus?
Did you experience witnessing a commotion on your community?
What did you feel?
Mark slung his backpack over his shoulder and ran. The bus company had just
introduced a new bus route. Over the cliffs in the distance, Mark could see the sea sparkling.
With a smile, he paid for his ticket and sat down. On the drivers lap there was a newspaper
with a bold headline reading ‘Burglar Caught’. At the back of the bus, a commotion started up
with two teenage boys arguing. Over the bridge, the bus traveled on until it pulled up at Mark’s
stop. Below the deep water in the canal, fish swam in the murky depths. Turning down a side
alley, Mark reached his front door and took out his key. From the back lawn the dog was
How many words were combined to form new word and new meaning?
What do you call the words with two or more words that are combined
together to form a new word and new meaning?
How do compound words in column A written? In column B?in column C?
Say: Infer the meaning of the underlined compound words in the following
sentences.
a. The sky was overcast, rain was expected because it was
cloudy afternoon.
-. What word in the sentence hint the meaning of the unfamiliar word?
(cloudy)`
This is an example of context clue.
- Box the word that has opposite meaning of the underlined compound
word.
c. His statement was an example of falsehood. ( truth, lies,
rumor)
Falsehood and truth are antonyms, they have opposite meaning.
D. Guided Practice
The class will be divided into 4 for a group activity.
Gr. 1- Infer meaning of compound words through context clues
Gr. 2- Infer meaning of compound words through synonyms
Gr.3- Infer meaning of compound words through antonyms
E. Independent Practice
For Exercise 1 refer to LM, Do and Learn
For Exercise 2 refer to LM, Learn Some More
F. Closure/ Assessment
Compound words come from two or more words that are combined
together to form a new word and a new meaning.
Context clues hint the parts of a sentence or paragraph that come
before or after the unfamiliar word.
Synonyms are words with similar meanings.
Antonyms are words with opposite meanings.
IV. Evaluation
Infer the meaning of the compound word in each sentence. Encircle the letter
of the correct answer.
2. finger-______________________________________________
print-_______________________________________________
finger print-__________________________________________
Sentence:___________________________________________
Day 3
I. Objectives
1. Compose clear and coherent sentences using appropriate grammatical
structures- aspects of verbs.
2. Infer the meaning of unfamiliar compound words based on word parts.
3. Appreciate the beauty of the environment
B. References:
EN5-Ia-12 and 13
EN5G-Ia-3.3
http://promethee.philo.ulg.ac.be/engdep1/download/defiswitt/doc/compounds.pd
f
C. Materials:
laptop, pictures, metacards
III. Procedure
A
postdate post(after) + date= after the dat
supernatural super(more than) + natural= more than the
natural - ex- president ex( former)+
president= former president
nonsense non(without) + sense= without sense
multitask multi(many) + task= many task
B
colorless color+ less(without)= without color
cheerful cheer+ ful (full of)= full of cheer
breakable break + able (having the quality= having the
quality to
break
adulthood adult+ hood(state/condition of being)= state of
being adult
In what part of the words in set A do the syllables added? (at the beginning)
-Syllables added at the beginning of a word are called prefixes.
In what part of the words in set B do the syllables added? (at the last part)
-Syllables added at the last part of the word are called suffixes.
A B
Look at the sentences in tree A and B. When are you going to add –s or –es
in your verb?
Look at the sentence in tree C. What will be added to a regular verb when the
action was done already? How about in irregular verb?
Look at tree D. What modal will be added to the base form of the verb to
express futurity?
D. Guided Practice
The class will be divided into 5 and play a game called “E-Raffle” .Each group
will be receiving metacards to write their answer. As the raffle goes, there are
verbs to be flashed with corresponding tense of verb. Each group will compose
clear and coherent sentences using the verb in the tense asked. 2 minutes will
be used to answer each item.
1st word: play tense: future
nd
2 word: cook tense: past
3rd word: run tense: future
th
4 word: use tense: present
5th word: see tense: past
E. Independent Practice
Exercise 1
The following sentences are written in past tense. Rewrite them in
present and future tense on the lines below.
Present
tense:_____________________________________________________
Future
tense:______________________________________________________
b. Jane borrowed Richard’s eraser.
Present
tense:_____________________________________________________
Future
tense:______________________________________________________
Exercise 2
Compose sentences using the given sets of words. Refer to the word
enclosed in the parentheses to know the tense of the verb to be used in
each item.
Ex: Carlito, swim, beach, (present)
Carlito swims at the beach.
F. Closure/ Assessment
Verbs are action words.
There are three aspects of verbs.
If the action is being done in the present time, the verb is in present
tense.
If the action is done already in the past time, the verb is in past tense.
If the action is to be done in future time , the verb is in future tense.
Day 4
I. Objectives
1. Plan a two to three- paragraph composition using an outline/other graphic
organizers
2. Observe politeness at all times.
3. Show respect to others
A. Topic:
Planning a Two to Three Paragraph Composition Using an Outline/Other
Graphic Organizers
B. References:
EN5WC- Ia- 1.1.6.1
EN5A-Ia-16
Lesson Guides in Elementary English 6 p.2
C. Materials:
Pictures, laptop, graphic organizers, outline
III. Procedures
Analyze the following graphic organizer. Answer the questions that follow.
Fiilipino Fiilipino
as Filipino as God-
respectful loving
person Person
calls older
patterns
brother prays not
using "po" life the
"Kuya",an only for
and "opo" way God
d sister himself
wants it
"Ate"
shows due
kisses the respect to
hands of parents, loves his believes in
parents/gra elders and neighbors one God
ndparents people in
authority
Based on the Semantic web, who is a respectful person and a God-loving person?
How do Filipinos show respect to others?
How do Filipinos show love to God?
Say: Now, let us plan a two-paragraph composition using the details of the semantic
web.
A Filipino is a respectful person. He calls older brother “kuya” and older sister “ate”.
He kisses the hands of his parents and grandparents. He is always using “po” and “opo”. He
shows de respect to parents, elders and people in authority.
A Filipino is also a God-loving person. He believes in one God. He patterns his life the
way God wants it. He loves his neighbors. And most of all, he prays not only for himself.
D. Guided Practice
Using the details of the semantic web, plan a two-paragraph
composition.
Fresh gardens
Scenic
Perfect Mayon
Cone Wondrous
Volcano
Magnificent Shape
Famous
Majestic
Magnificent
E. Independent Practice
The outline contains a personality of a Filipino. Write a two- paragraph
composition using the following details.
F. Closure/ Assessment
The clustering graphic organizer shows and separates the developed
ideas from other ideas.
The use of graphic organizers and outlines provides the organization
of ideas easy to understand and makes learning more enjoyable.
Day 5
I. Objectives
1. Describe different forms and conventions of film and moving pictures (lights,
blocking, direction, characterization, acting, dialog, setting or set up)
2. Observe politeness at all times
B. References:
EN5A-Ia-5.1
https://www.youtube.com/watch?v=MNBtdNgH0Ds
C. Materials:
video, laptop, projector
III. Procedure:
A. Setting the Stage
Ask:
Are you fond of watching films?
What kind of film do you like?
What things do you notice when the film is already playing?
D. Guided Practice
With the aid of the teacher, the class will view the video “Stellar Moves:
The Story of Pluto”. The students will take note of the different forms and
conventions of the film.
E. Independent Practice
Refer to LM, Do and Learn
F. Closure/ Assessment
There are different forms and conventions of the film. These are
setting, characterization, plot, performance, costuming, props, set and
location, camera work, lighting, sound and editing
WEEK 2 – DISCOVERING MY TALENTS
Objectives
A. Expressive Objectives
1. Identify and use polite words.
2. Identify the characters, setting, and plot of a literary text.
3. Write two to three paragraph compositions using an outline/other
graphic organizer.
B. Instructional Objectives
Listening Comprehension
Identify the elements of literary texts.
Oral Language
Use appropriate body movement/gestures
Vocabulary Development
Infer the meaning of unfamiliar words (compound) based on given
context clues (synonyms, antonyms, word parts) and other strategies.
Reading Comprehension
Infer the theme of a literary text.
Grammar
Compose clear and coherent sentences using appropriate
grammatical structures: aspects of verbs.
Writing/Composition
Plan a two to three paragraph composition based on the prepared
outline/other graphic organizer.
Viewing
Describe different forms and convention of film and moving
pictures (lights, blocking, direction, characterization, acting,
dialog, setting, or set-up.
Attitude
Observe politeness at all times.
LESSON 6 – ELEMENTS AND THEME OF A LITERARY TEXT
I. OBJECTIVE
1. Identify the elements of a literary text.
2. Infer the theme of the literary text.
3. Observe politeness at all times.
B. Materials
Picture of a thief, a stealing machine, deaf little girl using sign language, letter
soup
flashcards containing polite words.
Story Chart of “A Letter Soup”, “The Fox in the Well”, and “Inside the
Canteen”
http://clipart.me/premium-people/outlaw-565307
C. References:
Curriculum Guide: CG in English 5 Week 2
o EN5LC – Ib – 2.17.1
o EN5RC – Ib – 2.9.1
D. Focus Skill/s:
Listening, Analyzing, Classifying
E. Value Focus:
Being Polite
III. PROCEDURE
A. Setting Up the Stage
Motivation
Sing: “Be Polite – Good Manner Song”
https://www.youtube.com/watch?v=VLYIo_sLqH0
a. crook
Say: “The crook is stole the lady’s bag.” (show the picture of a crook)
“What do crooks steal? Why do they steal things?”
b. argue
Say: “Don’t argue over who little things.” (show picture of two
people arguing)
“Why do people argue?”
c. deaf
Say: “The two girls are deaf.” (Show pictures of two deaf girls)
“Why do some people cannot hear?”
D. Guided Practice
Read the story again silently.
List down the elements of the literary text you have read. Write your
answer on your notebook.
E. Independent Practice
Read the story “The Fox in the Well” and answer the wh-
questions.
One day a fox fell into a well. He jumped and jumped but he could not
get out. The well was too deep. Soon he began to feel cold and hungry.
Suddenly there was a noise from above. A goat had come to drink from
the well. It looked in and saw the fox. “Why, what are you doing down there, Mr.
Fox?” asked the goat.
The fox was very cunning. Quickly, he thought of a way to trick the goat.
