Mga Apo ni San Isidro Catholic School LAS

Mga Apo ni San Isidro Catholic School, Inc.
Parish of Saint Isidore the Farmer

Poblacion, Lezo, Aklan
LEARNING ACTIVITY SHEETS

GRADE 5
ENGLISH
FIRST QUARTER
Learning Activity Sheet No.: 2 Date:

Topic: Inferring Unfamiliar Words Week: Session/s: 1
Learning Intent: At the end of week __, the learners are able to infer the meaning of unfamiliar
words using text clues by:
1. identifying clipped words;
2. writing the original words of clipped words;
3. giving the clipped word of a given word; and,
4. inferring the meaning of clipped words based on given context clues such
as synonyms, antonyms, word parts, and others.
Value: Creativity
I. Prayer
In the name of the Father and of the Son, and of the Holy Spirit. Amen.
Dear Lord and Father of all,

Thank you for today. Thank you for ways in which you provide for us all,
For Your protection and love we thank you,
Help us to focus our hearts and minds now on what we are about to learn,
Inspire us by Your Holy Spirit as we listen and write,
Guide us by your eternal light as we discover more about the world around us,
We ask all this in the name of Jesus. Amen.
II. Motivation
Directions: Identify the shortened form of the underlined words in each sentence. Write
only the letter.
1. It is convenient to save documents in a compact diskette.

a. cd-rom b. disk c. USB
2. He brought a very expensive motorbike.

a. auto b. bike c. cycle
3. The athletes are waiting at the gymnasium.

a. center b. gym c. resto
4. Tanya brought her cat to the veterinarian.

a. doctor b. medicare c. vet
5. Kids love hamburger.

a. burger b. snack c. sandwich
III. Concept Notes
Most of us like to make things simple. In speech and in writing, we often shorten words to make
them easier to say, write, remember, and understand. Instead of saying “I want to wear pantaloons
today,” one would always say, “I want to wear pants today.” Likewise, you often hear people say
“math” instead of “mathematics.” It seems that people prefer to use the shorter and simpler version of
the word.
Words like math, burger, mart, and pants are what we call clipped words. Clipped words are
words that have been shortened or “clipped” so that they become much shorter than the original words.
Clipped words retain the meaning of the longer word. The process in which a word is reduced or
shortened without changing the meaning of the word is called clipping.
To give you better idea about clipped words, you need to be familiar with its
different types.
Types of Clipping
Read and understand the meaning of each type.
1. Backclipping – Only the first part of the word is left intact.
Examples:
bra (brassiere) app (application)
2. Foreclipping – Only the last part of the word remains.

Examples:
phone (telephone) gator (alligator)
3. Middle Clipping – Only the middle part of the word stands.

Example:
* flu (influenza)
IV. Independent Practice

Directions: Read each sentence that contains a clipped word. Figure out the meaning of
the clipped word using context clues and match it with its longer word found
in the bubblehead.
crocodile falling rocks dormitory

microphone promenade promotion
Mike Enriquez champion mansion
____________________________1. Avoid going to the swamps and rivers in this area. I’ve heard
that a croc lurks somewhere.
____________________________ 2. Every high school girl dreams of attending a prom or a
formal dance held for a school class towards the end of the
academic year.
____________________________ 3. Manny Pacquiao is the only boxing champ who won titles in
seven weight divisions.
____________________________ 4. Check the mike before starting the live broadcast.
____________________________ 5. The students don’t want to stay at the dorm alone because
they heard some strange sounds.
IV. Activity
A. Directions: Write the original word of the underlined clipped word.
Example: Their company spends a lot of money on ads. (advertisements)
_______________________1. Our barangay distributed five klo. of rice during the

lockdown.
_______________________ 2. My lab results on COVID 19 came out negative.
_______________________ 3. The copter forces transported soldiers and frontline workers
to the field Hospital.
_______________________ 4. Jeepneys need gas to run.
_______________________ 5. Teens are not happy about staying home all day.
B. Directions: Identify the meaning of the clipped word from the choices given.
1. Always wear a helmet when you ride a bike.

a. motorcycle b. pedicab c. bicycle
2. The fans screamed and cried when Justine Beiber appeared on stage.
a. cooling devices on stage that direct air current
b. people who follow and admire another
c. the loud speakers used during a concert
3. Floyd Mayweather loves to ride a limo when he is out at night.

a. rare breed of horse
b. private jet
c. expensive car
4. You won’t feel better if you don’t take your meds.

a. vitamins
b. medicines
c. drugs
5. You need to study and prepare for an exam.

a. test b. game c. lesson
VI. Resources
www.teachable.scholastic.com
https://www.pinterest.ph/pin/11681280253730219/
Suarez, Josefina V. 2019 New Dynamic Series in English 3; #33 Mc Arthur
Highway, Dalandanan, Valenzuela City: Jo-Es Publishing House, Inc.
VII. Closing Prayer

Almighty Father, You have brought me to the light of another class. May I eagerly
continue to develop in me your gifts and always make use of them through Christ our
Lord. Amen.
Prepared by: Checked by:
KIM BEVERLY I. VEDEJA TERESITA M. CASIBU

Teacher BOT President
09464345445
devicentek50@gmail.com
Approved by:
MYRNA F. MOLAS
School Principal


GRADE 5
ENGLISH
FIRST QUARTER

Topic: Filling out Forms Accurately Week: Session/s: 1
Learning Intent: At the end of week 1, Fill-out forms accurately (school forms, deposit and
withdrawal slips, etc.) by:
1. filling out forms accurately; and,
2. appreciating the importance of filling out forms accurately.
Value: Creativity
I. Prayer

II. Motivation
Directions: Fill out the form below. Complete it by using the possible answers found inside
the box. Use the form provided to you.
Royce L. Cabrera Male Ms. Rina B. Macaraig

Grade V- Maagap December 25, 2010
Catbalogan City, Samar San Roque Elementary School
Philippines 10
III. Concept Notes
A deposit slip is a small paper form that a person includes with a bank deposit to show how much
money he or she is putting in a bank account. It contains the deposit date, name and bank account number of the
depositor, and the amount to be deposited in the form of checks or cash, and the signature of the depositor.
Specifically, a person who deposits or places money in a bank account is called a depositor.
How to Fill out a Deposit Slip

1. First, write your name and bank account number.
2. Then, supply additional details, such as transaction date and any branch
information required.
3. List the cash amount breakdown of your deposit and the total amount
thereafter.
4. Affix your signature over printed name found on the lower part of the form
On the other hand, a withdrawal slip is a small
paper form which has to be filled out before making a
withdrawal of money from a bank. After filling out the bank slip, a person signs on it in the presence of
a bank teller. A bank teller is an employee of the bank whose job is to help bank customers with their
banking needs, such as depositing checks or cash or making a withdrawal.
How to Fill out a Withdrawal Slip

1. First, write your name and the date.
2. Then, write the desired amount of your withdrawal in words and in figures.
3. Finally, affix your signature on the signature line found on the form, but
do this only until a bank teller can witness you signing it
IV. Activity
A. Directions: Read the selection about Ana and her Grandma. Help your friend, Ana, by
completing the withdrawal slip for her grandma. Use the form provided to you.
B. Directions: You have a savings bank account and you want to put an amount of 2, 000
pesos into it, with the following cash breakdown: two 500 pesos and ten 100
pesos. Using the bank account number 0344- 5555- 22, complete a cash deposit
slip. Fill out the form provided to you.
V. Independent Practice
Directions: Complete the school form shown below. Use the form provided to you.
VI. Resources
VII. Closing Prayer

Lord. Amen.

09464345445
Approved by:
MYRNA F. MOLAS
School Principal


GRADE 5
ENGLISH
FIRST QUARTER

Topic: Complex Sentence Week: Session/s: 2
Learning Intent: At the end of week _ , Use compound and complex sentences to show cause
and effect and problem-solution relationship of ideas) by:
1. identifying causes and effects;
2. combining cause and effect clauses using a correct conjunction; and,
3. using complex sentences to show cause and effect.
Value: Creativity
I. Prayer

II. Motivation
Directions: Read the selection below and take note of the facts and events. After reading,
answer the questions that follow.
What Causes a Tsunami
One of the most common causes of a tsunami is by an earthquake. The entire planet is covered
with pieces of rock that float on liquid magma. These pieces are called tectonic plates. As they move,
they can sometimes rub together, causing the ground to shake. When two plates move suddenly, the
water on the surface of the Earth gets displaced and can cause a wave. The wave begins to move, and a
tsunami is born. When a strong quake occurs under the sea, a tsunami alert is sometimes declared,
especially if it is near the shorelines. When this happens, people are advised to evacuate to higher
grounds. Disobeying orders to evacuate may cause serious harm or injury to people.
(Adapted from What Causes a Tsunami by Jeremy Cook)
1. What causes a tsunami according to the paragraph?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. What happens when tectonic plates move and rub together?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. What is produced when water on the surface of the earth is displaced?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
4. When is a tsunami alert declared?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
5. What is a possible effect of disobeying orders to evacuate?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
III. Concept Notes
What is cause and effect relationship?

You may have noticed that the lesson talks about cause and effect. You’re right. You were even
made to identify examples of a cause and also examples of an effect.
You also have noticed that, in any cause and effect relationship, there is always one event that
serves as a cause and another event that becomes the effect. The cause is the reason why something
happens while the effect is the result of something that happened. Whatever the case may be, the cause
always takes place before the effect and the effect always happens last.
Dependent Clauses and Independent Clauses

Do you notice how the word structure of all the causes are written? If you erase all the connected
effects, will they stand on their own as a sentence? Let us look at these groups of words when the effects
are removed:
1. Because he played under the rain
2. When he fell from the tree
3. When a strong quake occurs under the sea
4. Since people keep going out without masks
These groups of words cannot be considered as sentences since they don’t have a complete
meaning and they cannot stand on their own. They need the omitted parts to become complete sentences.
These group of words are called dependent clauses.
Now let us examine the groups of words that represent the effect.
1. His mother became angry.
2. The boy broke his leg.
3. A tsunami alert is declared.
4. The town is put on lockdown.
Do these groups of words have a complete meaning? Can they stand as a sentence on their own
even without the causes added to them? If your answer is “Yes,” then you are right. These groups of
words that have a complete meaning are called independent clauses.
Complex Sentences to Shoe Cause and Effect Relationship

When a dependent clause and an independent clause are combined, they form
a complex sentence.
1. Because he played under the rain, his mother became angry.

(DEPENDENT CLAUSE) (INDEPENDENT CLAUSE)
2. The boy broke his leg when he fell from the tree.
(INDEPENDENT CLAUSE) (DEPENDENT CLAUSE)
3. When a strong quake occurs under the sea, a tsunami alert is declared.
(DEPENDENT CLAUSE) (DEPENDENT CLAUSE)
4. The town was put on lockdown since people keep going out without masks.
(DEPENDENT CLAUSE) (INDEPENDENT CLAUSE)
An effective way to link cause and effect ideas is by means of complex sentences. A complex
sentence consists of one independent clause and at least one dependent clause. These clauses are joined
by subordinate conjunctions to show clear and precise relationship.
The words because, as, in order that, since, although, as a result and so that which function
as subordinate conjunctions are always used to begin the dependent or subordinate clause.
When the dependent clause comes at the beginning of the sentence, use a comma to separate it
from the independent clause
IV. Activity
Directions: Connect these pairs of clauses to form a complex sentence. Use because, as,
in order that, since, or so that. You may switch the order of the clauses. Write your
answer on the space provided.
Example: The ice in the plastic bag melted. It was placed under sun.
The ice in the plastic bag melted because it was placed under sun.
1. There is no dictionary here. Let us go to the library.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. He could sell his toothpaste for a cheap price. Many wanted to buy it.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. My cousin got the first prize in essay writing. He is talented and hardworking.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
4. Our teacher gives us inspiration. Our class can excel in many ways.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
5. Our Glee Club coach always reminds us to attend rehearsals regularly. Our
performance becomes outstanding.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Directions: Combine the short sentences by using the subordinating conjunction provided
to create a complex sentence.
1. The cops arrived. The thugs had left. (After)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. I have to stay for tutorial. I failed the exam. (Because)

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. We won’t have practice today. It is raining. (Since)

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
4. I woke up. I saw that it was snowing! (When)

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
5. You eat your vegetables. You cannot have dessert. (Until)

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
6. I was cleaning the basement. The power went out. (While)

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
7. You practice. You will not get any better at basketball. (Unless)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
8. The sun rises in the morning. A rooster crows very early. (Before)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
9. You need to study your vocabulary words. You can do well on the quiz. (So
That)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
10. Follow the road. You will see our house. (If)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
VI. Resources
VII. Closing Prayer

Lord. Amen.

