Lesson Plan in English 5 2011

Division of Malabon City
District of Malabon II
TAONG INTEGRATED SCHOOL
LESSON PLAN IN ENGLISH V
20!202
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LEARNING O53ECTIVES LEARNING CONTENT LEARNING E6PERIENCES EVAL7ATION
8Co(nitiv"$
Identify the 8 parts of
Speech
8A9"/tiv"$
Sharing of ideas
8Psy/:o,oto&$
Construct sentence as
example of the parts of speech
To;i/$
Pa&ts of S;""/:
S<ills$
Coo;"&ation2 S:a&in(2
Mat"&ials+R"f"&"n/"s$
C:a&ts2 PI/t*&"
Val*"s$
S:a&in(
A#Anti/i;ato&y S"t
1. Song
2. Tongue Tister
Motivation
!hen is the last time you
share
something that you thin"#
5# L"sson P&o;"&$
1. Shoing some pictures
!hat do you see#
$i%e a sentence about the
pictures.
D"v"lo;,"nt of t:"
L"sson$
Do you "no hat are the
parts of
Speech#
Identify hat part of
speech is the
gi%en sentence.
G&o*;in(s
$i%e some example of
sentence using noun&
pronoun& %erb& ad%erb&
ad'ecti%e& preposition&
con'unction and inter'ection.
Clos*&" of t:" l"sson
!e ha%e 8 parts of speech
S"at=o&<+>*i?$
Identify the parts of speech
of the underlined ord in the
gi%en sentences.
1. I hurt myself by disobeying
$od.
2. Suddenly& Snoo"y fell into
the pool.
(. The exhausted runner fell.
). *osa sings ell.
+. She li"es to dra.
A(&"","nt
Construct at least to
sentences
In each parts of the speech and
underline the ords that
identify as example of the part
of speech.
P&in/i;al@s R",a&<s$
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S*bA"/t
noun& pronoun& %erb& ad%erb&
ad'ecti%e& preposition&
con'unction and inter'ection.
T"a/:"&$%%%%%%%%%%%%%%%%
S*bA"/t A&"a Coo&'inato&$
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P&in/i;al$ %%%%%%%%%%%%%%%%%%%%%
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8Co(nitiv"$
Distin(*is: /:an("s in ,"anin( of
s"nt"n/"s /a*s"' by st&"ss#
8A9"/tiv"$
,ppreciate sounds caused by stress
8Psy/:o,oto&$
-ronounce ords putting stress
on the correct syllable
To;i/$
S:ift in St&"ss
S<ills$
.istening& *eading&
!riting& pronunciation
/0C1-0.C. .1.
0nglish 2or 3ou 4 Me 5 .ang.p.21(
Val*"s$
*espect one another
5# Anti/i;ato&y S"t
1. Song
2. *hyme
Motivation
School life is %ery exciting6
7o do you express yourself
hen you are excited# 8Ma"e a
sentence9
5# L"sson P&o;"&$
1. -resentation:
.et them listen to a dialogue
on p.2.
;bser%e correct pronunciation&
expression and enunciation in
reading the dialogue as they listen
to it.
D"v"lo;,"nt of t:" L"sson$
1. 1" ha%e a ne teacher. 1 no one
else but you<e
2. !e :av" a ne teacher. 1 you really
ha%e& not ha%e no
(. !e ha%e a ne teacher. 1 only one
). !e ha%e a n"= teacher. 1 means
ne not old
+. !e ha%e a ne t"a/:"&# ! no other
person but a teacher.
A;;li/ation
.isten as I read the sentences ith
stressed ords.
1. =ice to s"" yo* again& .ora6
80mphasi>es the action of
seeing.!hat ord is being
stressed#9....
2. 7a%e you ,"t t:",
(. She?s young and %ery ;&"ttyD
). 7er name is Ms# D" V"&a#
+. S"" you then.
S"at=o&<+>*i?$
*ead the sentences carefully.
-ut the stress on the ord to sho the
right meaning as expressed in column /.
,
1.The family hears mass e%ery Sunday.
2..i>a is my daughter.
(. She studies at @-.
).They eat %egetables and fruits.
+.I am happy.
/
1.It?s the family that attends mass.
=obody else.
2.It?s .i>a. =obody else.
(.It?s @- and nohere else.
).It?s they not others.
+. It?s I no other.
, st&"ss is a force gi%en to a ord that
is stronger and louder than any ord in a
sentence.
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8Co(nitiv"$
Distinguish changes in meaning in
sentences caused by shift in intonation
8A9"/tiv"$
,ppreciate sounds caused by shift in
intonation
8Psy/:o,oto&$
*ead Sentences correctly ith proper
intonation.
To;i/$
Identifying Meaning of Sentences ith
*ising 4 2alling Intonation
S<ills$
.istening& *eading&
!riting& pronunciation
/0C1-0.C. .1. S1.1
0nglish 0xpressays .ang.p.(1)
Val*"s$
$etting to "no others is a special ay
of shoing lo%e of $od.
C# Anti/i;ato&y S"t
1. Song
2. *hyme
Motivation
7a%e you been to /ohol# !hat made
/ohol to become famous#
5# L"sson P&o;"&$
1. -resentation:
.et them read dialogue on p.).
;bser%e correct rising and falling of
intonation in
reading the dialogue as they listen
to it.
1In hich sentence did the %oice go up#
Don#
1 !hat does rising intonation express#
1 !hat does falling intonation express#
1o&< in (&o*;
-erform a dialog similar to the
con%ersation. 3ou may tal" about your trip
to any beautiful places in our country.
perform the dialog in the class.
The falling intonation ma"es the sentence
A;;li/ation
!rite C if the sentence as" for
conArmation and I if it gi%es information.
1. Is the la about the children ell1
"non#
2. The children ha%e rights.
(. Can you hear me#
). !hen are you lea%ing#
+. Is it unlaful to hurt children#
IV# Eval*ation$
!rite C if the sentence as" for
conArmation and I if it gi%es information.
BBBBB1. The state shall defend the
childrenCs rights.
BBBBB2. Children alays need protection#
BBBBB(. Do small children gi%e 'oy and
happiness to a family#
BBBBB). The children ha%e rights.
BBBBB+. The state shall defend the
childrenCs rights.
D. ,ssignment:
!rite ( sentences ith rising intonation
and ( sentences ith falling intonation.
Dat"
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S*bA"/t
'ust a plain statement& it gi%es information.
The rising intonation ma"es the sentence
express doubts and ants conArmation.
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8Co(nitiv"$
Dia(nos" &"a'in( 'iF/*lty an'
&"a'in( l"v"l#
8A9"/tiv"$
,ppreciate sounds
8Psy/:o,oto&$
*ead ord in correct pronunciation
To;i/$
R"a' Dol/: 5asi/ Si(:t 1o&'s
S<ills$
.istening& *eading&
Spelling& pronunciation
/asic Sight ords
De%eloping *eading -oer
Val*"s$
*espect one another
D# Anti/i;ato&y S"t
1. Song
2. Spelling
.augh once upon
Three rite
Motivation
!hat do you feel hen you read ord
in rong pronunciation#
5# L"sson P&o;"&$
1. -resentation:C
-resentation of Sight !ords
;bser%e correct pronunciation&
expression and enunciation in
reading the ords.
/asic Sight !ords ill help student
to diagnose their mista"e in reading of
some familiar ord.
?*eading? is a complex cogniti%e process
of decoding symbols for the intention of
constructing or deri%ing meaning 8reading
comprehension9. It is the mastery of basic
cogniti%e processes to the point here
they are automatic so that attention is
freed for the analysis of meaning..
A;;li/ation
.oop a ord
2ind all the basic sight ord and
encircle.
S"at=o&<+>*i?$

Diagnose you reading diEculty by
arranging the scrambled letter of gi%en
sight ord and use it in sentence.
1. 2. (.
eacln mllsa alF
BBBBBBBBBBB BBBBBBBBB BBBBBBBBB
). +.

lgthi soh

BBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBB
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8Co(nitiv"$
Decode meaning of unfamiliar ords
8A9"/tiv"$
Share dictionary in searching some
meanings.
8Psy/:o,oto&$
@se synonyms to unloc" the ord
To;i/$
Decoding Meaning of @nfamiliar ords

G ,ll about to1legged and Six1 .egged
/oo"orms
S<ills$
.istening&
*eading&
!riting&
Spea"ing&
Scanning
/0C1-0.C p. 2H. *1.11.111.(& !1.
0nglish 0xpressays .ang.p.21I
Val*"s$
Caring and 7andling of /oo"s
E# Anti/i;ato&y S"t
1. Spelling
/oo"orms spectacles
sociable creatures
burro
2. *eFection
To read is to see a %ision of tomorro
To read is to see beauty around
To read is to Jli%e.
*onald 2erraris
B#Motivation
Do you lo%e to read boo"s#
7o do you ta"e care of 3our
boo"#
)& @nloc"ing of DiEculties
@se dictionary to unloc" the ord.

5# L"sson P&o;"&$
1. -resentation:
-resent the story
,ll about to1legged and Six1
.egged /oo"orms
2#D"v"lo;,"nt of t:" L"sson$
(. *ead the Story
). Comprehension Kuestion
+. Time to or" out

To decode meaning of unfamiliar
ords& e can use dictionary to get
information& learn the syllabication and
stress of the ord and its multiple
meanings.
A;;li/ation
Do acti%ity 1 42 page 8
IV# Eval*ation$
Copy the folloing ords. @se dictionary.
Correctly di%ide each into syllables and use
it in sentences.
1. mystery
2. impression
(. dus"
). palatable
+. sou%enir
V# Assi(n,"nt$
Search + unfamiliar ord in dictionary.
Copy the syllabication and meaning then
use it in sentence.
Dat"
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S*bA"/t
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Synonyms is a ord nearly the same as
another ord of the gi%en ords.
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20!202
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8Co(nitiv"$
Decode meaning of unfamiliar ords
using
1structure analysis
1 dictionary
1 context clue
8A9"/tiv"$
Share dictionary in searching some
meanings.
8Psy/:o,oto&$
@se the unfamiliar ord in the sentence
To;i/$
Decoding Meaning of @nfamiliar ords

G Seet ,uror
S<ills$
.istening&
*eading&
!riting&
Spea"ing&
/0C1-0.C p. 2(. *1.11
0nglish 0xpressays .ang.p.118
Val*"s$
/eing ;bedient
)# Anti/i;ato&y S"t
1. Spelling
sou%enir %eterinarian
dus" impression
remembrance
2. *eFection
.oo" here and there& my friends
Many things to grasp and learn
*ead& thin"& analy>e and comprehend
*eady to absorbed the "noledge at
hand
B#Motivation
Do you lo%e pets#
7o do you ta"e care of 3our
pet#
)& @nloc"ing of DiEculties
@se dictionary to unloc" the ord.
palatable sou%enir dus"
%eterinarian mystery
5# L"sson P&o;"&$
1. -resentation:
-resent the story
Seet ,urora
(. *ead the Story
). Comprehension Kuestion
+. Do acti%ity ) p. L

To decode meaning of unfamiliar
ords& e can use dictionary to get
information& learn the syllabication and
stress of the ord and its multiple
meanings.
Synonyms is a ord nearly the same as
A;;li/ation
5. Do acti%ity 2 page L
IV# Eval*ation$
Choose the synonyms of the italici>ed ord
in the sentence. @se dictionary to decode
some unfamiliar ord.
1. The mouse had to gnaw the net to
free the lion.. a. che
2. The beetleCs egg hatched into a young
beetle. b. turned
(. Constant communication brings out
constant relationship. c. freMuent
). I prize the boo" my mother ga%e me
on my last birthday. c. %alue
+. !hen ta"en care of& boo"s become
more precious. a. expensi%e
V# Assi(n,"nt$
Do ,cti%ity ). , 4 /
Dat"
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S*bA"/t
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another ord of the gi%en ords.
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8Co(nitiv"$
*ecogni>e the parts and "inds of
sentence.
8A9"/tiv"$
,ppreciate the diNerent "inds of
sentence.
8Psy/:o,oto&$
Construct a sentence ith complete
thoughts.
To;i/$
Sentence
-arts of Sentence
Oinds of of Sentences
S<ills$
.istening&
*eading&
!riting&
Spea"ing&

0nglish 0xpressays .ang.p.+11H
0nglish 2or 3ou 4 M0 5 pp. )15
Val*"s$
*espect one another
G# Anti/i;ato&y S"t
1. Tongue Tisters
2. *e%ie
B#Motivation
,re you happy to introduce yourself
in the class#
5# L"sson P&o;"&$
1. -resentation:
!ill you introduce yourself in the
class#
Can you repeat his Arst line in
introducing himself#
Do you remember& hat is a sentence#
!hat are the parts and "inds of
sentence#
$i%e examples of sentence in each
"inds.
). $roup ,cti%ity
Do ,cti%ity 1 p.I. 80xercise 2 p.)9

Sentence has to partsP the sub'ect
and predicate.
There are four "inds of sentences.
Declarati%e sentence ends ith period&
Interrogati%e ends < Muestion mar"&
Imperati%e instruct or reMuests and
0xclamatory expresses strong feeling ends
ith exclamation mar"s.
A;;li/ation
-lace the correct punctuation mar"
at end of each sentence then
recogni>e the "inds of sentence.
1. The dancer ears toe shoes
2. -lease ait for me& Cora
(. Do you report for or" at the
oEce e%eryday#
). SheCs a onderful friend
+. !hat a nice mo%ie
IV# Eval*ation$
Copy and punctuate these sentences. then
recogni>e& hat "inds of a sentence.
1. !hich seats are ours
2. Call her on her cellphone
(. ICm illing to learn to coo"
). !o& I on the game
+. 7o far can you sim
D. ,ssignment
Construct at least 2 sentence in each
"inds of sentence.
R",a&<s$ Dat"
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8Co(nitiv"$
Identify and locate the parts of a boo"
8A9"/tiv"$
Sho ho to ta"e care of the parts of
boo"
8Psy/:o,oto&$
$et information from the parts of a boo"
To;i/$
Onoing more about the parts of a
boo"
S<ills$
.istening&
*eading&
!riting&
Spea"ing&

0nglish 0xpressays .ang.p.I112
/ond paper
-en

Val*"s$
Clean and ;rder
H# Anti/i;ato&y S"t
1. Tongue Tisters
2. *e%ie
B#Motivation
$et a boo" and study the parts.
!hat do you obser%e in your
boo"#
5# L"sson P&o;"&$
1. -resentation:
The physical ma"e1up of a boo"
consists of the co%er& the Fyleaf& the boo"
spine& the stitches and the pages.
!hat are the parts of a boo"#
-rinted parts of a boo"
1. Title page L. Text
2. Copyright 8. /ibliography
(. Dedication I. Index
). Introduction 1H. $lossary
+. -reface 11. ,ppendix
5. Table of Contents

(. !or" in a group
Ma"e a boo" and sho the parts.
The parts of a boo" consist of the
co%er page& title page& copyright page&
dedication& preface& table of contents& text&
pages of the boo"& bibliography& index&
glossary and appendix.
A;;li/ation
Do ,cti%ity + p. 11
Identify hat parts of the boo" shon
in the gi%en pictures.
IV# Eval*ation$
!rite T*@0 if the statement is correct and
2,.S0 is the statement is incorrect.
1. The topics in the index are
arranged alphabetically.
2. The text is the body or main part of
the boo".
(. The copyright of the boo" is not so
important in a boo".
). The index is usually found on the
last fe pages of the boo".
+. The bibliography is about the life or li%es
of the author or authors.
R",a&<s$
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8Co(nitiv"$
Identify the parts of a composition
8A9"/tiv"$
Sho ho to rite a clean and
understandable composition
8Psy/:o,oto&$
!rite composition shoing
introduction& body& and conclusion.
To;i/$
!riting a composition
Introduction
/ody
conclusion
S<ills$
.istening&
*eading&
!riting&
Spea"ing&
*ef: -0.C p. 21 !.1
p. 2( !.1
02,T *TQ pp. 2(& (+
Mat.: -en and paper
Dictionary
Val*"s$
*espect for others
I# Anti/i;ato&y S"t
1. Song
2. *e%ie
!hat are the parts of a boo"#
B#Motivation
a. 7a%e you rote a letter to a
friend#
b. 7o do you begin hen
riting a letter#
Then& hatCs next#
5# L"sson P&o;"&$
1. -reparation
a.. !hat is a composition#
b. !hat are the basic parts of the
composition#
2. -resentation
Today e ill rite a
composition. /ut before e rite a
composition& let us study this
8 see chart9
B#D"v"lo;,"nt of t:" L"sson$
, composition is made up of se%eral
paragraphs. The paragraphs or" together
to explain an idea. 0ach paragraph tells
something about the main idea of the
composition.
The introduction& body and
conclusion
In riting a composition
folloing all the needed parts. /e sure to
ha%e an introduction& body and conclusion.
A;;li/ation
!rite a simple composition folloing all
the needed parts. /e sure to ha%e an
introduction& body and conclusion.
Choose one topic from the
choices belo:
1. My family
2. ;ur School
(. My /est 2riend
). My .o%ely -et
R",a&<s$
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Co(nitiv"
,nser Muestions correctly on the
summati%e test.
A9"/tiv"
/eing honest in ansering the test
Psy/:o,oto&
Sho neatness in ansering the test
To;i/$
2irst Summati%e Test in 0nglish
S<ills$
.istening&
*eading&
!riting&
Test Kuestionnaire
pen& paper
Val*"s$
*espect for others and honesty
3# Anti/i;ato&y S"t
1. Song
2. *e%ie
!hat are the lessons e discuss
from our Arst meetings#
B#Motivation
!hat do you feel hen
someone copy your anser#
!hat do you feel hen your
classmate mad at you because of
disturbing them in ansering the
test#
5# L"sson P&o;"&$
1. -reparation
$i%ing the Muestionnaire
!rite name and section legibly.
2. *eading of Instruction or
direction.

T"st P&o;"&
,nsering the test in a paper
neatly and clean.
-assing of papers and
Muestionnaire
Chec"ing of -apers.
R",a&<s$
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L"sson Plan No# $ %%%%H%%%%% G&a'in( P"&io' $
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P&"IJ an' s*FJ
8Co(nitiv"$
Decode meaning of unfamiliar ord ith
preAx and suEx
8A9"/tiv"$
0xert eNorts in constructing sentence

8Psy/:o,oto&$
@se ord ith preAx and suEx in sentence
To;i/$
D"/o'" ,"anin( of *nfa,ilia&
=o&' =it: ;&"IJ"s an' S*FJ"s

S<ills$
.istening&
*eading&
!riting&
Spea"ing&
-0.C p. 2( *.1.
0ng 2or 3ou 4 Me 5 *eading
pp. I112
Charts
Val*"s$
Cooperation
A# Anti/i;ato&y S"t
1. Song
I learn 0=$.IS7
2. Tongue Tister
-eter -iper
B#Motivation
-resenting a spider map on the
board ith the ord take at the
center. Then& scatter all o%er the board
pieces of paper ith the syllables 8and
letters9 par, re, mis, im, in, un, s, n,
ing, ed, ly, mal.
5# L"sson P&o;"&$
1. -reparation
Instruct the students to get
their dictionary to chec" if the ords
are found in the dictionary& and to
Agure out their meaning.
2. -resentation
!hat is the diNerence beteen a
preAx and a suEx
Discuss the meaning of preAx
and suEx.
Charts shoing the changes of
meaning of ord hen preAxes or
suExes attach.
Onoing hat some preAxes and
suExes mean ill help you infer or Agure
out the meanings of ne ords. , preAx is
a ord element attached to the beginning
of a root ord. , suEx is a ord element
G&o*; A/tivity
-resent more ords on the board and let
them expand them by using a preAx or a
suEx. 8Sample ords: lo%e& part& name&
mix9
IV#
Decode meaning of unfamiliar ord
ith preAxes and suExes. ,rrange the
unscramble ord and And the
meaning at the right side by choosing
the letter.
BBB1. uidlber a. not happy
BBBB2. pypunha b. in a gentle way
___3. ylentg c. build again
BBBB). dreo d.make again
___5. keamer e. do it again
R",a&<s$
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Co(nitiv"
summati%e test.
A9"/tiv"
Psy/:o,oto&
To;i/$
2irst Summati%e Test in 0nglish
S<ills$
.istening&
*eading&
!riting&
Test Kuestionnaire
pen& paper
Val*"s$
K# Anti/i;ato&y S"t
1. Song
2. *e%ie
B#Motivation
test#
5# L"sson P&o;"&$
1. -reparation
direction.

T"st P&o;"&
neatly and clean.
Muestionnaire
Chec"ing of -apers.
20!202
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8Co(nitiv"$
@se courteous expression in conducting
club meetings
8A9"/tiv"$
-articipate in a club meeting

8Psy/:o,oto&$
-erform a club meeting
To;i/$
7sin( /o*&t"o*s "J;&"ssion in
/on'*/tin( /l*b ,""tin(s

S<ills$
.istening&
*eading&
!riting&
Spea"ing&
-0.C p. 2H S.1.(
p.2( S.2
0ng 2or 3ou 4 Me 5 .anguage
pp. 811(
Charts
Val*"s$
-articipation
A# Anti/i;ato&y S"t
1. Song
2. /rain Teaser
B#Motivation
,re you a member of the Math
Club#
J./oy scout < girl scout# Do you
ha%e your set of oEcers in the club#
5# L"sson P&o;"&$
1. -reparation
!hat are the things you do
and say e%ery time you held a club
meetings#
2. -resentation
7a%e the pupils read the
dialogue about the club meeting on
pages 8111 .TQ.
Discussion
.et them anser the Muestions on
page 12 for comprehension chec"up.
,nser exercises 2 on page 12 to
familiari>e them ith expressions
used in a meeting.
G&o*; A/tivity
Do sharpen your s"ills exercise p. 1(
!hat brings about order in a
meeting#
!hat polite expressions should e
use.#
!hy do e need order in a
meeting#
IV#
!rite a sentence that ould anser
the folloing Muestions.
1. !hat should be said at the
start of the meeting#
2. !hat does the secretary do
during the meeting#
(. If you ant to suggest
something& hat ill you say#
). 7o ill the president "no if
e%erybody agrees ith a
suggestion#
+. 7o should the president end
the meeting#
A(&"","nt
7a%e you been a secretary of the club
in your class# Could you rite the
minutes of meeting held recently in
your class# Do it in a clean sheet of
paper.
R",a&<s$
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8Co(nitiv"$
2ollo a series of directions in +
to 5 step
8A9"/tiv"$
Sho participation in folloing steps

8Psy/:o,oto&$
-erform a series of directions
To;i/$
2olloing a series of directions in
+ to 5 step

S<ills$
.istening&
*eading&
!riting&
Spea"ing&
-0.C p. 2H *.2
p.2( *.2
pp. 1I12)
0ng. 0xpressays + .ang pp. 1H111
*eading 1)11+
Charts
Val*"s$
.istening ,ttenti%ely
A# Anti/i;ato&y S"t
1. Song
2. -ronunciation
8see chart9 *TQT+ p.22
B#Motivation
7o do you And your Science
class# ,re you fond of experiments# !hat
learning can you get from doing them#
5# L"sson P&o;"&$
1. -reparation
The ability to follo directions is %ery
important in gi%ing medicines and in
performing experiments.
.et us examine some directions
gi%en on medicine labels.
2. -resentation
7a%e the pupils read the
directions or instructions.
8see chart9
Discussion
,nsering diNerent Muestion..
Medications are gi%en for a purpose so one
should ne%er self1medicate. ItCs best to see
a doctor.
The ability to follo directions is
%ery important especially in gi%ing
medicines and in performing experiments.
2olloing directions gi%e successful
results.
Transition ords or phrases that
sho the right seMuencing of steps. They
signal the right order or occurrence of
steps in a series of directions or
instruction. 0x. =ext& after& then& last&
Anally& Arst
IV# Choose the ord belo to complete
each step in
ma"ing a peanut butter and 'elly sandich.
0ach ord ill be used only ;=0 time6
1 BBBBBBB& get out the bread&
'elly&
peanut butter& and a
"nife.
last then next Arst
2. BBBBBBB& spread peanut
butter on one
piece of bread
second next
third last
(. BBBBBBB& spread 'elly on the
other piece.
Arst next third
last
).
BBBBBBB& put the to pieces
of bread
together "eeping the
peanut butter
and 'elly on the inside.
+.
BBBBBBBB& ta"e a nice
big bite and
en'oy your peanut
butter and 'elly
sandich
Arst
next Anally then
A(&"","nt
$et a copy or ha%e some cut outs of recipe
or others that gi%ing + to 5 steps direction.
-aste it in your noteboo"
R",a&<s$
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8Co(nitiv"$
Interpret a diagram or a road
map
8A9"/tiv"$
Sho participation in folloing steps

8Psy/:o,oto&$
!rite speciAc directions on gi%en
situations.

To;i/$
1&itin( s;"/iI/ 'i&"/tions
S<ills$
.istening&
*eading&
!riting&
Spea"ing&
-0.C p. 2H !.2
p.2( !.2
pp. 25128
0ng. 0xpressays + .ang pp. 1H111
*eading 1)11+
Charts
Val*"s$
.istening ,ttenti%ely
A# Anti/i;ato&y S"t
1. Song
2. Tongue Tister
(. *e%ie
!hat are the transition ords or
phrases in gi%ing direction#
E#Motivation
7o good are you in gi%ing
instructions#
5# L"sson P&o;"&$
1. -reparation
Study the route map
2. -resentation
@sing the map& hat direction
ill you gi%e in any of the folloing
situations#

8see chart9
Discussion R !hat expressions did
you use#
1. $o straight ahead
2. Turn to the left
(. !al" to the right
). Cross the street.
+. -ass by the ban"
5. Stop at the corner.
L. .oo" for the signboard.
A;;li/ation
!rite the speciAc direction to
Muestions presented regarding the
road map. 8see chart9
IV# Eval*ation
7ere is a map of a place called
!onderland. 3ou are meeting your friend
there. 7e ga%e directions here to And
him.
Meet m in front of the Super
2erry at 2:HH. !hen you enter !onderland&
ta"e the s"y ride across the par". $et oN
the s"y ride and al" south to the Merry1
$o round until you reach the *oller
Coaster& the next ride you ill come to is
the Super ferry. I shall be aiting for you.
!hat directions ill you gi%e if
you ere to as"ed to point the ay#
1. 2rom Super ferry to the /oat ride.
2. 2rom the *ice ca"e stand to the
Caterpillar.
(. 2rom the 7unted house to the Arst s"y
ride
). 2rom the *oller Coaster to the Merry
$o *ound.
+. from the indmill to the Dinta.
Dat"
R",a&<s$
2olloing directions gi%e
successful results. So rite speciAc
directions on certain situation clearly.
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8Co(nitiv"$
$i%e 21( step directions
8A9"/tiv"$
Sho neatness and alertness to ma"e
accurate directions

8Psy/:o,oto&$
Ma"e a simple and accurate
descriptions and directions

To;i/$
Giv" 2!B St"; Di&"/tions
Ma"ing Simple and ,ccurate Directions
and Descriptions

S<ills$
.istening&
*eading&
!riting&
Spea"ing&
R"f"&"n/"s$
-0.C p. 2H S.2& 2.1
2un in 0nglish .anguage pp.211H
0nglish for ,ll Times pp.1L)11L5
/asic and /eyond *eading +
pp.2212+
Mat"&ials
Cut1outs of diNerent shapes<Agure
Charts
Val*"s$
,lertness
A# Anti/i;ato&y S"t
1. -ronunciation Drill
<e< and <ea< ords
2. *e%ie
!hat are the expressions did you use
in gi%ing directions#
B#Motivation
-ic" out one shape. Identify and
describe.
Do you "no ho to dra
human Agures through shapes#

5# L"sson P&o;"&$
1. -reparation
.et students to use sho me board.
Dra circles on both sides#
2. -resentation
.isten to hat the teacher ill tell on
acti%ity pad& do hat is told.
0x. Dra to circles of eMual si>e. Ma"e
sure the distance in beteen is about
an inch.
G&o*; 1o&<
.et each group to choose hat to
perform from the folloing 21( steps
directions.
!hat should one do hen as"ed
to perform step directions#
A;;li/ation
-lay the Sgiant gamesT
1. Stand straight& ith your head
erect and chin in.
2. Stretch your arms upard as if
trying to reach something from abo%e.
(. Then& raise yourself sloly and
nicely on your toes.
). Inhale deeply as you raise yourself
up. 0xhale as you mo%e donards.
Do this 8 times.
ID. 0%aluation
Do the folloing 21( step directions.
1. !rite your full name on the upper
left of the paper. !rite the date
opposite your name.
2. Dra a big sMuare on the paper. Double
your border line. Ma"e it li"e a frame.
(. Dra a face that ould almost occupy
the hole sMuarebox. Ma"e it a girlCs face.
). The girlCs hair should be in ponytail.
!ear a smile on her face. -ut a dimple on
her chee".
+. Color the face based on natural eNect.
!rite the name $I*.I0 belo. It should be
ritten in capital letters.
R",a&<s$
Dat"
S*b,itt"'$%%%%%%%%%%%%%%%%
;ne should listen carefully to
follo direction. 3ou must sho
alertness to be successful in doing the
tas".
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8Co(nitiv"$
,s" and anser Muestions about oneself<
;thers using pictures<dialog<comic strip
1 change statements into
Muestions
8h<7 Muestion9
8A9"/tiv"$
Sho respect in ones life
8Psy/:o,oto&$

*ole playing of the characters in the
selection

To;i/$
C:an(in( stat","nts into L*"stions
S<ills$
.istening&
*eading&
!riting&
Spea"ing&
R"f"&"n/"s$
-0.C p. 2( S.(
0nglish 2or 3ou 4 M0 5 pp.1)11I
Mat"&ials
Charts& -ictures & *adio
Val*"s$
.istening attenti%ely
A# Anti/i;ato&y S"t
1. *e%ie
!hat are the expressions did you use
in gi%ing directions#
2. Song
S/ridge ;%er Troubled !aterT
B#Motivation
.oo" at the picture 023MTQ
language p.1)
5# L"sson P&o;"&$
1. -reparation
!hat is your fa%orite tal" sho#
!hat are the type of Muestions are
being as"ed# Do you en'oy the topic
they discuss#
2. -resentation
7ereCs a sample inter%ie hich
you ill read and understand. =otice the
"ind of Muestions being as"ed.
8*ead dialogue on .TQ p. 1+1159
Discussion
!ho as the inter%ieee#
Inter%ieer#
!hat as the purpose of the
inter%ie#
!hat "ind of Muestions ere as"ed#
If you ere 0ugene& ould you as"
the same Muestions he as"ed# !hy# !hy
not#
In inter%ieing people& use
Muestions that begin ith ho& hat&
hen& here& ho& and did.
A;;li/ation
Supply the missing beginning
ords to form a good Muestion. 8.TQ p. 189
1.BBBBBBdo you sho your lo%e to your
parents#
2.BBBBBBdid you graduate#
(.BBBBBBas the last time you %isited your
alma mater#
).BBBBBBdid you become the orldCs best
singer#
+.BBBBBill you be hen you gro up#
En&i/:,"nt
Change the folloing statements to h<h
Muestions 0xercise ( 8.TQ p.189
IV# Eval*ation$
Choose the correct ord to use in the
folloing Muestions.
1.8!ho& !hat9 helps you ta"e care of your
%oice#
2. 8!ho& !hat9 made you reach your
stature#
(. 8!hat& 7o9 do you "eep your body
strong#
). 8!here& !ho9 do you li%e#
+.8!hen& !hy9 do you study e%eryday#
A(&"","nt
Do Mo%e your -en .ang. p.1I
Ma"e a sur%ey on ho many of your
classmates lo%e reading.
R",a&<s$
Date
Submitted:BBBBBBBBBBBBBBBB
Sub'ect
Teacher:BBBBBBBBBBBBBBBB
Sub'ect ,rea Coordinator:
BBBBBBBBBBBBBBBBB
BB
-rincipal: BBBBBBBBBBBBBBBBBBBBB
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8Co(nitiv"$
=ote details in selections listened to :
Identify the setting& main and
secondary characters& climax and ending
of the story
8A9"/tiv"$
-articipate in class discussion.
8Psy/:o,oto&$
Ma"e a graphic organi>er

To;i/$
Notin( '"tails in S"l"/tions List"n"'
to

S<ills$
.istening&
*eading&
!riting&
Spea"ing&
-0.C p. 2H S.1.(
p.2( S.2
pp. 811(
Charts
Val*"s$
-articipation
A# Anti/i;ato&y S"t
1. Song
2. Tongue Tister
B# Motiv" L*"stions$
1. !ho are the characters in the story#
2.!hat as the setting#
(. 7o did $enemar fall into the ell#
).!ho is Uohnson# !hy did he run
as far as he could#
+. !hat is the lesson in the story#
E# 7nlo/<in( of DiF/*lti"s
-oodle 1 dog
*otten 1 decayed
-lan"s 1 long boardP thic" board
!ell 1 spring
5# L"sson P&o;"&$
1. -reparation
Shoing a picture about the lesson
then as"s Muestions about it.
2. -resentation
-resent the story
Setting up standards hen listening
,nser the moti%e Kuestion
*ecall the story of V$enemar 4 UohnsonC.
,nser the close passage
G&o*; A/tivity
Ma"e a graphic organi>er
, Story grammar refers to the story structure.
This consists of the four elements of a story.
These are
the setting& characters& plot and conclusions.
IV#
.isten& I ill read the story& then anser
the Muestions that follos:
S*;"&boy
BBBBBB1. !hat is the setting of the story#
a. one afternoon in the school
b. one afternoon at Comet Street
c. one afternoon at home
BBBBBB2. !ho is the main character in the
story#
a. the three children
b. the A%e men
c. Superboy
BBBBBB(. !hat is the suspense1Alled moment
in the story#
a. the men ran after the children
b. the men anted to "idnap the children
c. Superboy heard hat as happening
BBBBB). !hat is the climax of the story#
a. Superboy Fe to the place of the crime
b. Superboy and the A%e men fought
c. Superboy tied the men ith a rope.
BBBBBB+. !hat is the ending of the story#
a. ;ne man shot Superboy
b.Superboy as Muic" to catch the bullet
c. Superboy defeated the A%e men and
turned them to the policemen
*emar"s:
Date
Submitted:BBBBBBBBBBBBBBBB
Sub'ect
Teacher:BBBBBBBBBBBBBBBB
Sub'ect ,rea Coordinator:
BBBBBBBBBBBBBBBBB
BB
-rincipal: %%%%%%%%%%%%%%%%%%%%%
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Co(nitiv"
summati%e test.
A9"/tiv"
Psy/:o,oto&
To;i/$
Second Summati%e Test in 0nglish
S<ills$
.istening&
*eading&
!riting&
Test Kuestionnaire
pen& paper
Val*"s$
L# Anti/i;ato&y S"t
1. Song
2. *e%ie
B#Motivation
test#
5# L"sson P&o;"&$
1. -reparation
direction.

T"st P&o;"&
neatly and clean.
Muestionnaire
Chec"ing of -apers.
20!202
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LEARNING O53ECTIVES 0
CONTENT
LEARNING E6PERIENCES EVAL7ATION
8Co(nitiv"$
@se Story grammar to remember
details
8A9"/tiv"$
-articipate in class discussion.
8Psy/:o,oto&$
-ronounce the <f< sound correctly
!rite a paragraph using story
grammar
To;i/$
@sing Story $rammar
<f< Sound
!riting a paragraph @sing
Story $rammar

S<ills$
.istening& *eading& !riting&
Spea"ing&
-0.C p. 2H ..)
0nglish 0xpressays *eading pp. ((1()
0nglish for ,ll Times *eading p. I(
Science 4 7ealth Today ID p. 1)1
2un in 0nglish +
-ictures& Cut1outs& /oo"s
Charts
Val*"s$
-articipation
A# Anti/i;ato&y S"t
1. Song
2. Tongue Tister
B# Motivation
!hat ill happen if the
breeding places of mosMuitoes ill not
be cleaned# 7a%e you experience being
bitten by mosMuitoes# ;r orse being
sic" due to mosMuito bites.
*ead and analy>e the
folloing sentences and gi%e the
meaning of the underlined ords as
they are used.
a. The lion falls in the trap set by
the hunters.
b. !e learned that lions roar so e
ran as fast as e could.
c. The rat gnaed and gnaed at
the piece of bread under the
table.
5# L"sson P&o;"&$
5"fo&" R"a'in(
1. Spea"ing
-ronounce the folloing ords
correctly. Stress 82lash Cards9
2. -reparation
then as"s Muestions about it.
2. -resentation
-resent the story
Setting up standards hen listening
D*&in( R"a'in(
(. .isten as the teacher read the Story of
the .ion and the Mouse .
Aft"& R"a'in(
E#D"v"lo;,"nt of t:" L"sson$
8 Comprehensi%e Chec"1up
8 Discussion
Supply the missing details based
on the story.