“Oh, I’m drinking,” he said.
“Down there? But there’s water in the bucket up here.”
“Yes, I know,” said the fox. “But the water down here is much sweeter.
Why don’t you come down and taste it for yourself?”
“I think I will do that.” And the silly animal jumped into the well.
At once the fox leapt on to the goat’s back. And from there he soon
Guide Questions:
jumped out of the well.
1. Who was trapped in the well?
“Hey! Where are you going?” cried the goat. “What about me? How am I
2.outWho
going to get came passing one day?
of here?”
3. What convinced the goat to go down the well?
4. How did the fox get out of the well?
5. What is the moral of the story?
F. Closure/Assessment
Teaching Points
The elements of a literary text are the character, setting, and plot,
conflict, and theme.
The theme is the subject of the story and what the author wants
to convey to the readers.
The plot is made up of events that happened in the story. It
consists of the beginning, the middle, and the ending.
o Beginning – It gives the problem faced by the main
character.
o Middle – It presents the actions made by the character to
solve the problem.
o Ending – It gives the solution to the problem.
G. Evaluation
Read the story “Inside the Canteen” and identify the elements of the
literary text.
plot theme
I. OBJECTIVE
1. Infer the meaning of unfamiliar words (compound) based on given context
clues (synonyms, antonyms, word parts) and other strategies
2. Read aloud grade level appropriate text with an accuracy rate of 95 –
100%.
3. Observe politeness at all times.
B. Materials
chartcontaining compound words.
picture puzzle of compound words.
Story Chart of “A Letter Soup”
http://clipart.me/premium-people/outlaw-565307
C. References:
Curriculum Guide: CG in English 5 Week 2
o EN5LC – Ib – 12 and 13
o EN5RC – Ib – 1.6
D. Focus Skill/s:
Speaking, Oral Reading Fluency, Vocabulary Development
E. Value Focus:
Being polite
III. PROCEDURE
A. Setting Up the Stage
Motivation:
Divide the class into 8-10 groups. Give them the picture puzzle of
compound words.
Ask them to solve the puzzle and write the name of the picture on a
strip of paper.
Have a representative from each group present the picture and the
word they have formed.
cupcake mailman love letter fairy tale
D. Guided Practice
Match the words in Column A to the words in Column B in order to create a
compound word. Note that the words in Column B can only be used once.
Column A Column B
1. rain a. case
2. flower b. drop
3. window c. fly
4. butter d. light
5. police e. man
6. book f. pane
7. sun g. pot
8. day h. room
9. sea i. shell
10. store j. shine
E. Independent Practice
Do “Do and Learn” in the LM page ____.
F. Closure/Assessment
Compound words are two words put together to create a new word.
G. Evaluation
Answer “Learn Some More” on the LM page _____.
I. OBJECTIVES
1. Read aloud grade level appropriate text with an accuracy rate of 95 –
100%.
2. Use appropriate body movements/gestures.
B. Materials:
pictures of body movements/gestures
flashcards of action words (verbs)
C. References:
Curriculum Guide in English 5 –EN5OL – Ib – 2.6.2
Learners Manual in Grade 5 (Division Level)
D. Focus Skill/s:
Oral Language, Oral Reading Fluency
E. Value Focus:
Love of Family
III. PROCEDURE
A. Setting Up the Stage
Group the class into two groups.
Have them play a game of charades using the words below.
Call a representative from each group to act out the word.
tapped
Say “They just tapped their feet to loose boredom.” (show picture of
someone tapping their feet”.
What is he doing? How does he do it?
kiosk
Say: “Mother was sipping coffee she bought from a kiosk.” (show the
picture of a kiosk)
Read the story “The Homecoming” in the LM’s “Let’s Read More”
page ___ and answer the questions after.
D. Guided Practice
Have the pupils read “Try and Learn” on the LM page ____.
E. Independent Practice
Answer “Do and Learn” on page ____ of the LM.
F. Closure/Assessment
G. Evaluation
Have the pupils read the following sentences and have them identify the
body movement/gesture used in the sentence.
1. Terence Romeo shoots the ball at the last second.
2. The athletes stretched their body before doing the routine.
3. Mother rubs fathers back when he is tired.
4. Squeeze it to get the toothpaste.
5. My sister likes pinching me when she is mad.
LESSON 9
I. OBJECTIVES
1. Compose clear and coherent sentences using appropriate grammatical
structures – aspects of verbs.
2. Plan a two or three paragraph composition using an outline or other graphic
organizers.
B. Materials:
Chart of Aspects of verbs
Pictures showing actions
Pictures of an outline and different graphic organizers
C. References:
Curriculum Guide in English 5 – EN5G-Ib-3.3, EN5WC-Ib-1.1.6.1
Learners Manual in English 5
D. Focus Skill/s:
Writing
E. Value Focus:
Observe Politeness at all times
III. PROCEDURE
A. Setting Up the Stage
Sing “She’ll be coming round the mountain”
D. Guided Practice
Group the class into five groups and have them answer “Try and Learn” on
the LM page ____.
Have them write their answer on a manila paper and have a representative
present their answer in front of the class.
E. Independent Practice
Let the pupils answer “Do and Learn” on page _____.
F. Closure/Assessment
There are two kinds of outlines: the topic outline and the sentence outline.
1. The topic outline consists of words or short phrases.
2. The sentence outline is done in full sentences. It is normally used when you
want to focus on complex details.
Normally, use Roman numerals to write the main idea. Then under the main
idea, we indent and write the first subcategory with a capital letter. See the example
below.
G. Evaluation
Write a three paragraph composition about your daily routine before you go to
school, while in the school, and during at night.
IV. Assignment
Create an outline of your family tree starting from your grandparents.
LESSON 10
I. OBJECTIVES
1. Describe different forms and conventions of film and moving pictures (lights,
blocking, direction, characterization, acting, dialogue, setting or set-up)
B. Materials:
video about making films
sample of a script
C. References:
Curriculum Guide in English 5 – EN5V-Ib-5.1
Learner’s Manual page
D. Focus Skill/s:
Viewing, Listening, Speaking, Writing
E. Value Focus:
paying attention, being punctual, cooperation
III. PROCEDURE
A. Setting Up the Stage
Show posters of movies and films, local and abroad.
Ask: “How do you think these movies are made?”
“If you were to make your own movie, what do you think do
you need?”
“What are the things you need to remember when making a
movie?”
D. Guided Practice
Have the students answer the “Find Out and Learn” on the LM on
page ____.
Key to Correction
Try to identify which form or convention of film is being described. Choose from the
words inside the box.
Lights blocking direction acting
Dialogue characterization setting or set-up.
E. Independent Practice
Group the pupils into four groups. Have them assign a director, a
cameraman, a floor director, a lights man, and the rest will be actors
and actresses. Have them act out a scene with the following theme:
Give each group 5-7 minutes to think about what scene they will re-
enact and present their work in front of the class.
F. Closure/Assessment
The different forms and conventions of film and moving pictures are:
G. Evaluation
Match the words in Column A with the word clue about in Column B.
Column A Column B
1. lights a) control of the set and actors
during filming
2. blocking
b) conversation between the
3. direction actors
c) illuminating the set whether
4. characterization
natural or artificial
5. acting d) personality of the character
e) time and location where filming
6. dialogue
takes place
7. setting or set-up f) work of an actor or actress
QUARTER 1
Week 3
Day 1
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%
Say: Class, our lesson for today is about identifying the elements of literary
texts and
summarizing narrative texts
Literary elements refers to an aspect of a whole text. The elements are
setting, character
and plot.
C. Modeling
The teacher will read the story of “Princess Polite” to the pupils.
Once there was a girl called Princess Polite but people in her castle called her Polly or Polly
Polite. One day a super star came to her castle. Polly said “Why have you come here? And what is your
“James Sammy and I met him at a wedding.” Sarah said.
“Oh how sweet!” Polly said.
“Nice to meet you Polly Polite.” the handsome prince said.
“You smell like tuna!’ Polly said.
“Oh.” He said.
“We are here to get married!” Sarah said.
“Wait, I thought we were here to see you rock out. I don’t want to marry you!” James said, “I want to marry Polly!”
Polly married the prince. The rock star rocked out on the stage but was crying the whole time. She stopped crying
for a moment then she cried into a bucket it had a thousand drips in it and it went all the way up to the top. She had
to tip it out and start all over again. The prince and the princess lived happily ever after. The rock star spent the rest
of her life crying a million tears into a bucket and starting all over again and again and again and again and again
and again and again and again.
Where did the story occur? When? Read the part. Describe it.
Say: Class, these are the elements of literary texts and their definition.
The characters are the people or animals in the story.
The setting talks about the place and the time that the events in
the story happened.
The plot is made up of the events that happened in the story. It
consists of the beginning, the middle, and the ending.
Beginning – it gives the problem faced by the main
character
Middle – it represents the actions made by the
characters to solve theproblem
Ending – it gives the solution to the problem
D. Guided Practice
Read aloud the story “The Greedy Boy” then, identify the elements of
liteary text.
Refer to LM, Try and Learn.
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.
Setting Conclusion
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.
QUARTER 1
Week 3
Day 2
I. Objective
Ask: Who are in the pictures? How many of you are members of the GSP or
the BSP?
What are the common activities of a girl scout and a boy scout?
C. Modeling
Read the story then answer the questions that follows.
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?)
Ask:
D. Guided Practice
Refer to LM, Try and Learn
E. Independent Practice
Refer to LM, Learn Some More
F. Closure
How can we get the meaning of unfamiliar words?
IV. Evaluation
Read the given sentences, then choose one of the words from below that will
best fit the sentence. After this, underline the word in the sentence that gave you
clue to the word you chose.
Week 3
Day 3
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
Read the outline to the pupils.
I. Characteristics of Vultures
Ask:
D.Guided Practice
(Group Activity)
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.
Instruction:
1. Leader writes the first sentences of the paragraph then passes the
paper at his/her back.
2. The second member writes another sentence following the outline.
And passes again the paper afterwards.
3. Continue until all the topics in the outline has been written.
4. Show tactfulness when communicating with your groupmates/
classmates.
Outline:
II. There are special body parts that control a parson’s breathing.
A. You can’t switch you muscle on and off
B. You can’t let them go fast or slow
C. You breath sometimes go slow or faster depending upon the
activity you do.