09464345445
Approved by:
MYRNA F. MOLAS
School Principal

GRADE 5
ENGLISH
FIRST QUARTER

Topic: Complex Sentence Week: Session/s: 2
Learning Intent: At the end of week _, Use compound and complex sentences to show cause
and effect and problem-solution relationship of ideas) by:
1. identifying cause and effect and problem-solution relationships in
sentences;
2. matching a cause clause with its effect clause and a problem clause with
its solution clause; and
3. using compound sentences to show cause and effect and problem-solution
relationship.
Value: Creativity
I. Prayer

II. Motivation
Directions: Read the sentences carefully then match the given causes in the left column
with the effects in the right column. Write the letter that corresponds to your
answer.
Causes Effects
_____1. Summer winds are strong, a.) because they don’t go to school.
_____2. It is dangerous to go out b.) or you will fail the test. during a
typhoon,
_____3. The sky became dark, c.) so children often fly a kite.
_____4. You need to study well, d.) for you can be hit by falling trees.
_____5. Children suffer skin rashes e.) so they need to avoid the sun
during summer
f.) and it started to rain.
III. Concept Notes

A compound sentence is a sentence having two independent clauses or parts that were
combined to form a single sentence. If these parts are separated, they can stand on their own since they
have a complete meaning.
(compound sentence) Nobody wanted to live with the bat, so the bat
decided to live alone.
(independent clause) Nobody wanted to live with the bat.
(independent clause) The bat decided to leave alone.
In the example above, the compound sentence also expresses a cause and effect relationship. A
cause is something that allows another thing to happen while an effect is the event that happens because
of the cause. Going back to the first sentence above, we can identify the following parts:
Cause (First Event): Nobody wanted to live with the bat.
Effect (Next Event): “the bat decided to live alone.”
We are told that the cause or the first event is that nobody wanted to live with the bat. The
second event which resulted from this situation is that the bat eventually decided to live alone since
nobody wanted to stay with him.
Let’s take a look at more compound sentences using the sentences you encountered earlier. Note
that in each sentence, there is a cause and an effect.
The sky became dark, and it started to rain.

Cause Effect
It is dangerous to go out during a typhoon, for you can be hit by falling trees.
Cause Effect
Now, let’s also consider these sentences:
Children suffer skin rashes during summer, so they need to avoid the sun.
Cause (Problem} Effect (Solution)
We bought halo-halo, for it was hot during the day.

Effect (Solution) Cause (Problem)
You will notice that the two sentences above are originally examples of compound sentences
showing cause and effect relationship. However, they are a special type of a cause and effect
relationship because the cause happens to be a problem and the effect also happens to be the solution. In
other words, the compound sentences above are examples of a problem-solution relationship.
In order to avoid skin rashes during summer (cause), children need to avoid the sun (solution).
Likewise, the problem about having a hot day was solved by having a halo-halo.
A problem and solution sentence is a sentence pattern where there is a concerning issue and a
remedy to the said issue. Most often, the word used to form the compound sentence that shows a
problem-solution relationship is the conjunction so.
Examples of Compound Sentences that Show Problem and Solution Relationships
COORDINATING
PROBLEM SOLUTION
CONJUNCTION
Ellah is hungry so she eats a lot
My tooth really ached so I went to the Dentist for checkup
I was soaking wet so I changed my clothes
immediately.
Occasionally, however, the coordinating conjunctions for, and or may also be used.
We left the party, for it was already getting late.

Solution Problem
You need to drink enough water, or you will end up dehydrated.

Solution Possible Problem
IV. Activity
A. Directions: Copy the sentences in your notebook. Draw a single line under the cause
while draw a double line under the effect.
1. We need to recycle, for we will soon be overwhelmed by garbage.
2. Our grandparents have weaker bones, so they have to drink milk.
3. My back is aching, so I need some rest.
4. Nap always wakes up late, so he needs an alarm clock.
5. Some classes will be done online, so we will need an internet access.
B. Directions: Using the same set of sentences above, complete the table in your below.
COORDINATIN
PROBLEM G SOLUTION
CONJUNCTION
Directions: Write a compound sentence that shows a problem-solution relationship in
response to the given situations.
Example:
Your cellphone broke into pieces when it fell to the ground. What is the solution?
Possible answers:
My cellphone is broken, so I will bring it to the repair shop.
My cellphone’s screen is broken, so I will replace it.
1. You hurt the feelings of your best friend when you lost your temper. What will you do
to solve the problem?
I hurt my friend’s feelings, so I ________________________________________________

____________________________________________________________________________
____________________________________________________________________________.
2. You have been invited to a birthday party of your classmate. You do not want to go
there empty-handed and you want to make your classmate happy. What do you
plan to do? What will you bring?
I will attend a birthday party, so I ______________________________________________

______________________________________________________________________________
_____________________________________________________________________________.
VI. Resources
VII. Closing Prayer

Lord. Amen.

09464345445
Approved by:
MYRNA F. MOLAS
School Principal


GRADE 5
ENGLISH
FIRST QUARTER

Topic: Composing Inverted Sentences with
Week: Session/s: 2
Correct Subject and Verb Agreement
Learning Intent: At the end of week ___, the learners will be able to Compose clear and
coherent sentences using appropriate grammatical structures: subject-verb
agreement; kinds of adjectives; subordinate and coordinate conjunctions;
and adverbs of intensity and frequency by:
1. identifying inverted sentences;
2. constructing clear and coherent sentences using appropriate grammatical
structures: subject-verb agreement (inverted sentences); and,
3 observing subject-verb agreement at all times.
Value: Creativity
I. Prayer

II. Motivation
Directions: Read each sentence carefully. Write S if the underlined word is the subject and
write V if it is a verb.
________ 1. From the office, the manager holds a meeting with his staff.
________ 2. At the back of the valley live many farmers.
________ 3. Here are the flowers that you sent me.
________ 4. In the center of the stage are two chandeliers.
________ 5. The teacher speaks his opinion clearly.
________ 6. My sister likes fuchsia pink.
________ 7. There goes the ambulance again.
________ 8. After the show spoke the municipal mayor.
________ 9. From the roof jumps the vigilant cat.
________ 10. Here comes your delicious snack!
III. Concept Notes
A verb must agree with its subject, in number and in person, i.e. a subject in singular form must have a
singular verb, and the subject in the plural form must have a plural verb.
In most sentences, the subject comes first and is followed by the verb.
For example:
The dog runs toward the bone.
Many Filipinos love adobo.
Sometimes, however, the subject and verb are reversed or inverted, in which case the verb comes before
the subject. The resulting inverted sentences can cause confusion in subject-verb agreement.
Take notice of the following sentences. Which of the two inverted sentences is correct?
In her hand is two roses.

In her hand are two roses.
Notice that the above sentences both begin with the prepositional phrase In her hand. In both sentences,
the phrase is immediately followed by the verb and the subject comes last. When a sentence has a verb that
appears before its subject, it is called an inverted sentence. Because an inverted sentence is not the usual way
that most people use in writing or speaking, locating the subject and the verb of the sentence can be difficult.
Fortunately, there is a way to solve this tricky issue. The technique to finding the correct subject and
verb in an inverted sentence is by rephrasing it in the normal order. The normal order is to write a sentence
where the subject is written before the verb. You can do this by asking what really is being talked about in the
sentence which will lead you to the subject. Once the subject is spotted, it is now easier to find the verb and
check if it agrees with the subject.
To illustrate what this means, observe the steps below:
1. Analyze the original sentence. In her hand is two roses.
2. Ask what is being talked about Two roses

and write it down before anything else.
3. Next, add the existing verb Two roses is
4. Then, write the rest of the words. Two roses is in her hand.
5. Check if the subject and The verb “is” does not agree
the verb agrees. with “two roses”
6. If the verb agrees with the subject,

use it. If not, change it. Two roses are in her hand.
7. Finally, convert it back to the inverted In her hand are two roses.
sentence.
Using this technique, you will be able to figure out which of two sentences has the correct subject and
verb agreement.
To make you more familiar with this discussion, here are more examples:
In inverted sentences, the subject is found after the verb. These sentences may begin with the words
here and there or with a prepositional phrase, such as, at the back, in a corner, beside the store, and many
others. Even in this case, the subject and the verb must agree.
IV. Activity
Activity 1
Directions: Find out if the following inverted sentences employ correct subject and verb
agreement. Copy the inverted sentence if the subject and verb already agree.
Otherwise, write the inverted sentence with the correct verb.
1. There is five students in the library.
_______________________________________________________________________________
_______________________________________________________________________________
2. Inside my pocket are my red pen.

_______________________________________________________________________________
_______________________________________________________________________________
3. In front of the television sits my two cousins.

_______________________________________________________________________________
_______________________________________________________________________________
4. Under the table are our cat.

_______________________________________________________________________________
_______________________________________________________________________________
5. To the school, walks three teachers.

_______________________________________________________________________________
_______________________________________________________________________________
Activity 2
Directions: Compose inverted sentences by adding a verb and a subject to the following
phrases. Make sure that the subject and verb agree.
Out of the cave _______________________.

Out of the cave fly millions of fruit bats.
Verb Subject
1. Inside the chest _________________________________________________________ .
2. Seated beside me _______________________________________________________ .
3. Scattered along the beach _______________________________________________.
4. There _____________________________________________________________________.
5. Above the hill _____________________________________________________________.
Directions: Identify the subject and verb in each of the following inverted sentences.
Underline the verb ONCE and the subject TWICE.
1. Here are your medical records from your doctor.
2. Inside your bag is a red book.
3. Through the night waits the worried father for his daughter to come home.
4. At the fruit stand sit juicy apples asking to be bought.
5. Onto the new rug flows the pineapple juice from the broken bottle.
VI. Resources
VII. Closing Prayer

09464345445
Approved by:
MYRNA F. MOLAS
School Principal


GRADE 5
ENGLISH
FIRST QUARTER
Learning Activity Sheet No.: 6 Date: October 18-23, 2021

Topic: Composing Descriptive Sentences
Week: 6 Session/s: 2
Using Different Kinds of Adjectives
Learning Intent: At the end of week 6, the learners will be able to Compose clear and
coherent sentences using appropriate grammatical structures: subject-verb
agreement; kinds of adjectives; subordinate and coordinate conjunctions;
and adverbs of intensity and frequency by:
1. defining adjectives;
2. using adjectives to describe someone or something;
3. identifying and using different kinds of adjectives in sentences; and
4. appreciating the use of appropriate words to describe a person, a thing, or
an event.
Value: Creativity
I. Prayer

II. Motivation
Directions: Analyze each word. Write A if it is an adjective and N if it is not. Write your answer
on the line provided.
1. book _____ 6. study _____
2. write _____ 7. happy _____
3. clean _____ 8. leave _____
4. begin _____ 9. delicious _____
5. pretty _____ 10. wonderful _____
III. Concept Notes
An adjective is a word that is used to describe a noun or pronoun. It helps you express your ideas
more clearly by allowing you to give additional information about words. Adjectives also help the readers to
have a clearer picture of what the writer is talking about.
Recall your lesson on proper nouns. Remember that these are nouns that are capitalized and usually
come from the names of people, cities, countries, brands, events, and the like. Like proper nouns, there are also
adjectives that need to be capitalized; they are called proper adjectives. A proper adjective is a word that
modifies nouns and pronouns and is formed from a proper noun.
Mediana’s, Filipino, and Waray are proper adjectives.
On the other hand, some adjectives are formed by joining two different words to give a new meaning.
These adjectives are called compound adjectives. They are usually hyphenated (-) to avoid confusion.
Consider the following examples:
1. Our family enjoyed the two-day vacation we had in Palawan.

