WEEK 1

I. Objectives
A. Expressive Objective
Observe politeness at all times
Show kindness to everyone
B. Instructional Objectives
1. Listening Comprehension:
Note significant details
2. Oral Language:
Use appropriate facial expressions
3. Vocabulary Development:
Infer the meaning of unfamiliar compound words based on given context clues,
synonyms and antonyms
4. Oral Reading Fluency:
Self-correct when reading
5. Grammar:
Compose clear and coherent sentences using appropriate grammatical structures
(aspects of verbs)
6. Writing/ Composition:
Plan a two to three-paragraph composition using an outline/ other graphic organizers
7. Viewing:
Describe different forms and conventions of film and moving pictures (lights,
blocking, direction, characterization, acting, dialog, setting or setup)
8. Attitude:
Observe politeness at all times

II. Subject Matter

A. Topics
1. Literature
The Sly Fox
2. Context Clues (Synonyms and Antonyms)
3. Aspects of verbs
4. Writing Three-paragraph composition using an outline/graphic organizers
5. Forms and Conventions of Films and Moving Pictures

B. Materials
 Selections
 Pictures (fox and wolf)
 Film (any inspirational short film)
 Picture words forming compound words
 Outline/graphic organizer

III. Procedure
Day 1

I. Objectives
1. Note significant details of the selection listened to.
2. Observe politeness at all times.
3. Show kindness to everyone.
4. Use appropriate facial expressions in delivering some lines of the characters of the
selection listened to.

II. Subject Matter

A. Topic:
Noting significant details of the selection listened to
Use appropriate facial expressions
B. References:
EN5LC- Ia- 2.1
The Sly Fox -Developing Reading Power 5 p. 43-45

C. Materials:
selections, pictures, laptop

III. Procedure
A. Setting the Stage
Show pictures of fox and wolf
Ask: Are these animals the same?
What can you say about the fox? How about the wolf?
If you are going to choose between the two, who will you want to be? Why?

B. Explaining the Students What to Do

Say: Today, we are going to read a story and learn to use appropriate facial
expressions in delivering the lines of the characters. You will be learning to answer
questions based on the noted significant details of the selection you listened to.
Set the standards in listening to a story.

C. Modeling for Students

Let the pupils arrange the jumbled letters to identify the word used in the story being
defined.

a. growing thickly ------- h s y u b

b. soft hair of certain animals ------ u f r
c. projecting part of the face including the mouth and nose--- z l e z m u
d. having a full rounded shape ------ u m l p p
e. tricky or wise----- y s l
 Have the pupils listen to the story “The Sly Fox”. While reading, the teacher
emphasizes appropriate facial expressions for the lines of the characters of the story.
Instruct the pupils to observe how the appropriate facial expressions are used in
delivering the lines of the story. Then, pupils will be answering the questions.

“The Sly Fox”

The fox is a wild animal that looks like a dog. It has a pointed nose and ears , a bushy tail and thick
fur. The fox is said to be a very clever animal in fooling others. The wolf is a wild animal that looks like
a dog too. It has thick fur and pointed muzzle. Wolves and foxes hunt other animals. Sometimes, they
end up hunting each other.

One night, a fox met a wolf in the forest. The wolf was very hungry and in a terrible mood. So the
wolf said to the fox.
“Don’t move! I’m going to eat you this minute.”
As he spoke, the wolf backed the fox up against a tree. The fox realized she could not run away.
“I have to use my wits instead of my legs,” she said to herself.
“I could have been a good dinner for you last year. I was then very fat and plump. But I had three
babies then. Now I’m slim and not delicious.”
“I don’t care if you are plump or not. I don’t care how many babies you have. I’m going to eat you
right now!”

The wolf began closing in on the fox.

