SECOND QUARTER

WEEK 1
I.

OBJECTIVES
A. Expressive Objective
Observe politeness at all times
Show tactfulness when communicating with others
B. Instructional Objectives
1. Listening Comprehension:
Identify signal words from text heard
2. Oral Language:
Provide accurate instructions
3. Reading Comprehension:
Identify main idea, key sentences and supporting details of a given paragraph
4. Grammar:
Compose clear and coherent sentences using appropriate grammatical
structures; -subject-verb agreement (inverted sentences)
5. Writing/ Composition:
Plan a two to three-paragraph composition using an outline/other graphic
organizers
6. Viewing:
Determine images/ideas that are explicitly used to influence viewers
(stereotypes, point of view, and propaganda)
7. Attitude:
Observe politeness at all times
Show tactfulness when communicating with others
II.

SUBJECT MATTER
A. Topics
1. Identifying Signal Words from Text Heard
2. Providing Accurate Instructions
3. Identifying Main Idea, Key Sentences and Supporting Details
4. Subject-Verb Agreement ( inverted Sentences)
5. Planning a Two to Three-Paragraph Composition using an Otline/Graphic
Organizers
6. Determining Images/Ideas That are Explicitly Used to influence Viewers
B. Materials
Selection, small banners, laptop

III.

PROCEDURE

Day 1
I.
OBJECTIVES
1. Identify signal words from text heard.
2. Provide accurate instructions
3. Observe politeness at all times.
4. Observe care and accuracy in giving/ following directions.
II.

SUBJECT MATTER
A. Topic:
Identifying Signal Words from Text Heard
Providing Accurate Instructions
B. References:
EN5LC- IIa- 4
Lesson Guides in Elem. Eng. 5 p.7-8
C. Materials:
Selections, pictures

III.

Procedure
A. Setting the Stage
Ask the pupils about their favorite food. Ask them if they cook at home. Ask
also if they follow the right procedure in cooking their favorite food.
B. Explaining the Students What to Do
Say: At this time you have to listen to the selection about how to make apple
and hazelnut crunch. After listening, you will answer the questions that follow.
C. Modeling for Students
Before proceeding to the selection, there will be unlocking of difficulties
Read the sentences. Select the meaning of the underlined words from the box.
to scatter in small amounts
to boil slightly
to cut

I sliced the cake into three pieces.

The best way to purify water at home is to simmer it.
Sprinkle water on the clothes before ironing it.

Have the pupils listen to the selection.

Making an Apple and Hazelnut Crunch
First, we sliced the apples. Then, we simmered them in a saucepan until they
were tender. Next, we added sugar and left the stewed apples to cool. When it was
cold, we stirred in yogurt. We then spooned the stewed apple into dishes and
sprinkled each one with crushed fruit and hazelnut bars. Finally, we decorated each
dish with apple slices.
Answer the comprehension questions based on the story heard.

1.
2.
3.
4.
5.

What is the first step in making apple and hazelnut crunch?

How long will you simmer the apple?
After adding sugar, what will you do next?
What will you do when the stewed apple becomes cold?
What is the last step?

Ask: What words in the paragraph give the step-by-step direction or

sequence?
(first, next, then, finally)
Say: The words that give the step-by-step direction or sequence are called
signal words.
D. Guided Practice
The class will play Advance Game. Each group will be given small banners
with signal words written on it. The leader will hold and raise it once the teacher
is asking for the answer.
Tell the pupils to form four lines with an equal number of members. Read the
directions to the class once. Then, say it again with one missing signal word.
The leader will raise the banner with the corresponding signal word. If a group
got the correct answer, they will step forward two times. The group that makes
the most number of steps will be the winner.
(The underlined signal word will be the missing one later on)
a. First, get a partner from your group. Next, raise your right hands then,
clasp them together. Finally, bow at the same time and wave your hands.
b. First, form a diagonal line. Next, put you left hand on the right shoulder of
the classmate in front of you. Then, bend your knees and lastly, raise your
left hand and make a peace sign.
c. First, group yourselves into three. Next, those on both sides, hold hands.
Then, enclose your classmate in the middle in your arms. Finally, still
holding together, raise your hands and say Open the Basket.
d. First, boys will put hands on waist. Next, girls will hold theirs skirt. Then,
point right foot forward. And then, go to the original position. Finally, turn
around clockwise and bow your head.
E. Independent Practice
Refer to LM, __________
F. Closure/Assessment
Signal words give step-by-step direction or sequence in a
paragraph/selection.
First, next, then, lastly, finally, furthermore, next to that, second, after that,
moreover are examples of signal words.
Day 2
I.

OBJECTIVES
1. Identify main idea, key sentences and supporting details of a given paragraph.
2. Write the main idea, key sentences and supporting details of a given paragraph.