2. Sarah Geronimo is a well-known singer.
Moreover, there are other adjectives that come after a linking verb and modify the subject of the linking
verb. They are called predicate adjectives.
A predicate adjective is a subject complement, a word or group of words that follows a linking verb or
verb phrase such as is, am, were, taste, look, sound, have been and did seem.
Study the following sentences:
In this sentence, the word good modifies the food.
So far, you have encountered three types of adjectives: proper adjectives, compound adjectives, and
predicate adjectives. The first two are usually written before the word they modify.
The
last one
(predicate adjectives) are written far from the word they modify and placed after a linking verb.
IV.Activity
Activity 1
Directions: Choose and encircle the letter of the best answer.
1. What is an adjective?
A. It is a word used to modify a noun or a pronoun.
B. It is a word that shows action.
C. It is a word that names.
2. My father loves Filipino food. The underlined word is a _________.
A. proper adjective B. compound adjective C. predicate adjective
3. David bought a ______ car.
A. two door B. two-door C. two doors
4. Noel is a handsome boy. The underlined word is a ________.
A. proper adjective B. compound adjective C. predicate adjective
5. The owner of that big house has a ______ dog.
A. well behave B. well-behave C. well-behaved
Directions: Use the following adjectives in a sentence.
1. kind-hearted
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. magical
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. American
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. blue-eyed
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. soft
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Resources
VII. Closing Prayer

09464345445
Approved by:
MYRNA F. MOLAS
School Principal

GRADE 5
ENGLISH
FIRST QUARTER
Learning Activity Sheet No.: 7 Date: October 25 – November 6, 2021

Topic: Composing Clear and Coherent Sentences
Weeks: 7 & 8 Session/s: 2
Using Coordinating and Subordinating Conjunctions
Learning Intent: At the end of weeks 7 & 8, the learners will be able to compose clear and
coherent sentences using coordinating and subordinating conjunctions by:
1. identifying coordinating and subordinating conjunctions used in sentences;
2. joining clauses using correct conjunctions; and,
3. compose clear and coherent sentences using correct conjunctions.
Value: Creativity
I. Prayer

Gui`de us by your eternal light as we discover more about the world around us,
II. Motivation
Let's read the two paragraphs below and study their differences.
Paragraph 1
A fable is a story. It is a story that teaches a moral lesson. The characters may be
animals. The characters may also be inanimate objects. Examples of inanimate objects
are spoon, sky, book, wind, tree, and many others.
Paragraph 2
A fable is a story that teaches a moral lesson. Its characters may be animals or in
animate objects like spoon, sky, book, wind, and many others.
Did you notice that the two paragraphs talk about the same thing? However, what
differences have you observed? Which sound simpler and easier to read?
You're right! The second paragraph is easier to read because it is shorter. The sentences in the first paragraph
have been combined by using some words like that and or. These words are connectors that link related ideas
together.
III. Concept Notes
Do the words for, and, nor, but, or, so, that, and when which you came across in Activity 1 look
familiar? Do you remember these words in previous lessons? What is their function in the sentences based on
the activities that you have just answered?
In case you have forgotten or have not heard about the words yet, do not worry, for you will know
more about them in this lesson.
Conjunctions - What Are They?
There is one class of words into he English language that acts like a bridge. This is the conjunction. A
conjunction is basically a word connector that enables you to connect two or more words, phrases, and clauses
together. Conjunctions do their job by connecting separate words or word groups into something longer.
Observe the examples below.
Types of Conjuctions
There are mainly two types of conjuction:

coordinating conjuction and subordinating
conjuction.
Coordinating conjuction - This type of

conjunction connects words, phrases, and clauses
of equal rank or importance. For example, when
you say "We need water and food to survive,"
you see the conjunction "and" that
connects water and food. The use of "and"
indicates that both ideas are important. Likewise,
in "I listened to the news, and I followed your
advice," both actions are equally important to the
speaker.
Basically, there are seven coordinating conjunctions. To remember all these, you might want to learn one of
these acronyms: FANBOYS, YAFNOBS, or FONYBAS.
F = for
A = and
N = nor
B = but
O = or
Y = yet
S = so
Here are more examples of coordinating conjunctions. Read them aloud and try to get familiar with the
structure of the sentences.
A bowl of 'ginataan' is sweet and delicious.

A hot 'lomi' can be eaten using a fork or spoon.
Mona went to school, but no one was there.
I don't waste a single drop of my vitamins, for it is expensive.
Lily ignored her ice cream, so I ate it myself.
My lola doesn't love yellow, yet she always waters her sunflowers in the garden.
Tonny doesn't like to eat seashells, nor does he touch it on the table.
Commas must be added when the coordinating conjunctions join clauses. The comma is inserted at the end
of the first clause and right before the coordinating conjunction that begins the second clause.
Coordinating conjunctions will not be difficult to understand if you keep in mind the "FANBOYS."
Subordinating Conjunction
This conjunction joins group of words that are NOT equal in rank or importance. They use other
conjunctions which are not part of "FANBOYS"
For example:
I will buy a new smart phone when I save enough money.

(MOST IMPORTANT IDEA) (LESS IMPORTANT IDEA)
If you don't study your lesson well, you will have a failing grade.
(LESS IMPORTANT IDEA) (MOST IMPORTANT IDEA)
In the first sentence above, the most important thing that the person is thinking about is his plan of buying
a new smart phone, not saving money. Saving money is just the next important thing.
In the second sentence, "you will have a failing grade," is the most important idea while "if you don't
study your lesson well," is just the second most important idea.
How did you know these? What is your clue? Simple. Just look at the words "when" and "if". They are
subordinating conjunctions and these
conjunctions are always written at the beginning of the
less important idea. When you see them, you can tell
that part of the sentence is the less important idea.
In order to make it easier to use them, you need

to memorize these common subordinating
conjunctions:
IV. Activity
Directions: Read the following sentences carefully. Identify and encircle the conjunctions
you will find in the following sentences.
1. Maria swims like a shark, for she swims very fast.
2. Leisure is a thief, so spend time wisely.
3. You will live long if you honor your parents.
4. Since he forgot his key, Dante can't enter the room.
5. The students played inside the class while the teacher was away.
Directions: Complete the sentences by using coordinating or subordinating conjunctions.
1. I honestly love burgers ____________ fries together.
2. There was no traffic ____________ we ran out of gas.
3. You can go to the cinema, ___________ you can visit your aunt.
4. _____________he had not studied hard, he failed his exam.
5. You're not watching TV _______________ you finish your dinner.
VI. Resources
VII. Closing Prayer


09464345445
Approved by:
MYRNA F. MOLAS
School Principal
FIRST PERIODICAL EXAMINATION

GRADE 5
ENGLISH
Name: ______________________________________ Date: _____________________
A. Directions: Write the original word of the underlined clipped word.
_______________________1. Our barangay distributed five klo. of rice during the

lockdown.
_______________________ 2. My lab results on COVID 19 came out negative.
_______________________ 3. The copter forces transported soldiers and frontline workers
to the field Hospital.
_______________________ 4. Jeepneys need gas to run.
_______________________ 5. Teens are not happy about staying home all day.
B. Directions: Identify the meaning of the clipped word from the choices given.
1. Always wear a helmet when you ride a bike.

a. motorcycle b. pedicab c. bicycle
2. The fans screamed and cried when Justine Beiber appeared on stage.
a. cooling devices on stage that direct air current
b. people who follow and admire another
c. the loud speakers used during a concert
3. Floyd Mayweather loves to ride a limo when he is out at night.

a. rare breed of horse
b. private jet
c. expensive car
4. You won’t feel better if you don’t take your meds.

a. vitamins
b. medicines
c. drugs
5. You need to study and prepare for an exam.

a. test b. game c. lesson
C. Directions: Combine the short sentences by using the subordinating conjunction provided
to create a complex sentence.
1. The cops arrived. The thugs had left. (After)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. I have to stay for tutorial. I failed the exam. (Because)

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. We won’t have practice today. It is raining. (Since)

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
4. I woke up. I saw that it was snowing! (When)

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
5. You eat your vegetables. You cannot have dessert. (Until)

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
D. Directions: Combine the short sentences by using a correct coordinating conjunction

to create a compound sentence
1. We need to recycle. We will soon be overwhelmed by garbage.

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. Our grandparents have weaker bones. They have to drink milk.

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3. My back is aching. I need some rest.

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
4. Nap always wakes up late. He needs an alarm clock.

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
5. Some classes will be done online. We will need an internet access.

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________


GRADE 5
ENGLISH
SECOND QUARTER

Topic: Tenses of Verbs Weeks: 4 Session/s: 2
Learning Intent: At the end of weeks 4, the learners will be able to compose clear and
coherent sentences using coordinating and subordinating conjunctions by:
1. identifying coordinating and subordinating conjunctions used in sentences;
2. joining clauses using correct conjunctions; and,
3. compose clear and coherent sentences using correct conjunctions.
Value: Creativity
I. Concept Notes
VERBS
Verbs are action words. They are very important in learning a language. They are always present
in sentences and in most expressions. With the presence of both the subject and the predicate that
contains the verb, a sentence expresses a complete thought or idea. As a vital feature of the English
language, using appropriate verbs is necessary in composing clear and coherent sentences.
A verb is composed of tense and aspect. A verb tense or the time event indicates past, present
and future actions.
Meanwhile, aspect refers to the state of action of a verb and indicates the duration or completion
of an event.
Four (4) Types of Verb Aspects

There are four types of verb aspects: simple, progressive, perfect and perfect progressive.
1. Simple Aspect
a. The simple present tense is used to describe general truths and habitual actions.
Examples: The earth rotates around the sun.
Delia walks to school every day.
The sun rises in the east.
They spend their vacation in Batanes every year.
Remember: If the subject is singular, use the s-form of a verb. If the subject is plural
and/or pronouns I and You, use the base form of a verb.
b. The simple past tense is used to express an event or habitual action that was
completed in the past.
Examples: The children watched a documentary film.
It rained almost every week last month.
c. The simple future tense is used to express an action or habitual action to take
place in the future time.
Examples: They will celebrate the United Nations Day in October.
After December, Richard will take the train to work every day.
Remember: Use will/shall + base form of a verb.
2. The Progressive Aspect
a. The present progressive expresses ongoing actions.

Examples: The students are taking the test now.
The teacher is preparing the lessons.
Remember: Use be (am/is/are) verb + -ing form of a verb.
b. The past progressive expresses:

 an action in progress at some specific point of time in the past.
Examples: Timmy was walking to the office at 7:00 this morning.
I was preparing for the church at 6 o’clock yesterday.
 a past action simultaneous with another event.