E.Independent Practice
Clouds
Answer:
I.
A. sources of rain
B. tell us what kind of weather we will have
F.Closure
IV.Evaluation
The Whale
V.Assignment
QUARTER 1
Week 3
Day 4
I. Objective
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
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
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
F.Closure
IV. Evaluation
QUARTER 1
Week 3
Day 5
I. Objectives
VC:Describe different forms and conventions of film and moving pictures.
OL: Use formal and informal English based on audience and purpose.
Which from those movies you have watched,do you like best?
Look at the pictures below and guess the title of the movie.
B.Explaining the Students What to do
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..
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:
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
Column A Column B
B.Using the pictures below, write a simple dialogue with Formal and Informal English.
TEACHER’S GUIDE
Week 4
I. Objectives
A. Expressive Objectives
B. Instructional Objectives
Listening Comprehension
Oral Language
Reading Comprehension
Read with automaticity grade level frequently occurring content area words
Grammar
Writing Composition
Viewing
Attitude
Show tactfulness
A. Topics
a. Fact and opinion
g. Clarity-correct spelling
B. Materials
Charts
Pictures
Story
Audio video clip
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
Materials:
Chart, pictures
III. Procedure
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.
C. Guided Practice
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.
3. Forest protects our wildlife; gives homes; food and water to animals
and birds.
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.
_______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
Materials:
Pocket Charts,
III. Procedure
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.
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
IV. Evaluation
Refer to LM Do and Learn
Day 3
I. Objectives
1. Read with automaticity grade level frequently occurring content area words.
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
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
Ask the pupils to get their dictionary and answer the activity.
E. Closure/ Assessment
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
II. References:
PELC II 12
English Language 5 p. 109
http://grammar.yourdictionary.com/sentences/20-Rules-of-subject-verb-
http://www.preservearticles.com/2011080410136/7-sample-paragraphs-for-kids-free-
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
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:
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
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.
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
II. References:
PELC II 12
III. Procedure
Do you think it is important to act correctly during watching any film movie or
even we are just watching a TV?
C. Guided Practice
Watch the video
D. Independent Practice
Answer the activity on Do and Learn
E. Closure/ Assessment
IV. Evaluation
Identify the different images/ideas. Write P if it’s use for propaganda S for
stereotypes and PV for point view.
1. 2.
3. 4.
5.
TEACHER’S GUIDE
Week 4
I. Objectives
A. Expressive Objectives
B. Instructional Objectives
Listening Comprehension
Oral Language
Vocabulary Development
Read with automaticity grade level frequently occurring content area words
Grammar
Writing Composition
Viewing
Attitude
Show tactfulness
A. Topics
g. Clarity-correct spelling
B. Materials
Charts
Pictures
Story
Audio video clip
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
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.
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.
3. Forest protects our wildlife; gives homes; food and water to animals
and birds.
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.
_______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
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
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.
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
Day 3
I. Objectives
1. Read with automaticity grade level frequently occurring content area words.
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
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.
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
Ask the pupils to get their dictionary and answer the activity.
E. Closure/ Assessment
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
II. References:
PELC II 12
English Language 5 p. 109
http://grammar.yourdictionary.com/sentences/20-Rules-of-subject-verb-
http://www.preservearticles.com/2011080410136/7-sample-paragraphs-for-kids-free-
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
Answers:
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
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.
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
II. References:
PELC II 12
III. Procedure
Do you think it is important to act correctly during watching any film movie or
even we are just watching a TV?
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 it’s use for propaganda S for
stereotypes and PV for point view.
1. 2.
3. 4.
5.
QUARTER 1
Teacher’s Guide
WEEK 6
I. OBJECTIVES
A. Expressive Objectives
1. Observe politeness at all times.
2. Show tactfulness when communicating with others
B. Instructional Objectives
Listening Comprehension
Oral Language
Use formal and informal English when appropriate to task and situation
Vocabulary Development
Infer the meaning of unfamiliar words (blended) based on given context clues
(synonyms, antonyms, word parts) and other strategies
Reading Comprehension
Grammar
Writing / Composition
Attitude
Day 1
I. Objectives
1. Infer the speaker’s tone, mood and purpose.
2. Use formal and informal English when appropriate to task and situation.
3. Observe politeness at all times.
4. Show tactfulness when communicating with others
II. Subject Matter
Topics: Inferring the speaker’s tone, mood and purpose
Using formal and informal English when appropriate to task and situation
References: Curriculum Guide EN5LC – If – 2.B.1/ 2.B.2/ 2.B.3
EN5OL – If – 3.9
Enjoying Reading 5 pp. 2- 4
Focused Skill: Inferring
Value: Politeness
III. Procedure
A. Setting the stage
Ask: Do you feel the love and care of you mother?
What are the instances that show your mother’s tender loving care?
B. Explaining the Student What to Do?
Say: Class our lesson for today is about inferring the speaker’s tone, mood and
purpose. When we infer the speaker’s tone, mood and purpose we are giving our
idea on what maybe the feeling/intention of the speaker in the poem.
It is giving the feeling/intention of the speaker or writer in one scenario.
C. Modeling
A. Pre – Listening before the teacher read the story
1. Unlocking of difficulties
1. A dagger is thrust into her heart. The word thrust means
A. To push B. to play C. to remain
2. If you feel secure when you are with your parents, you are
A. Afraid B. confident C. angry
3. When a mother caresses her child, she _____him/her.
A. Touches B. scolds C. Reprimand
4. Sheila hurt herself when she touched the dagger. A dagger is _______.
A. A round and smooth object
B. An elongated and rough object
C. A pointed and sharp object
5. It is for the sake of a child, then, it is for his/her own________.
A. Misery B. benefit C. look out
My Mother Dear
D.Guided Practice
Teacher will read again the poem to the pupils. Then they will infer the speaker’s
tone, mood or purpose.
Group I – Stanzas 2 and 3
Group II – Stanza 4
Group III – Stanza 6
Group IV – Stanza 8
E. Independent Practice
The teacher will read the following sentences and the pupil will infer the speaker’s tone,
mood or purpose.
Group I – Mr. Ramirez had a dialogue with the boys. During the interview, he noticed that
Arthur answered his questions politely.
Group II – One of the applicants was praised as worthy of confidence by the mayor and was
given a recommendation.
F. Closure
Mood is defined in poetry as the feelings or emotions that are evoked in the reader by the
poem. Conversely, tone expresses the attitude the author has towards the subject or topic
of the poem.
Inferring the speaker’s tone, mood or purpose may be done by determining the purpose
of the author in writing the poem or selection. It may be done through keen observation on
the way the speaker’s read the lines and through analyzing of the words used in the poem
or selection.
Evaluation
The teacher will read the paragraph. Pupils will analyze what will be the speaker’s tone,
mood and purpose.“Their cheers energized him and after few more seconds, he was
already on top. “I did it! I did it! he shouted politely”.
Day 2
I. Objective
Infer the meaning of unfamiliar words (blended) based on given context
clues, synonyms, antonyms, word parts and other strategies.
II. Subject Matter
Topic: Inferring the meaning of unfamiliar words (blended) based on given
context clues, synonyms, antonyms, word parts and other strategies.
III. Procedure
A. Setting the stage
Ask: Have you encountered words such as brunch, motel, smog etc.
Who among you knows the meaning of these unfamiliar words?
B. Explaining the Student What to Do?
Say: Class our lesson for today is about inferring the meaning of unfamiliar
words (blended). We may use context clues, synonyms, antonyms word parts
and other strategies to know the meaning of these unfamiliar words
(blended).
Blended words are two words joined together by taking parts of both words
and combining the parts into a new word.
Synonyms are words with the same meaning.
Antonyms are words with opposite meaning.
Context clues are giving the meaning from the sentence itself
Word parts by analyzing the meaning of each word being combined.
C. Modeling
I. Read the sentences orally. Context Clues
1. I ate my brunch at the canteen since I haven’t eaten my breakfast and lunch.
2. Elsa sends mail through her electronic computer last night but Anna read her
email the next morning.
What do you think is the meaning of brunch? Email?
SayClass these are example of blended words. We can find the meaning of
these unfamiliar words using context clues or we can find the meaning of words
in the sentence. Such as:
1. breakfast + lunch = brunch
2. electronic + mail = email
D. Guided Practice
Group I – Look for the meaning of the underlined words through context
clues. Report the answer through singing.
1. Due to the smoke of kaingin and the fog in the mountain the farmers cannot
see clearly because of the smog.
a. Kaingin and forest
b. Fog and Mountain
c. Smoke and fog
2. Mang Juan used the hybrid seedlings of squash that gave him an enormous
and giant harvest; he was able to sell his ginormous products at high price.
a. Giant and enormous
b. Seedlings and products
c. Hybrid and squash
Group III – Look for the word parts of the following words inside the
treasure box.
Report the answer through rap.
Independent Practice
1. Anna must have an analysis with her urine. She will undergo urinalysis tomorrow.
2. Everyone loves wifi for many reasons. This wireless fidelity is very useful nowadays.
3. Many of us learn to express our feelings throughblogs, we can write our concern in a
web and then log it in.
4. Hospitals use intercom in every room so that every patient’s concern may be paged
in this international communication for their convenience.
5. Wireless modem is a necessity among professionals. This wireless modulator and
demodulator bring convenience wherever the needs occur.
Exercise2. Infer the meaning of the unfamiliar words by analyzing its word
parts.
Example: Brunch = breakfast + lunch
1. Cellophane
2. Slithy
3. Spanglish
4. Emoticon
5. Smog
Closure
(Game) Complete the statement by filling in the blanks with the words that you
will get inside the balloons.
ANTONYMS
SYNONYMS
WORD PARTS
CONTEXT CLUES
PA
F. Evaluation
Infer the meaning of the unfamiliar words.
1. Brunch
2. Email
3. Motel
4. Simulcast
5. Smog
G. Agreement
Write another 5 unfamiliar words (blended) in your notebooks.
Day 3
I. Objective
Analyze figure of speech (simile, metaphor, personification, hyperbole in a
given text.
II. Subject Matter
Topic: Analyzing figure of speech (simile, metaphor, personification,
hyperbole in a given text.
III. Procedure
A. Setting the stage
Ask: Who among you love poems?
