SCHOOLS DIVISION OFFICE – QUEZON CITY

School District XVII

ROSA L. SUSANO-NOVALICES ELEMENTARY SCHOOL
5th District, Quezon City, Metro Manila

ENGLISH
GRADE 5
Quarter 1
Module 2 Week 2
Most Essential Learning Competencies in the First
Quarter:
 Fill-out forms accurately (school forms, deposit and
withdrawal slip)
 Infer meaning of unfamiliar words using text clues
(compound, affixed, blended)
 Infer meaning of unfamiliar words using text clues
(synonyms, antonyms, and other parts) and other
strategies
 Compose clear and coherent sentences using
appropriate grammatical structures, subject-verb-
agreement, and kinds of adjectives-Modals
 Compose clear and coherent sentences using
appropriate grammatical structures, subordinate
and coordinate conjunctions, and adverbs of
intensity and frequency

BERNARDO C. CUNANAN, LPT, MEM

Author
Quarter 1 Module 2 Week 2 Day 1
LESSON 6: Infer the Meaning of Unfamiliar Words
using prefixes and suffixes based on given context
clues and other strategies.
Expectations:
You will infer the meaning of unfamiliar words using prefixes, Specifically this
module will help you:
1. Use prefixes to find the meaning of unfamiliar words;
2. Construct sentences using prefixes; and
3. Appreciate the value of friendship.

Looking Back to your Lesson

In your previous lesson you learned how to infer the meaning of

unfamiliar words using compound words based on given context clues and
other strategies. 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.

Brief Introduction

This module will help you learn how to infer the meaning of unfamiliar
words using prefixes based on a given context clues and other strategies.
Now, I want you to look at the following pictures below. Then answer the
questions after.

friendly unfriendly

 Who among you have friends? Is it importance to have friends?

 What are the benefits that you could get if you have friends?
 The first man looks very friendly! I think it would be nice to spend time
with him.
  The second man looks unfriendly. I don't think it would be much fun to
spend time with him.
 We can see in the second sentence that we added the prefix "un-" to the
word "friendly." This prefix "un-" means "not" or "the opposite of."

Here are more examples with the prefix "un-":

happy ----> unhappy
finished ----> unfinished
believable ----> unbelievable
acceptable ----> unacceptable

 The table below has some common prefixes, their meaning, and an
example word.

Prefix Meaning Example word

dis- not, opposite of disagree
in-, im- not incorrect, impossible
mis- incorrectly misunderstand
re- again redo (do again)
un- not uninteresting
below, lower,
under- underwater
not enough
 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.

 Prefixes change the meaning of words

Activities

DIRECTION: Write the correct word in the blank to complete the thought of
the following sentences. Choose the correct answer from the choices given
inside the box.

1. Rico’s hat is too small for him. It is _________.

2. Pot makers are careful when firing the pot. Too much fire will ________ the
pots and will destroy them.
3. Don’t eat too much or else you will become ________.
4. Rita is big and ________ for her age.
5. Mr. Ramos was the chairman of the board of directories in their
cooperative before. He is the ________ now.

Let’s Remember This

Prefix is a word part or syllable added at the beginning of

a word to form a new word with a new meaning. Other
examples of prefixes:

Check your Understanding

DIRECTION: Complete the sentences by writing the correct prefix in the blank
space. You can use a dictionary to help you.
Example: The pupil has no choice but to retake the test because of his failed
scores.

dis- -in mis-

re- un- under-

1. I just can't believe it! The story is _____believable!

2. No, that answer is _____correct. It is wrong.
 3. Let's look at this information again. We should _____view it before the
test.
4. I saw Allison just a moment ago, but now I can't find her! It seems
that she _____appeared!
5. Oh, I'm sorry, I didn't hear you correctly. I _____understood you.
6. The subway does not go over the land like a normal train. It moves
_____ground.

Post-test

DIRECTION: From the list below, pick out the words which can be added with
prefixes over, under, ex, less and super. Then, use the new word in
meaningful sentence. Use the spaces given below.

heat ground president

man bone

1. __________________________________________________

2. __________________________________________________

3. __________________________________________________

4. __________________________________________________

5. __________________________________________________
Quarter 1 Module 2 Week 2 Day 2
LESSON 7: Infer the Meaning of Unfamiliar Words
using suffixes based on given context clues and other
strategies.
Expectations:
You will infer the meaning of unfamiliar words using suffixes, Specifically this
module will help you:
1. Use suffixes to find the meaning of unfamiliar words;
2. Construct sentences using suffixes; and
3. Appreciate the value of friendship.

