LESSON PLAN IN ENGLISH V

DATE:______________
I. Objectives
1. Infer the speaker’s tone, mood and purpose.
2. Use formal and informal English when appropriate to task and situation.
3. Observe politeness at all times.
4. Show tactfulness when communicating with others
II. Subject Matter
Topics: Inferring the speaker’s tone, mood and purpose
Using formal and informal English when appropriate to task and situation
References: Curriculum Guide EN5LC – If – 2.B.1/ 2.B.2/ 2.B.3
EN5OL – If – 3.9
Enjoying Reading 5 pp. 2- 4
Focused Skill: Inferring
Value: Politeness

III. Procedure
A. Setting the stage
Ask: Do you feel the love and care of you mother?
What are the instances that show your mother’s tender loving care?
B. Explaining the Student What to Do?
Say: Class our lesson for today is about inferring the speaker’s tone, mood and purpose. When we infer
the speaker’s tone, mood and purpose we are giving our idea on what maybe the feeling/intention of the
speaker in the poem.
 It is giving the feeling/intention of the speaker or writer in one scenario.
C. Modeling
A. Pre – Listening before the teacher read the story
1. Unlocking of difficulties
1. A dagger is thrust into her heart. The word thrust means
A. To push B. to play C. to remain
2. If you feel secure when you are with your parents, you are
A. Afraid B. confident C. angry
3. When a mother caresses her child, she _____him/her.
A. Touches B. scolds C. Reprimand
A. The teacher will read the poem to the class
My Mother Dear

Who brought me to this world

Say: What do you think is the speaker’s tone, mood or purpose in the poem?
a. He/ She is happy.
b. He/ She is feeling loved and cared by his/her mother.
c. He/ She wants to show her appreciation to his/her mother.
Say: Class this might be the speaker’s tone, mood or purpose in the poem?
Children, these are what we call inferring the speaker’s tone, mood or purpose.
D.Guided Practice
Teacher will read again the poem to the pupils. Then they will infer the speaker’s tone, mood or
purpose.
Group I – Stanzas 2 and 3
Group II – Stanza 4
Group III – Stanza 6
Group IV – Stanza 8
E. Independent Practice
The teacher will read the following sentences and the pupil will infer the speaker’s tone, mood or purpose.
Group I – Mr. Ramirez had a dialogue with the boys. During the interview, he noticed that Arthur answered his
questions politely.
Group II – One of the applicants was praised as worthy of confidence by the mayor and was given a
recommendation.
F. Closure
Mood is defined in poetry as the feelings or emotions that are evoked in the reader by the poem. Conversely, tone
expresses the attitude the author has towards the subject or topic of the poem.
Inferring the speaker’s tone, mood or purpose may be done by determining the purpose of the author in writing
the poem or selection. It may be done through keen observation on the way the speaker’s read the lines and
through analyzing of the words used in the poem or selection.
Evaluation
The teacher will read the paragraph. Pupils will analyze what will be the speaker’s tone, mood and purpose.“Their
cheers energized him and after few more seconds, he was already on top. “I did it! I did it! he shouted politely”.
 LESSON PLAN IN ENGLISH V
DATE:______________
I. Objective
Infer the meaning of unfamiliar words (blended) based on given context clues, synonyms,
antonyms, word parts and other strategies.
II. Subject Matter
Topic: Inferring the meaning of unfamiliar words (blended) based on given context clues,
synonyms, antonyms, word parts and other strategies.
References: Curriculum Guide EN5V – If – 12 and 13
203https://answers.yahoo.com/question/index?
https://en.wikipedia.org/wiki/Blend_word
Focused Skill: Inferring
III. Procedure
A. Setting the stage
Ask: Have you encountered words such as brunch, motel, smog etc.
Who among you knows the meaning of these unfamiliar words?
B. Explaining the Student What to Do?
Say: Class our lesson for today is about inferring the meaning of unfamiliar words (blended). We
may use context clues, synonyms, antonyms word parts and other strategies to know the
meaning of these unfamiliar words (blended).
 Blended words are two words joined together by taking parts of both words and combining the
parts into a new word.
 Synonyms are words with the same meaning.
 Antonyms are words with opposite meaning.
 Context clues are giving the meaning from the sentence itself
 Word parts by analyzing the meaning of each word being combined.
C. Modeling
I. Read the sentences orally. Context Clues
1. Elsa sends mail through her electronic computer last night but Anna read her email the next morning.
What do you think is the meaning of brunch? Email?
SayClass these are example of blended words. We can find the meaning of these unfamiliar words
using context clues or we can find the meaning of words in the sentence. Such as:
1. breakfast + lunch = brunch
2. Read and observe the following words
SYNONYMS ANTONYMS
Smassy Smart rude Smassy Unwise timid
Multiplex Multiple complex Multiplex Single simple
What do you think is the meaning of smassy? Multiplex?
Say. Synonyms are words with the same meaning. Unfamiliar words can be defined through
synonyms. Such as Smassy = smart but rude, Multiplex = multiple complex.
Antonyms are words with opposite meaning. Unfamiliar words be defined through antonyms.
Such as Smassy= unwise timid, Multiplex = multiple complex.
3. Analyze the following words
Word parts Unfamiliar word (blended)
Simultaneous broadcast Simulcast
Say: These are example of blended words. We can find the meaning of these unfamiliar words
through theirword parts. Such as Simulcast = simultaneous broadcast, smog = smoke and fog.
Guided Practice
Group I – Look for the meaning of the underlined words through context clues. Report the answer
through singing.
1. Due to the smoke of kaingin and the fog in the mountain the farmers cannot see clearly because
of the smog.
a. Kaingin and forest
b. Fog and Mountain
c. Smoke and fog
Group II – Arrange the jumbled letter to get the synonyms or antonyms of the following words.
Report the answer through poem.
1. INTERNATIONAL NETWORK – T E N I N E R T
Group III – Look for the word parts of the following words inside the treasure box.
Report the answer through rap.
1. Cyborg = cybernetic + organism
Independent Practice
Exercise1. Infer the meaning of the unfamiliar words.
1. Anna must have an analysis with her urine. She will undergo urinalysis tomorrow.
Closure
(Game) Complete the statement by filling in the blanks with the words that you will get inside the
balloons.
Unfamiliar words (blended)may be infer through
___________,___________,__________,and__________.
(Real balloons)

