LESSON PLAN IN ENGLISH V

DATE:____________________
I. Objectives
1. Note significant details of the selection listened to.
2. Observe politeness at all times.
3. Show kindness to everyone.
4. Use appropriate facial expressions in delivering some lines of the characters of the
selection listened
II. Subject Matter
A. Topic:
Noting significant details of the selection listened to
Use appropriate facial expressions
B. References:
EN5LC- Ia- 2.1
The Sly Fox -Developing Reading Power 5 p. 43-45
C. Materials:
selections, pictures, laptop
III. Procedure
A. Setting the Stage
Show pictures of fox and wolf
Ask: Are these animals the same?
What can you say about the fox? How about the wolf?
If you are going to choose between the two, who will you want to be? Why?

B. Explaining the Students What to Do

Say: Today, we are going to read a story and learn to use appropriate facial expressions in
delivering the lines of the characters. You will be learning to answer questions based on
the noted significant details of the selection you listened to.
Set the standards in listening to a story.
C. Modeling for Students
Let the pupils arrange the jumbled letters to identify the word used in the story being defined.
a. growing thickly ------- h s y u b
b. soft hair of certain animals ------ u f r
c. projecting part of the face including the mouth and nose--- z l e z m u
d. having a full rounded shape ------ u m l p p
e. tricky or wise----- y s l

“The Sly Fox”

Answer the comprehension questions based on the story heard.

1. Who were the characters of the story?
2. Where did the story happen?
3. What did the fox do to be not eaten for dinner by the wolf?
4. Why did the wolf not eat the fox?
5. What was at the bottom of the well that looked delicious and good?
Ask: What did you do to answer all the given questions? (Listened to the story and
remembered the details)
D. Guided Practice
Refer to LM, Try and Learn
E. Independent Practice
Refer to LM, Do and Learn
F. Closure/Assessment
Noting details of a story means pointing out the characters around which the story
revolves, the place and when it happened and the series of actions that make the story
itself.
IV. Evaluation
Listen
1. Who is the main character of the story?
2. Draw the appropriate facial expression related to this line of Aurea “My allowance is not
enough for the remaining three days before my next allowance”.

V. Assignment
Make a comic strip of the story “The Sly Fox”
 LESSON PLAN IN ENGLISH V
DATE:____________________
I. Objectives:
1. Infer the meaning of unfamiliar compound words based on given context clues,
synonyms and antonyms.
2. Appreciate experiences in life.
3. Write meaningful sentences using compound words.
II. Subject Matter
A. Topic:
Inferring Meaning of Unfamiliar Compound Words Based on Context Clues,
Synonyms and Antonyms.
B. References:
EN5V-Ia-12 and 13
Lesson Guides in Elem Eng. 5(Ateneo) p.103
https://www.google.com.ph/search?
q=short+stories+with+compound+words&biw=1242&bih=585&source=lnms&tbm=isch
&sa=X&ved=0ahUKEwiw-
ffrseLMAhXKnpQKHfQaCgwQ_AUIBigB#imgrc=C2ehXQLCWXLwiM%3A
C. Materials:
short paragraph
activity sheets
pictures
III. Procedure
A. Setting the Stage
Have you experienced riding a bus?
Did you experience witnessing a commotion on your community?
What did you feel?

B. Explaining the Students What to Do

Say: We are going to read a short paragraph about Mark’s experiences on his way home.
In here, you are going to learn some compound words. And later on, we are going to
infer meanings of unfamiliar compound words based on given context clues, synonyms
and antonyms.
Compound words are words that are combined together to form new words
and new meanings.
Context clues are the parts of sentence or paragraph that comes before or after
the unfamiliar words.
Synonyms are words with similar meanings while antonyms are those words
with opposite meanings.
C. Modeling for the Students
The class will read the paragraph.
Mark slung his backpack over his shoulder and ran. The bus company had just
introduced a new bus route. Read the following words:
A B C
backpack front door mother-in-law
newspaper back lawn editor-in-chief

How many words were combined to form new word and new meaning?
What do you call the words with two or more words that are combined together to form
a new word and new meaning?
How do compound words in column A written? In column B?in column C?