Looking Back to your Lesson

In your previous lesson you learned how to infer the meaning of

unfamiliar words using prefixes based on given context clues and other
strategies. Prefix is a word part or syllable added at the beginning of a root
word to form a new word with a new meaning. Context clues hint the parts of
a sentence or paragraph that come before or after the unfamiliar word.

Brief Introduction

This module will help you learn how to infer the meaning of unfamiliar
words using suffixes based on a given context clues and other strategies. To
start with, there is a story about a girl who is going to give gift for her friend’s
birthday. Read the story and answer the comprehension question. Read the
selection below.

Time for a Redo!

Sarah stared at the mess she had made on the floor. In her
disappointment she wanted to throw everything and forget what
she was doing. She knew she should have listened to her mother
when she was explaining how to wrap presents. It was her best
friend Amy’s birthday and the party was in two hours. How would
she ever get the gifts to look nice before then? The boxes she had
wrapped looked like her two-year-old brother had wrapped them.
Even the card she had written and signed looked messy.
Sarah took a deep breath. As much as she wanted to wrap the
gifts all by herself, she swallowed her pride, but still undecided,
called for her mother. When her mother walked in she took one
glance at the gifts and said, “Look like it’s time for a redo!”
 After reading the short story I want you to answer the following questions
below using a separate sheet of paper.
 Who was the girl in the selection?
 What was Sarah doing?
 Did she wrap the gift neatly?
 What did Sarah and her mother do to make the gift looked good?
 What did Sarah realize after her mother helped her?
 Are you like Sarah? Do you also give gift to your friends?
 Aside from giving gift to your friends, what other things can you do to
show that you value your friends?

Read the sentences and notice the underlined word.

 Sarah slowly rewrapped each present and retied each bow listening
carefully to each direction
 You are such an adorable friend.

Activities
DIRECTION: Choose from the tree the correct word to complete the sentences
below.

boneless
breakable

director movement

careful

1. Do you have anything ______________ in your bag?

2. Be ___________ with that vase - it's very fragile.
3.The____________of the ship caused the mast to sway from side to side.
4. She has become the ___________ of the new information center.
5. I want a _________ breast of chicken.
 Let’s Remember This

Suffix- is a word part or syllable placed after a root word

to form a new word.

The suffix –ment means “state of being”

(treatment); “result of n action” (development)
The suffix –able means “capable or worthy of”
(lovable)
When you add prefix or suffix to the root word,
you change the word’s meaning.

Check your Understanding

Write the correct word in the blank to complete the sentences

below.
1. The survivors of the plane crush were given _____ for their
injuries.
2. The _____ of a housing project will benefit many poor families.
3. Giving good education is the primary concern of our _________.
4. The noise grows louder as the crowd buzzes with ___________.
5. In the old days, flogging was a usual
form of _________________.

-development -government
-treatment -excitement
-punishment

Post-test

DIRECTION: Choose from the letter of the correct word to complete the
sentences below. Write your answer on the blank provided before the number.
________1. At my house, we play Scrabble, and I always win because I can
__________ words quickly.
 A. unlock B. unusual C. unfamiliar D. unpleasant
2. Mom said I had to wait until my birthday to _________ my presents.
A. unable B. untied C. unwrap D. unhappy
3. Jon forgot his backpack and had to ________ home to get it.
A. replace B. return C. resend D. retell
4. Babies need ________ to grow up smart and strong.
A. development B. instalment C. management D. nourishment
5. Mario’s new cell phone is _____________ in three months using his credit
card.
A. breakable B. payable C. lovable D. doable
Quarter 1 Module 2 Week 2 Day 3
LESSON 8: Use sentences to show cause and effect and
problem-solution relationship of ideas.
Expectations:
You will use and identify a sentence and its parts, Specifically this module
will help you:
1. Use sentence and its word parts;
2. Construct sentences using subject and predicate; and
3. Manifest love for studying and appreciating the value of education.

Looking Back to your Lesson

In your previous lesson you learned how to infer the meaning of

unfamiliar words using prefixes and suffixes based on given context clues and
other strategies. Prefix is a syllable or word part added at the beginning of a
word to form a new word with a new meaning while Suffix is a syllable or word
part added at the end of word to form a new word with a new meaning.
Context clues hint the parts of a sentence or paragraph that come before or
after the unfamiliar word.