0%entsBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
,ttemptBBBBBBBBBBBBBBBBBBBBBBBBBBB
ConseMuenceBBBBBBBBBBBBBBBBBBBBBBB
*eactionBBBBBBBBBBBBBBBBBBBBBBBBBBB
G&o*; A/tivity
0ach group ill gi%en instructions to follo
and ma"e use of the guidelines in story
grammar.
, Story grammar refers to the story
structure.
This consists of the four elements of a
story. These are
the setting& characters& plot and
conclusions.
IV#
.isten& I ill read the story& then anser
the Muestions that follos:
S*;"&boy
BBBBBB1. !hat is the setting of the story#
a. one afternoon in the school
b. one afternoon at Comet Street
c. one afternoon at home
BBBBBB2. !ho is the main character in the
story#
a. the three children
b. the A%e men
c. Superboy
BBBBBB(. !hat is the suspense1Alled moment
in the story#
a. the men ran after the children
b. the men anted to "idnap the children
c. Superboy heard hat as happening
BBBBB). !hat is the climax of the story#
a. Superboy Fe to the place of the crime
b. Superboy and the A%e men fought
c. Superboy tied the men ith a rope.
BBBBBB+. !hat is the ending of the story#
a. ;ne man shot Superboy
b.Superboy as Muic" to catch the bullet
c. Superboy defeated the A%e men and
turned them to the policeme
*emar"s:
20!202
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CONTENT
8Co(nitiv"$
Change statements into Muestions
8Do& Does& Did<anserable by yes or no9
Psy/:o,oto&
-ronounce Do& Does and Did in correct
intonation
8A9"/tiv"$
,ppreciate the uses of Do& Does and
Did in change of statements to Muestion
To;i/$
Changing statements into
Muestion

S<ills$
Spea"ing&
-0.C p. 2( S. (.2
0ng. 2or 3ou 4 Me &.TQ pp.1)11I
Char ts& -ictures
Val*"s$ .istening attenti%ely
A# Anti/i;ato&y S"t
1. Song
2. *hyme
(. *e%ie
!hat are the four elements of story
grammar#
B# Motivation
Do you listen attenti%ely if
someone spea"s something#
Does someone destruct the
spea"er#
Did you follo the standards of
listening#
5# L"sson P&o;"&$
1. -reparation
sho chart
Toby plays the guitar ell.
>: Does Toby play the guitar
ell#
They play the guitar ell.
>. do they play the guitar ell#
The band played the guitar ell.
>. Did the band play the guitar
ell#
2. -resentation
Statements can be changed into
Muestions. ;ne ay of doing this is to
change the ord order 1 put the %erb at
the beginning
of the sentence and add a
Muestion mar" at the end& li"e this: WIt is a
lo%ely day.W becomes WIs it a lo%ely dayMN
Sometimes& you need to change
the %erb and add an extra ord to ma"e a
Muestion& li"e this: WThey en'oyed the
pantomime.W
becomes NDi' they "nAoy the
pantomimeMN
,s" : !hat is the action ord or
%erb in the statement#
In hat tense is it#
!hat form is it# -lural or
singular#
!hen do e use do& does 4 did#
!e use Do in Muestion if it states action
or acts& a problem& or" J
@sed ithout special meaning in
interrogati%e& negati%e and in%erted
constructions
Does is the present of 'o its shos to
tal" as the third person.
Did is use as the past participle of 'o in
Muestion it as" for conArmation or clariAcation
of hat happen or if something happen.
A;;li/ation$
=o try changing these statements into
Muestions
1. e on.
2. 7e lo%es to dra graEti.
(. The children al" silently.
). !e catered at the party.
+. $ina ga%e birth to a baby boy.
5. The lady %isits her hometon
L. Those men ant to meet you.
8. The school guard guards us
secretly.
I. /irds Fy.
1H. Mother ba"ed the ca"e.
IV# Eval*ation
@se Do& does or did to change the
folloing statement into Muestion.
1. She li"es ice
cream.BBBBBBBBBBBBBBBBBBBB
2. The inner ta"es it
all.BBBBBBBBBBBBBBBB
(. They on the
game.BBBBBBBBBBBBBBBBBBBB
). !e 'oin the
clubBBBBBBBBBBBBBBBBBBBBBBBBB
+. Uoey ate the
ca"e.BBBBBBBBBBBBBBBBBBBBBBB
.
8Shorten of classes due to program for the mo%ement of
-rincipal99
R",a&<s$
20!202
L"sson Plan No# $ %%%%G%%%%% G&a'in( P"&io' $
%%)i&st G&a'#%%%
%%%V! VI %%
Dat" $ %T:*&s'ay2 3*ly E2 20%%
CONTENT
8Co(nitiv"$
7s" ta( L*"stions
$i%e titles to paragraph<stories
listened to
8A9"/tiv"$
Sho ones interest in tag Muestion
8Psy/:o,oto&$
-ronounce tag Muestion in correct
intonation
To;i/$
@sing Tag Kuestions

S<ills$
Spea"ing&
-0.C p. 2( S. (.2
0ng. 2or 3ou 4 Me &.TQ pp.2H12)
.aim.doc
Char ts& -ictures
Val*"s$ .istening attenti%ely
A# Anti/i;ato&y S"t
1. Song
2. *hyme
(. *e%ie
!hat are the four elements of story
grammar#
B# Motivation
!hat ill you say if someone
as" you. ,re you a good listener#
5# L"sson P&o;"&$

1. -reparation
$i%e titles to paragraph<stories
listened to.
2. -resentation
-resent the poem
I am one of your followers, am I not?
I am not one of your followers, am I?
You are one of us, arent you?
You are not one of us, are you?
She was there, wasnt she?
She was not there, was she?
They were allowed, werent they?
They were not allowed, were they?
The visitors have arrived, havent they?
The visitors have not arrived, have they?
She has gone, hasnt she?
She has not gone, has she?
They had seen all, hadnt they?
They had not seen all, had they?
Helen Keller lost hope, didnt she?
Helen Keller did not lose hope, did she?
The principal supports the projects,
doesnt she?
The principal does not support the project, does
she?
The teachers elieve in their principle,
dont they?
The teachers do not elieve in their principle, do
they?
,s": hat do you notice of the
Muestions abo%e#
7o are they stated#
7o do you call these Muestions#
The Muestions abo%e ha%e to
parts. The Arst part is a statement folloed
by a Muestion part. This Muestion part is
added to the end li"e a tag. So these
Muestions are called ta( L*"stions#
3ou ill notice that your %oice
ent up at the end of the Muestions. !hen
e honestly ant an anser to tag
Muestions& e ma"e our %oice go up at the
end.
!hat punctuation mar" separates
the Muestion tag from the rest of the
sentence#
Tag Muestions are Muestions ith to parts.
The Arst part is a statement folloed by the
Muestion part. This Muestion part is added to
the end li"e tag.
Tag Muestions can be stated in to
ays& if the statement part is negati%e& the
Muestion tag is aErmati%e.
, comma separates the to parts of
a tag Muestion
!hen e honestly ant an anser to a tag
Muestion& it is read or spo"en ith a rising
intonation at the end.
A;;li/ation
Supply an appropriate tag Muestion for
each.
1. The moon is a planet&BBBBBBBBBBBB#
2. *uben does not study hard&B1
BBBBBB#
(. the des"s are ell
clean&BBBBBBBBBBBB#
). =ot all stories are
interesting&BBBBBB#
+. I am not in the
list&BBBBBBBBBBBBBBBBBB#
IV# Change the folloing statements into
Muestions using tag Muestions.
1. The president ga%e a
speech&BBBBBBBBB#
2. The boys didnCt help at
all&BBBBBBBBBB#
(. The audience li"ed the
contest&BBBB#
). =ora sang the song
seetly&BBBBBBBB#
+. the %isitors didnCt stay
long&BBBBBBBB#
V# Assi(n,"nt
Construct at least A%e sentences
using diNerent tag Muestions. ,s"
somebody to anser each before the class
next meeting.
*emar"s:
20!202
%%)i&st G&a'#%%%
%%%V %%
Dat" $ %)&i'ay2 3*ly C2 20%%
CONTENT
LEARNING E6PERIENCES
8Co(nitiv"$
*ecogni>e parts of the sentence
8A9"/tiv"$
*espect ones hobby
8Psy/:o,oto&$
Construct a sentence to sho its parts
To;i/$
*ecogni>ing Sentence parts

S<ills$
Spea"ing&
-0.C p. 2H
0ng. 0xpressays pp.1212H

Char ts& -ictures
Val*"s$ *espect ;ne ,nother
A# Anti/i;ato&y S"t
1. Spelling
" sound
2. /rain Teaser
(. *e%ie
3ou li"e Ash X don?t you #
7e isn?t happy X is he #
They aren?t here X are they #
7e didn?t eat anything X did he #
!e come on 2riday X don?t e #
!# Motivation
!ho among you collect
something really important for you#
5# L"sson P&o;"&$
1. -reparation
Sho picture of someone ith his
collection.
2. -resentation
*ead the con%ersation
OAll Abo*t Hobbi"sP
(. ,nser the folloing Kuestions
!hat is a hobby#
!hy do e ha%e %aried hobbies#
7o can one start a hobby#
7o does CarlosC hobby help him#
!hy does Trishia ish to start a
hobby club#
-resent the table sho the sub'ect and
predicate.
!hat part of speech is used as sub'ect#
as -redicate#
Si,;l" s*bA"/t tells ho or hat is
tal"ed about. It may be a noun or pronoun.
Si,;l" ;&"'i/at" hat the sub'ect
does& is doing. did or ill do. It may be an
action %erb or lin"ing %erb.
Co,;l"t" s*bA"/t includes the simple
sub'ect and all the ords that go ith it&
hile /o,;l"t" ;&"'i/at" consists of the
simple predicate and all ords related to
it.
G&o*; A/tivity
$r. 1 Do ,cti%ity 1. 811+9
$r.2 Do ,cti%ity 1. 8511H9
$r. ( Do ,cti%ity 2 811+9
$r. ) Do ,cti%ity 2 8511H9
$r.+ Do ,cti%ity ( 811+9
, sentence has to parts R the sub'ect and
predicate.
Simple sub'ect tells ho or hat is tal"ed
about. It may be a noun or pronoun.
Simple predicate hat the sub'ect does&
is doing. did or ill do. It may be an action
%erb or lin"ing %erb.
Complete sub'ect includes the simple
sub'ect and all the ords that go ith it&
hile complete predicate consists of the
simple predicate and all ords related to
it.
A;;li/ation
Construct the sentences by adding
sub'ect or predicate .
1. BBBBBBBBBBash the clothes.
2. Mr. 2ranciscoBBBBBBBBBBBBBBBBBBB.
(. BBBBBBBBBBBBrote the song& S3ouT.
). The Three .ittle -igBBBBBBBBBBBBBC
+. BBBBBBBBBBB on the dance contest.
IV# ,dd a predicate to each complete
sub'ect to ma"e a meaningful
sentence.
1. /ensC ,lbum of postcardBBBBBB.
2.Mr. Montes paintingsBBBBBBBBBB.
(. The Foer %ases of ,ling
MonaBBBBBBBBBBBB.
). My sister and I BBBBBBBBBBBBBBBBBB.
+. Coo"ing and ba"ing BBBBBBBBBB.
V# Assi(n,"nt
then paste it in your noteboo". @se red ball
pen to underline the simple sub'ect and
blac" pen to double the underline of
complete predicate.
*emar"s:
20!202
%%)i&st G&a'#%%%
%%%VI %%
Dat" $ %Mon'ay2 3*ly G2 20%%
CONTENT
8Co(nitiv"$ A# Anti/i;ato&y S"t ). Set the standards for silent A;;li/ation
*etell a selection listened to.
1nes broadcast
1 changes direct
Muotes<statements to reported
statements.
8A9"/tiv"$
-articipate in changing statements
8Psy/:o,oto&$
!rite the statements to reported
statements.
To;i/$
R"t"llin( a s"l"/tion list"n"' to
!&";o&tin( stat","nts
S<ills$
Spea"ing&
-0.C ) p. 2(
0ng. 2or 3ou and Me pp. (H1(5

Char ts& -ictures
Val*"s$ .isten ,ttenti%ely
1. Spelling
!ords ha%e short<i< and long<iy<
2. Tongue Tister
(. *e%ie
3ou li"e Ash X don?t you #
7e isn?t happy X is he #
They aren?t here X are they #
7e didn?t eat anything X did he #
!e come on 2riday X don?t e #
!# Motivation
!hat do you feeit& hile complete
predicate consists of the simple predicate
and all ords related to it.l hen you are
sic"# Did your mom allo you to play
outside your house#
5# L"sson P&o;"&$
1. P&";a&ation
!hy should e "eep on being updated
ith the eather conditions#
7o do e cope ith the sudden
changes in our eather
2. P&"s"ntation $
3ou ill hear a nes broadcast.
8assign a reader for this nes9
(. Motiv" >*"stions
!hat is the eather report about#
!hat is the stormCs name#
!hy are the residents of lo1lying areas
arned#
!hy should precautions be ta"en#
!hat are these precautions# =ame
them and tell hy they should be ta"en.
!ho ill be most aNected if the
storm lingers in the -hilippines#
reading<listening
+. *eading the nes::
.isten to a eather forecast. 8see
.TQ p. (29
5. ,nsering the moti%e Muestions
L. D"v"lo;,"nt of t:" L"sson$
Can you retell the nes#
7ere are the reports included in
0rnie /arongCs eather forecast: 8see .TQ
p((9
If these statements ere to be
reported& hereCs hat ill happen. =otice
the changes made 8see .TQ p ()9
G&o*; A/tivity
Study the pictures in page (H1(1 and rite
sentences about hat do you see& thin"
and feel. ,fter riting sentences& exchange
outputs ith other groups and report hat
they say in the pictures.
!hat phrase as used to introduce the
statement#
!hat ere changed#
!hat happened ith the
Muotation mar"s 8S S9# 8see .TQ p. () :
*emember9
1 In a nes item& direct Muotes from people
in%ol%ed in it are sometimes presented in
the reported speech.
1 *eported statements may also be ritten
in story form.
1 In a nes report& statements Muestions&
reMuests and commands may be changed
to reported sentences that may form a
hole story
*erite the folloing direct Muotes to
reported speech and arrange them and
rerite it is story<paragraph form.
BBBB1. !eather specialist add& SIf a place is
alays sunny and dry most of the year& then
its climate is described as arm and dry..T
BBBB2.TClimate is the a%erage of all eather
conditions that pre%ail in a particular area for
a long period of time&T he further explains.
BBBB(. The emcee introduces& S;ur spea"er
ias an employee of !eather 0xperts Inc& Mr.
*odel Yamora.T
BBBB). S!eather is the condition of the s"y
that changes from time to time and from day
to day&T he says at Arst.
BBBBB+. S!e are the ones responsible for
eather predictions in our country.
IV# Eval*ation
*erite the folloing direct Muotes to
reported speech.
1. SThe day ill be stormy ith strong
gusty inds.T The reporter says.
2. 7e also adds& SSothern .u>on including
Metro Manila& ill experience
thunderstorms and hea%y rains late in the
afternoonT
(. -,$,S, announces& Styphoon signal no.
1 has been raised in Southern .u>on.T
).The chief also says& SThe typhoon is
obser%ed to be mo%ing in northeasternly
direction at 8H miles per hour.T
+. SIt is expected to hit Metro Manila ithin
the next 2) hours.T ,s he ends.
*emar"s:
20!202
L"sson Plan No# $ %%%%H%%%%% G&a'in( P"&io' $
%%)i&st G&a'#%%%
%%%V!VI %%
Dat" $ %T*"s'ay2 3*ly 42 20%%
CONTENT
8Co(nitiv"$
@se plural form of nouns
8A9"/tiv"$
Sho interest to form the plural forms of
nouns
A# Anti/i;ato&y S"t
1. Spelling
belief bacterium stimuli
moose geese
2. *e%ie
Change these statements into
3ou ha%e learned that most nouns form
their plural by adding Rs.
7ere are the other nouns form their plural.
A;;li/ation
Change nouns to its plural form then
use it in sentence.
8Psy/:o,oto&$
Construct sentence of the plural form of
nouns
To;i/$
-lural 2orms of =ouns

S<ills$
Spea"ing&
-0.C ( p. 2H
0ng. 0xpressays pp.5)
0ng. 2or 3ou and Me pp.)51)I

Char ts& -ictures
Val*"s$ -articipation
Cooperation
reported statements.
1. Dolly : The Ilang1ilang is a
fragrant Foer.
2. /eth: 2loers of diNerent colors
ma"e a garden beautiful.
(.Daisy: I tal" to my plants to "eep
them healthy.
). Mira: ;ur gardener trims the
plants and grasses e%ery day.
+. Minda: The smell of roses relaxes
me at the end of the day.
(. .oop , !ord
2ind a noun
5# L"sson P&o;"&$
1. -reparation
catch class
"nife hobby
hero Mui>
bee
2. -resentation
;bser%e all the ords you And.
These are in singular form.
Do you "no ho to change it to
plural form#
a. ,dd -es to mouns ending in s, sh,
ch, x, and z.
ex. class 1 classes
sandich1 sandiches
b# ,dd 1es to nouns ending in s and z&
but double their Anal consonants Arst.
ex. Mui> R Mui>>es
bus 1 busses or 8buses9
/. ,dd Res to nouns ending in y ith a
consonant before it. Change y to i Arst.
ex. hobby R hobbies
acti%ity R acti%ities
'. ,dd 1es to nouns ending in f or fe.
Change f to v Arst and add Res.
ex. "nife R "ni%es
shelf R shel%es
". ,dd 1es to some nouns ending in o.
ex. hero R heroes
tomato1tomatoes
G&o*;in(s
0ach group ill gi%e + nouns in plural
form and use it in sentences
Most nouns form their plural by adding
1s or 1es.
=ouns ending in s, sh, ch, x, z,y, f or fe
and o.
1. Fy
2. meeting
(. brush
). foot
+. leaf
IV# $i%e the missing form of
each noun.
V# Assi(n,"nt
Cut an article from nespaper
then paste it in your noteboo". @se red ball
pen to underline the simple sub'ect and
blac" pen to double the underline of
complete predicate.
*emar"s:
20!202
%%)i&st G&a'#%%%
%%%V %%
Dat" $ %1"'n"s'ay2 3*ly 42 20%%
CONTENT
8Co(nitiv"$
Identify the diNerence of simple
sentence and compound sentence
8A9"/tiv"$
,ppreciate story based on experience
8Psy/:o,oto&$
,rrange the seMuence of e%ents
To;i/$
A# Anti/i;ato&y S"t
1. -ronunciation
" c" M
"eyboard rac" Mueen
hand"erchief truc" Mui>
"ilometer pac"age Muote
"erosene chec" Muarter
In some ords& the k sound is spelled
k , ck ,or q. The letter M usually comes
before u.
B# Comprehension Kuestions
1. !hat do Sa'id and Yarinah en'oy doing by
the beach and at sea#
2. 7o do Sa'id& Yarinah& and their friends
usually spend the ee"ends#
(. 7o do they spend an afternoon at the
beach#
7o are the ords and phrases in the
folloing simple sentence connected#
8ritten in chart and in boo" p.25
A;;li/ation
Identify if the sentences is simple or
compound.
1. ;ur bac"yard is ide and has a
good soil.
2. I li"e to plant %egetables and fruits.
(. Uolina or Mar%in is the most
punctual.
Singular -lural
1. BBBBBBBBB cal%es
community 2. BBBBBBBBBBBB
(.
BBBBBBBBBB
memories
ife ).BBBBBBBBBBBB
>ero +.BBBBBBBBBBBB
Si,;l" an' Co,;o*n' S"nt"n/"s

S<ills$
Spea"ing&
-0.C S.+ p. 2H
0nglish 0xpressays
.anguage + pp. 2)1(1 Materials:
Chart& Fashcards& boo"
Val*"s$ /eing 2riendly
2. R"vi"=
!rite the correct plural form of nouns
in the parentheses
1. I "no ho to culture these
8bacterium9BB.
2. My BB8sister9B study at St. Scholastica col.
(.Mother ba"ed se%eral B8loaf9B of bread.
). , responsible person performs his B8duty9B
ell.
+. I use foot poder so myB8foot9B onCt
smell bad.

(. Moti%ation
!ho among you are Muslim#
!ho are your friends here# ,re they also
a Muslim li"e you# 7o you became good
friends#
5# L"sson P&o;"&$
1. -reparation
Sho pictures of to Muslim.
2. -resentation
*ead the story of Sa'id and
Yarinah in page 2+125.
!ords li"e and, but and or
connect ords or phrases. They are called
Conunctions.
Simple sentence expresses a
single thought or idea. It has a sub'ect and
predicate hich maybe either simple or
compound. Similarly a clause is a group of
ords that contain a sub'ect and a
predicate. Some clauses can stand alone in
sentences. These are called independent
clauses.
!hen to or more independent
are 'oined by and, or , or but.
G&o*;in(s
0ach group ill rite four simple sentence
and to compound sentence came from
the constructed
simple sentence
, simple sentence expresses a single idea
or thought.
, compound sentence is made up
of to or more independent clauses
usually 'oined by the con'unctions
and, or , or but. !nd express addition &
or tells choice
and but shos contrast.
). ICll go Foering plants or maybe ICll
plant
%egetables.
+. I planted but nothing gre.
IV# Eval*ation
Do acti%ity ) p. (1. To each simple
sentence& add another one to form a
compound sentence.
1. It may be fun to go out ith friends.
2. I ould rather stay home.
(. I could clean my room.
). I can ash the curtains.
+. 3ou may go for a al" in the farm.
V# Assi(n,"nt
,cti%ity 5
*erite the paragraph. Combine related
ideas using con'unctions an'# o&& or b*t#
*emar"s:
20!202
%%)i&st G&a'#%%%
%%%VI %%
Dat" $ %1"'n"s'ay2 3*ly 42 20%%
CONTENT
8Co(nitiv"$
Not" si(niI/ant D"tails# I'"ntify
t:" "v"nts o& ;lots of a sto&y2 ;o", o&
;lays#
8A9"/tiv"$
*espect oneCs emotions
8Psy/:o,oto&$
Complete the cycle map of the e%ents of
story
To;i/$
Notin( Si(niI/ant D"tails
A# Anti/i;ato&y S"t
1. -ronunciation
<i< sounds
itch tripped !ilma
it him is
li%ed pic"ed
2. R"vi"=
!rite the correct plural form of nouns
in the parentheses
1. I "no ho to culture these
8bacterium9BB.
2. My BB8sister9B study at St. Scholastica col.
(.Mother ba"ed se%eral B8loaf9B of bread.
). , responsible person performs his B8duty9B
ell.
2. D*&in( R"a'in(
*ead the poem !ilma& the inner.
pp 1(11+
B# Aft"& R"a'in(
Comprehension Kuestions
1. !hy as !ilma called a inner#
2. !hat caused !ilmaCs problem and
ho did she sol%e it#
(. !as the solution a perfect one# hy#
). !hat did !innie do that made
!ilma furious#
+ . If you ere !ilma& ould you feel the
same # hy#
A;;li/ation
,cti%ity 2
Identify the e%ents that happened as
!ilma search for !innie. Copy the
numbers that shos the details. p. 18
IV# Eval*ation
Do acti%ity ( p. 1I. Complete the cycle
map ith the necessary e%ents.
TIT.0
I'"ntifyin( t:" "v"nts o& ;lots of a
sto&y2 ;o", o& ;lays#
S<ills$
Spea"ing&
-0.C p. 2H *)& ).1
0nglish 2or 3ou 4 Me
*eading pp. 1(11I Materials:
Val*"s$ /eing 2riendly
+. I use foot poder so myB8foot9B onCt
smell bad.

(. Moti%ation
Do you ha%e catCs at home#
7o do you care them#
Can you be friends to cat li"e dog#
). @nloc"ing of DiEculties
1. 7er dress color blending ith the
bag.
2. Uosh couldnCt see her pet at all
not e%en glimpse.
(. !ilma turned three somersaults.
). Dina canCt And her sister& she as
furious.
+. !hen he lost his father he become
miserable.
5# L"sson P&o;"&
1. 5"fo&" R"a'in(
Sho pictures of a lady ith her cat.
,rrange the e%ents in the poem accordingly.
=umber them 11+.
BBB1. !innie as a hite cat once again.
BBB2. !ilma li%ed all by herself.
BBB(. !innie up to the tree to hide.
BBB).She li%ed ith !innie her cat.
BBB+. To the Tune la la la lou6 he became
green cat.
G0xposition1 bac"ground information of
the story it introduce the setting and
character.
G*ising ,ction1 de%elops the conFicts or
struggles experienced by main character.
GClimax1highest point of interest or
suspense
G2alling ,ction1 It dras the story to a
close.
G*esolution or ending1 part that ties up
the loose ends or sho ere the problem
sol%ed.
, story has a seMuence of e%ents that is
generally called the plot. The plot is usually
made of se%eral parts: the exposition& rising
action& climax& falling action or resolution and
ending.
0=D /0$I==I=$

MIDD.0
V# Assi(n,"nt
$roup !or"
Do 7eart /eats p. 1I
*emar"s:
20!202
%%)i&st G&a'#%%%
%%%V!VI %%
Dat" $ %T:*&s'ay2 3*ly H2 20%%
CONTENT
8Co(nitiv"$
I'"ntify I'io,s an' ,"anin(s
8A9"/tiv"$
@nderstand uses of ords 4 phrases in text.C
8Psy/:o,oto&$
@se idiomatic expression in your on sentence
To;i/$
I'io,ati/ "J;&"ssions an' ,"anin(s
S<ills$
Spea"ing&
A# Anti/i;ato&y S"t
1. *hyme
2. R"vi"=
7o you identify the plot of a poem o
stories#
(. Moti%ation
WIt ta"es courage to be creati%eP 'ust
as soon as you ha%e a ne idea& you?re
in a minority of one.W 1 0. -aul Torrancee
5# L"sson P&o;"&
1. -resentation
*ead the original story .8It
contains many idioms& or Agures of
speech& about feet. ,ll of the idioms are
in Muotation mar"s9
2. D"v"lo;,"nt of t:" L"sson
,n idiom& also "non as
idiomatic expression& is a phrase
or sentence& hose meaning is
completely diNerent from the literal
meaning of the ords comprising the
idiom or idiomatic expression. 7oe%er
idioms and idiomatic expressions
ha%e become idely used because they
con%ey clear and meaningful messages
in %ery fe ords that ould
otherise be lengthy to explain in non1
idiomatic manner. Idioms are pre%iously
considered informal expressions but
because of their idespread using
idiomatic expressions ha%e
found acceptance in formal
communications as ell.
A;;li/ation
$i%e the meaning of the folloing idioms.
1. a blessing in disguise
.osing that 'ob as a blessing in disguise because it
meant I
got a much better 'ob
lost my house
as unemployed for years
2. add insult to in'ury
,fter saying /e%erly made too many mista"es& /ob
added insult to in'ury by saying
they ere small mista"es
she or"ed %ery sloly
her or" as excellent
IV# Eval*ation
Do ,cti%ity 5 p.5I
Choose the meaning of italici>ed idiom.
-0.C p. 2( *1.2
0nglish 0xpressays
*eading + pp. 5L15I
http:<<library.thin"Muest.org<)(82<idiom.html
8in step ith Idioms9
0ducation!orld.com
Chart&boo"
Val*"s$ !or" cooperati%ely
R",a&<s
It was Sunday night and "llison was going
to ed to #ta$e the load off her feet#
when she #stopped dead in her trac$s%# She
rememered that her project was due the
very ne&t day% Since this project was a
major part of her grade, she $new that it
was going to have to #sweep her teacher
off her feet%#
"llison's #feet flew# as she raced to her
mom's room% She #threw herself at her
mother's feet# egging for help% Her
mother replied that sooner or later she
would have to learn to #stand on her own
two feet%# "llison $new that she had
#gotten off on the wrong foot# starting so
late and that she would have to #step on
the gas# if she wanted to finish this paper%
Then she $new that ne&t time a paper was
assigned she would have to #get her foot in
the door# and #ta$e steps# to prevent this
from happening again%
8(ga Katagang Tagalog at Kawi$aang )ilipino
*ilipino idioms and idiomatic e&pressions
+&% "gaw,-uhay. alat$ayo,maaang loo9
!ords inside the Muotation mar"s are
called idioms.
G&o*;in(s
!or" cooperati%ely in groups by
discussing and gi%ing the meaning
of the folloing idioms.
Idioms is an expression hose meanin g
is diNerent from hat it appears to be.
1. 3ou certainly couldnCt call him
modest because his alays blowing his
own trumpet.
2. , ord of arning: don t let him
make a monkey of you.
(. I ould ad%ise you to ait and see
which way the cat umps.
). I donCt honestly thin" he is capable of
being polite as the leopard never
changes his spot.
+. 7eCs %ery greedy hen it comes to
eating and alays ta"es the lion"s
share of the food.
a. spend your money
b. people cannot change
c. saying ho cle%er he is
d. the biggest portion
e. hat may happen
20!202
S*,,ativ" No# $ %%%%%B%%%% G&a'in( P"&io' $
%%)i&st G&a'#%%%
%%%VI!E %%
Dat" $ Mon'ay2 3*ly 2C2 20%%
Co(nitiv"
summati%e test.
A9"/tiv"
To;i/$
Third Summati%e Test in 0nglish
S<ills$
.istening&
*eading&
!riting&
Test Kuestionnaire
M# Anti/i;ato&y S"t
1. Song
2. *e%ie
B#Motivation
test#
T"st P&o;"&
neatly and clean.
Muestionnaire
Chec"ing of -apers.
Psy/:o,oto&
pen& paper
Val*"s$
5# L"sson P&o;"&$
1. -reparation
direction.

20!202
%%)i&st G&a'#%%%
%%%V!VI %%
Dat" $ %Mon'ay2 3*ly 2C2 20%%
CONTENT
8Co(nitiv"$
I'"ntify I'io,s an' ,"anin(s
8A9"/tiv"$
8Psy/:o,oto&$
@se idiomatic expression in your on sentence
To;i/$
I'io,ati/ "J;&"ssions an' ,"anin(s
S<ills$
Spea"ing&
-0.C p. 2( *1.2
0nglish 0xpressays
*eading + pp. 5L15I
http:<<library.thin"Muest.org<)(82<idiom.html
8in step ith Idioms9
0ducation!orld.com
Chart&boo"
A# Anti/i;ato&y S"t
1. *hyme
2. R"vi"=
7o you identify the plot of a poem o
stories#
(. Moti%ation
WIt ta"es courage to be creati%eP 'ust
as soon as you ha%e a ne idea& you?re
in a minority of one.W 1 0. -aul Torrancee
5# L"sson P&o;"&
1. -resentation
*ead the original story .8It
contains many idioms& or Agures of
speech& about feet. ,ll of the idioms are
in Muotation mar"s9
It was Sunday night and "llison was going
to ed to #ta$e the load off her feet#
when she #stopped dead in her trac$s%# She
rememered that her project was due the
very ne&t day% Since this project was a
major part of her grade, she $new that it
,n idiom& also "non as
idiomatic expression& is a phrase
or sentence& hose meaning is
completely diNerent from the literal
meaning of the ords comprising the
idiom or idiomatic expression. 7oe%er
idioms and idiomatic expressions
ha%e become idely used because they
con%ey clear and meaningful messages
in %ery fe ords that ould
otherise be lengthy to explain in non1
idiomatic manner. Idioms are pre%iously
considered informal expressions but
because of their idespread using
idiomatic expressions ha%e
found acceptance in formal
communications as ell.
8(ga Katagang Tagalog at Kawi$aang )ilipino
*ilipino idioms and idiomatic e&pressions
+&% "gaw,-uhay. alat$ayo,maaang loo9
!ords inside the Muotation mar"s are
A;;li/ation
$i%e the meaning of the folloing idioms.
1. a blessing in disguise
.osing that 'ob as a blessing in disguise because it
meant I
got a much better 'ob
lost my house
as unemployed for years
2. add insult to in'ury
,fter saying /e%erly made too many mista"es& /ob
added insult to in'ury by saying
they ere small mista"es
she or"ed %ery sloly
her or" as excellent
IV# Eval*ation
Do ,cti%ity 5 p.5I
Choose the meaning of italici>ed idiom.
1. 3ou certainly couldnCt call him
modest because his alays blowing his
own trumpet.
2. , ord of arning: don t let him
(. I ould ad%ise you to ait and see
). I donCt honestly thin" he is capable of
Val*"s$ !or" cooperati%ely
R",a&<s QR"!t"a/:R
was going to have to #sweep her teacher
off her feet%#
"llison's #feet flew# as she raced to her
mom's room% She #threw herself at her
mother's feet# egging for help% Her
mother replied that sooner or later she
would have to learn to #stand on her own
two feet%# "llison $new that she had
#gotten off on the wrong foot# starting so
late and that she would have to #step on
the gas# if she wanted to finish this paper%
Then she $new that ne&t time a paper was
assigned she would have to #get her foot in
the door# and #ta$e steps# to prevent this
from happening again%
called idioms.
G&o*;in(s
discussing and gi%ing the meaning
of the folloing idioms.
Idioms is an expression hose meanin g
is diNerent from hat it appears to be.
being polite as the leopard never
changes his spot.
+. 7eCs %ery greedy hen it comes to
eating and alays ta"es the lion"s
share of the food.
a. spend your money
b. people cannot change
c. saying ho cle%er he is
d. the biggest portion
e. hat may happen
20!202
L"sson Plan No# $ %%%%2B%%%%% G&a'in( P"&io' $
%%)i&st G&a'#%%%
%%%V!VI %%
Dat" $ %T*"s'ay2 3*ly 2-2 20%%
CONTENT
8Co(nitiv"$
I'"ntify I(*&ativ" lan(*a(" to
'"s/&ib" ;"o;l" 0 "v"nt#
!;"&soniI/ation
!si,il"
!,"ta;:o&
!:y;"&bol"
8A9"/tiv"$
8Psy/:o,oto&$
@se Agurati%e language in your on sentence
To;i/$
)i(*&"s of S;""/:
S<ills$
Spea"ing&
-0.C p. 2( *1.2
0nglish 0xpressays
*eading + pp. 5L15I $roing in
0ng.*TQ pp. 2HI1211
A# Anti/i;ato&y S"t
1. *hyme
2. R"vi"=
@se the folloing idioms in a sentence
blowing his own trumpet.
eopard never changes his spot.
lion"s share of the food.
(. Motivation
/lessed is the man ho doesnCt al" in
the counsel of the ic"ed&
nor stand in the ay of sinners&
nor sit in the seat of scoNersP
5# L"sson P&o;"&
1. -reparation
Sho pictures related to Agure of
speech
2. -resentation
This is the Arst type of I(*&" of
s;""/:.
, I(*&" of s;""/: is the use of a ord
or ords di%erging from its usual
meaning. It can also be a special
repetition& arrangement or omission of
ords ith literal meaning& or a phrase
ith a speciali>ed meaning not based on
the literal meaning of the ords in it& as
in idiom& metaphor& simile& hyperbole& or
personiAcation. 2igures of speech often
pro%ide emphasis& freshness of
expression& or clarity. 7oe%er& clarity
may also suNer from their use& as any
Agure of speech introduces an ambiguity
beteen literal and Agurati%e
interpretation. , Agure of speech is
sometimes called a rhetorical Agure or a
locution.
, fe examples follo:
8See chart9
G&o*;in(s
impressions by comparing or identifying
one thing ith another that has a
meaning familiar to the reader. Some
important Agures of speech are: simile&
metaphor& personiAcation& hyperbole
and symbol.
A;;li/ation
Identify the types of Agure of
speech.
# The sea lic"ed the grass at the
edge of the shore. P
2. 7is room as a 'un" pile. M
(. The baby?s s"in as li"e a rose petal.
S
). These alls ha%e ears. P
C# Some students ould rather eat dirt
and die than ha%e to sit don and read
a boo". H
IV# Eval*ation
Identify the Agurati%e language
used in the sentence.
1. The train as an angry animal
roaring don the trac"s. M
Crossing o%er pp. pp1(1&1()&15+
Chart& boo"
R",a&<s Classes Suspended up to
!ednesday 82512L9
T"a/: on T:*&s'ay2 G+24+
as blind as a bat
as thin as a ra"e
as strong as an ox
as Muiet as a mouse
similes are easy to understand. If you
see the phrase as dead as a doornail&
you don?t need to "no hat a doornail
is& simply that the hole phrase means
'totally dead'. /ut& remember& similes
are usually informal<colloMuial and often
humorous.
discussing and gi%ing the meaning of
the folloing Agure of speech..
G"n"&ali?ation
2I$@*0 ;2 S-00C7 : , mode of
expression in hich ords are used out
of their literal meaning or out of their
ordinary use in order to add beauty or
emotional intensity or to transfer the
poet?s sense
2# The hungry a%es grabbed our
sand castle and pulled it into the
foamy sea. P
B# The moonless night as dar" as
blac" %el%et. S
E# The sheets hanging on the
clothesline danced in the ind. P
C# I am so tired I could sleep for a
year.
20!202
L"sson Plan No# $ %%%%2E%%%%% G&a'in( P"&io' $
%%)i&st G&a'#%%%
%%%V!VI %%
Dat" $ %)&i'ay2 3*ly 2H2 20%%
CONTENT
8Co(nitiv"$
I'"ntify I(*&ativ" lan(*a(" to
'"s/&ib" ;"o;l" 0 "v"nt#
!;"&soniI/ation
!si,il"
!,"ta;:o&
!:y;"&bol"
8A9"/tiv"$
8Psy/:o,oto&$
@se Agurati%e language in your on sentence
To;i/$
)i(*&"s of S;""/:
S<ills$
Spea"ing&
-0.C p. 2( *1.2
0nglish 0xpressays
*eading + pp. 5L15I $roing in
0ng.*TQ pp. 2HI1211
Crossing o%er pp. pp1(1&1()&15+
Chart& boo"
A# Anti/i;ato&y S"t
1. *hyme
2. R"vi"=
!hat do you mean by Agure of
speech#
!hat are the "inds of Agure of
speech#
(. Motivation
!ell& son& I?ll tell you:
.ife for me ain?t been no crystal stair.
It?s had tac"s in it&
,nd splinters&
,nd boards torn up&
,nd places ith no carpet on the Foor11
/are.
8.angston 7ughes& WMother to SonW9
!hat can you say about the
con%ersation#
5# L"sson P&o;"&
# P&"s"ntation
G3our eyes are li"e sunshine.
G3ou are my sunshine.
GThe stars 'an/"' playfully in
the moonlit s"y.
GWI ha%e seen this ri%er so ide it
had only one ban".W 1 Mar"
Tain
!hat are the types og Agure of speech
are used in the sentences.
G&o*;in(s
This is the Arst type of I(*&" of
s;""/:.
, I(*&" of s;""/: is the use of a ord
or ords di%erging from its usual
meaning. It can also be a special
repetition& arrangement or omission of
ords ith literal meaning& or a phrase
ith a speciali>ed meaning not based on
the literal meaning of the ords in it& as
in idiom& metaphor& simile& hyperbole& or
personiAcation. 2igures of speech often
pro%ide emphasis& freshness of
expression& or clarity. 7oe%er& clarity
may also suNer from their use& as any
Agure of speech introduces an ambiguity
beteen literal and Agurati%e
interpretation. , Agure of speech is
sometimes called a rhetorical Agure or a
locution.
, fe examples follo:
8See chart9