Why do you love poems?
Let us read the line.
My love is like a red red rose
By, Robert Burns
C. Modeling
Read the poem orally. Analyze the similarities and differences of the poems.
Simile Metaphor
Personification Hyperbole
D. Guided Practice
Analyze the following sentences and determine if it is simile, metaphor,
personification or hyperbole.
E. Independent Practice
Analyze the four poems. Figure out why it isclassified to that figure of speech.( Refer
to LM)
Group I – Poem I
Group II – Poem II
Group III – Poem III
Group IV – Poem IV
F. Closure
A figure of speech is a word or phrase that has a meaning something different than
its literal meaning. It is used to add color to the language.
In analyzing a poem you have to remember the following:
Simile
A figure of speech involving the comparison of one thing with another thing of a
different kind, used to make a description more emphatic or vivid. It uses the word as
or like.
Example:
Emerald is as green as grass.
Metaphor
It is a figure of speech that compares two unlike objects directly. It doesn’t use the
word like or as.
Example:
Lifeis abroken winged bird.
Personification
It is a figure of speech that is giving life to inanimate objects.
Example:
The seais agigantic wolf.
Hyperbole
It is an exaggerated statement or claims not meant to be taken literally.
Example:
They arranged themselves in the window.
G. Evaluation
Analyze the poem considering the figure of speech used. Refer to (LM)
Day 4.
Objective
Compose clear and coherent sentences using appropriate grammatical structures:
- conjunction
Subject Matter
Procedure
A. Setting the stage. Read the following sentences written on the piece of paper to
be given in your group.
1. I had a good time in the partyalthough I didn’t know those people.
2. She passed her exam becauseshe studied very well.
3. You won’t know what to doif you don’t listen attentively.
The teacher will ask the class to read the underlined words.
Say. Class these are conjunctions.It is a word used to connect clauses or
sentences or to coordinate words in the same clause.
C. Modeling
Read and analyze the following sentences.
Clause 1 Conjunction Clause 2 Sentence
1. Lito got sick Because He played under Lito got
the rain. sickbecausehe
played under the
rain.
2. Elsa’s although She only sells Elsa’s mother
mothersupp vegetables for a supports her studies
orts her living. in a private school
studies in a although she only
private sells vegetables.
school
D. Guided Practice
Have a draw lot on how are you going to present your answer.
Group I. Complete each sentence using the subordinating conjunctionfrom the parenthesis:
Group II.Complete each sentence using the subordinating conjunctionfrom the parenthesis:
Group III.Complete each sentence using the correct coordinating conjunctions from the
parenthesis:
Group IV. Complete each sentence using the correct coordinating conjunctions from
the parenthesis:
1. I have to go to work at six, _________ I’m waking up at four. (but, so, yet)
2. I was on time, _________ everyone else was late. (so, but, for)
3. Nadia doesn’t like to drive, _________ she takes the bus everywhere. (but, yet, so)
4. Our trip to the museum was interesting, _________ there were several new artifacts
on display. (but, for, yet)
5. Do you like chocolate _________ vanilla ice cream better? (or, nor, and)
E. Independent Practice
Pandora ’s Box
Pick one strip of paper and fill in the correct conjunction to be used. Use the
different color papers.
1. I need to work hard _________ I pass the exam.
2. _________ he was the best candidate, he didn’t win the elections.
3. _________ you come back from your trip, we’ll meet to discuss the
problem.
4. They said that the movie was fantastic _________I watched it.
5. _________ he was very ill, he didn’t take any medicine.
F. Closure
Conjunction is a word used to connect clauses or sentences or to coordinate
words in the same clause. It is a word used to connect clauses or sentences or to
coordinate words in the same clause.
To write clear and coherent sentence using conjunction we must remember
the following:
G. Evaluation
Write 5 sentences using conjunctions.
DAY 5
Objective
3. Read with automaticity grade level frequently occurring content area words.
(Science)
4. Revise writing for clarity
- Punctuation marks
Subject Matter
1. Topics.
1. Reading with automaticity grade level frequently occurring content
area words. (Science)
2. Revising writing for clarity
Punctuation marks
Procedures
Say: Class our lesson for today is about sun. We are going to read the selection
orally and afterwards we are going to revise some related writings about the sun for
clarity with the use of proper punctuation marks.
C. Modeling
Before reading the selection teacher will read the science words used in the selection.
NUCLEAR REACTION
NUCLEAR FUSION
CORE
HELIUM
ELECTROMAGNETIC RADIATION
Read the selection orally. First reading will be done by the teacher.
The sun is a giant ball of burning, glowing gases. It is 333 400 times the mass of the
Earth and 109 times its diameter. The sun shines because of the incredible amount of
energy produced by a nuclear reaction called nuclear fusion. This reaction occurs in the
center of the sun, also called the core. Nuclear fusion works by taking the nucleuses of
atoms - in this case, hydrogen atoms - and forcing them together, creating a new element -
in this case, helium. Nuclear fusion creates immense amounts of energy which is radiated
in the form of electromagnetic radiation, which includes infrared radiation, visible light, x-
rays and gamma rays.
The teacher will ask the pupil to read again the highlighted words.
Say. Class these are some of the science words that we encountered in our selection
Ask:1.What is the punctuation mark used in the selection after each declarative sentence?
How about if we have to pause for a while, what is the punctuation mark used? How about if
we are expressing strong feeling, what is the punctuation mark to be used? In asking a
question what punctuation mark are we going to be used?
D. Guided Practice
Read the selection orally. Then fill in the blanks the proper punctuation marks for the clarity
of the selection.( . , ? ! )
Hundreds of earthquakes occur every year__ Most earthquakes do little harm __ but
a few have killed thousands of people and cause enormous destruction __ Man has to
endure earthquakes throughout history __ Can earthquakes be detected or predicted ___
How is this being done__
E. Independent Practice
Rewrite the selection to make it clear. Use proper punctuation marks if needed.
The archerfish’s water pistol is part of his body__ A narrow groove runs along his
mouth__ When his tongue is pressed against this groove__ it makes a little tube __ To
shoot __ the archerfish fills his mouth with water __ Then he quickly closes his gills __ This
forces the water out of his mouth __ The archer knows how to control the water __ too__ He
can make it come out one drop at a time __ Or he can make it come in one big squirt__
F. Closure
Punctuation marks are symbols that are used to aid the clarity and comprehension of
written language. Some common punctuation marks are the period, comma, question
mark, exclamation point, apostrophe, quotation
Quarter I
Week 7
I. Objectives
A. Expressive Objectives
1. Show tactfulness when communicating with others
2. Observe politeness at all times
3. Appreciate fairy tale stories.
B. Instructional Objectives
Oral Reading Fluency Read with automaticity grade level frequently occurring content area
words
(Health)
Attitude towards literacy, literature, and language Observe politeness at all times
Show tactfulness when communicating with others
A. Topics
1. “Tooth Fairy”
2. Fantasy and Reality
3. Clipped Words
4. Figures of Speech (simile, metaphor, personification, hyperbole)
5. Conjunctions
6. Transition/Signal Words
B. Materials :
Pictures
Activity sheet
Crossword puzzle
Strips of cartolina
III. Procedure:
Quarter I
Week 7 Day 1
I. Objectives
“ Tooth Fairy”
Enjoying Reading 4
Say : Class look at the pictures, what is in the picture. This is a tooth fairy. The story
that we are
going to read has something to do with our lesson for today, its all about
1. Unlocking of Difficulties
2. James hid his face in his hands and drooped his head.
C. Modeling
3. Choose a pupil who will read the story for the third time
Tooth Fairy
Jenny snuggled under for blanket with her eyes wide open.
“I will stay awake. Oh, I want to see the fairy,” she muttered sleepily.
That afternoon in school, her milk tooth had wiggled and turned for the last time.
It fell on a page of the book that Jenny was reading. Now she had a space just as most
of her schoolmates had, right in the middle of her beautiful grin.
Before going to bed that night, Jenny put the tooth under her pillow to see
whether a fairy would take it away and leaved a surprise in its place. She wanted to stay
awake, but her eyelids drooped and closed.
The room was still quiet. Then, a tinkle, like the sound of a music box, filled the
air. Out of the darkness, the shiniest little fairy any could imagine, floated into the room.
She knelt down beside Jenny’s pillow and found the hidden tooth.
The fairy dropped the tooth into a golden purse and whispered, “Now I have
another pearl for my queen’s necklace. Thanks to you Jenny. Out of gratitude, I will
leave you this coin. It will be your reward and will bring you luck, Jenny.” The music
began again, and the fairy fluttered away.
Say: Listen attentively as we recall some of the parts of the story. Let us analyze
them
if they show reality or fantasy.
1. A tooth fell on a page of the book that Jenny was reading. (Reality)
2. Out of darkness, the shiniest little fairy anyone could imagine floated
into the room. (Fantasy)
3. The room was still and quiet. (Reality)
4. Now she had a space just as most of her schoolmate had, right in the
middle of
her beautiful grin.(Reality)
5. The fairy dropped the tooth into a golden purse. (Fantasy)
D. Guided Practice
1. Pantomiming
b. Let them pantomime it while their classmates will guess what it is. Ask them
again to think their ambition. Let them act it out again and class will guess it.
2. Raise R card if the event or action is Reality and raise letter F if the action is
Fantasy.
2. Through the Internet, people can play games with each other. They can do
much more.
E. Independent Practice
The teacher will write the sentences in strips of cartolina. Then let the pupils
Reality Fantasy
_____________________ ________________________
_____________________ ________________________
_____________________ ________________________
_____________________ ________________________
F. Closure:
happen in real-life
IV. Evaluation:
Sequence the events that happened in the story. Write numbers 1-5 on the space
provided for.
_____1. That afternoon in school, her milk tooth had wiggled and turned for the last
time.
_____2. The fairy dropped the tooth into a golden purse and whispered, “Now I have
another
V. Agreement:
Prepared by:
Richelle G.
Esguerra
Pila E.S.
Quarter I
Week 7 Day 2
I. Objective :
1. Infer the meaning of unfamiliar words (clipped) based on given context clues
(synonyms, antonyms, word parts)
2. Observe politeness at all times
Class, our lesson for today is all about the unfamiliar clipped words
Clipped words are often used to shorten word for their convenience.