“Stop!, the fox shouted. “ Look how skinny I am. I ran off all my fat looking for my babies. But I
know a place where you can find something good and fat.”
Wolf backed off and listened to Fox.
“There is a well near here. In the bottom of it is a big round piece of meat. You can get it instead of
eating me. Shall we go?”
The wolf trotted off after the fox, making sure that she could not run away. They came upon a well.
“See for yourself, what a fat juicy piece of meat is at the bottom of this well. I wanted to get it for my
babies. But you can have it.”
Inside the well was a delicious looking yellow round piece of meat. Above the well, the moon shone
bright and clear. The wolf leaned over the well wondering how to get the piece of meat. The fox
jumped up quickly and pushed the wolf down into the deep well.
“ I’m a sly old mother Fox!” Fox said to herself.

Afterwards, the teacher will call each row to deliver the lines of the characters of
the story listened to with appropriate facial expressions. Then, the teacher will call some
of pupils individually in front of the class to deliver the lines with appropriate facial
expressions.
 “Don’t move! I’m going to eat you this minute.”
 “I have to use my wits instead of my legs”
 “I could have been a good dinner for you last year. I was then very fat and plump.
But I had three babies then. Now I’m slim and not delicious”.
How did facial expressions affect in saying these lines of the characters of the story
you listened to? (Facial expressions make the story more realistic and emotional)

Answer the comprehension questions based on the story heard.

1. Who were the characters of the story?
2. Where did the story happen?
3. What did the fox do to be not eaten for dinner by the wolf?
 4. Why did the wolf not eat the fox?
5. What was at the bottom of the well that looked delicious and good?

Ask: What did you do to answer all the given questions? (Listened to the story
and remembered the details)

D. Guided Practice
Refer to LM, Try and Learn

E. Independent Practice
Refer to LM, Do and Learn

F. Closure/Assessment
Noting details of a story means pointing out the characters around which the
story revolves, the place and when it happened and the series of actions that make
the story itself.

Use of appropriate facial expressions in delivering the lines of the characters in

the story helps in making the story more realistic, creative and emotional. The
listeners feel more excited to know what will happen next and they become more
imaginative.

IV. Evaluation
Listen to the story to be read by the teacher. Then answer the questions that follow.
Aurea is in a hurry preparing to go to school. She didn’t wake up early because
she watched her favorite late night show. She opened her purse and said, “My
allowance is not enough for the remaining three days before my next allowance” she
felt so worried. It is because she is fond of buying bracelets and necklaces.
Questions:
1. Who is the main character of the story?
2. Draw the appropriate facial expression related to this line of Aurea “My allowance is
not enough for the remaining three days before my next allowance”.

V. Assignment
Make a comic strip of the story “The Sly Fox”

Day 2

I. Objectives:
1. Infer the meaning of unfamiliar compound words based on given context clues,
synonyms and antonyms.
2. Appreciate experiences in life.
3. Write meaningful sentences using compound words.

II. Subject Matter

 A. Topic:
Inferring Meaning of Unfamiliar Compound Words Based on
Context Clues, Synonyms and Antonyms.

B. References:
EN5V-Ia-12 and 13
Lesson Guides in Elem Eng. 5(Ateneo) p.103
https://www.google.com.ph/search?q=short+stories+with+compound+words&biw
=1242&bih=585&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiw-
ffrseLMAhXKnpQKHfQaCgwQ_AUIBigB#imgrc=C2ehXQLCWXLwiM%3A
C. Materials:
short paragraph
activity sheets
pictures

III. Procedure
A. Setting the Stage
Have you experienced riding a bus?
Did you experience witnessing a commotion on your community?
What did you feel?

B. Explaining the Students What to Do

Say: We are going to read a short paragraph about Mark’s experiences on his
way home. In here, you are going to learn some compound words. And later on,
we are going to infer meanings of unfamiliar compound words based on given
context clues, synonyms and antonyms.
Compound words are words that are combined together to form new
words and new meanings.
Context clues are the parts of sentence or paragraph that comes before
or after the unfamiliar words.
Synonyms are words with similar meanings while antonyms are those
words with opposite meanings.

C. Modeling for the Students

The class will read the paragraph.