G"n"&ali?ation
2I$@*0 ;2 S-00C7 : , mode of
expression in hich ords are used out
of their literal meaning or out of their
ordinary use in order to add beauty or
impressions by comparing or identifying
one thing ith another that has a
meaning familiar to the reader. Some
important Agures of speech are: simile&
metaphor& personiAcation& hyperbole
and symbol.
A;;li/ation
Identify the types of Agure of
speech.
# The sea lic"ed the grass at the
edge of the shore. P
2. 7is room as a 'un" pile. M
(. The baby?s s"in as li"e a rose petal.
S
). These alls ha%e ears. P
C# Some students ould rather eat dirt
and die than ha%e to sit don and read
a boo". H
IV# Eval*ation
Identify the Agurati%e language
used in the sentence.
1. The train as an angry animal
roaring don the trac"s. M
2# The hungry a%es grabbed our
sand castle and pulled it into the
foamy sea. P
B# The moonless night as dar" as
blac" %el%et. S
E# The sheets hanging on the
R",a&<s 8Continuation of the .esson9 !or" cooperati%ely in groups by
discussing and gi%ing the meaning of
the folloing Agure of speech..
emotional intensity or to transfer the
poet?s sense
clothesline danced in the ind. P
C# I am so tired I could sleep for a
year.
20!202
L"sson Plan No# $ %%%%2C%%%%% G&a'in( P"&io' $
%%)i&st G&a'#%%%
%%%V %%
Dat" $ %Mon'ay2 A*(*st 2 20%%
CONTENT
8Co(nitiv"$
7s" synony,s an' antony,s
8A9"/tiv"$
,ppreciate the diNerent
Charter of a person
8Psy/:o,oto&$
DiNerentiate synonyms and
,ntonyms in a sentence
To;i/$
Synony,s an' Antony,s
S<ills$
Spea"ing&
-0.C p. 2H *& 1.(
Module =o. )
*eading for Madness +
Val*"s$ Shoing oneCs interest
A# Anti/i;ato&y S"t
1. Spelling
Con%ict rumors anxious
,udible greedy
2. R"vi"=
!hat are the Agurati%e language e
discussed #

(. Moti%ation
Sho a picture of prisoner.
!hat can you say about the picture#

5# L"sson P&o;"&
1. P&";a&ation
*ead the sentences. -ay attention to
the underlined ords.
G1.3ou @sually And a con%ict behind
bars but you can be a prisoner in your on
house.
G2. Do not belie%e the rumors that Uulie
resigned from her 'ob. It is 'usy hearsay.
2. -resentation
!hat are the pairs of underlined ords in
each sentence called#
!hat does the ord con%ict mean#
Can e say that the ord con%ict has the
same meaning as prisoner#
7o about the pair pf ord in the
second sentence#
!e called sentence 1 and 2 as
synony,s#
Synony,s are ords hich ha%e the
same meaning.
G(. Mary ,nn as anxious but e%eryone
else as relaxed.
G). $irls ore masculine outAts hile boys
ore feminine clothes during the graduation
ball.
!hat do you notice ith the pair of ords
in both sentences#
The ord anxious is the opposite of the
ord relaxed hereas masculine and
feminine also meant diNerent.
!hat are these ord pairs called#
!e call them antony,s#
Antony,s are ords ith opposite
meaning.
G&o*; A/tivity
112. If the pairs of ords are synonyms& dra
a happy face. If they are antonyms& dra a
sad face.
(1). !rite the pair of synonyms in each
sentence.
+. !rite the pair of antonyms in the sentence.
Clos*&" of t:" l"ssonQG"n"&ali?ationR
Synony,s are ords hich ha%e the
same meaning.
Antony,s are ords ith opposite meaning.
IV# Eval*ation
Determine the pair of ord if it is
synonyms& rite S and , for antonyms.
1. The dinosaur bones ere old It is
start from our ancient times.
2. ,na thought the test as diEcult
hile Tina thought the test easy.
(. The mountain as %isible from
miles aay. Mayon Dolcano is
in%isible in the hea%y clouds.
). Maxine rode her ne bi"e the
hole ay home and Mico al"
he entire ay home.
+. !elcome to the 2H
th
annual local
and foreign conference.
V# Assi(n,"nt
Search atleast 1H pairs of synonyms and
antonyms then rite it in a half of paper
crossise.
*emar"s:
20!202
L"sson Plan No# $ %%%%2C%%%%% G&a'in( P"&io' $
%%)i&st G&a'#%%%
%%%VI %%
Dat" $ % Mon'ay2 A*(*st 2 20%%
CONTENT
8Co(nitiv"$
1&it" a ,o'"l /o,;osition#
! a&&an(" '"tails in o&'"&
! :o," &"a'in( &";o&t
S'ia&i"s
8A9"/tiv"$
Share ones ideas
8Psy/:o,oto&$
-resent
To;i/$
1&itin( a ,o'"l /o,;osition
! a&&an(" '"tails in o&'"&2 :o,"
&"a'in( &";o&t2 'ia&i"s
S<ills$
Spea"ing&
-0.C p. 2H *& 1.(
Module =o. )
*eading for Madness +
Val*"s$ =eatness
A# Anti/i;ato&y S"t
1. Tri%ia
2. *e%ie !riting speciAc directions
on a gi%en situation
(. Moti%ation
Sho a picture of prisoner.
!hat can you say about the picture#

5# L"sson P&o;"&
1. P&";a&ation
!hat are the basic parts of a
composition#
!hat does each part tells#
!hat is a diary#
!hat is a home reading report#
2. P&"s"ntation
!riting a diary or home reading
report.
A# Dia&y
Uune 12&2HHI
I o"e up %ery early at +:HH am. I
hurriedly too" a bath& ate my brea"fast
and put on my /oy Scout uniform. I as
one of those assigned to raise the Fag. I
as glad I arri%ed in school on time. The
programs for our Independence Day
began. The guest spea"ers tal"ed about
the patriotism of our ancestors. I ent
home for lunch and 'oined my troop for the
parade art the .uneta par".
5# Ho," R"a'in( R";o&t
Title: the Uungle /oo"
,uthor: *udyard Oipling
-lace L Date: 1I8H by !atermills -ress& =e
Uersey&@S,
=umber of pagees: 21I
/rief<summary<Synopsis:
The Uungle /oo" is not 'ust a story of
Mogli but the other delightful animals li"e
mongoose named *i""iZti""iZta%i& the hite seal
named Ootich and many more. 3et Mogli is still the
central character that glues one to Anish the boo" in
one sitting.
,s a baby Mogli andered deep into the
forest and as accepted into the !olf -ac". 7e gre
up ith the shado of Shere Ohan& the tiger looming
o%er him. Shere OhnaCs only desire as to eat the
man cub that as not gi%en to him.
Mgli as the only man cub in a forest
Alled ith ild animals Agures into many exciting
ad%entures.
7o he as accepted into the Seonee
-ac" for the price of a bull gi%en by /agheera& the
-anther and on /alooCs good ord is unforgettable.
It is truly a great boo" and imparts a
message to the readerP animals together ith men
share one thing in common. R .I20
3ou must not fail to read this classic boo"
ritten in 1IHL by *udyard Oipling. The deep lo%e
and respect the author has for animals in palpable in
the entire boo". It is no onder that this boo"
recei%ed a =obel -ri>e for .iterature that year.
,. Diary is a small boo" ith dates and
lines here you rite the memorable
e%ents that happened that day or hat
you did for that day.
/. one indi%idual once rote that
there are many boo"s to read but start
ith the best.
De%elop the habit of reading. , diary is
here you rite the memorable
e%ents that happened that day or hat you
did for the day.
A;;li/ation
3ou ha%e no an idea on ho to ma"e a
home reading reports. Choose from any of
the boo" titles belo.
!rite a composition on any of the
folloing:
IV# Eval*ation
!rite a model composition. It may
either be a diary or a home reading report.

*emar"s:
20!202
PHIL#IRI $ %%%PRETEST G&a'in( P"&io' $
%%)i&st G&a'#%%%
%%%V!VI%%
Dat" $ )&i'ay2 A*(*st C2 20%%
Co(nitiv"
,dminister -hil. Iri oral reading
A9"/tiv"
,ppreciate the speed of reading
silently
Psy/:o,oto&
Sho neatness in ansering Muestion
To;i/$
-7I..I*I ;ral *eading
S<ills$
.istening&
*eading&
!riting&
Kuestionnaire
pen& paper
Val*"s$
N# Anti/i;ato&y S"t
#Motivation
7o a student achie%e pass
grades#
!hat you should do to be the
same person& ho excel in academic
performance#
5# L"sson P&o;"&$
1. -reparation
$i%e the *eading Comprehension
story and Muestionnaire
!rite name and section legibly
in anser sheet.
direction.

T"st P&o;"&
,nsering the Muestion in a
paper neatly and clean.
Muestionnaire
Chec"ing of -apers.
20!202
L"sson Plan No# $ %%%%2-%%%%% G&a'in( P"&io' $
%%)i&st G&a'#%%%
%%%V %%
Dat" $ %Mon'ay2 A*(*st 42 20%%
CONTENT
8Co(nitiv"$
Identify the "ey concept<idea of
the selection
8A9"/tiv"$

8Psy/:o,oto&$

To;i/$
I'"ntifyin( t:" <"y
/on/";t+i'"a
S<ills$
Spea"ing&
-0.C p. 2H *(.2
0nglish D Module =o. +
Materials:: -hotocopy of
Module +& picture
Val*"s$ Ta"e care of the plants
surround us
A# Anti/i;ato&y S"t
1. !arm @-
2. Tongue Tisters
). R"vi"=

+. Moti%ation

!hat do you see in the picture#
Can you connect each picture to each
other#
5# L"sson P&o;"&
1. P&"s"ntation
.oo" bac" at the picture.
This is a chain Agure.
a. -lants are useful to man and
animals.
b. They are the source of food.
c. They pro%ide shelter
d. They are used to ma"e clothes.
!hat does the chain Agure tell us#
The usefulness of plants to man and
animals is the main concept of the
selection & referred also as the <"y
/on/";t. It shos the holeness of
a paragraph or selection.
Con/";ts are ideas gathered from
reading. !hen you Agure out the
hole story& you get its "ey
concept.

.ets read the dialogue and you
Identify t he "ey concept.
8dialogue ritten in Mod.+9
G&o*; A/tivity
Do exercise 1 of S"ills /uild @p p. 2
of Module =o. +.
Match the "ey concept ith the
right paragraph.
.
K"y /on/";t shos the holeness of a
paragraph or selection.
reading. !hen you Agure out
the hole story& you get its
"ey concept.
Inf*sion of Val*es
!e must not ruin or pic" the plants
the surrounds us. It can help us in
our daily life.
Its fruit ill be our food& the
trun" or stem can ma"e to things.
A;;li/ation
Do exercise 2 of S"ills /uild @p p.( of
Module =o. +.
Choose the best "ey concept for each
paragraph.
IV# Eval*ation
Copy the "ey concept in each stan>a
of the song
!rite your anser in a sheet of paper.
8 -age ) of Module+& $reatest .o%e of
,ll9
ex. I belie%e the children are our
future
Teach them ell and let them lead a
ay
Sho them all the beauty that
possess inside
$i%e them a sense of [ride to ma"e it
easier
.et the children Vs laughter
*emind us ho e used to be.
*emar"s:
.esson =ot accomplished due to completion of papers for S/M
20!202
%%)i&st G&a'#%%%
%%%VI %%
Dat" $ % T*"s'ay2 A*(*st H2 20%%
CONTENT
8Co(nitiv"$
the selection
8A9"/tiv"$

8Psy/:o,oto&$

To;i/$
I'"ntifyin( t:" <"y
/on/";t+i'"a
S<ills$
Spea"ing&
-0.C p. 2H *(.2
Module +& picture
surround us
A# Anti/i;ato&y S"t
1. !arm @-
2. Tongue Tisters
). R"vi"=

+. Moti%ation

other#
5# L"sson P&o;"&
1. P&"s"ntation
animals.
concept.

G&o*; A/tivity
of Module =o. +.
right paragraph.
.
"ey concept.
Inf*sion of Val*es
our daily life.
A;;li/ation
Module =o. +.
paragraph.
IV# Eval*ation
of the song
,ll9
future
ay
possess inside
easier
*emar"s:
.esson =ot accomplished due to presentation day of S/M
20!202
%%)i&st G&a'#%%%
%%%V!VI %%
Dat" $ % 1"'n"s'ay2 A*(*st02 20%%
CONTENT
8Co(nitiv"$
the selection
8A9"/tiv"$

8Psy/:o,oto&$

To;i/$
I'"ntifyin( t:" <"y
/on/";t+i'"a
S<ills$
Spea"ing&
-0.C p. 2H *(.2
Module +& picture
surround us
A# Anti/i;ato&y S"t
1. !arm @-
2. Tongue Tisters
). R"vi"=

+. Moti%ation

other#
5# L"sson P&o;"&
1. P&"s"ntation
animals.
concept.

G&o*; A/tivity
of Module =o. +.
right paragraph.
.
"ey concept.
Inf*sion of Val*es
our daily life.
A;;li/ation
Module =o. +.
paragraph.
IV# Eval*ation
of the song
,ll9
future
ay
possess inside
easier
*emar"s:
LESSON PLAN
20!202
PERIODICALTEST# $ %)IRST %%%% G&a'in( P"&io' $
%%)i&st G&a'#%%%
%%%V!VI%%
Dat" $ T:*&s'ay2 A*(*st 2 20%%
O# Anti/i;ato&y S"t
Co(nitiv"
,dminister the Arst set of periodical
test
A9"/tiv"
Psy/:o,oto&
To;i/$
2irst -eriodical Test
S<ills$
.istening&
*eading&
!riting&
Test Kuestionnaire
pen& paper<anser sheet
Val*"s$
1. Song
2#Motivation
test#
5# L"sson P&o;"&$
1. -reparation
direction.

T"st P&o;"&
neatly and clean.
Muestionnaire
Chec"ing of -apers.
LESSON PLAN
20!202
%%)i&st G&a'#%%%
%%%V!VI%%
Dat" $ )&i'ay2 A*(*st 22 20%%
Co(nitiv"
To;i/$
Chec"ing the 2irst -eriodical Test
A# Anti/i;ato&y S"t
1. Song
Chec"ing the test in a paper
neatly and clean.
Chec" the Arst set of periodical test
$et the freMuency of error
A9"/tiv"
/eing honest in chec"ing the test
Psy/:o,oto&
Sho neatness in chec"ing the test
S<ills$
.istening&
*eading&
chec"ing&
Test Kuestionnaire
Val*"s$
=eatness
2#Motivation
someone chec" your paper ith
errors li"e mischec" of items#

5# L"sson P&o;"&$
1. -reparation
!rite corrected by legibly.
direction.

-assing of papers and get the
freMuencies of error.
*emar"s
LESSON PLAN
20!202
%%)i&st G&a'#%%%
%%%V!VI%%
Dat" $T*"s'ay2 A*(*st -2 20%%
Co(nitiv"
,dminister the second set of
periodical test
To;i/$
2irst -eriodical Test
S<ills$
.istening&
P# Anti/i;ato&y S"t
1. *hymes
2#Motivation
T"st P&o;"&
neatly and clean.
A9"/tiv"
Psy/:o,oto&
*eading&
!riting&
Test Kuestionnaire
Val*"s$
test#
5# L"sson P&o;"&$
1. -reparation
direction.

Muestionnaire
Chec"ing of -apers.
20!202
L"sson Plan No# $ %%%%2G%%%%% G&a'in( P"&io' $
%%)i&st G&a'#%%%
%%%V %%
Dat" $ % 1"'n"s'ay2 A*(*st G2 20%%
CONTENT
8Co(nitiv"$
@se connectors or con'unctions to
form compound sentences
8A9"/tiv"$
-articipate in ma"ing
compound sentence.

8Psy/:o,oto&$
Construct a compound sentence

To;i/$
Co,;o*n' S"nt"n/"s
A# Anti/i;ato&y S"t
1. !arm @-
2. Tongue Tisters
(. R"vi"=
7o do you And the "ey sentence
of the story& poem or song#
). Motivation
Do you do house chores at
home#
!hat do you do to lessen your
motherCs or" e%eryday#
5# L"sson P&o;"&
1. P&"s"ntation
7o many simple sentences
are there in each sentence# There are to
complete thoughts in each number.
!hen to simple sentences are
'oined to become a single idea& the
sentence becomes a /o,;o*n'
s"nt"n/"#
The ord and & or and but are
connectors. !e call them /onA*n/tions#
G&o*; A/tivity
$r.110xercise 1 811+9
$r.2 0xercise 1 8511H9
A;;li/ation
Do exercise ( 8511H9
IV# Eval*ation
,cti%ity )
To each sentence& add another one to
form a compound sentence. @se
, con'unction. rite your anser on a
piece of paper.
S<ills$
Spea"ing&
-0.C p. 2H S+
0nglish D Module =o. L
Module +& picture
Val*"s$ Industrious
*ead the folloing sentences
8ritten in photocopy9
1. My sister cleaned the house and
I cleaned the bac"yard.
2.ICd li"e to atch the mo%ies but
I ha%e to study my lessons.
(. 3ou ha%e to study hard or you
ill not pass.
). Uohnny anted to buy boo"s but
he could not And the ones he
anted.
+. The boys are cleaning the
indo hile the girls are
seeping the Foor.
$r.( 0xercise 2 811+9
$r.) 0xercise 2 8511H9
$r.+ 0xercise( 811+9
.
, compound sentence is a sentence
hich contains to or more simple
sentences<ideas. It is usually connected
by con'unctions and& but& so and or.
Inf*sion of Val*es
!e must be responsible to help our
parents in some household chores ithout
their command. ,s than"s for the life they
gi%e to us.
!e must be industrious at all
times& start it from our home.
1. It may be fun to go out ith friends.
2. I ould rather stay home.
(. I could clean my room.
). I can ash the curtains.
+. 3ou may go for a al" in the farm.
20!202
L"sson Plan No# $ %%%%2G%%%%% G&a'in( P"&io' $
%%)i&st G&a'#%%%
%%%VI %%
Dat" $ % % 1"'n"s'ay2 A*(*st G2 20%%
CONTENT
8Co(nitiv"$
Not" si(niI/ant D"tails#
I'"ntify t:" "v"nts o& ;lots of a sto&y2
;o", o& ;lays#
8A9"/tiv"$
,ppreciate the important parts of the
body

8Psy/:o,oto&$

To;i/$
I'"ntifyin( t:" <"y
/on/";t+i'"a
S<ills$
Spea"ing&
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. !arm @-
2. Tongue Tisters
(. R"vi"=
7o do you And the "ey
sentence of the story& poem or
song#
E# Motivation
!hich part of your body do you
li"e best#
!hich part oyu li"e the least#
!hy#
7o do you deal ith some of
your insecurities#
C# @nloc"ing of diEculties
8 -resent in Fashcards9
,ful1 extremely bad or
unpleasant or inspiring fear
/arber R one ho does haircutting
0normous1 extra ordinary in si>e& or
%ery big
C. ,fter reading:
a# 8chart9 ,rrange the e%ents in
the story accordingly. =umber them 11+.
BBBBBBThe *a'ah ordered the band to play
the music.
BBBBBThe oodcutter maid the ood into
musical instrument.
BBBBBthe barber re%ealed the *a'ahCs
secret to a tree.
BBBBBThe *a'ah ordered the barber to come
to the palace to ha%e a hair cut.
BBBBthe *a'ah arned the barber not to
tell anyone his secret.
b# ,nser %erbally
1. 7o did the story start#
2. hat happened next#
(. !hat is the most interesting
part of the story#
). !hat part indicated its
ending#
IV# Eval*ation
*ead the folloing selection %ery
carefully. Do the folloing ith its
elements. Copy the 0xpositionP rising
actionP climax<suspenseP the falling actionP
and& the ending of the story.
This is the story of a boy named dado& ho
li%ed ith his blind old father in a small barangay.
7is father could not or"& so & in order to earn a
little money& he ent to %illage mar"et daily to
help sort out %egetables for the mar"et goers. In
the e%ening he returned home to bring food and
a little money for the next day.
;ne night on his ay home& he as accosted
by to men. Sensing something Ashy& he sat
don on a big& fallen tree trun" and tal"ed ith
the men as they had instructed him to do. Then
one of them oNered cigarette& hile the other
atched. Dado "ne that he had to do
something& and fast.
S;hJT& he exclaimed. SI ha%e anted to try
that for a long time. !aitJICll get some
matches.T 7e opened his bag hich contained
his fatherCs food. The tear gas can gleamed li"e a
gun in the night. It as the Arst thing he bought
R",a&<s$
-0.C p. 2H *(.2
2 I 0 5*TQ pp 2H121& (81(I
Materials: Chart& story& Fashcards
Val*"s$ ,ccept one self
$ossip1 an idle tal" that is
maliciously done
*a'ah1 a ruler or a chief of Muslim
tribe
Ser%ants1 one ho ser%esP or domestic
of the "ing
5# D*&in( R"a'in(
*ead to the classJ.
SThe *a'ahCs 0arsC
/# =o& loo" at their ansers
to these Muestions& ho ould you
classify them#.
, story has a seMuence of e%ents that
is generally called the plot. The plot is
usually made of se%eral parts: the
exposition& rising action& climax&
falling action or resolution and ending.
for his Arst pay. 7e aimed it right at the faces of
the to men. SThis is hat youC.. get6T he
shouted. The men thought it as a real gun& so
they scampered aay creating so much noise as
they ran. ,ll the neighbors ent out of their
houses to see hat had happened.
The %illage police honored Dado during the
ton Aesta for pa%ing the ay to arrest of the
to most anted drug pushers in the community.
Impressed by his bra%ery& the ton mayor and
the rich %illagers promised to send him to school
until college.
*emar"s:
20!202
L"sson Plan No# $ %%%%24%%%%% G&a'in( P"&io' $ %%)i&st
G&a'#%%%
%%%V !VI %%
Dat" $ % %T:*&s'ay2 A*(*st 42 20%%
CONTENT
8Co(nitiv"$
@se compound sentence in
sentence
8A9"/tiv"$
,ppreciate the celebration of
/uan ng !i"a

8Psy/:o,oto&$
!rite a paragraph about
S/uan ng !i"aT
To;i/$
!riting =o. 2
!rite a paragraph using
compound sentence.
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Tongue Tisters
2. *hymes
(. R"vi"=
DiNerentiate compound
sentence to simple
sentence
E# Motivation
!hat can you say about
/uan ng !i"a#
!hy do you thin" e
celebrate /uan ng
!i"a ebery year#

5# D*&in( R"a'in(
(. !hat are the things e
remember in theme
riting#
=eatness in riting
Cursi%e hand ritten
Margin
Capital .etters
-unctuation mar"s
(. Students time to rite a
paragraph.
S<ills$
Spea"ing&
-0.C p. 21

Materials: paper& ballpen
Val*"s$ =eatness
1. -resentation
!hat are the things e do to
celebrate /uan
ng !i"a#
Sing all 2ilipino Songs
Dance all 2ol" Dance
-oems of our 2ilipino -oets
Speech Kuior
Clos*&" of t:"
l"ssonQG"n"&ali?ationR
, compound sentence is a
sentence hich contains to or
more simple sentences<ideas. It is
usually connected by
con'unctions and& but& so and or.
*emar"s:
20!202
L"sson Plan No# $ %%%%28BBBBB $rading -eriod : BB2irst $rad.BBB
Duration<Time : B+H mins.BB $rade<3ear<Section : BBBD 1DI BB
Date : B B2riday& ,ugust 1I& 2H11BB
LEARNING O53ECTIVES 0 CONTENT LEARNING E6PERIENCES
8Co(nitiv"$
Conduct an oral recitation
8A9"/tiv"$
-articpate in oral recitation

8Psy/:o,oto&$
Contruct a sentence
To;i/$
Conducting an oral recitation
S<ills$
Spea"ing&
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Tongue Tisters
2. *hymes
(. R"vi"=
!hat is a compound sentence#
!hat are the connectors e use to
combine the to simple sentence
to form compound sentence#
E# Motivation
!hat do you feel hen e ha%e a
recitation#
7o you conMuer your fear #
!hat do you feel hen you got the
right anser#
Simple sentence
Compound sentence
Oinds of sentences

2. !hat is the meaning of the folloing:
Sentence
Declarati%e
Imperati%e Sentence
Interrogati%e Sentence
0xclamatory Sentence
=oun
-ronoun
Derbs
,d%erbs
,d'ecti%e
0%aluation
Time for continuation of oral recitation
-0.C p. 2H121

Materials: paper& ballpen
Val*"s$ =eatness
5# D*&in( R"a'in(
1. -resentation
!hat are the things e discussed
in Arst grading#
-arts of Speech
Sentence
=ouns
-arts of a sentence
Inter'ection
Con'unction
-reposition
Simple sub'ect and simple predicate
Compound sub'ect and predicate
Simple sentence
Compound sentence
;ral recitation ill you to de%elop your
participation in a discussion.
This also ill you to remember some
lessons you missed.
*emar"s:
20!202
L"sson Plan No# $ %%%%2H%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%%V!VI %%
Dat" $ % %T*"s'ay2 A*(*st 2B2 20%%
CONTENT
8Co(nitiv"$
@se complex sentence structure.
Identify complex sentence
8A9"/tiv"$
-articipate in constructing
complex sentence

8Psy/:o,oto&$
Construct complex sentences.
To;i/$
Complex Sentences
Constructing Complex
Sentences
S<ills$
Spea"ing&
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Drill
*eading of ords ith %oel letters
ith <iy< sounds. 8 ee<ea9
sleep read
feel meal
"neel seal
!hat common sounds did
you hear
2. Tongue Tisters
(. R"vi"=
DiNerentiate compound
sentence to complex sentences#
E# Motivation
!hene%er you are absent from class&
hat do you usually do to inform
your teachers about your absence#
5# D*&in( R"a'in(
2. Complex Sentences that uses
con'unctions to con%ert dependent clauses
to main clauses.
8chart& refer to tx p. (89
a. !lthough he is hungry& he ill
not eat.
b. !al" fast so that e can be in
school on time.
c. #nless the rain stops& the traEc
Fo ill not impro%e.
(. Discussion on /uilding complex
sentences.
The Complex Sentence contains one main
or independent clause and one or more
subordinate or dependent clauses.
!hen a dependent clause stands
alone& it creates a fragment.
, fragment is less than one main
clause.
It is a ma'or error that an
D. $uided -ractice
Combine the ideas in the paragraph ith the
correct con'unctions to form complex
sentences.
!e anted to go camping. !e lo%e outdoors.
!e pac"ed our supplies. !e boarded the
bus. !e sang. !e ould not feel bored
and happy.

E# Independent -ractice
Choose the most appropriate con'unctions
to connect the ideas into a complex
sentence.
80nglish 0xpressays p. (I9
1. Uustin brings a ater 'ug
8hen& here9 he goes hi"ing.
)# A;;li/ation
Combine the folloing pair of sentences
into complex sentences. @se the
appropriate con'unctions.
80nglish 0xpressays p. )H9
1. I li"e farming.
It is %ery challenging.
-0.C p. 21
0nglish 0xpressays +. .anguage
p. (51)2
0nglish for ,ll Times language
p. (51)+
2un in 0nglish language
p. 251(L
Materials: Chart& story
Val*"s$ 7onesty
1. -resentation
.etter of 0xcuse 8see chart9
17o are the related ideas or thoughts
'oined# !hat con'unctions ere used to
sho clear relationships#
1!hat "ind of sentence as formed#
academic riter should a%oid.
EJa,;l"$
/ecause leis made of Foers& lea%es& or
shells are usually associated ith the
7aaiian Islands.
This type of fragment can be
a%oided by eliminating the
subordinate connecti%e.
, complex sentence is made up of an
independent clause and one or more
dependent clause 'oined by the
con'unctionsP because& so that& if&
although& among and a lot more to express
clear relationship.
Eval*ation
-ut a < if the sentence is a complex
sentence and x if not. Circle the
con'unctions used.
BBBBBBB1. Uulius lo%es simming because it
is a complete exercise.
BBBBBBB2. ;ur bac"yard is ide and it has a
good soil.
BBBBBBB(. They or"ed extra hard so that
they could feed their children.
BBBBBBB). The audience as %ery Muiet
hen the guest spea"s.
BBBBBBB+. !e sail or sim at the sea.
V# Assi(n,"nt
Complete each sentence to form
complex sentence. ,dd another idea
appropriate to the gi%en con'unction.
80xercise (& .anguage textboo" p.)H9
*emar"s: .esson not accomplish yesterday due to /uan ng
!i"a Celebration
20!202
L"sson Plan No# $ %%%%B0%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%%V!VI %%
Dat" $ % %1"'n"s'ay2 A*(*st 2E2 20%%
CONTENT
8Continuation of .esson 9
8Co(nitiv"$

8A9"/tiv"$
,ppreciate ones interest in constructing
complex sentence

8Psy/:o,oto&$
!rite a complex sentences.
To;i/$
Complex Sentences
!riting Complex
Sentences
S<ills$
Spea"ing&
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Spelling
bree>e disease breathe
sMuea" "neel
!hat common %oel sounds do the
ords ha%e#
!hat %oel letters produce the<i<#
2. Tongue Tisters
(. R"vi"=
!hat are the connectors used
in complex sentences#
E# Motivation
5# D*&in( R"a'in(
1. -reparation
Complete the sentence
I as absent from my class es lastBBBBBB
I as absent from my classes becauseB
(. Complex Sentences that uses
to main clauses.
not eat.
school on time.
Fo ill not impro%e.
). Dis/*ssion on /uilding complex
sentences.
clause.
EJa,;l"$
D. $uided -ractice
sentences.
and happy.

sentence.
)# A;;li/ation
1. I li"e farming.
Eval*ation
-0.C p. 21
p. (51)2
p. (51)+
p. 251(L
Val*"s$ ,ppreciation
I missed my classes lastBBBBBBBBBBBBBBBB
I missed my classes becauseBBBBBBBBBBB

2. -resentation
!hat do you notice from the
sentence e formed#
!hat %ariety of a sentence is this#
7aaiian Islands.
clear relationship.
con'unctions used.
good soil.
V# Assi(n,"nt
*emar"s:
20!202
%%S"/on' G&a'#%%%
%%%V!VI %%
Dat" $ % %T:*&s'ay2 A*(*st 2C2 20%%
CONTENT
8Co(nitiv"$

8A9"/tiv"$
complex sentence

8Psy/:o,oto&$
To;i/$
Complex Sentences
!riting Complex
Sentences
S<ills$
Spea"ing&
-0.C p. 21
p. (51)2
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Spelling
sMuea" "neel
ords ha%e#
2. Tongue Tisters
(. R"vi"=
E# Motivation
5# D*&in( R"a'in(
1. -reparation

2. -resentation
to main clauses.
not eat.
school on time.
Fo ill not impro%e.
sentences.
clause.
EJa,;l"$
7aaiian Islands.
D. $uided -ractice
sentences.
and happy.

sentence.
)# A;;li/ation
1. I li"e farming.
Eval*ation
con'unctions used.
p. (51)+
p. 251(L
sentence e formed#
clear relationship.
good soil.
V# Assi(n,"nt
*emar"s: .esson reteach due to least number of student ho
come in school yesterday because San /artolome 2esti%al.
20!202
%%S"/on' G&a'#%%%
%%%V!VI %%
Dat" $ % %T:*&s'ay2 A*(*st 2C2 20%%
CONTENT
8Co(nitiv"$

8A9"/tiv"$
complex sentence

8Psy/:o,oto&$
To;i/$
Complex Sentences
!riting Complex
Sentences
S<ills$
Spea"ing&
-0.C p. 21
p. (51)2
p. (51)+
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Spelling
sMuea" "neel
ords ha%e#
2. Tongue Tisters
(. R"vi"=
E# Motivation
5# D*&in( R"a'in(
1. -reparation

2. -resentation
sentence e formed#
to main clauses.
not eat.
school on time.
Fo ill not impro%e.
sentences.
clause.
EJa,;l"$
7aaiian Islands.
D. $uided -ractice
sentences.
and happy.

sentence.
)# A;;li/ation
1. I li"e farming.
Eval*ation
con'unctions used.
good soil.
p. 251(L
*emar"s
!hat %ariety of a sentence is this# , complex sentence is made up of an
clear relationship.
V# Assi(n,"nt
20!202
L"sson Plan No# $ %%%%BB%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%%V %%
Dat" $ % 1"'n"s'ay2 A*(*st B2 20%%
CONTENT
8Co(nitiv"$
@se the possessi%e form of singular
and plural nouns
8A9"/tiv"$
-articipate to gi%e sentences ith
possessi%e nouns
8Psy/:o,oto&$
!rite sentences ith possessi%e nouns.
To;i/$
@sing -ossessi%e =ouns
S<ills$
Spea"ing&
-0.C p. 21
p. LH1LI
p. LH1LI
p. 112112H
Val*"s$ ;rderliness<Thriftiness
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
,. 1. Spelling Drill
2. *e%ie
$i%e the plural form of the folloing nouns.
8 see chart9
child sheep
co bird
mon"ey Carlos
man brother
(. Moti%ation
.oo" at the picture& hat do you see#
,re you one of them ho lost something or
one ho And the oner of things you
found#
5# D*&in( R"a'in(
1. -resentation
=oli: !hose boo" is this#
*amon: That must be 0dnaCs.
0dna: ThatCs not mine. It must be
MarcoCs.
Marco: =o& it isnCt mine. ItCs ,rmyCs.
,rmy: ;h& yes. ItCs mine. !here did
you And it#
=oli: @nder the table. It must ha%e
fallen.
,my: Than"s a lot. I thought I lost it
for good.
2. *ead the dialog.
(. Discussion
!hich sentence are shorter#
,& Chona is the cousin of Dennis. /en
and Uustin are the friends of Dennis.
/. Chona is DennisC cousin. /en and Uustin
are DennisC friends.
-ossession are expressed using an
apostrophe and s 8Vs9.
the eyes of the child1 the childCs eyes
the boo" of .u>1 .u>Cs boo"
the best friend of Carlos1 CarlosC best
friend
the store of ,ling Isabel1 ,ling IsabelCs
store
There are diNerent ays in forming the
possessi%es.
1. ,dd an apostrophe and s 8Vs9 to singular
and plural nouns not ending in s. ex. girl1
girlCs
2.,dd apostrophe only 8V9 to plural nouns
ending ith s ex. birds1birdsC
8See page L) for the continuation9
C# Clos*&" of t:" l"sson
QG"n"&ali?ationR
, possessi%e noun shos onership
or possession in shorter but more natural
ay.
D. $uided -ractice
$r.11 ,cti%ity 1 811+9
$r.21 ,cti%ity 1 8511H9
$r.(1 ,cti%ity 2 811+9
$r.)1 ,cti%ity 2 8511H9
$r.+1 ,cti%ity ( 811+9

E# A;;li/ation
,cti%ity ( 8511H9
)# Eval*ation
Complete the sentences ith the correct
possessi%e form of the noun in
parenthesis.
8children91. BBBBBBBBBBB stories are
fascinating.
8*i>al9 2. 7a%e you e%er read any
of BBBBBBBBBBBB poems.
8child9 (. The BBBBBBBBfa%orite is
fables.
8/oo"gates9). BBBBBBBBBBB anni%ersary
sale ill end this ee".
8boo"orms9+. To the BBBBBBBBBBdelights
se%eral rare boo"s
are on sale.

Assi(n,"nt
Copy the paragraph on page L51LL&
0nglish 0xpressays ,cti%ity 5. -ut an
apostrophe 8V9 here it is needed.
*emar"s:
The possessi%e form of noun is alays
ritten ith an apostrophe. 8V9
20!202
L"sson Plan No# $ %%%%BB%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%%VI %%
Dat" $ % %1"'n"s'ay2 A*(*st B2 20%%
CONTENT
8Co(nitiv"$
and plural nouns
8A9"/tiv"$
possessi%e nouns
8Psy/:o,oto&$
To;i/$
S<ills$
Spea"ing&
-0.C p. 21
0nglish 0xpressays . .anguage
p. LH1LI
0nglish for ,ll Times language5
p. LH1LI
p. 112112H
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
,. 1. Spelling Drill
2. *e%ie
8 see chart9
child sheep
co bird
mon"ey Carlos
man brother
(. Moti%ation
found#
5# D*&in( R"a'in(
1. -resentation
MarcoCs.
you And it#
fallen.
for good.
2. *ead the dialog.
(. Discussion
,& Shiela is the sister of ,ries. Uo'ie
and Cedric are the friends of ,ries.
/. Shiela is ,riesC sister. Uo'ie
and Cedric are ,riesC friends.
the boo" of -a>1 -a>Cs boo"
friend
the canteen of MaCam Mercy1 MaCam
MercyCs canteen.
possessi%es.
girlCs
QG"n"&ali?ationR
ay.
D. $uided -ractice
*ead each pair of nouns. Then rite the
possessi%e form of nouns.
0x. ,ya - blac" shoes
,yaCs blac" shoes
1. $rade Six - section to
2. Mrs. /ri>uela - hand"erchief
(. next ee" celebration
). glass slippers
+. classes - suspended

E# Eval*ation
parenthesis.
fascinating.
fables.
se%eral rare boo"s
are on sale.