Brief Introduction

This module will help you learn how to use and identify a sentence and
its word parts. A sentence has its two parts the Subject and the
Predicate which are the two basic building blocks of any complete sentence.

Subject: the person or the thing that the sentence is about.

Example: Jose Rizal is our national hero.
Predicate: verb form that tells something about the subject
Example: Jose Rizal is our national hero.

In this sentence: The brown fox jumps over the low fence.
‘Fox’ is the simple subject, and ‘brown fox’ is the complete subject.

Predicate: verb form that tells something about the subject

 Activities

DIRECTION: Arrange the jumbled words to make sentences. Capitalize the

first word in the sentence and don’t forget to put period after each sentence.
Example : go/now/home/will/I – I will go home now.
1. give/the present/tomorrow/we/him/will
_______________________________________________________
2. her/met/last night/at/we/the station
_______________________________________________________
3. was/last week/he/in hospital/the
_______________________________________________________
4. in Ilocos Norte/spend/I/will/next year/my holiday.
________________________________________________________
5. must/at five o’clock/leave/we/the house
________________________________________________________

Let’s Remember This

A sentence is a set of words that makes complete sense. Every

sentence has two parts:
1. a subject (who or what the sentence is about)
2. a predicate (the part which tells something about the subject)
For example:
She (subject) talks (predicate).
A subject contains a noun or a pronoun and words describing the
noun or pronoun. In the above sentence, the pronoun "she" is
itself the subject.
A predicate contains a verb and all the words related to that verb
except the subject. In the above sentence, the predicate itself is
a verb.
For example:
 John and Cody (subject) play (verb) basketball whenever they
get time (predicate).
 Check your Understanding

DIRECTION: Identify the subject and the predicate in the following sentences.
Write your answer on the blank provided after each number.

Example: Subject- The sun, Predicate – was shining brightly

1. The dogs were barking loudly.

_______________________________________________________
2. The pretty girl was wearing a blue frock.
_______________________________________________________
3. My younger brother serves in the army.
_______________________________________________________
4. The man and his wife were working in their garden.
_______________________________________________________
5. My mother and my aunt are trained classical dancers.
________________________________________________________

Post-test

DIRECTION: Match Column A with Column B to make a complete sentence.

Column A Column B
1. The hunter is the summer capital of the Philippines.
2. The vessel sings from her heart.
3. The girl plays caught the hare
4. Regine Velasquez reached port the next morning.
5. Baguio the piano well.
 Quarter 1 Module 2 Week 2 Day 4
LESSON 9: Use simple sentence to show cause and
effect and problem-solution relationship of ideas.
Expectations:
You will use and identify a simple sentence, Specifically this module will help
you:
1. Use vocabulary terms related to simple sentences appropriately;
2. Construct simple sentences; and
3. Manifest love and appreciation by the guidance given by one’s
parents/guardians in answering the given exercises on this module.

Looking Back to your Lesson

In your previous lesson you learned how to identify and construct
sentence and its parts. A sentence is a set of words that makes complete
sense. Every sentence has two parts: a subject (who or what the sentence is
about), a predicate (the part which tells something about the subject).

Brief Introduction

This module will help you learn how to use and identify a simple
sentence. You will also learn about dependent clause and independent
clause the two main ideas for you to learn simple sentence. Now, I want you
to read first a short story.
The Homecoming
by Jean Paul V. Banay

It’s Friday evening. Every member of the Flores family was excited to go to the
airport. Today is the arrival of Mr. Alfredo Flores. It’s been two years since he started
working abroad.
They rented a van to go the airport. They were happily clapping their hands while
singing. Everybody was chatting about what their father looked like now.
As soon as they arrived at the airport, they went directly to the waiting area. They
were looking left and right hoping they would see their father at the exit.
They are waiting for almost an hour now. They just tapped their feet to loose
boredom. Mother was sipping coffee she bought from a kiosk.
At last, after almost half an hour of waiting, they saw their father going out at the
south gate of the airport’s arrival area. They waved their hands in joy so that Alfredo
would notice them instantly.
They hugged their father as soon as he approached them. They were crying in
joy.
Readand answer the following questions.
 What was the title of the story?
 Who was going to the airport?
 Why are they going there?
 Have you noticed the underlined sentences? What can you say about
them?
 What do you think are sentences? These sentences are called simple
sentence

Simple sentence
 A very basic sentence that contains a subject and a predicate
 Expresses one complete thought
 Does not start with a prepositional phrase
Examples:
1. Leslie will sing in the talent show.
2. Joe camped with his Boy Scout troop.
3. Aaron draws very well.
 Non-examples:
1. Leslie in talent show. (no predicate)
2. Camping with Boy Scouts is. (not a complete thought)
3. Because Aaron draws very well. (begins with a preposition)
Simple sentence
 A simple sentence may contain a compound subject, a compound
predicate, or both.
Examples:
1. Leslie and Mark will sing in the talent show.
2. Leslie will sing and dance in the talent show.
3. Leslie and Mark will sing and dance in the talent show.