C. Modeling
Notice the underlined shorten words. Let the pupils guess its original word
word.
Examples:
beginning of a word.
Examples:
• phone (telephone)
• sample (example)
• coon (raccoon)
4. Middle Clipping (Syncope) retains the middle part of a word, getting rid of the
Examples:
• flu (influenza)
• tec (detective)
Examples:
Other examples:
Clipped Type of
Original Word Definition
Word Clipping
D. Guided Practice
A. Group the pupils into four. Give each group a picture. Using the picture, give its
original word, clipped word, and meaning and use it in a sentence. Be able to
present it to the class.
Group 1. Group 2
Group 3 Group 4
B. Read the meaning of each clipped words and give its original word. Write your
answer on the space provided for.
E. Independent Practice
A. Write the word from the box that matches the bold clipped word beside it.
Your
friend,
Jose
B. Give the original word of the given clipped word based on its meaning. Choose
the letter
of the correct answer.
1. coke = carbonated drink flavoured with extract from Kola nuts
a. coconut b. cocaine c. cocain d. coca-cola e. choke
2. co-ed = schooling attended by members of both sexes
a. coedam b. coeddo c. coedit d. coeditor e. coeducational
3. grannie, granny = the mother of your father or mother
a. granary b. grand prix c. grande dame d. grandfather e.
Grandmother
4. vet = a doctor who practices veterinary medicine
a. veterinarian b. veteran c. vetchworm d. vestrywoman e.
Vegetarian
5. gent = a man of refinement
a. genealogist b. general agent c. general team d. genitals e.
Gentleman
F. Closure
Clipped words are often used in their shorten word for their convenience.
IV. Evaluation:
Match the original/clipped words from its meaning. Write the letter of the
correct answer on the space provided for.
Meaning Original/clipped
words
Prepared by:
Richelle G.
Esguerra
Pila E.S.
Quarter I
Week 7 Day 3
I. Objectives
text
References : CG EN5RC-Ig2.3
http://www.mld.metu.edu.tr/sites/default/files/FIGURATIVE%20LANGUAGE.p
df
A. Ask: Have you read a poem? Did you understand the meaning of the poem or
what
Say: Class our lesson for today is all about the Figures of Speech .
literal
- Figures of Speech can make one’s poetry , speech and writing more
creative,
C. Modeling
1. Reading the poem by the teacher
2. Reading the poem by the pupils
3. Choose a pupil who will read the poem for the third time
NIGHT
By William Blake
A simile states a comparison between two unlike objects but have something
in common.
A simile contains the words like or as.
Look at the first sample. What human qualities are given to the moon?
The moon can walk in her silver shoes and can peer and see.
What human qualities are given to the birds in the second example?
D. Guided Practice
A. Direction: Group the pupils into four. Give each group famous lines from poems.
Then let them identify what figurative language used.
B. Direction: Form another four groups. Give each group a picture. Then out of the
picture compose a sentence using figures of speech. Have your group
representative and share your answer to the class.
Group 1 Group 2
Group 3 Group 4
E. Independent Practice
5. Men's words are bullets that their enemies take up and make use of against them.
8. There had been no rain for months and all the crops were death. Some parts of
10. Everyone wanted Ken on the swim team because he could swim like a fish.
F. Closure:
literal
- Figures of Speech can make one’s poetry , speech and writing more
creative,
IV. Evaluation
Identify the figurative words used in each sentence. Write S for simile,
_____ 5. Her brother was a tower of strength during those hard times.
V. Agreement
Look for a short story poem and copy it in your notebook. Underline the figurative
words.
Prepared by:
Richelle G.
Esguerra
Pila E.S.
Quarter I
Week 7 Day 4
I. Objectives
-conjunctions
3. Show care and love for the other people around you.
Topic : Conjunctions
References : CG EN5WC-Ig-1.8.3
http://www.myenglishpages.com/site_php_files/grammar-lesson-
conjunctions.php
A. Ask : Class, do you have neighbors? How do you treat your neighbors?
B. Explaining the Students What To Do
together.
C. Modeling
a) The teacher sets standards in silent reading and hints for pupils to learn
appreciation of paragraph.
b) The teacher will present paragraph through the use of power point
Sajid and Zarinah are just two of our many Muslim brothers and
sisters in Mindanao.
Sajid and Zarinah are neighbors and over the years they have
become good friends. They live near the sea which Sajid calls “waters.
Another neighbour has a boat and the two children are allowed to use
it any time they like. They sail the boat or spend their afternoon swimming.
Sajid loves fishing but Zarinah finds it boring. She just swims or gather shells.
On Saturdays and Sundays they often have beach picnics with their
friends. The boys including Sajid make a charcoal bonfire and the girls set a
picnic mat on the sand. Most of their friends prefer fishing but sometimes
Sajid usually plays his guitar and everyone sings or dances. After
Ask the following question. The teacher will write the possible answer on the
board.
2. What do Sajid and Zarinah enjoy doing by the beach and at the sea?
3. How do Sajid, Zarinah and their friends usually spend the weekends?
How are the words and phrases in the following simple sentences
connected?
3. Sajid and Zarinah with their friends, usually have picnics either in the
morning or in the afternoon.
Coordinating Correlative
Conjunctions Conjunctions Common Subordinating Conjunctions
Coordinating conjunctions also called coordinators that connect two or more equal
items.
Examples:
Correlative conjunctions are used in pairs. They work in pairs to coordinate two
items.
Examples:
dependent
"So" is a small English word that can have different meanings. As mentioned in the
conjunction. There are, however, instances when "so" may introduce purpose and in
Examples:
"I took my umbrella with me so I wouldn't get wet."
" I stayed so I could see you."
D. Guided Practice
Direction : Group the pupils into four. Give each group copies of crossword puzzle.
Tell them to
solve it by using appropriate conjunction.
1. 2
3
. 4 5
6
8
Across
3. He must be very popular, ___ everyone in school knows him.
5. John wanted to stay, ___ his sister persuaded him to go.
6. ___ the rain, we went to the beach.
7. ___ I got home, my sister had already left.
8. It's too late to go out; ___, it's beginning to rain.
Down
1. She wanted to go to the party; ___, she was not invited.
2. ___ it was cold, he went out without a sweater.
4. We can't buy it ___ we don't have enough money.
5. John had to go to the doctor ___ he was not feeling well.
( Across 3. for 5. but 6. despite 7. when 8. moreover
Down 1. however 2. although 4. since 5. because )
E. Independent Practice
B. Write the appropriate conjunctions (and, or, not, but, after, before, until, that,
when) to join the sentences to complete the myth.
The Rose
There once was a pretty __________ very naughty child. Her name was
Rosa. She was scornful of others, especially the poor.
One day, a beggar went to their house. He begged for a drink
__________ he was ignored by Rosa. She sent him away instead.
Just __________ the beggar left, the world darkened.
It rained hard. It thundered __________ lightning flashed.
A bolt of lightning struck Rosa’s house. The rain stopped __________
F. Closure:
- Coordinating conjunctions
- Correlative conjunctions
- Subordinating conjunctions
IV. Evaluation
V. Agreement
Prepared by:
Richelle G.
Esguerra
Pila E.S.
Quarter I
Week 7 Day 5
I. Objectives
References : EN5WC-Ig-1.8.3
http://www.readingrockets.org/content/pdfs/transition%20words.pdf
Value : Appreciation
III. Setting the Stage:
A. Show a picture of a girl or a boy cooking in the kitchen. Let the pupils tell something
about the
Ask: Do you also eat vegetables? What nutrients can you get from eating
vegetables?
Say: Class, the selection we are going to read has something to do with our lesson
for
Read the sentences. Then let the pupils tell the meaning of the word in the sentence
you will say twice (underlined word in the sentence).
1. I sliced the cake into three pieces.
2. The best way to purify water at home is to simmer it.
3. Sprinkle water on the clothes before ironing it.
C. Modeling
First, we sliced the apples. Then, we simmered them in a saucepan until they
were tender. Next, we added sugar and left the stew to cool. When it was cold, we
stirred in yogurt. We then spooned the stewed apple into dishes and sprinkled each
with crushed fruit and nut bars. Finally, we decorated each dish with apple slices.
Why do you think we should decorate the crunches with apple slices?
Read again the underlined words. Tell the class that those are the examples of
transition/signal words
What are transition signals?
Transition signals are linking words or phrases that connect your ideas and
add cohesion to your writing. They signpost or indicate to the reader the relationships
between sentences and between paragraphs, making it easier for the reader to
understand your ideas. We use a variety of transition signals to fulfill a number of
functions. Some of these functions include: to show the order or sequence of events;
to indicate that a new idea or an example will follow; to show that a contrasting idea
will be presented, or to signal a summary or a conclusion.
Example: The main character displays strength and courage throughout the story.
Revision: The main character displays strength and courage throughout the story.
antagonist.
Say : The use of the transition in this case helps to show the contrast between the
untimely
Revision: In the novel, there are many tragic events that take place. For example,
the
Say : The transition helps to connect the idea to the example that follows.
D. Guided Practice
A. Direction : Tell the pupils to read the paragraph, then highlight all of the transition
words.
Ever since I moved into my own apartment last fall, I have gotten out of the habit
of making my bed--except on Fridays, of course, when I change the sheets. Although
some people may think that I am a slob, I have some sound reasons for breaking the
bed-making habit. In the first place, I am not concerned about maintaining a tidy
bedroom because no one except me ever ventures in there. Secondly, I only use my bed
to sleep in, so why go to all of the effort of making it when I am just going to mess it up
again the next time I’m in my room. In addition, I find nothing uncomfortable about
crawling into a rumpled mass of sheets and blankets. On the contrary, I enjoy poking out
a cozy space for myself before drifting off to sleep. Also, I think that a tightly made bed is
downright uncomfortable: entering one makes me feel like a loaf of bread being wrapped
and sealed. Finally, and most importantly, I think bed-making is an awful way to waste
time in the morning. I would rather spend those precious minutes checking my email or
feeding the cat than tucking in corners or snapping the spread. Therefore, I will not
conform to the rules on tidiness and my bed will remain unmade!
