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Week 1 I. Objectives A. Expressive Objective
Week 1 I. Objectives A. Expressive Objective
Week 1 I. Objectives A. Expressive Objective
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
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.
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?
Let the pupils arrange the jumbled letters to identify the word used in the story being
defined.
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!”
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)
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.
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.
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?
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.
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.
- 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.
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
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
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
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.
A B
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
2nd word: cook tense: past
rd
3 word: run tense: future
th
4 word: use tense: present
5th 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.
Present tense:_____________________________________________________
Future tense:______________________________________________________
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.
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
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
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.
Analyze the following graphic organizer. Answer the questions that follow.
Filipino
Fiilipino Fiilipino
as as God-
respectful loving
person Person
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
Majestic
Magnificent Famous
Magnificent
E. Independent Practice
The outline contains a personality of a Filipino. Write a two- paragraph
composition using the following details.
F. Closure/ Assessment
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
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?
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