Assi(n,"nt
!rite A%e sentences ith
possessi%e forms of nouns.
*emar"s: Monday\Tuesday august 2I1(H& 2H11 7;.ID,3
.esson *e1teach due to shorten time of classes because of S.,C
20!202
%%S"/on' G&a'#%%%
%%V!%VI %%
Dat" $ % %T:*&s'ay2 S";t",b"& 42 20%%
CONTENT
8Co(nitiv"$
7s" Pl*&al of Co,;o*n' No*ns
8A9"/tiv"$
plural form of compound nouns
8Psy/:o,oto&$
!rite sentences ith plural form of
compound nouns
To;i/$
Pl*&al of Co,;o*n' No*ns
S<ills$
Spea"ing&
-0.C p. 21

p. 1H8

Materials: Chart
Val*"s$ 2riendship
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. ,ction Song
2. *e%ie
$i%e the possessi%e form of the folloing
nouns. 8 see chart9
The $rade Six pupils
The childrens hobbies
My sisters art teacher
3esterdays e%ent
5# D*&in( R"a'in(
1. -reparation

2. -resentation
1. !hat are the nouns used in the
letter#
Time& city& expressays& sights&
farmhouse& ildlife
2. !hat do you notice about the
nouns time& city& center and sights#
(. 7o about the ords expressays&
Fyo%ers& s"yscrapers& farmhouse
and ildlife#
!hat characteristics do they ha%e
In common#
). !hat do e call these nouns#
8They are compound nouns9
+. 7o are compound nouns
formed#
(. Dis/*ssion
Compound =ouns are made up of to
small ords that are 'oined together to
form a ne ord it a ne meaning.
Compound =ouns may be hyphenated.
In forming the plural of hyphenated
compound nouns& the more important
ord is the one plurali>ed.
0x.: passer1by passers1by Commander1in1
Chief - Commanders1in1chief
;n1loo"er1 on1loo"ers
Sister1in1la sisters1in1la
GIn forming the plural of non1
hyphenated compound nouns& the last
ord is the one plurali>ed.
0x.: homema"er1homema"ers
/oo"shelf 1 boo"shel%es
2ireman 1 Aremen
Some common nouns called
compound nouns ha%e more than one
ord.
QG"n"&ali?ationR
Compound nouns can ta"e one of these
three forms. They can be separate ords
li"e beauty Mueen& hyphenated as in
oEcer1in1charge or they can be combined
ords as in sideline
A;;li/ation
@se the plural of the compound nouns
found inside the parenthesis ith the
appropriate compound nouns.
1.I hear 8footstep9 Bupstairs that aa"e me.
2. The 8chairman9 BBBBBBof all the barangays in
Isabela met ith the pro%incial go%ernonr.
(. In /aguio 8straberry9 BBBBBBare sold fresh
from the farm.
). ;ur dog alays chases8passer1by9BBBBBaay.
+. The8mailman9BBBBBgot stuc" in the crod
because of the crime scene.
IV# Eval*ation
!rite the plural of the
folloing.
1. editor1in1chiefBBBBBBBBBBBBBBBB
2. attorney1at1laBBBBBBBBBBBBBB
(. ;Ecer1in1chargeBBBBBBBBBBBBB
). sister1in1laBBBBBBBBBBBBBBBBBB
+. guard1on1dutyBBBBBBBBBBBBBBB
*emar"s: *eteach due to lac" of teachers lessons not accomplish to all sections
March 1H&2HHI
Dear .eandro&
7o are you no#
,bout me& ICm ha%ing a great time
here in the city. IC%e tra%eled along
ide expressays and Fyo%ers. IC%e
seen s"yscrapers at the center of the
city. I as o%erhelmed by all these
sights. /ut you "no hat# I miss our
farmhouse and the ildlife e en'oy
so much. ,nyay& ICll be bac" there in
a ee"s time.
See you soon.
3our pal&
/odel
20!202
L"sson Plan No# $ %%%%B-%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
VI %%
Dat" $ % Mon'ay 2 S";t",b"& C2 20%%
CONTENT
8Co(nitiv"$
S"L*"n/in( K"y Con/";ts+5i(
I'"as
!to s:o= t:" =:ol"n"ss of t:"
sto&y+s"l"/tion
8A9"/tiv"$
,ppreciate the seMuence of "ey
concepts
8Psy/:o,oto&$
!rite the seMuence of "ey concepts
To;i/$
S"L*"n/in( K"y Con/";ts+5i(
I'"as
S<ills$
Spea"ing&
-0.C p. 21
Materials: Chart& stories& picture
Val*"s$
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
,. 1. *hyme
2. *e%ie
!rite the plural form of the folloing
compound nouns.
on1loo"er
mother1in1la
homema"er
dragonFy
Areman
(. Motivation
!ho among you ha%e a dream last night#
!hat as your dream# !as it good or
bad# !hy do e dream#
Today e ill read about a story
about dreams
5# D*&in( R"a'in(
1. -resentation
SDreams for ,llT .TQ p(I1)H
2. @nloc"ing of DiEculties
Spontaneous distinguished
/iological interpreting
(. Setting up standards for oral
reading.
). Moti%e Muestions
a. !hat are dreams for#
b. !hy do e dream#
c. There are to "inds of dreams&
here do our daily dreams belong#
d. Is it healthy to dream e%ery
night# !hy#
e. Can dreams help us gro# !hy#
f. SeMuence the "ey concepts of the
story to sho holeness of the story & Do
acti%ity 1 STrail aheadT p. )2
+.*eading the story
5. ,nsering the moti%e Muestions
L. ,pplication 1 *ead the story then
seMuence the "ey concepts of this story
using numbers 11+.
(+01H2/" "34I52
Melchora ,Muino as gi%en prominence in
the -hilippine history as a oman patriot.
She as born of rich parents in /arrio
/anlat. Caloocan& *i>al in 1812.
Spea"ing of her moral %alues and
%irtues& she as praiseorthy& patriotic&
bra%e& unselAsh and %ery hospitable. She
shoed much concern for the sic"& the
poor and the needy.
The Oatipunero fondly called her
Tandang Sora. The Oatipuneros ere the
2ilipinoss ho rebelled and fought against
the Spaniards because of their abuses.
Tandang Sora greatly helped the
Oatipuneros by feeding and housing them.
She helped them Anally ithout expecting
anything in return. She as regarded as a
grandmother to all Oatipuneros and a
mother to their cause.
The Spaniards ho "ne her
acti%ities ere angry against her. So& she
and her family Fed to =o%aliches. She as&
hoe%er& hunted don by the Spaniards
and as soon captured. She as deported
to $uam ith other 2ilipino patriots.
The ,mericans orders her
release. She died on 2ebruary 2H&1I1I.
She as gi%en a patriots burial.
BBBBBBBBBBDeath of Melchora ,Muino
BBBBBBBBBBDirtues of Melchora ,Muino
BBBBBBBBBB/irth of Melchora ,Muino
BBBBBBBBBBMother of Oatipunero
BBBBBBBBBBThe capture of Tandang
Sora

E# Eval*ation
*ead the story then seMuence the e%ents
by riting 11+.
(25I1" 6"02S62S
(onica 6alosdos wa$es up early% Shes very
industrious% She cleans the nests of other hens,
rea$ing many eggs in the process to the
consternation of the other hens% Yes, shes
industrious ut rather careless%
2nce she swept the leaves on the ground and
urnt it ut since it was near a haystac$, it
caught fire and (onica was chased away%
2ne time she entered a house, She decided
to clean the place% She dusted the tale, ut
ro$e the flower vase% 5e&t, she went to the
$itchen and saw dirty plates stac$ed on the sin$%
She started to wash them only to rea$ some in
the process%
Then the owner of the house suddenly
arrived and chased her with a olo%
(onica 6alosdalos ran away muttering these
words7 8Youre doing good already, yet youre
considered the ad one%9
::: (onica was chased away when the haystac$
caught fire%
::: The owner of the house arrived and chased
her with a olo%
::: 2ne day, she swept the leaves on the ground
and urnt it%
::: (onica ran away%
::: She entered a house and cleaned the place%
*emar"s:
20!202
L"sson Plan No# $ %%%%BC%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%%V %%
Dat" $ % %Mon'ay2 S";t",b"& C2 20%%
CONTENT
8Co(nitiv"$
and plural nouns
8A9"/tiv"$
possessi%e nouns
8Psy/:o,oto&$
To;i/$
S<ills$
Spea"ing&
-0.C p. 21
0nglish 0xpressays . .anguage
p. LH1LI
0nglish for ,ll Times language5
p. LH1LI
p. 112112H
A# Anti/i;ato&y S"t
1. Spelling Drill
2. *e%ie
8 see chart9
child sheep
co bird
mon"ey Carlos
man brother
(. Moti%ation
found#
5# L"sson P&o;"&
1. -resentation
MarcoCs.
you And it#
fallen.
for good.
2. *ead the dialog.
(. Discussion
,& Shiela is the sister of ,ries. Uo'ie
and Cedric are the friends of ,ries.
/. Shiela is ,riesC sister. Uo'ie
and Cedric are ,riesC friends.
the boo" of -a>1 -a>Cs boo"
friend
the canteen of MaCam Mercy1 MaCam
MercyCs canteen.
possessi%es.
girlCs
QG"n"&ali?ationR
ay.
D. $uided -ractice
*ead each pair of nouns. Then rite the
possessi%e form of nouns.
0x. ,ya - blac" shoes
,yaCs blac" shoes
1. $rade Six - section to
2. Mrs. /ri>uela - hand"erchief
(. next ee" celebration
). glass slippers
+. classes - suspended

E# Eval*ation
parenthesis.
fascinating.
fables.
se%eral rare boo"s
are on sale.

Assi(n,"nt
!rite A%e sentences ith possessi%e
forms of nouns.
$i%e the meaning of the folloingP
fort parapet artillery
seer blueprint pentagon
moat hoary ediAces
*emar"s:
20!202
L"sson Plan No# $ %%%%BG%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%%V %%
Dat" $ % %T*"s'ay2 S";t",b"& -2 20%%
CONTENT
8Co(nitiv"$
$i%e meaning of ords through
context clues
8Psy/:o,oto&$
=ote details in a story read
8A9"/tiv"$
Share ones experiences

To;i/$
$i%ing Meaning of !ords through Context
Clues
=oting details in a Story *ead
S<ills$
Spea"ing&
-0.C p. 2H
0nglish 0xpressays *eading p. )H1))
0nglish for ,ll Times *eading p. )21)+
Materials: Chart&
Val*"s$ $e proud of our heritage.
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Spelling Drill
!ords ith <f< sounds
beautiful photograph
faith paragraph
onderful diNerent
!hat consonant sounds do these ords
ha%e in common#
!hat letter<letters represents the <f<
sounds.
2. Chec"ing of ,ssignments
(. Moti%ation
7a%e you been to Intramuros# !hat
are the signiAcant things you ha%e heard
about this place#
$i%e the meanings of the ords using the
dictionary. 8$i%en as an assignment9
moat hoary ediAces
+. *aising of Moti%e Kuestion
%hy is the %alled City, the Intramuros, a
source of pride to the &ilipinos'
5# D*&in( R"a'in(
5. *eading of the Story 1 0nglish
0xpressays p. )H1)2
Intramuros( )he %alled City
L. ,nsering the moti%e Muestion
82ilipinos should be proud of our
architectural heritage and one of this is the
!alled City& the Intramuros. It shos the
2ilipino craftmanship and labor& it as built
ith the seat& blood and toil of our
forefathers.9
8. Comprehension Chec"1up
8,nsering 1h and ho Muestions
about the story read tx p. )29
I. De%elopment of S"ills
@sing Context Clues
a. Sentences ta"en from the story
8see chart
b. -resent diNerent ays on ho to
gi%e meanings of ords through
context clues.
1deAnition clu 1appositi%e clue
1synonyms 1antonyms
QG"n"&ali?ationR
,side from using the dictionary& a reader
can get or guess the meaning of an
unfamiliar ord ith the help of se%eral
clues& called /ont"Jt*al /l*"s# These
clues maybe a ord or group of ords in
the sentence or in the surrounding
sentences.
C. -ost *eading
2ixing S"ills
*ead the folloing sentences. Copy the
context clue that help you guess the
meaning of the underlined ord. $i%e the
type of each context clue.
1. The soldiers attac"ed the fort, a
military enclosure that ser%ed as the
headMuarters of the enemies.
2. ;penings ith elaborate gates& called
puertas& ere built ith chambers for the
guards. 8see & p.))9
,pplication
*ead each sentence and loo" for the ord
that suggests the meaning of the
underlined ord. !rite the ords& their
context clues and their meaning on the
table.
8see chart9
1. !e should gi%e careful attention to
hat our parent tell us. !e ha%e to heed
their ad%ice.
2. The audience laughed at the ridiculous
face of the clon.
Eval*ation
*ead the sentences. $i%e the meaning of
the underlined ord through context clues.
Choose anser from the ord list belo.
blessing righteous
anderer pleased
circular thrifty
1. The beautiful Mueen as fattered
hen she arri%ed at the party. 0%eryone
greeted her and told ho beautiful she
as.
2. It is a mercy that you erenCt in'ured
in the accident.
(. , virtuous person sees to it that he
or she performs a good deed alays.
). SisaCs husband as a vagabond. 7e
had no or" and seldom came home.
+. The shape of the earth is spherical&
or globular.
*emar"s
20!202
L"sson Plan No# $ %%%%BH%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%%V!VI %%
Dat" $ % %)&i'ay2 S";t",b"& H2 20%%
CONTENT
8Co(nitiv"$
Construct Complex Sentence
8Psy/:o,oto&$
!rite a complex sentences
8A9"/tiv"$
-articipate to construct complex
sentence

To;i/$
Constructing Complex Sentences
S<ills$
Spea"ing&
-0.C p. 2) S.5.
0nglish for 3ou and Me 5 p. 5H15L
Materials: Chart& /oo"
Val*"s$ *noy the drops of rain
A# Anti/i;ato&y S"t
1. Spelling Drill
headaches snuN out
per" up frolic"ing sun
refreshing air
2. Moti%ation
!hat can you say from our eather
today#
!hat do you li"e a sunny day or rainy
day#
5# L"sson ;&o;"&
1. -reparation
/ring out your boo" and turn it to page
5) .anguage Textboo"
2. -resentation
*ead the poem
0mbracing =e !a%es
(. ,nser Comprehension Chec" @p
). *ead the folloing phrases
comes the rain and storm
to the nation
the heat of the air
to per" up the mind
'oin hands and ha%e fun
ith the refreshing air around
+. Discussion
$ood eather is here to per" up the
mind.
7o many ideas are expressed in
sentence# These parts are called
clauses. The parts that underlined
once is independent clause hile the
part that underlined tine is
dependent clause. These is called
complex sentence.
7ere are the connectors used in
complex sentenceP
hile before after though
although hen hene%er
ne%ertheless if so so that unless
in order that
QG"n"&ali?ationR
, complex sentence is made up of
one independent clause and one or
more dependent clauses.
, clause is a group of ords
ith a %erb and its sub'ect.
The independent clause expresses
a complete thought.
The dependent clause or
subordinate clause depends on the
independent clause for meaning. It
does not express a complete thought
and it cannot stand by itself.
The main clause that can stand as
a sentence by itself. It expresses a
complete thought.
,pplication
Identify the main clause from the
subordinate clause. @nderline once the
main clause and tice the subordinate
clause.
11see exercise 2 p. 55 811+9
Eval*ation
Identify the main clause from the
subordinate clause. @nderline once the
main clause and tice the subordinate
clause. Do it in your noteboo".
1. !hen you arri%e& come to the front
door.
2. !hene%er e are in Kuiapo& e %isit
the church.
(. !e canCt start the program unless
the music is complete.
). My or" as loaded until he came.
+. The %isitors ere still applauding hen
the bomb exploded.
Assi(n,"nt
@se the folloing connectors to
construct a complex sentence.
ne%ertheless
unless
in order that
although
after
*emar"s
20!202
L"sson Plan No# $ %%%%BH%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%%V! %%
Dat" $ % Mon'ay2 S";t",b"& 22 20%%
CONTENT
8Co(nitiv"$

8A9"/tiv"$
complex sentence

8Psy/:o,oto&$
To;i/$
Complex Sentences
!riting Complex
Sentences
S<ills$
Spea"ing&
-0.C p. 21
p. (51)2
p. (51)+
p. 251(L
*emar"s
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Spelling
sMuea" "neel
ords ha%e#
2. Tongue Tisters
(. R"vi"=
E# Motivation
5# D*&in( R"a'in(
1. -reparation

2. -resentation
sentence e formed#
to main clauses.
not eat.
school on time.
Fo ill not impro%e.
sentences.
clause.
EJa,;l"$
7aaiian Islands.
clear relationship.
D. $uided -ractice
sentences.
and happy.

sentence.
)# A;;li/ation
1. I li"e farming.
Eval*ation
con'unctions used.
good soil.
V# Assi(n,"nt
20!202
L"sson Plan No# $ %%%%E0%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%%V! 22B2E %%
Dat" $ % %% Mon'ay2 S";t",b"& 22 20%%
CONTENT
8Co(nitiv"$
$i%e meaning of ords through
context clues
8Psy/:o,oto&$
=ote details in a story read
8A9"/tiv"$
Share ones experiences

To;i/$
$i%ing Meaning of !ords through Context
Clues
=oting details in a Story *ead
S<ills$
Spea"ing&
-0.C p. 2H
0nglish 0xpressays *eading p. )H1))
0nglish for ,ll Times *eading p. )21)+
Materials: Chart&
Val*"s$ $e proud of our heritage.
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Spelling Drill
!ords ith <f< sounds
beautiful photograph
faith paragraph
onderful diNerent
!hat consonant sounds do these ords
ha%e in common#
!hat letter<letters represents the <f<
sounds.
(. Moti%ation
7a%e you been to Intramuros# !hat
are the signiAcant things you ha%e heard
about this place#
$i%e the meanings of the ords using the
dictionary. 8$i%en as an assignment9
moat hoary ediAces
+. *aising of Moti%e Kuestion
%hy is the %alled City, the Intramuros, a
source of pride to the &ilipinos'
5# D*&in( R"a'in(
5. *eading of the Story 1 0nglish
0xpressays p. )H1)2
Intramuros( )he %alled City
L. ,nsering the moti%e Muestion
82ilipinos should be proud of our
architectural heritage and one of this is the
!alled City& the Intramuros. It shos the
2ilipino craftmanship and labor& it as built
ith the seat& blood and toil of our
forefathers.9
8. Comprehension Chec"1up
8,nsering 1h and ho Muestions
about the story read tx p. )29
I. De%elopment of S"ills
@sing Context Clues
a. Sentences ta"en from the story
8see chart
b. -resent diNerent ays on ho to
gi%e meanings of ords through
context clues.
1deAnition clu 1appositi%e clue
1synonyms 1antonyms
QG"n"&ali?ationR
,side from using the dictionary& a reader
can get or guess the meaning of an
unfamiliar ord ith the help of se%eral
clues& called /ont"Jt*al /l*"s# These
clues maybe a ord or group of ords in
the sentence or in the surrounding
sentences.
C. -ost *eading
2ixing S"ills
*ead the folloing sentences. Copy the
context clue that help you guess the
meaning of the underlined ord. $i%e the
type of each context clue.
1. The soldiers attac"ed the fort, a
military enclosure that ser%ed as the
headMuarters of the enemies.
2. ;penings ith elaborate gates& called
puertas& ere built ith chambers for the
guards. 8see & p.))9
,pplication
*ead each sentence and loo" for the ord
that suggests the meaning of the
underlined ord. !rite the ords& their
context clues and their meaning on the
table.
8see chart9
1. !e should gi%e careful attention to
hat our parent tell us. !e ha%e to heed
their ad%ice.
2. The audience laughed at the ridiculous
face of the clon.
Eval*ation
*ead the sentences. $i%e the meaning of
the underlined ord through context clues.
Choose anser from the ord list belo.
blessing righteous
anderer pleased
circular thrifty
1. The beautiful Mueen as fattered
hen she arri%ed at the party. 0%eryone
greeted her and told ho beautiful she
as.
2. It is a mercy that you erenCt in'ured
in the accident.
(. , virtuous person sees to it that he
or she performs a good deed alays.
). SisaCs husband as a vagabond. 7e
had no or" and seldom came home.
+. The shape of the earth is spherical&
or globular.
*emar"s
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CONTENT
8Co(nitiv"$ A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
+. $uided Kuestions
1. !hy did the ra'ah ant his hair cut#
Eval*ation
.isten to the story& then seMuence the
SeMuence e%ents of a story
listened to through guided Muestions.
8Psy/:o,oto&$
@se Muestions to analy>e the seMuence
of story
8A9"/tiv"$
,ppreciate the lessons of the story

To;i/$
S"L*"n/in( Ev"nts
S<ills$
Spea"ing&
-0.C p. 2(
0nglish 2or ,ll Times 5 *eading
Materials: Chart&
Val*"s$ !ppreciation
1. Spelling Drill
!rite the ords in correct spelling and
syllabicate each.
as so ci at ed
syn chro ni>e
pho to syn the sis
a A cio na do
cho re og ra phy
2. *e%ie
$i%ing the main idea of the
selection listened to.
5# L"sson P&o;"&
1. -reparation
then as"ing Muestions about it.
2. -resentation R SThe *a'ahCs 0arsT
(. @nloc"ing of DiEculties
*a'ah courtier sitar mutter
;riginate gossip enormous aful
). *eminding the pupils to listen
attenti%ely and be able to seMuence the
e%ents of the story through the guide of
the folloing Muestions.
2. !hat is the ra'ahCs ears that he did
not li"e anyone to "no#
(. !hat punishment aaits the person
caught gossiping about the ra'ahCs secret#
). To hom did the barber re%eal the
ra'ahCs secret#
+. !hat happen to the tree to hom the
barber re%eal the secret#
5. !hat as the song coming out of the
musical instrument played by the musician
on the ra'ahCs edding#
L. !hat did the ra'ah do hen he Arst
heard the song#
8. !hat did the ra'ah do ith the barber
hen he learned that the barber told the
secret to a tree#
I. !hat did he reali>e in the end#
1H. !hy should e be happy and
contented for ho e loo"# 2or hat e
ha%e#
11. If you are the ra'ah& ho ould
you sol%e the problem#
QG"n"&ali?ationR
SeMuencing of e%ents help us to
analy>e and understand the story and to
And the main idea and lessons of the story.
Through Muestions e can remember
the situation .
e%ents of the story through guided
Muestions.
The =utcrac"er suite ta"es us on
a 'ourney in the most inspired and fanciful
landscape imaginable. The Oingdom of
Seets& here snoFa"es dance and
fountains Fo ith honey.
It as Christmas e%e& and Clara
as gi%en a strange old toy ith a gnarled
human face for a present. .ater that night&
she snea"ed donstairs to loo" for her =ut
crac"er& only to disco%er all t] her toy
soldiers battling against the mice led by
their cruel& many1headed "ing aay from
the =utcrac"er. Clara %ainly dro%e all the
mice aay and declared her lo%e for
=utcrac"er& thus freeing him from his spell
and transforming him bac" in the magical
Oingdom of Seets.
Most people li"e to atch this
ballet during the Christmas 7olidays&
especially children& ho lo%e the beautiful
bac"ground sets& colorful costumes and
charming dances.
1. !hat happened to Clara#
2. !hat did she disco%er late that
night#
(. 7o did Clara ma"e ay to free
the prince from the spell#
). 7o did the story end#
+. !hy do most children li"e to
atch this ballet during Christmas
7olidays#
*emar"s
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CONTENT
8Co(nitiv"$
DeAne $erunds
8Psy/:o,oto&$
@se $erund in a sentence.
8A9"/tiv"$
-articipate in constructing a
sentence ith gerunds.
To;i/$
D"Inition 0 7s" G"&*n's
S<ills$
Spea"ing&
-0.C p. 2(
0nglish 2or 3ou and Me 5 .ang. p.+1
Materials: Chart&
Val*"s$ +articipation
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. *hymes
2. *e%ie
SeMuence of 0%ents through
guided Muestions
(. Moti%ation
Do you "no a superhero# !ho
do you li"e best# !hy#
,side from those mentioned& do
you "no of other superheroes#
7o about 2ilipino heroes#
5# L"sson P&o;"&
1. -resentation
.isten as the teacher reads aloud and
stress the italici>ed ords.
a. Playing soldier as the fa%orite game
of ,ntonio .una.
b. Weaving her on s"irts as $abriela
SilangCs early accomplishment.
C. Distributing leaFets among
churchgoers as $regorio Del -ilarCs or"
hen he as a boy.
d. Getting paid for a comedy s"it he
made ga%e young Uose *i>al the means to
buy a gift for her mother.
e. /ringing fowers to mother MaryCs
shrine as young $raciano .ope> UaenaCs
ay of shoing his de%otion.
2. Discussion
,naly>e the ords belo and ta"e note
ho ords in the Arst column diNer ith
the second.
, /
-lay -laying
!ea%e !ea%ing
Distribute Distributing
$et $etting
/ring /ringing
Try to use each in the sentence to better
understand ho these ords are used.
7o do you call ords in Column ,# In
column /#
-resent this in chart form
, G"&*n' is a %erb form ending in Ring
and is used as a noun. It diNers from a
%erb in the present progressi%e form
because the gerund names a person&
place or thing hile the %erb expresses as
action or state of being.
0x.: !ea%ing of mats is idespread in the
-hilippines. 8noun9
, lot of omen spend their time
ea%ing mats. 8%erb in progressi%e9
QG"n"&ali?ationR
$erund is a noun that can be used as:
a. Sub'ect
0x. .o%ing $od is one of the
greatest commandment.
b. Direct ;b'ect
0x.: !e lo%e being ith generous
people.
c. ;b'ect of the -reposition
0x. They sho their concern by
bringing goods to the poor.
d. ,ppositi%e
0x. I& being the president& reMuest
you all to come for a short
meeting this afternoon.
D# Eval*ation
2orm the gerunds of the underlined ords
in the sentences belo. @se them in
sentences.
0x. *ita lo%es to coo".
Coo"ing is her fa%orite hobby.
1. Diana acts dramatically .
BBBBBBBBBis expressing yourself.
2. They lo%e to play.
BBBBBBBBBBma"es them glad
(. -eople fight for fun.
BBBBBBBBBBis a ring thing.
). Clons alays smile during a sho.
BBBBBBBBBma"es people happy.
+. 0%erybody should learn ho to sim.
BBBBBBBBBis a healthy exercise.
E# Assi(n,"nt
Cut out a picture hich you can
use to compose a short paragraph that has
ten 81H9 gerunds.
*emar"s
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Dat" $ %T:*&s'ay2 S";t",b"& C2 20%%
CONTENT
8Co(nitiv"$
@se nouns that are plural in form
but singular in meaning
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
B# Dis/*ssion
, noun ends in s loo"s plural and
is usually is. 7oe%er& a fe nouns ending
in s are considered singular. !hen such
.
D# Eval*ation
Choose the correct %erb form that agrees
ith the sub'ect noun.
8Psy/:o,oto&$
Construct sentence ith special
nouns
8A9"/tiv"$
,ppreciate the sentences form ith
special nouns
To;i/$
S;"/ial No*ns
S<ills$
Spea"ing&
-0.C p. 2(
0nglish 2or 3ou and Me 5 .ang. p.LI
Materials: Chart&
1. Drill
ords ith VsC and S>T sound
Say the ords aloud and listen for the
sound of the letter.
6ont lose your $eys, dont lose your face%
If you lose your $eys, dont fuss%
If you lose your face, dont wince%
6ont lose your lace, dont lose your sa&%
If you lose your lace, dont ga;e%
If you lose your sa&, dont la;e%
2. Chec"ing of ,ssignment
5# L"sson P&o;"&
1. -reparation
*ead the folloing sentences.
1. The nes is bad.
2. Measles is contagious.
(. -olitics ta"es much time.
). The -hilippines is a beautiful
country.
+. 7is fa%orite sub'ect if -hysics.
2. -resentation R Special =ouns
1. =es
2. Measles
(. -olitics
). -hilippines
+& -hysics
nouns are used as sub'ects& they ta"e
singular %erb forms.
=es& measles& politics&
-hilippines and -hysics are plural in form
but singular in meaning
QG"n"&ali?ationR
Some nouns are plural in form but
singular in meaning. They agree ith the
s1form of %erbs in the present tense. These
are called S)+1I"0 5245S.
A;;li/ation
!rite on the blan" the correct forms of the
%erb that agrees ith the sub'ect in the
parenthesis.
8shoc"9 1. The nes BBBBBe%eryone.
8be9 2. ,thleticsBBBBBBgood for our
health.
8ha%e9 (. MeaslesBBBBBBBspread all o%er
the city.
8become9). /illiardsBBBBBBB0frenCs
profession.
8be9 +. 0conomicsBBBBBBa sub'ect in
college
8become95. -olitics in our countryBBBB a
passion to politics leader.
8shape9 L. ,erobicsBBBBBour body.
8is9 8.MumpsBBBBBa communicable
disease.
8each9 I. 0hticsBBBBBBis hat is right and
rong
8be9 1H. My brotherCs
courseBBBBBelectronics.
1. The nes 8is&are9 about the IraMisC
merciless "illing of their hostages.
2. The 7undred Islands in
-angasinan 8is& are9.one of the
countryCs tourist spot
(.-olitics in the -hilippines
8become&becomes9
a passion for leader
). ,eronautics 8is& are9 an expensi%e
course.
+. Measles8is& are9 a %ery sic"ening
disease.
5. -hysics8is &are9 my least fa%orite
sub'ect.
L. 0thics 8is& are9 a good sub'ect to
learn about.
8./illiards 8is&&are9 found
e%eryhere&.
I. Mathematics 8is&are9 easy if you
ant to learn.
1H. The =etherlands 8is&are9 ha%ing
an economic problem.
E# Assi(n,"nt
@se the folloing nouns in sentences.
1. =es 5. Series
2. Statistics L. Mathematics
(. Meningitis 8. 0conomics
). Disease I. Than"s
+. 0thics 1H. -hilippines
*emar"s
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CONTENT
8Co(nitiv"$
@se pronouns in a sentence
8Psy/:o,oto&$
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Spelling
!rite the ords in correct spelling
and syllabicate each.
B# *eporting of Some Students
E# Dis/*ssion

!e can use pronouns as in place or
stand for noun.
.
D# Eval*ation
*ead each sentence replacing the italici>ed
ord or ords ith the appropriate
pronoun
8they& them9 1. Disitors And the
!rite paragraph using pronouns
8A9"/tiv"$
,ppreciate the sentences form ith
pronouns
To;i/$
7sin( P&ono*ns
S<ills$
Spea"ing&
-0.C p. 2(
0nglish 2or 3ou and Me 5 .ang. p.8)
Materials: Chart&
as so ci at ed
syn chro ni>e
pho to syn the sis
a A cio na do
cho re og ra phy
2. *e%ie
!hat is $erund#
(. Moti%ation
7o you introduce you friend#
5# L"sson P&o;"&
1. -reparation
*ead the dialogue
Uoana is my friend. She is my
bestfriend. !e become friend because she
help and comfort me e%ery trials of my
life.
2. -resentation
7o Myrna introduce her friend
Uoana#
7o many times he repeat the
name of Uoana#
Do you ha%e an idea of some ords
to be use ithout repeating the names#
Instead of repeating the name
e can use he because of his gender.
!e ha%e personal pronouns in
place of names& number& things and
gender.
It has three persons
2irst -erson tells the person
spea"ing
Second person tells the person
spo"en to
Third person tells about ho is
spo"en to
QG"n"&ali?ationR
-ronouns are use in stand of nouns.
!e ha%e three persons of peronal
pronouns
these are:
2irst -erson tells the person
spea"ing
Second person tells the person
spo"en to
Third person tells about ho is
spo"en to
&ilipinos %ery hospitable.
8They& Them9 2. ,any foreigners %isit our
country e%ery year.
8they& them9 (. 2ilipino fol"tales sho
other people our interesting customs and
traditions.
8them& they9 ). =ongo%ernmental
organi>ations help pro%ide the &ilipino
youth many opportunities for self1
impro%ement.
87e or She& They9 +. , &ilipino boy or girl
should be proud of the -hilippines and the
2ilipino culture.
E# Assi(n,"nt
,nser ,cti%ity ( page 8I
*emar"s
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CONTENT
8Psy/:o,oto&$
1&it" a s*,,a&y of =:at =as
&"a'#
8Co(nitiv"$
Ta"e don important details
8A9"/tiv"$
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Tri%ia
!hat letter is next in this seMuence#
M& ,& M& U& U& ,& S& ;&
8= for =o%ember9
!hat letter is next in this seMuence#
;& T& T& 2& 2& S& S& 0& BB
8= for nine9
7o can you use the letters in =0! D;;*
/ . .esson -roper
1. -reparation:
!hat is a summary#
8as" more Muestions9
2. -resentation:
8nes article about a disaster9
Disaster in Haiti
By Jill Lederman
(. Discussion

D# A;;li/ation
The nes as about the disaster
in 7aiti as done by Uill .ederman. 7e told
about the destructions done by the
earthMua"e. 7e also said that the
disaster brought the people of 7aiti to
suNer more "noing that 7aiti is a poor
country. International aid groups most of
Sho interest in listening and riting
of summary
To;i/$
1&itin( a s*,,a&y of =:at =as
&"a'#
S<ills$
Spea"ing&
-0.C p. 2(
*ef: Disaster -resentation
,ttachment on disaster acti%ities
8Disaster ,cti%ities 4 7omeor"
,cti%ities9
Materials : research materials
Val*"s$ -lanning ahead.
to ma"e one ord# 8;=0 !;*D9
Uohnny?s mother had four children. The Arst
as ,pril& the second as May& and the
third as Uune. !hat as the name of her
fourth child# 8U;7==39
Imagine you are in a sin"ing roboat
surrounded by shar"s. 7o ould you
sur%i%e#8K@IT IM,$I=I=$9
2. *e%ie
Choose the correct %erb form that
agrees ith the sub'ect noun.
a.. -hysics8is &are9 my least fa%orite
sub'ect.
b. 0thics 8is& are9 a good sub'ect to
learn about.
c. /illiards 8is&&are9 found
e%eryhere&.
d. Mathematics 8is&are9 easy if you
ant to learn.
e The =etherlands 8is&are9 ha%ing
an economic problem.
To summari>e a piece of riting&
you tell the main e%ents or ideas. 3ou
present hat is important in a selection or
paragraph..
QG"n"&ali?ationR
To summari>e is to present hat
is important in a selection or paragraph.
, summary is a brief but
complete %ersion of a story. It gi%es only
the main idea or important details of the
original selection.
Remember:
Do not rewrite the original piece.
Keep your summary short.
Use your own wording.
Refer to the central and main ideas of
the original piece.
Read with who, what, when, where,
why and how uestions in mind.
Do not put in your opinion of the issue
or topic discussed in the original piece.
!ften, instructors as" students to put
their opinions in a paragraph separate
from the summary.
the people nationide extended their help
and support.
ID. 0%aluation:
!rite a summary of hat you
ha%e learned and noted about man1
made and natural ha>ards<disasters in
a A%e1sentence paragraph.
D. ,ssignment
/ring a science nes about
disaster on class. /e able to
summari>e it on class.
*emar"s
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CONTENT
8Psy/:o,oto&$
=ote details of the selection
8Co(nitiv"$
,nser h1 and ho Muestions
8A9"/tiv"$
Sho interest
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. !arm @p
Sing S I learn 0nglishT
2. Tongue Tister
(. Chec"ing of ,ssignment
/ring a science nes about disaster
on class. /e able to summari>e it on
). $roup -resentation
+. Discussion
It is important to remember the
details of the story or selection. In this
ay& you can ha%e a clearer
understanding of the story read. !hen
you are ta"ing don important e%ents
in the story& you are noting details.

