Name of Teacher: Francel Anne M.

Popioco

Grade Level:
Five
Learning Area: English
Quarter: 3
Competencies: Making an Outline
Date: Dec. 1-2
Mon. Tues.
Lesson No. Unit 3 Lesson 13
Duration: 2
periods
Key
Use outlining strategies to organize ideas
Understandings
to be developed
Learning
Knowledge Differentiate main ideas and supporting
Objectives
details
Skills
Give the main ideas and supporting details
of a narrative or report
Construct an outline of a narrative or report
Attitudes
Keenness
Resources
Texts, Worksheets, English Expressway Reading 5 book
Needed
Elements of the
Methodology
Plan
Introductor The Ugly Duckling Activity
Preparation
y Activity
Skills Online - Making an Outline
Activity 6 group make a sentence
Activity
outline
Analysis
What are the important things to consider
Presentation
in making an outline?
Abstraction An outline is a method for taking notes of a
written work or speech. To make an outline
of a selection is to write the main or
important ideas found in it, and to give the
details which support those ideas in an
organized form.
Practice
Application Activity 7 In group, complete the topic
outline of a given paragraph.
Assessment Matrix
Levels of
What will I
How will I
How will I
Assessment
assess?
assess?
score?
Knowledge
Assessment
15%
Process 25%
Give the
Understandin main ideas
10-item
g 30%
and
written
supporting
assessment
details of a
narrative
or report
Performance
30%

Name of Teacher: Francel Anne M. Popioco

Grade Level:
Five
Two
Learning Area: English
Quarter: 3
Competencies: Context Clues, Inferring
Sequencing
Character
Events,Traits
Date: Dec. 8-9
3-4
Cause-Effect Relationships
Wed. Tues.
Mon.
Thurs.
Lesson No. Unit III
3 Lesson
Lesson
1414
Duration: 2
periods
Demonstrates understanding
of the
concepts
of thetoContext
Key
Demonstrates
understanding
of text
elements
Clues,
Sequencing
Events
and
Cause-Effect
Relationships
Understandings comprehend various texts
to be developed
Knowledge Define
clues, sequencing
events, and
Learning
Knowledge
Identifycontext
the elements
of an
cause-effect
relationships
Objectives
informational/factual
texts
Skills

Identify
the
cause/effect
fromin a story
Recognize traits of a character
heard
Skills
Find statements/situations
the meaning of words
and use them in
Use sentence and word context to find the
sentences
meaning
of unknown
words
Answer
story-related
questions
Sequence the major ideas/concepts from a
Match the word with its meaning
selection
Attitudes
Bravery
Attitudes
Righteousness
Resources
Sheets of paper, Marker, Hat/Box, English Expressways
Resources
Pictures, Texts, English Expressway Reading 5 book
Needed
Reading Book 5
Needed
Elements of the
Methodology
Elements of the
Methodology
Plan
Plan
Introductor Fear in a Hat individuals writes their fears
Gardeners Robe Activity
Introductor The
Preparation
y Activity anonymously in a sheet of paper which is then
Preparation
y Activity collected in a hat and read aloud. The class
Activity
Presentation
Activity
Analysis
Presentation

Analysis

Abstraction
Abstraction

Practice
Practice

Assessment
Assessment

Application
Application

volunteers
Word File: will
Find the
of the words
trymeaning
to describe
his/her
understanding
Time to Think:
Answer
the
questions
of the persons fear andbased
give a
on
the
story
solution. Find out then whose fear is recited.
More
Word on
FileUsing
163 Context Clues: Choose the
correct
meaning
More on Using Context Clues 163
If
you were
Joseph the
Gardener,
what
Inferring
Character
Traits
164
would
have
done with
the
At
first,you
why
is Marcos
afraid
oftreasure?
crossing the
Why?
swinging bridge? can you blame him for
What
the importance of context clues,
being are
afraid?
sequencing
and cause-effect
What
are theevents,
importance
of context clues
relationships
in
real
life?
and inferring?
Context
thathint
an author
gives
Context clues
clues are
givehints
you the
of a word
youto
help
define
a
difficult
or
unusual
word.
dont know. Inferring leads you to make a
Sequence
events
in is
a story
is theto
order
reasonableofguess
that
necessary
formina
which
events happen. A cause and effect
correctthe
conclusion.
analysis
is an attempt to understand why
http://www.ereadingworksheets.com/readin
things
happen
as they do.
g-worksheets/context-clues/context-clues-1-

Activities
1.pdf pages 153-155
Assessment Matrix
http://www.ereadingworksheets.com/readin
Levels of
What will I
How will I
How will I
g-worksheets/inferences-worksheet-1.pdf
Assessment
assess?
assess?
score?
Assessment Matrix
Knowledge
Levels of
What will I
How will I
How will I
15%
Assessment
assess?
assess?
score?
Demonstrates
Knowledge
understanding of
Activities 3-7
Process
15%25%
the concepts of
Pages 156-159
Process 25%
the Context
Understandin
Clues,