3. Observe politeness at all times.

4. Take care of ones health.
II.

SUBJECT MATTER
A. Topic:
Identifying Main Idea, Key Sentences, and Supporting Details
B. References:
EN5RC-IIa-2.21
Lesson Guides in Elementary English 5 pp.124-125
Enjoying Reading 5 p.102
Vision 6 Integrated Reading and Language for Communication Arts in English p.94
C. Materials
Selections, chocolate, picture, laptop

III.

PROCEDURE
A. Setting the Stage
(Show some chocolates)
Who among you love to eat chocolates?
What is your favorite brand of chocolate candy?
Have you ever wondered how this yummy food came to be?
B. Explaining What to Do
Today, we are going to read the selection entitled Quick History of
Chocolate to find out how chocolate came to be. In later discussion, we are going
to get the key sentence, supporting details, and main idea.
Key Sentence is the sentence which states the topic of the paragraph.
Supporting Details are the sentences in the paragraph which give information
related to the topic.
Main Idea of a paragraph tells us what the paragraph is all about.
C. Modeling for Students
Before proceeding to the selection, find out the meaning of the words in
column A with the phrases in column B.
A
B
_____1.beverage
A. alcoholic drink
_____2.chewable
B. remove or take out
_____3.liquor
C. a drink
_____4.extracted
D. report of uncertain or doubtful truth
_____5.gossip
E. can be grinded with a teeth
(Reading the text Quick History of Chocolate, LM- Read and Learn)
Say: Answer the comprehension questions in LM, Talk about It
a. Who were the first people to cultivate the cocoa beans?
b. Where was the drinking of hot chocolate a favorite?
c. When did chocolate become a chewable food?

d. Why were chocolates given to soldiers during the World War II?
e. Do you agree with the decision of the Spanish King to keep the formula for hot
chocolate a secret?
f. Should growing children like you eat too much chocolate? Why? Why not?
Say: Going back to the selection, you will now look for the key sentence, supporting
details, and main idea in each paragraph.
(The teacher will use graphic organizer to elicit answers)
Ask: What is the key sentence of the first paragraph? in the second paragraph?
What are the sentences that give information about the key sentence of the
paragraph?
What is the first paragraph all about?
D. Guided Practice
(Carousel)
Each group will roam around the room and see the posted manila papers with
selections. Each selection will ask for either giving the key sentence, supporting
details or main idea.
Paragraph 1
There are different steps in solving a problem in Mathematics. First, read the
problem carefully and find out what is asked. Next, look for the given facts, then
think of the process to be used. Finally solve for the answer.
Give the key sentence of the paragraph:
____________________________________________
Paragraph 2
Water is used for drinking. We also use it for bathing. It is used for cooking and
washing dirty clothes. Water has many uses.
Give the supporting details of the key sentence: Water has may uses.
Supporting details:________________________________________
_________________________________________
_________________________________________
Paragraph 3
The second month of the year, which is February, was named after Februalia,
The Roman festival of purification. February, as we all know, is the month of love. It
is in this month that Valentines Day or hearts day is celebrated. On this day, we
express our love to our loved ones. We can show our love not only during this
month but also in all months and days of the year.
Give the main idea of the paragraph:
______________________________________________
E. Independent Practice
Read the following selections. Then, identify what is asked in each item by choosing
the letter of the correct answer from the given choices.
(Refer to LM, Do and Learn)
F. Closure/ Assessment

Key Sentence is the sentence which states the topic of the paragraph.
Supporting Details are the sentences in the paragraph which give information related
to the topic.
Main Idea of a paragraph tells us what the paragraph is all about.
IV.

Evaluation
Direction: Give the key sentence, supporting details and main idea of the selection.
The root is an important part of the plant. It is responsible for getting water and
minerals from the soil for the plant to grow. It also holds the plant in position. If roots are cut
off from the plant, it would die.
Main Idea:
____________________________________________________________________
Key
Sentence:________________________________________________________________
Supporting Details:
a. ________________________________________________________________
b. ________________________________________________________________
c. ________________________________________________________________

Day 3
I

OBJECTIVES
1 Compose clear and coherent sentences using appropriate grammatical structuressubject-verb agreement (inverted sentences)
2 Observe politeness at all times
3 Show tactfulness when communicating with others.