ID. 0%aluation:
0xercise 2
!rite the information as"ed for.
Ma"e your anser as short as
possible.
To;i/$
Notin( D"tails
S<ills$
Spea"ing&
-0.C p. 21
0nglish Module =o. 8
/0C handboo" in 0nglish
Material: -hotocopy of Module
Val*"s$ 7elpfulness
class.
). Moti%ation
Do you li"e 2airy Tale#
!hat story you li"e most#
Can you tell us some short
details#
/. .esson -roper
1. -reparation
Do you "no something about
spell of magic#
2. -resentation
*ead the selection
The Spell 8 p.2 of module9
(. $roup ,cti%ity
Complete the Story pyramid
Character
Time hen the story happened
-lace here the story happened
-roblem in the story
Climax of the story
Solution to the problem
5. ,pplication
/attle in Mactan
Characters: BBBBBBBBBBBBBBBBBBBBBB
Setting: BBBBBBBBBBBBBBBBBBBBBBBBBB
-roblem: BBBBBBBBBBBBBBBBBBBBBBBB
Climax: BBBBBBBBBBBBBBBBBBBBBBBBB
0nding:BBBBBBBBBBBBBBBBBBBBBBBBB
QG"n"&ali?ationR
The ability in noting details is the
ability to identify the character& setting&
plot& climax and ending of the story.
It is going through the selection
or story that helps a reader understand
the main idea of a selection.
The ,cacia and the /amboo Tree
Title
Characters Setting -lot
/eginning 0%ent
Middle 0%ent
0nd
*emar"s
Disaster in 7aiti
/y Uill .ederman
-eople in the nation of 7aiti are struggling to reco%er after a poerful earthMua"e caused massi%e destruction there.
Tens of thousands of people in the Caribbean nation ere "illed& and many more ere in'ured. The -residential -alace& hich is li"e the
!hite 7ouse here in the @.S.& as among the many go%ernment buildings that collapsed. 7ospitals ere destroyed& as ere countless homes.
The disaster added more suNering to people already struggling to cope ith e%eryday life. 7aiti is one of the poorest nations in the orld.
International aid groups are rushing to pro%ide food& ater& and medical aid to 7aiti. -eople orldide are donating money to help. Many
nations& including the @.S.& are sending aid as ell as money. The @.S. is sending troops to help ith rescue and relief eNorts& and to police the
streets. SThis is a time hen e are reminded of the common humanity that e all share&T @.S. -resident /arac" ;bama said.
m8
1."ing& fairies&sleeping beauty& prince
2. .ong time ago
(. Oingdom
). !hen the spell came true and sleeping beauty slept for a long time
+. !hen the prince "issed the princess
5. They prince and sleepiong beauty got married and li%ed happily e%er after
02
1. & 2. ,cacia and bamboo& (. ri%er ban" ). /eginning 0%ent. The ,cacia and bamboo gre on the ri%er ban"
Middle R , storm came up and the ind struh hard
0nd1 The /amboo as still standing on the ban" of the ri%er hile the acacia fell don
0(. CDC,C
20!202
L"sson Plan No# $ %%%%EC%%%%% G&a'in( P"&io' $
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CONTENT
8Psy/:o,oto&$
1&it" f&o, Di/tation
8Co(nitiv"$
Ta"e don important details
8A9"/tiv"$
Sho neatness in ta"e don of
important details
To;i/$
1&itin( f&o, Di/tation
S<ills$
Spea"ing&
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. !arm @p
Sing S I learn 0nglishT
2. Tongue Tister
(. Chec"ing of ,ssignment
/ring a science nes about
disaster on class. /e able to
summari>e it on class.
5# L"sson P&o;"&
1. -reparation
7o do you rite notes from
B# Dis/*ssion

In riting from dictation& listen
attenti%ely hile a passage or a selection
is being read. It is one ay you can ta"e
don notes properly. Thus& in ta"ing don
notes& only the important details in the
selection or passage.
QG"n"&ali?ationR
!rite only the important details in a
+. ,pplication
*ead the gi%en selection. Imagine
that your teacher dictates this. Ta"e don
.
IV# Eval*ation
Ta"e don notes from the passage belo.
8Imagine your teacher is dictating the
passage9
)rofessor <ohn 5ash of )rinceton
4niversity is a (ath =enius who has spent his
life in the astract world of numers,
e>uations and delusions% 5ash suffers from
schi;ophrenia, a mental illness that can result
in a i;arre ehavior and ro$en relationships%
?ith medical help and the love of his wife, he
learned to live with his illness and later won
the 5oel pri;e%
D. ,ssignment
*ead the passage belo. -retend that it
as dictated by your teacher. =o& ta"e
don important notes from it
-0.C p. 2(
/asic S"ill /uilders pp IL&1+L11+8
Materials : Selections &chart
Val*"s$ -isten !ttentively
dictation# Is it %ery long or %ery short#
!hat should you do#
2. -resentation
!riting from dictation
the important notes from it.
There are many reasons for saving%
In the first place, if a person saves money
regularly, he will e ale to uy important
things when he wants them% Saving means
going without something in order to uy the
most important and satisfying thing tomorrow%
"nother reason fro saving money y means of
outing money in the an$, investing it or
through usiness% Thus it feels good to $now
that you have something to spend if you are in
need%
TH+ +5=0ISH 0"5=4"=+
The +nglish language has gone
through three periods% The earliest +nglish is
called 2ld +nglish% The "nglo Sa&ons and
<utes who came to +ngland in !!@ "A6A spo$e
it%
(iddle +nglish egan in BCDD "%6%
when ?illiam, 6u$e of 5ormandy con>uered
+ngland% "fter that, many *rench people
moved to +ngland and many of the 2ld +nglish
words were replaced y *rench words% The
period of (iddle +nglish lasted until aout
B!EC "%6% at that time the language egan to
change to (odern +nglish to the +nglish we
spea$ today%
*emar"s
20!202
L"sson Plan No# $ %%%%E-%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%%V!VI %%
Dat" $ T:*&s'ay2 S";t",b"& 22 2 20%%
CONTENT
8Co(nitiv"$
@se demonstrati%e pronouns 8this&
these& that& those9 in sentences.
8Psy/:o,oto&$
!rite sentence ith
demonstrati%e pronouns
8A9"/tiv"$
-articipate to gi%e sentences
ith demonstrati%e pronouns
To;i/$
D",onst&ativ" P&ono*ns
S<ills$
Spea"ing&
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Drill
$i%e the plural of the folloing nouns:
chair -atient
lady physician
bird pro'ect
child story
player shelf
2. *e%ie
@se the correct pronoun for the underlined
nouns in the folloing sentences:
a. The boys added animal manure to
the soil.
b. 0fren dug the soil.
c. Miss .ope> as delighted to see the
ten ne trees in the schoolyard.
d. 7as the tree gron#
e. The principal than"ed the boys
and the girls for the trees they
5# L"sson P&o;"&
1. -reparation
GThis is the pro'ect of the STahanang
!alang 7agdan.T
GThese are the fruits of their labor.
GThey displayed that to sho people his
creati%ity as a painter.
G!ould you li"e to buy those.
2. -resentation
*ead The sentences shon in the
chart.
(. Discussion
!ho made the pro'ect pointed at in
the Arst sentence#
!hat did they do ith the pro'ect#
!hy did they display the pro'ect#
If these are the fruits of their labor&
ho do you thin" did they ma"e the
pro'ect#
If you are tas"ed to do something& ho
A;;li/ation
,. Complete the
sentences ith the appropriate
demonstrati%e pronouns.
1.;nyo" Delasco as aarded BBBBBB
trophy after inning in the ;lympics.
2.BBBBBB is the reard he got for practicing
e%eryday.
(.Do you "no that BBBBBB are hat he got
from inning#
).BBBBBB is the gold medal pri>e for the
most %aluable player.
+.!here did they get all BBBBBB#
ID# Eval*ation
!rite the appropriate demonstrati%e
pronouns on the blan" to complete the
sentences.
1. !ho are the children in the pictures you are
holding# BBBBBB are the members of Math
Kui> team. BBBBBBB girl in the blue dress in
-0.C p. 2( S. L.1

*eference: 2un in 0nglish& .anguage
D& pp. 8218(
Val*"s$ hard or"& diligence&
determination
planted.
f. !e "ept the trees safe from pests.
g. 7a%e you seen the ne trees#
h. ThatCs the boyCs tree.
i. This is Miss .ope>Cs tree.
'. 7a%e you seen the girls#
B# Motivation
!hat ob'ects do you see inside the
classroom#
!hat ords can e use if e ant to
point at these ob'ects
ill you do it to produce good results#
!hat ords are underlined in each of
the sentences#
!hat does this point out# these# that#
those#
!here are the things pointed out by
this and these# by that# and those#
!hat do e use this# these# that#
those#
!hat do you call these pronouns#
QG"n"&ali?ationR
!hat are demonstrati%e pronouns#
8Demonstrati%e pronouns points out a
particular person& place or thing.9
my best friend.
2. !hat is on top of the table# BBBBBB is a
sou%enir from Sulu. I li"e to collect things
li"e BBBBBB.
(. !hat are those Foers# The red one& BBBBBB
is the ,merican *ose. The ones that loo"
li"e birds& BBBBBB are called /irds of
-aradise.
). !hich tools do you use for your pro'ect#
BBBBBB is the biggest tool& the spade. The
small sharp things that e use all the time&
BBBBB are %ery useful tee>ers.
+. !ho made the frames in display# BBBBBB
ere made by the shop at the corner. This
one ICa holding& BBBBBB as done by my
sister.
*emar"s
LESSON PLAN
20!202
%%S"/on' G&a'in(
%%%V%%%%%%
Dat" $ )&i'ay2 S";t",b"& 2B2 20%%
Co(nitiv"
,dminister the Arst summati%e
Test
A9"/tiv"
Psy/:o,oto&
To;i/$
2irst Summati%e Test
S<ills$
.istening&
*eading&
!riting&
A# Anti/i;ato&y S"t
1. Song
2#Motivation
test#
5# L"sson P&o;"&$
1. -reparation
T"st P&o;"&
,nsering the test in a
Muestionnaire
Chec"ing of -apers.

;/U0CTID0S
=o.
of
Items
Test
-lace1
ments

^
1. @se possessi%e
form of nouns in
%erb agreement
2. Identify the %ariety
of sentence
(. @se
-ronouns
). =ote details of
the selection
+. !rite summary of
the selection
TOTAL
+
1H
2+
5
)
I.
!C
II.
111H
III.
112+
ID.
251
(1
D.
(21
(+
0
T
2H
^
+H
^
12
^
8
^
1HH
Test Kuestionnaire
Val*"s$
direction.
C0 ^
LESSON PLAN
20!202
%%S"/on' G&a'in(
%%%VI%%%%%%
Dat" $ Mon'ay2 S";t",b"& 2-2 20%%
Co(nitiv"
Test
A9"/tiv"
Psy/:o,oto&
To;i/$
S<ills$
.istening&
*eading&
!riting&
Test Kuestionnaire
Val*"s$
A# Anti/i;ato&y S"t
1. Song
2#Motivation
test#
5# L"sson P&o;"&$
1. -reparation
direction.
T"st P&o;"&
Muestionnaire
Chec"ing of -apers.

;/U0CTID0S
=o.
of
Items
Test
-lace1
ments

^
1. @se possessi%e
form of nouns in
%erb agreement
of sentence
(. @se
gerund
). =ote details of
the selection
+. !rite summary of
the selection
5. @se special nouns
L. Sub'ect 1%erb
agreemnet
TOTAL
C
0
0
C
C
C
0
I#
!C
II#
!0
III#
!
20
IV#
2!
2C
V#
2-!
B0
VI#
!C
VI#
0
T
20
T
20
T
0
T
0
T
0
T
20
T
C0 !0
C0
0
0
T
*emar"s
Classes suspended due to /agyong -edring
up to 2riday September (H& 2H11
20!202
L"sson Plan No# $ %%%%EG%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%%V %%
Dat" $ Mon'ay2 S";t",b"& 2- 2 20%%
CONTENT
8Co(nitiv"$
8Psy/:o,oto&$
!rite sentence ith
8A9"/tiv"$
To;i/$
S<ills$
Spea"ing&
-0.C p. 2( S. L.1

D& pp. 8218(
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Drill
chair -atient
lady physician
bird pro'ect
child story
player shelf
2. *e%ie
". The boys added animal manure to
the soil.
l. 0fren dug the soil.
m. Miss .ope> as delighted to see the
n. 7as the tree gron#
o. The principal than"ed the boys
planted.
p. !e "ept the trees safe from pests.
M. 7a%e you seen the ne trees#
r. ThatCs the boyCs tree.
s. This is Miss .ope>Cs tree.
t. 7a%e you seen the girls#
5# L"sson P&o;"&
1. -reparation
!alang 7agdan.T
2. -resentation
chart.
(. Discussion
the Arst sentence#
pro'ect#
the sentences#
those#
A;;li/ation
/. Complete the
e%eryday.
from inning#
ID# Eval*ation
sentences.
5. !ho are the children in the pictures you are
holding# BBBBBB are the members of Math
Kui> team. BBBBBBB girl in the blue dress in
my best friend.
L. !hat is on top of the table# BBBBBB is a
li"e BBBBBB.
8. !hat are those Foers# The red one& BBBBBB
is the ,merican *ose. The ones that loo"
li"e birds& BBBBBB are called /irds of
-aradise.
determination
B# Motivation
!hat ob'ects do you see inside the
classroom#
those#
QG"n"&ali?ationR
I. !hich tools do you use for your pro'ect#
1H. !ho made the frames in
display# BBBBBB ere made by the shop at
the corner. This one ICa holding& BBBBBB as
done by my sister.
*emar"s
Classes suspended due to /agyong -edring up to 2riday September (H& 2H11
LESSON PLAN
20!202
%%S"/on' G&a'in(
%%%VI%%%%%%
Dat" $ Mon'ay2 O/tob"& B2 20%%
Co(nitiv"
Test
A9"/tiv"
Psy/:o,oto&
To;i/$
S<ills$
.istening&
*eading&
!riting&
Test Kuestionnaire
Val*"s$
A# Anti/i;ato&y S"t
1. Song
2#Motivation
test#
5# L"sson P&o;"&$
1. -reparation
direction.
T"st P&o;"&
Muestionnaire
Chec"ing of -apers.

;/U0CTID0S
=o.
of
Items
Test
-lace1
ments

^
1. @se possessi%e
form of nouns in
%erb agreement
of sentence
(. @se
gerund
). =ote details of
the selection
+. !rite summary of
the selection
L. Sub'ect 1%erb
agreemnet
TOTAL
C
0
0
C
C
C
0
C0
I#
!C
II#
!0
III#
!
20
IV#
2!
2C
V#
2-!
B0
VI#
!C
VI#
!0
0
T
20
T
20
T
0
T
0
T
0
T
20
T
0
C0
0
T
*emar"s
20!202
%%S"/on' G&a'#%%%
%%%V %%
Dat" $ Mon'ay2 O/tob"& B 2 20%%
CONTENT
8Co(nitiv"$
8Psy/:o,oto&$
!rite sentence ith
8A9"/tiv"$
To;i/$
S<ills$
Spea"ing&
-0.C p. 2( S. L.1

D& pp. 8218(
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Drill
chair -atient
lady physician
bird pro'ect
child story
player shelf
2. *e%ie
u. The boys added animal manure to
the soil.
%. 0fren dug the soil.
. Miss .ope> as delighted to see the
x. 7as the tree gron#
y. The principal than"ed the boys
planted.
>. !e "ept the trees safe from pests.
aa. 7a%e you seen the ne trees#
bb. ThatCs the boyCs tree.
cc. This is Miss .ope>Cs tree.
dd. 7a%e you seen the girls#
B# Motivation
5# L"sson P&o;"&
1. -reparation
!alang 7agdan.T
2. -resentation
chart.
(. Discussion
the Arst sentence#
pro'ect#
the sentences#
those#
A;;li/ation
C. Complete the
e%eryday.
from inning#
ID# Eval*ation
sentences.
11. !ho are the children in the pictures you
are holding# BBBBBB are the members of
Math Kui> team. BBBBBBB girl in the blue
dress in my best friend.
12. !hat is on top of the table# BBBBBB is a
li"e BBBBBB.
1(. !hat are those Foers# The red one&
BBBBBB is the ,merican *ose. The ones that
loo" li"e birds& BBBBBB are called /irds of
-aradise.
1). !hich tools do you use for your pro'ect#
determination !hat ob'ects do you see inside the
classroom#
those#
QG"n"&ali?ationR
1+. !ho made the frames in
display# BBBBBB ere made by the shop at
the corner. This one ICa holding& BBBBBB as
done by my sister.
*emar"s
20!202
L"sson Plan No# $ %%%%%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
D*&ation+Ti," $ % G&a'"+."a&+S"/tion $ %%%V !
VI %%
Dat" $ T*"s'ay2 O/tob"& E 2 20%%
NO CLASSES D7E TO CELE5RATION O) O1ORLD TEACHER@S DA.P
D*&ation+Ti," $ % G&a'"+."a&+S"/tion $ %%%V !
VI %%
Dat" $ 1"'n"s'ay2 O/tob"& C 2 20%%
ATTEND THE CELE5RATION O) O1ORLD TEACHER@S DA.P at 7lt&a Pasi(
20!202
L"sson Plan No# $ %%%%C0%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%%V %%
Dat" $ )&i'ay2 O/tob"& G 2 20%%
CONTENT
8Co(nitiv"$
*etell a story
Decode meaning of unfamiliar ord
Psy/:o,oto&$

8A9"/tiv"

To;i/$
R"t"llin( a Sto&y
D"/o'in( *nfa,ilia& =o&'s
S<ills$
Spea"ing&
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
. !arm @p
Songs
2. Moti%ation
!hat interest you most#
,re you good at dancing# singing#
draing#
.isten to the minus one &then after a
minute say something about the song#
.oo" at the picture& do you "no this
person.
These are $od1 gi%en talents.
B. @nloc"ing of DiEculties
a. *ead the folloing phrase.
1 a child prodigy
1acclaimed actress
1'oined auditions
1 high scholastic rating
1carouse after a sho
1impressi%e performance
b. $i%e the ord referred to by loo"ing
at the conAguration clues.
.et us use the phrase as guide in choosing
the correct ord.
8see chart9
D*&in( R"a'in(
The teacher reads the story hile the
pupils listen and read silently. ,s the
teacher reads & as" Muestions about the
lines read to lead the children to
understand the selection.
A C:il' P&o'i(y
Post R"a'in(
En(a(","nt A/tiviti"s
2orm class into + groups and do
respecti%e tas"s.
En(a(","nt A/tiviti"s 2
Discussion of the story
QG"n"&ali?ationR
To retell a story by part& read each
paragraph or part carefully and note the
signiAcant details in each. Then in your on
ords& tell the story by part using the
details you recalled.
Decoding of unfamiliar ords help
students to understand its meaning.
A;;li/ation
*ead again the story , Child -rodigy. *etell
the story by part. $%e (1+ details from the
story part gi%en.
a. !hen .ea as eight yrs old
b. !hen she as in school
Materials : pictures& charts& music
c. !hen she as a sho business
Eval*ation
,nser Time to !or" ;ut ,ct. p.82
Choose the letter that best anser the
Muestion. Do this in piece of paper.
1.7o did .ea cope up ith sho
business and her studies#
2. !hat ould .ea be if she Muit sho
business#
(. Did .ea deser%e the .aurence
;li%ier aard# !hy#
). !hy do you thin" the producers of
Miss Saigon chose .ea to play the
part of Oim#
+. !hy do you thin" .ea is easy to
or" ith#
*emar"s
20!202
L"sson Plan No# $ %%%%EH%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%%VI %%
Dat" $ T:*&s'ay2 2 O/tob"& - 2 20%%
CONTENT
8Co(nitiv"$
Identify reFexi%e pronouns
8Psy/:o,oto&$
@se reFexi%e pronouns in sentences
8A9"/tiv"$
,ppreciate oneCs talents
To;i/$
R"U"Jiv" P&ono*ns
S<ills$
Spea"ing&
0xample: K. !hereCs the 'anitor#
,. 7eCs in the garden.
K. Is he busy#
,. 3es& he is
A 5
1. Mrs. Ua%ier oEce
2. the dentist clinic
(. the priest chapel
). the nurse hall
+. Miss *eyes canteen
5. Mrs. Sanche> art shop
L. the band leader music room

Celso: =o& I made it myself.
0ster: 3ou did it yourself# 7o#
Celso: !ell& I sat infront of the mirror&
loo"ed at myself& and s"etched.
ThatCs all.
0ster: 3ou surely ta"e after your
father.
Celso: Mother says so herself.
2# Dis/*ssion
!ho mad the s"etch#
!ho shoed the s"etch to his classmates#
7o did Celso ma"e a s"etch of himself#
!hat as the comment of 0ster about it#
If you ere Celso& ho ill you feel about
the comment# !hy#
!ill you feel proud and boast about
your talent# !hy#

!hat do you call these pronouns that usually
end in self or sel%es#
C# Clos*&" of t:" l"sson QG"n"&ali?ationR
!hat are reFexi%e pronouns#
8*eFexi%e pronouns are pronouns that
refer to the sub'ect of the sentence and
act as the direct ob'ect of the %erb of the
sentence. It ends in self hen singular
and sel%es hen plural.9
A;;li/ation
Complete the statement ith reFexi%e
pronouns
1. I made the bas"et BBBBBBBB.
2. *osa made the boo" ends BBBBBBBB.
-0.C p. 2(
*eference: 2un in 0nglish&
.anguage D& pp. 8(18+
Materials : S"etch of a boy
Val*"s$ pride& humbleness
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. *e%ie:
,s" and anser Muestions using
the ords in columns , and /. 2ollo
the model gi%en belo& ta"ing care to
ma"e the necessary changes in
pronouns.
8. the librarian library
I. the dean of girls teachers room
1H. the dean of
boys
guidance oEcial
B# Motivation
Sho a s"etch of a boy.
!ho do you thin" made this s"etch#
5# L"sson P&o;"&
# P&"s"ntation
a. 7a%e to pupils act out the folloing
dialog:
Celso is an artistsCs son. ;ne day he
came to school and shoed his class mates a
s"etch of himself.
0ster: !hat a beautiful s"etch6
Did your father made it#
=otice the underlined ords.
!hat do they ha%e in common#
!hat noun or pronoun does himself
refer to# myself# herself#
Call the attention of the pupils on the
folloing sentences:
1. Uose and Mary And themsel%es
getting more interested in the
acti%ity.
2. The dog sa itself in the pool of
ater.
(. 3ou ma"e yourself comfortable
hile you ait.
). 0loisa and $ladys& ma"e yoursel%es
feel at home hile I prepare the
snac"s.
!hat syllables do the underlined ords in
sentences number 1 and ) ha%e in common#
numbers 2 and (#
!hy do the underlined ords in
numbers 1 and ) end in sel%es#
numbers 2 and ( in self#
!hat do the ords refer to#
(. Uoey dre the map BBBBBBBB& didnCt her#
). =ora embroidered the hand"erchiefs
BBBBBBBB.
+. =estor painted the cabinet BBBBBBB
ID# Eval*ation
!rite the correct reFexi%e pronoun to
complete the sentences.
1. .ea Salonga found BBBBBB an
international celebrity.
2. Do you thin" you can do it BBBBBB#
(. The 2ilipino children ho 'oined
the simming team trained BBBBB
ell.
). I ant to let BBBBBB en'oy the
company of my friends.
+. The blind man considered BBBBBB
fortunate to be ali%e.
*emar"s
20!202
L"sson Plan No# $ %%%%EH%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%%VI %%
Dat" $ Mon'ay2 O/tob"& 02 20%%
CONTENT
8Co(nitiv"$
@se a story grammar to sho
seMuence of episode in a story.
8Psy/:o,oto&$

8A9"/tiv"$

To;i/$
Sto&y G&a,,a&
S<ills$ .istening& *eading&
!riting& Spea"ing&
B# Motivation
!hat as your fa%orite nursery story#
!hat as it all about#
!ho usually as retelling that story#
=o& that your gron up "ind of stories do
you prefer# !hy#
Can you share some excerpt from the
class#
Curious scream coard
Coincidence reFection
5# L"sson P&o;"&
1. -resentation
.isten %ery carefully as this short
story is being read. SMountain Story S an
Mountain Story - An interesting
short story
Aft"& &"a'in(
1. ,nsering the moti%e Muestions.
2. Discussion
7n/on'itional Lov" ! ,otivatin( sto&y
, story is told about a soldier ho as Anally
coming home after ha%ing fought in Dietnam. 7e
called his parents from San 2rancisco.
WMom and Dad& I?m coming home& but I?%e a
fa%or to as". I ha%e a friend I?d li"e to bring home
ith me.W
WSure&W they replied& We?d lo%e to meet him.W
WThere?s something you should "no the son
continued& Whe as hurt pretty badly in the
Aghting. 7e stepped on a land mind and lost an
arm and a leg. 7e has nohere else to go& and I
ant him to come li%e ith us.W
2riends are a %ery rare 'eel& indeed. They ma"e
you smile and encourage you to succeed They
lend an ear& they share a ord of praise& and
they alays ant to open their hearts to us.
ID# Eval*ation
The folloing e%ents in this fable are not
-0.C p. 2)
*eference: Supplementary materials
Materials: ,cti%ity pad& chart& short
stories
determination
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Song
2. *e%ie
SeMuencing the "ey concepts<big
ideas to sho holeness of the
story<selection
interesting short story.
2. Setting up standards for oral reading
(. Moti%e Muestions:
1. !here did the story happened#
2. !hy did the boy scream#
(. !hat made him surprised#
). !hat did he do again#
+.!hat is the reply of the %oice#
5. ,fter his last scream and reply&
hat did his father say#
L. !hat is the moral of the story#
D*&in( R"a'in(
1. *eading of the story.
QG"n"&ali?ationR
;ne ay to sho seMuence of e%ents is
through story grammar. It uses some clue
ords li"e a fe days later& later& Anally&
soon after& then lastly etcJ to sho proper
seMuence of e%ents.
A;;li/ation
SeMuence the e%ents through story grammar. 2ill
in the boxes by ansering the Muestions.
arranged accordingly. SeMuence the e%ents
by riting 1 to + in the blan"s to form the
story.
T:" 5oy 1:o C&i"' 1olf
, shepherd1boy& ho atched a Foc" of sheep near
a %illage& brought out the %illagers three or four
times by crying out& W!olf6 !olf6W and hen his
neighbors came to help him& laughed at them for
their pains.
The !olf& hoe%er& did truly come at last. The
Shepherd1boy& no really alarmed& shouted in an
agony of terror: W-ray& do come and help meP the
!olf is "illing the sheepWP but no one paid any heed
to his cries& nor rendered any assistance. The !olf&
ha%ing no cause of fear& at his leisure lacerated or
destroyed the hole Foc".
There is no belie%ing a liar& e%en hen he spea"s
the truth.
BBBBBB/ut no one paid attention to cries
BBBBBB, shepherd boy brought out three times
the %illagers crying out that thereCs a olf.
BBBBBBThe %illagers ent out but the shepherd
boy only laughed at them
BBBThe olf& hoe%er& did truly come at last.
BBBBThe shepherd boy as alarmed at the
coming olf& but the %illagers no longer listened
to him
*emar"s
20!202
%%S"/on' G&a'#%%%
%%%V %%
Dat" $ Mon'ay2 2 O/tob"& 0 2 20%%
CONTENT
8Co(nitiv"$
S"L*"n/" of "v"nts

8Psy/:o,oto&$
,rrange the seMuence of e%ents
8A9"/tiv"$
ShoCs oneCs interest in seMuence of
e%ents
butter& and it made her butter
better so ?tas better /etty /otter bought
a bit of better butter6
2# Motivation
!hat is your standard of buying
something to eat#
*ead the food supplement
7o you follo some instructions in
coo"ing#

/# -lants are the only li%ing things
that can ma"e food.
d. !ater and minerals mo%e up from
roots to stem to the leaf.
e. 2ood is made in the green cells of
lea%es.

ID# Eval*ation
The Selection belo tells about the
biography of Manuel l. Kue>on.
,rrange the e%ents in correct order from 11
+.
BBB7e recei%ed the /achelor of ,ts
!hat is the
title of the
story#
!ho are the
characters in
the story
!here did the
story
happened#
-.;T
!hat ma'or
e%ents
happened in
the story#
!hat is the
situation#
7o come it
happened#
7o as the
problems
sol%ed#
!hat is the
result#
!hat is the
message of the
story#
To;i/$
S"L*"n/in( of "v"nts
S<ills$
Spea"ing&
-0.C p. 22
*eference: Module =o. I
0nglish D
Materials : -hotocopy of module I
Val*"s$ accuracy
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Tongue Tister
/etty /otter bought some butter& but
she said Wthis butter?s bitter6 /ut a bit
of better butter ill ma"e my butter
betterW So she bought some better
butter& better than the bitter
7o about in ansering the test#
5# L"sson P&o;"&
# P&"s"ntation
*ead
BBBBBB*ead the directions carefully
BBBBBBS"im the test Muestions.
BBBBBB*e%ie your anser
BBBBBB,nser easy Muestions Arst.
2. Discussion
7a%e you noticed that the abo%e
sentences are the things to do hen ta"ing
the test#
7oe%er the ideas are not arranged in
correct order# 2&1&)&(
SeMuence is the order in hich e%ents
happen in a story.
.ets read the selection S7o -lants Ma"e
2oodT and the list of e%ents gi%en.
Ev"nts
a. -lants need air& sunlight& minerals
and ater.
b. Sunshine& air& ater and minerals
'oin together to manufacture food.
!rite the letter of each e%ent in the circle
on the time line shoing hen the e%ent
happened.
TIM0 .I=0
1 2 ( ) +
SeMuence of e%ents refers to the
arrangement of to or more things in
successi%e order. R Arst& secong& next and
so on.
A;;li/ation
S"ills /uild @p
0xercise 1
7ere are the steps needed to gi%e Arst aid for
minor in'ury. =umber the steps from 11+
BBBDo not touch the sterile pad.
BBB!ash the ound ith soap and ater.
BBBCall a doctor if any irritation
de%elops.
BBBDry the ound.
BBBCo%er the ound ith sterile pad
degree ith the highest honors at
the age of 15.
BBB;n ,ugust 1I&1IL8& Manuel ..
Kue>on as born in /aler& Tyabas.
BBBKue>on died of tubercolosis on
,ugust 1& 1I)) in Saranac la"e
@S,
BBB,fter his death& he has been
honored ith the naming of se%eral
places after him such as Kue>on
-ro%ince& Kue>on City& Kue>on /ridge
and Kue>on Institute.
BBB7e entered the go%ernment ser%ice and
e%entually beame the 2irst -resident of
the -bhilippine Commonealth.
*emar"s
01. )1+2(
02. 21)+(
0(. ,. My& one. the
/. S;,T
C. M;,T
20!202
%%S"/on' G&a'#%%%
%%%V!VI %%
Dat" $ T*"s'ay2 2 O/tob"& 2 20%%
CONTENT
8Co(nitiv"$
Giv" ;ossibl" /a*s"+"9"/t to
sit*ations+n"=s2 sto&i"s :"a&'#

8Psy/:o,oto&$
,naly>e the cause and eNects of
situation
8A9"/tiv"$
-articipate to gi%e the cause and eNects
in situatiion
To;i/$
Possibl" Ca*s" 0 E9"/t to
Sit*ations
S<ills$
Spea"ing&
-0.C p. 2)
*eference: Module =o 12 0ng D
Module =o 5 0ng DI

Val*"s$ accuracy
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Tongue Tister
butter& better than the bitter butter&
and it made her butter better so ?tas
better /etty /otter bought a bit of
better butter6
2# R"vi"=
SeMuence of e%ents
B# Motivation
It is a rule in science that: for e%ery
or" there is an eMual opposite
reaction
5# L"sson P&o;"&
# P&";a&ation
Distribute the module
.oo" at the con%ersation
2. -resentation
B. Discussion
Do you notice something in their
con%ersation#
This reason& if you noticed& is
introduced by the connecti%e because

and anser the Muestion or situation. the
phrase ith because is hat e called
the /a*s"#
$r# V.
.ets proceed on the acti%ity
The eNects are ritten on the roof tops pf
the houses. $i%e the possible causes
7ealthy /ody $lobal !arming

a. Increase heating of the earth
b. cutting of trees
c. 0ating balanced diet
d. spraying plants ith chemicals
e. regular exercise
f. Monthly chec" up
g. Thinning of o>one layer
h. 7a%ing enough rest and sleep.
$r. VI
.oo" at the charts to sho the cause and
eNects of the situation.
E9"/t Conn"/tiv
"
Ca*s"
She is
consisitent
honor pupil
because
she studies
%ery hard in
school.
Ca*s" E9"/t
They or"
hard
so that eCll ha%e a
bright
future.
A /a*s" is the reason for an action or
condition. @sually introduced by connecti%e
because or since.
,n "9"/t is the result or conseMuence of
an action. it is usually introduced by
connecti%e so that.

A;;li/ation
S"ills /uild @p
0xercise 2 and (
ID# Eval*ation
0xercise 1
$r#V. The sentences in the box is the
eNects. Copy the sentence that can be a
cause.
1.-upils can concentrate on their
studies.
2. The ringing of cell phone can
disturb an ongoing lesson.
(. The classroom loo"s clean and
shinny.
). Carlo passed the test ith Fying
colors.
+. 0mployees and students encounter
hea%y traEc e%ery day.

G&#VI
Copy the sentences. /ox the eNect and
underline the cause.
1. *ose got sic" of chic"en pox so her mother
called a doctor.
2. 3ou ere too busy playing so you erenCt
able to pass the test.
(. She topped the examination because she
studied ell the night before.
). Uhustine studied hard since he recei%ed a
poor mar" in Science test.
+. ,lice is happy because her son on in
Spelling /ee Contest.
*emar"s
v
E ba/// E2 a'"f( EB aabbbaabab
20!202
%%S"/on' G&a'#%%%
%%%V!VI %%
Dat" $ 1"'n"s'ay2 2 O/tob"& 2 2 20%%
CONTENT
8Co(nitiv"$
Giv" ;ossibl" /a*s"+"9"/t to
sit*ations+n"=s2 sto&i"s :"a&'#

8Psy/:o,oto&$
,naly>e the cause and eNects of
situation
8A9"/tiv"$
-articipate to gi%e the cause and eNects
in situatiion
To;i/$
Possibl" Ca*s" 0 E9"/t to
Sit*ations
S<ills$
Spea"ing&
-0.C p. 2)
*eference: Module =o 12 0ng D
Module =o 5 0ng DI

Val*"s$ accuracy
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Tongue Tister
better butter6
2# R"vi"=
SeMuence of e%ents
B# Motivation
It is a rule in science that: for e%ery
or" there is an eMual opposite
reaction
5# L"sson P&o;"&
# P&";a&ation
Distribute the module
.oo" at the con%ersation
2. -resentation
B. Discussion
Do you notice something in their
con%ersation#
This reason& if you noticed& is
introduced by the connecti%e because

and anser the Muestion or situation. the
phrase ith because is hat e called
the /a*s"#
$r# V.
.ets proceed on the acti%ity
The eNects are ritten on the roof tops pf
the houses. $i%e the possible causes
7ealthy /ody $lobal !arming

a. Increase heating of the earth
b. cutting of trees
c. 0ating balanced diet
d. spraying plants ith chemicals
e. regular exercise
f. Monthly chec" up
g. Thinning of o>one layer
h. 7a%ing enough rest and sleep.
$r. VI
.oo" at the charts to sho the cause and
eNects of the situation.
E9"/t Conn"/tiv
"
Ca*s"
She is
consisitent
honor pupil
because
she studies
%ery hard in
school.
Ca*s" E9"/t
They or"
hard
so that eCll ha%e a
bright
future.
A /a*s" is the reason for an action or
condition. @sually introduced by connecti%e
because or since.
,n "9"/t is the result or conseMuence of
an action. it is usually introduced by
connecti%e so that.

A;;li/ation
S"ills /uild @p
0xercise 2 and (
ID# Eval*ation
0xercise 1
$r#V. The sentences in the box is the
eNects. Copy the sentence that can be a
cause.
1.-upils can concentrate on their
studies.
2. The ringing of cell phone can
disturb an ongoing lesson.
(. The classroom loo"s clean and
shinny.
). Carlo passed the test ith Fying
colors.
+. 0mployees and students encounter
hea%y traEc e%ery day.