B. Choose the correct answer to each question.
E. Independent Practice
A. Complete the paragraph by filling in the blanks with the correct transition words in
the box.
the house. (7) __________________ she ate some of the bears' food, and
she napped on one of their beds. (8) __________________ the bears
returned home. They were surprised to see their door open. Their roars woke
up the girl, and she fearfully ran from the house, (9) __________________
B. Direction: Select a topic from the list below. Then write a short paragraph using transition
words.
a pet
___________________________________________________________________
________
___________________________________________________________________
________
___________________________________________________________________
________
___________________________________________________________________
________
___________________________________________________________________
________
___________________________________________________________________
________
F. Closure
What have you learned from today’s lesson?
IV. Evaluation
Revise the following sentences by writing appropriate transition word on the line
provided.
3. The ballet did not impress the students. ______, the break dancers were a big hit.
4. We visited Phoenix, Tucson, Albuquerque, Santa Fe, and ______, Las Vegas.
5. Some chili recipes do not include kidney beans. ______ would be the traditional
West Texas chili.
Prepared
by:
Richelle G.
Esguerra
Pila
E.S.
Quarter 1
Week 8
I. Objectives
A. Expressive Objectives
1. Realize the importance of humility in dealing with others
2. Appreciate God-given characteristics
B. Instructional Objectives
Listening Comprehension
Distinguish reality from fantasy
Oral Language
Recount events effectively
Vocabulary Development
Infer the meaning of unfamiliar words (clipped) based on given
context clues (synonyms, antonyms, word parts) and other strategies
Reading Comprehension
Analyze figures of speech (simile, metaphor, personification,
hyperbole) in a given text
Oral Reading Fluency
Read grade level text with 118 words correct per minute
Grammar
Compose clear and coherent sentences using appropriate
grammatical structures: - conjunctions
Attitude
Observe politeness at all times
Show tactfulness when communicating with others
3. Recounting events
B. Materials
Picture/illustration of acarabao and turtle
Picture/illustration of a lark and wren
Picture/illustration of a giraffe and pullet
Real objects
Chart
III. Procedure
Day 1
I. Objectives
1.Recount events effectively
2. Distinguish reality from fantasy
III. Procedure
A. Setting the Stage
1. Motivation
The teacher shows a diary
Say: “Do you have a diary at home?”
“What do you write on it?”
The teacher will use a semantic web to find out what the students
know about a diary.
DIARY
Say: “We will just go back to this later to see if your answers
are found in the story”.
2. Motive Question
Carol is a grade VI pupil who owns a diary. Find out what did she
wrote in her diary.
Carol’s Diary
On March 3, 2003 a great event took place in our school. It was the
start of our annual foundation week. Many contests and games were held
and big prizes were at stake. My friends and I bagged the first place in the
MTAP competition for grade V pupils. We were very happy and our
teachers congratulated us for being the winner.
The next day I led the program intended for our teachers and
principal. The pupil-participants of the program showed their best in
singing, dancing and even acting. It was a tiresome afternoon but an
exciting day.
On the 3rd day, we heard a mass in our school’s chapel and in the
afternoon a sportsfest was held. Being with my friends and classmates,
while participating in all the sports events is an experience. We joined the
relay contest, volleyball and badminton.
We launched the school project dubbed as “May PerasaBasura” a day
before the end of the week-long celebration. We also served the
community through tree planting and cleaning the environment.
Finally, the much awaited moment for us was the fifth day of the
celebration, the awarding ceremony was held and we received our
awards and prizes. I felt so happy and relaxed during the afternoon for I
could already rest. I thanked God because I learned many things.
Discussion Questions:
Teaching Points
Say: Let us read the story carefully and answer the questions that follow.
Why the Carabao has Split Hoofs
Once, Carabao and Turtle met on a way to the meadow. Turtle was
very happy. He had long hoped to befriend Carabao. He felt a big fellow like
Carabao would help him if he got into trouble. He said to Carabao.
“You slow foot! How dare you make this proposal. Live with the ants
and worms. But not with a powerful animal like me.”
“So, you do not want me for a friend. Who told you that you are
powerful? I bet you could not even win a race with me.”
“You cannot even race against me. You are a coward! I will tell all the
animals what a big coward you are.”
Don’t you do that! You want a race? A race you shall have! When do
you want it?”
“I will give you three days to prepare. The race would be long. It would
cover seven hills.”
The day of the race came. At a given signal, Carabao and Turtle ran.
The two runners lost sight of each other. When Carabao reached the second
hill. Turtle was waving his arms at him.
And at every hill, Carabao found Turtle relaxed and much ahead of
him. When Carabao reached the seventh hill, he saw Turtle foolishly smiling.
Carabao was so angry. He kicked Turtle hard. And Carabao broke his hoof at
the force of the blow. Turtle was not hurt. His shell was strong.
E. Independent Practice
a. The sentences that follow are taken from the story. In the space before
each number, write reality if the sentence states a situation that can
happen in real life. Write fantasy if it can only happen in fairy tales or
fables.
Refer to LM, Do and Learn
Day 2
I. Objectives
1. Infer the meaning of unfamiliar words (clipped) based on given
context clues (synonyms, antonyms, word parts) and other
strategies
2. Read grade level text with 118 words correct per minute
Reading grade level texts with 118 words correct per minute
(EN5F-Ih-1.13)
III. Procedure
3. Guided Practice
Group pupils into four. Distribute the metacards to each group.
Group 1:
Draw a lark and a wren.
Group 2:
Compose a song about a lark and a wren.
Group 3:
Show a skit on the part when the lark bid goodbye to the haughty
wren.
Group 4:
Write a short message to the lark and wren. Be ready to read it before
the class.
4. Independent Practice
A. Refer to LM, Try and Learn. Let the pupils choose the sentence
that can best describe the underlined word.
Day 3
I. Objectives
1. Analyze figures of speech (simile, metaphor, personification,
hyperbole) in a given text
III. Procedure
A. Setting the Stage
Listen as the teacher reads the
Refer to LM, Think and Tell
Say: “Listen as I read the following stanzas of some poems. Tell the two
things being compared. Tell in what way the two things are alike.”
C. Guided Practice
D. Independent Practice
Day 4
I. Objectives
1. Compose clear and coherent sentences using appropriate
grammatical structures: -conjunctions
III. Procedure
1. Setting the Stage
3. Independent Practice
Refer to LM, Write About It
Say: “Compose your own sentences using conjunctions and, or, but.
Write them on the space provided for.”
Day 5
I. Objectives
1. Observe politeness at all times.
2. Show tactfulness when communicating with others
Write your answer in the configuration clues given before each number.
s ___ u ___ e ___ e ____ 2.to press between two bodies, to crush
Say: “Read the following story and find out how politeness and tactfulness
can make one reach great heights.”
There was a giraffe that was very tall. He always said, “It is good to be
tall. Oh. How good it is to be tall”.
“Oh no. It is good to be short. Honestly, it is wonderful to be short,”
said the pullet.
“Let us take a walk and see, “the giraffe answered back. They came
upon a wall. There were trees near the wall. The giraffe ate and ate
leaves of the trees while the pullet just looked and looked.
“See, it is good to be tall! I told you so,” the giraffe said to the pullet in
between big bites.
“Let us walk farther and see,” said the pullet. They came upon a very
high wall. The pullet wished she could cross the tall wall, but with her
size, she thought she couldn’t. All of a sudden, she saw a hole at the
bottom. The pulley squeezed herself and went into the vegetable garden.
There she ate and scratched while the giraffe waited patiently.
“See it is good to be short,” the pullet said when she joined the giraffe
again.
The giraffe remarked. “You know what I think? I think it is best to be
what you are.”
“You are right, my friend,” cackled the pullet happily.
And then they became best of friends.
C. Guided Practice
6. Do you agree with the giraffe that “it is best to be what you are?”
D. Independent Practice
Week 9
I. Objectives
A. Expressive Objectives
B. Instructional Objectives
Oral Language
Vocabulary Development
Read grade level text with 118 words correct per minute
Grammar
Attitude
B, References
https://kathavarta.com/2008/07/26/fight-among-the-fingers/
https://www.youtube.com/watch?v=CycU0owzEMw
https://www.youtube.com/watch?v=wuTncnbzWQc&list=PLTCbu9CPjfnVQsEJex
zNHVjuGCwReB695&index=3
https://www.youtube.com/watch?v=oi5wlyQ3hmk&list=PL2B48F21B556F3ED2&i
ndex=32
https://webapps.towson.edu/ows/conjunctions.htm
http://www.english-grammar-revolution.com/what-is-a-conjunction.html
C. Materials
Stories
PowerPoint Presentations
Dictionaries, thesaurus or other online equipments
Selection
Pictures
Day 1
I. Objectives
Materials: Charts/Stories
Reference: EN5OL-Ii-1.8
https://kathavarta.com/2008/07/26/fight-among-the-fingers/
Value: Unity
III. Procedure
Say: Class, our lesson for today is about recounting events effectively.
To recount events means that to tell the details of a given events”
To recount events effectively one must;
a. Listen or read the stories very well.
b. Be specific in giving the events in the story
c. Organize the events properly
C, Modelling
A Bundle Sticks
Once upon a time, an old man lived with his three sons in a village. All his three sons
were hard workers. Still, none of them agreed with each other and quarreled all the time.
The old man tried a lot to unite them but he failed. While the villagers were surprised at their
hard work and efforts, they also made fun of them on their fights.
Months passed by and the old man fell sick. He talked to his sons to stay united, but
none of his sons heard his words. So, he decided to teach them a practical lesson so that
they would shed off their differences and stay united.
The old man called as his sons. He told them, ‘I will give you a bundle of sticks.
Separate each stick and you will have to break each stick into pieces of two. The one who
breaks the sticks quickly will be rewarded more.’
And again they started to quarrel among themselves as who came first.
The old man said, ‘Dear sons, the game is not over. Now I will give another bundle of
sticks to all of you. You will have to break the sticks as a bundle, not as separate sticks.’
The sons agreed and began to break the bundle of sticks. Unfortunately, they could
not break the bundle. They tried very hard but failed to complete the task.
The old man replied, ‘Dear sons, See! You could easily break the single sticks into
pieces, but you were not able to break the bundle! The sticks were same. So, if you stay
united, nobody can make any harm to you. If you quarrel every time with your brothers,
anyone can easily defeat you. I request you to stay united.’