Example: They were preparing for the party when the visitors came.
Remember: Use be (was/were) verb + -ing form of a verb.
c. The future progressive expresses an action that will be in progress at a specific

time in the future.
Examples: Trina will be graduating from elementary this year.
The Grade 5 pupils will be attending a mass tomorrow.
Remember: Use will/shall + be + -ing form of a verb.
3. The Perfect Aspect

a. The present perfect expresses:
 an action that began in the past and continues to the present time.
Example: Sheila has been a girl scout since last year.
 a very recently completed action (often with just.)
Examples: Berta has just baked cookies.
I have called the plumber.
Remember: If the subject is singular, use has + the past participle of a verb.
If the subject is plural and/or pronouns I and You, use have + the past
participle of a verb.
b. The past perfect is used to express an action that was completed before
another action took place at some definite time in the past.
Example: Some supporters had already left before they proclaimed the
elected officers.
Remember: Use had + past participle of a verb.
c. The future perfect expresses a future action that will be completed before a
specific future time.
Example: I will have finished the school project before 2 o’clock in the
afternoon.
Remember: Use will/shall + have + past participle of a verb.
4. Perfect Progressive Aspect

a. The present perfect progressive expresses an action in progress that is not yet
completed or a situation or habit that began in the past and that continues
up to the present.
Examples: Rowena has been reading that book.
I have been accomplishing the tasks in this module.
The athletes have been practicing.
Remember: If the subject is singular, use has + been + ing form of a verb.
If the subject is plural and/or pronouns I and You, use have + been + -ing form
of a verb.
b. The past perfect progressive expresses an action or habit taking place over a
period of time in the past before another past event or time.
Examples: Carla had been trying to finish her degree that year.
My father had been performing well, so the company gave him an award.
Remember: Use had + been + -ing form of a verb
c. The future perfect progressive expresses a habitual action that is taking place
in the present and will continue in a specific future time.
Examples: Next month, the Bayanihan Dance Club will have been
performing for five years.
Helen will have been teaching for ten years next week.
Remember: Use will/shall + have + been + -ing form of a verb.
II. Activity
A. Directions: Identify the appropriate simple present tense of the verb to be used in each
item. Encircle the correct answer.
1. Water (are, is) a resource that every living thing cannot live without.
2. I (think, thinks) about the importance of water in our daily activities.
3. The learners (answer, answers) the questions about water conservation.
4. Teacher Mara (convince, convinces) the children to save water at home and
in school.
5. The Science Club (propose, proposes) a water conservation program for the
school.
B. Directions: Identify the appropriate simple past tense of the verb to be used in each item.
Underline the correct answer.
1. The tourist (go, went) to Palawan last month.
2. She (hears, heard) about its beautiful spots through ads.
3. I (remembered, remember) my trip to Palawan five years ago.
4. That (was, is) my first and only airplane ride so far.
5. We (had, have) a three-day tour in that place.
C. Directions: Write the simple future tense of each given verb inside the parentheses.
1. As responsible members of the community, we ___________________ (participate) in

the clean-up drive and tree planting activities to be organized this coming year.
2. Environmental problems ____________________________ (continue) to affect us for
several years if we will not take any actions.
3. Researching on these environmental acts of rehabilitation _____________________
(help) in managing different wastes at home, in school and in the community where
you belong.
4. As soon as possible, I ____________________________ (start) my own initiatives to take
part on these eco-drives.
5. For your participation, you ________________________________ (promote) various
campaigns on environmental care and rehabilitation starting tomorrow.
Directions: Compose clear and coherent sentences using the given verbs and their
aspects. Write your sentence inside the table.
Verbs Aspects Sentences
make Simple Present Ulysses makes recycled and reusable crafts
1.
will create Simple Future
2.
am believing Present Progressive
3.
had decided , Past Present
4.
have been Present Perfect
studying Progressive
5.
prepared Simple Past


GRADE 5
ENGLISH
SECOND QUARTER
Learning Activity Sheet No.: 2 Date: November 29 – December 4, 2021
Topic: Modals Weeks: 3 Session/s: 2
Learning Intent: At the end of weeks 3, the learners will be able Compose clear and coherent
sentences using appropriate grammatical structures: aspects of verbs, modals
and conjunction:
1. identifying modals in sentences; and,
3. compose clear and coherent sentences using appropriate modals.
Value: Creativity
I. Prayer

We ask all this in the name of Jesus. Amen
II. Motivation
Study the infographics below:
Notice
the words should and may in the given infographics. They are examples of modals. In the first
infographic, should is used to show obligation. Meanwhile, the use of may in the second infographic
shows possibility.
Modals have various forms. These forms create meanings as they carry with them their specific
functions.
III. Concept Notes

MODALS
Modals (also known as modal auxiliaries) are helping verbs used with main verbs. They
express particular mood or expressions telling whether the speaker wants to convey
a fact, a possibility or a command. Study the table below.
IV.
Activity
Directions: Complete each sentence by supplying the appropriate modals. Select from the
given choices inside the box. Be guided by the functions shown inside the
parentheses.
may can might shall should
1. I __________ write a song or poem for my parents. (ability)

2. ___________ I borrow your notes? (permission)
3. Connie __________ write her life story to inspire many. (advice)
4. I __________ have written my first song, if I only enrolled in such course last
summer. (possibility, with less certainty)
5. Parents of learners with frequent absences ___________ write their letters stating
the reasons of their children’s absences. (regulation)
Directions: Compose clear and coherent sentences using the given modals and their
functions below.
MODALS FUNCTIONS SENTENCES
strong
1. must
obligation
2. may possibility
3. can ability
4. should advice
5. shall regulation
VI. Resources
VII. Closing Prayer

09464345445
Approved by:
MYRNA F. MOLAS
School Principal

GRADE 5
ENGLISH
SECOND QUARTER
Learning Activity Sheet No.: 3 Date: December 6-11, 2021

Topic: Conjunctions Weeks: 4 Session/s: 2
Learning Intent: At the end of weeks 4, the learners will be able compose clear and coherent
sentences using appropriate grammatical structures: aspects of verbs, modals
and conjunction:
1. identifying conjunctions in sentences; and,
3. compose clear and coherent sentences using appropriate conjunctions.
Value: Creativity
I. Prayer

II. Motivation
Let us read the sentences below.
 Lito prepared pasta and pizza for his late night snacks.
 He didn’t prepare burger nor fries as his late night snacks.
 He had prepared pasta, before he baked his favorite pizza as his late night snacks.
Now, notice what the highlighted words express. And, nor and before are some of the commonly
used conjunctions. They express or show connection between words, phrases and sentences.
III. Concept Notes
CONJUNCTIONS
Conjunctions connect words, phrases, clauses, or sentences.
Examples:
Jay and Dan
apple or mango
crispy chicken and creamy spaghetti
hot coffee or cold juice
She was sure about her answers, but she missed one question
Two Types of Conjunctions

There are two types of conjunctions: the coordinating and the subordinating
conjunctions.
1. Coordinating Conjunctions connect words or groups of words that are

of equal importance.
Remember: If you are using a coordinating conjunction to connect two
complete sentences, you must use a comma. Remember the
acronym FANBOYS (for, and, nor, but, or, yet, and so)
2. Subordinating Conjunctions join two clauses making one clause

dependent or subordinate of the other clause.
Example: Mother brought an umbrella. + It was raining. =
My mother brought an umbrella because it was raining.

OR
Because it was raining, my mother brought an umbrella.
These words are commonly used as subordinating conjunctions.
IV. Activity
Directions: Complete each sentence below by supplying the appropriate coordinating
conjunction. Choose from the given options inside the box. Write your answer
on the line provided.
for and but or so
Each school year is an opportunity to meet new classmates

(1) _________________ new friends. You may call these new acquaintances by their first names
(2) __________________ by their nicknames. They can be of the same age as you, (3)
_________________ others can be younger or older. New comers must be welcomed and must
feel the sense of belongingness,
(4) ________________ children like you must always be friendly. This healthy relationship in
school must be sustained (5) ________________ this may help every learner to have positive
attitude towards schooling.
Directions: Compose clear and coherent sentences using the given subordinating
conjunctions and their functions below.
Subordinating
Functions Sentences
Conjunctions
1. after refer to time
2. wherever to show location
to show preference/
3. whether
choice
to express
4. since
reason/cause
5. unless to express condition
VI. Resources
VII. Closing Prayer

09464345445
Approved by:
MYRNA F. MOLAS
School Principal


GRADE 5
ENGLISH
SECOND QUARTER
Learning Activity Sheet No.: 4 Date: December 13-18, 2021

Topic: Conjunctions Weeks: 5 Session/s: 2
Learning Intent: At the end of weeks 5, the learners will be able to identify point-of-view:
1. identifying point-of-view; and,
3. expressing different point-of-views.
Value: Creativity
I. Prayer

II. Motivation
Study the pictures below.
Reflect on the following questions:

 What can you say about the pictures?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
 What particular descriptions for each picture can you give?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
 If you are going to relate the pictures to emotions, what do you think are the feelings expressed by each
one of them?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Viewing materials, like pictures and illustrations, express particular emotions or feelings. These feelings
are expressed not only on the perspectives of the illustrators but also with those of the viewers.
III. Concept Notes
POINT-OF-VIEW (POV)
The point-of-view (also known as viewpoint) refers to the standpoint on how one sees or
perceives the world. In viewing, POV deals with one’s personal opinion or perception about a particular
viewing material, such as videos and images/illustrations.
In every viewing material, a viewer expresses his/her own perceptions or opinions on the
concepts and contexts of the given viewing piece. This POV is used to express one’s feelings about
particular things.
IV. Activity
Directions: Describe the feelings or emotions expressed by each illustration below. Write
your answer on the space provided.
1.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
2.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
3. ______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
4.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
5. ______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Directions: Write three to five sentences expressing your point-of-view about the illustration
below.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
VI. Resources
VII. Closing Prayer


09464345445
Approved by:
MYRNA F. MOLAS
School Principal


GRADE 5
ENGLISH
SECOND QUARTER
Learning Activity Sheet No.: 4 Date: January 3 -15, 2022

Topic: Viewpoints of Images Weeks: 6 and 7 Session/s: 2
Learning Intent: At the end of weeks 6 and 7, the learners will be able to examine images
which present particular viewpoints like stereotypes (e.g. gender, age,
culture) and opinions on an issue by:
1. examining images which present particular viewpoints like stereotypes (e.g.
gender, age, culture) and opinions on an issue by
Value: Creativity
I. Prayer

II. Motivation
Examine the illustrations below. What particular characteristics of a mother are shown
or portrayed?
Share your answers to your parents or guardians. Then, ask them also about their personal opinions about the
characteristics of a mother.
III. Concept Notes
The way one gives his/her opinions or perceptions about mothers is known as viewpoint. Viewpoints
vary from person to person. The common perceptions on the characteristics of a mother is known as
stereotyping. In this lesson, the concepts of viewpoints on stereotyping will be discussed and explored.
IMAGES
The word “image” came from Latin word “imago” which refers to any item that depicts visual
perception such as a photograph or other two-dimensional picture, resembling an object. An image, like printed
ones, also portrays opinions or viewpoints. These print materials include, but not limited to, printed
photographs, drawings and images found in magazines, newspapers and books.
VIEWPOINTS ON IMAGES
Viewpoints are standpoints, such as opinions or feelings, of individuals or viewers triggered by image
contents or elements. In this lesson, you are to examine the suggested viewpoints of the presented images. Other
than opinions, stereotypes can also be depicted by visual images.
STEREOTYPES
Stereotypes are beliefs that all people within the same gender, age or cultural group will act alike and
will share the same viewpoints and attitudes. They ignore unique identity which is why it is considered as a
form of discrimination. They are considered as exaggerated beliefs and generalizations without allowing
individual personalities, which create positive and negative acceptance and effects to different groups. They
may be true to some but not to all.
Before reading the sample stereotyping statements below, always remember that humans are unique
individuals; thus, stereotyping should neither be tolerated nor accepted.
A. Gender Profiling
Some common stereotypes among men and women include the following:
Men are strong and do all the work.
Men should be the family breadwinners.
Women are naturally and highly emotional beings.
Remember that in real-life context, both men and women can now do all the work. There are also female
breadwinners. Like women, men can also be highly emotional.
B. Ageism or Age Stereotypes