ANTONYMS
SYNONYMS

WORD PARTS

CONTEXT CLUES

F. Evaluation
Infer the meaning of the unfamiliar words.
1. Brunch
2. Email
3. Motel
4. Simulcast
5. Smog

G. Agreement
Write another 5 unfamiliar words (blended) in your notebooks.
 LESSON PLAN IN ENGLISH V
DATE:______________
I. Objective
Analyze figure of speech (simile, metaphor, personification, hyperbole in a given text.
II. Subject Matter
Topic: Analyzing figure of speech (simile, metaphor, personification, hyperbole in a given text.

References: Curriculum Guide EN5RC – If – 2 and 3

http://similepoems.blogspot.com/
http://mrbroadfield.blogspot.com/2011/03/personification-poems.html
Focused Skill: Analyzing
Value: Politeness
III. Procedure
A. Setting the stage
Ask: Who among you love poems?
Why do you love poems?
Let us read the line.
My love is like a red red rose
By, Robert Burns
Say. This is an example of figures of speech.
B. Explaining the Student What to Do?
Say: Class our lesson for today is about analyzing figure of speech (simile, metaphor,
personification, hyperbole.
C. Modeling
Read the poem orally. Analyze the similarities and differences of the poems.
Simile Metaphor

Personification Hyperbole

Ask. Let us analyze the first poem.

What can you say about the first poem? second poem? Third poem?Fourth poem?

Say. Class these are figure of speech. Figure of speech is

A figure of speech is a word or phrase that has a meaning something different than its literal meaning. It
is used to add color to the language.
Poem 1 – Simile
A figure of speech involving the comparison of one thing with another thing of a different kind, used to
make a description more emphatic or vivid. It uses the word as or like.
Example:
Emerald is as green as grass.
Poem 2 – Metaphor
It is a figure of speech that compares two unlike objects directly. It doesn’t use the word like or as.
Example:
Lifeis abroken winged bird.
Poem 3 - Personification
It is a figure of speech that is giving life to inanimate objects.
Example:
The seais agigantic wolf.
 Poem 4 – Hyperbole
It is an exaggerated statement or claims not meant to be taken literally.
Example:
They arranged themselves in the window.

D. Guided Practice
Analyze the following sentences and determine if it is simile, metaphor, personification or hyperbole.