G&#VI
Copy the sentences. /ox the eNect and
underline the cause.
1. *ose got sic" of chic"en pox so her mother
called a doctor.
2. 3ou ere too busy playing so you erenCt
able to pass the test.
(. She topped the examination because she
studied ell the night before.
). Uhustine studied hard since he recei%ed a
poor mar" in Science test.
+. ,lice is happy because her son on in
Spelling /ee Contest.
*emar"s
To be continue due to shorten of classes yesterday because of Ms. MaclanCs Despidida
-arty
20!202
L"sson Plan No# $ %%%%CB%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%% V %%
Dat" $ T:*&s'ay2 2 O/tob"& B 2 20%%
CONTENT
Co(nitiv"$
Identify the ma'or
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t

Is it about .eo#
Is it about the sic" %isitor#

ID# Eval*ation
,cti%ity +
ideas<concepts in a selection
Psy/:o,oto&
Dra pictures of
Incidents<characters from a
selection heard
8A9"/tiv"$
*espect one another
To;i/$
Identifying the ma'or
ideas<concepts in a selection
Dra ing pictures of
Incidents<characters from a
selection heard
S<ills$
Spea"ing&
-0.C p. 21
*eference: 0nglish 0xpressays +
*eading p. 8)185
Materials : charts& picture
Val*"s$ *espect to other person
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Tongue Tister
/etty /otter bought some butterJJ.
1. Tongue Tister
/etty /otter bought some butter& but she
said Wthis butter?s bitter6 /ut a bit of better
butter ill ma"e my butter betterW So she
bought some better butter& better than the
bitter butter& and it made her butter better
so ?tas better /etty /otter bought a bit of
better butter6
2# R"vi"=
Cause and eNects
B# Motivation
8Some students act ho disabled
person al" and tal".9
,re you in the same attitude hen you
see a real person ith disability#
1. The man as suNering from some "ind
of physical defect.
2. 7e as tal"ing in a halting manner.
(. .eo as mimic"ing the %isitor
amusingly.
). !hen mayor sa hat .eo as doing&
he scolded the boy.
+. Shamefully and remorsefully& .eo
ansered& SICm sorry& 2atherT.
5# L"sson P&o;"&QD*&in( R"a'in(R
# P&";a&ation
Set the Standards of reading
2. P&"s"ntation
*ead the story
.earning from a Sic" Man
B# Aft"& R"a'in(
!hat is the hole section about#
Is it mainly about the mayor#
Is it about the lesson .eo learns#
!hat are the signiAcant details that
sho the lesson that leo learns from
the a_icted man#
E# Di/*ssion
!hat is the main idea of the selection#
The main idea of a paragraph tells the
reader hat the paragraph is mostly
about. ,ll of the other sentences are
details that tell more about the main idea.
Sometimes the title or subtitle tells the
main idea. ;ther times& the Arst or last
sentence in the passage re%eals the main
thought. Sometimes& the main idea is not
ritten explicitly but is only suggested. It
can also be expressed in to sentences.
!e can dra some pictures about the
selection for us to And the main idea

+. 0nrichment ,cti%y
Do ,cti%ity (&Dra pictures of incidents or
characters from the selection
QG"n"&ali?ationR
Main idea is the central idea or
most signiAcant concept or thought in
0%ery main idea has supporting
details that ill help to explain
further the main idea.
Identify the sentence that best
supports the gi%en heading. !rite the
letter of your anser on your paper
1. 0%ery summer& e ould go to the farm
for a ee"Cs %acation.
b. !e ould climb trees and gather
some fruits
2. Today is a busy day for me.
a. I had an early brea"fast because e
are going on an all1day hi"e.
(. Trees help men in many ays.
c. They gi%e men food to eat and ood
to build shelter.
). ;ne of the most beautiful sights in the
orld is the Mayon Dolcano.
b. It has an almost perfect cone
+. /eing in a foreign country is not as easy
as li%ing in your homeland.
a. 3ou miss the arm care and concern of
your family
Assi(n,"nt
2rom the selection in ,cti%ity +
Dra pictures of incidents or characters
from the selection
*emar"s
20!202
L"sson Plan No# $ %%%%CB%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%% VI %%
Dat" $ T:*&s'ay2 2 O/tob"& B 2 20%%
CONTENT
Co(nitiv"$
$i%e e%ents that could happen next
Psy/:o,oto&
!rite the e%ents that happen next

8A9"/tiv"$
Care to our en%ironment
To;i/$
Givin( "v"nts t:at /o*l' :a;;"n n"Jt
S<ills$
Spea"ing&
-0.C p. 2)
*eference: Module =o 1H 0ng5
Materials : -hotocopy of
module 1H
Val*"s$ Cleanliness
A# Anti/i;ato&y S"t
1. Tongue Tister
and it made her butter better so
?tas better /etty /otter bought a bit
of better butter6
2# R"vi"=
$i%e possible cause and eNects
B# Motivation
.oo" at the ground or belo your chair.
!hat can you say#
5# L"sson P&o;"&
# P&";a&ation
.oo" at the pictures. !hat can you say
about each pictures#
2# P&"s"ntation
Study them and gi%e e%ents that could
happen next.
B. Dis/*ssion
If the en%ironment is Alled ith garbage&
time ill come that it ill become polluted
and e%entually ma"e people sic".
The second picture shos a boy ho
follos his motherCs order. !hat do you
thin" ill happen next# 3es& his mother ill
hug him for his obedience.
The third picture shos a girl ho plants
in the bac"yard. This act helps pre%ent air
pollution in our en%ironment.
$i%ing e%ents that could happen next occur
in our daily li%es. It is ma"ing predictions or
de%eloping ideas hich are not directly
stated in the text.
;pen the module in second page.
This time& try to gi%e e%ents that could
happen next in each picture. Do this orally.
,cti%ity 2
in page (. *ead the selection belo and
match the gi%en selection ith hat you
thin" ill happen next. !rite the letter of the
correct anser.
A 5
# 3ou ere at the
mall and you sa
someone shoplift.
2# Menchie does
not eat during
brea"fast 'ust so
she can buy her
fa%orite maga>ine.
B. -eople cut don
trees and destroy
the natural habitat
of animals.
E. The population
of our country is
increasing e%ery
year.
C# .eny lo%es to eat
chocolates in the
morning& in the
afternoon and e%en
before going to
bed.
a# There ill be
population
explosion in the
country
b# SheCll de%elop
ulcer
/# There ill be
Food in the %illage.
'# 3ou ill report
the incident to
higher authority.
"# She ill ha%e
toothache.
f# *alph as
prepared for the
test.
(. 7e de%eloped an
ulcer.
:# The plant gre
taller each day.
i# Uonas on in the
simming contest.
A# The streets ill
be Fooded.

$i%ing e%ents that could happen next
occur in our daily li%es. It is ma"ing
predictions or de%eloping

de%eloping ideas hich are not directly
stated in the text.
ID# Eval*ation
0xercise 1
$i%en a situation& choose the e%ent that
could happen next.
1. Melanie ate so much spaghetti and ice
cream at the party
a. She ill eat dinner
d. She ha%e indigestion
2. Shaira o"e up at L:(H a.m. instead of
L:HH& so she missed her school bus. 7er
class starts at 8:HH a.m.
a. She ill arri%e in school on time
b. She ill be late
(. 0din played in the rain for a long time.
a. 7e ill become clean
c. 7e ill ha%e colds.
). Michael told his parents that he belongs
to the list of honor pupils in grade six.
a. 7is parents ill hug and "iss him.
b. 7er parents ill cry.
+. Mary ,nn lost the headband she
borroed from her sister.
a. 7er sister ill slap her.
b. 7er sister ill get angry.
*emar"s
LESSON PLAN
20!202
PERIODICALTEST# $ %s"/on' %%%% G&a'in( P"&io' $
%%S"/on' G&a'in(
%%%V!VI%%%%%%
Dat" $ )&i'ay2 O/tob"& E2 20%%
Co(nitiv"
Test
A9"/tiv"
Psy/:o,oto&
To;i/$
S<ills$
.istening&
*eading&
!riting&
Test Kuestionnaire
Val*"s$
A# Anti/i;ato&y S"t
1. Song
2#Motivation
test#
5# L"sson P&o;"&$
1. -reparation
direction.
T"st P&o;"&
Muestionnaire
Chec"ing of -apers.

;/U0CTID0S
=o.
of
Items
Test
-lace1
ments

^
1. @se possessi%e
form of nouns in
%erb agreement
of sentence
(. @se
gerund
). =ote details of
the selection
+. !rite summary of
the selection
L. Sub'ect 1%erb
agreemnet
TOTAL
C
0
0
C
C
C
0
C0
I#
!C
II#
!0
III#
!
20
IV#
2!
2C
V#
2-!
B0
VI#
!C
VI#
!0
C0
0
T
20
T
20
T
0
T
0
T
0
T
20
T
0
0
T
*emar"s
20!202
L"sson Plan No# $ %%%%CE%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%% V!VI %%
Dat" $ Mon'ay2 2 O/tob"& G 2 20%%
CONTENT
A# Anti/i;ato&y S"t

5# L"sson P&o;"&

ID# Eval*ation
Psy/:o,oto&
!rite a paragraph from the pictures
dran
Co(nitiv"
Interpret the message of
pictures dran
8A9"/tiv"
Sho interest to interpret the
pictures
To;i/$
!riting a paragraph from the
pictures dran
Informal !riting =o. 2
S<ills$
Spea"ing&
-0.C p. 21
*eading p. 8)185
Materials : charts& picture
1. Tongue Tister
better butter6
2# Chec" the Second Summati%e Test

B# Motivation
;bser%e pictures

!hat can you say about this pictures#
# P&";a&ation
-resent ne pictures
2. P&"s"ntation
!ho is the artist of this paintings#
Can you interpret the images#
B# Dis/*ssion
0%ery pictures or e%ery paintings
has a message to those ho see it. There
are so many interpretation can form from
it.
In interpreting pictures& e can
rite a paragraph about it.
,nsering some h1Muestion
about the image e can construct a
paragraph.
!hat is the relation of the artist
to his paintings#
2or !hom is the images#
!hat is his purpose in draing
the image form#
QG"n"&ali?ationR
!riting a paragraph from pictures
dran ill help student to interpret
images and gi%e their on opinions
hy the artist dra the image.
,ims.:To be able to rite a paragraph from
the pictures dran#
*emar"s
Again, like in the
Person at the Window
(1925), Dal shows his
sister Ana Maria fro
her !a"k# $his tie the
girl is seated, ore
rela%ed& and altho'gh
its fa"e does not a((ear
in the iage, her glan"e
is the ain idea of the
(ainting# $he sae
ati"es of the skin and
the dress of Ana Maria,
are 'sed !) Dal for the
roofs and the walls of
the !'ildings#
Salvador Dal, 1925 - Oil on canvas
20!202
%%S"/on' G&a'#%%%
%%% V %%
Dat" $ T*"s'ay2 2 O/tob"& 4 2 20%%
CONTENT
Co(nitiv"
*etell story
Psy/:o,oto&
SeMuence of e%ents in the selection
A9"/tiv"
*ecite poems ith appropriate
gestures
Val*"s$ ,ppreciates the or"s of our
great poets of the nation
To;i/$
*etelling of the Selection
SeMuence of e%ents in the
selection
gestures
S<ills$
Spea"ing&
-0.C p. 21
0nglish 0xpressays D
*eading pp. 881IL
TM pp . 81182
Material: chart& pictures& graphic
organi>er
A# 5"fo&" R"a'in(
Anti/i;ato&y S"t
1. Tongue Tister
better butter6
2# Motivation
!hat are your fa%orite poems or
stories#
7a%e you heard of the balagtasan
and the >ar>uelas# !hat are these#
1. They as"ed a richman from Tondo to
employ /alagtas as his ser%ant.
2. !hen the Aght for our freedom started&
,po Mena 'oined the rebels.
(. .eo as mimic"ing the %isitor
amusingly.
). It is a political debate on a topic.
+. In the constitution& the 2ilipinos laid out
the plan for an independent go%ernment.
5# L"sson P&o;"&QD*&in( R"a'in(R
# P&";a&ation
Sho some 2ilipinoCs pictures .
"non in the -hilipppines.
2. P&"s"ntation
-ictures of 2rancisco /alta>ar&
Marcelino Crisologo and 2ernando
Maria $uerrero.
Do you "no these person#

(. *ead the Three $reat -oets
Aft"& R"a'in(
E# ,nser the Muestions in Time to thin"
p.I1
C# Di/*ssion
.ets analy>e the story by
seMuencing of the e%ents that happen.
.ets start ith 2rancisco /alta>ar&
ho his introduction
begins#
!hat are the e%ents folloed#
!hat is the ending of life#
!ill you recite the example
stan>a of his poems ith gestures.

5. 0nrichment ,cti%y
@sing graphic organi>ers retell the the
biography of great poets according to its
seMuence of e%ents.
L. Dalue infusion
!e must not forget the
contribution of our great ancestors li"e
the three great poets in our nation. They
used their mind to open the minds of
e%ery 2ilipinoCs to hat happening to us
in our
e%eryday life.
QG"n"&ali?ationR
The order in hich e%ents happen in
a story& or ho ideas are arranged is
called seMuence of e%ents or ideas. This
help us

understand hat you are reading. In
seMuencing& it is important to note
signals& such as in 1I8+& A%e years
after& Arst& next or Anally.
details that ill help to explain further the
main idea. En(a(","nt A/tiviti"s
Do ,cti%ity ) TQT* p.I+
1. 2111(1+1)
2. 21)111(1+
(. 1121)1+1(
ID# Eval*ation
Do ,cti%ity 5 TQ* p.I51IL
!hat is the best seMuencing of
the folloing sets of ideas or
concepts# Choose the anser and rite
your anser on your paper.
,nser
,& 8d9 21)1(11
/. 8d9 (1)1112
C. 8b9 2111(1)
D. 8d9 )1(1211
0. ` 11(121)
D. ,ssignment
7a%e a picture& one of other
poets in the -hilippines then paste it
in clean bond paper. /elo the
picture dra a graphic organi>er
and rite the seMuence of e%ents of
his<her biography.
*emar"s
20!202
%%S"/on' G&a'#%%%
%%% VI %%
Dat" $ T*"s'ay2 2 O/tob"& 4 2 20%%
CONTENT
A# 1&it" &";o&t"' stat","nts in
a sto&y fo&,#
5# C:an(" stat","nts2
L*"stions2 &"L*"sts an'
/o,,an's to &";o&t"'
s"nt"n/"s#
Val*"s$
To;i/$
1&itin( &";o&t"' stat","nts#
S<ills$
Spea"ing&
-0.C p. 2) 5&5.1
0nglish 2or 3ou 4 Me 5 p.58
organi>er
A# Anti/i;ato&y S"t
1. Derse Drill:
Measure the immeasurable#
3es& So youCll "no if itCs
measureable
/ut itCs measurable
@nless you measure it.
7o can you tell itCs
immeasurable
Discourage hat should be
encouraged#
3es. So youCll "no a personCs
true courage.
/ut true courage should be
encouraged.
@nless discouraged.
7o can you tell itCs true
courage#
2# Motivation
stories#
5# L"sson P&o;"&
# P&";a&ation
Sho a picture of a car accident and then
as" Muestions about it.
2. P&"s"ntation
-retend that you are a reporter on a
nes beat. ,n accident happened and you
itnessed it. Ma"e a report of the accident.
7ere are bits of information about
the accident.
%ehicular accident
a pro%incial bus
s brand1ne car se%erely damaged

in the middle of the intersection of
0DS, and Kue>on ,%e.
three persons seriously hurt
brought to the hospital dri%er
of the bus unhurt bus dri%er
brought to the police station
onloo"ers helped the %ictims
B# Dis/*ssion
.istening attenti%ely hile a
selection or a passage is being read is
one ay you can ta"e don notes
properly. Thus& in ta"ing don notes
rite only the important details in the
QG"n"&ali?ationR
Change statements& Muestions&
reMuests and commands to reported
sentence in a story form.
The exact ords of the spea"er
may come after the spea"erCs name
and the ords used to introduce
them.
=otice that the Muotation
mar"s ere dropped.
The connecti%e t:at as used
to introduce the reported part.

1. 2111(1+1)
2. 21)111(1+
(. 1121)1+1(
ID# Eval*ation
,nser
,& 8d9 21)1(11
/. 8d9 (1)1112
C. 8b9 2111(1)
D. 8d9 )1(1211
0. ` 11(121)
D. ,ssignment
his<her biography. *emar"s
20!202
L"sson Plan No# $ %%%%CC%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%% V %%
Dat" $ 1"'n"s'ay2 2 O/tob"& H 2 20%%
CONTENT
Co(nitiv"
*etell story
Psy/:o,oto&
SeMuence of e%ents in the selection
A9"/tiv"
gestures
Val*"s$ ,ppreciates the or"s of our
great poets of the nation
To;i/$
*etelling of the Selection
SeMuence of e%ents in the
selection
gestures
S<ills$
Spea"ing&
-0.C p. 21
*eading pp. 881IL
TM pp . 81182
organi>er
A# Anti/i;ato&y S"t
1. Tongue Tister
better butter6
2# Motivation
*ead example %erse of poems of
sha"espears.
5# L"sson P&o;"&
# P&";a&ation
Sho some 2ilipinoCs pictures .
"non in the -hilipppines.
2. P&"s"ntation
-ictures of 2rancisco /alta>ar&
Marcelino Crisologo and 2ernando
Maria $uerrero.
Do you "no these person#
(. Students report
E# ,nser the Muestions in Time to
thin"

C# En&i/:,"nt A/tivity
@sing graphic organi>ers retell the
the biography of great poets according
to its seMuence of e%ents.
5. $roup *eport by representati%e
L. Dalue infusion
!e must not forget the
contribution of our great ancestors li"e
the three great poets in our nation. They
used their mind to open the minds of
e%ery 2ilipinoCs to hat happening to us
in our
e%eryday life.
QG"n"&ali?ationR
The order in hich e%ents happen in
a story& or ho ideas are arranged is
called seMuence of e%ents or ideas. This
help us

details that ill help to explain further
the main idea.

1. 2111(1+1)
2. 21)111(1+
(. 1121)1+1(
ID# Eval*ation
,nser
,& 8d9 21)1(11
/. 8d9 (1)1112
C. 8b9 2111(1)
D. 8d9 )1(1211
0. ` 11(121)
D. ,ssignment
his<her biography.
*emar"s 8Continuation of .esson9
20!202
L"sson Plan No# $ %%%%CC%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%% VI %%
Dat" $ 1"'n"s'ay2 2 O/tob"& H 2 20%%
CONTENT
A# 1&it" &";o&t"' stat","nts in
a sto&y fo&,#
5# C:an(" stat","nts2
L*"stions2 &"L*"sts an'
/o,,an's to &";o&t"'
s"nt"n/"s#
Val*"s$
To;i/$
1&itin( &";o&t"' stat","nts
S<ills$
Spea"ing&
-0.C p. 2) 5&5.1
0nglish 2or 3ou 4 Me 5 p.58
organi>er
A# Anti/i;ato&y S"t
1. Derse Drill:
Measure the immeasurable#
3es& So youCll "no if itCs
measureable
/ut itCs measurable
@nless you measure it.
7o can you tell itCs
immeasurable
Discourage hat should be
encouraged#
3es. So youCll "no a personCs
true courage.
/ut true courage should be
encouraged.
@nless discouraged.
7o can you tell itCs true
courage#
2# Motivation
stories#
5# L"sson P&o;"&
# P&";a&ation
Sho a picture of a car accident and then
as" Muestions about it.
2. P&"s"ntation
-retend that you are a reporter on a
nes beat. ,n accident happened and you
itnessed it. Ma"e a report of the accident.
7ere are bits of information about
the accident.
%ehicular accident
a pro%incial bus
s brand1ne car se%erely damaged

in the middle of the intersection of
0DS, and Kue>on ,%e.
three persons seriously hurt
brought to the hospital dri%er
of the bus unhurt bus dri%er
brought to the police station
onloo"ers helped the %ictims
B# Dis/*ssion
.istening attenti%ely hile a
selection or a passage is being read is
one ay you can ta"e don notes
properly. Thus& in ta"ing don notes
rite only the important details in the
QG"n"&ali?ationR
Change statements& Muestions&
reMuests and commands to reported
sentence in a story form.
The exact ords of the spea"er
may come after the spea"erCs name
and the ords used to introduce
them.
=otice that the Muotation
mar"s ere dropped.
The connecti%e t:at as used
to introduce the reported part.

+. ,pplication
!rite reported statements about
the accident in story form.
8-upils rite reported statements in a story
form.9
ID. 0%aluation
*ead the comic strip and rite
reported statement& Muestions& commands
and reMuests in the story by Alling up the
clo>e.
)uppy7 6o you thin$ $eeping us in cage is a
good idea?
<ohnson7 5o% It will restrict us from moving
around freely%
-rownie7 Then do not allow anyone to confine
us in one place%
6ugong7 )lease e more sensile with your
discussions% You etter come and lets share
my apple%
The dogs were tal$ing
aout::::::::::::::
::::::::::% )uppy
as$ed::::::::::::::::::::if
::::::::::::::::::::::%
<ohnson::::::::::that
-rownie:::::::::::::::::not to
::::::::::::::
6ugong::::::::::::::::::::then:::::
::::::::::::::::::::::%
D. ,ssignment
!atch your fa%orite teleno%ela
and rite + 8A%e9 reported statements& +
Muestions& + commands and + reMuests
*emar"s: *eteach due to o%ertime of pre%ious class
20!202
L"sson Plan No# $ %%%%C-%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%% V %%
Dat" $ T:*&s'ay2 2 O/tob"& 20 2 20%%
LEARNING O53ECTIVES 0 LEARNING E6PERIENCES
CONTENT
I. ;b'ecti%es:
Ma<" an o*tlin" of a 2 to B
;a&a(&a;: s"l"/tion
Not" '"tails by ans="&in(
L*"stions f&o, t:" s"l"/tion
&"a'
Dalue: /eing 7ealth Conscious
II. Sub'ect Matter
Ma<in( an o*tlin"
Notin( D"tails

S<ills$
Spea"ing&
-0.C 2(
2un in 0nglish
*eading pp. 225122L
2un in 0nglish .anguage p.IL
Science 4 7ealth pp.225122L
0nglish for ,ll Times +
Materials:
Selection & cut1outs& chart
III. -rocedure
A# Anti/i;ato&y S"t
1. Song
2. *hyme
(. *e%ie
,rrange these sentence to
form a story
BBBBB She opened her piggy ban".
BBBBB Mimi loo"ed admiringly at the red dress
on display at the store indo.
BBBBB She anted to as" about the price& but
as she as about to go on& she stopped.
BBBBB She counted the money carefully and
ent straight to the store.
BBBB She counted her money again then she
shoo" her head.
). Moti%ation:
,nser the folloing ith yes or no:
a. Do you ta"e a bath daily#
b. Do you brush your teeth three times
a day#
c. Do you ash your face before and
after sleep#
d. 7a%e you been terminally ill#
e. Do you blame others hen you are
not feeling ell#
/. 0ngagement ,cti%ities
1. *eading
.isten attenti%ely as the selection is
being read.
;ne of the most dreaded disease of the
"idney is uremia. #remia, commonly
"non as the cancer of the "idney results
hen a person does not ta"e care of his
diet.

!hen one eats salty foods and too much fatty
foods& the "idney Alters are usually clogged
and so aste in the blood is not remo%ed.
,dded to these causes are ta"ing in of drugs
such as medicine and liMuor.
The treatment of uremia
sub'ects the patient to so much pain and
expensi%e medication. Oidney transplant is
painful.
/esides& not all "idneys are accepted by the
body. !hen the transplanted "idney is
re'ected& the patient& the patient undergoes
another painful surgery. Treatment through
dialysis is 'ust painful. In dialysis& the patientCs
blood is suc"ed out of his body through
expensi%e shants. It goes through the dialyser
cleaning& and goes bac" to the body to
circulate again. The process is repeated o%er
and o%er for a long period of time.
In order to a%oid getting "idney
trouble& one should drin" plenty of ater to
Fush oN clogged dirt in the "idney. 7e should
gi%e the "idney some rest by refraining from
eating fatty foods once in a hile. 7e should
a%oid self1medication and liMuor.
2. Comprehension:
a. !hat is uremia#
b. !hat are its causes#
c. 7o is it treated#
d. !hat should e do to a%oid "idney
related diseases#
e. 7o do you ta"e care of yourself#
f. 7a%e you e%er had serious disease# 7o
do you feel about it# 7o did you cure#
(. !riting
a. -resent the chart and let some
selected pupils perform the riting on the
board to complete the outline.
7&",ia2 t:" D&"a'"' Dis"as"
I. There are se%eral causes of the disease.
These are:
,. 0ating salty foods most of the time.
/.
C.
II. The treatment for the disease is painful and
expensi%e.
Some of these are:
,.
/.
III. Some ays of helping our "idneys and
a%oiding "idney
trouble are:
,.
/.
C.
C# Clos*&" of t:" l"ssonQG"n"&ali?ationR
-resent guidelines in ma"ing a 2 to (
paragraph
selection.
IV# Eval*ation
Construct a sentence under the gi%en
outline headings.
I Lov" to 5" H"alt:y
I. To Oeep My /ody Clean and 2resh
,.
/.
C.
II. The 7ealthy 2oods to 0at
,.
/.
C.
III. My Daily ,cti%ities ,t 7ome That Oeep Me
2it
,.
/.
C.
*emar"s:
20!202
L"sson Plan No# $ %%%%C-%%%%% G&a'in( P"&io' $
%%S"/on' G&a'#%%%
%%% VI %%
Dat" $ T:*&s'ay2 2 O/tob"& 20 2 20%%
CONTENT
I. ;b'ecti%e:
5# L"sson P&o;"&:
1.-reparation:

c. 2lorence said&T c. 2lorence said in imperati%e sentence.
7s" Di&"/t an' In'i&"/t Dis/o*&s"
Dalue: /eing 7ealth Conscious
II# Di&"/t an' In'i&"/t Dis/o*&s"
S<ills$
Spea"ing&
-0.C 2(
0ng. .TQ & 023M&pp.LH1L(
Material: chart
III. -rocedure
,. -reliminary ,cti%ity
1. !ord drill.:
<>< <d>< sounds
<>< <d><
,sia ra'ah
*egime region
/ourgeois nostalgia
Sei>ure entourage
Immeasurable language
2. *e%ie
(. Chec"ing of ,ssignments
There are times hen e do not
hear hat as said. !hat do e do then#
8!hen that happens& hat as said has to
be reported9. .etCs loo" closely at the
folloing sentences.
2. -resentation
There are to ays of expressing
ords of a spea"erP the Direct Discourse
and indirect discourse.
If e report hat another person
has said& e usually do not use the
spea"erCs exact ords 8direct speech9& but
reported 8indirect9 speech. Therefore& you
need to learn ho to transform direct
speech into reported speech. The structure
is a little diNerent depending on hether
you ant to transform a statement&
Muestion or reMuest.
Di&"/t Dis/o*&s" In'i&"/t
Dis/o*&s"
Statements
a. 1. Mr. Sison told
the boys& S!e
ill listen to the
nes.T
b. Mother said& S I
can hear the
announcement
clearly.T
a. Mr. Sison told the
boys that they
ould listen to the
nes.
b. Mother said that
she could hear the
announcement
clearly.
SThe dog is almost
dead.T
Command
d. S.ight a Are of
stic"s& 2red.T $ina
said.
*eMuest
e. The girl
said &T-lease do
something.T
3es<=o Muestion
f. SCan I play
computer&
Mother#T& Uoy
as"ed.
Imperati%e
g. S!ho are the
troop leaders#T& Mrs.
-ayton as"ed.
that the dog as
almost dead.
d. $ina told 2red to
light a Are of
stic"s.
e. The girl as"ed to
do something.
f. Uoy as"ed mother
if she could play
computer.
g. Mrs. -ayton as"ed
ho ere the troop
leaders#
(. Discussion
!hat changes ha%e been made in
the indirect discourse#
The Muotation mar"s ha%e been
dropped.
-ronouns ere changed :
!e 1 they
I 1 she
Tenses also changed.
Is 1 as
,re 1 ere
Derbs changed as ell in reMuest
said 1 as"ed
Command said 1 told
This is done so that the thought of the
sentence ill be correct.
!hat other ords ha%e been added to the
indirect discourse#
=ote the use of the ord that in
statements< declarati%e sentences and
E# G"n"&ali?ation
In changing direct to indirect
discourse drop the Muotation mar"s and
rearrange the order of the ords in the
sentence. @se the same %erb in
declarati%e and imperati%e sentences.
In a reported speech& a command
or reMuest it is introduced by To# =egati%e
command or reMuest is introduced by the
phrase not to. T:at introduces a
statement hile if introduces a yes1no
Muestions.
C# A;;li/ation
Change the folloing to indirect discourse.
1. Mr. -erang ordered& SThose ho are late&
fall in line.T
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
2. Mrs. Carmelito -ang said& SSpea" louder&
boys.T
(.S!ho are the leaders of the groups#T
Mr. *eyes as"ed.
). Charlotte as"ed& S!ill you come ith me&
Christian#T
+. Mr. Sherin /ueno says& SI am hat I am.T
IV# Eval*ation
1. SScience connects ith MathematicsT&
said Miss Carolyn Sy.
2.Cynthia said& S She hates me because
ICm ugly.T
(. S$od is lo%e and lo%e is $od.T Says our
youth pastor.
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
). S!ould you please "eep Muiet.T -leaded
Tina.
+. Sonny said& SI lo%e my familyT
*emar"s:
LESSON PLAN
20!202
PERIODICALTEST# $ SECOND %%%% G&a'in( P"&io' $
%%S"/on' G&a'in(
%%%V%%%%%%
Dat" $ )&i'ay2 O/tob"& 22 20%%
Co(nitiv"
,dminister the second
A# Anti/i;ato&y S"t
1. Song
T"st P&o;"& ;/U0CTID0S
=o.
of
Items
Test
-lace1
ments

^
summati%e Test
A9"/tiv"
Psy/:o,oto&
To;i/$
Second Summati%e Test
S<ills$
.istening&
*eading&
!riting&
Test Kuestionnaire
Val*"s$
2#Motivation
test#
5# L"sson P&o;"&$
1. -reparation
direction.
Muestionnaire
Chec"ing of -apers.

*emar"s
. . Identify the
setting& characters
and ending of the
story.
2. . Identify the
ma'or ideas<
concept in a
selection.
(. Ma"e an outline
). ;rgani>e the "ey
sentence and
supporting details
into an outline
+. $i%e possible
cause<eNect to
situations<nes&
stories heard
5. @se demonstrati%e
and reFexi%e
pronouns
L. rite a paragraph
from the pictures
dran
TOTAL
12
(
(
+
1H
0
G
C0
!2
1(1
1+
151
18
1I1
2(
2)1
((
()1
)(
))1
+H
2E
T
5^
5^
1H^
2H^
2H^
1)^
1HH
^
LESSON PLAN
20!202
PERIODICALTEST# $ %SECOND %% G&a'in( P"&io' $
%%S"/on' G&a'in(
%%%VI%%%%%%
Dat" $ )&i'ay2 O/tob"& 22 20%%
Co(nitiv"
summati%e Test
A9"/tiv"
Psy/:o,oto&
To;i/$
Second Summati%e Test
S<ills$
.istening&
*eading&
!riting&
Test Kuestionnaire
Val*"s$
A# Anti/i;ato&y S"t
1. Song
2#Motivation
test#
5# L"sson P&o;"&$
1. -reparation
direction.
T"st P&o;"&
Muestionnaire
Chec"ing of -apers.

;/U0CTID0S
=o.
of
Items
Test
-lace1
ments

^
1. SeMuence of
e%ents
2. $i%e an appropriate
possible ending
to gi%en situation
(. Change direct
speech to indirect
speech
). !rite a paragraph
from the pictures
dran
TOTAL
0
C
0
C
B0
!0
!
C
-!
2C
2-!
B0
BB
T
G
T
BB
T
G
T
0
0
T
*emar"s
LESSON PLAN
20!202
%%S"/on' G&a'in(
%%%V!VI%%%%%%
Dat" $Mon'ay!T*"s'ay2 O/tob"& 2E!2C2 20%%
Co(nitiv"
A# Anti/i;ato&y S"t
1. Song
T"st P&o;"&
periodical Test
A9"/tiv"
Psy/:o,oto&
To;i/$
Second -eriodical Test
S<ills$
.istening&
*eading&
!riting&
Test Kuestionnaire
Val*"s$
2#Motivation
test#
5# L"sson P&o;"&$
1. -reparation
direction.
Muestionnaire
Chec"ing of -apers.

*emar"s
LESSON PLAN
20!202
%%S"/on' G&a'in(
%%%V!VI%%%%%%
Dat" $T:*&s'ay2 O/tob"& 2G2 20%%
Co(nitiv"
periodical Test in 0-- and $M*C
2ind the result of periodical test
A9"/tiv"
A# Anti/i;ato&y S"t
1. Song
2#Motivation
T"st P&o;"&
Psy/:o,oto&
Sho neatness in the test
To;i/$
Second -eriodical Test
C:"/<in( of T"st
S<ills$
.istening&
*eading&
!riting&
Test Kuestionnaire
Val*"s$
someone made mista"e in chec"ing
your anser#
o%erriting in their test#
5# L"sson P&o;"&$
1. -reparation
direction.
Muestionnaire
Chec"ing of -apers.

*emar"s
.esson -lan in 0nglish
2riday ;ctober 28& 2H11

1:HH R 1:+H DI12 (:)H 1 ):(H DI1)
1:+H12:)H D11 ):(H1+:2H D1)
2:)H1(:(H D1( +:(H15:2H D12
I. ;b'ecti%es
Identify the parts of a business letter.
!rite letters of in%itation
Dalue: 2riendly
II. Sub'ect Matter
Identifying the -arts of a 2riendly letter
!riting .etters of In%itation and ,cceptance
*ef.: -0.C
0nglish 0xpressays pp.5815I
$ates in 0nglish + pp. 25(125L
Materials: pictures& chart
III. ,. -reliminary ,cti%ity
1. Song
2. *hyme
(. *e%ie
7o you rite a letter of in%itation and
acceptance#
/. .esson -roper
1. Moti%ation
7o you rite a letter of in%itation to
some oEcials li"e schools& companies and to
barangay#
2. -reparation
!e all ha%e diNerent ays of celebrating
important occasions in our li%es. Some
prefer to celebrate Muietly and others prefer to
celebrate the occasion ith their relati%es and
friends. .isten to the in%itation letter that I ill
read.
!hat is the in%itation for#
!ho is the one being in%ited#
(. -resentation
a. .etter of In%itation
September 2H& 2H1H
Ms. Melinda c. San -edro
-rincipal
Taaong Integrated School
Madam&
;ur class ill be holding the (
rd
annual
;n1 the1Spot -ainting Contest at the $rade D
Section 1 classroom on 2riday& ;ctober 8 at to
oCcloc" in the afternoon. It is our pleasure to in%ite
you to 'udge this contest.
I hope you can ma"e it. Than" you %ery
much.
Dery truly yours&
,ntonio ,rile
-resident& ,rt Club
!here ill the contest be held#
!hen ill the contest be held#
!hy is Dr. Suare> being in%ited#
Is the in%itation arm and friendly#
Does it sho that $rade D students really
ants the principal to come#
). Discussion
In riting letter of in%itation&
ma"e it arm and friendly.
In riting letter of acceptance to an
in%itation& obser%e their seMuencing.
1. 0xpress than"s for the in%itation.
2. State that you are accepting the in%itation.
(. Say that you loo" forard to it.
!hat are the parts of the letter#
The parts of a letter areP
heading& greeting& body of the letter& closing and
your signature.
+. $enerali>ation
The parts of a letter
1. 7eading1 includes your address and the date
of riting. !rite it in the upper right1
hand corner.
2. $reeting1 usually begins ith the ord Dear
and is folloed by the name of the
person ho ill recei%e the letter.
!rite it after the left1 hand margin.
(. /ody of the letter1 contains your thoughts and
ideas.
). Closing1 Capitali>e only the Arst ord and
follo it ith comma.
+. 3our Signature1 !rite this under the closing.
ID. 0%aluation
In%ite a music teacher to gi%e a lecture on the
history of the -hilippine =ational ,nthem& .upang
7inirang & in your Music Club.

Mastery .e%el
DI12 DI1) D11 D12 D1( D1)
+
)
(
2
1
Monday ;ctober (1& 2H11
S-0CI,. 7;.ID,3
Tuesday =o%ember 1& 2H11
,.. S,I=TS D,3
!ednesday =o%ember 2& 2H11
,.. S;@.S D,3
Thursday =o%ember (& 2H11
2C2I, ,pproach
1:HH R 1:+H DI12 (:)H 1 ):(H DI1)
1:+H12:)H D11 ):(H1+:2H D1)
2:)H1(:(H D1( +:(H15:2H D12
I. ;b'ecti%e
Identify %erbs in the sentence
@se %erbs in the sentence
Dalues: Teamor"
II. Sub'ect Matter
Identifying %erbs
*eference:
-0.C in 0nglish p.2)
/asic and /eyond .anguage pp.5(15+
Materials:
charts& pictures
1. Song
2. -honics
th sounds
(. *e%ie
!hat are the parts of speech#
-re1reading ,cti%ities
$i%e the meaning of the underlined ords
a. Oyle thro the crumple paper to the
trash can.
b. Samantha catches the falling fruit
of mango tree.
c. Mang Uose hurls the ball to biboy.
d. *obert blamed ,lbert to his mista"e.
+. @se ord in meaningful sentence.