Mark slung his backpack over his shoulder and ran. The bus company had just introduced
a new bus route. Over the cliffs in the distance, Mark could see the sea sparkling. With a smile, he
paid for his ticket and sat down. On the drivers lap there was a newspaper with a bold headline
reading ‘Burglar Caught’. At the back of the bus, a commotion started up with two teenage boys
arguing. Over the bridge, the bus traveled on until it pulled up at Mark’s stop. Below the deep water
in the canal, fish swam in the murky depths. Turning down a side alley, Mark reached his front door
 and took out his key. From the back lawn the dog was barking a welcome, and Mark was very glad
to be home at last.

Read the following words:

A B C
backpack front door mother-in-law
newspaper back lawn editor-in-chief

How many words were combined to form new word and new meaning?
What do you call the words with two or more words that are combined together to
form a new word and new meaning?
How do compound words in column A written? In column B? in column C?

Say: Infer the meaning of the underlined compound words in the following
sentences.
a. The sky was overcast, rain was expected because it was cloudy
afternoon.
-. What word in the sentence hint the meaning of the unfamiliar word? (cloudy)`
This is an example of context clue.

- Encircle the synonym of the underlined compound word.

b. I have read the foreword of the book “Mother’s Wit”.( conclusion,
introduction, content)
Foreword and conclusion are synonyms, they have the same meaning.

- Box the word that has opposite meaning of the underlined compound word.
c. His statement was an example of falsehood. ( truth, lies, rumor)
Falsehood and truth are antonyms, they have opposite meaning.

D. Guided Practice
The class will be divided into 4 for a group activity.
Gr. 1- Infer meaning of compound words through context clues
Gr. 2- Infer meaning of compound words through synonyms
Gr.3- Infer meaning of compound words through antonyms

E. Independent Practice
For Exercise 1 refer to LM, Do and Learn
For Exercise 2 refer to LM, Learn Some More

F. Closure/ Assessment
Compound words come from two or more words that are combined
together to form a new word and a new meaning.
Context clues hint the parts of a sentence or paragraph that come before
or after the unfamiliar word.
 Synonyms are words with similar meanings.
Antonyms are words with opposite meanings.

IV. Evaluation
Infer the meaning of the compound word in each sentence. Encircle the letter of
the correct answer.

1. My mother and I cross at the overpass. The underlined compound word is

synonymous to ____________.
a. footbridge b. hall way c. road

2. The keywords must be in uppercase because it is easier to emphasize if they are

written in capital letters. What words in the sentence hint the meaning of the word
uppercase?
a. capital letters b. keywords c. emphasize

3. Manny Pacquiao experienced being knocked-out in his fights. ___________ has

opposite meaning with the word knocked-out.
a. cheated b. defeated c. revived

V. Assignment
Using your own understanding of the words, define the following words and
compound words. Use the compound words in meaningful sentences.
1. boxing-_____________________________________________
ring-_______________________________________________
boxing ring- _________________________________________
Sentence:___________________________________________

2. finger-______________________________________________
print-_______________________________________________
finger print-__________________________________________
Sentence:___________________________________________

Day 3

I. Objectives
1. Compose clear and coherent sentences using appropriate grammatical structures-
aspects of verbs.
2. Infer the meaning of unfamiliar compound words based on word parts.
3. Appreciate the beauty of the environment

II. Subject Matter

A. Topic:
 Aspects of Verbs
Inferring Meaning of Compound Words Based on Word Parts

B. References:
EN5-Ia-12 and 13
EN5G-Ia-3.3
http://promethee.philo.ulg.ac.be/engdep1/download/defiswitt/doc/compounds.pdf

C. Materials:
laptop, pictures, metacards

III. Procedure

A. Setting the Stage

The teacher will show pictures of trees, flowers, birds, rivers
Ask:
Do you take care of our environment?
What activity do you usually do to take care of our environment?

B. Explaining the Students What to Do

Say: You have learned that verbs are action words. Today, you will be learning
different aspects of verbs. Before proceeding to the topic of the day let us first have
a drill.

C. Modeling for Students

Read and analyze the following words.