II

SUBJECT MATTER
A Topic:
Subject Verb Agreement
B References:
EN5G-IIa-3.9
EN5A-IIa-16
EN5A-IIa-17
Expanding English Skills for Empowerment I p. 357
C Materials:
paragraph, laptop

III

PROCEDURE
ASetting the Stage
Ask:
Have you ever experienced being teased by somebody?
How do you feel?
Who is your best friend?
Does he/she defend you while you are in trouble?
Do you think making fun of somebody is a good act?
BExplaining What to Do
Today, you will be learning the subject verb agreement. There are times that a
sentence is in inverted order. If we say inverted sentence, it is a sentence in which
the verb comes before the subject. Here is a selection for you to read and analyze.
After reading the paragraph, I will be asking you some comprehension questions,
then, you will be given sentences in the inverted order to analyze.
CModeling for Students
(Reading the text)
Lily is a thin girl. She is quiet and shy. Every time she sits at the canteen, she
is always alone. Every day, at the hallway, are Nestors friends. Making fun of Lily is
their hobby. In Lilys bag are books. Carlo, one of the naughty boys, teases Lily,
grabs the handbag, passes it with his friends, and scatters all the books on the floor.
Bamboo Stick is what they call her. From Room 3 comes Marina. She defends Lily
and argues with the boys. In simple way Marina helps. Later on, Lily and Marina
became friends. At the canteen, they eat together. In going home, walk Marina and
Lily. They share stories, review their lessons and help each other.

Answer the following questions.

1 Who is the thin girl?
2 Why do you think Lily is always alone?
3 Who makes fun of Lily?
4 What does Carlo do with Lilys handbag?
5 Who helps Lily?
6 If you were Nestors friends, will you do the same?
7 If you were Marina, will you also defend Lily?
8 What kind of person is Marina?
Say: Here are some inverted sentences from the selection. Analyze how verbs agree
with the subjects.
a. Every day at the hallway, are Nestors friends.
v
s
b. In Lilys bag are books.
v
s
c. From Room 3 comes Marina.
v
s
d. In going home, walk Marina and Lily.
v
s
Ask: Which comes first in the inverted order of a sentence?
What happens to the verb when the subject is singular? When the subject is plural?
DGuided Practice
Write the following sentences in the inverted order.
1 Everybody cares about the climate change.
2 The boys go in hiking.
3 Ramon volunteers for the difficult task.
4 Nobody cares about the spoiled food.
5 Abigail attends the birthday party.
E Independent Practice
Compose coherent sentences in the inverted order using the given verbs
that agree with the subjects in each item.
1 disagree
the men
on their plan
2 in the spelling bee
join
Rosa
3 come
the meteor
in meteorites
4 on the moon
astronauts footprints
left.
5 on a topic for a report
Alexis
decide
F Closure/ Assessment
Inverted sentence is a sentence in which the verb comes before the subject.
The verb agrees with the subject of the sentence.
If the subject of the inverted sentence is singular, the verb takes its s-form.
If the subject of the inverted sentence is plural, the verb takes its base form.
Day 4

I.

OBJECTIVES
1. Plan a two to three paragraph composition using an outline/ graphic organizer.
2. Observe politeness at all times.
3. Show tactfulness when communicating with others.

II. SUBJECT MATTER

A. Topic:
Planning a two to three-paragraph composition using an outline
B. References:
EN5WC-IIb-2.2.5
Lesson Guides in Elementary English 5 pp.202-203, p.208
C. Materials:
outlines, video, laptop
III. PROCEDURE
A. Setting the Stage
B.
The teacher will show a slide show of different sedimentary rocks.
Ask:
What did you see in the picture?
What kind of rocks are these?
B. Explaining the Students What to Do
After seeing the pictures, I will be giving you an outline about sedimentary rocks.
Later on, we will be making a two to three-paragraph composition using the outline.
C. Modelling for Students
I. Sedimentary rocks - made of sediments cemented together
A. Classic or fragmented sedimentary
- rock fragments carried by wind, water and glacier
B. Chemical sedimentary
- deposits of minerals dissolved in water
C. Organic sedimentary
- shells, skeletons and other parts of plants and animals
D. Cementing materials
- calcium carbonate, silica, mud, clay and iron oxide
Now, let us try to make a two to three-paragraph composition using the outline.
Sedimentary rocks are made of sediments cemented together. There are four
kinds of sedimentary rocks. Classic or fragmented sedimentary, Chemical sedimentary,
Organic sedimentary and Cementing materials.