Ageism is the stereotyping and discrimination against people on the basis of their age. These are some of the
prejudices:
Old people love the state of quietness.
The older you get, the more mature you become.
Take note that in real-life experiences, there are also young people who love to enjoy the state of quietness.
C. Cultural Stereotypes
Stereotypes also prevail in cultures. Examples of this sort are as follows:
Filipinos are family-oriented. They care for their elders.
Filipinos are hospitable.
Remember that in real-world context, there are other cultures and races who are family-oriented and
hospitable.
Stereotyping can have positive and/or negative effects to individuals and certain groups. We all
possess unique characteristics and skills. Again, whether positive or negative, any form of
stereotyping should not be tolerated nor accepted.
IV. Activity
A. Directions: Examine the images below and their presented viewpoints. In a one whole
piece of paper, write a 3-sentence paragraph for each item stating your
opinions and feelings about the given sets of images.
1. Stereotypes on children
2. Stereotypes on Women
3. Stereotypes on Young Boys
4.
Stereotypes on Young Girls
5. Stereotypes on Filipinos
B. Directions: Examine the given editorial cartoon below and its expressed viewpoints. In the
box provided below, write a 5-sentence paragraph stating your opinions and
feelings.
___________________________________________________________________________________
___________________________________________________________________________________
C. Directions: Examine the given editorial cartoon below and its expressed viewpoints. In the
box provided below, write a 5-sentence paragraph stating your opinions and
feelings.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Cut out two (2) printed images from newspapers, magazines or other printed materials. Next, paste
them on the short coupon bonds. Then, write paragraphs stating your viewpoints/feelings/opinions for each
image.
VI. Resources
VII. Closing Prayer


09464345445
Approved by:
MYRNA F. MOLAS
School Principal

GRADE 5
ENGLISH
SECOND QUARTER
Learning Activity Sheet No.: 5 Date: January 17-22, 2022

Topic: Viewpoints of Images Weeks: 8 Session/s: 2
Learning Intent: At the end of weeks 8, the learners will be able to distinguish various types of
viewing materials. by:
1. distinguishing various types of viewing materials.
Value: Creativity
I. Prayer

II. Motivation
Examine the four pictures below.
Do you enjoy viewing TV broadcasts? photographs? online videos? digital presentations?
Modernization gives you the opportunity to choose from wide range of available viewing materials. You can
maximize their uses once you can distinguish one type from another.
III. Concept Notes
VIEWING
Viewing helps learners in reflecting and thinking about the images they are seeing, and develops their
knowledge and skills in analyzing and evaluating visual and multimedia texts. It also helps them in acquiring
information and appreciating ideas and experiences visually expressed by others. To attain this, appropriate and
varied viewing materials must be used to get the most efficient progress on the viewer’s viewing
comprehension.
TYPES OF VIEWING MATERIALS

There are two basic types of viewing materials. These are print and non-print.
A. Print viewing materials consist of all printed images found in textbooks, workbooks, reference
books, magazines, newspapers and journals. These include the printed versions of maps, photographs, paintings,
drawings, posters, infographics, graphs and other two-dimensional art.
B. Non-print viewing materials are those that do not depend on the printed sources. Three-dimensional
arts like diorama, globes, puppets and models; and other projected materials such as films or movies, filmstrips,
commercials, videotapes and television shows are examples of non-print viewing materials. Like television
channels, most of the viewing materials that are non-print are in digital formats.
Basically, digital viewing materials are non-print materials. These are materials that are conveyed via
digital media, with or without internet connections. Examples include digital images, and digital visual
presentations like PowerPoint presentations and online materials such as vlogs, educational videos and online
broadcasts.
IV, Activity
Directions: Identify the types of the given viewing materials. In the line provided, write PM for print
material and NPM for non-print material.
_____1. e-book
_____2. photograph (in a picture frame)
_____3. TV news program
_____4. vlog
_____5. portrait
V. Concept Notes
Directions: Analyze the sets of viewing materials below. Then, pick out the word that
does not belong to each set. Encircle your answer.
1. e-picture books, videos, virtual presentations, printed poster

2. TV documentaries, books, radio comedies, movies
3. vlogs, photo album, mobile photo gallery, YouTube videos
4. magazine photos, editorial cartoons, Instagram Photos, wall painting
5. poster, drawing, PowerPoint presentation, painting
VI. Resources
VII. Closing Prayer

09464345445
Approved by:
MYRNA F. MOLAS
School Principal

SECOND PERIODICAL EXAMINATION
GRADE 5
ENGLISH
NAME: __________________________________________________ DATE: _________________

A. Directions: Identify the appropriate simple present tense of the verb to be used in each
item. Encircle the correct answer.
1. Water (are, is) a resource that every living thing cannot live without.
2. I (think, thinks) about the importance of water in our daily activities.
3. The learners (answer, answers) the questions about water conservation.
4. Teacher Mara (convince, convinces) the children to save water at home and
in school.
5. The Science Club (propose, proposes) a water conservation program for the
school.
B. Directions: Identify the appropriate simple past tense of the verb to be used in each item.
Underline the correct answer.
1. The tourist (go, went) to Palawan last month.
2. She (hears, heard) about its beautiful spots through ads.
3. I (remembered, remember) my trip to Palawan five years ago.
4. That (was, is) my first and only airplane ride so far.
5. We (had, have) a three-day tour in that place.
C. Directions: Write the simple future tense of each given verb inside the parentheses.
1. As responsible members of the community, we ___________________ (participate) in

the clean-up drive and tree planting activities to be organized this coming year.
2. Environmental problems ____________________________ (continue) to affect us for
several years if we will not take any actions.
3. Researching on these environmental acts of rehabilitation _____________________
(help) in managing different wastes at home, in school and in the community where
you belong.
4. As soon as possible, I ____________________________ (start) my own initiatives to take
part on these eco-drives.
5. For your participation, you ________________________________ (promote) various
campaigns on environmental care and rehabilitation starting tomorrow.
D. Directions: Complete each sentence by supplying the appropriate modals. Select from the
given choices inside the box. Be guided by the functions shown inside the
parentheses.
may can might shall should
1. I __________ write a song or poem for my parents. (ability)

2. ___________ I borrow your notes? (permission)
3. Connie __________ write her life story to inspire many. (advice)
4. I __________ have written my first song, if I only enrolled in such course last
summer. (possibility, with less certainty)
5. Parents of learners with frequent absences ___________ write their letters stating
the reasons of their children’s absences. (regulation)
E. Directions: Identify the types of the given viewing materials. In the line provided, write PM for
print material and NPM for non-print material.
_____1. e-book
_____2. photograph (in a picture frame)
_____3. TV news program
_____4. vlog
_____5. portrait
F. Directions: Analyze the sets of viewing materials below. Then, pick out the word that
does not belong to each set. Encircle your answer.
1. e-picture books, videos, virtual presentations, printed poster

2. TV documentaries, books, radio comedies, movies
3. vlogs, photo album, mobile photo gallery, YouTube videos
4. magazine photos, editorial cartoons, Instagram Photos, wall painting
5. poster, drawing, PowerPoint presentation, painting


GRADE 5
ENGLISH
THIRD QUARTER
Learning Activity Sheet No.: 1 Date: February 7-19, 2022

Topic: Text-types According to Purpose and
Week: 1-2 Session/s: 2
Features
Learning Intent: At the end of weeks 1 and 2, the learners will be able to distinguish text-types
according to purpose and features: classification, explanation, enumeration
and time order. by:
1. distinguishing text-types according to purpose and features: classification,
explanation, enumeration and time order
Value: Creativity
I. Prayer

II. Motivation
Are you familiar with Corona virus or known as COVID-19? Let’s read a selection about it.
Reading Time:
Battle Against Corona Virus
(1) The world’s biggest health crisis of our time is the rise of corona virus pandemic that not
only threatens people but kill thousands of lives around the globe. It originates in Wuhan China last
2019 and is a highly contiguous disease that easily spread around the world. COVID-19 is a virus that
looks like a corona that can easily transferred by humans through sneezing or coughing. Most people
infected with the COVID-19 virus will experience mild to moderate respiratory illness and recover
without requiring special treatment. Older people Notes to the Teacher This module prepares pupils to
distinguish text-types according to purpose and features. 3 and those with underlying medical problems
like cardiovascular disease, diabetes, chronic respiratory disease, and cancer are more likely to develop
serious illness. Indeed, Corona virus is a socio economic crisis too that leaves a deep scar in the
economy of the country it touches. The fight for this pandemic is not yet over because there is no
invented vaccine yet.
(2) According to an article written by Center by disease control and prevention Coronaviruses
are named for the crown-like spikes on their surface. There are four main sub-groupings of
coronaviruses, known as alpha, beta, gamma, and delta. Human coronaviruses were first identified in the
mid-1960s. The three well known coronaviruses are MERS-CoV (the beta coronavirus that causes
Middle East Respiratory Syndrome, or MERS). Second is SARS-CoV (the beta coronavirus that causes
severe acute respiratory syndrome, or SARS) and the third one SARS-CoV-2 (the novel coronavirus that
causes coronavirus disease 2019, or COVID-19) which we are currently facing today.
(3) MERS-CoV is is a viral respiratory disease caused by a novel coronavirus (Middle East
respiratory syndrome coronavirus, or MERS‐CoV) that was first identified in Saudi Arabia. The clinical
spectrum of MERS-CoV infection ranges from no symptoms (asymptomatic) or mild respiratory
symptoms to severe acute respiratory disease and death. A typical presentation of MERS-CoV disease
is fever, cough and shortness of breath. Pneumonia is a common finding, but not always present.
Gastrointestinal symptoms, including diarrhoea, have also been reported. Severe illness can cause
respiratory failure that requires mechanical ventilation and support in an intensive care unit.
On the other hand SARS-CoV is a severe acute respiratory syndrome (SARS) is a viral
respiratory illness caused by a coronavirus called SARS-associated coronavirus (SARS-CoV). SARS
was first reported in Asia. The illness spread to more than two dozen countries in North America, South
America, Europe, and Asia before the SARS global outbreak of 2003 was contained.
Since 2004, there have not been any known cases of SARS reported anywhere in the world.
Lastly, the novel coronavirus that causes coronavirus disease 2019, or COVID-19 is a Severe
Acute Respiratory Syndrome Coronavirus-2 (SARS-CoV-2) is the name given to the 2019 novel
coronavirus. COVID-19 is the name given to the disease associated with the virus. SARS-CoV-2 is a
new strain of coronavirus that has not been previously identified in humans.
(4) After this let’s take a look with the diagram below that shows the time when did each viruses
occur and live thousands of death as it touches the whole world.
These viruses especially COVID-19 pandemic is a serious problem that every one of us must be
involve. But everything will end up well if everyone will cooperate and follow. Prayer and self-
discipline are the best protection to shield us with this deadly virus we are facing today.
Questions:
1. What is the paragraph all about? ______________________________________________
2. What are the three well known viruses that occur in different year?
_________________________________________________________________________________
_________________________________________________________________________________
3. Who are the people who are prone with COVID-19?

_________________________________________________________________________________
_________________________________________________________________________________
4. What is the best protection from this pandemic today

_________________________________________________________________________________
_________________________________________________________________________________
5. Identify what kind of text type is the following paragraph?

