SCHOOL : Iligan City Central School GRADE LEVEL : Grade 5

TEACHER : Chelsie Y. Carvajal LEARNING AREA : English

DATE : 12/11/2022 QUARTER: 3rd Quarter

I – LEARNING OBJECTIVES

A. Content Standard demonstrates a command of the conventions of standard

English grammar and usage when writing and speaking.
uses the correct function of element of retelling, adverbs,
and compound words in general and their functions in
B. Performance Standard various discourse (oral and written)
(oral and
written)
At the end of the 60-minute period the learners are expected
to:
A. show and appreciation for and respect nature’s
beauty
C. Learning Competencies
B. identify the setting, characters, conflict, and resolution
of a story
C. give the meaning and identify compound words

II – LEARNING CONTENT
A. Subject Matter Elements of Retelling a Story and Types of Compound Words.
III – LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages K-12 CURRICULUM GUIDE (ENGLISH)
2. Learner’s Guide Pages English for Smart Learners pp. 174-188
3. Textbook Pages pp. 174-188
4. Additional Instructional • Pictures
Materials for teaching &
Learning
• Laptop
B. Other Learning
• HDMI
Resources
• TV
IV – LEARNING STRATEGIES
Facilitator’s Activity Learner’s Activity
A. ACTIVATING PRIOR KNOWLEDGE
Everyone stands and pray So, Lord, we look to you now
1. Prayer for guidance and instruction.
We ask that you bless this
 session in every way, bless the
participants, and bless the
teacher. Take full control, Oh
God, and may everything go
according to your will and
purpose in Jesus' name we
pray. Amen!

Teacher will look at the seat-

2. Checking of plan printed and taped on
Attendance the teacher’s desk, and scan
the classroom for vacant
seats, indicating absents.
• Keep classroom clean
• Keep yourself clean
• Raise your hand to
3. Reading of the House speak
Rules • Remember your
manners
• Always, speak in
English during our time.
1. What is a part of 1. a category to which a
speech? word is assigned in
2. What are the parts of accordance with its
speech? syntactic functions.
3. Why is learning part of 2. noun, pronoun,
speech important? adjective, determiner,
verb, adverb,
preposition,
conjunction, and
4. Reviewing of the Past interjection.
Lesson 3. Understanding the parts
of speech in English
grammar is very
important because they
have an important role
to form a sentence so
that it is coherent and in
accordance with the
grammar of the
sentence.
a) show and appreciation
for and respect nature’s
5. Reading of the
beauty
Objectives
 b) identify the setting,
characters, conflict, and
resolution of a story.
c) give the meaning of
compound words
d) identify the kinds of
compound words

Reading of the story:

Everyone will read the story.
Inang Kalikasan’s Bad Hair
Day
Reclo Etino Vibal

Branches and leaves

sprouted from her head, and
that is where Inang
Kalikasan’s problem lay. The
branches and leaves
attracted birds that started
making nests on Inang
Kalikasan’s head. “What
should I do with this hair of
mine?” Inang Kalikasan
asked the Sun. “I think birds
are great, but not on my
6. Springboard/Motivation
head.” They finally came up
(establishing a purpose
with a solution – a crown for
for the lesson)
Inang Kalikasan! All the
creatures – from mermaids 1. The birds love to nest on
to dwarves – created what Inang Kalikasan's hair
they thought was the best and Inang Kalikasan
crown for Inang Kalikasan. In loves them -- but they
the end, it was the children are causing her trouble!
who came up with the best 2. -Mermaids’ crown felt
crown of all. hard and hurt her head,
and water from the
1. What does Inang crown kept her wet.
Kalikasan enjoy about - Faries’ crown was
having birds? What made of flowers.
does she dislike about Chains of different
them? colors and clusters of
2. Descibe each crown petals.
that Inang Kalikasan - Forests’ wildlife
tried on her head. crown was made of
3. What made Inang bark and branches.
Kalikasan choose the
 crown the children
made? - Angels’ crown made
of clouds.
- Giant’s crown was
made of coulds.
- Dwarves crown was
forged gold and
precious metals
- The Sun’s crown was
made of sunlight and
fire.
3. The crown made by the
children accentuated
the branches and
leaves, made her head
beautiful, kept her
clean, and gave the
birds a nice home.

B. PRESENTATION AND MODELLING

Each group pick their favorite part of the story
1. Introduction of
and roleplay it in front of the classroom for 5
the Lesson
minutes.

Retelling a Story

Being able to retell a story shows your

understanding of the story's elements. It also helps
you develop the skills you need to become a
more effective speaker. In this lesson, you will find
out how to retell a story.
Retelling a story is the skill of narrating a story you
read or listened to using your own words. When
retelling a story, you assume that the one listening
2. Presentation of
has not read or listened to the story before.
the Lesson
Therefore, it is important to give enough
information about the story so that the audience
can understand and appreciate it. Before
retelling a story, you should be able to identify its
elements:
1. Setting - Where and when does the story take
place?
2. Characters - Who is the story about? How are
the characters described in terms of their
appearance, attitude, and abilities? Why are
these characters important in the story?
 3. Conflict - What is the problem encountered by
the characters in the story? What makes it a
problem?
4. Resolution - What steps did the character(s)
take to solve the problem?