Classic or fragmented sedimentary are rock fragments carried by wind, water

and glacier. Chemical sedimentary are deposits of minerals dissolved in water. Organic
sedimentary are shells, skeletons and other parts of plants and animals while
Cementing materials are calcium carbonate, silica, mud, clay and iron oxide.
D. Guided Practice
The class will be divided into two groups.
Say:
I have here an outline. Group 1 will make a paragraph based on the first part
of the outline while group 2 will work on the second part of the outline. Your
outputs will be combined to form a two-paragraph composition.
Pepper
I. Pepper - one of the earliest spices known to mankind.
A. So expensive that a pound of it was considered an appropriate gift for a royalty
to
give or to receive
B. Made as payment of taxes
C. Considered rich property
II. Pepper - a tropical vine
A. Begins to bear fruit in four years
B. Produces heavily in fourteen years
C. Unripe berries produce black pepper
D. Ripe ones produce white pepper
E. Independent Practice
Direction: Form a two-paragraph composition using the following outline.
Taking Care of Our Bodies
I. The human body needs both rest and exercise.
A. Needs nourishment
B. A healthy looking body doesnt just happen
C. A good deal of care is given to it.
II. The body needs food, as the machine needs fuel as oil
A. Requires an adequate amount of basic nutrients
B. Protein, Fats, Carbohydrates and Minerals
Taking Care of Our Bodies
The human body needs both rest and exercise. It needs nourishment. A healthy
looking body doesnt just happen. A good deal of care is given to it.
The body needs food, as the machine needs fuel as oil. It requires an adequate
amount of basic nutrients such as protein, fats, carbohydrates and minerals.
E. Closure/Assessment

Outlining is arranging notes so that important ideas stand out.

Outlining make clear which point supports each of the important ideas.

DAY 5
I

OBJECTIVES
1 Determine images/ideas that are explicitly used to influence viewers such as
stereotypes, point of view, and propaganda.
2 Show tactfulness when communicating with others.

II

SUBJECT MATTER
A Topic:
Images/Ideas that are Explicitly Used to Influence Viewers
B References:
EN5VC-IIa-7
EN5VC-IIa-7.1
EN5VC-IIa-7.2
EN5VC-IIa-7.3
https://web.stanford.edu/class/e297c/war_peace/media/hpropaganda.html
http://iml.jou.ufl.edu/projects/Spring02/chandler/what-is-stereotyping-page.htm
http://literarydevices.net/point-of-view/
www.youtube.com
C Materials:
Videos, activity sheets

III

PROCEDURE
ASetting the Stage
Ask: Are you familiar with TV commercials?
What is your favorite TV commercial?
Can you draw inside the box your favorite product and tell something about it
based on what you have watched in a TV commercial?

BExplaining What to Do
On this day, you will be learning the images/ideas in commercials that are used to
influence viewers. You are going to watch some TV commercials, observe the lines of
the endorsers/characters in the commercial that capture your attention. Some of you will
be called to role play the scene in the commercial that you consider captivating.
CModeling for Students
Media uses stereotypes, point of view, and propaganda to influence the viewers.
A propaganda is the spreading of ideas, information, or rumor for the purpose of
helping or injuring an institution, a cause, or a person.

Stereotypes are results of incomplete or distorted information accepted as fact

without question. A stereotype is simply a widely held belief that an individual is a
member of a certain group based on characteristics.
Point of View is the angle of considering things, which shows us the opinion, or
feelings of the individuals involved in a situation. It is a reflection of the opinion an
individual from real life or fiction can have.
The teacher will present some TV commercials and call some pupils to role play
a scene from the commercial that is considered to be captivating.
Then the pupils will identify the ideas of the scene being portrayed as to a
stereotype, point of view or propaganda.
Commercial 1- Finally Ariel, Ariel
Commercial 2- Makulay ang Buhay sa Sinabawang Gulay!
Ask : What scene in each TV commercial is considered captivating?
What ideas/ images in the TV commercial are used to influence the
viewers?
Did you gain interest of buying the product after watching the TV
commercial?
D Guided Practice
The class will be divided into four. Each group should give new name of the product
to endorse. A representative from each group must explain the ideas used to influence
the viewers.
Group 1- Make a commercial about most delicious bread through song and dance.
Group 2- Show a tableau of using the best detergent bar.
Group 3- Create a poster about milk drink
Group 4- Present a short drama about the importance of brushing teeth using
a brand of toothpaste.
E Independent Practice
The teacher will present advertisement then, the pupils will determine the ideas used
to influence the viewers.
(Amazing Tale Nido 3+ Nestle PH)
1 Using stereotypes, the characteristic of a mother that has shown in the
advertisement was______________.
2

As shown in the point of view of the advertisement, a child must have

________________.

The advertisement has spread the idea that Nido 3+ contains millions of
_________________ that will help in protecting childrens tummy.

The advertisement of Nido 3+ left a slogan at the end part stating that
___________________

The advertisement is intended to persuade ______________ to buy Nido 3+ for

children.

Laking Nido, Protektado

mothers

healthy tummy

Tender Loving Care

fathers

good bacteria

Closure/ Assessment
There are ideas/images in media that are explicitly used to influence the viewers.
Stereotypes- are results of incomplete or distorted information accepted as fact
without question. A stereotype is simply a widely held belief that an individual is a
member of a certain group based on characteristics.

Point of view- is the angle of considering things, which shows us the opinion, or
feelings of the individuals involved in a situation. It is a reflection of the opinion an
individual from real life or fiction can have.

Propaganda - is the spreading of ideas, information, or rumor for the purpose of

helping or injuring an institution, a cause, or a person.