#1 _________________ Explanation Classification
#2_________________ Enumeration
#3_________________ Time Order
#4_________________ Problem and Solution
III. Concept Notes

Text-type
According to
Purpose and Meaning and Examples
Features
The definition of classification is a grouping of people or things in a
systematic way. Start with a main idea, using the rest of the paragraph to
explain a series of secondary ideas.
Example 1: Battle against coronavirus Paragraph #3

In this paragraph the coronaviruses are classified into three
well known viruses that kill thousands of life around the globe. Each
virus is defined to state clear differences within each other for the reader
to understand it better.
Example 2: Weight Loss

People looking to lose weight have a few options: exercise,
diet, weight loss pills, and surgery. Exercising involves going to a gym,
Classification working out at home, or joining some sort of class or sports team.
Those who are dieting can talk to a doctor about a plan for
them. Weight loss pills can be taken, if proper precautions and directions
are followed. Individuals who are severely overweight can talk to a
doctor about having surgery to lose the weight that they need.
In this paragraph the different options of people in losing
their weight. It is identified as:
 exercise
 diet
 weight loss pills
 surgery
Each of it was describe according to their differences and
impact in losing one’s weight.
Focuses on listing facts, characteristics or features. Signal words
include to begin with, secondly, then, most important, in fact, for
example, several, numerous, first, next finally, also, for instance and in
addition. By using enumeration, writers lay emphasis on certain ideas to
elaborate them further. In fact, enumeration easily creates an impression
on the minds of the readers. The details and listing make it easy for them
to convey the real message they want to impart. However, if there is no
use of enumeration in a text, it might become difficult for the reader to
get the true meanings of ideas.
Enumeration Example 1: Battle against coronavirus Paragraph #2

In this paragraph the different viruses are listed/enumerated were
in a brief description is given. It also uses signal words.
Example 2: MOON
The moon is our closest neighbor. It’s gravity id only 1/6 of
Earth. In addition, there is no atmosphere on the moon. The lack of
atmosphere also means there is no water on the moon, an important
problem when travelling there. In this paragraph moon is the main topic.
The features of the moon are listed in it.
Present ideas according to the time which they occurred. The
Time order major supporting details are arranged in sequence order to when they
happened or should happen. Signal words are first, after, while, during,
next, last, later, finally, then. It is often used in story, historical topics,
directions, procedures or processes.

In this paragraph the occurrence of the three viruses were listed
down in the chart depending on the year and place it begins. It is based on
the data of World Health Organization (WHO). You can use flow chart to
easily restate the paragraph and understand it.
Example 2: Cooking Adobo
First prepare all the ingredients needed in cooking chicken
adobo. Then marinate it for 30 minutes. Drain and reserve marinade.
After it fry chicken in oil until golden brown. Lastly, combine chicken
with marinade then simmer until chicken is tender. Finally, add Del
Monte Pineapple tidbits and top with fried garlic. In this paragraph the
steps in cooking adobo is listed so the reader can easily follow the steps.
Signal words is important to give a clue on what will be the next step.
Is a non- fiction text which describes why or how things happen.
Example of explanation text includes:
Explanation  How something occurs
 Why something happened
 Why things are alike or different
 How to solve a problem

Explains what is Covid-19, how can you be infected by the
virus and who are susceptible with this.
Example 2: Day and Night

As Earth rotates on its axis, around the Sun. the section facing
the sun will be the daylight. The section facing away the sun will be in
darkness, experiencing night. One half of the Earth is always
experiencing day while the other half is experiencing night.
This paragraph explains how night and day occurs. Explains to

the reader the cycle of night and day.
IV. Activity
Directions: Analyze and identify what kind of text type is the given paragraph and article
below. Write your answer in the blank below.
A. Influenza (Flu) and COVID-19 are both contagious respiratory illnesses, but they are caused by
different viruses. COVID-19 is caused by infection with a new coronavirus (called SARS-CoV-2). Most
people infected with the COVID-19 virus will experience mild to moderate respiratory illness and
recover without requiring special treatment. Older people and those with underlying medical problems
like cardiovascular disease, diabetes, chronic respiratory disease, and cancer are more likely to develop
serious illness.
On the other hand flu is caused by infection with influenza viruses. Symptoms can be mild to
severe. The most common symptoms include: high fever, runny nose, sore throat, muscle and joint pain,
headache, coughing, 7 and feeling tired. These symptoms typically begin two days after exposure to the
virus and most last less than a week. The cough, however, may last for more than two weeks. In
children, there may be diarrhoea and vomiting, but these are not common in adults. Diarrhoea and
vomiting occur more commonly in gastroenteritis, which is an unrelated disease and sometimes
inaccurately referred to as "stomach flu" or the "24-hour flu". Complications of influenza may include
viral pneumonia, secondary bacterial pneumonia, sinus infections, and worsening of previous health
problems such as asthma or heart failure.
Because some of the symptoms of flu and COVID-19 are similar, it may be hard to tell the
difference between them based on symptoms alone, and testing may be needed to help confirm a
diagnosis. Flu and COVID-19 share many characteristics, but there are some key differences between
the two.
(Source: https://www.cdc.gov/coronavirus/2019-ncov/symptoms. html)
What kind of text type? ______________________________

B. The World Health Organization (WHO), continuously advice the people to follow the
precautionary measures as a temporary solution to avoid being infected and one of the spreaders of the
disease.
One of this is regular hand washing. This will eliminate the transmission of the disease. Bringing
and using alcohol or hand sanitizer will be a big help too. Second is wearing a mask is a must. In the so
called new normal everyone is encouraged to wear a mask or face shield for their own safety and
protection. Social distancing is also strictly implemented in public areas and vehicles. Also, public
gathering is prohibited to avoid the spread of the disease. Another one is, stay at home especially if there
is nothing important to do outside. If you feel you have a fever, cough and difficulty breathing which is
one of the symptoms of Covid-19 immediately report it to the nearest health centre for monitoring to
seek medical attention. Keep away with the people who are sneezing or coughing. And if you feel the
same do not hesitate to cover your mouth or nose with your elbow or a tissue.
These are the possible solutions as of now while each of as is waiting for the vaccine. Together
let’s have self-discipline this is the key to prevent the spread of the virus.
C. Timeline of WHO’s response to COVID-19
This timeline supersedes the WHO Rolling Updates and WHO Timeline statement published in
April 2020. It is not intended to be exhaustive and does not contain details of every event or WHO
activity.
As of 29 June 2020, the following milestones and events focused on COVID19 have taken place:
First, The Director-General and Executive Director of the WHO Health Emergencies Programme have
held 75 media briefings. The DirectorGeneral's opening remarks, transcripts, videos and audio
recordings for these media briefings are available online. Second, there have been 23 Member State
Briefings and information sessions. 8
Third, WHO convenes international expert networks, covering topics such as clinical
management, laboratory and virology, infection prevention and control, mathematical modelling, servo
epidemiology, and research and development for diagnostics, therapeutics and vaccines, which have
held frequent teleconferences, starting in early January. These networks include thousands of scientists,
medical and public health professionals from around the world.
Fourth, EPI-WIN, WHO’s information network for epidemics, has convened 60 technical
webinars, making available 287 expert panelists to more than 13,500 participants, from more than 120
countries and territories, with representation from as many as 460 organizations.
Next, The Open WHO platform has had more than 3.7 million enrolments, over 80% of which
are in COVID-19 courses. Free training is available on 13 different topics translated into 31 languages to
support the coronavirus response, for a total of 100 COVID-19 courses.
On the other hand, WHO’s landscape of COVID-19 candidate vaccines lists 17 candidate
vaccines in clinical evaluation and 132 in preclinical evaluation.
Lastly, The Strategic and Technical Advisory Group on Infectious Hazards (STAG-IH) have met
35 times. STAG-IH provides independent advice and analysis to the WHO Health Emergencies
Programme on the infectious hazards that may pose a threat to global health security.
(source: https://www.who.int/news-room/detail/29-06-2020-covidtimeline)
Directions: Identify what kind of text type is the following paragraph. Encircle the letter of
the correct answer.
1. Researchers have used cryogenic electron microscopy to show that

coronaviruses enter human cells through an interaction with
angiotensinconverting enzyme 2 (ACE2). Scientists exploring how coronaviruses
like COVID-19 infect human cells have shown that the SARS-CoV-2 spike (S)
glycoprotein binds to the cell membrane protein angiotensin-converting enzyme
2 (ACE2) to enter human cells. COVID-19 has been shown to bind to ACE2 via the
S protein on its surface. During infection, the S protein is cleaved into subunits, S1
and S2. S1 contains the receptor binding domain (RBD) which allows
coronaviruses to directly bind to the peptidase domain (PD) of ACE2. S2 then likely
plays a role in membrane fusion.
What is the purpose of the text?

a. explain how Covid-19 enters human cell.
b. classify the different corona virus.
c. entertain the readers about the effect of covid-19
2. As the Covid-19 pandemic takes turn to the lives of people around the globe.
The government declares community quarantine in their respective country to
protect people from the contagious and deadly virus. The community quarantine
is divided into three categories. First, Enhance Community Quarantine (ECQ).
Next is the Moderate Enhanced Community Quarantine(MECQ). Other one is
Moderate General Community Quarantine (MGCQ) and lastly is the General
Community Quarantine. Each level has its own restrictions to be obeyed by the
netizens.
a. classification b. enumeration c. time-order
VI. Resources
VII. Closing Prayer

09464345445
Approved by:
MYRNA F. MOLAS
School Principal

GRADE 5
ENGLISH
THIRD QUARTER
Learning Activity Sheet No.: 2 Date: February 7-19, 2022

Topic: Summarizing Various Text Types Based
on Elements
Learning Intent: At the end of weeks 5 and 6, the learners will be able to summarize various
text types based on elements by:
a. identifying the elements of literary texts);
b. summarizing narrative texts based on elements: theme, setting, characters,
plot;
c. recognizing the steps in summarizing;
d. inferring the theme of literary text; and
e. summarize information from various text type.
Value: Creativity
I. Prayer

II. Concept Notes

There are lots of texts that can be summarized. Summarizing allows you to verify that you understood
accurately the information conveyed by the writer. There are many different types of texts depending on their
purpose, structure, and language features. The narrative text is one of the most commonly used classification
text materials is that one based on the text’s purpose and meaning. Now, that you can already differentiate
factual from a literary text, let us give more focus on the literary narrative texts, poems, and their elements.
A narrative text is a type of literary text that entertains, informs, or instructs readers by telling a story.
Narrative texts can be either imaginary or real-life. Fictional narratives include picture books, cartoons,
mystery, fantasy, fairy tales, novels, science fiction, historical fiction, horror or adventure stories, fables, myths,
legends, or plays. Non- 5 fictional narratives may be a biography, autobiography, articles, newspaper reports,
historical writings, diary. For you to learn more about narrative texts, let us recognize its different elements.
Plot is particularly the part of the story being summarized as it contains the most important details. This
is the storyline. The term plot refers to the writer's creation of a plot or devising and ordering the story events.
Plot has several parts.
Hopefully, you can now summarize a story using the given elements. Summaries can be presented in
different styles. Using a graphic organizer in one creative way. You may plan your composition using this chart.
Poetry is also a form of literary text which follows a meter and rhythm on each lines and syllables. It is
always rhythmical, usually metaphorical, and often exhibits such formal elements as meter, rhyme, and written
in stanza structure. It follows a set of rules governing the number and arrangement of syllables in each line. In
poetry, words are looped together to form sounds, images, and ideas that might be too complex or abstract to
describe directly. Let us discuss briefly what are the elements of poetry or poem.
There is also what we call narrative poetry which tells stories through verse. A narrative poem like a
novel or a short story, has plot, characters, and setting. It presents a series of events, often including action and
dialogue using a range of poetic techniques such as rhyme and meter.
To compare, a short story is usually written in recognizable sentences, while a poem is composed of
lines, which may not observe the usual grammatical rules. Furthermore, stories are organized into paragraphs,
while a poem is made up of verses, or stanzas. But, both express emotion and convey a message to readers and
can be summarized based on their different elements.
IV. Activity
Directions: Read the story carefully and pay attention to the details of the story. You could
also take down important notes while reading. In this way, you can easily
identify the elements of a literary text and be able to write your summary.
One Moment at Recess

by Grace S. Ponce
It was 10:00 in the morning at Mabuhay Elementary School. It’s time to take a snack, it
was recess time. Pupils are line up in waiting for their turns to go inside the canteen. Out of the
crowd, Joselito seems down at the bench just looking around the kids eating and some are
playing. He had no money to buy something because his father did not receive his salary yet. His
mother told him to have a heavy breakfast for him to be full until lunch time.
While waiting for the time to pass by, he suddenly saw fifty pesos on the ground. He said
to himself, “If I spend this money, I will be able to have lots to eat for recess.” But, he knows that
it is not the right thing to do. So, he goes to their classroom and asks for help from his adviser to
find the owner of that money. It so happens that one of his classmates Irene was crying at the
corner of their classroom because she lost her money. Joselito asks Irene how much she lost?
“It’s fifty pesos”, said Irene.
Joselito gives the fifty pesos that he saw to Irene and said, “I think it’s yours.”
Irene was so thankful to Joselito. As a form of her appreciation, she told Joselito to go to
the canteen with her and they shared snacks for recess. Joselito was grateful that because of his
honesty, he was able to enjoy his recess time.
Directions: Identify the element of the literary text from the story you just read. Choose your
answer from the choices below.
characters mood conflict resolution setting theme
____________________ 1. It was 10:00 in the morning at Mabuhay Elementary School.