Say: Infer the meaning of the underlined compound words in the following sentences.
a. The sky was overcast, rain was expected because it was cloudy
afternoon.
-. What word in the sentence hint the meaning of the unfamiliar word? (cloudy)`
This is an example of context clue.

- Encircle the synonym of the underlined compound word.

b. I have read the foreword of the book “Mother’s Wit”.( conclusion,
introduction, content)
Foreword and conclusion are synonyms, they have the same meaning.

- Box the word that has opposite meaning of the underlined compound word.
 c. His statement was an example of falsehood. ( truth, lies, rumor)
Falsehood and truth are antonyms, they have opposite meaning.

D. Guided Practice
The class will be divided into 4 for a group activity.
Gr. 1- Infer meaning of compound words through context clues
Gr. 2- Infer meaning of compound words through synonyms
Gr.3- Infer meaning of compound words through antonyms

E. Independent Practice
For Exercise 1 refer to LM, Do and Learn
For Exercise 2 refer to LM, Learn Some More

F. Closure/ Assessment
Compound words come from two or more words that are combined together to
form a new word and a new meaning.
Context clues hint the parts of a sentence or paragraph that come before or
after the unfamiliar word.
Synonyms are words with similar meanings.
Antonyms are words with opposite meanings.

IV. Evaluation
Infer the meaning of the compound word in each sentence. Encircle the letter of the
correct answer.

1. My mother and I cross at the overpass. The underlined compound word is synonymous
to ____________.
a. footbridge b. hall way c. road

2. The keywords must be in uppercase because it is easier to emphasize if they are written
in capital letters. What words in the sentence hint the meaning of the word uppercase?
a. capital letters b. keywords c. emphasize

3. Manny Pacquiao experienced being knocked-out in his fights. ___________ has opposite
meaning with the word knocked-out.
a. cheated b. defeated c. revived

V. Assignment
Using your own understanding of the words, define the following words and compound
words. Use the compound words in meaningful sentences.
1. boxing-_____________________________________________
ring-_______________________________________________
boxing ring- _________________________________________
Sentence:___________________________________________

2. finger-______________________________________________
print-_______________________________________________
finger print-__________________________________________
Sentence:___________________________________________
 LESSON PLAN IN ENGLISH V
DATE:____________________
I. Objectives
1. Compose clear and coherent sentences using appropriate grammatical structures- aspects
of verbs.
2. Infer the meaning of unfamiliar compound words based on word parts.
3. Appreciate the beauty of the environment
II. Subject Matter
A. Topic:
Aspects of Verbs
Inferring Meaning of Compound Words Based on Word Parts
B. References:
EN5-Ia-12 and 13
EN5G-Ia-3.3
http://promethee.philo.ulg.ac.be/engdep1/download/defiswitt/doc/compounds.pdf
C. Materials:
laptop, pictures, metacards
III. Procedure
A. Setting the Stage
The teacher will show pictures of trees, flowers, birds, rivers
Ask:
Do you take care of our environment?
What activity do you usually do to take care of our environment?
B. Explaining the Students What to Do
Say: You have learned that verbs are action words. Today, you will be learning different
aspects of verbs. Before proceeding to the topic of the day let us first have a drill.
C. Modeling for Students
Read and analyze the following words.

A
postdate post(after) + date= after the dat
supernatural super(more than) + natural= more than the natural
- ex- president ex( former)+ president= former
president
nonsense non(without) + sense= without sense
multitask multi(many) + task= many task

B
colorless color+ less(without)= without color
cheerful cheer+ ful (full of)= full of cheer
breakable break + able (having the quality= having the quality
to break
adulthood adult+ hood(state/condition of being)= state of
being adult

In what part of the words in set A do the syllables added? (at the beginning)
-Syllables added at the beginning of a word are called prefixes.