As you retell the story, remember these steps:

1. Speak clearly and audibly. Make sure that your
audience can hear everything that you are
saying.
2. Give enough details, so that the audience will
understand the characters and the situation they
are in. For instance, in "Inang Kalikasan's Bad Hair
Day," you need to emphasize that Inang
Kalikasan's hair problem was caused by the birds
and not by something else.
3. Retell the story from beginning to end. It is
important not to mix up the events in the story;
otherwise, your audience will be confused.
4. Be enthusiastic in telling the story. Remember
that you want to make your audience interested
in what you will tell. You can use pictures to retell
your story if you want.
C. GUIDED PRACTICE

Identify the setting, characters, conflict, and

resolution in “Inang Kalikasan’s Bad Hair Day.” Characters:
Then complete the graphic organizer below. - Inang
Using the completed graphic organizer as a Kalikasan
guide, retell the story to your classmare or - The birds
teacher. - The Sun
- Giants
- Mermaids
- Angels
1. Activity
- Fairies
- Dwarves
- The
children
Setting:

Choose another story that you have read.

2. Analysis Complete the same graphic organizer that you
used last work in identifying the elements of your
 chosen story. Then re tell the story to your
classmates.

Learning about Compound Words

Read the following sentences. Take note of the

underlined words.
3. Discussing new 1. The Sun offered a crown made of sunlight and
concept and fire.
practicing new 2. Maya took out from her basket a birdhouse
skills that she had made.
3. The next crown came from the forests' wildlife.

What do you notice about the underlined

words? How are they
formed?
What are Compound Words | Three Types of Everyone will watch
4. Abstraction
Compound Words - J Family learning channel the video.
D. INDEPENDENT PRACTICE

Use the pictures to form a compound word.

Write the word on the blank box.

1. Toothbrush

2. Butterfly
1. Application
(Developing 3. Starfish
Mastery)
4. Boxing

5. Ice cream

6. Valuing Think of five other compound words you are

(Finding already familiar with. Then list them below. Give
practical the meaning of each compound word.
applications
of concepts
and skills in
daily living)
E. CLOSURE

A) Identify the elements of retelling story. How A)

does each mean?
B) Identify the three types of compound • Setting -
words, give its functions. Give examples. Where and
when does
the story take
place?
• Characters -
Who is the
story about?
How are the
characters
described in
terms of their
appearance,
1. Generalization attitude, and
abilities? Why
are these
characters
important in
the story?
• Conflict -
What is the
problem
encountered
by the
characters in
the story?
What makes it
a problem?
• Resolution -
What steps
 did the
character(s)
take to solve
the problem?

B)

• Closed – two
words are
joined
together.
Ex.
Chainsaw,
flashlight
• Open – two
words used
together but
separated by
a space.
Ex. School
bus,
swimming
pool
• Hyphenated
– two or more
words
separated by
a hyphen.
Ex. Mother-in-
law, -jack-in-
a-box

F. EVALUATION
Encircle the correct answer.
1. Which of these words is a hyphenated
compound word? 1. D
a) School bus 2. D
Performance-
b) Swimming pool 3. C
Based Assessment
c) Jack-in-a-box 4. A
of Learning
d) Chainsaw 5. B
Outcomes
6. A
2. In the sentence “Mother places some 7. D
tulips inside a clay flowerpot.” Which is the 8. A
compound word? 9. –
 a) Mother 10. C
b) Tulips
c) Placed
d) Flowerpot

3. What is a open compound word?

a) Three words used together but
separated by spaces.
b) Two words used together but not
separated by a space.
c) Two words used together but
separated by spaces.
d) two words used together.

4. It is the skill of narrating a story you read or

listened using your own words.
a) Retelling a story
b) Maritesing
c) Gossiping
d) None of the above

5. It is who is the story about.

a) Setting
b) Characters
c) Conflict
d) Resolution

6. Why is retelling a story important?

a) It encourages deeper
understanding of various type of
reading and listening materials.
b) Just because
c) To give more information
d) To get information

7. It is what steps the character did to solve

the problem.
a) Setting
b) Character
c) Conflict
d) Resolution

8. It is two or more words separated by a

hyphen.
a) Hyphenated compound

b) Closed compound
 c) Open compound
d) None of the above

9. What is a compound word? Give your

answer in the space provided

10. It is the problem encountered by the

characters in the story.
a) Setting
b) Characters
c) Conflict
d) resolution

V – ASSIGNMENT
Assignment:
1. Enrichment Read your favorite book and make a summary
Activities for from it. Encircle all the compound words you use
remediation while making your summary. Put it in a one
whole piece of paper.
2. Advance
activities for the Read about adverbs and cite examples.
next lesson
VI – REMARKS
1. Instructional
decision
2. Time
management
VII - REFLECTION
A. No. of learners
who earned 80%
in the
evaluation.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught with
the lessons.
D. No. of learners
who continue
 to require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did this
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?