Name of Teacher: Francel Anne M. Popioco

Grade Level:
Two
Learning Area: English
Quarter: 3
Competencies: Noting Details, Scanning to Get Story
Date: Dec. 10-11
Details, Predicting Outcomes
Wed. Thurs.
Lesson No. Unit III Lesson 14
Duration: 2
periods
Key
Demonstrates understanding of writing styles to
Understandings comprehend the authors message
to be developed
Learning
Knowledge Distinguish literal information from texts to
Objectives
aptly infer and predict outcomes
Choose the best answer that completes the
Skills
details of sentences.
Scan the story, Sajid was a Scout and
answer related questions.
Predict what may happen in situations and
choose the best outcomes.
Attitudes
Discernment
Resources
Family Portraits story, English Expressways Reading
Needed
Book 5
Elements of the
Methodology
Plan
Introductor Review and check assignment: Using the
Preparation
y Activity Suffixes ness and ment.
http://www.scaryforkids.com/familyportraits/
Ask the students questions related to the
story afterward.
Explicit Direct Instruction
Noting Details 164-165
Activity
Scanning to Get Story Details 165
Predicting Outcomes 165-169
Presentation
Analysis
What are noting details, scanning story
details, and predicting outcomes?
Abstraction Noting details is a reading comprehension
skill that involves picking out, from a piece
of text, the particular piece or pieces of
information to achieve a given purpose
such as answering a question in a test.
Scanning is a technique of quick reading
that helps you find specific details or
relevant information. Predicting outcomes
is telling what might possibly happen next.
Practice
Application Activity 4 165
Activity 6 167
Assessment Matrix
Levels of
What will I
How will I
How will I
Assessment
assess?
assess?
score?
Knowledge
Assessment

Name of Teacher: Francel Anne M. Popioco

Grade Level:
Two
Learning Area: English
Quarter: 3
Competencies: Suffixes ness and -ment
Date: Dec. 1516
Mon.Tues.
Lesson No. Unit III Lesson 15
Duration: 2
periods
Key
Use knowledge of suffixes (-ness and -ment) to
Understandings determine the meaning of words.
to be developed
Learning
Knowledge Understand the function of root words,
Objectives
prefixes, and suffixes.
Skills
Create new words by adding prefixes and
suffixes to root words.
Increase vocabulary understanding by
applying prefix and suffix knowledge.
Attitudes
Intuitiveness
Resources
Flash Cards, English Expressways Reading Book 5
Needed
Elements of the
Methodology
Plan
Suffix Flash Cards - Write one prefix on one
Preparation
side of each card and then turn it over so
Introductor the students can't see it. Start a timer for
y Activity two minutes, flip one card over and have
the students write as many words as they
can with that prefix. Continue flipping the
cards over after two minute intervals. When
all of the cards have been turned over,
write all of the words the students came up
with on the board.
Explicit Direct Instruction
Activity 10 169
Activity
Activity 9 169
Presentation

Practice

Assessment

Analysis

What is the meaning of the suffix ness?

ment?
Abstraction The suffix ness means state of being, as in
kindness. The suffix ment means result of
an action, as in development.
Application Activity 9 169
Assessment Matrix
Levels of
What will I
How will I
How will I
Assessment
assess?
assess?
score?
Knowledge
15%
Process 25%
Understandin
g 30%
Performance
30%

Name of Teacher: Francel Anne M. Popioco

Grade Level:
Two
Learning Area: English
Quarter: 3
Competencies: Simple Present Tense of Verb
Date: Jan. 5 6
Mon.Tues.
Lesson No. Unit III Lesson 11
Duration: 2
periods
Key
demonstrates command of the conventions of standard
Understandings English grammar and usage when writing or speaking
to be developed
Learning
Knowledge Identify the usage of simple present tense
Objectives
Skills
Use the correct function of verbs in general
and their functions in various discourse
(oral and written)
Attitudes
Appreciation
Resources
English Expressways Language Book 5
Needed
Elements of the
Methodology
Plan
MY HERO
Preparation
Introductor Create a character with your class.
y Activity Decide
the
age,
hobbies,
habits,
occupation, family
Time to Study 119-121
Time to Work Out Activity 2
Activity
Skills Online 126-127A
Presentation