In what part of the words in set B do the syllables added? (at the last part)
-Syllables added at the last part of the word are called suffixes.

Say: Prefixes and suffixes change the meaning of words.

Study the following sentences.

The president continues The teachers continue to

to motivate people to take motivate pupils to take care of
care of the environment. the environment.
 A B

He continued working Theywill continue

with the group his father to inspire people of all
founded since 2002. ages.

C D

Look at the sentences in tree A and B. When are you going to add –s or –es in your verb?
Look at the sentence in tree C. What will be added to a regular verb when the action
was done already? How about in irregular verb?
Look at tree D. What modal will be added to the base form of the verb to express
futurity?

D. Guided Practice
The class will be divided into 5 and play a game called “E-Raffle” .Each group will be
receiving metacards to write their answer. As the raffle goes, there are verbs to be flashed
with corresponding tense of verb. Each group will compose clear and coherent sentences
using the verb in the tense asked. 2 minutes will be used to answer each item.
1st word: play tense: future
2nd word: cook tense: past
rd
3 word: run tense: future
4th word: use tense: present
th
5 word: see tense: past

E. Independent Practice
Exercise 1
The following sentences are written in past tense. Rewrite them in present and
future tense on the lines below.

a. The rain fell on the green valley.

Present tense:_____________________________________________________
Future tense:______________________________________________________

b. Jane borrowed Richard’s eraser.

F. Closure/ Assessment
 Verbs are action words.
There are three aspects of verbs.
 If the action is being done in the present time, the verb is in present tense.
 If the action is done already in the past time, the verb is in past tense.
 If the action is to be done in future time , the verb is in future tense.
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DATE:____________________

I.

II.
Objectives

A.

B.

C.

A.
Topic:
LESSON PLAN IN ENGLISH V

1. Plan a two to three- paragraph composition using an outline/other graphic organizers

2. Observe politeness at all times.
3. Show respect to others

Subject Matter

Planning a Two to Three Paragraph Composition Using an Outline/Other Graphic

References:

EN5A-Ia-16
Organizers

EN5WC- Ia- 1.1.6.1

Lesson Guides in Elementary English 6 p.2

Materials:
Pictures, laptop, graphic organizers, outline

III. Procedures

Setting the Stage

Who is in the picture?

What makes him so popular around the world?
What characteristic of a Filipino does he signify?
As a Filipino, how do you show respect to others? To God?

(Graphic organizer will be used to elicit answers)

B. Explaining the Students What to Do

Yesterday, you have learned about the aspects of verbs and you were able to compose clear
and coherent sentences using verbs in different aspects.

C.
Today, we are going to write paragraphs based on outline/ other graphic organizers.

Modeling for Students

Analyze the following graphic organizer. Answer the questions that follow.

Filipino

Based on the Semantic web, who is a respectful person and a God-loving person?
How do Filipinos show respect to others?
How do Filipinos show love to God?

Say: Now, let us plan a two-paragraph composition using the details of the semantic web.
A Filipino is a respectful person. He calls older brother “kuya” and older sister “ate”. He
kisses the hands of his parents and grandparents. He is always using “po” and “opo”. He shows
de respect to parents, elders and people in authority.
A Filipino is also a God-loving person. He believes in one God. He patterns his life the way
God wants it. He loves his neighbors. And most of all, he prays not only for himself.

D. Guided Practice
Using the details of the semantic web, plan a two-paragraph
composition.

Fresh gardens

Magnificent Famous

Magnificent

E. Independent Practice
The outline contains a personality of a Filipino. Write a two- paragraph
composition using the following details.
The Filipinos are humane and concern to his fellowmen.
A. Cares for himself and to his fellowmen
B. Thoughtful, loving, understanding, helpful, friendly and charitable
C.Ready to give a helping hand when needed
D. Ready to share laughter to cheer up those who are lonely

F. Closure/ Assessment

 The clustering graphic organizer shows and separates the developed ideas
from other ideas.
 The use of graphic organizers and outlines provides the organization of ideas
easy to understand and makes learning more enjoyable.