LP 5 1-Grading English V

ENGLISH V
Date: ____________
I. Objective:
Uses the correct intonation for statement and yes/no question
Values: Listening Attentively
II. Subject Matter:

Correct intonation for statements and Yes/No Questions
References: PELC 1, p. 20, Fun in English (R); Fun in English (L) pp. 15-17
Materials: chart, arrow cards, flash cards
III. Procedure
A. Pre- activities:
1. Drill:
Divide the following into syllables
artificial. business
eleventh signature
injection envelope
2. Unlocking of difficulties
Match the underlined words in column A with their meaning in Column B.
A B
1. The farmer was bitten by a serpent in the farm a. To charm or to attract
2. He tied the bow with a cord. b. Snake
3. Her bewitching voice made me feed good. c. String
3. Motivation
Have you celebrated your birthday already?
Did you receive any gift that surprised you? What is it?
B. Presentation:
1. Pupils read silently the story " Pandora's Box" on pp. 20-22 of Fun in English ( R )
2. Comprehension Questions
a. Why was Pandora sent to live with Epimetheus?
b. What made her think that the box was for her?
c. Why did Pandora become so curious to know what was in the box?
3. Skill Development
a. Read the following questions and statements taken from the story you read:
1. Did he have a staff?
2. Will you stay with us forever?
3. Pandora was busy untying the knot.
b. How will you read the first question? the second question?
c. What kind of intonation did you use?
d. How will you read statement 3? statement 4? statement 5?
e. What intonation did you use?
4. Generalization
What intonation do you use for statements and yes/no questions?
5. Practice Exercises
a. Guide Practice
1. Identify the correct intonation for the following then read correctly.
1. Farming is our chief industry.
2. Is the report interesting?
b. Independent Practice
Put the arrow point at the end of the sentence to show the correct intonation to use.
1 Does your mother teach in this school?
2. No, she doesn't. She teaches in another school.
IV. Evaluation:
Copy the sentences and put the arrow point to show the correct intonation to use.
1. Is that a movie?
2. This is a wholesome movie for the family.
3. What is it all about?
V. Assignment:
Write two statements and three yes/no questions. Put the arrow points to show the correct
intonation to use.
ENGLISH V
Date: ____________
I. Objective:
Pronounce words putting stress on the correct syllable
Values: Wait for ones turn in speaking
II. Subject Matter:

Pronouncing Words
References: PELC I, p. 20; Reference: Fun in English, Language 5, p.3
III. Procedure
A. Preparatory Activities:
1. Listen as I say the words in each column. Tap the desk once for /a/ sound and twice for / /
sound.
/a/ //
cop dock cup duck
hot lock but luck
2. Listen carefully. Tell how many syllables there are in each word.
library understood
necessary automobile
cemetery committee
B. Presentation:
1. Motivation:
What can you say about the weather today?
How do we know the weather condition?
2. Learning Activities:
a. Call on a pupil to read the paragraph.
Weather satellites take pictures of the movement of clouds over the whole earth so
that scientists monitor the weather in Y the different parts of the earth. Communication
satellites relay or pass of the communication between distant areas from the land to a ship
at sea. These satellites appear fixed in the sky maintaining position above the earth's
surface.
3. Discussion Questions:
What satellites are mentioned in the paragraph?
Which of these satellites take pictures of the movement of the clouds over the whole
earth?
Are weather satellites important? Why?
Notice where the stress is placed.
A B C
weather discover disinfect
satellites position instrumental
- Where is the stress in the words in set A? set B? set C?
- How do you know that the stress is on the first syllable? Second syllable? Third
syllable?
4. Generalization:
Where should you put the stress in a word?
5. Practice Exercises:
A. Guide Practice:
Read the words. Then go to the blackboard and put the stress mark on the stressed
syllable.
1. interference 4. interrogative
2. protect 5. intermission
3. ambition
B. Independent practice
Copy the word. Pronounce it by yourself and put the stress on the stressed syllable:
1. possible 4. interrupt
2. complete 5. welfare
3. tomorrow
IV. Evaluation:
Read the sentences. Write the correct spelling of the underline words and put the stress mark on
the stressed syllables. '
_____ 1. Many children are, playing in the park.
_____ 2. I hope we will have a fine weather tomorrow.
_____ 3. Popular music makes me want to dance.
V. Assignment:
Write five words and put the stress mark on the stressed syllable.
ENGLISH V
Date: ____________
I. Objective:
Decodes words with /ph/ in the story using phonetic analysis
Values: Accuracy
II. Subject Matter:

Decoding Words Using Phonetic Analysis
References: Fun in English Reading 5 pp. 186-187
III. Procedure
A. Pre-activities:
1. Pronounce the following words and tell what is the
a. initial sound of the words in the first column
b. medial sound of the words in the second column
c. final sound of the word in the third column
flock wife leaf
food suffer stiff
2. Unlocking Difficulties
Through context clues
circle the earth spherical shape gradual change
B. Presentation:
1. Motivation
Have you traveled in space?
Traveling in space makes a wonderful and exciting experience. What makes it wonderful
and exciting?
2. Learning Activities
Have the pupils read the story, "First Man in the Moon.
(Fun in English 5) pp. 186-187
3. Discussion
a. Where was Yuri Gagarin sent? Why?
b. How did the earth look from' the spaceship?
c. Why where there changes in color on the horizon?
4. Generalization
How should we pronounce /ph/ in the word we read?
a. Guided Practice
Read the following words. Producing the sound of the ph correctly
aphid phenomenon elephant
physical telephone sphere
cellphone phlegm phases
Copy the words ph sounded as /f/ into the ff. Sentences:
1. She draws a sphere on the board
2. Man has travel in space outside the earth's atmosphere.
3. The earth has a spherical shape.
IV. Evaluation:
Copy the words with ph sounded as /f/ in the following sentences.
a. The picture was taken using the telephoto lens.
b. Photosynthesis is the formation of CHO from carbon dioxide and water through aid of sunlight
acting upon chlorophyll.
c. The cellphone makes communication fast and easy.
V. Assignment:
Write a short paragraph using word with ph sounded as /f/.
ENGLISH V
Date: ____________
I. Objective:
Decodes meaning of words with prefixes over, under, ex and super.
Values: Proper Health Habits
II. Subject Matter:

Prefixes Over, Under, Ex and Super
References: PELC 1.1.1, P. 20 & PELC 1 p.20

English for Living and Learning v, Reading, p.8-9 Fun in English V. p.139
Materials: Chart & Flashcards
III. Procedure
1. Review:
Write the following words correctly and encircle the root word of each word.
A. development D. repaint
B. unhealthy E. incorrect
C. careful F. s uperman
B. Presentation:
1. Motivation:
How do you get the meaning of a word?
How can you get the meaning of a word without using the dictionary?
2. Learning Activities:
Read the following sentences:
a. More people use the passageway over the street. It is safer to use the over pass than to
cross a busy street.
b. Archie is 18 years old. He can vote in the elections. His sister Donna is 17 years old. She
cannot vote. She is underage.
3. Discussion:
What are the root words of the underlined words in the sentences?
What syllables are added to the words?
Do these syllables change the meaning of the words?
4. Generalization:
How do we get the meaning of words with prefixes?
5. Practice Exercises:
Tell the meaning of the following words:
undersized overheat ex-president superstar
underwater overweight ex-chairman superman
undershirt overcool ex-governor superimpose
IV. Evaluation:
Choose from the list of the correct wordy to fill in the blanks of the ff. sentences:
1. Poor parents can't give their children enough food so they are often
2. Don't the vegetables to preserve the vitamin content.
3. Pepito is too thin and because he's not eating the balance diet.
V. Assignment:
Give the meaning of the following words. Use them in sentences.
1. overripe 4. undershirt
2. superhighway 5. overheat
3. ex-general
ENGLISH V
Date: ____________
I. Objective:
Change statements to questions or vice-versa.
Values: Friendliness
II. Subject Matter:

Changing Statements to Questions or Vice-Versa
References: PELC 1. P. 20; Fun in English (L) pp. 14-17

Skillbook in English 5, pp. 127-129
Materials: charts, arrow cards
III. Procedure
A. Pre-activities:
1. Review:
Read the following sentences. Tell whether it has a rising or falling intonation.
a. What did you learn from our speaker?
b. We learned about the wonderful places in the Philippines.
c. Is Linda right?
2. Motivation:
What do you do if a friend of yours will become your new classmate? How will you
introduce him/her?
B. Presentation:
1. Reading an Introduction
Lawrence is introducing a new pupil to the class.
Classmates, we have a new classmate. Do you want to know her? Her name is Angela
Abueva. She is called Angelie by her former friends. She's also eleven years old like us. Her
father works as a postal employee while her mother is a teacher in a public elementary
school. Her father was recently promoted and newly assigned to our postal station so she
transferred here.
a. Who is making the introduction?
b. Who is the new pupil?
c. Why did she transfer?
3. Skills Development
a. Read the following sentences:
1. Her name is Angela Abueva.
Is her name Angela Abueva?
2. Her father works as a postal employee.
Does her father work as a postal employee?
b. What is the verb in the first sentences, what verb is used? How was it changed to a
question?
c. In the second sentence, what verb is used? How was it changed to a question?
IV. Evaluation:
Change the following statements into yes/no question and vice-versa:
1. Living things depend on one another.
2. Marina went to market the other day.
3. They were at the beach last Sunday.
V. Assignment:
Change the following statements into yes/no questions and vice-versa.
1. You read interesting books before going to bed.
2. The girls were at the park yesterday.
3. My friend gives me a souvenir.
4. Did the boys play basketball last Sunday?
5. Has she given her project already?
ENGLISH V
Date: ____________
I. Objective:
Distinguish changes in meaning of words in sentences caused by stress shift
Values: Listen attentively
II. Subject Matter:

Changes in Meaning of Words caused by Stress Shift
References: PELC I, p. 20; Fun in English (L) pp. 2-5
III. Procedure
1. Drill: Divide the following into syllables:
artificial business eleventh
envelope injection dedicate
2. Review
Read the words, then tell whether the stress is on the first, 2 nd or third syllable.
library necessary principal
impressive understood automobile
B. Presentation:
1. Motivation
Its beginning of the school year/ you meet your old schoolmates. You also meet new
friends. Let us listen to our new friends as they introduce themselves.
Dondon Lagrimas is a new pupil in Miss Santos class. he is telling abut himself: Good
Morning. My name is Dondon Lagrimas. I am eleven years old. My father I a family driver
and my mother is a market vendor. Before, we lived outside Metro Manila. My fathers
employer conducted a research her so we transferred.
3. Discussion/Questions
Who is the one speaking?
What are his parents works?
What activities does he like?
4. Generalization
What happens to the meaning of the words if the stress is changed?
a. Guided Exercises
Listen as I read the words; then read the words after me:
Nouns Verbs
conduct conflict conduct conflict
progress object progress object
Call on pupils by threes to read the words.
b. Independent Exercises
Read the following sentences. Put a check before it if the meaning of the stressed
words fits the sentence. If the stress is wrong, write the correct word in the bank before
the sentence.
_____ 1. Camels live in the desert.
_____ 2. It cant digest its food.
_____ 3. We heard the news digest.
IV. Evaluation:
Listen to the following sentences. Write 1 if the stress is on the first syllable and 2 if the stress is
on the second syllable. Then write the correct spelling of the word.
_____ 1. Do you like to join the contests?
_____ 2. Please record the names of the contestants.
_____ 3. Does your mother permit you to join?
V. Assignment:
Put the stress mark () on the stress syllable to fit the meaning of the sentences.
_____ 1. The losing person can contest the decision.
_____ 2. There is a record of the proceedings of the contest.
_____ 3. One of the contestant objects to the proceedings.
ENGLISH V
Date: ____________
I. Objective:
Decode words with ph in a series of paragraph.
Values: Attentiveness and Patience
II. Subject Matter:

Words with ph
References: Fun in English p.6; Science and Health Learning Experiences pp. 218 - 219
Materials: Copy of the selection/ paragraphs
III. Procedure
1. Drill
Read the following words:
Pharynx phases
Esophagus emphysema Diaphragm
2. Fill each blank with the appropriate word selected from the list above.
a. The muscles of the _____ move the food to the
b. The moon has many ______
c. ______ is common to emphysema.
B. Presentation:
1. Listening
a. Listen to this selection and be able to answer the questions that follow:
Grade V-A Science Class
The Grade V-A starts the Science Class at 8:00 a.m. regularly. On the second week of
classes, Mrs. Lucy Traph, the teacher, assigns topics to her pupils for research work.
Group I is asked to research on the topic, layers of the Atmosphere. Joseph, the leader
of the group assigns his co-members to make a reading and to submit a written report.
b. Listening Comprehension Questions
1. What is the selection about?
2. What time does the class start?
3. Who is the teacher?
2. Reading
a. Let a pupil read the selection on the board.
(Refer to the text in the listening activity)
b. Comprehension Check-up
1. When did Mrs. Traph assign the topic to her class?
2. What topic is given to Group I? To Group II? To Group III?
3. What values does the teacher want to develop to her pupils in the group activity?
c. Skill Development
1. Pick out the words with ph in paragraph No. 1? Paragraph No. 2? Paragraph no. 3?
2. How do we pronounce these words?
3. Teacher asks pupils to go to the board and group the words according to their position
as; Initial medial final
Photo telephone paragraph
C. Generalization
How should we pronounce ph in the words we read?
D. Practice Exercises
a. Guided Exercises
Ask the pupils to write words with ph sounded as /f/ and to group the words according to
their position.
Initial Medial Final
Philosophy cellphone autograph
Pick out the words with ph sounded /f/ and identify their position.
1. The picture is taken using a telephoto lens.
2. Telegraph uses dots and lines to send messages.
3. Children love doing physical activities.
E. Pupils write the output in activity on the board, and then ask them to read and pronounce the ph/f/
sound correctly.
IV. Evaluation:
Read the following paragraphs carefully and then pick out the words with ph sounded as/f/.
Identify their positions.
Paragraph No. 1
The surface of the sun that we see is called the photosphere. The photosphere is not solid for the
sun is gaseous from its outer atmosphere right from its center. Above the photosphere is the
chromosphere, which is a zone of nearly an invisible layer of gas about 10, 000 kilometers thick.
Paragraph No.2
The diaphragm is a curved muscle that can move up and down. This is found under the lungs. It
separates the chest cavity from the abdominal cavity.
V. Assignment:
List down words with ph sounded as /f/ in the initial, medial and final position. (5 words per
position)
ENGLISH V
Date: ____________
I. Objective:
Decode the meaning of words with negative prefixes.
Values: Attentiveness and Patience
II. Subject Matter:

Negative Prefixes
References: PELC 1.1.1, p. 20

Developing Reading and Language Skills; Guzman, Maybelle et.al. pp. 55 - 56
Materials: Flashcards and chart
III. Procedure
1. Review
Give the meaning of the following words.
ex-chairman underwater
supernatural overflow
2. Unlocking of difficulties
Have the pupils give the meaning of the following words, than finding the meaning in the
dictionary.
Guess-What Chart
Vocabulary Guesses Actual Meaning
tournament
sparkling
restless
3. Motivation:
What is your favorite game?
Do you know how to play it? How?
B. Presentation:
Listen: I will read a paragraph about a the tournament.
The Tennis Tournament
There was an overflow crowd at SBMA Tennis Tournament this past week. The weather
was clear, bright, sunny and sparkling, not a cloud in sight. But it was hot! With standing
room only, everyone was sticky close, restless and uncomfortable. The shelter of the room
was incomplete. Because of this condition, the crowd was impolite and inattentive.
2. Comprehension Check-up
What tournament was held in SBMA?
How do you describe the weather on that day?
How about the venue of the tournament? The viewers of the tournament?
3. Structural Analysis
a. Let us go back to the paragraph. (This time the teacher shows the chart of the paragraph
and let the pupils read first, then answer the questions.
Read the underlined words in the paragraph.
What is the first underlined word?
Which is the root word? What is added to it?
What new word was formed when in is added to the word complete?
C. Generalization
What are the negative prefixes?
What is the meaning of the negative prefixes?
a. Guided Exercises
Form new words by adding the correct negative prefix. Write the correct spelling on the
board.
continue national
logical conformist
dependent sure
Combine the prefixes on the left with the words on the right to form new words. Then
write the complete word.
1. in violent
2. dis dependent
3. un regular
4. im fortunate
IV. Evaluation:
Give the meaning of the underlined words.
1. The boy behind Mrs. Sunga is impolite.
2. Don't disobey your elders. They should be respected.
3. The presentation of Grade V Jasmin class was unusual.
V. Assignment:
Fill in the blanks with the correct prefix. Give the meaning of the new formed words then use
them in your own sentence.
1. _____ honest 4. _____ literate
2. _____ practical 5. _____ relevance
3. _____ happy 6. _____ calculable
ENGLISH V
Date: ____________
I. Objective:
Distinguish changes in meaning in sentences caused by shift in intonation.
Values: listening attentively
II. Subject Matter:

Changes in Meaning in Sentences Caused by Shift in Intonation.
References: English for Living and Learning. Pp. 40- 41 Science and Health, pp. 66 67
Into the Future- Science and Health pp.51-54
Materials: Cassette, tape containing the dialog (optional), arrow cards for the rising and falling
intonation.
III. Procedure
1. Review:
Tell which of the sentence follow the rising or falling intonation.
a. Do some animals eat plants?
b. What are the large animals in the sea?
c. Do fish swim in the sea?
d. Where do animals get their food?
2. Motivation:
How many of you have pets? What are they? What do you feed them?
B. Presentation:
1. Listening
I have here a dialog. Listen carefully as I read it. Take not of where I will lover or raise
my voice.
Situation:
Miss Cruz is a Grade V Teacher. She checks the pupils knowledge on animals.
Miss Cruz: What is a road runner?
Pupil 1: Road runner is a bird.
Pupil 2: Road runner is a bird.
Pupil 3: Yes, it is.
a. What is a road runner?
b. Who knows what a road runner is? Why did you say so?
c. Who does not know what a road runner is? Why?
C. Generalization:
What happens to the meaning of the sentences when there is an intonation shift?
a. Guided Practice
Listen carefully. Tell what intonation is used in each sentence(rising, falling)
1. You're coming today?
2. She's our new teacher.
3. He's going home.
4. She's a new teacher.
Listen carefully as I read each sentence. Tell whether it is a plain statement or asking
confirmation.
1. She's cooking today.
2. She's cooking today?
3. He's sweeping the floor?
4. He's sweeping the floor.
IV. Evaluation:
Listen carefully as I read each sentence. Write whether it is a plain statement or asking
confirmation.
1. We're coming tomorrow?
2. You're going-to school.
3. You're going to school?
V. Assignment:
Write three sentences in plain statement and three sentences in confirmation question. Be sure to
put the arrow at the end of each sentence that corresponds to the correct intonation.
ENGLISH V
Date: ____________
I. Objective:
Identify the different information about a word in a dictionary
Values: Accuracy
II. Subject Matter:

Information Given to a Word in a Dictionary
References: Dictionary, Science and Health Learning V, pp. 28-35

Things to Make and Do by Douglas W. Downey, p. 7
Materials: dictionary, paper napkin, thread, small and light objects
III. Procedure
1. Review
Arrange the following sets of words in alphabetical order.
A B C D E
comparison plants animals cell mammals
experimentation poisonous ants cytoplasm birds
interpolation pull aphids concept amphibians
B. Presentation:
1. Listening
Listen to the following directions and do what are being asked/ instructed.
1. Cut four pieces of thread, each 12 inches long. Tie one end of each thread to a corner of a
paper napkin. Then tie the four loose ends together.
2. Cut a 6-inch length of thread and tie to the other threads at the point where they meet. To
the end of the 6-inch thread, tie a small light object.
2. Reading
A. Read the direction again
If you look at the meaning of tie in the dictionary, here is what the dictionary says
about the word.
Tie (ti) v. tied, ty-ing vt.
1. To fasten with cord, rope, etc the ends of which are then knotted.
2. To draw the parts together by a cord fastened with a knot.
B. Discussion Questions
1. Which of the following definitions or meaning above fit the first underlined word tie?
How about the second underlined word tie? Which of the definitions fit the word?
Why?
C. Generalization:
What information about a word do we get from a dictionary?
a. Guided Practice
Identifythe information given to the following words which were taken from a
dictionary.
a. pieces b. (ti)
c. (loos) d. par.a.chute
Identifythe information given tothe following words which were taken from a dictionary.
1. summer 4. psychology
2. (kis) 5. nok.
3. research 6. grin-a mile
IV. Evaluation:
Identify the information given to the following words which were taken from the dictionary.
1. decide 4. (be.e.al)
2. record 5. facade
3. pooch 6. observation
V. Assignment:
Look for the correct pronunciation, stress, syllable and meaning of the following words.
study, chalet, research, language, accurate
ENGLISH V
Date: ____________
I. Objective:
Use the dictionary to get the correct syllabication, stress and spelling of words
Values: Work quietly and independently
II. Subject Matter:

Using the Dictionary to Get the Correct Syllabication, Stress, and Spelling of Words
References: PELC 1.2 p. 20; Fun in English, reading 5, 201 - 203
III. Procedure
1. Drill
Read the sentences. Pronounce the underlined words putting stress on the correct.
1. I object to his plan of having an outing.
2. The records were kept inside the cabinet.
3. I forget nay permit at home.
2. Review
Identify the information given to the following words taken from a dictionary.
1. sum-mer 6. nok
2. (kis) 7. refuse-to decline to do
3. progress 8. psuchology
B. Presentation:
1. Motivation
You already know the information taken from a dictionary. Now, you are going to use the
dictionary. Did you bring your dictionary?
Before we go to the dictionary, let us read the following advertisement first. (Call on a
pupil to read the advertisement).
We took the battery out and replace it with a ;r technological inspiration. KESIO- the
company that gave you the best in quarts technology- once again sets a remarkable new
world. Standard. Inside the Kesio Kinetic, there's no battery. Instead there's a tiny generator
that makes its own electrical power.
3. Discussion Questions
What is being advertised? How does a Kesio Kinetic work? What company invented it?
Where is this company found?
Read the following words:
Technology electrical
Inspiration virtually
Remarkableingenious
Who would like to go to the blackboard to syllabicate the first word?
Where should you put the stress mark?
Who will syllabicate and put the stress mark for the second word
C. Generalization:
What should you do to find out the correct syllabication, spelling, and stress of words?
a. Guided Practice
Syllabicate the word correctly and put the stress mark on the correct syllable. Then say
the word correctly.
a. Temperature f. telescope
b. Weather g. depression
c. Evaporation h. pressure
Look for the correct syllabication and stress of each word in your dictionary.
a. Circuit f. reproduction
b. Compound g. species
c. Embryo h. igneous
IV. Evaluation:
Read the paragraph. Select 5 words arm write the correct spelling, syllabication and stress of each
word using your dictionary.
Certain changes occur in our environment. They maybe changes in the human population,
temperature/weather, in the size of land or topography, quality of water and air.
High human population growth means that more people will use the available limited resources.
Problems on availability of food, houses, and diseases will follow.
Changes in air temperature affect the distribution of heat in the world. This will affect the weather
world wide. Example occurrences are the El Nino and La Nina phenomena.
V. Assignment:
Use your dictionary and locate the information for each word listed below.
Syllabication Spelling
1. exterminate
2. ecology
3. variable
4. enzyme
5. omnivores
ENGLISH V
Date: ____________
I. Objective:
Decode the meaning of words with suffixes
Values: Attentiveness and loving Gods creation
II. Subject Matter:

Suffixes: -ward, -let, -ish, -ment and -ic
References: PELC 1.1.1, p.20; Study and Skill book, p. 17- 18

Materials: Flashcards and charts
III. Procedure
1. Drill
Write the following words correctly and underline the root word of each of the words.
underprivileged underline
overdose superstar
ex-president overconfident
2. Review
Fill each blank with the appropriate word from the list.
a. If the prescription calls for a teaspoon of medicine, a tablespoonful is an _____ of it.
b. Pupils who don't study for examination are being _____ of their ability.
c. The woman in green-silky dress is popular and now a _____.
B. Presentation:
1. Motivation
What insects are the carriers of germs to our food?
What do you usually do once you see a fly on your food?
Read the story silently.
The Lady and the Housefly
A woman named Luba Harrington returned to her New York apartment from her summer
home last fall, bringing with her some flowers from a garden. When she began to arrange the
flowers in a bowl, a small grayish fly flew out. "I didn't bother killing it, "Mrs. Harrington
says.It was such a small fly."
Answering the motive question.
Who returned to New York apartment from her summer home?
What did she bring with her?
What insect flew when she began to arrange the flowers in a bowl?
4. Discussion
a. What words can you get from the selection read which are stressed on the first syllable?
Example: housefly deepening
garden downward
Giving more examples. Pronounce the words given correctly by the teacher then the
pupils.
C. Generalization:
What do you mean by the following suffixes when added to a word?
-ward -ment -ish
-let -ic
a. Guided Practice
Form new words by adding the suffixes
-ward, -let, -ish, -ic and ment.
north out enjoy
manage nationalist commit
Choose the correct meaning of the underlined word in each sentence from the words or
phrases that follow.
1. Small children performed in the1p aylet.
a. funny game c. a small toy
b. short play
2. The soldiers move northward on orders of the general.
a. toward the north c. toward the camp
b. toward the general
IV. Evaluation:
Give the meaning of the underlined words with suffixes.
1. They moved forward to give space for the players.
2. The hair of the old man is grayish.
3. The wife runs away from home because of the sadistic husband.
V. Assignment:
Fill in the blank with the correct suffix. Give the meaning of the new words formed and use them
in sentences.
1. down
2. empower
3. pink
ENGLISH V
Date: ____________
I. Objective:
Decode the meaning of words with affixes.
Values: struggle to succeed
II. Subject Matter:

Affixes
References: PELC 1.1.1, P. 20; Fun in English V, pp. 77- 80, 189- 190
Materials: Cassette Tape Recorder and copy of the song in the chart
III. Procedure
1. Review
Underline the root words of the following words.
overestimate improve
unhealthy yellowish
ex-chairman backward
What do you call the syllables added in the first column? Second column?
2. Motivation
Have you experienced dreaming of something that is impossible?
Tell it to the days.
B. Presentation:
A. Listen to the song Impossible Dream"
Song: Impassible Dream
2. Comprehension check-up
Why is the song entitled Impossible Dream
What are the dreams mentioned in the song?
What kind of man is the composer of the song?
3. Discussion
Read the words with affixes in the song Impossible Dream
What is the first word and affix? Second? Third?
Which is the root word?
What new word was formed?
What do we call the syllables added before the root word to form a new word?
C. Generalization:
What are affixes? What do you mean by the following prefixes? Suffixes?
Prefixes Suffixes
in, im, un, dis, il, ir - able, ible, ble
non - ness
a. Guided Practice
Form new words by adding affixes. Write your answer on the board then read orally.
_____ easy _____ grate _____
help _____ _____ resist _____
____ direct _____ polite _____
Choose the meaning of the underlined words.
1. Is the material washable, or must it be dry-cleaned?
a. able to wash
b. somewhat washed
c. having to be washed
2. Our new kitten seems to take an impish pleasure in teasing the dog.
a. having an imp
b. made of an imp
c like an imp
IV. Evaluation:
Give the meaning of the underlined words.
1. The music played was nonstop.
2. Girls have unchangeable minds.
3. We must remember to disconnect the TV set before leaving,
V. Assignment:
Form a new word by adding affixes in each blank. Give the meaning and use in sentences.
1. _____ believe _____
2. account _____
3. hero _____
4. _____ faith _____
5. _____ aware _____
ENGLISH V
Date: ____________
I. Objective:
Use juncture to change meaning.
Values: Listen attentively
II. Subject Matter:

Changes in Meaning in Sentences Cause by Shift in Juncture
References: PELC, p. 20; References: Fun in English 5 (LO pp. 17-19)

Materials: Charts of exercises
III. Procedure
1. Review
Read the following sentences with the correct -intonation. Identify which is a plain
statement and which is asking confirmation.
a. She takes a bath.
b. She takes a bath everyday?
c. Sleeping is the best kind of rest?
2. Motivation
Have you watched a singing contest? Did you enjoy watching it?
B. Presentation:
1. Have pupils read the dialog
A surging contest was held in a school. The teacher asked some of her pupils to report
how the contest performed.
Listener 1: Ellen's voice was sweet. Her singing sweetly made me feel good.
Listener 2 : Myla's voice was so soft. Her singing softly irritated me.
Listener 3 : Noel sang very loud. His singing loud caused me headache.
a. Whose voice was sweet?
b. What can you say about Myla's voice?
d. Who reported that Ellen's voice was sweet?
a. How will you read the following sentences?
1. Her singing/sweetly made me feel good.
2. Her singing sweetly/ made me feel good.
3. Her singing/softly irritated me.
b. Where did we pause in the first sentence? The second sentence?
c. When we pause after singing, what is the meaning of the sentence?
d. When we pause after sweetly, what does the sentence mean?
e. Do the same for sentences 3 - 6
C. Generalization:
What do we use to change the meaning of a sentence?
a. Guided Practice
Give the meaning of the following sentences based on the juncture used.
1. Her writing / clearly impressed the teacher.
2. Her writing clearly/ impressed the teacher.
3. Her humming / slowly annoyed the man.
Put the proper juncture using the given meaning as a clue.
1. The boy's crossing suddenly alarmed the mother . (the manner of crossing)
2. The boy's crossing suddenly- alarmed the mother. ( the action alarmed the mother)
3. Her dancing gracefully fascinated the audience. ( the manner of dancing)
IV. Evaluation:
Copy and put the proper juncture of the following sentences using the given meaning as a due.
1. The child's eating slowly made the mother angry. (the action made the mother angry)
2. The child's eating slowly made the mother angry. (the manner of eating made the mother angry)
3. Her shouting suddenly disturbed the visitors. (the manner of shouting disturbed the visitors)
V. Assignment:
Put the proper juncture of the following sentences using the given meaning as a clue.
1. Mario's drinking of softdrinks frequently caused stomachache. (the action caused stomachache)
2. Mario's drinking of softdrinks frequently caused stomachache. (the manner of drinking)
3. The lady's walking gracefully attracted the man. (the manner of walking)
ENGLISH V
Date: ____________
I. Objective:
Spell words having the /j/ sound written as - ge or - dge.
Values: Self-confidence
II. Subject Matter:
References: PELC 1, p. 20; English for Living and Learning, Reading 5, pp. 58 - 59
Materials: flashcards, charts
III. Procedure
1. Drill
Read the following words producing the sound of /ph/ correctly.
aphid phonics
elephant phobia
telephone photograph
2. Review
Syllabicate the following words. Then pronounce each word with the correct stress.
1. beautiful 6. fascinated
2. announcement 7. wonderful
3. preference 8. dedicate
Choose the correct meaning of the underlined words.
1. I learned how to swim but this got me trapped into a swimming competition.
a. received an invitation
b. forced to join
c. made an application to join
4. Motivation
What do you do during vacation?
Do you try to learn something new?
Here is a story of a boy who learned something new during his vacation. Find out how he
learned it.
B. Presentation:
1. Reading Activity
Read the selection "Taking It Easy" on pp. 39 -42, English for Living and Learning,
Reading 5.
2. Discussion Questions
What steps did Danny follow to learn how to swim?
How did his brother help Danny win the competition?
How did Danny take his brother's prodding? Why? Did Danny win?
These words are taken from the selection. Listen as I read them. Then read after me.
A B
Challenge edge
Encouragement ledge
What is the sound of ge and edge?
How is it spelled in letter A? in letter B?
C. Generalization:
How is the /j/ sound spelled?
a. Guided Practice
Pronounce the words with /j/ sounds after me.
-ge -dge
cage hedge
rage edge
courage ledge
Call individual pupils to pronounce and spell each word.
Which of the following words does not have the /j/ sound? Put an x on the blank before
the number.
_____ 1. Garage _____3. College
_____2. Cartilage _____4. Discourage
IV. Evaluation:
Listen as I read the paragraph. Write all the words with the /j/ sound. Write the words with trio
correct spelling.
The girl opened the cage. The bird jumped to the hedge. When big sister found out that her bird
had flown out, she was full of rage. Luckily father caught the bird at the edge of the neighbor's fence.
The girl had the courage to tell the truth. She made a pledge not to open the cage again.
V. Assignment:
From your reading textbook and from the stories read, list down 5 words with -ge and -edge
sounded as /j/.
ENGLISH V
Date: ____________
I. Objective:
Use the dictionary to get the multiple meanings of words.
II. Subject Matter:

Use of the Dictionary
References: Fun in English pp. 11- 117, 181 - 182

Materials: Dictionary, copy of the poem
III. Procedure
1. Review
What informations are given to a word in a dictionary?
2. Motivation
What are the beautiful spots in oar country? Their location?
If you hear the word/ place Mt Mayon. What words come into your mind?
B. Presentation:
1. First Reading of the Poem
Teacher reads the poem Mt. Mayon Then answer the questions that follow.
a. What is the poem about?
b. Who came to visit Mt. Mayon?
c. What is Mt. Mayon famous for?
3. Second Reading of the Poem (by the teacher (for aesthetic appreciation)
a. Did you like the poem? What made you like it?
b. Recite lines from the poem that you enjoy reading.
4. Third Reading of the Poem ( by the pupils)
Skills Development
Read the underlined word in the 11th line? 14th line? Last line?
combat, lost, view
Look for the meaning of the word combat in the dictionary
How many meanings does the word have? List all the meanings on the board.
What do you call this word?
C. Generalization:
Where do you get the multiple meanings of a word?
a. Guided Practice
Which meaning fits the underlined word? Write the letter that carries your answer on the
blank before each number.
Delicate
a. easily damaged, disordered c. finely sensitive
b. needing careful handling
1. Her delicate condition forbids participation in so many activities.
2. Glass is delicate and should therefore be handled with care.
Use the dictionary in looking for the appropriate meaning of the underlined word in each
sentence.
1. The flag flapped in the wind.
2. The flap the envelope was pasted.
3. The little birds continuously flap their wings.
IV. Evaluation:
Use the dictionary to look for the appropriate meaning of the underlined word in the sentences
below.
1. Sta. Maria Elementary School won first place in the Declamation Contest.
2. Most hospitals have a place for worship.
3. The Philippine swimming team is set for the competition.
V. Assignment:
Give the appropriate meaning of the underlined word by referring to the dictionary. Choose the
meaning which makes the most sense.
1. The people stream out of the church quietly.
2. The water in the stream was very cold.
3. The trunk of the lawaan tree is made into a boat.
ENGLISH V
Date: ____________
I. Objective:
Follow a series of directions.
Locate answers to what, how and why questions in a selection read.
Values: carefulness
II. Subject Matter:

Following Directions
References: English for Living and Learning (Reading) pp. 39 - 44

Materials: chart, pocket chart, first aid manuals
III. Procedure
1. Paying the Echo Game
Sometimes when you shout you hear an echo. Listen carefully. What words rhyme?
(back bags) 1. Their bags hang on their backs.
(tacks tags) 2. She picked up the tacks and tags.
(ropes robes)3. Put away the ropes and robes.
2. Pronunciation Drill:
/t/ /th/
tin thin
team theme
tank thank
3. Motivation
What do you do during vacation? Do you try to learn something new?
B. Presentation:
1. Unlocking of Difficulties: Give the meaning of the words as used in the sentence.
a. He stands on a diving board ready to dive.
b. The man looked at me with fiery eyes and got scared.
2. Motivation:
What do you do during vacation? Do you try to learn something new?
3. Reading the selection:

Taking It Easy
a. Answering the motive: Why is the story entitled "Taking It Easy
b. Comprehension Check- Up
1. How do you describe Danny? Kuya Randy?
2. How did his brother help Danny win the competition?
3. How did Danny take his brother's prodding? Why?
C. Discussion
What steps did Danny follow to learn how to swim?
What do you think helped Danny win the competition?
C. Generalization:
What things do you remember in following directions?
Group Activity
Get directions for giving first-aid in the following situations. Demonstrate the steps in the
class.
1. A person who gets something in his eyes.
2. A person who slips in a cemented path.
3. A person who gets hurt riding on a bicycle.
IV. Evaluation:
Read the paragraph. Answer the questions below.
Grade V Narra of Calapacuan Elementary School planned to make projects for stone collections.
The class decided to make paper cups to put their collections. Mrs. Lulu, the science teacher gave the
following directions.
1. Who planned to make projects for stone collections?
2. Why did the class decide to make paper cups?
3. Who is their Science teacher?
V. Assignment:
Give directions on how to apply first aid in the following situations. Select one only.
1. A person who drinks clorox.
2. A person bitten by a dog.
ENGLISH V
Date: ____________
I. Objective:
Follow a series of directions
Arrange details according to order of importance
Values: Developing Ones Talent and Skills Neatness
II. Subject Matter:

References: PELC 1. B.1; English for Filipino Children 5 pp. 311-318

Building English Skills V Reading pp. 2-7
Materials: chart, pocket chart
III. Procedure
1. Pronunciation Drill
a. Say the ff. pairs of words after the teacher.
/b/ /v/
bow vow
bat vat
boat vote
b. Give the number of the word that begins with a different sound. Continue playing the
game with your classmates.
2. Motivation
Do you have hobbies? Do you like your friends to be interested with your hobbies? Why?
Who among you have special ability in cooking native cakes or making ice candy?
Listen to these directions written by a child whose hobby is making candy.
B. Presentation:
Let the pupils read the paragraph written in a chart silently
Chocolate Fudge
Mix two cups of white sugar and one square grated chocolate. Stir in one cup of milk slowly.
Cook until the syrup forms a hard ball when it is allowed to drop in cold water. Stir in one
tablespoon butter a buttered dish and out into squares.
C. Discussion:
What did the child make?
What ingredients are needed to make chocolate fudge?
Give the steps to be followed in making chocolate fudge.
D. Generalization:
What should you do when making or doing something?
E. Practice Exercises
Rearrange the ff. sentences to have order of ideas. Write the directions in paragraph form.
MAKING A BED
a. First put on the sheet. d. After the sheets are on, put the pillows in
b. To make a bed right you must air it well place.
c. Then put on the top covers. e. What fun it is to make a bed.
IV. Evaluation:
Listen carefully and follow the directions that will be posted on the board.
A BOOK TELLS ITS STORY
Thousands of years ago, my great grandparents, that is, books didn't look like anything you're
reading right now.
People used stones and clay tablets the way you use books. Characters were scratched into the
stone or clay. But they were too heavy to carry around easily. Imagine having several stone tablets to
carry to school.
V. Assignment:
Arrange the directions in the proper order.
STAMP COLLECTING
a. Then the stamp is rubbed under water.
b. First, the envelope with the stamp is soaked underwater.
c. The stamps are dried on newspaper.
d. Lastly, the dried stamps are transferred to an album.
e. The stamps are taken off from an envelope.
ENGLISH V
Date: ____________
I. Objective:
Follow a series of directions.
Make simple and accurate directions and descriptions.
Values: Alertness
II. Subject Matter:

References: PELC 1. B.1

Materials: cut-outs of different shapes/ figures ruler, coupon bond, pair of scissors,
shapes to form human figures, tape
III. Procedure
1. Pronunciation Drill
Read the words carefully
/e/ /ea/
attend teacher
festival clearly
gentle healthy
2. Motivation
Pick out one shape/figure. Identify and describe it
Do you know how to draw human figures through shapes?
What shapes do you think should you use to draw a little girl?
B. Presentation:
Listen to the following directions and draw what is told.
1. Draw a square in the middle of a sheet-of paper.
2. Draw a triangle on top of the square.
3. Draw a circle above the triangle, its side touching the uppermost tip of the triangle.
Inside it, draw the eyes, nose and mouth.
4. Draw two small ovals as shoes.
C. Analysis/Discussion
How many steps does the given direction consist of?
What exactly are you told to do in direction 1?2?3? etc.
D. Generalization:
What should one do when asked to do a series of directions?
Do as I dictate.
1. Draw a big circle between two small circles.
2. Draw your face on the big circle.
3. Draw your father and mother's faces on the two small circles.
IV. Evaluation:
Do as I dictate.
1. Draw a big rectangle. Draw a triangle over the big triangle.
2. At the middle of the rectangle, draw the two vertical lines.
3. At the middle of the two vertical lines, draw a small circle inside a bigger circle.
4. Draw a square on each of the vertical lines. Draw four horizontal lines inside each square.
5. What have you drawn? Label the pictures.
V. Assignment:
Write a series of directions 5-6 steps similar to the given test.
ENGLISH V
Date: ____________
I. Objective:
Give synonyms of common words.
Values: Love of country.
II. Subject Matter:

Synonyms
Story: (summary) The King of the Golden River
References: PELC 1.3; Fun for Learning and Living (Reading) pp. 31
English V (Dungo et. al) pp. 293-295
Materials: Real objects: flowers, bag, umbrella;
Picture of beautiful spots, a copy of the summary
III. Procedure
A. Pre-activities:
1. Review:
Which meaning fits the italicized words?
a. The trunk of the Lawaan Tree is made into boat.
b. Judy Ann Santos lost a trunk full of her personal belongings.
2. Motivation:
Let the pupils describe the objects. Encourage them to give as many descriptive words as
they can. Let them give other words for the words they used.
a. Flower c. umbrella
b. Bag d. picture of mayon Volcano
B. Reading Activities:
1. Pre-reading
a. Unlocking of Difficulties:
What comes to your mind when you hear this word?
treasure valley barren
b. Motive Question:
Why is it entitled The King of the Golden River"
2. Reading Proper
3. Post Reading
a. Answering motive question: Why is it entitled" The King of the Golden River"?
1. What is on the side of the mountain that was so beautiful?
2. Describe the three brothers who lived in the valley.
3. Why did the Holy water become plain water?
c. Discussion:
1. What are the italicized words in the story?
2. Which of the following words in the list could you use for the italicized words?
beautiful, ran, harsh, good, informed, assist, fertile
3. What do you call these words which mean the same or almost the same meaning?
C. Generalization:
What are synonyms?
Group the pupils into five. Distribute to each group envelope containing synonyms. Let the
pupils give 10 pairs of synonyms.
IV. Evaluation:
1. Write the correct spelling of the words.
a. treasure - A treasure which was found at Mt. Diwalwal gives a new hope for the ailing
economy.
b. Robust - The robust boy won the Little Wrestling Olympics.
c. Barren - The government must encourage farmers to plant different crops in all barren fields
of the country.
2. Give the synonym of the spelled words.
V. Assignment:
Give the synonym of each word. Use them in a sentence.
1. shabby
2. rough
3. abundant
4. pretty
5. huge
ENGLISH V
Date: ____________
I. Objective:
Give antonyms of common words.
Values: Conservation of Natural Resources
II. Subject Matter:

Antonyms
Story: "Our Natural Resources"
References: PELC 1.3.3; English in Grade V, pp. 302-303

English for Living and Learning (Reading) V, pp. 31-32
Materials: picture of a tall and small girl (or real persons); Chart of the story;
Copies of the selection
III. Procedure
A. Pre-activities:
1. Motivation
Show pictures of a tall and small girl, or real persons
What do you see in the picture?
How will you compare the height of the two girls?
1. Pre- reading
a. Unlock vocabulary:
A tree that has no fruit is worthless.
Carabao manure should be put on the topsoil.
b. Motive question:
What are our natural resources?
2. Reading Proper
Assign one pupil to read the story by paragraph and let them answer the questions after
each paragraph. See attached story
Guided questions for paragraphs 2, 3, and so on.
What does soil give us?
Why are forests important?
What do plants and animals give us?
3. Post Reading
a. Answering the motive question
What are our natural resources?
b. Comprehension check-up
What are the uses of water?
Why is land that has no topsoil worthless?
How can we conserve our natural resources?
4. Discussion
What are the underlined words in the selection?
Give the opposite meaning of these words:
many
worthless
possible
What do you call these words that are opposite in meaning?
C. Generalization:
What are antonyms?
Read the sentences. Pick out the words that are opposite in meaning in each sentence.
1. Many natives believed that it was impossible for the visitors to reach him peak of Mt.
Pinatubo but Letty and Lilia made it possible.
2. Mother bought her baby an expensive necklace and also bought some cheap jewelry.
3. The white monkey stayed outside the cave. He never dared to go inside it.
IV. Evaluation:
Read the selection and answer the questions that follow.
The Goose that Lay the Golden Eggs
One day, a farmer found a strange looking egg in his goose's nest. It was different from all the
eggs that the goose had laid before. It was heavy, big and yellow and it glittered when the rays of the
sun struck it.
The farmer thought that somebody played a joke on him. He almost threw the egg away, but on
the second thought, he took it home. He soon found out to his great delight that it was of pure gold/
Answer the questions
1. What did the farmer see one day?
2. What was the color of the egg?
3. What did he do with the goose?
V. Assignment:
Select the antonym of each wc, d from the list below. Use them in sentences.
_____ 1. friend a. narrow
_____2. wet b. enemy
_____3. quickly c. forget
_____4. wide d. slowly
_____5. remember e. dry
ENGLISH V
Date: ____________
I. Objective:
Make simple and accurate description.
Values: Appreciation of God's Creation
II. Subject Matter:

Making Descriptions
References: PELC 2.1, P. 20; PELC 9, p. 21

Fun in English 5/LTX, p. 134 Science and Health 5,pp. 64-65
Materials: Pictures of animals; Chart; Real objects
III. Procedure
A. Pre-activities:
1. Phonics
Words with th sounded as /dh/ and /th/
/dh/ /th/
that teeth
these mouth
2. Motivation
Do you have pets at home? What is your favorite pet? How do you take good care of your
pet? What do your pets eat?
B. 1. Presentation
Present the paragraph on "How Animals Get and Eat Food"
(See pages 64-65 of Science and Health 5)
2. Discussion:
A. What teeth do plant-eating animals have?
What teeth do meat-eating animals have?
What teeth do plant-meat eating animals have?
B. Read the underlined words.
What do we call these underlined words?
Why do we use descriptive words?
What should we bear in mind when making descriptions?
C. Read the two descriptions. Choose the best one. Tell why.
(See page 134 of Fun in English)
C. Generalization:
How should we make descriptions?
1 Divide the class into three groups.
Visit the Science garden and write simple descriptions on the things found in the garden.
Group I - Butterfly Garden
Group II - Mini Zoo Group III- Fish Pond
IV. Evaluation:
Write a paragraph of 4-5 sentences describing the picture. Choose the appropriate descriptive
words to describe the picture listed below.
green long crowded
fresh high flying birds
beautiful tall different
V. Assignment:
Write a paragraph of 4-5 sentences describing your community.
ENGLISH V
Date: ____________
I. Objective:
Make a simple and accurate description.
Values: Sense of Responsibility
II. Subject Matter:

Making Descriptions
References: PELC 2.1, page 20 PELC 9, page 21; English for Living and Learning/LTX, p. 61
Materials: chart; different pictures
III. Procedure
A. Pre-activities;
1. Review
Divide the class into two groups. Choose a pupil to act as a scorer. Select a noun that can
be described easily, such as child, dog, man, tree.
Each pupil gives an adjective beginning with a to describe the word as, amusing child,
anxious child, arrogant child. As soon as each child has given an adjective beginning with a-,
change the letter to b and so on through the alphabet.
2. Motivation
What projects do you make in school?
Have you tried making a scrapbook as a project?
What is a scrapbook?
B. Learning Activities:
1. Presentation
Let the pupils read the selection "Notes from a Garden Show" on page 61 of the English
for living and Learning?.
2. Discussion
A. 1. How many things did Laura tell about the scrapbook the first time she described it?
2. How many things did she tell about it after Ben asked him to tell all that she could?
3. Why was Laura's second description more helpful than her first?
B. Read the words written on the board.
What do we call these words?
Why do we use descriptive words?
C. Comparison:
Read the two paragraphs.
Paragraph 1
I saw a tree. It grew along a brook. It was a nice brook.
Paragraph 2
I saw many trees. A mango tree grew along a rippling brook. It was shaped like a
huge egg. There were other beautiful trees. Some were fan-shaped.
Which is a better paragraph? Why? What words tell more about what one saw? Do
they help you see the scene more clearly? Do they make the paragraph more interesting
and alive?
C. Generalization:
How do we make descriptions?
Let's go fishing.
The pupils will fish one of the pictures and use as many descriptive words to describe it.
IV. Evaluation:
Fill in the blanks with the appropriate descriptive words to complete the paragraph.
One _____ _____ Saturday, Tony went fishing. He put on his _____, _____ clothes and his
_____ and his _____ hat. _____ other boys joind him. Tony sat under the tree _____ the riverbank.
He put his line with a worm at the end into the water. After an hour, he caught _____, _____, _____,
fish.
(old, nice, fishing, hot, near, ten, three, fat, round)
V. Assignment:
Complete the paragraph by using descriptive words.
My Town
I live in Pasonanca. It is a _____town in Zamboanga. The streets of Pasonanca are lined with
_____ bougainvillas and gumamelas. The windows of houses have _____ orchids and _____roses.
My town has a _____ park. The park has a _____ swimming pool and _____ gardens. It is a very
_____ place for picnic.
ENGLISH V
Date: ____________
I. Objective:
Note details in an announcement listened to.
Make simple and accurate announcement.
Values: Truthfulness and Awareness
II. Subject Matter:

Making Announcements
References: PELC 2.1, p.20; PELC 9.1, p. 31; Fun in English. LTX, pp. 126-127
Materials: tape recorder, chart
III. Procedure
A. Pre-activities:
1. Review
Tell what WH-question will be used in the following phrases.
a. because of the strong typhoon
b. on June 17, 2002
c. classes suspended
2. Motivation
Have you heard Corina Sanchez make announcement over the radio?
Who among you wants to be like Corina Sanchez?
Talk about different announcements you have heard/read.
B. Presentation:
1. Presentation
Listening to an announcement ( see page 126 of Fun in English/LTX)
a. What is the announcement all about?
b. Where will it happen?
c. When will it happen?
3. Discussion:
( Present the announcement again)
a. What WH-questions were asked in the announcement?
b. How is the announcement written?
c. Are the details complete, clear and accurate?
C. Generalization:
What does an announcement tell about? How do we write an announcement?
Divide the pupils into four groups. Each group will be assigned a topic to work on from the
given topics. Let the group identify what WH-question has been omitted and let them report their
findings to the class.
1. The Grace v class is having a Pet Show on Friday, July 25, 2002.
2. a Seminar Workshop on "How to Make Paper Dolls" sponsored by the EPP Club Officers will
be held on Saturday.
3. Star Scouts are invited to come to the Girl Sc cuts Headquarters, Mabini Street for a special
meeting.
4. The Young Writers' Club sponsored a seminar on news writing in Room 6 of English Dept. of
J.P. Rizal Building
Let each group rewrite the announcement assigned to them by supplying the missing WH-
questions. Let them read their work to the class.
IV. Evaluation:
Read the situation below and do what is asked for.
Your barangay officials are holding an Amateur Contest on the forthcoming barangay fiesta to be
held at the barangay plaza on August 15, 2002 at 6 o'clock in the evening. Write an announcement to
inform interested participants.
V. Assignment:
Make an announcement about the election of Pupil Government on July 29, 2002.
ENGLISH V
Date: ____________
I. Objective:
Make a simple and accurate announcement.
Values: Truthfulness and Awareness
II. Subject Matter:

Making Announcement
References: PELC 2.1, p.20 English for Filipino children 5, pp. 123,279
Materials: chart of announcement, paper strips written on it
III. Procedure
A. Pre-activities:
1. Review
Paste the following phrases under the wh- questions posted on the board.
What Where When Who Why
At 3:00 in the afternoon
Science Club officers and members
Before the cocks begin to crow
Because of the coming typhoon
2. Motivation
Whenever there is a forthcoming activity in town, do you see something posted in the
plaza, in the walls of the church, market, school or other conspicuous places? What do you
call it?
B. Learning Activities:
Present five announcements. Divide the class into two groups. Each group will make the
announcements by answering the wh- questions. Group 1 will work on announcement no. 1 and
so with the other groups respectively.
1. Attention All Pet Owners!
Mrs. Custodio's class will hold a pet parade at 3:00 o'clock in the afternoon in the
gymnasium on Friday, October 4 to celebrate World Animal Day. All pet owners are invited
to see the show.
2. On Thursday, August 15, at 11:00 o 'clock, there will be a musical program in the school
library. It will be sponsored by the Music Club. Everybody is invited to come.
C. Discussion:
1. Which announcement has complete information?
2. What information is needed?
3. What wh- questions are contained in the announcement?
D. Generalization:
What does an announcement tell? What questions do it answer?
Write an announcement on the situation below.
You are going to have reunion of your family. Write an announcement so that all members of
your family will be informed.
IV. Evaluation:
Read the situation below and do what is asked for. Supply the WH-questions.
Write an announcement for Mrs. Lagrama's class. They will sponsor a concert on the school
playground of Baliuag North Central School next Friday at 4:00 o'clock.
V. Assignment:
Make an announcement informing everyone that the Grade V pupils will present a radio program
at 12:00 oclock next Saturday.
ENGLISH V
Date: ____________
I. Objective:
Follow printed directions in filling up forms.
Values: Carefulness
II. Subject Matter:

Following Printed Directions
Story: Father Going to Saudi Arabia"
References: PELC V .2; PELC IV .2.1.7; English in a Dynamic World pp. 26-28
Materials: Materials: chart, blank information sheet; sample
III. Procedure
A. Pre-activities:
1. Playing the game Simon Says"(stand, go to the board, write your name etc.)
Ask pupils to give similar directions for other to follow.
2. Motivation
Present an ID
Are the information asked for correctly answered?
1. Unlocking of Difficulties
Match column A to column B. Write the of the correct answer on the space provided
before each number.
A B
_____ 1. Information a. giving directions
_____ 2. Profusely b. a message or communication to be known
_____ 3. Passport c. talent or skill learned
_____ 4. Experience d. official document certifying citizenship
_____ 5. Instruction e. plentifully
2. Motive Question
Did Father and Ninong Benjie go to Saudi Arabia?
3. Post-Reading
a. Answering motive question
b. Comprehension Discussion
Who planned to go abroad?
In applying, where did they go first?
What was given to them by the agency?
c. Discussion
How did they fill up the form?
What signal words Father used to make orders clear for Ninong Benjie?
What are the directions they followed in the form?
C. Generalization:
What are the things to be remembered in filling-up printed materials?
The following steps for eating spaghetti are mixed up. Number these steps so that they are in
the proper order. Then, on the lines provided, write signal words such as first, then, next, now and
finally to make the order clear.
_____ Stuff in spaghetti.
_____ Open your mouth wide.
_____ Spear a few strands of spaghetti on fork.
IV. Evaluation:
Read the situation and do what is asked of you. You want to be a member of the Pinoy Earth
Savers Club. To be a member, you have to fill up this form.
PINOY EARTH-SAVERS MEMBERSHIP
Please use black pen to fill up the form. All information needed must be printed in the space
provided for.
______________________ _____________________ ________________________
First Name Given Name Middle Name
______________________ _____________________ ________________________
Age Nationality Religion

_______________________________________________________________________________
No. Street Barangay Town Province
V. Assignment:
Get a sample bio-data. Fill-up by supplying needed information. Leave other items unanswered
like course, college graduated etc.
ENGLISH V
Date: ____________
I. Objective:
Fill out school forms correctly
Values: Accuracy and Cleanliness
II. Subject Matter:

Filling Out School Forms
References: PELC 2.2.1 Writing; Fun in English TM, pp 6-7
III. Procedure
A. Pre-activities:
1. Review
2. Motivation
Maria has a basket filled with numbered flashcards with information about herself.
Card No. 1 Maria Lopez
Card No. 2 Grade V
Card No. 3 Section - Diamond
Card No. 4 San Lorenzo Elementary School
Ask: What information is contained in card number 1? Card number 2? And so on.
To whom are those information refer to?
B. Presentation:
1. Let a pupil read the selection from the chart while the others listen.
It's the first day of classes. Mrs. Reyes, the principal of Sto Cristo Elementary School
together with the teachers welcomed the pupils warmly after the flag ceremony. She
announced that each of them must have a school identification card.TM. p.38
2. Discussion
What information was asked for in the form?
Were all parts filled out by Rosa correctly?
C. Generalization:
How should you fill up school forms?
Fill out the sample Science Club Membership form below.
NAME: _________________________________
Last First M.I.
Grade and Section: ________________________
Birthday: ________________________________
Month/Date/Year
Sex: __________ Age: ________________
Height: __________ Weight: ______________
Address: _________________________________
No. Street Barangay Town Province
IV. Evaluation:
The Pupil Government wanted all Grade Five pupils to be included on the list of those who will
receive a book from the UNICEF. As a Grade V pupil, you are then instructed to fill out the survey
form below. ____________________
School
__________________________
Address of School
Name: ____________________________________
Grade and Section: __________________________
Age: ____________ Sex: ___________________
Address: __________________________________
V. Assignment:
Next year, you will be in Grade VI and you are old enough to enroll all by yourself. Fill out the
enrollment form below.
Name: ___________________________________
Last First Middle Name
Grade this school year: _______________________
Final Rating in Grade V: _____________________
Date of Birth: ________________ Age: ________
Month/Day/Year
Place of birth: ______________________________
Barangay/Town/Province/City.
Sex:______ Nationality:______ Religion: _________
Name of Father: _________ Occupation: _________
Name of Mother: _________ Occupation: _________
ENGLISH V
Date: ____________
I. Objective:
Fill out deposit and withdrawal slips correctly.
Values: Accuracy, Thrift and Hardwork
II. Subject Matter:

Filling Out Deposit and Withdrawal Slips.
References: PELC 2, Writing; PELC 1, Speaking; PELC 3, Listening; PELC 2, Reading

Materials: Samples of Deposit and Withdrawal Slips
Chart of a graph, paper money
III. Procedure
A. Pre-activities:
1. Review
Fill out the form below correctly.
Name ________________________________
Last First Middle Name
Address: _____________________________
Barangay Town/City Province
Date of Birth: _________________________
Month/Day/Year
Nameof Father:_________________________
Name of Mother: _______________________
Match the words with its meaning. Write the letter to indicate your answer.
A B
1. depositor a. value of money
2. deposit b. a person who deposis money
3. withdraw c. numbers
4. amount d. to put money in the bank for safekeeping
5. figures e. to get money from the bank
3. Motivation
How many of you have money in the bank?
Why do you keep it there and not at home?
What do you do when you want to get money from it?
B. Presentation:
1. Let the pupils read the following:
Cash Gift
Its Ana's birthday. She received cash gifts from her well wishers. Look at the graph
posted on the board showing the various amount of cash gift she received from each well-
wishers.
Note: See chart on p .91
1. Who celebrated her birthday?
2. What did she receive from her well-wishers?
3. How much cash gift did she receive from father? From mother? From Ate Annnie? From
Kuya Tony? From Lola Tes? Uncle Ed? Auntie Elsa?
C. Generalization:
How do you fill up a deposit slip?
Pronounce the following correctly. Tell the pupils to raise their one finger if the stress is on
the first syllable, two fingers if it is on the second syllable, and three fingers if it is on the third
syllable.
deposit figures
depositor validation
withdraw account
IV. Evaluation:
Listen to the story, then answer the questions written on the board. Write your answer in a one
half sheet of paper. -
Amor Perez went to PCI Bank last April 16, 2002 and deposited one thousand fifty pesos ( P
1,050.00) in her account number 0914-0723-26. On May 27, 2002, she withdrew seven hundred
pesos ( P 700.00 ) to buy her school supplies.
Questions to answer:
1. Who is the depositor in the story?
2. Where did she go on April 16, 2002? How much did she deposit?
V. Assignment:
Get a copy of a deposit slip and withdrawal sip from the bank near your place and fill it up
correctly.
ENGLISH V
Date: ____________
I. Objective:
Note details in a poem listened
Values: Appreciation
II. Subject Matter:

Noting Details
References: PELC (Reading ); PELC ( Writing )

Growing in English 5 (Reading) pp. 44 Science and Health 5, pp.33
Skill Builders for Efficient Reading, p. 179- 181
III. Procedure
A. Pre-activities:
1. Pronounce the following words correctly.
die dye shy fly
buy by care base
lovely bloom sight
lonely gloom light
B. Presentation:
1. Motivation
How did you spend your summer vacation? What places did you visit? Did you enjoy
visiting them?
a. Reading and discussion
1. Stating the motive question: Why is Tagaytay a lovely place to visit?
2. Recalling the standards in listening.
3. Recalling the motive question.
4. Reading of the poem by the teacher while the pupils listen "Tagaytay" Growing in
English 5, p. 44.
1. Answering the motive question.
2. Discussion about the poem.
What can you say about Tagaytay?
Why was it stated that no one will ever get lonely?
What drives away one's gloom?
C. Developing Skills:
Pupils are asked to read the poem and answer the ff. questions:
Time is.......
Too slow for those who wait,
Too swift for those who fear,
Too long for those who grieve,
Too short for those who rejoice
But for those who love,
Time is not.
1. What does the poem talk about? ( a. time b. love c. friendship)
2. To what sense does the line Too swift for those who fear" appeal?
(a. touch b. hearing c. sight )
3. What does the poem feel about time? ( a. disgust b. awe c. joy )
D. Generalization:
How do we note details in a poem listened to?
1. Guided Exercises
Read the ff. rhyming words correctly.
a. phone - stone
b. enough - cough
2. Independent Exercises
Read each group of words and identify the words which does not rhyme and encircle
them.
a. stone cone none bone
b. drove remove prove above
F. Infusion of Values
Children, do you read poems? Why? Do you enjoy reading poems?
IV. Evaluation:
Read the poem The Arrow and the Song" and underline the rhyming words.
The Arrow and the Song
I shot an arrow into the air
It fell to earth and knew not where
For so swiftly it flew out of sight
Could not follow it in its flight.
1. What happened to the arrow when it was flying in the air?
2. List the rhyming words in the poem read.
V. Assignment:
Write a one-stanza poem with rhyming words.
ENGLISH V
Date: ____________
I. Objective:
Use a story grammar to remember details.
Values: Cooperation
II. Subject Matter:

Story Grammar; /f/ sound
References: PELC 3, PBC 1; Science and Health Today IV p. 141

English for Living and Learning V, Reading p. 124125
Materials: picture, cut outs, string, manila paper
III. Procedure
1. Review
When arranged correctly, these stages below will form the life cycle of a mosquito. Read
and arrange the sentences in sequence.
The Life Cycle of a Mosquito
_____ After a few weeks, each of the wriggler becomes a strange, comma-shaped pupa.
_____ After 2-3 days, the eggs hatch and the larvae or wrigglers appear.
_____ After some days, the case splits open and the adult mosquito lays eggs in water in
batches of about 200.
2. Motivation
Situational analysis/Sharing Experiences
What will happen if the breeding places of mosquito will not be cleaned? Have you
experienced mosquito bites?
B. Presentation:
1. Listening - Speaking
say: Let us read the ff. words. Repeat after me.
forest free freedom fall
fast few friends from
Read the ff. sentences and give the meaning of the underlined words.
a. The lion falls in the tray set by the hunters.
b. We heard the Ions roar so we ran as fast as we could.
3. Have the pupils read the following:
The Lion and the Mouse
A. One quiet afternoon, in the forest, a lion lay fast asleep.
B. A mouse ran up and down the lion and woke him up.
C. The lion was very angry and wanted to kill the mouse. The mouse begged to be freed,
promising to help the lion someday.
Who are the characters in the story?
Initiating ________________________________________________________________
Attempt ________________________________________________________________
Consequence _____________________________________________________________
Reaction ________________________________________________________________
C. Generalization:
What could be used to remember the details in a story?
Group Activity:
Divide your class into three groups. Assign one story for each group. Tell them to read the
story and follow the instruction given. The representative from each group will report their work.
IV. Evaluation:
Read the following selection and write a story grammar to remember details in the story.
The Donkey and the Lion's Skin
A donkey found the skin of a dead lion. He put it on and frightened all the animals, but did not
make a sound. One dog was suspicious. The donkey tried to roar to frighten the dog, but he brayed
instead. When the dog heard the donkey braying, he laughed and said, "I might have been scared, to,
if you had kept your mouth shut."
V. Assignment:
Write a short paragraph of your own experience using story grammar.
ENGLISH V
Date: ____________
I. Objective:
Give implied ideas or information in a selection read.
Values: People's Health Habit
II. Subject Matter:

Noting Details
The Respiratory System
References: BEC; Into the Future/ Science and Health V p. 17
III. Procedure
A. Pre-activities:
What comes into your mind when you hear the\ verb breathe?
exhale inhale
lungs breathe nose
B. Reading:
The Respiratory System
Human needs the oxygen in the air they breathe. Oxygen is needed to burn the food taken in.
The energy is released when food is burned. Energy is used by the cells of the body to do their
work. Carbon dioxide is a waste product released by the body when cells use energy.
1. Comprehension check-up
a. What important element in air do we need to take in order to live? What do we give off in
return?
b. How can we get enough supply of oxygen and regularly release carbon dioxide?
c. What do you think will happen to our respiratory system if it is not healthy?
C. Speaking:
1. Here are some sentences. Give some ideas that come into your mind as you read them.
a. Breathing is one of the involuntary actions every human being does.
What is meant by involuntary?
We breathe even without thinking,
we breathe even while sleeping.
D. Generalization:
Lead the pupils to generalize that ideas in a paragraph may not be exactly stated in the text.
There may be other, information leading to the theme.
IV. Evaluation:
Write at least 2 ideas for each:
1. There are tiny hairs inside your nostrils. The membrane surrounding the passageway is moist.
The hairs and the moist membrane serve as air filters to block off dirt and other foreign
(substances. Science V p. 20)
a. Why are the tiny hairs inside the nostrils important?
2. Unfavorable weather condition helps lower one's resistance against communicable diseases that
attack the respiratory system.
a. What possible communicable ailments may attack the respiratory system?
V. Assignment:
Write your answer in your notebook.
1. Unhealthy conditions and practices may harts your respiratory system.
(Science V p.28)
2. People with healthy lungs can fill it wit- a-d cleanse it so that all parts of the body get a:=,e
oxygen. Lack of oxygen supply can endanger the e of the cells in the body.
(Science V p.29)
ENGLISH V
Date: ____________
I. Objective:
Retell a story using story grammar.
Values: Listening Attentively
II. Subject Matter:

Retelling A Story
References: Growing in English V( Reading ) pp. 142-144 Science and Health 5, p. 96

Materials: newspapers, scrap papers
III. Procedure
A. Pre-activities:
1. Review
What are recycled materials? Can we still use these materials?
2. Motivation
Look around you. What objects can still be reused? Things like paper, bottles and boxes
are reusable materials. Why do we have to recycle things?
Before you read the story silently, let's cl ar up some words by giving their meanings.
Littering ------- scatter trash
Recycling -------- changing something for reuse
Y Junk -------------waste like old iron or paper Use these words in simple sentences.
B. Presentation:
a. Today, we are going to read about what happened to an old newspaper.
An Old Newspaper Talks", Growing in English 5, Reading, pp. 142-144
b. Stating the motive question
What happened to the old newspaper?
c. Silent Reading
The pupils read the story silently to find out the interesting incident that happened to the
old newspaper and what made him happy towards the end of the story_
C. Comprehension Discussion:
1. What happened to the old newspaper?
2. Who is talking in the story?
3. What interesting incidents happened to it?
D. Generalization
How can you retell a story through a story grammar?
E. Infusion of Values
What must one do in order to ' retell a story/read/listened to?
F. Practice Exercises
a. Guided exercises
1st group - Who are the characters in the story?
2nd group - Where did the story happen?
3rd group - What major events happened in the story?
4th group - How can you make your community a nicer place to live in?
5th group - What does the story teach us?
Direction: Look at the chart below. Fill in the boxes by answering the questions after the
selection read. English for Living and Learning 5 (Reading) pp. 34-37, "Making Plans"
IV. Evaluation:
Answer the following questions based on the story.
1. How did the small crab help the big crab?
2. Where did the story happen?
3. What did the fishing boat do to the big crab?
V. Assignment:
Write a short story using the following story grammar and give your own title.
1. Coral reefs are formed mostly in warm and tropical sea.
2. Coral reefs are limestone skeleton of coral-farming animals.
3. They form the foundations of barriers and ridges in the sea.
ENGLISH V
Date: ____________
I. Objective:
Retell news broadcast listened to.
II. Subject Matter:

News Broadcast
References: Growing in English Language V, pp. 193-194 Fun in English Language V, p. 81
Materials: Taped news broadcast BEC PELC 3
III. Procedure
A. Pre-Listening:
1. Review
Have the pupils listen to the following announcement and answer the questions that
follow:
The Busy Bus will present a puppet play " The Princess and the Frog", on Tuesday,
August 20, 1998. It will be held in the school auditorium at 4:00 in the afternoon. The main
roles will be played with their puppets by Lita Gorospe, Ben Sales and Tony Na bong.
a. Who will be presented?
b. Who will present it?
c. Where will it be presented?
2. Motivation
What news have you heard over the radio this morning?
What is the news about?
B. During Listening Activity

Have the pupils listen to the recorded news by the teacher.
C. Comprehension questions
What is the news about?
Where did it happen?
When did it happen?
D. Generalization:
What should be remembered in retelling a news broadcast?
E. Application
1. Have the pupils retell the news heard.
2. Have a pupil play the role of a while other pupils listen. Ask the pupils to news heard.
IV. Evaluation:
Have the pupils listen to a taped news broadcast and have them retell it.
V. Assignment:
Write listened news and be able to retell it in the class tomorrow.
ENGLISH V
Date: ____________
I. Objective:
Answer WH-questions to understand details in a story listened to.
Values: Courage and Perseverance
II. Subject Matter:

Noting Details
References: Fun in English 5 (Reading), pp.204-208
III. Procedure
A. Pre-activities:
1. Unlocking of Difficulty
he pupils learn the meaning of information word in the story by using the dictionary.
Words for study are in the pendulum-shaped box.
Direction: Select the appropriate words in the box below to complete the sentence. Write
your answer in the blank.
telescope experiment century philosopher theory
1. Galileo named the spyglass a _____ which means to sea for in Greek.
2. An idea that is not proven yet is called _______.
2. Motivation
Show pictures of scientists. Ask the pupils to identify them. Pupils give information
about them.
B. Presentation:
1. Motive Question
The greatest scientist, Galileo, explored space although he never left the earth. His
discoveries opened doors for new knowledge and new inventions, most of which we take for
granted today.
Listen carefully as I read the story to you entitled Galileo, the Great Scientist". Find out
why Galileo is called the great scientist.
C. Listening Activity
Reading of the story by the teacher
D. Listening Comprehension
1. Answering the motive questions.
2. Answering of comprehension questions.
3. a. In what way was Galileo different from the other boys of his time?
b. As a boy, what did Galileo invent? Why was he dissatisfied?
E. Generalization
What are the answers to the following questions.
Who, What, When, Where, Why, How
F. Writing
Ask the pupils to draw a picture of incident in the story, Galileo, the Great Scientist using the
details in the table above. Instruct them to write a paragraph from the picture drawn.
G. Practice Exercises
a. Guided Practice
Play the selection The Pearl" in the cassette recorder. Have the pupils note important
details and have them answer the following questions:
Listen carefully as I read the following phrases. Some of the phrases answer questions
why, where, who, when, what or how. Write the appropriate question answered by each
phrase.
Example: By the Side of the Rippling Brook
1. Away in a distant land beyond the ocean
2. During the flowering month of May
IV. Evaluation:
The teacher reads the story First Man in Space Fun in English 5 Reading, pp. 186-187. Ask the
pupils to note important details and have them answer the following questions.
1. Where was Yuri Gagarin sent? Why?
2. What unusual experience did he has as his spaceship went in orbit?
3. How did the earth look from the spaceship?
V. Assignment:
Listen to your favorite a drama on the radio. Try to note the important details which could be
answered by WH-questions and be able to report these in class tomorrow
ENGLISH V
Date: ____________
I. Objective:
Draw pictures of incidents/ characters in a story
Values: Care for the Kidneys
II. Subject Matter:

Drawing Pictures of Incidents/Characters in A Story
References: Fun in English 5, pp. 218-221
III. Procedure
1. Directions: Answer the WH questions in the parenthesis to complete the story.
The Picnic
I enjoyed the day when my friends and I had a picnic. It was (when). My friends, (who),
(who) and (who), went to the (where). We brought some (what), (what) and (what). We sat
down (where) and ate our (what). While eating, we talked about things that happened in
(where) (when).
kidney
potassium
bladder
Pupils learn the meaning of the words by using the dictionary.
3. Motivation
a. Show a picture ( kidney) and ask the pupils to identify it. They can tell what they know
about the kidney.
b. Tell them to clasp their hands together behind their back. Keep their arms as straight as
possible. Inform them that the places closest to their elbows mark the spot where their
kidneys are.
B. Presentation:
1. Motive Question
Our body parts have their own functions. The heart is to pump blood to all parts of the
body, the bones, to give shape to the body. What about the kidney? Find out what function
does the kidney perform?
2. Listening to the story
The Amazing Cleaning Machine
C. Comprehension Check-up:
1. Where are the kidneys located? Describe how they look physically.
2. How are kidneys structured? Describe the filters of the kidneys.
3. What organs of the body are linked to the kidneys? In what way do the kidneys affect those
parts of the body?
D. Ask the pupils to draw pictures of incidents/characters of the story.