Practice

Assessment

Analysis

What are the 2 forms of verb in the present

tense? Which form is used with plural
subjects? with singular subjects?
Abstraction The simple tenses of verb are used to
express present, past, and future actions or
conditions. The verb forms for the simple
present tense are the base form and the s
or es form. Base form goes with the plural
subject and the s or es goes with the
singular subject.
Application Activity 128D
Assessment Matrix
Levels of
What will I
How will I
How will I
Assessment
assess?
assess?
score?
Knowledge
15%
Correctly
Process 25%
use the
Written
simple
Assessment
present
tense
Understandin
g 30%

Name of Teacher: Francel Anne M. Popioco

Grade Level:
Two
Learning Area: English
Quarter: 3
Competencies: Simple Past Tense of Verb
Date: Jan. 7 8
Wed.Thurs.
Lesson No. Unit III Lesson 12
Duration: 2
periods
Key
Demonstrates command of the conventions of standard
Understandings English grammar and usage when writing or speaking
to be developed
Learning
Knowledge Form and use regular and irregular verbs in
Objectives
past form
Skills
Use the correct function of verbs in general
and their functions in various discourse
(oral and written)
Attitudes
Thoughtfulness
Resources
English Expressways Language Book 5
Needed
Elements of the
Methodology
Plan
Introductor "What did you do yesterday?"
Preparation
y Activity "Yesterday, I ...(verb+ed")
Once upon a time Activity
Time to Study 131-133
Time to Work Out Activity 3 133
Activity
Time to Work Out Activity 6 135
Presentation

Practice

Assessment

Analysis

Which words or time expressions are used

to signal past action? What is the difference
between regular and irregular verbs?
Abstraction Regular verbs form their past tense by
adding d or ed to the verb. Irregular verbs
form their past tense by having some
changes in their spelling. Some past time
expressions are yesterday, last week, once
upon a time.
Application Time to Spell 137
Assessment Matrix
Levels of
What will I
How will I
How will I
Assessment
assess?
assess?
score?
Knowledge
15%
Use the
Process 25% correct past
Written
form of the
Assessment
verbs used
in a letter
Understandin
g 30%
Performance
30%

Name of Teacher: Francel Anne M. Popioco

Grade Level:
Two
Learning Area: English
Quarter: 3
Competencies: Simple Future Tense of Verb
Date: Jan. 13 14
Tues.Wed.
Lesson No. Unit III Lesson 13
Duration: 2
periods
Key
Demonstrates command of the conventions of standard
Understandings English grammar and usage when writing or speaking
to be developed
Learning
Knowledge Identify the form of verb that express
Objectives
simple future tense in the singular and
plural subjects
Skills
Use the correct function of verbs in general
and their functions in various discourse
(oral and written)
Attitudes
Methodical
Resources
English Expressways Language Book 5,
Needed
http://www.teach-this.com/images/resources/are-yougoing-to.pdf
Elements of the
Methodology
Plan
Introductor Are you going to...? Ask a partner about
Preparation
y Activity their future plans and write down their
answers in a given worksheet.
Time to Work Out Activity 1 149
Time to Study 145-148
Activity
Time to Work Out Activity 2-3 149-150
Presentation

Practice

Assessment

Analysis

Which words or time expressions are used

to signal future plans?
Abstraction The helping verb will + base form of the
main verb are used to express future
action. Shall is used with the subject I. The
phrase made up of a be form + going to +
main verb (base form) expresses a planned
future action.
Application Time to Work Out Activity 4 150-151
Assessment Matrix
Levels of
What will I
How will I
How will I
Assessment
assess?
assess?
score?
Knowledge
15%
Process 25%
Supply
Written
missing
Assessment
words in a
dialog
Understandin
g 30%
Performance
30%

Name of Teacher: Francel Anne M. Popioco

Grade Level:
Two
Learning Areas: English, FILIPINO, MSEP, HEKASI
Quarter: 3
Competencies: Third Periodical Test Review
Date: Jan. 20 21
Lesson No. Unit III
Duration: 2
periods
Key
Activate prior knowledge conceptually related to text and
Understandings establish a purpose for reading
to be developed
Learning
Knowledge Identify forms and purposes of texts
Objectives
Skills
Interpret, evaluate and represent
information within and between learning
area texts and discourses.
Attitudes
Intelligence
Resources
Needed
Elements of the
Methodology
Plan
Preparation
Introductor Attendance Check. School Announcements
y Activity & Exam Schedules.
Lesson Review
Test Proper
Presentation
Activity
Checking of Answers
Analysis
Abstraction
Practice
Application
Assessment Matrix
Levels of
What will I
How will I
How will I
Assessment
assess?
assess?
score?
Knowledge
Assessment
15%
Process 25%
Understandin
g 30%
Performance
30%
Reinforcing
the
days lessons
Enriching the
Assignment
days lessons
Enhancing
the
days lessons
Preparing for
the new
lesson
January 19 Rest Day (Sinulog)
January 23-24 Third Periodical
Remark
Examination