Activities

DIRECTION: Read the following group of words. Identify the simple sentence
by writing SS on the blank before the number and write NOT if it is not an
example of simple sentence.

______1. There is a fly

______2. Look on top of the refrigerator for the key.
______3. Paper for the printer
______4. Will you help me with the math homework?
______5. The music is too loud for my ears.
______6. The frog jumped and landed in the pond.
______7. Can I have some juice to drink?
______8. The pizza smells delicious.
 Let’s Remember This

A simple sentence is one independent clause that has a subject and a

verb and expresses a complete thought. Notice that there are some
important requirements for a simple sentence:
1. Must have a subject and a verb.
2. Must express a complete thought.
3. Must only have one clause.
Examples of Simple Sentence:
1. Joe went to the store.
2. Sarah and Jessie are going swimming.


Check your Understanding

DIRECTION: Read the following group of words. Then match Column A with
Column B to complete a simple sentence. Write the letter on blank provided.
Column A Column B
_____1.You a. is one of the first singers to sell an album.
_____2. Perching on a branch, b. the eagle shrieked.
_____3. Little Red Riding Hood c. broke up with his girlfriend just recently.
_____4. Taylor Swift d. should stay in the past.
_____5. The famous artist e. was carrying a basket of flowers.
_____6. Our memories f. are good as their first impression of you.

Post-test

DIRECTION: Read the following sentences or questions below. Put a check

( / ) on the correct answer.
1. TRUE or FALSE: Some simple sentences have more than one independent
clause
a. TRUE
b. FALSE
2. Why isn’t this a simple sentence?
I walked to the park with my dog and played fetch.
a. too many subjects
b. too many verbs (walked/played)
c. both a & b
d. it is a simple sentence!

3. Why isn’t this a simple sentence?

My dog played fetch at the park.
a. too many subjects
b. too many verbs
c. both a & b
d. it is a simple sentence!

4.The most important thing to remember about simple sentences is:

a. they never have more than one subject or more than one predicate
b. they have to be short
c. they have to be long
d. they must have an adjective
Quarter 1 Module 2 Week 2 Day 5
LESSON 10: Use compound sentence to show cause
and effect and problem-solution relationship of ideas.
Expectations:
You will use and identify a compound sentence, Specifically this module will
help you:
1. Use vocabulary terms related to compound sentences appropriately;
2. Construct compound sentences; and
3. Appreciate the culture of others.

Looking Back to your Lesson

In your previous lesson you learned how to identify and construct

simple sentence. A simple sentence is one independent clause that has a
subject and a verb and expresses a complete thought. Notice that there are
some important requirements for a simple sentence: must have a subject
and a verb and must express a complete thought.

Brief Introduction

This module will help you learn how to use and identify a compound
sentence. You will also learn about conjunctions and its uses. Now, I want
you to read first a short story.

Sajid and Zarinah are just two of our many Muslim brothers and
sisters in Mindanao. Sajid and Zarinah are neighbors and over the
years they have become good friends. They live near the sea which
Sajid calls “waters.
Another neighbour has a boat and the two children are allowed
to use it any time they like. They sail the boat or spend their afternoon
swimming. Sajid loves fishing but Zarinah finds it boring. She just
swims or gather shells.
On Saturdays and Sundays they often have beach picnics with
their friends. The boys including Sajid make a charcoal bonfire and the
girls set a picnic mat on the sand. Most of their friends prefer fishing
but sometimes they have roast chicken.
Sajid usually plays his guitar and everyone sings or dances. After
every picnic they clean up the beach and carry all the dishes and food
back home. They go home before dark or they wait for the beautiful
sunset.
 o Who are the characters in the story?
o What do Sajid and Zarinah enjoy doing by the beach and at the
sea?
o How do Sajid, Zarinah and their friends usually spend the
weekends?
o What do Sajid loves to do that Zarina finds it boring?
 Read all the sentences below taken from the story that you have read.
The boys including Sajid make a charcoal bonfire and the girls set a
picnic mat on the sand.
They go home before dark or they wait for the beautiful sunset.