/. .esson -roper
1. Moti%ation
.oo" at the picture.
!hat do you thin" they doing#
Do you play bas"etball#
7o#
2. Moti%e Kuestion
!hy do you thin" the title of selection is
S Teamor"T#
During *eading
*ead the selection
,ssign one student to read the selection.
STeamor"T
In Uuan .una 0lementary School there are four
students ho lo%e to play bas"etball. ,fter the
class they directly go to the schoolCs co%ered court.
Daniel and ,riana play bas"etball in the
afternoon ith their to other friends. ,riana thros
the ball and misses the bas"et.
Daniel catches it and hurls the ball to Uun.
There is a beautiful girl ho came and atch
them playing the game. Uun missed the ball.
7e blamed Daniel. ,riana get the ball and try to
shoot in the bas"et. ,riana on the game. They ent to a mall
to celebrate.
,liana ordered pi>>a and orange 'uice
-ost *eading
1. 7a%e the pupils anser the moti%e Muestion.
2. ,nser the comprehension Chec" @p.
!ho are the characters in the selection#
!hat sports they play#
Describe ,raina in the story.
(. S"ills De%elopment
!hat are the action ords in the
selection#
!hat part of the speech shos an
action ords#
, %erb can express an action as in
mo%e& elect& nominate or state of being& as in is2
a&"2 a,2 b"/o,"2 s"",2 loo<#
, %erb maybe a single ord& as in
,""t2 &is"2 not" or to ord& as in loo< *;2 :*&&y
*;2 ;*t on2 among others.
The main %erb and a helping %erb
before it ma"e up a v"&b ;:&as"#
). 0ngagement ,cti%ities
$roup ,cti%ities
11 !rite the correct present tense form of the
%erb be. 8is& am& are9.
21 !rite the correct past tense form of the
%erb be. 8as& ere9.
(1 Dra to lines under the main %erb and one
line under helping %erb.
)1 !rite the correct to1ord %erb in the
parenthesis to complete the sentence.
+. !riting ,cti%ities
!rite A%e sentences about a game you ha%e
atched or played. @nderline the %erb in each
sentence.
ID. 0%aluation
!rite the appropriate %erb in the sentence.
1. The gymBBBBB open e%ery at 1H:HH,M. 8is& as9
2. ,ll players BBBB tired yesterday because of the Anal
round. 8as& ere9.
(. Ma"e a habit to BBBBB the meaning of ords that you
canCt understand in the dictionary. 8loo" up& loo" for9
). !ho BBB BBBB the score for us# 8is "eeping& are "eep9
+. !e BBB BBBBB a %ictory party for the inners. 8ere
planned& are planning9
Mastery .e%el
DI1) D1( D12 D1) D11
+
)
(
2
1
H
2riday =o%ember )& 2H11

1:+H12:)H D11 ):(H1+:2H D1)
2:)H1(:(H D1( +:(H15:2H D12
I. ;b'ecti%e
Identify the lin"ing %erbs
@se lin"ing %erbs in a sentence
,ppreciate ones idea
Dalues: Teamor"
II. Sub'ect Matter
@se of .in"ing Derbs
*eference:
-0.C in 0nglish p.22
Module =o. 11 in 0nglish D
Materials:
-hotocopy of Module 11
1. Song
Im .ittle Tea -ot
2. Tongue Tisters
/etty /otter
(. *e%ie of Derbs
). Moti%ation
Can you cite some popular sic"ness of the
people in our country#
/. .esson -roper
1. -reparation
a. 7ypertension is the sudden rise in blood
pressure.
b. ,nemia is the decrease in the number of
hemoglobin in the red blood cells.
c. .eu"emia is the cancer of the blood.
d. ,nemia and .eu"emia are circulatory
diseases aNecting the blood.
e. 7ypertension and 7eart ,ttac" are closely
related ith one another.
2. -resentation
*ead and study the sentences abo%e.
(. Discussion
7o many sub'ect is tal"ed about in
sentences 1&2 and (#
!hat %erb follo the sub'ects 7ypertension&
,nemia and .eu"emia#
!hat do e call this ord#
7o many sub'ects are tal"ed about in
sentences ) and +#
These are called .in"ing %erbs. Is and a&" are used hen
the %erb is in the present tense. 3ou ill use is if the sub'ect is
singular and a&" if the sub'ect is plural.
). $enerali>ation
, lin"ing %er b is a %erb that connects
the sub'ect part of the sentence ith a noun or ad'ecti%e
in the predicate part. A, 2 is 2 =as2 a&" an' ="&" are some
forms of lin"ing %erbs.
+. ,pplication
S"ills /uild @p
0xercise 1
Choose the correct lin"ing %erbs in the parentheses. rite your
anser in your noteboo".
ID. 0%aluation
EJ"&/is" B
.oo" at the pictures belo. !rite a sentence about each
illustration using the lin"ing %erbs learned.
1. 2.
(. ).
+
Mastery .e%el
D11 D1( D1) D12
+
)
(
2
1
H
Monday =o%ember L& 2H11
7;.ID,3 0nd of 0dil 2itr
Tuesday =o%ember 8& 2H11
1:HH R 1:+H DI12 (:)H 1 ):(H DI1)
1:+H12:)H D11 ):(H1+:2H D1)
2:)H1(:(H D1( +:(H15:2H D12
I. ;b'ecti%e
Identify the parts of a business letter.
!rite letters of in%itation
Dalue: 2riendly
II. Sub'ect Matter
Identifying the -arts of a 2riendly letter
!riting .etters of In%itation and ,cceptance
*ef.: */0C
0nglish 0xpressays pp.5815I
$ates in 0nglish + pp. 25(125L
Materials: pictures& chart
1. Song
2. *hyme
(. *e%ie
7o you rite a letter of in%itation and
acceptance#
/. .esson -roper
1. Moti%ation
7o you rite a letter of in%itation to
some oEcials li"e schools& companies and to
barangay#
2. -reparation
!e all ha%e diNerent ays of celebrating
important occasions in our li%es. Some prefer to
celebrate Muietly and others prefer to celebrate the
occasion ith their relati%es and friends.
.isten to the in%itation letter that I ill read.
!hat is the in%itation for#
!ho is the one being in%ited#
(. -resentation
a. .etter of In%itation
=o%ember (& 2H11
Ms. Melinda C& San -edro
-rincipal
Taaong Integrated School
Madam&
;ur class ill be holding the (
rd
annual
;n1 the1Spot -ainting Contest at the $rade D
Section 1 classroom on 2riday& ;ctober 8 at to
oCcloc" in the afternoon. It is our pleasure to in%ite
you to 'udge this contest.
I hope you can ma"e it. Than" you %ery
much.
Dery truly yours&
,ntonio ,rile
-resident& ,rt Club
!here ill the contest be held#
!hen ill the contest be held#
!hy is Dr. Suare> being in%ited#
Is the in%itation arm and friendly#
Does it sho that $rade D students really
ants the principal to come#
E. Discussion
In riting letter of in%itation&
ma"e it arm and friendly.
In riting letter of acceptance to an
in%itation& obser%e their seMuencing.
1. 0xpress than"s for the in%itation.
2. State that you are accepting the in%itation.
(. Say that you loo" forard to it.
!hat are the parts of the letter#
The parts of a letter areP
heading& greeting& body of the letter& closing
and your signature.
C. $enerali>ation
The parts of a letter
1. 7eading1 includes your address and the date of
riting. !rite it in the upper right1
hand corner.
2. $reeting1 usually begins ith the ord Dear
and is folloed by the name of the
person ho ill recei%e the letter.
!rite it after the left1 hand margin.
(. /ody of the letter1 contains your thoughts and
ideas.
). Closing1 Capitali>e only the Arst ord and
follo it ith comma.
+. 3our Signature1 !rite this under the closing.
ID. 0%aluation
In%ite a music teacher to gi%e a lecture on the
history of the -hilippine =ational ,nthem& .upang
7inirang & in your Music Club.

Mastery .e%el
DI12 D11 D1( DI1) D1) D12
!ednesday =o%ember I& 2H11
1:HH R 1:+H DI12 (:)H 1 ):(H DI1)
1:+H12:)H D11 ):(H1+:2H D1)
2:)H1(:(H D1( +:(H15:2H D12
I. ;b'ecti%e
Infer the moods of the sentence<dialogue.
Dalue: ,ppreciate
II. Sub'ect Matter
Inferring Moods
Module =o. 1) to $r.+
Module =o. I to $r. 5
/0C handboo" in 0nglish
Materials: -icture& charts
III. -rocedure
,. -re1,cti%ities
1. Song
ICm .ittle Tea -ot
2. *hyme
(. *e%ie
!hat is a demonstrati%e pronoun#
/. .esson -roper
1. Moti%ation
@sing your face sho me some
facial expression that I ill say#
happy face
sad face
angry face
afraid face
2. -reparation
Dra the diNerent face of the
folloing.
(. -resentation
.oo" at the faces dran by your
classmate.
7o you identify the moods of the
folloing faces#
!hat parts of the face tells the
moods of a person#
). Discussion
In Module =o.1)
Moods refers to the emotion or
feelings of a person that reFect to his<her
face.
.etCs try to read the dialogue in p.2
and sho the moods of each item.
ex.
SThere are three men ho folloing usT.
+. 0ngagement ,cti%ity
*ole playing
Do -ractice exercise. *ole play each dialogue
that shoing the moods of the sentence.
5. $enerali>ation
Moods refers to the emotion or
feelings of a person that reFect to his<her
face.
L. ,pplication
Do S"ills /uild @-& exercise 1
*ead the gi%en situation and choose the moods
of the person.
ID. 0%aluation
,rrange the faces according to its moods.
sad happy angry disappointed sorro
Mastery .e%el
DI12 D11 D1( DI1) D1) D12
Thursday =o%ember 1o& 2H11
1:HH R 1:+H DI12 (:)H 1 ):(H DI1)
1:+H12:)H D11 ):(H1+:2H D1)
2:)H1(:(H D1( +:(H15:2H D12
I. ;b'ecti%es:
1.$i%e 'ustiAcation to a possible ending to a story
heard.
2.$i%e possible ending to a selection read.
(.!rite an ending to an incomplete story.
II. Sub'ect Matter:
-redicting ;utcomes
*eferences:
-0.C no. 22
.esson examples in 0nglish& The 7unter and 7is dog:
@=D-1/00 M.M& 1III pp. 11)
III. .earning acti%ities
,. .istening
#P&" List"nin( A/tiviti"s.
Moti%ation
0%erybody lo%es to on toys or other beautiful
thing& isnCt it# !hen you see your friend ha%e ne
things& ha%e do you feel# !hat are some if the
things you li"e most.
.isten to our story SMa"es DreamT
Moti%ation
!hat do you ant to And out from the story# 8Teachers
rites Muestion on the board9
2# D*&in( R"a'in(
Teacher reads the story hile the pupils are as"ed
to listen attenti%ely.
Ma&<@s D&"a,
Mar" sa a beautiful bicycle in the store. 7o he anted to
buy it but he has no money. 7is parents could not buy for him. 7e
has still other sisters in school. The salaries of his parents are Arst
enough for their needs. So he thought of a ay to buy the bicycle.
7e then sa%e some amount from his mother ga%e him for snac"s.
7e also or"ed in his antCs house on Saturday and Sunday.. Soon
he as able to ha%e the money to by the bicycle .
;ne day& a letter came from his sister studying in Manila. She
needs some amounts for her fees. 7is mother as orried . Mar"
did not "no hat to do either. 7e anted that bicycle %ery much
but she lo%ed his sisterCs too. The bicycle could ait& he got his
money and ga%e it to his mother.
,nsering the moti%e Muestion
Comprehension chec"1up
1. !hat did Mar" see in the store#
2. !hat did he dream to by#
(. hat did he do to buy the bicycle #
). !hat happened hen he as able to ha%e money to
buy the bicycle#
+. if you ere Mar"& ould you do the same# !hy#
5. 7o did mar"Cs mother and sister feel#
L. !hat "ind of a boy is Mar"#
B# Post R"a'in( A/tiviti"s
,cti%ity 1.
.et pupilCs listen to the folloing paragraph
,s"s them to anser the Muestions after each
paragraph.
1. ,malia preferred %ery ell her "art in the programs. 7is
mother brought her a ne dress. ;n the day of the program
her mother got sic". =obody ould ta"e care of her. !hat do
you thin" did ,malia do# !hy#
2. Uan1Uan studied %ery ell before the test. 7e sought help from
his father on the diEcult sub'ects. 7o did Uon1Uon face in the
test# !hy#
(. Cynthia cleaned their surroundings. she thre her reddish at
her neighborCs %acant lo. !hat do you thin" did her neighbor
feel# !hy#
). Din1%in often eat candies. 7e doesnCt li"e to go to the dentist.
;ne day he had a terrible toothache. !hat do you thin"
should Din1%in do# !hy#
8Teacher may add more exercises9
/. *eading ,cti%ity
a. Moti%ation
7o many of you ha%e animals at home#
!hich of these is your pet#
!hat do you do to ta"e care of your pet#
,re they useful# hy#
b. Docabulary de%elopment
The ords e ill meet in the story e are going to read. !rite
ords ith similar meaning as the ord in the circle at
the center. The Arst one is done for you.
#$ample:
%.
&.
'.
C. Moti%e Kuestions
.et us read the story about the S7unter
and the DogT
T:" H*nt"& an' t:" Do(#
7i"at& a s"illed hunter li%ed near a forest& 7e
hunted ild animals accompanied by his faithful dog. ;ne
hap
py
gla
d
'oy
ous
S"ill
ed
plentif
ul
Moti%at
ion
day& he ent deep into the forest& thin"ing ild animals are
plentiful. /ut the place as empty of game. 7e ent on and
on& until he as tried& hungry and thirsty. 2inally& he could no
longer mo%e. 7e lay motionless on the ground.
The dog sa his master& ea" and in pain. 7e
seemed to understand his needs.So the dog loo"ed for
ater . 7e found a broo" hidden by big trees. To 7i"at and
let ater dripped from his tail to 7i"atCs lip. 7i"at opened
his eyes after he felt the cool drops of ater.
S$ood dog6 $et some more.T
The dog understood and ran bac" bac" to the
broo". 7e did this se%eral times. 7i"at felt ell again.
,nsering of Moti%e Kuestions
Comprehesion chec"1up
1. here did the story happen#
2. ho are the characters in the story#
(. !hat happened to 7i"at in the forest#
). 7o did the dog help his masters#
+. 7o did 7i"at get ell#
5. 7o do you thin" did 7i"at feel ith hat his dog
did#
L. if you ere 7i"at& ould you treat your feet ell#
!hy#
8. Is the ending of the story clear#
I. Did the story tell hat happened to 7i"at after he
got ell#
$uided -ractice
Try to gi%e possible ending possible ending to the story.
Do you ant a happy ending in the story#
!hich of the folloing do you prefer#
1. The dog led 7i"at out of the forest.
2. 7i"at and the dog found fresh fruits in the forest.
(. 7i"at and his dog "illed some ild animals#
Do you ant a sad ending to the story#
a9 7i"at and his Dog Anally found their ay out of the forest.
b9 , big ild pig attac"ed 7i"at
c9 7i"at sa a ild pig.
G"n"&ali?ation$
!hat do you do hen you guess hat ill happen next in
the story#
,cti%ity 2:
$roup the children into small groups. Tell each group to
ha%e a leader.
Distribute short selection to each selection.
,s" the leader to read the selection and ha%e each
number gi%e their anser to the Muestion of the each
selection .
They decide the possible anser and the leader
repeats this to the
D,=I0.
Daniel as an upright and godly man. 7e as the "ingCs
best ad%iser. The other oEcial of the land did not li"e Daniel. They
"ne that the "ing planned to gi%e Daniel more poer to rule.
They also "ne that Daniel faithfully prayed to his $od. So they
made the "ing sign a decree forbidding anyone to pray except to
the "ing. ,nyone ho %iolated the decree ould be thron into
the lionCs den.
!hat do you thin" Daniel did# $i%e your anser and then continue
reading the next part of the story.
Daniel ent home and prayed to his $od. Some oEcials caught
him praying. So they too" him to the "ing.
!hat do you thin" the "ing ill do# !rite your anser& then
continue reading the rest of the story.
,lthough the "ing lo%e Daniel& he had to follo the decree he had
signed. 7e had Daniel cast into the lionCs den. The "ing
returned to his palace in deep sorro.
The next morning the "ing %isited Daniel. To his surprise he sa
Daniel %ery much ali%e. 7e told the "ing that his $od sent 7is
angels to shut the mouth of the lion. SI prayed to my $od and
than"ed 7im& said DanielT.
Daniel al"ed out of the den. The "ing told his soldiers to trust
DanielCs $od.
!hat do you thin" ill be the outcome after this
e%ent#
1&itin( A/tivity$
!rite an ending to the story. Tell hat possible things ill
the "ing do and the soldiers.
ID. 0%aluation
a. .isten to third paragraph. !rite the letter of
the correct anser that gi%es the possible
ending.
1. =ilo as not feeling ell that day. 7e had a
bad cold. /ut he too" a bath and ent to
school. ,fter recess& something happened
to =ilo. !hat do you thin" happened to
=ilo after recess#
a. 7e got sic"
b. 7e fell from the tree
c. 7e slipped
d. 7e bro"e his legs
2. ,ldrin as a ne >oo "eeper. 7e as eager
to ma"e friends ith all the animals. ;ne
day& hile he as guarding the animals& he
heard a loud sound. !hat do you thin" did
,ldrin do#
a. 7e thre stones at the animals
b. 7e dro%e the animals out from the
>oo
c. 7e ent to see hat happened to
the animals
d. 7e ran aay
(. *ead the folloing paragraphs. !rite the
letter of the possible ending of each
paragraph.
a. Conrad& the shoema"er rose %ery early
and cleaned out his or"shop. Then he
ent to the "itchen to prepare his
brea"fast. 7e as not going to or". 7e
as expecting a special guest. !hat do
you thin" did he do#
1. 7e prepared lunch for his %isitor
2. 7e continued cleaning the shop
(. 7e fetched ater
b. The nurses and the mother of the child
ere orried. The child did not li"e to taste
the medicine. !hat do you thin" the doctor
ill do#
1 7e ill sent them home
2 7e ill go home
( 7e ill help the nurse sol%e the
problem
) 7e ill tell the mother to sold the
child
c. 0%eryday =orma pic"s Foer in the
garden. She places them in the Foer
%ase. 7er brother and sisters help her
clean the house# !hat do you thin"
about her mother feels#
1 She is sad
2 She is angry
( She is happy
) She is lonely
D. ,greement
!rite a short paragraph about plants and their
needs. @nderline the possible ending.
Mastery .e%el
DI12 D11 D1( DI1) D1) D12
2riday =o%ember 11& 2H11
Continuation
1:HH R 1:+H DI12 (:)H 1 ):(H DI1)
1:+H12:)H D11 ):(H1+:2H D1)
2:)H1(:(H D1( +:(H15:2H D12
I. ;b'ecti%es:
1.$i%e 'ustiAcation to a possible ending to a story
heard.
2.$i%e possible ending to a selection read.
(.!rite an ending to an incomplete story.
II. Sub'ect Matter:
-redicting ;utcomes
*eferences:
-0.C no. 22
.esson examples in 0nglish& The 7unter and 7is dog:
@=D-1/00 M.M& 1III pp. 11)
III. .earning acti%ities
/. *eading ,cti%ity
d. Moti%ation
e. Docabulary de%elopment
The ords e ill meet in the story e are going to read. !rite
ords ith similar meaning as the ord in the circle at
the center. The Arst one is done for you.
#$ample:
&.
&.
'.
C. Moti%e Kuestions
.et us read the story about the S7unter
and the DogT
T:" H*nt"& an' t:" Do(#
7i"at& a s"illed hunter li%ed near a forest& 7e
hunted ild animals accompanied by his faithful dog. ;ne
day& he ent deep into the forest& thin"ing ild animals are
plentiful. /ut the place as empty of game. 7e ent on and
on& until he as tried& hungry and thirsty. 2inally& he could no
longer mo%e. 7e lay motionless on the ground.
hap
py
gla
d
'oy
ous
S"ill
ed
plentif
ul
Moti%at
ion
The dog sa his master& ea" and in pain. 7e
seemed to understand his needs.So the dog loo"ed for
ater . 7e found a broo" hidden by big trees. To 7i"at and
let ater dripped from his tail to 7i"atCs lip. 7i"at opened
his eyes after he felt the cool drops of ater.
The dog understood and ran bac" bac" to the
broo". 7e did this se%eral times. 7i"at felt ell again.
,nsering of Moti%e Kuestions
Comprehesion chec"1up
1H. here did the story happen#
11. ho are the characters in the story#
12. !hat happened to 7i"at in the forest#
1(. 7o did the dog help his masters#
1). 7o did 7i"at get ell#
1+. 7o do you thin" did 7i"at feel ith hat his dog
did#
15. if you ere 7i"at& ould you treat your feet ell#
!hy#
1L. Is the ending of the story clear#
18. Did the story tell hat happened to 7i"at after he
got ell#
$uided -ractice
Try to gi%e possible ending possible ending to the story.
). The dog led 7i"at out of the forest.
+. 7i"at and the dog found fresh fruits in the forest.
5. 7i"at and his dog "illed some ild animals#
d9 7i"at and his Dog Anally found their ay out of the forest.
e9 , big ild pig attac"ed 7i"at
f9 7i"at sa a ild pig.
G"n"&ali?ation$
the story#
,cti%ity 2:
$roup the children into small groups. Tell each group to
ha%e a leader.
Distribute short selection to each selection.
,s" the leader to read the selection and ha%e each
number gi%e their anser to the Muestion of the each
selection .
They decide the possible anser and the leader
repeats this to the
D,=I0.
Daniel as an upright and godly man. 7e as the "ingCs
best ad%iser. The other oEcial of the land did not li"e Daniel. They
"ne that the "ing planned to gi%e Daniel more poer to rule.
They also "ne that Daniel faithfully prayed to his $od. So they
made the "ing sign a decree forbidding anyone to pray except to
the "ing. ,nyone ho %iolated the decree ould be thron into
the lionCs den.
!hat do you thin" Daniel did# $i%e your anser and then continue
reading the next part of the story.
Daniel ent home and prayed to his $od. Some oEcials caught
him praying. So they too" him to the "ing.
!hat do you thin" the "ing ill do# !rite your anser& then
continue reading the rest of the story.
,lthough the "ing lo%e Daniel& he had to follo the decree he had
signed. 7e had Daniel cast into the lionCs den. The "ing
returned to his palace in deep sorro.
The next morning the "ing %isited Daniel. To his surprise he sa
Daniel %ery much ali%e. 7e told the "ing that his $od sent 7is
angels to shut the mouth of the lion. SI prayed to my $od and
than"ed 7im& said DanielT.
Daniel al"ed out of the den. The "ing told his soldiers to trust
DanielCs $od.
!hat do you thin" ill be the outcome after this
e%ent#
1&itin( A/tivity$
!rite an ending to the story. Tell hat possible things ill
the "ing do and the soldiers.
DI. 0%aluation
a. .isten to third paragraph. !rite the letter of
the correct anser that gi%es the possible
ending.
1. =ilo as not feeling ell that day. 7e had a
bad cold. /ut he too" a bath and ent to
school. ,fter recess& something happened
to =ilo. !hat do you thin" happened to
=ilo after recess#
a. 7e got sic"
b. 7e fell from the tree
c. 7e slipped
d. 7e bro"e his legs
2. ,ldrin as a ne >oo "eeper. 7e as eager
to ma"e friends ith all the animals. ;ne
day& hile he as guarding the animals& he
heard a loud sound. !hat do you thin" did
,ldrin do#
a. 7e thre stones at the animals
b. 7e dro%e the animals out from the
>oo
c. 7e ent to see hat happened to
the animals
d. 7e ran aay
(. *ead the folloing paragraphs. !rite the
letter of the possible ending of each
paragraph.
a. Conrad& the shoema"er rose %ery early
and cleaned out his or"shop. Then he
ent to the "itchen to prepare his
brea"fast. 7e as not going to or". 7e
as expecting a special guest. !hat do
you thin" did he do#
1. 7e prepared lunch for his %isitor
2. 7e continued cleaning the shop
(. 7e fetched ater
b. The nurses and the mother of the child
ere orried. The child did not li"e to taste
the medicine. !hat do you thin" the doctor
ill do#
1 7e ill sent them home
2 7e ill go home
( 7e ill help the nurse sol%e the
problem
) 7e ill tell the mother to sold the
child
f. 0%eryday =orma pic"s Foer in the
garden. She places them in the Foer
%ase. 7er brother and sisters help her
clean the house# !hat do you thin"
about her mother feels#
1 She is sad
2 She is angry
( She is happy
) She is lonely
DII. ,greement
!rite a short paragraph about plants and their
needs. @nderline the possible ending.
Mastery .e%el
DI12 D11 D1( DI1) D1) D12
8.esson not accomplish yesterday due to custodian
Meeting at di%ision oEce9
.I=O ,--*;,C7
1:+H12:)H D11 ):(H1+:2H D1)
2:)H1(:(H D1( +:(H15:2H D12
I. ;b'ecti%e
I'"ntify ;&"s"nt fo&, of t:" v"&bs
7s" si,;l" ;&"s"nt fo&, of t:" v"&bs in &";o&ts
Dalues: Cooperation</eing Industrious
II. Sub'ect Matter
-resent 2orm of Derbs
@sing simple present form of the %erbs in reports
*eferences:
/0C 7andboo" in 0nglish
0nglish for all Times .anguage p.1+L
2un in 0nglish + pp.I51IL
$roing in 0nglish p.(I
Science and 7ealth p.L)
0nglish 0xpressays .ang. 11I1121
Materials:
pictures of ants& charts& ord Fashcards
1. Song
2. *hymes
(. *e%ie
!hat is %erbs#
0xplain the use of %erb be in the sentence.
/. .esson -roper
1. Moti%ation
.oo" at the picture.
!hat do you thin" they doing#
Do you "no some story& ho ants or"
and help each other#
2. *eading
*ead the short selection hile shoing
pictures of ants:
List some important details from the
selection.
(. Comprehensi%e Kuestion
1 InMuiring details from the selection read.
a. !hat is the selection about#
b. !hat compose of ant colony#
c. DiNerentiate real ants and termites.
d. !hat do you thin" ill happen to the
colony if the Mueen dies#
). !riting
1 Noting of the information read.
,s" pupils to rite their anser to
comprehension on the board.
a. ,nt colony is composed of male and female
ants& or"ers and termites.
b. ,nts li%e in colony that does not ha%e
soldiers to loo" for food.
C. Termites ha%e soldiers in the colony.
Soldiers loo" for food and protect the
colony.
c. I thin" if the Mueen dies& the colony not last
long. The ants in the colony ill gro old&
ith no more ants in their next generation.
+. Discussion
Kno ho to identifying form of %erbs.
Study the use of these ords:
is li%e loo" dies
7o are these ords related by usage ith these
sub'ects:
ant colony soldiers ants Mueen
Study these sentences:
1. ,nts li%e in larger colonies.
2. 0ach of them or"s.
(. The Mueen ant does nothing but reproduce.
). The males mate ith the Mueen.
+. The or"ers ta"e care of eggs.
Ta"e note of the use of the folloing:
ants1li%e males1mate
each1or"s or"ers1ta"e
Mueen ant1does
C. $enerali>ation
The simple present tense form of %erb is used for statements
of general truth. , singular sub'ect ta"es the the form of the s1
form of the %erb.
ex. child1cries
e%eryone1performs
=iaa1carries
, plural sub'ect ta"es the simple present tense of the
%erb in its basic form.
ex. participants R 'oin
children R play
elders R pray
D. -ractice 0xercise
*erite on the board the sentences as you gi%e the correct
form of the %erb.
1. ,ll li%ing things8need9 air to sur%i%e.
2. The baby 8cry9 e%ery morning.
(. Machines 8ma"e9 or" easier and faster.
). !arm air 8expand9 and 8rise9.
+. $roup of 'udges 8come9 to hear the case of Mr.
Uimene>.
IV# Eval*ation
,nser these Muestions in complete sentence to sho simple
present form of the %erb.
1. 7o do Foers smell#
2. !hat does Are gi%e us#
(.!here does rice gro best#
). !hat do plants do around the sun#
+. !here does the sun rise and set#
D11 D1( D1) D12
8.esson not accomplish yesterday due to custodian
Meeting at di%ision oEce9
Contin*ation
1:HH R 1:+H DI12 (:)H 1 ):(H DI1)
I Inf"& t:" ,oo' of /"&tain "v"nts t:&o*(: t:"
s;"a<"&@s a/tion+ int"ntion+*tt"&an/"s#
II# G"n"&al Moo' 5as"' on 7tt"&an/"s an'
Intonations
*ef.: */0C (+
02,T& .ang. ppL+182
2un in 0nglish& pp I21I)
Mat&: pictures& poem
III. A# P&"li,ina&y A/tivity
1. Tongue tister : s1> sounds
2.*e%ie: ,naly>ing ideas as to hat could happen next.
(.Moti%ation R ,re you nature lo%er#
Defend your anser.
;bser%e the things of nature around you and list don as
many as possible.
7a%e you e%er ondered hy those things exist#
;r onder ho long ill they be there#
;r ho and hen did they start to gro and multiply#
$i%e the root or base ord of the folloing compound
ord.
a. class mate
b. raindrop
c. railroad
d. cupboard
e. thumbtac"s
5# D*&in( R"a'in(
*ead the poem alternately.
I !onder !hy
/oys: I onder hy there is so much&
That I can see and I can touch
/ut cannot e%er understand
I catch a raindrop
I "no it came don from the s"y.
It disappears I onder hy.
$irls: I sit upon the seashore sand
!here I am sitting it is land
My toes are dripping in the sea.
,nd yet the sea onCt come to me.
/oys: There seems to be a magic line.
I canCt see it& it is so Ane
,nd yet the ocean seems to "no
I canCt come farther than my toe
$irls: ,nother thing I do not "no
Is here the ends of rainbos go.
I alays see the middle part
!hy canCt I be there at the start
To see it roll across the s"y#
I onder hyJJ.I onder hy.
C# Aft"& R"a'in($
,nser the folloing:
a. !hat as the author saying in the poem#
b. Do you ha%e the same feelings as the authorCs#
c. ,re you ondering about the natural things around
you#
d. ,re there ansers to the authorCs Muestions# Uustify
your anser.
e. Thin" of the people today& do you thin" they still ha%e
time to onder about beautiful things around them#
!hy do you say so#
f. 7o ill you spend time Anding ansers to those
Muestions#
D# En(a(","nt A/tiviti"s$
,. ,s" the pupil to close their eyes and 'ust listen to the acting out
of these lines from some selected lines.
a. SI sit upon the seashore sand& here I am sitting it is
land.T
/. S I onder hyJJI onder hy6T
c. SI missed that mo%ieJ.Spiderman IIIT
d. TThere seems to be a magic line. I canCt see it. It is so
Ane.T
SI onder hy there is so much& that I can see and touch
but cannot understand.T
/. Choose from among these feelings the one inferred in the abo%e
lines.
C. $et a partner and prepare a one or to1line s"it to portray the
folloing character traits<feelings.
a. thrilled d. o%erhelmed
b. depressed e.. surprised
c. afraid f. disappointed
E# En&i/:,"nt A/tivity
.isten as I read the situation. Ta"e note of the mood of the
e%ent.
1. *ed Fames en%eloped the house as the thic" smo"e
billoed out. The people inside ere crying and shouting
for help. The Aremen made a dash into the house to sa%e
the people trapped. !hat is the general feeing of the
story#8frightening9
2. , girl stopped in her trac"s. *ight in front of her as a
python about ten meters long. 7er heartbeat seemed to
gro louder by the second as she stood there.
8frightening9
(. -in" and hite balloons ere festooned e%eryhere. The
guests mingled and chattered and had a great tone. The
drin"s and food ere plentiful and the music pro%ided the
li%e band encouraged e%eryone to dance. 8happy9
)# G"n"&ali?ation
!hat do you mean by mood#
Mood refers to the state or temper of feelings or emotions.
7o do e And out the moti%e of characters in the story#
To And out the moti%e of characters in the story:
a. notice hat they say and ho they act.
b. =otice hat they thin"& fee and do.
c. =otice hat other characters say about them.
IV# Eval*ation
.isten to the con%ersation and rite the correct mood on the
blan".
*omantic suspenseful threatening
2ormal gay
BBBBBB1. ,. ;h my6 ItCs bronout. I ha%enCt prepared my
candle.
BBBBBBB /. ;h no6 I feel cold hands gripping my nec".
BBBBBB2. ,. ICm so hungry& may I ha%e those coo"ies on the
table#.
BBBBBBB /. 0at those coo"ies at your on ris".
BBBBBB(. ,. !hat a onderful orld to li%e ith you6
BBBBBBB /. 3ouCre the only one ho ma"es my heart beat
BBBBBB). ,. ItCs really relaxing to see the sun behind the
mountains co%ered ith green meados.
BBBBBBB /. 3es& the Foers in bloom and chirping birds
compliments the childrenCs laughing.
BBBBB+. ,. The table is no open for the nominations of
president& any nominees#
BBBBBBB /. I respectfully nominate Mario Castillo for president.
V# Assi(n,"nt
.ist don at last three main characters from your fa%orite
cartoon series. ;pposite each gi%e the trait he is portraying.
$i%e one1sentence from the episode that ould pro%e the trait
as youC%e "non him.
0x.: 7amtaro1humble hamster
SI alays help my fello hamsters
in going out of trouble& at all
cost.T
contentm
ent
ama>e
ment
irritati
on
hope
excitem
ent
regre
t
Monday =o%ember 21& 2H11
1:HH R 1:+H DI12 (:)H 1 ):(H DI1)
1:+H12:)H D11 ):(H1+:2H D1)
2:)H1(:(H D1( +:(H15:2H D12
I. ;b'ecti%e
,nser Muestions about the story listened to
@se used to ith the simple present form of
the %erb
Dalues: Oindness<$enerosity
II. Sub'ect Matter
@se of @sed To b Simple -resent 2orm
of the Derb
*eference:
0nglish for all Times .anguage p.11I
2un in 0nglish + *eading pp.2181221
2un in 0nglish + .anguage pp.2I)1I+
Materials:
chart& pictures& bread
III. A. -reliminary ,cti%ity
1. Song
2. -honics
sounds1 present %erbs
(. *e%ie
7o you ill identify the present tense
of %erbs#
P&"!&"a'in( A/tiviti"s
$i%e the meaning of the underlined ords
a. ,ngel sa the miraculous sign
of the sic" man.
b. , great crod of people in the stadium
to atch the pacMuiao and margarita
match.
c. =oynoy ha%e a ages of - 2H&HHH a
month.
d. Uoshua buy A%e pieces of barley loa%es.
+. @se ord in meaningful sentence.

5. 0ngagement ,cti%ities
1. Moti%ation
Sho A%e loa%es of bread.
Can you imagine ho these loa%es of
bread can be di%ided to feed the A%e
thousand people#
2. *eading
Share this biblical selection to the class:
SUesus 2eeds The 2i%e ThousandT
(. Comprehension Kuestion
!hat did Uesus decide to do#
!hat happened to the people#
!hat has been the problem# 7o did
Uesus sol%e it#
If you ere among the folloers of
Uesus& ill you stay ith him#
Do miracles really happen# Defend your anser.
). Spea"ing
a. *ead aloud
GThe troupe members used to en'oy
themsel%es by going simming during
%acation.
GThey used to spend their time going around
ton.
GThey used to in%ite stage actors during ton
Aesta.
G!e used to atch stage plays hen e ere in
$rade 2our.
b. !hat %erb phrases in the sentence sho action
in
the past but discontinued at present# 7o are
these used:
used to en'oy used to atch
used to spend used to in%ite
C# $enerali>ation
In statemnets& used to b simple present
form of the %erb tells about habitual action in the past
but discontinued at present. The patter used to b
simple present form of the %erb is used hen
ansering did Muestions.
ex. K: Did you attend mass ith your sister#
,: I used to attend mass ith my sister hen e
ere still in high school.
D. 0ngagement ,cti%ity
,nser these Muestions in a sentence that shos
habitual action in the past.
1. Did your father go on Ashing at night#
2. Did she cry loud hen she as a baby#
(. Did you attend dance practice hen you ere
young#
). Did you 'oin the singing contest#
+. Did they practice for the play#
E. !riting ,cti%ity
!rite 2i%e sentences of your habitual action in the
past but discontinued at present. @se used to b
simple present form of %erb.
IV. 0%aluation
Complete the paragraph by Alling in the folloing
phrases in the blan".
used to ear used to be used to en'oy
used to loo" used to get up used to see
Susan has changed a lot. She BBBBB slim. She BBBBB
early e%ry morning. She BBBBB playing badminton.
She BBBBBBBB beautiful clothes. Susan BBBBBBB pretty.
Thursday =o%ember 1L& 2H11
1:HH R 1:+H DI12 (:)H 1 ):(H DI1)
I# 7s" In'"Init" P&ono*ns#
7s" t:" v"&b t:at a(&""s =it: t:"
in'"Init" ;&ono*ns#
II. @sing IndeAnite -ronouns& Derbs that
,grees ith IndeAnite -ronouns
*eference
-0.C p.2) P023M&.TQ &pp8+188
Materials: Stories& charts
III# A# P&"li,ina&y A/tivity
1. *e%ie: Direct 4 Indirect Discourse
5# L"sson P&o;"&
1. -reparation
*ead the short story cchartd
This is a story about four animals named
0%erybody& Somebody& ,nybody and =obody.
There as an important 'ob to be done and
0%erybody as sure that Somebody ould do it.
It ended up that ,nybody could ha%e done it but
=obody did it.
2. -resentation 1IndeAnite -ronouns
,nser the folloing Muestions:
1. !ho thought somebody ould do the 'ob#
2. Did somebody dot it#
(. !ho did it#
). !hat does this story tell us#
e Do the ords e%erybody& somebody& anybody
and nobody refer to speciAc person#
eSho chart : .ist of indeAnite pronouns
Singular -lural /oth
,nybody e%erybody
,nyone no one
Somebody someone
=obody either
no one neither
each one any
/oth
2e
Many
Most
se%eral
all
some
none
(. ,bstraction 4 ,nalysis
Some pronouns ta"e the place of nouns that are
either masculine or feminine or both. These are called
indeAnite pronouns.
If any of the singular indeAnite pronoun acts as an
antecedent for another pronoun& his or her 8both male 4
female9 must be used.
7o can e tell hether an indeAnite pronoun
ta"es a singular or a plural ord#
!hat pronoun is used hen an indeAnite pronoun
ta"es is its antecedent#
). $enerali>ation
@se a singular %erb ith a singular indeAnite
pronounP use a plural %erb ith a plural indeAnite pronoun.
@se their& hen the antecedent is a plural indeAnite
pronounP use his or her hen the antecedent is a singular
indeAnite pronoun.
+. ,pplication:
a. *ead the paragraph belo. @nderline the %erb
that agrees ith each indeAnite pronoun.
0%eryone in my class 8has& ha%eB a pen pal. Se%eral
8rite& rites9 to more that one person. =obody 8 forgot&
forgots9 to send a letter e%ery ee".
0%erybody 8is &are9 alays eager to chec" the mail.
Something usually 8arri%e& arri%es9 in the mail for me. 0ach
of my pen pals Iis are9 special. /oth of my pen pals 8li%e&
li%es9 in ,frica. Some of us8read& reads9 the letters aloud to
the class. Many 8hope& hopes9 to %isit their pen pals
someday. ,ll 8en'oy& en'oys9 communicating ith ne
friends.
b. 0ncircle the pronoun in each sentence and
underline the correct %erb that ill go ith it.8 .TQ p.8L
0xercise 19
IV# Eval*ation
!rite on the blan" the correct form of the %erb that
agrees ith the indeAnite pronoun.
1. 0%erybodyBBBBB8li"e9 to be protested.
2. 0%eryoneBBBBB8ha%e9 the right to express herself.
(. Many are in%ited but feBBBB8be9 chosen.
). 0ach of the girlsBBBB8be9 gi%en an aard.
+. =obodyBBBBB8admit9 fault in the tragedy.
V# Assi(n,"nt
!rite a story using indeAnite pronouns. Ma"e your
story interesting.
Thursday =o%ember 2)& 2H11
Continuation of
1:+H12:)H D11 ):(H1+:2H D1)
2:)H1(:(H D1( +:(H15:2H D12
I. ;b'ecti%e
Inf"& :o= t:" sto&y =o*l' t*&n o*t if so,"
";iso'"s ="&" /:an("'
@se simple present form of
the %erb
Dalues: /ra%ery<7elpfulness
II. Sub'ect Matter
Inferring ho the story ould turn out if
some episodes ere changed
*eferences:
0nglish 0xpressays *eading. 1151121
Materials:
charts& Fashcards
1. Song
2. *hymes
(. *e%ie
.oop a ord
2ind a %erb and use it in sentence to sho
the present form of %erbs.
/. /efore *eading
1. @nloc"ing of DiEculties @sing Context Clues

2. Moti%ation
*ead the short poem
In groing up e should reali>e
That life is not alays a bed of roses&
.ife alays has its ups and dons
/ut as the .ord says& STa"e up your cross
and follo meT
ChildrenCs *eading .ab
!hat do feel about the message of the
poem#
7o you interpret the poem through our
life#
!ho are members of scout#
C. During *eading
1. -resentation
This selection is about a boy ho sacriAced
his life to help people in need.
2. *ead the story of Sa'id !as a Scout silently.
(. Monitor the standards of reading.
D. ,fter *eading
1. Comprehension Kuestions
8Time to thin" p.11I9
a. !hat as Sa'idCs greatest contribution#
b. Can you 'ustify SahidCs act of gi%ing up
his life for others#
c. Describe the scene at the ri%er.
d. !hat could ha%e pre%ented the accident
to happen#
e. If you ere Sa'id& ould you also help
other people# !hy or hy not#
0. Discussion
*ecall hat happen to Sa'id at the end of
the story.
7o ould you turn out if some episodes of
the story ere the opposite of hat
happened#
!hat can you say about our climate#
!hy do you thin" e ha%e climate change#
$i%e example of climate change.
Do you still remember of Typhoon -edring#
If e turn out of some situation happened
in Typhoon ;ndoy& hat you ill do to
change the tragedy to safe li%es of many
people#
2. 0nrichment ,cti%ity
,cti%ity 2 language p.12(
-ic" out the correct %erb that ill complete the sentence
$. $enerali>ation
If e thin" of the bad things that happened e
feel sad and afraid. To change the story e
infer of hat happen if e change the tragedy to
ma"e the story a happy ending.
The %erbs forms for simple present tense are the
base form and the Rs or Res form. The base form goes ith
plural sub'ect and Rs or Res goes ith singular sub'ect.
5" forms use in simple present tense are is2
a&" an' a,#
7. ,pplication
Inferring ho the story ould turn out if
some episodes ere changed.
1. If Margarito "noc" out our 2ilipino /oxing
Manny -acMuia & hat ould you thin" ill
happen next#
ID. 0%aluation
Do ,cti%ity 2 p. 12H1121
7o ould you turn out if some episodes of the
story ere the opposite of hat
happened#
Mastery .e%el
DI1) D1( D12 D1) D11
+
)
(
2
1
H
,nser Oey
Thursday =o%ember 2)& 2H11
.esson -lan in 0nglish 5
1:HH R 1:+H DI12 (:)H 1 ):(H DI1)
I. ;b'ecti%es
II
III#
Monday =o%ember 28& 2H11
1:HH R 1:+H DI12 (:)H 1 ):(H DI1)
1:+H12:)H D11 ):(H1+:2H D1)
2:)H1(:(H D1( +:(H15:2H D12
I. ;b'ecti%es
@se the simple past form of %erbs 8regular and
irregular %erbs9
Dalue: Cooperation<-articipation
II. Sub'ect Matter
$rammar8 Day 19
Simple -ast Tense
0nglish expressays + .ang. pp. 1(111(L
0nglish 0xpressays TM pp. 11H1112
Materials:
charts& loop a ord& Fashcards
III. -rocedure
,. -re1acti%ities
1. Song
2. Tongue Tisters
I sim. !e sim.
3ou sim. 3ou sim.
Sam sims. The hippos sim.
7e sims. She sims. It sims. They sim.