The three sons understood the power of unity and promised their father that whatever be
the problem, they would all stay together.
Comprehension Questions.
1. Who are the character in the stories?
2. Where did the story happened?
3. How will you describe the three brothers?
4. Why did the man called the three brothers? What did he told them to do?
5. Did the three brothers break the sticks during their first try? What did happened
during the second time they tried it?
6. What is the moral lesson of the story?
D, Guided Practice
Give the events that happens in the story by placing it inside the box and it must
be in the right sequence.Choose from the sentences below the boxes.The group who
finish first will be the winner.
The three sons understood the power of unity and promised their father
that they will resovlved problems together
The old man let his sons quarelled all the time.
There lived an old old and three brothers who alayas quarelled with each
other.
The old man told his sons and told them to break the sticks again but as a
bundle.
The old man told them the moral lessons of the bundle of sticks..
The old man summoned his sons and asked them to separate the bundle
of sticks and break each one of it.
E. Independent Practice
The teacher will ask each groups to phantomine some of the events in the story.
The group who gives the best detailt events will be the winner.
The three brothers are all are hard working but always quarreled with each
other.
The old man summoned his sons and asked them to separate the bundle
of sticks and break each one of it.
The three sons understood the power of unity and promised their father
that they will resovlved problems together.
F. Closure
IV. Evaluation
Recount the events in the following story. Write atleast five sentence to
recount the following events
bykathavarta
Once there was a fight among the fingers. Each of them was fighting, “I am the king
of the fingers, I am the greatest, I am the most important”. All of them went to the court and
stood in front of the judge for his decision.
In the court, the thumb stood in front of the judge and said: “I am the king, because I
am the strongest and firmest. Without me no one is able to do work. Hence I am the king”.
The judge heard all that.
Next the index finger got up and said, “I am the king, because I threaten everyone. I
point to things, direct people and show things. Hence I have names like threatener, shower,
and pointer.” The judge heard all that.
Next, the middle finger got up and said, “I am the strongest and longest of all the
fingers. Hence I deserve to be the king”. The judge heard all that.
Next the ring finger stood and said, “I am the richest, because I wear a ring made of
gold, studded with all the precious gems. Hence I am the king”.
Next, the little finger stood up with eyes filled with tears and said, “I am not strong
like the thumb. I cannot threaten others. I am very small and negligible. I am very poor and
do not wear a gold ring. But when I do Namaskara, there I stand in front. I am lucky to have
the first sight (Darshan) of all the great people.”
Having heard that, the judge decided that the little finger deserves to be the king of
all the fingers.
V. Assignment
Day 2
I.Objective
Reference: EN5OL-Ii-1.8
https://www.youtube.com/watch?v=CycU0owzEMw
https://www.youtube.com/watch?v=wuTncnbzWQc&list=PLTCbu9CPjfnVQsEJexzNHVju
GCwReB695&index=3
https://www.youtube.com/watch?v=oi5wlyQ3hmk&list=PL2B48F21B556F3ED2&index=3
2
Value: Politenes
III. Procedure
Say: Class, our lesson for today is about recounting events effectively in a story
viewed
C. Modelling
The teacher will tell the students to watch The Legend of Maria Makiling
https://www.youtube.com/watch?v=CycU0owzEMw
2. What are the good things Maria Makilingdo the the townpeople?
3. Why are they surprised when they see the farm of the man Maria Makiling fall in
love with?
8. How will you describe the the mountain of Maria Makiling if you are in a plane
land?
D. Guided Practice
Watch Again the Legend Of Maria Makilin. Give the events that happened
in the story. Place it inside the crcle.
E. Independent Practice
Watch the story of Of “Malakas and Maganda”. Recount the events in the story using a
series event chains.]
https://www.youtube.com/watch?v=wuTncnbzWQc&list=PLTCbu9CPjfnVQsEJexzNHVju
GCwReB695&index=3
F. Closure
How to recount events effectively?
To recount events means that to tell the details of a given events”
To recount events effectively one must;
d. Watch and understand the stories very well.
e. Be specific in giving the events in the story
f. Recall all the major events
g. Organize the events properly
IV. Evaluation
Watch again another stories, “”The Town Mouse and the Country Mouse”. Recount the
events in the storyin atleast 5 sentences.
https://www.youtube.com/watch?v=oi5wlyQ3hmk&list=PL2B48F21B556F3ED2&index=3
2
Day 3
I. Objectives
Topic: Clarify meaning of words using dictionaries, thesaurus and/or online resources
Materials: dictionaries, thesaurus and/or online resources
Reference: EN5VD-IIe-8.1/8.2/8.3, EN5F-IIe-8.1
Focused Skill: Recounting Events
Value: Skimmming
III. Procedure
A. Setting a Stage
Say: Class, today you are going to read different stories and clarify the meaning
of unfamiliar words using a dictionary, thesaurus or other online resources.
C. Modeling
Say: Class, bring out your any the following adictionaries, thesaurus or even your
cellphones. We are going to read a stories about , “Tsunamis and Earthquakes”.
Earthquakes are the sudden shock of the earth’ssurface that result in the earth
shaking and rolling. They can be felt over large geographical areas for brief moments of
time. This is a natural way for the earth to release stress. Did you know that more than a
million earthquakes shock the world each year? Let’s look at what causes thisunpredictable
phenomenon.
There are nearly 20 tectonic plates that are along theearth’s surface that
continuously move past each other. When these plates stretch or squeeze, huge rocks form
at their edges and the rocks shift causing an earthquake. You can visualize an earthquake
by holding a pencil horizontally in the air and applying force to both ends by pushing down
on them. Eventually, the pencil will break somewherebetween the two pencil ends to release
the stress placed on it. This is exactly how the earth’s crust reacts to produce an
earthquake.
The plates move and put forces on each otherso the earth’s crust breaks for this
stress to be released in the form of energy. This energy then moves at a terrifying rate
through the earth as an earthquake. A seismograph is an instrument used to record the
strength of the earthquake. It also measures how long the earthquake occurs. Other
significant terms to know concerning the topic of earthquakes include the “epicenter” which
is the point on the earth’s surface above the source of the earthquake; “seismic waves”
which is the energy created by the quake that causes building, structures, and the earth to
move horizontally; and the Richter Scale, a measurement of an earthquake’s intensity.
The points on the Richter Scale correspond to theamount of shaking of the earth (ten
times the amount of shaking and 33 times the amount of energy). It has been reported that
the energy released by a large earthquake may be equal to 10,000 times the energy of the
first atomic bomb and cause anxiety-ridden victims to panic. Following is a chart that shows
the types of earthquakes and the rating of each on the Richter Scale.
Richter Scale
4 Minor Earthquake
5 Moderate Earthquake
6 Strong Earthquake
7 Major Earthquake
8 Great Earthquake
If you live in a region of the world that has been knownto have a history of
earthquakes, it is advised that you assemble a well-equipped safety and emergency kit. It is
also imperative to have an established disaster plan so everyone remains safe. During an
actual earthquake, it is advisable to get under a sturdy piece of furniture where nothing can
fall on you and to stay clear of glass windows and larger objects. If you are outdoors, you
need to stay far away of buildings, trees, and power lines. If you are in a car, it is important
to drive to a safe area and stay in the car until the trembles stop.
1. Geographical –
2. Unpredictable –
3. Tectonic –
4. Imperative –
5. Sturdy –
6. Aftershock –
7. Subsided –
8. Horrified –
9. Urgent –
10. Reassemble –
11. Disaster –
12. Displacement –
13. Winding –
14. Severe –
15. Treacherous –
D. Guided Practice
Have a contest in getting the meaning of words. (teacher may give as many
words) The first group that can post the meaning on the board wins while the
other groups will find it.
A B
1. atmosphere a. genuine and original
2. autopsy b. having no trees or other
3. blush growing plants
4. authentic c. the mixture of gases that surrounds an astronomical
5. barren object such as the earth
d. to turn red in the face because of emotion,
especially embarrassment, shame, modesty, or
pleasure
e. medical examination of a dead body in order to
establish the cause and circumstances of death
E. Independent Practice
Have the students to work “Scavenger Hunt” wherein the students will find
the word in a dictionary with the help of a clue and get the meaning of the
following words. The first group who will finish is the winner.
F. Closure
IV. Evaluation
Clarify the following words using a dictionary, thesaurus or other online materials.
1. Dredge –
2. Lucid –
3. Seethe –
4. Nimble –
5. Loftly –
V. Assignment
Read a story and write at least 5 words you do not understand. Find
the meaning of words using the dictionary.
Day 4
I. Objectives
Reference: EN5G-Ii-8.3/8.4
https://webapps.towson.edu/ows/conjunctions.htm
http://www.english-grammar-revolution.com/what-is-a-
conjunction.html
Value: Tactfullness
III. Procedure
Say: Class, today you are going to clear and coherent sentences using
coordinating conjunctions.
Conjunctions are words that jointwo or more words, phrases and clause.
Coordinating conjunctions are used to join words, phrases, and independent clauses.
C. Modelling
Other Examples:
D. Guided Practice
The following exercises will help you gain greater understanding about how coordinating
conjunctions work. Choose the best answer to complete each sentence.
E. Independent Practice
F. Closure
What is a conjunction?
What is a coordinating conjunction?
Give the correct coordinating conjunction on the following sentence.
IV. Evaluation
Compose a coherent and clear sentence using the coordinating conjunction for, nor,
or, so and yet. Do this on a piece of paper.
V. Assignment
Day 5
I. Objectives
Reference: EN5G-Ii-8.3/8.4
https://webapps.towson.edu/ows/conjunctions.htm
http://www.english-grammar-revolution.com/what-is-a-conjunction.html
Value: Tactfullness
VI. Procedure
Show a Picture
Study the picture very well
Guess: What is the missing word in the picture?
Clue: It is a person who is lower in rank or position.
The answer must be in plural form.
Say: Class, today you are going to compose a clear and coherent
sentence using subordinating conjunctions.
.
A subordinating conjunction joins a dependent clause into an independent
clause.
Subordinating conjunctions often begin a dependent clause. If the
dependent clause begins or interrupts the sentence, then it is separated
from the independent clause by a comma.
Subordinating conjunctions also join two clauses together, but in doing so,
they make one clause dependent (or "subordinate") upon the other.
