Lesson Plan in English 5

Quarter: 4th Quarter

Week :Week 2

I.Objectives:

Listening Comprehension:

Restate sentences heard in one”s own words.

Oral Language:

Use appropriate facial expressions.

Vocabulary Development:

Identify different meanings of content specific words (denotation and connotation)

(Science)

Reading Comprehension:

Distinguish text-types according to features (structural and language) – Enumeration

Oral Reading Fluency:

Read aloud grade level appropriate text with an accuracy rate of 95 – 100%.

Study Strategy:

Take down relevant notes.

Grammar:

Use compound sentences to show cause and effect.

Viewing:

Infer target audience.

Attitudes towards literacy, literature and language:

Observe politeness at all times.

Show tactfulness when communicating with others.

II. Subject Matter:

A. Topic
1. Restating Sentences heard in One Own Words.
2. Use Appropriate Facial Expression
3. Identifying Different Meaning of Content Specific Words (Denotation and
Connotation) (Science)
4. Distinguishing Text-types According to Features (Structural and Language)-
Enumeration
5. Using Compound Sentences to Show Cause and Effect

B. Materials:
 Short story/sentences
 Pictures emoticon
 Charts

C. References:

Teacher’s Guide

Website/internet- Youtube / Google/ Yahoo

Dictionary

Day 1:
I-Objectives:

1. Restate sentences heard in one’s own words.

2. Use appropriate facial expressions.

3. Observe politeness at all times.

II. Subject Matter:

A. Topic:
1. Restating Sentences Heard in One’s Own Words.
2. Using Appropriate Facial Expressions.

B. References:
EN5LC –Iva-3.11
EN5OL-Iva-2.6.1
EN5A-Iva-16
Curriculum Guide p, 76
Internet (Google, Yahoo, Bing)

C. Materials:
Pictures, Charts, flashcards, emoticons (different facial expressions)

III. Procedure:

A. Setting the stage:

Let the pupils observe the picture below. Ask them to study the emotions
expressed on it. Ask:.Can you imitate the expressions?

Let them analyzed the picture B. Ask: What is the vet doctor told to the child?
Can you restate the words? What is paraphrasing?
 At the end of this lesson, you will be able to restate sentences heard in
your own words and use appropriate facial expressions.
Show the faces again to the pupils.

B. Explaining the students what to do:

1. Tell the pupils that they are going to listen to a short story afterwards, the will
answer the comprehension check –up below the story at “Find and Learn”
2. Teacher reads the short story. Pupils will listen.
3. Call volunteer/s to restate sentences heard on his own words.
4. Ask: What values you should observed during listening to a story and class
discussions?

C.Modeling for Students

Teacher will read sentences.

1. Pupils will restate sentences heard on his/her own words and has (using the facial
expression).
2. Ask :Restate the sentences heard on one’s own words and give the facial
expression/s based on the feeling/s expressed.

a. His father became worried when she didn't hear from him for two days. _______

b. Juan is quite shy so he doesn't like talking to people he doesn't know. _______

c. A year after being fired from his job, Marvin is still very bitter. He has a lot of
resentment towards his former boss. __________

d. Even though I am accustomed to traveling for business, I still get homesick if I am

away from my home for more than a week. __________

e. Junie is absolutely furious!! I cannot believe that my dog chewed my favorite shoes.
Now they're ruined! ____________

D. Guided Practice:

a. The teacher will show the flashcard with sentence/s. The teacher will call someone to
read the sentence/s. Then the pupil who read the sentence/s will call another pupil to
restate the sentences on his/her own words and use/ show the appropriate facial
expressions stated on the sentence/s. (See Do and Learn)

E. Group Activity:
 a. Group the pupils into four (4).

b. Explain the directions of the activity.

Follow the directions carefully.

Game 1- Guessing Game: Each member in the group will take part in
showing the facial expression without saying the name of feeling or emotion
being expressed. The other members of the group will guess the name of
emotion/feeling shown true facial expressions. At the signal of the teacher,
the guessing game will start.

Game 2 – Restate the sentence heard. The group will fall in line. Each group
will choose their leader. The leader will pick a folded paper and read silently
what is written on it. After reading what is written , he/she will whisper it to the
first member in the line. Then the second will whisper it othermember behind
him/her until all the members in a group having heard the sentence being
whispered. The last member will go in front of the class to restate the
sentence heard and shows on the facial expressions expressed in the
sentence. The group with correct statement and facial expression will be
given a point.

F. Independent Practice:

Ask the pupils to do the directions on “Read and Learn “and “Find and Learn”.