 What did you notice with the sentences below? These sentences are
examples of compound sentences. These sentences are made up of
two simple sentences or two independent clauses joined together
with a connector or coordinating conjunction.
 A compound sentence refers to a sentence made up of two
independent clauses (or complete sentences) connected to one another
with a coordinating conjunction. Coordinating conjunctions are easy
to remember if you think of the words "FAN BOYS": For, And, Nor,
But, Or, Yet, So
 Example: Batman is a hero. He is successful in catching the criminals
in his city. Batman is a hero, and he is successful in catching the
criminals in his city. OR… Batman is a hero, for he is successful in
catching the criminals in his city.

Examples of compound sentences include the following:

1. Joe waited for the train, but the train was late.
2. I looked for Mary and Samantha at the bus station, but they arrived at
the station before noon and left on the bus before I arrived.
3. Mary and Samantha arrived at the bus station before noon, and they
left on the bus before I arrived.
4. Mary and Samantha left on the bus before I arrived, so I did not see
them at the bus station.

 If you rely heavily on compound sentences in an essay, you should

consider revising some of them into complex sentences (explained
below).

 Coordinating conjunctions are useful for connecting sentences, but

compound sentences often are overused. While coordinating
conjunctions can indicate some type of relationship between the two
independent clauses in the sentence, they sometimes do not indicate
much of a relationship. The word "and," for example, only adds one
independent clause to another, without indicating how the two parts
of a sentence are logically related. Too many compound sentences that
use "and" can weaken writing.
 Activities

Activity 1
DIRECTION: Complete each sentence using the correct
coordinating conjunctions from the parentheses:
1. My car has a radio a CD player. (but, or, and)
2. Sharon hates to listen to rap music, she
tolerate heavy metal. (but, nor, or)
3. Carol wanted to drive to Colorado, Bill insisted that they
fly on a plane. (and, or, but)
4. I’m afraid of heights, I appreciate the view
from the top of this building. (and, yet, nor)
5. I have to be on time, my boss will be annoyed if I’m late.
(and, nor, for)
Activity 2
DIRECTION: Complete each sentence using the correct
coordinating conjunctions from the parentheses:
1. I have to go to work at six, I’m waking up at four. (but, so,
yet)
2. I was on time, everyone else was late. (so, but, for)
3. Nadia doesn’t like to drive, she takes the bus everywhere.
(but, yet, so)
4. Our trip to the museum was interesting, there
were several new artifacts on display. (but, for, yet)
5. Do you like chocolate vanilla ice cream better? (or, nor,
and)

Let’s Remember This

 A compound sentence refers to a sentence made up of two

independent clauses (or complete sentences) connected to
one another with a coordinating conjunction.
Coordinating conjunctions are easy to remember if you
think of the words "FAN BOYS": For, And, Nor, But, Or, Yet,
So
- Conjunction
- It is a word used to connect clauses or sentences or to
coordinate words in the same clause. It is a word used to
connect clauses or sentences or to coordinate words in the
same clause.
- Coordinating conjunction. It is used to give equal
emphasis to a pair of main clauses. Let us remember the
acronym FANBOYS.
( for, and, nor, but, or, yet and so)
 Check your Understanding

DIRECTION: In the following exercises, turn the sentence pairs into single
compound sentences, each with a coordinating conjunction. You can
rearrange or add words in the sentence to make it sound better, but only if
it's necessary.

Example: The black dog has won many prizes. He doesn't know many tricks.
Answer: The black dog has won many prizes but he doesn't know many
tricks.

1. She saw a cat run in front of her. She fell down while roller-skating.
________________________________________________________________
________________________________________________________________
2. There was a meteor shower. The crew did not know how to avoid the
meteors.
________________________________________________________________
________________________________________________________________
3. I wanted to buy a baby Chihuahua. I started to save my money.
________________________________________________________________
________________________________________________________________
4. Gillian did not like to read. She was not very good at it.
________________________________________________________________
________________________________________________________________
5.Pam liked Wayne. Leena also liked Wayne.
____________________________________________________________________________
_________________________________________________________________________

Post-test

DIRECTION: Write 5 sentences using conjunctions.

1.
2.
3.
4.
5.

DIRECTION: Make a short paragraph using conjunctions.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________