C, Modeling
Punctuation Note:
When the dependent clause is placed first in a sentence, use a comma between the two
clauses. When the independent clause is placed first and the dependent clause second, do not
separate the two clauses with a comma.
Other examples;
Once she found the perfect broach, she purchased three outfits to match it.
D. Guided Practice
until while
1. She has decided to move to Portland _______ there are more opportunities for employment
in that city.
2. You can borrow my car _______ you agree to be very careful with it.
3. They'll have a good corn harvest this year ________ it rains a lot and prevents them from
harvesting their crops.
4. Our neighbor is going to buy a gun _________ she can protect herself from intruders who
break into her apartment.
5. _________ he can save a lot of money by taking the bus, Russ still drives his car into the city
every day.
6. Ronald is going to finish his homework _________ it takes him all night.
8. Stay in the car ________ I go into the store. I'll be right back.
9. It's a good idea to go to college for four years ________ it's possible to get a good job without
a degree.
10. __________ he's overweight, Tony eats a lot of food before he goes to bed. That's not
healthy.
E. Independent Practice
Compose a coherent and clear sentence using the different subordinating
conjunctions. The group who presents the most coherent sentences will be the winner.
Remind the students to be tactful in constructing a sentence.
F. Closure
The teacher got angry because the students were talking _______ he was trying to teach the
class.
IV. Evaluation
Week 10
I. Objectives
A. Expressive Objectives
1. Observe politeness at all times
2. Show tactfulness when communicating with each other’s
B. Instructional Objectives
Listening Comprehension
Note details in a selection listened to
Oral Language
Recounts events effectively
Vocabulary Development
Clarify meaning of words using dictionaries, thesaurus, and / or online
resources
Oral Reading Fluency
Read grade level text with 118 words correct per minute
B. Materials
• picture/illustration of events.
• song Pila March
• chart. Graphic organizer
I. Objectives
Say: What holiday or events do we celebrate in our country? What activities do you do
on holiday?.
Say: ‘‘In the story you are going to listen to, let us find out the antiquity
of Pailah Festival in Pila,Laguna. Share your ownexperience in this specil events of
this festival.
C. Guided Practice
Suggested questions:
D. Independent Practice
Group the class into five. Give each group a specific task to do using
clear and specific instructions. Set standards for pupils to follow so that
the group task will be done efficiently within the given time.
Group 1
Make a news story about to recount events effectively
. Present the news story to the class in the form of Newscating.
Group 2
Think of a song you know about your town. Practice
singing the song. Be ready to sing it to the class. (Example;” Halina sa
Pila Magpunta”)
Group 3
Make a poster of events that important or memorable to you.
Group 4
Rap these lines from the story. Present it to the class.
Discussion:
Why Pila is called “BAYANG PINAGPALA”?
Cite some evidences, why this town is now one of the tourist
attractions in Laguna?
E.ClosureAssessesment
IV. Evaluation:
Tells a at least 10 word that recounts the significance of having a Feast/ Festival
in your own town.
V. Assignment:
Cut pictures of different events in the newspaper or magazine and paste it on your
notebook.
I. Objectives
Clarify meaning of words using dictionaries, thesaurus, and / or online resources
Show a dictionary to the class. What do you want to know about the dictionary?
Write your answer in the KWL Chart. (I know, want to know, what I learned chart)
KNOW WANT LEARN
Expected Expected Answer Expected Answer
answer
It is a book I want to know A dictionary gives
contains many how it is used word many
words. meanings
I want to know
The words are what are written We can use the
arranged on it dictionary
alphabetically To clarify the
appropriate
meanings from
several meanings
Say: Are you a Scout? What does it mean to be a scout?Do you take the scout’s
oath to the heart?What good deeds have you done for others lately?
Using the Dictionary match each word from the story in column A with its
meaning in column B.
The teacher will show to the class a dictionary entry with a list of several meaning and
part of speech to clarify the meaning of a word in a sentence.
Round (round) adj.1. shaped like a ball; n. 1.one part of a game or sports
2. Shaped like a circle; 2. A series of events
3. Having a curved surface; 3. A short song with 2 or
more voices
How many meanings are given for round?
What parts of speech are listed?
What does the word round mean in the following sentence?
Read the sentences:
The Barangay Tanod makes a round in the Barangay to catch the robber.
Manny Pacquiao won the games for only five rounds.
Row,row your boat is a kind of round song.
Her face is round.
E. Independent Practice
Refer to LM, Learn some more
Choose the meaning of the first word as used in the given sentence. Write the letter
on the blank (use the dictionary entry)
Activity 1
Activity 2
F. Closure Assessment: Using the metacards let the learners paste on the circle
and read what they learn in using Dictionary/Thesaurus.
Read the following sentence and then copy the number of the meaning of the underline word
I. Objectives
Read grade level text with 118 words correct per minute
Reading Grade level text with 118 words correct per minute
References: EN5F- Ij-1.13,https://www.google.com.ph/
Materials: Pictures, copy of song, Projector.
III. Learning Activities
A. Setting the stage
Study the pictures below. What do they tell? Work with a partner. Discuss
a short story about the pictures. Make sure that you use a verb in their
correct form.( Refer to LM Think and Tell)
B. Explaining what the students what to do
Read the sentences correctly
-Easter is one of the many Philippine religious festivals.
- Filipinos attended the series of nine dawn masses called misa de gallo.
-Last year, my family celebrated Easter Sunday in Bulacan.
-Carolers went from house to house and sung Christmas songs for
money and fun
Ask: What do you usually have during Christmas? Who gives you a gift? How
Filipinos spend Christmas? Teacher will Sing/play the song.Christmas in our Heart by
Jose Mari Chan.
Let the learners sing the song confidently with the teachers.
C. Guided Practice
Refer to LM - Read and Learn
Read the words of the song with 118 words per minute.
Do the first reading of the story. Afterwards, read by partner.
Read the lyrics of the song correctly in the form of story with your partner in a
minute.
Group 3-4Choose an important events in your locality. Member of the group will
narrate, while the others will make a simulation or dramatization.
Present it to the class.
Fluency in reading per minute is a key foundational skill that helps read complex text
with greater understanding. When students read with accuracy and expression at an
appropriate reading rate, their fluency supports their comprehension. Repeated reading
practice with short passages improves word recognition and automaticity.
IV. Evaluation: Read the selection correctly and be able to read it in a minute.
Refer to LM ( Read and Learn) “Hometown Hero”
Day 4 -Attitudes
I. Objectives
Observe politeness
Observing Politeness
____OL__T___NE___S___
D. GuidedPractice
Let the class make a simulation or act the pictures showing politeness
E. Independent Practice
Group I – Role playing that observe politeness
Group 2- Slogan of Politeness
Group 3- Make a short story that observe politeness
Group 4- Poster making with the theme: Politeness is the Flower of Humanity
F. Closure Assessment .
Let the pupils learn by heart the different expression of politeness;
~What should you say if you walk in front of someone? You say___( “Excuse me”)
IV. Evaluation:
Are you polite? Read and choose the letter of the correct answer
1. Someone you don't really like keeps following you around. What do you do?
a. Tell him/her to get lost.
b. Ask him/her to quit following you around in a nice way.
c. Secretly escape and hide.
d. Let him/her follow you around
2. You're really good in History and are taking a test on it on Friday. The coolest kid in
class asks you to give him the answers. What do you do?
a. You don't care if he/she is cool or not; you don't give the answers.
b. Give a lame excuse and say no.
c. Give him/her the answers but tell the teacher after.
d. Tell him/her you'll think about it.
3: Somebody has been asking you the same question over and over. What will you do?
4. You are hanging out with your friends and everybody wants to do something you don't
want to. What do you do?
a. Say no.
b. Say sure.
c. Give a lame excuse and refuse.
d. Roll your eyes and say no.
Day 5- Attitudes
I. Objectives
http://www.wikihow.com/Be-Tactful,http://www.quizony.com/how-tactful-are-
you/29.html#ixzz49Hrrw4iY
D. Guided Practice:
Let the learners read and act the situation written in the chart/PowerPoint
Refer to LM Try and Learn
- Brainstorming/Role Playing
Group I and 2-One of your team members is regularly late for sport dance
practice for school intramurals competitions, and it affects her performance. After
another missed deadline, you're tempted to call her out at the team meeting.
Although this might make you feel better in the short term, it's insensitive – a
more tactful approach would be to speak with her privately about her tardiness.
Group 3 and 4-
It's your birthday. You're allergic to wool; one of your friends gives you a
hideous sweater made of woolin front of many people. The sweater is personally
knitted for you. How will you handle the situation?
F. Closure Assessment:
How tactful are you?
Refer to LM , Talk about it/ Remember
Indicate how frequently you engage in the following behaviors when communicating
with another person or persons. Use this scale to describe your tactfulness.
5 – I always do this.
4 – I often do this.
3 – I sometimes do this.
2 – I seldom do this.
1 – I never do this
Remember:
Tact is the ability to deliver a difficult message in a way that considers other people's feelings and
preserves relationships. It encompasses many things, such as emotional intelligence, discretion,
compassion, honesty, and courtesy.
To develop tact, think carefully before you speak. Always consider how someone else
might interpret your words. Use active listening skills, pay attention to your body language, and
never
' react emotionally. However, make sure that you still get your message across, and that you
continue to be appropriately assertive.
IV. Evaluation:Choose the letter of the correct answer.
1. You're at your company Christmas gift exchange, and someone just re-gifted the same
gift you gave them last year. What do you do?
2. You borrowed 100 pesos from your friend last week, and you keep forgetting to pay
them back. What do you say?
A. I apologize and set a reminder on my phone.
B. Ask them to call me and remind me before I see them tomorrow.
C. Don't say anything--they might have forgotten too.
D. It's fine. We're friends, right? I'll remember eventually.
3. You're in the middle of a long conversation with a friend, and suddenly you notice that
she's not really paying attention to what you're saying. What do you do?
4. You're just about to sit down at your favorite spot in the cafeteria, when someone comes
along and beats you to the chair first. What do you do?
A. Ask them to move. You always sit there.
B. Glare at them and sit somewhere else.
C. Sit somewhere else. It's not a big deal.
D. None of the above
5. Your friend, a musician, just asked you to listen to her latest song. You don't like it at all.
What do you say?