____________________ 2. Joselito, a Grade 5 pupil and his classmate, Irene
____________________ 3. While waiting for the time to pass by, he suddenly saw fifty pesos on
the ground.
____________________ 4. Joselito gives the fifty pesos that he saw to Irene and said, “I think it’s
yours.”
____________________ 5. Honesty. Do not claim what is not yours.
IV. Independent Practice

Directions: Complete the statements below by filling it out with the information you have
learned. You may choose your answers from the box below.
The 1. ________________ is important to present a brief and clear presentation of

the main ideas that form the meaning of the different text types, while
eliminating the unnecessary details that are less important for the overall
understanding. In order to summarize, one should know the basic elements of narrative texts or
stories like 2. ____________________________ as well as the basic elements of poetry or poem
which are 3._____________________________________. Both narratives and poems have 4.
_______________ which refers to the author’s/writer’s message or insight about life or human
nature and the 5.________________ which is the feeling the poet or writer he or she is trying to
convey. Unlike narratives, poems are written in 6. ________________ which is a single row of
words and are grouped in 7. ________________. In summarizing stories, it is important to be
able to identify the 8._______________ which refer to the people, animals, or creatures that take
part in the action of the story and 9. ________________ that tells when and where the story
happens. The sequence of events from beginning, middle, and ending is seen in the 10.
_________________ of the story.
characters, setting, plot, mood, and theme

stanza, line, meter, rhyme, theme, mood, and rhythm
characters rhyme plot summary
mood stanza line setting
VI. Resources
VII. Closing Prayer
Prepared by:
Checked by:

09464345445
Approved by:
MYRNA F. MOLAS
School Principal


GRADE 6
ENGLISH
THIRD QUARTER
Learning Activity Sheet No.: 4 Date: March 21 – April 1, 2022
Topic: Provide Evidence to Support
Fact/Opinion
Learning Intent: At the end of weeks 7 and 8, the learners will be able to help you understand
or identify whether the statements are fact or opinion by:
a. distinguishing fact from opinion; and,
b. providing evidence to support opinion/fact.
Value: Creativity
I. Prayer

II. Motivation
Direction: Read these two sets of sentences carefully.
A. I believe that reading books is still the wisest thing to do.

Maybe it will be good to experience Hundred Island first.
I guess it’s time to visit.
B. President Duterte is the current President of the Philippines.
Bats are the only true flying mammals.
The sun rises and sets every single da
Which set of sentences expresses opinions? How did you know?
What expressions are used? Can you give other expressions to signal opinions?
Which set of sentences states facts? How did you know
III. Concept Notes

The ability to distinguish between fact and opinion helps people think for themselves and resist
being manipulated by others. Knowing the difference will help you develop your critical thinking and
the ability to reason out.
Opinion is a statement that expresses one’s ideas, feelings beliefs, likes or dislikes.
When you express your opinion, you state how you feel and think about something. It is your decision
whether to believe or not the opinion of others.
Note the following pointers in expressing opinions:
1. When stating a personal opinion, start with these expressions.

I think…. My attitude towards that is….
2. When expressing a general opinion, start with expressions―
It is thought that….
Some people say that….
It is generously accepted that….
3. We used a feeling- based verb in expressing our opinion like

- believe - seem - might
- think - best/worst - should
- feel - always/never
Here are some examples of opinion.
Dogs are the best pets among animals.
This statement is an opinion because not all people believe dogs

as the best pets.
Some believes that cats, birds and other animals are the best.
I believe that the smartphone is now a necessity, not

anymore a luxury.
Some people believe that a smartphone is really necessary because they can use it in
their everyday lives like in studies, business etc. But for some it is only a luxury.
I would say that an intelligent child always succeeds.

Not all intelligent children succeed. There are children who are not intelligent, but
they succeed in life. For some people, intelligence is not the basis for an individual’s
success in life. It is one’s attitude towards life that counts.
A fact is an idea that can be verified with evidence. It is something that is true and tells what actually happened.
We can’t change the fact. There is no room for difference in a fact. A fact is universal in character.
Here are the clues to prove whether the statement is a fact or not.
- time and dates

- historical events
- numbers and statistics
- scientific data
- names and places
- references
- documents
Let us study the given examples.
God has created everything that is present in this world.
This is a fact statement because we can prove it is true by reading

documents particularly the bible regarding this matter.
The sun is the center of the solar system.
It is a fact. We can prove it through scientific data and other references.
Australia is
the smallest continent in the world.
By using world atlas or other references we can verify that Australia is the smallest continent in the world with
land area of 3,300,000 sq. miles
To fully understand the difference between fact and opinion, study the given table:
IV. Activity
A. Directions: Write F if the sentence states a fact and O if it expresses an opinion. Write your
answer on the blank line provided.
_________ 1. Cheetah is the fastest land-dwelling creatures.

_________ 2. There seem to be too much testing in private schools.
_________ 3. Japanese food tastes better than French food.
_________ 4. Philippines is one of the countries in Southeast Asia.
_________ 5. Many pupils say that Mathematics is the most difficult subject.
_________ 6. There are sixty (60) seconds in one minute.
_________ 7. Bataan Province is located in Region III.
_________ 8. I would say that music relives stress and makes you focus.
_________ 9. I think it is better to have a big family rather than the small one.
__________ 10. Corona virus disease was first detected in Wuhan, China.
B. Which of the following statements are facts and which are opinions? Why?
1. Pacific Ocean is the largest ocean on our planet.

_______________________________________________________________________________________
_______________________________________________________________________________________.
2. Most unemployed people have no work because they do not want to work.
_______________________________________________________________________________________
_______________________________________________________________________________________
3. Super typhoon Yolanda is one of the deadliest Philippines typhoons on record.

_______________________________________________________________________________________
_______________________________________________________________________________________
4. Poor people never succeed in their lives.

_______________________________________________________________________________________
_______________________________________________________________________________________
5. Mark Zuckerberg is the founder of Facebook and the fourth richest man in the world.
_______________________________________________________________________________________
_______________________________________________________________________________________
A. Directions: Identify whether the given sentence is a fact or opinion. Write your answer on
the line provided.
__________________ 1. Mt. Mayon is the most beautiful volcano in the world.
__________________ 2. Skin is the largest organ in our body.
__________________ 3. Sen. Cynthia Villar is the richest politician in the Philippines.
__________________ 4. I believe that a good education is important than a good
car.
__________________ 5. In my opinion, children learn best when they are feeling
comfortable.
__________________ 6. Animals need food and water to survive.
__________________ 7. I think that rules regarding cigarette smoking should be
implemented.
__________________ 8. Millions of people all over the world were affected by
Covid-19 pandemic.
__________________ 9. Saturn is the second largest planet in the solar system,
after Jupiter.
__________________ 10. I guess the best way to lose weight is through proper diet
and exercise.
B. Directions: Write one factual statement and one opinion on each of the following picture.
FACT:
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
OPINION:
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_
FACT:
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
OPINION:
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_
FACT:
VI. Resources
VII. Closing Prayer


09464345445
Approved by:
MYRNA F. MOLAS
School Principal

THIRD PERIODICAL EXAMINATION

GRADE 5
ENGLISH
NAME: __________________________________________________ DATE: _________________
A. Directions: Identify what kind of text type is the following paragraph. Encircle the letter of
the correct answer.
1. Researchers have used cryogenic electron microscopy to show that

coronaviruses enter human cells through an interaction with
angiotensinconverting enzyme 2 (ACE2). Scientists exploring how coronaviruses
like COVID-19 infect human cells have shown that the SARS-CoV-2 spike (S)
glycoprotein binds to the cell membrane protein angiotensin-converting enzyme
2 (ACE2) to enter human cells. COVID-19 has been shown to bind to ACE2 via the
S protein on its surface. During infection, the S protein is cleaved into subunits, S1
and S2. S1 contains the receptor binding domain (RBD) which allows
coronaviruses to directly bind to the peptidase domain (PD) of ACE2. S2 then likely
plays a role in membrane fusion.
What is the purpose of the text?

a. explain how Covid-19 enters human cell.
b. classify the different corona virus.
c. entertain the readers about the effect of covid-19
2. As the Covid-19 pandemic takes turn to the lives of people around the globe.
The government declares community quarantine in their respective country to
protect people from the contagious and deadly virus. The community quarantine
is divided into three categories. First, Enhance Community Quarantine (ECQ).
Next is the Moderate Enhanced Community Quarantine(MECQ). Other one is
Moderate General Community Quarantine (MGCQ) and lastly is the General
Community Quarantine. Each level has its own restrictions to be obeyed by the
netizens.
a. classification b. enumeration c. time-order
B. Directions: Identify the element of the literary text from the story you just read. Choose your
answer from the choices below.
characters mood conflict resolution setting theme
____________________ 1. It was 10:00 in the morning at Mabuhay Elementary School.

____________________ 2. Joselito, a Grade 5 pupil and his classmate, Irene
____________________ 3. While waiting for the time to pass by, he suddenly saw fifty pesos on
the ground.
____________________ 4. Joselito gives the fifty pesos that he saw to Irene and said, “I think it’s
yours.”
____________________ 5. Honesty. Do not claim what is not yours.
C. Directions: Identify whether the given sentence is a fact or opinion. Write your answer on
the line provided.
__________________ 1. Mt. Mayon is the most beautiful volcano in the world.
__________________ 2. Skin is the largest organ in our body.
__________________ 3. Sen. Cynthia Villar is the richest politician in the Philippines.
__________________ 4. I believe that a good education is important than a good
car.
__________________ 5. In my opinion, children learn best when they are feeling
comfortable.
__________________ 6. Animals need food and water to survive.
__________________ 7. I think that rules regarding cigarette smoking should be
implemented.
__________________ 8. Millions of people all over the world were affected by
Covid-19 pandemic.
__________________ 9. Saturn is the second largest planet in the solar system,
after Jupiter.
__________________ 10. I guess the best way to lose weight is through proper diet
and exercise.
D. Directions: Name three examples for each word in the chart. The first one is done for you.
animals dog cat fish
flowers
vegetables
months
subjects
colors


GRADE 6
ENGLISH
FOURTH QUARTER
Learning Activity Sheet No.: 1 Date: March 21 – April 1, 2022

Topic: How Visual and Multimedia Elements
Week: 1 Session/s: 4
Contribute to the Meaning of a Text
Learning Intent: At the end of week 1, the learners will be able to help you understand
how visual and
multimedia elements contribute to the meaning of a text by:
a. identifying the ways to understand the visual and multimedia elements.
Value: Creativity
I. Prayer

II. Motivation
Directions: Identify the type of viewing material described below. Choose the letter of the
correct answer.
_____1. The following shows how visual and multimedia elements that help readers understand
the meaning of the text, except _____________.
A. It clarifies the meaning. C. It sets the communication tone.
B. It enhances imagery of the text. D. It gives confusing plots.
_____2. Which of the following in NOT an example of a visual element?