G. Closure / Assessment

What have you learned from today’s lesson? Let the pupils do “Talk about it” and
“Write about it”.

Ask : Read the pointers to remember.

H. Evaluation:

Restate the sentences heard on one’s own words. Draw appropriate facial
expressions after the sentences.

1. Grandpa was very proud of me when I got a promotion at work. He took me out to
dinner to celebrate.
2. I'm a little doubtful about whether to get married or not..
 3. We are delighted that you will be coming to visit us. It will be so nice to have you
here.
4. After waiting in line for an hour at the bank, the woman grew impatient and left.
5. They were shocked to learn that their beloved neighbor, Miss Ann, had stolen their
ca

Day 2:

I. Objectives:
1. Identify different meanings of content specific words (denotation and connotation)
(Science)

II. Subject Matter:

A. Topic:
Identifying Different Meanings of Content Specific Words (Denotation and
Connotation) (Science)
B. References:
EN5V-IVa-20.1
EN5V-Iva – 20.2
Teacher’s Guide
C. Materials:
Flashcard
Charts
Pictures
dictionary
Video Clips (Youtube)

III. Procedure:

A. Setting the stage:

Look at the picture below.

What is in the first picture? Second picture?

What is the difference between the two pictures?

  Denotation refers to the literal meaning of a word, the "dictionary definition."¨ For example, if you
look up the word snake in a dictionary, you will discover that one of its denotative meanings is "any
of numerous scaly, legless, sometimes venomous reptiles having a long, tapering, cylindrical body
and found in most tropical and temperate regions."
 Connotation, on the other hand, refers to the associations that are connected to a certain word or
the emotional suggestions related to that word. The connotative meanings of a word exist together
with the denotative meanings. The connotations for the word snake could include evil or danger.

Today, we’re going to learn the different meanings of content specific words
(denotation and connotation).
B. Explaining the students what to do
1. Ask the pupils to point out what the two words’ definitions have in common ..
Continue the comparison and contrast of the two words until they come up with
which word has the positive and negative meanings, then introduce the
denotation and connotation.
2. Modeling for students:
Tell the pupils that they will watch a video clips about denotation and
connotation.
Remind them to observe the standard rules in watching or viewing video clips,
3. Viewing video clips about denotation and connotation
https://youtu.be/0juB4IFlFrc
(Reference: Youtube…Connotation and Denotation.)

4. Comprehension Check-up:
a. What is denotation? Give examples of denotation.
b. What is connotation? Give examples of connotation.
c. Using Venn’s diagram, give the comparison or contrast of the word
denotation and connotation.

C. Guided Practice:
The teacher will guide the pupils in answering the exercises on LM.
Look at the examples of denotative and connotative meanings of words.
Choose inside the box the word being referred by the denotative and connotative
meaning. Write your answer on the first column.

D. Group Activity::
1. Organize the class into small groups or teams with no more than five members in
each group. Then hand each group a blank “Connotation and Denotation Chart”
 2. Explain to the groups that they will complete the Connotation and Denotation
Chart.
They may use their dictionary to find out the meaning/s of the words.
3. Independent Practice:
Ask the pupils to answer the activities under “Learn some more “and “Read and
Learn”

E. Closure /Assessment:
Ask the pupils about what they have learned from today’s lesson.
Let them do the exercises at “ Talked about it” and “Write about it”

F. Evaluation:

Identify the meaning of words if it is a connotation, write C, and if it is a denotation,

write D. Write your answer on the blank.
1. Green
_____ a. Mommy, please buy me a green apple..
______b. Lino is not a good boy, many of his classmate .don’t want him in their
group.
He is green minded..
2.Snake
_____ a. Lito saw a big snake in their backyard.
_____ b. Mario is a snake. He pretends to be a good boy. He guide his friends ‘
things
but when they were not around, he get something in their bags.
3.Cool
______a. The weather is verycool.
______b. I like your haircut. It is very cool.

4.Cheap
______a. Linda goes with different man that’s why she is being called cheap.
______b. The dress in the store is cheap.

5.Rats
______a. Rats lived in a dark places.
______b. Rats! I left my pocket book in the car
.

Day 3

I.Objectives:
 1. Distinguish text-types according to features (structural and language) –
Enumeration
2. Read aloud grade level appropriate text with an accuracy rate of 95 – 100%.
3. Take down relevant notes.