GroupI. A ruby is as red as blood.

Group II. Life is a barren field.
Group III. The sea leaps all day.
Group IV. They both took root in the carpet.

E. Independent Practice
Analyze the four poems. Figure out why it isclassified to that figure of speech.( Refer to LM)
Group I – Poem I
Group II – Poem II
Group III – Poem III
Group IV – Poem IV

F. Closure
A figure of speech is a word or phrase that has a meaning something different than its literal meaning. It
is used to add color to the language.
In analyzing a poem you have to remember the following:
Simile
A figure of speech involving the comparison of one thing with another thing of a different kind, used to
make a description more emphatic or vivid. It uses the word as or like.
Example:
Emerald is as green as grass.
Metaphor
It is a figure of speech that compares two unlike objects directly. It doesn’t use the word like or as.
Example:
Lifeis abroken winged bird.
Personification
It is a figure of speech that is giving life to inanimate objects.
Example:
The seais agigantic wolf.
Hyperbole
It is an exaggerated statement or claims not meant to be taken literally.
Example:
They arranged themselves in the window.

G. Evaluation
Analyze the poem considering the figure of speech used. Refer to (LM)
 LESSON PLAN IN ENGLISH V
DATE:______________
Objective
Compose clear and coherent sentences using appropriate grammatical structures:
- conjunction
Subject Matter
Topic.Composing clear and coherent sentences using appropriate grammatical structures:
- conjunction
References: Curriculum Guide EN5G – If – 8.3/8.4
https://www.google.com/search?q=conjunctions&ie=utf-8&oe=utf-8&client=firefox-b-
ab&gfe_rd=cr&ei=IKM7V8j3GZOC2ATo0YxA
Focused Skill: Composing/ Writing
Procedure
A. Setting the stage. Read the following sentences written on the piece of paper to be given in your
group.
1. I had a good time in the partyalthough I didn’t know those people.
2. She passed her exam becauseshe studied very well.
3. You won’t know what to doif you don’t listen attentively.
The teacher will ask the class to read the underlined words.
Say. Class these are conjunctions.It is a word used to connect clauses or sentences or to coordinate words
in the same clause.
B. Explaining the Student What to Do?
Say: Class our lesson for today is composing clear and coherent sentences using appropriate grammatical
structures:
- Conjunction
- It is a word used to connect clauses or sentences or to coordinate words in the same clause.It is a
word used to connect clauses or sentences or to coordinate words in the same clause.

C. Modeling
Read and analyze the following sentences.
Clause 1 Conjunction Clause 2 Sentence
1. Lito got sick Because He played under the rain. Lito got sickbecausehe
played under the rain.
2. Elsa’s although She only sells vegetables Elsa’s mother supports her
mothersupport for a living. studies in a private school
s her studies in although she only sells
a private vegetables.
school

Ask. 1. What is the conjunction used in the first example?

2.In the second example what is the conjunction use?
Say.
Example no. 1 usedCoordinating conjunction. It is used to give equal emphasis to a pair of main
clauses. Let us remember the acronym FANBOYS. ( for, and, nor, but, or, yet and so)
Example no. 2 used Subordinating conjunction. It is a conjunction that used to join independent
clause and dependent clause. The most common subordinating conjunctions are: after, although,
as, because, before, how, if, once, since, than, that, though, till, until, when, where, whether,
while.

D. Guided Practice
Have a draw lot on how are you going to present your answer.

Group I. Complete each sentence using the subordinating conjunctionfrom the parenthesis:

1. I visit the Grand Canyon _________ I go to Arizona. (once, whenever, wherever)

2. This is the place _________ we stayed last time we visited. (where, when, how)
3. _________ you win first place, you will receive a prize. (wherever, if, unless)
4. You won’t pass the test _________ you study. (when, if, unless)
5. I could not get a seat, _________ I came early. (as, though, when)

Group II.Complete each sentence using the subordinating conjunctionfrom the parenthesis:

1. We are leaving Wednesday _________ or not it rains. (if, whether, though)

2. Pay attention to your work _________ you will not make mistakes. (so that, unless, or)
3. The musicians delivered a rousing performance _________ they had rehearsed often. (though,
as, once)
4. She’s honest _________ everyone trusts her. (if, so, when)
 5. Write this down _________ you forget. (or, when, lest)

Group III.Complete each sentence using the correct coordinating conjunctions from the parenthesis:

1. My car has a radio _________ a CD player. (but, or, and)

2. Sharon hates to listen to rap music, _________ will she tolerate heavy metal. (but, nor, or)
3. Carol wanted to drive to Colorado, _________ Bill insisted that they fly. (and, or, but)
4. I’m afraid of heights, _________ I appreciate the view from the top of this building. (and, yet, nor)
5. I have to be on time, _________ my boss will be annoyed if I’m late. (and, nor, for)

Group IV. Complete each sentence using the correct coordinating conjunctions from the parenthesis:
1. I have to go to work at six, _________ I’m waking up at four. (but, so, yet)
2. I was on time, _________ everyone else was late. (so, but, for)
3. Nadia doesn’t like to drive, _________ she takes the bus everywhere. (but, yet, so)
4. Our trip to the museum was interesting, _________ there were several new artifacts on display. (but, for,
yet)
5. Do you like chocolate _________ vanilla ice cream better? (or, nor, and)
E. Independent Practice
Pandora ’s Box
Pick one strip of paper and fill in the correct conjunction to be used. Use the different color papers.
1. I need to work hard _________ I pass the exam.
2. _________ he was the best candidate, he didn’t win the elections.
3. _________ you come back from your trip, we’ll meet to discuss the problem.
4. They said that the movie was fantastic _________I watched it.
5. _________ he was very ill, he didn’t take any medicine.

F. Closure

Conjunction is a word used to connect clauses or sentences or to coordinate words in the same
clause. It is a word used to connect clauses or sentences or to coordinate words in the same clause.
To write clear and coherent sentence using conjunction we must remember the following:

1. Coordinating conjunctionis used to give equal emphasis to a pair of main clauses. Let us
remember the acronym FANBOYS. ( for, and, nor, but, or, yet and so)
2. Subordinating conjunction is used to join independent clause and dependent clause. The most
common subordinating conjunctions are: after, although, as, because, before, how, if, once,
since, than, that, though, till, until, when, where, whether, while.

G. Evaluation
Write 5 sentences using conjunctions.
 LESSON PLAN IN ENGLISH V
DATE:______________

Objective
3. Read with automaticity grade level frequently occurring content area words.
(Science)
4. Revise writing for clarity
- Punctuation marks
Subject Matter
1. Topics.
1. Reading with automaticity grade level frequently occurring content area words.
(Science)
2. Revising writing for clarity
Punctuation marks

References: Curriculum Guide EN5F – If – 1.8.1.3, EN5WC – If – 1.8.1

http://www.edhelper.com/ReadingComprehension_54_828.html
A Fish That Shoots His Dinner by: Carl Burger
Reading Marvel 5 pp. 98 - 99
Focused Skill: Reading/ Writing

Procedures
A. Setting the stage

Ask. Class what can you say about the picture?

Why it is important to us?

B. Explaining the Student What to Do?

Say: Class our lesson for today is about sun. We are going to read the selection orally and afterwards we
are going to revise some related writings about the sun for clarity with the use of proper punctuation
marks.

C. Modeling
Before reading the selection teacher will read the science words used in the selection.
NUCLEAR REACTION
NUCLEAR FUSION
CORE
HELIUM
ELECTROMAGNETIC RADIATION
Read the selection orally. First reading will be done by the teacher.

How the sun works

D. Guided Practice
Read the selection orally. Then fill in the blanks the proper punctuation marks for the clarity of the selection.
(.,?!)
Hundreds of earthquakes occur every year__ Most earthquakes do little harm __ but a few have killed
thousands of people and cause enormous destruction __ Man has to endure earthquakes throughout history __
Can earthquakes be detected or predicted ___ How is this being done__
E. Independent Practice
Rewrite the selection to make it clear. Use proper punctuation marks if needed.
The archerfish’s water pistol is part of his body__ A narrow groove runs along his mouth__ When his
tongue is pressed against this groove__ it makes a little tube __ To shoot __ the archerfish fills his mouth with
water __ Then he quickly closes his gills __ This forces the water out of his mouth __ The archer knows how to
control the water __ too__ He can make it come out one drop at a time __ Or he can make it come in one big
squirt__
F. Closure
Punctuation marks are symbols that are used to aid the clarity and comprehension of written language. Some
common punctuation marks are the period, comma, question mark, exclamation point, apostrophe, quotation
mark and hyphen.