Ask several pupils to say something about their work.
E. Instruct the pupils to write a paragraph from the pictures drawn.
G. Have the pupils listen to the following stories. Ask them to draw from their imagination incidents
or characters found in the stories.
Ramon was shocked! He had brought his pet turtle out to the rain after lunch this noon and
now, at five o'clock his pet was dead. A rat had killed it, and now, only tl,e shell remained. Ramon
had promised his science teacher that he'd bring his pet to class on Monday to show to the class.
Here it was Saturday and his pet was dead.
IV. Evaluation:
Listen to the story and draw incidents or characters from the story which / whom you like best.
(Conquering Space -- Fun in English V Language, pp.234-235.)
V. Assignment:
Tell the pupils to listen to a drama series on the radio using their imagination. Have them draw
incidents or characters from that episode.
ENGLISH V
Date: ____________
I. Objective:
Identify the setting, characters, and endings of stories
Values: Conservation of water resources
II. Subject Matter:

Identifying Settings, Characters and Endings of Stories
References: Reading Marvels pp. 442-444, 450-452
III. Procedure
1. Review
Tell whether the phrases below answer what, where, when, who, why or how questions.
1. at the foot of the mountain
2. at early dawn
3. because of her sickness
dynamite
kerosene
explosion
Let the class look at the meaning of the words using the dictionary.
3. Motivation
Show a picture of the sea. Ask the pupils what words come into their minds when they
hear the word, sea. Ask them to give their reasons why they associate that particular word to
the sea.
B. Presentation:
1. Listening
a. Tell the pupils to listen to the story carefully and look for the important things which will
identify the following parts of the story --------characters, setting, ending. Story: Nature's
Revenge Reading Manuals pp. 450-452.
2. Listening Comprehension Check-up Discussion
What is the most important source of livelihood in Banquerohan?
How did the people there catch fish?
Why is it dangerous to catch fish dynamite?
What will happen if you use dynamite in fishing?
3. Generalization
What do you call the part of the story that tell when and where the story takes place?
C. Second Reading of the Story

The story will be read again. Instruct them to listen very well because they will tell the story
they have listened to in their own words. The class gives listening tips to help recall important
facts about the story.
Look at the story teller.
Take down notes especially the names words, actions, words of feeling, date, direct
statements, sequence of events, unfamiliar words.
Consider carefully the parts of the story emphasized by the story teller.
D. Speaking
Ask the pupils to look for their partners. Have them retell the story they have listened to, to
their partners.
E. Practice
Listen to the story, then, answer the questions that follow: Write only the correct answer.
(Refer to lesson plan in English p. 27
IV. Evaluation:
Play the selection in the cassette recorder. Have the pupils answer the questions about the
selection. "The Man and the Tree" Reading Marvels pp. 442-444.
Who are the characters in the story?
Describe the setting.
How did the story end?
V. Assignment:
Instruct the pupils to make literature flip-flaps. Flip-flaps are versatile, easy-to-make projects that
offer the fun of manipulation and a mint of secrecy and surprise.
Materials: paper, scissors, crayons, markers, pencils
Directions: Fold paper into six equal parts. Open and cut to center fold as shown.
ENGLISH V
Date: ____________
I. Objective:
Identify the setting, characters and ending of dialog read
Values: Cleanliness and Orderliness
II. Subject Matter:

Identifying the Setting, Characters, and Ending
References: English for Living and Learning 5, p. 119; Reading Marvels V, p. 348
III. Procedure
A. Listening:
1. Motivation
How would you like to live in a clean and orderly house? In a house which is messy?
Group work fill in the boxes with the words being described by the phrases on the right.
3. Have three pupils read the dialog aloud while others listen.
Eric wishes to spend a weekend at his Aunt Lizas house at Sta. Maria, Bulacan. He asks
his parents permission.
Eric: Daddy, Mommy would you please permit me to spend a weekend at Aunt Lizas
place?
Daddy: I think I can. All I need are several clothes. Ill also bring some underwear, my towel,
my toothbrush and a cake of soap. Oh yes! I should bring bring my rubber shoes and
a pair of slippers, too..
4. Reading Comprehension Questions
a. Where does Eric wish to spend his weekend?
b. Will his parents go with him there?
c. Was Eric able to prove that he could take care of himself? Why do you say so?
B. Reading:
1. This time divide the class into three groups. Group I will read Erics part. Group II will read
Daddys part and Group III will read Mommys part.
2. a. Where were Eric and his parents?
b. Who were the characters?
c. What events happened in the dialog?
d. What is the ending?
C. Practice:
Read the ff. conversation. Answer the questions that follow. (The Invitation p. 53)
Did Noemi use to go to White Beach?
Who used to give Noemi permission to play with her friends?
Do you think Mother was right in not allowing Noemi to go to the clinic?
D. Generalization
Lead the pupils to identify that the setting is the place where the dialog happened. The
characters are the people. And what happened are the events.
IV. Evaluation:
LTX V, English for Living and Learning, p. 119 Story: The Lovely Flower Garden)
Who are the characters in the dialog?
Where did the dialog take place?
How did the dialog end?
Why is Mrs. Claras garden beautiful?
V. Assignment:
On page 18 of English for Living and Learning 5 is a dialog. Read it and write the answers to the
following
Setting:
Characters:
Events:
Ending:
ENGLISH V
Date: ____________
I. Objective:
Identify the setting, characters and main events in a poem listened to.
Values: Cooperation and Courtesy
II. Subject Matter:

Identifying the Setting, Characters and Main Event
References: English for Living and Learning V, p.69; Reading Marvels V, p. 113, 304
III. Procedure
A. Motivation:
Name some living things that fly. Why can they fly? Name some non-living things that can
fly. Why can they fly?
B. Pre-activities:
Words for study. Get a partner and rearrange the scrambled letters to form the correct words.
Get clues from column B.
A B
1. dendod ------- you did it with your head to sayyes
2. beydoog ------you say it when you leave for school
3. quilnrat -------it means quiet, calm
C. Listening:
1. Teacher reads the poem while pupils listen
HOW THE LITTLE KITE LEARN TO FLY
"I never can do it" the little kite said,
As he looked at the others high over his head
"I know I should fall if I try to fly"
"Try," said the big kite" Only try"
Or I fear you never will learn at all"
2. Listening Comprehension questions
Who is afraid to fly?
What made the kite fly after all?
How did the little kite feel when it sailed with the big kite?
D. Second Reading of the poem by the teacher while the pupils listen
E. Speaking
1. Where did the poem take place?
2. Who are talking in the poem?
3. What events or happenings can be drawn from the poem?
F. Generalization
How could you identify the setting in a poem? The character? The events? The main events?
G. Practice
The pupils are asked to identify the setting, characters, and events after listening as the
teacher reads the poem.
IV. Evaluation:
Identify the setting, characters and events after listening to this poem.
The Boy and the Wolf
1. Describe the boy who worked as the guardian of the sheep.
2. What did he do when a lamb get lost? Was he telling the truth?
3. How did the neighbors react when a wolf really feels upon the boy's flock?
V. Assignment:
Copy a poem you love to read from any book and answer the ff. in your notebook.
1. Where is the setting of the poem?
2. Who are the characters?
3. What events/main events could you picture in the poem?

LP 5 1-Grading English V

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ENGLISH V

Values: Listening Attentively

II. Subject Matter:

Values: Wait for ones turn in speaking

II. Subject Matter:

References: PELC I, p. 20; Reference: Fun in English, Language 5, p.3

II. Subject Matter:

References: Fun in English Reading 5 pp. 186-187

Values: Proper Health Habits

II. Subject Matter:

References: PELC 1.1.1, P. 20 & PELC 1 p.20

II. Subject Matter:

References: PELC 1. P. 20; Fun in English (L) pp. 14-17

Values: Listen attentively

II. Subject Matter:

References: PELC I, p. 20; Fun in English (L) pp. 2-5

Values: Attentiveness and Patience

II. Subject Matter:

Values: Attentiveness and Patience

II. Subject Matter:

References: PELC 1.1.1, p. 20

Values: listening attentively

II. Subject Matter:

II. Subject Matter:

References: Dictionary, Science and Health Learning V, pp. 28-35

Values: Work quietly and independently

II. Subject Matter:

References: PELC 1.2 p. 20; Fun in English, reading 5, 201 - 203

Values: Attentiveness and loving Gods creation

II. Subject Matter:

References: PELC 1.1.1, p.20; Study and Skill book, p. 17- 18

Values: struggle to succeed

II. Subject Matter:

Values: Listen attentively

II. Subject Matter:

References: PELC, p. 20; References: Fun in English 5 (LO pp. 17-19)

II. Subject Matter:

II. Subject Matter:

References: Fun in English pp. 11- 117, 181 - 182

II. Subject Matter:

References: English for Living and Learning (Reading) pp. 39 - 44

3. Reading the selection:

Values: Developing Ones Talent and Skills Neatness

II. Subject Matter:

References: PELC 1. B.1; English for Filipino Children 5 pp. 311-318

II. Subject Matter:

References: PELC 1. B.1

Values: Love of country.

II. Subject Matter:

Values: Conservation of Natural Resources

II. Subject Matter:

References: PELC 1.3.3; English in Grade V, pp. 302-303

Values: Appreciation of God's Creation

II. Subject Matter:

References: PELC 2.1, P. 20; PELC 9, p. 21

Values: Sense of Responsibility

II. Subject Matter:

Values: Truthfulness and Awareness

II. Subject Matter:

Values: Truthfulness and Awareness

II. Subject Matter:

II. Subject Matter:

Age Nationality Religion