II. Subject Matter:

A. Topic:
1. Distinguishing Text-Type According to Features (Structural and Language)
–Enumeration
2. Reading Aloud Grade Level Appropriate Text with an Accuracy Rate of 95-100%.
B. References:
EN5RC-IVa-3.2.8
EN5F-IVa –1.6
EN5SS-Iva-1.8
Teacher’s Guide
Website/Internet- Types of Text Structures in Informational Texts(Balance
Literacy,2nd Grade) Google, Bing, Yahoo
C. Materials:
Flashcard
Charts
Pictures
Projector/laptop

III. Procedure:

A. Setting the stage:

1.Show the chart of text type on the board.
Ask: Do you know what is a text type?
Let the pupils give their opinions about text type.
Say :The phrase ‘text type’ is a way of classifying and defining different types of
language interaction, both spoken and written.It refers to the purpose of a text and the
way it is written.
At the end of the lesson, you will be able to distinguish text-type according to
features (structural and language); read aloud grade level appropriate text with an
accuracy
rate of 95 – 100% and take down relevant notes.

B. Explaining the students what to do.

 1..Show the power point presentation about the topic.

..\TEXT TYPS.ppt

2..Discuss and explain to the pupils the text type according to features(structural and
language).Refer pupils at “Think and Tell”

C. Modeling for Students

Let the pupils answer the exercises on “Find and Learn” .

D. Guided Practice
Below are eight different text types and the purpose of those texts, but they are mix up.
Decide what the purpose of each text type is and drag it to the correct text type to the
left.
Match the items on the right to the items on the left.
E. Group Activity

Exercise 1.Say: Look at the sentences below, identify their text type and write these in
the column on the right. Complete this column before saying your group’s yell.Each group
will read aloud their answer.

Text Text Type

1.Advertising has a great impact on (Argumentative (Exposition))

children and therefore advertisements
should be designed carefully so that
children do not adopt inappropriate
values.

2.The nervous system works through a (Explanation)

complex network of neurons. These are
the basic functioning cells of the nervous
system and conduct electrical impulses
between the central and peripheral
nervous system.

3.To produce “folegras” (which literally (Descriptive)

means “fatty liver”, workers ram pipes
down male ducks’ or geese’s throats two
or three times daily and pump as much as
4 pounds of grains and fat into animals’
stomachs, causing their livers to bloat to
up to 10 times their normal size. Many
birds have difficulty standing because of
their engorged livers, and they may tear
out their own feathers and cannibalize
each other out of stress..
(Source:www.peta.org)

4.So he sat down, opened a drawer, took (Narrative)

out of it a woman”s photograph, gazed at
it a few moments, and kissed it.

5.Swallowing air when eating is often (Procedure (Instruction))

done unconsciously and may cause
frequent belching during or after meals.
To avoid swallowing air, make sure you
slow down when eating, try not to “slurp”
drinks, and avoid talking while chewing.

6.Yesterday, I fell over while walking in (Recount)

the hills and went to see the doctor, who
bandaged my knee and gave me a
tetanus injection.

7.There are various ways to overcome (Discussion)

deteriorating eyesight. One possible
avenue is to undergo eye surgery.
However, before making this decision,
patients should consider several factors
such as the cost of the surgery, their state
of health and the associated risks.

8. Major programme requirements that (Report)

were identified by the directors include the
 need for better tools to tract and evaluate
clients’ performance over time.

 Copyright ©2012-2013 UGC ICOSA PROJECT, Hong Kong

F. Independent Practice
Ask pupils to answer the work sheet on learners’ manual.
Tell :To help you better understand the concept of text types try to match the examples
of particular texts on the right with the text types on the left by connecting them to the
correct text type.
A B
1. Explanation A recipe
2. Narrative A school textbook about volcanoes
3. Discussion A fairy tale
4. Argumentative(Exposition) A biography
5. Report A travel article
6. Procedure (Instruction) A newspaper editorial
7. Recount An article outlining the pros and
cons of
having a cochlear ear implant
8. Descriptive A summary of a teacher’s teaching
evaluations for the year

G. Closure/Assessment
What have learned from today’s lesson?
(Game ) Pupils will pass a ball while singing a song. When the song stops, the
one who holds the ball will give what he/she learned from the day’s topic.
 Different text types
 Text types as to structures
 Text types as to language

H. Evaluation
Directions: Give the meaning of the following text type. Write your answer on the
box opposite of the words

TEXT TYPE MEANING

NARRATIVE It tells a story

 RECOUNT

EXPLANATION

DISCUSSION

DESCRIPTION
I.
EXPOSITION

RESPONSE

PROCEDURE

INFORMATION
REPORT

Day 4

I.Objectives:

1. Use compound sentences to show cause and effect.

2. Show tactfulness when communicating with others.

II. Subject Matter:

D. Topic:
1. Using Compound Sentences to Show Cause and Effect
 E. References:

EN5G-IVa-1.8.1
EN5VC-IVa –3.7
EN5A-Iva-17
Teacher’s Guide
F. Materials:
Flashcard
Charts
Pictures
Website/Internet (Youtube)
Dictionary
Vocabulary Worksheet
Cause and Effect Chart
Two Travelers and the Bear

III. Procedure:

J. Setting the stage:

Say: Look at the picture and answer the following questions:

1. What happened to the boy?

2. Why do you think the boy fell on the ground?
3. What do you think the reasons why the boy fell on the ground?
Tell the pupils that at the end of the lesson, they will learn to use
compound sentences to show cause and effect and be tactful in
communicating others.

K. Explaining the students what to do

1. Present the chart on the board.
2. Ask pupils to study what is written in the chart.

Compound sentences are made up of two simple sentences connected by a

coordinating conjunction. These conjunctions are also known as FANBOYS:
F - For
A - And
N - Nor
B - But
O - Or
 Y - Yet
S– So

Cause is the reason why something happens.

Effect is the result when something happens..
Compound sentences show cause and effect.
a. What is a compound sentence?
b. What is cause? Effect?
c. FANBOYS is an acronym for the coordinating conjunction, what does it
means?
3. Modeling for Students
a. Ask pupils to analyze the sentence in flashcards.
What is compound sentence?
What is cause and effect?
How are you going to write a compound sentence with cause and effect
relationship?
b. Explain :

The product was rated poorly because it was below the standard.

What happened? The product was rated poorly. That is the effect.
Why did it happen? It was below the standard. That is the cause.
What kind of sentence according to structure is the sentence above? That is a
compound sentence.

Here is another sentence.

The guests stopped talking when the president entered the hall.

What happened? The guests stopped talking. That is the effect.

Why did it happen? The president entered the room. That is the cause.

Connectors such as because, for this reason, that is why, so, therefore, for, and
since can be used to show cause-and-effect relationships.
A cause-and-effect relationship describes something that happens and explains why
it happens.

Compound sentences are made up of two simple sentences connected by a

coordinating conjunction. These conjunctions are also known as FANBOYS:
F - For
A - And
N - Nor
B - But
O - Or
 Y - Yet
S – So

Compound sentences show cause and effect relationship

Another example:
My daughter got sick so we had to cancel our trip.

My daughter got sick

We had to cancel our trip. Two sentences connected with conjunction so to
form a compound sentence.

.
My daughter got sick so we had to cancel our trip.

Cause conjunction Effect

 Give your own examples of compound sentences that show cause and
effect relationship.
c. Teacher will give more examplesof compound sentence and let the pupils identify
the cause and effect.
d. Encourage the pupils to give their own examples of compound sentences.

4. Guided Practice
Encircle the two ideas expressed in a compound sentence then underline once the
cause and twice the effect.
a. The dog barked at me because she was hungry.
b. It was my mom’s birthday today so I make her a card.
c. She didn’t sleep well last night so she feels weak today.
d. All her clothes were dirty because her mother did not washed their clothes.
e. Arnold dives in swimming pool and his head bump near the side of the pool.

5. Group Activity
Directions: Group the pupils into four. Let them do the assigned activity for their
group
Group the pupils into four.
Group I will answer activity A.
 Group 2 will answer activity B.
Group 3 will answer activity C.
Group 4 will answer activity D.
.
A. Read the following sentences carefully. Identify which group of words tells the cause and
which one tells the effect. Then, copy the sentences on your paper. Underline the cause
once and encircle the effect.

1) The policeman issued a violation ticket to the driver because he drove through a red light
signal.
2) Michael came all the way from Australia to help his fellow Filipinos in their BahayKalinga
project.
3) The farm lands were dry and hard, for there had been no rain.
4) The fire spread fast due to the strong winds that hit the valley.
5) My mother loves green salads so much that she brought all the bottled dips in the
counter.

B. Write the correct word that signifies cause-and-effect relationships. Choose between so
that and because.

1) The people should vote for the right candidate ______________ the country could be
more competitive and developed.
2) Our waters become polluted ________________ of too much garbage thrown into them.
3) Everybody is busy including the candidates _______________ of the coming elections.
4) Pupils should study hard ________________ their parents would be proud of them.
5) There will be an achievement test _______________ the DepEd could measure the
knowledge learned by the pupils.

C. Match the effect in column A to the cause in column B. In column C, write the matched
sentences to form compound sentences.