A
postdate post(after) + date= after the dat
supernatural super(more than) + natural= more than the natural
- ex- president ex( former)+ president= former president
nonsense non(without) + sense= without sense
multitask multi(many) + task= many task

B
colorless color+ less(without)= without color
cheerful cheer+ ful (full of)= full of cheer
breakable break + able (having the quality= having the quality
to break
adulthood adult+ hood(state/condition of being)= state of
being adult
 In what part of the words in set A do the syllables added? (at the beginning)
-Syllables added at the beginning of a word are called prefixes.

In what part of the words in set B do the syllables added? (at the last part)
-Syllables added at the last part of the word are called suffixes.

Say: Prefixes and suffixes change the meaning of words.

Study the following sentences.

The president continues The teachers continue to

to motivate people to take motivate pupils to take care of
care of the environment. the environment.

A B

He continued working They will continue

with the group his father to inspire people of all
founded since 2002. ages.

C D

Look at the sentences in tree A and B. When are you going to add –s or –es in
your verb?
Look at the sentence in tree C. What will be added to a regular verb when the
action was done already? How about in irregular verb?
Look at tree D. What modal will be added to the base form of the verb to express
futurity?

D. Guided Practice
 The class will be divided into 5 and play a game called “E-Raffle” .Each group will
be receiving metacards to write their answer. As the raffle goes, there are verbs to
be flashed with corresponding tense of verb. Each group will compose clear and
coherent sentences using the verb in the tense asked. 2 minutes will be used to
answer each item.
1st word: play tense: future
nd
2 word: cook tense: past
rd
3 word: run tense: future
4th word: use tense: present
th
5 word: see tense: past

E. Independent Practice
Exercise 1
The following sentences are written in past tense. Rewrite them in
present and future tense on the lines below.

a. The rain fell on the green valley.

Present tense:_____________________________________________________
Future tense:______________________________________________________

b. Jane borrowed Richard’s eraser.

Present tense:_____________________________________________________
Future tense:______________________________________________________

c. The shark swam through the ocean.

Present tense:____________________________________________________
Future tense:_____________________________________________________

Exercise 2
Compose sentences using the given sets of words. Refer to the word
enclosed in the parentheses to know the tense of the verb to be used in each
item.
Ex: Carlito, swim, beach, (present)
Carlito swims at the beach.

a. Angel, read, pocketbook, (future)

____________________________________________
b. Pila, celebrate, Pailah Festival, last year (past)
____________________________________________
c. Farmers, plant, rice, ( present)
____________________________________________
 F. Closure/ Assessment
 Verbs are action words.
There are three aspects of verbs.
 If the action is being done in the present time, the verb is in present
tense.
 If the action is done already in the past time, the verb is in past tense.
 If the action is to be done in future time , the verb is in future tense.

Day 4

I. Objectives
1. Plan a two to three- paragraph composition using an outline/other graphic organizers
2. Observe politeness at all times.
3. Show respect to others

II. Subject Matter

A. Topic:
Planning a Two to Three Paragraph Composition Using an Outline/Other Graphic
Organizers
B. References:
EN5WC- Ia- 1.1.6.1
EN5A-Ia-16
Lesson Guides in Elementary English 6 p.2

C. Materials:
Pictures, laptop, graphic organizers, outline

III. Procedures

A. Setting the Stage

Who is in the picture?

What makes him so popular around the world?
What characteristic of a Filipino does he signify?
As a Filipino, how do you show respect to others? To God?

(Graphic organizer will be used to elicit answers)

B. Explaining the Students What to Do

Yesterday, you have learned about the aspects of verbs and you were able to
compose clear and coherent sentences using verbs in different aspects.
 Today, we are going to write paragraphs based on outline/ other graphic organizers.

C. Modeling for Students

Analyze the following graphic organizer. Answer the questions that follow.