A. pictures C. video
B. drawings D. diagram
_____3. What multimedia element can be clicked to see more information about the text?
A. pictures C. video
B. interactive imagery D. audio recording
_____4. This is the language the author uses to effectively describe a scene in ways you can
use different senses to imagine it.
A. pictures C. artifact
B. imagery D. tone
_____5. What uses combined mediums to help readers understanding the text better?
A. multimedia elements C. sound effects
B. visual elements D. drawing
III. Concept Notes
Reading is more fun when there are colors, graphics, and designs. It contributes to the reader’s
understanding by widening their imagination as they read. These are visual and multimedia elements.
Visual elements help convert a simple reading text to an adventurous tale where readers can “see” or
visualize the story. Pictures, drawings, comics and cartoons, and diagrams are examples of visual elements.
Aside from visual elements, we also have multimedia elements. Multimedia elements help the reader
understand the text in a whole new level since it uses sight, sound, and other senses to experience what they’re
reading first hand. It also uses a variety of combination with its medium. It can be used in a digital form through
computers, audio layers, tablets, smartphones, and other technology.
Multimedia elements include video, audio recordings and sound effects, interactive images where
readers may click the images or words to learn more information about them, including how the word sounds,
its definition, and important facts.
Visual and Multimedia elements can help the readers in many ways.
Let us see the ways it can do so.
1. Clarifying the Meaning of a text – visual elements can guide the readers in
understanding the vocabulary being used in the text.
One example is the term, “Bakunawa” which we can hear in the folktales of our grandparents.
According to the text, it is a monstrous dragon which appears during full moon to eat the moon causing
a lunar eclipse. A picture that supports the text read can help in making the description more vivid. Take
a look at this.
A video presentation can also clarify the meaning of the text by letting us see the facial
expressions and body language of the characters used in the text. It can also help us understand the
sequence of events in the text and help us properly visualize what happened in a certain situation.
An example is the video representation of the movie, “Anak” (2000) made by Star Cinema.
This clearly show us how

great a mother’s love is for her child. Videos also help us relate and connect the sequence of the story.
Once upon a time, there were lots of moons in the sky. However, a giant sea serpent named “Bakunawa”
tried to eat them all leaving only one moon that we see today.
Audio recordings of characters’ voices in multimedia can clarify the meaning of a character’s
words.
Just by hearing how the lines are delivered, you can tell how the character feels. The tone of
voice by the narration also gives off the overall aura or theme of the text read. Horror movies are often
narrated with a deep mysterious voice which is a completer opposite of a perky, high-pitched tone you
can hear when hearing a comedy story.
2. Communicating Tone – visual and multimedia elements reflect the writer’s attitude
towards the text. The writer’s tone gives a hint of how the story is all about. The narration
of the story varies depending how the writer wants to portray it. It could be happy, sad,
serious, comical, angry, etc.
There are different ways to let the readers know the tone of the text. For visual elements,
pictures with light background often represents comical, happy, and light stories. However, dark
background with fuzzy images gives off the mysterious tone for serious, sad, or horror stories.
These images clearly compare them.
Audio recordings also sets the tone of the story. You may have probably experienced having
goosebumps while listening to a narrator’s voice while entering an unknown open gate inside the forest.
3. Enhancing Imagery – writers use narration to effectively describe the scenery of the story.
Imagery is the language used by writers to properly describe a certain scene, appearance, or things
which you can imagine based on the description. Visual and multimedia elements are really helpful
since it is letting us see and somewhat experience what the author is describing in his story. It reinforces
imagery.
Let us go back to how the Bakunawa is being described. The author describes it to be a giant
serpent, with a big mouth, it has whiskers, and it can eat the moon. This description is enough for us to
imagine how enormous this creature is. Through the help of visual elements such as drawing, or
graphics, we can clearly see Bakunawa coming to life from the text.
We can also imagine the bapor tabo described by Jose Rizal in his famous novel called, “El
Filibusterismo”.
IV. Activity
Direction: Let us analyze how visual and multimedia elements contribute to the meaning
of the text. Encircle the letter of your answer.
1. Dark shadows, sounds of crows, door squeaking included in the story are visual and
multimedia elements which adds to the __________ tone.
A. comica B. spooky C. romantic D. boring
Spooky stories are often accompanied by eerie feels which can be set if the
background has dark shadows, crows, and squeaking doors.
2. You read a story about Santacruzan in your computer. You clicked the highlighted word, n
“Sagala” and it showed a video of Sagala procession. This is an example of a multimedia
element that _____________.
A. Sets the tone
B. Clarifies the meaning of Sagala
C. Helps you identify how the character feels
D. Gives false information about Sagala
Video clips in interactive texts help the readers clarify the meaning of a certain which may be unfamiliar
to them. It gives additional information towards the subject to avoid confusion.
3. Which of the following helps the reader imagine how Filipino people show their faith in God?
A. A picture showing a Filipino family going to church.
B. A narrator stating Filipinos pray before eating a meal during a picture walk.
C. A 3D picture showing a Filipino Muslim reading a Ko’ran
D. All of the above
All the visual and multimedia elements shown above are the ways to help a reader clearly understand
and experience the reading text. The more senses used, the more vivid the story is.
Directions: Write T if the statement of correct. Write F if it is not.
_____1. Visual and multimedia elements contribute in understanding the meaning

of the text.
_____2. The clenched teeth and fist of the main character in comic strip show that
he is happy and satisfied of how the things turned out.
_____3. Multimedia elements cause confusion to the readers.
_____4. Videos about Simbang Gabi in the Philippines also help readers ‘see’ and
relate to the story about Christmas.
_____5. Horror stories need to be accompanied by happy and light background
music to set the author’s tone.
VI. Resources
VII. Closing Prayer

09464345445
Approved by:
MYRNA F. MOLAS
School Principal


GRADE 6
ENGLISH
FOURTH QUARTER
Learning Activity Sheet No.: 1 Date: April 25-30
Topic: Make Connections between
Information Viewed and Personal Week: 2 Session/s: 4
Experiences
Learning Intent: At the end of week 2, the learners will be able to help you understand
how visual and multimedia elements contribute to the meaning of a text by:
a. identifying the ways to understand the visual and multimedia elements.
Value: Creativity
I. Prayer

II. Motivation
Directions: Put check mark (✓) in the box if the sentence is correct. Put a cross mark (✗) if not.
_____1. Watching television is not a good habit, it will only pollute your mind with unnecessary
information.
_____2. Connection is a link that viewers can make between what they are watching and
things they already know or have experienced in the past or experiencing at the
moment.
_____3. Viewing is not a way of learning and gathering information, it will only waste your time.
_____4. Experience is defined as the process of getting knowledge or skill from doing, seeing,
or feeling things.
_____5. We can compare one information viewed to another information or to our personal
experiences.
III. Concept Notes
Nowadays we are hooked on watching television, internet or in YouTube to gather important

information of what is happening around us. In which viewing is one of important ways or skills in learning.
And we make connections between what we have viewed to our personal experiences. Connection is a link that
viewers/readers can make between what they are reading, listening or viewing/watching and things they already
know or have experienced in the past or experiencing at the moment. Connection stimulates viewers’
knowledge, feelings, and awareness. Increased awareness makes reading more relevant, enjoyable, and
meaningful. With connection, viewers become more involved, engaged, and are given an open opportunity to
compare one information viewed to another information or to their personal experiences. Let us look and
examine the given scenarios below. These are mostly seen on news and in the internet today.
Here are the questions that I want you to ponder:

1. Is the place in order? Is the situation normal? Why?
2. Have you had experienced getting badly sick or infected with COVID-19 virus?
3. What were your feelings/reactions about this outbreak of a pandemic disease today? 4. What were
those things that caused your fear?
5. Can people do something in order that they will not be so much affected?
6. What can you do to be safe and be COVID-19 free?
COVID-19 is an infectious disease caused by a newly discovered coronavirus and

it was declared as a pandemic by the World Health Organization. Millions of people around the world are
infected with this virus, many cities and countries were put into lock down, economies are going down, people
are anxious, hungry, financially unstable and worst lot of people are dying because of coronavirus.
Read the text below or you may view the video using this link:
https://www.youtube.com/watch?v=RhDHGgo4yZg
IV. Activity
Directions: Put a checkmark (✓) in the box if the statement is a fact as indicated in the
video/print. Put a cross mark (✗) if it is false, then underline the word or phrase
that makes the statement false.
1. The Philippines is undergoing one of the longest city lockdowns in the world.
2. It’s estimated that 1 million Filipinos lost their jobs and livelihoods due to
pandemic.
3. The subsidy given by the government was enough to suffice the needs of the
families affected by the lockdowns.
4. The needs for protection from coronavirus was considered as luxury for the
individuals residing at slum areas.
5. According to Dr. Redento Recio the government are so dismissive to the poor
families because they know they have suffered enough through all the years
and that they will survive.
VI. Resources
VII. Closing Prayer
Prepared by:
Checked by:

09464345445
Approved by:
MYRNA F. MOLAS
School Principal

Mga Apo ni San Isidro Catholic School LAS

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Parish of Saint Isidore the Farmer

LEARNING ACTIVITY SHEETS

Learning Activity Sheet No.: 2 Date:

Dear Lord and Father of all,

1. It is convenient to save documents in a compact diskette.

2. He brought a very expensive motorbike.

3. The athletes are waiting at the gymnasium.

4. Tanya brought her cat to the veterinarian.

5. Kids love hamburger.

III. Concept Notes

2. Foreclipping – Only the last part of the word remains.

3. Middle Clipping – Only the middle part of the word stands.

IV. Independent Practice

crocodile falling rocks dormitory

A. Directions: Write the original word of the underlined clipped word.

Example: Their company spends a lot of money on ads. (advertisements)

_______________________1. Our barangay distributed five klo. of rice during the

1. Always wear a helmet when you ride a bike.

3. Floyd Mayweather loves to ride a limo when he is out at night.

4. You won’t feel better if you don’t take your meds.

5. You need to study and prepare for an exam.

VII. Closing Prayer

Prepared by: Checked by:

KIM BEVERLY I. VEDEJA TERESITA M. CASIBU

Mga Apo ni San Isidro Catholic School, Inc.

LEARNING ACTIVITY SHEETS

Learning Activity Sheet No.: 1 Date:

Dear Lord and Father of all,

Royce L. Cabrera Male Ms. Rina B. Macaraig

III. Concept Notes

How to Fill out a Deposit Slip

How to Fill out a Withdrawal Slip

VII. Closing Prayer

Prepared by: Checked by:

KIM BEVERLY I. VEDEJA TERESITA M. CASIBU

Mga Apo ni San Isidro Catholic School, Inc.

LEARNING ACTIVITY SHEETS

Learning Activity Sheet No.: 3 Date:

Dear Lord and Father of all,

What Causes a Tsunami

1. What causes a tsunami according to the paragraph?

2. What happens when tectonic plates move and rub together?

3. What is produced when water on the surface of the earth is displaced?

4. When is a tsunami alert declared?

5. What is a possible effect of disobeying orders to evacuate?

III. Concept Notes

What is cause and effect relationship?

Dependent Clauses and Independent Clauses

Complex Sentences to Shoe Cause and Effect Relationship

1. Because he played under the rain, his mother became angry.

1. There is no dictionary here. Let us go to the library.

2. I have to stay for tutorial. I failed the exam. (Because)

3. We won’t have practice today. It is raining. (Since)

4. I woke up. I saw that it was snowing! (When)

5. You eat your vegetables. You cannot have dessert. (Until)

6. I was cleaning the basement. The power went out. (While)

VII. Closing Prayer

Prepared by: Checked by:

KIM BEVERLY I. VEDEJA TERESITA M. CASIBU

LEARNING ACTIVITY SHEETS

Learning Activity Sheet No.: 4 Date:

Dear Lord and Father of all,

Name: __________________ Date: _