A Cause B Effect C Compound sentence

1. Marissa was happy a. it destroys the lungs.
because b. they met a car accident.
2. The teacher got mad c. she recited her piece well.
because d. he broke the window glass.
3. Shirley won in the e. she placed first in class.
Oratorical contest
because
4. Smoking is bad because
5. Rosemarie’s parents died
because
 D. Write at least five (5) compound sentences. Underline the cause once and the effect
twice.

6. Independent Practice
Let the pupils do the activity at “ Learn some more” Encircle the two ideas expressed
in compound sentences then underline once the cause and twice the effect.

1. The dog barked at me because she was hungry.

2. It was my mom’s birthday today so I make her a card.
3. She didn’t sleep well last night so she feels weak today.
4. All her clothes were dirty because her mother did not wash their clothes.
5. Arnold dives in swimming pool and his head bump near the side of the pool.
6. Tara didn’t understand the homework assignment, so she asked a friend for
help.
7. The students tried to prepare for the test but they didn't realize how difficult the
test was.
8. We needed some groceries for the week so we went to the supermarket.
9. It was raining so hard outside so I put on my raincoat.
10. The horse jumped at the lake because she feel dirty.

Directions: Match the cause to its effect. Write the correct letter on the line.
(www.HaveFunTeaching.com)

Effect Cause
___ 1. Sue covered her ears because... a..it jumped into the pool.
___ 2. Louie bought a cake because... b.she forgot it in the microwave.
___ 3. The waiter dropped his tray of food c. the siren on the firetruck was very loud.
because.
___ 4. Paul did his homework at night because...d.he was hot and thirsty afterrunning
outside.
___ 5. The popcorn mom madeburned because... e. it is his mom’s birthday.
___ 6. Ian received his blackbelt in karate because... f.he had soccer practiceafter school.
___ 7. Julie’s mom brought Julie to the doctor g. he passed the final test.
because...
___ 8. The dog was all wet because... h.he tripped on a napkin and fell.
___ 9. The milk was sourbecause... i.someone took it out and leftit on the
counter.
___ 10. George had a drink because. .j. she had a fever.

7. Closure/Assessment

Ask: What have you learn on todays’ lesson? Ask the pupils to answer the
activity at “Talk about it “ and “Read and Write”
 8. Evaluation
Directions: Do the following activities:

Activity 1: Read the compound sentence silently.

Activity 2: Write five (5) compound sentences. Underline once the cause and twice
the effect . Encircle the conjunction used in the sentence.

Day 5

I.Objectives:

Infer target audience.

II. Subject Matter:

A. Topic: Inferring Target Audience

B. References:
EN5RC-IVa-3.2.8
EN5F-IVa –1.6
EN5SS-Iva-1.8
Teacher’s Guide

C. Materials:
Flashcard
Charts
Pictures

III. Procedure:

1. Setting the stage:

Ask the pupils the following questions:
 What is inferring?
 What is target?
 When we say “audience”, to whom do we refer it?
At the end of the lesson, pupils are able to infer the target audience.
2. Explaining the students what to do
Let the pupils study the picture. Discuss with them how to infer target
audience.
Ask the following questions:
- What is inferring?
- What is target?
- Who should be the audience?
- What are the key aspects would have been chosen to appeal on the
target market?
3. Modeling for Pupils
1. Show the video clips to the pupils. ..\Inferring Audience (1).mp4
2. Have them answer the exercises given in “Try and Learn”

4. Guided Practice
Group Activity
The teacher will group the pupils into four. Each group will be given an envelope
containing pictures of different commercials or TV ads. They will infer who the
target audience in each pictures.
Let them give the following date:

Target audience: _______________________

Age: _______________________

Gender: _______________________

Interest: _______________________

5. Independent Practice

Directions: Infer the target audience. Match the words in column A to the words
in column B.

A B
1. Seminar/Training Workshop of Teachers in Math a. Carpenters
2. How to Make a House b. Bakers
3. Making Pastries, Cakes and Breads c. Teachers
4. Snow White and the Beast d. Men
5. Wrestling e. Little boys
and girls
6. Closure/Assessment

Ask the pupils about what they have learned from the topic. Have them answer
the “ Talk about it”

7. Evaluation

Pupils will be asked to do the following activity:

1. Think of a commercial or TV Ads you like. Answer the date below:

Name of commercial/TV Ads : _________________________

Target Audience: __________________________
Age: __________________________
Gender: ___________________________
Interest: ___________________________

2. Watch a television commercial at home or find an ad in a newspaper or

magazine
Then , write one paragraph describing the ad, making an inference about who
the target audience and explaining why they think such.