Filipino
Fiilipino Fiilipino
as as God-
respectful loving
person Person

calls older
patterns
brother prays not
using "po" life the
"Kuya",an only for
and "opo" way God
d sister himself
wants it
"Ate"
shows due
kisses the respect to
hands of parents, loves his believes in
parents/gra elders and neighbors one God
ndparents people in
authority

Based on the Semantic web, who is a respectful person and a God-loving person?
How do Filipinos show respect to others?
How do Filipinos show love to God?

Say: Now, let us plan a two-paragraph composition using the details of the semantic web.
A Filipino is a respectful person. He calls older brother “kuya” and older sister “ate”. He
kisses the hands of his parents and grandparents. He is always using “po” and “opo”. He shows de
respect to parents, elders and people in authority.
A Filipino is also a God-loving person. He believes in one God. He patterns his life the way
God wants it. He loves his neighbors. And most of all, he prays not only for himself.

D. Guided Practice
Using the details of the semantic web, plan a two-paragraph
composition.

Fresh gardens

Scenic

Perfect Mayon
Cone Wondrous
Shape Volcano

Majestic
 Magnificent Famous

Magnificent

E. Independent Practice
The outline contains a personality of a Filipino. Write a two- paragraph
composition using the following details.

The Filipinos are humane and concern to his fellowmen.

A. Cares for himself and to his fellowmen
B. Thoughtful, loving, understanding, helpful, friendly and charitable
C. Ready to give a helping hand when needed
D. Ready to share laughter to cheer up those who are lonely

F. Closure/ Assessment

 The clustering graphic organizer shows and separates the developed

ideas from other ideas.
 The use of graphic organizers and outlines provides the organization of
ideas easy to understand and makes learning more enjoyable.

Day 5

I. Objectives
1. Describe different forms and conventions of film and moving pictures (lights,
blocking, direction, characterization, acting, dialog, setting or set up)
2. Observe politeness at all times

II. Subject Matter

A. Topic:
Forms and Conventions of Films and Moving Pictures

B. References:
EN5A-Ia-5.1
https://www.youtube.com/watch?v=MNBtdNgH0Ds

C. Materials:
video, laptop, projector
III. Procedure:
A. Setting the Stage
Ask:
Are you fond of watching films?
What kind of film do you like?
What things do you notice when the film is already playing?

B. Explaining the Students What to Do

Say: Today, we are going to watch a video. But before we proceed, let us
take notes and analyze the different forms and conventions of the film.

C. Modeling for Students

Read and analyze the following terms:
a. Setting - can be used for a number of purposes
It might be used for:
• Realism - (Time and place of setting is made known)
• Atmosphere - (Reinforce desired mood)
E.g. Horror movies
• Symbolism - (Can be conveyed through setting)
E.g. a storm can represent inner turmoil

b. Characterization – a narrative might use

• Sympathetic characters- With whom the audience strongly
identifies with. They may share qualities and values.
• Unsympathetic Characters- Audience dislikes. May increase
sympathy to main character.
c. Performance - This will also affect the way an audience responds.
Elements of performance include facial expressions, body language and
delivery of lines.

d. Props, Sets and Locations - can influence our interpretation of character

as contribute to the atmosphere of the film.

e. Camera Work/blocking - Frequent use of close-ups can encourage the

audience to identify with a character.
Wide shots can emphasize the beauty of a scene or give a sense of
emptiness.
Different angles can make characters appear powerful and threatening or
weak and frightened.

f. Lighting - Soft and harsh lighting can manipulate a viewer's attitude

towards a setting or a character.
 The way light is used can make objects, people and environments look
beautiful or ugly, soft or harsh, artificial or real. Light may be used
expressively or realistically.
• Backlighting. A romantic heroine is often backlit to create a halo effect
on her hair.

D. Guided Practice
With the aid of the teacher, the class will view the video “Stellar Moves: The
Story of Pluto”. The students will take note of the different forms and
conventions of the film.

E. Independent Practice
Refer to LM, Do and Learn

F. Closure/ Assessment
There are different forms and conventions of the film. These are setting,
characterization, plot, performance, costuming, props, set and location,
camera work, lighting, sound and editing