/. .esson -roper
1. Moti%ation
.oop a ord
2ind some %erbs in the pu>>le.
C . , - M T
C , . . , S
* * ; , S T
3 D 0 = O @
7 @ = T I D
S C * @ / 3
!hat "ind of %erbs you found#
2. -reparation
@se in a sentence all %erbs found in the pu>>le.
(. -resentation
If the call is already done& hat happen to
the %erbs#
call become called
$+1*ead the sentences inside the box lang. p(1
). Discussion
!ords or time expressions go ith the %erbs
to sho past action.
2or regular %erbs& past tense is formed by
adding Rd or Red to the base form& as in related&
di%ided& illed& and learned.
Irregular %erbs form their past by either
changing their spelling li"e the past form of
catch 8caught9 and "no 8"ne9 or by retaining
their spelling li"e hit and put.
7ere are some past time expression.
yesterday& last ee"& A%e years ago& the other day& once
upon a time& in 2HH2.
Time to !or" !ith p.1(( ,cti%ity 1
S-iling up 0%entsT
Chain of e%ents or happenings in the past tense.
*emind the pupils to use the past tense of %erbs.
5. $enerali>ation
The simple past tense of a %erb is used to sho a
complete action or a condition that too" place at some
time in the past.
*egular %erbs form their past tense by adding Rd
or Red to the %erb.
Irregular %erbs form their past by ha%ing some
changes in their spelling.
The pattern used to b base form of the %erb is
used to sho past habitual actions.
L. ,pplication
@se the simple -ast Tense of Derbs
1. drin": 7e BBBBBBBB all the mil".
2. go: The boys ha%e BBBBBBB home.
(. sit: /enny had BBBBB on the ca"e.
). choose: They had BBBBBBBBBB the rong road.
+. do: They BBBBBBB the best that they could.
ID. 0%aluation
@se the simple -ast Tense of Derbs
Change %erb to past tense.
1. 7e 8al"9 to school yesterday.
7e to school yesterday.
2. They 8do9 their homeor" last night.
They their homeor" last night.
(. 3ou 8are9 la>y last ee".
3ou la>y ee".
). That oman 8buy9 a ne boo" this morning.
That oman a ne boo" this morning.
+. The 'anitor 8clean9 the blac"board yesterday.
The 'anitor the blac"board yesterday.
D. ,ssignment
Do acti%ity ( p.1((
Tuesday =o%ember 2I& 2H11
1:HH R 1:+H DI12 (:)H 1 ):(H DI1)
1:+H12:)H D11 ):(H1+:2H D1)
2:)H1(:(H D1( +:(H15:2H D12
I. ;b'ecti%es
Identify diNerent tenses of %erbs R present
and past
@se the correct %erb tense in a gi%en
sentence 8regular and irregular %erbs9
Dalue: -articipation
II. Sub'ect Matter
$rammar 8Day (9
Simple -resent and -ast Tense
0nglish expressays + .ang. pp. 1(111(L
0nglish 0xpressays TM pp. 11H1112
http:<<..esson Tutor Derb Tense and
Con'ugation.mht
Materials:
charts&
III. -rocedure
,. -re1acti%ities
1. Song
2. Tongue Tisters
I see it. !e see it.
3ou see it. 3ou see it.
Sam sees it. The birds see it.
7e sees it. She sees it. It sees it. They see it.
(. *e%ie
!hat is %erb#
!hat is the diNerence of present tense to past
tense#
/. .esson -roper
1. Moti%ation
!hat are the things you do today#
!hat are the things you ha%e done
yesterday#
2. -reparation
@se the folloing little Wtric"W to
determine hich %erb tense is the correct one to use
in each tense.
2or present tense& use this sentence& putting your
%erb in the blan":
I BBBBBBBBBBBB today.
2or past tense& use this sentence& putting the same
%erb in the blan":
I BBBBBBBBBBBBB yesterday.
2or future tense& add ill plus your %erb:
I ill BBBBBBBBBBBB tomorro.
(. -resentation
*ead
Imagine that you are tal"ing ith a friend about
Aeld day races.
!*IT0
-resent: I rite today.
-ast: I rote yesterday#
T0,* 8=ote that you may add the pronoun WitW to ma"e
the sentence Fo more smoothly9
-resent: I tear it today.
-ast: I tore it yesterday.
D*I=O
-resent: I drin" ater today.
-ast: I dran" ater yesterday.
). Discussion
@se the Simple -resent to express the idea that
an action is repeated or usual. The action can be a
habit& a hobby& a daily e%ent& a scheduled e%ent or
something that often happens. It can also be something
a person often forgets or usually does not do.
0xamples: sho picture of bas"etball
I ;lay bas"etball.
She 'o"s not ;lay bas"etball.
Do"s he ;lay bas"etball#
The Simple -resent can also indicate the spea"er
belie%es that a fact as true before& is true no& and
ill be true in the future. It is not important if the
spea"er is correct about the fact. It is also used to ma"e
generali>ations about people or things.
0xamples:
Cats li<" mil".
/irds 'o not li<" mil".
Do pigs li<" mil"#
complete action or a condition that too" place
at some time in the past.
*egular %erbs form their past tense by
adding Rd or Red to the %erb.
Irregular %erbs form their past by ha%ing
some changes in their spelling.
The pattern used to b base form of the %erb
is used to sho past habitual actions.
$roup ,cti%ity
!rite something about the science fair.
.ist don + %erbs in present and past tense
and use it sentence.
5. $enerali>ation
The simple present tense form of %erb is used
for statements of general truth. , singular
sub'ect ta"es the form of the s1form of the
%erb.
The simple past tense of a %erb is used to sho
a complete action or a condition that too"
place at some time in the past.
L. ,pplication
Complete the table
-resent -ast
BBBBBBB forgot
free>e
BBBBBBB hung
"no BBBBBBB
BBBBBBB let
burst BBBBBBB
8. Tongue Tister
I see it. !eBBBBB it.
3ou BBBB it. 3ou BBBB it.
Sam BBBB it. The birds BBBB it.
7e BBBB it. She BBBB it. It BBBBB it. They BBB it.
ID. 0%aluation
@se the correct %erb tense in a gi%en
sentence
1. burst: My suitcase suddenly BBBBBBBBB ide open
in the middle of the airport6
2. free>e: The plants ill BBBBBBBBBB if e do not
bring them in.
(. Fy: !e?d be getting home no if e had
BBBBBBBBBBBBBB.
). blo: The storm had BBBBBBBBBBBBBBBB o%er.
+. fall: She could not ha%e BBBBBBB more than six
feet.
Mastery .e%el
!ednesday =o%ember (H& 2H11
7;.ID,3
Thursday December& 2H11
1:HH R 1:+H DI12 (:)H 1 ):(H DI1)
1:+H12:)H D11 ):(H1+:2H D1)
2:)H1(:(H D1( +:(H15:2H D12
I. ;b'ecti%e
Identify action ords<descripti%e ords in paragraphs
Dalue: Self R Trust
II. Sub'ect Matter
Descripti%e<,ction !ords in -aragraph
*eferences:
2un in 0nglish .anguage pp.++& 15H1151
Integration
,rts and Sports
Materials:
pictures
1. *hyme
2. Song
(. *e%ie
Complete the table.
/.
.esson -roper
1. Moti%ation
.oo" at the picture
!hat do you see#
Do you ha%e some friends or relati%es li"e
him#
!hat do you usually do if you see them
al"ing#
!hat you can do to help or appreciate him#
2. *eading
a. -resent the inspiring story.
Many people succeed in life e%en if they are
physically handicapped. , good example is 0duardo
Carmelo& a Afteen year old student of Daet -arochial
School in Camarines =orte. In spite of his physical
defect caused by polio& Carmelo Coco Cell on for him
gold medal from the president and - 1&+HH in cash at the
=ational Science 2air held by the Department of Science and
Technology. 7e as aNected by polio at the age of three. 7e
is also a %ery talented painter. 7e truly exemplies the
proud and talented 2ilipino.
b. Comprehension Kuestions
$i%e three desirable traits of 0duardo
Carmelo.
!hat can you say about his in%entions and
paintings#
If you are to meet him& hat ould you say to
him# !hy#
(. Discussion 8Spea"ing9
a. =ote and explain ho these phrases are used in
the selection:
physically handicapped
good example
Afteen year old
talented painter
gold medal
b. 7o do these phrases help in "noing more about
the things being described in the selection#
c. 7o ill you diNerentiate descripti%e ords from
action ords#
$i%e the descripti%e ord for this sentence:
The liv"ly club meeting started immediately.
$i%e the action ord in the sentence:
Mary $race stoo' before the class oEcers.

). $roup ,cti%ity
0ach group ill recei%e a picture. !rite a
paragraph& underline all descripti%e ords and
encircle the action ords.
+. $enerali>ation
Descripti%e -aragraph is a paragraph composed of
descripti%e ords and phrases for a person& things& place or
e%ents as topics described.
5. ,pplication
Sho picture and let each pupil choose one hich he<she
can describe in paragraph form.
ID. 0%aluation
*ead the paragraph %ery carefully and in silence.
Copy A%e sentences from the selection hich use
descripti%e phrases< ords. 0ncircle the descripti%e
phrases<ords.
2or grade DI R 0nglish .anguage p. IH
Clamoring for Change
2or grade D R 0nglish .anguage pp.1+L11+8
UustinCs Diary
Mastery .e%el
!ednesday =o%ember (H& 2H11
7;.ID,3
Thursday December 1& 2H11
1:HH R 1:+H DI12 (:)H 1 ):(H DI1)
1:+H12:)H D11 ):(H1+:2H D1)
2:)H1(:(H D1( +:(H15:2H D12
I# ObA"/tiv"
!rite a friendly letter ith correct past form of %erb
@se the correct past form of %erb
Share memorable experience
Dalue: ShareCs one experience
II. Sub'ect Matter
!riting a 2riendly .etter
page 1(+11)2
MaterialP -en and -aper
III. .earning -rocedure
,. -reliminary ,cti%ities
1. Song
2. Spelling
Spell the past form of the folloing %erb
Fy match
seep pad
mean tag
-resent
arise
brea"
sing
rite
-ast
arose
sang
ate
-ast -articiples
bro"en
eaten
ritten
rite hurt
(. *e%ie
,cti%ity 5 -age 1(+
*ead the remar"s made by the children about an
experience they had. @se the past form of the %erb in
the parenthesis.
). Do you ha%e some friends that li%e in a far place#
Do you still ha%e a communication ith them#
7o#
!ho among you still send a letter to your friend in
formal form#
/. .esson -roper
1. -reparation
Set the standards in riting a formal letter.
2. -resentation
*ead letter of an ,merican gentleman to his
2ilipino friend. 8p.1)29
(. Discussion
). $enerali>ation
ID. 0%aluation
Informal riting of friendly .etter

=ame Date
$r. 4 Sec. Teacher
,im: To be able to rite a friendly letter. @se the
correct past form of %erb.
2riday December 2& 2H11
Teachers Day
Monday December +& 2H11
.esson -lan in 0nglish D

1:+H12:)H D11 ):(H1+:2H D1)
2:)H1(:(H D1( +:(H15:2H D12
I# ObA"/tiv"
-redict ;utcomes
!rite an ending to incomplete story
-articipate to gi%e the ending of the story
Dalue: -articipation
II. Sub'ect Matter
-redict ;utcomes
!riting an 0nding to Incomplete Story
*eference: -0.C p. 22& 8. 0nglish 0xpressays +
page 1(+11(I
Material
III. .earning -rocedure
,. -reliminary ,cti%ities
1. /rain Teaser
0ye Illusion
2. *e%ie
$i%e the past form of %erb
sail1 sailed as 1ere
lea%e1 left bring1 brought
see1 sa gi%e1 ga%e
stand1 stood stay1 stayed
lead1 ledbecome1became
(. Moti%ation
/. .earning ,cti%ities
1. -resentation
The 7unter and the Dog
2. .isten to the Story
(. ,nser the folloing Muestion
!here did the story happen#
a9 !ho are the characters in the story#
b9 !hat happened to 7i"at in the forest#
c9 7o did the dog help his masters#
d9 7o did 7i"at get ell#
e9 7o do you thin" did 7i"at feel ith hat his
dog did#
f9 if you ere 7i"at& ould you treat your feet
ell# !hy#
g9 Is the ending of the story clear#
h9 Did the story tell hat happened to 7i"at after
he got ell#
). Discussion
Try to gi%e possible ending possible ending
to the story.
a. The dog led 7i"at out of the forest.
b. 7i"at and the dog found fresh fruits in the forest.
c. 7i"at and his dog "illed some ild animals#
a9 7i"at and his Dog Anally found their ay out of
the forest.
b9 , big ild pig attac"ed 7i"at
c9 7i"at sa a ild pig.
+. $enerali>ation:
the story#
5. ,pplication
*ead lang. p. 1(8 -ay attention to its ending
ID. 0%aluation
,cti%ity L. $i%e a good ending for each short stories. !rite
it don in a piece of paper.

Ans="&
1. Dery much frightened& the boys ran out of the shrine as
fast as they could. They %oed not to go to that place
again.
2. Mang /ert gladly ent home ith a lot of Areood.
(. Michael let the elf free. they became best friends.
). The oman ith the hite bathing suit droned and
died.
+. She ent home ithout ha%ing bought the seater. She
promised herself to sa%e more money so she could buy it.
T:" H*nt"& an' t:" Do(
7i"at& a s"illed hunter li%ed near a forest& 7e hunted ild
animals accompanied by his faithful dog. ;ne day& he ent deep
into the forest& thin"ing ild animals are plentiful. /ut the place
as empty of game. 7e ent on and on& until he as tried& hungry
and thirsty. 2inally& he could no longer mo%e. 7e lay motionless on
the ground.
The dog sa his master& ea" and in pain. 7e seemed to
understand his needs.So the dog loo"ed for ater . 7e found a
broo" hidden by big trees. To 7i"at and let ater dripped from his
tail to 7i"atCs lip. 7i"at opened his eyes after he felt the cool drops
of ater.
The dog understood and ran bac" bac" to the broo". 7e
did this se%eral times. 7i"at felt ell again.
M.: D11 D1( D1) D12
.esson -lan in 0nglish DI
1:HH R 1:+H DI12 (:)H 1 ):(H DI1)
I. @se the diNerent %erb forms:
1present perfect form of the %erb
II. @sing the -resent -erfect Tense ith
Since 4 2or
*ef.: -0.C p.2+ &8.1 P 023M .TQ p.I11I)
Mat&P Charts& stories
1. -re%ie:
a. Derb Simple tenses: present& past& future
b. -resent& past& past participle
c. -ast participle of irregular %erbs
2.*e%ie :@sing %erbs that agree ith
indeAnite pronouns
(. Drill:
-lay a simple exercise that the pupils can follo
or a simple body exercise.
/. .esson -roper
1. -reparation
.et to girls act out the con%ersation :
1
st
$: SSheCs my teacher.T
2
nd
$: S3es& I "no her.T
1
st
$.: She has taught here for 1+ years no.
2
nd
$: I ha%e heard so much about her
since she became my sisterCs teacher
in 0nglish

2. -resentation
*ead the sentences of the to girls. =otice that these
sentences ha%e been combined in to diNerent ays ith the use
of since and for. See ho they are used in these sentences.
a. She has taught here for 1+ years no.
b. I ha%e heard so much about her since she became my
sisterCs teacher.
c. Ms. Santos has been my teacher for more than a year
no.
d. Ms. Santos has been my teacher since I as in grade A%e.
(. ,nalysis and ,bstraction
=otice the %erbs used in the sentences.
!hat do you call these %erbs# In hat tense are they#
These %erbs are formed through the helping %erbs has
and ha%e plus the past participle form of the %erb.
2or is used ith a time expression to sho that an action
or condition as done in the past for a period of time.
Since is used to indicate hen an action or condition
began.
7o do e form the present perfect tense#
). 0ngagement ,cti%ity
@se for or since to complete the meaning of the folloing
sentences.
!rite correctly the ord in the parenthesis using the present
perfect tense.
1. The BBBB8send a lot of in%itation
letter BBBBBlast ee".
2.SheBBBBB8or"9 %ery ell BBBBBalmost
a year.
(. SheBBBBB8sa%e9 money BBBBthe last to months.
). My sisterBBBBB8gain9 more friends BBBBshe attended
school.
+. TheyBBBBB8display9 their exhibits BBBBlast ee".
5. They BBBB 8be9 in the conference room BBBBBalmost an
hour.
L. They BBBB8choose9 the topic BBBBByesterday.
8. Mother BBBBBB 8learn9 to ba"e BBBBB she as ten years
old.
I. She BBB 8earn9 a lot of money BBBBB she as four years
old.
1H. The 'ournalist BBBB8publish9 a lot of stories BBBB she
as in high school.
)resent
Simple )ast
)resent )erfect
?e live in a small village now%
I didnt watch the news last night%
I dont watch TF much%
He drove very fast% I was scared%
I havent watch TF for ages%
+. 0nrichment ,cti%ity
,rrange the strips of sentences to hich tense they
belong.
5. $enerali>ation
The present perfect tense consists of has or ha%e and the
past participle of the main %erb. It expresses an action begun in
the past and is continuing up to the present . It is often used ith
signals introduced by since and for.
ID. 0%aluation
0xercise ( p. I(
Change the %erbs in the parentheses to the present ferfect tense
of %erb.
1. I ha%e atch the bas"etball team of .uc"y Star.
2. The inning team& .uc"y Star has practiced for the
tournament since December.
(. Their fans ha%e pray for their %ictory.
). They ha%e organi>e a cheering sMuad.
+. The team captain has planned the tournament for
almost a month.
M.: DI12 DI1)
Tuesday December 6, 2!!
"esson #lan in $nglish %

!&5'2&( %'! (&3'5&2 %'(
2&('3&3 %'3 5&3'6&2 %'2
I. Objective
)nswer *uestions about an announcement
presented
+denti,y ,uture ,orm o, -erbs
.se ,uture ,orm o, the -erbs in sentences
%alue& /ecoming 0amily'1riented
++. 2ub3ect 4atter
0uture 0orms o, %erbs
)nswering 5uestions ,rom an )nnouncement
6e,erence& #$"7 p.22, 8.3 $nglish $9pressways 5
page !(('!5
4aterial
+++. "earning #rocedure
). #reliminary )cti-ities
!. /rain Teaser
2. 4oti-ation
$9press how a grade 5 pupil can help his
,amily and country by completing the sentences&
a. + can ____________________,or my country.
b. + can ____________________ my ,ellowmen.
c. + can _____________________ ,or my ,amily.
d. + can ______________ ,or my other relati-es.
/. $ngagement )cti-ities
c. 6ead the con-ersation in page !(5
(. Discussion
D. )pplication
T+4$ T1 :16; 1.T )7T+%+T< ! #.!(=
+%. $-aluation

ML:
1:HH R 1:+H DI12 (:)H 1 ):(H DI1)
I. Objective
)nswer *uestions about an announcement
presented
%alue& /ecoming 0amily'1riented
++. 2ub3ect 4atter
page !(('!5
4aterial
!. /rain Teaser
2. 4oti-ation
$9press how a grade 5 pupil can help his
,amily and country by completing the sentences&
a. + can ____________________,or my country.
b. + can ____________________ my ,ellowmen.
c. + can _____________________ ,or my ,amily.
d. + can ______________ ,or my other relati-es.
(. Discussion

IV. val!ation

ML:
1"'n"s'ay D"/",b"& G2 20
"esson #lan in $nglish
1:HH R 1:+H DI12 (:)H 1 ):(H DI1)
!&5'2&( %'! (&3'5&2 %'(
2&('3&3 %'3 5&3'6&2 %'2
I. Objective
%alue& 7leanliness
++. 2ub3ect 4atter
page !(8'!5!
4aterials& picture, chart
1. /rain Teaser
%. ( ha)e many eyes but cannot see.
( ha)e no mouth or nose, but always smell.
Do not eat my tree or you will be,
a )ery rare *+,+-(,./ 0 1otato2
&. 3here do fish "eep their money4
0 in the ri)erban"s2
'. 5ary6s father has 7 children8 three are named
9ana, 9ene, and 9ini. :o what is is the 7th child6s
name4 05ary2
7. 3hat did the rib cage say to the heart4
0;ot ya co)ered2
<. ( ha)e a little house in which ( li)e all alone. 5y
house has no doors or windows, and if ( want to
go out ( must brea" through the wall. 3hat am (4
0Chic"en egg2
&. Re)iew p. %7=
3hat is :imple *uture ,ense4
Use the following words in sentences
a. will meet ne$t 5onday
b. shall attend in the ne$t two days
c. are going to spea" tomorrow
d. are going to use tonight
".. 4oti-ation

"ook at the picture
:hat you will do to
a-oid these>
!. ?roup acti-ities
?roup !,2 @ 3 )cti-ity !
?roup 2 @ ( )cti-ity 2
)nswer acti-ity 2
!. are going to attend 6. is going to speak
2. is going to sponsor A. are going to rebuild
3. are going to repaint 8. are going to use
(. are going to pull =. are going to help
5. is going to draw !. are going to report
2. ?roup 6eport
3. )nswer $9ercises
#ctivit$ "
7omplete each sentence with will B -erb.
.se the -erb in the parentheses.
!. will be 6. will teach
2. will gi-e A. will e9amine
3. will see 8. will diagnose
(. will take =. will re,er
5. will talk !. will go
#ctivit$ %
2upply the missing word in the dialog.
.se word or phrases in the bo9.
!. Cenita& will you go
)ngelie& will go D will take a bus
Cenita& will you stay
)ngelie& will stay
Cenita& will you be
2. 7hristian& :ill you 3oin
$dgar& will be
7hristian& will miss
$dgar& will show
7hristian& will take
(. )pplication
)cti-ity 5 )nswer 1rally
5. ?eneraliEation
+%. $-aluation
.se the ,ollowing -erbs and phrase in a sentence.
0ollow the time e9pressions.
!. will re-iew on 0riday
2. going to tagaytay be,ore 7hristmas
3. shall study tomorrow morning
(. will water this a,ternoon
5. is going to plan ne9t summer
M.: D11 D1( D1) D12
1"'n"s'ay D"/",b"& G2 20
1:HH R 1:+H DI12 (:)H 1 ):(H DI1)
I. ;b'ecti%e
@se to1ord %erbs correctly
@se expressions about future plans 11 7ope and !ish
Dalue: .isten ,ttenti%ely
II. Sub'ect Matter
To !ord Derbs
R"f"&"n/"s$
-0.C p.2+
0nglish 0xpressays .anguage pp.++& 1LH11L5
0nglish for 3ou and Me pp. I)1IL

Mat"&ials$
nespaper
1. Tongue Tister
-eter -iper
2. Song
(. *e%ie
$i%e past form of %erb
/. 0ngagement ,cti%ity
1. Moti%ation
Do you li"e to be a reporter someday#
him#
!ho is your fa%orite nes broadcaster#
2. =es *eporting
*ead the nes report today
(. ,nser Muestions
!hat is the e%ent or happening#
!ho are in%ol%e in the e%ent or happening#
!here does the e%ent ta"e place#
,re there lessons or purpose of the e%ents#
). Spea"ing
a. *ead the short con%ersation in pageI+
!hat ords they use to express their desire#
!hen do e use ish in a sentence# hope#
.ets try to anser p. I5 0xercise 1
b. !hat ma"es up these to1ord %erbs#
0ach %erb is made up of a main %erb and a
preposition. These to ords& hen put together&
gi%e a third meaning hen used in expressions.
To ord
%erb
Meaning of
Main %erb
Meaning of
-article
Meaning of
to1ord
%erb
put on
hurry up
to place
to lay
to mo%e
Muic"ly
in or into
position
completely
to ear
to be Muic"
+. $roup ,cti%ity
,nser 0xercise 2
,nser each Muestions in complete sentences
5. $enerali>ation
, %erb may be a single ord& as in en'oy& lo%e and
inter%ie. It may also be to1ord& as in loo" up& hurry up& put
on& among others.
, to1ord %erb is formed by putting together a simple or
main %erb and a particle. It loo"s li"e a phrase but it functions
as one ord. 8 Therefore& it is ta"en as a single unit9
!ish is used for desires unli"ely to happen.
7ope used for desires li"ely to happen.
L. ,pplication
$i%e a sentence ith expressions hope or ish ith to
%erbs correctly.
ID. 0%aluation
,cti%ity ) p.1L5
Choose the correct anser to complete each sentence.
1. I ha%e to 8Agure out& Agure in9 the solution to its
problem.
2. -lease 8turn don& turn aay9 the tele%ision set.
(. The airplane ill close its door ten minutes
before 8ta"e don& ta"e oN9.
). 8Cross out& Cross oN9 all the %erbs in the
paragraph.
+. 8-ut oN& -ut on9 your slippers hen al"ing
around the house.
Mastery .e%el
T:*&s'ay D"/",b"& 42 20
"esson #lan in $nglish
1:HH R 1:+H DI12 (:)H 1 ):(H DI1)
!&5'2&( %'! (&3'5&2 %'(
2&('3&3 %'3 5&3'6&2 %'2
I. ;b'ecti%e
@se to1ord %erbs correctly
Dalue: .isten ,ttenti%ely
II. Sub'ect Matter
To !ord Derbs
R"f"&"n/"s$
-0.C p.22
0nglish 0xpressays .anguage pp.++& 1LH11L5
Integration

Mat"&ials$
pictures
1. Tongue Tister
/etty
2. Song
(. *e%ie
$i%e a sentence ith descripti%e phrases.
1. Moti%ation
.oo" at the picture
!hat do you see#
him#
Do you li"e to be a reporter someday#
!ho is your fa%orite nes broadcaster#
2. =es *eporting
Students deli%er a nes report about the
barangay.
(. ,nser the L Muestions in page 1LH.
). Spea"ing
*ead the short con%ersation in page 1L2.
!hat ma"es up these to1ord %erbs#
0ach %erb is made up of a main %erb and a
preposition. These to ords& hen put together&
gi%e a third meaning hen used in expressions.
To ord
%erb
Meaning of
Main %erb
Meaning of
-article
Meaning of
to1ord
%erb
put on
hurry up
to place
to lay
to mo%e
Muic"ly
in or into
position
completely
to ear
to be Muic"
+. $roup ,cti%ity
,nser ,cti%ity 2
2ill in blan"s ith appropriate to1ord %erbs.
5. $enerali>ation
, %erb may be a single ord& as in en'oy& lo%e and
inter%ie. It may also be to1ord& as in loo" up& hurry up& put
on& among others.
, to1ord %erb is formed by putting together a simple or
main %erb and a particle. It loo"s li"e a phrase but it functions
as one ord. 8 Therefore& it is ta"en as a single unit9
L. ,pplication
Time to !or" ;ut
,nser ,cti%ity 1
ID. 0%aluation
,cti%ity ) p.1L5
Choose the correct anser to complete each sentence.
1. I ha%e to 8Agure out& Agure in9 the solution to its
problem.
2. -lease 8turn don& turn aay9 the tele%ision set.
(. The airplane ill close its door ten minutes before
8ta"e don& ta"e oN9.
). 8Cross out& Cross oN9 all the %erbs in the
paragraph.
+. 8-ut oN& -ut on9 your slippers hen al"ing
around the house.
Mastery .e%el
I. ;b'ecti%e
DiNerentiates acti%e and passi%e %oice
@ses acti%e and passi%e %oice correctly in diNerent
compositions
Dalue: ,ppreciating Science ,chie%ements
II. Sub'ect Matter
,cti%e and -assi%e Doice
*eferences:
-0.C in 0nglish 5 p.2+
0nglish 2or you 4 M0 5 .anguage pp.1H111H2
2un in 0nglish 5 .anguage pp.1+(11++
2un in 0nglish *eading pp.128112I
Integration
Science
Materials:
charts& Table& picture
/efore *eading
1. Tongue Tister
-eter -iper pic"ed a pec" of pic"led peppers&
If -eter -iper pic"ed a pec" of pic"led peppers&
heres the pec" of pic"led peppers -eter -iper
pic"ed#
2. Song
.ittle Tea -ot
(. *e%ie
@se the folloing to ord %erbs in meaningful
sentences.
call bac"1 return a telephone call
turn don1 decrease the %oice
put oN1 postpone
"eep up1 continue
thro aay1 put in the trash
1. Moti%ation
7a%e you heard about =eil ,rmstrong#
!hat as the famous for#
7o did he successfully reach the moon#
!ho ish to be on the moon also after him#
!hy#
Do you belie%e that li%ing creatures are
possible on the moon# !hy or 7o#
Sho a clearer picture of , M;;= and its
structure if possible.
2. Moti%e Kuestion:
7o possible can men li%e to the moon#
/. During *eading
Study ho possible for 0ric and Tanya to li%e on
the moon.
Tanya and 0ric atched the earth come up. It as Uuly
2H& 2H5I. There as a big holiday on the moon. There as
going to be a grand parade out to the 0ngle& the old fashioned
space machine used by the Arst earth person to set foot on the
moon.
SThin" about it&T said Tanya& Sa hundred year ago today&
=eil ,rmstrong put his footprints on our moon dust and no
eCre li%ing on the moon. !eCll see his footprints hen e go
to the parade.T
S3es&T said 0ric& S7e al"ed on the moon a hundred
years ago& and today e can ride on our moon hills.T
Tanya and 0ric ere both loo"ing forard to going outside
/ubble City. The city had a huge rounded glass li"e roof o%er
it.
This dome co%ered the hole city. This as because there
as no air on the moon for people to breathe. ,ir had to be made
and pumped into the city. The dome "ept the air in.T
It as possible to go outside in moon buggies. The
buggies had air tan"s inside them. Tanya and 0ric has ne%er been
outside. /ut on this great day& they ere going to see the
%ery spot here space history had been made one hundred years
earlier.
C. ,fter *eading
1. Comprehensi%e Kuestion
!here did 0ric and Tanya li%e#
!hat e%ent as happening that time#
!here did they li"e to go someday# !hy#
!hat ere moon buggies# 7o ill they help
Tanya and 0ric to go outside the moon#
Do you thin" the selection can possibly happen#
!hy#
!ould you li"e to go to the moon someday if gi%en
chance# !hy#
2. *ead this dialogue alternately by /oys and $irls:
/oys: It as Uuly 2H& 2H5I.
$irls: The !hole City as co%ered by the dome.
/oys: 7e al"ed on the moon hundred years ago.
$irls: The earth as atched by Tanya and 0ric.
/oys: =eil ,rmstrong put his footprints on our
moon dust.
$irls: The old fashioned space machine as used by
the Arst earth person to set foot on the moon.
(. $i%e the %erb used for the folloing sub'ects
City 11111111111111111BBBBBBBBBBBBBBBBBBBBB
0arth11111111111111BBBBBBBBBBBBBBBBBBBBBB
=eil ,rmstrongBBBBBBBBBBBBBBBBBBB
Space MachineBBBBBBBBBBBBBBBBBBBB
D. 0ngagement ,cti%ities
DiNerentiate the sentences in these columns
, /
1. /en'amin $. ,lmeda& Sr.
in%ented the striforator.
The striforator as in%ented
by /en'amin $. ,lmeda& Sr.
2. 7e also de%ised %arious
food processing gadgets.
2. Darious food processing
gadgets ere also de%ised by
him.
(. This in%entor inspired me a
lot.
(. I as inspired by this
in%entor.
!hat are the sub'ects in Column ,# in Column /#
!hat are the %erbs associated ith each sub'ect in both
columns#
!hich column is in ,cti%e %oice of the Derb# !hich is in
-assi%e#
0. $enerali>ation
To diNerentiate ,cti%e and passi%e %oice of the
%erb& remember the folloing.
1. In acti%e %oice& the %erb is folloed by a
direct ob'ect. -attern: doer R acti%e %erb1
recei%er of the action.
1 gi%e emphasis on the doer of the
action.
2. Sentences in passi%e %oice follo the pattern:
recei%er R passi%e %erb R doer 8by phrase9.
, %erb in the passi%e %oice is made up of
is<are. as<ere b the past participle.
ex. ere ritten & as made
, %erb is in the passi%e %oice if the sub'ect is the
recei%er of the action.
2. 0nrichment ,cti%ities
1. $roup ,cti%ities
$i%e A%e sentences in ,cti%e %oice and change it to
passi%e %oice.
2. ,nser exercise ( p.1H(
*ead the sentence %ery ell.
Change the sentences into passi%e %oice.
Do this orally.
1. ,lexander $raham /ell in%ented the
telephone.
2. My mother designed my graduation dress.
(. .ani sang the =ational ,nthem ith pride.
). Uoey built a tree house.
+. Mother coo"s my fa%orite food.
ID. 0%aluation
Identify the %erb and state if it is in acti%e
%oice or passi%e %oice.
1. The delicious ca"e as ba"ed by my sister.
2. She is called the Soul Di%a.
(. The pupils ansered the Muestions
immediately.
). The poem as ritten by him.
+. =inoy ,Muino ma"es us proud to be
2ilipinos.
Mastery .e%el
DI1) D1( D12 D1) D11
+
)
(
2
1
H

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